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Cross-level Learning Process in Collaboration Emergency Exercises
Roud E., (Nord University, [email protected])Schmied J., (Nord University, [email protected])
MARPART Conference, o
Today’s organizations operate in an environment characterized by high uncertainty, risk, and turbulence brought on by events such as natural disasters, terrorist attacks, corporate scandals, and major product defects. These unanticipated emergency events, be they small or large scale, naturally occurred or humanly induced, require coordinated action among multiple organizations across many jurisdictions. Therefore, collaboration among them is essential to ensure effective emergency response. Within such contexts, constant and continuous learning has become a necessity for organizational survival, adaptability, competitiveness, and long-term viability (Barnett & Pratt, 2000; Mitroff, 2005;Ulrich, Jick, & von Glinow, 1993). This calls for better preparation via training and collaboration emergency exercises (Kristiansen et al., 2017; Roud et al., 2016).
Introduction
Research Question
• Interest in learning dimension of exercises has grown in recent years,
• But a general study of connecting the collaborative exercises at different learning level has remained elusive.
• This study investigates how collaboration emergency exercises can contribute to learning at different level.
• We develop a framework for the process of interorganizational learning.
Collaboration Exercises
• Collaboration exercises aim to bring different organizations together to integrate actions across organizational boundaries (Berlin & Carlström, 2015) and may be a combination of strategic-and drill exercises.
• From a learning perspective in emergency management, collaboration exercises develop individual, group and organizational skills, strengthen leadership, and trigger inter-organizational curiosity (Andersson et al., 2014).
Learning
• Learning is considered as a multi-dimension and multi-level phenomenon
• Learning can be described as processes taking place at different levels, where learners may be individuals, groups, whole organizations, or inter-organizational networks (Tynjälä, 2008).
• The concept of learning from emergency exercises explains aspects of workplace learning in simulated incidents for training employees (Tynjälä, 2008)
Learning at individual level Two major interpretations of individual learning are identified by scholars (Beckett and Hager, 2002; Hager, 2004, 2011; Sfard, 1998). • The individual cognitive approach to learning focuses on individuals as
learners, where learning is understood as acquisition of information and reasonable behavior (Baddeley, 1999; Bandura, 1977; Ormrod, 2008; Piaget, 1972/1997; Skinner, 1965).
• The socio-cultural approach to learning focuses on the social relations between people rather than on the isolated individual. (Gherardi et al., 1998)
This study considers combination of these approaches to learning as necessary for explaining how emergency personnel develop their skills and competence.
Learning at group level
Group learning is defined as “the extent to which members seek opportunities to develop new skills and knowledge, welcome challenging assignments, are willing to take risks on new ideas, and work on tasks that require considerable skill and knowledge” (London, Polzer, & Omoregie, 2005,p 114).
Learning at organizational level
Although organizational learning occurs through individuals, it would be a mistake to conclude that organizational learning is nothing but the cumulative result of their members' learning. Organizations do not have brains, but they have cognitive systems and memories. Members come and go, and leadership changes, but organizations' memories preserve certain behaviors, mental maps, norms, and values over time (1981, p.6).
We apply the definition by Crossan et al. as “the process of change in mind and behavior which is fixed in, and influenced by, the institutions of the organizations” that can influence the routines, rules, and structures of the organization (Torres and Preskill , 2001).
The 5I Learning Framework by Jones and Macpherson (2006)
5Is• Intuiting as a subconscious process which takes place at the individual level. They argue that this
is the beginning of learning and is bound to happen in a single mind. The intuiting learning is forming personal experiences
• Interpreting is defined as the conscious elements of individual learning that is shared in groups• Integrating, is defined as the change of collective understanding at the group level, and
functions as a bridge to the organizational level• Institutionalizing is defined as the process where learning is incorporated across the
organization. This works by embedding the learning into the organization´s systems, structures, routines, and practices. The process of institutionalizing is dependent on defined tasks, specified actions, and organizational mechanisms implemented so that the learning can be put into action
• Intertwining indicates active engagement between the organization and its external knowledge network. The concept of ‘intertwining’ indicates that learning mechanisms are at the interstices between organizations and not just within organizational boundaries.
Method 1 – Research Strategy and data analysis
• A multiple case approach was chosen to generate a more robust study (Herriott & Firestone, 1983).
• The nature of safety and security related exercises producing sometimes inaccessible “classified information” induced that cases delivered heterogeneous data in terms of different sources, type of source, extent of sources and intended consignee.
• Consequently, a fully embedded single-case study design is not obtainable due to incomplete units of analysis per case (Yin, 2013).
• Choices as to which data to generate and collect were based on how well the exercises resembled emergency management scenarios in a relevant complex environment.
Methodological triangulation – qualitative data:- Archival data from safety organizations such as logs and reports- Publicly available reports and presentations. - Observation reports- Observations- Conversations- Unstructured in depth interviews around the course of important exercises.
Interviews left room for further questions and detailed asking to elaborate on specific elements of the story (Bryman & Bell, 2015).
Method 2 – Data collection
Method 3 – Exercises
Name of exercise Type of exercise National /
International
Year Source types
Exercise Nord Full scale National 2016,
2017,
2018,
2019
Observation Report, background
conversation, storybook,
unstructured interview
AECO SAR TTX Table top International 2016,
2018,
2019
Brief and presentation,
observation reports
SARex Exercise Full scale National 2016 Interviews, observation report,
Arctic SAR Table top International 2016 Brief and presentation,
Observation report
Learning on individual level
Quote:“I learned that it’s essential to get the information out as quick as possible because if you don’t put out the correct information yourself others will make up stories, and your fighting to adjust something that is in the news”
Learning on individual level
Level of
learning
5I process Learning appeared as Learning hindered by
Ind
ivid
ual
Intu
itin
g Opportunities to make mistakes
Ability to test different strategies in exercise
The possibility to be exposed by an alternative view
Personal competence and skills development
Practice taking an action under pressure during exercise
familiarity with technology and communication tools that helps
to establish personal comfort
Exercise allow you to make your hands dirty
Acting in isolation and passively
Individuals tend to focus on their own
The tasks difficulties are not
adequate. Some task are very simple
Predefined roles and tasks with
limited improvisation
Challenges in transferring the
experience to colleagues
Lack of structured self evaluation
Inte
rpre
tin
g Openness to divergent view
Testing innovative approaches
Not shy to ask for guidance
Constant dialog among individuals
Practice professional language of emergency response
Learning on group level
Quote:“when this guy took over the information stream was much more clear. That is something that we said, “Okay always pick your best guy, the best communication guy on the communications line.”
Learning on group level
Level of
learning
5I process Learning appeared as Learning hindered by
Gro
up
Inte
grat
ion Discussion after exercises
Realistic scenario make exercise participant to
learn the most
Application of systematic approach and guideline
facilitates learning
Joint-sensemaking during exercises
Learn how to cooperate and follow the
command in the exercises
Exercises establish shared view in temporary
groups
Interactive dialogue within group
Follow up the exercises and deep conversation
on concluding remarks is a challenge, since
participants get back to their own organization’s
routines after the exercise
Learning on organizational level
Quote:whether it be a week or 14 days they always have such a hot washup where they gather all the strengths that have been involved in this exercise / action, where people get their heart's opinion on things, and then a report is written afterwards. That's what I say with SAR reporting tools, which I've missed more, that you need to have a way to get… a standardized one, where you can go through and take what you did, what you thought was good, what was less good and what you have to learn next time » [TRANSL.]
Learning on organizational level
Level of
learning
5I process Learning appeared as Learning hindered by
Org
aniz
atio
n
Inst
itu
tio
nal
izin
g Very few high level organizational discussions
Each organization has their own wash up so
personnel who did not involve in joint
preparation phase activities, will hear about
other organizations competence
Isolation of group that attended in exercises
within the organization
Lack of commitment to change in organizational
structure routines and procedures according to
exercise outcomes and evaluation
Poor incorporate debriefing and
low priority of evaluative learning
Resistance towards changing organizational
culture
Learning on inter-organizational level
Quote:Participants demanded even further “sharing information and best practice [as well as to] encourage more exercises and the systematic sharing of lessons learned”
Learning on inter-organizational levelLevel of
learning
5I process Learning appeared as Learning hindered by
Inte
r-o
rgan
izat
ion
Inte
rtw
inin
g Developing competences through inter-
organizational collaboration, specially regarding
international rules and regulations
Developing relationship across institutions and
organizational boarders
Organizations establish resilient inter-
organizational trust by involvement in exercises
Different organizational culture or restrictions in
military, civilian and volunteer organizations
Lack of continual evaluation and reassessment
developed relationships
Findings
- Observed learning on all fourlevels (5Is.)
- Individual / group and organization learning both onTTX and full scale exercise.
- Inter-organizational levelmore on planning stage of full-scale exercise and at TTX
Findings
- Periodical recurrence ofexercises seem to providebetter feedback and structured learning
Findings
- Lack of this study- Feedback learning flow (esp.
From inter-org. Back) is difficultto measure
Conclusion- The theoretical contribution of this study was to applying the 5Is model of
learning in new context.- In this study we show that how collaboration exercises contribute to learning at
different level. We also emphasis what are the hindrance to learning in the exercises.
- The practical contribution was parodically recurrent exercises seems to contribute more to process of learning.
- It provides comparison results to observe the improvement- Further research
- Follow up on more structured lessons-learned activity (create even more recurrent exercise evaluations and follow up)
- Look at non-perfect steps on the model (e.g. from individual to inter-organizational)- Difference between how to learn for «Arctic environments vs. General collaboration
exercise
Thank you for your attention
Johannes SchmiedHigh North Center for Business and Governance,Business School at Nord UniversityTel.: +47 755 17 [email protected]
Ensieh RoudHigh North Center for Business and Governance,Business School at Nord UniversityTel: +47 75517615e-post: [email protected]