Jozef Ristvej., Tomas Lovecek, & Katarína Kampová. (2010). eSEC – Competency based e-portal of security and safety engineering. In C. Zobel B. T. S. French (Ed.), ISCRAM 2010 – 7th International Conference on Information Systems for Crisis Response and Management: Defining Crisis Management 3.0, Proceedings. Seattle, WA: Information Systems for Crisis Response and Management, ISCRAM.
Abstract: The main focus of the preparing electronic portal “eSEC – Competency Based e-portal of Security and Safety Engineering” – eSEC-portal, is to establish web system, which would be new tool in process of learning for students and professionals in fields focusing on security studies, safety studies and crisis management. eSEC-portal aims on preparing connections among students, teachers, professionals and experts. This interface will bring qualitative improvement for learning process of students and we suppose more activities from them in professional and scientific work. Students will have possibility to compare actual questions and problems on other institutions, in scientific and professional environment. Teachers will be able to get feedback from professionals, colleagues and students. Through the e-portal will increase the employability of the e-portal users by directly linking competencies required by employers with competencies which are available for students on the e-portal and which are not a part of the educational system.
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Kathryn Toelken, Matthew W. Seeger, & Allen Batteau. (2005). Learning and renewal following threat and crisis: The experience of a computer services firm in response to Y2K and 9/11. In B. C. B. Van de Walle (Ed.), Proceedings of ISCRAM 2005 – 2nd International Conference on Information Systems for Crisis Response and Management (pp. 43–51). Brussels: Royal Flemish Academy of Belgium.
Abstract: This paper reports on a research project in progress. This project is an investigation of the ways in which organizations learn in response to threats and crises. Considerable scholarship in organizational learning theory, renewal, and in organizational crisis suggests that the ability of organizations to learn and reconstitute themselves is a critical capacity for successfully responding to crises and threats. These learning processes are examined within the context of a global, Fortune 100 computer services firm and its response to the Y2K threat and the 9/11 crisis.
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Joeri Van Laere, Jessica Lindblom, & Tarja Susi. (2007). Requirements for emergency management training from a 'passion for failures' perspective. In K. Nieuwenhuis P. B. B. Van de Walle (Ed.), Intelligent Human Computer Systems for Crisis Response and Management, ISCRAM 2007 Academic Proceedings Papers (pp. 449–456). Delft: Information Systems for Crisis Response and Management, ISCRAM.
Abstract: Swedish municipalities are stimulated to conduct emergency management exercises in addition to developing crisis plans. These exercises tend to be grounded in an instrumental philosophy. There is too much focus on doing the exercise and too little attention for the implementation of lessons learned afterwards. A common experience is that the same 'mistakes' are discovered again and again in yearly exercises. Furthermore there is a paradoxical balance between empowering the organization in its learning process (positive feedback) and revealing the failures (negative feedback). In this paper we reflect on the learning process in a Swedish municipality in 2006 where two emergency management exercises were held and where a minor and a major crisis occurred during the year. We argue that the longitudinal learning process should be the focus in stead of ad hoc exercises. In addition we develop some requirements for emergency management training from a 'passion for failures' perspective.
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