Joris Field, Arjan Lemmers, Amy Rankin, & Michael Morin. (2012). Instructor tools for virtual training systems. In Z.Franco J. R. L. Rothkrantz (Ed.), ISCRAM 2012 Conference Proceedings – 9th International Conference on Information Systems for Crisis Response and Management. Vancouver, BC: Simon Fraser University.
Abstract: Crisis management exercises require a lot of preparation and planning to ensure that the training objectives are met. This is often a time consuming and expensive process and can be a major barrier to setting up frequent crisis management training sessions. The introduction of virtual training environments to supplement the live exercises enables the development of tools to support the instructors in their planning, management, observation and analysis of training exercises. This can simplify the planning process, and give instructors control over the configuration of the exercises to tailor them to the needs of individual trainees. In this paper we present a tool that supports instructors in the planning of virtual exercises, and can be used to provide templates for live exercises. This tool has been developed with ongoing feedback from instructors and crisis management personnel and forms part of a crisis management virtual training system. © 2012 ISCRAM.
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Matthew Guardascione, & Allen E. Milewski. (2010). Feedback mechanisms in automated emergency management training. 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: This study explored automated training for emergency managers and the effects of feedback on performance. A prototype emergency management training application was built to allow the usage of either immediate feedback or delayed, “hotwash” feedback. Users were split into two groups and asked to carry out two emergency management scenarios using one of the feedback mechanisms, and the difference in scores between each feedback type were analyzed There was a general increase in performance across sessions. Further, the improvements in scores between each feedback type showed that users performed significantly better when using the hotwash feedback mechanism compared with the immediate feedback mechanism. In contrast to the performance data, preference data showed no overall differences between the two procedures, although each user had a strong preference for one or the other feedback mechanism. The implications for the design of training systems offering both procedures are discussed.
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Amy Rankin, Rita Kovordanyi, Joris Field, & Henrik Eriksson. (2012). Instructor's tasks in crisis management training. In Z.Franco J. R. L. Rothkrantz (Ed.), ISCRAM 2012 Conference Proceedings – 9th International Conference on Information Systems for Crisis Response and Management. Vancouver, BC: Simon Fraser University.
Abstract: In crisis management exercises the instructor's performance is critical to the success of the training. It is their responsibility to monitor and evaluate the exercise, as well as appropriately adjust and adapt the scenario to the unfolding events. Despite the importance of the instructor's skills in crisis management training little has been documented regarding successful methods or common pitfalls. The study presented in this paper is exploratory and aimed at investigating how instructors monitor and control large scale crisis management exercises. The results are intended to be used as a basis for further investigation on how instructors can be supported in virtual reality training systems. A summary of results from interviews is presented and followed by observations reports from two live exercises. Finally, key areas for instructor support in virtual-reality training systems are identified. © 2012 ISCRAM.
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