Viveca Asproth, Erik A.M. Borglund, & Lena-Maria Öberg. (2013). Exercises for crisis management training in intra-organizational settings. In J. Geldermann and T. Müller S. Fortier F. F. T. Comes (Ed.), ISCRAM 2013 Conference Proceedings – 10th International Conference on Information Systems for Crisis Response and Management (pp. 105–109). KIT; Baden-Baden: Karlsruher Institut fur Technologie.
Abstract: In this article the focus is how to train collaboration and communication between emergency authorities in two countries (Norway and Sweden) by using a web-based tool supporting tabletop like exercises. The exercises are accomplished in three steps: Scenario design; exercise design and realization; and evaluation to examine the results of the exercises and for feedback to new scenario designs. The software ties all three steps together. The process is iterative, and involves users from each emergency authority. The preliminary results after two years show that the approach is promising. To be able to better foresee what will happen during an exercise the need for a simulator has appeared as one desirable and possible direction for further research.
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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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Robin Marterer, Matthias Moi, & Rainer Koch. (2012). An architecture for distributed, event-driven systems to collect and analyze data in emergency operations and training exercises. 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 order to perform serious research on reliable data from emergency operations and trainings, technological support is essential. Therefore we present an architecture for distributed, event-driven systems for the collection and analysis of data in emergency operations and trainings. The logical as well as the technical architecture will be presented. Most important design decisions, e.g. regarding extensibility, will be described. The architecture has been implemented as a system, which is composed out of a core server and distributed sensors sending data. The system is running since two years in two big European cities. © 2012 ISCRAM.
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David Mendonça, Yao Hu, & Qing Gu. (2007). Cognitive-level support for improvisation in emergency response. 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. 489–496). Delft: Information Systems for Crisis Response and Management, ISCRAM.
Abstract: Improvisation-serial and purposeful creativity, exercised under time constraint-is an intensely cognitive endeavor. Accordingly, supporting improvisation requires an understanding of the underlying cognitive processes and an identification of opportunities for support. This paper reports on the development of cognitively-grounded computer-based support for improvisation in a simulated emergency response situation. The application is a computational model which attends to traces of group decision processes, analyzes them, and attempts to achieve fit between its own intentions and those of the group. The current architecture and functioning of the model are discussed, along with an overview of the simulation platform. Current and future workin the areas of model validation and evaluation is described. The results of this work strongly suggest that model-based support for improvisation is possible, but that for the time being will be restricted to synthetic situations, of the kind often used in training exercises.
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Jens Pottebaum, Robin Marterer, & Steffen Schneider. (2014). Taxonomy of IT support for training emergency response & management. In and P.C. Shih. L. Plotnick M. S. P. S.R. Hiltz (Ed.), ISCRAM 2014 Conference Proceedings – 11th International Conference on Information Systems for Crisis Response and Management (pp. 374–378). University Park, PA: The Pennsylvania State University.
Abstract: Training is a prerequisite for effective and efficient emergency response and management. Information technology (IT) offers high potential to support various educational methods and environments. One example for interdependent use cases is given by planning, controlling, observation and debriefing of training exercises. Dedicated IT systems are available to support these use cases; nevertheless, there is no joint understanding of system use cases, types and functionality as a fundament for scientific and technological progress. This work in progress paper presents results of literature and market research complemented by expert interviews leading to a taxonomy of relevant IT components and systems.
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Rahul Pandey, Brenda Bannan, & Hemant Purohit. (2020). CitizenHelper-training: AI-infused System for Multimodal Analytics to assist Training Exercise Debriefs at Emergency Services. In Amanda Hughes, Fiona McNeill, & Christopher W. Zobel (Eds.), ISCRAM 2020 Conference Proceedings – 17th International Conference on Information Systems for Crisis Response and Management (pp. 42–53). Blacksburg, VA (USA): Virginia Tech.
Abstract: The adoption of Artificial Intelligence (AI) technologies across various real-world applications for human performance augmentation demonstrates an unprecedented opportunity for emergency management. However, the current exploration of AI technologies such as computer vision and natural language processing is highly focused on emergency response and less investigated for the preparedness and mitigation phases. The training exercises for emergency services are critical to preparing responders to perform effectively in the real-world, providing a venue to leverage AI technologies. In this paper, we demonstrate an application of AI to address the challenges in augmenting the performance of instructors or trainers in such training exercises in real-time, with the explicit aim of reducing cognitive overload in extracting relevant knowledge from the voluminous multimodal data including video recordings and IoT sensor streams. We present an AI-infused system design for multimodal stream analytics and lessons from its use during a regional training exercise for active violence events.
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Kip Smith, & Ida Lindgren. (2010). Predicting group faultlines in multinational crisis response teams. 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: Education in crisis response traditionally includes formal field exercises that attempt to replicate to some extent the chaos and complexity of an emergency situation. Part of the complexity facing multinational teams of crisis response professionals is diversity within the team itself. In this paper we discuss the group faultline model of diversity and its impact on team performance. Faultlines exist wherever there is diversity. When faultlines become active – And only when they become active – They form barriers to team cohesion and impediments to team performance. We propose that it is eminently feasible to develop a toolkit that managers of multinational crisis response teams can use to identify and span group faultlines. We identify two classes of tools. The first is a questionnaire that elicits information that can be used to (1) infer faultline length and to predict the relative likelihood of activation, and (2) identify (individual) team members who can span a ruptured faultline and facilitate team cohesion. The identification suggests appropriate actions that the instructor can take to help the team bridge the rift. The second tool in the kit is a checklist of defensive routines – policies and actions that attempt to save face – That can be used to identify faultline rupture. We are currently working at developing the tools in this toolkit.
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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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