Crisis Management Simulations - Narrative Inquiry Into Transformative Learning
Name of the provider (company name or main contact name), or FIRE IN ID ? Clemson, David; Samara, Khalid
Scope, rationale, context: general description. Precise here if this technology is currently use (eg. company name or contact info) Crisis Management Simulations are identified as enhancing transformative learning behaviour patterns as observed in large groups. This paper reviews a study of over 200 crisis management simulation participants over 4 years who have represented their experiences through reflective narrative accounts. The specific focus is on co-locating the deeper level narratives of transformation, including the development of a coding schema based on Mezirow's Transformative Learning Theory. A series of approaches developed and applied by the authors is illustrated, also noting that this shows some of the highest reported incidence of deeper-level transformative learning amongst large groups, building on the research of the lead author, in the region of 80%. The relevant literature within transformative learning, sense-making, rhizomic narrative inquiry, simulations, sustainability, complexity and crisis management is used to provide context for this research into the phenomena of transformative learning. Analysis of guided inquiry, co-operative inquiry (Dionysian and Apollonian) and reflective narratives creates a differentiation between 'straightforward' transformation and 'deeper level' transformation which we highlight and use rhizomic narrative inquiry to explore aspects of performativity and authenticity. Some of the emerging themes from this research which we will discuss focus on anxiety and leadership style within crisis management simulations, the evidence of very rapid mimesis in situations of high uncertainty and high anxiety, transpersonal transformative psychological perspectives, particularly those informed by the work of Jung and Hillman. Ethical conduct within business focused crisis management simulations - learner-centred approaches to generating codes of conduct and ethical standards, levels of self-discipline and adherence to group-generated participatory codes compared to external regulation Through a cycle of addressing the issues of ethics, sustainability and risk management in a dynamic learner-centred way enhancing their abilities to handle complex situations which they are likely to encounter in real-world business contexts, we are able to conclude that crisis management simulations are a highly effective method of creating a transformative learning environment with larger groups, especially when used in conjunction with reflective processing and narrative inquiry.
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