Learning effectiveness of discussion-based crisis management exercises

Crisis management exercises sometimes produce weak or vague learning results with very limited applicability. This paper addresses these problems by developing a theoretical framework on learning from crisis management exercises. The framework focuses on necessary requirements and beneficial factors for the conceptual learning of individuals from discussion-based exercises. The variation theory of learning was identified in the literature. According to this theory, a learnerʹs capability stems from his or her ability to discern relevant situational aspects and the resulting potential for simultaneous awareness of and acting upon them. The central assumption of the framework is that learners are required to experience variation to achieve conceptual learning. The framework connects learning aspects of scenarios and discussions to the potential for improvement of the individualʹs capabilities. Based on the framework we suggest that exercise scenarios should be represented as a set of parameters, and that variation of the parameter set and the parameter values becomes the central theme of the exercise activity. Thinking in terms of parameters emphasizes variation and invariance before, during and after an exercise session, thus supporting learning. The proposed framework can be used to understand and manage discussion-based crisis exercises from a conceptual learning perspective.