Learning: Simulated Crisis Drill

Learning

Rober Gagne, the father of Instructional Design and Development, defined learning as “A change in human disposition or capability that persists over a period of time and is not simply ascribable to processes of growth (Gagne, 1985).” The ability to recall information, especially in a crisis, is a crucial learning outcome. Neuroscience research supports four key variables that foster learning by activating the hippocampus and creating long-term memories. They are attention, generation, emotions, and spacing, the AGES Model. For learning to occur, 1) The learner must provide undivided attention. 2) Memories comprise a vast web of data across the brain that associations link. These associations activate the hippocampus. The more associations, the thicker the web the easier memory recall. 3) There is a direct correlation between the vividness of memory and the emotions taking place during the event. An emotional event gains and focuses the individual’s attention. Emotions activate the amygdala, help the hippocampus encode the event as necessary, and enhance the effectiveness of memory encoding. 4) Spacing information over time leads to higher retrieval rates of new information and builds stronger long-term memories (Rock & Ringleb, 2013). Research shows that about 30% of new skills are forgotten within 24 hours of training. Therefore, learning programs should incorporate memory reactivation elements spread over time to avoid this consequence (Thalheimer, 2009).

Factors of a Simulated Crisis Drill

The foundation of a crisis exercise is prioritizing risk factors to the organization’s goal, objectives, and key performance indicators. Consideration in planning a simulated crisis drill may include 1) Buy-in of senior leadership. 2) Defined scope and objectives. 3) Appoint an exercise management team. 4) Identify the participants and ensure that every department potentially impacted by the crisis is represented. 5) Develop the scenario, narrative, and events. 6) Determine and secure the logistical needs, such as the venue for the event. 7) Develop a crisis drill management and control plan. 8) Develop the evaluation plan. 9) Develop training materials for those conducting the drill. 10) Determine if the drill participants have the proper training for the roles and responsibilities of their positions. 11) Rehearse the drill with the management team (WHO, 2018).

Another consideration should be the budget, the time away from the job by the participant, and potential impacts on expected productivity. 

Evaluate the Drill

Evaluation is the cornerstone of any exercise. Observe and record activities, compare performance and outcomes against objectives, and identify strengths and weaknesses. Elements for evaluation can include the following questions: 1) Do the organization’s policies, plans, and procedures provide the appropriate detail and support needed? 2) Did the participants demonstrate their positions’ required roles and responsibilities? 3) What were the strengths, weaknesses, opportunities, and threats? 4) How effective were the control, coordination, and decision-making based on the information provided in the drill? 5) How did the participating departments share information and collaborate? 6) What were the strengths and weaknesses of communication across the various modalities?

References

Gagne, R. M. (1985). Gagne condition of learning 4e hsie. Thomson Learning.

Rock, D., & Ringleb, A. H. (2013). Handbook of neuroleadership (First ed.). CreateSpace Independent Publishing Platform.

Thalheimer, W. (2009). Microsoft word – spacing_learning_over_time__march2009v1_.docx [PDF]. https://www.worklearning.com/wp-content/uploads/2017/10/Spacing_Learning_Over_Time__March2009v1_.pdf

WHO. (2018). Handbook for Developing a Public HealthEmergency Operations CentrePart C: Training and Exercises. https://www.who.int/publications/i/item/handbook-for-developing-a-public-health-emergency-operations-centre-part-c