Decision-Making in Crisis Situations

This book presents concepts and methods for optimal training for decision making in crisis situations. After presenting some general concepts of decision-making during crisis situations, it presents various innovations for optimal training, such as serious games, scenario design, adapted animation of crisis exercises, observation and debriefing of exercises related to pedagogical objectives.

Autorentext

Professor Sophie SAUVAGNARGUES, Teacher-researcher, Ecole des Mines d'Alès, France.

Inhalt

Introduction xi
Sophie SAUVAGNARGUES

**Chapter 1. Concepts, Tools and Methods for Crisis Management Training 1
**Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noémie FRÉALLE, Florian TENA-CHOLLET, Pierre-Alain AYRAL, Aurélia BONY-DANDRIEUX and Jérôme TIXIER

1.1. The crisis unit at the heart of the process 1

1.2. Training for crisis units 6

1.3. Simulation of critical situations 10

1.4. The construction of crisis simulation exercises 14

1.5. The simulation and research platform of the Institute of Risk Sciences (IMT Mines Alès) 19

1.6. Conclusion 22

1.7. References 23

**Chapter 2. Towards A Serious Game Within the Frame of Major Crisis Simulations for Decision-makers: How Do We Connect the DOTs? 35
**Florian TENA-CHOLLET, Aurélia BONY-DANDRIEUX, and Jérôme TIXIER

2.1. Introduction 35

2.2. State of the art 38

2.2.1. Teaching strategy 38

2.2.2. Simulation strategy 39

2.2.3. Training environment 40

2.3. Methodology 41

2.3.1. Definition of Degrees of Training 41

2.3.2. Connecting the DOTs with a definition of the skills required 42

2.3.3. Skills activation by a crisis scenario 44

2.3.4. Scenario execution through a simulation 45

2.3.5. Simulation execution through a semi-virtual training environment (SVTE) 46

2.3.6. Towards serious gaming in a real infrastructure for crisis management training 49

2.4. Discussion 51

2.5. Conclusion 54

2.6. References 55

**Chapter 3. Improving Crisis Exercises and Managers' Skills through the Development of Scenario Design 59
**Philippe LIMOUSIN, Aurélia BONY-DANDRIEUX, Jérôme TIXIER and Sophie SAUVAGNARGUES

3.1. What is a pedagogical scenario for a crisis exercise? 59

3.2. Why and for whom the script is crucial? 60

3.2.1. Stakes of scriptwriting for participants 61

3.2.2. Stakes of scriptwriting for animators 61

3.2.3. Stakes of scriptwriting for observers 62

3.3. How can we improve the pedagogical scripting of crisis exercises? 62

3.4. Methodology to develop a crisis exercise scenario 64

3.4.1. Prepare the scriptwriting 65

3.4.2. Better define the objectives to achieve 65

3.4.3. Develop the crisis scene and construct the initial spatio-temporal structure of the scenario 67

3.4.4. Insert learning levers to solicit training objectives: the obstacles 68

3.4.5. Insert stimuli to not solicit unselected objectives: support stimuli 69

3.4.6. Adjust the number of stimuli to the level and objectives of the participants 70

3.4.7. Recreate a crisis universe: crisis stimuli 70

3.4.8. Verify and validate the pedagogical scriptwriting 72

3.4.9. Prepare the scenario for animators and observers 72

3.5. Conclusion 73

3.6. References 74

**Chapter 4. Elaboration of Tools to Facilitate the Scenario Development of Crisis Management Training 79
**Noémie FRÉALLE, Florian TENA-CHOLLET and Sophie SAUVAGNARGUES

4.1. Introduction 79

4.2. State of the art 80

4.2.1. The limitations encountered 80

4.2.2. Analogy with interactive narratives 84

4.3. Method 87

4.3.1. Facilitation form 87

4.3.2. Management of facilitation data 90

4.4. Results 93

4.4.1. Facilitation form for the technical field team leader 93

4.4.2. The lockdown mission's information flow diagram used in a simulation exercise at the communal level 96

4.5. Conclusion and perspectives 97

4.6. References 98

**Chapter 5. How Can We Evaluate the Participants of a Crisis Management Training Exercise? 103
**Dimitri LAPIERRE, Florian TENA-CHOLLET, Jérôme TIXIER, Aurélia BONY-DANDRIEUX and Karine WEISS

5.1. Introduction 103

5.2. Review 105

5.3. Methodology 108

5.4. Results 116

5.5. Conclusion 120 5.6. R...