This doctoral work is part of a broader research project titled Resilience-Oriented Training for Safety- Concerned Organisations. Its aim is to advance our understanding of how training can better prepare crisis managers for handling crisis situations. We developed an epistemological framework grounded in resilience, enaction and experience. Following a systematic literature review on resilience training for critical situations, we chose to focus specifically on crisis simulations, examining them from phenomenological and vocational educational perspectives. Through three empirical studies conducted in two distinct domains (civil protection and high-risk industries) we explored the training conditions under which simulations provided, or failed to provide, learning and professional development opportunities.
Our methods, rooted in the course-of-experience framework and including direct observation and self-confrontations, allowed for a close examination of participants’ experiences during crisis simulations.
The first empirical study examined on the role of fidelity in simulation training design. While high fidelity is often valued by both participants and designers, our findings suggest that it is not always advantageous, particularly for novice and occasional crisis managers. We proposed a set of simulation design principles aimed at maximising learning opportunities for these groups, beyond mere fidelity. We introduced the concept of good enough simulation to describe these cross-cutting principles.
The second empirical study investigated the impact of simulation training on the development of long-term expertise. Existing literature frequently focuses on the learning outcomes of single, isolated exercises, overlooking the broader developmental perspective. Our case study highlighted the developmental dynamics arising from regular participation in exercises, through the modelling of three distinct patterns.
The third empirical study explored crisis simulations within the high-risk industry. Despite the tendency for crisis management exercises to be repetitive and normative, our research found that deviations from standard simulation practices can generate significant learning opportunities. This insight contributes to the design of more effective crisis management exercises.
The significance of this thesis lies in its empirical contribution to understanding the learning potential of crisis management simulations. It provides theoretical insights that advance current conceptualisations of resilience, resilience development, and resilience training. Additionally, it provides practical recommendations for training both novice and experienced crisis managers, including an induction curriculum for novices, a diversification curriculum for experts, and concrete simulation design principles for both groups.
