Title: Drivers and barriers for learning within full-scale emergency response exercises

Authors: Michael Humann; Craig Collie; Virad Kisan; Phil Crook

Addresses: School of Psychology, University of Liverpool, 33 Finsbury Square, Liverpool, London, EC2A 1AG, UK ORCID: https://orcid.org/0000-0003-3788-6653 ' Institute of Criminal Justice Studies, University of Portsmouth, St. George's Building, 141 High Street, Portsmouth, Great Britain, PO1 2HY, UK ORCID: https://orcid.org/0000-0002-7625-095X ' School of Life and Medical Sciences, University College London Medical School, Gower Street, Bloomsbury, London, WC1E 6BT, UK ' School of the Environment, Geography and Geosciences, University of Portsmouth, Burnaby Building, Portsmouth, PO13QL, UK ORCID: https://orcid.org/0000-0002-0963-8217

Abstract: With increased demands on emergency response agencies and organisations, it essential that skills and capabilities are maintained during times of non-deployment. A unique setting to do this is during multi-agency full-scale exercises (FSX), which bring together partners and organisations who would be expected to cooperate and work together during emergency response deployments. During the delivery of a recent FSX - designed to establish a learning environment for players to practise disaster event response plans, policies and procedures - we reviewed the experience and perceptions of those who participated. Focusing on drivers and barriers for learning, we outline key factors that increase the benefit these have on individuals while also outlining components of exercises that can have a negative impact if not addressed correctly. We also provide recommendations for planning and delivery, aimed at increasing the return on investment when organising these events.

Keywords: exercise; training; learning; simulations; disaster management; emergency response; skill acquisition; expertise development.

DOI: 10.1504/IJEM.2020.117206

International Journal of Emergency Management, 2020 Vol.16 No.4, pp.347 - 370

Received: 20 May 2020
Accepted: 17 Feb 2021

Published online: 23 Aug 2021 *

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