Decision-making in crisis situations :  research and innovation for optimal training / 
edited by Sophie Sauvagnargues. 
 - 1 online resource 
 - Information systems, web and pervasive computing series .
<br/><br/>Includes bibliographical references and index 
<br/><br/>Contents<br/><br/> Introduction xi Sophie SAUVAGNARGUES<br/> Chapter 1. Concepts, Tools and Methods for Crisis Management Training<br/> 1 Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noemie FREALLE, Florian TENA-CHOLLET, Pierre-Alain AYRAL, Aurelia BONY-DANDRIEUX and Jerome TIXIER 1.1. The crisis unit at the heart of the process<br/> 1 1.2. Training for crisis units<br/> 6 1.3. Simulation of critical situations<br/> 10 1.4. The construction of crisis simulation exercises<br/> 14 1.5. The simulation and research platform of the Institute of Risk Sciences (IMT Mines Ales)<br/> 19 1.6. Conclusion<br/> 22 1.7. References<br/> 23<br/> Chapter 2. Towards A Serious Game Within the Frame of Major Crisis Simulations for Decision-makers: How Do We Connect the DOTs?<br/> 35 Florian TENA-CHOLLET, Aurelia BONY-DANDRIEUX, and Jerome TIXIER 2.1. Introduction<br/> 35 2.2. State of the art<br/> 38 2.2.1. Teaching strategy<br/> 38 2.2.2. Simulation strategy<br/> 39 2.2.3. Training environment<br/> 40 2.3. Methodology<br/> 41 2.3.1. Definition of "Degrees of Training"<br/> 41 2.3.2. Connecting the DOTs with a definition of the skills required<br/> 42 2.3.3. Skills activation by a crisis scenario<br/> 44 2.3.4. Scenario execution through a simulation<br/> 45 2.3.5. Simulation execution through a semi-virtual training environment (SVTE)<br/> 46 2.3.6. Towards serious gaming in a real infrastructure for crisis management training<br/> 49 2.4. Discussion<br/> 51 2.5. Conclusion<br/> 54 2.6. References<br/> 55<br/> Chapter 3. Improving Crisis Exercises and Managers' Skills through the Development of Scenario Design<br/> 59 Philippe LIMOUSIN, Aurelia BONY-DANDRIEUX, Jerome TIXIER and Sophie SAUVAGNARGUES 3.1. What is a pedagogical scenario for a crisis exercise?<br/> 59 3.2. Why and for whom the script is crucial?<br/> 60 3.2.1. Stakes of scriptwriting for participants<br/> 61 3.2.2. Stakes of scriptwriting for animators<br/> 61 3.2.3. Stakes of scriptwriting for observers<br/> 62 3.3. How can we improve the pedagogical scripting of crisis exercises?<br/> 62 3.4. Methodology to develop a crisis exercise scenario<br/> 64 3.4.1. Prepare the scriptwriting<br/> 65 3.4.2. Better define the objectives to achieve<br/> 65 3.4.3. Develop the crisis scene and construct the initial spatio-temporal structure of the scenario<br/> 67 3.4.4. Insert learning levers to solicit training objectives: the obstacles<br/> 68 3.4.5. Insert stimuli to not solicit unselected objectives: support stimuli<br/> 69 3.4.6. Adjust the number of stimuli to the level and objectives of the participants<br/> 70 3.4.7. Recreate a crisis universe: crisis stimuli<br/> 70 3.4.8. Verify and validate the pedagogical scriptwriting<br/> 72 3.4.9. Prepare the scenario for animators and observers<br/> 72 3.5. Conclusion<br/> 73 3.6. References<br/> 74<br/> Chapter 4. Elaboration of Tools to Facilitate the Scenario Development of Crisis Management Training<br/> 79 Noemie FREALLE, Florian TENA-CHOLLET and Sophie SAUVAGNARGUES 4.1. Introduction<br/> 79 4.2. State of the art<br/> 80 4.2.1. The limitations encountered<br/> 80 4.2.2. Analogy with interactive narratives<br/> 84 4.3. Method<br/> 87 4.3.1. Facilitation form<br/> 87 4.3.2. Management of facilitation data<br/> 90 4.4. Results<br/> 93 4.4.1. Facilitation form for the technical field team leader<br/> 93 4.4.2. The "lockdown" mission's information flow diagram used in a simulation exercise at the communal level<br/> 96 4.5. Conclusion and perspectives<br/> 97 4.6. References<br/> 98<br/> Chapter 5. How Can We Evaluate the Participants of a Crisis Management Training Exercise?<br/> 103 Dimitri LAPIERRE, Florian TENA-CHOLLET, Jerome TIXIER, Aurelia BONY-DANDRIEUX and Karine WEISS 5.1. Introduction<br/> 103 5.2. Review<br/> 105 5.3. Methodology<br/> 108 5.4. Results<br/> 116 5.5. Conclusion<br/> 120 5.6. References<br/> 121<br/> Chapter 6. Managing the Game Within Crisis Exercises<br/> 125 David GOUTX, Sophie SAUVAGNARGUES and Laurent MERMET 6.1. Introduction<br/> 125 6.1.1. The concept of Ludicity: a definition<br/> 126 6.2. Key components of Ludicity<br/> 128 6.2.1. The span of the game space<br/> 128 6.2.2. Magic circle and rabbit hole<br/> 130 6.2.3. Characters and persona<br/> 132 6.2.4. Game master<br/> 134 6.3. Manifestations of Ludicity<br/> 135 6.3.1. Engagement and pedagogy<br/> 135 6.3.2. Style of play<br/> 137 6.4. Managing Ludicity<br/> 139 6.4.1. Observing and detecting Ludicity<br/> 139 6.4.2. Using Ludicity to augment the simulation<br/> 141 6.5. Conclusions<br/> 143 6.5.1. Using Ludicity to mend the simulation<br/> 143 6.5.2. Crisis exercise or crisis simulacrum: does the exercise imitate life or does life imitate the exercise?<br/> 144 6.6. References<br/> 145<br/> Chapter 7. Digital Training for Authorities: What is the Best Way to Communicate During a Crisis?<br/> 149 Clement LAVERDET, Karine WEISS, Aurelia BONY-DANDRIEUX, Jerome TIXIER and Serge CAPAROS 7.1. What is a good crisis communication?<br/> 150 7.2. Information dissemination<br/> 153 7.3. Behavioral communication<br/> 154 7.4. Method<br/> 155 7.5. Results<br/> 156 7.5.1. Situation report<br/> 156 7.5.2. Editorial line: normal and crisis times<br/> 157 7.5.3. Quality of communication<br/> 160 7.5.4. Defining a crisis editorial line<br/> 163 7.5.5. Behavior, dissemination orders and crisis storytelling<br/> 164 7.6. Summary<br/> 167 7.7. Limits<br/> 167 7.8. Conclusion<br/> 168 7.9. References<br/> 169<br/> Chapter 8. Some Perspectives Moving Forward<br/> 175 Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noemie FREALLE, Florian TENA-CHOLLET, David GOUTX, Pierre-Alain AYRAL, Aurelia BONY-DANDRIEUX and Jerome TIXIER 8.1. Introduction<br/> 175 8.2. Understanding what is played out in a crisis unit<br/> 177 8.2.1. From the observation and debriefing point of view<br/> 177 8.2.2. From the physiological and behavioral point of view<br/> 179 8.3. Developing new methods to improve learner immersion<br/> 180 8.3.1. Getting closer to reality, or modifying it<br/> 180 8.3.2. Encouraging learner engagement<br/> 181 8.3.3. Developing credible, pedagogical and interactive exercise scenarios<br/> 183 8.4. Implementing innovative complementary tools<br/> 183 8.5. Conclusion<br/> 185 8.6. References<br/> 186 List of Authors<br/> 189 Index 191. 
<br/><br/> Urban logistics has been a subject of interest to researchers and practitioners for more than 20 years in France and Europe, and more than 40 in the United States. Nevertheless, the subject remains difficult to address by a lack of unification in the definitions and proposed methods but also by what makes its great richness: the diversity of actors and the pluridisciplinarity of the methods and techniques available. This book, which synthesizes more than 10 years of personal research on the subject, but also experience within different teams and projects, intends to bring a unified vision (and more and more followed at the international level) on logistics planning Urban development. It begins with an overview of research in urban logistics and then describes and defines the main components: flows, actors, infrastructures, management components, technologies, regulations and financing actions. A unified vision of these elements as well as the definition of sustainable urban logistics is proposed. Then, the book presents the basics of planning and managing sustainable urban logistics. First, the basics of the before-after analysis are introduced, not only for the experiments but also for the simulation of scenarios. To carry out this type of analysis, two main groups of methods are needed: methods for estimating flows and methods for calculating evaluation indicators. The book presents the main global standards and dominant models for the estimation of the urban freight transport demand, i.e. of freight transport needs in urban areas. Then it presents the methods for estimating and simulating transport and distribution schemes (i.e. transport supply) as well as a proposal for integrated supply-demand modeling. All these methods are presented for immediate application to practitioners, accompanied by summary tables and parameters necessary for their implementation. As far as evaluation is concerned, the book presents a framework for the choice of sustainable indicators and scorecards. Second, the main methods for economic, environmental, social and accessibility assessment are presented. They are accompanied by tables and figures necessary for their implementation. Finally, the main applications of the proposed methods are introduced. The book is meant to be a practical guide to applying the main methods from scientific research to a practical context, and presents examples of quantified and explained application. It is thus the first book that summarizes and presents the main unified methods to help the different decision-makers to implement them in their actions of planning and management of the urban logistics and the transport of goods in town. 
<br/><br/><label>ISBN: </label>9781119557821 9781119557821 9781786303431 
<br/><br/><label>LCCN: </label>2018953112 
<br/><br/><label>Subjects--Topical Terms: </label><br/>	 Crisis management.<br/>Decision making.
<br/><br/><label>Index Terms--Genre/Form: </label><br/>Electronic books.
<br/><br/><label>Dewey Class. No.: </label>	658.4056