TY - BOOK AU - Sauvagnargues,Sophie TI - Decision-making in crisis situations: research and innovation for optimal training T2 - Information systems, web and pervasive computing series SN - 9781119557821 U1 - 658.4056 PY - 2018/// CY - Hoboken, NJ PB - ISTE Ltd/John Wiley and Sons Inc KW - Crisis management KW - Decision making KW - Electronic books N1 - Includes bibliographical references and index; Contents Introduction xi Sophie SAUVAGNARGUES Chapter 1. Concepts, Tools and Methods for Crisis Management Training 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 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 Ales) 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, Aurelia BONY-DANDRIEUX, and Jerome 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, Aurelia BONY-DANDRIEUX, Jerome 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 Noemie FREALLE, 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, Jerome TIXIER, Aurelia 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. References 121 Chapter 6. Managing the Game Within Crisis Exercises 125 David GOUTX, Sophie SAUVAGNARGUES and Laurent MERMET 6.1. Introduction 125 6.1.1. The concept of Ludicity: a definition 126 6.2. Key components of Ludicity 128 6.2.1. The span of the game space 128 6.2.2. Magic circle and rabbit hole 130 6.2.3. Characters and persona 132 6.2.4. Game master 134 6.3. Manifestations of Ludicity 135 6.3.1. Engagement and pedagogy 135 6.3.2. Style of play 137 6.4. Managing Ludicity 139 6.4.1. Observing and detecting Ludicity 139 6.4.2. Using Ludicity to augment the simulation 141 6.5. Conclusions 143 6.5.1. Using Ludicity to mend the simulation 143 6.5.2. Crisis exercise or crisis simulacrum: does the exercise imitate life or does life imitate the exercise? 144 6.6. References 145 Chapter 7. Digital Training for Authorities: What is the Best Way to Communicate During a Crisis? 149 Clement LAVERDET, Karine WEISS, Aurelia BONY-DANDRIEUX, Jerome TIXIER and Serge CAPAROS 7.1. What is a good crisis communication? 150 7.2. Information dissemination 153 7.3. Behavioral communication 154 7.4. Method 155 7.5. Results 156 7.5.1. Situation report 156 7.5.2. Editorial line: normal and crisis times 157 7.5.3. Quality of communication 160 7.5.4. Defining a crisis editorial line 163 7.5.5. Behavior, dissemination orders and crisis storytelling 164 7.6. Summary 167 7.7. Limits 167 7.8. Conclusion 168 7.9. References 169 Chapter 8. Some Perspectives Moving Forward 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 175 8.2. Understanding what is played out in a crisis unit 177 8.2.1. From the observation and debriefing point of view 177 8.2.2. From the physiological and behavioral point of view 179 8.3. Developing new methods to improve learner immersion 180 8.3.1. Getting closer to reality, or modifying it 180 8.3.2. Encouraging learner engagement 181 8.3.3. Developing credible, pedagogical and interactive exercise scenarios 183 8.4. Implementing innovative complementary tools 183 8.5. Conclusion 185 8.6. References 186 List of Authors 189 Index 191 N2 - 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 UR - https://onlinelibrary.wiley.com/doi/book/10.1002/9781119557869 ER -