Sammendrag
Crisis-induced learning (CIL), as a concept, has an ancient history. Although the academic literature offers a range of sophisticated approaches to address CIL, it is still not quite clear how we learn, how we know we have learned, and what challenges and opportunities are involved in the CIL process. To address these questions and navigate ways forward, we need to use a specific real-world subject to capture contextual issues involved in a crisis cycle, which affects the learning process. In this paper, we uncover patterns of learning by exploring contextual issues involved with “actual scenarios” related to three COVID-19 episodes (emergencies) between August and December 2020. To analyze the study’s findings, we use three different themes from the DARWIN Generic Resilience Management Guidelines: (1) supporting the coordination and synchronization of emergency-response operation activities, (2) managing adaptive capacity, and (3) developing and revising procedures and checklists. Looking into these “real scenarios” seems fruitful for understanding patterns of learning, and it results in several learning recommendations. Among others, this study reveals how the uncertainty involved in emergency-response operations creates cognitive demands for emergent problem-solving.
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