Enhancing Learning in Emergency Services Organisational Work
Bibliographic Data
| ID | 11962018 |
|---|---|
| Authors | Christine Owens (0000-0002-1985-7886, University of Tasmania, corresponding author), Benjamin Brooks (0000-0002-0888-3288, University of Tasmania), Steven Curnin (0000-0001-5248-7250, University of Tasmania), Chris Bearman (Central Queensland University) |
| Year | 2018 |
| Volume | 77 |
| Issue | 4 |
| Pages | 715-728 |
| Publication date | 2018-02-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Public Administration (JOURNAL) |
| Journal identifiers | ISSN: 0313-6647 • E-ISSN: 1467-8500 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-8500.12309 |
| OpenAlex | W2810576891 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
The paper aims to assist emergency services organisations to learn how to learn so that managers better understand how to embed effective learning practices and systems into their organisation's culture. Learning in emergency services organisations occurs in a range of contexts. These include after‐action reviews, externally led inquiries, and practice‐led research projects. The paper outlines key themes from the work‐related learning literature and introduces a modified experiential learning framework to ground real‐world experiences. Interviews were conducted with 18 emergency services practitioners. The findings provide examples of the broad challenges that agencies need to manage to enhance and sustain learning. These include shifting value from action post an event, to reflection, focusing on the bigger picture and allowing enough time to effectively embed new practices after an emergency. No organisation can forgo learning. All experiences provide opportunities for learning to occur. A key insight for agencies interested in facilitating improvements in learning is to locate potential weak links in the learning cycle and to develop a better understanding of how to learn
Action (physics · Action learning · Business · Cooperative learning · Event (particle physics · Experiential learning · Key (lock · Knowledge management · Pedagogy · Process management · Reflection (computer programming · Teaching method · Work (physics · Computer Science · Disaster Management and Resilience · Disaster Response and Management · Emergency and Acute Care Studies · Engineering · Psychology
Workplace Learning in Context
Use of After Action Reports (AARs) to Promote Organizational and Systems Learning in Emergency Preparedness
Organising for Effective Emergency Management
Public Sector Reform
Haven't We Been This Way Before? Evaluation and the Impediments to Policy Learning
Whole of Government
Learning Lessons from Disasters
Public Sector Collaboration
Success and Failure in Public Policy
Delivering Public Services
Learning about Learning
Cyclone preparedness and response
Universal Lessons from Unique Events
Learning from the Katrina Crisis
Policy Success, Policy Failure and Grey Areas In-Between
Social Foundations of Cognition
Social Cognitive Theory
Addressing challenges for future strategic-level emergency management
Organizational Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |