Contribution to a design methodology for crisis and emergency training on hazardous industrial sites Pierrick Duhamel To cite this version: Pierrick Duhamel. Contribution to a design methodology for crisis and emergency training on haz- ardous industrial sites. Risques. UMONS, 2020. English. tel-02443485 HAL Id: tel-02443485 https://hal.archives-ouvertes.fr/tel-02443485 Submitted on 17 Jan 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution| 4.0 International License Université de Mons Faculté Polytechnique CONTRIBUTION TO A DESIGN METHODOLOGY FOR CRISIS AND EMERGENCY TRAINING ON HAZARDOUS INDUSTRIAL SITES Pierrick DUHAMEL Thèse défendue le 16 Janvier 2020 pour l’obtention du diplôme de docteur en Science de l’ingénieur et technologies Jury Pr. Sylvain BROHEZ, UMONS (FPMs), Supervisor, Pr. Christian DELVOSALLE, UMONS (FPMs), Co-supervisor, Pr. Agnès VAN DAELE, UMONS, (FPSE), President, Pr. Jérôme TIXIER, IMT Mines Alès Pr. Jacques LOBRY, UMONS (FPMs) Pr. Laurent PERRIN, A mes grands-parents, Summary As shown by annual industrial major accidents statistics in Europe, despites progress of risk prevention in hazardous companies, disaster still appears and these organizations cannot overlook the need to organize to manage such situation. Yet, crisis and emergency management in hazardous industries rely on a particular organization which modifies the companies’ normal operating mode. This kind of organization requires, both from operatives and decision-makers, specific knowledge that cannot be acquired through theoretical course or real-life practice only. Simulation exercises can be a training solution to allow the practice of crisis management. However, developing and implementing adapted exercises for agents and their needs is time and resource-consuming, especially when the system where they operate is complex. Therefore, in order to make these trainings more affordable for companies, their development and exploitation must be simplified. Between the ends of 2015 and 2018, the Expert’Crise project, funded by the European Social Fund, provided emergency and crisis trainings to 19 hazardous companies or critical infrastructure, including 14 immersive simulation exercises on industrial sites. Based on this recurrent exercise development process, a scriptwriting methodology was developed, integrating Expert’Crise project’s experience as well as existing methodologies and literature. During such kind of simulation, trainees play their own role in their usual working place. Hence, only some emergency functions are simulated and, for instance, physical intervention with firefighter’s tool are rarely set up. Then, because some parts of the emergency organization are not tested, arrangements must be made to isolate trainees from real environment and establish the framework in which participants can interact with each other and with the facilitation interface. Because such organization strongly relates to Live-Action Role Playing Games, with a special focus on interaction between participants, improvements coming from the LARP literature were integrated in the methodology and contribute in making it more interactive, making such trainings close to serious games. Table of Content Summary ........................................................................................................... v Table of Content .................................................................................................. vii List of Figure ......................................................................................................... xi List of Table ....................................................................................................... xiii List of Acronyms .................................................................................................. xv Acknowledgement ............................................................................................. xvii General introduction .......................................................................................... xix Part 1: Crisis and Emergency Trainings for Hazardous Chemicals Industries ......................................................................................................... 23 Chapter 1 Crisis and Major Technological Accident .................................. 25 1.1 Introduction to crisis management .................................................. 26 1.1.1 The crisis cells ................................................................................. 27 1.1.2 Crisis characteristics and emergency disambiguation .................... 30 1.2 Crisis and emergency organization in Belgium .............................. 33 1.2.1 The emergency and contingency plans (PUI) ................................. 34 1.2.2 Content of emergency and contingency plan .................................. 35 1.2.3 Emergency planning phases in Belgium ......................................... 36 1.2.4 Disciplines of emergency planning ................................................. 37 1.2.5 Coordination of emergency services ............................................... 39 1.2.6 Organization around the intervention area ...................................... 40 1.3 Crisis and emergency training for crisis team management ........... 42 1.3.1 Team process in a crisis cell: How a crisis cell work ..................... 44 1.3.2 Decision making process in a crisis cell ......................................... 45 1.3.3 Representation process in a crisis cell ............................................ 47 1.3.4 Other Dysfunctional process ........................................................... 49 1.3.5 Emergency and crisis training usual frame ..................................... 50 1.3.6 Training examples and limits .......................................................... 53 1.4 Chapter 1 Resume ........................................................................... 58 Chapter 2 The Expert’Crise project.............................................................. 61 2.1 Target Audience and Goals of the Expert’Crise project ................. 61 2.2 Framework of Expert’Crise training and continuous improvement process ............................................................................................ 64 2.3 Lectures ........................................................................................... 66 2.4 Simulation and Training infrastructure of the Expert’Crise Project ......................................................................................................... 68 2.4.1 Expert’Crise material arrangements ............................................... 69 2.4.2 Expert’Crise exercise settings ......................................................... 74 viii 2.4.3 Expert’Crise exercise conduct ........................................................ 76 2.5 Expert’Crise exercises and training provided in 2015-2018 .......... 77 2.6 Expert’Crise goals achieved............................................................ 80 2.7 Chapter 2 Resume ........................................................................... 81 Chapter 3 Pedagogy in crisis management trainings................................... 83 3.1 Pedagogical approach ..................................................................... 83 3.2 Knowledge and pedagogical relations ............................................ 87 3.3 Pedagogical targets for crisis management training ....................... 97 3.4 Chapter 3 Resume ......................................................................... 105 Part 1 Conclusion ............................................................................................... 107 Part 2: Designing Crisis and emergency trainings for hazardous chemical industries and how to improve it ......................................................... 109 Chapter 4 Scenario Design for Crisis Management Training .................. 111 4.1 Scenario constraints ...................................................................... 111 4.2 Scenario constitutive elements ...................................................... 113 4.2.1 Situational Stimulus: Stakes and phenomena ............................... 115 4.2.2 Challenge and reminder stimulus: Situation-task and perturbation ....................................................................................................... 117 4.2.3 Event stimulus ............................................................................... 120 4.2.4 Support stimulus ........................................................................... 121 4.3 Scenario structure .......................................................................... 121 4.4 Scenario transcription ................................................................... 126 4.5 Scenario design ............................................................................. 127 4.5.1 Defining the global context of the exercise .................................. 127 4.5.2 Designing