Network Effects on Learning during Disasters: The Case of Australian Bushfires

Abstract

Understanding factors that enhance or diminish learning levels of individuals and teams is significant for achieving both individual (low level) and organisational (high level) goals. In this study, the effect of social network factors at all levels of analysis (actor level, dyadic level and network level) on learning attitudes of emergency personnel in emergency events is investigated. Based on social network concepts of structural holes and strength of weak ties, and the social influence model of learning, a conceptual model is developed. To test and validate the model, data was collected from the transcripts of the 2009 Victorian Bushfires Royal Commission reports in conjunction with the 2008 Australian Inter-Service Incident Management System (AIIMS) survey. Secondly, network measures were applied for exploring the association with learning from a sample of people working within Incident Management Teams, combat roles and coordination centres across Australia and New Zealand. Empirical results suggest that social network factors at all levels of analysis (actor, dyadic and network levels) of emergency personnel play a crucial role in individual and team learning. The contextual implication from the quantitative and qualitative findings of this research is that when approaches for improving the emergency response at an interpersonal level are contemplated, the importance of social structure, position and relations in the networks of emergency personnel needs to be considered carefully as part of the overall individual and organisation-level goals. With this model of learning-related work activity, based on network connectedness, emergency staff members can strengthen their capacity to be flexible and adaptable. The findings of this study may be appreciated by emergency managers or administrators for developing an emergency practice culture to optimise individual and team learning and adaptability within an emergency management context.