Pausing for learning: applying the after action review process at the NASA Goddard space flight center

Rogers, Edward W.; Milam, J.

doi:10.1109/aero.2005.1559743

Cited by 10 publications

(4 citation statements)

References 1 publication

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“…For example, the U.S. military adopted debriefs decades ago to promote learning and performance among a variety of teams across the services (Morrison & Meliza, 1999). More recently, debriefs under various names are found in the medical field (Reiter-Palmon et al, 2015), the fire service (Crowe, Allen, Scott, Harms, & Yoerger, 2017), aviation (Smith & Dismukes, 2000), aerospace (Rogers & Milam, 2004), education (Ellis, Ganzach, Castle, & Sekely, 2010), and in a variety of organizational training and simulation environments (Rosen, Salas, Tannenbaum, Pronovost, & King, 2012). In all of these settings, debriefs are implemented ideally in accordance with the needs of the teams who use them and in association with variations in purpose, scope, formality, structure, and so forth.…”

mentioning

confidence: 99%

Debriefs: Teams learning from doing in context.

Allen

Reiter‐Palmon

Crowe

et al. 2018

American Psychologist

125

109

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Debriefs are a type of work meeting in which teams discuss, interpret, and learn from recent events during which they collaborated. In a variety of forms, debriefs are found across a wide range of organizational types and settings. Well-conducted debriefs can improve team effectiveness by 25% across a variety of organizations and settings. For example, the U.S. military adopted debriefs decades ago to promote learning and performance across the various services. Subsequently, debriefs have been introduced in the medical field, the fire service, aviation, education, and in a variety of organizational training and simulation environments. After a discussion of various purposes for which debriefs have been used, we proceed with a historical review of development of the concepts and use in industries and contexts. We then review the psychological factors relevant to debrief effectiveness and the outcomes for individuals, teams, and organizations that deploy debriefs. Future directions of particular interest to team researchers across a variety of psychological disciplines are presented along with a review of how best to implement debriefs from a practical perspective. (PsycINFO Database Record

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confidence: 99%

Debriefs: Teams learning from doing in context.

Allen

Reiter‐Palmon

Crowe

et al. 2018

American Psychologist

125

109

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“…First NASA Goddard Space Flight Center (GSFC) instituted a process called "Pause and Learn" [11] where teams or groups gather and discuss among themselves what they learned from some recent event, usually a project milestone. These are not exclusively dictated by accidents, close calls or mishaps, but can closely examine perceived successes also.…”

Section: Efforts At Nasa To Address Organizational Learningmentioning

confidence: 99%

Learning from near-misses to avoid future catastrophes

Dillon

2014

SPIE Proceedings

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Organizations that fail to use known near-miss data when making operational decisions may be inadvertently rewarding risky behavior. Over time such risk taking compounds as similar near-misses are repeatedly observed and the ability to recognize anomalies and document the events decreases (i.e., normalization of deviance [1,2,3]). History from the space shuttle program shows that only the occasional large failure increases attention to anomalies again. This paper discusses prescriptions for project managers based on several on-going activities at NASA Goddard Space Flight Center (GSFC) to improve the lesson learning process for space missions. We discuss how these efforts can contribute to reducing near-miss bias and the normalization of deviance. This research should help organizations design learning processes that draw lessons from near-misses.

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“…First we instituted a process called "Pause and Learn" [7] where teams or groups can gather and discuss among themselves what they learned from some recent event, usually a project milestone but also incidents, accidents, close calls or mishaps. This enables the individuals to learn from each other and raises the expectation that what happens is for them to learn from.…”

Section: Goddard Learning Practicesmentioning

confidence: 99%

Avoiding Common Pitfalls in Lessons Learned Processes that Support Decisions with Significant Risks

Rogers

Dillon

Tinsley

2007

2007 IEEE Aerospace Conference

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Since the Columbia accident, the National Aeronautics and Space Administration (NASA) has worked extensively to improve its "Lessons Learned" processes so that NASA can avoid repeating past decision making errors. This paper identifies the most serious pitfalls in lessons learned processes that support decisions that must be made in situations with significant risks. We focus on three steps in the lessons learned process: collecting lessons learned, managing lessons learned systems, and applying lessons learned appropriately to future missions. By identifying the pitfalls in each of these three processes, we hope to improve lessons learned systems to support current and future missions. Also, we describe steps taken at Goddard Space Flight Center (GSFC) and for the Exploration Systems Mission Directorate (ESMD) to improve the lessons learned process and to support the development of a learning organization. 12

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Pausing for learning: applying the after action review process at the NASA Goddard space flight center

Cited by 10 publications

References 1 publication

Debriefs: Teams learning from doing in context.

Debriefs: Teams learning from doing in context.

Learning from near-misses to avoid future catastrophes

Avoiding Common Pitfalls in Lessons Learned Processes that Support Decisions with Significant Risks

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