Chapter 28 Basic Structures for a New Theory of Samhandling Under Risk
Subtitle: A Model
Contributors: Saeverot, Herner; Steiro, Trygve J.; Kawano, Hitoshi
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Published: 2018
Place of publication: Oslo
Number of pages: 22
ISBN-13: 3628
Subjects: Warfare & defence; Society & social sciences; Civil defence
Description: "This final chapter aggregates experiences and findings from the other
chapters of the book. The book’s overall research question is as follows: What are
the basic structures of the concept of samhandling under risk and how can samhandling
be created when the conditions are unpredictable? A number of SUR (Samhandling
Under Risk) structures are derived based on semantic theory construction,
and these are described in an overall definition and visualized in a model, which
in turn can form the basis of a SUR theory. These are organized under educational,
organizational and operational structures, as three superior competencies needed
to facilitate effective SUR. The essence is that there is a different basis for this type
of assessment than with traditional risk analysis, in order to achieve good samhandling
under risk and unforeseen conditions. This is concerned with what is needed
when little or nothing goes according to plan. It is then necessary to emphasize
on such matters more in depth and addition address other factors to achieve SUR
through samhandling where the conditions are predictable - where completed plans
and clear objectives work. For the learning level, valuation of inaccurate knowledge
and qualities is required to extract information from the disorder. For the
organizational level, it is important to create and/or maintain shared leadership
and at the operative level, improvisation is essential. When working with a SUR
paradigm, one must be able to accept unclear goals, be prepared to lose control
and create room for surprises. Leaders with SUR skills will be required to prepare organizations for this. Training and SUR should be incorporated into strategic
plans, management training and leadership development. An expansion of established
pedagogical models is also needed to achieve this aim. Invisible learning is
one approach. Samhandling does not simply happen in a vacuum, and the chapter
encourages further SUR research in a global perspective, where different languages
and cultures can contribute to enhanced understanding of SUR issues. As a starting
point for such an approach, we explore how the term is expressed in the Japanese
language. A more global approach to SUR structures can contribute to a deeper
understanding of what is needed, to avoid unwanted misunderstandings and crises,
learn from each other and solve complex and unforeseen situations through
samhandling."
Notes: Open Access Unrestricted online access

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