Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (eds.). (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. New York, NY: David McKay.
Depledge, D. (2020). Train where you expect to fight: Why military exercises have increased in the high north. Scandinavian Journal of Military Studies, 3(1), pp. 288–301. doi: 10.31374/sjms.64
Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), pp. 35–36. Available at: https://community.mis.temple.edu/mis0855002fall2015/files/2015/10/S.M.A.R.T-Way-Management-Review.pdf [accessed 22 January 2025].
Ellis, S., & Davidi, I. (2005). After–event reviews: Drawing lessons from successful and failed experience. Journal of Applied Psychology, 90(5), pp. 857–871. doi: 10.1037/0021-9010.90.5.857
Enstad, K. (2022). Professional knowledge through wargames and exercises. Scandinavian Journal of Military Studies, 5(1), pp. 233–243. doi: 10.31374/sjms.130
Gelot, L. (2019). Adapting a governmental training platform to simulate peace operations in the classroom. Journal of Political Science Education, 17(2), pp. 269–284. doi: 10.1080/15512169.2019.1621180
Hedlund, E., & Österberg, J. (2013). Team training, team learning, leadership and psychology safety: A study of team training and team learning behavior during a Swedish military staff exercise. Sociology Mind, 3(1), pp. 89–98. doi: 10.4236/sm.2013.31014
Keiser, N. L., & Arthur, Jr., W. (2021). A meta-analysis of the effectiveness of the after-action review (or debrief) and factors that influence its effectiveness. Journal of Applied Psychology, 106(7), pp. 1007–1032. doi: 10.1037/apl0000821
Kirkpatrick, D. L. (1976). Evaluation of training. In: Craig, R. L. (ed.), Training and Development Handbook: A Guide to Human Resource Development. New York, NY: McGraw-Hill, pp. 18-1–18-27.
Koller, K., Pankowska, P. K., & Brick, C. (2023). Identifying bias in self-reported pro-environmental behavior. Current Research in Ecological and Social Psychology, 4, p. 100087. doi: 10.1016/j.cresp.2022.100087
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), pp. 311–328. doi: 10.1037/0021-9010.78.2.311
Mastiglio, T., Wilkinson, J., Jones, P., Bliss, J., & Barnett, J. (2011). Current Practice and Theoretical Foundations of the After Action Review. Technical Report 1290. United States Army Research Institute for the Behavioural and Social Sciences.
Paulhus, D. L., & Vazire, S. (2007). The self-report method. In: Robins, R. W., Fraley, R. C., & Krueger, R. F. (eds.), Handbook of Research Methods in Personality Psychology, Vol. 1. New York, NY: The Guilford Press, pp. 224–239.
Petranek, F. C., Corey, S., & Black, R. (1992). Three levels of learning in simulations: Participating, debriefing, and journal writing. Simulation & Gaming, 23(2), pp. 174–185. doi: 10.1177/1046878192232005
Roennfeldt, C. F. (2022). Foreword to the special issue on military exercises and wargaming in professional military education. Scandinavian Journal of Military Studies, 5(1), pp. 192–196. doi: 10.31374/sjms.168
Senge, P. (2001). Introduction. In: Darling, M., & Perry, C. (eds.), From Post-Mortem to Living Practice: An In-Depth Study of the Evolution of the After Action Review. Boston, MA: Signet.