Crisis management learning: when the sequence of pedagogic levers counts more than the levers themselves (notice n° 593037)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01986cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121150156.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | de Vittoris, Raphaël |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Crisis management learning: when the sequence of pedagogic levers counts more than the levers themselves |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 2 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Organizational learning in crisis management is crucial for decision-makers, and especially for senior managers whose intuitive conception of crisis management is more structural and organizational than based on soft-skills, decision-making, or emotion-oriented perspectives. As a superior technique for mapping the entire decision-making process of managers, the cognitive map allows us to determine the optimal sequence of learning activities. Such maps can be used as reliable representations of knowledge acquisition. We mobilized various modes of face-to-face learning, using digital tools such as serious games. Through crisis-management learning sessions in an industrial multinational we demonstrate that it is not the levers themselves that lead to the real acquisition of knowledge but rather the sequence of successive learning actions. These conclusions enable organizations to better tailor practical management action and necessary learning investment to increase management teams’ skills in crisis management. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognitive map |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reflective learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | organizational learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | serious games |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | crisis management |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognitive map |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reflective learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | organizational learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | serious games |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | crisis management |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cros, Sophie |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Vie & sciences de l'entreprise | o 214-215 | 2 | 2022-11-23 | p. 167-194 | 2262-5321 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-vie-et-sciences-de-l-entreprise-2022-2-page-167?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-vie-et-sciences-de-l-entreprise-2022-2-page-167?lang=en&redirect-ssocas=7080</a> |
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