000			01986cam a2200289 4500500
005			20250121150156.0
041			_afre
042			_adc
100	1	0	_ade Vittoris, Raphaël _eauthor
700	1	0	_a Cros, Sophie _eauthor
245	0	0	_aCrisis management learning: when the sequence of pedagogic levers counts more than the levers themselves
260			_c2022.
500			_a2
520			_aOrganizational 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			_acognitive map
690			_areflective learning
690			_aorganizational learning
690			_aserious games
690			_acrisis management
690			_acognitive map
690			_areflective learning
690			_aorganizational learning
690			_aserious games
690			_acrisis management
786	0		_nVie & sciences de l'entreprise | o 214-215 | 2 | 2022-11-23 | p. 167-194 | 2262-5321
856	4	1	_uhttps://shs.cairn.info/journal-vie-et-sciences-de-l-entreprise-2022-2-page-167?lang=en&redirect-ssocas=7080
999			_c593037 _d593037