Details

Management of Extreme Situations

From Polar Expeditions to Exploration-oriented Organizations
1. Aufl.

von: Pascal Lièvre, Monique Aubry, Gilles Garal
139,99 €
Verlag:	Wiley
Format:	EPUB
Veröffentl.:	23.09.2019
ISBN/EAN:	9781119662983
Sprache:	englisch
Anzahl Seiten:	448

In den Warenkorb

Als Gutschein

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

Titelbeschreibung

In response to the rise of various forms of the extreme in economies, organizations and societies (such as disruptive innovation, climate emergency, financial crisis, high-risk sport, etc.), an ambitious 21st century program sets the agenda of management sciences around the unknown, disruption, uncertainty and risk. Management of Extreme Situations presents the research results from the conference organized at the Cerisy-la-Salle International Cultural Center, France, in 2016. It testifies to the existence of an international community that brings together, around management sciences, various disciplines studying the management concept of extreme situations. Through the analysis of varied contexts (polar and mountain expeditions, fire rescue services, exploration projects in the military field, creative industries, etc.), this book offers an initial grammar of the extreme. It presents a heuristic for the management of these situations – particularly in terms of sensemaking, ambidexterity and knowledge expansion.

Inhaltsverzeichnis

Preface xvii Cerisy Symposiums. Selection of Publications xxi Introduction xxv Part 1. Exploration and the Extreme 1 Section 1. The Logic of Exploration 3 Chapter 1. An Exemplary Exploration Story: Nansen’s Expedition to the North Pole 5 Pascal LIÈVRE 1.1. Introduction 5 1.2. A project that makes “sense” because it is consistent with an identity-based learning trajectory 7 1.3. A radical dual ambidextrous capacity 9 1.3.1. Planning 10 1.3.2. Adaptation 11 1.3.3. Exploration 12 1.3.4. Exploitation 12 1.4. A dynamic of knowledge expansion in terms of an epistemic community 13 1.4.1. The Intention 14 1.4.2. The spark 15 1.4.3. The manifesto 15 1.4.4. Various experts who formed a community around the project 15 1.4.5. A continuous increase in implementing knowledge 16 1.5. Conclusion 16 1.6. References 17 Chapter 2. Project Management in Extreme Situations: The Manhattan Case 21 Sylvain LENFLE 2.1. Introduction 21 2.2. The origins of the Manhattan project 22 2.3. Exploring the unknown 23 2.4. The Manhattan Project organization 26 2.5. Project management as sensemaking 29 2.6. The expansive legacy of the Manhattan project and the limit of the metaphor 32 2.7. References 34 Section 2. Exploration Testimonies 37 Chapter 3. Exploration, the Common Theme of a Training System on Innovation 39 Bruno STÉVENIN and Éric DÉPRAETERE 3.1. The initial context at the origin of the adventure 39 3.2. The launch and preparation of the training program characteristic of exploration 40 3.3. The heart of program design: a step-by-step exploration 42 3.4. The transition to exploitation 49 3.5. Conclusion 52 3.6. 2017, Toward future explorations 53 3.7. References 53 Chapter 4. A New Progress Technique in the Himalayas 55 Paulo GROBEL 4.1. Introduction 55 4.2. The Himalayan technique, a reference 55 4.3. The emergence of new strategies 56 4.4. But also, listening to the doctors’ recommendations... 57 4.5. “Doing it together” 57 4.6. Snail strategy, gentle progression, slow expedition, continuous progression? 58 4.6.1. Toward a name change 58 4.6.2. We have therefore named our strategy “progression douce” (gentle progression) 59 4.6.3. The gentle progression has become “the snail’s strategy” 59 4.6.4. The snail strategy has been transformed into a slow expedition 60 4.6.5. Slow expedition now becomes continuous progress 60 4.7. Not to conclude.... 60 Section 3. Toward an Extreme Ethnography 63 Chapter 5. Some Methodological Considerations in Relation to the Objects Involved 65 Mondher KILANI Chapter 6. Ethnography of the Extreme: Epistemological and Methodological Issues of the Use of Video 75 Géraldine RIX-LIÈVRE 6.1. Introduction 75 6.2. An involved and involving ethnography 77 6.3. Interests and limitations of the use of video in the production of materials 79 6.4. Video, a modality of ethnographic writing 81 6.5. Video, for an ethnography of activity 83 6.6. References 88 Part 2. Creativity and Organizational Reliability 91 Section 4. Organizational Creativity 93 Chapter 7. Management of a Crisis Situation in a Large Video Game Studio 95 Patrick COHENDET and Laurent SIMON 7.1. Introduction 95 7.2. A creativity crisis at Ubisoft’s studio 96 7.3. Management of a major crisis 99 7.3.1. Bisociation 99 7.3.2. The recomposition of routines by a sequence of bisociations 101 7.4. Conclusion 103 7.5. References 103 Chapter 8. Organizing Innovative Design or How to Remain an Explorer: The Case of Creaholic 105 Gilles GAREL 8.1. Introduction 105 8.2. Innovative design and ambidextry 106 8.2.1. Forms of ambidexterity 107 8.2.2. Ambidextrous relationships 109 8.3. The case of Creaholic, an innovative design company 110 8.3.1. Creaholic, an IDE that produces repeated innovation 110 8.3.2. A relevant governance structure 112 8.4. Discussion and conclusion: the IDE and a return to exploitation 116 8.5. References 119 Section 5. Creativity under Constraint 121 Chapter 9. Creativity under Constraint: A Management Sciences Perspective 123 Guy PARMENTIER 9.1. Introduction 123 9.2. The different types of constraints and their actions 124 9.3. Internal design and cognitive constraints 125 9.4. Situational time and resource constraints 127 9.5. Border constraints 129 9.6. The construction of the sense of constraints 130 9.7. Organizational climate 131 9.8. Conclusion 133 9.9. References 133 Chapter 10. Creativity for Extreme Situations 139 Samira BOURGEOIS-BOUGRINE and Todd LUBART 10.1. Introduction 139 10.2. Introduction to creativity 140 10.2.1. Definition of creativity 140 10.2.2. Creative processes 141 10.3. Creativity and risk management 143 10.3.1. Creativity, insight and intuition when making decisions in extreme situations 144 10.3.2. Creativity and daily risk management 147 10.4. Creativity for anticipating extreme situations 148 10.4.1. What can we learn from fiction writers? 149 10.4.2. Co-creativity in a virtual environment 151 10.5. Conclusion 153 10.6. References 154 Section 6. Organizational Reliability 159 Chapter 11. Scope and Limits of Extreme Situations for Highly Reliable Organizations: A Pragmatic Interpretation 161 Benoît JOURNÉ 11.1. Introduction 161 11.2. The growing interest in extreme situations 161 11.3. The pragmatist approach to situations 162 11.4. HROs: keeping extreme situations under control 163 11.5. The mutual influence of situations and organization: between normality and extremity 164 11.6. Extremity traps and extreme situations 165 11.7. Conditions for a contribution of extreme situations to the knowledge of situations and organizations 166 11.8. References 167 Chapter 12. Error in Decision-Making Processes in Operational Situations: The Case of Fire Rescue Organizations 169 Anaïs GAUTIER 12.1. Introduction 169 12.2. The study of ordinary situations in codified activities for decision making 170 12.2.1. Extreme and unique contexts of at-risk organizations 170 12.2.2. Situation awareness theory to understand the cognitive process of actors 171 12.2.3. Reasoning error for a cognitive approach 171 12.3. Action-research methodology for analysing decision making in situations 172 12.4. The case of the organization of rescue operations in forest firefighting operations: the management of cross-border operations 174 12.4.1. Definition of the extreme context of the forest firefighting operation 174 12.4.2. Application of situation awareness theory to the identification of the decision-making process 175 12.5. Perception of error as a practice for learning 177 12.6. References 178 Part 3. Register of the Intelligibility of Extreme Management Situations 181 Section 7. Meaning and Sensemaking 183 Chapter 13. Going to Extreme Situations: What Meaning Should be Given to Such a Project? 185 Jean-Pierre BOUTINET 13.1. Introduction 185 13.2. Why go on a journey or an expedition? 186 13.3. The unavoidable concern of the quest for meaning 187 13.4. The project approach that generates meaning 188 13.5. The meaning of a project for its stakeholders: author and actors 190 13.6. The uncertainties linked to the project when thinking about extreme situations 192 13.7. What meaning should be given to the willingness to undertake the project? 193 13.7.1. Where can we go? 193 13.7.2. Why leave? 194 13.7.3. What significant opportunities dictate the current situation? 195 13.7.4. How does my current questioning resonate with my personal history? 196 13.7.5. Whom to carry out a project with? 197 13.8. To start a project, the art of steering a boat 198 13.9. References 200 Chapter 14. Sense, Sensitivity and Competence 201 Michel RÉCOPÉ 14.1. Introduction 201 14.2. Norms, actions and cognitive activity 202 14.3. Meaning or sense? 203 14.4. Proposal for “common sense” 204 14.5. “Sensitivity to” and practical rationality 206 14.6. “Sensitivity to” and structured activity 208 14.7. “Sensitivity to” and competence 210 14.8. What about extreme situations according to this approach? 210 14.9. References 211 Chapter 15. A Sea Kayaker’s Identity Route and Learning Experience in the Arctic 215 Pascal CROSET 15.1. Genesis 215 15.2. 2007: the initiation 216 15.3. 2008: the road to autonomy 216 15.4. 2009: fraternity 218 15.5. 2010: learning about limits, and the need for sharing 219 15.6. 2011: the discovery of a new territory 220 15.7. 2012: teaming up with a (nearly) unknown person 221 15.8. 2013: filiation (1) 222 15.9. 2014: the parallel world 223 15.10. 2015: filiation (2) 224 15.11. 2016: filiation (3) between adults 225 15.12. 2017: serenity and satisfaction 225 15.13. Knowledge and self-improvement, more than an identity journey 226 15.14. Putting everything into perspective 227 15.15. Conclusion 228 Section 8. Organizational Ambidexterity 229 Chapter 16. Organizational Ambidexterity: The Double Organic Ambidexterity 231 Monique AUBRY 16.1. Summary 231 16.2. Double ambidexterity: an essential skill of the project manager 232 16.3. From polar expedition to organizational change 232 16.4. Methodological aspects 234 16.5. Identifying mode changes: transitions 234 16.5.1. Case A 235 16.5.2. Case B 235 16.5.3. Case C 235 16.6. Organic ambidexterity as a meta-competency 236 16.7. Conclusion 237 16.8. Acknowledgments 238 16.9. Appendix: changes in mode of action in all three cases 239 16.10. References 240 Chapter 17. Radical Change in an Extreme Context: Mountaineers Conquering the Darwin Cordillera in Patagonia 243 Geneviève MUSCA 17.1 Introduction 243 17.2. The episode of radical change 244 17.3. Implementation of a radical change in an extreme context 246 17.4. Methodology 247 17.5. The implementation of radical change: from boat to bags 248 17.6. References 250 Section 9. The Expansion of Knowledge 253 Chapter 18. A Knowledge Corpus and Innovation 255 Jean-Louis ERMINE and Pierre SAULAIS 18.1. Creativity is not only based on imagination 255 18.2. The use of existing knowledge to improve creativity 258 18.3. Case study: a creative process based on knowledge in Thales Air Systems 260 18.3.1. The creative environment 260 18.3.2. The creative process based on knowledge 263 18.4. Lessons learned and conditions for success 267 18.5. Appendix 268 18.6. References 270 Chapter 19. Community of Practice, Variation of Knowledge and Change in Extreme Management Situations 273 Jean-Philippe BOOTZ and Olivier DUPOUËT 19.1. Introduction 273 19.2 Emerging change and knowledge variation through spontaneous CoPs 274 19.2.1. Change as an emerging process 274 19.2.2. CoPs as a mechanism for developing and modifying practices 275 19.3. Change leads to constellations of communities 276 19.3.1. Knowledge variation and change within communities of practice 276 19.3.2. Propagation and combinations of variations in a constellation of communities 277 19.4. Induced change, knowledge expansion and pilot communities of practice 279 19.4.1. Leading change through managed communities of practice: a tension of self-organization/control 280 19.4.2. PCoPs and knowledge expansion: exploration and exploitation 282 19.5. Conclusion 285 19.6. References 285 Chapter 20. Expanding Knowledge and Mobilizing Social Networks 289 Marc LECOUTRE 20.1. Introduction 289 20.2. Innovation, network and knowledge expansion 290 20.3. Expanding knowledge: two examples in uncertain and risky situations 290 20.3.1. An example of the acquisition of scientific knowledge during the preparation for a polar expedition 291 20.3.2. An example of experiential learning: the crossing of Spitsbergen by a team of young students with little experience 291 20.4. The contributions of the two streams of research in social network theory 292 20.4.1. The approach by distinguishing ties according to their strength (Granovetter 1973) 292 20.4.2. The structural approach 294 20.5. Feedback and questions on these approaches 295 20.5.1. First question: the nature of the tie 295 20.5.2. Second question: the nature of knowledge 296 20.5.3. Third question: the nature of the process 297 20.6. The question of the nature of ties the notion of a “potentially strong” weak tie 298 20.7. Conclusion: relational network and process of knowledge expansion 300 20.8. References 301 Chapter 21. The Crowd and the Expansion of Knowledge 305 Claude GUITTARD and Éric SCHENK 21.1. Introduction 305 21.2. The crowds and knowledge 306 21.2.1. The crowd, the company and the market 306 21.2.2. The factors of crowd irrationality 306 21.3. Crowds and the media 309 21.4. The new visions of the crowd 310 21.5. Internet: towards a wise crowd? 311 21.6. Crowds and knowledge expansion: crowdsourcing 312 21.6.1. The different types of crowdsourcing 312 21.6.2. Crowdsourcing and knowledge expansion 317 21.7. Conclusion 319 21.8. References 320 Part 4 The Variety of Extreme Situations and Disciplinary Perspectives 323 Section 10. The Variety of Extreme Situations 325 Chapter 22. The Routines of Creation: From Artistic Direction to Collective Exploration 327 David MASSÉ 22.1. Introduction 327 22.2. Three training schemes in the creative industries 328 22.2.1. Guy Laliberté and the transformation of athletes into artists at Cirque du Soleil 328 22.2.2. Serge Hascoët and game design training at Ubisoft 329 22.2.3. Bartabas and the Académie du spectacle équestre de Versailles 329 22.3. The routines of creation: from artistic direction to the collective exploration of talents 330 22.3.1. Macro-routines: the “direction” links given by the creator 331 22.3.2. Micro-routines: exploration spaces for talent 333 22.4. Conclusion 335 22.4.1. Trick 1: highlighting practice in transmission 336 22.4.2. Trick 2: fostering accommodation through the reduction of feedback 336 22.4.3. Trick 3: creating an environment conducive to uncertainty 337 22.5. References 337 Chapter 23. The Young Researcher Program for Extreme Situations 339 Christelle BARON, Emmanuel BONNET, Stéphane CELLIER-COURTIL, Nicolas LAROCHE and Isabelle MAGNE 23.1. Introduction 339 23.2. What is a power that promotes the emergence of potential action among actors in situations of uncertainty? 340 23.3. The terms of engagement and the processes for regulating collective action in the context of the liberated company: the case of Crédit Agricole Centre Loire 341 23.4. The rules of the game of an epistemic community 342 23.5. Constructing action knowledge for a wealth management advisor 343 23.6. Rethinking logistics from knowledge flows 344 23.7. Conclusion 345 23.8. References 346 Section 11. Disciplinary Perspectives 351 Chapter 24. Knowledge Transfer and Learning in Extreme Situations: The Psychologist’s Vision 353 Jean-Claude COULET 24.1. Introduction 353 24.2. Knowledge transfer: a questionable notion 354 24.2.1. The notions of knowledge 354 24.2.2. The development of knowledge 355 24.3. Learning: theoretical considerations 357 24.3.1. A modeling of skills 357 24.3.2. Forms of learning 359 24.4 Collective skills, learning and strategic management 360 24.4.1. Knowledge in practice 360 24.4.2. The hierarchy of skills 361 24.4.3. The articulation between individual and collective skills 361 24.5. Conclusion 363 24.6. References 364 Chapter 25. Expeditions as a Legitimate Object in Management Sciences 367 Linda ROULEAU 25.1. Introduction 367 25.2. Expeditions as “legitimate objects”? 368 25.3 Generalization, rigor and relevance in articles in peer-reviewed journals dealing with expeditions 370 25.4. Challenges of producing “legitimate” knowledge from the expedition as an empirical object 373 25.5. References 375 Conclusion 377 Gilles GAREL, Monique AUBRY and Pascal LIÈVRE List of Authors 385 Index 389

Autorenportrait

Pascal Lièvre is Professor in Management Sciences at Clermont Auvergne University, France. Monique Aubry is Professor of Project Management at the Université du Québec à Montréal, Canada. Gilles Garel is Professor of Innovation Management at the National Conservatory of Arts and Crafts, France.