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Le briefing-débriefing : une procédure pour lever les barrières pesant sur l'apprentissage organisationnel ?

Author

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  • Pierre Barbaroux

    (CReA - Centre de Recherche de l'École de l'air - Armée de l'air et de l'espace)

  • Cécile Godé

Abstract

Cet article interroge la façon dont les organisations gèrent les facteurs défavorables à l'apprentissage organisationnel. S'inscrivant dans le cadre des théories de l'apprentissage dans et par l'action, la question posée dans cette contribution est la suivante : comment les procédures de briefing-débriefing permettent-elles de lever les barrières pesant sur l'apprentissage organisationnel ? L'analyse d'une étude de cas réalisée au sein de différents escadrons de l'Armée de l'air révèle que le briefing-débriefing repose sur une variété de mécanismes d'apprentissage, de valeurs, d'attitudes comportementales et d'artefacts technologiques, dont l'articulation est enactée par les acteurs afin de favoriser l'apprentissage. Ensemble, ces ressources permettent aux équipes de lever les barrières techniques, socioculturelles et psychologiques pesant sur l'apprentissage organisationnel.

Suggested Citation

  • Pierre Barbaroux & Cécile Godé, 2016. "Le briefing-débriefing : une procédure pour lever les barrières pesant sur l'apprentissage organisationnel ?," Post-Print hal-03223668, HAL.
    • Handle: RePEc:hal:journl:hal-03223668
    Note: View the original document on HAL open archive server: https://hal.science/hal-03223668
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    References listed on IDEAS

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    1. R Ormerod, 2006. "The history and ideas of pragmatism," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 57(8), pages 892-909, August.
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