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Organizing after Crisis

The Challenge of Learning


Edited By Nathalie Schiffino, Laurent Taskin, Céline Donis and Julien Raone

How do actors organize after crisis? Do they «simply» return to normal? The post-crisis phase is anything but a linear process. Actors and their practices may be transformed by learning from crises and by implementing the lessons.
In this volume, 19 contributors from 7 countries analyse how learning happens after crisis in a dynamic political environment where framings, strategies, discourses, interests and resources interact. Exploring various policy sectors, they ask whether and in what ways organizations in charge of crisis management perform well. Where political responsibility is located? What changes do lessons trigger at political, organizational and individual levels? The book answers these questions by addressing issues like blame and responsibility but also the influence of communication, social dynamics and the institutional environment.
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Chapter 12: Conclusion: How do organizations learn from crisis and implement lessons ? Concluding remarks and perspectives


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Conclusion: How do organizations learn from crisis and implement lessons ?

Concluding remarks and perspectives

Nathalie SCHIFFINO, Laurent TASKIN, Céline DONIS and Julien RAONE

Université catholique de Louvain, Belgium

What do we know, by now, about organizational learning after crises? A few statements derive from our international and multidisciplinary investigation. Some confirm the state of the art. Others offer novelty and new avenues for future research. We wish to dwell on four major lessons that can be learned, and that should be able to inspire researchers and practitioners in the future. All of them reflect and illustrate the principle of plurality that definitely characterizes the study of learning after crisis: pluralities of disciplines and theoretical approaches, of levels of analysis, of institutional contexts and of the nature of the investigation itself.

The four major lessons are outputs of our collegial process which aimed at increasing knowledge and answering to the research question: what and how do – or do not – individual and organizational actors (and specifically administrative agencies) surpass themselves in learning from their societal risk and crises regulation? Each lesson takes into account the content of several chapters of the book. As announced in the introduction, the chapters have shown how learning in post-crisis episodes is related to various forms of surpassment.

By surpassment, we mean to take control, to perform, and to go beyond what we used to know...

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