Coordinating by looking back? Past experience as enabler of coordination in extreme environment

Transcription

1 Coordinating by looking back? Past experience as enabler of coordination in extreme environment Cécile Godé Research Center of the French Air Force Associate researcher GREDEG UMR 6227 CNRS UNSA

2 Research question (1) Open the black box of coordination processes to refine our understanding (e.g., Berman et al., 2002 ; Faraj & Xiao, 2006; Becky, 2006; Klein et al., 2006; Rico et al., 2008; Lechner & Kreutzer, 2010) The contingency perspective limitations Coordination as essentially viewed as a matter of structure or design Contingency fails at exploring the micro-level of coordination The practice-based view of coordination: a way to overcome these limitations Rooted in contemporary social theory (Bourdieu, 1977; Giddens, 1984) Practices as a mode, relatively stable in time and socially recognized, of ordering heterogeneous items into a coherent set (Gherardi, 2006, p. 34) Favor the exploration of how the work of coordinating is done by actors Literature explores socio-cognitive influences on coordination

3 Research question (2) An under-explored process of coordination: experience feedback Experience feedback as an exploiting mode of prior experiences in order to guide future actions Investigated by literature on rare events and reliability (Weick, 1993; Weick & Sutcliffe, 2007; Klein, 1998; Rerup, 2005; Rerup, 2009; Beck & Plowman, 2009) but under-explored by literature on coordination How do experience feedback s practices contribute to intra-organizational coordination? Investigation intra-organizational coordination in extreme situations Allows opening the black-box of coordination processes in providing insights beyond what has been possible with less challenging work situations

4 Theoretical background (1) The practice-based approach of intra-organizational coordination The practice turn opens up a space for new studies How coordination activities are concretely done by actors Coordination as a temporally unfolding and contextualized process (Faraj & Xiao, 2006) And brings the influence of socio-cognitive processes back in Communication and knowledge sharing (Berman et al., 2002; Faraj & Xiao, 2006; Xiao et al., 2007; Rico et al., 2008) Reflexivity (Zohar & Luria, 2003; Becky, 2006; Rico et al., 2008) Socialization (Klein et al., 2006; Becky, 2006) Literature mainly focuses on coordination in extreme situation Management situations that are in the same time (Bouty et al, 2012) Evolving: rapid, discontinuous and simultaneous changes Uncertain: the probability of occurrence of the events is more or less expected Risky: vital or symbolic risks

5 Theoretical background (2) Practice-based approach of coordination fails to explain how communication, reflexivity and socialization are designed within organizations How managers can articulate socio-cognitive processes in organizational settings to perform coordination? Dedicated design of past experiences to promote coordination Experience is what transpires in the organization as it performs its task (Argote & Miron-Spektor, 2011, p. 1129) Experience feedback nurtures organizational learning through Detection/correction of errors Best practices sharing But may also harm future activities (Rerup, 2005) How people use what they know and are guided to recombine their experiences to adapt to new contingencies?

6 Case study Research setting: the French Air Force Aerobatic Team Military team made up of 6 pilots and 9 mechanics One of the pilot is at the head of the team Aerobatic flights are specific and extremely demanding Flying manoeuvres and aircraft attitudes that are not used in typical flights Pilots recurrently experienced high g levels, possibly up to +9/-6g Context of action may suddenly change (e.g. weather or mechanical issues), is highly uncertain and involves vital as well as symbolic risk Two kinds of missions Military and civilian meetings World and European Competitions Team evolving perimeter: the French aerobatic team is constituted of non military members The National team coach Coordination challenge in terms of knowledge and skills integration Excellence of individual results

7 Findings (1) Experience feedback practices enacted by the French Air Force Aerobatic Team s members (1) Knowledge related to aerobatic skills is essentially tacit, difficult to capture and codify Here, we re not talking about theoretical knowledge. We experiment feelings, we develop our skills in action. Between us, we talk about the sense of the air Experience feedback is reckoned as the main vehicle to share and transfer such a knowledge In the aerobatic world, experience feedback allows acquiring and yielding knowledge. We exchange experiences, tell stories, share solutions Communication and socialization draw on: Mutual comprehension and sense-making rely on common language The Aresti code Informal practices of discussion and face-to-face conversation A dedicated place: the squadron bar A place to exchange experience in an informal way Opportunities to know each other and socialize

8 Findings (2) Experience feedback practices enacted by the French Air Force Aerobatic Team s members (2) Specific frequency and pace During the flight: a skilled observer (the coach or another team pilot) uses the radio to comment the flight and the pilot corrects/refines his figures in live Right after each flight: The pilot scrutinizes the video-recording of his flight, together with audio comments recorded in off by the coach A camera may be implemented inside the cockpit to provide the pilot with images of his way of flying (gestural, body movements, visual circuit, etc.) Specific attitudes and reflexivity are required Mostly, every team s pilots get together around video(s) to examine the flight, detect inappropriate actions, and debate causes and potential remedies The atmosphere is safe but tense Transparency and recognition of individual failures are rules of behavior

9 Findings (3) Articulating communication, reflexivity and socialization processes through experience feedback: The role of middlemanagers Team coach Spurring the competitor on in focusing on individual learning and technical performance Communication: between the pilot and the coach during the flight, using the Aresti code Socialization: debriefing on individual performance with every pilots to increase their own knowledge from individual talents Reflexivity: debriefing on technical skills between the pilot and the coach right after with video supporting Team leader Supporting community integration and development in focusing on collective learning and cohesion Communication: favoring knowledge exchange between pilots and mechanics Socialization: the squadron bar to increase mutual knowledge and trust Reflexivity: debriefing beyond technical issues to question collective

10 Lessons from the case (1) Experience feedback as an enabler of intra-organizational coordination Relies on the three socio-cognitive processes usually pointed out by the practice-based literature on coordination To support the integration of knowledge and skills Middle-managers articulate socio-cognitive processes at individual and collective levels They combine communication, socialization and reflexivity to achieve distinct goals Individual learning and performance to enhance technical skills (manager 1) Collective learning and cohesion to support the community (manager 2) In short and long term temporalities

11 Lessons from the case (2) Designing experience feedback to coordinate in extreme situation Articulation of communication, socialization and reflexivity processes Level of analysis Individual learning Collective learning Temporalities Roles Middle-manager (1) Middle-manager (2) Short term Technical skills Community integration Long term Individual progress and performance Reflexivity Cohesion

12 Thank you for your attention Cécile Godé Research Center of the French Air Force BA Salon Air France Tel cecile.gode@inet.air.defense.gouv.fr