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How Do Simulated High-Intensity Situations Train Leaders to Maintain Their Ability to Act in Unfamiliar, Unforeseen or Uncertain Environments?

Author

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  • Herve de Bisschop

    (FoAP - Formation et apprentissages professionnels - CNAM - Conservatoire National des Arts et Métiers [CNAM] - HESAM - HESAM Université - Communauté d'universités et d'établissements Hautes écoles Sorbonne Arts et métiers université - ENSTA Bretagne - École Nationale Supérieure de Techniques Avancées Bretagne - Institut Agro Dijon - Institut Agro - Institut national d'enseignement supérieur pour l'agriculture, l'alimentation et l'environnement)

  • Serge Leblanc

    (LIRDEF - Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation - UPVM - Université Paul-Valéry - Montpellier 3 - UM - Université de Montpellier)

Abstract

In addition to being rooted in an enactive conception of the activity (Durand & Poizat, 2015; Theureau, 2003), one of the originalities of this research is to focus on the learning experienced by cadets while they are engaged in spaces of action that do not encourage their activity, but on the contrary hinder it: the hardening training course. The purpose of this training is to make these officer cadets experience simulated situations of physical, emotional and psychological over-stress, presenting similarities with their future professional life. In order to better understand how, within such a simulation device, officer cadets experiment with their ability to maintain individuals' dispositions to act, we analysed the engagement modes of the trainees in their learnings to command among aversive environments. The results show that alongside the well-known forms of executory and exploratory engagement, a "conservatory" mode of engagement appears, the aim of which is to preserve the conditions for perpetuating the action and capacities of each officer cadet. This research leads to the formulation of principles for the design of trainings whose aim is to prepare professionals to deal with the unknown, the unexpected and even the unbearable.

Suggested Citation

  • Herve de Bisschop & Serge Leblanc, 2022. "How Do Simulated High-Intensity Situations Train Leaders to Maintain Their Ability to Act in Unfamiliar, Unforeseen or Uncertain Environments?," Post-Print hal-03677879, HAL.
    • Handle: RePEc:hal:journl:hal-03677879
    DOI: 10.1007/978-3-030-89567-9_12
    Note: View the original document on HAL open archive server: https://institut-agro-dijon.hal.science/hal-03677879
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    References listed on IDEAS

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    1. Jan-Kees Schakel & Paul C. van Fenema & Samer Faraj, 2016. "Shots Fired! Switching Between Practices in Police Work," Organization Science, INFORMS, vol. 27(2), pages 391-410, April.
    2. Tessa Melkonian & Thierry Picq, 2010. "Opening the “black box” of collective competence in extreme projects : Lessons from the French Special Forces," Post-Print hal-02312500, HAL.
    Full references (including those not matched with items on IDEAS)

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