Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-20T09:35:29.934Z Has data issue: false hasContentIssue false

Postevent Meetings

from Part IV - Special Types of Meetings

Published online by Cambridge University Press:  05 August 2015

Edited by
Joseph A. Allen ,
Nale Lehmann-Willenbrock  and
Steven G. Rogelberg
Joseph A. Allen
Affiliation:
University of Nebraska, Omaha
Nale Lehmann-Willenbrock
Affiliation:
Vrije Universiteit, Amsterdam
Steven G. Rogelberg
Affiliation:
University of North Carolina, Charlotte
Get access

Summary

Abstract

Debriefs are an effective tool for increasing learning and performance within organizations. They are regarded as “one of the most promising methods for accelerating learning from experience” (Eddy, Tannenbaum, & Mathieu, 2013, p. 976), and meta-analytic evidence supports their effectiveness (Tannenbaum & Cerasoli, 2013). Research also suggests that the success of a debrief is reliant on proper execution techniques. In this chapter, we identify and define debriefs and review scientifically supported strategies for achieving a well-executed debrief. Moreover, we present a table of recommendations based on this review of the debrief literature. Our intention is that these recommendations will serve as guidelines for the practical application of debriefs.

Type
Chapter
Information
The Cambridge Handbook of Meeting Science , pp. 615 - 660
Publisher: Cambridge University Press
Print publication year: 2015

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Allen, J. A., Baran, B. E., & Scott, C. W. (2010). After-action reviews: A venue for the promotion of safety climate. Accident Analysis & Prevention, 42, 750–757. doi:10.1016/j.aap.2009.11.004CrossRefGoogle ScholarPubMed
Arafeh, J. M., Hansen, S. S., & Nichols, A. (2010). Debriefing in simulated-based learning: Facilitating a reflective discussion. Journal of Perinatal & Neonatal Nursing, 24, 302–309. doi:10.1097/JPN.0b013e3181f6b5ecCrossRefGoogle ScholarPubMed
Baldwin, T. T. (1992). Effects of alternative modeling strategies on outcomes of interpersonal-skills training. Journal of Applied Psychology, 77, 147–154.CrossRefGoogle ScholarPubMed
Cannon-Bowers, J. A., & Salas, E. (2001). Reflections on shared cognition. Journal of Organizational Behavior, 22, 195–202. doi:10.1002/job.82CrossRefGoogle Scholar
Cooke, N. J., Salas, E., Cannon-Bowers, J. A., & Stout, R. J. (2000). Measuring team knowledge. Human Factors: Journal of the Human Factors and Ergonomics Society, 42, 151–173. doi:10.1518/001872000779656561CrossRefGoogle ScholarPubMed
Dismukes, R. K., Jobe, K. K., McDonnell, L. K. (2000). Facilitating LOFT debriefings: A critical analysis. In Dismukes, R. K. & Smith, G. M. (Eds.), Facilitation and debriefing in aviation training and operations (pp. 13–25). Aldershot, U.K.: Ashgate.Google Scholar
Dismukes, R. K., McDonnell, L. K., & Jobe, K. K. (2000). Facilitating LOFT debriefings: Instructor techniques and crew participation. International Journal of Aviation Psychology, 10, 35–57. doi:10.1207/S15327108IJAP1001_3CrossRefGoogle Scholar
Dismukes, R. K., & Smith, G. M. (Eds.). (2000). Facilitation in aviation training and operations. Aldershot, UK: Ashgate.Google Scholar
Dunn, A. M, Scott, C. W., Allen, J. A., & Bonilla, D. (2014). Quantity and quality: Increasing safety norms through after action reviews. Paper presented at the INGRoup Conference, Raleigh, NC.Google Scholar
Eddy, E. R., Tannenbaum, S. I., & Mathieu, J. E. (2013). Helping teams to help themselves: Comparing two team-led debriefing methods. Personnel Psychology, 66, 975–1008. doi:10.1111/peps.12041CrossRefGoogle Scholar
Edelson, D. P., Litzinger, B., Arora, V., Walsh, D., Kim, S., Lauderdale, D. S.,…& Abella, B. S. (2008). Improving in-hospital cardiac arrest process and outcomes with performance debriefing. Archives of Internal Medicine, 168, 1063–1069. doi:10.1001/archinte.168.10.1063CrossRefGoogle ScholarPubMed
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, 350–383. doi:10.2307/2666999CrossRefGoogle Scholar
Ellis, S., & Davidi, I. (2005). After-event reviews: Drawing lessons from successful and failed experience. Journal of Applied Psychology, 90, 857–871. doi:10.1037/0021-9010.90.5.842CrossRefGoogle ScholarPubMed
Ellis, S., Ganzach, Y., Castle, E., & Sekely, G. (2010). The effect of filmed versus personal after-event reviews on task performance: The mediating and moderating role of self-efficacy. Journal of Applied Psychology, 95, 122–131. doi:10.1037/a0017867CrossRefGoogle ScholarPubMed
Fanning, R. M., & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Society for Simulation in Healthcare, 2, 115–125. doi:10.1097/SIH.0b013e3180315539CrossRefGoogle ScholarPubMed
Flanagan, B. (2008). Debriefing: Theory and techniques. In Riley, R. H. (Ed.), Manual of simulation in healthcare (pp. 155–170). New York, NY: Oxford University Press.CrossRefGoogle Scholar
Gaba, D. M., Howard, S. K., Fish, K. J., Smith, B. E., & Sowb, Y. A. (2001). Simulation-based training in anesthesia crisis resource management (ACRM): A decade of experience. Simulation & Gaming,32, 175–193. doi:10.1177/104687810103200206CrossRefGoogle Scholar
Gómez, L. F., & Ballard, D. I. (2011). Communication for change: Transactive memory systems as dynamic capabilities. In Shani, A. B., Woodman, R. W., & Pasmore, W. A. (Eds.), Research in organizational change and development (Vol. 19, pp. 91–115). Binkley, UK: Emerald.CrossRefGoogle Scholar
Group for Organizational Effectiveness. (2011). DebriefNow. The Group for Organizational Effectiveness. Retrieved from https://www.groupoe.com/products/p-debriefnow.htmlGoogle Scholar
Halamek, L. P. (2008). The simulated delivery-room environment as the future modality for acquiring and maintaining skills in fetal and neonatal resuscitation. Seminars in Fetal and Neonatal Medicine,13, 448–453. doi:10.1016/j.siny.2008.04.015CrossRefGoogle ScholarPubMed
Kinni, T. (2003). Pride goeth before a profit. Retrieved December 30, 2008, from Harvard Business School Working Knowledge: http://hbswk.hbs.edu/item/3688.htmlGoogle Scholar
Kolb, D. A. (1984). Experiential learning: Experience as a source of learning. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26, 356–376. doi:10.5465/AMR.2001.4845785CrossRefGoogle Scholar
Mathieu, J. E., Goodwin, G. F., Heffner, T. S., Salas, E., & Cannon-Bowers, J. A. (2000). The influence of shared mental models on team process and performance. Journal of Applied Psychology, 85, 273–283. doi:10.I037t/0021-9010.85.2.273CrossRefGoogle Scholar
Morrison, J. E., & Meliza, L. L. (1999). Foundations of the after action review process (Special Report 42). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.Google Scholar
Neal, A., & Griffin, M. A. (2006). A study of the lagged relationships among safety climate, safety motivation, safety behavior, and accidents at the individual and group levels. Journal of Applied Psychology, 91, 946–953. doi:10.1037/0021–9010.91.4.946CrossRefGoogle ScholarPubMed
Ostroff, C., Kinicki, A. J., & Tamkins, M. (2003). Organizational culture and climate. In Borman, W. C., Ilgen, D. R., & Klimoski, R. J. (Eds.), Handbook of psychology: Industrial and organizational psychology (Vol. 12, pp. 565–594). New York, NY: Wiley.CrossRefGoogle Scholar
Qudrat-Ullah, H. (2004). Improving dynamic decision making through debriefing: An empirical study. Proceedings of the IEEE International Conference on Advanced Learning Technologies, pp. 256–260. Finland: ICALT.CrossRefGoogle Scholar
Roebuck, D. B., Brock, S. J., & Moodie, D. R. (2004). Using a simulation to explore the challenges of communicating in a virtual team. Business Communication Quarterly, 67, 359–367. doi:10.1177/1080569904268083CrossRefGoogle Scholar
Ron, N., Lipshitz, R., & Popper, M. (2002). How organizations learn: Post-flight reviews in an F 16 fighter squadron. Organization Studies, 27, 1069–1089. doi:10.1177/0170840606064567CrossRefGoogle Scholar
Rudolph, J. W., Simon, R., Rivard, P., Dufresne, R. L., & Raemer, D. B. (2007). Debriefing with good judgment: Combining rigorous feedback with genuine inquiry. Anesthesiology Clinics, 25, 361–376. doi:10.1016/j.anclin.2007.03.007CrossRefGoogle ScholarPubMed
Salas, E., Klein, C., King, H., Salisbury, M., Augenstein, J. S., Birnbach, D. J.,…& Upshaw, C. (2008). Debriefing medical teams: 12 evidence-based best practices and tips. Joint Commission Journal on Quality and Patient Safety, 34, 518–527.Google ScholarPubMed
Salas, E., Nichols, D. R., & Driskell, J. E. (2007). Testing three team training strategies in intact teams: A meta-analysis. Small Group Research, 38, 471–488. doi:10.1177/1046496407304332CrossRefGoogle Scholar
Salas, E. & Rosen, M. A. (2009). Performance assessment. In Schmorrow, D., Cohn, J., & Nicholson, D. (Eds.), The PSI handbook of virtual environments for training and education: Developments for the military and beyond (pp. 227–235). Westport, CT: Greenwood.Google Scholar
Schneider, B. (2000). The psychological life of organizations. In Ashkanasy, N. M., Wilderom, C. P. M., & Peterson, M. F. (Eds.), Handbook of organizational culture and climate (pp. xvii–xxvi). Thousand Oaks, CA: Sage.Google Scholar
Scott, C., Allen, J. A., Bonilla, D. L., Baran, B. E., & Murphy, D. (2013). Ambiguity and freedom of dissent in post-incident discussion. Journal of Business Communication, 50, 383–402. doi:10.1177/0021943613497054Google Scholar
Smith-Jentsch, K. A., Cannon-Bowers, J. A., Tannenbaum, S. I., & Salas, E. (2008). Guided team self-correction: Impacts on team mental models, processes, and effectiveness. Small Group Research, 39, 303–327. doi:10.1177/1046496408317794CrossRefGoogle Scholar
Smith-Jentsch, K. A., Johnston, J. H., & Payne, S. C. (1998). Measuring team-related expertise in complex environments. In Cannon-Bowers, J. A. & Salas, E. (Eds.), Making decisions under stress: Implications for individual and team training (pp. 61–87). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Smith-Jentsch, K. A., Zeisig, R. L., Acton, B., & McPherson, J. A. (1998). Team dimensional training: A strategy for guided team self-correction. In Cannon-Bowers, J. A. & Salas, E. (Eds.), Making decisions under stress: Implications for individual and team training (pp. 271–297). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Tannenbaum, S. I. (2013). Using debriefs – A simple, powerful experiential learning tool. Paper presented at the meeting of the Organization Development Network, San Jose, CA.Google Scholar
Tannenbaum, S. I., Beard, L. R., & Cerasoli, C. P. (2013). Conducting team debriefs that work: Lessons from research and practice. In Salas, E., Tannenbaum, S. I., Cohen, D., & Latham, G. (Eds.), Developing and enhancing teamwork in organizations (pp. 488–519). San Francisco, CA: Jossey-Bass.Google Scholar
Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55, 231–245. doi:10.1177/0018720812448394CrossRefGoogle ScholarPubMed
Taylor, P. J., Russ-Eft, D. F., Chan, , & D. W. L., (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90, 692–709. doi:10.1037/0021-9010.90.4.692CrossRefGoogle ScholarPubMed
Tsoukas, H., & Vladimirou, E. (2001). What is organizational knowledge?. Journal of Management Studies, 38, 973–993. doi:10.1111/1467–6486.00268CrossRefGoogle Scholar
Villado, A. J., & Arthur, W. J. (2013). The comparative effect of subjective and objective after-action reviews on team performance on a complex task. Journal of Applied Psychology, 98, 514–528. doi:10.1037/a0031510CrossRefGoogle Scholar
Wimbush, J. C., & Shepard, J. M. (1994). Toward understanding of ethical climate: Its relationship to ethical behavior and supervisory influence. Journal of Business Ethics, 13, 637–647.CrossRefGoogle Scholar
Wong, Z. (2007). Human factors in project management: Concepts, tools, and techniques for inspiring teamwork and motivation. San Francisco, CA: Jossey-Bass.Google Scholar

References

Abrahamson, D. E. & Goodman-Delahunty, J. (2014). Impediments to information and knowledge sharing within policing: A study of three Canadian policing organizations. Sage Open. doi:10.1177/2158244013519363CrossRefGoogle Scholar
Adams, K., & Galanes, G. (2009). Communicating in groups. New York, NY: McGraw-Hill.Google Scholar
Allen, B. J. (2004). Difference matters. Long Grove, IL: Waveland.Google Scholar
Allen, J. A., Baran, B. E., & Scott, C. S. (2010). After-action reviews: A venue for the promotion of safety climate. Accident Analysis & Prevention, 42, 750–757. doi:10.1016/j.aap.2009.11.004CrossRefGoogle ScholarPubMed
Allen, J. A., Beck, T., Scott, C., & Rogelberg, S. G. (2014). Understanding workplace meetings: A qualitative taxonomy of meeting purposes. Management Research Review, 37(9), 791–814. doi:10.1108/MRR-03–2013–0067.CrossRefGoogle Scholar
Allen, J. A., Scott, C. W., Tracy, S. J., & Crowe, J. D. (2014). The signal provision of emotion: Using emotions to enhance reliability via sensemaking. International Journal of Work Organisation and Emotion, 6, 240–260. doi:10.1504/IJWOE.2014.065758CrossRefGoogle Scholar
Axley, S. R. (1984). Managerial and organizational communication in terms of the conduit metaphor. Academy of Management Review, 9, 428–437. doi:10.5465/AMR.1984.4279664CrossRefGoogle Scholar
Bantz, C. R., & Smith, D. H. (1977). A critique and experimental test of Weick's model of organizing. Communications Monographs, 44, 171–184. doi:10.1080/03637757709390129CrossRefGoogle Scholar
Baran, B. E., & Scott, C. W. (2010). Organizing ambiguity: A grounded theory of leadership and sensemaking within dangerous contexts. Military Psychology, 22(S1), S42–S69.CrossRefGoogle Scholar
Baran, B. E., Shanock, L. R., Rogelberg, S. G., & Scott, C. W. (2012). Leading group meetings: Supervisors' actions, employee behaviors, and upward perceptions. Small Group Research, 43, 330–355. doi:10.1177/1046496411418252CrossRefGoogle Scholar
Berger, C. R., & Calabrese, R. J. (1975). Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human Communication Research, 1, 99–112. doi:10.1111/j.1468–2958.1975.tb00258.xCrossRefGoogle Scholar
Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovating. Organization Science, 2, 40–57.CrossRefGoogle Scholar
Brown, J. S., & Duguid, P. (2000). The social life of information. Boston, MA: Harvard Business School Press.Google Scholar
Browning, L. D. (1992). Lists and stories as organizational communication. Communication Theory, 2, 281–302. doi:10.1111/j.1468–2885.1992.tb00045.xCrossRefGoogle Scholar
Camerer, C., & Weber, M. (1992). Recent developments in modeling preferences: Uncertainty and ambiguity. Journal of Risk and Uncertainty, 5, 325–370. doi:10.1007/BF00122575CrossRefGoogle Scholar
Daft, R. L., & Weick, K. E. (1984). Toward a model of organizations as interpretation systems. Academy of Management Review, 9, 284–295. doi:10.5465/AMR.1984.4277657CrossRefGoogle Scholar
Dunn, A., Scott, C. W., Bonilla, D. L., & Allen, J. (2014, July). Quantity and quality: Increasing safety norms through after action reviews. Paper presented at the annual meeting of the International Network for Group Research. Raleigh, NC.Google Scholar
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, 350–383. doi:10.2307/2666999CrossRefGoogle Scholar
Eisenberg, N. (1986). Altruistic emotion, cognition and behavior. Hillsdale, NJ: Erlbaum.Google Scholar
Eisenberg, N. (1991). Values, sympathy, and individual differences: Toward a pluralism of factors influencing altruism and empathy. Psychological Inquiry, 2, 128.CrossRefGoogle Scholar
Finucane, M. L., Alhakami, A., Slovic, P., & Johnson, S. M. (2000). The affect heuristic in judgments of risks and benefits. Journal of Behavioral Decision Making, 13, 1–17. doi:10.1002/(SICI)1099-0771(200001/03)13:1<1::AID-BDM333>3.0.CO;2-S3.0.CO;2-S>CrossRefGoogle Scholar
Fisher, W. R. (1987). Human communication as narration: Toward a philosophy of reason, value, and action. Columbia, SC: University of South Carolina Press.Google Scholar
Flynn, J., Slovic, P., & Mertz, C. K. (1994). Gender, race, and perception of environmental health risks, Risk Analysis, 14, 1101–1108.CrossRefGoogle ScholarPubMed
Garvin, D. A., Edmondson, A. C., & Gino, F. (2008). Is yours a learning organization? Harvard Business Review, 86, 109–120. doi:10.1225/R0803HGoogle ScholarPubMed
Gilley, J. W., & Maycunich, A. (2000). Organizational learning, performance, and change: An introduction to strategic human resource development. Cambridge, MA: Perseus.Google Scholar
Hallett, T., Harger, B., & Eder, D. (2009). Gossip at work: Unsanctioned evaluative talk in formal school meetings. Journal of Contemporary Ethnography, 38, 584–618. doi:10.1177/0891241609342117CrossRefGoogle Scholar
Hollenbeck, J. R., Ilgen, D. R., Sego, D. J., Hedlund, J., Major, D. A., & Phillips, J. (1995). Multilevel theory of team decision making: Decision performance in teams incorporating distributed expertise. Journal of Applied Psychology, 80(2), 292–316. doi:10.1037//0021–9010.80.2.292CrossRefGoogle Scholar
Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2005). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56, 517–543. doi:10.1146/annurev.psych.56.091103.070250CrossRefGoogle ScholarPubMed
Iverson, J. O., & McPhee, R. D. (2008). Communicating knowledge through communities of practice: Exploring internal communicative processes and differences among CoPs. Journal of Applied Communication Research, 36, 176–199CrossRefGoogle Scholar
Keltner, J. S. (1989). Facilitation catalyst for group problem solving. Management Communication Quarterly, 3(1), 8–32.CrossRefGoogle Scholar
Kramer, M. W. (2003). Managing uncertainty in organizational communication. Mahwah, NJ: Erlbaum.Google Scholar
Lewin, K. (1947). Frontiers of group dynamics: Concept, method and reality in social science, social equilibria, and social change. Human Relations, 1, 5–41.CrossRefGoogle Scholar
Miller, V. D., & Jablin, F. M. (1991). Information seeking during organizational entry: Influences, tactics, and a model of the process. Academy of Management Review, 16, 92–120. doi:10.5465/AMR.1991.4278997CrossRefGoogle Scholar
Morris, M. W., & Moore, P. C. (2000). The lessons we (don't) learn: Counterfactual thinking and organizational accountability after a close call. Administrative Science Quarterly, 45, 737–765.CrossRefGoogle Scholar
Morrison, E. W. (2002). Information seeking within organizations. Human Communication Research, 28, 229–242. doi:10.1111/j.1468–2958.2002.tb00805.xCrossRefGoogle Scholar
Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5, 14–37. doi:10.1287/orsc.5.1.14CrossRefGoogle Scholar
O'Reilly, C. A., Chatman, J. A., & Anderson, J. C. (1987). Message flow and decision making. In Jablin, F. M., Putnam, L. L., Porter, L. W., & Roberts, K. H. (Eds.), Handbook of organizational communication (pp. 704–731). Thousand Oaks, CA: Sage.Google Scholar
Patriotta, G. (2003). Sensemaking on the shop floor: Narratives of knowledge in organizations. Journal of Management Studies, 40, 349–375. doi:10.1111/1467–6486.00343CrossRefGoogle Scholar
Polanyi, M. (1969). Knowing and being: Essays by Michael Polanyi. Chicago, IL: University of ChicagoPress.Google Scholar
Putnam, L. L., & Stohl, C. (1990). Bona fide groups: A reconceptualization of groups in context. Communication Studies, 41, 248–265. doi:10.1080/10510979009368307CrossRefGoogle Scholar
Reiter-Palmon, R., Kennel, V., Allen, J. A., Jones, K., & Skinner, A. (2004). Naturalistic decision making in after-action review meetings: The implementation of and learning from post-fall huddles. Journal of Occupational and Organizational Psychology. doi:10.1111/joop.12084Google Scholar
Rhodes, C., & Brown, A. D. (2005). Narrative, organizations, and research. Journal of Management Review, 7, 167–188. doi:10.1111/j.1468–2370.2005.00112.xGoogle Scholar
Ron, N., Lipshitz, R., & Popper, M. (2002). How organizations learn: Post-flight reviews in a F-16 fighter squadron. Organization Studies, 27, 1069–1089. doi:10.1177/0170840606064567CrossRefGoogle Scholar
Schultze, U., & Stabell, C. (2004). Knowing what you don't know? Discourses and contradictions in knowledge management research. Journal of Management Studies, 41, 549–573. doi:10.1111/j.1467–6486.2004.00444.xCrossRefGoogle Scholar
Schwarz, R. M. (1994). The skilled facilitator: Practical wisdom for developing effective groups. San Francisco, CA: Jossey-Bass.Google Scholar
Scott, C., Allen, J. A., Bonilla, D., Baran, B., & Murphy, D. (2013). Ambiguity and freedom of dissent in post incident discussion. Journal of Business Communication, 50(4), 383–402. doi:10.1177/0021943613497054Google Scholar
Scott, W. C., & Tretheway, A. (2008). Organizational discourse and the appraisal of occupational hazards: Interpretive reservoirs, heedful interrelating, and identity at work. Journal of Applied Communication in Research, 36, 298–317. doi:10.1080/00909880802172137CrossRefGoogle Scholar
Simon, H. A. (1991). Bounded rationality and organizational learning. Organization Science, 2, 125–134.CrossRefGoogle Scholar
Simon, H. A. (1997). Administrative behavior (50th anniversary ed.). New York, NY: Free Press.Google Scholar
Stohl, C. & Putnam, L. L. (1994). Group communication in context: Implications for the study of bona fide groups. In Frey, L. (Ed.), Communication in context: Studies in naturalistic groups (pp. 285–292). Hillsdale, NJ: Erlbaum.Google Scholar
Tajfel, H., & Turner, J. C. (1986). The social identity theory of group behavior. In Worchel, L. & Austin, W. (Eds.), The psychology of group behavior (pp. 7–24). Chicago, IL: Nelson Hall.Google Scholar
Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance?: A meta-analysis. Human Factors, 55, 231–245. doi:10.1177/0018720812448394CrossRefGoogle ScholarPubMed
Teboul, R. (1996). Introduction a l'oeuvre de Mane. Paris: Ellipses/Edition Marketing.Google Scholar
Thackaberry, J. A. (2004). “Discursive opening” and closing in organisational self-study culture as trap and tool in wildland firefighting safety. Management Communication Quarterly, 17(3), 319–359.CrossRefGoogle Scholar
U.S. Army. (2011). A leader's guide to after-action reviews (Training Circular 25–20). Fort Leavenworth, KS: Author.Google Scholar
Waring, J. J. (2009). Constructing and re-constructing narratives of patient safety. Social Science & Medicine, 69, 1722–1731. doi:10.1016/j.socscimed.2009.09.052CrossRefGoogle ScholarPubMed
Weick, K. E. (1979). The social psychology of organizing (2nd ed.). Reading, MA: Addison-Wesley.Google Scholar
Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.Google Scholar
Weick, K. E., & Ashford, S. J. (2001). Learning in organizations. In Jablin, F. M. & Putnam, L. L. (Eds.), The new handbook of organizational communication: Advances in theory, research, and methods (pp. 704–731). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Weick, K. E., & Sutcliffe, K. M. (2001). Managing the unexpected: Assuring high performance in an age of complexity. San Francisco, CA: Jossey-Bass.Google Scholar
Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sensemaking. Organization Science, 16, 409–421. doi:10.1287/orsc.1050.0133CrossRefGoogle Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.Google Scholar
Ziegler, J. A. (2007). The story behind an organizational list: A genealogy of wildland firefighters' 10 Standard Fire Orders. Communication Monographs, 74, 415–442. doi:10.1080/036377507017165CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×