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Includes bibliographical references and index.

Cover -- Title Page -- Copyright -- Contents -- Introduction -- I.1. Coordination and team: proposed definitions -- I.2. Team coordination in the extreme environment: a majorchallenge for the company -- I.3. Plan of the work -- Chapter 1: Extreme Environment and Management Situations -- 1.1. The extreme environment: what is it about? -- 1.2. Various management situations in the extreme environment -- 1.2.1. Routine activities, unexpected events and crises: a typology of management situations in the extreme environment -- 1.2.2. Routine, crisis and unexpected situations: a characterization -- 1.2.2.1. Routine situations -- 1.2.2.2. Unexpected situations -- 1.2.2.3. Crisis situations -- 1.3. Coordination in the extreme environment: shifting from one management situation to another -- Chapter 2: Team Coordination: What the Theory of Organizations has to Say -- 2.1. Classical theories of coordination -- 2.1.1. Predetermined coordination -- 2.1.1.1. Contingent view on coordination -- 2.1.1.2. Mechanisms, means and tools of coordination -- 2.1.2. The limited contribution of classical theories to the analysis of team coordination in the extreme environment -- 2.1.2.1. The notion of coordination solution -- 2.1.2.2. Limitations of the classical perspective of coordination -- 2.2. "Practice-based" coordination: putting back actors at the center of coordination -- 2.2.1. The "practice" turn in management science -- 2.2.1.1. Drawing inspiration from contemporary sociology -- 2.2.1.2. From practice to practices -- 2.2.2. What contribution does the practical perspective bring to the study of team coordination? -- Chapter 3: Coordination Practices in the Extreme Environment: Communication, Reflexivity and Socialization -- 3.1. Communication practices -- 3.1.1. Shared languages: code words, diagrams and body expressions.

3.1.1.1. Close air support operations in Afghanistan: the code words -- 3.1.1.2. Aerobatic performances of the French Air Forces Aerobatic Team and Patrouille de France: diagrams and body expressions -- 3.1.1.3. Shared languages: when faced with unexpected situations, automatisms improve comprehension and save time -- 3.1.2. Technological uses: improving communication through information sources and flow -- 3.1.2.1. Multiplication of sources of information -- 3.1.2.2. Permanence of the flow of communication and persistence of information -- 3.1.2.3. ICT uses: combined communication practices -- 3.1.3. Communication practices: a synthesis -- 3.2. Reflexive practices -- 3.2.1. Briefing-debriefing in the French Air Forces squadrons -- 3.2.2. Reflexive practices in debriefing sessions -- 3.2.2.1. Learning from errors, by experimentation and from others -- 3.2.2.2. Artifacts for confronting one's errors and interacting with others -- 3.2.2.3. Adopting a critical stance -- 3.2.3. Reflexive practices: a synthesis -- 3.3. Socialization practices -- 3.3.1. The squadron bar: where common knowledge is built -- 3.3.2. Cohesive activities that convey team values and build mutual trust -- 3.3.3. Socialization practices: a synthesis -- 3.4. Coordination in the extreme environment: articulation of communication, reflexive and socialization practices -- Chapter 4: Can Coordination in Extreme Environments be Learned? A Managerial Approach -- 4.1. Necessary individual and collective skills for coordination in an extreme environment -- 4.1.1. From theoretical to practical knowledge: practices, knowledge and skills -- 4.1.2. Skills needed for coordination in extreme environments: the example of tactical airlifter crews -- 4.1.2.1. Tactical transportation missions and crew -- 4.1.2.2. Transportation crews' individual skills: technical, relational and situational.

4.1.2.3. Collective skills and intelligence in tactical transportation crews -- 4.2. Setting up a process of "immediate" feedback: the case of the Air Force's Aerobatic Team -- 4.2.1. "Immediate" feedback processes within the Air Force's Aerobatic Team -- 4.2.1.1. The "immediate" feedback process -- 4.2.1.2. Air Force's Aerobatic Team: who is it? -- 4.2.1.3. "Immediate" feedback in order to build and cement the collective -- 4.2.2. "Immediate" feedback: a method of collective skills and intelligence acquisition -- 4.3. Deploying decision support systems: the example of LINK 16 in air forces -- 4.3.1. Creativity and network-centric decision support system -- 4.3.1.2. Network-centric decision-support systems -- 4.3.2. LINK 16's creative uses, developed by the Rafale fighter planes' crews -- 4.3.2.1. LINK 16: a description -- 4.3.2.2. During flight: creativity in the process of elaborating aerial tactics -- 4.3.2.3. On the ground: creativity during scenarios' preparation -- 4.3.3. Network-centric decision support systems in support of crews' creativity -- 4.4. Encouraging the emergence of professional communities: the case of Air Force Knowledge Now -- 4.4.1. Professional communities in a military environment: between hierarchical communities and community of practice -- 4.4.2. The Air Force Knowledge Now online platform -- 4.4.2.1. AFKN's goals -- 4.4.2.2. AFKN's technological architecture: the importance of collaborative tools -- 4.4.3. Beyond team frontiers: professional communities favoring experience sharing and organizational culture -- 4.5. Summary: coordination in extreme environments and managerial actions -- Conclusion -- Bibliography -- Index.

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