Mindful Learning in Crisis Management

Abstract

All crises emit warning signals. And yet, organizations do not typically see the warnings in time to learn and adapt to prevent a crisis. This conceptual analysis bridges a theoretical gap by connecting current crisis management literature to rhetorical theories that identify barriers to organizational learning. Two connecting models are introduced to outline the barriers to learning, propose the inclusion of learning throughout the crisis cycle, and encourage the adoption of a mindful culture. Previous crisis models are described and an explanation of the similarities between Burkean philosophy and crisis research is presented. The Mindful Learning Model demonstrates how, if barriers are overcome, learning can not only lessen the impact of a crisis but also potentially prevent a crisis from occurring. Contentions of this analysis are detailed and a research agenda to extend mindful learning is outlined.

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