Organizational development (OD) can be defined as a process calling upon social and behavioural sciences to strengthen abilities and capacities of organizations over the long term to confront changes and to better attain their objectives (Cummings & Worley, 2005). OD is a field of practical application based on a process of accompaniment, initiated either internally or externally (Schein, 1999) and covering a vast panoply of activities (Church & al., 1994, Bazigos & Church, 1997; Worren & al., 1999; Carter & al., 2001, 2005; Rothwell & Sullivan, 2005; French & Bell, 1999): research action; organizational diagnosis at various levels (individual-group-organization); feedback mechanisms for members of the organization (such as survey feedback, search conferencing, coaching, etc.); and the design of interventions at the level of human processes, technostructure, human resource management, global strategy, etc. These methods allow organizational actors to master new knowledge and ways of doing things. This idea of strengthening organizational abilities and capacities is also related to the notion of resilience put forward by Quarantelli (2001) and Rosenthal & Kouzmin (1996). Furthermore, OD may represent what Bourrier (2002) calls the missing link and thus address the concern about crisis management over a period of time through reconfiguring interventions and the support structures of these interventions. The field of OD seems to us particularly well-placed to effect this necessary transfer of theoretical knowledge into practice. The literature on organizational learning is vast but that which relates learning and crisis management is rather meagre. Indeed, we know a little more about the types and modes of learning but we do not know whether these apply to crisis management. Finally, the models described to date by researchers have remained rather theoretical and have seldom been applied. (Lalonde, Crisis Management and Organizational Development, 2007, p. 510)