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Since 2008, the decentralized and inclusive hacktivist group Anonymous has launched hundreds of stand-alone campaigns, primarily targeting government using certain hacking techniques (Coleman, 2020; Steinmetz, 2022). Due to the standardization of both target selection and types of cyberattacks, we used Differential Association theory to understand whether peer association facilitates the learning process of new Anonymous members (known as "Anons") during a hacking campaign. The data derives from IRC conversations during the 2012 Maple Spring Protests, where Anons hacked the Québec provincial government. A thematic content analysis suggests that Anonymous’ consistency stems from the use of pre-established resources that ensure all participants learn similar techniques and motivations that can be applied across all campaigns. Congruent with the tenents of Differential Association theory, our results indicate that peers in the chats sustained the learning process of newcomers, not only transmitting technical skills but also inculcating values and definitions that distinguish legitimate from illegitimate targets. Newcomers are also encouraged to reinforce their approval of such behaviors by promoting Anonymous’ hacks on social media. Together, this online environment can transform novices into proficient hackers, increasing the potential for future campaigns.

Keywords: Cybercrime, Cybercriminalité, digital disobedience, Désobéissance numérique, Apprentissage en ligne, online activism, Communautés virtuelles, virtual communities, Sous-cultures hacktivistes, hacktivist subcultures

This article, with a touch of self-ethnography, provides the merging of knowledge and a sharing of ideas on the joint evolution of management and the coaching profession, focusing on the shift in the managerial paradigm (empowering rather than controlling) that has given rise to management-coaching and the manager-coach figure in organizations. Firmly rooted in a critical perspective on management, it takes the form of co-development, namely excerpts from reflective interviews with commentaries between four seasoned practitioners in coaching individuals and groups. The mindset, manager's view of the world, and the objectives of management are examined in this manager-coach role. Within the critical perspective of management-coaching that emerges from these discussions, a rehumanized vision of the manager is revealed, with an emphasis on the role of managing discrepancies and inconsistencies in context, of facilitating individual alignment through the creation of meaning, and restoring coherence to organizations within the context. Management- coaching can therefore be seen as a management philosophy and a mobilisation of the ever-evolving manager, whose core skills and abilities include listening and questioning in context, self-awareness, and being open to experimentation in openness to others and in the humility of peer review. This is achieved while remaining aware of the limitations of a utilitarian and technical approach to management.

Keywords: Coaching, Coaching, management, management, manager-coach, manager-coach, management-coaching, management-coaching, critical perspective, perspective critique

The rapid transformations that characterize the world of work are leading to a redefinition of the skills required for organizational success. This context creates a gap between the skills employees possess and those deemed essential for current and future needs. To address this situation, organizations are reviewing their human resource management processes and are increasingly adopting performance management systems geared towards employee development. This article explores this approach, while examining the roles and skills that key stakeholders (human resource professionals, managers and employees) must adopt to effectively support this alternative way of managing performance in the workplace. Furthermore, we also explore the obstacles to implementation and how this form of performance management can be implemented by managers. Theoretically, the study enhances our understanding of the role and specific skills that each stakeholder must possess in a development-oriented performance management context. Practically, our study provides guidance for ensuring successful implementation within organizations.

Keywords: Development-oriented performance management, Gestion de la performance orientée vers le développement des employés, parties prenantes, stakeholders, roles, rôles, skills gap, écart des compétences