Proceedings of the 12th European Conference on Knowledge ...

Monique Lortie and Lise Desmarais
In <strong>the</strong> second text, <strong>the</strong> authors propose a structured method to help workers exposed to repetitive
tasks to talk about <strong>the</strong> difficulties encountered in <strong>the</strong>ir work. Workers exposed to physical tasks are
rarely used to translate into words what <strong>the</strong>y experience. They think through <strong>the</strong>ir body. One well
known clarification procedure involves anchoring questioning in tangible, specific actions or
operations. (e.g. “Is this operation demanding in terms <strong>of</strong> skill, attention, accuracy, posture, strength,
etc?”). The method combines three standard questionnaires well circulated in literature with three
contextual questionnaires based on <strong>the</strong> operations specific to each work situation. The latter were
developed to allow body memory to emerge by engaging in a systematic review <strong>of</strong> <strong>the</strong> operations
executed in various contexts. In return, <strong>the</strong> memory narration made it possible to evidence potential
transformation tracks. One <strong>of</strong> <strong>the</strong> goals pursued through this project was to connect generic data
obtained through standard questionnaires with contextual data to achieve a better understanding <strong>of</strong>
<strong>the</strong> issues at hand. The general purpose was, in fact, to translate worker knowledge intopotential
transformations which could be understand by management.
In <strong>the</strong> third case, <strong>the</strong> object <strong>of</strong> <strong>the</strong> study was to better understand <strong>the</strong> experience <strong>of</strong> immigrants with
<strong>the</strong> compensation system to facilitate <strong>the</strong>ir access <strong>the</strong>reto. Two sources <strong>of</strong> material were used: claims
and interviews. The analysis technique employed drew inspiration from a police investigation
technique. The study showed that two-thirds <strong>of</strong> workers – immigrants or not – did not understand <strong>the</strong>
administrative procedures. Claims tended to be rejected whenever <strong>the</strong> workers’ initial description <strong>of</strong>
<strong>the</strong> event was ‘copied’ on <strong>the</strong> claim transmitted by <strong>the</strong> organization. The latter was perceived as
lacking credibility given its identical nature.
4.3 Users as transfer agents
In OHS, this issue is closely tied to training-related issues. It is usual to involve workers in training,
whe<strong>the</strong>r through a formal training program or more informal journeyman system. Users are <strong>the</strong>refore
naturally seen as transfer agents and important knowledge brokers. However, <strong>the</strong> nature <strong>of</strong>
knowledge to be transferred and <strong>the</strong> means <strong>of</strong> transferring it can vary broadly from one situation to
ano<strong>the</strong>r. In <strong>the</strong> case <strong>of</strong> this paper, <strong>the</strong> three cases cited describe three typical situations.
In <strong>the</strong> first case, <strong>the</strong> knowledge to be transferred – how to sharpen and grind a knife – was based on
previous research work conducted with skilled sharpeners with a view to clarifying or explaining <strong>the</strong>ir
knowl-how. The authors described implementation experiences in two two provinces. The method
used, a learning history technique developed at <strong>the</strong> Massachusetts Institute <strong>of</strong> Technology, is a
collective apprenticeship method entailing interviews during which participants can verbalize <strong>the</strong>ir
experiences. Interview content is collected, structured and returned to participants to garner
subsequent feedback. In this case, a better understanding <strong>of</strong> <strong>the</strong> impact <strong>of</strong> <strong>the</strong> socio-cultural and
organizational context on <strong>the</strong> transfer was achieved (e.g. context to take into account when translating
<strong>the</strong> material, as well as <strong>the</strong> regulatory differences).
In <strong>the</strong> second situation, <strong>the</strong> authors addressed <strong>the</strong> implementation <strong>of</strong> a standard program providing
for manual handling in a hospital context. The knowledge transfer was seen as a knowledge shift,
since <strong>the</strong> latter had to be adapted to various contexts, including <strong>the</strong> possibility – real or not – <strong>of</strong> <strong>the</strong>
knowledge being applicable. Training was regarded as a way <strong>of</strong> developing <strong>the</strong> capability <strong>of</strong> using
knowledge to solve a problem or take a decision. In a sense, <strong>the</strong>re is considerable similarity to <strong>the</strong>
development prospects suggested for <strong>the</strong> clinical practice guidelines (CPG). In fact, many authors
suggest developing CPGs which are less normative and more closely aligned with <strong>the</strong> decisionmaking
process (Browman, 2001). Physicians want CPGs which provide information that can be
adjusted based on <strong>the</strong> context. Thus, whatever <strong>the</strong> level <strong>of</strong> expertise – worker or health pr<strong>of</strong>essional –
demands are similar. Ano<strong>the</strong>r common point raised in both domains related to <strong>the</strong> impact <strong>of</strong> <strong>the</strong>
organizational context on implementation and <strong>the</strong> knowledge transfer process: precarious work, parttime
work, occasional work, outside employer, turnover, workload, etc. Indeed, despite efforts devoted
to seek out <strong>the</strong> best in terms <strong>of</strong> knowledge, if prevailing conditions are not rite for implementation, little
will come <strong>of</strong> action taken in this regard.
The third paper presented <strong>the</strong> findings <strong>of</strong> a union-based initiative on <strong>the</strong> intergenerational transfer <strong>of</strong>
knowledge and know-how. Increasing numbers <strong>of</strong> individuals were indeed concerned over losses in
terms <strong>of</strong> knowledge and skills certain to follow in <strong>the</strong> wake <strong>of</strong> large numbers <strong>of</strong> individuals becoming
eligible for retirement. For various reasons, <strong>the</strong> current status <strong>of</strong> knowledge transfer was perceived as
dysfunctional. In proceeding with this initiative, <strong>the</strong> union sought to draw up an intervention guide
detailing action plans designed to limit apprehended losses. The project could thus be viewed as an
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