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

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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 548
Monique Lortie and Lise Desmarais attempt to manage <strong>the</strong> apprehended loss <strong>of</strong> knowledge. Twenty transfer experiences were documented and 200 workers were polled. Skills transfer was shown to be complex and reliant upon a multitude <strong>of</strong> factors (e.g. noise, space, attitudes, stereotypes, work load, pedagogical skills, etc.). One interesting proposal put forward by <strong>the</strong> union was to provide for <strong>the</strong> meshing <strong>of</strong> new and more established know-how so that younger and older workers could gain a mutual appreciation <strong>of</strong> <strong>the</strong> importance <strong>of</strong> <strong>the</strong> exchange process. 5. In conclusion The different projects detailed herein demonstrate that knowledge is dynamic and continually transforms based on how situations evolve. One challenge is to allow apprenticeship models developed in <strong>the</strong> past to be used to build for <strong>the</strong> future. In OHS, this could be achieved focusing on users and ensuring that <strong>the</strong>y are part and parcel <strong>of</strong> <strong>the</strong> generation, dissemination and application <strong>of</strong> knowledge. Users are <strong>the</strong>refore less viewed as receptors and more as partners questioned on <strong>the</strong> utilization and organization <strong>of</strong> knowledge generated. The intent is not so much to understand obstacles – a typical focus in literature on <strong>the</strong> implementation <strong>of</strong> knowledge – but to attempt to better situate <strong>the</strong> limits <strong>of</strong> <strong>the</strong> knowledge developed, to better apprehend user needs and <strong>the</strong> manner in which <strong>the</strong>y appropriate both knowledge and <strong>the</strong> tools made available to <strong>the</strong>m. Thus it is less a matter <strong>of</strong> identifying how to facilitate knowledge transfer and more about enhancing our understanding <strong>of</strong> <strong>the</strong> interaction between scientifically generated knowledge and knowledge generated by <strong>the</strong> combination <strong>of</strong> users and user experiences. OHS researchers are <strong>of</strong> <strong>the</strong> opinion that this thrust will ultimately cause knowledge to evolve and increase <strong>the</strong> potential for implementation. One important point stressed by knowledge transfer community researchers relates to <strong>the</strong> need to enrich <strong>the</strong> scientific corpus <strong>of</strong> knowledge with user knowledge. Ano<strong>the</strong>r issue raised by <strong>the</strong> cases summarized herein concerns how one accesses this knowledge and spawns a dynamic flow <strong>of</strong> knowledge designed to generate action. Lastly, <strong>the</strong> different cases exposed show that <strong>the</strong>re is no single recipe or method. The methodological approach developped for <strong>the</strong> elaboration <strong>of</strong> clinical practice guidelines, which provides for fixed rules and procedures and required that each step be documented, is seen as not well adapted to <strong>the</strong> OHS context. Ra<strong>the</strong>r, we would advocate improving <strong>the</strong> transfer and exchange mechanisms for both researchers and <strong>the</strong>ir partners involved in <strong>the</strong> transfer experiences conducted. The concepts <strong>of</strong> demonstrated evidence and good practices as developed in <strong>the</strong> medical sciences are also <strong>of</strong> lesser import in OHS, partly because contexts and situations evolve so quickly, and partly because evidence must <strong>of</strong>ten be contextualized prior to attempting application. The best manner in which to ensure appropriate application and successful transfer <strong>of</strong> knowledge is to gain a sound understanding <strong>of</strong> <strong>the</strong> situation and <strong>the</strong> links which exist between each <strong>of</strong> <strong>the</strong> component factors. Acknowledgments The network isfunded by: Fonds de la recherche en santé du Québec, Institut de recherche Robert- Sauvé en santé et sécurité du travail, Fonds de recherche sur la société et la culture du Québec, Fonds québécois de la recherche sur la nature et les technologies. References Audet, A.-M., Greenfield, S. and Field, M. (1990) “Medical Practice Guidelines: Current Activities and Future Directions”, Annals <strong>of</strong> Internal Medecine, Vol. 113, No. 9, pp 709-714. Auchlin, A., Burger, M., Filliettaz, L., Grobet, A., Moeschler, J., Perrin, L., Rossari, C. and De Saussure, L. (2004) Structures et discours. Collection Langue et pratiques discursives, Ed. Nota Bene, Québec, QC. Beaudry, D.N., Régnier, L. and Gagné, S. (2006) Develpment chain for <strong>the</strong> results <strong>of</strong> university research with potential for use by a firm or o<strong>the</strong>r environment. Mandat carried out on behalf <strong>of</strong> Conseil de la science et de la technologie and Valorisation-Recherche Québec, (online), http://www.cst.gouv.qc.ca/IMG/pdf/Valorization_Chains-2.pdf Boisvert, R. (2008) Les indicateurs de développement des communautés : Transfert des connaissances et expérimentation de la fiche d’appréciation du potentiel des communautés, (online), Ministry <strong>of</strong> Health and Social Services, Québec http://www.agencesss04.qc.ca/isbe_mcq/rapports/doc/Rapport_indicateurs.pdf Browman, G.P. (2001) “Development and Aftercare <strong>of</strong> Clinical Guidelines: The balance between rigour and pragmatism”, JAMA, Vol. 286, No.12, pp1509-1511. Christiaens, T., De Backer, D., Burgers, J. and Baerheim, A. (2004) “Guidelines, evidence and cultural factors: Comparison <strong>of</strong> four <strong>European</strong> guidelines on uncomplicated cystitis”, Scand J Prim H Care, Vol. 22, No. 3, pp 141-145. Christie, C.A. (2003) What guides evaluation? A study <strong>of</strong> how evaluation practice maps onto evaluation <strong>the</strong>ory. In C. A. Christie (Ed.), The practice-<strong>the</strong>ory relationship in evaluation. New directions for evaluation, No. 97, pp. 7-35. San Francisco, CA: Jossey-Bass. 549
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Proceedings <stron
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Contents Title Author(s) Picture <s
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Title Author(s) Picture of<
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Volume Two The Influence of
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The Symbolic Innovation of<
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Biographies of <st
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Jan Pawlowski works as Prof
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in academia. He holds the</
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Biomedical Engineering Research Cen
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Mathematics and Ph
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Thi Hai Hang Nguyen is a lecturer a
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Dan Savescu graduate TCM Faculty, p
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Teaches Business Computing and Stat
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Abdallah Al-Shawabkeh, Alexander K<
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Table 1: Inn-KM approach contents 2
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Knowledge Dynamics and Organisation
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Eckhard Ammann We distinguish three
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Eckhard Ammann quality dimension ar
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Eckhard Ammann The second cycle, Cy
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Figure 7: Supervised learning-by-do
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Identifying and Ranking the
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Manouchehr Ansari et al users <stro
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2.5 leadership and strategy Manouch
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Manouchehr Ansari et al conducted s
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Albena Antonova and Anandasivakumar
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Attitude of Senior
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4.5 Comparative Advantage Seyed Esm
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Contextual Adaptive Visualization E
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2.4 Rights transfer Simona-Clara B
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A Framework for the</strong
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Leila Beig et al Additionally, Wei
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Leila Beig et al The proposed KM au
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Leila Beig et al source context Ele
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Leila Beig et al Figure 1: Learning
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Leila Beig et al Figure 3 visually
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Leila Beig et al based on collectiv
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Experiential Knowledge Creation Pro
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Didiosky Benítez et al Figure 1: E
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Didiosky Benítez et al meanings ac
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Pavel Bogolyubov Figure 1: number <
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4. Results and discussion Pavel Bog
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Pavel Bogolyubov Knowledge Manageme
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Pavel Bogolyubov Table 3: Countries
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Pavel Bogolyubov McNamee, R. C., N.
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Ettore Bolisani, Francesca Gambarot
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Table 2: Synthesis
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Strategies for Increasing Knowledge
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Camelia Burja and Vasile Burja Appr
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∀ , i ≥ 0 v u i where: ui repre
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Camelia Burja and Vasile Burja info
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Camelia Burja and Vasile Burja Jack
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Adriana Schiopoiu Burlea With respe
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Adriana Schiopoiu Burlea 3. ESF rol
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Adriana Schiopoiu Burlea In <strong
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3.2 Discussions Adriana Schiopoiu B
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Adriana Schiopoiu Burlea Nonaka, I.
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Simon Cadez and Vlado Dimovski with
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Simon Cadez and Vlado Dimovski scho
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Simon Cadez and Vlado Dimovski It i
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Why Should I Share my new ideas? Cu
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Francesco Calza, Rossella Canestrin
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National Knowledge Management Strat
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Implementing a work-life balance cu
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Juan-Gabriel Cegarra-Navarro, Mª E
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The Influence of R
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Huei-Fang Chen and Yi-Wen Lin outco
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3.2.4 Knowledge-sharing Huei-Fang C
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Huei-Fang Chen and Yi-Wen Lin Hair,
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2.1.2 Social capital Marguerite Cro
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Marguerite Cronk 2.3 Social capital
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An Exploratory Study of</st
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The Application of
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Nasser Easa and Robin Fincham knowl
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Network Management as a way to Mana
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Eva Eckenhofer An
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Initiation Configuration Interessem
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The Essence of Kno
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4. Case study and analysis Emmanuel
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Tiit Elenurm development visions. C
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References Tiit Elenurm Accorsi, F.
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A proposed Framework for Discoverin
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2.3 Knowledge mapping Mohamad Ali F
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Knowledge Workers: A Typology Frame
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Jiří Franek and Eva Grublova crea
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Jiří Franek and Eva Grublova Know
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Zoltán Gaál et al investigated m
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Charles Gagné et al attributable t
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Charles Gagné et al intermediary d
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Adoption of Knowle
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1.1.2 SMEs and KMS Tendayi Gondo an
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References Manel González-Piñero
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Nebojsa Graca and Ana Lucija Gojako
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creating new, added, essential qual
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Instance Schema Figure 4: Cyclic tr
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Receive suggestions Compare suggest
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Appendix David Grosse Kathoefer and
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Oscar Guerra and Janeth Rojas Accor
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Why does knowledge transfer process
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Understanding Personal Knowledge De
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Intellectual Capital in Universitie
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Table 3: Opinions about Human Capit
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Developing a Knowledge Strategy Usi
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Harold Harlow knowledge to create c
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Understanding the
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3.1 Acquire Ciara Heavin and Freder
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4.2.1 Discussion - Case 2 Tore Hoel
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Using Web 2.0 Technologies to Suppo
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Thomas Janke 4. Reference implement
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Peter Marshall and Damian Gordon Ma
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