Transmission of vocational skills between experienced and new hospital workers

Transmission of vocational skills in the second part of careers: the effect of ICT and management changes

“…The trainer may show some practices and provide explanations, she may give advice when the trainee encounters a difficult problem or she can also leave her alone, checking the quality of the work done and then giving some feedback. As the trainer has to combine the transmission activity with her other daily tasks, time constraints may harm the quality of knowledge transmission (Thébault et al 2012 ). In addition, high job rotation may make transmission of skills harder (Gaudart et al 2008 ).…”

“…This is why we include a dummy for employees who change location frequently to perform their job and another one for employees who have changed colleagues over the last 12 months. We also control for time constraints that may impair the quality of transmission (Thébault et al 2012 ), measured by a pace of work which is imposed by an external demand needing an immediate response. Regarding the employer, we know the sector, the size and the age structure of each firm.…”

Analysis of organizational conditions for risk management: the case study of a petrochemical site

“…The departure of any experience worker in one of the shifts questions these regulations. These degraded conditions affecting recruit training programmes (whose learning process may be called opportunistic) have been observed elsewhere, in construction for example [4] and in the healthcare sector [5].…”

L’analyse des travails pour la conception en formation. Contribution de l’ergonomie à l’orientation de la conception amont d’un environnement virtuel pour la formation

“…Analysis of the activity of transmission/sharing knowledge and know-how in work situations (tutorship, trade guilds, etc. ;Cloutier, Fournier, Ledoux, Gagnon, Beauvais, & Vincet-Genod, 2012;Delgoulet, Largier, & Tirilly, 2013;Gaudart, Delgoulet, & Chassaing, 2008;Thébault, Gaudart, Cloutier, & Volkoff, 2012;Thébault, Delgoulet, Fournier, Gaudart, & Jolivet, 2014) or during initial or further training (Anastassova & Burkhardt, 2009;Messing, Escalona, & Seifert, 1996;Rogalski, 2003;Veyrac & Asloum, 2009;Viau-Guay, 2014;Vidal-Gomel, Boccara, Rogalski, & Delhomme, 2012) in order to characterise interactions between trainers/teachers and trainees, to propose pedagogical tools which are relevant to situations and needs, or organisational arrangements which facilitate the joint activity of learning in work or training situations; 4. Training in and through the analysis of work done by actors in the fields of healthcare and occupational risk prevention or employee representation to transform their representations of the job and of the actions to engage in (Gaudart et al, 2012;Hubault, Noulin, Dupont, & Mélier, 1994;Teiger & Lacomblez, 2013;Wendelen, 1996); these works have also led to reflection on the evaluation of such programmes and their effects (Berthelette, 1995;Desnoyers, Berthelette, Gourde, & Authier, 1997;Lang, 2013;Montreuil, Brisson, Arial, & Trudel, 1997).…”