Biomedical Engineering Reference
In-Depth Information
• A reflective method similar to crossed allo-confrontation, in which
each person is confronted with the activity of his or her partner
(Mollo and Falzon, 2004; Mollo and Nascimento, this volume). One
original aspect of the method is that reflective practice rests here on
the activity of another person in real-world situations - not, as is usu-
ally done, on a recording of this activity. This joint presence allows
subjects to interact with each other as the activity is carried out.
• A method of inquiry, in Argyris and Schön's (1978) sense. This
method makes it possible to set as an object of discussion - and to
resolve - doubts or conflicts related to the joint activity of opera-
tors. These doubts are made visible by a 'confused certainty that one
could do better' (Lorino, 2009, p. 93, our translation). Recomposing,
for a short time, an activity that is physically performed apart sup-
ports an inquiry and the search for solutions aiming to 'act better
together'. The visiting operator is faced with his or her partner's
activity and may reflect on his or her everyday doubts or may be
surprised by this direct observation. The observed situation may not
match with the expectations or representations of the visiting opera-
tor. Exchanges between partners may yield new ways of thinking
and new actions will be discussed. Operators successively take on
the role of an agent (and not of a mere spectator), actively aiming to
understand the joint activity and improve it.
Many benefits can be expected from the co-constructive analysis of
work practices:
• For operators, verbal reports make it possible to 'talk about work'.
This supports the work of externalization, where activity is rei-
fied and made exterior to the operators (Falzon, 2005). Here, verbal
reports are directed to a partner. Thus, work is made visible and can
be discussed. These discussions can lead to a true work of organiza-
tion (de Terssac, 2003), through the novel and shared reconstruction
of procedures, rules and ways of doing things.
• For the organization, the method may lead to the creation of a shared
culture, in the sense that everyone is present in each person's activ-
ity (Nascimento and Falzon, 2011). This shared culture is a guarantee
of the quality and continuity of service.
• Finally, for analysts, the position chosen is quite specific. His or her
contribution is more that of supporting than teaching. The analyst
helps operators extend and deepen their investigations regarding the
organization (Argyris and Schön, 1978). In so doing, the methodology
deployed aims to involve operators in redesigning the organization.
This takes place within the framework of participatory design, whose
interest and effectiveness have often been demonstrated in ergonomics.
