Barriers and Challenges to Human Factors/Ergonomics Knowledge Transfer to Small Business Enterprises in an Industrially Developing Country.

OCCUPATIONAL APPLICATIONWe found that small business enterprises (SBEs) face intra- and extra-organizational barriers in different dimensions related to their work system to practically implement human factors/ergonomics (HFE) knowledge transfer and to achieve its benefits in an industrially developing country. Utilizing a three-zone lens, we evaluated the feasibility of overcoming the barriers identified by stakeholders, especially ergonomists. To overcome the identified barriers in practice, three types of macroergonomics interventions (top-down, middle-out, and bottom-up) were distinguished through macroergonomics theory. The bottom-up approach of macroergonomics, as a participatory HFE intervention, was considered as the entry point to overcome the perceived barriers in the first zone of the lens, which included such themes as lack of competence, lack of involvement and interaction, and inefficient training and learning approaches. This approach focused on improving emotional literacy as a care zone among the small business enterprise personnel.

Background: The human factors/ergonomics (HFE) knowledge transfer process is one of the potential challenges for organizations in industrially developing countries (IDCs), especially in small business enterprises (SBEs).Purpose: We explored perceived barriers and challenges to the practical implementation of HFE knowledge transfer to SBEs in Iran, as an IDC, to improve their work systems.Methods: An exploratory qualitative study was conducted using a conventional content analysis. To identify perceived barriers, we conducted individual interviews (n = 38) and a focus-group discussion (n = 17) with the participation of the SBEs personnel and the officials of related organizations. Inductive content analysis was used for data analysis. We then categorized the identified perceived barriers (themes) to determine the feasibility of overcoming them.Results: Regarding perceived barriers, the following nine themes were extracted: lack of competence, resistance to change, technological infrastructure problems, lack of involvement and interaction, using an inappropriate mode of knowledge, lack of culture-building about HFE, inefficient training and learning approaches, lack of scientific management, and extra-organizational problems. Further, a three-zone lens was identified for the extracted themes to check the feasibility of overcoming them.Conclusions: We identified nine intra- and extra-organizational barriers in the HFE knowledge transfer process to SBEs. We further evaluated the ways of overcoming perceived barriers defined in the three-zone lens to adapt them for building creative workplace culture zones (care, creative, and improvement). We distinguished three types of macroergonomics interventions (top-down, middle-out, and bottom-up) and three supporting strategies, including, knowledge, management and employees, and participatory HFE.

Implementing Practical Ergonomics Knowledge Transfer Using Ergonomic Checkpoints to Support the Participatory Ergonomics Process in an Industrially Developing Country.

OCCUPATIONAL APPLICATIONSErgonomics knowledge transfer is one of the potential challenges in organizations in industrially developing countries. For the effective implementation of a systemic ergonomics knowledge transfer process, the involvement of all organizational levels is necessary, especially workers, with the facilitation of ergonomics expert. Applying a participatory ergonomics process with different participatory approaches for participant involvement - including a top-down approach, as a pushing tactic for intentional learning, and a bottom-up approach, as a pulling tactic for voluntary learning - can play a key role in the transfer and application of practical ergonomics knowledge. The results of this study showed that active involvement of all organizational levels, especially workers through action learning and a learner-centered approach, and using the ILO ergonomic checkpoints, could improve participant learning of ergonomics principles. In addition, this process can lead to improved competence of personnel in identifying problems and providing and implementing solutions to improve working conditions, especially low-cost solutions. Accordingly, if this process continues as a constant improvement process through multiple learning cycles, it can improve participation and ergonomics culture and achieve additional practical benefits of the Human Factors/Ergonomics.

Background: Implementing ergonomics principles in workplaces requires good knowledge transfer with the participation of professionals, workers, and managers.Purpose: This study aimed to investigate practical ergonomics knowledge transfer to support the participatory ergonomics process that could lead problem identification and the implementation and development of feasible and low-cost solutions.Methods: This was action research on the type of intervention and conducted in four phases. Accordingly, 106 participants from different organizational levels of a manufacturing company, facilitated by an ergonomist by forming 14 action groups, were involved in practical ergonomics knowledge transfer to identify and solve problems of work divisions. Participant reflections were obtained through interviews and field notes.Results: The results contributed to the presentation of 145 solutions to improve working conditions by the action groups. Most solutions were low-cost and 57.5% were implemented. The interviews showed the development of a participation culture, learning and institutionalizing ergonomics principles in practice, and improving competence in identifying problems and implementing solutions.Conclusions: The key findings were achieved by the participatory ergonomics intervention approach through different tactics of participant engagement, including a pushing tactic for intentional learning and a pulling tactic for voluntary learning, which resulted in the improvement of working conditions and promotion of a participatory culture.