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Automotive industry · programme 06

Pass on know-how

Pass on experts’ skills and tips to new generations.

Why this programme

In every plant, some know-how is written down nowhere: the sound of a machine about to fail, the setting that saves a production run, the move that avoids rework. When an expert leaves, that knowledge leaves with them. The programme brings veterans and newcomers together in the same teams and turns this know-how into challenges, to make it visible and get it circulating.

A pattern of shared basic assumptions that was learned by a group as it solved its problems of external adaptation and internal integration.

Edgar H. ScheinMIT professor, founder of the study of organisational cultureOrganizational Culture and Leadership, 2004

What your teams experience

  1. The expert’s touch: from clues given by a veteran, guess the trick that makes the difference at their workstation.
  2. The right setting: work out a machine’s parameters as a team from symptoms described on screen.
  3. The knowledge map: identify the site’s rare skills and the people who hold them.
  4. The pairing: each team forms a veteran–newcomer duo and commits to a piece of know-how to pass on.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

Critical know-how identified and shared, newcomers up to speed faster, and experts recognised for what they can pass on.

Staging written for you

In your client area, a form specific to this programme collects your content, photos included: it is built into the challenges and cinematic sequences, exactly as you provide it. The look uses your logo and your colours. Teams are formed on the spot or based on your organisation chart.

Follow-up, up to D+30

Your follow-up dashboard stays with the programme, from the order to the final results.

  • After the session: the session report, with the gap between the opening and closing measures.
  • At D+7: a reminder asks a few key questions again, and the D+7 report shows what has been retained.
  • At D+30: a second reminder, and the D+30 report shows what holds over time.

Follow-up: before, during, after

The sources of this programme

The published research that this programme's games, measures and debriefs refer to. You can check every reference.

  1. Polanyi, M. (1966). The Tacit Dimension. Doubleday (ouvrage).
  2. Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14-37. 10.1287/orsc.5.1.14
  3. Argote, L., & Ingram, P. (2000). Knowledge transfer: A basis for competitive advantage in firms. Organizational Behavior and Human Decision Processes, 82(1), 150-169. 10.1006/obhd.2000.2893
  4. Hinds, P. J., Patterson, M., & Pfeffer, J. (2001). Bothered by abstraction: The effect of expertise on knowledge transfer and subsequent novice performance. Journal of Applied Psychology, 86(6), 1232-1243. 10.1037/0021-9010.86.6.1232
  5. Feldon, D. F. (2007). The implications of research on expertise for curriculum and pedagogy. Educational Psychology Review, 19(2), 91-110. 10.1007/s10648-006-9009-0
  6. Austin, J. R. (2003). Transactive memory in organizational groups: The effects of content, consensus, specialization, and accuracy on group performance. Journal of Applied Psychology, 88(5), 866-878. 10.1037/0021-9010.88.5.866
  7. Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E., & Lima, L. (2004). Career benefits associated with mentoring for protégés: A meta-analysis. Journal of Applied Psychology, 89(1), 127-136. 10.1037/0021-9010.89.1.127
  8. Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254-267. 10.1016/j.jvb.2007.04.005
  9. Dinero, D. A. (2005). Training Within Industry: The Foundation of Lean. Productivity Press (ouvrage).
  10. DeLong, D. W. (2004). Lost Knowledge: Confronting the Threat of an Aging Workforce. Oxford University Press (ouvrage).
  11. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
  12. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  13. Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
  14. Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. 10.2307/2666999
Further reading (3 references)

Other research we drew on to design this programme.

  1. Szulanski, G. (1996). Exploring internal stickiness: Impediments to the transfer of best practice within the firm. Strategic Management Journal, 17(S2), 27-43. 10.1002/smj.4250171105
  2. IATF 16949:2016. Quality management system requirements for automotive production and relevant service parts organizations. International Automotive Task Force (norme).
  3. ISO 9001:2015. Systèmes de management de la qualité — Exigences (norme), § 7.1.6 Connaissances organisationnelles ; remplacée par ISO 9001:2026 le 16 septembre 2026, avec une transition de trois ans pour les certificats. www.iso.org/standard/62085.html
Shared foundations (6 references)

The mechanics of all our sessions (team play, the debrief, the before-and-after measure, spaced reminders) and the research that also underpins the other programmes in the same specialty or sector.

  1. Burke, M. J., Sarpy, S. A., Smith-Crowe, K., Chan-Serafin, S., Salvador, R. O., & Islam, G. (2006). Relative effectiveness of worker safety and health training methods. American Journal of Public Health, 96(2), 315-324. 10.2105/AJPH.2004.059840
  2. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
  3. Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768-770. 10.1136/bmj.320.7237.768
  4. MacDuffie, J. P. (1995). Human resource bundles and manufacturing performance: Organizational logic and flexible production systems in the world auto industry. ILR Review, 48(2), 197-221. 10.1177/001979399504800201
  5. Shah, R., & Ward, P. T. (2003). Lean manufacturing: Context, practice bundles, and performance. Journal of Operations Management, 21(2), 129-149. 10.1016/S0272-6963(02)00108-0
  6. Deming, W. E. (1986). Out of the Crisis. MIT Center for Advanced Engineering Study (ouvrage).

Before you book

How is a Corporate Solutions experience different from team building?

It starts from a business objective, not an activity: onboarding new hires, preventing a risk, bringing your commitments to life. It is staged for your company, with your content, your figures and your brand. Your teams play in person, on their phones, while a big screen tells the story and a facilitator runs the room. And it is followed up: the session report, then the D+7 and D+30 reminders in your client area.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Pass on know-how” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo