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while it is well known that numerous safety regulations are neither respected nor enforced (they belong to the category of bureaucratic paraphernalia ), more ambiguous is the case of mock learning: that is, of situations in which the learning process is de ected to secondary matters A striking example is provided by the educational systemWhat are the rst things that a child learns at school Probably s/he learns how to pass muster as a pupil (compliance with what the teachers want), only subsequently does s/he learn what is being taughtThe situation in building sites or in an educational context is similar Mock learning is therefore a way to mend the social order which comprises deliberate re ection on the breakdown, and also changes made to social practices, but the knowledge translation process is focused on secondary matters and driven by a need for legitimation.

Act. Take positive action and keep working at it. Surround. Encircle yourself with supportive people. Just do it. Use good judgment. When there is real danger, your best recourse may be to move on.

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Finally, in the third case, the degree of cognitive, social and emotional breakdown was less than in the other two, but greater importance was attached to the accident as an occasion to take precautions and as an opportunity to review organizational practices The mending of the organizational texture followed the opposite logic to that of invisible mending In this case, in fact, the mending was intended to be entirely visible and in harmony with the adjoining textures, as when pieces of cloth are tted together when a quilt is being stitched The speci c skill involved in quilt making is bricolage: that is, using what is to hand to invent something new and make imaginative re-use of what is old and left over.

schedules of some of her recent visits. In exchange, the team sent her some introductory materials about their organization and asked what else she would like to know about before the visit. Notice that they did not send a huge packet filled with brochures, flyers, press releases and annual reports.They assumed that such materials would not be read.

As noted in 6, an important aspect of the SHAMPU focus phase is a topdown appreciation of uncertainty, to determine where the limits of the project manager s responsibilities for managing project-related uncertainty lie and to size the big uncertainty areas, as a basis for RMP design. This involves identifying which sources are internal to the project and therefore the responsibility of the project manager, and which are external and therefore the responsibility of higher-level management. It also involves a rst-pass, top-down view of internal project uncertainty, quantifying this in terms of cost, revenue, and duration as appropriate. It is important to appreciate the three separate roles this kind of top-down perspective can provide. It provides a background initial view of uncertainty from a senior management perspective. It provides a basis for designing a bottom-up, detailed RMP process. And it provides a consistency check against a bottom-up analysis. Top-down and bottom-up analyses should con rm each other and adjustment to one or both pursued until they do. In order to allocate analysis effort ef ciently and effectively, the bottom-up RMP proper as described in s 5 to 13 needs to start at a reasonably simple level on the rst pass and facilitate deeper (lower-level) subsequent analysis on later passes, wherever this is most effective (i.e., the level of the bottom needs to be moved down selectively as successive iterations unfold). Further, it is important to appreciate that the PERT*/Generalized PERT/GERT*/SCERT model set that underlies the structure of this analysis in a whichway dimension, and comparable structures for other W s, may be complemented or replaced in some areas by alternative frameworks that better capture the structure of issues. As we

The metaphor of the quilt brings with it the historical-cultural dimension in which the organizational texture comprises situations of the past, and elaboration of the present is a form of learning from experience I call this form of knowledge translation catch learning in order to emphasize the action of seizing an opportunity and of treating even accidents as opportunities Note that the texture of practices prior to the accident was already interwoven with values, behaviours and practices which favoured the emergence of safety as the result of the alignment of persons, things and ideas Repair practices therefore tend to modify organizational routines, but these are modi ed by repairing the threads, the connections in action, which restore continuity with the past.

Tracking After each requirement is inspected, it should be marked with the date and person who inspected it. If it fails the inspection, the reasons why should be noted and it should be marked for rework. If it passes the inspection, the item should be marked as having passed. In addition, the time needed for the inspection should be tracked, which can be used to predict the time required for future inspections.

When comparing the three cases that I have selected for analysis, one may ask whether the difference among them resides in the degree of breakdown so that it is more likely that less serious accidents will be opportunities for knowledge translation or whether it resides in the quality of the texture of organizing prior to the breakdown What, we.

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