[1] Metaelliptical copulas are introduced as a flexible tool for modeling multivariate data in hydrology. The properties of this broad class of dependence functions are reviewed, along with associated rank-based procedures for copula parameter estimation and goodness-of-fit testing. A new graphical diagnostic tool is also proposed for selecting an appropriate metaelliptical copula. Peak, volume, and duration of the annual spring flood for the Romaine River (Québec, Canada) are used for illustration purposes.

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Purpose -The purpose of this paper is to suggest the use of a new action research methodology, the learning history, to study knowledge transfer initiatives. Design/methodology/approach -An overview of the literature on learning histories is followed by the results of a case study, where a learning history is used to transfer humanistic practices from an American health care model to a Quebec setting. Findings -This study demonstrates how the learning history method can act as a catalyst to accelerate the knowledge transfer process. It has helped researchers and practitioners recognize and address the challenges involved in implementing change and transferring new knowledge in an organization.Research limitations/implications -Although the learning history provides a fresh and effective way to study learning and knowledge concepts, the potential of this new methodology in studying knowledge transfer activities has not been fully explored. The limitations are primarily those associated with the amount of work involved in a developing a learning history as well as the courage and honesty it requires. Practical implications -Approaches to improving learning from experience and descriptions about how to capture and disseminate knowledge within organizations are somewhat limited. The findings of this study offer practitioners and researchers guidance on how to accelerate the implementation of future initiatives knowledge transfer. Originality/value -By linking learning histories to knowledge transfer, this article provides a fresh new approach to studying how knowledge can be transferred from researchers to practitioners and bridging what some have called ''the great divide'' between these two communities.

Organization members often complain about insufficient time to reflect collectively as they grapple with constant significant changes. The Learning History methodology can support this collective reflection. Given the scant empirical studies of this action research approach, the present paper fills this gap by giving an overview of this methodology and by presenting a qualitative study that answers the following research question: How does the Learning History methodology contribute to collective reflection among organization members during major organizational change? To answer this question, an empirical research project was led within five healthcare organizations in Canada during their implementation of the Planetree person-centered approach to management, care, and services. The data set includes 150 semi-structured interviews, 20 focus groups and 10 feedback meetings involving organization members representing all hierarchical levels in the five participating institutions. The results highlight the five types of contributions of the Learning History methodology to collective reflection within the five institutions that participated in the study: 1) a process of expression, dialogue, and reflection among organization members; 2) a portrait of the change underway; 3) a support tool for the change process; 4) a vector for mobilizing stakeholders; and 5) a source of organizational learning.  The results also show how organization members’ collective reflection is built through the various stages of the Learning History methodology. By demonstrating that this collective reflection leads to true organizational learning, the findings position the Learning History as a research-action method useful both from a research standpoint and as an organizational development tool. In the conclusion, lessons learned using the LH approach are shared from a researcher’s perspective. This paper should interest researchers and practitioners who seek research methodologies that can offer an infrastructure for collective reflection to support organizational change and learning.

Bien que la réflexion collective soit souhaitée et souhaitable, elle s’avère souvent difficile à réaliser pour les équipes de direction des établissements du réseau de la santé qui sont aux prises avec des changements importants et constants. Cet article illustre que la recherche-action, et plus précisément la méthodologie du parcours collectif d’apprentissage organisationnel (PCAO), peut contribuer à soutenir cette réflexion collective. L’analyse des données tirées d’un projet de recherche mené auprès de cinq établissements de santé et de services sociaux du Québec permet d’établir de quelles façons. Plus concrètement, cet article explique comment se construit la réflexion collective des équipes de direction à travers les différentes étapes du PCAO. En démontrant que cette réflexion mène à un véritable apprentissage organisationnel, les résultats de l’étude positionnent le PCAO comme une méthode de recherche-action non seulement utile du point de vue de la recherche, mais aussi comme approche de développement organisationnel.