Vignette d'image

Kloetzer, Laure

Nom
Kloetzer, Laure
Affiliation principale
Fonction
Assistant Professor
Email
laure.kloetzer@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/1008

Résultat de la recherche

Filtres

4
22
211
Réinitialiser les filtres

Paramètres

Voici les éléments 1 - 4 sur 4
  • Publication
    Accès libre
    Stimulating dialogue at work: The activity clinic approach to learning and development
    (Cham: Springer International Publishing, 2015)
    Kloetzer, Laure 
    ;
    Clot, Yves
    ;
    Quillerou-Grivot, Edwidge
    This chapter described and discusses the Activity Clinic approach to promoting learning and development and, in particular, one of its developmental methodologies, cross self-confrontation interviews, which are at the core of this approach. The Activity Clinic approach is grounded in Vygotskian cultural-historical psychology that positions the activity of individuals as inherently social and mediated by cultural artefacts, which are at the same time used and transformed by individuals. It is also inspired by French ergonomics, with its attention to activity as it is performed by workers, and also by work psychopathology. In short, it is an interventionist methodology to transform work: a developmental methodology. In the first part of the chapter, core concepts are introduced and the cross self-confrontation methodology described. This description is supported by data collected during an intervention within the car industry, aimed at preventing work-related musculoskeletal disorders (WRMSDs). The second part characterises learning and development in this type of intervention. Learning through work is primarily envisioned here in relation to development. Researchers focus primarily on actions to help develop the workers’ power to act within their professional milieu, on their organisation, and upon themselves. However, a critical analysis of the developmental research process shows that it generates and requires learning on the part of professionals. At first, learning appears to be an effect of collaboration between researchers and workers. Workers report or demonstrate learning by appropriation of the dialogical frameworks initially implemented by the researchers. They also report or demonstrate learning about significant aspects of their work activities: about problems, conflicts, or concepts and about people, tools, or rules. Learning here arises from a secondary, self-reflective view of habits, common constraints, and proven resources, the discussion of which is promoted by the dialogical framework. Learning finally appears at the organisational level, as the goal of our action. It is positioned as an organisational process of integrating controversy about the quality of work as a way to preserve the meaning of the collective activity, health, and engagement of the workers and of the relevance of the professional activity for the larger society. In the last part of the chapter, we highlight dynamics for activity development.
  • Publication
    Accès libre
    Coanalyser l'activité syndicale: un référentiel d'activité entre dilemmes et acquis de l'expérience syndicale
    (2014-1-1)
    Tomás, Jean-Luc
    ;
    Kloetzer, Laure 
    ;
    Clot, Yves
    À partir d’une demande sociale de validation des acquis de l’expérience des militants d’une grande confédération syndicale française, nous avons coconstruit avec un collectif de militants un dispositif d’analyse de l’activité syndicale. Le cadre méthodologique des instructions au sosie et des autoconfrontations croisées, issu des travaux en clinique de l’activité, nous a permis d’explorer collectivement l’activité syndicale. Cette investigation conjointe souligne la complexité des conflits rencontrés dans l’activité et l’étendue des compétences qu’ils génèrent. L’analyse du travail dans cette intervention était finalisée sur la production d’un référentiel, conçu pour soutenir le travail individuel d’élaboration de l’expérience, mais aussi celui d’accompagnement institutionnel à la démarche, dans la perspective d’une validation des acquis de l’expérience (VAE). Le référentiel produit reprend une architecture à deux niveaux, celui des dilemmes et celui des acquis de l’expérience syndicale afin de rendre compte de la multitude des conflits et des ressources collectives de l’action individuelle. En repérant les lignes de force de l’activité militante réelle, ce référentiel souligne toute la richesse et la singularité de l’expérience syndicale, bien au-delà des domaines traditionnellement reconnus comme des champs d’expertise du militant syndical, celui de l’accompagnement social et celui du droit du travail. Notre travail confirme l’étendue de ces acquis, potentiellement transférables dans le cadre d’un processus de VAE.
  • Publication
    Métadonnées seulement
  • Publication
    Métadonnées seulement
    Methodology in the « Clinique de l’Activité »
    (2002-1-1)
    Clot, Yves
    ;
    Kloetzer, Laure 
    ;
    Fernandez, G