Etienne Bourgeois

Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

This chapter offers an overview of the field of Francophone research on learning through work and is intended as a platform for presenting a delineation of this field. More specifically, the chapter presents a range of research traditions that have secured important places within the French-speaking research community, as illustrated in the chapters collected in the book. This overview aims at explaining the disciplinary background underlying these traditions and identifying key premises and concepts and specific research and training methods that have emerged in that particular context. The chapter also attempts to illuminate the specific conceptions of learning these traditions are built on and have contributed to promote. To achieve that outcome, three research traditions are described, in relation to their historical and cultural backgrounds, key ideas and methodological focuses. The first of these three traditions comprises what is referred to as Francophone ergonomics and the epistemology of the so-called work analysis. The historical and disciplinary origins of emergence of the Francophone tradition of ergonomics are presented, along with its central concepts, contributions to methods and applications in the field of vocational and professional training. Second, a focus is placed on the tradition of language use in relation to work, training and learning. These issues have acquired considerable visibility within Francophone research and have developed into a specific research tradition. An overview of the main research topics that have emerged within this tradition and key contributions to vocational and professional training issues is presented below. The third tradition is that referring to learning in connection with specific organisational contexts. Here, the social dimensions of learning are foregrounded and contributions from Francophone researchers are illustrated, and their alignment with other research traditions, and particularly those widely disseminated in the Anglophone world. The final section of the chapter draws together a range of ideas which have emerged beyond and across these specific research traditions, and that can be seen as having played an influencing role on the ways questions related with learning through and for work have been addressed in the Francophone world.

Transmission and Individuation in the Workplace

The chapter aims at better understanding what conditions and through what processes does transmission in a given occupation allow for individuation (instead of mere reproduction). To put it simply, individuation is to be understood here as the process through which novices in a given occupation gradually find their own personal way of thinking and doing things while incorporating the knowledge and practices being transmitted to them by the reference model. This view is based mainly on the French concept of “subjectivation,” as elaborated by Richard and Wainrib. In educational contexts, individuation implies some gradual detachment of learners from the reference expert model at four levels: (1) cognitive, (2) behavioral, (3) affective, and (4) related to identity. The chapter examines the role of “macro” factors (i.e., related to the nature and evolution of the profession itself and its context) and “micro” factors (i.e., related to learners’ interactions with their trainers and peers). This discussion is based mainly on two exploratory studies currently conducted at the University of Geneva. The first study focuses on the transmission process with experienced farmers who are converting to organic farming in Belgium and in France. This study highlights mainly “macro” factors of individuation. The second study deals with transmission in the context of students enrolled in a university master’s degree program in developmental psychology. This second study highlights primarily “micro” factors of individuation.

Transfermotivation: Verbindung zwischen einer Wahrnehmung der betrieblichen Unterstützung der Fortbildung und den persönlichen Zielen

Die von uns angesprochene zentrale Fragestellung betrifft die Bedingungen, unter denen an Fortbildungsprogrammen auserhalb des Betriebes teilnehmende Mitarbeiter/innen ihre Lernergebnisse wahrscheinlich in den Betrieb ubertragen. Im Einzelnen untersuchen wir, wie betriebliche Faktoren (insbesondere die wahrgenommene Unterstutzung der Fortbildung durch den Betrieb) mit individuellen Faktoren zusammenwirken (insbesondere die personlichen Ziele der Mitarbeiter/innen), um die Transfermotivation der Mitarbeiter/innen zu beeinflussen (Studie 1), und wie Erwachsene ihre eigene Transfermotivation und die mogliche Wirkung einer wahrgenommenen betrieblichen Unterstutzung auf ihre Transfermotivation wahrnehmen (Studie 2). Zu diesem Zweck wurde eine erste qualitative Untersuchung mit 20 Erwachsenen an der Universitat Genf durchgefuhrt (Studie 1), und spater wurde eine weitere qualitative Untersuchung mit weiteren 18 am gleichen Programm teilnehmenden Erwachsenen durchgefuhrt (Studie 2). Die Ergebnisse aus Studie 1 weisen darauf hin, dass individuelle Faktoren (personliche Ziele) tatsachlich mit betrieblichen Faktoren (Wahrnehmung der betrieblichen Unterstutzung der Fortbildung) zusammenwirken. Demnach ist die Wirkung der wahrgenommenen betrieblichen Unterstutzung der Fortbildung kein mechanischer Faktor, sondern sie hangt anscheinend von der Art der personlichen Ziele der Mitarbeiter/ innen ab. Die Ergebnisse aus Studie 2 geben Einsicht in die Wahrnehmung der eigenen Transfermotivation und zeigen mogliche Ansatze fur weitere Untersuchungen, da die Befragten auf weitere Grunde (auser personlicher Ziele) hinweisen, die ihre Transfermotivation aufrechterhalten konnten. Fazit: Studie 1 zeigt die Relevanz einer Untersuchung der Zusammenwirkung personlicher und betrieblicher Faktoren bei der Transfermotivation, indem sie das Bewusstsein fur eine solche Interaktion starkt und mogliche Interaktionsarten dieser Faktoren benennt, wahrend Studie 2 die Wahrnehmung der eigenen Transfermotivation der Befragten und ihre Ansichten uber die mogliche Wirkung einer betrieblichen Unterstutzung der Fortbildung aufzeigt.

Perceived instrumentality value and engagement in 3D training, animation and modelling for university lecturers

In this paper, authors report on an experience in adult education at the Universidad de Granada, Spain. They carry out an analysis on motivation and engagement of a group of university lecturers attending a training course on three-dimensional modelling and animation for teaching applications. They investigate the goals they are trying to achieve, their expectations and reasons for attending the course. Twenty-seven lecturers attended the course, including 53% of women and 47% of men. Results indicated that lecturers were motivated while attending the course. They engaged differently in the training course and were intrinsically focused on the content and importantly on new skills designed to be acquired. Fewer than three quarters (74%) finished the training course while others dropped out from the sessions very early or in the middle of the course due to unforeseen events.