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Kloetzer, Laure

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

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  • Publication
    Accès libre
    Stimulating dialogue at work: The activity clinic approach to learning and development
    (Cham: Springer International Publishing, 2018)
    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.