Couverture Céreq Formation Emploi 141 - Quand le tutorat questionne le travail et son analyse
Formation Emploi (in English), n° 141, May 2018, 275 p.

Analysing work in the light of tutoring and the questions it raises

Published on
31 May 2018

Work-linked training has been promoted for decades, as evidenced by the latest ongoing reform. However, despite its many merits and the relative financial benefits it provides for companies, its development does not yet match expectations. This Formation Emploi special report focuses on tutoring and skill transmission, one of the fundamental cornerstone of block-release programmes little explored up to now.

When the apprentice gets caught in the impossible relation between training teachers and tutors

Anne-Lise Ulmann

Through an ethnographic observation of an apprenticeship program, this paper examines the cooperation modes established between schools and workplace (nurseries and kindergartens) in order to prepare future professionals to fulfill their functions. In this paper, we seek to show that training cannot be reduced to the mastery of technical acts separated from ethical and political dimensions of work, even for low-skilled occupations. We also intend to reveal the importance of creating organizational conditions that would support apprenticeship program’s formative potential.

Tutoring practice applied to professions centred on interaction between individuals. Learning on the basis of complex professional situations

Vincent Alonso Vilches, Florence Pirard

This article presents the results of a study that aims at analysing the objects conveyed through tutoring activities interviews based on video recordings of the trainees’ practice. These interviews took place in the field of early education and care, in a sector characterized by a complex work environment. The results, confirmed by the interview with the researcher, put the emphasis on how different trainees and tutors’ approach and perception can be. The former also reveals that, while they explicit their practice, tutors attach importance to the beneficiaries’ conception despite their difficulty to pass it on.

The role of users in training for service professions in the context of tutorial interactions

Laurent Filliettaz

This article aims at describing in a methodical way how work situations involving the provision of services to « users » may entail specific contingencies and opportunities for novice workers when they have to learn practical skills during internships. The paper is based on video-ethnographic case studies, focusing on verbal and non-verbal interactions between trainees, workplace tutors and users in two distinct institutional contexts : early childhood education and a radiology center in a public hospital. The analyzes produced reveal that users - respectively patients and children - actively contribute to shape interaction processes and that they significantly affect the conditions through which trainees and tutors participate to work production tasks

Transmission of vocational skills in the work situations: an ergonomic point of view

Jeanne Thébault

Reflection on the transmission of vocational skills holds an important place in many disciplines. We consider it here from an ergonomic point of view by mobilizing research conducted with hospital workers. We show that the transmission of vocational skills is an activity in itself, which must be incorporated into the work activity. We insist, firstly on the diversity and the variability of its conditions of realization, and secondly on the « work of elaboration » deployed by the protagonists in situation to achieve it. Three main components of this activity are presented.

Building the collective competence by transmission between generations: tutoring, between tradition and modernity

Vladimir Iazykoff

From observations made at the SNCF, it is shown that the collective competence is built during the occupational transmission between generations. The institutional forms of tutoring implemented in the company do not cover the whole of the practices and the traditional universe of trades and the companionship is not always relevant as model for the desired innovation in the world of work, so as to raise the question of their meaning in a context of transformations.

What’s work when you’re unemployed? Non-wage work in the light of future projections for the unemployed

Didier Demazière, Marc Zune

This article explores the current changes in work and employment from the standpoint of the unemployed, based on their job search experiences. Arguing that their professional perspectives change when confronted with job search, we describe what the “feasible work” they are aiming for means to them. We then focus the analysis on alternative projections to standard employment norms, on the borderline of self-employment and informality. Two contrasting projection attitudes towards these forms of work are identified: a mobilizing alternative to wage labour and a resigned withdrawal from it. Finally, this differentiation is crossed with the trajectories and biographical resources of the unemployed people.

Entering a firm where one worked during ones studies‪

Laurence Lizé, Géraldine Rieucau

According to the Cereq’s “Génération” surveys (1998, 2004 and 2010), an increasing number of young people take a job while they study. Moreover the number of former students working in a firm where they had worked while studying is increasing. What are the links between the work experience acquired during school, and the occupational integration of young people after they leave school ? Who are the persons who, three years after having left school, are still working in the same firm where they used to work during their studies ?‪

Work integration social enterprises facing their dilemmas: Pursuing the best compromise

Philippe Semenowicz

Work integration social enterprises (WISE) aim to allow disadvantaged workers to benefit from contracts of employment, in order to facilitate their social and professional inclusion. They have to handle the tensions occurred by the pursuing of multiple goals : reaching financial viability and efficiency, getting disadvantaged workers employable… We build a framework inspired from the “economics of conventions” school to investigate which compromises are needed. Our paper is based on two case-studies of French WISEs.

The access to work of second generation youth in France : The major role of networks and labour market intermediaries‪

Yaël Brinbaum

This article analyses the recruitment methods of young people by country of origin. At similar characteristics, the descendants of two immigrant parents are distinguished from the majority population in their recruitment patterns. They find their job more through networks and intermediaries than by direct applications. Sub-Saharan-African second-generations were more recruited by a public intermediary, those of Turkish or Portuguese origin by their family networks. The study highlights links between migratory origins, recruitment patterns, segmentation of channels and jobs. ‪

Ways of appropriation of a quality guideline for accompanying candidates in recognition of prior learning

Jennifer Urasadettan, Gérard Podevin, Nathalie Beaupère, Gilles Pinte

The accompaniment of candidates engaged in a recognition of prior learning (RPL) is again at the center of attention in a context of decline of candidates and evolution of the regulatory framework. How the implementation of a quality guideline for the accompaniment of candidates by an administrative region shows effects on the stakeholders ? This study highlights the necessary cooperation between actors for a three-level appropriation : the sense given to the chart to be a communication tool, a combined implementation and the aim of professionalization of actors of accompaniment.

What kind of scope for opportunity do the education systems offer ? A comparison of educational trajectories for young people in France and in Switzerland

Noémie Olympio, Vanessa di Paola

In the present paper, two education systems are examined from the perspective of their ability to create opportunities for individuals. We try to compare two structurally different systems in the light of the capability approach. The purpose is to assess the range of opportunities available in each education system thanks to an analysis which determines individual trajectories. In spite of a more favorable institutional context, the French trajectories seem to be as determined as the Swiss ones.

 

Analysing work in the light of tutoring and the questions it raises
The « Documentation française »
Formation Emploi , n° 141 , June 2018 , 275 p.
Price 25,00 €
Only abstracts are in English, texts are in French.

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Analysing work in the light of tutoring and the questions it raises, Formation Emploi (in English), n° 141, 2018, 275 p. https://www.cereq.fr/en/analysing-work-light-tutoring-and-questions-it-raises