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Les problématiques de santé au travail et de développement de la qualité de vie au travail sont devenues des enjeux majeurs pour les organisations, qui sont tenues de mettre en place des politiques d’amélioration des conditions de vie au travail et de prévention des risques. Cet ouvrage, rédigé par une équipe d'auteurs à la fois enseignants et praticiens, présente 10 cas concrets de situations délétères (stress professionnel, violence organisationnelle, burn-out, harcèlement moral, etc.) dans les organisations et entreprises.
As pedagogical leaders, principals and vice-principals must necessarily prioritize teacher supervision. Whether used individually or with a group, this effective approach centers on improving educational services for students and optimizing their academic achievement. However, teacher supervision is influenced by ambiguities and several types of challenges related to the concept of supervision, the actors’ perceptions and beliefs, and the various systemic structures at play. This competency standards framework presents the knowledge, the know how to do, the know how to be, and the know how to become every successful teacher supervisor should possess, and proposes for each order a summary of existing literature and accessible theories. This competence reference manual will help supervisors acquire invaluable pedagogical and relational skills to perform high-quality, high-results supervision.
Les problématiques de santé au travail et de développement de la qualité de vie au travail sont devenues des enjeux majeurs pour les organisations, qui sont tenues de mettre en place des politiques d'amélioration des conditions de vie au travail et de prévention des risques. Cet ouvrage, rédigé par une équipe d'auteurs à la fois enseignants et praticiens, présente 10 cas concrets de situations délétères (stress professionnel, violence organisationnelle, burn-out, harcèlement moral, etc.) dans les organisations et entreprises.
Confirming his moniker as “America’s philosopher of democracy,” John Dewey engaged in a series of public debates over the course of his lifetime, vividly demonstrating how his thought translates into action. These debates made Dewey a household name and a renowned public intellectual during the early to mid-twentieth century, a time when the United States fought two World Wars, struggled through an economic depression, experienced explosive economic growth and spawned a grassroots movement that characterized an entire era: Progressivism. Unfortunately, much recent Dewey scholarship neglects to situate Dewey’s ideas in the broader context of his activities and engagements as a public intellectual. This project charts a path through two of Dewey’s actual debates with his contemporaries, Leon Trotsky and Robert Hutchins, to two reconstructed debates with contemporary intellectuals, E.D. Hirsch and Robert Talisse, both of whom criticized Dewey’s ideas long after the American philosopher’s death and, finally, to two recent debates, one on home schooling and the other on U.S. foreign policy, in which Dewey’s ideas offer a unique and compelling vision of a way forward.
This book is a result of a major research project in Switzerland that brings together the fields of Education and Socio-Cultural Psychology. It is focused on how culture is involved in very concrete educational practices. The reader is invited to follow the research group in a Swiss technical college that trains young people in precision mechanics during a period of major technological change: the arrival of automated manufacturing systems. This transition in the trade is an opportunity to explore the educational and psychological challenges of vocational training from a perspective inspired by activity theory and the consideration of social interactions and semiotic or other technical mediations as crucial to the formation of professional identities and competencies. What are the most appropriate settings for learning? There is no simple answer to this question. What can lead a pupil to become engaged, even if this is within a school, with all the seriousness of a future professional? Under which conditions is an internship in a company genuinely formative? Is it necessary to possess the most recent technologies in order to offer high quality training? What do we know about the relation between doing and knowing in the construction of new competences? How can it be planned and informed to become an object of reflection and make sense in the eyes of the learner? Dealing with such qustions, this study explores new working hypotheses on the manner in which the young experience their training and on the significant role for them of professional specialization.
Actes du quatrieme Congres international de psychologie du travail de langue francaise (1986) - Nouvelles theories et methodologie en psychologie du travail - Orientation professionnelle et cheminement de carriere - Formation et perfectionnement des ressources humaines - L'analyse psychologique et la securite du travail - Satisfaction, motivation et stress au travail - Qualite de vie au travail - Recrutement et selection des ressources humaines - Ergonomie et technologies nouvelles - Psychologie du travail et organisation - Culture organisationnelle, charisme et performance organisationnelle -