1. Technical Work in the Division of Labor: Stalking the Wily Anomaly

Whalley, Peter; Barley, Stephen R.

doi:10.7591/9781501720888-004

Cited by 9 publications

(6 citation statements)

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“…As foreshadowed, the knowledge required for occupational practice arises through history, culture and situation to meet their needs. Occupations arise, as noted, because of their capacity to address particular human needs (Whalley & Barley, 1997). Hence, their enactment and further development while necessary to meet those needs are premised upon individuals' engagement with them.…”

Section: Purposes: Reciprocity Between Individual and Societal Impera...mentioning

confidence: 99%

Learning in and Through Work: Positioning the Individual

Billett

2022

Research Approaches on Workplace Learning

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Understanding the purposes, processes and outcomes of learning in and through workworkplace learning -necessitates positioning individuals centrally in those deliberations. The purposes of engaging in learning in, through and for work are central to individuals developing the capacity to participate in adult and working life, to form a specific occupational identity, to have bases to realise and maintain economic independence through ongoing employment and to sustain that ability across working life. This includes advancements within an occupation field and as a means to transfer to other occupations as interests and economic circumstances change. The process of that learning is shaped by experiences afforded by social settings such as workplaces and educational institutions, but ultimately mediated by individuals. It is the construction of personal domains of occupational knowledge, including understanding variations in requirements and capacities to adapt what individuals know, can do and value that is central to occupational performance. These domains of knowledge are not some version of a textbook or uniformly constructed. Instead, they are developed in personally-specific ways that arise from the particular sets of experiences which individuals are afforded and how they construe, construct and reconcile those experiences based on the previous experiences and development. Hence, beyond what is afforded by social institutions (e.g. workplaces), ultimately, it is individuals that generate the purposes, enact the processes and realise the outcomes of learning in through and for work (i.e. workplace learning). In advancing a case for individuals as meaning makers, knowledge producers and innovators is not to position these purposes, processes and outcomes as being abstracted from the social and cultural world. On the contrary, the purposes are embedded in the social world, processes are inherently interdependent with what is experience socially and culturally, and the outcomes represent a version of what is suggested, required and enacted in the social world. It is these concepts that are advanced in this chapter to elaborate the role of the individual in what is referred to as workplace learning.

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Section: Purposes: Reciprocity Between Individual and Societal Impera...mentioning

confidence: 99%

Learning in and Through Work: Positioning the Individual

Billett

2022

Research Approaches on Workplace Learning

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“…In Kindergarten coding as well as professional practice, technical knowledge is regularly interleaved with programming knowledge across an arc of work. Technicians, people who do practical work to make things or make things work (Whalley and Barley, 1997), are involved in practically every occupation. In recent decades, as technologies are digitized and automated, society has organized more and more technical work, whereas the nature of technical work has shifted (Barley and Orr, 1997).…”

Section: Framing Perspectivesmentioning

confidence: 99%

The technical matters: young children debugging (with) tangible coding toys

Silvis

Lee

Clarke‐Midura

et al. 2022

ILS

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Purpose Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments. Design/methodology/approach The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots. Findings The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved. Originality/value Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.

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“…Pour la sociologie des professions, il existe une opposition entre les formes ou les logiques professionnelles et les logiques organisationnelles (Raelin, 1986, ;Barley & Tolbert, 1991 ;Whalley & Barley, 1997). Ce conflit se matérialise principalement par plusieurs oppositions : collégialité/bureaucratie ; professionnalisme occupationnel/professionnalisme organisationnel ; loyauté professionnelle/loyauté organisationnelle ; utilité sociale/valeur organisationnelle ; autonomie professionnelle/contrôle bureaucratique ; propriété et droit sur l'utilisation des connaissances (Lelebina, 2014).…”

Section: L'expert Dans Les Organisations : Groupes Professionnels And...unclassified

Modéliser l’émergence de l’expertise et sa gouvernance dans les entreprises innovantes : des communautés aux sociétés proto-épistémiques d’experts

2019

Action Publique

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devenir un grand écrivain. En effet, à cette époque, j'avais le projet ambitieux -sûrement tropd'imaginer réunir, dans un nouveau style littéraire, l'ironie sensible de Capote, le rythme et la spontanéité de Kerouac, le lyrisme de Fitzgerald, l'empathie de Boulgakov, la précision de Stendhal et l'hermétisme de Char. Dans les dernières lignes de cette lettre, je lui formulais une promesse : celle qu'un jour je lui rendrai un hommage public en lui dédiant ma première oeuvre littéraire, sans aucun doute, l'un des plus grands romans de ce siècle. Dix ans après, force est de constater que cette grande oeuvre littéraire n'a pas émergé. J'ai bien tenté d'ajouter quelques figures de styles et quelques envolées lyriques dans ce manuscrit de thèse, cependant mes bienveillants directeurs de thèses me l'ont chaudement déconseillées. A défaut d'être cette grande oeuvre littéraire, cette thèse me permet tout même de tenir ma promesse d'hommage public. Ainsi, ce manuscrit est dédié à mon professeur et ami Jean-Pierre Bouliech.Contrairement à un roman, l'écriture d'une thèse ne repose pas seulement sur l'inspiration de l'auteur. Si elle a été écrite à deux mains, les questionnements, les analyses, les idées, les concepts et les développements sont principalement l'oeuvre d'un travail d'équipe, constitué d'un doctorant et de deux directeurs de thèse. Ainsi, je tiens à remercier chaleureusement Pascal Le Masson & Benoit Weil pour avoir accepté d'encadrer mes travaux de recherche. Je leur suis reconnaissant pour leurs encouragements, leurs exigences intellectuelles, leurs intuitions, leurs conseils et pour la confiance qu'ils ont su me témoigner.Cette thèse n'aurait jamais existé sans la volonté de certains industriels de confronter leurs pratiques gestionnaires aux dernières avancées de la recherche en sciences de gestion. Je remercie donc Patrick Cogez, Hervé Jaouen et Frédéric Boeuf, mes encadrants industriels chez ST. C'est grâce à eux que j'ai découvert le merveilleux monde la microélectronique et de l'industrie des semi-conducteurs. Ce travail de recherche n'aurait pas pu se faire sans eux. Je les remercie infiniment pour leurs ouvertures intellectuelles, leurs engagements dans mon projet, leurs conseils avisés, leurs soutiens indéfectibles et la liberté qu'ils ont bien voulu m'accorder au cours de cette recherche. Ma reconnaissance va également à Philippe Galy et Stéphane Hubac, deux grands experts chez ST et aussi deux grands amis. Grace à eux, cette thèse a aussi été une formidable aventure humaine. Enfin, je remercie aussi toute l'équipe Photonique & NRJ qui m'a gentiment accueilli chez ST. Je souhaite en particulier remercier

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1. Technical Work in the Division of Labor: Stalking the Wily Anomaly

Cited by 9 publications

References 0 publications

Learning in and Through Work: Positioning the Individual

Learning in and Through Work: Positioning the Individual

The technical matters: young children debugging (with) tangible coding toys

Modéliser l’émergence de l’expertise et sa gouvernance dans les entreprises innovantes : des communautés aux sociétés proto-épistémiques d’experts

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