Learning outcomes

Be familiar with the principles governing activity analysis.

Know how to conduct self-confrontation, retrospection, explanation and "look-alike" interviews.

Goals

Target skills

Using coaching to transform complex, unpredictable professional contexts requiring new strategic approaches

Integrating the ethical and deontological dimensions of coaching by grasping the individual, relational and organisational issues at stake

Question the nature of our knowledge

Identify the values and principles underlying professional practice

Develop models for understanding coaching practice

Objectives

To be capable of carrying out activity analysis with a view to research (gathering material) or professional development.

Content

Principles and process of activity analysis
    Self-confrontation interview
    Explanatory interview
    Look-alike instruction
    Retrospection interview

Teaching methods

Students will experience several approaches to analysing the activity and then identify the principles involved.

Following the principles of the flipped classroom, they will be asked to structure conceptual presentations of the approaches they have encountered.

Assessment method

The student will be asked to conduct an interview using one of the protocols seen in class and to analyse it in order to identify :

    Fidelity to epistemological options
    Methodological fidelity

They will also be asked to evaluate their performance and devise ways of improving it.

Sources, references and any support material

Boucenna, S. (2012). Retrospection interview and temporal spaces: exploring mental activities In J.-M. Barbier & T. Joris (Eds.), Le travail de l'expérience. Paris: PUF.

Clot, Y. (2001). Méthodologies en clinique de l'activité. L'exemple du sosie. In Dunod (Ed.), Les méthodes qualitatives en psychologie (pp. 125-147). Paris: Rouan, George; Santiago Delefosse, Marie.

Clot, Y. (2008). Travail et pouvoir d'agir. Paris: PUF.

Clot, Y., Prot, B., & Werthe, C. (2001). Clinique de l'activité et pouvoir d'agir. Arcueil: Revue "Education permanente".

Theureau, J. (1992). Le cours d'action: analyse sémiologique. Essai d'une anthropologie cognitive située. Berne: Peter Lang.

Theureau, J. (2004). L'hypothèse de la cognition (ou action) située et la tradition d'analyse du travail de l'ergonomie de langue française. Activité, Volume 1(2), 11-25. http://www.activites.org/v1n2/vol1num2.book.pdf Retrieved from http://www.activites.org/v1n2/vol1num2.book.pdf

Theureau, J. (2010). Les entretiens d'autoconfrontation et de remise en situation par les traces matérielles et le programme de recherche " cours d'action ". Revue d'anthropologie des connaissances, 4(2,(2)), 287-322.

Vermersch, P. (1989). Comment faites vous? L'accés aux connaissances inconscientes de l'opérateur est-il possible? In P. Goguelin (Ed.), Psychologie du travail : nouveaux enjeux, développement de l'homme au travail et développement des organisations (pp. 958-964). Issy-les-Moulineaux: Editions d'applications psychotechniques.

Vermersch, P. (1994). L'entretien d'explicitation. Paris: ESF.

Vermersch, P. (2008). Describing the practice of introspection. Expliciter, 77.

Vermersch, P. (Ed.) (1997). Pratiques de l'entretien d'explicitation. Paris: ESF.

Language of instruction

French