Raymond Dupuy - Academia.edu (original) (raw)
Papers by Raymond Dupuy
Connexions, 2001
... liées au travail et se termine lorsque l'individu s'est défini une identité profess... more ... liées au travail et se termine lorsque l'individu s'est défini une identité professionnelle, en adoptant des ... La formation professionnelle et partant la socialisation professionnelle ne concernent pas uniquement, loin s'en faut, le cadre de la formation ou l'organisation de travail ...
L Orientation Scolaire Et Professionnelle, Jun 15, 2009
Les cahiers internationaux de psychologie sociale, 2007
Psychologie du Travail et des Organisations
Our study aim to describe and explain the diversity of students’ evaluative conducts according to... more Our study aim to describe and explain the diversity of students’ evaluative conducts according to socio-technical characteristics of their courses setting (face-to-face / e-learning) but also to sense of community. Our survey results based on a questionnaire administered to 195 students confirm our hypothesis. They show that e-learners are more satisfied with their training than face-to-face students are. Moreover, they point out that sense of community has a positive impact on e-learners satisfaction and on the way they give meaning to their training according to their different spheres of activities. However, the influence of sense of community on those both dimensions is less straight to face-to-face students.
Pratiques Psychologiques, 2009
À l'encontre des modèles qui privilégient une approche bipolaire des rapports travail/hors travai... more À l'encontre des modèles qui privilégient une approche bipolaire des rapports travail/hors travail et une conception individualisante de leurs mécanismes de régulation, nous proposons une définition systémique plurielle des domaines de vie et une approche relationnelle des processus d'élaboration de leurs éventuels conflits. L'analyse des contenus de discours de salariés confrontés à un plan social montre comment leurs stratégies de réinsertion professionnelle passent toutes par une délibération individuelle et collective sur le sens, la nature et la hiérarchie des relations à établir entre leurs différents domaines de vie. Dans chaque espace-temps de vie, passé, présent et futur, des autrui, individuels et collectifs, cibles et supports de stratégies de reconnaissance, sont matériellement et affectivement associés à ces délibérations.
Distances et savoirs, 2007
ABSTRACT Facing the individualization injunction emphasised by socio-political and scientific dis... more ABSTRACT Facing the individualization injunction emphasised by socio-political and scientific discourses concerning new professional socialization behaviours, our study aims to underline the importance of interpersonal relationship dynamic in the co-construction process of knowledge and professional-self in e-learning programs.
L’Orientation scolaire et professionnelle, 2009
Psychologie du Travail et des Organisations, 2006
ABSTRACT The increasing uncertainty context, in which individuals' professional paths are... more ABSTRACT The increasing uncertainty context, in which individuals' professional paths are taking form today, is the occasion to a critical renewal of career course analysis models. In the first part of the article, we argue with the model propounded by Power and Rothausen (2003), which aims to analyse and support mid-career professional orientation behaviours, by extending the Super's career maintenance stage. We partly break free with them, defending the conception of an active socialisation, which analysis of orientation behaviours is based on the conjoined study of temporal perspectives and of exchanges between life domains. This point of view is supported by results from a research dealing with future temporal perspectives reconstruction processes of individuals confronted with the unemployment uncertainty. They show that individuals do not project in the future only by striving for yielding “employable”. Their projects do not only result from the rational control of the information related to the anticipated professional environment. Ascribed to peculiar paths, those projects summon up processes of values confrontation and comparisons with others, in the plurality of individuals' life fields.
Le travail humain, 2011
ABSTRACT For few years in France, e-learning has progressively spread through educative and train... more ABSTRACT For few years in France, e-learning has progressively spread through educative and training spheres, such as universities structures. Recent researches focused on e-learners behaviours online but few of them investigated the training conducts they developed offline. From a work and organization psychosocial point of view, we chose to study e-learners’ inquiries about training made apart from the Web. However, we claimed that students’ conducts are not straightly influenced by new online training contexts. Indeed, defending an interactionist and systemic approach, we consider that the development of students’ inquiry strategies is linked to perceived social support provided by significant others. In order to test our hypothesis we decided to adopt a comparative approach defining two training systems (face-to-face and e-learning). Our survey results based on a questionnaire administered to 195 students confirm our hypothesis. They show that e-learning programmes exert a specific influence on students’ inquiries. Moreover, they reveal modulation effect of social support. Indeed, social support provided by peers (students enrolled in the same training but also those who are enrolled in other programme) encourage e-learners to inquired their teachers in face-to-face situation or via the phone. Finally, our research results underline the significant contribution of others, situated in different spheres of life, in e-students’ training conducts. Thus, they offer a precious information source for scientists and practitioners who are concerned by online training development.
European Journal of Work and Organizational Psychology, Sep 10, 2010
ABSTRACT The rapid and multiform evolution of socio-technical environments reported in recent res... more ABSTRACT The rapid and multiform evolution of socio-technical environments reported in recent research in work and organizational psychology Meaning of Work has led to a pressing need for the full understanding of increasingly complex phenomena and processes. In this article we attempt to show how explanation is linked to these evolutions, in its functions of analysis, management, and anticipation of the functioning of organizations. We take the view that explanation also constitutes, for each individual, a differentiated process of cognitive and identity regulation. By considering the modes of cognitive and temporal investment of salaried adults in training situations, we show how their behaviour depends on differentiated attributional styles, themselves a function of situational characteristics gender, professional domain, etc. According to certain theoretical and practical points of view, the acquisition and transfer of valued attributional styles, such as the norm of internality, constitute objectives to be favoured in order to optimize, for example, the strategies of professional integration of social actors. However, the variability of explanatory styles in relation to the life domains we refer to leads us to qualify very strongly these points of view.
Connexions, 2001
... liées au travail et se termine lorsque l'individu s'est défini une identité profess... more ... liées au travail et se termine lorsque l'individu s'est défini une identité professionnelle, en adoptant des ... La formation professionnelle et partant la socialisation professionnelle ne concernent pas uniquement, loin s'en faut, le cadre de la formation ou l'organisation de travail ...
L Orientation Scolaire Et Professionnelle, Jun 15, 2009
Les cahiers internationaux de psychologie sociale, 2007
Psychologie du Travail et des Organisations
Our study aim to describe and explain the diversity of students’ evaluative conducts according to... more Our study aim to describe and explain the diversity of students’ evaluative conducts according to socio-technical characteristics of their courses setting (face-to-face / e-learning) but also to sense of community. Our survey results based on a questionnaire administered to 195 students confirm our hypothesis. They show that e-learners are more satisfied with their training than face-to-face students are. Moreover, they point out that sense of community has a positive impact on e-learners satisfaction and on the way they give meaning to their training according to their different spheres of activities. However, the influence of sense of community on those both dimensions is less straight to face-to-face students.
Pratiques Psychologiques, 2009
À l'encontre des modèles qui privilégient une approche bipolaire des rapports travail/hors travai... more À l'encontre des modèles qui privilégient une approche bipolaire des rapports travail/hors travail et une conception individualisante de leurs mécanismes de régulation, nous proposons une définition systémique plurielle des domaines de vie et une approche relationnelle des processus d'élaboration de leurs éventuels conflits. L'analyse des contenus de discours de salariés confrontés à un plan social montre comment leurs stratégies de réinsertion professionnelle passent toutes par une délibération individuelle et collective sur le sens, la nature et la hiérarchie des relations à établir entre leurs différents domaines de vie. Dans chaque espace-temps de vie, passé, présent et futur, des autrui, individuels et collectifs, cibles et supports de stratégies de reconnaissance, sont matériellement et affectivement associés à ces délibérations.
Distances et savoirs, 2007
ABSTRACT Facing the individualization injunction emphasised by socio-political and scientific dis... more ABSTRACT Facing the individualization injunction emphasised by socio-political and scientific discourses concerning new professional socialization behaviours, our study aims to underline the importance of interpersonal relationship dynamic in the co-construction process of knowledge and professional-self in e-learning programs.
L’Orientation scolaire et professionnelle, 2009
Psychologie du Travail et des Organisations, 2006
ABSTRACT The increasing uncertainty context, in which individuals' professional paths are... more ABSTRACT The increasing uncertainty context, in which individuals' professional paths are taking form today, is the occasion to a critical renewal of career course analysis models. In the first part of the article, we argue with the model propounded by Power and Rothausen (2003), which aims to analyse and support mid-career professional orientation behaviours, by extending the Super's career maintenance stage. We partly break free with them, defending the conception of an active socialisation, which analysis of orientation behaviours is based on the conjoined study of temporal perspectives and of exchanges between life domains. This point of view is supported by results from a research dealing with future temporal perspectives reconstruction processes of individuals confronted with the unemployment uncertainty. They show that individuals do not project in the future only by striving for yielding “employable”. Their projects do not only result from the rational control of the information related to the anticipated professional environment. Ascribed to peculiar paths, those projects summon up processes of values confrontation and comparisons with others, in the plurality of individuals' life fields.
Le travail humain, 2011
ABSTRACT For few years in France, e-learning has progressively spread through educative and train... more ABSTRACT For few years in France, e-learning has progressively spread through educative and training spheres, such as universities structures. Recent researches focused on e-learners behaviours online but few of them investigated the training conducts they developed offline. From a work and organization psychosocial point of view, we chose to study e-learners’ inquiries about training made apart from the Web. However, we claimed that students’ conducts are not straightly influenced by new online training contexts. Indeed, defending an interactionist and systemic approach, we consider that the development of students’ inquiry strategies is linked to perceived social support provided by significant others. In order to test our hypothesis we decided to adopt a comparative approach defining two training systems (face-to-face and e-learning). Our survey results based on a questionnaire administered to 195 students confirm our hypothesis. They show that e-learning programmes exert a specific influence on students’ inquiries. Moreover, they reveal modulation effect of social support. Indeed, social support provided by peers (students enrolled in the same training but also those who are enrolled in other programme) encourage e-learners to inquired their teachers in face-to-face situation or via the phone. Finally, our research results underline the significant contribution of others, situated in different spheres of life, in e-students’ training conducts. Thus, they offer a precious information source for scientists and practitioners who are concerned by online training development.
European Journal of Work and Organizational Psychology, Sep 10, 2010
ABSTRACT The rapid and multiform evolution of socio-technical environments reported in recent res... more ABSTRACT The rapid and multiform evolution of socio-technical environments reported in recent research in work and organizational psychology Meaning of Work has led to a pressing need for the full understanding of increasingly complex phenomena and processes. In this article we attempt to show how explanation is linked to these evolutions, in its functions of analysis, management, and anticipation of the functioning of organizations. We take the view that explanation also constitutes, for each individual, a differentiated process of cognitive and identity regulation. By considering the modes of cognitive and temporal investment of salaried adults in training situations, we show how their behaviour depends on differentiated attributional styles, themselves a function of situational characteristics gender, professional domain, etc. According to certain theoretical and practical points of view, the acquisition and transfer of valued attributional styles, such as the norm of internality, constitute objectives to be favoured in order to optimize, for example, the strategies of professional integration of social actors. However, the variability of explanatory styles in relation to the life domains we refer to leads us to qualify very strongly these points of view.