Academic literature on the topic 'Autonomie d'une équipe de travail'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Autonomie d'une équipe de travail.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Autonomie d'une équipe de travail"
Bourque, Reynald, and Sossie Der Stepanian. "L'effet de la présence syndicale sur le travail en équipe dans l'industrie du vêtement." Recherche 42, no. 3 (April 12, 2005): 489–515. http://dx.doi.org/10.7202/057473ar.
Full textBrunet, Louis. "L'L’Année psychanalytique internationale : le travail d'une équipe." L’Année psychanalytique internationale 2013, no. 1 (2013): 7. http://dx.doi.org/10.3917/lapsy.131.0007.
Full textBourque, Reynald, and Sébastien Riffaud. "Présence syndicale et autonomie des équipes d’opérateurs cuvistes dans l’industrie de l’aluminium." Articles 62, no. 1 (May 10, 2007): 66–95. http://dx.doi.org/10.7202/015798ar.
Full textOndongh-Essalt, Etsianat, and Catherine Flot. "Ethnopsychiatrie et travail social : éléments cliniques et socio-anthropologiques pour un interpartenariat efficace autour des familles." III. À la naissance de l’informel : le travail de mise en forme des praticiens, no. 32 (October 2, 2002): 163–78. http://dx.doi.org/10.7202/017779ar.
Full textFournier, Mathieu, and Dominic Roux. "Les relations de travail dans la Ligue nationale de hockey : un modèle de négociation collective transnationale ?" Les Cahiers de droit 49, no. 3 (April 7, 2009): 481–511. http://dx.doi.org/10.7202/029660ar.
Full textBergeron, Jean-Louis, and Jean-Luc Morin. "L’influence des « besoins supérieurs » sur la réaction de l’employé à certaines caractéristiques de sa tâche." Relations industrielles 35, no. 3 (April 12, 2005): 365–86. http://dx.doi.org/10.7202/029086ar.
Full textLyet, Philippe, and Yvette Molina. "Épistémologie éthique dans un espace interprétatif partagé et négocié. Le cas d'une recherche conjointe québéco-française." Recherche 59, no. 1-2 (September 24, 2018): 225–41. http://dx.doi.org/10.7202/1051432ar.
Full textSimard, Marcel. "Conditions de travail et santé des travailleurs." Sociologie et sociétés 9, no. 1 (February 18, 2008): 93–106. http://dx.doi.org/10.7202/001585ar.
Full textLaporte, Danielle. "Bilan d’une «clinique satellite» : L’expérience de cinq ans d’une équipe pédo-psychiatrique en milieu défavorisé." Mosaïque 12, no. 1 (June 5, 2006): 29–40. http://dx.doi.org/10.7202/030369ar.
Full textSeidl, Martin, Emilie Caupos, Behzad Nasri, Christophe Saillé, and Olivier Fouché. "Élimination des parabènes et du triclosan dans un filtre non drainé de l'assainissement non collectif (ANC)." Revue des sciences de l’eau 28, no. 1 (April 21, 2015): 75–79. http://dx.doi.org/10.7202/1030010ar.
Full textDissertations / Theses on the topic "Autonomie d'une équipe de travail"
Vignikin, Aristide Kohovi. "Les modalités de mobilisation d'une compétence improvisationnelle au sein d'une équipe projet." Thesis, Tours, 2013. http://www.theses.fr/2013TOUR1004/document.
Full textMany projects fail because of poor management of unpredictable situations. Given the growing interest in this subject among both project managers and researchers, our goal is to seek innovative solutions to capture the unexpected. The literature review is grounded on project management, and the concepts of organizational improvisation and quality teamwork. We ask the following research question : what are the managerial devices to develop within project teams in order to manage effectively the ability to improvise in innovative projects ? The initial question is divided into two sub-research questions : What are the project managament situations favoring improvisation and how do they evolve during the project life span ? What is the impact of the mobilization of improvidational devices by the project team members on project performance ? To answer these questions, we rely on quantitative analysis of an international database on managerial project situations to answer on the first research question, and on a survey of project teams of students achieving tutored projects, in response to the second research question. Among the main results, this thesis identifies and characterizes « improvisational situations » within project teams. It also analyzes how they evolve during the project life span. It also examines the relationship between collective improvisation and performance in project teams, and it shows that the teamwork quality plays an intermediary role. Finally, the role played by several managerial devices is highlighted. Depending on the type of performance, economic or social, two management models of improvisation in project trams are available. These results are discussed and the contributions of our research as well as its limitations and the perspectives of research are developed in conclusion
Martin, Vincent. "Rôle de l'élève à risque lors de la résolution d'une situation-problème probabiliste à l'intérieur d'une équipe de travail hétérogène." Mémoire, Université de Sherbrooke, 2008. http://savoirs.usherbrooke.ca/handle/11143/634.
Full textLenzi, Catherine. "Travail, genre et engagement dans les SEL : réflexions sur l'autonomie de l'individu à partir d'une variante de l'économie solidaire." Versailles-St Quentin en Yvelines, 2007. http://www.theses.fr/2007VERS021S.
Full text"Local exchange system"(in French, "Systèmes d'échange locaux": SEL) are a variant of social economy concerned with the question of personal autonomy, tackled from three different angles: work, gender and militant commitment. Each of these three approaches allows to question and break down the post-modern rhetoric of emancipation that underlies the theories of "the end of work", and "the end of militants" or the assumption that "new" forms of commitment are emerging. After an introductory section which presents, among other things, the historical background of SEL, the first part of the thesis throws light on the fact that work remains an institution and that it contributes to "socializing" people. In this first part is examined the weight of "out-of-work activities" in the movement that is remodelling work in its current forms. The second part assesses the impact of the injunctions made by social economy on the people concerned, in the fields both of social protection and gender relations. The processes of decollectivization and of work-sharing between sexes are at the core of the analysis. The third part evinces the fact that militant commitment, far from being free from social determination, is built socially - today as it was yesterday- beyond the weight of personal choices. The point is made particularly clear in the study of the position of women, who play the main part in animating SEL: gender relations shape the social movement and give it its meaning. This work is grounded on an ethnographic-type field investigation conducted over several years, and complemented by a quantitative research on SEL, ten years after they started
Simard, St-Pierre Esther. "Exploration du travail d'une classe en réseau sur un objet partagé en situation d'arts plastiques." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27219.
Full textThis study was conducted within the context of the Remote Networked School (RNS) initiative in Quebec, Canada. An elementary classroom made use of a collaborative digital space (Knowledge Forum) for arts education. It supported the conduct of activities related to two shared objects, the appreciation of arts and crafts and the creation of an art object. This study focused on classroom discourse regarding these objects. Our results show that students were able to make contributions that advance their classroom discourse regarding the shared objects. By interacting with each other, they created knowledge artifacts and developed their own artistic language. Moreover, educational implications were drawn for encouraging students to participate during arts education activities using collaborative digital tools.
Stoessel, Charles. "Décisions risquées et organisations à risques : autonomie au travail et reconnaissance sociale dans la conduite d'une industrie de process." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2010. http://tel.archives-ouvertes.fr/tel-00557579.
Full textRodrigues, Marques Ana Claudia. "Construire sa légitimité au quotidien : le travail micropolitique autour d'une Equipe Mobile de Psychiatrie-Précarité." Paris, EHESS, 2010. https://tel.archives-ouvertes.fr/tel-01243010.
Full textLn this dissertation, I examine the construction of the place of an Equipe Mobile de Psychiatrie-Précarité (EMPP), which is an outreach team for people with psychiatric disorders and with untraditionalliving arrangements. This construction is anaIyzed as the result from an ongoing work of distribution and legitimation of powers: a micropolitic work. In order to understand the micropolitic of the team's work and ils impact on the team's construction, I focus on key ¬moments in the process of ca. Re, in which it is questioned the boundary of the legitimacy of whether or not to intervene. Lnitially I describe the context in which the team was created and its functioning. Secondly, I analyse the important role played by demand, non-demand, and refusal in legitimating intervention in the midst of interaction between psychiatric team members, social workers, and service users. Lastly, the limits of the legitimacy to intervene are explored through three types of situation: when the team discharges a service user to another team, when constraint is used during the intervention, and when it is impossible to meet with the service user. Three modes of care are described (expertise, overpass, and complete). Bach represents possible configurations of the EMPP's place in the distribution of powers. Within each mode of care, specific interventions are legitimated and the EMPP establishes a balance between its specialized and non-specialized dimensions, and it positions itself as a restrictive or universalistic service provider. During this research, l was both a researcher and a team member, as a project assistant. Data was collected through participant observation, observant participation and interviews
Saint-Jacques, Annie, and Annie Saint-Jacques. "Pédagogie efficiente vers l'implantation d'une communauté d'apprentissage dans un séminaire d'études supérieures virtuel en mode synchrone : une analyse de cas." Doctoral thesis, Université Laval, 2012. http://hdl.handle.net/20.500.11794/23715.
Full textCette recherche doctorale exploratoire de nature qualitative a pour objectif une application novatrice du cadre de la communauté d’apprentissage de cycle supérieur à l’apprentissage en ligne en mode synchrone. Il s’agit de la première étude à rendre compte de stratégies pédagogiques efficientes vers l’implantation d’une communauté d’apprentissage dans le cadre de séminaires d’études supérieures virtuels et de la première étude à explorer cette application concrète du e-learning intégral qu’est le séminaire virtuel. Elle repose sur une étude multi-cas (huit cas) menée en français et en anglais dans cinq universités nord-américaines. La collecte de données est fondée sur 40 heures d’observation post facto de segments d’archives de séminaires, 61 entrevues réalisées avec des professeurs (n=9), des auxiliaires d’enseignement (n=4), des étudiants (n=45) et des conseillers pédagogiques (n=3) et des sondages réalisés auprès des étudiants à la mi-trimestre (n=50) et après la formation (n=32). L’étude confirme l’importance de l’établissement d’une communauté d’apprentissage dans un séminaire d’études supérieures virtuel. Le cadre socioconstructiviste demeure toutefois nébuleux pour plusieurs professeurs et étudiants, d’où l’importance de former à la « culture » collaborative. L’étude démontre que les approches socioconstructivistes soutiennent effectivement l’efficacité de l’apprentissage. Elle cerne 30 attributs du séminaire virtuel et dégage 26 pratiques pédagogiques fructueuses pouvant baliser un apprentissage en ligne de qualité. Enfin, elle met en lumière le rôle crucial des professeurs en tant que facilitateurs d’un dialogue riche et soutenu. L’étude multi-cas rapporte un taux de satisfaction élevé tant de la part des professeurs que des étudiants à l’égard du séminaire d’études supérieures virtuel.
This exploratory qualitative study focuses on the innovative application of the community of inquiry framework to synchronous online learning. This is the first study to report on efficient teaching strategies to foster a learning community in synchronous virtual graduate seminars and to explore this concrete application of blended online learning design. It is based on a multiple-case study (eight cases) that took place in five Francophone and Anglophone North American universities. Data collection consisted of forty hours of post facto observation of archived virtual seminars, sixty-one interviews conducted with faculty (n=9), teaching assistants (n=4), students (n=45) and instructional designers (n=3), as well as mid-term (n=50) and post-term (n=32) student surveys. The study confirms the importance of establishing a community of inquiry within a virtual graduate seminar. However, the socioconstructivist framework remains nebulous for several faculty and students, hence the importance of collaborative “culture” training. The study determines that socioconstructivist approaches contribute to the effectiveness of learning in virtual graduate seminars, identifies 30 attributes of a virtual graduate seminar and reports on 26 effective teaching practices that can be used to inform guidelines for quality online learning. It highlights the crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the virtual classroom. The multiple-case study reports high satisfaction levels among both faculty and students towards the virtual graduate seminar.
This exploratory qualitative study focuses on the innovative application of the community of inquiry framework to synchronous online learning. This is the first study to report on efficient teaching strategies to foster a learning community in synchronous virtual graduate seminars and to explore this concrete application of blended online learning design. It is based on a multiple-case study (eight cases) that took place in five Francophone and Anglophone North American universities. Data collection consisted of forty hours of post facto observation of archived virtual seminars, sixty-one interviews conducted with faculty (n=9), teaching assistants (n=4), students (n=45) and instructional designers (n=3), as well as mid-term (n=50) and post-term (n=32) student surveys. The study confirms the importance of establishing a community of inquiry within a virtual graduate seminar. However, the socioconstructivist framework remains nebulous for several faculty and students, hence the importance of collaborative “culture” training. The study determines that socioconstructivist approaches contribute to the effectiveness of learning in virtual graduate seminars, identifies 30 attributes of a virtual graduate seminar and reports on 26 effective teaching practices that can be used to inform guidelines for quality online learning. It highlights the crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the virtual classroom. The multiple-case study reports high satisfaction levels among both faculty and students towards the virtual graduate seminar.
Richard, Amélie. "L'utilisation des habiletés de pensée pour mieux collaborer : développement, implantation et évaluation d'une approche de pratique réflexive en formation interprofessionnelle." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69508.
Full textContext Interprofessional collaboration (IPC) is now established as a necessary way to provide concerted, coordinated, and consistent services to individuals, families, and communities. Interprofessional education (IPE) is a teaching approach that allows students from two or more professions to learn by interacting with each other in order to improve collaboration and optimize care and services. However, implementing IPE initiatives comes up against numerous difficulties. Aside from the challenge of logistics, various psychosocial issues can arise, including hierarchical relationships between groups of students, communication barriers, and confrontation of professional identities or philosophies of care. One of the most promising ways to address these issues is the use of reflective practice. Reflective practice is considered to be a key factor in the training of future health and social services professionals. Despite a growing recognition of its importance, the literature on the subject is still scarce and the initiatives implemented are often hardly operationalized, theoretically unfounded, or poorly documented. Aims The general objective of the thesis is therefore to develop a theoretically grounded reflective practice approach that is tailored to the needs of IPE in order to support facilitators in their role and to promote interprofessional collaboration and discussion among participants. This overarching purpose translates into five specific objectives: 1) Examining the theoretical and practical pertinence of reflective practice in the IPE context; 2) Identifying the principles and characteristics that should underlie the development of a reflective practice approach in order to ensure that it is theoretically sound and suited to IPE; 3) Developing an IPE-specific reflective practice approach based on the principles and characteristics identified; 4) Implementing the reflective practice approach developed with facilitators and participants in a context of IPE; and 5) Evaluating the impact of the approach implemented on facilitators and participants. Methods The project is based on collaborative action research using a pedagogical design-based research methodology through prototyping derived from the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation), which includes cycles of analysis, design, development, and finally implementation and evaluation. The analysis was carried out using three methods: realistic review of the literature on reflective practice in IPC and IPE, focus group discussion with facilitators involved in IPE, and analysis of interprofessional discussions among students in the context of an IPE course. The prototype was fine-tuned following pre-testing. The approach developed was implemented in an IPE course at Laval University in Québec City, Canada. Three different methods were used to evaluate the impact of the approach: pre-post questionnaire on self-efficacy, focus group discussion among facilitators, and analysis of interprofessional discussions among students. Results The project led to the development of a reflective practice approach that is suited to IPE and that integrates explicit teaching of reasoning (deductive and inductive) and use of a number of thinking skills targeted for their relevance to the context. Following the implementation of the approach, facilitators developed greater ease and confidence in their role and learned to diversify their ways of responding to student needs. Students, for their part, began to explore their colleagues' perspectives and ask questions, in contrast to how they proceeded before the implementation of the approach, i.e. arriving at a consensus without examining and evaluating the various views, or exploring the rationale behind the proposals on hand. Students also learned to make explicit the reasoning and assumptions on which they based their suggestions and to build, together, collaborative clinical reasoning that is conducive to a more consistent and concerted response to the needs of the individual. Conclusion Explicit teaching and the use of reasoning and thinking skills in IPE foster the development of collaborative reflective practice in interprofessional discussion. The use of thinking skills enables the members of a team to challenge themselves and move toward a common goal by bridging differing perspectives. The rigour of the resulting dialogue contributes to centering the discussion of clinical cases on the needs of the individual and his or her friends and family
Ghazali, Daniel Aiham. "Relation stress - performance et effet de la répétition de séances de simulation sur le stress et la performance d'une équipe pluri-professionnelle lors de la prise en charge médicale d'une urgence vitale." Thesis, Poitiers, 2016. http://www.theses.fr/2016POIT1404/document.
Full textIntroduction: The management of a life-threatening event by caregivers requires technical and non-technical skills under stress conditions. Simulation-based education allows this training in a safe environment. Objective: To analyze the association between stress and performance and the effect of repeated simulation.Methods: Two experimental and control groups of 6 MDTs of EMS (n=48) had respectively 9 (1session/6 weeks) and 3 (1session/6 months) simulations with 3 common sessions: initial, intermediate after 6 months, and final session after 1 year. Stress was assessed by heart rate and variability, salivary cortisol and psychological parameters (acute stress: STAI and SOM, and PTSD: IES-R and PCLS). The technical performance was evaluated by Intra-Osseous Access Performance Assessment Scale (IO), overall performance (TAPAS); non-technical performance by BAT score for leader and CTS score for teamwork.Results: Stress increased during simulation (p<0.02) and decreased during debriefing (p<0.01) regardless of the frequency of repetition. There was no PTSD. The performances were correlated between each other (p<0.001) with a strong link between the non-technical performance of leader and team (R²=0.93). Stress and performance were not correlated. The performance was higher in the experimental group during the intermediate scenario for technical scores (TAPAS: p=0.02, IO: p=0.03) and for all scores during the final scenario (TAPAS and IO: p=0.01 CTS: p=0.03, BAT : p=0.02).Conclusion: The benefit was greater when performing simulations every six weeks in terms of technical and non-technical performance. The team performance was linked to the leader performance
Miville, Anne-Marie. "Regard sur la pratique enseignante : comprendre la mise en place d'une communauté d'apprenants (es) au sein d'un groupe d'élèves au primaire." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/32268.
Full textBooks on the topic "Autonomie d'une équipe de travail"
Savois, Jean-Claude. Code de gestion d'une équipe de travail. Montréal, Qué: Guérin universitaire, 2001.
Find full text1950-, Boisvert Daniel, ed. L' autonomie des équipes d'intervention communautaire: Modèles et pratiques. Sainte-Foy, Qué: Presses de l'Université du Québec, 2000.
Find full textBook chapters on the topic "Autonomie d'une équipe de travail"
Schnaidt, Michèle, Luce Monier, and Corinne Bernardeau. "6. Organisation et outils de travail d'une équipe pluridisciplinaire." In Troubles d’apprentissage chez l’enfant, 73. Lavoisier, 2014. http://dx.doi.org/10.3917/lav.leno.2014.01.0073.
Full text