Publish at September 11 2017 Updated February 22 2023
An employee is hired based on his or her qualifications, which are determined by a job description and will be renewed based on a competency framework.
The employee is subject to a set of rules and norms enacted by his or her employers in accordance with the company's values. Within such a process of professional socialization lies the rigidity of the system of hiring and induction into the workplace.
In other words, new employees are parachuted into a workplace with demands for rapid adaptation and constant flexibility in response to job requirements. Where is the coaching and competency support in this whole exclusively "top-down" approach?
The criteria associated with competency development are supposed to allow trainers and evaluators to assess the ability to act in a work situation. In the event of a deficit, recourse to criterion compliance directs the individual to what he or she must acquire to meet the expectations of which company. However, within the notion of competence, there is a meaning that escapes the expectations of conformity. It is this dimension of knowing how to act that joins the praxis.
The praxeological dimension of competence can be seen as a form of adaptation to the situation of action, the knowledge-acting thus being what allows one to respond adequately to the work objective. But it is not in this sense that the individual will be able to benefit from all the necessary latitude. All he has to do is to provide the expected response according to the required skills, which are moreover well described in the competency scale.
In praxis there is a dynamic dimension produced by the exercise of competence, and it is this dynamic that makes it possible to determine the quality of the action taken in a work situation. The individual is no longer evaluated according to competence criteria, but according to his or her ability to respond to the needs of the situation. Competence is therefore itself a situated and dynamic action when it is actualized in the work.
.Through coaching based on reflection and analysis of practice, it is possible to bring the employee to a clear understanding of the stakes of the action experienced, and the elements of the context in which the competence is exercised. The employee is therefore not evaluated on the basis of a gap between the work produced and the expected result. Reflective coaching leads to personal reflection and, if necessary, proposes a set of mobilizable resources that can be used to solve problems if necessary. The employee no longer sees himself or herself as at fault and engages in a process of awareness and production.
.Under this approach, it is possible for new employees to receive skill development support that promotes problem solving. [1] The guidance of a sponsor, coach, or supervisor and the assistance they provide in this process allows novice (and former) employees to call upon their personal skills and preconceptions in order to best respond to the situation, without being criticized for deviating from pre-established criteria. In this sense, support through reflective analysis of actions becomes important. Awareness is at the heart of the analysis of the actions. Coaches must keep in mind that, according to this approach, contextualized action becomes the source of learning and skill development.
The affective dimension must also be considered important. The company that aims for productivity gains and performance, which are nothing more than the manifestation of skills, must invest in well-being and encouragement. An employee who feels valued by the employer and who adheres to the company's values will have a greater desire to meet the requirements of the job, and will be less or less inclined to leave his or her job, thus ensuring a certain stability for the company. What's more, under the non-deficit approach described above, an individual will have a greater sense that he or she can succeed in meeting the proposed goals and will gain confidence that he or she is effective in his or her job.
By a set of means made available to trainers, it is possible not only to support the task of employees but also to get them to socialize and share the values of a company, this in a coaching perspective. Face-to-face support in the immediate context of the workplace may not be the best form of support. However, words of encouragement and positive reinforcement remain effective ways to motivate employees.
Online media can be effective because it easily reaches all of the intended people in real time and in action. For example, employees can be registered on a corporate Facebook site and encouraged to view and share information. Emails can be a good way to inform and notify them of potential changes, or simply to deliver forms of engagement and encouragement. Questionnaires or online employee surveys are a way to demonstrate interest in their opinions and comments, as these become important for improving, among other things, working conditions.
Not only is the employee supported in his or her task and valued by his or her employer, but also the employee can exercise his or her skills knowing that mistakes or deficits in relation to work objectives will not be discredited.
Bandura, A. Auto-efficacy: the feeling of personal effectiveness. De Boeck, 2007. 859 pages.
https://www.decitre.fr/livres/auto-efficacite-9782804155049.html
Bulea Bronckart, E, Bronckart, J.-P For a redefinition of competence as a dynamic process. In: Saussurian linguistics and the thermodynamic paradigm. Geneva: University of Geneva, Faculty of Psychology and Educational Sciences, 2005. p. 187-232.
Jobert, G. La professionnalisation entre compétence et reconnaissance sociale. In: Altet, Paquay and Perrenoud editors. Teacher trainers. Quelle professionnalisation? De Boeck, Brussels. 2002. PP 248 - 260.
https://www.decitre.fr/livres/formateurs-d-enseignants-9782804160197.html?
Malo, A. Learning in an internship context: a dynamic of transformations of one's repertoire. In: Training professionally: an individual and collective dynamic. Journal of Educational Sciences, Volume 37, Number 2, 2011.
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