natgillin/translations-raw huggingface dataset:
Andre undersøgelser indgår i problem sammenhænge som f.eks. arbejdspsykologi, arbejds- og organisationssociologi, videnskabelig ledelse og økonomi.
Other studies deal with disciplinebased problem categories: psychology of work, sociology of work and organizations, scientific management, economics.
Inden for rammerne af sidstnævnte disciplin konstateres der flere strømninger, som eksempelvis beskæftiger sig med konkurrenceevnens sociale grundlag, forsøger at bestemme, hvordan nye økonomiske vil kår (konkurrencens internationalisering) eller sociologiske vilkår (aktivitetsadfærd, undervisningens udvikling etc.) bidrager til ændring af organisationsformerne og analyserer, efter hvilke princippper der kan gennemføres effektive organisationsformer i disse nye sammenhænge2).
In this last discipline several currents may be observed: the current which is interested in the social bases of competitive ness, which tries to determine how the new economic facts (internationalization of the conditions governing competitive ness...) or sociological factors (behaviour in action, development of education...) play a role in changing the organizations, and which analyses the principles on which efficient organizations can be built up in these new contexts (2).
En anden stærkt angelsaksisk påvirket strømning beskæftiger sig med sammenhængen mellem organisationsform og uddannelse.
Another current, strongly influenced by Anglo-Saxon authors, addresses the links between or ganization and learning.
Siden Argyris og Schön beskrev uddannelse gen nem organisationsformen, har der udviklet sig flere forskellige forskningsretninger; i Frankrig eksempelvis projektorienteret organisation1) eller former, der netop placerer det kvalificerende organisationsbegreb i den organisatoriske udviklings midtpunkt').
Since the works of Argyris and Schön on organizational learning, several directions of research have developed, for instance, in France the works on project-based organization (3). or those who believe that the concept of organizational learning as such is at the heart of organizational change s(4).
Denne strømning kan sættes i forbindelse med udviklingen ved skillefladen mellem økonomi og kognitive videnskaber.
The developments at the interface be tween economics and the cognitive sciences may also be ascribed to this current.
Selv om de nye mikrookonomiske formaliseringer af de med virkendes adfærd kan placeres i sammen hæng med de neoklassiske økonomers arbejde, søger de i stigende grad at integrere arbejdskollektivets elementer ved un dersøgelse af samarbejdsmekanismer, den kollektive viden og virksomhedskulturens indflydelse på organisationens effektivitet5). tet5).
Finally, the new micro-economic formalization of the behaviour of the per sons concerned - if it can be included in the line followed in the work of the Neoclassical economists - tries to integrate the elements of work as a totality through a study of cooperation mechanisms and the impact of collective knowledge or corporate culture on the efficiency of the or ganization (5).
EUROPfEISH TIOSSHRIFT grunde, som vi kommer tilbage til. påvir­ker organisationsformen, så den får dette uddannelsesindhold.
We will be ex­amining the approaches of the actors who. for various reasons which we will take up later, shape the organization so that it in­cludes these training opportunities.
For det første placerer vi os på fabriksafdelings­ eller sjakplan.
First of all. we take the level of the workshop or the work team.
Vi beskæftiger os ikke med makrostrukturer i virksomhedsorganisa­torisk forstand, men med mikrostrukturer i arbejdsorganisatorisk forstand, med for­deling mellem enkeltpersoner og med ko­ordinering mellem disse indbyrdes.
We will not be dealing with macro­struc­tures such as the corporate organization of the company as a whole, but with mi­cro­structures such as work organization, division of tasks between individual em­ployees and cooperation between indi­vidual persons.
"Vi anser en organisa­tionsformfor at være kvalificerende, bvis den indebærer uddannelses­muligbeder f or samtlige eller en del af de personer, der udgør den pågæl­dende gruppe. "
"The training element envisaged bere does not refer to a training activity at the workplace discon­nected with production operations, but to a structure of productive activity which includes training elements."
~J Uddannelsesmomenterne kan være særdeles uens fordelt i arbejdstilrettelæg­gelsen.
J The distribution of opportunities for learning can be extremely unequal within an organization.
Flere eksempler på organisatori­ske omlægninger, som vi har iagttaget, viser, at ændringer som regel skaber mu­ligheder for nogle på andres bekostning.
Several examples of or­ganizational change which we observed showed that these changes often open up possibilities for some persons but exclude them for others.
Regnestykket går ikke altid lige op, når der omorganiseres, så der er som regel både vindere og tabere.
The game does not nec­essarily end at zero when there is a change in organization, often the emergence of winners and losers cannot be prevented.
Det samme gæl­der, hvis de samme personer flyttes fra den ene organisationsform til den anden.
This also occurs when the same persons move from one organization to another.
Og det gælder i endnu højere grad, hvil­ket man undertiden glemmer, hvis udvik­lingen ledsages af personaleudskiftning eller måske endda gennemføres for at pro­vokere personalet.
This is even more true ­ though not al­ways admitted ­ when the change in or­ganization is accompanied by changes in persons, or induces these changes or is even instigated to bring them about.
Faktisk skal vi beskæftige os med et præ­cist aspekt af et langt mere omfattende begreb.
□ It is probably difficult to imagine that an organization will indefinitely and con­tinuously be a learning structure.
CEDEFOP's allerede omtalte un­dersøgelse holdt sig forsigtigt til arbejds­organisationens uddannende virkninger, et mere begrænset emne end opbygning af kvalificerende organisationsformer.
A mini­mum stability in the division of tasks is an efficiency factor.
Tradi­tionelt gives der for øvrigt meget lidt for­mel uddannelse på franske virksomheder.
The learning proc­esses themselves are discontinuous.
Af disse forskellige grunde frembyder spørgsmålet om uformelle uddannelses­processers inddragelse i arbejdsorgani­sationen både en interesse og en sære­genhed.
One could therefore imagine that learning opportunities are unequally distributed over time as they are unequally distrib­uted among individuals.
J Man kan næppe regne med, at en organisationsform vil forblive kvalifi­cerende i al evighed.
This means we will focus on a precise aspect which is part of a much broader concept.
De egentlige uddannelsesprocesser er diskontinuerlige.
Furthermore, France is a country with a limited tradi­tion of formal in­company training.
Man må derfor regne med, at uddannelsesmulighederne tids­mæssigt er uens fordelt, på samme måde som de er uens fordelt mellem de enkelte ansatte.
For these different reasons, the question of incorporating the process of informal learning in the work organization is of interest and presents some specific fea­tures.
"Uddannelsesmomenterne kan være særdeles uens fordelt i arbejdstilrette­læggelsen. "
"It is probably difficult to imagine that an organiza­tion will indefinitely and continuously be a learning structure. "
Vi anser en organisationsform for at være kvalificerende, hvis den indebærer uddannelsesmuligheder for samtlige eller en del af de personer, der udgør den på­gældende gruppe.
We therefore think that an organization has an organizational learning structure when it contains learning opportunities for all or a part of the persons making up the organization.
Det skal præciseres lidt nærmere.
This requires some clari­fication.
J Vi mener ikke, at man bør sætte kvalificerende organisation og enkelt­personers specialisering op imod hinan­den.
□ We do not think that it is necessary to make organizational learning the oppo­site of specialization of individuals.
Det vil være en radikal opfattelse at anse specialisering for at være mere pro­duktiv.
This would be a radical way of assuming that specialization is no longer productive.
På det nuværende udviklingsstade er der intet, der berettiger til at gå i denne retning.
There are no findings in ongoing work which indicate that this is the path to be followed.
Uformel uddannelse figurerer også i CEDEFOP's undersøgelser som et differentierende element mellem arbejds­tagerne.
The CEDEFOP studies indicate that informal training seems to be an ele­ment of differentiation between workers.
Den kan bidrage til specialise­ring.
It could contribute to specialization.
"Man kan næppe regne med, at en organisations­form vil forblive kvalifi­cerende i al evighed. "
"We do not think that it is necessary to make organi­zational learning the opposite of specialization of individuals. "
Dels er tilegnelsesevne og ­vilje ikke jævnt fordelt blandt arbejderne, dels kan processens komplicerede karak­ter og kvalifikationernes forskelligartethed give anledning til øget specialisering.
3 The training element envisaged here does not refer to a training activity at the workplace disconnected with production operations, but to a structure of produc­tive activity which includes training ele­ments.
Erhvervelse eller opdagelse af nye kvalifikationer er et resultat af produktionsarbejdet.
The acquisition or the discovery of new skills is a sub­product of production activity.
Uddan­nelsen er ikke formaliseret som en aktivi­tet med egentligt uddannelsesformål.
Learning is not formalized as an operation which senes the specific objec­tive of training.
Ud­dannelsen er uformel, hvilket dog ikke vil sige, at den er tilfældig eller uønsket.
Training is informal but this does not mean that it is accidental or unwanted.
Uddannelsen antager ikke de velkendte uddannelsesformer, men indgår i selve arbejdet.
The activity of learning does not follow the classical forms of training, it is integrated in work operations.
"Vi mener ikke, at man bør sætte kvalificerende organisation og enkelt­personers specialisering op imod hinanden. "
Not only do the links between speciali­zation and learning through repetition remain within the stable areas of the or­ganization, but the flexibility of job defi­nitions can also lead to new forms of spe­cialization.
ERHVERVSUDDRNNELSENR.S
VOCATIONAL TRAINING NO 5
EUR0PFEI5H TIDSSHRIFT sende.
EUROPEAN JOURNAL
Det forhold, at man uddanner sig. er ikke ensbetydende med. at man har valgt det.
The fact that a worker goes in for training is not necessarily linked to an exercise of options.
Uformel uddannelse forudsætter ikke autonomi.
Informal training per se does not call for a situation of autonomy.
"Sammenhængen mellem uddannelsesmuligheder og autonomi på arbejds pladsen synes (...) ikke at være indlysende."
"(...) in France at the peak of Taylorism, work or ganization never meant a total reduction of au tonomy. "
I disse består der ingen indlysende sammenhæng mellem udvikling af autonomi og kvalifikationer.
Much contemporary work opposes work organizations of a prescriptive nature, character ized by a weak autonomy of the employees, to organizations which give freedom of choice to employees (9).
Man kan forestille sig, at virksomhedsledelsen vil bestræbe sig på at finde normsystemer, der gennem tvinger en udvikling. Men selvfølgelig skal sådanne normer være berettigede og indgå i en aftale eller overenskomst.
The former are considered to be organizational forms with few informal training options, the latter are considered to be organizations offering new opportunities through the variability of work situations.
Faktisk ser det ikke ud til at være absolut nødvendigt at frigøre sig af den hierarkisk koordinerede foreskrivende organisation for at finde kvalificerende organisationsformer.
Numerous examples of these "new prescriptions" may be found in the injunctions imposed by the quality charts, the ISO standards and the lists of specifications for sub-contractors.
Mange nyere artikler holder foreskrivende arbejdsorganisation karakteriseret af ringe autonomi for de ansatte op mod organisationsformer, der indrømmer den enkelte større valgfrihed9).
In these practices there is no evident link between the development of autonomy and the devel opment of skills. The management of a company will naturally try to find systems of standards which will ensure progress.
Først nævnte anses for at frembyde beskedne uformelle uddannelsesmuligheder, med ens sidstnævnte som følge af skiftende ar bejde skulle indebære nye muligheder.
Obviously, these standards will have to be tenable and will have to be incorporated in the form of a contract.
"(...) arbejdsorganisationen i Frankrig (afskaffede) selv i taylorismens store tid aldrig helt autonomien (...)"
"The new idea was (...) not to be found in the link between autonomy and training, but in the ap pearance of the nonprescribed element in formal organizations. "
Selv om de moderne komplicerede arbejdsorganisationsformer gør den klassiske kontrol af arbejdet både vanskelig og dyr, vil det måske være risikabelt at tro, at virksomhedens eneste effektive reaktion skal bygge på større tillid og autonomi.
It may be true that the new technologies and the complexity of organizations makes it difficult and costly to apply the classical procedures for control of work, but it would also be erroneous to believe that the only effective response the companies can give is more trust and more autonomy.
Opsøgning af produktionsstrukturer, der indebærer nye tvingende former, der er afstemt efter de nye kom plicerede forhold, udgor også en mulig reaktion.
A quest for organizational structures with new types of constraints adapted to these complex environments is also a possible alternative.
Herpå findes der især eksempler inden for udviklingen af produktionsstyringsafdelinger").
Examples of this may be found in the development of management services for production (11).
Denne opfattelse er vanskelig at bringe i samklang med de mange forskningsresultater, der viser, at arbejdsorganisationen i Frankrig selv i taylorismens store tid al drig helt afskaffede autonomien10).
It is difficult to reconcile this view of the subject with numerous research findings which show that in France at the peak of Taylorism, work organization never meant a total reduction of autonomy (10).
Ganske vist var den uformel, men den var nødvendig, og den blev tolereret.
It only appeared informally, but it was needed and tolerated.
Der er skrevet tilstrækkeligt om det forhold, at de forskellige former for arbejdsorganisation kun kunne fungere takket være disse gråzoner, der reelt tillod uformel uddannelse.
Much has been written about the fact that the organizations could not function without these fluctuating zones where genuine informal training opportunities were possible.
Følgelig ligger nyheden ikke i sammenhængen mellem autonomi og uddannelse, men i at der forekommer noget ikke-foreskrevet i de formelle organisationsformer.
The new idea was therefore not to be found in the link between autonomy and training, but in the appearance of the nonprescribed element in formal organizations.
Koordinering mellem de enkelte ansatte er af central betydning for arbejds organisationens effektivitet.
The question of coordination between indiv ¡dual persons is a central issue affect ing the efficiency of organizations.
Pålidelige relationer mellem de ansatte er afgørende for en konsekvent produktionsproces.
The coherence of the productive process de pends on the reliability of relations be tween persons.
Leveringstiderne er afhængige af den hastighed, hvormed informationer videregives. ves.
The time schedules for completion of work depend on the rapid ity with which information is transmitted.
For øvrigt mener vi ikke. at det primært er den foreskrivende karakter, der mind sker uddannelsesmulighederne, men snarere arbejdets enkle, repetitive og i det lange løb ensartede karakter.
Incidentally, we do not think that it is primarily the prescriptive nature of the organization which reduces training op portunities but rather the simple, repetitive and stable nature of activities over a period of time.
En arbejds organisation, der tvinger den ansatte til igennem længere tid kun at udføre nogle få simple funktioner, giver ringe mulig heder for kvalifikationsudvikling.
An organization offers few chances of developing skills if it compels its people to keep repeating the same things, if these things are simple and few, and if this state of affairs continues in definitely.
En fore skrivende organisationsform, der foranlediger den ansatte til at udfore komplicerede funktioner, der gradvis udvikles, giver derimod mulighed for kvalifikations udvikling eller -erhvervelse.
On the other hand, a prescriptive organization which makes the employee carry out complex operations in a certain time progression, does make it possible to develop existing skills or ac quire new ones.
En arbejds organisation giver måske ikke plads for autonomi, men kan alligevel gennem forskellige komplicerede former for for skrifter gennemtvinge en uddannelse.
It is possible that a work organization does not leave room for au tonomy, but through complex prescriptions in various forms, it can introduce a restricted training mode.
Evnen til støt at producere efter stedse strengere kvalitets normer udgør en anden afgørende faktor. tor.
In terms of production levels and types of products, the ability of the organizations to adapt to the conditions of changing de mands becomes a decisive element for competitiveness.
Disse kombinationer giver koordinationsmetoderne en afgørende plads.
The second decisive element is the ability to main tain a regular production in line with in creasingly precise quality standards.
"Produkt-og proces udvikling, kortere leve ringsfrister og mindre lagerbeholdninger stiller krav om nye praktiske og organisatoriske færdighedskombinationer.
"(...) the development of the products and the manufacturing process, the shortening of schedules and the reduction of stocks call for new combinations of technical and organizational skills.
Disse kombinationer giver koordinationsmetoderne en afgørende plads. "
In these combinations an essential role is played by modes of coordination."
Hvis vi fortsætter med at bruge det samme billede, skal arbejdsgiveren selvfølgelig skabe sikkerhed for. at den færdige konstruktion får de ønskede egenskaber, hvilket viser koordineringens centrale betydning for disse nye organisationsformer.
The outcome of these two demands is the need for new competences: the develop ment of the products and the manufacturing process, the shortening of schedules and the reduction of stocks call for new combinations of technical and organizational skills.
Den centrale vankelighed er. at koordineringen ikke mere består i at forvalte stabile og lokalisérbare grænser mellem store homogene grupper (beskæftigelsesindhold).
In these combinations an essential role is played by modes of coordination.
Denne opbygning ville mulig gøre forvaltning ved hjælp af stabile procedurer, og koordineringen består nu i at forvalte bevægelige grænser mellem en heder, som man presser til differentiering.
The former model of stable production in long series was made efficient through a far-reaching standardization of job contents and the coordination processes imposed by the hierarchical relationship.
Hvad angår informationsudvekslingens omfang og komplicerede karakter, inde bærer systemet risiko for at blive overordentligt tungt og bekosteligt.
The trend towards simplification through homogenization was an acceptable organizational response.
Hvad angår udvekslingsformen (forholdet mellem af hængighed og magt), kan man også ind føre voksende asymmetrier.
But a rupture occurs in this logic when differentiation is not only accepted but even induced in order to meet diverse and not easily predictable situations.
Den hidtidige produktionsmodel, der kendetegnedes af stabil produktion i lange serier, opnåede sin effektivitet gennem en udpræget hierarkisk bestemt standardisering af beskæftigelsesindhold og koordineringsprocesser. Tendensen til simplificering ved homogenisering udgjorde en acceptabel organisatorisk reaktion.
Obviously, to retain the same metaphor, the employer has to guarantee that the building which is finally constructed has the desired characteristics, and this is why coordination in these new organizations plays a central role.
Brud det med denne tankegang ligger ikke blot i at acceptere, men i at anspore til differentiering for at blive i stand til at imødekomme forskelligartede og vanskeligt forudsebare situationer.
In terms of the form of these ex changes (relationship between depend ence and power), more asymmetrical elements may also be introduced.
Hvordan fremtræder de såkaldte kvalifi cerende organisationsformer i relation til disse karakteristika eller krav?
Given these characteristics or these de mands, in what form does a structure with this socalled organizational learning present itself?
"(—) koordineringen består ikke mere i at forvalte stabile og lokalisérbare grænser mellem store homogene grupper (beskæfligelsesindhold). (...) koordineringen består nu i at forvalte bevægelige grænser mellem enheder, som man presser til differentiering. "
"(...) coordination no longer consists of managing stable and fixed boundaries between entities (job contents) which are homogeneous for large groups. (...) coordination now consists of managing shifiing boundaries between the entities which are being led towards differentiation." tion."
For at kunne byde på uddannelsesmuligheder skal en organisationsform for det første være udviklingsdygtig.
Firstly, if an organization is to offer train ing opportunities, it has to be evolutional.
Opgave- og ansvarsfordelingen kan ikke fastsættes én gang for alle.
The distribution of tasks and responsibilities cannot be fixed once for all.
Stillingernes grænser skal være til at flytte, så der kan tages hensyn til de opnåede kvalifikationer.
The boundaries of jobs have to be flexible in order to take professional achievements into consideration.
Men denne udviklingsevne må ikke udarte sig til per manent ustabilitet.
But this capacity for evolution cannot entail permanent instability.
Udviklingens tempo, grænser og tidsmæssige forløb skal ligge fast fra begyndelsen.
It has to be well-paced, channelized and organized over time.
Organisationens kohærens betinges især af, at hver enkelt sidder inde med en række oplysninger om, hvad de andre laver.
The coherence of' the organization is based on the fact that each person has a certain amount of information on what the others are do ing.
Usikkerhed på dette punkt kan volde alvorlige problemer.
Instability of this information engenders serious problems.
Dernæst skal man være klar over, hvem der træffer beslutning om flytning af grænserne.
"(...) if an organization is to offer training opportu nities, it has to be evolutional "
Det blotte forhold, at konkurrencevilkår ene er blevet hårdere i forbindelse med markedernes internationalisering, øver li geledes pres i denne retning.
The growing severity of competition brought about by the internationalization of markets also propels developments in this direction.
Selv om produktionsvilkårene forbliver ret stabile, ser det ud til, at produktivitetsforbedringer efter tayloristiske metoder har nået deres begrænsning.
But even if production conditions remain relatively stable, the rise in productivity rates enabled through Taylorist procedures seems to have reached its limits.
Den tanke, at konkurrence fordelen eventuelt kunne hidrøre fra en bedre anvendelse af de menneskelige res sourcer, peger også i retning af differentiering.
The idea that a competitive advantage can be gained from a better use of human resources encourages the trend towards differentiation.
Den foranlediger faktisk til at drage den arbejdsorganisation i tvivl, der kræver det samme af alle (konformitetslogikken) for at drage fordel af hidtil uudnyttede og som regel bestridte eller ukendte individuelle kvalifikationer.
Finally, it casts some doubt on a work organization which demands the same thing of each person (the logic of conformity) in order to exploit individual capacities which have remained unused up to now and which are most often denied or un known.