Professional diversity: An asset for collective intelligence? (notice n° 533221)
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| fixed length control field | 02009cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121105048.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Laurent-Brochet, Aline |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Professional diversity: An asset for collective intelligence? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 93 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Professional diversity is at the heart of our organizations. Today, faced with the complexity of the world around us, collective intelligence can be one of the solutions: thinking together, sharing knowledge, and building a shared vision to produce a collective decision. The PasseR'aile program, a new initiative by the Association Lorraine d'Aide aux Personnes Gravement Handicapées (ALAGH), because of its specific assignments, its innovative nature, and the complexity of the situations it encounters, has chosen to hire a variety of professionals: it employs both “experts” and everyday professionals, in order to best respond to the missions entrusted to it. My research attempted to understand whether diversity was an asset or an obstacle when it came to collective intelligence. The study shows that professional diversity is an undeniable asset for everyone, especially in terms of the richness of the exchanges and the construction of a shared vision. However, the study also highlights the obstacles, mainly on an interpersonal level. In the last part of this research note, recommendations will be made in relation to the conceptual elements and the analysis carried out. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Sexual |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | public health |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | actor-network theory (ANT) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social innovation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | and Reproductive Health) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Santé Affective-Sexuelle et Reproductive (SASR – Affective |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | high school students |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Projectics / Proyéctica / Projectique | Special issue | HS | 2021-01-25 | p. 139-164 | 2031-9703 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-projectics-2020-HS-page-139?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-projectics-2020-HS-page-139?lang=en&redirect-ssocas=7080</a> |
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