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Happiness and future generations happy lunch© #6

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Happiness and future generations happy lunch© #6

  1. 1. HAPPINESS @ WORK & the Future Generation
  2. 2. WELCOME HappyLunch© #6 - May 13, 2014 Brussels" Planetarium of the Royal Observatory of Belgium #BEhappyday
  3. 3. “The best way to predict the future is to create it”
  4. 4. HAPPINESS @ WORK & the Future Generation
  5. 5. Happiness = Reality > Expectations
  6. 6. 1. Wildly ambitious
  7. 7. Google  Ngram  viewer  
  8. 8. 2. They feel SPECIAL
  9. 9. GEN’s Y CAREER PATH EXPECTATION
  10. 10. Happiness = Reality > Expectations
  11. 11. François SKA
  12. 12. Happylunch  13  mai  2014     Collège  Roi  Baudouin   rebaptisé   Centre  de  Recherche  du  Bonheur   Interpella)on  des  élèves    
  13. 13.      Pour  ces  élèves,     ce  qui  est  ressen)  et  vécu   •  Le  bonheur  est  un  des  objectifs  de   l’école   •  Il  n’est  pas  acquis   Happylunch  13  mai  2014  
  14. 14. Notre  ques)onnement   •  Ce  ressenti  correspond-­‐il  à  nos   objectifs  et  nos  valeurs  ?   •  Que  signifie  pour  les  élèves  le  bonheur   à  l’école  ?   •  Faut-­‐il  renforcer  et/ou  expliciter  cet   objectif  de  recherche  du  bonheur  à   l’école  ?   Happylunch  13  mai  2014  
  15. 15. Comparaison  simplifiée   La  priorité,  c’est  …   …pour  les  élèves   …pour  les  enseignants   •  Jouer   •  S’amuser   •  Avoir  des  loisirs   •  Partager  le  plaisir  d’être   ensemble,  en  relation   •  Rencontrer  la  sympathie  des   adultes,  notamment  des   enseignants   •  Travailler   •  Faire  travailler  les  élèves   •  Faire  face  à  la  pénibilité  du   travail   •  Etre  mieux  reconnu  par  les   parents,  les  élèves,   l’environnement  social   Happylunch  13  mai  2014  
  16. 16. Comment  concilier   •  Le  bonheur,  recherché   par  les  élèves   •  La  vie  dans  l’immédiat,   le  court  terme,   privilégié  par  les  élèves   •  Le  travail,  priorité  des   enseignants   •     La  vision  à  plus  long   terme,  privilégiée  par   les  enseignants  ?   Happylunch  13  mai  2014  
  17. 17. Comment  dépasser  l’antagonisme   •  Distinguer  les   objectifs  et  les   moyens   •  Logique  du   défi,  du   dépassement   •  La  difficulté  est   une   opportunité    
  18. 18.  Dans  les  rela)ons  pédagogiques  au  quo)dien   Phrases  d’enseignants   Résultats,  goutte  à  goutte   •  Tu  n’es  pas  nul  en  math  !   •  Tu  peux  y  arriver   •  Tu  as  le  droit  à  l’erreur   •  C’est  en  se  trompant  et  en   comprenant  pourquoi    qu’on   apprend   •  Renforcer  la  confiance  de   l’élève  en  lui   •  Renforcer  la  confiance  du   jeune  dans  l’adulte   •  Renforcer  la  confiance  des   parents  dans  l’école   Happylunch  13  mai  2014  
  19. 19. Dynamique  des  projets   120  élèves  de   2e  pour  la   réalisation   d’un  film   Happylunch  13  mai  2014  
  20. 20. Projet  cinéma   •  De  l’écriture  du  scénario    à  la  projection   •  Avec  des  partenaires  extérieurs   •  Dans  le  cadre  de  plusieurs  cours:  français,   musique,  technologie   •  Etapes:   ü Visionner  et  analyser  des  films   ü Rencontrer  des  professionnels   ü Travailler  avec  des  écrivains   ü Exercer  différents  métiers  du  cinéma  
  21. 21. Opéra:  la  robe  rouge   Même   logique   Happylunch  13  mai  2014  
  22. 22. Expo  sciences     Même   dynamique   Happylunch  13  mai  2014  
  23. 23. Bénéfices   •  Donner  du  sens  aux  apprentissages   •  Découverte  de  talents   •  Découverte  de  compétences  artistiques,  relationnelles…   •  Autres  relations  entre  enseignants  et  élèves:  type  coaching   •  Ouverture  de  l  ’école  et  des  élèves  sur  le  monde  extérieur   •  Oser,  se  dépasser   •  Autre  regard  de  l’adulte  sur  certains  élèves:  histoire  de   Sarah   •  L’enthousiasme  contagieux   •  Le  bonheur  qui  couronne  et  habite  le  travail  
  24. 24. Clip  HAPPY   •  Montrer  le  CRB   •  Impliquer  les  élèves  et   les  enseignants   •  Associer  travail  et   bonheur   Happylunch  13  mai  2014  
  25. 25. Quelques  précisions   •  Témoignage  du  vécu  de  l’intérieur   •  Volonté  de  montrer  une  autre  image  de   l’école   Ø Les  problèmes  existent   Ø Mais  il  y  a  beaucoup  de  ressources  qui  se   mobilisent,  et  qui  peuvent  être  mobilisées   dans  une  dynamique  positive   •  Beaucoup  d’autres  écoles  sont  dans  la   même  dynamique  
  26. 26. Merci  pour  votre  écoute         Happy  poursuite   Happylunch  13  mai  2014  
  27. 27. Thomas FROEHLICHER
  28. 28. What Good Reasons for Next Generation to Believe in Happiness? Thomas Froehlicher, Dean & Director General HEC-Management School University of Liege
  29. 29. Jacques FOREST
  30. 30. NOUS  TRAVAILLONS  POUR   L’ARGENT,  N’EST-­‐CE  PAS?   Paulsen,  R.  (2008).  Economically  forced  to  work:  A  cri)cal  reconsidera)on  of  the  lo_ery  ques)on.  Basic  Income  Studies:  An  Interna3onal  Journal  of  Basic  Income  Research,  3,  1-­‐20.   76,3%
  31. 31. PEUT-­‐ON  ACHETER  LE  BONHEUR?   Layard,  R.  (2005).  Happiness  and  public  policy:  a  challenge  to  the  profession.  
  32. 32. MOTIVATION   VOCATION   PLAISIR  ORGUEIL  ARGENT   AUTONOMIE   COMPÉTENCE   AFFILIATION   Forest,  J.,  Crevier-­‐Braud,  L.,  &  Gagné,  M.  (2009).  Mieux  comprendre  la  mo)va)on  au  travail.  Effec3f,  12,  23-­‐27.
  33. 33. MOTIVATION   VOCATION   SATISFACTION   AUTONOMIE   COMPÉTENCE   AFFILIATION   PLAISIR  ORGUEIL  ARGENT   Forest,  J.,  Crevier-­‐Braud,  L.,  &  Gagné,  M.  (2009).  Mieux  comprendre  la  mo)va)on  au  travail.  Effec3f,  12,  23-­‐27.
  34. 34. MOTIVATION   VOCATION   FRUSTRATION   AUTONOMIE   COMPÉTENCE   AFFILIATION   PLAISIR  ORGUEIL  ARGENT   Forest,  J.,  Crevier-­‐Braud,  L.,  &  Gagné,  M.  (2009).  Mieux  comprendre  la  mo)va)on  au  travail.  Effec3f,  12,  23-­‐27.
  35. 35. PEUT-­‐ON  ACHETER  LE  BONHEUR?   Diener,  E.,  Ng,  W.,  Harter,  J.,  &  Arora,  R.  (2010).  Wealth  and  happiness  across  the  world:  Material  prosperity  predicts  life  evalua)on   whereas  psychosocial  prosperity  predicts  posi)ve  feeling.  Journal  of  Personality  and  Social  Psychology,  99,  52-­‐61.  
  36. 36. PEUT-­‐ON  ACHETER  LE  BONHEUR?   AUTONOMIE   COMPÉTENCE   AFFILIATION   SOCIALE   Diener,  E.,  Ng,  W.,  Harter,  J.,  &  Arora,  R.  (2010).  Wealth  and  happiness  across  the  world:  Material  prosperity  predicts  life  evalua)on   whereas  psychosocial  prosperity  predicts  posi)ve  feeling.  Journal  of  Personality  and  Social  Psychology,  99,  52-­‐61.  
  37. 37. PEUT-­‐ON  ACHETER  LA   PERFORMANCE?   Bloom,  M.  (1999).  The  performance  effects  of  pay  dispersion  on  individual  and  organiza)ons.  Academy  of  Management  Journal,  42,  25-­‐40.   Bloom,  M.,  &  Michel,  J.  G.  (2002).  The  rela)onships  among  organiza)onal  context,  pay  dispersion,  and  managerial  turnover.  Academy  of  Management  Journal,  45,  1-­‐33.  
  38. 38. PEUT-­‐ON  ACHETER  LA   PERFORMANCE?   Forest,  J.,  Gagné,  M.,  Girouard,  S.,  Houlfort,  N.,  Gillet,  N.,  &  Crevier-­‐Braud,  L.  (2012).  Pourquoi  l’argent  mo)ve  peu  ou  mal.  Effec3f,  15,  20-­‐23.  
  39. 39. PEUT-­‐ON  ACHETER  LA   PERFORMANCE?   vs   AUTONOMIE   COMPÉTENCE   AFFILIATION   SOCIALE   Forest,  J.,  Gagné,  M.,  Girouard,  S.,  Houlfort,  N.,  Gillet,  N.,  &  Crevier-­‐Braud,  L.  (2012).  Pourquoi  l’argent  mo)ve  peu  ou  mal.  Effec3f,  15,  20-­‐23.  
  40. 40. INÉGALITÉ   Wilkinson,  R.,  &  Picke_,  K.  (2009).  The  spirit  level:  Why  more  equal  socie3es  almost  always  do  beMer.  London:  Allen  Lane.  
  41. 41. INÉGALITÉ   Wilkinson,  R.,  &  Picke_,  K.  (2009).  The  spirit  level:  Why  more  equal  socie3es  almost  always  do  beMer.  London:  Allen  Lane.  
  42. 42. INÉGALITÉ   4e  siècle   1789   2008  
  43. 43. INÉGALITÉ   Norton,  M.  I.,  &  Ariely,  D.  (2011).  Building  a  be_er  America  –  One  wealth  quan)le  at  a  )me.  Perspec3ve  on  Psychological  Science,  6,  9-­‐12.   ILS  ONT     20%  è  85%     40%  è  0%   ILS  DEVRAIENT  AVOIR     20%  è  32%     40%  è  25%  
  44. 44. QUE  FAIRE  POUR  L’AVENIR?    
  45. 45. QUE  FAIRE  POUR  L’AVENIR?     Bien payer Payer de façon juste et équitable Tout faire en sorte pour que l’argent ne soit plus une préoccupation Kohn,  A.  (1998).  Challenging  behaviorist  dogma:  Myths  about  money  and  mo)va)on.  Compensa3on  and  Benefits  Review,  30,  27-­‐32.  
  46. 46. BONHEUR  ET  PERFORMANCE   AUTONOMIE   COMPÉTENCE   AFFILIATION   SOCIALE   Forest,  J.,  Gagné,  M.,  Girouard,  S.,  Houlfort,  N.,  Gillet,  N.,  &  Crevier-­‐Braud,  L.  (2012).  Pourquoi  l’argent  mo)ve  peu  ou  mal.  Effec3f,  15,  20-­‐23.  
  47. 47. forest.jacques@uqam.ca
  48. 48. Some conclusions, if any…
  49. 49. Stay ambitious
  50. 50. Be yourself, everyone else is already taken
  51. 51. Happiness is the way. Not the goal.
  52. 52. HAPPY ORGANISATIONS #380.000 concerned workers
  53. 53.                       7 SEPTEMBER , 9 2014 – LA MONNAIE / DE MUNT - BRUSSELS
  54. 54. Never tell me the sky is the limit when there are footprints on the Moon
  55. 55. Ronald Van der Linden

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