Description

This one-day training course allows you to gain an overview of the professional training system for employees and work-study programs. It allows you to measure the implications of the 2018 reform for your business. It constantly includes the most recent legal news.

Who is this training for ?

Training objectives

Acquire an overall and updated vision of the vocational training system.
Identify the major changes brought about by the 2018 reform.
Measure the impact of the reorientation of funding.
Anticipate the developments in training policy induced by the reform.

Training program

Identify the guiding principles of the system and its institutional actors after the 2018 reform

• The biases of the training reform.
• The actors: France Compétences. The OPCO Role of the URSSAF and the Caisse des Dépôts.

Mobilize different training systems

• Skills development plan: obligations of the employer; choice to be made regarding the content of the plan.
• New definition of training action.
• Specific rules for Work Situation Training Actions and distance learning. CPF: Acquisition of rights.
• Eligible certifications. Professional transition CPF.
• Professional transition project Consulting in professional development.
• Alternation: Pro-A Professionalization contract
• Apprenticeship: rules applicable to contracts, opening of CFA.

Finance training Training and collection contributions. Financing of the schemes: Plan, CPF, work-study...

• Conventional obligations and voluntary payments.

Question the company's training policy

• Identify opportunities to enrich the skills development plan.
• Identify certifications that meet an interest shared between the company and employees.
• Define a co-investment strategy mobilizing the CPF.
• Rethinking dialogue with social partners.

Certification

• Assessment of skills to be certified via an online questionnaire incorporating role-playing scenarios (40 minutes).
• Assessment of the transfer of acquired knowledge to validate implementation in a work situation

Description

Work Situation Training (FEST) today finds its place in the range of solutions for improving skills. It is now considered in its own right as a training action, subject to meeting certain criteria. Its effectiveness depends on compliance with certain conditions of success. This training gives you the methods and tools to organize the FEST and to implement it concretely.

Who is this training for ?

Training objectives

Organize Work Situation Training (FEST).
Transmit know-how and “codes”.
Facilitate on-the-job learning.
Establish and maintain a quality relationship with the people trained.

Training program

Identify the conditions needed to learn from work

• Identify what makes work educational... or not.
• Ensure an environment conducive to learning.
• Distinguish between activity and skill.
• Locate the roles of the trainer.
• Integrate the importance of reflective sequences.

Train in a work situation

• Adopt the right posture.
• Use effective methods to share knowledge and know-how.
• Rely on the representations and prior knowledge of the 'learner.
• Evaluate acquired knowledge.
• Provide constructive feedback.

Determine the training course in a work situation

• Validate the commitments of each stakeholder.
• Identify training work situations.
• Arrange the course.

Conduct explanation sequences

• Distinguish between training, evaluation and conduct of reflective sequences.
• Adopt a coaching posture.
• Adopt a coaching posture.

Establish and maintain a quality relationship

• Explore the motivation levers specific to each person.
• Identify your own representations.
• Prevent and manage difficult situations.

acquired.

Description

This very dense day is focused on getting to grips with the functionalities of a virtual classroom tool, and on mastering the design and animation techniques specific to this distance training modality. Training will take place on Adobe Connect. Transposing knowledge to other tools (Skype pro, Webex, etc.) is easy. For greater efficiency, preparatory work is required of participants before the training day.

Who is this training for ?

Training objectives

Determine the benefits and conditions for success of a virtual classroom
Design a virtual classroom
Use the functionalities of a virtual classroom tool wisely
Lead a virtual class

Training program

Determine the benefits and conditions for success of a virtual classroom The different uses of the virtual classroom.

• Conditions for success: technical environment, participant environment, interactivity ...
• Make the choices best suited to the environment: telephone / voice over IP...

Design a virtual classroom Define the objectives. Delimit the content to be processed. Sequence the virtual classroom.

• Aim for an optimum level of interactivity.
• Take into account the functionalities of the tool used: whiteboard, drawing and writing tools; screen sharing; chat '...

Arouse interest and maintain the attention level of participants

• Start the virtual class well: welcome the participants; integrate everyone; establish the rules of good conduct.
• Host 'like on the radio': use your voice well; set the right rhythm .
• Generate interactions: ensure the commitment of each participant.

Integrate the virtual class into a training system

• Position the virtual class in the system: upstream, inter-sessions, downstream.
• Design a system entirely in a virtual class.
• Evaluate the training acquired in virtual classroom.

Description

The determining role of support in the success of distance learning is now recognized. Online tutoring, virtual community allowing peer learning, are major ingredients of the systems. This training helps you implement them.

Who is this training for ?

Training objectives

Create and sustain a learning community
Tutor, support distance learners

Training program

Before the face-to-face

• A self-diagnosis.
• A first exercise via the forum.

Define the learning community project Distinguish between the different types of online community. Determine the purpose of the envisaged community: identify the criteria and conditions for success.

• Consider the transition from the learning community to the practice community.
• Identify the useful functionalities of the tools made available (LCMS, RSE, etc.).

Generate a positive dynamic of cooperation Encourage the fundamental attitudes necessary for the learning community. Provide momentum and maintain interest

• Create rites.
• Multiply the opportunities to learn within the community: Provide content.
• Organize monitoring on learning themes.
• Encourage exchanges between participants (forum, chats, etc.).
• Ensure the reliability of information.
• Encourage events.
• Communicate about the community.

Remote tutoring

• Identify the potential roles of the distance tutor.
• Adapt your intervention to the needs of each learner.
• Position yourself well in the support relationship.
• Rely on a tutoring charter.
• Involve managers.
• Follow the tutoring remotely.
• Close the tutoring, develop a balance sheet.

After the face-to-face, implementation in a work situation

• One piece of advice per week for weeks.
• To find out more about remote activities To share feedback at the end of your training: a virtual class.

Description

To manage and administer training, you need both a lot of rigor and a solid knowledge of the legal rules in this area. However, these rules changed in 2018. This 'Training Assistant' internship allows you to contribute effectively to the implementation of the company's training policy, and thus to develop the individual and collective skills of employees.

Who is this training for ?

Training objectives

• Prepare and implement the skills development plan
  
• Optimize the use of the training budget
  
• Respect the employer's obligations in terms of training towards employees
  
• Advisor to managers and employees on training matters
  

Training program

Before the face-to-face

• A self-diagnostic questionnaire.

Distinguish between the different methods of access to continuing education

• Skills development plan.
• Personal Training Account (CPF).
• The evolution of systems with reform 0.

Respect legal obligations

• The employer's obligations.
• Their evolution with the reform 0.
• The contribution to continuing professional training.

Finance training projects

• Financing possibilities after the 0 reform.

Advise employees and managers on lifelong training systems

• Professional development advice.
• Skills assessment and skills assessment leave.
• VAE and VAE leave.

Prepare the consultations of the

• Works Council/ of the Social and Economic Committee Fill in the Unique Database.
• Give meaning to the information.

Organize training activities

• The notion of training action and its evolution.
• The technical environment of distance or mixed training.
• The elements of traceability to be brought together.

After the face-to-face, implementation in a work situation

Description

The FFP Professional certification allows you to become professional and obtain recognition from the Professional Training Federation. Delivered by a jury of Skills Campus experts, the certification is backed by a professional framework and recognized in the business world. The FFP Professional certificate validates the training acquired and certifies mastery of a function, an activity or a profession. It allows you to promote the experience acquired in a professional career. This certification is intended for anyone participating in the cycle.

Who is this training for ?

Training objectives

This system allows each candidate to: Carry out their professional project in the company
Validate your training skills and their implementation
Accelerate your learning through a project and ensure your success thanks to the two presentations in video format and the three individual follow-up meetings
Take the necessary perspective to master your role by formalizing and presenting the results of your work to a jury of experts

Training program

The certificate program

• The system is broken down into three phases: Upstream phase Application file: validation of the application in relation to the professional standards of the targeted certification
• Learning phase with tutoring progress of the training ffp with tutoring
• Downstream phase Defense of the dissertation on the operational project before a jury of experts.

Description

Over a three-step course, this cycle allows you to master the skills of the training manager. The first part aims to master the legal framework specific to professional training. It integrates the consequences of the 2018 reform. The second allows you to actively participate in the construction and implementation of the skills development plan. The third leads you to become a reference point of contact for employees and operational managers on training issues, and to support projects. Throughout the cycle, exchanges between participants allow you to share good practices and feedback.

Who is this training for ?

Training objectives

Organize training for the company and the establishment
Ensure compliance with legal obligations regarding training
Fully play your advisory role to employees and operational management
Monitor achievements and contribute to the full effectiveness of the training

Training program

Use professional training texts operationally

• The applicable legal and conventional texts.
• The professional training system and the changes brought about by the 2018 reform.
• The employer's obligations in matters training

Identify the different training access mechanisms

• From the training plan to the skills development plan: the new definition of training action.
• The CPF: acquisition methods; monetization; professional transition CPF; training eligible; financing, co-investment possible with the employer.
• The financing system for professional training: collection of funds and contributions, depending on the size of the company
• Alternation: professionalization contracts and apprenticeship.
• Scenario Varied, participatory and fun exercises, to 'gently' master the legal environment of the training.

Participate in the development of the skills development plan (e.g. training plan)

• Make the link between the company's strategic orientations and skills development needs.
• Propose skills development solutions adapted to needs.
• Use the new definition of training action.
• Anticipate the cost of actions.
• Involve managers in decisions.
• Prepare them. consultations of the Works Council / of the Social and Economic Committee.
• Scenario Discussions in sub-groups to compare the different processes of developing the plan, in the participants' companies. practice calculating the forecast budget, and propose arbitration keys. A cross-reading of the documents provided by the participants.

Follow the implementation of the plan

• Follow the implementation of the plan

Organize training activities

• Write or validate specifications.
• Be a source of suggestions for structuring choices: internal training or purchase of services, inter or intra, face-to-face, in a work or mixed situation. ..
• Validate the relevance of a training solution: anticipate the evaluation upstream; take into account the technical environment and the conditions for success of distance or blended training; the adequacy of the methods proposed with the objectives and needs of the participants; validate the quality of the training materials.
• Enter an agreement with a training organization
• Manage the logistical aspects.
• Handle incidents and answer practical questions
• Scenario A case study to practice validating specifications and selecting a service provider

Advise employees and decision-makers

• Help an employee clarify their training project
• Be a source of proposals for plan-CPF co-investments.
• Make training tools known and brought to life guidance and lifelong training: professional development advice; skills assessment, VAE...
• Scenario Interview simulations to improve questioning and listening skills.

Welcoming young people on work-study programs and job seekers in training

• Anticipate the reception of people on a work-study program.
• Ensure that the conditions are met so that their career path is professional.
• Use Operational Preparation for the 'Individual or collective employment'}

Facilitate internal trainers and tutors

• Identify the advantages and conditions for success of on-the-job training (FEST).
• Support the professionalization of internal trainers and tutors.
• Implementation situation Discussions in subgroups to compare the practices of the participants' companies

Evaluate and report on training performance indicators

• Manage your activity with a dashboard.
• Evaluate the effects of training and report on it.

Position your own role, vis-à-vis operational managers and employees

• Scenario Challenge your action plan!
• Evaluation of acquired knowledge

Description

The job of training project manager is becoming more complex. In fact, training projects are becoming multimodal. Learning is consolidated through courses distributed over time alternating face-to-face and distance learning, synchronous and asynchronous, in a work situation or outside the workstation.

Multiple contributors - internal and external -, taking into account field constraints and technical requirements... This training provides you with the management methods and tools to successfully conduct your training projects and demonstrate their added value.

At the end of this training, you will master the key skills of training engineering, coordination, communication and management.

Who is this training for ?

Training objectives

• Analyze the training request by placing it in its context
  
• Develop the specifications
• Co-build the training course as close as possible to the constraints and needs of the participants
  
• Integrate digital learning to achieve the desired objectives
  
• Frame and manage the project by integrating all internal and external stakeholders
  
• Choose digital resources and plan the production or acquisition of these resources
  
• Ensure the quality of the learner experience, including in the administration and logistics of the course
  
• Establish and implement an effective communications plan
  
• Evaluate the skills acquired and the contribution of the project to the performance of the company
  

Training program

PART 1: Qualify the need and propose a suitable system (3 days)

• 1 - Analyze the request and place it in its context
• Conduct interviews with sponsors.
• Identify the stakeholders.
• Formulate the professional challenges and objectives of the project.
• Analyze the context of the project, the risks and conditions for success.
• Take into account the needs of learners, their learning environments and transfer of training acquired.
• Validate the specifications.
• 2 - Build the training system
• Engage stakeholders by mobilizing techniques design thinking.
• Define educational objectives and strategies.
• Define a path enabling participant engagement and anchoring learning over time.
• Propose structuring choices by identifying their impacts on the learning experience, costs, deadlines, effectiveness of the system.
• Choice of temporality and modularity;
• Choice learning methods:
• Digital: modules, apps, videos, virtual classes, immersive reality;
• Facial: group training, workshop;
• Training in a work situation.
• Sequence of synchronous times and asynchronous times, face-to-face and remote:
• Choices left to participants;
• Types of support: tutoring, involvement of managers;
• Evaluation methods;
• Success indicators.
• Arguing decisions by measuring their impact.
• Reconsider decisions at each milestone.
• Identify the available resources, to be gathered or created:
• Educational resources;
• Human resources: experts, trainers, tutors, course administrator;
• Technological resources: LMS, means of production of digital resources, bandwidth;
• Arbitrate between internal and external resources.
• 3 - Framework and launch the project
• Mapping the project stakeholders:
• Decision makers, stakeholders, ambassadors, end users.
• Create the task organization chart:
• Develop the responsibility matrix;
• Plan the project:
• Anticipate deadlines: design, administration and deployment times;
• Lay the milestones for the project.
• Budget the project:
• Identify the cost formation mechanisms, according to the choices made;
• Reserve a budget for communication.
• Develop the project dashboard.
• Build the project team.
• Launch the project.

PART 2: Manage resource design, project deployment and evaluation (3 days)

• 1 - Manage the design and validate educational resources
• Define the production standards for educational resources.
• Guarantee the quality and consistency of resources on different axes :
• graphic;
• educational;
• content.
• Define the process of validating and updating content.
• Manage relationships with experts, sponsors, and the IT department.
• Define a tutoring plan.
• Build a partnership relationship with external service providers.
• 3 - Establish a communication plan
• Share the issues of communication for the success of the project.
• Define the communication plan.
• Validate the communication supports on the project.
• 4 - Administer the courses training and collect data
• Identify the possibilities for interfacing the training platform with other company information systems.
• Organize access for different user profiles to the training platform.
• Ensure the quality of the learner experience.
• Anticipate the collection of data useful for monitoring achievements and evaluating the impact of the project.
• 5 - Manage the deployment of the project
• Develop the project
• Manage the progress of the project with a dashboard.
• 6 - Evaluate the effectiveness of the project
• Build the project evaluation levels.
• Ask the right questions during satisfaction evaluations and transfer .
• Evaluate the skills acquired.
• Use the data collected to prove the effectiveness of the project.
• 7 - Provide feedback from the project
• Analyze the progress made thanks to the project.
• Analyze the causes of the discrepancies observed (budget, deadlines).
• Lead the project closing meeting.
• Scenario
• Teaching methods: work in

Description

Designers can gain autonomy by learning to design simple distance learning modules. This training offers you a very operational approach to the production of e-learning modules.

Who is this training for ?

Training objectives

Frame the design of an e-learning module, define its format and its editorial line
Design a storyboard, its structure, plan educational activities
Produce an e-learning sequence from formalized content

Training program

Identify what an e-learning module is Discover the different e-learning solutions.

• Identify their characteristics.
• Choose your modality according to your project.
• Understand the technical environment of a module.

Build your e-learning module project

• Frame the design: clarify the request; identify the conditions for success; take into account the motivations of the learners.
• Define the format of the module.
• Integrate the 'support for learners in the system.
• Prepare the design.
• Respect copyright.

Script the module

• Choose the script based on the context.
• Develop the synopsis and write the storyboard.
• Set the stage for the educational objectives: universe, context, characters, sound , video; integrate voice synthesis.

Prepare the integration of the module on an LMS platform Define naming conventions. Create an e-learning sequence using an 'articulate storyline' type tool.

• Understand publication formats (scorm, output type...).

Remote activities

• To appropriate the contributions of an expert on a theoretical or practical point: two
• expert 'Can we motivate people to learn?' and 'Training adults, yes, but how do they learn?' .
• To share feedback at the end of your training: a virtual class.

Description

Digital technology is a real opportunity to boost teaching, and to truly place the learner at the center of the system. Designing and running blended training courses cannot be improvised. This requires entering into uses, and putting digital tools at the service of learning. This certifying training cycle offers a complete course: from the design of the system and digital resources to animation.

Who is this training for ?

Training objectives

Integrate digital tools into your training, in person or remotely
Design mixed training systems for maximum efficiency
Create resources and put them online
Facilitate using digital tools, in order to promote participant engagement, attention and memorization

Training program

Diversify modalities to engage participants and facilitate their learning

• Use a typology of training modalities.
• Organize your monitoring of current digital training trends.
• Implement the conditions for success of a mixed system: identify key players; take into account technical constraints and risks: internet accessibility, DSI authorizations, equipment, etc.
• Respect legal constraints: intellectual property law:
• Creative Commons licenses; image rights; data confidentiality; distance learning and labor law.

Use the methods adapted to each phase of the system

• Identify the phases of a system and the associated modalities.
• Engage the participants: 'gamify' a training system; focus classroom training on discussions and role-playing intensive and innovative.
• Rely on digital technology to strengthen collaborative learning: bring the '70-20-10 model' to life thanks to digital technology; an online learning community; generate a wiki. Anchor knowledge and extend learning time.

Produce and upload filmed videos

• Design an educational video using storyboarding and storytelling.
• Create an educational video with your smartphone.
• Edit your video, test it and put it into practice line.

Produce animated videos, comics, infographics

• Practice different tools to explain, illustrate, communicate.
• Put the resource online. Scenario Teaching methods: workshops to produce resources in collaborative mode.
• You rely on content available online.
• You discover different tools through practice.

Remote activities

• To appropriate the contributions of an expert on a theoretical or practical point: an
• expert 'Train adults, yes, but how do they learn?'.

Design a face-to-face sequence integrating one or more free digital tools

• Choose the tool adapted to the objective.
• Anticipate the conditions for success: necessary equipment, connections ...
• Take ownership of the sequence to make the animation smoother.

Integrate augmented reality/virtual reality (RA/RV)

• Identify free tools allowing the introduction of augmented reality/virtual reality.
• Implement good practices.
• Design a sequence integrating tools of RA/RV.

Facilitate in person with digital tools

• Support participants in getting to grips with the tools.
• Use digital tools to increase learners' engagement in learning.
• Bring the tools to life collaborative work.

Support distance learning

• Take into account the needs of learners in a blended or distance system.
• Take tools for your tutoring interventions. Intervene as a tutor.

Design, produce and distribute with digital tools Teaching methods:

• Design and production workshops to use several digital tools (quizzes, post-it wall, animated videos, discovery trails, etc.) and distribute productions in blended-type devices.
• Sequence animation simulations and debrief.

Remote activities

• To discover a new tool / a new technique: a virtual class.
• Evaluation of acquired knowledge

Description

Designing a training action cannot be improvised, and requires both method and creativity. This training will equip you to develop effective and motivating actions. It will provide you with the keys to varying your teaching techniques, and adapting them to the participants and the desired objectives.

Who is this training for ?

Training objectives

Define objectives and progress. Determine the documents useful to the participants.
Select the relevant content.
Choose the methods adapted to the audience, the constraints, and the objectives sought.
Develop the guide and the animation materials.
Determine the documents useful to the participants.

Training program

Before the face-to-face

• A self-diagnosis to take stock of your practices and needs.

Take ownership of the specifications

• A video to discover new ways of presenting your visuals! Explore the need.
• Check that the conditions for success are met.
• Formulate the objectives.

Select and organize content Delimit useful content, prioritize. Define the objectives of the training Define what the participants will be able to do at the end of the training. Clearly locate the level to be reached at r

• Order the objectives in pedagogical progression.

Consider the factors that facilitate adult learning

• Identify the key stages of learning.

Script the training

• Facilitate learning Choose the appropriate methods and techniques.
• Build an involving scenario for the participants.

After the face-to-face, implementation in a work situation

7Certification Assessment of skills to be certified via an online questionnaire incorporating role-playing scenarios (40 minutes).

• A weekly tip for weeks to anchor your new design practices! To learn more about remote activities A video 'Creating impactful visuals'.

Description

You are in charge of designing training actions. Your goal is to design effective and engaging training courses. This training allows you to test your designs, enrich them, and leave with a complete designer toolbox. It provides you with numerous keys to facilitate the planning, understanding and memorization of participants.

Who is this training for ?

Training objectives

Design motivating and effective training.
Support interest and improve learning.
Facilitate the transfer of knowledge in a work situation.

Training program

Optimize the conditions for training success Ensure the correct definition of the different levels of objectives.

• Take constraints into account.

Design to facilitate learning

• Facilitate engagement, understanding, memorization and transfer: rely on the contributions of neuroscience and psychology.
• Make choices to optimize the effectiveness of training: communicate on the training; choose appropriate teaching methods; plan upstream/downstream activities; anticipate and provide field support.

Mobilize a wide variety of teaching techniques

• Facilitate the expression of learners' initial representations.
• Stimulate attention and facilitate memorization during a presentation: structure the content; put participants in 'active listening'.
• Facilitate the acquisition of behavioral know-how: write micro-situation or role-play scripts; develop the observation grid; provide tools for debriefing;
• Design exercises; : write clear instructions.

Integrate digital into your designs

• Make the group a learning lever Identify free digital tools that generate interactivity.
• Use digital to strengthen participant engagement.

Provide participants with helpful resources

• Structure materials used during training.
• Create resources that are easy to use at work.

Description

With the 2018 reform, the training plan becomes a skills development plan. Developing this plan means building an offer, serving the performance of the company and the development of employees. This implies knowing the company's challenges, its projects, and foreseeable employment developments. And to put in place a process adapted to the context, making a large part of consultation with operational managers. This training offers you a structured approach and practical tools.

Who is this training for ?

Training objectives

Define a process and supports adapted to the context of your company to develop a plan.
Respond to the company's challenges and operational needs.
Facilitate the career paths of employees.
Identify the possibilities for articulating the plan/OFPPT . Comply with legal obligations, in particular for consultation with the Works Council/Social and Economic Committee.
Monitor progress.

Training program

Define the stages of developing the skills development plan Skills development plan: definition, employer obligations.

• Plan development process: adapt the process to the issues, the organization, and operational needs.
• Anticipate the need to respond quickly to unforeseen events.

Develop training guidelines Build on expectations regarding employment developments. Translate the company's major issues and projects. Write a meaningful guidance note. Diagnose individual needs and glue

• Involve managers.
• Qualify requests.
• Propose solutions: integrate the new definition of training action; decide on the type of actions that will appear in the plan; make structuring choices taking into account their impact on the effectiveness and cost of actions: internal training / service purchased Inter / Intra in a work situation (FEST), in the classroom, remotely; or mixed.

Cost and prioritize training actions

• Anticipate financing possibilities, arbitrate.

Consult and communicate

• Communicate the information provided for by law to the CE/CSE.
• Dialogue with social partners on training.

Follow the achievement

• Plan the implementation of the plan.
• Equip yourself with a monitoring tool to control the budget.

Description

The use of games in training has proven its value, including in adult training. The game is involving, rich in shared emotions, which makes it an excellent vector for challenging preconceived ideas, understanding and memorization. This course will allow you to adapt generic games, in order to diversify your animation and energize your courses.

Who is this training for ?

Training objectives

Transcribe training content into a game, to facilitate appropriation
Rely on the pleasure and engagement generated by the game to achieve the targeted educational objectives
Adapt a generic game
Animate with a generic game

Training program

Identify the characteristics of the educational game

• Goal to achieve, unpredictability, decisions to make, developments...

Choose the appropriate type of game according to the educational objectives targeted

• Start from the targeted educational objectives.
• Remain congruent with the learning content.
• Determine the components: modality, theme, fun engine, supports...
• Divert a commercial game.
• Use generic games.
• Check that the game is suitable for the intended objectives: structure, readability, quality of writing, feedback...

Integrate the game into the training process

• Position the game at the right time.
• Introduce the game: get the participants on board and involve them.
• Explain the rules.
• Determine the time to devote.

Get an educational benefit from the game Manage the rhythm of a fun sequence.

• Adapt your animation according to the trainees.
• Control time.
• Transpose to professional reality.
• Succeed in the debriefing of a sequence.

Description

Visuals - drawings, diagrams, graphic representations... are a powerful way to facilitate understanding and memorization. Producing and using visual supports during design and animation helps to inspire participants and facilitate the understanding of messages and therefore learning. This course provides the trainer with the keys to the visual language for design and animation and allows him to know the different tools as well as to experiment with them.

Who is this training for ?

Training objectives

Discover the challenges of visual language in training
Translate training content into drawings, diagrams, mental or conceptual maps
Support your contributions with visuals
Facilitate the memorization and use of training acquired

Training program

Facilitate learning using visuals

• Become aware of the importance of images in understanding and memorization.
• Make representations visually expressed.
• Use graphic organizers to facilitate understanding.

Discover and practice the visual alphabet: the basic shapes of doodling (rapid drawing) Draw pictograms and symbols.

• Practice the basic forms of doodling.
• Transmit the key concepts of training with 'doodling'.

Create and produce a mental or conceptual map Identify the rules for constructing a mental map.

• Use the mind map in training.

Animate with drawn paper boards

• Develop a concept map linked to the training content Know the fundamentals of effective papers.
• Know how to use color.

Remote activity

• A virtual class for feedback and sharing of good practices.

Description

The training function is faced with a demand for proof of the real impact of actions. This training will allow you to acquire the method necessary to prove their value. This will involve measuring the results: satisfaction, achievements, change in professional behavior, impact with regard to previously defined indicators. And to promote the tangible and intangible effects of training to all stakeholders.

Who is this training for ?

Training objectives

Use the satisfaction assessment to make a diagnosis and improve actions
Use prior learning assessment wisely
Conduct the evaluation of the transfer of training acquired and draw evidence of its value
Evaluate the impact and return on expectations
Quantify the return on training investment

Training program

Use the different levels of evaluation wisely

• Situate the different purposes of evaluation in training.
• Distinguish between the different levels of evaluation.
• Take stock of your current evaluation system.

Evaluate participant satisfaction Identify the information to be collected at the end of the training. Develop the questionnaire.

• Set alert thresholds and objectives.
• Make the process of collecting and processing information reliable.
• Make appropriate decisions regarding 'corrective actions.

Evaluate the transfer of training knowledge Choose an appropriate method to evaluate professional behavior. Develop the transfer evaluation questionnaire.

• Involve stakeholders: learner, manager...
• Analyze the evaluation data.

0

Certification Assessment of skills to be certified via an online questionnaire incorporating role-playing scenarios (40 minutes). Remote activity

• To benefit from the contributions of an expert on a theoretical or practical point: a
• expert 'The ROI of training'.

Description

Becoming a tutor means sharing your know-how, supporting the development of skills as closely as possible to the needs on the ground, helping to integrate into the company. To best support, the tutor must become aware of their own knowledge and know-how, put their experience into words, communicate well, support... This tutoring training provides you with methods and tools to prepare your meetings with the person you support you, and gradually lead her towards autonomy in her activities.

Who is this training for ?

Training objectives

Position yourself well as a tutor
Welcome work-study students without discrimination
Propose work situations adapted to the person being tutored
Share your knowledge and know-how
Conduct key tutoring interviews
Evaluate to facilitate progress

Training program

Clearly situate the role of the tutor to position yourself well

• Identify the issues related to tutoring.
• Identify your own motivations, and your role, as a tutor.
• Define the role of other actors: HR department , manager, training center...
• Define, in its own context, the conditions for success
• Scenario Individual reflection and group work.

Understand how each generation works

• Identify the new relationships at work and the communication methods of young workers.
• Establish the conditions for good communication.
• Exchange scenario from the Skills Campus survey of 20/30 year olds.

Build the stages of the training course in a work situation

• Identify the skills to be mastered by the tutor.
• Formulate objectives. Build coherent progression.
• Identify training work situations.
• Use a monitoring tool.
• Scenario Work in pairs, discussions.

Provide effective support Distinguish the different times of tutoring.

• Prepare for tutoring.
• Situate your interventions according to the autonomy of the tutor.
• Identify the needs for improving skills.
• Evaluate based on facts.
• Distinguish motivation and satisfaction.
• Organize yourself as a tutor.
• Scenario Discovery of the 'help compass'.
• Video analysis.

Pass on your know-how

• Choose the right method with regard to the desired objective.
• Formulate instructions clearly, communicate effectively.
• Pedagogical game scenario.

Conduct key tutoring interviews

• Welcome well. Formulate an evaluation, a 'feedback'.
• Conduct a 'reframing' interview.
• Conduct follow-up interviews: importance of congratulations.
• Adapt your posture according to the degree of autonomy of the tutor
• Scenario Educational game, role playing, video analysis.
• A training module 'Practice active listening'
• Evaluation of the transfer of knowledge to validate the implementation. in a work situation

Description

You want to design innovative and adapted training solutions. This requires making choices, based on precise specifications. Training in the classroom, remotely, in a work situation, mixed system, etc.: the impacts of these choices in terms of cost, but also effectiveness, must be anticipated and argued. This is the objective of this training in engineering training.

Who is this training for ?

Training objectives

Validate the need for training and develop the specifications for the system.
Build the architecture of the educational system.
Integrate digital, social media, work situations, into the training solutions.
Launch the call offers and select service providers.
Validate the educational design.

Training program

Qualify the need and develop the specifications

• Use an interview protocol with sponsors: validate the objectives to be achieved, take into account the context in which the skills will be mobilized.
• Create the specifications.
• Define success criteria.

Build the architecture of the educational system

• Explore digital modalities in order to associate them with uses.
• Position yourself in the distance learning environment.
• Mix modalities to optimize 'efficiency of the system.
• Rely on the new definition of training action.
• Integrate training in a work situation (FEST).
• Choose the evaluation methods.

Launch a call for tenders and select a service provider

• List potential service providers.
• Write the call for tender.
• Define the selection criteria.

Validate the design carried out by an internal or external service provider Manage the deployment of the system Define the communication plan.

• Organize management.
• Monitor costs, quality and deadlines.
• Promote results.

Certification Assessment of skills to be certified via an online questionnaire incorporating role-playing scenarios (40 minutes). Remote activities

• To appropriate the contributions of an expert: two
• expert 'Train adults, yes, but how do they learn?' and 'Can we motivate learning?' .
• To share feedback at the end of your training: a virtual class.

Description

Leading a group of adults in training means adopting an open and positive attitude towards each participant, so that everyone feels accepted and sets out to learn. The Process Com ® approach allows the trainer to better understand the needs and reactions of each person, and to generate a good learning dynamic. It also allows them to know themselves better, and to react flexibly to hazards and difficult situations.

Who is this training for ?

Training objectives

Identify different personality types with the Process Com ® tool
Adapt your behavior to improve your communication with each participant
Identify your individual strengths and areas for improvement
Prevent your own risks of inappropriate reactions
Facilitate positive interactions with and between participants

Training program

Identify the different personality types with

• Process Com ® The content and process of communication.
• The structure of personality.
• The observable characteristics of each personality type.
• Become aware of each personality type's most effective way of learning.
• Become aware of your own natural way of training.

Develop flexibility to promote participant learning Use the

• Process Com ® to make its interventions attractive.
• Adapt your animation style to the personality of each participant, using the appropriate communication channels.
• Vary your range of teaching methods and techniques to encourage each person's learning according to their personality.
• Generate good group dynamics.
• Involve everyone by taking their Process profile into account Com ® .
• Value everyone by taking into account their Process Com ® profile.
• Identify your own needs to better control your stage fright and relationships with each of the participants.

Anticipate and manage delicate animation situations. Manage difficult situations differently.

• Understand the stress factors of participants according to their personality.
• Anticipate risks by identifying stressful situations at the first signs.
• Take into account the needs of everyone to generate a constructive climate.
• Prevent your own risks of inappropriate reactions.
• Give yourself permission to react differently to situations that seem difficult.

Description

The means of learning are diversifying. The systems become multimodal, integrating face-to-face, distance self-training, but also the use of social media. Learn by working in collaborative mode, capitalize and update knowledge, exchange... so many actions essential to learning, facilitated by these new tools. Their mastery, as well as the art of helping learners get started, is essential for today's trainer. It is for these challenges that this training prepares to integrate digital into teaching.

Who is this training for ?

Training objectives

Develop interactivity with your participants and their engagement during the training.
Prepare and extend learning, for better efficiency.
Facilitate informal learning.

Training program

Before the face-to-face

• A self-diagnosis.

Identify the educational uses of digital tools Integrate digital and networks into the design

• Take into account the objectives, constraints, needs and uses of learners.
• Rely on models to integrate digital.
• Define the criteria for selecting digital tools.
• Define the conditions for success.

Using digital and social media in your teaching practice

• Facilitate collaborative work: use online tools to produce a collective deliverable.
• Make participants producers of knowledge and practices: collective mind map; micro-blogging; digital wall ...
• Create an animated video.
• Share the latest news using a curation tool.

Rely on digital technology and networks to punctuate the learning process. Mobilize learners and the managerial line.

• Create a 'teaser'.
• Practice a 'reversed classroom' pedagogy.
• Use digital in the classroom for a fun and interactive pedagogy: Brainstorming, surveys, quizzes; QR Code.
• Anchor learning.

Evaluate and monitor a system integrating digital tools After the face-to-face, implementation in a work situation

Description

Being a trainer cannot be improvised! During this training, you will implement our method to design motivating and effective training, deliver it with ease, and evaluate the contributions. This course will allow you to experiment for 3 days with a turnkey toolbox to design and deliver a training action with complete confidence. You will put into practice varied and fun animation techniques. You will thus be able to promote the learning of your participants, create a safe environment and generate positive group dynamics.

Who is this training for ?

Training objectives

Design face-to-face training.
Lead training.
Build a 'toolbox' of effective and easy-to-implement teaching techniques.

Training program

Adopt a participant-oriented trainer posture

• Clarify the role of the trainer.
• Take into account the needs of the participants.
• Arouse the desire to learn.
• Activate the 7 keys to pedagogy.

Take ownership of the specifications

• Specify the concrete results to be achieved.
• Define the conditions for success.
• Delimit the necessary content.

Define a course well suited to the participants and the objectives sought

• Identify the educational objectives.
• Locate the difficulties and position the progression well.
• Facilitate learning.
• Choose the best teaching methods better adapted
• Vary approaches
• Respect chronobiology.

Develop the right teaching materials, for the trainer and for the participants

• Establish the sequence of the animation.
• Design participant supports adapted to their needs: presentation, exercises, educational games... supports to help with memorization and communication field application.

Facilitate training with ease. Prepare well.

• Tame stage fright. Reassure participants and encourage their commitment.
• Use non-verbal skills well.
• Manage your speaking time.
• Use the supports and materials fluently during the animation.
• Master the animation of active teaching techniques.
• Conduct exercise debriefings and feedback .

Create positive group dynamics

• Allow everyone to find their place in the group.
• Take group dynamics into account.
• Anticipate and manage difficult situations during training.

Evaluate training achievements

• Introduce fun evaluation methods.
• Rely on evaluations to help participants progress.

Certification

• Assessment of skills to be certified via an online questionnaire incorporating role-playing exercises (40 minutes).
• To find out more about remote activities
• A video 'Prepare and adapt your message for successful public presentations'.
• Two training modules: 'Manage objections - Level 1'; 'Manage objections “Level 2'

Description

This very operational day, centered on the trainer's relationship with the group, offers an action-oriented pedagogy. Intensive training will allow you to adopt the right postures and good practices. You will thus be able to generate motivation and facilitate the learning of your participants.

Who is this training for ?

Training objectives

Create positive group dynamics
Speak up: use your voice, intervene at the right time, structure your interventions
Adopt the posture that facilitates learning

Training program

Getting the training off to a good start: from welcoming everyone to making contact with the group

• Action: Lead the first 5 minutes of a course: practice to position yourself well from the start.

Exhibit content, know-how while being present to the group: gaze, occupation of space, etc.

• Position your voice well
• Action: Make a presentation.
• The debrief will allow you to become aware of your strengths and areas for progress.

Conduct feedback in a 'learning' way Highlight positive points, areas for progress

• Action: Simulation: debrief an exercise in a constructive and educational way.

Managing difficult behavior well

• Action: Simulation: faced with a difficult situation, re-establish a positive dynamic.

Run a quiz, an educational game

• Action: Encourage participation.

Description

Leading a group of adults in training means promoting interactivity and creating a climate favorable to the acquisition of knowledge. Beyond their personal qualities, the trainer must master specific know-how in training delivery, to generate motivation and learning. He must also go beyond his own expertise to make the content accessible to participants. To do this, he must be able to implement a wide variety of teaching techniques. During this training you will train intensively to acquire the essential ease for successful animation.

Who is this training for ?

Training objectives

Lead active and motivating training.
Create good group dynamics.
Facilitate learning for each participant.
Anticipate and manage difficult situations well.

Training program

Prepare well to animate

• Take a training kit in hand.
• Identify the objectives of the training.
• Prepare yourself mentally and logistically.
• Project yourself positively.

Getting your training off to a good start

• Introduce yourself, assert yourself in front of the group.
• Reassure, remove the brakes and start planning.
• Foster the emergence of a climate favorable to learning.

Arouse and maintain group interest

• Launch and analyze a sequence.
• Animate the different teaching techniques: exercises, scenarios, case studies...

Promote involvement and participation

• Create positive group dynamics.
• Take participants' chrono-biological rhythms into account.
• Help each participant become aware of their progress.
• Anchor learning in action.

Communicate with ease in a teaching situation

• Deal with stage fright. Identify effective verbal and non-verbal attitudes.
• Make each learner responsible for their own learning.
• Remain focused on the participants. Practice the active listening techniques.
• Provide feedback that allows you to progress.

Anticipate and manage difficult situations during training

• Anticipate potential sources of difficulty.
• Find your right position as a trainer.
• Manage difficult behavior.

Certification

• Assessment of skills to be certified via an online questionnaire incorporating role-playing scenarios (40 minutes).
• To find out more about remote activities A video 'Help TRAC me tracking!'.
• Two training modules: 'Manage objections - Level 1'; 'Manage objections

Description

Already experienced trainer, you are looking for new ways to facilitate your training activities. These two days allow you to have feedback on your professional practice, to discover new tools to improve the effectiveness of your activities, and above all to develop your ability to constantly invent new ones...

Who is this training for ?

Training objectives

Benefit from feedback on your practice.
Develop your interpersonal skills to better manage difficult situations during training.
Increase the impact of your activities by reinforcing the interest and commitment of your participants.

Training program

Before the face-to-face

• A self-diagnosis.

Encourage commitment from the start of the training

• Create a positive dynamic from the start.
• Express the pre-acquired knowledge and representations.
• Act on the motivation levers of the participants.

Encourage participation

• Work on your own presence.
• Facilitate with new participatory techniques.
• Practice individual or small group animation techniques.
• Facilitate interactions between participants.

Promote understanding and memorization

• Enrich your practice based on major learning theories.
• Take into account the contribution of neuroscience.
• Optimize the anchoring of key concepts thanks to doodling.

Communicate and facilitate exchanges in difficult situations

• Adopt the right posture.
• Avoid trick questions and resistance.
• Manage difficult interactions and objections using the meta-model.
• Develop the quality of your presence with others and conduct a debriefing with Bono's hats.
• Regulate group tensions.

After the face-to-face, implementation in a work situation

• Weekly tips and tricks for weeks.
• Two training modules.

7Certification Assessment of skills to be certified via an online questionnaire incorporating role-playing scenarios (40 minutes).

• To learn more about remote activities Two training modules: 'Handling objections - Level'; 'Handling objections “Level'.

Description

Becoming a trainer means mastering specific teaching techniques and methods, in order to share your knowledge and know-how. It also means adopting the right posture, finding contact with each participant, and generating a positive group dynamic. The trainer must both master his content and focus on the learner, to take each person 'where they are' and allow them to progress. This cycle truly allows you to professionalize yourself as a trainer.

Who is this training for ?

Training objectives

Facilitate with ease.
Create a positive group dynamic.
Arouse and maintain the interest of participants.
Facilitate understanding and memorization.
Integrate digital tools to strengthen participant engagement.
Design effective training actions and motivating.
Use appropriate teaching techniques.
Evaluate what you have learned and regulate your intervention.

Training program

Identify the role of the trainer Identify the 3 functions of the trainer.

Animate from an existing educational scenario

• Identify the different teaching methods and techniques.
• Take control of an existing sequence.

Take into account the contributions of neuroscience to facilitate everyone's learning

• Identify the key stages and conditions of learning.

Create and use useful training materials

Lead a training sequence

• Speak with ease.
• Use verbal and non-verbal.
• Activate the 7 keys to pedagogy.
• Take into account the chrono-biological rhythm.

Exploit the contributions of digital to boost training

• Experiment with the use of digital tools during classroom training.

Remote activity

• To appropriate the contributions of an expert on a theoretical or practical point: a

Understand the stages of training design

• Organize your action.
• Analyze the training request.
• Identify the different levels of objectives.

Design an independent training action

• Make educational choices and explain them.
• Design the procedure and materials.

Animate a sequence Experiment with various techniques.

• Animate with a free digital tool.
• Dare to play educational games.

Evaluate the training

• Set up individual and collective evaluations.

Remote activities

• To appropriate the contributions of an expert on a theoretical or practical point: a

Identify the key success factors for animation

Speak effectively

• Energize your gestures and use your voice.
• Trigger and maintain attention.
• Turn stage fright into an ally.

Manage key animation moments

• Start training effectively.
• Start and conclude a sequence, launch a subgroup exercise.

Generate positive group dynamics

• Manage difficult situations.
• Encourage active participation.
• Animate a heterogeneous group.

Take stock of your project as a trainer

• Determine your next action plan as a trainer.

Description

This one-day training will allow you to fully understand the CPA - OFPPT and CEC - of civil servants and to measure its implications.

Who is this training for ?

Training objectives

Master the operation of the CPA: OFPPT and CEC.
Support agents in the implementation of their CPA: Personal Training Account and Citizen Engagement Account.
Distinguish what falls under the training plan and what falls under of the OFPPT.

Training program

Evolution of the regulatory framework for training in the public service Ordinance No. 2017-53 of January 19, 2017. Decree No. 2017-928 of May 6, 2017. Decree No. 2016-1970 of December 28, 2016. Application circular of 10 /05/17. Texts in preparation. END

• Increment and decrement of counters.
• Modalities for acquiring rights and anticipation.
• Eligible training actions.
• Articulate the CPF with other schemes: Time Savings Account, Professional Training Leave,...

Operating conditions of the

• Citizen Commitment Account Modalities for acquiring rights / Eligible training actions.
• Organizations managing rights.

Integration of the CPF into the training policy

• Support agents in the development of their project: advice on professional development.
• Articulate CPF and professional interview.
• Define the terms of examination of requests and acceptance criteria.
• Involve trade union organizations in the implementation of the reform.
• Anticipate the costs of the CPF.

Bringing the CPF to life Establish a communications plan.

• List the internal and external actors and identify their role.
• Define a procedure: situation of the agent during their training (remuneration, social protection)...
• Obtain the opinion of the Joint Administrative Commission in the event of refusal.
• Monitor the use of rights acquired and used.
• Consider pooling the management or financing of the CPF with other administrations.

Description

In the current context of professional training, traditional indicators are no longer sufficient. Focused on the means implemented, they do not take into account the contribution to the value of the training. It is essential for the training department to create a real management and communication tool. This is the objective of this course on the new training function dashboard.

Who is this training for ?

Training objectives

Have a management tool to prioritize your actions and measure their impact.
Highlight the results generated by the training, and their contribution to value.
Use the training dashboard as a training tool decision support.
Position yourself as a service provider: provide relevant information to internal customers.

Training program

Build the training function control system Define what a control system is.

• Identify the main families of indicators.
• Qualify an indicator: criteria of representativeness and reliability.
• Acquire a method for building your management system.

Identify the major processes and internal clients of the training function

• Visually represent the major processes: development of the training offer; implementation of the training plan; budgetary and administrative management.
• Identify internal clients of the training processes and their needs .
• Define process management indicators.
• Define and implement a corrective action plan.

Measure and highlight the results of training actions using the dashboard

• Satisfaction, achievements, transfer, impact: define results indicators adapted to the issues and context.
• Bring consistency between the results expected by stakeholders and the management system training evaluation.
• Define alert thresholds and objectives.
• Use the dashboard as a decision support tool.

Communicate on indicators with stakeholders

• Visually present the indicators in such a way as to facilitate their analysis.
• Explain the calculation of the indicator.
• Comment briefly on the indicators.
• Communicate on the results and action plans.
• Scenario Define and select the indicators that correspond to your areas of progress.

Description

Professional training is currently undergoing profound reform. Those responsible for training and skills development must take ownership of this new legal environment to build the training policy best suited to the challenges of their company.

Who is this training for ?

Training objectives

Manage the company's training policy.
Step back from its practices to better understand its room for maneuver in relations with the IRPs.
Optimize the budget.
Develop and implement the training plan. adaptation and skills development.
Integrate the Personal Training Account into a co-investment logic.

Training program

Use professional training texts operationally

• The applicable texts.
• The actors of the vocational training system: The OPCOs; France compètences.

Identify the methods of access to training

• From the training plan to the adaptation and skills development plan: the employer's obligations in terms of training; the new definition of training action:
• Rules specific to the Work Situation Training Action (AFEST) and to distance learning, the 6-year assessment - the corrective contribution
• The Personal Training Account: rules of acquisition and. mobilization. role of Caisse des Dépôts.

Take ownership of the vocational training financing system

• Contributions and fundraising. Financing, depending on the size of the company.

Build a plan development process adapted to the needs of the company and its employees

• Integrate the training policy into the challenges of the company and the evolution of its jobs.
• Build the skills development plan: seize the opportunities offered by the new definition of training action.
• Define processes adapted to the rhythms of the company. Find spaces for company-employee co-investment.

Consult the CSE and communicate about the training plan

• Validate the information transmitted via the unique database.
• Prepare the consultation, communicate on the training policy.

Support employees Inform employees about the systems:

• Professional transition project, CEP, skills assessment, VAE...
• Implement the professional interview: ensure traceability for the assessment interview.

Certification

• Assessment of skills to be certified via an online questionnaire integrating scenarios (40 minutes).
• To find out more about remote activities
• Un training module 'Practice active listening'.

Description

A new perspective, a new posture for the trainer, which allows him to prevent and best manage difficult situations during training. This training allows you to revisit your practice and integrate approaches from individual coaching and team coaching into your activities. This is to mobilize everyone’s resources and group synergy. New ways to make trainees active in their training.

Who is this training for ?

Training objectives

Rethink your way of intervening as a trainer.
Adopt a new posture resulting from coaching, in order to make each learner responsible for their own progress objectives.
Pose a framework to place yourself and the group in the conditions of success.

Training program

Succeed in your activities by adopting a posture based on the coaching approach. Evaluate the conditions for success and failure of training. Carry out a diagnosis that allows each participant to identify their own objectives.

• Together establish an operating framework to achieve these objectives with mutual commitments.
• Guide the participants in an attitude of shared responsibility, involvement and autonomy.
• Mobilize and regularly reactivate group cooperation.
• Use the reframing technique when dealing with certain behaviors.

Support participants in their progress with techniques from coaching

• Help them become aware of their strengths and areas for progress by providing feedback on cases and scenarios.
• Bring out solutions and good practices from participants.
• Use the obstacles, the blockages, as a lever to achieve the objectives.
• Validate the objectives achieved with success indicators.
• Allow everyone to to achieve its objectives according to its own strategy.
• Guide towards the actions that will be implemented in the professional context.

Prevent difficult situations thanks to the trainer-coach posture

• Take into account tensions and blockages and regulate them.
• Set up 'win-win' individual and collective contracts.
• Use the 'compass of the coach trainer.

Description

The job of training manager is evolving profoundly. It's about developing skills, supporting change, and anticipating profound developments in professions. This means less legal and administration, more field approach, more design of innovative solutions for learning. And this in the context of the reform of the professional training system in 2018, the digitalization of the economy, new work organizations... The Training function is at the heart of building performance and tends to cover the entire field of development of individual and collective skills. This cycle will allow you to acquire all the key professional know-how of this function. The dimensions 'posture', communication', 'change support' are addressed throughout the cycle. The legal content is updated as the texts are published. Intersessional work and exchanges between participants enrich everyone's experience, and facilitate transposition into a work situation.

Who is this training for ?

Training objectives

Anticipate developments, contribute to the operational performance of the company and the career paths of employees
Build a relevant training plan
Take into account the new legal framework for training, resulting from the 2018 reform
Design and manage face-to-face, distance and 'mixed' training projects
Ensure and prove the effectiveness of training
Report your contribution to value through an adapted dashboard

Training program

Situate your activity in the legislative and conventional context after the 2018 reform

• Identify the new players in the professional training system: Opco: scope and missions; Roles of France Compètences and professional branches.
• Identify the training systems accessible to employees: training plan ; CPF and CPF for professional transition.
• Identify the training financing mechanisms: according to the size of the company according to the targeted mechanisms: plan, CPF co-investment, Pro-A, contract; professionalization, learning.
• Respecting the employer's obligations in terms of employee employability.
• Scenario A common thread, which facilitates the appropriation of the legal rules. applicable.

Articulate the training policy and skills development with the company's challenges

• Identify the major challenges of your company/ entity.
• Rely on a Forward-looking Employment and Skills Management approach.
• Define the training orientations, in line with the strategic orientations of the company: Consult the CSE on training orientations.
• Scenario Diagnose the major challenges of a company/entity Write the orientation note. training.

Define and implement the skills development plan (e.g. training plan)

• Identify the possibilities and the interest of negotiations on the training policy.
• Define a process for developing the plan adapted to the size, organization and context of the
• Define the content of the plan: rely on the new definition of the training action.
• Costume and arbitrate the annual plan. on the plan.

Remote activities

• To discover a subject related to training: an
• expert 'Can we motivate people to learn?'.

Qualify the need and develop the specifications

• Ask the right questions.
• Define the criteria for success.

Define the training system

• Identify the different training modalities.
• Anticipate the cost, and the conditions for success of each type of system: face-to-face, distance learning, training in a work situation.
• Locating yourself in the distance training environment: LMS: typology, functionalities and selection criteria.
• Mapping of stakeholders.
• Integrating the different versions of distance training : modules, videos, virtual classes, COOC ...
• Integrating Training Actions Into Work Situations (AFEST)
• Mixing the different modalities, face-to-face and remotely. .

Launch a call for tenders and select a service provider

• Launch a call for tenders and select a service provider

Professionalize internal training

• Professionalize internal training

Validate training materials

• Validate the training materials

Manage the deployment of the system

• Scenario Use a decision support matrix to best integrate multimodality into your training systems.

Remote activity

• To benefit from the contributions of an expert: an
• expert 'Train adults, yes, but how do they learn?' ; a
• expert 'The ROI of training'.

Finding your way through the certification system

• Identify the different types of certifications.
• Distinguish between certification and qualification. a reference.
• Argument the interest of a certification, for the company and for employees

Use the different levels of evaluation wisely

• Evaluate satisfaction; acquired knowledge; transfers in the work situation.
• Evaluate the monetary and intangible impacts.
• Highlight the return on expectations and return on investment.

Define the evaluation process Build the appropriate tools.

• Analyze the results. Propose corrective actions.
• Student work based on real evaluation reports.

Develop the training function dashboard

• Distinguish between process indicators and results indicators.
• Define alert thresholds and objectives.
• Communicate on results.

Define your action plan as a training manager

• Define your action plan as a training manager

Remote activity

• To reinforce your learning and share your field practices: a virtual class.
• Evaluation of acquired knowledge

Description

The training function is found at the conjunction of two phenomena. On the one hand, training reform questions budgets and processes. On the other hand, access to knowledge and ways of learning are undergoing profound change. The challenge is to position itself as an internal provider of effective solutions to develop skills and performance. Several avenues of innovation are opening up, with digital technology, but also with on-the-job training and informal apprenticeships. Training managers, your role is evolving! This training will allow you to work on your posture and enrich your internal solution proposition.

Who is this training for ?

Training objectives

Improve the relevance of training solutions
Propose innovative solutions linked to new ways of learning
Adopt an internal consultant posture
'Marketing' training

Training program

Identify the development factors in the profession of

• Training Manager Diagnose the positioning of the function: within the HR function; with respect to other support functions and operational staff.
• Measure the impact of the training reform on the conduct of the training policy.
• Take into account new ways of learning.

Position yourself as an internal consultant Define and enforce the conditions for training's contribution to value.

• Situate your role in supporting change.
• Co-build solutions, with internal clients and external service providers: adopt the right posture: advice, listening, assertiveness.

Propose innovative solutions adapted to the needs of operational staff

• Analyze the relevance of the training offer and current resources.
• Use all levers to develop skills: training in the workplace, informal learning...
• Build a flexible and modular training offer.
• Enforce the conditions for success of all-remote or mixed systems.

Contribute to HR marketing, internal and external

• Move from the training plan to a service offering.
• Apply a marketing approach: diagnose the 'customer experience' of operational managers and employees; diversify approaches according to targets.
• Make training an element of the employer brand.

Description

Internal training is developing, it is a key relay in the professionalization of employees. In this training, we give you the benchmarks and methods necessary to unite, support and equip your internal trainers.

Who is this training for ?

Training objectives

Build the team of internal trainers.
Support the increase in skills of internal trainers.
Create favorable conditions for quality internal training.

Training program

Build a team of occasional internal trainers Determine the expectations of trainers and the conditions in which their missions will be carried out.

• Give yourself criteria for selecting trainers.

Create the necessary conditions for the quality of internal training. Ensure the correct formulation of 'commands'. Determine the accreditation process for trainers ensuring deployment. Define internal design specifications. G

• Support the skills development of training designers: help an expert make their knowledge transferable; guide and validate the production of materials through successive milestones: progress, presentation, exercises, videos...
• Support the skills development of training facilitators: use an animation observation grid; provide constructive feedback to a facilitator.
• Validate the design of modules developed internally: use a validation grid for in-person training; use a validation grid for a virtual class.

Lead the internal network of trainers

• Position yourself as a network facilitator.
• Encourage the sharing of good practices.
• Help trainers overcome possible difficulties.

Description

Leading a training session doesn’t happen by chance.
Being an expert in a subject doesn’t necessarily mean you can teach it effectively. This course will provide you with the essential tools and methods to design and deliver occasional training sessions with confidence and impact.

Who is this training for ?

Training objectives

• Understand the principles of learning and the specificities of adult education
  
• Develop clear learning objectives and structure a training session accordingly
  
• Design appropriate materials and activities to support effective learning
  
• Use engaging facilitation techniques to actively involve participants
  
• Assess the effectiveness of the training and ensure proper follow-up
  

Training program

Grasp the fundamentals of training

• Distinguish the roles of the tutor and the trainer.
• Understand the duties and responsibilities of the trainer.
• Explore the fundamentals of adult education.
• Analyze the stages of the learning process.
• Identify the key factors for successful training.
• Encourage collective reflection: discussions and sharing of experiences.

Encourage an adult’s commitment to learning

• Identify motivational factors in a training context.
• Adopt a positive and supportive attitude as a trainer.
• Manage resistance to change.
• Practical case study: Analyze real-life examples shared by participants and exchange best practices.

Design the training program

• Identify the context and key objectives of the training action.
• Analyze the request and clearly define the goals.
• Plan appropriate educational activities.
• Develop the necessary instructional materials.
• Structure the training flow: themes and learning sequences.
• Create participant tools: summary sheets, case studies, quizzes, etc.
• Case study: analysis of real professional situations.

Conduct the training clearly and engagingly

• Deliver a well-prepared introduction and presentation.
• Master public speaking skills.
• Make explanations clear and accessible.
• Use a variety of training exercises.
• Assess learning outcomes during the session.
• Practical role-playing exercises: Simulation activities with analysis of strengths and areas for improvement.

Manage challenging situations during training

• Recognize signs of resistance or disengagement.
• Handle challenging participants with confidence.
• Redirect discussions in a constructive manner.
• Role-playing exercises: practical training and experience sharing.

Evaluate and follow up on the training program

• Measure participant satisfaction.
• Assess the skills acquired.
• Analyze the transfer of learning to the workplace.
• Evaluate the return on investment of the training.
• Role-playing: practice closing a session using feedback and evaluation tools.

Description

This training will allow you to validate and strengthen your skills as a trainer, taking advantage of your strengths. You will have the opportunity to refine your knowledge and techniques thanks to feedback from your peers and take a step back from your practice.

Who is this training for ?

Training objectives

Evaluate your training practices.
Acquire new educational activities.
Overcome resistance to change in a leadership situation.
Manage delicate situations with advanced regulation techniques.
Build tools to evaluate the action of training.

Training program

Take stock of your training practice

• Training design method.
• Type of teaching.
• Facilitation style.
• Management of participants and difficult situations.
• Exercise: Self-diagnosis test, analysis of results, exchange of practices.

Expand your range of educational activities

• Discovery activities.
• Application activities.
• Demonstration activities.
• Exercise: Build the practical sheets of different educational activities and their usefulness in training facilitation situations.

Identify the different learning modes

• The different learning systems and their specificities.
• Take them into account in training activities.
• Case study Case studies and put into practice.

Make training a vector of change

• Understand resistance to change and deal with it through training.
• Identify the obstacles to learning.
• Conceive training as a means of involving collaborators.
• Case study Case studies and training, group discussions.

Dealing with delicate situations

• Channel difficult participants.
• Manage the absence or too much participation.
• Adapt to a heterogeneous group.
• Keep your stress and emotions under control.
• Manage lack of motivation.
• Get the group into a positive dynamic.
• Case study rnExchanges of practices, training simulations, case studies.

Build evaluation tools

• Measure the performance of training actions.
• Evaluate the educational tools used and planned during the design.
• Analyze the organization and delivery of sessions training.
• Measure the participants' acquired new knowledge or skills.
• Practical work Creation of your own evaluation tools.

Setting progress goals

• What have you learned?
• What do you want to put into practice?
• How are you going to do it?
• Exercise: Individual reflection and group sharing on the definition of progress points.

Lead participants effectively

• Position yourself well in your role as trainer.
• Master animation techniques and teaching tools.
• Understand the representations and motivations of trainees.
• Apply rules of conduct to the group.
• Exercise: In subgroups, identify errors in group management during training: analyze the causes, propose appropriate responses.

Description

The virtual classroom is an educational approach that is attracting more and more companies. This course will allow you to identify the benefits and constraints linked to this method of training. You will learn in particular how to design a virtual class, take care of the preparation, the start, the involvement and the conclusion.

Who is this training for ?

Training objectives

Understand the different types of virtual classroom
Master the main virtual classroom animation tools
Prepare the training and design the exercises
Get the training off to a good start and encourage learner involvement
Conclude a virtual class and measure its effectiveness

Training program

Understand the benefits and constraints of the virtual classroom

• The challenges of face-to-face and distance training systems.
• The reasons for the development of the virtual classroom.
• The different types of virtual classroom.
• The role of the trainer and the pedagogy appropriate to the virtual class modality.
• The vectors of communication and the constraints of a virtual class.
• The effective duration of 'a virtual class.
• Practical work Discussions on the issues and the role of the trainer.
• Illustration of a virtual class.

Use the tools allowing the animation of a virtual class

• Synchronous or asynchronous training.
• Telephone and voice over IP.
• Virtual meetings and videoconferences.
• Platforms virtual class.
• Case study Setting up a distance training system.

Develop a virtual classroom

• The constraints of a virtual class: duration, quality of exchanges, .
• The choice of teaching methods.
• Transmissive classes and collaborative classes.
• Preparing training documents.
• Practical work Collective reflection: choice of teaching methods.
• Exercise: on the development of a training document training.

Prepare practical work adapted to the virtual classroom

• The different types of practical exercises.
• Live or delayed work.
• Existing tools: screen sharing, chat,..
• Practical work Discussions on the choice and application of exercises in a virtual classroom.

Know how to present a virtual class

• Starting a virtual class.
• The pace of presentation.
• The correct use of support and tools.
• The trainer's attitude, voice, gestures, gaze.
• Management of exchanges and answers to questions.
• Feedback and listening to participants.
• Scenario Simulation of animation of a virtual class.
• Debriefing on the animation techniques implemented

Conclude a virtual class

• Mechanisms for assessing prior learning.
• Evaluating learners and achieving objectives.
• Conditions for success in a virtual classroom.
• Measuring effectiveness.
• Practical work Scenario: management of a final round table.

Description

Trainers do not always have the answers to a lack of motivation and learner involvement. This course will allow you to discover original teaching methods and fun tools promoting participation in training.

Who is this training for ?

Training objectives

Understand the different approaches through games
Build a fun educational progression
Design fun tools and supports
Lead training using games

Training program

Understand the principles of game-based training

• Provide an overview of the different approaches to training through games.
• Identify the different variations: Serious Games, edutainment, theater workshops, training through music.
• Identify the advantages of each approach.
• Use games as a tool for learning.
• Identify the resources available in the field of educational games.
• Exchanges rnGroup reflection on the game as a learning tool.

Build an original training progression

• Define educational objectives.
• Structure a relevant outline.
• Identify the different teaching methods.
• Include creative breaks in your course training.
• Practical work Develop an educational scenario by detailing the different sections: stage, timing, trainer's intention, animation scenario, resources, methods, difficulties, remedies.

Discover fun tools and supports

• Develop learner activation.
• Know how to regulate a group.
• Conduct table rounds differently.
• Get away from multiple choice questions and offer fun assessment tools.
• Avoid drowsiness after the lunch break: original anti-yawn techniques.
• Practical work Discovery of educational tools.
• Discussions on each tool in order to check the possibilities of transfer in its area of ​​intervention.
• Animation using a previously chosen tool.

Design an educational tool

• Identify the needs or the problem to be addressed.
• Design or adapt a game mechanic to the subject in question.
• Test the exercise.
• Practical work Recovery of existing games in order to adapt them to its animation.
• Exchanges with live tests in order to check their relevance.

Facilitate training through games

• Role of the facilitator: work on interpersonal skills.
• Know how to convey a clear message.
• Control time.
• Develop the involvement of the participants.
• Transpose the game to professional reality.
• Make you want to learn.
• Scenario Animate a sequence using previously adapted games.
• Group debriefing.

Description

This internship offers a general vision of e-learning and all its opportunities. You will see in particular the different stages of creating multimedia educational content, creating an e-learning module with Storyline® and publishing your creations on an LMS learning platform.

Who is this training for ?

Training objectives

Have a general vision of e-learning and its opportunities
Discover the stages of creating multimedia educational content
Create an e-learning module with Storyline®
Publish on module in an LMS

Training program

Getting your bearings in the world of e-learning

• The e-Learning market.
• Players and offers.
• The different learning modes: face-to-face, e-learning, Blended Learning.
• Panorama of uses: Social Learning, MOOC.
• E-learning tools: content management.
• Practical work Exchanges on the uses and practices of e-Learning.

Master the success factors of e-learning

• Design a learner-centered system.
• Adopt an e-training engineering posture.
• The main phases and the actors of an e-learning project.
• Practical work Your experience of e-learning in your company.

Carry out the e-learning educational engineering study

• Analyze the context and needs.
• Think about the learner's training path.
• Define educational objectives and activities.
• Modeling the training system.
• Practical work Succinctly modeling an e-learning system.

Create an interactive multimedia training module

• Identify the available professional content.
• Write for e-learning, choose a style.
• Build the module storyboard.
• Know the different types of media.
• Respect copyright.
• Practical work Build a storyboard from a professional PowerPoint.

Create multimedia educational content

• The different categories of creation tools.
• Uses of each tool.
• Practical work Overview of some authoring tools.

Discover an e-Learning authoring tool: Articulate Storyline®

• Key features.
• Import a PowerPoint.
• Slides and scenes.
• Insert and edit media.
• Practical work Import a PowerPoint® into Storyline®, sequence it and enrich it with media.

Add interactivity to the module

• Know the tools for interactivity.
• The different types of quizzes.
• Express the results of the quiz.
• Work practices Insert and configure a quiz.

Configure an LMS

• Discovery of an LMS.
• Configure the user interface.
• Publish a module.
• Practical work Configure the Play and publish to an LMS.

Description

Training is not an activity that exists independently of all others. More than thirty years of practice and development in the sector have shown that continuing professional training is closely linked to work, the economic situation, the job market and its evolution. In this context, several notions have notably made training evolve: employment, quality, projects... Nourished by these contributions, today, training can no longer be considered as a single activity or even as an end in itself. It is a means which, to be fully used, is divided into several parts: forecasting and analyzing needs, constructing actions, then carrying out and finally evaluating. These combined and anticipated approaches are called training engineering and educational engineering. They are linked to Forecast Management of Jobs and Skills. This session proposes to explore more particularly the field of training engineering, a point of view adopted by the sponsor of a training action and manager of professional training for employees in a company or institution.

Who is this training for ?

Training objectives

Move coherently from business strategy to training action
Build trajectories and paths based on all the tools available in the company
Manage and place under quality assurance the training of the company's human capital company.
Integrate the methodological and financial framework governing the continuing professional training of company employees.

Training program

Introduction

Strategy and implementation of training engineering

• The different levels of engineering: Skills engineering, training engineering, educational engineering, didactic engineering.
• Transversal engineering: financial, documentary and evaluation.
• The different entities and training methods in the company.

Forward-looking Jobs and Skills Management and its links with corporate training

• Knowledge, skills, performance – training as one of the levers of change
• GPEC: tools and methods
• The different standards as an analysis framework
• Gap analysis, evaluation, individualization and monitoring
• Training path and training project

Training needs analysis

• The functions and responsibilities of the parties: HR, RF, trainers, advisors, tutors, managers; social partners, management...
• Different needs: individual, collective, recurring.
• Collection of needs
• Analysis and consolidation of needs

The training plan

• The creation of the plan
• Forecast, organize, monitor and support
• The supply chain
• Make or Buy

Monitoring of services - educational engineering

• The different methods of providing training: presence - distance, synchronous, synchronous...
• Implementation: specifications, calls for tenders, selection, purchase of training
• “Non-internship” training actions: individualized, remotely, in a resource center...
• Segmentation: plan, devices, action, module, sequence

Les budgets formation

• The “intangible”, “intellectual” investment.
• The “return on investment” in the short, medium and long term.
• Budget monitoring, relations with subcontractors.
• The processing and financing of training engineering actions.

Evaluation and quality assurance

• The different levels of evaluation: satisfaction, effectiveness, efficiency...
• Evaluate participants, evaluate actions
• Recognize and Validate
• Quality tools applied to training
• Internal and external communication on training

Conclusion

Description

This training will show you how to design, deliver and evaluate training. It will teach you in particular to develop an educational progression by objective and to fully integrate the notion of empathy in an action of knowledge transfer.

Who is this training for ?

Training objectives

Know and master the fundamentals of adult training.
Design a training animation by applying appropriate methods.
Use teaching techniques and group management.
Develop your materials and participatory actions (exercises) in line with your objectives.

Training program

Identify training expectations, the different statuses and the role of the trainer

• Know the different means that can be used and the different methodologies.
• Meet the training specifications.
• Design the stages of a training action.
• Prepare a plan.
• Start facilitating.
• Put the evaluation of training outcomes into practice.

Design and structure your training program

• Know the regulations on Copyright ©.
• Apply the different stages: the objectives to be achieved, the progressions and the evaluations.
• Adapt your action to facilitate learning.
• Rely on educational resources.

Animate a sequence using and adapting teaching techniques

• Work on feedback.
• Implement intersession evaluation.
• Use group dynamics.
• Manage the different situations in the animation and individual behaviors: synchronize everything.
• Integrate digital tools

Identify success factors

• Know how to control your attitude towards an audience of learners.
• Manage the unexpected.
• Implement a training course of action with personalized tools depending on the objectives to be achieved.