Duration
30h Th, 15h Pr
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The aim of this course is to enable students to develop skills in implementing relevant, tailored, and innovative training initiatives.
The course covers three key aspects of training design and development:
- designing a training session, including-among other things-analyzing requests and needs, formulating or negotiating objectives, analyzing the learner's situation, adopting an appropriate training stance, developing a curriculum, designing or adapting training sequences, and creating materials.
- managing the training session, specifically handling critical incidents, addressing ethical issues, and managing the program's delivery.
- evaluating the training session, focusing on quality criteria, assessment methods, and the transfer of learning to the workplace or field.
The course is structured as follows (for further details, see the "learning activity" section):
1) An initial introductory session on the practice of analyzing training requests ;
2) Three sessions where professionals act as clients, commissioning the students to develop a training program (see practical assignments) ;
3) A series of lectures and the provision of resources to enable students to fulfill the commission ;
4) An evaluation session attended by the client, during which students present their developed training program to the professionals.
Learning outcomes of the learning unit
The course aims to enable students to:
- analyze requests for training initiatives;
- understand the implications of analyzing needs, requests, and commissioning requirements;
- design a training program across its various dimensions (general framework, objectives, instructional settings, tools, and assessment/evaluation methods);
- develop their creativity in designing training systems;
- develop their analytical skills regarding the design of training systems;
- anticipate and handle critical incidents;
- address the various dimensions of a training program: personal, pedagogical, social, group-related, ethical, and professional;
- consider the diverse ways individuals engage with training initiatives;
- consider the diverse ways training initiatives are utilized within a social context;
- present and defend a training program to a commissioning client.
Prerequisite knowledge and skills
Not applicable
Planned learning activities and teaching methods
Course topics (subject to change based on current events and student progress):
- Overview of the pedagogical framework, introduction to training design, formation of groups for the year, analysis of the client request, seminar preparation
- Practical work, seminar on analyzing the client request (see below*)
- Designing training systems and micro-systems
- Ergonomic and psychosocial approaches to training
- Methodological choices and the creation of training situations
- Critical incidents and case studies
- Assessing/evaluating learning outcomes
- Tools, pedagogical mediators, and resources
- The course also includes two coaching sessions and one group session for project support, as well as discussions on methodological choices, professional stance, values, and the ecology of the training systems.
Recent commissions include:
- Interpersonal skills training for executives in the financial sector
- Pizza-making training for job seekers
- Mentoring/tutoring training for internship supervisors
- Workshop on managing aggression for hospital staff
- Workshop on recruitment and onboarding for micro-enterprise and SME owners
- Project management and creativity training for teachers; training on working with teachers for school support staff
- Training on building partnerships to avoid school dropout
- Communication and office software training for hotel managers
- Workshop on food safety for a Congolese company
- Bartending training for the hospitality industry (HORECA)
- Training on generational differences for HR managers
- ...
Needs analysis sessions involve collective clarification and self-observation, giving students the opportunity to engage in reflexive self-analysis based on video footage.
Other practical exercises are carried out during the course.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
The course takes place during the first semester. Student groups are to meet in the room assigned to the course (see the CELCAT schedule).
The "Needs/demand Analysis" sessions are held face-to-face according to a specific schedule (see the CELCAT schedule).
Some group supervision and coaching sessions take place remotely to avoid requiring students to travel for short periods.
Furthermore, a significant portion of the group work is carried out off-campus (visits to the project client, and group work conducted online or at locations agreed upon by the students).
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
- Microsoft Teams
Further information:
A reading folder is provided in the course's digital space on eCampus to support students' work.
Follow-up or coaching sessions may be organized via the TEAMS platform.
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions ) AND oral exam
Written work / report
Continuous assessment
Further information:
Additional information:
Evaluation is based on a group presentation (4 or 5 students) outlining the response to the training brief; this constitutes a proposal for a comprehensive training program (framework, objectives, analysis, materials, evaluation, and anticipation of critical incidents).
On the day of the exam, students submit a written report detailing the response to the brief, enabling the actual implementation of the training program and justifying the choices made.
The oral exam is presented in the presence of the client, barring exceptions.
Quality criteria are as follows:
- how the analysis of the request/needs was taken into account;
- the relevance of any supplementary steps taken to analyze the request/needs;
- the overall design of the program's goals;
- the ecological validity of the program (its fit with the real-world context);
- the inclusion of personal, group, and organizational dimensions within the program;
- the link between the program's overall design and its various components;
- the quality of the pedagogical situations in terms of material, didactic, pedagogical, psychological, cognitive, organizational, and group aspects;
- the anticipation of critical incidents;
- the design of relevant and effective evaluation tools.
Immediately following the oral exam, students are asked to submit a one-page memo on the insights gained from the presentation and the client's reactions. This written component takes place in a classroom setting right after the presentation.
In addition, supplementary work is required at the end of the seminar on analyzing the request/needs. Instructions for this will be given orally.
The grade is based on three elements:
- the group work;
- individual performance during the oral exam and the subsequent written component;
- the supplementary work regarding the analysis of the request/needs.
Attendance at class sessions is not graded. However, participation is a prerequisite for eligibility for the final evaluation/grading.
Work placement(s)
Organisational remarks and main changes to the course
As the course is based on project-based guidance, it is best suited for a limited number of students. Students should only choose this course if they can attend all sessions.
Attendance at the first session is mandatory for enrollment. Even if a validly justified absence is anticipated (subject to the instructors' discretion), students are advised to contact the teaching team prior to the first session.
Contacts
Jean-François Céci, Daniel Faulx, Marianne Poumay, Professors.
Jasna Vorgic, secretary.
Association of one or more MOOCs
Items online
...
...
...
...