{"id":10244,"date":"2021-02-18T11:00:42","date_gmt":"2021-02-18T10:00:42","guid":{"rendered":"http:\/\/sydologie.com\/?p=10244"},"modified":"2024-11-22T16:12:03","modified_gmt":"2024-11-22T15:12:03","slug":"la-super-formation-partie-2-4","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/02\/la-super-formation-partie-2-4\/","title":{"rendered":"LA super-formation (partie 2\/4)"},"content":{"rendered":"

R\u00e9sum\u00e9 de la premi\u00e8re partie : <\/em>
\n 
\nTransmettre en deux jours \u00e0 des formateurs occasionnels les bases de l\u2019ing\u00e9nierie p\u00e9dagogique \u2013 mais aussi joie et enthousiasme ? L\u2019auteur de ces lignes et ses collaborateurs ont relev\u00e9 le d\u00e9fi. Ils ont, lors d\u2019une r\u00e9union au sommet, trouv\u00e9 leur strat\u00e9gie : montrer une formation mal fichue aux apprenants, et leur demander d\u2019en concevoir une autre.<\/strong> Le sujet de ladite formation n\u2019a pas encore \u00e9t\u00e9 r\u00e9v\u00e9l\u00e9\u2026 vous tombez \u00e0 pic !
\n 
\n <\/p>\n

Trouver le super-th\u00e8me !<\/h2>\n

 
\nPuisque nous avions d\u00e9cid\u00e9 de cr\u00e9er de toutes pi\u00e8ces le contenu de la formation, autant choisir quelque chose qui nous emballe.<\/strong> On pouvait inventer n\u2019importe quoi. La cuisine min\u00e9rale \u2013 granit r\u00f4ti et de soupe d\u2019argile ? Moui. Le badwindton, avatar du badminton se pratiquant par grand vent sur des terrains triangulaires de 150m2 et avec des raquettes en caoutchouc ? Bof.
\n 
\nOn a trouv\u00e9 beaucoup mieux : on allait faire travailler nos apprenants sur une formation de super-h\u00e9ros. <\/strong>Ma\u00eetrise des super-pouvoirs, histoire du super-h\u00e9ro\u00efsme, proc\u00e9dures administratives \u00e0 suivre pour \u00eatre homologu\u00e9, etc. Dans nos t\u00eates, \u00e7a avait l\u2019air g\u00e9nial ! Et puis, puisqu\u2019on devrait animer nous-m\u00eames la formation dans un premier temps, on allait pouvoir jouer des r\u00f4les, mettre des costumes, apporter des accessoires\u2026 \u00e9norme !
\n 
\n\"\"
\n 
\nOn a envoy\u00e9 une jolie proposition \u00e0 nos commanditaires pour leur expliquer tout \u00e7a, la mise en abyme, les super-h\u00e9ros, les costumes et tout et tout, et puis on a attendu. Dans ce genre de cas, notre foi en notre concept d\u00e9cro\u00eet au fur et \u00e0 mesure que la r\u00e9ponse se fait attendre<\/strong>. On envoie la proposition euphoriques, on se r\u00e9veille dubitatifs le lendemain matin en se demandant si on n\u2019a pas fait preuve d\u2019un peu trop de fantaisie, et plus les jours passent, plus on se dit qu\u2019on aurait d\u00fb proposer un plan carr\u00e9 en quatre parties :
\n 
\nI \u2013 d\u00e9finition de \u00ab pr\u00e9sentiel \u00bb
\nII \u2013 pourquoi faire du pr\u00e9sentiel ?
\nIII \u2013 comment faire du pr\u00e9sentiel ?
\nIV \u2013 vous avez des questions ?
\n 
\nAudaces fortuna juvat : notre proposition a \u00e9t\u00e9 accept\u00e9e !<\/strong> Il n\u2019y avait plus qu\u2019\u00e0.
\n 
\n\"\"<\/p>\n

Super-pand\u00e9mie<\/h2>\n

 
\nOn a commenc\u00e9 \u00e0 travailler, mais un l\u00e9ger impr\u00e9vu (qui fit des millions de victimes et plongea le monde entier dans une crise de grande ampleur \u2013 passons) vint contrecarrer notre plan : nos deux jours de formation allaient devoir \u00eatre anim\u00e9s \u00e0 distance. <\/strong>Adieu veau, vache, cochon, costumes, th\u00e9\u00e2tre, accessoires ! Bonjour probl\u00e8mes de connexion, micros non coup\u00e9s et vid\u00e9os \u00e0 contre-jour.
\n 
\nOn \u00e9tait ravis. D\u2019autant qu\u2019animer \u00e0 distance une formation dont l\u2019un des objectifs est de donner les cl\u00e9s de l\u2019animation en pr\u00e9sentiel<\/strong>, \u00e7a ressemble un peu \u00e0 pr\u00e9voir un support Prezi pour former \u00e0 l\u2019utilisation de PowerPoint en formation, c\u2019est-\u00e0-dire \u00e0 une mauvaise id\u00e9e.
\n 
\nNos clients n\u2019ont pas mouft\u00e9.
\n 
\nH\u00e9 bien soit ! Comme d\u2019habitude et gr\u00e2ce \u00e0 la souplesse de nos esprits p\u00e9dagogiques, on a fait une prise de judo \u00e0 l\u2019impr\u00e9vu et on a confectionn\u00e9 une formation de comp\u00e9tition<\/strong>, dont voici la pr\u00e9sentation en quelques lignes.
\n <\/p>\n

Contextualisation <\/h2>\n

 
\nNous expliquons aux form\u00e9s que nous travaillons pour une firme secr\u00e8te ayant pour vocation d\u2019identifier les super-h\u00e9ros pr\u00e9sents dans les entreprises<\/strong> et de les former \u00e0 l\u2019utilisation de leurs super-pouvoirs. L\u2019objectif est qu\u2019ils les ma\u00eetrisent et les mettent au service de leur entreprise.
\n 
\nOr, les super-h\u00e9ros qui participaient \u00e0 l\u2019une de nos formations ont myst\u00e9rieusement disparu.<\/strong> La session en question \u00e9tait anim\u00e9e par un formateur free-lance auquel nous avions eu recours cette fois-ci \u2013 \u00e0 tort.
\n 
\nNous avons constitu\u00e9 un dossier d\u2019enqu\u00eate que nos form\u00e9s (les vrais, vous me suivez ?) vont devoir \u00e9tudier pour comprendre ce qui s\u2019est pass\u00e9. <\/strong>
\n <\/p>\n

Phase 1 \u2013 l\u2019\u00e9tude du dossier d\u2019enqu\u00eate<\/h2>\n

 
\nNous avons fa\u00e7onn\u00e9 pour nos form\u00e9s plusieurs \u00ab pi\u00e8ces \u00e0 conviction \u00bb qui leur permettent de mener un v\u00e9ritable audit de la formation manqu\u00e9e<\/strong> : programme de la formation, extraits du guide du formateur, du support qu\u2019il utilisait, de fiches r\u00e9capitulatives remises aux apprenants, \u00e9changes de mails avec le service formation, et m\u00eame vid\u00e9o clandestine capt\u00e9e pendant la formation et interview du seul form\u00e9 retrouv\u00e9.
\n 
\nNous avons donc pass\u00e9 du temps \u00e0 mal concevoir des documents relatifs \u00e0 une mauvaise formation\u2026 et \u00e7a \u00e9t\u00e9 un vrai plaisir ! Nos apprenants doivent \u00e9tudier scrupuleusement ce document pour identifier tous leurs d\u00e9fauts<\/strong>, et les classer dans un tableau. Nous mettons ensuite en commun le travail effectu\u00e9 afin de faire une liste de mauvaises pratiques. Celle-ci nous permet \u00e9videmment de faire appara\u00eetre dans le m\u00eame temps les r\u00e8gles essentielles \u00e0 respecter lorsqu\u2019on con\u00e7oit une formation.
\n <\/p>\n

Phase 2 \u2013 la conception d\u2019une nouvelle formation \u00e0 destination des super-h\u00e9ros<\/h2>\n

 
\nUne fois que les bonnes pratiques de base ont \u00e9merg\u00e9, nos form\u00e9s doivent travailler par groupes \u00e0 l\u2019\u00e9laboration d\u2019une formation plus r\u00e9ussie que celle qu\u2019ils ont audit\u00e9e<\/strong>. Pour cela, on met \u00e0 leur disposition :
\n 
\n–\tLe contenu brut (et scientifique) n\u00e9cessaire<\/strong> : neurologie du super-h\u00e9ros, aper\u00e7u historique du super-h\u00e9ro\u00efsme, enjeux de la ma\u00eetrise des pouvoirs, etc. Tout un tas de document qu\u2019ils doivent s\u2019approprier, trier et organiser afin d\u2019en extraire le contenu utile \u00e0 la formation au regard du contexte donn\u00e9. <\/p>\n

–\tDes bases th\u00e9oriques <\/strong>: elles font l\u2019objet de points r\u00e9guliers jalonnant cette 2e phase. Nous transmettons \u00e0 nos form\u00e9s tout ce dont ils ont besoin en mati\u00e8re d\u2019ing\u00e9nierie p\u00e9dagogique pour imaginer une formation efficace : d\u00e9finition d\u2019un cadre, formulation d\u2019objectifs p\u00e9dagogiques pr\u00e9cis, mod\u00e8les p\u00e9dagogiques, r\u00f4les des supports en formation, place des activit\u00e9s, etc. <\/p>\n

–\tUne dur\u00e9e limit\u00e9e<\/strong> : nous demandons aux form\u00e9s de r\u00e9aliser un certain nombre de livrables (programme de leur formation, extraits de supports, etc.) pour pouvoir terminer la session par une pr\u00e9sentation des formations imagin\u00e9es.
\n <\/p>\n

Phase 3 \u2013 la mise en commun des dispositifs de formation con\u00e7us<\/h2>\n

 
\nChaque groupe pr\u00e9sente en pl\u00e9ni\u00e8re la formation qu\u2019il a con\u00e7ue.<\/strong> On cuisine un peu les participants sur les choix qu\u2019ils ont faits et on donne la parole aux pairs afin qu\u2019ils critiquent eux aussi les dispositifs imagin\u00e9s : ils sont super-cal\u00e9s puisqu\u2019ils ont travaill\u00e9 eux-m\u00eames sur le sujet !
\n 
\nOn termine par une pr\u00e9sentation de la formation que nous avons con\u00e7ue nous-m\u00eames<\/strong> pour les super-h\u00e9ros que nous ne formerons \u2013 h\u00e9las \u2013 jamais.
\n 
\n 
\n 
\n 
\n\u00c7a, c\u2019\u00e9tait la th\u00e9orie… Mais rien ne se passe jamais comme pr\u00e9vu, \u00e9videmment. Pour savoir ce que \u00e7a a donn\u00e9 en pratique avec de vrais form\u00e9s, rendez-vous au prochain super-\u00e9pisode !<\/strong>
\n 
\n 
\n 
\nTous les articles de la s\u00e9rie :
\n– LA super-formation (partie 1\/4)<\/a>
\n– LA super-formation (partie 2\/4)<\/a>
\n– LA super-formation (partie 3\/4)<\/a>
\n– LA super-formation (partie 4\/4)<\/a><\/strong>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"R\u00e9sum\u00e9 de la premi\u00e8re partie :   Transmettre en deux jours \u00e0 des formateurs occasionnels les bases de l\u2019ing\u00e9nierie p\u00e9dagogique \u2013 mais aussi joie et enthousiasme ? L\u2019auteur de ces lignes et ses collaborateurs ont relev\u00e9 le d\u00e9fi. Ils ont, lors d\u2019une r\u00e9union au sommet, trouv\u00e9 leur strat\u00e9gie : montrer une formation mal fichue aux… Voir l’article<\/a>","protected":false},"author":29,"featured_media":10122,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[1753,490,1805],"class_list":["post-10244","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-conception","tag-formation","tag-ingenierie-pedagogique"],"yoast_head":"\nLA super-formation (partie 2\/4) - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2021\/02\/la-super-formation-partie-2-4\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"LA super-formation (partie 2\/4) - Sydologie\" \/>\n<meta property=\"og:description\" content=\"R\u00e9sum\u00e9 de la premi\u00e8re partie :   Transmettre en deux jours \u00e0 des formateurs occasionnels les bases de l\u2019ing\u00e9nierie p\u00e9dagogique \u2013 mais aussi joie et enthousiasme ? 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L\u2019auteur de ces lignes et ses collaborateurs ont relev\u00e9 le d\u00e9fi. Ils ont, lors d\u2019une r\u00e9union au sommet, trouv\u00e9 leur strat\u00e9gie : montrer une formation mal fichue aux... 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