{"id":7344,"date":"2018-10-23T10:00:57","date_gmt":"2018-10-23T08:00:57","guid":{"rendered":"http:\/\/sydologie.com\/?p=7344"},"modified":"2018-10-23T11:28:40","modified_gmt":"2018-10-23T09:28:40","slug":"comment-analyser-lefficacite-dune-formation-presentielle","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2018\/10\/comment-analyser-lefficacite-dune-formation-presentielle\/","title":{"rendered":"Comment analyser l\u2019efficacit\u00e9 d\u2019une formation pr\u00e9sentielle\u00a0?"},"content":{"rendered":"

Organiser des formations, c\u2019est bien joli. Noble, m\u00eame. Mais \u00e0 quoi sert une formation si elle n\u2019est pas efficace\u00a0? Pour v\u00e9rifier que la formation mise en place permet bien d\u2019atteindre les objectifs p\u00e9dagogiques identifi\u00e9s, il est indispensable d\u2019analyser m\u00e9thodiquement les diff\u00e9rents \u00e9l\u00e9ments significatifs de celle-ci. \u00a0<\/strong><\/em><\/p>\n

Pour analyser une formation, on peut \u00e9tudier 8 items, qui constituent des \u00e9l\u00e9ments strat\u00e9giques conditionnant sa qualit\u00e9.<\/p>\n

Ces \u00e9l\u00e9ments sont les suivants :<\/p>\n

L\u2019attitude du formateur<\/h2>\n

Ce premier param\u00e8tre est peut-\u00eatre le plus subjectif, car il est d\u00e9termin\u00e9 par le savoir-faire mais \u00e9galement le savoir-\u00eatre du formateur. En effet, l\u2019ambiance de la formation et son bon d\u00e9roulement sont largement tributaires de la personnalit\u00e9 du formateur, voire de son humeur. Si ces derniers points sont difficilement ajustables, de nombreuses actions ou autres correctifs peuvent \u00eatre mis en place pour optimiser la \u201cprestation\u201d du formateur.<\/p>\n

Les supports p\u00e9dagogiques<\/h2>\n

Dans le cadre d\u2019une formation pr\u00e9sentielle, on peut cr\u00e9er diff\u00e9rents types de supports\u00a0:\u00a0 un support de pr\u00e9sentation, qui servira de fil rouge tout au long de la session, ou encore un livret de l\u2019apprenant, distribu\u00e9 \u00e0 la fin de la formation et comportant l\u2019essentiel du contenu. Concevoir un support de pr\u00e9sentation efficace est une v\u00e9ritable gageure. Trop fourni, mal utilis\u00e9, illisible, il est souvent le parent pauvre de la formation. Pour corriger le tir, il est important de suivre des r\u00e8gles de conception qui permettront une meilleure appropriation du contenu et une attention optimale de la part des apprenants.<\/p>\n

La progression p\u00e9dagogique<\/h2>\n

Elle relie les \u00e9l\u00e9ments de contenus les uns avec les autres et doit \u00eatre construite selon un encha\u00eenement logique qui permet de cr\u00e9er du sens pour l\u2019apprenant. Elle doit \u00e9galement \u00eatre annonc\u00e9e \u00e0 l\u2019apprenant, qui doit pouvoir la relier \u00e0 l\u2019atteinte des objectifs eux aussi donn\u00e9s au pr\u00e9alable. Par ailleurs, cette progression doit respecter le rythme des apprenants durant la journ\u00e9e (d\u00e9ficit d\u2019attention post d\u00e9jeuner par exemple) et la notion de difficult\u00e9 croissante.<\/p>\n

La transmission du contenu<\/h2>\n

Le formateur devra veiller \u00e0 adapter le contenu transmis \u00e0 l\u2019auditoire. Ainsi, il devra utiliser un vocabulaire compris par son public, des exemples issus des situations proches de celles v\u00e9cues par les apprenants, mais \u00e9galement des illustrations qui puissent \u00eatre rapidement identifiables.<\/p>\n

Les techniques d\u2019animation (les activit\u00e9s et les jeux)<\/h2>\n

Elles permettent de rythmer et de dynamiser la formation, en faisant intervenir activement les apprenants. Ces moments sont \u00e9galement l\u2019occasion pour les apprenants de tester leurs connaissances de mani\u00e8re d\u00e9tendue, hors du contexte de l\u2019\u00e9valuation. Dans ce cadre, les apprenants peuvent prendre des risques, sortir du cadre et tenter de nouvelles approches, sans risque de se tromper.<\/p>\n

L\u2019\u00e9valuation des connaissances<\/h2>\n

Une formation doit s\u2019accompagner d\u2019un moment d\u2019\u00e9valuation, qui doit \u00eatre utile \u00e0 la fois pour le formateur (qui v\u00e9rifiera l\u2019efficacit\u00e9 de sa formation) et pour l\u2019apprenant (qui se rendra compte de ses acquis et des points \u00e0 am\u00e9liorer). L\u2019obtention d\u2019une certification ajoute un enjeu suppl\u00e9mentaire, qu\u2019il convient de pr\u00e9parer durant la formation gr\u00e2ce \u00e0 des entra\u00eenements interm\u00e9diaires.<\/p>\n

L\u2019organisation du lieu de formation<\/h2>\n

L\u2019ergonomie de la salle (lumi\u00e8re, orientation, temp\u00e9rature, bruit ou encore qualit\u00e9 de l\u2019air) a un impact non n\u00e9gligeable sur l\u2019apprentissage. \u00a0Toute la t\u00e2che de l\u2019ergonomie appliqu\u00e9e \u00e0 la p\u00e9dagogie\u00a0revient \u00e0 penser la disposition de la salle de formation comme \u00e9tant un \u00e9l\u00e9ment du confort de l\u2019apprenant (donc de sa bonne disposition \u00e0 apprendre), ainsi qu\u2019un vecteur de son interaction avec les autres form\u00e9s et le p\u00e9dagogue. En effet, on comprend ais\u00e9ment que la disposition des tables \u00ab\u00a0en U\u00a0\u00bb incite au dialogue, tandis qu\u2019une disposition en \u00eelots favorise davantage le travail de groupe.<\/p>\n

La logistique<\/h2>\n

Elle comprend l\u2019organisation de la formation, par exemple l\u2019envoi des convocations et du programme de la formation mais \u00e9galement l\u2019organisation de l\u2019h\u00e9bergement ou du transport. Ce dernier point, qui peut para\u00eetre anecdotique, est pourtant essentiel pour pr\u00e9parer la formation dans les meilleures conditions.<\/p>\n","protected":false},"excerpt":{"rendered":"Organiser des formations, c\u2019est bien joli. Noble, m\u00eame. Mais \u00e0 quoi sert une formation si elle n\u2019est pas efficace\u00a0? Pour v\u00e9rifier que la formation mise en place permet bien d\u2019atteindre les objectifs p\u00e9dagogiques identifi\u00e9s, il est indispensable d\u2019analyser m\u00e9thodiquement les diff\u00e9rents \u00e9l\u00e9ments significatifs de celle-ci. \u00a0 Pour analyser une formation, on peut \u00e9tudier 8 items,… Voir l’article<\/a>","protected":false},"author":3,"featured_media":7351,"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":[1637,501,1638],"class_list":["post-7344","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-efficacite","tag-formation-presentielle","tag-mesurer"],"yoast_head":"\nComment analyser l\u2019efficacit\u00e9 d\u2019une formation pr\u00e9sentielle\u00a0? - 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\/2018\/10\/comment-analyser-lefficacite-dune-formation-presentielle\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Comment analyser l\u2019efficacit\u00e9 d\u2019une formation pr\u00e9sentielle\u00a0? - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Organiser des formations, c\u2019est bien joli. 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Mais \u00e0 quoi sert une formation si elle n\u2019est pas efficace\u00a0? Pour v\u00e9rifier que la formation mise en place permet bien d\u2019atteindre les objectifs p\u00e9dagogiques identifi\u00e9s, il est indispensable d\u2019analyser m\u00e9thodiquement les diff\u00e9rents \u00e9l\u00e9ments significatifs de celle-ci. \u00a0 Pour analyser une formation, on peut \u00e9tudier 8 items,... 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