Professional
Training :
The Ultimate Guide (2022)

Since its entry into the vocational training sector, the Personal Training Account (PTA) has constantly been in the news. Criticised at the time of its launch by the players in the training market, for a long time it aroused little interest among beneficiaries and companies. 

However, the latest training reform and the health crisis have changed the situation: today, this scheme is the main means of access to vocational training. The figures put forward by the Ministry of Labour are clear: in 2020, almost 930,000 training applications were submitted via the personal training account.

Nevertheless, in the study published at the beginning of 2021, Centre Inffo reports that although 85% of working people knew about this system, 52% of them also felt misinformed about the CPF and how to use it. So what is the personal training account? What are its objectives? What training actions are eligible for the scheme? How is it to be used? This is what we are going to explain in details.

What is the CPF, personal training account

The personal training account is an individual tool for professional development.

It allows people in the labour market to acquire, accumulate and mobilize training rights throughout their working lives, even if their situation changes. Indeed, as its name implies, it is a "personal" account linked to the individual and not to an employment contract.

Introduced in the employment and training market in 2015 to replace the DIF, this system was recently modified by the "Professional Future" law of 5 September 2018. This was done in order to broaden the scope of the CPF so that it can truly allow everyone to be an active player in their training and in the construction of their career path.

What are the objectives of the CPF?

According to the definition of the Ministry of Labour, the personal training account aims to "contribute, to the individual's own initiative, to the maintenance of employability and securing of professional careers".

It is therefore to respond to these goals that the CPF enables all working people to access a list of training courses leading to qualifications through the digital application MonCompteFormation. All the training courses listed can then be financed directly, without the need to go through an intermediary.

Who are the beneficiaries of the personal training account?

In line with its objective of reducing inequalities in access to training, the CPF is intended to be universal. Consequently, it is a system that is open to all those active in the labour market.

However, it should be noted that this opening up to all socio-professional categories was done in several stages. 

Private sector employees and jobseekers were the first to have access to the personal training account. Subsequently, civil servants benefited from it in 2017, then self-employed workers and artists in 2018.

The CPF is open automatically from the age of 16, or 15 by a way of derogation for young people in apprenticeship. although it is in fact closed on retirement, retired people can have their personal training account reopened if they wish to resume work. 
What training courses are eligible for the CPF?

The training courses eligible for the CPF are defined by Article L6323-6 of the Labour Code. In practice, these are the following training actions

• professional certifications registered in the National Directory of Professional Certifications (RNCP);
• validation of a knowledge and skills base
• procedures related to the validation of acquired experience (VAE)
• skills assessment;
• support for the creation or takeover of a business;
• driving licences.

Given the various possibilities offered, training courses implemented under the CPF make it possible to obtain a diploma, a professional qualification or to prepare for professional retraining. 

Moreover, the duration of the training is not a criteria for eligibility, since both short and long courses are allowed under the CPF. Similarly, it is possible to carry out the training course during or outside working hours.

How does the personal training account work?

For the first three years of its existence, the personal training account was credited in hours of training in line with the scheme it replaced. Today, this is not the case any more since since 1 January 2019, it is now euros that are allocated each year to the CPF (excluding public sector employees). 

Reallocated by the Caisse des dépôts et consignations, which is responsible for managing the CPF, the rights acquired in a given year are available in the beneficiaries' accounts the following spring.

For example: An employee with a full-time permanent contract from 1 January to 31 December 2021 will see an increase in his or her CPF balance over the period April-May 2022.

On the other hand, although the training account is open to all, the rules for its provision depend on the status of the employee and the time he or she has worked during the year.

The CPF for employees

The CPF account of private sector employees is credited with up to €500 per year. The maximum amount of acquired rights is €5000. For part-time employees who work less than 50% of a full-time schedule, the calculation of rights is done on a proportionate basis.

For low-skilled employees, their CPF is credited with €800 per year, up to a maximum of €8,000. The same applies to disabled people in ESATs.

The CPF for the self-employed

In the same way as for private-sector employees, the personal training account of the self-employed is credited with €500 per year. However, the payment of the acquired rights is subject to the payment of the professional training contribution (CFP).

Another special feature of this status is that although the rights in the CPF account cannot be transferred, for this category the right to training is also open to the spouse/co-worker. 

The CPF for jobseekers

As seen earlier, the training account is an individual right that can be accessed throughout one's career, even if one changes employer or loses a job.

Jobseekers can therefore use CPF funds to finance training to re-enter the labour market. However, as the CPF is funded by actual work activity, they do not accumulate new rights.

The CPF for civil servants

As we saw above, the monetisation of the personal training account does not apply to civil servants. The account is therefore funded in training hours, not in euros.

Civil servants therefore receive 25 hours per year, up to a maximum of 150 hours. As with employees, low-skilled category C employees receive a larger number of hours. They therefore accumulate 50 hours each year up to a maximum of 400 hours.

Note: while the CPF account is not credited during periods of unemployment, parental leave, leave to care for relatives, accidents at work and work-related illnesses are taken into account.

For all employees, the CPF therefore functions as a savings account that aims to promote employability and professional mobility. However, it is also clear that the limits set are a means of encouraging people to engage in continuing training on a regular basis, in order to constantly enrich the labour market with qualified workers.

How to use your CPF?

To provide access to training for all without intermediaries, beneficiaries with a training project must go to the digital application MonCompteFormation to use their CPF. 

Indeed, since the end of 2019, it is only on this platform that individuals can consult and manage their rights, access training offers, prepare and follow up their financing file.

This digitalized solution simplifies the implementation of training projects because in order to mobilize the acquired rights, it is sufficient to :
go to the platform (also accessible on mobile phones) ;

• authenticate yourself using your social security number
• browse the catalogue of training courses;
• assemble the file and validate the release of funds.

Another important piece of information concerning the use of the CPF is that it is only possible to use it if the holder agrees. Consequently, the employer cannot impose the use of the personal training account on an employee.

Nevertheless, with the aim of involving all the players in training in the enrichment of career paths, the law on the freedom to choose one's professional future introduces a system of joint construction of training.

Subscriptions to the personal training account

This logic of co-construction aims to remove the barriers to financing training if the funds in the personal account are insufficient to carry out the approach. 

Thus, if the cost of a training project is greater than the balance of the personal training account, workers can complete the amount to be paid by their own resources or obtain top-ups. 

Depending on their status, the latter are granted by the following funding bodies:l’employeur ;

• the skills operator (OPCO) ;
• the regions and the State ;
• the health insurance fund ;
• Pôle Emploi ;
• the training insurance funds for the self-employed
• chambers of trades and crafts, etc.

In order to deploy these "additional credits" for training, the financiers must approach the Caisse des dépôts et consignations to establish an agreement and define the terms and conditions for accessing the top-up. 

To benefit from it, the user's situation must therefore meet the defined criteria. If this is the case, the top-up proposal is then automatically presented to the user during the purchase process on MyTrainingAccount.

The CPF, an essential tool for continuing education

The personal training account has been unpopular among training organisations, companies and workers for a long time. This lack of interest was in fact highlighted by the General Inspectorate of Social Affairs in its progress report published in July 2017.

However, the recent reforms of the law of 5 September 2018 have made it possible to adapt and digitalize this skills development tool. 

The monetization of the personal training account and the freedom granted by the MonCompteFormation platform have largely contributed to popularizing the CPF, allowing it to become an essential tool for everyone in the training market.

According to a study on the daily life of HR published in 2020 by Tissot, professional training represents the second most important expectation of employees with regard to the company (65%), just behind the quality of life at work (78%). 

In a context where training needs are increasingly important, what are the company's means to meet them? Who is responsible for implementing professional training within an organisation? How do they do it? Let's discover together the different functions of training in companies.

The training function in the company: what is it?

The training function is the department responsible for organising the entire educational strategy aimed at developing employees' skills within a company. 

At a time when the training action must be more effective, this function is gradually becoming independent of the HR departments and is now composed of professions dedicated to the creation of a high-performance training ecosystem for the company. 

Training Manager

The training manager is the backbone of the company's training department. Responsible for ensuring the development of human resources skills, his or her role consists of designing and managing all training engineering. This task involves putting in place the various procedures to implement a project in line with the company's strategic challenges.

To do this, the training manager analyses the needs of the organisation's businesses. On the basis of this inventory, he or she draws up the training project on one hand, and the specifications on the other. His role is essential because, according to Empowill, for 23% of employees, the first motivating factor for starting a training course is to be in touch with the problems of the job (8).

Thus, he defines the :

• training activities to be implemented;
• educational programme ;
• targeted skills ;
• teaching methods, means and resources to be mobilised;
• budget allocated to the training;
• provisional learning schedule, etc.

Once the training plan is underway, he/she manages the entire project, including administrative follow-up, in coordination with the trainers, other company departments, external training organisations, etc.

At the end of the training, it is up to him/her to evaluate the impact of the vocational training actions carried out. This evaluation focuses on two aspects: on the one hand, the achievement of the objectives set out in the specifications, and on the other hand, the employees' assessment of the training followed.

Only after this overall analysis has been made does the manager assess the training (quality, costs, deadlines, results).

The tasks of the training manager

• Construction of the skills development plan
• Definition of the training budget with the company's management
• Analysis and identification of the skills needs of the various departments
• Drawing up training specifications
• Identifying the resources needed to implement a training project
• Selection of trainers and/or training organisations
• Managing the administrative aspects of the project in accordance with the legal and regulatory obligations in force
• Setting up the evaluation of the training
• Management of the training department 
  
  Digital Learning Manager

Often seen as an evolution of the e-learning manager, the digital learning manager is in fact much more than that. Unlike their predecessor, digital learning managers do not manage e-learning exclusively, but play a much more versatile and cross-functional role within the company's training function.

As a full-blown project manager, his or her mission is to create a new approach to internal training by leading projects to digitalise training within the company.

To do this, the digital learning manager intervenes at several levels. For example, he or she will carry out in-depth work to analyse professional training trends, discover new methods and identify relevant pedagogical or technological innovations.

In this way, they can first help define the best digital training strategy for the company. Then they can intervene at each stage of the internal training production chain: choice of teaching methods, tools to be used, creation of content, etc.

In addition, he/she also participates in the implementation of the project by ensuring :

• coordinating the various stakeholders: educational designers, e-learning agencies, business experts, trainers, etc. ;
• managing the marketing of training activities.
  
  They may also be responsible for running learning communities. 

The digital learning manager builds, embodies, disseminates and maintains the digital training culture in order to develop the practices of all the entities in an organisation. This is to make corporate training more attractive, get employees and management on board and boost their commitment to internal training.

The tasks of the digital learning manager

• Project management
• Scripting of training courses
• Instructional design
• LMS management
• Monitoring of training trends
• Data analysis
• Animation of communities
• Communication and promotion of a training project
  
  Internal trainer

The internal trainer is an employee whose mission is to ensure the continuous professional training of teams. He or she is therefore responsible for transmitting, developing and updating know-how in order to ensure that human resources become more competent. This is done in accordance with the skills development plan.

The trainer has always been involved at various stages of the training process, since he or she :

• mobilises his or her expertise to build the educational programme, according to the objectives of the professional training project ;
• takes charge of the transmission of professional knowledge and skills to learners.

Changes in the market have led to a change in the role of the trainer. From now on, he/she adapts his/her posture so as to no longer be just a "teacher", but rather a "facilitator" with learners who take ownership of the training action.

The added value of the in-house trainer lies in his or her knowledge of the company, its operations, its procedures and the reality on the ground. Today, they are therefore positioned as a true reference for the employees they support, and are committed to making the link with the company's training and HR departments.

The missions of the in-house trainer

• Designing the raw educational content
• Conducting training activities
• Passing on know-how and good practice
• Follow-up and support for the trainees
• Feedback of training results
  
  Instructional designer

The instructional designer is an expert in the digital creation of training content. His role is to carry out the educational planning to design the best learning experience for the learner.

The designer uses and analyses the raw educational resources provided by trainers or business experts. Then, he/she is responsible for transcribing them into an effective training course, according to the learning methods and teaching tools deployed.

To carry out this mission, the instructional designer designs a storyboard. They then structure and write the training course, focusing on telling a story that will attract the attention of the employees to be trained (story-learning). 

Secondly, they look for relevant digital elements that will enable them to articulate the modules and enrich the training: games, graphics, animations, videos, etc.

The aim of the work carried out by the instructional designer is to create training courses that are more fun and more interactive than traditional training in order to make the learner want to continue learning.

The tasks of the instructional designer

• Popularisation of the concepts to be conveyed
• Scripting the educational content
• Technical design of training modules
• Creation of digitised teaching activities
• Choice of multimedia elements
• Optimisation of design and navigation
  
  Company tutor
  

The company tutor is an employee who is mainly involved in the integration of a new hire. In this case, he or she acts as a guide whose job is to pass on the technical skills, methods and culture of the company in order to make the employee operational. This is an important role, given that 65% of tutored training schemes achieve a completion rate of over 60% (8).

To do this, he or she is responsible for organising and monitoring the training programme, while also acting as a link with the manager, the teams and the management.

Although the tutor is often considered to be in charge of welcoming and training alternating work experience students or apprentices, in reality the tutor can also support an employee who already belongs to the company. Thus, the tutoring system can be implemented in the event of professional development or a lack of skills being identified.

The tutor's tasks in the company

• Integration of new arrivals
• Preparation of the training course
• Monitoring and checking the acquisition of skills
• Managing the apprenticeship schedule
• Liaising in the field with the training and HR functions
  

As we saw earlier, the training function in a company relies primarily on the training manager, who is the conductor of the skills management system.

Depending on the size of the company, the training department may be made up of several other experts in the production of educational content, such as the digital learning manager or the educational designer, who rely on the company's internal business expertise to create the training.

Certification of in-company training

Today, professional training in companies is a real performance tool. In a context of constantly changing conditions, the quality of a teaching strategy can therefore become a major differentiator, both with regard to the client market and to candidates during recruitment. 

This is why, in order to respond to the "quality of learning" issue, official certification is now available alongside CSR or QWL labels such as Great Place to Work®.

AFAQ Digital training engineering

The AFAQ Digital Training Engineering certification from AFNOR rewards the educational methodology implemented within an organisation. It is aimed at all players in the training market: companies, service providers and educational establishments.

Its standards are based on the Qualiopi criteria and cover all the methods for creating, deploying and evaluating digital training actions. Thus, certified companies have a new way to improve their competitiveness.

The training function in companies: a player in continuing training

Among the players in vocational training, companies play a decisive role in training. Indeed, the closeness they have with the field enables them to build training projects that are as close as possible to the needs of their sector of activity.

In order to do this, they must rely on the skills of the training function in order to acquire the educational or technological resources that promote the design of innovative and efficient learning processes.

Making training paths more dynamic, encouraging skills development and making teaching more attractive to learners are some of the new challenges facing professional training. 

In addition, there is a timeless ambition: to make training more efficient. This is to ensure that it is a real means of ensuring that individuals develop their skills.

So how can we innovate in training today? What are the pedagogical methods and technological solutions available to the training sector, including in companies? This is what we will look at in this article.

Innovation in the world of vocational training

Innovation in training is today an essential strategy for providing an appropriate response to the current and future requirements of the learning community on the one hand, and accompanying the transformation of training in companies on the other.

However, the challenge is considerable, as there are many expectations on both sides, particularly in terms of ;

• anticipating new learning needs
• removing the obstacles to training
• creating environments conducive to the dissemination of skills;
• capitalising on the know-how present in the company
• strengthening the employer brand;
• boosting learner commitment;
• rethinking pedagogical engineering, etc.
  
  The aim for those involved in training is therefore to learn to renew themselves thanks to new educational approaches, supported by technological innovations.

Pedagogical innovation: approaches to learning differently

Social Learning

Social learning is a learning method that allows for the implementation of an interactive and shared pedagogy by relying on the natural inclination of individuals for social relations.

More precisely, this educational method, also known as peer learning, promotes the sharing of knowledge, interaction and group synergy to encourage the development of skills.

To do this, learners move away from the traditional pattern of reading, listening and watching to become part of a participatory learning process where they can observe, share, imitate and exchange with each other and, as a result, learn from each other.

Unlike the traditional method of education, where knowledge is transmitted from a teacher to students in a one-way fashion, social learning is a horizontal approach to education. It therefore places learners at the very heart of the learning process, since everyone is both learner and trainer

Blended Learning

Blended learning is a mixed learning method that combines face-to-face training, delivered by a trainer, with distance learning, supported by digital training modules. 

The aim is to reduce the organisational limitations of face-to-face training, while retaining the human dimension that is often lacking in full e-learning context, and to enrich it through digital means to better meet the needs of the educational programme.

In this way, this hybrid educational model is a way of offering learners the support of a trainer to accompany them and to maintain their integration within a learning community.

However, unlike purely face-to-face training, this learning method also allows learners to follow their training path at their own pace. Individuals' commitment therefore tends to increase in a blended learning context, as they feel that they are involved in their training and can more easily take responsibility for the learning they receive.

Microlearning

Microlearning is a learning format that aims to divide the acquisition of knowledge into several digital training sequences. Generally lasting between 30 seconds and 5 minutes, the educational content (animations, tests, games, infographics, videos, etc.) allows you to get to the heart of the matter and learn about specific concepts quickly.

One of the reasons for the popularity of microlearning is that it is similar to people's everyday habits: researching, finding and using information through short content, regardless of the format. It is therefore easily integrated into professional training.

The advantages of microlearning, also known as microlearning, are numerous, as it allows for :

• innovate in training by using a fun approach
• make learners more autonomous by offering them the possibility of choosing which blocks of skills to follow
• immediately apply the new knowledge;
• free themselves from the constraints imposed by traditional media, which are generally longer and often less digestible.

Placing the individual at the heart of his or her training course, this teaching format aims to facilitate learning, encourage the anchoring of memory and the consolidation of acquired knowledge. 

Change of educational approach, new learning methods or modernisation of formats, the approaches to innovation in training are diverse and varied. However, as we have seen above, these are only the first phase of innovation in training. 

Indeed, the evolution of learning methods requires the use of tools adapted to these new educational practices. To this end, many technological innovations are constantly emerging on the training market to support educational development.

Educational  innovation: new learning tools

Mobile Learning

Mobile learningis an innovative training medium that aims to implement mobile learning so that training can be accessed from anywhere, at any time and on any device.

It is a new and more flexible way of learning compared to the traditional training, since the teaching resources are made constantly available and on demand.

Mobile learning is also a tool for the modernisation of training practices, the aim of which is to encourage the commitment and support of learners through short, often interactive and fun formats. In this sense, it is particularly well suited to microlearning, but also fits in perfectly with other educational methods (collaborative or blended learning, for example).

Versatile by nature, it can be used at different stages of the course to prepare for training, consolidate skills, revise knowledge already covered or stimulate exchanges between learners. 

In line with new training trends and the expectations of the people to be trained, mobile learning is a pedagogical innovation that must be integrated into a more global training strategy in order to strengthen it.

To know : Contrary to what one might think, "mobile" does not mean "mobile phone", but rather "mobility". Moreover, the study conducted jointly in 2020 by MyRHline and Beedeez indicates that 74% of learners use mobile learning on PCs compared to 50% on smartphones.

LMS, Learning Management System

The LMS, Learning Management System, is a software platform for centralising and managing e-learning. It is the first tool used by companies to digitalise training and educational courses.

Thanks to its functionalities, the LMS responds to the main challenges of managing online professional training, in other words, disseminating and controlling learning.

In addition to the acquisition of knowledge by the target audience, the LMS enables trainers to accurately monitor the participants' progress: performance, difficulties, contributions, etc. This is done with a view to monitoring the learners' progress, but also to improving and enriching the content according to the objectives of the teaching method implemented.

Traditionally installed in the field of corporate training, the LMS has been able to adapt to the development of pedagogical and technical innovation in training, since it can now integrate other learning methods.

However, since the LMS is controlled by management, the learner experience quickly reaches its limits as it does not correspond to the technological habits of the learning community and to the flow of experiences offered by platforms in the private sector (social networks, streaming, etc.). 

LXP, Learning Experience Platform

It is in response to these new behaviours that another training platform model emerged in the educational field: the LXP, Learning Experience Platform.

This is a technology that aims to create a training platform where the educational process is centred on the learner's experience, in contrast to the LMS, which is more " supervisory " oriented. 

Whether independent or integrated, the LXP platform complements the learning path provided by the LMS. To do this, it relies in particular on adaptive learning - which we will discuss below - to offer a training programme adapted to the individual, depending on his or her profile and interactions with the available content.

Often more user-friendly and focused on the learning community, LXP is the answer to the challenges of a training customisation strategy.

Virtual reality (VR) and augmented reality (AR)

Virtual reality (VR) and augmented reality (AR) are innovative training solutions that allows the transition from the traditional academic approach to learning in a different way. Indeed, they are part of the tools of what is called immersive learning.

Used in the context of vocational training, they are particularly used to develop the acquisition of skills through practice. Although they are often used in the fields of industry, aviation or medicine, they can be adapted to any training project:
développer les softs skills ;

• developing soft skills
• prevention ;
• simulate complex practices;
• preparing teams to manage emergency situations...
  
  Although virtual reality and augmented reality are often mixed up, they are in fact two different technologies:
  
  

• Virtual reality creates entirely fictional environments through a VR headset and thus provides a 360° immersive experience
• Augmented reality creates virtual elements, visible through a digital screen (smartphone, tablet or glasses), on top of the actual environment
  
  Regardless of the application, these tools enrich learning methods and are also excellent supports for gamifying training courses. 

Virtual classroom

The virtual classroom is an educational tool used to carry out distance learning. The concept is to bring together the trainer and learners in a synchronized way, without the physical distance being a limitation.

Although this teaching method uses some of the codes of face-to-face sessions, in reality it is not enough to transfer a " regular " course from behind a screen to replace a classroom. 

Firstly, because its effectiveness depends on other features that are specific to the delivery of a distance training class. Therefore, such a development requires a comprehensive analysis of the programme as a whole, i.e. : déroulé pédagogique ;

• learning pace ;
• scripting of courses ;
• design of materials;
• means of monitoring and supervising participants;
• deployment of digital tools useful for running the virtual classroom and managing online exchanges, etc.
  But also, because the virtual classroom meets the expectations of a learning environment where people can be together at the same time to exchange and work. 
  
  Thus, the virtual classroom cannot be a lecture course where information flows only in one direction. On the contrary, to be effective, it must be based on the interaction between the trainer and the learners involved.
  
  For a long time it was considered to be a simple means of improving the classroom experience (costs and organization), but during the pandemic the virtual classroom proved to be a reliable and relevant solution for ensuring continuity of learning. 
  
  Adaptive Learning

Adaptive learning is an educational method that aims to personalise the learner's learning path. It relies on artificial intelligence to identify individual needs and to train each individual according to his or her profile, existing knowledge, identified difficulties and ability to learn.

To do this, adaptive learning is based on three variable components:

• appearance, which corresponds to the formats of the content presented
• order, which defines the articulation of the training according to the rhythm of progression (how and when the different modules are deployed);
• support, which refers to actions to help the learner overcome the challenges and to lead him/her towards success.
  
  Most often, the adaptive learning programme is initiated by a proficiency test. Depending on the results, the system then proposes a different course to each learner. Then, data collection enables it to analyse the assimilation of the concepts covered, progress, errors made and/or repeated, points to be worked on, etc. 
  
  This highly personalised approach, which is becoming increasingly popular, makes it possible to maximise and speed up the development of skills, since it focuses on the objectives set and updated in real time for each learner.

And why not have a collaborative back-office?

The world of learning and training is not without innovation. Beedeez has set up a simple and collaborative back-office. What is the objective of this solution? To make it easy to create your training modules. In a few minutes you can design your knowledge modules and review them in real time. 

Precise analysis of employee progress

Beedeez has developed a very sophisticated management interface that allows you to perform very precise statistical tracking and team management through targeted actions on specific groups of learners. All of this is supported by a highly visual, live statistical analysis, enabling you to make decisions quickly.

A simple, multilingual interface

Your community can be animated in real time thanks to notification and gamification tools. keep your learners engaged in a few clicks.  This solution can automatically translate your training content into over 25 languages.

Innovating in training: an essential investment

Training in a different way. Developing the independence of learners. Bringing a more human dimension to learning. Optimise training time. Better manage costs. Although face-to-face training has not yet reached the end of its usefulness, innovation in training is essential. 

However, while there are many teaching methods and tools, innovation in training does not stop at selecting one educational technique rather than another, or implementing one technological device instead of another.

Today, these innovations can be connected to each other. The priority for reconsidering a training model is therefore to conduct an overall review. This is to ensure that the resources deployed meet the objectives of an educational project, as well as the requirements of employees in terms of the learning experience.

Adaptive learning: a method which enables modules to be offered to learners which adapt in real time to their level and profile (their knowledge, preferences, aptitudes, objectives, etc.). 

Blended learning: a mixed learning method which combines face-to-face training, implemented by a trainer, with distance learning, supported by digital training modules. 

Personal Training Account (PTA): this is a leading mechanism for facilitating the implementation of training activities. Linked to each person as soon as they enter working life and fed by their professional experience until retirement, the personal training account simplifies access to training.

Instructional designer: an expert in the digital creation of training content. His/her role is to carry out the pedagogical engineering to design the best learning experience for the learner.

Digital Learning Manager: a project manager in his own right, his mission is to create a new approach to internal training by leading projects to digitalise training in the company.

Initial training: initial vocational training is a continuation of the school curriculum. It therefore corresponds to the courses taken by young people as part of their training for a specific job before they enter working life.

Internal trainer: the internal trainer is an employee whose mission is to ensure the continuous professional training of teams. He or she is therefore responsible for transmitting, developing and updating know-how in order to ensure that human resources become more competent.

Continuous professional training: it enables people to acquire new skills during their working lives in order to return to or remain in employment and to secure or optimise their professional careers.

Pedagogical innovation: pedagogical innovation, also called innovative pedagogy, does not result exclusively from the evolution of teaching devices (serious games or mobile learning). It also refers to "new" methods and ways of working that often put the learner back at the centre of learning. It facilitates memory anchoring and information retention.

Learning experience platform (LXP): technology which, unlike the LMS which is more " supervisory " oriented, aims to create a training ecosystem where the pedagogy is centred on the learner's experience. 

Learning management system (LMS): software platform for centralising and managing e-learning.

Microlearning: learning format that aims to divide the acquisition of knowledge into several digital training sequences. Generally lasting between 30 seconds and 5 minutes, the educational content (animations, tests, games, computer graphics, videos, etc.) allows the user to get to the heart of the matter and learn about specific concepts quickly.

Mobile Learning: mobile learning is an innovative training medium that aims to deploy, as its name suggests, mobile learning so that training can be accessed anywhere, at any time and on any medium.

Skills development plan: this document lists all the training actions that can be carried out on the employer's initiative or requested by employees.

Virtual reality or augmented reality: innovative training solutions that enable people to move away from traditional theoretical teaching in order to learn differently. In fact, they are part of the tools of what is known as immersive learning.

Training manager: responsible for developing the skills of human resources, his or her role is to design and manage all training engineering.

Social Learning: a learning method which makes it possible to deploy an interactive and shared pedagogy based on the natural inclination of individuals for social relations.

Company tutor: the company tutor is an employee who is mainly involved in the integration of a newcomer. In this case, he or she acts as a guide whose job is to pass on the company's technical know-how, methods and culture in order to make the employee operational.

(1) : https://www.centre-inffo.fr/site-centre-inffo/actualites-centre-inffo/2e-edition-du-barometre-de-la-formation-et-de-lemploi-2021 

(2) : https://www.gouvernement.fr/conseil-des-ministres/2021-01-06 

(3) : https://www.siv.archives-nationales.culture.gouv.fr/siv/rechercheconsultation/consultation/ir/pdfIR.action?irId=FRAN_IR_011955 

(4) : https://cpformation.com/histoire-de-la-formation-professionnelle/

(5) : https://www.digiformag.com/actualite-formation/levolution-du-secteur-de-la-formation-professionnelle/ 

(6) : ​​https://travail-emploi.gouv.fr/ministere/acteurs/partenaires/opco 

(7) : https://travail-emploi.gouv.fr/IMG/pdf/missions.pdf 

(8) : https://empowill.com/infographie-chiffres-formation-2021/ 

(9) : ​​https://www.helloworkplace.fr/chiffres-cles-formation-professionnelle/