Heuristic approaches in management training

Revue internationale de Psychosociologie
Issue 37, October 2009

Pages: 364
Publisher: ESKA

Foreword

Page 11 to 13

Preparation of the special report
Acknowledgments

Page 14 to 15

Theme of the special report
What is heuristics in teaching?

Page 17 to 20

The Editorial Board presents the team of researchers and their work
Heuristic approaches in management training
Franck Bournois, Christian Bourion

Page 21 to 26

Page 27 to 52

Editorial
Why the heuristic point of view enables the renewal of management training
Case studies, disorder generators, critical incidents, business memories, feedback: These new tools enable the acquisition of tacit knowledge of professional experience during training in schools or in Institutes of Business Administration
Christian Bourion, Jérôme Caby

Chapter 1: Choosing the right approach to train future managers

Page 53 to 68

Exploring and putting concepts into perspective
Science and the problem
Disciplinarity simplifies the teaching of science, but transdisciplinarity helps to teach problem solving
Michel Develay

Page 69 to 81

Proposal for a new research axis
Supervising young graduates
What's new in management training?
Sylvie Deffayet

Chapter 2: Microheuristic learning

Feedback on training tools

Page 83 to 88

Feedback on the production of an educational film about feedback
Trapped in an obscure game
Free feedback on interpersonal conflicts in companies
Renaud Muller, Arnaud Pellissier-Tanon

Page 89 to 94

Feedback on the creation of an original pedagogical tool to train learners in argumentation
The art of advocacy
Alexandra Moes, Christine Morin-Esteves

Page 95 to 102

Feedback on teaching a critical incident case based on media data
A five hundred euro slap
Christian Bourion

Page 103 to 104

Feedback on the construction of a subject on the basis of an experience of observing a critical incident
Priority conflicts
Jean-Claude Casalegno

Page 105 to 118

Feedback on teaching a critical incident case based on feedback
Night shift in a sorting center
Christian Bourion

Page 119 to 126

Feedback on teaching a theory based on an epistolary feedback of lived experience
Reorganization
Nicole Le Rouvillois

Page 127 to 134

Feedback on expertise in the creation of critical incident studies
The pedagogical construction of critical incident cases
From feedback to corrected cases
Christian Bourion

Page 135 to 160

Pedagogical application resulting from academic laboratory research
Heuristic training methods for weak signal detection
Actionable, teachable, acceptable, and practicable approaches to training in the interpretation of weak signals in order to acquire tacit knowledge
Humbert Lesca, Nicolas Lesca

Chapter 3: Mesoheuristic learning

Feedback on training programs

Page 161 to 172

Feedback on the development of a heuristic teaching program
Negotiation pedagogy in management training
Report on an experiment
Guy Deloffre

Page 173 to 216

Ethno-methodological research
Using the critical incident approach in managerial education
After theory, the return of ontology
Allain Joly

Chapter 4: Macroheuristic learning

Feedback on training institutions

Page 217 to 240

Ethno-methodological analysis based on participant observation of the institutional process
The dynamics of maturity and development of organization identity in long-term training
The acquisition of implicit knowledge is dependent on the degree of organizational maturity
Jean-Claude Casalegno, Christian Bourion

Chapter 5: No heuristic learning without reflexivity

Page 241 to 262

Exploring and putting concepts into perspective
The reflexive practice of coaching
Obtaining permission for imperfection
Sybil Persson

Page 263 to 294

Empirical-inductive research on the ethics of decision-making, based on feedback
The reflexive theory of norm substitution
Priority conflicts within cross-representations
Christian Bourion

Page 295 to 306

Exploring and putting concepts into perspective
The reflexive concepts of artifacts and boundary objects
Alain Antoine, Jacky Koëhl

Afterword

Page 307 to 325

State of the art concerning the academic controversy
Is management teaching opposed to management learning?
Denis Cristol

Page 327 to 355

Academic research
How can a learning process participate in the development of exemplary management practices?
A management training case
Martine Brasseur, Laurent Magnien

Page 356 to 358

Confrontation of scientific citations and citations from ordinary knowledge
Is it possible to share the fruits of experience?

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ISBN 9782747216265