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CONTENTS

THE HEURISTIC APPROACH IN THE TRAINING OF
PROLOGUE ................................................................................. 11
The installation file
Acknowledgments .................................................................................... 12
· Association and Research Centres .................................................. 12
· Schools
· Institute of Business Administration ...........................................13
·The theme of the record
What is the heuristic teaching ?................................. 14
The Editorial Board has the team and their work
The heuristic approach in leadership development ............. 17
Franck BOURNOIS & Christian BOURION
· Presentation of Guest Editoring ....................................................... 18
· Presentation of the work of authors .......................................... 19
Editorial
Why is the renewal of management education is to rethink from the perspective of the learner ........................................................... 21
Tamym ABDESSEMED
· The realism as leverage learning ....................................... 25
· Some references ........................................................................ 26
· Some work on this subject the author ............................... 26
Editorial
Why heuristic allows it the revival of
management training from the perspective of the learner? ............... 27
Christian BOURION & Jerome CABY
· What are the needs of learners, responsible ?.......................... 29
· What knowledge can bring teachers? ......................... 35
· The shared "learning-teaching" between teacher and learner ...... 37
· The generators disorder ................................................................ 45
· Impact and critical business papers ............................................. 47
· In conclusion ...................................................................................... 51
· Books authors since 2000 ...................................................... 52
CHAPTER 1: CHOOSING THE APPROPRIATE APPROACH TO FORM THE FUTURE LEADERS ......................................... 53
Exploration and conceptual perspective
Science and the Problem ........................................................................ 55
Disciplinarity simplifies the teaching of Science, but the
transdisciplinarity that helps teach problem solving
Michel DEVELAY

· The problem ................................................................................ 56
· The concept of discipline ...................................................................... 57
· The multidisciplinary ......................................................................... 63
· The interdisciplinary ........................................................................... 63
· The transdisciplinarity ......................................................................... 64
· Sitography ......................................................................................... 67
· Newsletters official .............................................................................. 67
· Books of the author .......................................................................... 68
· Participation in the works .............................................................. 68
Proposal for a research
Supervision of graduate ...................................................... 69
What's New on the side of the training exercise of authority?
Sylvie DEFFAYET

· The authority, what do we talk ?.......................................................... 70
· Study exploratory .............................................................................. 72
· The current organizational contexts; impact on the relationship
supervision .................................................................................... 75
· Measures Research ....................................................................... 79
CHAPTER 2: MICRO HEURISTIC LEARNING.
For feedback on training materials ................................. 83
Feedback on the implementation of an educational film on a feedback
Trapped in an obscure game ................................................................... 85
Renaud MULLER &  Arnaud PELLISSIER-TANON
Feedback on the creation of an original educational tool to train learners argument
The practice of advocacy ............................................................................. 89
Alexandra MOES & Christine MORIN-ESTEVES
Feedback on the educational attainment of a case (transparent paper) critical incident
from data media
A slap to 500 euros ................................................................................ 95
Christian Bourion

· Statement..................................................................................................95

· Debriefing.............................................................................................98
· Questions and topics for discussion ........................................................ 97
· Supports animation ....................................................................... 98
Feedback on the construction of a subject from the observer experiences a critical incident
Conflicts of priority .............................................................................. 103
Jean-Claude CASALEGNO
Feedback on the educational attainment of a case (transparent paper) critical incident
from a feedback
Night shift in a sorting ........................................................ 105
Christian BOURION
· Supports animation ........................................................................ 112
Feedback on the implementation of a pedagogical illustration of a theory from a return
a letter-writing experience
Reorganization ...................................................................................... 119
Nicole LEROUVILLOIS
· Supports animation ....................................................................... 124
Feedback on know-how in creating study of critical incidents
Construction of teaching critical incident ....................... 127
Of feedback in case corrected.
Christian BOURION
· Layout of observation and data collection ........................... 128
· Criteria for evaluating a feedback .................................. 130
· Write a case based on feedback quality ........... 132
· The decontextualization ..................................................................... 132
· The recontextualization ................................................................... 133
·The principle of empathy ................................................................... 133
·The principle of complexity ............................................................... 133
· The principle of sequentiality ............................................................ 133
· The animation ...................................................................................... 134
Educational application derived from academic research laboratory
Training methods for the detection of weak signals ............... 135
Nicolas Humbert & LESCA LESCA
· The relationship between critical incidents and weak signals ....................... 137
· Learning to recognize weak signals ...................................... 141
· The method of collective intelligence ............................................ 146
· The method Puzzle ®.......................................................................... 149
· Who has jurisdiction over what? Who is an expert in what?
Who knows who ?.............................................................................. 153
· List the works of authors ......................................................... 160
CHAPTER 3: MESO HEURISTIC LEARNING.
For feedback on training programs .................. 161
Feedback on the installation of a curriculum heuristic
Teaching of negotiation in the training of ............ 163
Balance heuristic experimentation.
Guy DELOFFRE

· Teaching negotiation ................................................................... 164
Technical and social · Objectives ....................................................... 165
· The four years ...................................................................... 166
· The four remarks ..................................................................... 168
Academic research type ethno methodological
Pedagogy of Critical Incident
in the training of ...................................................... 173
According to the theory, the return to the ontology.
Allain JOLY

· Impact critique: outlines of a definition ................................. 176
· Why such an emotional charge in our events? .................... 181
· The special case of experienced managers .................................... 182
· To the usefulness of theories ........................................... .......................... 185
· The meaning of emotions and their leverage educational .................. 187
· The emotion and lever training ............................................... 188
· The aesthetic and its critical function ................................................ 191
· Complexity and casuistry ............................................................... 196
· Research and writing of critical incidents .................................. 204
· Research critical incidents .................................................. 204
· The writing critical incident ....................................................... 207
· Conclusion: the synergy between the critical incident and the classical
Management ............................................................................... 211
· References indicative ............................................................. 212
CHAPTER 4: LEARNING HEURISTIC MACRO.
Feedbacks on training institutions ..................... 217
Ethno methodological analysis based on participant observation of the institutional approach
Dynamics of satisfaction and development of maturity
organizational training future leaders in a very long............................219
The explanation of implicit knowledge by the heuristic method must be adapted to organizational maturity.
Jean-Claude and Christian Bourion Casalegno
· In management education, incidents and crises are a lever andragogical ........................ 221
· In time, training is turning ..................................... 222
· Increase organizational maturity is a cause and manage
succession crisis ....................................................................... 223
· The crisis linked to individual standards ............................................ 224
· The crisis of the imagination groupal .............................................. 225
· The organizational maturity depends on the individual standards and
imagination groupal ................................................................... 225
· The organizational maturity through four stages ........................ 226
· Study of cases ................................................................................ 235
CHAPTER 5: THERE ARE NO FREE HEURISTIC LEARNING
Exploration and conceptual perspective
Reflective practice of coaching .......................................................... 243
Obtain permission in imperfection
Sybil PERSSON

· A microwave instrument for social engineering ................................ 244
· The company at the crossroads of inescapable existential questions and
postmodern ...................................................................................... 244
· The project, as an antidote to existential ................................................ 246
· Towards a capitalism in the singular ?........................

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