ADID 2: Cours-projet / Dispositif de formation: CARING FOR WATER
Projet: CARING FOR WATER
Contexte
Ce projet a pour objectif de former des ambassadeurs de l'initiative Caring for Water.
La gestion du climat et des ressources naturelles est un engagement mondial défini dans le cadre des "Objectifs de développement durable" des Nations Unies.
L'objectif n°6 de cet engagement concerne la gestion des ressources en eau et est formulé comme suit dans la charte pour le développement durable:
"Sustainable Development Goal 6: Ensure availability and sustainable management of water and sanitation for all".
Dans ce contexte, plusieurs organisations non gouvernementales, entreprises et gouvernements se sont regroupés en une organisation: the "Alliance for Water Stewardship" (AWS), et se sont engagés à travailler pour l'atteinte de cet objectif n°6.
La première étape est la mise en place d'un standard sur la gestion des ressources en eau, le standard AWS. L'initiative porte le nom de projet "Caring for Water"
Afin de déployer ce standard, plusieurs entreprises ont proposé de nommer des Ambassadeurs (Caring For Water Champions), responsables de déployer les pratiques AWS sur les sites dans lesquels ils travaillent, et de piloter les projets de gestion des ressources en eau.
Le dispositif de formation que nous proposons a pour objectif de former ces ambassadeurs.
Rôle de ces personnes
- Obtenir la certification de leur site pour la conformité au standard AWS (Alliance for Water Stewardship)
- Trouver les initiatives locales
- Convaincre les cadres de l’entreprise de réaliser les projets
- Communication des résultats
Objectif du cours connaître le standard Water StewardShip et initier les projets + communication
Background des personnes visées par la formation
Personnes désignées par l’entreprise ou volontaires, majoritairement travaillant déjà en environnement ou en communication/public relation
Compétences transversales mobilisées/à développer
New Vision for Education Unlocking the Potential of Technology[3]
- financial literacy
- Cultural & civic literacy
- social & cultural awareness
- critical thinking / problem solving
- creativity
- communication
- collaboration
- initiative
- leadership
>>> les distribuer au long des modules, combinées [ou individuellement (??possible, utile, )]
Objectifs visés par la formation
Cette formation a pour objectif de former les futurs ambassadeurs du projet Caring for Water (C4W). Ces personnes seront les chefs de projet pour la mise en place du standard AWS (Water stewardship) dans des entreprises industrielles.
Les tableaux ci-dessous décrivent les compétences à développer dans le cadre de cette fonction ainsi que celles à développer au cours de la formation.
Job description des Champions AWS - Caring for water:
[4]
Description de la fonction de Champion Caring for Water
| Description des rôles à remplir par le C4W champion |
|---|
| Inspire Change: Create a compelling understanding of the AWS standard and inspire stakeholders to excel in compliance & continuously improve |
| Create Strategy: Identify AWS priorities, current & future challenges, and opportunities for change. Develop a holistic strategy and implementation plan, aligned with Group priorities & objectives, and the overall Region OMP. Guide implementation and communication of the strategy across Region and markets |
| Implement AWS Standard on site Guide implementation. Develop and continuously improve Region S&H programmes to deliver compliance and performance improvement. Ensure the site is covered by AWS certification |
| Develop Capability of Managers: Ensure training and coaching is provided to managers and team leaders to help them take ownership, and lead & manage water stewardship within their area of responsibility. Provide personal coaching and support to Management Team. |
| Develop AWS Networks: Develop & coordinate AWS networks of professionals, champions, and SME |
| Provide Guidance: Ensure internal stakeholders receive trusted guidance & support on relevant AWS matters, along the value chain. Identify expertise and good practices from inside and outside and communicate them internally |
| Provide Support: to the site by coaching implementation of AWS standard, coordinating AWS projects support communication around environmental sustainability: water related topics |
| Audit & Review: Ensure compliance is regularly audited and performance assessed, and the results used to drive further improvement. Promote effective communication of successes and learnings, and recognition for strong performers and contributors. |
| Engagement: Engage with external stakeholders (eg AWS association, regulatory bodies,NGOs) on AWS topics to build long term, positive relationships. Participate in external forums to benchmark with other companies, share practices, and provide input into development of local regulations, standards and initiatives. |
| Key Relationships Internal | Key Relationships External |
|---|---|
| SHE management teams, corporate, regional and market
Interaction with technical engineering teams Interactions with APG, R&D and process specialists teams Creating Shared Values teams and Communication teams Senior leadership teams on relevant sites |
Alliance for Water Stewardship organization
Local authorities |
Matrice de compétences
| Leadership Framework
Leadership behaviours required |
Functional Competencies
Core functional competencies and appropriate skill level required | ||
|---|---|---|---|
| COMPETENCY | COMPETENCY | SKILL LEVEL | |
| Foster Competitive Intensity | Provide SH&E Leadership | 5. Can train others | |
| Inspire the Organisation | Manage cross functional / multicultural teams | 4. Can do alone | |
| Develop & Execute Strategy | Manage projects | 4. Can do alone | |
| Develop Organisational Capability | Assess & Manage Environmental risks and impacts | 5. Can train others | |
| Create an Inclusive Culture | Delight Consumers & Live Up to S'holder Expectations | 2. Basic knowledge but no skill | |
| Embrace & Lead Change | Protect the Future by Making the Right Choices | 2. Basic knowledge but no skill | |
| Knows AWS Standard | 5. Can train others | ||
| Other Personal Qualities | |||
| Professional, genuine, helpful, caring and responsible, optimistic, courageous, structured, agile, open minded, curious | |||
AWS competency matrix [5]
| Knowledge type | How to reach | Competence level reached | |
|---|---|---|---|
| 10% | Knowledge | Participate to the AWS training, module 1 | 2 |
| 20% | Practice | Project management during the training modules 2-3 | 3 - 4 |
| 70% | Experience | Day to day experience / peer mentoring | 5 |
| Compétence | Description | "Knowledge not acquired/required” (Level 1) | "Basic knowledge, but no competency” (Level 2) | "Can practice with help” (Level 3) | "Can do alone” (Level 4) | "Can train others” (Level 5) | Required level before course | Current level | Expected level for the role | Gap | Priority | Action |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| TRAINING TECHNIQUES | "Training techniques comprises of Trainer's personal qualities, Behavioural and Learning styles, Adults' Learning Process, Presentation skills, Audience management and Learning Evaluation. This Competency is about being able to delivery a successful training by applying these techniques and checking its effectiveness." | "Knowledge not acquired / required" | Employee attended to a Train the Trainer session and successfully passed the Learning Evaluation tes. He / she knows the difference about the 4 levels of evaluation (experience, learning, behaviour and impact). | "Level 2 + Employe is able to recognize his / her own style as a trainer and explore the other styles when necessary. Uses interaction and different activities during the training to motivate and accommodate the different learning styles. Employee applies the Feedback Survey to measure the quality of his / her trainings. Employee is able to design Learning Evaluations to check the training effectiveness (learning and behaviour)." | "Level 3 + Employee can make an effective presentation by using posture & movement, facial expressions, gestures and voice to achieve the expected result during one presentation. Is able to manage the audience. Employee uses the feedbacks to improve the training material / dynamic as a routine. Employee measures the impact of the training on the business result." | "Level 4 + Employee is able to teach others on how to teach and measure training effectiveness." | 2 | 4 | 4 | |||
| COACHING TECHNIQUE | "Everyday Coaching Model's heart is Rapport and it takes into account the process, the necessary skills related to Listening, Questioning, Feedback and Challenge and the roles a Everyday Coach plays: Teacher, Guide and Facilitator. These set of skills are about being able to help others to unlock their potential and improve their performance." | "Knowledge not acquired / required" | Employee attended the Every Day Coaching session and successfully passed the Learning Evaluation test. | Employee is able to run various coaching sessions, mentored by a peer | Employee is able to run various coaching sessions, on his own. The mentor and manager, or LDV pillar has validated formally the competency | Employee is a lead coach, level4 + validated as mentor for other coaches | 2 | 4 | 4 | |||
| GO-SEE-THINK-DO | Know how to do basic problem solving using the tools in the GSTD template such as check points, problem description, cause and effect diagram, 5 Why's, Action plan, standard improvement, OPL's | No knowledge of Go-See-Think-Do (GSTD) | Employee has attended a GSTD training and has acquired theoretical knowledge about basic problem solving | "Level 2+ Employee has participated in some GSTD's. Follows the methodology, can define the problem statement and can identify some of the root causes, but more root cause analysis is required. The action plan and its follow up to guarantee the sustainability is correctly done." | "Level 3+ Employee has participated in many GSTD's. Root cause analysis is exhaustive, moreover the employee gained a deep understanding to the problem. In addition to the action plan, he/she knows how to standardise the solutions and makes sure all people involved are communicated and trained and can apply the new standards." | "Level 4+ Employee can train and coach others on Go-See-Think-Do." | 2 | 4 | 4 | |||
| MANAGEMENT OF CHANGE | Management of change is one key component of the SH&E Management Systems and needs to be enhanced at all levels. The ability consist in identify when a change is happening and needs to be activated the management of change process. | No Knowledge about Management of Change | Employee has attended the training of Management of Change and know the definition on changes and the basic principles and tools to manage changes. | "Level 2+ Employee can apply the management of change process identifying changes that needs to be analyzed with help and support of key functions." | "Level 3+ The employee can apply different techniques to analyze changes and propose corrective actions when needed." | "Level 4+ Employee can teach others about the management of change process on the facility and is able to propose improvements." | 2 | 4 | 4 | |||
| AWS Standard | It is required that the employee gets a full understanding and exhaustive view of all elements of the AWS standard | No knowledge | Employee has attended the AWS champion training | Employee is able to integrate an AWS champions team and to take actively part to the various implementation projects | Employee is able to lead an implementation team, with the help of a qualified peer | Employee is able to lead an implementation team and mentor other champions | 1 | 5 | 5 | |||
| AWS step1 | No knowledge | Employee is able to run implementation of AWS standard and conduct related project for his site and can mentor other champions/sites in this process. This includes leadership work with local stakeholders, communication skills.
+ the employee has reached level 5 for each AWS step |
1 | 5 | 5 | |||||||
| AWS step2 | No knowledge | 1 | 5 | 5 | ||||||||
| AWS step3 | No knowledge | 1 | 5 | 5 | ||||||||
| AWS step4 | No knowledge | 1 | 5 | 5 | ||||||||
| AWS step5 | No knowledge | 1 | 5 | 5 | ||||||||
| PROJECT MANAGEMENT | It is expected the the ASW champion is able to support his/her site in implementing the projects to reach AWS certification. For this, he/she must get competence in project management and understanding on how to lead different cross functional teams. Project management includes, but is not limited to : objective setting, effectiveness measurement planning, gouvernance implementation, time framing, budget preparation etc. | No knowledge | Employee has attended the PM basic training and successfully passed theoretical evaluation | Employee has been part of project teams, with full responsibility of one aspect of the project | Employee has been part of at least 3 project teams, with full responsibility of one aspect of the project | Employee has been leading projects on his own and is used to manage cross functional teams, and/or project teams | 1 | 5 | 5 |
Contraintes
- Deux contextes possibles d’utilisation, qui vont dépendre du profil des participants:
- —Cours dans le cadre d’une prise de rôle en entreprise.
- —Cours ouvert à tout participant intéressé
- Dans le cadre d’une formation proposée par une entreprise:
Les participants sont donc déjà en emploi. Qu’ils aient manifesté la volonté de devenir champion waters stewardship ou qu’ils aient été désignés volontaires, ce sont des personnes qui ont déjà une occupation professionnelle.
Leur formation se fera dans le cadre de leur travail et donc le temps à y consacrer devrait idéalement être prévu pour se faire pendant les heures officielles de travail et ne pas générer de temps de travail additionnel plus que nécessaire.
En outre, les participants étant potentiellement basés sur des sites géographiquement différents et éloignés, on considère qu’il faut limiter les déplacements liés à des séances présentielles et en tout cas faire en sorte de “grouper” ces cessions.
Il faut garder à l’esprit que en cas de séance en présence, idéalement le bloc ne doit pas durer plus de trois jours.
Environnement numérique
xxx
Scénario d'apprentissage
Modalités
Alternance: présence - distance; individuelle - collaborative; synchrone - asynchrone
Modules
Le cours est composé de trois modules principaux
- Présentation du standard AWS ( présentation du standard + travail sur les step 1-2)
- Mise en place effective du standard AWS et mesure des effets (Step 3-4 du standard AWS)
- Communiquer sur les réalisations dans le domaines de la gestion des ressources en eau (Step 5 du standard AWS)
- Icebreaking / cercle de confiance à définir?
- Ateliers Collaboratifs par exemple de construire une communication
Scénario d'accompagnement
Besoin de Support Enseignant
- — Feedback/validation sur la proposition de Scénario
- — Questions techniques / pédagogiques / vérification de théories etc.
Références
Bibliographie
Avry, S. (2019). Stimuler l’engagement des apprenants. Tiré de Kusurkar, R. A., Croiset, G., & Ten Cate, O. T. J. (2011). TECFA, Master MALTT : Cours ADID (Apprentissage Digital et Formation à Distance).
Avry, S. (2019). Utiliser la vidéo. TECFA, Master MALTT : Cours ADID (Apprentissage Digital et Formation à Distance).
Boud, D., & Prosser, M. (2002). Appraising new technologies for learning: A framework for development. Educational Media International, 39(3-4), pp. 237-245.
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. P. A. Kirschner (Ed.). Three worlds of CSCL. Can we support CSCL?, Heerlen, Open Universiteit Nederland (pp.61-91).
Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts–a conceptual analysis. Educational Psychology Review, 18(2), 159-185.
Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3(2), pp. 228-236.
Michinov, N., Primois, C., & Gravey, M. C. (2003). Scénarisation et accompagnement d’une action de formation collaborative à distance: Une illustration de la méthodologie Cl@p. Revue ISDM (InfoComm Sciences for Decision Making) ISDM n°10 (Spécial Colloque TIC), article n°76.
Molinari, G. & Avry, S. (2019). Construire un enseignement numérique : Apprentissage, Scénario, Design. TECFA, Master MALTT : Cours ADID (Apprentissage Digital et Formation à Distance).
Molinari, G. & Avry, S. (2019). Le suivi de l’apprentissage collaboratif : Exemples d’outils d’awareness. TECFA, Master MALTT : Cours ADID (Apprentissage Digital et Formation à Distance).
Molinari, G. & Avry, S. (2019). Les scripts collaboratifs. TECFA, Master MALTT : Cours ADID (Apprentissage Digital et Formation à Distance).
Molinari, G., Avry, S., & Chanel, G. (2017). Les émotions dans les situations de collaboration et d’apprentissage collaboratif médiatisées par ordinateur. Raisons éducatives, (1), 175-190.
Quintin, J. J., & Depover, C. (2003). Design pédagogique d’un environnement de formation à distance. Éléments méthodologiques. Lidil. Revue de linguistique et de didactique des langues, (28), 31-45.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
Tricot, A., & Plégat-Soutjis, F. (2003). Pour une approche ergonomique de la conception d'un dispositif de formation à distance utilisant les TIC. Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation (STICEF), 10.
World Economic Forum (2015). New vision for education: Unlocking the potential of technology. British Columbia Teachers' Federation.
Sources des contenus
The AWS International Water Stewardship Standard [6]
AWS Standard version 2.0 Guidance [7]
Aws standard version 2.0. Scoring rubric [8]
Autres
CSCL script [9]