In a changing business market due to state regulation, funding reductions, and generation evolution, HE providers target a high level of operational learning performance. Work Integrated Learning is a framework that complies with European Standards and Guidelines, leading to increased competences of the citizen all through life and career. But the consistency of the training offer with shareholders' projects is only ensured if a learning organization rigorously monitors the 5-step road map: an improvement cycle that nonetheless allows local adaptation when carrying out the training in the scope of Quality Assurance. Today, more than ever, the issue for excellence (sustainability, efficiency, welfare at work) requires the Pole of Expertise animation, which means training tutors (TIL). The winning-foursome is the new lever for innovation. The tremendous digital integration at all levels of the organization opens new dimensions to executive dashboards to support the change of paradigm between trainees and trainers, then questions training lifetime and leading model for transfer.
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The aim of this chapter is to present an up-to-date 5-step roadmap for the building of a sustainable training offer able to take into account the complex needs of the parties involved: first, the individuals with their personal life projects in a changing society that requires new talents, second, the states in their role of initiator and facilitator, using game-changing legislation, and finally, the Higher Education Institutions (HEIs) and companies that face their issues as profit centers, employers and talent suppliers. The core of this process is based on (Nuninger et al., 2016): a repository of skills and curriculum to clarify the shared learning goals between the previously mentioned shareholders, the chosen operational pedagogical means to enhance a creative Community of Practice (CoP) and resource prioritization with efficient IT integration into the operational processes. Today, the rapid change in the generations accessing university and the job market leads to a mix of personal wishes and professional culture (technical approaches whatever the field, set of skills including digital comfort, …) that should be managed for mutual benefits (Ollivier et al., 2007). In the framework of lifelong learning (LLL), the challenge can be summarized as providing the individuals with an effective learning environment for them to develop the increasing and sufficient skills for living autonomously lifelong, and therefore participate in overcoming the new society issues (Yang et al., 2015).
The authors at the University of Lille and their teams had developed this process while designing in 1992, then, for more than two decades, tested a model for a Continuous Vocational Training (CVT) leading to French Engineers in the field of production (namely, Chartered Engineers). The training was further expanded to apprenticeship (IVT) in 2004, leading with success to 488 graduates since 1995 (40% by IVT since 2007) despite variable flows (see in Figure 1). The main reasons are the evolving economic and regulation contexts: the merging of the Institute in 2002, then the 2009 crisis affected CVT when the authors were in charge, motivating the reinforcement of operating processes and tutors’ training (Nuninger & Châtelet, 2014) to share the culture due to the relocation plan of IVT in Lille in 2010. The consequences of the merging of three Universities of Lille in 2018 and the evolution of the recent labor legislation reform and vocational training (Law no. 2018-771 of September 5, 2018 for the freedom to choose one's professional future) are expected in 2020. But it has been a collective and shared project of Work Integrated Learning (WIL) between the university and companies, that has proved its effectiveness to requirements and operating efficiency in a dynamic context since 1992.
Figure 1. Evolution of the flow of WIL graduates since 1996 (CVT) and 2007
Today, a more precise roadmap is brought out, separated from the WIL operating process itself (see Appendix 1), supported within shared tools for guiding and learning (see Appendix 2). The proposal of Tutoring Integrated Learning (TIL, see in Appendix 3), to train tutors in the same way as learners, aims at facing the impact of the generation phenomenon in the group of learners, but also in the pedagogical team at the Pole of Training Realization (PTR) which is part of the Pole of Expertise (PoE) in the learning organization. The set of proposals fully supports the changes in state regulations for funding, aiming at inclusive sandwich courses (alternation) in the company fields. The trainees benefit from the choice of active pedagogy, experimenting during Formative Work Situation (FWS) for tailored skills and abilities. This prepares for their future personal professional style thanks to a virtuous experiential learning circle fostered through positive feedback (Stone & Heen, 2014), debriefing (Schein, 2013) and guiding (Paul, 2004). Thus, Tutoring Integrated Learning (TIL) introduced by Nuninger & Châtelet (2018a) sustains the continuous education of the trainer-tutor. It is a training process driven by a Formative Tutoring Work Situation (FTWS) that ensures the recognition of proficient tutors and the sharing of cultures.