Tous sur scène ! Comment le théâtre peut-il aider à former les cadres ?
Bibliographic record
Abstract
Résumé À partir d’une étude de cas réel concernant une grande entreprise de transport européenne, cet article montre que le théâtre constitue une méthode active de formation originale des cadres. Nous y présentons l’élaboration, l’implantation et le contenu d’un programme de formation par le théâtre offert dans l’entreprise. Les avantages du théâtre comme méthode de formation sont ensuite synthétisés : les réactions positives des participants quant à l’amélioration de leur connaissance de soi et de leur estime de soi, l’amélioration des connaissances, des habiletés interpersonnelles et des comportements. Finalement, le texte donne des conseils pour optimiser les retombées du théâtre comme méthode de formation au management : définir clairement les objectifs de formation, rechercher le soutien de la direction, planifier les ressources, restreindre la taille des groupes de formation et, enfin, choisir avec soin les formateurs. Fonctions : GRH, comportement organisationnel, management
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.007 |
| Scholarly communication | 0.010 | 0.011 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.031 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".