A training action is a structured investment in the development of professional skills. It encompasses all the pedagogical activities organised to enable employees to acquire new knowledge or improve their practices. Since the law of 5 September 2018, its definition has broadened and the ways in which it can be deployed have diversified considerably. Understanding this framework means giving yourself the tools to design genuinely effective training programmes that comply with legal obligations.
What Is a Training Action?
Definition and Legal Framework
A training action is a structured process aimed at developing the skills and knowledge of an individual in a specific area, in order to help them achieve precise professional objectives. It includes the identification of needs, the design and implementation of a tailored programme, and the evaluation of results to improve professional performance.
With the law of 5 September 2018, this definition evolved significantly. It was broadened to include a wider range of learning formats: face-to-face training, remote learning, work-based learning, project participation, tutored programmes and MOOCs. Whatever the format chosen, each action must be structured as a pathway targeting one or more precise professional objectives. Decree no. 2018-1341 specifies the conditions for organising actions that take place, in whole or in part, remotely or in a working situation.
The Two Types of Training Action
Not all training actions have the same legal status. Two main categories are distinguished.
Mandatory training covers sessions that are indispensable for practising an activity or function, in compliance with international agreements or official regulations. They are considered as effective working time and are remunerated. Certain occupational risk prevention training courses fall into this category: in accordance with article R4141-3 of the French Labour Code, they are commonly referred to as "safety training" and are aimed at professionals who may be exposed to hazardous working conditions.
Other, non-mandatory training actions are also remunerated and considered as working time, except when delivered outside regular working hours. They cover a broad spectrum: professional skills development, management upskilling, transversal training and support for movement into a new role.
Available Training Formats
Face-to-Face, Remote and Work-Based Learning
Training actions are generally initiated by the employer and can be deployed in several formats, each with specific characteristics according to learner needs and the objectives pursued.
Face-to-face training brings learners and a trainer together in the same space. It encourages direct interaction, group dynamics and collective practical exercises. Distance learning (e-learning) gives each employee flexible access to content from any device, at their own pace. Blended learning combines both approaches: it pairs face-to-face sessions with online modules, offering the richness of human exchanges alongside the flexibility of digital formats. Finally, work-based learning, of which AFEST is the most legally recognised form, anchors learning directly in the employee's real professional activities.
Choosing the Right Format According to the Objectives
The choice of format must be guided by the training objectives, the learner profiles and organisational constraints. Safety training on an industrial site is not designed in the same way as a management development pathway for office-based teams.
Several criteria inform this choice: the nature of the skills to be developed (technical or behavioural), the availability and mobility of employees, the budget available and whether or not formal validation is required at the end of the pathway. A blended approach is often the most effective, as it makes it possible to adapt the format to each stage of the learning pathway and to maximise learner engagement.
Designing and Steering a Training Action
The Planning and Implementation Steps
Planning a training action begins with the identification of needs: which skills are missing, for which employees and towards which strategic objectives? This step, directly linked to talent management issues, determines the relevance of everything that follows. It is then followed by the definition of pedagogical objectives and the design of a programme suited to these objectives and the reality of the teams concerned.
Implementation involves organising sessions, selecting trainers or providers and making the necessary resources available. During the training, the interaction and engagement of participants are essential to the quality of learning. Continuous evaluation, finally, makes it possible to measure the impact of the training and make the necessary adjustments to ensure genuinely effective professional development.
Tools for Managing and Evaluating Training
Several tools make it possible to effectively steer training actions within an organisation. Learning management systems (LMS) centralise training resources and make it possible to track the progress of learners, facilitating traceability and pathway monitoring. Interactive and personalised e-learning modules give employees flexible access to content, adapted to their availability constraints.
Results monitoring is equally structuring: evaluation mechanisms make it possible to measure the effectiveness of training, identify areas for improvement and justify the investments made. Participant feedback complements this evaluation with a valuable qualitative dimension, drawn directly from the lived experience. It is the combination of these quantitative and qualitative data points that allows training teams to continuously adjust and improve their programmes.
