guarantee a transfer of competence from the situation of simulation to the situation of reference, it seem very important to apprehend and to master those deviations as much as possible. In the studied situation where the interest for the technical aspects of there simulators is very much designed to the detriment of the training program, we have noticed several of those deviations. In the absence of a real training program, the management of the simulation is strongly influenced by the representation that the trainers make of a "good training on simulator". An illustrative example refers to the high number of simulated incidents. The trainers have the impression that an efficient training is one that confront the drivers with a maximum of incidents in the limited time accorded to them. Now, we have observed that this leads to an adjustment of the drivers activity consisting especially of reducing the speed of the train. This adjustment appears to be specific to the simulation. For drivers, even if no formal evaluation of their competence is planned, it is very important not to fail in the simulator, not to lose face in front of the colleagues who observe, to be stronger than the trainers who don't hesitate to make the exercises more and more difficult.
Béguin, P. & Weill-Fassina, A. (Eds) ( 1997). La simulation en ergonomie connaître, agir et interagir. Toulouse: Octarès.
Dubey, G. ( 1997). Faire "comme si" n'est pas faire. In Béguin, P. & Weill-- A. Fassina (Eds) ( 1997) : La simulation en ergonomie : connaître, agir et interagir, pp.39-53. Toulouse: Octarès.
Leplat, J. ( 1992). Simulation and generalization work context : some problems and comments. In Brehmer, B. (Ed.) : Models of human activities in work context. Risö National Laboratory, Roskilde, Denmark.
Pastré, P. ( 1997). "Didactique professionnelle et dévelopement". Psychologie Française, 42, 89-100.
Rogalski, J. ( 1997). Simulations: Fonctionnalités ? Validités ? Approche sur le cas de la gestion d'environnements dynamiques ouverts. In Béguin, P. & Weill-Fassina, A. (Eds) : La simulation energonomie : connaître, agir et interagir, pp.55-76. Toulouse: Octarès.
Samurçay, R. & Rogalski, J. ( 1998). "Exploitation didactique des situations de simulation". Travail Humain, 61( 4), 333-359.
Weissberg, J. L. ( 1985). Lecompact réel/virtuel. In Weissberg, J. L. (Ed) : Les chemins du virtuel: simulation informatique et création industrielle, Cahiers du CCI, numéro spécial. Paris: Edition du centre Pompidou.