The challenge: interactive demo (2 min)

Your challenges

Not enough trainers? Multiply the ones you have.

A trainer cannot be at every workstation. While they support one learner, the others follow the procedure step by step, guided on the real equipment. In our deployments, trainers and mentors were needed five times less.

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A young learner, wearing augmented-reality glasses, replaces a bearing on his own; further back, the trainer supports another group.

The situation

Those who pass on skills are in short supply too.

In France: In 2026, 15,535 trainer recruitment projects are planned, and 58.8% are considered difficult1.

Specialist teachers in short supply

In France: In the external CAPLP (vocational teacher recruitment exam), only 81% of posts in vocational subjects were filled in 20242.

Military schools under pressure

Specialist schools are short of staff and struggle to recruit. Several of our defence customers chose us to fill this gap.

One trainer, one workstation at a time

They cannot be behind every learner. While they support one, the others wait, or practise without guidance.

Mentors taken away from production

In companies, the mentor is often the best expert at the workstation. Every hour spent training is taken from their own work.

For your trainers

Our tutorials do not replace your trainers. They multiply them.

They are the ones who create them

Your trainers create, improve and keep the tutorials alive.

Time for every learner

The tutorial takes over the repetition of the task: they deal with increasingly mixed levels and give tailored support to those who need it, helping more of them succeed.

Their know-how stays

Your training standard incorporates the best of your past, present and future trainers.

What SHIFT89 changes

The trainer supports. The procedure is shown at every workstation.

  • A few minutes

    The trainer passes on each procedure once, in a few minutes, then reuses it from one session to the next.

    Learn more

  • On the real equipment

    At each workstation, the learner follows the procedure step by step, on the real equipment, even when the trainer is elsewhere.

    Learn more

  • Hands-free

    The learner keeps both hands on the tool: they really practise, without waiting to be shown.

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  • Verified learning

    A quiz checks what has been understood; the trainer sees who is struggling, and on which step, and goes where they are useful.

    Learn more

Our approach

First, understand how a hands-on skill is learnt. Only then, the tool.

Before designing our tool, we studied how people learn to do with their hands what they cannot yet do.

  1. A learning method from our research work

    With research laboratories, we studied how people learn a task they don’t know how to do, in a constrained environment. The aim is not to make people act like robots: it is for everyone to understand, remember and own the skill. This method is validated by 5 industrial PhD theses.

  2. A creation method within every expert’s reach

    The real challenge is creation: experts don’t have time, and not all of them are comfortable with digital tools. They create their own tutorials, very quickly, with the help of the built-in AI, and these tutorials apply the learning method without them needing to know it.

  3. The tool we wish we’d had

    As former industry professionals, we know every second counts: the expert’s time must be kept as short as possible. We also know the value of trade or defence secrets: everything works offline, without compromise, artificial intelligence included, right down to translating a tutorial in a few seconds.

The result: tutorials created in a few minutes, that really make people learn.

The method and its evidenceOur approach

At your site

One trainer, several workstations.

In schools

One teacher, several work cells: while they support one group, the others practise, guided in the technical training area.

Schools

In military schools

A whole intake practises on the real equipment, while the instructor supports those who need it.

Military schools

In apprenticeship training centres and training organizations

Trainers in short supply, training areas to keep running: each trainee is guided, and the trainer focuses on support.

In industry

The mentor is no longer called upon for every new arrival: they step in at the right moment, then return to their workstation.

Industry

Measured results

Five times fewer trainers and mentors needed.

Measured in our deployments. Your trainers remain essential: their time goes where it counts.

  • ÷ 5Trainers and mentors tied up5 times fewer, measured in our deployments
  • × 2Train twice as fast, autonomouslyMeasured in our deployments, at a tier-one automotive supplier
  • After 1 day8 trainers ready to work after one dayMeasured during our deployments

All our case studiesOur method and its evidence

Frequently asked questions

Your questions.

Does the tutorial replace the trainer?

No, quite the opposite. It is your trainers who create, improve and keep the tutorials alive.

The tutorial then takes care of repeating the procedure: trainers free up time and cope with increasingly mixed ability levels. This time saved lets them give tailored support to the learners who need it, so that more of them succeed.

And their know-how is no longer lost: your training standard incorporates the best of your past, present and future trainers.

The tutorial trains; it replaces neither assessment nor authorization.

How long does it take for our trainers to be autonomous?

One day. In our deployments, 8 trainers were operational after one day of training.

Do you need one device per learner?

Not necessarily. We recommend the right number of glasses or headsets for your groups and workstations, based on your context and use cases: no more, no less.

Your other challenges

Sources

  1. France Travail, open data from the BMO 2026 survey (21/04/2026), data by occupation — www.data.gouv.fr/datasets/enquete-besoins-en-main-doeuvre-bmo (new window) (consulted on 26/10/2026)
  2. DEPP, Repères et références statistiques 2025, chapter 9 (concours de recrutement) — www.education.gouv.fr/sites/default/files/2025-07/rers2025-chapitre-9-441738.pdf (new window) (consulted on 26 October 2026)

Multiply your trainers.

A 30-minute to 2-hour demo, on one or more of your real cases, in your environment, with your teams. Just agree on a date.

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