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Our research aims to determine what training processes would ensure the success of institutional preparation for a career in management, particularly in terms of knowing what not to do, knowing how to learn from mistakes, and knowing how to improve. To answer this question, we collected feedback and eighteen researchers worked on innovative educational processes. The results show that the solution lies in heuristic learning, based on scenario simulation and on solving the resulting problems. To develop heuristic learning, the teacher uses specific tools: critical incident studies, disorder generators, business memory, real-life accounts, and feedback, followed by error debriefing. For its part, the training institute sets up specific processes: associative activities, exemplarity, sandwich training, mentoring, seminars, and courses, accompanied by coaching in the activity concerned. To fulfill their mission, the teaching approach and the institutional approach must always introduce a reflexive activity (debriefing and coaching), failing which the processes implemented remain simply lucrative or entertaining activities, without any real connection to knowledge production. This constraint raises the problem of teacher competency in terms of generating purposeful meaning: debriefing, refocusing, or roadmap production.