Les référentiels de compétences et la formation professionnelle des enseignants sont devenus des sujets qui suscitent beaucoup d’intérêt de la part de plusieurs chercheurs en éducation, dont Paquay (1994), Perrenoud (2001) et Berchoud (2007). La présente étude est une recherche-développement qui se donne pour objectif principal de concevoir et d’élaborer un référentiel de compétences pour les futurs enseignants de français langue étrangère (FLE). Pour y parvenir, notre démarche générale consistait à partir de l’analyse des référentiels de formation des enseignants ainsi que des standards de performance que nous pouvions déjà trouver partout dans le monde. Cette analyse nous a amenée à repérer les points communs et, par la suite, à les synthétiser pour trouver les éléments pertinents qui pourraient nous inspirer pour une première ébauche de notre référentiel. Ainsi, nous avons dressé une liste des domaines de performance nécessaires à la formation des futurs enseignants que nous avons repérés dans les écrits. Pour enrichir cette liste, nous avons mené des consultations auprès de quelques experts en Égypte où le français est enseigné comme deuxième langue étrangère dans les écoles publiques. Et, à l’aide de trois outils de recherche, les entrevues individuelles, le focus-group et le questionnaire, nous avons pu développer et valider des standards de performance pertinents à chacun des domaines identifiés ainsi que des indicateurs pour chaque standard. L’analyse statistique des données recueillies nous a permis d’en faire une description globale, de confirmer des points de convergence de façon significative, et aussi de repérer des éléments sujets à discussion. Ainsi, nous sommes parvenue à élaborer un référentiel qui comprend trois composantes principales : les domaines de performance, les standards et les indicateurs. Ce référentiel contient vingt standards de performance essentiels à la formation des futurs enseignants de FLE. Les standards sont regroupés sous six catégories appelées domaines : compétence linguistique, communication, processus d’enseignement, gestion de classe, évaluation et professionnalité. Le référentiel comprend aussi soixante-trois indicateurs reliés aux standards retenus. Le résultat de notre recherche est donc ce référentiel de compétences destiné aux futurs enseignants de FLE et dont les éléments ont été validés en Égypte. Nous croyons que cet outil servira, d’une part, de cadre de référence pour les professeurs des facultés d’éducation surtout lors du choix de contenu de leurs cours et, d’autre part, comme un guide pour les futurs enseignants qui leur permettra de s’autoévaluer et de se situer par rapport aux différents standards de performance identifiés dans ce référentiel. / Competency frameworks and professional education of teachers have become subjects of great interest among educational researchers (Paquay, 1994 ; Perrenoud, 2001 & Berchoud, 2007). This study is a Research & Development research that has as main objective to design and develop a competency framework for the future teachers of French as foreign language (FFL). To achieve this objective, our general approach was primarily based on the analysis of teacher education competency frameworks and performance standards that existed across the world. This analysis has led to identify the common points and subsequently, find the relevant elements that could inspire us in the development of a first draft of our competency framework. Thus, we have compiled a list containing the key performance domains for the education of the future teachers that we have identified based in our review of literature. To develop this list, we have consulted some experts in Egypt where French is taught as a second foreign language in public schools. By means of three research tools, interviews, focus-group and questionnaire, we have developed and validated the performance standards relevant to each of these domains as well as some indicators for each identified standard. The statistical analysis of data collected have allowed us to make an overall description of this data to confirm points of convergence significantly and also to identify some items subject of discussion. Hence, we could develop our competency framework that includes three main components: performance domains, standards and indicators. This framework consists of twenty performance standards that are essential for the education of future teachers of FFL. These standards are grouped under six categories called domains: language competence, communication, teaching process, classroom management, assessment and professionalism. The framework includes also sixty-three indicators related to the defined standards. Thus, the result of our research is this competency framework designed for the future teachers of FFL that its components have been validated in Egypt. We believe that this tool will be used, on the one hand, as a reference for the professors in faculties of Education helping them in the selection of the course content ; on the other hand, it will be used as guide for the future teachers enabling them to self-assess in reference with the defined performance standards.

Project management is as much art as it is science. Competence of project managers is receiving increasing interest as more organisations accept that project performance has an impact on organisational performance. Scholars and practitioners of project management tend to agree that while the technical aspects of project management are important, it is the behavioural competencies, or soft skills, of project managers that are required for success ? now and in the future. This study set out to explore the expected evolution of the behavioural skills and competencies of the project manager over the next decade. Secondary objectives of the study were to establish if perceptions differ amongst the respective demographic groups, the importance of leadership skills and how identified future behavioural competencies are addressed in current job profiles for project managers. The research study began in the literature where projects and project management was introduced followed by an exploration of some of the trends and perceptions expected to impact on project management in the future. Projects of the future will be strongly influenced by technology with complexity and uncertainty as common themes. Leadership and flexibility will be key for project managers to survive in such a dynamic, hyper–connected environment. A thorough literature study was conducted into the behavioural competencies of project managers especially with respect to the most widely used project management bodies of knowledge. The concept of competency was defined and a number of models of competency were presented. Soft skills relating to project managers were discussed including emotional intelligence which has received much attention recently. A comparison was made of the behavioural competencies of project managers as addressed in the IPMA International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of knowledge. Concluding the literature study, the fifteen behavioural competencies from the IPMA International Competence Baseline were discussed drawing on insight from the literature. An empirical study was completed with the aid of a new questionnaire designed using the behavioural competencies contained in the IPMA International Competence Baseline 3.0 as constructs. The questionnaire survey explored the perceptions of members in a South African project management organisation regarding the evolution of the importance given to the identified behavioural competencies. Analysis of the responses showed the questionnaire to be reliable and valid. Respondents indicated that they expect the following project manager behavioural constructs to grow in importance in the future: Efficiency, Leadership, Creativity, Openness and Engagement and Motivation. Respondents expect the following behavioural constructs to be less important in the future: Ethics, Values Appreciation, Reliability, Conflict and Crisis and Self–control. Structured interviews conducted to validate the survey results highlighted only that Leadership is an area that is expected to take on more importance for project managers in future. The interviews produced similar expectations to the literature regarding the future challenges for project management regarding complexity, uncertainty and the rate of change. A review of Project Manager job profiles yielded that generally behavioural competencies for project managers are not comprehensively addressed with more attention required and to utilise research as a basis. Proficiency requirements and assessment of proficiencies remains a major challenge that must be addressed by organisations in future. Conclusions regarding the findings of the research study were presented and recommendations for organisations and interested parties given. The research study was evaluated opposite the primary and secondary objectives with the conclusion that both were achieved. Finally, recommendations for further research into the behavioural competencies and related topics were proposed. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Project management is as much art as it is science. Competence of project managers is receiving increasing interest as more organisations accept that project performance has an impact on organisational performance. Scholars and practitioners of project management tend to agree that while the technical aspects of project management are important, it is the behavioural competencies, or soft skills, of project managers that are required for success ? now and in the future. This study set out to explore the expected evolution of the behavioural skills and competencies of the project manager over the next decade. Secondary objectives of the study were to establish if perceptions differ amongst the respective demographic groups, the importance of leadership skills and how identified future behavioural competencies are addressed in current job profiles for project managers. The research study began in the literature where projects and project management was introduced followed by an exploration of some of the trends and perceptions expected to impact on project management in the future. Projects of the future will be strongly influenced by technology with complexity and uncertainty as common themes. Leadership and flexibility will be key for project managers to survive in such a dynamic, hyper–connected environment. A thorough literature study was conducted into the behavioural competencies of project managers especially with respect to the most widely used project management bodies of knowledge. The concept of competency was defined and a number of models of competency were presented. Soft skills relating to project managers were discussed including emotional intelligence which has received much attention recently. A comparison was made of the behavioural competencies of project managers as addressed in the IPMA International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of knowledge. Concluding the literature study, the fifteen behavioural competencies from the IPMA International Competence Baseline were discussed drawing on insight from the literature. An empirical study was completed with the aid of a new questionnaire designed using the behavioural competencies contained in the IPMA International Competence Baseline 3.0 as constructs. The questionnaire survey explored the perceptions of members in a South African project management organisation regarding the evolution of the importance given to the identified behavioural competencies. Analysis of the responses showed the questionnaire to be reliable and valid. Respondents indicated that they expect the following project manager behavioural constructs to grow in importance in the future: Efficiency, Leadership, Creativity, Openness and Engagement and Motivation. Respondents expect the following behavioural constructs to be less important in the future: Ethics, Values Appreciation, Reliability, Conflict and Crisis and Self–control. Structured interviews conducted to validate the survey results highlighted only that Leadership is an area that is expected to take on more importance for project managers in future. The interviews produced similar expectations to the literature regarding the future challenges for project management regarding complexity, uncertainty and the rate of change. A review of Project Manager job profiles yielded that generally behavioural competencies for project managers are not comprehensively addressed with more attention required and to utilise research as a basis. Proficiency requirements and assessment of proficiencies remains a major challenge that must be addressed by organisations in future. Conclusions regarding the findings of the research study were presented and recommendations for organisations and interested parties given. The research study was evaluated opposite the primary and secondary objectives with the conclusion that both were achieved. Finally, recommendations for further research into the behavioural competencies and related topics were proposed. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

本論文採文獻分析，亦於理論中釐清組織層面的核心能力與個人層面的核心能力。多數學者認為組織的核心能力為替組織創造競爭優勢的特殊技能或科技，創造利益，也塑造企業文化與價值觀。核心能力的確為具體化組織願景的工具，其運用乃將具備適當技能的適當的人，置其於適當的職位。而落實至個人層次則涵括了個人的基本特質，包括知識、態度、技能和價值，於其工作情境中的超卓表現。而且有效工作表現的模型必須是個人能力、工作需求與組織環境三者的交集區間。然應用在公部高階行政人員的甄補與訓練中，則以美、加、英、澳、紐五國的實施作為探討的對象，依高階行政人員、實施背景、甄補過程、與核心能力內容等四個主要面向作介紹，於最後一章歸結為數種相同的能力，以及給予我國的啟示與建議。 / Fist part of this thesis is separated into two dimensions--organizational core competency and individual core competency. we have to clarify the difference between two, though core competency does realize the vision of organization. The significance of core competency is arrange the right person with right competencies on the right position. Only those in the range of individual competencies, job needs, and organizational environment are core competencies, and do make superior performance. And then introduce the application in the recruitment and training in senior service in 5 countries-United States, Canada, United Kingdom, Australia, and New Zealand. In these two chapters, we discuss them from the definitions, backgrounds, recruitment procedures, and contents. And the final of this thesis sum up those profiles, suggests to our government.

La mondialisation économique et l'internationalisation des échanges ont engendré l'ouverture des frontières et la mobilité professionnelle. Par conséquent, de nouveaux besoins communicatifs émergent. En effet, les institutions, les organismes, les administrations et les entreprises recrutent, aujourd'hui, des professionnels capables de communiquer en plusieurs langues lors de leurs activités professionnelles. Pour répondre à cette demande, des établissements scolaires et universitaires ont mis en œuvre des dispositifs d'enseignement bi-plurilingue. La présente thèse s'intéresse aux Filières Universitaires Francophones (FUF) bi-plurilingues, et a pour objectif d'analyser le dispositif Discipline(s) Non Linguistique(s) (DNL)/cours de français, censé garantir la réussite universitaire et professionnelle des étudiants allophones. Ainsi, nous avons mené une enquête de terrain au sein d'une FUF d'économie en Egypte pour y étudier les pratiques linguistiques et didactiques. Notre recherche montre que l'intégration d'un cours de Français sur Objectif Universitaire (FOU) et de Français sur Objectif Spécifique (FOS) dans le programme de formation des FUF vise la réussite des étudiants. Par ailleurs, les résultats de notre investigation nous ont conduite à élaborer différents outils permettant aux enseignants de français d'élaborer plus facilement des cours de FOS/FOU. Il s'agit précisément de la conception d'un référentiel de compétences langagières, d'un programme de formation de FOS/FOU et d'activités pédagogiques. / The economic globalization and internationalization of exchanges led to the opening of borders and professional mobility. As a result, new communication needs are emerging. Indeed, institutions, organizations, administrations and enterprises are nowadays recruiting professionals who can communicate in different languages during their workplace activities. To meet this demand, schools and universities have implemented bi-multilingual teaching. This thesis focuses on bi-multilingual French-language University Courses (FUF) and aims to analyze the framework including non-linguistic subject(s) (DNL) in French and French courses, which is intended to ensure the academic and professional success of allophone students. Thus, we conducted a field survey within the Economics courses of a FUF in Egypt so as to study the linguistic and teaching practices. Our research shows that the integration of French for Specific Purposes (FSP) and French for Academic Purposes (FAP) courses in the FUF’s academic program aims at student achievement. Furthermore, the results of our investigation led us to develop different tools which will enable French teachers to create FSP/FAP courses more easily. More specifically, it is the construction of a competency framework, the design of a training program and educational activities.