This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually-developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education. / English Studies / M.A. (TESOL (Teaching English to Speakers of Other Languages))

Life Orientation, a core subject of the South African secondary school curriculum since 1996, is still not taught successfully in the majority of secondary schools. This study was conducted in former Model C secondary schools in the Nelson Mandela Metropole in order to identify challenges and problems with regard to the management of the teaching of the subject. If the subject were managed properly by principals the Departmental outcomes would have been achieved and problems would not have existed. In this study the managerial challenges of the teaching of Life Orientation have been identified by means of mixed method research, in terms of the four main management tasks, namely leading, planning, organising and controlling. The views of principals were obtained through a questionnaire and semi-structured interviews. The data was synthesised, multi-dimensional management problems were identified and recommendations were made with regard to managing the important subject of Life Orientation. / Educational Leadership and Management / M. Ed. (Education Management)

The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator. / Psychology of Education / D. Ed. (Psychology of Education)

The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

L’impulsivité est une séquelle fréquente suite à un traumatisme cranio-cérébral (TCC) à laquelle sont associées de nombreuses conséquences néfastes et qui nécessite un investissement considérable de ressources. En ce sens, une évaluation adéquate de l’impulsivité est de mise dans un contexte de réadaptation. Par contre, malgré son importance, il n’existe pas de définition consensuelle de l’impulsivité post-TCC ni de mesure spécifique permettant de l’évaluer. Il est généralement admis, dans la littérature récente, que l’impulsivité est un construit multidimensionnel. Notamment, le modèle UPPS-P de l’impulsivité gagne un appui significatif et pourrait permettre une compréhension plus spécifique de l’impulsivité post-TCC. Selon ce modèle, il existe quatre dimensions à l’impulsivité soit l’urgence (tendance à agir ses impulsions dans un contexte d’émotions intenses), le manque de persévérance (difficulté au niveau du maintien de l’attention sur une tâche complexe et ennuyante et une susceptibilité à l’ennui), le manque de préméditation (difficulté de prévoir les conséquences d’un comportement avant de le poser) et la recherche de sensations (tendance à préconiser des activités jugées excitantes et l’ouverture à essayer de nouvelles expériences qui peuvent ou non, être dangereuses). Il a été proposé que l’urgence, le manque de persévérance et le manque de préméditation sont associés à des difficultés à inhiber la réponse automatique, à résister à l’interférence proactive et de la prise de décision, respectivement (Bechara et Van der Linden, 2005). Une telle conceptualisation offre une avenue prometteuse quant à l’évaluation de l’impulsivité post-TCC. Le présent projet vise à clarifier le construit de l’impulsivité post-TCC, à déterminer si les mêmes mécanismes cognitifs sont en lien avec les dimensions de l’impulsivité dans un contexte de réadaptation fonctionnelle intensive puis de déterminer quelles tâches de performance prédisent le mieux les comportements impulsifs dans ce milieu. D’abord, une recension des écrits portant sur l’impulsivité post-TCC donne un appui à la conceptualisation multidimensionnelle de l’impulsivité et fait ressortir les obstacles qui nuisent à l’étude de l’impulsivité post-TCC. Ensuite, l’utilisation de diverses tâches de performance permet d’évaluer le lien entre les dimensions de l’UPPS-P et les mécanismes cognitifs. Les résultats indiquent des atteintes sur les mécanismes liés à l’inhibition de la réponse automatique, à la résistance à l’interférence proactive ainsi qu’à la prise de décision. Toutefois, ils ne permettent pas de supporter les propositions de Bechara et Van der Linden quant aux mécanismes sous-jacents aux dimensions de l’impulsivité post-TCC chez les patients en réadaptation intensive. Finalement, les résultats permettent de faire ressortir la pertinence des tâches de performance écologiques dans la prédiction de comportements impulsifs dans la vie quotidienne. Les portées théoriques et cliniques des résultats sont discutées. / Impulsivity is a common sequela following traumatic brain injury (TBI) to which are associated many negative consequences and necessitates important resources. A thorough assessment of impulsivity is therefore necessary in a rehabilitation setting. However, there is no consensual definition of post TBI impulsivity nor is there a specific measure allowing its assessment. It is generally acknowledged, in recent literature, that impulsivity is a multidimensional construct. The UPPS-P model is gaining a significant amount of support and could allow a better understanding of post-TBI impulsivity. According to this model, there are four dimensions to impulsivity, namely urgency (tendency to experience and act on strong impulses frequently under conditions of strong affect), lack of perseverance (inability to remain focused on a task that may be boring or difficult), lack of premeditation (inability to think and reflect on the consequences of an act before engaging in that act) and sensation seeking (tendency to enjoy activities that are exciting and a willingness to try new experiences). It has been suggested that urgency, lack of perseverance and lack of premeditation are linked to impairments on prepotent response inhibition, on resistance to proactive interference and on decision making, respectively (Bechara and Van der Linden, 2005). This conceptualisation offers a promising avenue as to the assessment of post-TBI impulsivity. This project aims to clarify the construct of post-TBI impulsivity, to determine whether the same cognitive mechanisms come into play in the different dimensions of impulsivity in an intensive functional rehabilitation setting and to determine which performance tasks allow the prediction of impulsive behaviors in that setting. Firstly, a literature review among studies on post-TBI impulsivity gives support to a multidimensional conceptualisation of impulsivity and allows to bring out the obstacles which make the study of post-TBI impulsivity more complicated. Secondly, the use of different performance tasks is used to assess the links between UPPS-P dimensions and cognitive mechanisms. Results indicate impairments on the mechanisms linked to prepotent response inhibition, to resistance to proactive interference and to decision making. However, they do not support Bechara and Van der Linden’s (2005) propositions as to the underlying mechanisms to the dimensions of post-TBI impulsivity in an acute rehabilitation setting. Thirdly, the results show the relevance of ecological performance tasks as to the prediction of impulsive behaviors in everyday life. The theoretical and clinical implications of the results are discussed.

Involving customers in the creation and design process of new products and services has been dis-cussed in practice and research since the early 1980’s. As one of the first researchers, von Hippel (1986) shed light on the concept of Lead Users, a group of users who are able to provide most accu-rate data on future needs for organizations. Subsequently, many scholars emphasized different areas of contribution for customers and how they provide assistance to the process of innovation. First of all, customers may contribute to product innovation (Cooper & Kleinschmidt, 1987; Driessen & Hillebrand, 2013; Füller & Matzler, 2007; Gruner & Homburg, 2000; Sawhney, Verona, & Prandelli, 2005; Snow, Fjeldstad, Lettl, & Miles, 2011; Yang & Rui, 2009) and service innovation (Abecassis-Moedas, Ben Mahmoud-Jouini, Dell’Era, Manceau, & Verganti, 2012; Alam, 2002; Chesbrough, 2011; Larbig-Wüst, 2010; Magnusson, 2003; Paton & Mclaughlin, 2008; Shang, Lin, & Wu, 2009; Silpakit & Fisk, 1985), e.g., by co-creating values (Prahalad & Ramaswamy, 2004), such as concepts or designs as well as reviewing and testing them throughout the stages of the process of innovation. From the customers’ point of view, being involved in innovation processes and becoming a part of the organ-ization is a desire of an increasing number of them. Customers are demanding more individual and more tailored products. They are increasingly knowledgeable and capable of designing and produc-ing their own products and services. Due to the fact that their influence on product development is positively related to the quality of the new product (Sethi, 2000), more and more organizations appreciate them as innovation actors and are willing to pay them for their input. Today, customers are not only involved in the qualification of products (Callon, Méadel, & Rabeharisoa, 2002; Callon & Muniesa, 2005; Grabher, Ibert, & Flohr, 2009) but also allowed to customize and evaluate them on the path to innovation (Franke & Piller, 2004; Piller & Walcher, 2006; von Hippel & Katz, 2002; von Hippel, 2001). Moreover, there is an abundance of studies that stress the customers’ influence on effectiveness (de Luca & Atuahene-Gima, 2007; Kleinschmidt & Cooper, 1991; Kristensson, Matthing, & Johansson, 2008; Still, Huhtamäki, Isomursu, Lahti, & Koskela-Huotari, 2012) and risk (Bayer & Maier, 2006; Enkel, Kausch, & Gassmann, 2005; Enkel, Perez-Freije, & Gassmann, 2005). While the latter comprises the risk of customer integration as well as the customers’ influence on market risks, e.g., during new product development, studies on effectiveness are mostly concerned with customer-orientation and products/services in line with customers’ expectations (Atuahene-Gima, 1996, 2003; Fuchs & Schreier, 2011). The accompanying change in understanding became known as open innovation (OI; first coined by Chesbrough in 2003) and represents a paradigm shift, where organizations switch their focus from internally generated innovation (i.e., ideation, in-house R&D, etc.) toward external knowledge and open innovation processes, thus, allowing them to integrate external ideas and actors, i.e. custom-ers (Chesbrough, 2006) and other external stakeholders (Laursen & Salter, 2006). Since then, OI has been identified as a success factor for increasing customer satisfaction (Füller, Hutter, & Faullant, 2011; Greer & Lei, 2012) and growing revenues (Faems, De Visser, Andries, & van Looy, 2010; Mette, Moser, & Fridgen, 2013; Spithoven, Frantzen, & Clarysse, 2010). In addition to that, by open-ing their doors to external experts and knowledge workers (Kang & Kang, 2009), organizations cope with shorter innovation cycles, rising R&D costs, and the shortage of resources (Gassmann & Enkel, 2004). Parallel to the paradigm shift in innovation, another shift has taken place in information and com-munication technologies (Kietzmann, Hermkens, McCarthy, & Silvestre, 2011). Only a few years ago, when customer integration was still very costly, companies had to fly in customers, provide facilities onsite, permanently assign employees to such activities, and incentivise each task execut-ed by customers. Today, emerging technologies (subsumed under the term ‘social software’) help integrating customers or other external stakeholders, who are increasingly familiar with the such technologies from personal usage experience (Cook, 2008), and grant them access from all over the world in a 24/7 fashion. Examples include blogging tools, social networking systems, or wikis. These technologies help organizations to access customer knowledge, facilitate the collaboration with customers (Culnan, McHugh, & Zubillaga, 2010; Piller & Vossen, 2012) at reduced costs and allow them to address a much larger audience (Kaplan & Haenlein, 2010). On the other hand, customers can now express their needs in a more direct way to organizations. However, each technology or application category may present a completely different benefit to the process of innovation or parts of it and, thus, the innovation itself. Reflecting these developments, organizations need to know two things: how can they exploit the customers’ knowledge for innovation purposes and how may the implementation of social soft-ware support this. Hence, this research addresses the integration of customers in organizational innovation, i.e. new product development. It addresses how and why firms activate customers for innovation and which contribution customers provide to the process of innovation. Additionally, it investigates which tasks customers may take over in open innovations projects and which strategies organiza-tions may choose to do so. It also addresses which social software application supports each task best and how organizations may select the most suitable application out of a rapidly growing num-ber of alternatives. The nature of this research is recommendatory and aims at designing a solution for organizations that are interested in the potential contribution of customers during innovation, already involve customers in innovation tasks or plan to do so. Following the recommendations of this research should result in a more effective organizational exploitation of customer knowledge and their workforce and, thus, a value added to innovation and the outcomes of the process of innovation, e.g., a product that better fits the customers’ expectations and demands or consequently a better adoption of the product by the customer.

My theses called "Intergrated thematic instruction" in the "Step by Step programme" describes, analyses and evaluates the usage of Integrated Thematic Instruction (ITI) on the 1st level of the primary school. ITI is considered like one of the possibilities of the realisation of the educational content which is delimited by General Educational Programme which broad interpretation offers to this realisation. My theses is devided into two parts - theoretical and practical. The theoretical part deals with the analysis of the educational content in regard with the schoolwork integration. Besides the integration itself, my theses also deals with thematic teaching and integrated thematic teaching in curriculated documents. My theses also refers to integrated thematic teaching in modification of the "Step by Step programme" and tries to limit ITI in the project teaching background. The integral component of the theoretical part is also a part devoted to the key competences and their acquisition. I focus on the components monitoring of the brain compatible environment during the real practical teaching in the "Step by Step programme". I analyse the above mentioned components within three ITI projects which happen during my classes. The analysis runs based on the Korthagen's cycle where the last phase of the...

Construit en multiréférentialité, sur les postulats de la psychologie socioculturelle de Vygotski, de l’analyse clinique de l’activité (Y. Clot), de l’ergonomie de l’activité, cette étude a pour finalité de construire une intelligibilité des pratiques, habitus et singularité entremêlés, dans une approche compréhensive et développementale des actions de préparation, comme « une présence au futur » .Quel(s) liens font les enseignants entre le sens, la forme et les modalités de leur action anticipatrice de préparation et le cours d’action de leur conduite effective de la classe, leur pilotage des tâches, dans la complexité d’une situation d’enseignement-apprentissage, à l’école élémentaire au cours d’une expérimentation de terrain en autoconfrontation croisée ?Cette PROBLEMATIQUE s’organise dans une démarche descriptive et compréhensive autour de trois HYPOTHESES : L’hypothèse 1, sur la nature de la pratique - chaque professionnel interprète différemment la préparation. L’hypothèse 2, entre ce sur quoi porte l’anticipation de la séance (facilitant ou non la gestion de l’imprévu) et son pilotage effectif. L’hypothèse 3, sur les prolongements possibles en formation.La METHODE, une « quasi-expérimentation », permet l’accès à la réalité quotidienne des pratiques, dans un espace de co-construction praticiens / chercheur, en appui de l’autoconfrontation qui permet de «faire vivre la conscience pour l’étudier» (Vygotski), lorsque celle-ci est mise à disposition d’un collectif professionnel, constituant le corpus, arrêté, in fine, sur cinq acteurs singuliers, pour une recherche de typicalité de cas d’enseignants.Les INDICATEURS d’analyse, organisés autour des traces et des conceptions de la préparation, permettent d’éclairer le paradigme d’anticipation et la préparation :- Il existe plusieurs configurations déterminées par le rapport au support-outil et la gestion des interactions langagières.- Le déroulement effectif de la classe est le résultat d’un système d’interactions entre le pilotage à partir de la préparation et les interprétations, incertitudes majeures, que les élèves font des tâches. - En anticipant avec le cadre linéaire de la préparation « canonique » l’enseignant pilote du linéaire, a contrario de l’apprentissage et n’intègre pas de possibilité d’improvisation . Ce n’est pas un outil suffisant du métier, il permet d’établir des relations de détermination, mais peu de relations de signification : l’interprétation reste donc en tension. Pour résoudre cette tension, on peut envisager une voie complémentaire, au croisement d’une clinique de la relation éducative et d’une clinique de l’activité : une post-paration individuelle et collective. Cette POST-PARATION – qui permet de problématiser, d’introduire quelque chose qui n’est pas dans le constat de situation et de se positionner dans cette présence au futur pour permettre l’ajustement de l’action - corrélée avec le style professionnel, en lien avec le genre est constitutive d’un capital de mise en mots et d’un répertoire de mise en actes, qui sont des ressources pour préfigurer l’action. / Built in multireferentiality, on the postulates of the sociocultural psychology of Vygotski, of the clinical analysis of activity (Y. Clot), of the ergonomics of the activity, the finality of this study is to build an intelligibility of the practices, habitus and singularity intermingled, in an understanding and développementale approach of the actions of preparation, like “a presence with the future” .Which bonds make the teachers between the direction, the form and the methods of their anticipatrice action of preparation and the action in progress of their effective control of the class, their leading (piloting) of the tasks, with the complexity of a situation of teaching-training, at the elementary school during an experimentation of ground in cross autoconfrontation?This PROBLEMATIC is organized in a descriptive and understanding step around three ASSUMPTIONS: Assumption 1, about the nature of the practice - each professional interprets the preparation differently. Assumption 2, between it to what the anticipation of the meeting relates (facilitating or not the management of unforeseen) and its effective piloting. Assumption 3, on the possible prolongations in formation.The METHOD, a “quasi-experimentation”, the access to the daily reality of the practices allows, in an enquiring space of co-construction experts / researcher, in support of the autoconfrontation which makes it possible “to make live the conscience to study it” (Vygotski), when this one is placed at the group of professional’s disposal, constituting the corpus, decree, in fine, on five singular actors, for a search for typicality of case of teachers.The INDICATORS of analysis, organized around the traces and of the designs of the preparation, make it possible to clarify the paradigm of anticipation and the preparation:- There are several configurations determined by the report with the support-tool and the management of the linguistic interactions.- The progress of the real enfolding class is the result of a system of interactions between piloting starting from the preparation and interpretations, major uncertainties, that the pupils make with the tasks. - While anticipating with the linear framework of the “canonical” preparation the teacher controls the linear one, on the opposite of the training and does not integrate a possibility of improvisation . It is not a sufficient tool of the trade, it makes it possible to establish relations of determination, but few relations of significance: interpretation thus remains in tension.To solve this tension, one can plan a complementary way, with the crossing of a private clinic of the educational relation and a private clinic of the activity: an individual and collective post-paration. This POST-PARATION - which allows problématiser, to introduce something which is not in the report of situation and to be in this presence with the future to allow the adjustment of the action - correlated with the professional style, in bond with the kind is constitutive of a capital of setting in words and of a repertory of acting out, which is resources to precede the action.

Les femmes, élément central de la vie économique et sociale, jouent un rôle important dans la société sénégalaise. Dans cette thèse nous avons voulu mettre en valeur le dynamisme et l'héroïsme quotidien des femmes sénégalaises, de la région de Diourbel en particulier. Ce dynamisme est étudié à travers leurs activités quotidiennes, la recherche d’autonomie économique, et leurs associations. Diourbel était le centre du bassin arachidier dont les contours se sont modifiés avec le développement de l’arachide et les mutations du milieu. Ces dernières ne manquent pas de conséquences sur la vie des populations, des femmes en particulier qui doivent trouver des moyens pour s'adapter et faire face au départ des hommes et à l'accroissement des charges familiales. En partant des difficultés multidimensionnelles du vieux bassin arachidier, étudiées à travers la mauvaise articulation des politiques agricoles coloniales et nationales, qui ont participé à la crise agricole qui a été aggravée par la combinaison de facteurs anthropiques et physiques, nous avons rappelé le rôle actif des femmes dans la sphère familiale, d’abord et rendu visibles les activités collectives ou individuelles qu’elles ont déployées. Ensuite, les associations féminines se caractérisent par leur diversité dans leurs formes, leurs objectifs, leurs moyens et leur tissu relationnel. Devant les mutations observées, elles sont devenues incontournables et sont perçues comme des réponses féminines. Devant tous ces changements, les femmes du Baol ont leur mot à dire et leur force à apporter pour que l'édifice familial et social reste debout. Face aux efforts déployés par les femmes, des perspectives s'ouvrent. / Women play an important role in Senegalese society occupying a central position in the economic and social life of the nation. In this thesis we will highlight the dynamism and the heroic levels of energy that Senegalese women invest in their daily tasks. Our observations will focus on the region of Diourbel. Their dynamism will be assessed throughout their daily activities, including their efforts to reach an economic self-sufficiency and their work within organizations. Diourbel used to be the center of the groundnut (peanut) basin. The borders of this region changed with shifts in the techniques of peanut farming and modifications in the environment. The latter has had effects on the living conditions of the inhabitants, particularly on women who had to find ways to adapt to such challenges as men migrating and increases in the cost of running a household. We highlight the active role women play within the family, demonstrating their collective and individual activities. These details are presented within the context of such multidimensional issues facing the old groundnut basin, as the incoherence of the colonial and national agricultural policies which have been aggravated by the combination of anthropogenic and physical factors. In addition the women´s associations are characterized by their variety, objectives, methods and internal relationships. The analysis will show them to be an inevitable feminine response to the observed social, economic and environmental changes. Women of Baol play a substantial role and exert significant influence on the process of maintaining both the social and familiar structures of their communities. As women carry out these efforts, our analysis will reveal how these efforts generate new perspectives.

Ces travaux sont du domaine de génie systèmes industriels et l'ingénierie de l'innovation. Ils se sont déroulés dans l'industrie de services financiers au sein du groupe de banque-assurance Groupama. Les services représentent 64% de PIB mondial. Le secteur employait en 2007 en France près de 20 millions de personnes contre 5 millions pour l'industrie. Pourtant la recherche sur les processus d'innovation présente un déséquilibre avec un article scientifique NSD (new service development) pour quatre NPD (new product development). L'objectif de ces travaux est de proposer une méthode de pilotage des projets d'innovation dans les services. Pour formaliser le pilotage d'innovation dans les services tout en préservant la zone de liberté nécessaire à l'innovation, nous sommes basés sur un formalisme de type NPD pour définir un processus NSD qui respecte la flexibilité spécifique de l'innovation dans les services. Le coeur de notre hypothèse a été d'identifier des invariants de processus NSD. Nous proposons six classes d'invariants : les OICs (Objets Intermédiaires de Conception), les ressources, les compétences, les tâches, les indicateurs et les méthodes. Leurs interactions sont rendues dans un Diagramme de Classes UML. Un projet peut être décrit comme une « somme » d'OIC eux-mêmes résultat de l'agencement des 5 autres invariants. Ces six classes d'invariants ont été validées sur projets de Groupama. Elles permettent de décrire, suivre, capitaliser, réutiliser des savoirs acquis sur des projets antérieurs et de manager les projets innovants. Nous proposons aussi un processus de pilotage des projets NSD, formalisé par un Diagramme d'Ordonnancement des Phases sous MEGA / The present thesis is about the field of system engineering and innovation engineering. It took place in the financial industry within the group of banking insurance Groupama. Services represent 64% of world's GDP (Gross Domestic Product). This branch employed in 2007 in France about 20 million people against 5 million for industry. Still the research on the innovation processes presents a gap with only one NSD (new services development) article against four NPD (new products development). The aim of this work is to propose a method for management of innovation projects in the services branch. To formalize the management of innovation projects for the services, while preserving the space required for innovation, we use a NPD's type formalism in order to define a NSD process while respecting the specific flexibility of the innovation in the services branch. The center of our hypothesis was to identify invariants within the NSD process. We propose six classes of invariants: IDOs (Intermediate Design Objects), the resources, the skills, the tasks, the indicators and the methods. Theirs interactions are shown in a UML Diagram of Classes. A project may be represented as an "addition" of IDOs, where they are the result of 5 other invariants arrangements. These six classes of invariants were validated on Groupama projects. They are relevant to describe, monitoring, capitalize, re-use of the knowledge acquired on previous projects and to manage innovative projects as well. We also propose a process of piloting of the NSD projects, formalized by a Diagram of Phases Sequencing of MEGA