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The issue which may arise about the concept of localization leads us to question the notion of translation. The communication at stake within the dynamics of bilingual and dual-nationality groups (e.g., Franco-German groups) becomes a kind of oral translation which, within said group, will be based on linguistic and intercultural schisms, but also of a whole psycho-relational experience. The notion of mediation makes it possible through its all-encompassing nature and its polysemy to approach this particular field of study in its entirety. On a higher level, the unexplored field of study examined here hitherto leads to an evasion of the ultimate epistemological reflection. On a lower level, several intercultural communication scenarios will be presented.

Keywords: bilinguisme, communication interculturelle, épistémologie, médiation, scénarios de communication, bilingualism, intercultural communication, epistemology, mediation, communication scenarios

The purpose of this article is to clarify the present situation of research on evaluation of human potential. To accomplish this, we have adopted a critical perspective which differs from traditional approaches to this question. It is apparent that research efforts until now have devoted themselves to the development of valid tools of measurement, while results have been unfortunately less satisfying. Conclusions in the area of evaluation drawn by researchers vary from study to study, and are presently inconclusive.This state of affairs has led us to attempt to redefine the research hypothesis. As our point of departure, we have chosen a distinction between two approaches: traditional (based on the search for control and prediction) and non-traditional (taking into consideration both compatible and incompatible results available).Rather than confine ourselves to proving the validity of tools of measurement with the objective of establishing better control of the human factor in organizations, we propose tackling the following problem: What can be drawn from the relative successes and the failures to date?This question has forced us to reconsider the predominant use of research methods based on the scientific approach, a habit which seems to have compelled researchers to constantly repeat the same mistakes while preventing them from redefining their hypotheses. We suggest the introduction of methods resulting from non-traditional approaches, for they have permetted us to advance our research objectives from the stage of "why" to that of "how", giving us access to information on another level and with different consequences. Traditional methods have, in short, prevented us from answering the question: "Why can we not predict at present?" and drawing the necessary conclusions.This effort of critical reflection and reinterpretation suggests that it is necessary to make reference to a series of principles concerning the evaluation of human potential: We formulate them as follows:First PrincipleIf it is presently difficult to predict, if would be simpler to observe. (Let us base our decisions on facts rather than probabilities).Second PrincipleFor purposes of evaluation, look for indications of what is desired rather than attempting to predict future indications. (Adapt our tools of measurement so that they will permit us to observe what we want to rather than to predict ).Third PrincipleAll lists of criteria involving decision must be formulated systematically so that the evaluator can reply "yes" or "no" regarding the presence of items associated with the quality sought after. (Evaluate what candidates do rather than pronouncing on the value of their acts).We are fully aware that our criticism brings us to propose a general redefinition of the recherche hypothesis in evaluation of human potential. In order to illustrate the significance of the three principles proposed and avoid confining ourselves to severe criticism without advancing an alternative, we present briefly, through a sample evaluation grid, how evaluation and selection of human resources could be rethought.

Faced with new challenge from globalization, technological and demographic changes, today organizational training takes a crucial importance in the development of human resources in organizations. From both a scientific and practical point of view, two major currents presently seem to rule this field : a psychosociological current and an ergonomic current. The contributions of each of them in organizational human resources development are unquestionable, but we have observed significant levels of misunderstanding between the two, as well as a lack of dialogue and scientific objectivity. The present paper intends to initiate this dialogue with an eye towards developing training practices. Thanks to a better understanding of these main approaches, our aim is to help those who seek to train personnel to better orientate their choice of training.From this perspective, based as much on historical research as on more recent works, several common points are obvious. (1) There is a wish to develop new learning strategies which draws substance from scientific research, and which breaks with school-based models. (2) There is a strong link between theory and action, together with practices that combine doing and knowledge. (3) There is also a vision of learning as the result of action combined with reflection on action.In contrast with these shared foundations, several differences leading to fruitful exchange have been identified. (1) Focus on group from psychosociological approaches, as opposed to focus on work from ergonomic perspectives; (2) concentration on functional and specific aspects of work in the ergonomic approach and emphasis on relational and transversal aspects in the psychosociological approach; (3) four points on which technical exchanges would be profitable; (4) a major controversy on the question of whether the link between work and training is necessary or not. By becoming aware of the complementarity of the two approaches (compatible and different), we become convinced that it is essential to begin a dialogue in order to make organizational training practices more understandable and more effective.

Keywords: compétences, développement des ressources humaines, dynamique des groupes, formation, ergonomie, psychosociologie, competence, group dynamics, human resources development, ergonomics, psychosociology, training, competencias, desarrollo de los recursos humanos, dinámica de grupos, formación, ergonomía, psicosociología

AbstractThis article presents a synthesis of recent (1998-2005) publications on the impact of play, as a pedagogical technique, on learning. While confirming that there are a great number of approaches, a certain disparity in the way of presenting and interpreting results, and hoping to verify if educational games have a real impact on learning, the authors used a validated analysis grid to produce a review of the literature in this area. The authors present a summary of the essential attributes of games, these attributes being used to frame this research, as well as details regarding the impacts noted. The analysis shows that play has positive impacts on learning.

Keywords: jeu, impacts, apprentissage, éducation, recension des écrits

AbstractThis article describes training in intercultural relations. The objective of this training is to develop competence in intercultural communication rather than to simply provide knowledge of the other's culture. The approach proposed is based on dialogue and on a pragmatic view of communication seen as a co-operative action. A multiple strategy which is presented in the context of international cooperation aims to develop various registers of the relationship : the relation of self to the external reality, the relation of self to others, and the relation of self to one's own self. The aim is to develop those attitudes necessary for co-operative action and partnership.