Approach to competency-based training need analysis (TNA) in the public sector of Luc Nam district, Bac Giang province (Vietnam)

Bac Giang Province to 1 identify required competencies for Public Administration Reform from the draft list of competencies framework and 2 identify training needs and also barriers rela

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— t i t i t / f a ^ UPPSALA UNIVERSITET &

UNIVERSITY OF ECONOMICS & BUSINESS, VNUH

DISTRICT, BAC GIANG PROVINCE (VIETNAM)

Authors: Dinh Van Tuan

Dang Van Nhan

Supervisor: Dr Sven-Erik Svard PhD Local Supervisor: Assoc Prof Dr L e Q u a n P h D Class: MPPM INTAKE 6-Group 21

Hanoi, M a v - 2 0 1 3

ACKNOWLEDGEMENT

First and foremost, xve would like to express our gratitude to all those \\ho ea\e us the possibility to complete this thesis We would like to thank Unixersity of Business and Economics (VNU-HN) and Uppsala University (Sweden) for giving me permission to commence this thesis in the first instance and to do the necessarx- research work

We are deeply indebted to our supervisor Assoc.Prof Dr Le Quan whose reference materials, support, stimulating suggestions and encouragement helped us in all stages of this research

We would like to express our sincere thanks to Dr S\en-Erik Svard who was guiding us through this process with valuable advices and who has been reading and revising this thesis His comments and reflections have helped to sharpen arguments of our thesis and make it become more scientific

Our classmates from class MPPM 6 supported us a great deal and we would like to thank them for all their support, cooperation and \ aluable suggestions

We also xvould like to kindly express our sincere thanks to colleagues in the Luc Nam District of Bac Giang province who gaxe us precious advices during our research

Finally, we would like to express our sincere thanks to all our family and friends whose direct and indirect support helped us complete our thesis in time

ABSTRACT

Title of the thesis:

Approach to competency-based training need analysis (TNA) in the public sector of Luc Nam District Bac Giang province (VietNam)

Authors:

Dinh Van Tuan

Dang Van Nhan

Instructors:

Uppsala professor: Dr Sven-Erik Svard

National instructor: Assoc.Prof Dr Le Quan

Time of thesis presentation: May 2013

Objective:

Application of modem human resource management practices in supporting dexelopment

of human resource in public sector is the prevailing trend during the past two decades in many developed countries In particular, the application of competency framevsork in supporting human resource management practices such as recruitment, planning, training, training, evaluation or compensation is essentil Within the scope of this thesis, we study the application of competency framework in supporting the training for cixil serxants in order to serve the Public Administration Refomi in the District of Luc Nam Bac Giang province

Ox'crral objectixe: increase the effectiveness of training for supporting public administration refomi in the District of Luc Nam Bac Giang province

Detailed objectives:

• Define competencies framework for cixil senants to support and promote Public Administration Refomi (PAR) in the District of Luc Nam Bac Giang province

• Recommend competencies - based training need analysis solution for to support and promote Public Administration Refomi (PAR) in the District of Luc Nam Bac Giang proxince

• Identify main training needs of cixil to support and promote Public Administration Reform (PAR) in the District of Luc Nam, Bac Giang province

in 2014

Methodology:

To develop competencies framework and competency-based training need analvsis solution for the public sector of Luc Nam District Bac Giang Province, we used both theoretical research and field research

The theoretical research was to build a draft list of competencies framework that are close to the needs for supporting Public Administration Reform in Luc Nam District, Bac Giang Prox ince

The field research was conducted with questionnaires in a commune of Luc Nam District Bac Giang Province to (1) identify required competencies for Public Administration Reform (from the draft list of competencies framework) and (2) identify training needs and also barriers related to training in public sector

Results and conclusions:

Results

Competency framework for for civil serxants in the public sector of Luc Nam District Bac Giang Province; competency - based training need analysis solution for public sector of Luc Nam District Bac Giang Province: and main training needs of cixil serx'ants in public sector of Luc Nam District Bac Giang Province in 2014

Conclusion

Improxing the qualitx' oi' training for cixil serxants plays an important role in

increasing efficiency of administrative management and promoting publicdministration refomi in Bac Giang province in general and Luc Nam District in particular to meet requirements for social-economic dexelopment in the next coming years

One of the main issues related to training for civil serxants for civil serxants in Luc Nam district Bac Giang province is the lack of criteria to assess the real needs and requirements tor competencies of cixil servants, so that the training need analysis is not perfomicd That means the training for cixil sen-ants is based more on resources and conditions for organizing training courses than on real needs from civil serx ants

In the case of Luc Nam district Bac Giang province, the renovation of the training for cixil serxants is urgent and important in order to meet requirements of public dministration refomi

In both public and prixate sectors, training need analysis (TNA) is effective support-tool for developing right training programs for right people This research xvas closely linked to the Public Administration Reform in Luc Nam Distnct Bac Giang

serx'ants to effectively support and promote Public Administration Reform One of the main challenges related to civil serxant's capacity building for Public Administration Reform consists of the development of awareness and attitude towards an effective and real public administration system That was reason why in this research xve focused on proposing behavior and change management skills more than technical skills

This is an empirical research with a practical approach Firstlv we developed competency framework to support public administration reform in Luc Nam district Bac Giang province Secondly, we developed solution for applying competency framework in training needs analysis for civil serxants in order to implement public administration reform in the Luc Nam district Bac Giang province

During the research, the biggest challenge is that the Job descriptions for civil servants in Luc Nam District Bac Giang Province is not enough detailed and operational leading to the lack of or unclear requirements for competencies By defining required competencies for job positions in the administration system in Luc Nam District Bac Giang Province, xve expect to help training managers to dex'elop training programs that meet civil serxants" needs Training managers use gaps in competencies as inputs to define training needs

The main result of this research is the set of competencies required to civil serxants

to support public administration refomi and guidelines to apply competencx-based training needs analysis method in Luc Nam District Bac Giang Province

Limitations and recommendations

Limitations

As these competences xvere developed based on the competencies framework of

UK a different culture and economic dexelopment lexel from X^ietnam there must haxe room for improxement Therefore, the competencies for cixil serx*ants in Luc Nam District, Bac Giang Province should be reviewed and updated accordingly to the job requirements

In addition, xve could have only defined the required competencies for managers Icxcl and and staff lc\el not to job position le\el \et Therefore, trainings that xve identified may not meet all current needs, especially training needs for some specific job positions

It is also because of limited time and research experience, xve could not expand the

research to other districts of Bac Giang province Ue could not either make research on competency framexvorks and training needs for civil senants xvorking from different areas the puclic sector and at the provincial lexel

- Other limitations include sun^ey sample size xvas small: w^e could not develop solution for designing training masterplan for civil senants in Luc Nam Distnct due to the lack of expertise in training program design and the concept of competencies and competencies - based training need analysis were still new in Luc Nam District Bac Giang province so that informants could make error during filling in questionnaires

Recommendation

The training for civil sen^ants should be implemented through 4 steps that are: (1) identify training need for civil sen'ants: (2) dexelop training plan for civil senants: (3) implement training plan for training civil sen^ants: and (4) assess the results of training However, there are a variety of factors that affect the pmcess and results of training for civil senant such as budget, quality of lecturers, training management capacity, infrastructure, as well as current competencies and motivation of civil senants Identifving training needs for civil senants is the first and important step to detemiine whether civil servants need to be trained and what arc training contents

Thus, if civil servants meet the required competencies, there will have no need for training That is only when gaps in competencies (betxveen ci\il senants' current competencies and competencies that arc required to their job positions) are identified, we can design training programs

In addition, in order to encourage and motivate civil senants to activelv iniproxe their capacity, the solution is dexelop and implement in parelell the competencx-based training needs analysis method and rewarding system, meaning x\e should conduct training assessment and job perfomiance after training and use assessment results to rexvard competent and outstanding cixil senants

Regarding the future research plan, we intend to analyze results of applying the competency-based training needs analysis method in realitx to improxe exen upgrade the competencx- framexvork for cixil senants in Luc Nam Disctrict since at the beginning we applied the Competency framework that was dex'eloped and used in the UK., there must have some issues due to differences betxxeen two countries and txxo administratixe system

In addition x\c intend to study in depth a model to assess effectixeness of implementing the competency-based training needs analysis method in public sector of Luc Nam District, as well as the satisfaction of learners (cixil senants) meaning xve xxill

need to develop a set of criteria to quantitatixely measure trainings results and learners"

satisfaction

Moreover, due to the fact that outputs and recommendations of this study are only related to capacity building for public administrative reform, we intend to further develop competency frameworks for leadership and management and public administrive senices delivery

Contribution the thesis:

Practical approach for developing and using competencies - based training need analysis (TNA) in the public sector of Luc Nam District Bac Giang province (Vietnam)

Key words:

Civil servant, competencies, competency model, training need analysis (TNA), gaps in competencies, training masterplan

2.1 Training need analysis (TNA) 5

2.2 Competency-based training approach 7

2.3 Competency-based human resource practices 12

2.4 Competency model for public sector of Luc Nam Distict, Bac Giang

Province ]3

3 METHODOLOGY 17

3.1 Research methodology 17

3.2 Survey 17 3.3 Competency-based training need analysis model 18

3.4 Data management and analysis 19

4 RESULTS AND ANALYSIS 20

4.1 Competencies framework for the public sector of Luc Nam District

Bac Giang Province 20

4.2 Required levels of competencies for cix il serxants in Luc Nam District,

Bac Giang Province 21

4.3 Gaps in required competencies and needs for training in Luc Nam

5 CONCLUSION, LIMATION AND RECOMMENDATION 25

5.1 Conclusion 25 5.2 Limitation 26 5.3 Recommendation 26

REFERENCES

APPENDIXES

LIST OF TABLES AND FIGURES

Figure 1: Training process

Figure 2: Key Leadership Competencies Profile for Public Sector in Canada

15 Figure 3: Civil service competency framexxork of UK 16

Figure 4: Competency-based training need analysis model (by authors) 18

Figure 5: Important of competencies to the job in Luc Nam District, Bac

Giang Province (n=50) OQ

Figure 6: Competencies for public sector in the commune of Luc Nam

District, Bac Giang Province (n=50) 21

Figure 7: Required competencies for civil senants in the commne of Luc

Nam District, Bac Giang Province (2014) 22

Figure 8: For civil ser\'ants - gaps in competencies and need for training in

Luc Nam District, Bac Giang Proxince (n=40) 22

Figure 9: For managers - gaps in competencies and need for training in Luc

Nam District, Bac Giang Province (n=10) 23

Figure 10: Barriers of training for civil serx'ants in Luc Nam District, Bac

Giang Province (n=5) 24

Table 1: Brief information of Bac Giang province 1

Table 2: Informants in the sur\^ey 17

Table 3: Training needs in 2014 for cixil serxants in Luc Nam District, Bac

Giang Prox ince 23

1 INTRODUCTION

1.1 Background

Public admini.stralion reform in Bac Giang

The socio-economic development strategy of Viet Nam for period of ^011-^0^0 specified its overall objective as "become a moden industrialized countr^: socialiv and poht.cally stable, democratic, disciplinary and consensus: people's matenal and moral life clearly increased in 2020"

By that, this socio-economic development strategy specified three strategic breakthroughs, in which the development of human resources in public sector was

prioritized In order to implement this breakthrough, on Nov %'\ 2011 the Government

issued the Master Programme for Public Administration Reform (PAR) for the penod of 2011-2020 in its Resolution SOc/NQ-CP The PAR also outlined focus areas for the next coming 10 years being -build and increase the quality of civil serxants pay a special attention to reform public sector salary policy aiming at creating real incentives to motivate the civil servants in delivering public serxices with high quality and efficiency: increase the quality of administratition as well as the qualit> of public services"

Located in the North of Vietnam, the province of Bac Giang has quite unique characters in terms of natural conditions, socio-economic development, context as xvell as comparative advantages for implementing PAR actixiiies The common characters include high pro-activeness high detemiination and clear directions for continuous improvements

of institutional framework, creating an increasingl\ friendly environment tor people, investors and businesses and in proxision of continuouslx improxed public administratixe and public serxices to the citizen These features are partlx refiecied through perception indicators b\ businesses - Provincial Competitiveness index (PCI) and experiences of citizens - Governance and Public Administration Perfomiance Index (PAPl)

Tabic I: Brief information of Bac Giang province

%

%

% of total households

Figure 3.827.8 1,556.9

49.57 50.43

16

45 Industrx - small industrx and handicraft: agriculture, forestrs and flsherx; commerce

ser\ ices, finance, banking

10

GDP growth in 2011

GDP growth in 2012

Number of Public Officials

and Civil Servants

Most PAR pressing issues which Bac Giang province has been facing are aligned to

the priorities of the PAR for the period 2011-2020 Among these issues, the biggest one is

the quality and efficiency of contingent of civil servants has been still low and yet to meet

the customers" expectations The above situation stems from various reasons, including:

- Lack of staff motivation due to inefficient public sector salar> structure; the

mechanisms for staff recruitment, training, performance appraisal, rewards and promotion

have yet not been based on job position Required competencies and especially the

merit-based and talent principles arc limited Current procedures mainly rel> on diplomas,

certificates, work seniority, and c\en on social relationships These factors vcr> little relate

to staff performance

- Low professionalism, lack of in-depth knowledge and necessar> technical skills

This status has been mainly caused by systematic and long standing inadequacies and

shortcomings of national education and training system that relate to civil servants before

and even during the process when the>- are appointed and'or recruited to uork in the

system of state administration agencies at local level The education and training

programmes have yet really based on the requirements of job positions: education and

traininu programms: curriculum, training and reading materials have not met job

requirements This resulted in low quality outputs Training time, number of diplomas and

certificates have sharplv increased but resulted in no corresponding value added in ternis of

staff knowledge, skills and working experiences In addition Bac Giang province has been

facng another difficultv Specifically, those who are directlv involved in dealing with PAR

activities have no been trained in an in-depth and specialized manner in terms of PAR

issues and the ways they should be implemented in a systematic and professional wav (e.g

needs-based training programmes, curnculums and training materials)

Overvie^^^ of training for civil sen-ants in Bac Giang

Bac Giang is showing Us strong progress in both economic and social development

What Bac Giang has achieved in the last 5 years showed its elective investment,

especially investment in innovation and human resource quality improvement in public

sector In fact, improving the quality of human resource is an important part of the overall program of administrative reform in the period 2011 - 2020 issued by the Government under Resolution 30c/NQ-CP Through this Resolution, the Government requires to assign only tasks and missions that are consistent with the performers* competencies

Looking at the training programs that Bac Giang has conducted for civil serxants in the past 5 years, we have seen significant progress contributing to the qualitx- of human resource improvement However, to be able to fulfill socio-economic development objectives in 2013-2020 given by the Prime Minister Bac Giang should develop training programs that meet not only current needs but also requirements for fulfilling the socio- economic development objectives of 2013-2020

Regarding current status of training in Bac Giang's public sector, xve clearly saw a

"big gap" between demand and deliverx' In fact, civil serxants are required to be able to work in a more complex environment and deliver better serxices to citizens than before while their competencies have not improved properly due to the ineffectixeness of capacity building activities From our obserx'ations the main issues are:

- Lack of training masterplan ihc annual training programs have not been linked together

- Lack of training need analysis, the training contents have not perfectlx met real job needs

- Lack of HR policies related to training such as performance appraisal and incentives, the training programs haxe not been effective

That is why we decided to do research on one of the three above issues that is training need analysis Our aim is to propose to the District of Luc Nam Bac Giang Province a training need analysis method that helps to improxe the qualitx of training for civil servants to sen e public administration retorm

Having research among human resource training practices in the workd u e decided

to approach for competency-based training Our research was focused on

Competency-hased training need analysi.s m puhlie sector of Luc Xam District Bac Giang Province

1.2 Research questions

What are required competencies for supporting public administration reform in Luc Nam District, Bac Giang Province o

• How to apply competencies - based training need analysis method to increase the effectiveness of training for supporting public administration reform in Luc Nam District Bac Giang Province?

1.3 Research objectives

Application of modem human resource management practices in supporting development of human resource in public sector is the prevailing trend during the past txvo decades in many developed countries In particular, the application of competency framework in supporting human resource management practices such as recruitment, planning, training, training, evaluation or compensation is essentil Within the scof>e of this thesis, we studx the application of competency framework in supporting the training for civil servants in order to serx'e the Public Administration Reform in the District of Luc Nam, Bac Giang province

Overral objective: increase the effectiveness of training for supporting public administration reform in the District of Luc Nam Bac Giang province

Detailed objectives:

• Define competencies framework for civil serxants to support and promote Public Administration Refomi (PAR) in the District of Luc Nam Bac Giang province

• Recommend competencies - based training need analysis solution for to support and promote Public Administration Refomi (PAR) in the District of Luc Nam Bac Giang province

Identify main training needs of cixil to support and promote Public Administration Refomi (PAR) in the District of Luc Nam Bac Giang province

in 2014

J.4 Expected results

Competencies framework for supporting public administration refomi m Bac

Giang competencies - based training need analysis solution for public sector of Bac

Giang

Main raining needs for supponinf puH.c administration refomt of Bac Cang

in 2014,

2 FRAME OF REFERENCE

2.1 Training need analysis (TNA)

Need assessment is process of evaluating the organization, civil servants, and civil servants- tasks to determine what kinds of training, if any are necessary (Noe et al 2009) The concept of needs assessment is also referred to as the process used to determine if a training is necessary fNoe 2000)

Needs analysis • t>evelopment and

conduct of training

Evaluation

Figure I: Traininji process

As shown in Figure 1 need analysis is the first step of a training process If it is poorly conducted, despite the training method or learning environment, training will not achiex'c the outcomes or financial benefits expected bx anx organization Usually known as

front-end analysis or training need analysis (TNA) il is therefore the building block of a

training program The basis for xvho should be trained, what should be trained, xvhen training needs to occur and xvhere the training takes place are accomplished in this phase

Generally, according to Swist (Swist, 2002) a TNA should be conducted due to the some reasons as to detemiine xxhat training is relexant to the job to detemiine what training xvill iniproxe perfomiance and to distinguish training needs from organizational problems

The assessment begins xvith a "need" which is not a desire, but is generally described as a "gap" bctx\'een xvhat is currently in place and xvhat is needed in the future Gaps can include discrepancies/differences between what the organization expects to achieve and xxhat is achieved on current and desired job perlbrmance and existing and desired competencies and skills' In this context, therefore TNA is also known as "Gap- Analysis"

In 1086 Brinkerhoff (Brinkerhoff W86) had some discussions about these xvays as follows:

- Perfomiance or potential deficiency - gap betxveen current and elTectixe performance

- Democratic - employee preferences for training programs or topics

- Diagnostic - factors and conditions that create and ensure effective perfomiance, and

- Anal>lic - new and bener ways to perform task

In general, needs addressed from an analxiic and diagnostic perspective is considered proactive as it focuses on preventing problems and increasing perlbrmance and productivity Nevertheless, an organization can better be serxed if training efforts consider all the four types of needs discussed eariier

Needs assessment typically involves three levels, namely organizational, task and individual analyses Organizational analysis looks at the organization as a xvhole and its pnmar\ purpose is to determine in which parts of the organization training activities should/could be conducted The task analysis helps to identifv'job perfomiance standards and the competencies needed for civil serxants to perform their task adequately The individual analysis answers the question: xxho needs training and xvhat kind"? Generally, there are five methods that can be used to gather needs assessment information:

- Making interx'iews as integral part of the TNA process It can provide focus and xaluable feedback on training needs x\hen designed properly and conducted Some research has shown that indixidual inieniews (which involxes direct questioning betvxeen

HR analyst and the cix il serxants targeted for training) are the most effective means for gathering feedback xvith robust data (Bloom 1088):'

- Conducting a survey xvith questionnaire is also frequently used xvhich includes dexeloping a list of competencies required to perform particular jobs effectixely and requesting cixil serxants to check those competencies in which they beliexe they need training Many organizations usuallx bring in an external partner or consultants to conduct and analyze surxeys to identity training needs;

- Obserxing training needs requires individuals trained in obserxing cixil serx'ants behavior and translating observed behavior into specific training needs Those trained in-

performing job analyses should be particularly expen at obsening to identify tTaining

needs of the organization

- Comprising a focus group of civil senants from xarious departments and vanous levels xvithin the organizations Focus group session should be conducted by experts in human resource departmcni or external experts, and should address issues such as

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competencies-needed by civil serxants to stay compefitive in future or the problems that can be solved through training However, focus groups are rarely used as standalone approaches but used in conjunction with other types of data gathering methods such as questionnaires or individual interxqews

- Documenting records on absenteeism, tumoxer accident rates or performance appraisal information to determine if problems exist and how they can be solvedby training (LW 2001)^

In sump, regardless of the method, needs assessment should he systematicaUv implemented before the developing any training program

In both public and private sectors, training need analysis is the formal process of identifying the training gap and its related training need Training can be described as "the acquisition of skills, concepts or attitudes that result in improved performance xvithin the job environment*" Training need analysis looks at each aspect of an operational domain so that the initial skills, concepts and attitudes of the human elements of a system can be effectively identified and therefore, appropriate training can be specified

2.2 Competency-based training approach

What is competency?

In any organization, results of xvork are "outputs" People perform mission or task which are conveniently defined units of work; the completion of xxhich leads to one or more of the results or outputs expected of them Task perfomiance is driven by how people use their competencies that must be present and used in appropriate xvays to successfully achieve prescribed work outcomes Without the use of competencies at the correct strength, perfomiance of anx kind is impossible

Long time ago xve coined the acronym ASKs (Attitudes Skills, and Knoxvledge) to characterize the huinan dimension By examining the definition, it almost goes without saying that the "attitudes" element of that triad is a complex collection and must not be oversimplified when identilying the competencies required for successful perfomiance of any type The competencies required to a job are organized into a competency model or competencx- framework A behaxioral indicator describes a behavior one xvould expect to obserx'e when a competency is being used in an appropriate manner during xvork completion Each competency will usuallx have from one to five or more behaxioral

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indicators associated with it Consequently, competency models go beyond simply describing the traits that people must have to successfully perfomi work; they also capture elements of how those traits should be used in the organization context or work setting"

Traditional approach for training

Generally, training may be unplanned or planned UTien it's unplanned, people uill

be asked to other experienced performers That may be described as "sitting by Mr X and following him" It's rarely effective because people can't leam how to perform bv merelv watching others perform WTien training is planned, it probably follows an approach based

on the instructional systems design (ISD)^ model The ISD model is a systematic approach

to training The steps of ISD are as following:

Step 1: in applying the ISD model is to analyze the performance problem, seeking

to detemiine the underlying cause Is the problem caused by a lack of individual knowledge, skills, or appropriate attitudes, or is it rooted in some other cause? If performers have ever been obserx'ed to do the job right, then the problem may stem from a cause other than lack of ASKs Such alternative causes must be addressed through management action, not through training

Step 2: involves only problems rooted in the lack of individual knoxvledge skills,

or attitudes It means examining organizational, individual, and job or xvork requirements Key questions to consider in this step are: what are the working conditions in xxhich people will be expected to apply what they leam in training, and hoxv xxill those conditions affect the application of training? \Miat are the job or xxork requirements, and how clearl) do people understand what results are expected of them? To xvhoni is the training targeted, and what reasonable assumptions can be made about xxhat thex already know about the topic of the training? The ansxvers to those and related conditions clarif\ the context in xvhich training xvill be conducted and the leaming xvill be applied

Step 3: is to conduct a thorough training needs assessment, xxhich identifies xvhat workers must knoxv do or feel to perfomi their work in line xvith performance expectations It then compares xvhat workers actually knoxv do or feel as they perfomi A needs assessment is carried out to pinpoint knoxvledge skill, or attitude deficiencies that can be addressed through training

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step 4: is writing instructional objectives An instmctional objective, when met,

meets a training need It thereby rectifies a deficiency of knowledge, skills, or attimdes In one sense, a traimng need is a problem and an instructional objective is the solution Instructional objectives should be written to achieve results and are thus outcomes-oriented You should think of an instructional objective as expressing what people can do upon training completion

Step 5: is to decide whether to make or buy training content to achieve the

instructional objectives Decision makers may feel that it's more cost-effective to outsource training preparation to an external xendor or they may want to customize the training content so that it will conform to the corporate culture Tailor-made training is usuallx designed in-house

Step 6: is to decide how to deliver the training WTiat medium or media should be

used? Classroom, e-leaming video? The choice of medium or media depends on striking a balance between cost and instructional effectixeness

Step 7: is conducting a formatixe exaluation Think of it as a pilot lest of the

training, carried out so that any bugs can be eliminated before the training is delivered widespread

Step 8: is delivering the training, known as the implementation phase

Step 9: is conducting a summatixe exaluation a final assessment of training on

how xvell participants liked the training, hoxx much they learned, what they took back to their jobs and applied, and what bottom-line results the organization gained

The ISD model has been proven to be effectixe in getting results in improxed job perfonnance L'nfortunatelx this xxell-known approach, xvhile effectixe has the tendencx-

to place much responsibility for all phases of training analysis, design, dexelopment implementation, and exaluation on trainers As a consequence, learners and their supervisors may lack oxxncrship of the training offered To address that problem, trainers have experimented xvith alternative approaches, including models other than the ISD model that attempts to make training a joint venture or place greater responsibility on the learner for taking initiative

Competency based training approach

Training can become competency-based in at least three xvays: reinventing the ISD model, focusing attention on training to build individual competence relatixe to a

competency model of exemplary- performance, or building individual competence in a w^orkteam context^

Those approaches aren't mutually exclusive, but they do represent different emphases Reinventing the ISD model This requires building competence rather than matching individual abilities to work requirements To that end a focal point for reinvention centers around the third step in the ISD model Recall that step has typically involved conducting a training needs assessment to identify- how workers must think (including knowledge and skills acquisition), feel, and act to perfomi their work successfully Those performance requirements are then compared to what workers actually know, do, or feel as they perform A needs assessment traditionally focuses on pinpointing performance gaps (deficiencies of attitudes, skills or knowledge) that can be closed through training

The traditional focus of training needs assessment changes when a based approach to training is adopted Because competency models encompass all of the variables, not just ASKs: that underlie successful job perfonnance differences (performance gaps) must be deliberately and systematically identified in ways other than

competency-by directing attention to ASKs In short, in competency-based training a broader view is taken of what it means to do training than to provide knoxvledge build skills, or improve attitudes

A key issue is the ansxxer to the question "W^hat does it take for individuals to be successful, and ex^en exemplar), in their work performance?" To ansxver that question, the organization's decision makers must ensure that a competencx model exists for each job

Apparenflv it's impossible to use competency-based training M-hcn the organization doesn't possess competency framework

The key to making training conipetencx-based is centered on hoxv the training needs assessment process is conducted and xvhat its focus is Instead of limiting attention to work requireinents; which is the traditional approach; the goal is to discoxer differences between exemplary and successful performers Hence, training may require more than the traditional focus on providing knoxvledge building skills, or changing attitudes Indeed, it may involve the more challenging activities, not traditionally associated with training, of changing individual motivation lexels and cultivating the development of personality traits

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Focusing attention on training to build competencies .Another way to make training competency-based is to focus attention on building mdividual competence In this approach, the responsibility for training: and for competency building: shifts from the organization to the individual While the organization remains responsible for clarifNinc the competencies essential for successf\il performance in a job category, department, or occupation, indixiduals are expected to take more responsibility for building their oxxn competencies

Advantages and challenges of a competency-based approach for training

Competency-based approach for training in wherever, private or public sector has both advantages and challenges From the prexious part we knoxv that there are three ways

to transform training from its traditional emphasis to a competency-based emphasis: reinveming the ISD model; focusing attention on training to build individual competence,

or building individual competence in a work-team context Advantages and challenges of the reinventing the ISD model should be as following:

- Using competency models as a foundation for any training enhances the instructional designer's creatixitx b) supplxing a broader range of altematixes for competency building than training alone Competency models thus proxide a more holistic approach than job descriptions do Competenc) models can recognize that there are dimensions to perfomiance that transcend knowledge, skills, or attitudes

Challenges:

- Resources and time are required to research each competency model

- Competency-based training requires trainers to make a paradigm shift from instruction that helps learners achiexe single behavioral objectixes to competency acquisition and its application for competent performance

: Effectiveness of investments in competency-based training when there is a small number of prospective learners or the shelf life of the trainmg is expected to be short^

2.3 Competency'based human resource practices

Globalization has strongly influenced the way that organizations manage their human resources Competency is therefore looked upon as the reaction to globalization Through its integration with human resource practices, competent people who possess competencies (Attitudes, Skill, and Knowledge) as needed by the organizations xvill be hired and more of their capabilities wdll be boosted further through training and then rewarded for their demonstrated and potential competencies

Competency-based human resource practices haxe long way been practiced by public serxMces of other countries like US, UK, Netheriand Germany Sxveden Poland and also other coutries since 1980s^

Competency-based human resource practices used competencx framexvork

(competencies that distinguish high performer from average performers in all areas of organizational activity) as the foundation for recruitment, selection, training and

development, rewards and other aspects of employee management (Horton 2000)

Competency-based human resource practices provide two types of integration which are xertical and horizontal integration Vertical integration ties individual cixil serx'ants and their behaviour to the strategic objectixes of the organization while the horizontal integration ties each human resource practice closely together in one frame of reference and language (Beeck 2010).'"

Thus, competency-based human resource practices are more like a control system

in ensuring there are coherence and standardization in the system and thus, the end results expected and targeted by the organizations could be full) achiexed

Moreoxer in competency-based human resource practices, competency is tied to every human resource practice either at the input or output level At the input lexel competencies xvhich arc xital for the organizations in achieving their goals are identified This list of competencies is known as conipetenc)' franiexxorks And the competencies framework xvill be the base for exerx huinan resource practices such as in selecting and

recruiting, training, career developing, appraising performance and rewarding the civil serx^ants '

Among these competency-based human resource practices Me Mould like to

implement competency-based training analysis in Bac Giang, a northen proxince 30km far

from Hanoi where we are all working

2.4 Competency model for public sector of Luc Nam Distict, Bac Giang Province

A competency is the capability of applying or using knoxvledge skills, abilities,

behaviors Competency model is a descriptive tool that identifies the competencies needed

to operate in a specific role Simply stated, a competency model is a behavioral iob description that must be defined by each occupational function and each job Depending on the job position and organizational environment, a group of 5 to 10 total competencies are usually required of each job

To understand competency requirements of a job position, they are often represented pictorially and competencies are mapped (called competencx map)

In addition, there are core competencies that are required of all job positions This would include abilities, knowledge, skills (ASKs) The core competencies or skills are similar across occupations and are required of many occupations, as mentioned aboxe

According to Mansfield (Mansfield, 1989) the value of competency models is that

a whole-person assessment can be developed to examine the competencies that an individual possesses and may still need to acquire as required bx a gixen occupation The infomiation can then be used then bx human resources development for various purposes For example, a competency model can be appropriate for ^'integrating training, aligning both xvith the needs of the labor market and promoting mobilit) That must be reason for xxhat competency-based training practice has emerged

Since the 1990s, competencies haxe become the code xvords for the human resources and strategic management practices of recruiting, selecting and training civil sen'ants in both the private and public sectors When a competency model has been developed for each position xvithin an organization, the human resources, training, management and employee are working in unison to meet the goals of the organization

By understanding the competency model for a position or organization, people eain awareness of the outputs delivered through the position and have a "destination for a leaming process" (Rothwell, 2004)

Competency models can be used to guide individual professional development, as well as assist educators and trainers in developing cumcula that meets the needs of employers (Rothwell 2004) Competency models are guides or maps for guiding traimng

In the public sector, there is a preference for an indixidualized human resource approach to competencies rather than the strategic management organizational core-competencies approach (Hood, 2004) Public sector organizations at the micro level as xvell

as public service at the macro level focus on identifying and improving individual behavioural attributes that distinguish superior from merely good performances Hondeghem (Hondeghem, 2002) claims that the reasons of these ideas in the public sector are related to the fact that in the rapidly changing public sector it is difficult to recruit and retain civil servants and therefore, it is essential to define xxhat kind of skills, capabilities, experience, values and knowledge public sector needs Competency models are also used

as one means by which to link strategies to organisational and indix idual perfomiance In addition, competency management is seen as a xehicle of changing bureaucratic organisations more modem and fiexible It can also be used to achiexe changes in organizational culture Human resource management systems in the public sector are often criticized because of the lack of effectixe internal integration and unexen quality of strategic flexibility among human resources sub-disciplines As a response to that criticism, competency-based approach is seen as one of the main available alternatives for the pursuit of internal integration of human resource management strategies and practices (Cooper etal 1998)'-

Conipetenc)- framexxork for public sector defines standard competencies for each job position Capacity building for cixil serxants especially managers and leaders that is based on competence framexxork approach has been used in many countries, exen in some

countries this is one oi^ the top priorities U.S Goxernment and UK Government have

implemented strategy for developing current and future leaders in public sector Singapore Government and Canada Govemment have established national centers for research on

leadership In I-rance the National Academy oi^ Public Administration French has used

competency framexxork to support training programs building for civil senants According

•^ http- ''WWW careeroncstop.oru compeiencN model info documents OPDRLiteratureReview.pdf

14

to Tony Bovaird and EIke LofTer (2009), from the 70s, competency framework has been applied as one of the most important criteria for the selection and dexelopment of civil servants

In the UK, according to CIPD (2001), six core competencies needed for of civil servants in the public sector are: 1/Define strategic goals and align them to the organization, represented by the visionary capability and vision sharing; 2/Innuence and manage by example; 3/Strategic thinking, developing new ideas and take advantage of opportunities to achieve goals; 4/Encourage and support others to do the best to achieve perfonnance; 5/Training and development: the results of continuous improvement; 6/Achieve final result Leaders must always meet the requirements from these 5 groups of competencies to be able to fulfill the job

In Canada, the Govemment introduced 4 level leadership competency framework, detailing for each position in the public sector There are 4 groups of capabilities described

in Figure 2 include: 1/Values and Ethics; 2/Strategic thinking; 3/Engangement; 4/Management Excellence Accordingly, values and ethics are basic and required to every leader in the public sector Management Excellence is required to ensure that leaders in the public sector can fulfill their job

itiinc 3nH Pthirc

FiRure 2: Key Leadership Competeneies Pn.r.lc for Public Sector in Canada

Also through research on competency frameworks for pubhc sector m the world

we found that competency framework of civil ser^-ice of the Un.ted Kmgdom is related to

our research since it has been developed and used for public administration reform purpose

Civil service competency framework of UK

Setting Direction

Seeing the Big Picture Changing and Improving Making Eftoctivo Decisions

Delivering Results

Achieving Commeroittl Outconies Delivering Value for'"

Managing a Quality Detivehng at Pi

Engaging People

^ Lsedtng and unicating rating and Partnenng

«Capabdity for All

Figure 3: Civil service competency TrameHork of UK

This is the competency framework to support the civil service reform plan and the new performance management system in the UK The competency framework sets out how

we want people in the civil service to work Competencies are the skills, knowledge and behaviours that lead to successful performance The framework outlines 10 competencies, which are grouped into 3 clusters as set out abo\e For each competency there is a description of what it means in practice and some examples of effective and ineffective behaviours at all levels The competencies are intended to be discrete and cumulative, with each level building on the levels below i.e a person demonstrating a competency at level 3 should be demonstrating levels I and 2 as a matter of course These indicators of behaviour are not designed to be comprehensive, but provide a clear sense of and greater understanding and consistency about what is expected from individuals in the ci\il service 15

More details on competencies in Annex I

'• hltp://www.civil.servicc.^ov.uky%sTvcontcntupioads/2QI2/07/Civil-Ser%ice-Com^^^

2012.pdf

16

3 METHODOLOGY

3.1 Research methodology

To develop competencies framework and competency-based training need analvsis solution for the public sector of Luc Nam Distnct Bac Giang Province, we used both theoretical research and field research

The theoretical research was to build a draft list of competencies framework that are close to the needs for supporting Public Administration Reform in Luc Nam Distnct Bac Giang Province

The field research was conducted with questionnaires in a commune of Luc Nam District Bac Giang Province to (1) identify required competencies for Public Administration Reform (from the draft list of competencies framework) and (2) identify training needs and also barriers related to training in public sector

3.2 Survey

Objective:

After building a draft list of competencies framework, we conducted the sur\'e\ in the Luc Nam District Bac Giang Province (one of the ten districts of Bac Giang province) where we are currently working (Objective of the sur\ey was to identifv the required competencies and training needs for public administration reform

Satnple:

There are two infonnant groups:

• Group of civil serxants working in Luc Nam District Bac Giang Province: to identify required competencies for civil serxants and their training needs

• Group of cixil servants working in the human resource department of Luc Nam (who are in charge of training for civil serxants in Luc Nam District Bac Giang Province): to identifx barriers related to training content dex'elopment

able 2: Informants in the sur>ev

Civil serx'ants working in Luc Nam District Bac Giang

Province

Civil serx'ants xvho are in charge of training in Luc Nam

District Bac Giang Proxince (from HR department)

Questionnaire:

Three questionnaires were developed and sent to two groups The theoretical research was to build a draft list of competencies framework that are close to the needs for supporting public administration reform in Luc Nam District, Bac Giang Province We used the competency framework developed for the civil services of UK due to the fact that this competency framework was also developed to support changes and improvements in public administration of UK

In addition, we used some questionnaires related to competencies in public sector developed by UNDP as they were tested in practice (UNDP study in public administration reform in Vietnam has been implemented in 2012)

3.3 Competency-based training need analysis model

The research was done according to the competency-based training need analysis model that we developed based on our theoretical research on competency-based training approach The research was done in 6 steps:

Vision and economic development masterplan

Trainingcontent development and conduct

Training master plan

Figure 4: C ompctcncv-bascd training need analysis model (by authors)

Step 1: analyze vision, socio-economic dexelopment masterplan to 2020 ot Bac Giang, requirements from the Government's masterplan for public administration refomi and functions & missions of the district of Luc Nam District Bac Giang Provmce to identify requirements for competencies

Step 2; review literature and international practices related to competencies framework in public sector, especially the civil serv ice competency framework of UK to

8

develop a draft of competencies for the public sector (to improve the quality* of civil serx'ants) of the Luc Nam District Bac Giang Province

Step 3; identify required competencies for the public sector of the Luc Nam

District Bac Giang Province (based on the outputs from step 1 and 2)

Step 4: conduct survey to identify gaps in required competencies and training needs

& barriers

Step 5: design training masterplan for civil serx'ants in the public sector that

adequately address gaps in competencies needed for public administration reform (based

on outputs from step 4)

Step 6: develop training programs (including content and method) that are based on

training masterplan for civil serx'ants in the Luc Nam District Bac Giang Province

3.4 Data management and analysis

After completion of survey, data will be checked and treated in SPSS tool To analyze data, we use statistics method and expert method

4 RESULTS AND ANALYSIS

4.1 Competencies framework for the public sector of Luc Nam District, Bac Giang Province

This is the competencies framework for public sector in Luc Nam District Bac Giang Province It is composed of 10 competencies

All of the informants (100%) agreed that ^'Making Effective Decisions" and

"Achieving Commercial Outcomes" were very important to their job However, regarding the "Seeing the Big Picture", there were only 10% of the informants considering as very important while 90% considering as important Many of them explained that "Seeing the Big Picture" is required for leaders rather than civil servants

The issue was up to a half of the imformants did not consider "Changing and Improving" as important (40/50 imformants selected "somewhat important" while only 4 informants selected "important")

Overall, we decided to use all 10 competencies developed by the UK Civil Service

to build competency-based training needs analysis solution for public sector in Luc Nam District, Bac Giang Province

Dchvcringal Pocc Managing a Quality Service

Delivering Value for Money

Achieving Commercial Outcomes

Building Capability for Alt

Collaborating and Partnering

Leading and Communicating

Making Effective Decisions

Changing and Improving j

Seeing the Big Picture

FiRurc5: Important of competencies to the job in Luc Nam District, Bac (iiang Province (n-50)

More details on required competencies for public sector in Luc Nam District, Bac Giang Province in Annex I

20

Seeing the Big Picture

Delivenngoi Pacệ-^— ;, ^ ^ " ^ C h a n g n g a n d Improving

Managing a Quality Service

Delivering Value for Money

Achieving Commcrcia Outcomes

Building Capability for Alt

Making Effective Decisions

Leading and Communicating

ollaboratinRand ParlncnnK

Figure 6: Competencies for public sector in the commune of Luc Nam District, Bac Ciiang Province (n=50)

4.2 Required levels of competencies for civil servants in Luc Nam

District, Bac Giang Province

According to the survey results, all civil servants working in the public service of

Luc Nam District, Bac Giang Province are requied to have level 2 for ever> competency,

while managers (including deputy head of departments under the commune of Luc Nam District, Bac Giang Province and higher positions) are required to obtain level 2 of "Seeing the Big Picture", "Changing and Improving" and "Leading and Communicating" and level

3 of other competencies

Seeing the Big Picture Delivering at Pace

Changingand Improving

Leading and Communicating

Employees Manager Head of commune Maximum

Achievin Conimercia Outcomes

ollaboratingand Partnering Building Capability

for All

Figure 7: Required competencies for civil servants in the commne of Luc Nam District, Bac Giang

Province (2014)

For the leaders (directors and deputy directors) of the Luc Nam District, Bac Giang Province, they are required to obtain level 3 of "Seeing the Big Picture" "Changing and Improving" and "Making Effective Decisions" and level 4 for all other competencies

4.3 Gaps in required competencies and needs for training in Luc Nam District, Bac Giang Province

Among 50 informants, there were 40 people who were civil servants and 10 managers

Looking at Figure 8 for answers from 40 civil servants Mots of them (35/40) have met the requirement for level 2 of "Collaborating and Partnering" About 10% of them have not met requirements for level 2 of "Delivering at Pace", "Managing a Qulity of Service", Changing and Improving" and "Seeing the Big Picture"

In the other hand, all of them have had need for training programs enhancing the 10 competencies

Delivering at Pace Managing a Quality Service

Delivering Value for Money

Achieving Commercial Outcomes

BuildingCapabilily for All Collaborating and Partnenng

Leading and Communicating

Making Effcxtivc Decisions

Seeing the Big Picture ^ ^

that the Luc Nam Distnct, Bac Giang Province must focus the most when developing

training programs for 2014

OeJivering at Pace

Managing a Quality Sen^icc

Oelivenng Value for Money

Achieving Commercial Outcomes

BuildingCopabilityfor All

Collaborating and Partnering

Leading and Communicating

Making Effective Decisions

Also from Figure 9, competencies that managers need to improve the most in 2014 were "Seeing the Big Picture", "Making Effective Decisions", "Building Capacit>' for All" and "Managing Quality of Ser\ ice"

Table 3: Training needs in 2014 for civil servants in Luc Nam District, Bac Giang Province

Competencies to be improved

Delivering at Pace

Changingand Improving

Seeing the Big Picture

Making Fffective Decisions

Building Capacity for All

Managing Quality of Ser\ice

Table 3 showed the training needs of informants in 2014 Based on that tables, the

HR department of the Luc Nam District, Bac Giang Province can design the relevant

training programs

Lack of policies related to training assessment and

incentives

Lack of budget for training

Lack of competent training providers

Lack of experience in conducting in-house training

courses

Lack of expertise to design training programs

Balancing time for working and lime for training

Figure 10: Barriers of t r a i n i n g for civil servants in Luc Nam District, Bac ( i i a n g Province ( n - 5 )

Reagarding the barriers related to training for civil servants, the most one was the lack of budged Other main barriers were lack of training assessment mechanism and lack

of experise to design training programs that can bridge gaps in compete) :ncies

24

5 CONCLUSION, LIMATION AND RECOMMENDATION

5.1 Conclusion

Improving the quality of training for cixil serxants plays an important role in increasing efficiency of administrative management and promoting publicdministration reform in Bac Giang province in general and Luc Nam District in particular to meet requirements for social-economic development in the next coming years

One of the main issues related to training for ci\il serxants for civil serxants in Luc Nam district Bac Giang province is the lack of criteria to assess the real needs and requirements for competencies of civil ser\'ants so that the training need analysis is not performed That means the training for civil serxants is based more on resources and conditions for organizing training courses than on real needs from civil serxants

In the case of Luc Nam district Bac Giang proxince the rcnoxation of the traininu for civil servants is urgent and important in order to meet requirements of public dministration reform

In both public and private sectors, training need analysis (TNA) is effectixe supporl-lool for developing right training programs for right people This research was closely linked to the Public Administration Refonn in Luc Nam District, Bac Giang Province Its aim xvas to develop a solution for improxing effeclixeness of training for cixil serx'ants to effectively support and promote Public Administration Reform One of the main challenges related to cixil serxant's capacity building for Public Administration Reform consists of the development of axvareness and attitude toxxards an effective and real public administration system That xxas reason xxhx in this research xxe focused on proposing behaxior and change management skills more than technical skills

This is an empirical research xxiih a practical approach Firstlx xve dexeloped competency framexxork to support public administration reform in Luc Nam distnct Bac Giang province Secondlx xve developed solution for applying competency framexvork in training needs analysis for cixil serxants in order to implement public administration refomi in Ihc 1 uc Nam district Bac Giang province

During the research, the biggest challenge is that the job descriptions for cixil serxants in Luc Nam District Bac Giang Province is not enough detailed and operational leading to the lack of or unclear requirements for competencies By defining required competencies for job positions in the administration system in Luc Nam District, Bac Giang Province, xve expect to help training managers to develop training programs that

meet civil serx'ants' needs Training managers use gaps in competencies as inputs to define training needs

The main result of this research is the set of competencies required to civil serxants

to support public administration reform and guidelines to apply competency-based training needs analysis method in Luc Nam District Bac Giang Proxince

5.2 Limitation

As these competences were developed based on the competencies framework of

UK a different culture and economic dexelopment lexel from Vietnam, there must haxe room for improvement Therefore, the competencies for civil serxants in Luc Nam District Bac Giang Province should be reviewed and updated accordingly to the job requirements

In addition, we could have only defined the required competencies for managers level and and staff lexel not to job position level yet Therefore, trainings that xve identified may not meet all current needs, especially training needs for some specific job positions

It is also because of limited time and research experience, xx'e could not expand the research to other districts of Bac Giang province We could not either make research on competency frameworks and training needs for cix il senants xxorking from different areas the puclic sector and at the provincial lexel

5.3 Recommendation

The training for cixil serxants should be implemented through 4 steps that are: (1) identify training need for cixil senants: (2) dexelop training plan for civil senants: (3) implement training plan for training civil senants; and (4) assess the results of training However, there are a variety of factors that affect the process and results of training for civil senant such as budget, quality of lecturers, training management capacity, infrastructure, as xvell as current competencies and motivation of civil senants Identifying training needs for civil sen'ants is the first and important step to detennine xxhether civil servants need to be trained and xxhat are training contents

Thus, if civil senants meet the required competencies, there xxill haxe no need for training That is only xvhen gaps in competencies (betxxeen civil senants" current competencies and competencies that are required to their job positions) are identified, we can design training programs

In addition, in order to encourage and motivate cix il senants to actively improve their capacity, the solution is develop and implement in parelell the competency-based

26

training needs analysis method and rewarding system, meaning we should conduct training assessment and job performance after training and use assessment results to reward competent and outstanding civil servants

Regarding the future research plan, we intend to analyze results of applying the competency-based training needs analysis method in reality to improve, even upgrade the competency framework for civil sen'ants in Luc Nam Disctrict since at the beginning xve applied the Competency framework that was developed and used in the UK., there must have some issues due to differences between two countries and txvo administratixe system

In addition, we intend to study in depth a model to assess effectiveness of implementing the competency-based training needs analxsis method in public sector of Luc Nam District, as well as the satisfaction of learners (civil senants) meaning we will need to develop a set of criteria to quantitatixely measure trainings results and learners' satisfaction

Moreover, due to the fact that outputs and recommendations of this study are only related to capacity building for public administrative refonn xve intend to further develop competency frameworks for leadership and management and public administrixe senices delivery

REFERENCES

Bloom (1988) What do Employee Attitude Sun'evs Achieve? Industrial \farketin2

Dige.st, 96-\04 ' ^

Brinkerhoff (1986) Expanding Needs Analysis Training and Development 64-65

Hondeghem (2002) Competency Management in the Public Sector: European Variations

on a Theme lOS Press

Hood (2004) Competency Bureaucracy, and Public Management Refonn: A

Comparative Analysis Governance: An InternationalJournal of Policy Administration,

and Institutions , 313-333

Horton (2000) Introduction-the competency movement: its origins and impact on the

public sector Int J Public Sector Manage , 306-318

LW R (2001) Human Resource Management Boston: Irwin McGraw-Hill

Mansfield (1989) Competence and standards Routledge.: Sussex

Noe, R A (2000) Organizational Behavior Hardcoxer

Poon Yeow & Do Xuan Truong (2007) Civil Servant Management in I'ietnam: the

Challenges and the Way Ahead Report prepared for the Asian Development Bank

Rothxvell (2004) Mapping your future: Putting nexv competencies to work for you

Trainitig and Development 94-102

Sxvist J (2002) Conducting a Training Needs Assessment amxi.com amxmi30.htm

96-106

UK Civil Sen'ice (2011), Cixil Senice Competency Framework Axailable from

http://x\xvxv.cixilserxice.uox.uk xxp-content uploads'2012^07

Cixil-Serxice-Competencx-l-ramcuork-.lulx-2()]2.pdf

APPENDIXES

Annex 1: Civil service competency framework of UK

Setting D i r e c t i o n

Seeir^ the &\Q Picture

Changing and Improving Making Effoctrvo Decisions

D e l i v e r i n g Results Achiovir>g Commercial Outcomes ! Deli^enng Value for Mc "

Managing a Quality Sei., Delfvehng at Pace

SaEbsa

r

Engaging People

imunicatir>g Jaborating and Partnenng ) Capabthty for AN

X

The framework is made up of ten competencies Below is a list of all the competencies with a high-level summary of each one

Strategic Cluster - Setting Direction

/ Seeing the Big Picture

Seeing the big picture is about having an in-depth understanding and know ledge of how your role fits with and supports organisational objectives and the xvider public needs For all staff, it is about focusing your contribution on the activities xvhich xvill meet Cix il Service goals and deliver the greatest value At senior levels, it is about scanning the political context and taking account of wider impacts to develop long term implementation strategies that maximise opportunities to add value to the citizen and support economic, sustainable groxvth

2 Changing and Improving

People who are effective in this area are responsive, innoxative and seek out opportunities to create elTective change For all staff, it s about being open to change, suggesting ideas for improvements to the way things are done, and xvorking in „smarter , more focused ways At senior levels, this is about creating and contributing to a culture of innovation and allowing people to consider and take managed risks Doing this well means continuously seeking out ways to improve policy implementation and build a leaner, more