Developing human resoures in state management on tourism in quang binh province

Mv study tbcuscd on three arcas: 1 c ompct en ci es rcquircd to civil servants in the Division ol' Tourism... 31 Table 9: Delphi research process Source: Author.. 17 I iỉiure 3: Research

IIPPSALA UNIVERSITY, SVVEDKN &

IINIVERSITY OK ECONOMK s AND BUSINESS, VNll

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VNU-UEB

MASTER THESIS OF PUBLIC MANAGEMENT

DEVELOPING HUMAN RESOURES

IN STATE MA NAG EM EN T ON TOURISM

IN QUANG BÍNH PRQVINCE

lỉanoi, lanuary - 2 0 1 5

I his disserlation is thc rcsult ot' a hiízhl\ valucd research thai has bcen a

c o n c c m íbr the Vic tnames e Government I hat is c o m p et e n cv h ui ld in s f'or civil servants in Vietnam It \vas indced an e nric hina experience

B e i n e able to hcar this íruit o f success I \vould love to extend I11V deepest uratitude to t\vo o í ' m v instructors \vho are Dr Hans Blo mk vis t ( Upps al a University) and Assoc Prot' I.e Qu an (Vietnam National Universitv) They have a nchor ed me

\\ith not j u s t \vise \ \ o r d s hut also b roadencd m \ h o r i / o n o f kncnvledae and understandina

I \ \ o u l d also love to thank expert team and M P P M 7 classmat es \ \ h o have supported m e durinu the research

I.ast hut not least I \vould like to thank mv tầmilv and tricnds \ \ h o have alxvays been there for me throughout I11V cours e at thc University o f Business and

h c on o m i c s - VNU

1 DISSERTATION SU MMAR Y

Dissertation topic:

D e v e l o p i n s H u m a n Resourcc in State M a n a a e m e n t OI1 Tour ism in Q u a n a Binh Province

Author: Mai Thi H u o n a G i a n a

Instrucíor: Dr Hans Blomkvist (Uppsal a Univcrsity)

Assoc Prof Le Qu an (Vietnam National University)

Presentation date: D e c e m b e r 2 0 1 4

B ackground:

C o m p e t en c y model has be co me popula r tool tbr h uma n resource

m a n a a e m e n t in the puhlic sector in the \vorld l'or thc past t\vo decades Iknvever

c omp et e nc v model has only officially been introduced in the public sector ot' Victnam since 2013 \vhen the Ministrv o i ' H o m e AíTaires Iaunched nc\v regulations

on j o b position and c ompet enc ie s required tor cadr es and civil servants

With its stratesic Iocation at the centre o f V ie tnam and a vibrant culture o f the local, Q u a n s Binh has creat potential íbr d c v el o pi n e tourism Q u a n g Binh has ịust launched ne\v provincial s ocio- economic d cv el op me nt niasterplan for 2015-

2 020 in \vhich tourisni is expected to b c c o m e kcy e nable r o f s ocio- economic aroxvth A c c o r d i n e to Q u a n e B i n h ‘s leadcrs onc ol' the main barriers to tourism

d e vel op men t in Q u a n a Binh consists o f thc quality o f h u m a n rcsourses Q u a n a li inh needs solutions ibr increasinu capacity ol luiman resourcc in the tourism scctor

In 2014 1 havc becn involed in a rcscarch p r o e ra m aimine, at building capacity l'or liuman resources in the tourism sector o f ' Q u a n a Binh lcad hy Assoc Prof Le Quan D u r in e that time I havc been intcrested in s t u d yi n a the application oi' compet enc v model in building capacity fbr ci\ il scrvants in the Division oí'

lo u ri s m, De part ment o f Culture, Sport and To ur i sm ol Q u a n s Binh Provincc Mv study tbcuscd on three arcas: (1) c ompct en ci es rcquircd to civil servants in the Division ol' Tourism (2) dirtìcultics and kcv success 1'actors o f applyinu compct enc y model: and (3) eíĩective mc thods tbr applvine, c o m p et e n c y model

Scop e o f rcscarch objective:

Due to the limited time and rcsouccs I \vould likc to íocus on s t u d y i n s the

c o m p et e nc y buildina for civil servants \vith the case ot thc D ep ar t ment o ỉ ' C u l t u r e Sport and l ourism o f Q u a n a Binh Province

• Identity dilTiculties and kev success íactors o f d e v e l o p i n a and a p p K i n g

c omp et e nc y model in the Division ol' r o ur i sm , De part ment o f Culturc Sport and Tou rism o í ' Q u a n e Binh Province;

• R e c o m m e n d solutions fbr huildinc c ompet cn ci cs for civil scrvants in tho

I ) i \ i s i o n oi" rou ri sm Depart ment o f Culturc Sport and Tou ri sm ol'

Ọ u a n e Binh Provincc

R esearch questions:

• What are the corc c ompet encies requircd o f civil servants in thc Division

o f Tourism De part men t o f Culture Sport and T ou r is m o f Q u a n a Binh Province?

• What are the main dilììcultics and kcv success 1'actors ot d e v e l o p i n s and

a ppl yi na c omp ct e nc v modcl in thc Division ot' Tour ism, D epar t men t ol' Culturc, Sport a nd Tourism ol Q u a n a Binh Pr ovince?

• What are the methods t'or huildinu civil servants" c o mp et cn ci cs?

De part ment o f C u l t u r e Sport a nd Tourism o f Q u a n e Binh Province.

Delphi research \vas used to obtain the c o nse ns us o f a e r ou p oí' exper ts and ultimatelv to ans\ver to these above research questi ons (Delphi method allo\vs a

a r o u p o f experls to deal \vith a comp le x issue \vithout necessarily h aving to \vork tosether)

Details o f Delphi research:

• Size o f the a roup o f experts:

Accordina, to Pisher (1978) Williams and W eb h (1994) there is no Standard si/.e for an expert s r o u p in a Delphi research In s omc research, there are m o r e than

100 experts (Meadoxvs ct al 2005) \vhile s ome other has less than 10 p articipatine experts (Strasser London and Kortenbout 2005) A c co rd i ng to a survev hy Lut hvi a (1997) a Delphi research normally consists ol 10 to 20 experts Whcn sct t ine the rcscarch obịectivc I \vishcd to \\or k u i t h 15 expcrts ho\vevcr duc to the time constraint thcre u c r e cvcntually only 10 cxpcrts b c in e able to participatc in my rcscarch

• Primary data c ollection and analysis:

I applicd thc 3-staee rule given hy Schmidt et a l (2001) as fbllo\vs:

l lie tìrst s t as e is the hrainstormine s taee \vhcrcbv the context obịectives and use o f t h e research arc cxplained to the a roup o f expcrts, follo\vine hv 3 o pe n -e n d c d questions that allo\v the a rou p o f experts to express their o\vn vic\vs a b out the mattcr Thcse questi ons e mp as iz ed 011 the c ompet cn ci es required, dittìcultics key success lầctors and c lĩ cct ive methods

The second s t a s e involves ra nki ns thc iniportancc o f t h c íccdback o bt ai ne d Irom thc iìrst round 1 used the 5-point l.ikcrt scalc to rank these leedback s tar t in s 1'rom the most important

The ihird s tace is d esi cn ed to sct c o nsc ns us ol' the íiroup o f e xper ts on

c o m p et e n cy modcl Ibr civil servants in ihc Division ol' 1'ourism D e p a r t m e n t ol' Culture Sport and To ur i sm o f Ọ u a n a Binh Province main diHìculties & kev success lầctors ot' a p p l y i n s comp et en cy model tbr the civil servants a nd effective niethods for b u i l d i n s c o mp et en ci es í'or the ci\ il servants

Rcsult and conclusions:

In this study i coinbined desk r e vi e u (litcrature reviexv and s e c o n d a r y data analvsis) and Delphi research (primarv data analvsis) I he p u r p o s e o f that comb ina ti on is to d evelop a c o mpet enc v model that can be applied in the Division

o f Tourism D ep ar t men t o f Culture Sport and Tour i sm o f Q u a n e Binh Province

As c omp et e nc y model approach for public sector is ne\v in V ie t n a m core

c omp et e nc i es that I r e c o m m e n d to the Division o f Tour ism D e p ar t m en t o f Culture, Sport and Tour i sm o f Q u a n e Binh Province \vere sclected from t hrce sources: (1) international c ompe t enc y mode ls (UK, C ana da Australia ): (2) c o m p e t e n c i e s rcquircd to civil servants a cc or di ne to the G o v e r nm e nt regulations; and (3) speciíìc

c omp et e nc i es related to the tourism promot ion and m a n a e e m e n t in Q u a n a Binh

1 he íìndina revealed that s ome c o m m o n lcadership c o m p e t e n c i e s identiíìed

in the literature arc important tbr civil scrvants in the Division o f Tour ism

De part ment o f Culture, Sport and ro u ri sm o f Quane, Binh Province; at the s amc time there are spcciílc conipctencics rcquired tliat rcílect the c har actcristics o f Ọua no Hi nh ‘s t ouri sm scctor

Suggestions:

Therc arc three rcasons fbr d e v d o p i r m c o m p et e n c v model íbr civil servants

in the Division o f Tour ism Depart ment o l ' C u l t u r c Sport and T o u r i s m o f Q u a n g Binh Province First that lìts the intemational trend o l a p p l v i n í i c o m p e t c n c v model (or c omp et e nc y- ba se d h u ma n resource m a n a a e m e n t ) in the puhlic sector Sccond that meets the u ov er me nt s reaulations (Ministry o f H o m e AíTaires' re eu la ti o ns on ịob position and c ompe t enc i es required to civil servants) Third that ans\vers to

Q u a n a B i n h ' s need lor solution tbr b u i ld in s capacitv íbr huma n r e so ur ce in the

t ouri sm sector

It is obvious that successtul application oỉ c o m p et e nc y model in the Division

o f Tourism D e pa rt me nt o f Culture Sport and Tour i sm o f Q u a n s Binh Pr ovince

d ep en ds on the le ade rs 's attention and involvement axvareness o f civil servants etTective co mmu ni cat i on

C ontrib ution the thesis:

Practical a ppro ach for developi ne c o m pc t en c ) mo de l in the p uhl ic s ector o f Vietnam

Kcy words:

Comp e tc nc y c o mp et en cy model civil scrvants tourism sector Q u a n a Binh

TABLE ()F C O NTE NTS

1 DISSERTATION S U M M A R Y 3

TABLE OF C O N T E N T S 8

INDEX OF A B B R E V I A T I O N S 9

LIST OF TABLE AND FIGURES 10

2 1 N TR O D U C T IO N 11

2.1 B a c k u r o u n d 1 1 2 2 R e s e a r c h q u e s t i o n s 12

2.3 R e s e a r c h o b ị e c t i v e s 13

2 4 R e s e a r c h o u t p u t s 13

3 REF ERE NCE 14

3.1 L i t e r a t u r e reviexv 14

3 ì ỉ C om petency a n d co m p eten cy n io d el 14

3.1.2 C om petency m o d el in the p u b lic se c to r 1 7 3.1.3 A pproach fo r com petenct m o d eỉ in the p u b ìic secto r o f Vietnam 19 3.1.4 A p proach fo r com petency m od eì in o th er c o u n tr ie s 21

3.1.5 D iffìculties in a pplving co m p eten cy mocleỉs in p u b ỉic se c to r 25

3.1.6 K ey success factors in a pp lyin g co m peten cv m odels in p u b lic se c to r 25

3 2 R e s e a r c h m o d e l 2 6 3 2 1 K ey c o n c e p ts 2 6 3.2.2 R esearch m o d el 28

4 RESEARCH M E T H O D 33

5 RESULT AND A N A LY S 1 S 36

5.1 C o m p e t e n c y m o d e l 3 6 5.2 M a i n d i H ì c u l t i e s a n d k e y s u c c e s s t ầ c t o r s 3 9 5.3 Eí Te ct ive m e t h o d s 41

6 CONCLUSION, LIMITATIONS AND R EC O M M E N D A TI O N S 43

6 1 C o n c l u s i o n 43

6 2 L i m i t a t i o n s o í t h e r e s e a r c h t o p i c 43

6 3 R e c o m m e n d a t i o n s 4 4 R E F E R E N C E S 45

APPEND1X 48

LIST OF TABLE AND FIGl!RES

l able 1: Deílnition o f c o m p e t e n c y 14

l a b le 2: C o m m o n application o f co mpet enc y modcl in the public scctor (Sourcc: Cỉaravan et al 1 99 5 ) 18

1'able 3: C o m pe t en c y model in the public s cctor o f V ic t na m (Sourcc: Minist ry o f 1 lomc AỉTaires, 2 0 1 3 ) 21

i ahle 4: C o m pe t en c y model in the public s ector in the \vorld (Source: Au th or 2 0 1 4 ) 23

1'ahle 5: Pa rr y' s deíìnition o f c ompet ency (Source: Parrv 1 9 9 8 ) 26

T abl e 6: Practices o f c o m p en c y model de v el op me nt and application in the public scctor (Source: Author, 2 0 1 4 ) 28

T abl e 7: Gr ou p o f experts in Delphi research (Source: Author 2 0 1 4 ) 29

Table 8: Co mpe t en ci e s in the conceptual c o m p et e n c y mo de l (Source: Author 2014) 31

Table 9: Delphi research process (Source: Author 2 0 1 4 ) 34

Table 10: ỉ mp le me nta tion o f the research (Source: Author, 2 0 1 4 ) 34

Table 1 I : N u m b e r o f compet encies required to civil servants in the Division o f Tour ism Depart ment o f Culture Sport and To ur i sm o f Ọ u a n a Binh Pr ovince ( Source: Author 2 0 1 4 ) 36

Table 12: N u m b e r o f compet cncics (rcsults o f staee 1) (Source: Author 2 0 1 4 ) 48

1’ablc 13: Required c ompct cncies (results ol stage 2) (Source: Author 2 0 1 4 ) 49

l ablc 14: Required compet encics (rcsults o f s taae 3) (Source: Author 2 0 1 4 ) 49

Tahlc 15: Description ol the required c o mp ct c nc i cs ( Source: Author 2 0 1 4 ) 50

I ahle 16: Diíììcultics and key success ỉầctors (results o Ts ta gc I ) (Source: Author 2 0 1 4 ) 52

Table 1 7: Diíìlcultics and key success tầctors (results ol s ta ee 2) ( Source: Author 2 0 1 4 ) 52

1 ahlc 18: F.ffcctivc me thods (results o f s taae 1) (Sourcc: Author 2 0 1 4 ) 54

Tahle 19: Ditììculties and kev success íầctors (rcsults o f stage 2) (Source: Author 2 0 1 4 ) 54

Kisure 2: Compc t enc i es rcscarch and d cv el op c me n t areas (Sourcc: Strebler ct al

1 9 9 7 ) 17

I iỉiure 3: Research model (Sourcc: Author 2 0 1 4 ) 28

I iíiure 3: Conceptual comp et en cy modcl (Sourcc: Author 2 0 1 4 ) 30

2 I N T R O D U C T I O N

2.1 Back grou nd

The soci o- ec onomi c dc velopmcnt strateev o f Vi ct nam for 2 0 11 -2 0 20 specilìed its overall obịective as "becoine a niodern industrialized countrv; sociallv and politically stable democratic discỉplinarv and c onse ns us: p e o p l e ‘s material and moral lifc clearly increased in 2 0 2 0 “

Vietnam' s diverse natural environment a e o a r a ph v history and culture have creatcd a potential for tourism development In D e c c m b e r 2011 the Prime Minist er has approved the strateey on V i e t n a m ' s tourism d e ve l o p m e n t until 2020 Vision to

2 03 0 in \vhich one o f the solutions is to d evelop h u m a n resources to meet all requirements o f tourism devel op ment and intemational intearation Then in ỉanuary

2013 the Prime Minist er has continued to a p pr ov e the ma s t e r plan on V i e t n a m ‘s tourism de v el op me nt to 2020 Vision 2 030 \vith the overall obịect ive to 2020 is to develop tourism to bc a kcy enabler o f soci o- ec onomi c s u bst ai na bl e d evelopment

With a c o m pl e x o f o ve r 300 caves and a I l ố k m - l o n s coastline \\ith \vhite sand Q u a n e Binh is b e c o m i n e a potential tourist destination in Vie nam A c co rd i ng

to thc Q u a n s B i n h ‘s De part ment o f Culture, Sports and To ur i sm in 2013 Q u a n g Binh \velcomed 1.2 million tourists, o f \vhich 36.700 \vere íbreigncrs, an increase o f

23 % over thc s am c period in 2012 To bc able to increase the n u m b e r o f tourists in thc ncxt vears Q u a n e B inh' lcadcrs c m p h a s i / c d the need for h u i l d i n s mc ch a ni s ms

to m o b i l i / e investmcnt fbr tourism d cv el opi na tourism Pr oducts and intrastructurc and mostly huilding capacity í’or tourism h u ma n rcsources in o rd cr to improve the quality o f Service

l o i mprove the quality o f human resources in T o u r i s m in Q u a n a Binh and put tourism de v el op me nt c omme n su ra t e \vith the potential and advantaíics it is Iiecessarv to have a c omp rc h en s iv e study so that propos cd s \ nchro ni sed solutions to

i mprove huma n resource dcvel op men t in l ourism in s e n e r a l and h uma n resơurces

in Q u a n a Binh Province in particular can hc thouaht out

[n the trend o f integration and a l o b a l i / a ũ o n h u ma n rcsource d e \ c l o p m e n t tourism niust nieet international requiremcnts to gra dua ll y achieve c o m m o n standarđs and arc rccouni/.cd in the rccion and the world pav ii m thc \vay for l'ree

1 1

resources arc rcquired to be o f hieh quality and arc rcuionally a nd i nt e ma t iona l ly recoanized Th cr e to re it requires trainina establishments vocational tourisni in the

r c a io n m ust be m o d c r n i/ c d \vith rceio n a l and intcrnational Standard: to u r ism

trainine activĩtics the ms elve s d evelopi ne b evond local r eaional and national scopc

To develop tourism \vorkfbrce Ọ u a n u Binh necds to a p p r o a c h the cxperienced countries \vith developed tourism aro un d like Tha il and Indonesia, lapan Korea China The lessons are: (i) R e n e u a l o f State m a n a a e m c n t s ys te m on

h um a n resource d e v d o p m e n t in tourism industrỵ: (ii) S t r e n g t h e n i n e the link bet\veen State aaencies businesses and educational institutions in the d e v e l o p m e n t ol' human resources in the tourism industry; (iii) Appli cat i on oí' "ỉìve pillar mode l"

o f tourism personnel tra ini ns quality similar to S ina ap or e; (iv) T r a i n i n e h u m a n resources for tourism industrv need to niove to intensive trainine e n h a n c e practical skills: trainine a c c o r d i n s to the needs ol’ society: (v) D ev e l o p m e n t o f intbr mati on svstcms in aeneral labor market

1 rom the reviexvs, seen above, in orde r to e n ha n e e elTiciency in the de\ elopment oí' State m a n a a c m e n t human resource in the t ouri sm s e ct or o f Q u a n g Binh I have choscn the thcme: " Developinu H u ma n R cs o ur c e in State M a n a g e m e n t

on 1'ourism in Q u a n g Binh Province" \vith a ca.se stiuìy on competency buiUỉing for civil Servanís o f the Department o f Cu/ture Sporl and Tourism o f Quang Binh Province.

2.2 Research qu estion s

• What arc thc corc compct cncics rcquired ol civil servants in ihe Division oỉ' Tourism, De part ment o f Culturc Sport and 1 ourism oí' Q u a n g Binh Provincc?

• What are the main diílìculties and kcy s ucccss factors o í ' d e v e l o p i n g and

a p pl yi na c omp et e nc y model in the Division o f Tour ism D e p a r t m e n t o f Culturc Sport and Tourism ol Q u a n a Binh Pr ovince?

• What arc thc me thods ibr buildinu civil s cr xant s' c o m p e t e n c i e s ?

2.3 Research objectives

The overall obịcctive o f my study is to r e c o m m c n d a ne w c o mp et en cy -ba se d solution t'or i mpr ov inạ capacity ot' civil servants in the Division ot’ Tourism Depart ment ot 'Culture Sport and Tourism ol Ọ u a n a Binh Province

Dctailcd obịectives:

• Identily the key c ompet encies tbr civil servants in the Division o f Tourism, De part men t ol' Culturc Sport and To ur i sm o f Q u a n e Binh Province:

• Identily ditTiculúes and key success lầctors o f developine, and a pp ly in s

c o mp et e nc y model in the Di\ ision o f To ur ism D epar t ment o f Culture Sport and To ur ism o f Q u a n s Binh Province;

• R e c o m m e n d solutions ibr buildinu c o mp et e nc i es for civil servants in the Division o f 1'ourism Depart ment o i’ Culture, Sport and Tour ism o f

Q u a n e Binh Province

2.4 Research outputs

• A c omp et e nc y model 1'or civi! scrvants in the Division o f Tourism,

De part ment o f Culture Sporl and Tour ism o l ' Ọ u a n e Rinh Province

• Main đitĩiculties & key succcss lactors ol' d c v e l o p i n a and a pplyina

c o mpet cn cy model in the Division ol' l ourisni D epar t ment o f Culture Sport and To ur ism ol Q u a n a Binh 1’rovincc

• Ht'fccti\c me thods o i' b ui ld in a c ompct cnc ie s Ibr civil servants in the

Division oí' 1'ourism Department o f Culturc Spor t and Tour ism ol'

Q u a n a íĩinh Province

3 R E F E R E N C E 3.1 L iterature review

/ / C ontpeíency an d com petency m odel

T h e idea o f c omp et e nc y was propos cd iìrstly in the early 1970s by David

M c C l e l l a n d 1, a p ro íe sso r trom Harvard ưni ve rs it y In the literature c o mp et enc y

\vas d e í l n c d lrom various pespectivcs In 1982 B o v a t / i s \vas the person \vho applied thc term oi' c omp ct e nc y to m a n a a e m e n t lìcld and m a de it b e c o m e p op ul a r2

In 1999 HoHìnamv analvzed previous delìnitions o f c o m p et e nc y and tound that

a n i o n a t h e m there \vere three c oinmon points that are h i a h l i e h t i n e attributes o f a person ob se rva bl e b ehaviors and Standard oi' indi\ idual p e r í b r m a n c c outcomes

By revie\virì£ the past literature 1 íound m a n y dilTerent dclĩnitions oí'

c o m p e t e n c y Scholars \vho gave deíìnition o f c o m p et e n cy inciude Kravet z (2008) Van Wart M (2005) Parry s B (1998) Slivinski ct al (1996) Spe nc er and

S p e n ce r (1993) Bovatzis (1982), etc

Table 1: Definition of competency (Source: Author, 2014)

2008 K r a v e t / "A íool to serve as a common language throughout the

entire organization to consistently plan personnel, conduct per/orm ance reviews, and determine the traininạ

-4

pro^ram

2005 Van Wart M "Competencies are the concrete traits skills, and

behaviors thai are the huildinẹ blocks o f effecti\'e management and leaderslìip"

1996 Slivinski et al "Chciracteristics tìiat underlie a successful perỊormance

or behaviour at work"(ì

1 M c C l e l l a n d , D c ( 1 9 7 3 ) T e s t i n g f o r c o m p e t e n c c r a t h e r t h a n i n t e l l i g e n c e A m e r i c a n P s y c h o l o g i s t , 28( I ),

2 2 - 2 6

B o v a t z i s R I ( 1 9 8 2 ) T h e C o m p e t e n t M a n a g e m e n t : A M o d e l t b r I t ĩ e c t i v e P e r í o r m a n c c N e w Y o r k : J o h n VVIiev

1998 P a r n s B "A cluster o f related knou lec/ẹe skills, and attitndes that

affects a maịor part o f one 's ịob (a role or responsibility), that correlates \\ ilh per/ormance on the ịob, that can be measure againsi well-accepted standards, and tliot can

be improved vía íraining and development"

'ỹ' B o \ atzis "An underlying characteristic o f an indi-vidual thai is

causally related to effective or supe-rior per/ormance in

A s c o m p et e n cy is deter mined as collection o f related k n t m l e d s e , skills and attitudes c o mp et e nc i es could he c ate aoriz ed bascd on the characteristics o f

be hav io rs ( Gu alie lie mino 1979)10 A c c o r d i n e to G ue l ie l ie mi no, c ompet enc ie s

c ould be categorizeđ in three c omp et e nc y di me ns io ns that are conccptual capacity, capacity to interact \vith other people and technical expertise (also called doma i n cxpcrtisc)

hì íỊenerư/, com pelencv is uncỉerstooiỉ as capahiỉity o f applying or using

operate in a ẹiven position.

In 1993, Sp enc er & Spencer summari/.ed studies and practiccs relatcd to

c o m p ct c n c v in the past t u e n t y years in ordcr to ibrm a d atabas e o f comp et en cv

mo dc l s No\vadays c omp ct c nc y be come s onc ol' thc kcy points in the area o f huma n resource dcvclopment

In 2000 S e hi pp ma n n and his colleauucs c o ndu ct c d a survey a m o n u

A me r i c a n enterpriscs and lbund that about 7 5 % o l’ thom have applicd competencv moclel into huma n rcsource m a n a s e m e n t and achieved exccllcnt p e r l b r m a n c e s .

A set of competencies constitutes a competencv modeỉ thai couỉd be applied

lo the job positions in the organừation That means, to apply competencies in Ììiiman resource manaẹement, competencies imtst to he inteẹrated into a

com petencv model.

I he use o í c o m p e t e n c y model or c o m p et e n cy fram e\vork (the s ame meaniim) has b e c o m e polular in the \vestem e o v cr n me nt s since 1990s A l t h o u e h there is no

c o m m o n c o m p et e n cv model tor all o rs anizations c o m p et e n c y model senerally consists o f a c omb in at ion oí core and specialist c ompet encies In the public sector oruani/.ations mainly develop c o mpet en cy mode ls for public m a n a s e r s and leaders f'c\\ oraa ni za ti on s h a \ e competencx mode ls for ollìc ers (Harnham & Horton 2002)

I rom the a bove descriptions \ve llnd that c o m p et e nc y model can be described as a list o f co mp et enc ie s derived 1'rom ohserviim individuals \vith high

pe r t b r m a n c e in a specilìc position The reason tbr intr oducine c o m p et e n cy model is

to help orsani/.atons and e \ e n indi\ iduals lo identiíy the skills kno\vledge and attitudes rcquired to current and íuturc job positions then to bridge the eap het\veen thc c ompe t enc i es rcquired hy thc current joh position and those a v a i l a b l e 1 That

mc ans c o m p ct c n c y niodel \ \ a s considcrcd as an c lì cct iv e me th od to identiíy

c omp ct c nc i es rcquircd to a ịob position In practice a c o m p ct c nc y modcl aenerallv

c onlains irom 7 to 9 competcncics

In the public sector competencv modcl is introduced as a part ot'

or ua n i/ a ti on a l re íorm or administration retbrm O ne oi' thc values o f appl yi ne

c o m p ct e n cy model is the lầct that tocuscs not only on \vhat are the obịectives oí' oruani/.ation hut also on ho\v these obịectives could be achievcd In addition,

c o m p et c n cv model provides thc opportunitv to choose taraeted trainina progr ams (thai u c call c o m p et c n cy based trainina Iiced assessment)

S c h i p p m a n n J s & A s h R A B a t t i s t a M et al ( 2 0 0 0 ) T h e p r a c t i c e o r c o m p e t e n c y m o d e l i n i i P e r s o n n e l

P s y c h o l o i i y 5 3 ( 3 ) p 7 0 3 - 7 4 0

D r a í ỉ a n i d i s 1' & M o n t / a s , G C o m p e t e n c y B a s e d M a n a u c i n c n t : a R evie vv o f S y s t e m s a n d A p p r o a c h e s

ỉ 1.2 C om peten cy m odcl in the pu b lic sector

C o m p e t e n c y tnodcl \vas tìrst a pplicd in the public scctor in 1979 in u s (US

S c n i o r Hxeeutive Se rvi ce ) to m a k e clear thc rc qu irc d skills o f senior oíỉìccrs Such

e o m p e t e n c y m o d e l s h a v e b ee n then d e v e l o p e d in other de ve lo pe d countries,

i n c l u d i n a B e l e i u m G e n n a n y UK Sxveden r i n l a n d and lapan ( H o n d e e h e m 2 0 0 2 M:

m od e l as a part o f a d mi n i s t r a t i o n public re tb rin It is said that c o m p et e n cy model

p r o v i d e s public o r2a n i za t i on s \vith le ver aa e t br c h a n s e (Hort on s H o n d e a h e m A

& P a m h a m IX 2 0 0 2 ) 16

T h e p r o c e ss o f a p p l y i n a c o m p c t e n c y m od c l in an o rs a ni za t ion basically

c o nt ai ns 5 steps: (1) d e c i d i n s to introduce c o m p e t e n c y model (2) c o i n mu n ic at i ne the shift to c o m p e t e n c y m a n a e e m e n t \vithin the organization, (3) identifyina

c o m p c t e n c i e s and d e v e l o p i n g competencN' ìnodel (4) in te a ra t in s c ompe t enc i es into

h u m a n r e so ur ce m a n a e e m e n t proc ess es and (5) u p da t in u t hc c o m p et e n cy modcl

Ra'.e

Figure 1: Competencies research and developement arcas (Source: Strcbler et al.,

Currently niost ol' the developcd countrics have a d evelope d c o m p c t c n c y model for the public sector In thcse cases thcse c omp et e nc ỵ modc ls mainly contai n behavioural c ompet encies In ecneral c ompet enc ie s models can hc used í or ma ny purposcs Research cited by Klein (1996) shoxvs that c o m p et e n cy model can be aliancd \vith h u m a n resource system to liclp to impr ove rccruitment s election, pavment p e r í b n n a n c e manaa ei nen t promot ions and d evelopment.

1 he increasine impor tance o f c omp et e nc y model in public sector (I l o n d e a h e m and V an de rm eul e n 2 0 0 0 ) 17 can be linked to 4 torces:

- C h a n a e in the nature o f \vork from mass production to Serv ice \vork:

- ỉncreasina, c ompet ition b e t u c c n oraanisations due to a l obal i/at ion:

- Cont in uo us ly chanine e n \ i r o n m e n t tbrces oraanization to c h a n e e

p crí br ma n ce imp ro v cme n t and trainina and development

Tahlc 2: Common application of competcncỵ model in thc puhlic sector (Sourcc: (ìaravan ct al, 1995)

To dc velop a c o m p et e nc v model thcrc arc uencrally l\vo main approaches

I he lìrst one is d el ìne a set o f c ompct cncics rcquircd tbr each ịob posilion The second OI1C is de í lne one c omp et e nc y model thai ỉlts all ịoh positions In practice thc m i \ oí these t\vo a p pr oa che s is a popular \ \ a y to d e ve lo p c omp et e nc y model in the public o re a ni /a t io n s

T he key point in the process o f d e v d o p i i m c o m p et e n c v modcl is the

t echni ques o f identiíỴina and assessina c ompet encies Generally tho popula r process o r d e v e l o p i n a c omp et e nc y model consists o f 2 steps:

- Step 1: c o m b in a t io n o f desk r e v ie \\ o n in te m a tio n a l c o m p e t e n c y mo de ls and j o b analvsis

- Step 2: comb ina ti on o f 360 de er ee evalut ion and Rroup discussion to idcntiiy c o mp et c nc i es required for each j o b position

In the t ouri sm sector a reviexv o f the literature to identiíỳ the co mp et en cie s rcquired indicates that leadership c o mmu ni c at i on and h u m a n resource m a n a e e m e n t are c o re c o mpet en ci es to ensurc success in tliis sector (Ka v & Russette 2 0 0 0 ) 1'

3.1.3 Approach f o r com petenct m odel in the pu blic sector o f \ 'ietnam

In Vietnam the public sector startcd to a pproach íor c omp et e nc v inodel in

2012 as thc response to increase quality oi puhlic managers

O n e o f the clearest rescarches on stalT de v el op mc nt and puhlic lcadcrship and m a n a a e m c n t approach a ccordinu to thc capacitv tramcNvork are thosc o f the authors I c Q u an and P h u n e Xu an Nha (20 1 2 )20 ĩ \ v o authors intcrpret \ \hat is the leadership capability íramcNvork: e i \ c s o m e thouíihts OI1 leadcrship capacity frame\vork tor public administration sector o f Victnam: eeneral lramexvork and dralt I r a m c u o r k tor cach title / position ot reeional leaders ot puhlic administration

in Vietnam In particular the authors have propos ed u s i n s the process o f capability tramevvork in recruitment assessment and t ra i ni ns standards with regional leaders

o f public adniinistration Vie tnam and pointcd oul s o m e notes \vhen a p pl yi ne

4 1 ( 2 ) , 5 2 - 6 1

P h ù n g X u â n N h ạ - I è Ọ u â n ( 2 0 1 2 ) “ l/> d iu v ị í/n iin t r ị i h t '11 k ln iiiịi n ă n íỊ l ự c r ủ n â n iỊ c a o c /h il h r ọ v ạ l ã n h

capucity frame\vork leadcrship d e vel op men t in thc arca o f public administration in Vietnam.

In his book H u m a n Resourcc D ev e l o p me n t to meet the requircmcnts o f industrialization moderni/.ation and intemational inteuration o f the co-authors Vu Van Phuc and N s u v e n Duy l ỉ u n e ( 2 0 1 2 )21 the authors also a nalvzed thc exper ience

o f domest ic and international de v el op mc nt in h um a n rcsources On this basis the authors h ave m a de proposals and solutions to dev elop h u m a n resources to meet the requirements ot' industrialization moderni/.ation and international intesration

I liíihliíìhts are that the au th or had access to h u m a n resource d e v el o pm e nt a c c o r d i n s

to the capacity frame\vork thereby identilYina the relevant tầctors i m pr o vi na the quality o f h uma n r es ou rce s in administrative areas and in State enterprises

A c c or di n a to the frame\vork a pproach there is also the research o f Tran N a o c

G ia o (2013) Th e a u t h o r has c onducte d research on the theoretical model oí the ne\v public administration system cducation m a n a e e m e n t theories, a p p r o a c h i n e c apacity theories and practical education m a n a s e m e n t surveys On this basis they proposed capability frame\vork and solution to d e vel op State m a n a s e m e n t leaders toxvards international inteeration T he author also otTers 5 Standard constr ucti on tramexvorks

to evaluate thc capacitv o i' ol ìì c ia l s and civil servants \vorki na in ma n ag e m e n t in the cducation sector Iloxvevcr thc author has not mc nt io nc d other aspccts o f thc application f'rame\vorks sucli as capacity plannine recruitment sclection and use

Anothe r study i n v o h cd is o f Pham Van Son ( 2 0 1 0 ) " Th e author has studied leadcrship dc ve lo p mc nt m a n a s e m c n t trom the a c c c s s i n s ot' rolcs and tasks He pointed out the rolc and duties o f oitìcials and public leaders and manaecrs Since then, he dc lìned the capacity requirements and asscsscd thc r es ponsc capahilitv thc ahility to compl et e the task o f leaders, managcrs This is a m o d c m approach popular in the \vorld Iỉo\vevcr, the aut ho r docs not gcner alizc to a leadcrship

c ompct cnc y t'raine\vork in managiníi public sector Th e a u thor has not only the

1 V ũ V ã n P h ú c v à N u u y c n D u y I l ù n g ( 2 0 1 2 ) , P h á t t r i é n n i ỉ u ồ n n h à n lực đ á p ứ n g y c u c ẩ u CÕI1U n g h i ệ p h ó a

h i ệ n d ạ i h ó a v à h ộ i n h ậ p q u ố c tề N X B C h í n h trị q u ố c ííia s ự t h ậ t I l à N ộ i

P h ạ m V ã n S o n ( 2 0 1 0 ) , N g h i ê n c ứ u p h á t t r iê n đ ộ i riiiũ c á n h ộ , c ô n ” c h ứ c l ã n h d ạ o q u à n lý n h à n ư ớ c tr o n iỉ

me thods o f detcrmininsi trainiim necds lbr stalì' \\lio do es not mcet capacity

r cquirements

Table 3: Competcncy modcl in the puhlic scctor «f Vietnam (Source: Ministrỵ

«f Home Affaires, 2013)

C o m p eten cy m odel in the public sector o f V ietn am

1 Eđucation backíiround (qualilìcation)

7 M a n a e e m e n t skills soít skills etc

In areas o f Vietnam Decree No 36/2013 / N D - C P dated 22/4/2013 o f the

G o v e r n m e n t on the location o f e mpl oy me nt (hereinaíter re te rre d to as V T V L ) and rank structures servants and Circular 05/2013 / T T - B N V dated 06 25.2013 o f the Ministry o f Internal Affairs auiding the implcmentation ot' D ecr ee No 36/2013 /

N D - C P can be said as a step to concretize the prọịect " P r o m o t i n s institutional

re lbrms the civil Service and civil servants "accordiim to Decis ion No 1557 / Ọ D-

I Tu o f Oc tober 18 2012; includina contcnt m a n a e e m e n t dcccnt ra li /a ti on and

i m p r o v c m cn t o l ' p u b l i c Service o r g a n iza tio n s coin pact; r e d u c e the si/.e o f the c iv il

Service, avoid duplication, continued do\Misi/inu impr ovc thc quality o f c a d r e s and civil scrvants "Capability í r a m e u o r k " could hc onc ol thc rclatively new c onc ept to the Public Service Vietnain is mentioncd in the Decrcc and Circular above Ihnvever this content is poorly dcíìned in the Circular No 05/ 2013 / I I - B N V is

"the capacity oí each frame is V T VL includitm capacitv b u il d i n e and skills h av e to tìnish the ịob activities outlined in the job description Ibr each job position "and not liavc any euidclines or specitìc connotat ions arc specilìed

3.1.4 Approach f o r com petency nttìíỉel in tìí/ter countries

The trend \vorIdwide is an application r r a n i c u o r k to support capacity sclcction planning evaluation, and training & rctraininti o í' o f l ì c i al s (Countrics tcnd

1'rom thc nations that had previous expericncc in advance).

In the u e s t e r n countries, leadcrship d c v e l o p m c n t m a n a s e m e n t o f public sec to r b ase d on capacity frame\vork \vas seen as a priority task by m a n y countries

I h e u s and British o o v e r n m e n t has d c p l ov ed s trateuic le adc rs hip cap ac it y

d e v e l o p m e n t m a n a g i n a the prcsent and the 1'uture S i n a a p o r e and C a n a d a has

c st a hl is he d the National C e n t e r tbr Res e ar c h on l cad ers hi p and public

m a n a e e m c n t (Christensen & Laeareid, 2 0 0 7 )2\

In Ị-rance the National A c a d e m y o f Public Adminis tration Pr ance issued

"Capabilitv frame\vork Ha nd b oo k " euide the d e s i s n and i mpl eme nt at io n o f trainina

p rogr ams \vith propcr standards for o íììcers at all levels (Hort on ỉ ỉ o n d e a h e m &

1 arnham 2 0 0 2 24 This t r a m e u o r k includes a r o up lcadership comp et enc ie s core

m a n a e e m c n t and j o b- s pe ci í ìc capabilities such as cducation - training, b ud e et - lìnancial healthcare - Health, adininistration

In the UK public sector capacity í r a m e u o r k consists o f six core

c omp et e nc i es as d e í l ni na purpose and directina the o rganizati on t o u a r d s the purpose cau sin c an impact strategic thinking e n c o u r a a i n e and s u p po rt in a others to promo tc their best f'unction Hmployecs holdina leadership and m a n a s c m c n t in the

UK must nieet all six standards listcd a b o \ c The trainine p r o a r a m for British civil servants arc deter mincd a cc or di ne to the rcsults ol' standardizcd ass ess mc nt o f capacity (Ilorton 2 0 0 2 )25

III Canada, the a ov er n me nt launchcd the corc lcadership c o m p et c n cy í'raine\\ork corc consistina o f 04 levels, detailcd for cach lcadership position irom thc Ministcr the Director until local leaders 1 r a m c u o r k tor Cana da 's leadcrship ahilitics has 04 aroups incluđing: cthics and standards: Strategv; C o m m i t m e n t and

Christensen T & I.aegreid p (2007) The \vhole-of-iio\ernment approach to puhlic

scctor rcibrm P ublic a d m in istra tio n revicu , 6 ~(6) 1059-1066

I lorton s I londeghem, A & Parnham I) (2002) ( 'om petency M a n a g em e n t in the

pnhlic sector: European variations on II theme (Vol 19): IOS Press

' I ỉorton s (2002) The competcncy movcmeiit ( 'ompctencv manuỊỊemeni in the puhlic

R e s p on s ib il it y: HíTectiveness and e n l b r c e m c n l c apacity (Chan 2 0 0 6 ) 26

A c c o r d i n a l v ethics a nd s t an da r ds are llinđumenlul c o m p e t c n c y a roups \vith all levels 1)1’ lcadership E n t b r c e m e n t capacitv o r ability to m a n a a c operation unde r thc dire ct ion o i ' t h e o rg ani zat i on 's e oal s is c on si de rc d to be the top

Table 4: Competcncy model in the public sector in the vvorld (Source: Author, 2014)

• Gettina thc hest 1'roni people

• Learnine and improvina

• Socicty betbre seir

• I thics Ibr an otìlcial

"( han D c (2 0 0 6 ) Core com pctcncies and perlbrmance manauement in Canadian

public libraries ỉ.ih r a r v mimiiỊỉưmcnt 27(3) 144-153

h t t p : / / \ \ \ v \ v c a b i n e t - o r t ì c e i ĩ o v u k / c i \ ilsciA i c c / s c s / c o m p c t c n c c s h t i n

• Strateaic ihinkina and pl a nn in s

• l ocus OI1 outc ome s

• Managinu and de vel opi ng stafl'

• Manaíiiim relationships and partncrs

• Worki im \vith othcrs

S enior E xecutive Service (US) O E C D core com p eten cies

3.1.5 D ifficulties in applying com petency m odels in public sector

Hxpericences from developed countries sho\ved that despite benelìts ot'

c om p e t c n c y inodel a series o f dilììculties are apparent \vhen a country started to

d ev el op and apply c o mpet en cy model in the public sector:

- There is ahvavs a problem o f lackina resources, includina íìnancial rcsources adequate t ime for studies necessary expertise, etc

- Th e challenues o f identiíỴine the most essential c o mp et e nc i es and

d e v el o p i n e the c omp et e nc y model

- The diíììculties o f developi ne a u a r e n c s s o f key leaders on the important rolc o f c omp et e nc y model and involvina them in the process o f d ev el op me nt and appliction o f comp et enc y model

Bcsides c o mpct cn cy model usually indicatcs hchaviors, \vhich \vere

e iĩ ect iv e in the past hut may be iniportant for luture needs Th at is \vhy c omp ct c nc y model is r e c o m m en d e d to hc uscd as tool tbr co mp et e nc y builditm

3 1 ổ Key su c cess/a cto rs in appỉying com petency m odels in p u b lic sector

T o o ve rc o mc d these diHìcultics public o r a a n i / a i t o n s are r c c o m m c n d e d to pay attentions on íbllmving key success lactors:

- Clearly deílne the reason o f a p pl vi na c omp et e nc y model in the ortiani/ation Ihe reason should be acccpted b\ most ol' thc people in the oríiani/ation meanins, that they all aarcc on thc bcnelìts oỉ' a p p l yi na c omp et e nc v model for not only the orạ an i/ at i on but also themselves Then, the key lcaders should s pend !ime and eíìbrts to c o m mu ni c at e the rcasons oi' intr oducina

c o mp et e ne v model and the implcmentation stcps in order to involve and motivate people

- Pr omo te the leadcrs' c on imitmc nts to the process o f i ntr oducins

c o m p e t e n c y modcl and e n c o ur a a c the civil scr vants ' participation in the

d e ve l o p m e n t o f ' c o m p e t e n c \ modcl (botli leaders and eivil servants must he invested

in the process o f a p p ly in o compe t enc y model)

- It is important to idcntify the room l'or i m pr o ve me n t in the oniani/.ation and ho\Y to apply c o m p et e nc y model for i mpr ovemcnt

- Ít is important to dclìnc the area o f applvinu c o m p et c n c y model d ue to the íact tliat c omp et e nc y model can be applicd in various areas o f h u m a n resource

m a n a a e m e n t The critical t h i n s is tìnd out the most íeasible area to apply

c o m p et e n cv model (from intemational experiences o ra an iza ti on s should start

a p p l y i n a c o m p et e n cv model in trainina and d evelopmcnt

- li is necessary to pcriodically revie\v and update c o m p et e n ci e s in order to

r cs pond to c h a n e e s or meet 1'uture needs ot thc o r s a n i / a t i o n and job requirements

3.2 Research model

3 2 1 Ke\' concepts

* C om p eten cy:

In ihis research I use the detìnition o f c o m p et e n cv aivcn hy Parry: "A cluster

of rclated knowledge, skills, and attitudes thai affects II major part o f o n e ’s ịob (a

role or responsibilitỵ), tlial correlates \vith perfonnance on the job that can hư

meosure aẹainst u ell-accepted stamiards, and that can be improveci Via trơininẹ and cỉevelopmení" Pa rr y' s dcíìnition \ \ a s also accepted hy ma ny scholars includina

l.ucia and Lxp si ns cr (1 99 9) 28 In thc I'he Pa rr y' s deíìnition thcrc are threc

c o m p on en t s tliat are knoxvledac, skills and attitudes

Tahlc 5: 1'arn ’s diTinition of compctency (Parr>, 199S)

1 here

c o m p o nc nt s

in the Parry*s

dcíìnition C)l'

Kno\\ lcdac The required iníbrmati on to pcrtbrni a task as \vell

as the capacity to apply it hack in the \vork situationSkiỉls Hxpcrtncss practiccd ahility iầcility in d oi ne

s omct hine dextcrity and tact Skill is niore than

Pinpointint’ critical success iầctors in organi/atÌDiis San 1 raiKÍsco: Josscy-Bass