Set-up of a National Training Capacity for Public Administration

1

• Set-up of a National Training Capacity for Public
  Administration Practitioners View
• Jacek Krolikowski
• International Training Centre of the
  International Labour OrganizationItaly, Turin,
  19- 23 November 2007

2
Rules of participation

• Ask questions whenever relevant (do not wait
  until the end of the session)
• Share with the group problems you are facing in
  your work and solutions you are trying to
  implement
• Share your experiences with other participants
• I am available for questions / consultations
  during the breaks

3
Source of my experience

• The whole professional career related to
  education / training
• Involvement in different training project for
  Western Balkan countries since 1996 (short-term)
• Management of the big training projects in BiH
  since 2005
• Civil Service Training Project (2600 civil
  servants trained)
• European Integration Training Project (1200 civil
  servants planned to be trained)
• Involvement in development of TNA and National
  Training Strategy for self-governments in Croatia

4
Plan of the presentation

• Training Needs Assessment (TNA)
• National Training Strategy
• Identification of target groups
• Preparation of curricula and training materials
• Training delivery modalities
• Financing of the training
• Utilisation of external assistance
• Building of a sustainable system Training of
  Trainers (TOT)
• Quality of the training
• Cooperation with public and private training
  institutions
• Evaluation of the training

5
How topics are presented?

• Key issues related to given topic
• Typical problems from the practice
• Proposed solutions (illustrated by examples from
  the practice)

6

• Training Needs Assessment

7
Introduction key issues

• Benefits of TNA
• Rationale for selection of strategic priorities
  in training (not only topics, but also
  methodologies, conditions for effective and
  efficient delivery, different needs of different
  target groups etc.)
• Beneficiaries of the strategy involved, and their
  opinion taken into consideration
• Promotion of the strategy development process
• Possibility to verify common sense knowledge
  about target groups needs
• Diminishing level of criticism and questioning of
  the strategy
• Local institutions and Donors have better data to
  plan their policies concerning PA

8
Introduction key issues

• Example of TNA methodology - TNA of
• Croatian self-governments
• Elements of the TNA process
• Involvement of different stakeholders view on
  different aspects of the problem
• Cooperation with LSG association
• Cooperation with COE (experience in TNA of LSG)
• Cooperation between international and local
  experts
• Involvement of the different research methods
  (questionnaire, in-depth interviews, phone
  interviews)

9
Introduction key issues
10
Introduction key issues
11
Introduction key issues

• Areas of TNA example from TNA of Croatian
• self-governments
• HRM systems in the institutions
• Training capacities of local governments and
  training programmes requested
• Approach to training in LSG
• Delivery of the services
• Strategic planning
• Communication with citizens
• Cooperation between self-governments
• Access to information and good practices
• System of training for self-governments

12
Typical problems

• Lack of some important data (Croatia number of
  local civil servants)
• Poor level of HRM systems in the institutions,
  including needs assessment capacities (low
  awareness of needs)
• Limited capacities of the Beneficiary / strategy
  management institution in needs assessment on
  national level (dependence from Donor in this
  area)
• Costly and time-consuming process
• TNA recommendations not used during strategy
  development process

13
Suggested solutions

• TNA as a required step in the training strategy
  development process
• Institutional link TNA developed or at least
  designed by the institution / body responsible
  for strategy preparation
• Selection of the feasible methodological options
  (even small research may change the view on the
  required intervention)
• Possible reduction of costs (questionnaire send
  to the institutions with support letter from the
  Minister, focus groups instead of interviews,
  interviews conducted by prepared students as a
  part of practice, cooperation with LSG
  associations etc.)

14
Suggested solutions

• Building of the local resources TOT for TNA
  experts that could support HR units in the
  institution to build their TNA capacities
• Outsourcing of the TNA preparation of the terms
  of reference
• Practical use of report results of TNA expressed
  in form of specific recommendations related to
  the training system / training strategy

15
Suggested solutions

• Example of the TNA undertaken on the level of
• the training project European Integration
• Training Project (BiH)
• Objective
• The Training Needs Assessment will enable a
  proper understanding of what has been already
  provided and retained, thus allowing the Project
  Team to elaborate training curricula and training
  materials matching the beneficiaries actual
  needs.

16
Suggested solutions

• Methodology
• The current needs of the target groups were
  assessed with the following methods
• Series of 13 meetings with key stakeholders
  (organizations, institutions and projects
  involved in the EU accession process and in the
  delivery of the trainings for civil servants,
  especially trainings on European integration
  issues).
• The meetings were focused on the collection of
  the specific data on the target groups (their
  level of knowledge on EU, specific needs,
  training received so far etc.) and a review of
  the training curricula and materials already
  developed by international and national actors.

17
Suggested solutions

• Methodology
• Close consultations with the Beneficiary
  institution (including CSA FBiH, CSA RS and HR
  Unit in BD) already experienced in delivery of
  the trainings and with close relations with PA
  institutions.
• In depth interviews with 10 public administration
  institutions from State level, FBiH and RS. Main
  objective of the interviews was to collect
  opinions of the final beneficiaries
  (institutions) on EU related training in order to
  prepare the most relevant training curricula and
  training materials.

18
Suggested solutions

• TNA questions
• Knowledge of EU integration issues
• BiH is involved in the process of the European
  integration do you have any information about
  it?
• If yes, is this information sufficient? Explain.
• If not, what information would you expect?
• Do you know to what extend process of European
  integration may influence activities performed by
  your institution? Explain.
• Need for the training on EU integration issues
• Do you think that your institution would need
  training on EU integration issues?
• If not, explain why?
• If yes, what topics should be covered by such
  training? or what would you like to know about
  EU?

19
Suggested solutions

• TNA questions
• Up to date experience with training on EU related
  issues
• Did the staff of your institution ever
  participated in training on EU related issues?
• If not, why?
• If yes, what was subject of the training?
• How you assess usefulness of this/these
  training/s? Explain.
• Training methodology
• What conditions training should fulfil (methods,
  duration, trainers etc.) to be consider by you as
  useful for the staff and institution?
• What would you expect from training materials?

20

• National Training Strategy

21
Introduction key issues

• Benefits of the national training strategy
• Clear sense of direction decision about
  priorities in training taking into consideration
  results of TNA subjects, delivery modalities,
  target groups, timeframe etc.
• Better allocation of limited resources
• Increased effectiveness (needs based) and
  efficiency of the training (value for money)
• Improved coordination between stakeholders /
  donors avoiding overlapped initiatives

22
Introduction key issues

• Benefits of the national training strategy
• Better response to the challenges of rapid
  changes
• Public Administration Reform modern, effective
  and efficient public administration delivering
  high quality services for citizens
• European integration
• Decentralisation and other reforms

23
Introduction key issues

• Benefits of the national training strategy
• The Civil Service is undergoing a process of
  continuous change. This change is being driven by
  external influences in the environment in which
  the service operates. These include the European
  Union integration process (). Change is also
  driven by the desire
• internally to provide
  a modern, effective
• and efficient quality
  customer service.
• Government policy on
  decentralisation
• will present new
  challenges and require
• new responses in
  terms of the delivery of
• training and
  development, at a civil
• service level, at
  organisation level and at
• the level of the
  individual.
• Framework for Civil Service Training and
  Development 2004-2008, Centre for
• Management and Organisation Development

24
Introduction key issues

• Typical areas / objectives covered by the
• training strategies
• Efficient delivery of the trainings (horizontal /
  specialised)
• Development of the HRM systems among PA
  institutions
• Strengthening of the training quality systems
  (quality standards, accreditation systems)
• Strengthening of the information and experience
  exchange systems
• Support to the development of the training market
• Support to PAR, sectoral reforms,
  decentralisation etc.
• Increase number of high qualified trainers

25
Introduction key issues

• Development of the strategy
• Three stages of the strategic process
• process of planning
• preparation of the strategic document
• implementation (management) of the strategy
• Shift of the impact strategic planning versus
  strategic management
• Work group leadership of the process
• Involvement of the stakeholders in all stages
  (consultative, supervisory body)

26
Introduction key issues

• Typical structure of the strategy
• Context of the strategy development
• Background providing rationale for strategic
  objectives (including results of TNA)
• Vision of the training system
• Mission of the strategy
• Key principles of the strategy
• Strategic objectives
• Activities

27
Introduction key issues

• Typical structures of the strategies (parts
  sometimes neglected)
• Workplan
• Outputs
• Indicators
• Timeframe
• Responsible bodies
• Financing (source of financing, estimated costs)
• Strategy management framework (institutional
  set-up, strategy management functions including
  monitoring and evaluation)

28
Introduction key issues

• Typical functions required from strategy
• management institution
• Development of the yearly strategy implementation
  plans
• Administrative support for strategic bodies
• Coordination, consultation and information
  sharing among stakeholders
• Set-up of the quality measures (standards,
  accreditation)
• Development / outsourcing of the high quality,
  needs based, training curricula and materials in
  the key strategic areas
• Delivery / outsourcing of the horizontal training
  courses (including e-learning)

29
Introduction key issues

• Typical functions required from strategy
• management institution
• Delivery of the TOT courses to increase number of
  trainers in the key trainings subjects required
  by the strategy
• Collection and dissemination of the best
  practices
• Set-up of the resource centre for training
  providers as well as for beneficiaries of the
  strategy
• Fundraising
• Information and promotion
• Lobbing and advocacy

30
Introduction key issues

• Typical functions required from strategy
• management institution
• Periodical training needs assessment
• Monitoring of the strategy implementation
  progress
• Reporting
• Evaluation
• Updating of the strategy

31
Typical problems

• Access to required data \ lack of data
• Data concerning target groups (e.g. number of
  staff in particular institutions / self
  governments)
• Data concerning training market, unclear prices
  etc.
• Coordination between stakeholders during strategy
  preparation and implementation
• Challenge to coordinate between donors and their
  specific policies
• Set-up of the consultation / supervisory bodies
  including stakeholders

32
Typical problems

• Beneficiary only as a source of the data
• Strategy prepared by external donor accent on
  the output than on sustainability
• Poor capacities of the Beneficiary / Lack of
  capacity building programmes for Beneficiaries as
  preparation for strategy development
• Poor state of HRM systems among institutions Lack
  of support from high level managers in public
  administration institutions
• Strategy development as interesting exercise-
  just document with no real impact on everyday
  operations
• Poorly developed / donors dominated training
  market (training providers, trainers)

33
Typical problems

• Focus of the strategic planning neglecting of
  the implementation part
• Poorly developed workplan (outputs, indicators,
  timeframes, responsible bodies etc.) or existing
  workplan is not feasible
• Unclear financial resources (especially if there
  are mixed resources e.g. central budget fees
  paid by institutions / self governments)
• Unclear leadership during the implementation
  phase is there any strategy management
  institution?
• Lack of political will to develop / implement
  strategy and national policies / strategies
• Poor legal framework for training and development
  (incentives for participants)

34
Suggested solutions
35
Suggested solutions
36

• Identification of target groups

37
Introduction key issues

• Target groups identification should be a part of
  TNA
• Typical categories of the target groups
• Civil servants / employees with specific
  responsibilities / competencies
• Civil servants / employees from different levels
  of management
• Civil servants / employees from different type of
  institution (central, local)
• Specific needs of particular training groups have
  to be taken into consideration when training
  priorities are set-up in the strategy and than
  curricula developed
• Particular training groups may require not only
  different curricula but also different ways of
  training delivery (e.g. awareness training for
  mangers and competency based for procurement
  officers)

38
Typical problems

• Participation in the training of the lower level
  civil servants depends on managers
• Unclear internal organisation of the institutions
  and unclear division of responsibilities among
  the staff (following by poorly developed job
  descriptions) problem with identification of
  the specific target groups
• Adjusting curriculum to the needs of specific
  target groups (content, duration, forms of
  delivery) costly and time-consuming process
  (case of BiH)

39
Suggested solutions

• Making managers aware of the benefits of the
  training for specialists
• Promote benefits from the training for the whole
  institution
• Standard for curriculum should require from
  training organisations / trainers knowledge of
  the needs of the particular target group
• Involve HR units in the institutions in the
  development and assessment of the curricula
  including identification of the target groups

40

• Preparation of curricula and training materials

41
Introduction key issues

• Typical structure of the curriculum more than
  just list of the topics
• Description of the target groups (number,
  position in the institution, previous training
  experience, and level of entry knowledge
  required, needs identified)
• Objectives (measurable)
• Content (subject matter)
• Methodological approach (methodological
  principles, rationale for proposed training
  methods proving links between objectives and
  methods)
• Form and role of the training materials
• Suggested forms of training evaluation
• Requirements for the trainers (TOR)

42
Introduction key issues

• Function of the training materials - Example
• from European Integration Training Project
• (BiH)
• The function of the training materials is the
  following
• To deliver actual, solid knowledge to the
  participants on issues included in the training
  course curriculum
• To support the learning process through the
  provision of inspiring sources for discussions
  and reflection,structure for the self-learning
  process and the use of materials in-between the
  training courses and following their completion
• To provide additional source of information for
  participants (bibliography, websites, CD with the
  key documents etc.)

43
Introduction key issues

• Function of the training materials - Example
• from European Integration Training Project
• (BiH)
• The prepared training materials are based on
• Content areas covered by the EU training
  programme approved by Council of Ministers
• Actual, generally accepted concepts taken from EU
  countries theory (existing literature) and
  practice
• Local (BiH) approaches and good practices
• BiH legal framework
• EU standards in given area

44
Introduction key issues

• Function of the training materials - Example
• from European Integration Training Project
• (BiH)
• The content and the form of the materials was
  adjusted as much as possible to the needs of BiH
  civil servants and took into consideration their
  level of knowledge of EU issues as identified
  during training needs assessment process
• The knowledge is presented in the operational way
  (procedure descriptions, procedural schemes,
  examples of specific solutions/approaches, etc.)

45
Typical problems

• Gap between curriculum and real problems of
  target groups curriculum not adjusted to the
  reality of participants workplace
• Low capacity of the training organisations /
  trainers in the area of curriculum development
• Lack of quality standards for curricula and
  training materials curriculum as simple list of
  topics
• Poor quality of the training materials (paste and
  copy approach or universal materials)
• Limited functions and poor form of the training
  materials

46
Suggested solutions

• Recognition of the training needs as requirement
  for organisation/ trainers developing curricula
• Curriculum adjusted to the existing delivery
  framework (number of the days envisaged for the
  course, up to date experience of participants
  etc.)
• Organisation of the TOT and other courses
  including issues related to curriculum
  development
• Support to institutions (HR units) capacities
  related to assessment of the training curricula
  and preparation of the terms of references
• Development of the standards for curricula and
  training materials clear requirements for the
  organisations / trainers and basis for
  performance assessment

47
Suggested solutions

• Standards for curricula example from
• Civil Service Training Programme (BiH)
• Training curriculum has to base on
• The general needs identified in the EU System
  Review of Public Administration Institutions
• Specific needs of the particular training group
  (information included in the Application Forms
  and provided by CSAs staff)
• Actual, generally accepted concepts / approaches
  taken from best practices from EU countries
• Local good practices if available

48
Suggested solutions

• Training curriculum has to base on
• Local legal framework and requirements of the PAR
  and European Integration process
• EU standards in given area of public
  administration
• Modern training methodology, including EU
  standards for adult education and continuous
  professional development

49
Suggested solutions

• Curriculum has to be described according to
• following structure
• Title of the training course
• Competencies required from the trainers (local,
  international)
• Target group (needs identified, category of civil
  servants, state or entity level)
• Duration of the training course (days)
• Goals of the training course At the conclusion
  of this training participants will know/be able
  to
• Daily agenda of the course (specific topics,
  methods of delivery, timing)

50

• Training delivery modalities

51
Introduction key issues

• Typical classroom based training supported by
  traditional methodology might not be efficient if
  real changes in the participants workplaces are
  expected
• Transfer of the knowledge / skills from the
  training situations to the workplace is of
  crucial importance
• Behavioural changes need more complex approach
  e.g. classroom based training supported by
  methods which require cooperation with HR units
  in the institutions and line managers
• On-job training
• Mentoring / Shadowing
• Peer education (professional forum, in country
  study visits etc.)
• Best practice programmes / databases
• E-learning (blended learning)

52
Typical problems

• Typical classroom based training prevails over
  more complex approaches (typical Donor approach
  quantitative measures over qualitative)
• Institutions have limited capacities to introduce
  training measures like on-job training etc.
• Financial aspect typical classroom based
  training might be cheaper than more complex
  approaches especially from the perspective of
  the donor
• Lack of standards for training delivery

53
Suggested solutions

• Organise TOT on effective training methodology
  (supporting real changes in the institutions)
• Support institutions (HR units) in implementation
  of the more effective training interventions
• Promote new approach to training among senior /
  line managers
• Present benefits of such approach to justify
  costs
• Develop and promote training delivery standards
  as a part of training quality system
• Organise best practice programmes
• Organise in-country study visits / open days and
  other forms of peer-learning

54
Suggested solutions

• HRM course for specialists example from Civil
• Service Training Project (BiH)
• Curriculum covered among others the following
  topics
• Introduction to the background and concept of
  modern Human Resource Management
• Strategic HRM
• Typical HRM policy areas and principal HRM
  procedures
• Setting standards for HRM
• Human Resource Planning in terms of
  recruitment, training, and development of people
• Legal framework for Human Resource Management in
  BiH
• Employee Discipline
• Grievance handling
• Job Analysis Principles and Methods
• Recruitment
• Performance Appraisal
• Identifying and Meeting Training needs
• Developing an annual training plan for the
  organization

55
Suggested solutions

• Methodology of the course
• 14 days of the training
• Local and international experts involved
• Quality of curriculum and materials checked by
  CSA BiH
• Essay on problems in HRM in their institution
  required from participants
• Individual assistance offered to participants
  (visits in the institutions or via e-mail)
• Course accredited at the ILM
• Most of the participants received ILM
  certificates (fee paid by the project)
• Study visit in Slovenia on the end of the course

56
Suggested solutions

• ILM certificate

57
Suggested solutions

• Best practice programme example from
• Croatia
• Best practice is an example of action which is
• Innovative
• Replicable in new environment
• Relevant to identified problems
• "Success story" based on sufficient, reliable
  data (triangulation)
• Based on evidence from multiple settings (local,
  international)
• Focused more on process then single picture

58
Suggested solutions

• Best practice programme basic
• Information
• International partner Council of Europe
• Local partner Union of Association of Towns
  and Association of Municipalities (SEVEZ)
• Manager Mr. Marko Kovacic
• Year of implementation 2004

59
Suggested solutions

• Steps in programme implementation
• COE prepared prospectus including general rules
  of the programme
• Local manager of the programme was selected and
  trained
• Seminar in Zagreb was organised to the
  stakeholders to present principles and rules of
  the programme
• Local adaptation of the prospectus was prepared
  including information about the programme and
  application form
• Political support was ensured foreword to
  prospectus was signed by Mr. Antun Palaric, State
  Secretary, Central state Office for Public
  Administration and Philip Blair, Director for
  Co-operation for Local and Regional Democracy,
  COE

60
Suggested solutions

• To achieve broader involvement of the
  stakeholders and provide supervision / evaluation
  of the programme activities the Steering Board
  was created gathering representatives of
• European Commission Delegation, OSCE, USAID/Urban
  Institute, Local Democracy Agencies from Sisak
  and Brtonigla, UNPD/ILO and Friedrich Ebert
  Foundation
• Programme brochure was prepared and published
• Best practices were collected and assessed
  (Evaluation Panel)
• Successful self-governments were awarded
• Best practices were disseminated (open days)

61
Suggested solutions

• Categories of eligible best practices
• Local community leadership
• Solving the problem of unemployment on local
  level
• Economic development
• Communication with client citizens
• Modernisation of local government management
• Service provision on local level
• Providing of pre-school and primary education
• Social welfare provision
• Environmental protection
• Communal waste

62
Suggested solutions

• Criteria for best practice eligibility /
  assessment
• In order to be eligible for the best practice
  status, the programmes / projects / initiatives
  should
• be initiated by local authorities (initiative)
• be relevant to the problem (relevance)
• prove a new approach to the problems (innovation)
• demonstrate a record of successful implementation
  (efficiency)
• be transferable, i.e. suitable for replication in
  other local authorities (applicability)

63
Suggested solutions

• Application form - information on best practice
• Description of the problem
• Description of best practice
• Results of your innovation
• Support from beneficiaries
• Budgetary implications
• The sustainability of your best practice
• Dissemination of your best practice

64
Suggested solutions

• Best practices collection
• Totally 14 local self-government units (13 towns
  and 1 municipality) submitted 39 applications
• After preliminary screening of the applications,
  the project manager and the SAVEZ prepared the
  proposal of the shortlisted initiatives to be
  discussed with the members of the Evaluation
  Panel of the Project
• Winners were appointed and awarded and their best
  practices disseminated

65
Suggested solutions

• Examples of the best practices submitted
• City of Kutina Entrepreneur incubator
• City of Rovinj - Info Point and Investors'
  Guide
• City of Crikvenica "Including the public into
  the budget decision-making process"
• City of Labin - The City Youth Council
• City of Osijek - WCA portal, virtual government,
  coverage of sessions
• City of Rijeka - "Rijeka The Digital City"
• City of Slatina - The Non-Governmental
  Organizations Centre
• City of Kutina - The Strategy for disabled
  persons

66
Suggested solutions

• Members of the Evaluation Panel represented the
• following institutions
• Local Government Project, UNDP
• Department for Local Self-Government, City of
  Zagreb
• Local Government Reform Project, Urban Institute
• Union of Association of Towns and Association of
  Municipalities
• Ministry of Environmental Protection, Spatial
  Planning and Water Management
• Department for Local and Regional Self-Government
  System, Central State Office for Administration
• Department for Supervision of Local
  Self-Government and International Cooperation,
  Central State Office for Administration
• Newspaper Novi List from Rijeka

67
Suggested solutions

• What did not work?
• Problem with funds for relevant awards for
  successful self-governments
• Poor sustainability - lack of continuation after
  COE stopped financing
• Resistance from Donors to support next stages of
  the programme even if costs were rather limited

68
Suggested solutions

• The importance of e-learning Irish example
• E-learning can bring classroom learning to the
  workstation. It allows large numbers of staff to
  be trained and it can also provide a cost
  effective means of overcoming geographical
  dispersal of staff. However, e-learning is most
  effective if combined with classroom learning, or
  if structured in such a way as to allow learners
  to interact in a stimulating way with both tutors
  and other learners.
• Conditions access to broadband Internet, basic
  IT literacy, cultural change

69

• Financing of the training

70
Introduction key issues

• Centralised, decentralised and mixed systems of
  financing
• Different Donors frameworks in Western Balkans
  (EU, USAID, UNDP, SIDA etc.)
• Training is commonly funded in two ways
• training funds are decentralised, i.e. they are
  allocated to the budget of the employing
  institution which manages the funds for training
  of its staff and "pays" the training institution
  executing the
• training and training funds are centralised,
  i.e. they are allocated to the civil service
  commission or to training institutions. Thus, the
  training is carried out free of charge for the
  employing institution, if the salary paid to the
  public servant while he is on training is
  neglected.
• Public Service Training Systems in OECD
  countries, SIGMA Papers No 16

71
Typical problems

• Lack of awareness concerning benefits of training
  institutions do not want to pay
• Lack of financing by central government
• Lack of finances for training among PA
  institutions lack of motivation to create
  internal training plans and HRM systems
  (exception self-governments)
• Financial dependence from Donors
• Lack of stable / long term funding makes training
  strategy questionable

72
Suggested solutions

• Lobbing and promoting benefits of training in
  dynamic environment (PA reform, decentralisation,
  EU accession)
• Cooperate with HR units responsible for training
  in the institutions supporting them in looking
  for resources
• Actively influence Donor strategies and increase
  level of coordination between Donors
• Increase fundraising capacities of the
  institutions

73

• Utilisation
  of external assistance

74
Introduction key issues

• Different donors different policies and
  approaches
• Benefits of the decentralised systems (DIS)
• Issue of coordination among Donors community
• Relevance of the assistance to the beneficiary
  capacities and needs
• Issue of donors dominated training market

75
Typical problems

• Depending on donors assistance difficulty to
  develop own strategy / policies and overlapping
  initiatives
• Donors focus on short-term outputs rather than
  sustainability of the initiatives
• Lack of coordination between donors (example
  agreement on PAR Fund in BiH)
• Problem of the free training (trade off no
  quality no complains)
• Insufficient capacity of the institutions to
  absorb assistance

76
Suggested solutions

• Actively express needs / opinions in front of
  Donors
• Require from the Donors to adjust approaches to
  the capacity of the institution
• Put accent on capacity building and
  sustainability rather than acceptance of ready
  to use solutions proposed by donors
• Introduce forms of coordination between donors
  (example LGM in Macedonia)
• Make training programmes attractive set-up some
  requirements for participating institutions

77

• Building of a sustainable system Training of
  Trainers (TOT)

78
Introduction key issues

• Typical TOT course training methodology
• and knowledge of specific technical subject
• TOT course example from Western Balkans
• Course planned in the following sequence
• Training on methodology
• Training on the HRM
• Development of the one day specific course on HRM
  by participants
• Delivery of the course by participants supervised
  by trainers
• Individual feed-back session
• Reflection session for the whole group
• Session on professional development plan
• Institutional set-up o the trainers future
  relations with training centre

79
Introduction key issues

• Topics of the TOT course methodological module
  
• Typical steps in the training course development
• Contact with the Client
• Vision of the training expressed by the Client
• Contract with the Client
• Training needs assessment (TNA)
• Main principles of selected teaching / learning
  theories
• Practical application of the theories during
  different phases of the training course
  development
• Training delivery modalities
• Designing training curriculum
• Design of the training methodology
• Development of the training agenda
• Preparation of the training materials
• Design of the course logistics and technical
  standards

80
Introduction key issues

• Topics of the TOT course methodological module
  
• Selection of the participants
• Training group dynamics
• Open communication as a part of the learning
  environment learning as a social process
• Before the training checking up logistics and
  technical standards
• Starting the training course
• Review of the key training methods strengths and
  weaknesses in particular training context
• Support motivation for learning
• Closing the course

81
Introduction key issues

• Topics of the TOT course methodological module
  
• Post training support
• Objectives and types of evaluation from the point
  of view of trainers
• Simple evaluation methods for short training
  programmes
• Ethical rules related to evaluationTopics
  sometimes ignored
• Typical competencies expected from the trainers
• Stages in trainers professional development
• Ethical rules for trainers

82
Typical problems

• Poor quality of the TOT courses
• Limited number / low quality of local experts
  available international donors more attractive
  for them
• Unclear legal status of the trainers (especially
  practitioners working in public administration
  institutions)
• Lack of quality standards / accreditation systems
  for trainers
• Poor status of trainers professional associations

83
Typical problems

• TOT programmes shortage example from
• BiH
• Poor design of the programme (greater emphasis
  on subject matter rather that development of
  skills) created further problems in the
  development of training resource. The structure
  of the programme did not include rounds of
  practice for the new trainers.
• The graduates of the TOT programmes have
  emphasised that the most useful programmes were
  those that provided them with opportunity to
  deliver actual training seminars outside of the
  classroom. Only such an approach helped to
  maintain the motivation of the trainees to
  complete the course and later on to continue to
  act as trainers.

84
Typical problems

• No institutional space of the trainers has been
  created so far (including lack of trainers
  professional association).
• Lack legal framework for the actual
  implementation of the TOT. For example, it is
  not clear how civil servants could participate in
  TOT programmes and be active trainers in the
  future.
• Many training organisations continue to rely on
  donor funding and international experts paid from
  the funds of these projects. This both distorts
  the training unit costs and raises fees of the
  local experts to the level that cannot be matched
  and sustained by BiH public sector institutions.
• Civil Service Training in the context of
  Public Administration Reform, and Assessment of
  Local, National, Regional and International
  Training Capacity in relation to Civil Service
  needs in BiH, UNDP 2004

85
Suggested solutions

• Organise / require from donor / high quality TOT
• Training based on modern methodology focus on
  skills
• Supervised practice / co-training and feed-back
• Reflection on practice
• Planning of the professional development
• Support groups and other forms of support
• Building network of trainers long term approach
  (what if donors leave ?)
• Select good practitioners enable them new
  career as trainers
• Support professional development of the trainers
  professional forum, associations etc.
• Support / develop trainers accreditation system
• Set-up standards for trainers
• Develop accreditation procedure
• Issue certificate
• Promote system among PA institutions and training
  providers

86

• Quality of the training

87
Introduction key issues

• Elements of framework for quality assurance
• Standards (training providers, trainers, training
  programmes)
• Accreditation body
• Accreditation / certification process /
  procedures
• Certificates
• Promotion of the system among training providers,
  trainers and public administration institutions

88
Introduction key issues
89
Introduction key issues

• Typical goals of accreditation system
• Inform the public that individuals who have
  achieved certification have demonstrated a
  particular degree of knowledge and skill
• Offer title protection, as only those who are
  certified may use a particular title
• Enhance the reputation and positive public image
  of a profession while seeking to protect the
  public from incompetent practitioners
• Develop benchmark of excellence upon which new
  knowledge, methods and technology can be
  systematically integrated into the professional
  practice
• Enable clients to distinguish between effective
  and ineffective performance
• Enable practitioners to assess their ability,
  focus their professional development efforts, and
  recognize their capability

90
Introduction key issues
91
Introduction key issues

• Typical standards for accreditation of the
  training providers
• Area of activity following the national / other
  standards
• Up to date experience in the training (number of
  projects, years of activity)
• Institutional stability (income, staff)
• Possibility to ensure technical requirements
  e.g. computers, training rooms etc.
• Positive results of the projects evaluation
• Recommendations from the clients
• Internal system of the quality provision
  competencies of the trainers, standards of the
  training courses evaluation, staff development
  and assessment systems etc.
• Internal code of ethics

92
Introduction key issues

• Accreditation of the trainers - formal standards
• Education and professional training
• Number of trainings delivered (including courses
  longer than e.g. 200 hours)
• Number of trainings delivered under supervision /
  training course supervised by member of
  Accreditation Body
• Positive evaluation of trainings performed
• Recommendations from other trainers (supervisors)
  and / or institutions
• Awards and other special achievements
• Number of publications or training programmes /
  materials developed

93
Typical problems

• The quality aspect of the training (including
  accreditation) usually ignored by Donors
• Quantitative indicators prevails over qualitative
  (number of trainings versus sustainability)
• Low capacity of the local training institutions
  to manage accreditation (case of BiH)
• Cost of accreditation system (if going behind
  simply formal requirements) especially is
  accreditation internationally recognized
• Low prestige of the system
• small training market lack of quality
  requirements no pressure to keep quality
  standards
• high competition from other systems (e.g.
  post-graduate studies, internationally recognized
  organizations etc.)

94
Suggested solutions

• Require quality measures from donors
• Start with promotion of the training quality
  among institutions (explain definitions,
  demonstrate examples of quality systems etc.)
• Set-up system for accreditation of the training
  programmes (standards, steps of the process,
  accreditation body, certificate etc.)
• Cooperate with other stakeholders to set-up
  accreditation system for trainers
• Try to find co-financing to diminish costs of
  accreditation
• Promote accreditation systems among stakeholders

95

• Cooperation with public and private training
  institutions

96
Introduction key issues

• Typical categories of the training providers
  (public, private, NGOs, donors)
• Cooperation between training providers especially
  required in Western Balkans (limited resources)
• Forms of cooperation between training providers
  from different sectors
• Outsourcing by public providers
• Professional forum for all providers
• Common accreditation requirements for providers
  from all sectors
• Cooperation of the public institutions with
  trainers associations, self-governments
  associations and academic institutions

97
Typical problems

• Training strategy developed by public institution
  without coordination with other providers (weak
  tradition to cooperate between the sectors)
• Lack of coordination / cooperation between
  sectors (public, private, NGOs) in training
  issues
• Weak private / NGO sector
• Private providers not interested in training for
  public administration

98
Suggested solutions

• Include representatives of all sectors in to
  strategy coordination / supervisory bodies
• Initiate coordination platforms for all sectors
• Support training market (information, experience
  exchange, TOT, promotion of the training quality
  measures)
• Increase institutional capacity in outsourcing of
  the training delivery
• Adequate promotion of the outsourced training
  initiatives

99

• Evaluation of the training

100
Introduction key issues

• Types of evaluation
• Stage of the strategy / project implementation
  current - mid-term - final
• Type of the activity evaluated strategy, project
  / activity, particular training event
• The way evaluation results influence
  implementation of the strategy / project
  corrections of the current activities
  improvement of the initiatives planned in the
  future
• Time perspective evaluation of the immediate and
  long term results / changes

101
Introduction key issues

• Objectives of evaluation
• Mid-term evaluation objective example from
• Civil Service Training Project (BiH)
• Main objective of the evaluation is to review
  CSTP progress and propose alternations to project
  design during the remaining period of
  implementation (till 30 January 2007) as well as
  recommendation for the future projects supporting
  PAR process and addressed to the BiH civil
  service.

102
Introduction key issues

• Specific objectives
• general assessment of the adjustment of the
  projects design to Bosnian environment
• identification of possible actions to be
  undertaken before the end of the project in order
  to strengthen the sustainability
• identification of resources produced by CSTP that
  can be used for future activities
• assessment of the influence of CSTP on the public
  administration sector
• evaluation of the local capacity for training
  delivery
• analysis of demand / supply relationship and
  constraints in the public administration training
  sector

103
Introduction key issues

• Methods used
• Analysis of the projects documents
• 10 individual in-depth interviews with CSA, Team
  Leader, EC, UNDP, PAR Coordinator, trainers (14
  people)
• 22 individual in-depth interviews with training
  participants
• Survey on representative sample of trainees (200
  telephone interviews)

104
Introduction key issues

• Basic evaluation criteria
• Relevance - the extent to which the objectives of
  CSTP are consistent with beneficiaries
  requirements, countrys needs, partners and
  donors policies
• Effectiveness the extent to which CSTP
  objectives were achieved, or are expected to be
  achieved
• Efficiency - a measure of how economically
  resources/inputs (funds, expertise, time, etc.)
  are converted to results
• Impact - long-term effects produced by CSTP
• Sustainability - the continuation of benefits
  from CSTP after the program has been completed.
  The probability of continued long-term benefits

105
Typical problems

• Low capacity of the institutions to perform or
  outsource evaluation
• Quantitative methods prevailing over qualitative
• Results of evaluation not used to correct current
  activities and longer-term strategic plans
• Focus on current evaluation forms distributed
  after training

106
Suggested solutions

• Create institutional capacity to perform or
  outsource evaluation
• Organisation of the training on evaluation
• Collection of the resources (guidebooks on
  evaluation methodology, sample reports and terms
  of references for outsourcing of the evaluation
  etc.)
• Change approach to the current evaluation
  (interviews with participants and their managers,
  trainers exit reports etc.)
• Requirement to use result of evaluation when
  correct strategy / planning for the next year
  (rationale for decisions)

107

• Thank you for your attention!
• Jacek Krolikowski
• krolikowski.jacek_at_gmail.com