Training Needs Assessment in Public Organisations, Helena Rato; David Ferraz

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Published on January 10, 2009

Author: nf15886a

Source: slideshare.net

Description

David Ferraz and Helena Ratos' presentation on the IASIA 2008 international congress, Uganda, July, 2008.

The presentation focus on how to indetify Training Needs in Public Organisations and link them with the public administration strategy. MANFOP methodology

Training Needs Assessment in Public Organisations Working Groupe I - Education and Training Programme: aligning missions and quality Portuguese National Institute of Public Administration David Ferraz Helena Rato [email_address]

Human Capital Management Training programs are designed and planned in a casuistic way A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions Public Policies

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions It is a competences management manual It is a guide to manage training It is an instrument to support the human capital development

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

MANFOP’s Application how to identify the required competences? A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

specific competences unit. level competences holded by people A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions transversal competences org. level

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

mission strategic directives concerning public policies results to achieve business units support units strategic objectives transversal processes and value chains A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions transversal competences step 1 step 3 step 2

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

unit mission superior directives results to achieve A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions specific objectives specific processes and value chains specific competences step 2 step 1

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

Mission, directives and objectives processes value chain value chain Improvements A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions step 2

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

value chain outputs input A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions step 3 what are the required competences (transversal and specific)?

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

1. Activities that act as an interface between organization and clients and stakeholders Who are the clients and stakeholders and what needs must the organization fulfill? What techniques and instruments are used to produce and communicate? 2. Activities that ensure the effectiveness of productive processes What skills are necessary to promote business areas in the sector where the organization operates? What skills, in terms of knowledge and knowhow, are necessary to ensure the effectiveness of productive processes? How to promote teamwork? 3. Activities that ensure the control of product/service quality What skills are necessary to implement quality control methods and techniques? 4. Activities that contribute to create value a) What attitudes and behaviors mostly contribute to the presentation of improvement measures? b) How to promote continuous improvement processes? A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions

1. Activities that act as an interface between organization and clients and stakeholders

Who are the clients and stakeholders and what needs must the organization fulfill?

What techniques and instruments are used to produce and communicate?

2. Activities that ensure the effectiveness of productive processes

What skills are necessary to promote business areas in the sector where the organization operates?

What skills, in terms of knowledge and knowhow, are necessary to ensure the effectiveness of productive processes?

How to promote teamwork?

3. Activities that ensure the control of product/service quality

What skills are necessary to implement quality control methods and techniques?

4. Activities that contribute to create value

a) What attitudes and behaviors mostly contribute to the presentation of improvement measures?

b) How to promote continuous improvement processes?

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

In order to identify specific skills and technical competences , the following answers must be answered, for each activity: What skills should workers have in order to develop an activity? What specific technical competences are needed to perform the activity? What specific technical competences are needed to improve results? In order to identify specific behavioral competences , the following answers must be answered, for each activity: What specific behavioral competences are needed to complete the activity? What specific behavioral competences are needed to improve the activity’s results? A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions

In order to identify specific skills and technical competences , the following answers must be answered, for each activity:

What skills should workers have in order to develop an activity?

What specific technical competences are needed to perform the activity?

What specific technical competences are needed to improve results?

In order to identify specific behavioral competences , the following answers must be answered, for each activity:

What specific behavioral competences are needed to complete the activity?

What specific behavioral competences are needed to improve the activity’s results?

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions Critical processes Compet.1 Compet.2 Compet.3 Compet. 4 Critical Process I Activity 1 x x x x Activity 2 x x x Critical Process II Activity x x x x Activity 2 x Activity 3 x Total 5 4 3 4

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

Competence’s Degree of need higher than 0,5 (in average) Competence’s Degree of importance higher than 0,5 (in average) Survey and validation A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions degree of presence degree of need degree of importance Organisation’s Prospective Competences Directory And what about the gap?

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

Gap Degree of presence Degree of need Importance Priority A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions Training needs

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

Training Plans on: short-, medium- and long-term Considering the achieved priority: A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions Values for the priority indicator Priority levels for training [6.0 - 9.0] High: competences that require a training intervention in the short-term [3.0 - 5.9] Medium: competences that require a training intervention in the medium-term [0.25 – 2.9] Low: competences that require a training intervention in the long-term

Training Plans on:

short-,

medium- and

long-term

Considering the achieved priority:

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

Inquiring one more time the workers : Degree of presence Degree needed (same methodology of phase 3) By comparing gaps before and after training, we can evaluate the impact of training : A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions

Inquiring one more time the workers :

Degree of presence

Degree needed

(same methodology of phase 3)

By comparing gaps before and after training, we can evaluate the impact of training :

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

It is an integrated approach combining: management by objectives processes / workflow reorganization competences management training management MANFOP is a valid methodology: It was considered a good practice and evaluated as an high quality project (by the EU funding program evaluator) It was tested on the base of two pilot projects: Portuguese Housing Institute Social Fund Management Institute A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions

It is an integrated approach combining:

management by objectives

processes / workflow reorganization

competences management

training management

MANFOP is a valid methodology:

It was considered a good practice and evaluated as an high quality project (by the EU funding program evaluator)

It was tested on the base of two pilot projects:

Portuguese Housing Institute

Social Fund Management Institute

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

Subsequently, MANFOP was also applied to the following public Organizations: Executive Secretariat of Portuguese Speaking Countries’ Community training and recruitment plans Ports and Maritime Transports Institute training and recruitment plans Evaluation Observatory of the National Referential Strategic Framework recruitment of Public Policies Evaluators, concerning the identified profiles Hydrographic Institute in course A. Introduction B. Manfop aplic. Identif. of objectives critical processes and value chains Compet. identification Assessing training needs Designing training plans Evaluate training impact C. Conclusions The logical and sequential methodology of MANFOP enables its application to any context

Subsequently, MANFOP was also applied to the following public Organizations:

Executive Secretariat of Portuguese Speaking Countries’ Community

training and recruitment plans

Ports and Maritime Transports Institute

training and recruitment plans

Evaluation Observatory of the National Referential Strategic Framework

recruitment of Public Policies Evaluators, concerning the identified profiles

Hydrographic Institute

in course

A. Introduction

B. Manfop aplic.

Identif. of objectives

critical processes and value chains

Compet. identification

Assessing training needs

Designing training plans

Evaluate training impact

C. Conclusions

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