IPSERA Debate The Case For Differentiated Procurement Education

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The Case For Differentiated Procurement Education - IPSERA 2011 Debate

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  • Unfortunately, I'm not confident all these are covered anyway! - You decide from your perspective?
  • IPSERA Debate The Case For Differentiated Procurement Education

    1. 1. Does public and private sector procurement education merit a separate syllabus? Dr Gordon Murray
    2. 2. You can have the right professional qualification but does that mean you know the right things?
    3. 3. Acceptance of difference <ul><li>IPSERA streams </li></ul><ul><li>International Public Procurement Conference </li></ul><ul><li>Journal of Public Procurement </li></ul>
    4. 4. The debate is not about difference I don’t want a different public sector procurement qualification, I want all the private sector procurement knowledge plus public sector dimensions
    5. 5. Defining procurement and all that stuff Strategic needs assessment Decide priorities and outcomes Plan and design services Optional appraisal Sourcing Delivery Monitor and review The commissioning cycle Determine the need Supplier selection Contracting Ordering Expediting Follow-up/ evaluation The purchasing cycle procurement
    6. 6. To define the local government procurement ‘professional’ follow the money Dir Social Services (ADSS) Asset mgrs (RICS ) Waste managers (IWM ) Highways eng. (CHIT) Architects (RIBA) ICT (SOCITM) Marketing (CIM) Procurement (CIPS) GPs Spend University provision of procurement education
    7. 7. How are sector differences in requirements handled in procurement education at university level in UK? <ul><li>Adv Cert in Procurement </li></ul><ul><li>Adv Dip in Procurement </li></ul><ul><li>BSc (Hons) </li></ul><ul><li>MSc </li></ul><ul><li>MPA </li></ul><ul><li>MBA specialist & generic </li></ul><ul><li>PhD </li></ul><ul><li>Private sector content which public sector ‘like it or lump it’ </li></ul><ul><li>Public sector content which private sector ‘like it or lump it’ </li></ul><ul><li>Small amount of specialised postgrad e.g. </li></ul><ul><ul><ul><ul><li>Construction </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Commissioning </li></ul></ul></ul></ul><ul><li>‘ Big spenders’ without provision </li></ul>
    8. 8. The ideal would be a comprehensive procurement education for motivated students without a time constraint but “… the time is short ”
    9. 9. If you have to ration/prioritise, where do you start? Segmentation and targeting
    10. 10. ‘Need to know’ content <ul><li>Strategic procurement </li></ul><ul><li>Procurement organisation and governance </li></ul><ul><li>Change management </li></ul><ul><li>Environmental scanning </li></ul><ul><li>Power </li></ul><ul><li>Negotiation </li></ul><ul><li>Category management </li></ul><ul><li>Demand management and aggregation </li></ul><ul><li>Sourcing options </li></ul><ul><li>Partnership/Adversarial relationships </li></ul><ul><li>Contracting </li></ul><ul><li>Contract management </li></ul><ul><li>Supplier rationalisation </li></ul><ul><li>Risk management </li></ul><ul><li>Managing earlier supplier involvement </li></ul><ul><li>Supplier development </li></ul><ul><li>Reverse marketing </li></ul><ul><li>Value analysis/value engineering </li></ul><ul><li>eProcurement </li></ul><ul><li>Internal marketing </li></ul><ul><li>Skills development </li></ul><ul><li>… </li></ul>
    11. 11. Priorities for some… but not for all <ul><li>Strategic procurement management in a political environment </li></ul><ul><ul><li>Roles & remits of politicians and officers </li></ul></ul><ul><ul><li>Executive </li></ul></ul><ul><ul><li>Overview & scrutiny </li></ul></ul><ul><li>Strategic commissioning </li></ul><ul><li>Collaboration : </li></ul><ul><ul><li>Consortia </li></ul></ul><ul><ul><li>Shared services </li></ul></ul><ul><ul><li>Clusters </li></ul></ul><ul><li>Policy through procurement : </li></ul><ul><ul><li>Lowering barriers to SMEs </li></ul></ul><ul><ul><li>Skills training & apprenticeship opportunities & tackling youth unemployment </li></ul></ul><ul><ul><li>Sustainable procurement </li></ul></ul><ul><li>SME & third sector commitments on: </li></ul><ul><ul><li>The Compact </li></ul></ul><ul><ul><li>Small Business Friendly Concordat </li></ul></ul><ul><ul><li>8 Principles of Good Commissioning </li></ul></ul><ul><li>Public procurement regulation </li></ul><ul><li>Procurement programme & project management and Gateway Reviews </li></ul><ul><li>Local economic development </li></ul>
    12. 12. Stakeholder mapping? <ul><li>Students want: </li></ul><ul><ul><li>a qualification/letters after their name </li></ul></ul><ul><ul><li>maximum ‘personal market value’ </li></ul></ul><ul><ul><li>maximum employment opportunity </li></ul></ul><ul><ul><li>content relevant & motivating to their position </li></ul></ul><ul><li>Employers want: </li></ul><ul><ul><li>‘ fitness for purpose’ </li></ul></ul><ul><ul><li>fresh input from academia </li></ul></ul><ul><li>Sponsors want: </li></ul><ul><ul><li>Change management priorities </li></ul></ul>
    13. 13. Education within change management <ul><li>Educators are </li></ul><ul><ul><li>providers to clients, and </li></ul></ul><ul><ul><li>in the business of change management </li></ul></ul><ul><li>Sponsors agree </li></ul><ul><ul><li>What we be changing to </li></ul></ul><ul><ul><li>What/who needs to change </li></ul></ul><ul><li>Segment, target and position </li></ul><ul><li>Key educational content for segmented and target students </li></ul>
    14. 14. Educators as Knights or Knaves? <ul><li>Failure to provide content which is deemed important by students, employers or sponsors </li></ul><ul><li>places the educator in the position of a Knave and is abhorrent to the calling of education </li></ul>
    15. 15. The answer is in the word ‘merit’ Justice to students & sponsors Breadth & depth of the body of knowledge Merit common core content, targeted at range of levels & ‘ sector specific’ essential content but not always separate delivery Given time constraint + + =
    16. 16. The answer is in the word ‘merit’ Justice to students & sponsors Breadth & depth of the body of knowledge Merit common core content, targeted at range of levels & ‘ sector specific’ essential content but not always separate delivery Given time constraint + + =

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