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

Loading...

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

0 comments

Post a comment

    Post a comment
    Embed Video
    Edit your comment Cancel

    2 Favorites & 1 Group

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

    1. 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]
    2. 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
      It is a competences management manual It is a guide to manage training It is an instrument to support the human capital development
    3. 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
    4. 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
    5. 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
    6. 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
    7. 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
    8. 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)?
      • 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
      • 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
    9. 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?
    10. 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
      • 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
      • 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
      • 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

    + David FerrazDavid Ferraz, 10 months ago

    custom

    1481 views, 2 favs, 1 embeds more stats

    David Ferraz and Helena Ratos' presentation on the more

    More info about this document

    © All Rights Reserved

    Go to text version

    • Total Views 1481
      • 1480 on SlideShare
      • 1 from embeds
    • Comments 0
    • Favorites 2
    • Downloads 0
    Most viewed embeds
    • 1 views on http://www.dferraz.net

    more

    All embeds
    • 1 views on http://www.dferraz.net

    less

    Flagged as inappropriate Flag as inappropriate
    Flag as inappropriate

    Select your reason for flagging this presentation as inappropriate. If needed, use the feedback form to let us know more details.

    Cancel
    File a copyright complaint
    Having problems? Go to our helpdesk?

    Categories

    Groups / Events