1. REVIEW AND ASSESSMENT OF THE EXISTING TRAINING
PROVISIONS AT NATIONAL LEVEL AND RECOMMENDATIONS
ON MODALITIES FOR DELIVERY OF A TRANSNATIONAL
LEADERSHIP PROGRAMME
DRAFT REPORT
November 2015
EuropeAid/133384/C/SER/Multi
2. Pageiof67
Contents
LIST OF ABBREVIATIONS ........................................................................................................ iii
EXECUTIVE SUMMARY ............................................................................................................. v
1 INTRODUCTION............................................................................................................... 1
2 REVIEW OF THE PAR AND TRAINING STRATEGIC DOCUMENTS................................... 1
2.1 Albania.........................................................................................................................2
2.2 Bosnia and Herzegovina...............................................................................................2
2.3 Kosovo ......................................................................................................................... 3
2.4 Macedonia.................................................................................................................... 3
2.5 Montenegro ................................................................................................................. 3
2.6 Serbia...........................................................................................................................4
3 REVIEW OF EXISTING PROVISIONS OF LEADERSHIP AND MANAGEMENT
PROGRAMMES................................................................................................................. 4
3.1 Essential Statistics........................................................................................................ 5
3.2 Qualitative Review of the Programmes...................................................................... 10
3.2.1 Albania .................................................................................................................. 10
3.2.2 Bosnia and Herzegovina ........................................................................................ 10
3.2.3 Kosovo....................................................................................................................11
3.2.4 Macedonia............................................................................................................. 12
3.2.5 Montenegro............................................................................................................13
3.2.6 Serbia .....................................................................................................................13
4 PRESENTATION OF THE MOST RELEVANT PROGRAMMES ON LEADERSHIP............ 14
4.1 Training on Leadership by Albanian School of Public Administration ........................ 14
4.2 Leadership and Management in the Civil Service by Civil Service Agency of the
Federation of Bosnia and Herzegovina....................................................................... 15
4.3 Management Training by the Kosovo Institute for Public Administration.................. 15
4.4 Inspirational Leadership by Door Macedonia ............................................................. 16
4.5 Leadership by Macedonian Ministry of Information Society and Administration........17
4.6 Communication, Leadership and Emotional Intelligence by Communication Strategies
& Consulting, Montenegro ..........................................................................................17
4.7 The Program of General Professional Training of Managers by Serbian Human
Resources Management Service ................................................................................ 18
5 CONCLUSIONS… ........................................................................................................... 20
6 …AND RECOMMENDATIONS........................................................................................ 21
6.1 Modalities for the design, organisation and delivery of a new transnational Leadership
Development Program...............................................................................................24
7 ANNEX 1 OVERVIEW OF THE PROGRAMMES INCLUDED IN THE RESEARCH ..............31
7.1 Albania........................................................................................................................31
7.2 Bosnia and Herzegovina............................................................................................. 38
7.3 Kosovo ....................................................................................................................... 43
7.4 Macedonia..................................................................................................................46
7.5 Montenegro ...............................................................................................................48
7.6 Serbia.........................................................................................................................49
8 ANNEX 2 LIST OF THE INSTITUTIONS AND ORGANISATIONS PARTICIPATING IN
4. Pageiiiof67
LIST OF ABBREVIATIONS
AADF Albanian-American Development Foundation
ASPA Albanian School of Public Administration
CSA BH Civil Service Agency of Bosnia and Herzegovina
CSA FBH Civil Servants Agency of the Federation of Bosnia and Herzegovina
CSA RS Civil Service Agency of the Republic of Srpska
EU European Union
HRMA Human Resources Management Authority (Montenegro)
HRMS Human Resources Management Service (Serbia)
KIPA Kosovo Institute for Public Administration
MISA Ministry of Information Society and Administration (Macedonia)
PA(R) Public Administration (Reform)
QPS Quality of Public Administration Project
ReSPA Regional School for Public Administration (Danilovgrad, Montenegro)
SCS Senior Civil Service
SNKE Senior Non-Key Expert
ToR Terms of Reference
5.
6. Pagevof67
EXECUTIVE SUMMARY
The purpose of this Report is to provide a review and assessment of the current programmes
for leadership and management that exist in the ReSPA countries, both as training or
academic curricula in public or private sector. As well, the Report is providing
recommendations for the design, content and delivery modalities of a transnational leadership
programme to be offered by ReSPA to its member countries.
To establish the scene for the review of the existing training programmes for leadership and
management, a review of the existing national public administration reform or training and
development strategies (Annex 3) was undertaken.
The number of received responds to the questionnaires is 40, averaging at 6.67 per country
(Figure 1). Such number of received answers provided sound base for establishing the state of
the leadership and management training provision in the ReSPA member countries.
Out of this number, 60% are short training courses while the remaining 16 are longer academic
programmes at both first and second level of studies, with 19 programmes provided by the
public sector and 21 by the private or civil sector organisations (Figure 2).
The research establishes that the public institutions and organisations are shifting their efforts
toward short training programmes (Figure 4) resulting from their increased understanding of
the importance of training, on one hand, and the necessity to follow the contemporary
demands arising from the European integration process.
The accreditation is common for academic programmes (15 out of 16 programmes), and
almost completely absent with the short training programmes with only one accredited short
training course accredited. On the other hand, more than 90% of the programmes are offering
some type of certificate to their participants (Figure 5) with all academic courses issuing
diplomas to successful candidates while the short training courses mostly issuing certificates of
participation, with a few exceptions.
Though evaluation is performed by virtually all training and academic courses, roughly 1/3 of
the courses are using only one method to evaluate their programme, half of the programmes
are utilising two methods for evaluation while 17.5% are using all three methods (used in the
questionnaire – Annex 1) to evaluate their programmes. However, the research is inconclusive
on this issue suggesting further research to discover all patterns and reasons why the providers
are choosing to evaluate with specific method.
Concerning the aims, objectives, modules, themes and topics of the identified leadership and
management programmes the situation varies across the region. Most of the programmes are
predominantly management oriented, with very few inclining towards leadership.
Leadership focused programmes in Albania, aim to develop and empower their students,
professionals or public officials in leadership capabilities through a systemic and polyhedral
perspective understanding of the leadership role and management.
7. Pageviof67
In Bosnia and Herzegovina, shorter training courses are more leadership oriented with two
fellowship programmes aiming at identifying future leaders across a number of sectors.
Concerning the relevant government agencies, only Civil Servants Agency of the Federation of
Bosnia and Herzegovina (CSA FBH) is offering senior civil servants a training course in
leadership and management.
In Kosovo, most of the identified programmes are related to management with one exception
whose objective is to develop the manager's knowledge and skills of both leadership and
management. The governmental Kosovo Institute for Public Administration (KIPA) is offering
very general overview of topics that include general management.
Three programmes identified in Macedonia are focused on development of the leadership
skills of the participants therein. Their focus is on the role of leaders who want to influence
their teams by setting and meeting expectations. All trainings are experiential, with theory,
input and insights, sharing best practice supported by group discussions, role-plays, reflection
and practical action planning sessions.
In Montenegro, the research identified only one leadership and management programme that
includes relevant topics like: human communication, management strategies, leadership and
vision, change management and emotional Intelligence.
The research in Serbia did not reveal any leadership dedicated programmes, let alone for
senior management in public sector. There are, however, some programmes that might be
considered relevant, either for their subject or for their targeted participants. Public
institutions responsible for human resource management at both central and provincial level
provide three training programmes in the area of management. These are aiming at improving
skills of creativity and innovation, raising the level of confidence, improving knowledge and
skills on methods and instruments for personal development, improving the processes of
governance and management in the state administration, developing competencies for
prospective thinking as well as developing adequate leadership.
Some of the most relevant programmes on leadership (Chapter 4) include:
Training on Leadership provided by Albanian School of Public Administration,
Leadership and Management in the Civil Service provided by Civil Service Agency of the
Federation of Bosnia and Herzegovina,
Management Training provided by the Kosovo Institute for Public Administration,
Inspirational Leadership provided by Door Macedonia (private provider),
Leadership provided by Macedonian Ministry of Information Society and Administration,
Communication, Leadership and Emotional Intelligence provided by Communication
Strategies & Consulting, Montenegro (private provider)
This research shows that the issue of leadership development is appearing on the agenda of
the public administrations in the region. However, this process is still very slow and with many
imperfections. Most recognized such ambiguity is the fact that in most of the cases the
leadership topics are part of wider programmes focused on management in the public
administration. On the other hand, private sector is offering many different opportunities for
8. Pageviiof67
leadership development targeting primarily the private companies.
Accreditation and certification are issues of particular importance for the participants and in
this regard further work is required in line with the EU recommendations for validation of non-
formal and informal learning.
As a overall conclusion - there is evidence of some provision of (often quite limited)
management training in public administrations in ReSPA member countries with
varying quantity, quality, content, assessment, certification and evaluation of
programs as well as targeting and assessment of participants. In addition, there is
little real evidence of significant provision of ‘leadership development’ in public
administrations, with a few small exceptions.
Before deciding in which direction the future transnational leadership programme should be
developed this Report recommends thorough understanding of the present cultural, societal,
and economic and other aspects in the ReSPA region. As well, upfront analysis is necessary for
structural, legal and financial background of present training systems in the ReSPA member
countries.
Based on the findings from the current research and given recommendations, the future
Leadership Development Program can be designed following several major steps or tasks:
Task 1 - Devise Program Selection Criteria
Task 2 - Define Leadership Competencies
Task 3 - Establish an Application Process
Task 4 - Assess Current Leadership Skills
Task 5 - Provide Developmental Activities Following the Designed Curriculum
Task 6 - Evaluate the Leadership Development Program
9. Page1of67
1 INTRODUCTION
This Report corresponds to the overall output that is required by the Terms of Reference (ToR)
for the Mobilisation of a Senior Non-Key Expert (SNKE) for the Quality of Public
Administration (QPS) Project. Namely, the ToR requests the Expert to undertake the following
activities:
■ Set detailed parameters for the research work of the Junior Experts in relation to the
leadership programme
■ Supervise and monitor the work of the Junior Experts
■ Carry out consultations with national training schools and Ministries of PA, European
Integration, EU Delegations and ReSPA on existing provisions, potential for collaborations
and partnerships
■ Assess existing provisions and recommend appropriate modalities the delivery of a new
transnational leadership programme
The Report on the review and assessment of the existing training provisions at national level
and recommendations on modalities for delivery of a transnational leadership programme is
drafted following the research work of the Junior Experts that were supporting the work of the
SNKE, which was undertaken during the months of October and November 2015.
Junior Experts’ research was conducted utilising the standardised questionnaire (See Annex 1)
developed by the SNKE. The questionnaire consists of 14 questions, out of which two are
open-ended while the remaining are multi-choice. The idea behind such an approach was to
gather standardised information and data that could be easily analysed in the latter stage of
the review and assessment process. The number of completed questionnaires is 40 giving an
average of 6.67 responses per country. Detailed analysis of the responses is given in
continuation of the Report.
The purpose of this Report is to provide a review and assessment of the current programmes
for leadership and management that exist in the ReSPA countries, both as training or
academic curricula in public or private sector. As well, the Report is providing
recommendations for the design, content and delivery modalities of a transnational leadership
programme to be offered by ReSPA to its member countries.
2 REVIEW OF THE PAR AND TRAINING STRATEGIC DOCUMENTS
In order to establish the scene for the review of the existing training programmes for
leadership and management, the Consultant undertook to identify and review the existing
relevant national strategic documents related to either public administration reform or training
10. Page2of67
and development of the public sector employees, primarily core civil servants. The list of the
consulted strategic documents is given in Annex 3 of the Report.
2.1 Albania
Albanian Council of Ministers on 15 April 2015 approved the new five-year Crosscutting
Strategy of Public Administration Reform 2015-2020.
The Strategy identifies, among others, the training of the civil servants as one of challenges for
the upcoming period, following the adoption of the new Law on the Civil Service. Namely, the
Strategy regard as “necessary to establish qualification and training courses to switch from one
rank to another. According to the introduction training model, mandatory training courses will be
established for career ranks from the Albanian School of Public Administration, followed by
accredited tests.”
To respond to this challenge, the Strategy is suggesting “continuous strengthening of the
Albanian School of Public Administration (ASPA) as a provider of training for civil service…” In
addition, “ASPA will develop training methodology in terms of combining classical approach in
the classroom and in the workplace with the innovative approach of e-learning and e-training
platforms.”
Obviously, the Strategy doesn’t get into the details of what will be the topics of interest in the
“innovative approach of e-learning and e-training platforms,” let alone it is mentioning the
leadership and management as a priority in this regard.
2.2 Bosnia and Herzegovina
Public Administration Reform Strategy of Bosnia and Herzegovina was adopted back in 2006
as a long-term strategic paper that was covering a period of 10 years. At the time of
preparation of this Report, the Consultant was not able to identify neither an update of this
document nor indication for the development of its successor. Anyhow, the Strategy has
identified the training and development as one of the key areas of the public administration
reform in Bosnia and Herzegovina.
In this regard, the Strategy acknowledged that “… managers’ abilities to recognise and meet
needs have to be further developed” and that “top managers (including ministers, heads, their
deputies etc.) …must be role models for everyone.”
Implementation of the training activities is, however, responsibility of the respective civil
servants agencies of BH entities. In Republic of Srpska, the Training Strategy was adopted for
the period of 2011-2014, in Federation of Bosnia and Herzegovina for the period 2011-2015,
while in the state Civil Servants Agency it covers the period 2013-2015. The former two
strategic papers have not identified the leadership and management programmes as the
priority areas of civil servants training. On the other hand, the state Civil Servants Agency
identifies management training for managerial civil servants and more important in the area of
11. Page3of67
specialised training it identifies the leadership as a priority topic, which is reflected in their
many trainings where leadership issues are part of the programme.
2.3 Kosovo1
Strategy for Modernization of Public Administration 2015-2020 is the newest document of
such type in the region. The Strategy will serve as a roadmap in order to focus civil service
training on priority areas as identified in the Strategy for Training of Civil Servants 2015-2019
whose implementation will follow the adopted strategic priorities.
The Strategy for Training of Civil Servants 2015-2019 aims to create mechanisms for
professionally trained civil servants, with necessary knowledge and skills, which would bring
Kosovo closer to European Union member states and integration to these structures.
At present, an inter-ministerial working group is drafting an Action Plan for the
Implementation of the Strategy for Training of Civil Servants 2015-2019. The Action Plan will
be an executive document of the strategy jointly creating a good basis for capacity building of
civil servants, in accordance with the Law on Civil Service.
2.4 Macedonia
Macedonian Public Administration Strategy 2010-2015 is another expired strategic document
in the region, while the new one is to be developed in 2016. This Strategy has recognised the
importance of the civil servants training and has planned for establishment of a dedicated
training institution in 2012, which unfortunately is not created yet. In terms of leadership and
management programmes, the Strategy was expecting to develop an appropriate training
programme “aimed at building managerial civil servants in line with the competency based
model.”
The Strategy also called for the development of specialised training strategy for the top
managerial civil servants as well as for the development of a “Training Programme for
managerial civil servants whose main components are: strategic management, change
management, management with the performance, team building etc.”
2.5 Montenegro
Montenegrin Strategy of Public Administration Reform 2011-2016 among its priority issues
identified “improvement of the civil service system and continuing development and
management of human capacity. Special significance is attached to civil servants education
and professional development and development of their knowledge, skills and competences,
as well as ensuring ongoing professional development.”
1
This designation is without prejudice to positions on status, and it is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo Declaration of
Independence
12. Page4of67
Montenegro has already developed two training strategies for local administration, but none
for the central government civil servants. However, responsible Human Resources
Management Authority has regularly developing biannual training programmes (the current
programme is for 2015/16) for civil servants, as well as the specific training programme for
managerial civil servants. Albeit some topics of the leadership are included in these
programmes, yet no specific leadership programme has been designed so far.
2.6 Serbia
Public Administration Reform Strategy of Serbia 2013 is adopted at the mid-term of
implementation of its Strategy for professional development of civil servants (2013-2015). In
this respect logically the PAR Strategy is reiterating the existing situation identifying as a
priority to further “promote the system for professional development by establishing an
institutional framework and implementing measures and activities envisaged” by the Training
Strategy.
This strengthen the Training Strategy priority to establish necessary programmes for
managerial civil servants to improve their skills including team management, performance
review, delegating, change management, project management, human resource management
etc, which could also be implemented through an e-learning system.
3 REVIEW OF EXISTING PROVISIONS OF LEADERSHIP AND
MANAGEMENT PROGRAMMES
As mentioned earlier, the number of received questionnaires is 40, averaging at 6.67 per
country. Figure 1 bellow, shows the distribution of the responses per country. Obviously
highest participation came from Bosnia and Herzegovina with 11 responses, while the lowest
interest was shown in Montenegro where the researcher received four completed responses.
While it is not possible to assess the level of responses, the Consultant believes that some of
the reasons for the actual numbers may be found in the short time for reaction given to the
responders and in the fact that most of them were reluctant to be involved in a research,
especially the private sector training providers.
Anyhow, the number of received answers is providing a sound base for establishing the state
of the leadership and management training provision in the ReSPA member countries.
13. Page5of67
Figure 1: Distribution of received questionnaires per country
3.1 Essential Statistics
The first issue of interest for the research was to identify the type of the provided courses,
namely is it a short training course or it is a longer academic programme. The number of short
training courses is 24 or 60% out of the total number of received responses, while the
remaining 16 are longer academic programmes at both first and second level of studies
(undergraduate and post-graduate studies). These numbers were to be expected considering
the fact that public administrations in the region are still not fully recognizing the importance
of having leadership training included in their provision of in-house training.
In terms of ownership, the researchers received almost even number of responses, with 19
from the public sector organisations and 21 from the private or civil sector organisations. Such
share corresponds to the fact that private sector is more proactive in provisioning of short
training courses, while the public sector is still more dependable on the academic programmes
(Figure 2).
In fact, the private sector is offering twice more short training courses (14) than the academic
courses (7), while the public sector is offering almost equal number of training and academic
courses, 10 and 9 respectively.
14. Page6of67
Figure 2 Relationship between the type and ownership of the programmes
Time of initiation of the courses was interesting element in the research for the reason to
establish link with the level of understanding of the necessity for leadership programmes. The
research shown that 15 of the courses are initiated before 2010, while 13 are started in the last
three years. This gives and impression that leadership and management are in the interest of
the region since many years; yet, the real picture is obtained when time is cross-related with
the type of course (Figure 3).
Figure 3 Cross relation between the course type and time of initiation
The Figure 3 clearly shows that most of the “old” courses are in fact academic programmes,
while the trend is to have more and more short training courses. This relation in a way confirm
the development of the public administrations in the region, but also the development of the
private sector providing training, though their programmes are not strictly related to or
targeting the public administration. Even more, most of the private sector providers are
working with the private sector companies, while the public sector is more relying on its in-
15. Page7of67
house training or training provided by the various donors.
Figure 4 Ownership vs. Type vs. Initiation of the Programmes
To comprehend further the public sector understanding of the importance of the training for
the development of the public servants a cross-relation of type of programmes their ownership
and initiation time is shown on Figure 4. Evidently, the public institutions and organisations are
shifting their efforts toward short training programmes. This is resulting from public
institutions’ increased understanding of the importance of training, on one hand, and the
necessity to follow the contemporary demands arising from the European integration process.
Namely, at present four members of ReSPA are already having a status of a candidate country
for EU membership, which is requiring them to pay special attention to the capacity building of
their public administrators.
Very interesting situation reveals with the delivery methods. Namely, the information
provided in the questionnaires shows that most of the courses are delivered using the classic
methods of classroom instructions (8) and lecturing (10) that is used on equal foot in both
training and academic courses. The blended method is utilised in 16 courses predominantly as
a combination of the former two, but most of the cases are short training courses (11), while
the academic courses indicated such method is used in only five cases. Though the utilisation
of computer technology is on the upward trend in the region, surprisingly at the moment the
research discovered only one training course based on the e-learning platform, while
mentoring is virtually not present at all.
The accreditation is another important aspect of the programmes and subject of interest of
this research in particular as ReSPA from the beginning of delivering training programmes is
focusing on this issue. As expected almost all of the accredited courses are academic, 15 out of
16, while the only accredited short training course is the “Inspirational Leadership” by the
private provider Door Macedonia.
16. Page8of67
Anticipations of the research are confirmed with the issue of participants’ certification.
Namely, more than 90% of the programmes are offering some type of certificate to their
participants (Figure 5). Again, as expected, academic courses are issuing diplomas to
successful candidates while the short training courses that are not accredited are mostly
issuing certificates of participation with a few exceptions that issue certificates of
achievements, including the above mentioned accredited programme on “Inspirational
Leadership” (Figure 5).
Figure 5 Type of Certificates
Evaluation of the training is one of the issues that are most problematic not because is not
done but because of the systems that are used. This research tried to explore the systems of
evaluation using very simple and common categorisation of the training evaluation, namely:
■ Satisfaction and participants’ reaction that is commonly undertaken by an end survey,
■ Knowledge acquisition that evaluate the participants knowledge usually by means of a final
examination, and
■ Behavioural application of the acquired knowledge and skills that is done through a
thorough research following certain period after the end of the training course.
The research confirmed that all training and academic courses are utilising one or more types
of evaluation. Roughly 1/3 of the courses are using only one of the methods to evaluate their
programme with academic courses using only the second method of examination, while the
short training courses are predominantly evaluating participants’ satisfaction, which in fact is
not revealing the effectiveness of the training but rather gives an indication to the provided if
they should continue with the programme and what if any should be changed.
Half of the programmes are utilising two methods for evaluation. The research reveals that
academic programmes are utilising on equal foot combination of either first and second
method, or second and third method. Short training courses, on the other hand, are having
different pattern utilising combination of either first and second method, or first and third
method. However, due to the time restriction the research was not able to further elaborates
17. Page9of67
on the reasons for such patterns.
Finally, only seven providers indicated in the research that they are using all three methods to
evaluate their programmes. Five of those are academic while only two are training courses and
both are in fact longer fellowship programmes.
Obviously, the issue of programme evaluation requires further research in order to discover all
patterns and reasons why the providers are choosing to do it with the selected methods.
This research is about discovering the situation with the provision of training on leadership and
management predominantly targeting the public administrations in the region. However, the
work reveals that not many such specific programmes exist with most of them targeting the
general public (Figure 6). This target group, certainly, is dominant with the academic
programmes, while the short training programmes are targeting all groups.
Figure 6 Target audience groups
Next, the research asks for the duration of the programmes and their multiplication per year if
any. Clearly all academic programmes are longer than one month and they are run on annual
basis. Short training programmes, on the other hand are mostly between 1 and 5 days long,
with a tendency towards the smaller number of days. Seven training programmes are longer,
between 2 and 4 weeks and those are mostly fellowship programmes.
In terms of participant number per programme, apparently most of them are following the
established practice and have either between 10 and 20, or more than 20 participants. Again,
most of the academic programmes are enrolling more than 20 participants per term, while the
short training programmes are mostly having 10-20 participants enrolled. Only one
programme is having less than 10 participants, namely the “Leadership Programme” of
Albanian-American Development Foundation, but that is very much related with the funding
of the programme as it provide full financial support to its protégés, including their salaries
while on work in the offices of high officials.
Finally, more than 1/3 of the programmes (13 out of 38) are supporting an alumni
organisations, with seven of those under respective academic courses and six under respective
training courses. Interesting in this regard is the fact that only four of these providers are from
18. Page10of67
the public sector, while the remaining nine are from the private sector. This clearly indicates
higher supportiveness of the private sector and the level of attention they invest in their
former protégés.
3.2 Qualitative Review of the Programmes
This chapter of the review summarises the findings of the research concerning the aims,
objectives, modules, themes and topics of the identified leadership and management
programmes. The comprehensive overview of the received answers on these issues is given in
Annex 1 of this Report.
3.2.1 Albania
The research efforts in Albania discovered six relevant programmes, with both areas of
leadership and management illustrated with three programmes each. The leadership
programmes are ranging from short training course provided by the Albanian School of Public
Administration (ASPA), through long-term fellowship programme, ending with an academic
programme.
All three leadership focused programmes aim to develop and empower their students,
professionals or public officials in leadership capabilities through a systemic and polyhedral
perspective understanding of the leadership role and management. Very interesting case is the
fellowship programme of Albanian-American Development Foundation (AADF) that include
placement of their protégés as Advisors in the staffs of the highest government officials.
Concerning the three management related programmes that are all of academic nature, their
goals include developing students' personal skills for decision-making; understanding the role
that strategic management play within management science and business administration; and
acquiring knowledge and skills on theories of the strategic process and making strategic
decisions.
Academic programmes in Albania that are offering courses in management are mostly focused
on strategic planning and management elaborating in details the whole process of planning,
implementing and monitoring/evaluating a strategy. The programmes are also offering very
practical tools for strategic planning and management and some of them are providing
specifics concerning different types of organisations, including public sector organisations.
Group of programmes that are focused on leadership are providing detail insight into the
theory and practice, including most relevant skills and knowledge. Among the topics that are
common for all these programmes are: communication, motivation, change management etc.
3.2.2 Bosnia and Herzegovina
Research in Bosnia and Herzegovina provided highest number of responses to the
questionnaire with many of academic programmes predominantly focused on business and
administration, though, the Faculty of Economics in Pale is offering a programme that aims
19. Page11of67
specifically to develop leadership competencies
Shorter training courses, on the other hand, are more leadership oriented. Two of those are
fellowship programmes aiming at identifying future leaders across a number of sectors. One of
these is in fact the regional Fellowship Programme for Young Government Officials (who are
expected to reach decision-making positions) whose objective is to give impetus to the EU-
integration-driven reforms of the Western Balkans administrations, through building the
capacities of individuals, acting as the agents of change.
Another such programme is the British Bosnia and Herzegovina Fellowship Programme that
aims to identify future leaders across a number of sectors in BH and provide them with a broad
range of skills and experience to lead positive change in the country.
Concerning the government institutions, the responsible Civil Servants Agency of the
Federation of Bosnia and Herzegovina (CSA FBH) is offering senior civil servants a training
course in leadership and management aiming at acquiring and enhancing their knowledge and
skills in leadership and management.
On the other hand, the Civil Service Agency of the Republic of Srpska (CSA RS) is not offering
any leadership or management programme on a regular base as the Training Needs Analyses
have shown low priority of these topics, and the decreased training budget is only available for
the top priority areas. Similarly, the Civil Service Agency of Bosnia and Herzegovina (CSA BH)
does not offer specific leadership programme, however, as a part of the annual training
catalogue it offers the training programme for managerial civil servants, that have been
conducted regularly for several last years.
Concerning the themes or modules and topics that are delivered within the respective
programmes in BH, the questionnaires responses clearly show that the academic programmes
oriented toward business management are all dealing with relevant issues including: strategic
management, organisation and public sector management, human resource management,
public finance and budgeting, project and risk management as well as leadership, which is
elaborated in most details within the FE Pale.
The short training programmes, as mentioned here above, are focusing better on leadership
topics elaborating in details relevant topics. Beside the elaboration of the leadership theory
and models, they also pay attention to relevant skills for leaders, including motivation,
communication, team management etc. As well, these courses are providing participants with
an insight in general management and policymaking, but are also focusing on the public sector
management and public administration reform. In addition, some of them are offering
information on EU institutions and policy.
3.2.3 Kosovo
In general, programmes included in the research in Kosovo are mostly related to management
with the exception of the short training program on “Management and Leadership” organised
by RTC Consulting. The objective of this programme is to develop the manager's knowledge
and skills of both leadership and management.
20. Page12of67
Another five programmes are strongly oriented towards management issues, though some of
them include topics relevant for leadership. The aims and objectives of these include
improving institutional capacity in the education sector, enhancing the quality of the civil
service, acquiring basic knowledge on management, including financial management,
contributing to the institution’s management as well as personal development, building
leadership and management capacity in aviation or travel and tourism.
In addition, the research identifies two academic courses that are contributing to the
development of leadership and management skills. One is actually targeting future public
administrators and managers helping them to develop in management and in particular
European integration issues.
The short training course provided by the RTC Consulting focuses on performance
management and explores personal development as a manager and leader as well as core
management issues such as managing resources, managing projects and leadership practice.
The remaining programmes are mostly addressing general management topics, including
human resource management, financial management and budgeting, etc.
The only programme provided by the governmental institution responsible for training,
namely the Kosovo Institute for Public Administration (KIPA) is offering very general overview
of topics that include general management, human resource management, financial
management and budget, and EU integration.
3.2.4 Macedonia
Out of the five programmes for which the researcher in Macedonia received completed
questionnaires, two are academic programmes whose core focus is not development of a
leaders but rather development of a young professionals who will be able to train young
leaders and youth workers or to become a young professional with good management
foundation that can eventually develop them into a leaders in the private companies,
associations or public bodies.
The remaining three cases are focused on development of the leadership skills of the
participants therein. Their focus is on the role of leaders who want to influence their teams by
setting and meeting expectations. One of them is developed by the respective public
administration body with a specific goal to develop leadership in the context of public
administration. These trainings are experiential, with theory, input and insights, sharing best
practice supported by group discussions, role-plays, reflection and practical action planning
sessions.
The topics that are elaborated in the short training three programmes include detail
presentations on characteristics of leadership psychology, personal values in leadership, types
and styles of leadership, leadership tools, leadership skills, including communication,
motivation, delegation, etc. One of these training programmes offered by the Ministry of
Information Society and administration (MISA) is the only e-learning course that is identified in
the research.
The two academic programmes are offering interesting curricula in management that is
21. Page13of67
including some relevant topics for leadership including human resource management, ethics,
communication, etc. Both academic programmes are at undergraduate level preparing the
future administrators or community managers and leaders.
3.2.5 Montenegro
Efforts to identify existing provisions of training in leadership and management in Montenegro
reveal four programmes that responded to sent out questionnaires. Two of these are academic
programmes in management, both at post-graduation level, with one particularly targeting
future public sector employees. The remaining two are private, with one of them aiming for
the development of personal communication and leadership skills, vision development,
interpersonal stress management, negotiation and elements of managerial skills.
The two academic programmes include many leadership topics in the curricula, like general
introduction to leadership, leadership styles, leadership in the public sector, organizational
change etc. One of the programmes is specifically designed for future public administrators at
both central and local level.
Of the two short-term programmes, one is not relevant for the research, while the second one
is potentially very interesting. It focuses on leadership and management and includes relevant
topics like: human communication, management strategies, leadership and vision, change
management and emotional Intelligence.
3.2.6 Serbia
The research in Serbia did not reveal any leadership dedicated programmes, let alone for
senior management in public sector. There are, however, some programmes that might be
considered relevant, either for their subject or for their targeted participants.
Two programmes that are including topics of leadership are very interesting, though they
target young politicians that may be the prospect of future leadership. These programmes aim
at building the capacities of next-generation political leadership and facilitating their mutual
understanding and cooperation and enabling continuous development and dialogue between
democratically oriented leaders in politics and public life.
Public institutions responsible for human resource management at both central and provincial
level provide three training programmes in the area of management. These are aiming at
improving skills of creativity and innovation, raising the level of confidence, improving
knowledge and skills on methods and instruments for personal development, improving the
processes of governance and management in the state administration, developing
competencies for prospective thinking as well as developing adequate leadership.
Concerning the content of the identified programmes in Serbia, the ones that are part of
activities of the human resource management authorities at central and regional level include
topics such as: the role of managers in strategic and financial management and policy
coordination within the state administration; the management of the legislative process; the
European integration; management of EU funds; ethics and integrity; human resource
22. Page14of67
development; quality management.
In addition, though as optional, one can identify topics related to the development of
leadership skills, such as: changes management; stress management; communication skills
and conflict resolution; team management; decision-making; time management and conduct
of meetings; public speaking and presentation skills; relations with the media.
Two programmes intended for future leaders, mostly young representatives of political
parties, are of regional character, covering the West Balkan countries. These are quite
comprehensive programmes and cover areas and topics like: good governance; local
democracy; media freedom; and policy implementation and oversight.
4 PRESENTATION OF THE MOST RELEVANT PROGRAMMES ON
LEADERSHIP
4.1 Training on Leadership by Albanian School of Public Administration
Albanian School of Public Administration (ASPA) is a central public institution aiming of
providing vocational training of civil servants. The mission of ASPA is to provide training and
development opportunities for civil servants in public administration, which focuses on
capacity building for sustainable management; increasing accountability of administration
staff; creating a framework for professional, impartial and efficient public officials.
ASPA is offering various training for public administration employees that includes the
Training Course on Leadership whose aim is to increase knowledge of the public officials on
leadership role and management. It targets middle managers at the beginning of their career
to introduce them with the various topics related to management.
The course is part of the overall scope of the programme “Introductory to Public
Administration” in fact it’s the Module 1 (TMC3) on “Competences in strategic and
organizational management.” This module includes seven topics:
■ TMC3.1 Human resources management
■ TMC3.2 Leadership
■ TMC3.3 Communication and information Management
■ TMC3.4 Change management
■ TMC3.5 Public relations
■ TMC3.6 Crisis management
■ TMC3.7 Personal competences
23. Page15of67
4.2 Leadership and Management in the Civil Service by Civil Service
Agency of the Federation of Bosnia and Herzegovina
Civil Service Agency of the Federation of Bosnia and Herzegovina (CSA FBH) is one of the three
such institutions in Bosnia and Herzegovina. CSA FBH is responsible for the implementation of
civil service legislation, including organisation and implementation of vocational education and
professional development of the civil servants. The CSA FBH aims include development of a
contemporary model for HRM and professionalization of the public administration focusing on
management cohort.
In this respect, the CSA FBH is organising a series of various trainings that are identified with
the annual training needs analysis. One of these is the training course on “Leadership and
Management in the Civil Service” that is aiming to: (a) enhance knowledge of senior civil
servants on leadership skills; (b) acquire leadership and management skills; (c) engage with
their colleagues and form a network of senior civil servants.
The content of the programme include many various topics including
■ Leader versus Manager
■ Principles of a good management
■ Principles of a good communication
■ Types of leadership
■ Communication in line with personality
■ Molton Marston and DISC model
■ Herzberg theory of motivation
■ How to delegate? What are the common mistakes?
■ The importance of giving feedback to employees
This program is delivered as a two-days training which in 2013 and 2014 has been repeated
three times with a total of 54 participants, and all of them at managerial positions.
4.3 Management Training by the Kosovo Institute for Public
Administration
The Kosovo Institute for Public Administration (KIPA) is the governmental institution
established for the training of the civil servants and for increasing the resilience of the Kosovo
civil service in order to develop and enhance the quality of the public service in the country.
KIPA performs its mission by identifying training needs; developing training programs;
24. Page16of67
exchanging new knowledge for public administration. KIPA aims to become a modern centre
of training, which will be a generator of new professional capacities.
The present programme is more focused on management issues that include wide range of
topics, such as: general management; administration and legislation; HRM; budget and
finances; IT; EU integration; etc.
4.4 Inspirational Leadership by Door Macedonia
Since June 2014, Macedonia became part of the educational chain of an international company
Door Training & Consulting, established in the Netherlands in 1981. Their trainers have
experience in several business branches and industries.
Training course on “Inspirational Leadership” focuses on the role of a leader. Management
guru Peter Drucker suggests “we manage things, and lead people” which reflects the essence
of this training. This course focuses on leaders who want to influence their teams by setting
and meeting expectations. It gives managers and leaders a good sense of who are they, a deep
understanding of their environment – and support them in taking the effective route to
achieve best results. This training is experiential, with theory, input and insights, sharing best
practice supported by group discussions, role-plays, reflection and practical action planning
sessions.
Some of the themes included in this programme are: Creatively collaborate with members of
their team; Develop an environment of trust and integrity in relationships; Understand the role
of consensus in quality decision making; Enhance team execution of top priorities; Understand
the Leadership - Followership paradigm; Identify opportunities for synergy within their teams;
Prioritise action for themselves and their teams.
In addition, some of the topics included in these modules are:
■ The Seven Questions Model
■ Performance Management
■ Managing Expectations
■ Accountability
■ Motivation
■ The Power of Delegation
■ Reflection: fluent, expressive, nonjudgmental daily writing
■ Observation: evaluating one’s writing and drawing conclusions
■ Implementation: taking the necessary action to become more effective
The programme is multi-module and depending on the client needs its length is from one to
25. Page17of67
five full days (six hours of training). In the last two years (2014 and 2015) the programme or
parts of it has been delivered to participants from more than 10 private companies in the
country with more than 100 participants. Most of these participants attended modules for
proactive accountability, motivation and leading effective teams.
4.5 Leadership by Macedonian Ministry of Information Society and
Administration
The Ministry of Information society and Administration (MISA), apart from being the champion
of public administration reform, is also responsible for the training and professional
development of the civil and public servants, as well as for the organization and delivery of the
training.
The new concept of training is closely linked with the nine competencies that are required for
administrative servants following the Law on Administrative Servants. As one of the
competencies, leadership is compulsory for B category of civil and public servants i.e. middle
managers. Each civil servant is required to complete at least five training courses per year
available on the Electronic Learning Management System to be operational from 2016.
The traditional 2-day training course on “Leadership” is part of the Annual Programme for
Generic Training for Administrative Servants that was conducted four times in 2014 with total
of 79 participants. The same programme is already available as e-learning module covering the
same topics that include:
■ Characteristics of an Efficient Leader
■ 10 Leadership styles
■ Skills for Effective leadership
■ Leadership tools
4.6 Communication, Leadership and Emotional Intelligence by
Communication Strategies & Consulting, Montenegro
Communication Strategies & Consulting (CS&C) provides focused training and consulting to
leaders, managers, salespeople and professional communicators with previous careful
research on their needs and objectives.
The training is principally organised as a cycle of Life Training that is based on the set of
contemporary knowledge in the field of social neurosciences, positive psychology, emotional
intelligence etc. In essence, the training is a mixture of themes related to communication,
emotional intelligence and management with emotions, and stress management through the
prism of leadership in private and business domain.
26. Page18of67
This training offers development of personal communication and leadership skills, vision
development, interpersonal stress management, negotiation and elements of managerial
skills. The main topics of the training course include:
■ Basics of human communication
■ Basics of management strategies
■ Leadership and vision
■ Goal setting, business culture and change management
■ Emotional Intelligence
The full fledge Business Life Training consists of four two-days modules with elements of
theory and three two-days slots for off-site exercises. Though the provider is not maintaining
detailed statistics on the participants the rough estimation is that close to 70 people have
finished life training cycle, while in various version of business life training almost 150
participants in the last three years, mostly middle and top managers. According to the CS&S,
only 10 public servants have participated and completed the full Life Training cycle at their
own initiative and on their own costs.
4.7 The Program of General Professional Training of Managers by
Serbian Human Resources Management Service
The Human Resources Management Service (HRMS) is Serbian governmental organisation
that among other training programmes is in charge of preparation and organization of “the
Program of General Professional Training of Civil Servants”. The purpose of this program is to
contribute to improving the processes of governance and management in the state
administration by developing competencies that enable manager’s prospective thinking,
orientation towards results as well as adequate leadership and staff development based on
efficient communication.
The programme consists of seven compulsory modules each with one-day duration (six hours):
■ Self-assessment of individual potential for development
■ The role of managers in strategic and financial management and policy coordination within
the state administration
■ The management of the legislative process
■ On the road to the EU: the European integration of the Republic of Serbia and the
management of EU funds
■ Ethics and integrity
■ The modern concept of human resource development and instruments of development
27. Page19of67
■ Introduction to Quality Management
In addition, participants may choose up to three out of eight optional modules that are
designed to develop leadership "soft skills". All these modules are also with one-day duration
except for “Communication skills and conflict resolution” that is a two-day module (12 hours):
■ Changes Management
■ Stress Management
■ Communication skills and conflict resolution
■ Team Management
■ Decision-making
■ Time management and conduct of meetings
■ Public speaking and presentation skills
■ Relations with the media2
Apart from above mentioned modules, the program includes mentor supported activity aiming
to further empower managers. After attending compulsory modules, participants are
supposed to choose (with the cooperation and support of mentors/lecturers) the specific
"problem" in relation to the management in the state administration. Participants should then
combine knowledge and skills acquired in the program and earlier work experience to find a
"solution" to the "problem". As a result, it is expected that participants write an essay, whose
key points should be presented at the closing activity.
The program is implemented using various delivery methods (self-assessment activity,
lectures, discussions, seminars, training, individual work, coaching conferences, workshops, e-
learning, mentoring). Training materials and reference books (whose selection depends on
individual trainers) will be available at the HRMS's internet training portal, though in this first
year of programme implementation this option is not operational and participants are supplied
with the necessary materials via e-mail.
The number of participants is projected at maximum 25 people for compulsory modules and
up to 15 participants for the optional modules. However the current first cycle of training
(October-December 2015) is attended by 30 participants. The total length of the programme is
up to 11 days (seven days of compulsory modules and three or four days of optional modules).
The Programme’s evaluation and monitoring system is envisaged at highly professional level
with utilization of all three types of evaluation that are considered in this review. The
participants are expected to make a self-assessment of acquired knowledge, write a critical
essay, and evaluate the Programme at its completion, while the HRMS will conduct an annual
survey on the effects of the programme upon the participants and their direct supervisors in
relation to their performances.
2
Detailed curricula is included in the document "Serbia 1 programme curricula", Annex 6
28. Page20of67
The programme is not accredited and it will only issue certificate of participation subject of
completion of all compulsory modules and three optional modules and producing the critical
essay with mentoring/coaching support.
5 CONCLUSIONS…
This research shows that the issue of leadership development is appearing on the agenda of
the public administrations in the region. However, this process is still very slow and with many
imperfections. Most recognized such ambiguity is the fact that in most of the cases the
leadership topics are part of wider programmes focused on management in the public
administration.
On the other hand, the research revealed plenty of various academic courses at both
undergraduate and post-graduate levels that are embracing the issue of leadership. However,
most of them are predominantly focusing on business management issues.
Obviously, private sector in the region is offering many different opportunities for leadership
development targeting primarily the private companies, though the public sector is welcomed.
An important finding of the research suggests that current management/leadership programs
are lacking unambiguous target audience. Namely, while the management programmes are
targeting the middle and senior management of the public administration, the leadership
programmes (or what looks like such), are targeting all categories of public employees as well
as young professionals in and out of the public administration. The latter is particularly typical
for the programmes offered by the private institutions and organizations. The few unequivocal
cases are the fellowship programmes that have been identified and included in the research in
some of the member countries of ReSPA.
As a consequence, some of the researchers found out (though this was not part of the
research) that senior management is absent from the training programmes even when the
programme is clearly targeting them. Reasons for such situation may include the following:
■ regulation limitation – politically appointed decision makers are not required to have such
skills in order to be appointed
■ senior managers’ reluctance to participate at training attended by their subordinates
■ inappropriate timing and duration of the training hampering the most senior management
attending (particularly those that are politically appointed – directors of the governmental
executive agencies, state secretaries, ministers, etc.); This reason stands also for middle
management
Obviously, the last reason should be kept in mind for future planning of leadership
programmes. Comments received by some of the interviewees suggest short training events of
two-three days combined with weekend elements and alteration of the venues around the
29. Page21of67
region.
Next issue is the absence of the programmes’ ‘accreditation’ - which seems very important in
some of the member countries and is associated with the legal requirements for compulsory
training of the civil servants.
Related with this is the issue of ‘certification’ that is mostly limited to participation certificates
that are not particularly appreciated by the civil servants who would expect “heavier”
certificates of achievements that will be recognized not just in the national public
administration but in the private sector or even wider in the region and will have “practical”
value for them in advancing in their careers.
In this respect, it is worth to underline the Council of the European Union recognition that “The
validation of learning outcomes, namely knowledge, skills and competences acquired through
non-formal and informal learning can play an important role in enhancing employability and
mobility, as well as increasing motivation for lifelong learning, particularly in the case of the socio-
economically disadvantaged or the low-qualified.”3
Therefore, the Council recommended all
Member States to “have in place, no later than 2018, in accordance with national circumstances
and specificities, and as they deem appropriate, arrangements for the validation of non-formal
and informal learning…”4
Further references and understanding of the importance on the issue of validation and the
latest development at EU level could be obtained from the European Centre for the
Development of Vocational Training and its many project initiatives.5
Finally, the issue of programme evaluation requires further attention especially if a
transnational leadership development programme is to be established.
Based on the evidence collated, and from the expert’s long-time experience in this area in the
region, there is evidence of some provision of (often quite limited) management training in
public administrations in ReSPA members. The quantity, quality, content, assessment,
certification and evaluation of programs as well as targeting and assessment of participants do
vary a lot.
There is little real evidence of significant provision of ‘leadership development’ in ReSPA
members public administrations, with a few small exceptions, and these are not focused on
developing leaders in the PAR area.
6 …AND RECOMMENDATIONS
Leadership is fundamentally important for improving public sector performance. However,
when one is thinking of introducing a new programme for leadership development one should
3
Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01)
4
ibid
5
http://www.cedefop.europa.eu/en/events-and-projects/projects
30. Page22of67
be aware of the very many important aspects. This section of the Report is not intending to
elaborate on any of these aspects in particular but rather to identify them and advise the future
developers of any programme of their relevance.
Though the field of public administrative leadership has made progress, the debate about how
leadership is important, what leadership style to use, and for what and when leadership
matters is still in progress.
Obviously, the first aspect to be elaborated is to find out what types of leadership matter for
public performance improvement. The literature of the last hundred years has developed
many different leadership theories starting with Great Man Theory of 1900s based on the
premise that leaders are born not made, through the present best known and most effective
theory is of ‘transformational leadership’.
While transformational leadership represents a “soft” leadership strategy aimed at increasing
the employees’ motivation to achieve organizational goals (people will follow a person who
inspires them), another contemporary theory is the ‘transactional leadership’ that represents a
“hard” leadership strategy based on stick or carrot (people are motivated by reward and
punishment).
To decide in which direction the future transnational leadership programme should be
developed one needs to understand the present cultural, societal, and economic and other
aspects in the ReSPA region.
One of the main issues to be analysed upfront in the development of a leadership programme
is the structural, legal and financial background of present training systems in the ReSPA
member countries. ReSPA already conducted a similar exercise in 2008, since then in most of
the countries the situation has changed in terms of policy, legislation, organization etc.
Some topics that were identified within this research include the following
In most of the member countries the training of the civil servants is compulsory legal
requirement, including for senior management; therefore, it is of utmost importance to
understand these rules and requirements to ensure that the future programme is in
compliance;
All member countries are having their own distinctive organization with different
hierarchy in the civil service systems, that clearly need to be understood before deciding
on the target group of future participants in the leadership programmes; This research
would suggests that the target group should be limited to the professional managers
(with preference for the most senior available) of the core civil service, avoiding
politically appointed officials if possible (whilst acknowledging that this may not be
possible in all cases)
Some member countries are already widely using ICT technology, namely various e-
learning platforms that also include modules for leadership development. Other
countries are in the process of introducing e-learning while some are planning to do so in
the near future; In this respect it is advisable to have some of the modules partially
delivered in this way; There is the possibility of either utilising the “Moodle” e-platform at
31. Page23of67
ReSPA or review the possibility of collaboration with one or more of the existing national
platforms. Some of the advantages of including e-learning as a method for some
modules may include:
o Undertaking the training without constrained by location or time,
o An e-platform may stimulate participants to have more intensive communication,
However there is a need for a ‘blended’ learning approach as e-learning really works well when
combined with class/group interaction – typically e-learning is best used for ‘knowledge’
based part of subjects complemented by lectures/group discussions /problem & case based
application of knowledge etc.
A number of highly relevant comments in a report prepared by the QPS Project in relation to
use of ICTs in ReSPA would also apply here in terms of how to achieve maximum value from
‘virtual interactions’6
The most modern thinking in relation to leadership development stresses the need for
supporting leaders through training, coaching, mentoring & support from superiors and
colleagues, continuous professional development (CPD) whilst top management support
for leadership development is a pre-requisite.
As elaborated in the conclusions, the timing and duration are critical issues for training
programmes targeting senior management; Therefore it is advisable to look at the
possibility of designing a multi-module programme with short duration modules of up to
three days, maybe including one day of the weekend; other time modalities such as short
evening sessions; ‘breakfast/lunch’ briefings on ‘hot’ topics; closed small group sessions
with high-level officials or key speakers (who could move around the region to speak
with each national cohort of participants) are also worthy of consideration along
recognising other learning opportunities such as attendance at certain expert
conferences on relevant topics, etc.
In terms of place of delivery, the recommended option is to have a joint programme
where all member countries will participate and be responsible for organisation and/or
delivery of particular modules with ReSPA responsible for overall design, quality
assurance and accreditation as well as some modules; This combined delivery might also
include some cost-sharing – each member country covers the cost of the module(s) they
are responsible for;
Concerning the trainers, it is advisable to follow the established practice of ReSPA in
combining western and regional expertise; However, another approach may be to look at
engaging more regional expertise from the private providers (as the research showed,
there is a good potential in the region), which should also contribute for the further
development of that market as well as to the overall economy of the region.
6 Assessment of ReSPA ICT Infrastructure and Support to Regional Administration Networking - Emilio BUGLI
INNOCENTI (Report for ReSPA by QPS Project)
32. Page24of67
6.1 Modalities for the design, organisation and delivery of a new
transnational Leadership Development Program
On the basis of the findings from the current research and above given recommendations, the
future Leadership Development Program can be designed following several major steps or
tasks7
.
■ Task 1 - Devise Program Selection Criteria
First and foremost task in developing a leadership programme is to define a set of criteria for
program selection. Apparently, each ReSPA member country will have different position that
would consider their national specific strategy, goals, and current and future leadership needs.
However, a minimal set of general selection criteria are possible and should be established.
These criteria need to be based on the applicant’s personality, and in this respect, several traits
appear to correlate with leadership effectiveness in most situations.
The list of traits suggested bellow is not exhaustive but only a suggestion for start:
Desire – the applicant must want to lead and to get things done with or through other
people (her/his followers), and wants to have an impact. (Perhaps, this should be the
most heavily weighted variable.)
Purpose – the applicant has to have a vision and goals and wants to achieve something,
to accomplish things.
Confidence – the applicant must believe s/he can make a difference.
Psychological fitness – the applicant should feels comfort with self, be empathic toward
others and open to feedback.
Energy – the applicant must have physical stamina to do many things and to work long
hours.
General intelligence – the applicant must possess average or above-average general
intelligence (e.g., logical, linguistic, mathematical, and spatial intelligence).
Demographic diversity sensitivity – Many ReSPA member countries see a respect for
diversity in gender and minorities, therefore the applicant is expected to be sensitive and
to respect these issues.
Technical skills – Most of the ReSPA member countries insist that the applicant first
possess solid technical expertise before earning the right to manage others. In this
respect, the programme needs to identify some common, basic, foundational technical
skills that are required within the national public administrations.
■ Task 2 - Define Leadership Competencies
Logical next step would be to identify the set of leadership competencies that would reveal
what leadership skills are required in the region. In some of the ReSPA member countries, the
system of selection and recruitment already apply the competence-based model. Thus, it is of
7
Adapted from Robert Pernick, Ph.D., Creating a Leadership Development Program: Nine Essential Tasks; International City/County Management
Association (ICMA), 2002
33. Page25of67
utmost importance to explore and understand the systems of selection and recruitment in the
region and to identify what competences are required for managerial position in the national
civil services.
The table bellow shows sets of competences that are required for managerial or senior civil
service (SCS) positions in Macedonia8
, Serbia9
, Albania10
, and in EU Member States11
.
Macedonia Serbia Albania EU
Problem solving and
decision-making for
issues in their scope of
work
Decision-making Knowledge in the group;
Wide sense intersectoral
competence;
Knowledge of economic
and social phenomena
Analytical
Learning and
development
Communication Communication Communication skills Communicative
Result achievement Effectiveness Effectiveness related
Work with others/team
work
Team building Building of interpersonal
relations
Building relationships
Strategic awareness Strategic performance Vision;
Strategic management
skills
Strategic
Clients/stakeholders
orientation
Stakeholder awareness
Management Ability to direct and
manage different
actions
General management
Financial management
Leading people Leadership
Reliability;
Being creative;
Integrity;
Knowledge of the
European legal system
Bosnia and Herzegovina is presently developing such framework of competencies to be used
for recruitment and selection of future civil servants. However, Montenegro and Kosovo are
8
Rulebook on the framework of general working competences for administrative servants (“Official Gazette of the Republic of Macedonia”
142/2014)
9
Manual for determining the competencies for effective performance at the working place, Human Resource management Service, Republic of
Serbia, Beograd
10
Decision of the Council of Ministers No.118 dated 05.03.2014
11
Herma Kuperus, Dutch Ministry of the Interior and Kingdom Relations; Presentation made to ReSPA HR expert working group, organised by
“QPS Project seminar”, Zagreb, May 2015
34. Page26of67
having no definition for any framework of competencies in the civil service, let alone for the
managerial positions.
Apparently, the sets of competences that are in place in the region are very similar and this
would be helpful when designing the leadership programme. At this point, with the limited
amount of information, the consultant may suggests that such set of leadership competences
should include: analytical thinking, communication, effectiveness, interpersonal relations,
strategic awareness and management.
■ Task 3 - Establish an Application Process
The leadership program must have a clear application procedure that should be simple, fair,
and accurate. As elaborated in the recommendations, the programme may be organised solely
by ReSPA, yet it would show higher ownership if all member countries are involved at various
steps. In terms of applicants’ selection, most favourable option would be to allow pre-selection
by member countries that may nominate up to certain number of applicants for the
programme, which then will go through the common programme’s selection process that need
to evaluate applicants’ suitability based on the selection criteria (traits) and leadership
competences (Tasks 1 and 2). Both traits and competences need to be set at a kind of basic
level that will be developed to a higher altitude with the participation in the programme.
As ReSPA has already good experience in selection and recruitment of its own staff, it is
advisable that the assessment of the applicants follow similar procedure (competence-based
interview that includes role-play, written tests, etc.).
Anyhow, general application criteria should include as a minimum:
Position of the applicant in her/his national administration
As elaborated earlier, the applicants should be at middle or senior manager positions at home.
In this regard, it is vital to explore the existence of the formal or informal senior civil service in
the ReSPA member countries and to concentrate on this cohort of managers. The experience
of the EU Member States in this field may be very useful. Namely, all Member States are
having either formal or informal SCS in their public administrations and in most cases the top
levels (level 1 and 2, though in some states level 1+, as well) are part of that cohort. For these
positions, all but six member states are having special conditions for appointment that is
competence based12
.
In addition, as elaborated earlier, it would not be advisable to have at the same table top
managers and supervisors.
Specific experience requirements
Not so important, yet the programme may want to consider certain managerial experience of
applicants that would guaranty compactness of the group.
12
ibid
35. Page27of67
Commitment to the national public administration
This is important for the sustainability of the programme. Willingness of the applicants to
remain for a given length of time in the national public administration may be an issue that
could already been regulated in the national legislation for civil servants. However if such
provisions does not exist, it seems logical for ReSPA to advise or require from its member
countries to impose such conditionality to their applicants. Nobody would like to see situation
where trained candidate is leaving its organization within a short period after completing the
programme, which will cost thousands of Euros of tax payers money.
■ Task 4 - Assess Current Leadership Skills
Obviously, once the applicants are selected they need to be assessed against their current
leadership styles to establish baseline for the future evaluation of the programme
effectiveness and success. This may be done in many ways but money-wise the use of an
assessment centre is a good option, which can be done at the beginning of the programme
too.
■ Task 5 - Provide Developmental Activities Following the Designed Curriculum
The curriculum of the leadership program should emerge from the elaboration of most of the
aspects mentioned above. However, as a suggestion from this report, the three-skill approach
may be utilised, which include development of: technical, human and conceptual skills.
Technical skills
Technical skill is knowledge about and proficiency in a specific type of work or activity; in other
words to work with the “things”. In the case of public administration, Having in view the
required competences in some of the ReSPA member countries (see table in sub-heading Task
2), the curriculum of the leadership programme in terms of technical skills should include
themes that will enable applicants better understanding and knowledge about:
the necessity and principles of public administration reform processes,
the EU institutional and legal system including negotiation for EU membership,
the management of public administration,
the financial management, etc.
Technical training enhances the skills needed to perform the work and/or to oversee the work
of others. This is the easiest developmental task to accomplish; it should be based on
traditional classroom training, though it may also combine this with a study visits or exchange
activities. The latter may be very effective way to see how future leaders are progressing. This
could be done by placing each applicant in the compatible organisation in another member
country and putting him/her in charge of the respective organizational unit for a certain period
of time.
Conceptual skills
Conceptual skills are the ability to work with ideas and concepts. Whereas technical skills deal
36. Page28of67
with things and human skills deal with people, conceptual skills involve the ability to work with
ideas.
Here, the focus is on teaching the leader how to think in a more abstract and critical fashion.
This is harder to achieve than technical training but still eminently possible. Related to the
required competencies in the member countries, conceptual leadership competencies that
might be part of the leadership programme should include:
creativity and innovation,
strategic thinking,
strategic management,
problem solving,
analytical thinking,
decisiveness, etc.
Of course, not all these competencies will be immediately relevant to all applicants as they
may have different hierarchical levels in their respective organisations, however most senior
managers will require all of these skills at some point in their career.
Some common methods in developing conceptual skills include: role-play games, simulations,
critical-thinking training, directed readings, making presentations at professional conferences,
doing rotational or task-force assignments (this may be used in combination with the
exchange placement describe above), being mentored or mentoring others, “shadowing”
executives, etc.
Human or Interpersonal skills
The ability to work effectively with other people is an essential determinant of leadership
success. Human skill is knowledge about and ability to work with people. They are the abilities
that help a leader to work effectively with subordinates, peers, and superiors to accomplish the
organization’s goals. Honing interpersonal skills is, however, the most challenging of the three
leadership development categories. Some human skills that are already identified in the
competence frameworks in some of the member countries include:
teamwork and team building
communication and building of interpersonal relations,
motivation,
diplomacy and negotiation, etc.
Most developmental methods involve experiential learning or learning by doing; though,
learning is reinforced by a cognitive understanding of theory. Common methods of teaching
human skills are same as for the development of conceptual skills.
Design and delivery of a leadership program
Bearing in mind the comment above and earlier conclusions, it is recommended that ReSPA
adopt one of the following approaches:
37. Page29of67
Option One – ReSPA to commission the design of a suitable leadership program
curriculum delivery along these lines:
o Initial module(s) (and assessment centre) – ReSPA identifies and contracts trainers and
delivers in ReSPA premises to create common understanding of objectives and
approaches, get ‘buy-in’ from participants as well as create ReSPA role visibility
o Local modules (specific national content) – National Training School (or equivalent)
organises modules, identifies and contracts local trainers (including from private
sector) for specific subjects such as national legislation
o Local modules (common content) - National Training School (or equivalent) organises
modules and a local trainers (including from private sector), while ReSPA identifies
and contracts international trainer(s) (perhaps using the same team of trainers to travel
to each country)
o End module(s) (and assessment centre) – organised as a Summer/Seasonal School by
ReSPA who identifies and contracts international trainers
Option Two – ReSPA to commission the design of a suitable leadership program
curriculum with various options in terms of content, delivery methods, production of
standardised learning materials, certifies approved trainers (or up-skills National Schools
trainers etc.), which members could then roll-out or use as required on a national basis
In either option ReSPA should be charged with identifying suitable ‘coaches’ and providing a
limited number of hours executive coaching per participant to provide support on a
confidential basis as a follow-up. When the service has been explained and coaches introduced
to participants, which would be easy to arrange at one of the modules, further support could
be supplied via telephone/ICT conference
Participants could also act as ‘buddies/mentors’ to other participants either nationally or trans-
nationally if in similar positions.
■ Task 6 - Evaluate the Leadership Development Program
Finally yet importantly is the evaluation of the leadership programme. As explained earlier in
the Report, this is the weakest link in the provision of training in the region.
Therefore, it is essential for ReSPA to define the exact nature and scope of the evaluation,
based on the program goals. Because an evaluation requires time and expertise, appropriate
resources and their availability should be planned in advance.
Most important issue when planning evaluation is to have clear programme goals established
at the beginning. Without clear goals, the program is unlikely to succeed, and its degree of
success is impossible to measure. Clear goals will enable potential for evaluating the
programme on many levels, including: reaction, knowledge and skill transfer, behavioural
change, impact (on public administration reform), and of course monetary return on
investment.
These will require a range of tools to be built into the program, including pre- and post-
program participant testing; and other measures such as interviews with (or questionnaires
for) supervisors to identify critical learning needs and follow-up interviews/questionnaires
39. Page31of67
7 ANNEX 1 OVERVIEW OF THE PROGRAMMES INCLUDED IN THE
RESEARCH
7.1 Albania
Strategic Management – MBA Programme by University of Tirana, Faculty of Economy
Aims and Objectives
1. Analyze in detail the strategic planning process of a business through:
a. Assessment of the strengths and weaknesses of the company
b. Assessment and external environment of the firm and as a result determining the opportunities
and threats that the firm from the external environment
c. Drafting of the mission, goals and objectives of the firm
d. Formulation and implementation of plans to achieve the goals and objectives
2. To develop students' personal skills for decision-making
3. To familiarize students with business management methods, illustrating the theory with concrete
examples from the practice of global business
4. To recognize organizational theories focusing on the structure and culture of the organization
5. Meet with the necessary techniques for strategic analysis, including scenarios, scheduling based on
assumptions, SWOT analysis, etc.
6. To recognize the challenges facing managers in the 21st century
Modules, Themes and Topics
1. Strategic Management Perspective
What makes a successful business? Brief History of strategic management; What is strategic
management? Strategic management planning process organizational today; Strategic
management values. Drafting of the strategy; The process of strategic management; Strategic
management as a process. Strategic management in different types of organizations; Ten secrets of
a successful planning.
2. Strategic Position: Assessment of external environment of the organization
Environmental Assessment; Recognition and Prediction of Environmental Influence; Selection of
critical environmental variables; Classification of remote environment; PEST analysis;
Environmental Prediction; Scenarios; Risk analysis; Case Planning.
3. Strategic Position: Assessment of the organization's internal environment
Strategic capacity, cost efficiency, competitive advantage, diagnosis and management of strategic
capacity. The structure, culture and resources of the organization, SWOT analysis, experience curve;
Learning Organization; Internal factors analysis and strategic ones.
4. Strategic Position: Expectations and values of the organization
Creating the vision of the organization; The definition of the philosophy of the organization;
40. Page32of67
Formulating the mission; Key success factors; Distinctive competencies; Segments of mission of the
organization. Why is it important mission? Characteristics of an effective mission; The goals of the
company. Stakeholders of the organization and their hopes; Corporate governance, ethics and
social responsibility. Ten secrets of a successful planning.
Strategic Planning in Public Institutions and NGOs – Master Program by University of
Tirana, Faculty of Economy
Aims and Objectives
The course examines the strategic planning process in public institutions and nonprofit organizations
by linking strategy theories to practice the process of drafting the strategy. While theories help us put
an order into organization's strategic perspectives they also give us the opportunity to exploit the
opportunities offered by the developments in the external environment of the organization. The focus
is on the strategic processes, formulation and analysis of strategic alternatives in public and nonprofit
organizations.
Objective: To become acquainted with the theories of the strategic process, focusing on the process of
making strategic decisions;
- To recognize organizational theories focusing on the structure and culture of the organization
- Awareness of the dilemmas of managing public organizations and non-profit ones
- To get acquaintance with the necessary techniques for strategic analysis - including scenarios,
scheduling based on assumptions, SWOT analysis
- To recognize the challenges faced by managers of the 21st century, including changes that are
facing public organizations and non-profit organizations
Modules, Themes and Topics
1. Strategic Planning and the Dynamics
History of strategic planning, purpose and benefits of strategic planning, strategic management,
and strategic thinking. Challenges of planning, strategic planning process, long-term planning;
Some models; Tips practical.
2. Strategic Planning in the Public Sector
Why strategic planning in the public and non-profit organizations? Factors affecting the public
sector. Strategic management in two systems: the Communist and Democratic; The model of
strategic management in the private sector; Differences between public and private managers;
Policy cycle; Development of strategy in the public sector in Albania; The national strategy of
Economic and Social Development (NSSED) and National Strategy for Development and Integration
(NSDI).
3. Home and agree on the planning process. Definition of the organization, mandates.
Creation the vision of the organization; Assessing the philosophy and values of the organization;
Formulation of the organization's mission; stakeholders of the organization; practical advice.
4. External Environment Assessment of the Organization
Assessment of the organization's external environment; Five key industry forces; Forecast of
environmental factors; practical advice based on the planning assumptions.
5. Internal Environment Assessment of the Organization
The structure of the organization; the Culture of the organization; Sources of the organization;
41. Page33of67
SWOT analysis and practical tips.
6. Identification of the problems and strategies development
Identification of strategic issues; the objectives of the organization; Problem analysis and problem
tree; Development of strategies of the organization and practical advice.
7. Implementation of plans and strategies, monitoring and evaluation based on the results; Strategic
planning in Local Government
Leadership by University of Tirana, Faculty of Economy
Aims and Objectives
Goal: This course aims the development and empowerment of students’ and professionals’ leadership
capabilities through a systemic and polyhedral perspective.
Specific objectives: a) development of communication and motivational skills; b) knowledge
enrichment through leadership theories and practices; c) leading teams effectively
Modules, Themes and Topics
Leadership in the social context: actual challenges
Leaders and ethics
The multicultural environment of leadership
Classical theories
Modern theories
Leadership and its psychological roots: empowering others through motivation
Communication: the road to empathy
Group dynamics and teams
From leadership to followership
Leaders and managers: are they different?
Leading through philosophy and political science
Leading outside and inside organizational changes
Strategic Management by University European of Tirana
Aims and Objectives
The course “ Strategic management” aims to provide basic considerations on the formulation and
implementation of the major goals and initiatives taken by a company/or organization’s top
management on behalf of owners, based on consideration of resources and an assessment of the
internal and external environments in which the organization competes. By the end of the program, the
students will:
1. Be familiar with key concepts of strategic management, their interference and multifaceted
nature;
2. Be able to understand the role that strategic management play within management science and
business administration;
3. Be capable of designing “cause –effect analysis” of business environment;
4. Can compare different models of business strategies, formulate short and long term objectives,
analyses mutual factors that condition their implementation as well as draw holistic and appropriate
conclusions;
5. Can judge on the effectiveness of the selected methods to implemented the designed strategy,
allocation and management of resources, operation support and distribution of responsibilities;
42. Page34of67
6. Absorb the methodologies used to assess/measure the effectiveness of a management strategy,
drawing the appropriate and valid conclusions, necessary to improve the efficiency of the
organisation
Modules, Themes and Topics
Topic I – Introduction into Strategic management. Strategic management and its related components.
Strategic management as a process and as an academic subject, alike
This topic deals with the understanding of the strategic management as a business process, in which
its related components are intertwined. Strategy is defined as "the determination of the basic long-
term goals of an enterprise, and the adoption of courses of action and the allocation of resources
necessary for carrying out these goals”. The topic 1 elaborates in detail the concept that considers
the “Management Strategy” as a tool, established to set direction, focus effort, define or clarify the
organization, and provide consistency or guidance in response to the environment.
Topic II – Mission, vision, scope and objectives of the organization
The topic II advances the arguments that Strategic management involves, specifically the concepts
of strategic planning and thinking. Strategic planning is analytical in nature and refers to formalized
procedures to produce the data and analyses used as inputs for strategic thinking, which synthesizes
the data resulting in the strategy. Strategic planning may also refer to control mechanisms used to
implement the strategy once it is determined. In other words, strategic planning happens around
the strategic thinking or strategy making activity.
Topic III – Strategic capabilities of the organization
The topic III addresses the role that organizational skills play across the design and the
implementation of the strategy. Strategic management is often described as involving two major
processes: formulation and implementation of strategy. While described sequentially below, in
practice the two processes are iterative and each provides input for the other.
Topic IV – The impact of environment on the organization’s performance
In this topic, the audience will get the understanding that environment is closely related to the
business organisation performance. The external environment, including society, market, customer,
and technology has a crucial impact on the business activity. However, the mission of the
organization and the core competencies needed to accomplish the mission (internal environment)
influence the way in which the organization does business. Therefore, the environment, mission,
and core competencies must fit reality and to one another. That is why strategic management is
seen as a "hypothesis" and as a “discipline", alike.
Topic V – Organisational behaviours and the strategic management
This topic discovers in depth the interaction between the strategic management and that
organizational behaviour. The second major process of strategic management is implementation,
which involves decisions regarding how the organization's resources (i.e., people, process and IT
systems) will be aligned and mobilized towards the objectives. Implementation results in how the
organization's resources, leadership arrangements, communication, incentives, are structures and
used. Part of this topic is also the measurement of the effectiveness of monitoring tools, as
mechanisms to track progress towards objectives.
Topic VI – Management strategy at the level of business
Strategic decisions are based on insight from the environmental assessment and are responses to
strategic questions about how the organization will compete, such as the type of the organization's
business, the target customer for the organization's products and services, skills and capabilities
