1 The training needs evaluation in France TEMPUS Project, Bishkek, July 2014
2 Performance management Question "how to improve and assess the performance of civil servants and what action should be taken in case of underperformance? Approach Define the tools to set goals to civil servants (letter of mission, external assessment) Identify ways to improve the capacity for management of civil servants(training, coaching) Define ways to guarantee stability (minimum duration of position, conditions to justify replacement) Define ways to improve the achievement of objectives (termination by the political leadership under condition, probation period). Define alternatives for the placement of former civil servants
3 A tool : the national job directory A national job directory Created by professionals, and regularly updated Gives points of reference, and helps managers to write job descriptions (for recruitment and assessment) French example (what follows to be translated when described) : RIME
4 The RIME is an interministerial index of jobs elaborated in 2006: It is a tool to elaborate and adapt the training programs to the identified training Needs and to suggest appropriate training sessions to staff members It is duty is to review all the jobs of State civil service. 26 functional areas have been identified and over 260 job sheets have been established at interministerial level. Every sheet of the interministerial index of jobs is equally built, in order to allow comparisons between ministries. Job sheets comprise a brief description of the job, the main activities carried out by the civil servant and indicate the knowledge, skills and behaviours required for the job. It introduced a performance appraisal system with bonuses
5 Project team The RIME Process Participation of all Ministries in 20 working groups Utilisation of work already done whithin Ministries Information of Unions (participating in working groups) Involvement of outside experts from private consultancies Workplan and methodology to be developped by each working group Prominent role of working group chairpersons
6 The RIME Architecture Overall level Ministry level Directorate level MISSIONS OF THE STATE FUNCTIONS (3) MISSIONS of the organisation MISSIONS of the Directorate FUNCTIONAL (23) DOMAINES REFERENCE JOBS (236) STANDARD JOBS WORK POSTS
7 The Civil Service Structure Functions: strategy Formulate public policies Steer public policies Evaluation & studies Functions: operation Diplomaticy Security Justice Control Éducation, training Research development Healthcare Social programmes Services to citizens Territoire et environnement Culture & heritage Defence Public Finance Financial and fiscal Logistiqcs Legal HR IT Communication Functions: support
8 Jobs and skills planning for civil servants OBJECTIVES Manage strategic orientation Manage operational needs Manage performance Manage people Motivate Stimulate Input Collect data & control evolutions Draft scenarios Choose target Plan positions, career paths, staffing Output missions positions Identify evolution of needs, positions and needs Define organizational HR models to achieve targets Define employment and positions governmental guidelines demography workforce regulations Identify available HR and pools for recruitment Identify regulatory evolutions Define scenarios for the evolution of the HR Analyze the gap between scenarios for organizational targets and HR evolutions Define professional career paths Plan the flows: Internal and external scenarios to adjust the workforce to the needs of the administration staffing ceilings targets for mobility Identify evolution of the payroll Define the target for organization and the employment scheme Manage HR : Recruitment Assessment action plan to implement the chosen scenarios Get feedback from the personnel TOOLS Projection and simulation tools: Workforce Payroll Provisional management of operational costs Regulatory framework linked to the mission of the structure and working contract 8
9 Why is it useful? 1) What are civil servants paid for? What knowledge do they need? What are their jobs? Recognition for civil servants Explain Government to the public Help to recruiting 2) What profiles, competencies to look for? describe vacant position better know where to look for interview more efficiently pool recruitments 3) What kind of training to set up to provide needed competencies to the employees? To better operate in their present job To be promoted 4) Plan HRM identify future needs (jobs in decreasing / increasing demand according to technology trends, government policies, ) anticipate the impact of retirements according to the age structure of the workforce Improve the efficiency of staff allocation
10 Job sheets
11 Job sheets
12 Evaluation system : from grading system to professional interview Grading system Professional interview - Writing mark sheet Manager (M+2) - Professional interview Manager (M+1)) - Mark Management approval (M+2) - Accelerated promotion - Grading interview Manager (M+1) - Promotion impact Management (M+3) Mark sheet Interview summary Promotion decision
13 Yearly evaluation: Process Formulaire d'entretien et de compte rendu annuel d'évaluation Ce formulaire est à remettre à l'évalué au moins huit jours avant la date arrêtée pour l'entretien. Année : 2012 Date de l'entretien : 15/10/2012 Entre : L'évalué : Nom : Prénoms : Statut (titulaire-contratuel) : Corps : Grade : Echelon : Direction/Service/Bureau : Et: L'évaluateur : Nom : Prénoms : Statut (titulaire-contratuel) : Grade : Fonction exercée :
14 Yearly evaluation: Objectives LA PAGE 4 DU PRÉSENT QUESTIONNAIRE PERMET D'ANALYSER LES RÉSULTATS POUR L'ANNÉE ÉCOULÉE AU REGARD DES OBJECTIFS ASSIGNÉS. LA PAGE 5 FIXE LES OBJECTIFS DE L'ANNÉE À VENIR. LA PAGE 6 CONTRIBUE À APPRÉCIER LES QUALITÉS DE L'AGENT DANS SA MANIÈRE DE SERVIR. CETTE PARTIE DE L'ÉVALUATION PERMETTRA DE DÉTERMINER LA PROPOSITION DE RÉDUCTION D'ANCIENNETÉ ET SERA SUSCEPTIBLE DE CONTRIBUER À L'IDENTIFICATION DE LA PART ALLOUÉE AUX RÉSULTATS (PRIME DE FONCTIONS ET DE RÉSULTATS, OU RÉMUNÉRATION À LA PERFORMANCE).
16 360 Evaluation What place in staff assessment? ANNUAL EVALUATION: mandatory, manager tasks, technical skills, career promotion CAREER INTERVIEW: on demand, HRM task, to prepare mobility CAREER ASSESSMENT: mandatory, before a career turn, skills assessment, outsourcing, career perspectives PERFORMANCE MANAGEMENT: Top management, annual, objectives/results
17 360 Evaluation Who & When? WHO Top civil servants WHEN BEFORE MOBILITY AFTER MOBILITY IN ORDER TO BE APPOINTED TO TOP MANAGEMENT POSITIONS BEFORE MOVING FROM A TOP MANAGEMENT POSITION TO ANOTHER
18 Which skills & when Early career Technical and professional skills Interpersonal skills Managerial skills Middle career Technical and professional skills Interpersonal skills Managerial skills + Strategic skills and leadership Before moving to top management positions Technical and professional skills Interpersonal skills Managerial skills Strategic skills and leadership + Networking
19 360 Evaluation METHOD & PROCESS & STEPS Step 1 : personal information letter from HRD Step 2 : contact between top manager assessed and external reckoner Step 3 : interviews preparation Step 4 : 360 interviews : auto assessment, team members, managers Step 5 : report Step 6 : follow up
20 Link between Evaluation and Training A decree from 2007 authorizes every civil servant to get its personal and professional competencies, skills and motivations analysed by a third part. The skills assessment aims to define a professional project or a training programme. After the interview, the supervisor drafts a report specifying the professional value of the civil servant; this report is to be taken into consideration for the career advancement of the civil servant. If there is a gap between the competencies needed and the competencies of the civil servant, training is the best way to improve its competencies. The measure of gaps between these two matrices is useful to identify the missing competencies or the unnecessary competencies for the duties of department and to draw a training strategy. Thus leading HR departments to conduct the training need analysis taking into consideration the above-mentioned priorities set up at interministerial level.
21 Training Needs requests
22 Professional project and Training Support
23 Yearly training plan Plan de formation 2013 Au carrefour des enjeux individuels et des enjeux collectifs, la formation professionnelle permet d'assurer l adéquation entre l agent et son emploi, de passer du conceptuel au concret, d un projet collectif à une responsabilité individualisée. Le plan de formation offre un cadre à ces ambitions. Véritable outil stratégique pour le développement de l'école, il constitue une voie importante dans la traduction opérationnelle de sa politique de réforme. Il donne l'opportunité aux agents de construire un projet professionnel en développant de nouvelles connaissances, en renforçant des compétences métiers et en agissant sur la carrière. Le plan de formation, point de convergence dans la réalisation d objectifs partagés, est un document contractuel qui lie les différents acteurs concernés : la direction, les responsables impliqués dans sa construction, les futurs stagiaires et les représentants du personnel. Le plan de formation est ainsi bâti à partir des orientations données par la direction de l'ecole dans sa déclinaison du COP, des besoins identifiés par les agents et des priorités interministérielles 2013 proposées par la circulaire du 22 octobre Près de 369 besoins individuels ont été consolidés à partir des entretiens de formation de 2012 et regroupés en grandes thématiques liées à des compétences «métiers». Il doit être noté une forte diminution des besoins de formation exprimés cette année (735 besoins de formation identifiés en 2012) s expliquant principalement par la concomitance des entretiens de formation et des entretiens d évaluation ayant de fait réduit la durée de l échange consacré à la formation, dans une campagne d évaluation dont la période avait été elle-même réduite pour s aligner sur le calendrier de la direction des services administratifs et financiers des services du Premier ministre. Le plan de formation 2013 permet de couvrir plus de 95 % des besoins exprimés. Il décrit les objectifs à atteindre par la formation, les axes à identifier et les actions à mettre en œuvre dans notre organisation ainsi que leur planification.
24 Training Needs Analysis Actors Administrative schools are fully responsible of the content of the training, provided that it is consistent with the goals defined by the administration. In accordance with the policy defined by State administrations at a ministerial or inter-ministerial level a specific focus can be decided. For instance, in the mid-1990s, DGAFP asked all administrative schools to provide training in HR management, both at initial and continuous levels. The aim was to prepare the civil servants to be not only experts but also managers, and to provide specific training when they are appointed on management responsibilities. Issues like European affairs, new technologies of communication, ethics, change management etc. have also been implemented in schools following instructions of central State administrations.
25 Training Needs Assessment mechanisms They are double: - From a quantitative point of view the number of trainees (for initial training) depend both on the needs of public administrations based on a forecast of vacancies and duties of senior civil servants and on a political assessment of needs; in the 1980s. the number of trainees had gradually increased to 140, in the 1990s. it was lowered under 100 and it is stable (80) for the last 5 years. - From a qualitative point of view the TNA are assessed in a complex and iterative process between ministry of civil service and other ministries and ENA's staff. The final decision belongs to the ministry of civil service on behalf of Prime minister.
26 Training Need Assessment at ENA Number of trainees (for initial training) = Needs of public administrations forecast of Vacancies and duties of senior civil servants political assessment of needs TNA = Complex and iterative process between Ministry of Civil Service, other ministries and ENA's staff : Anlysis of the training requests + priorities of the Government The final decision concerning the number of posts belongs to the ministry of civil service on behalf of Prime Minister 26
27 Assessment at the entrance level: Competitive exam nationality (French or European citizenship) civic rights health (physical aptitude to the job) clean police record successfully passing of a competitive examination (selection on the basis of merits and competence, excluding any other criteria such as political, religious, ethnic, philosophical )
28 Competition exam: Evaluation criteria Written tests = qualifying examination - Public law (400%) - Economics (400%) - General culture (400%) - European Union / social questions (400%) - Selected subject (foreign language, sociology, mathematics, criminal law %) Oral tests = admission - Public finance (200%) - International affairs (200%) - Social questions / European Union (200%) - Foreign language (400%) - Sport (100%) - Grand O (oral test on general culture + personal questions - 600%)
29 Assessment during the training process Initial training: - Assessment of internships Evaluation by internship supervisor Internship visit Internship report Jury - Marking of tests - Follow-up of the professional development of former students of several administrative schools to appreciate the relevance of training delivered Ranking system: fast track career
30 Assessment during the training process Continuous training: Voluntary proces assessed by different means: - No pre-test - No final test - Smile tests - Kirkpatrick's method of evaluation - No certification (just attendance)
31 Competency and skills assessment in ENA At the end of the initial training a consulting firm organizes a skills assessment test to... - (re)define their professional and personal profile - evaluate acquired knowledge and skills - point any gap in knowledge to be filled - collect their professional wishes and ambitions - prepare the interviews with potential employer
32 Assessment during the training process Special attention paid to the training of trainers and their assessment. Questionnaires are prepared and fulfilled by all participants Feedback sessions are organised with all trainers at the end of each training
33 Example of evaluation questionnaires
34 Indicators to measure the training results It's a very complex and sensitive question as the appointment of ENA students in public administrations at the end of schooling has been for a long time fixed by the grading of students depending on assessment of internships and marking of written and oral tests. It has been said that it was the worst form of procedure except all the others! A major reform has been decided in 2008 aimed to replace this procedure by a new one, taking into account not only the results of schooling but also the specific needs of public employers and the profiles of students. It has been very difficult to implement and finally the reform was not implemented at the end of Sarkozy mandate. The new Government decided to maintain the ranking as major requirement for appointment in a job but public employers can edict specific requirements for the applicants.
35 Training Impact Assessment Training Impact Assessment is very high: - The initial training's programs are elaborated by ENA's staff under supervision of the ministry of civil service in an iterative process. They are then discussed by the board of Governors (where the main ministries are represented, as well as Trade Unions representatives) and approved by a legal act of the minister of civil service on behalf of Prime minister. Thus the national policies are taken into account at each step of the elaboration of the programs. - As for continuous training's programs the "training catalogue" follows as closely as possible the new trends of public policies. Obviously the tailormade training activities are directly related to the needs of public administrations.
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