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Salvador Parrado - Formação para um presente que não pode esperar

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Salvador Parrado - Formação para um presente que não pode esperar

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Salvador Parrado - Formação para um presente que não pode esperar

  1. 1. Desafios no campo da Administraçao pública: Ensino, profissionalizaçao e Pesquisa Encontro de Redes de Escolas de Governo Rio de Janeiro, 2017 Training for a present that cannot wait Salvador Parrado (UNED, Madrid) and Hertie School of Government, (Berlin, Germany) sparrado@poli.uned.es
  2. 2. The sources  Very limited number of articles in high-quality peer reviewed journals: (Kroll & Moynihan 2015, Knassmuller & Veit 2015, Lee & Shu 2016, Mosher 2000, Yang & Wu 2012, Witesman & Wise 2012, Liesbeth & Pollitt 2010, Seidle, Fernández & Perry 2016)  Good quality reviews of training and capability gaps in the United Kingdom by NAO (National Audit Office, UK)  My experience as evaluator of civil service principles in 7 accession countries for the EU Commission; 5 neighbourhood countries for SIGMA-OECD and 7 OECD countries on the senior civil service.
  3. 3. The problem  The present cannot wait because, governments have shortage of skills in…  … digital service delivery  … complex contract management  … the management of multi-actor projects…  … the capacity to customize services in order to meet diversity  … and many others that are context specific
  4. 4. The menu The government is challenged in training because there is…  Scarce knowledge of capability gaps  Underinvestment in training  No information of the impact of training  Lack of integration of informal and formal training  Rotation of staff with low consolidation of skills
  5. 5. Scarce knowledge of capability gaps  Governments don’t know  Who has what skills and where  Generic organizational capability gaps and specific skill needs for particular projects  The capacity of the private sector to deliver missing skills  In a state of urgency, governments may mandate capability gaps for particular projects (NAO, 2015, UK)
  6. 6. Underinvestment in training  Governments don’t invest because…  Training is considered a cost, not investment  The budget can be hidden in the personnel appropriations  The allocated budget is easy to slash in times of crisis  SIGMA/OECD requests ministries and agencies of accession countries to devote budget for training
  7. 7. No information on the impact of training  Scarce research shows some benefits of training …  But, can we really identify the impact of training on its intended outcomes?  Some academics propose experiments, but maybe better the analysis of causal mechanisms, panel studies…
  8. 8. Lack of integration of informal and formal training  Training in seminars seem to be ineffective for particular purposes  Informal training is not given relevance.  Senior executives/line managers do not manage human resources  Integration of training might be a solution …
  9. 9. Maybe, governments should integrate… “The findings indicate that a combination of coaching, classroom instruction, feedback, and experiential training has a significant impact on leader performance. In addition, organizational effectiveness improves for organizations whose leaders received the intervention.” (Seidle, B., S. Fernández & J. Perry (2016) Do Leadership Training and Development Make a Difference in the Public Sector? A Panel Study, PAR, DOI: 10.1111/puar.12531.) Panel study in an U.S. Department of Defense installation
  10. 10. Rotation of staff with low consolidation of skills  Skills cannot consolidate because…  “Go anywhere” generalists move continuously  Non-merit based promotions reduce stocks of skills  Civil servants searching for positions in different professions / scales  Remedies are context specific but include transfer after assessment of organizational capability gaps
  11. 11. In a present that cannot wait,  Major problems can be tackled through small steps…  Increasing knowledge on skill gaps for particular projects  Introducing transparent co-responsibility of individual ministries and agencies in funding training  Promoting that managers integrate formal and informal training  Implementing strategies on the consolidation of skills in departments