Approach to competency-based training need analysis (TNA) in the public sector of Luc Nam district, Bac Giang province (Vietnam)

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—
tit
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UPPSALA
UNIVERSITET
&
UNIVERSITY OF ECONOMICS & BUSINESS, VNUH
UPPSALA
UNIVERSITET
VNU-UEB
^l^^pO^S*;^^
MASTER THESIS OF MPPM
APPROACH TO COMPETENCY-BASED TRAINING NEED
ANALYSIS (TNA) IN THE PUBLIC SECTOR OF LUC NAM
DISTRICT, BAC
GIANG
PROVINCE (VIETNAM)
Authors:
Dinh
Van Tuan
Dang Van Nhan
Supervisor:
Dr. Sven-Erik Svard PhD
Local
Supervisor:
Assoc.
Prof.
Dr.

LeQuanPhD
Class: MPPM INTAKE
6-Group
21
Hanoi,
Mav-2013
ACKNOWLEDGEMENT
First and foremost, xve would like to express our gratitude to all those
\\ho ea\e
us
the possibility to complete this thesis. We would like to thank
Unixersity
of Business and
Economics (VNU-HN) and Uppsala University (Sweden) for giving me permission to
commence this thesis in the first instance and to do the
necessarx-
research work.
We are deeply indebted to our
supervisor Assoc.Prof
Dr. Le
Quan.
whose reference
materials,
support, stimulating suggestions and encouragement helped us in all stages of
this research.
We would like to express our sincere thanks to Dr. S\en-Erik Svard who was
guiding us through this process with valuable advices and who has been reading and
revising this thesis. His comments and reflections have helped to sharpen arguments of our
thesis and make it become more scientific.
Our classmates from class MPPM 6 supported us a great deal and we would like to

thank
them
for all their support, cooperation and \ aluable suggestions.
We also xvould like to kindly express our
sincere
thanks to
colleagues
in
the
Luc
Nam District of Bac Giang province who gaxe us precious advices during our research.
Finally, we would like to express our sincere thanks to all our family and friends
whose
direct and
indirect
support helped us complete our thesis in time.
ABSTRACT
Title of the thesis:
Approach to competency-based training need analysis (TNA) in the public sector of
Luc Nam District. Bac Giang province (VietNam)
Authors:
Dinh Van Tuan
Dang Van Nhan
Instructors:
Uppsala professor: Dr. Sven-Erik Svard
National instructor:
Assoc.Prof
Dr. Le Quan
Time of thesis
presentation:

May
2013
Objective:
Application of modem human resource management practices in supporting dexelopment
of human resource in public sector is the prevailing trend during the past two decades in
many developed countries. In
particular,
the
application of competency
framevsork
in
supporting human resource management practices such as
recruitment,
planning,
training,
training,
evaluation or compensation is essentil. Within the scope of this
thesis,
we study
the application of competency framework in supporting the training for
cixil
serxants in
order to serve the Public Administration
Refomi
in the District of Luc Nam. Bac Giang
province.
Ox'crral
objectixe: increase the effectiveness of training for supporting public
administration
refomi

in the District of Luc Nam. Bac Giang province.
Detailed objectives:
• Define competencies framework for
cixil senants
to support and promote
Public Administration
Refomi
(PAR) in the District of Luc Nam. Bac Giang
province
• Recommend competencies - based training need analysis solution for to support
and promote Public Administration Refomi (PAR) in the District of Luc Nam.
Bac Giang proxince
• Identify main training needs of
cixil
to support and promote Public
Administration Reform (PAR) in the District of Luc Nam, Bac Giang province
in 2014.
Methodology:
To develop competencies framework and competency-based training need
analvsis
solution for the public sector of Luc Nam District. Bac Giang
Province,
we used both
theoretical research and field research.
The theoretical research was to build a draft list of competencies framework that
are close to the needs for supporting Public Administration Reform in Luc Nam District,
Bac Giang Prox ince.
The field research was conducted with questionnaires in a commune of Luc Nam
District. Bac Giang Province to
(1)

identify required competencies for Public
Administration Reform (from the draft list of competencies framework) and (2) identify
training needs and also barriers related to training in public sector.
Results and conclusions:
Results
Competency framework for for civil serxants in the public sector of Luc Nam
District. Bac Giang Province; competency - based training need analysis solution for
public sector of Luc Nam District. Bac Giang Province: and main training needs of cixil
serx'ants in public sector of Luc Nam District. Bac Giang Province in
2014.
Conclusion
Improxing the
qualitx'
oi'
training for cixil serxants plays an important role in
increasing efficiency of administrative management and promoting publicdministration
refomi in Bac Giang province in general and Luc Nam District in particular to meet
requirements for social-economic dexelopment in the next coming years.
One of the main issues related to training for civil serxants for civil serxants in Luc
Nam district. Bac Giang province is the lack of criteria to assess the real needs and
requirements tor competencies of cixil
servants,
so that the training need analysis is not
perfomicd.
That means the training for cixil sen-ants is based more on resources and
conditions for organizing training courses than on real needs from civil
serx
ants.
In
the case

of Luc Nam district. Bac Giang province, the renovation of the training
for cixil serxants is urgent and important in order to meet requirements of public
dministration refomi.
In
both public and prixate
sectors,
training need analysis (TNA) is effective
support-tool for developing right training programs for right people. This research xvas
closely
linked
to the Public Administration Reform in Luc Nam Distnct. Bac Giang
Province.
Its
aim was to
dexelop
a solution for
improxing
effectiveness of training for civil
serx'ants to effectively support and promote Public Administration Reform. One of the
main challenges related to civil
serxant's
capacity building for Public Administration
Reform consists of the development of awareness and attitude towards an effective and
real public administration system. That was reason why in this research xve focused on
proposing behavior and change management skills more than technical skills.
This is an empirical research with a practical approach. Firstlv. we developed
competency framework to support public administration reform in Luc Nam district. Bac
Giang province. Secondly, we developed solution for applying competency framework in
training needs analysis for civil serxants in order to implement public administration
reform in the Luc Nam district. Bac Giang province.

During the
research,
the biggest challenge is that the Job descriptions for civil
servants in Luc Nam District. Bac Giang Province is not enough detailed and operational
leading to the lack of or unclear requirements for
competencies.
By defining required
competencies for job positions in the administration
system
in Luc Nam District. Bac
Giang
Province,
xve expect to help training managers to
dex'elop
training programs that
meet civil serxants" needs. Training
managers
use gaps in
competencies
as inputs to
define
training needs.
The main result of this research is the set of competencies required to civil serxants
to support public administration refomi and guidelines to apply
competencx-based
training
needs analysis method in Luc Nam District. Bac Giang Province.
Limitations and recommendations
Limitations
As these competences xvere developed based on the competencies framework of

UK. a different culture and economic dexelopment
lexel
from
X^ietnam.
there must haxe
room for
improxement.
Therefore,
the competencies for
cixil serx*ants
in Luc Nam District,
Bac Giang Province should be reviewed and updated accordingly to the job requirements.
In
addition,
xve could have only defined the required competencies for managers
Icxcl
and and staff lc\el. not to job position
le\el
\et. Therefore, trainings that xve
identified
may not
meet
all current needs, especially training needs for some specific job
positions.
It is also because of limited time and research
experience,
xve could not expand the
research to other districts of Bac Giang province.
Ue
could not either make research on

competency framexvorks and training needs for civil senants xvorking from different areas
the puclic sector and at the provincial lexel.
-
Other limitations include
sun^ey
sample size xvas small:
w^e
could not develop
solution for designing training masterplan for civil senants in Luc Nam Distnct due to the
lack of expertise in training
program
design and the concept of competencies and
competencies
-
based training need analysis were still new in Luc Nam District. Bac Giang
province so that informants could make error during filling in questionnaires.
Recommendation
The training for civil
sen^ants
should be implemented through 4 steps that are: (1)
identify training need for civil sen'ants: (2) dexelop training plan for civil senants: (3)
implement training plan for training civil
sen^ants:
and (4) assess the results of training.
However, there are a variety of factors that affect the
pmcess
and results of training for
civil
senant
such as

budget,
quality of
lecturers,
training management capacity,
infrastructure,
as well as current competencies and motivation of civil senants. Identifving
training needs for civil senants is the first and important step to
detemiine
whether civil
servants need to be trained and what arc training contents.
Thus,
if civil servants meet
the
required
competencies,
there will have no need for
training. That is only when gaps in competencies (betxveen
ci\il
senants' current
competencies and competencies that arc required to their job positions) are
identified,
we
can design training programs.
In
addition,
in order to encourage and motivate civil senants to activelv
iniproxe
their capacity, the solution is dexelop and implement in parelell the
competencx-based
training needs analysis method and rewarding system, meaning

x\e
should conduct training
assessment and job
perfomiance
after training and use assessment results to rexvard
competent and outstanding cixil senants.
Regarding the future research
plan,
we intend to analyze results of applying the
competency-based training needs analysis method in
realitx
to improxe. exen upgrade the
competencx-
framexvork for cixil senants in Luc Nam Disctrict. since at the beginning we
applied the Competency framework that was
dex'eloped
and used in the
UK.,
there must
have some issues due to differences
betxxeen
two countries and txxo administratixe system.
In addition.
x\c
intend
to study in depth a model to assess effectixeness of
implementing the competency-based training needs analysis method in public sector of
Luc Nam District, as well as the satisfaction of learners (cixil senants). meaning xve
xxill
need to develop a set of criteria to quantitatixely measure trainings results and

learners"
satisfaction
Moreover,
due to the fact that outputs and recommendations of this study are only
related to capacity building for public administrative reform, we intend to further develop
competency frameworks for leadership and management and public administrive senices
delivery.
Contribution the thesis:
Practical approach for developing and using competencies - based training need
analysis (TNA) in the public sector of Luc Nam District. Bac Giang province (Vietnam).
Key words:
Civil servant, competencies, competency
model,
training need analysis (TNA),
gaps in
competencies,
training masterplan.
TABLE OF CONTENT
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENT
ABBREVIATIONS
LIST OF TABLES AND FIGURES
INTRODUCTION
1.1. Background
1.2. Research questions
^
1.3. Research objectives
i
1.4.

Expected results
A
2.
FRAME OF REFERENCE
5
2.1.
Training need analysis (TNA)
5
2.2.
Competency-based training approach 7
2.3.
Competency-based human
resource
practices
12
2.4. Competency model for public sector of Luc Nam Distict, Bac Giang
Province
]3
3.
METHODOLOGY 17
3.1.
Research methodology
17
3.2. Survey
17
3.3.
Competency-based training need analysis model 18
3.4. Data management and analysis 19
4.
RESULTS AND ANALYSIS 20

4.1.
Competencies framework for the public sector of Luc Nam District.
Bac Giang Province 20
4.2.
Required levels of competencies for cix il
serxants
in Luc Nam District,
Bac Giang Province
21
4.3.
Gaps in required competencies and needs for training in Luc Nam
District, Bac Giang Province 22
5.
CONCLUSION, LIMATION AND RECOMMENDATION 25
5.1.
Conclusion 25
5.2. Limitation 26
5.3.
Recommendation 26
REFERENCES
APPENDIXES
ABBREVIATIONS
PAR Public Administration Reform
CF Competency Framework
TNA Training needs analysis
LIST OF TABLES AND FIGURES
Figure
1:
Training process
Figure 2: Key Leadership Competencies Profile for Public Sector in Canada

15
Figure 3: Civil service competency
framexxork
of UK
16
Figure 4: Competency-based training need analysis model (by authors)
18
Figure 5: Important of competencies to the job in Luc Nam District, Bac
Giang Province
(n=50)
OQ
Figure 6: Competencies for public sector in the commune of Luc Nam
District, Bac Giang Province
(n=50)
21
Figure 7: Required competencies for civil senants in the commne of Luc
Nam District, Bac Giang Province (2014) 22
Figure 8: For civil
ser\'ants
- gaps in competencies and need for training in
Luc Nam District, Bac Giang Proxince
(n=40)
22
Figure 9: For managers - gaps in competencies and need for training in Luc
Nam
District,
Bac Giang Province
(n=10)
23
Figure

10:
Barriers of training for civil serx'ants in Luc Nam District, Bac
Giang Province
(n=5)
24
Table
1:
Brief information of Bac Giang province 1
Table 2: Informants in the
sur\^ey
17
Table 3: Training needs in
2014
for cixil serxants in Luc Nam District, Bac
Giang Prox ince
23
1.
INTRODUCTION
1.1.
Background
Public
admini.stralion
reform in Bac Giang
The socio-economic development strategy of Viet Nam for period of
^011-^0^0
specified its overall objective as "become a
moden.
industrialized
countr^:
socialiv and

poht.cally
stable,
democratic,
disciplinary
and consensus: people's matenal and moral life
clearly increased in
2020".
By
that,
this socio-economic development strategy specified three strategic
breakthroughs,
in which the development of human resources in public sector was
prioritized. In order to implement this
breakthrough,
on Nov
%'\
2011.
the Government
issued the Master Programme for Public Administration Reform (PAR) for the penod of
2011-2020
in its Resolution
SOc/NQ-CP.
The PAR also outlined focus areas for the next
coming 10 years being -build and increase the quality of civil serxants. pay a special
attention to reform public sector salary policy aiming at creating real incentives to motivate
the civil servants in
delivering
public serxices with high quality and efficiency: increase
the quality of administratition as
well

as
the qualit>
of public
services".
Located in the North of
Vietnam,
the province of Bac Giang has quite unique
characters in terms of natural conditions, socio-economic
development,
context as
xvell
as
comparative advantages for implementing PAR
actixiiies.
The common characters include
high pro-activeness. high
detemiination
and clear directions for continuous improvements
of institutional
framework,
creating an
increasingl\
friendly environment tor
people,
investors and businesses and in
proxision
of
continuouslx
improxed public administratixe
and public serxices to the citizen. These features are

partlx refiecied
through perception
indicators
b\
businesses - Provincial Competitiveness index (PCI) and experiences of
citizens - Governance and Public Administration Perfomiance Index
(PAPl).
Tabic I:
Brief
information of Bac Giang province
Indicator
Area
Total population
Ofwhich:
Male
f-emale
Po\
ertx
rate
IIDI
Kc)
economic sectors
Number of administrati\c
agencies
at district level
Unit
ha
Thous. inhabitants
%
%

% of total households
Figure
3.827.8
1,556.9
49.57
50.43
16
45
Industrx
- small
industrx
and
handicraft: agriculture,
forestrs
and
flsherx;
commerce.
ser\
ices,
finance, banking
10
GDP growth in
2011
GDP
growth
in 2012
Number of Public Officials
and Civil Servants
PCI ranking
of 2011

PCI
ranking
of
2012
PAPI
ranking
of 2011
PAPI
ranking
of 2012
% ! 10.5
1
%
9.7
2.116
23
63
! 31'63
j 23/63
' 31/63
i
Most PAR pressing issues which Bac Giang province has been facing are aligned to
the priorities of
the
PAR for the period
2011-2020.
Among these
issues,
the biggest one is
the quality and efficiency of contingent of civil servants has been still low and yet to meet

the
customers"
expectations. The above situation stems from various
reasons,
including:
- Lack of staff motivation due to inefficient public sector
salar>
structure; the
mechanisms for staff
recruitment,
training,
performance
appraisal,
rewards and promotion
have yet not been based on job position. Required competencies and especially
the
merit-
based and talent principles arc limited. Current procedures mainly
rel>
on
diplomas,
certificates,
work
seniority,
and c\en on social relationships. These factors
vcr>
little relate
to staff performance.
- Low
professionalism,

lack of in-depth knowledge and
necessar> technical
skills.
This status has been mainly caused by
systematic
and long standing inadequacies and
shortcomings of national education and training system that
relate
to civil servants
before
and even during the process when
the>-
are appointed and'or recruited to
uork
in the
system of state administration agencies at local level. The education and training
programmes have yet really based on the requirements of
job
positions: education and
traininu
programms:
curriculum,
training and reading materials have not met
job
requirements. This resulted in low quality outputs. Training
time,
number of diplomas and
certificates have sharplv increased but resulted in no corresponding value added in
ternis
of

staff
knowledge,
skills and working experiences.
In
addition. Bac Giang
province
has been
facng
another
difficultv.
Specifically,
those who are
directlv
involved in dealing
with
PAR
activities have no.
been
trained in an in-depth and specialized manner
in
terms of PAR
issues and the ways they should be implemented
in
a systematic and professional
wav
(e.g.
needs-based training
programmes,
curnculums and training materials).
Overvie^^^

of training for civil sen-ants in Bac Giang
Bac Giang is showing Us strong progress
in
both economic and social development.
What Bac Giang has achieved
in
the last 5 years showed
its elective
investment,
especially investment
in
innovation and human resource quality improvement
in
public
sector. In
fact,
improving the quality of human resource is an important part of the overall
program of administrative reform in the period
2011 -
2020 issued by the Government
under Resolution
30c/NQ-CP.
Through this
Resolution,
the Government requires to assign
only tasks and missions that are consistent with the performers* competencies.
Looking at the training programs that Bac Giang has conducted for civil serxants in
the past 5
years,
we have seen significant progress contributing to the

qualitx-
of human
resource improvement. However, to be able to fulfill socio-economic development
objectives in
2013-2020
given by the Prime Minister. Bac Giang should develop training
programs that meet not only current needs but also requirements for fulfilling the socio-
economic development objectives of
2013-2020.
Regarding current status of training in Bac
Giang's
public
sector,
xve clearly
saw
a
"big
gap" between demand and deliverx'. In fact, civil serxants are required to be able to
work in a more complex
environment
and deliver better serxices to citizens than before
while their competencies have not improved properly due to the
ineffectixeness
of capacity
building activities. From our
obserx'ations.
the main issues are:
- Lack of training masterplan.
ihc
annual training programs have not

been
linked
together
- Lack of training need analysis, the training contents have not
perfectlx
met real
job needs
- Lack of HR policies related to training such as performance appraisal and
incentives,
the training programs haxe not been effective.
That is why we decided to do research on one of the three above issues that is
training need analysis. Our aim is to propose to the District of Luc Nam. Bac Giang
Province a training need analysis method that helps to improxe the
qualitx
of training for
civil servants to sen e public administration retorm.
Having research among human resource training practices in the
workd.
ue
decided
to approach for competency-based training. Our research was focused on Competency-
hased training
need analysi.s
m puhlie sector
of
Luc
Xam
District. Bac Giang Province.
1.2. Research questions
What are required competencies for supporting public administration reform in Luc

Nam District, Bac Giang Province
o
• How to apply competencies - based training need analysis method to increase
the effectiveness of training for supporting public administration
reform
in Luc
Nam District. Bac Giang Province?
1.3.
Research objectives
Application of modem human resource management practices in supporting
development of human resource in public sector is the prevailing trend during the past txvo
decades in many developed countries. In
particular,
the application of competency
framework in supporting human resource management practices such as
recruitment,
planning,
training,
training, evaluation or compensation is essentil. Within the
scof>e
of this
thesis,
we
studx
the application of competency framework in supporting the training for
civil servants in order to
serx'e
the Public Administration Reform in the District of Luc
Nam, Bac Giang province.
Overral objective: increase the effectiveness of training for supporting public

administration reform in the District of Luc Nam. Bac Giang province.
Detailed
objectives:
• Define competencies framework for civil serxants to support and promote
Public Administration Refomi (PAR) in the District of Luc Nam. Bac Giang
province
• Recommend competencies - based training need analysis solution for to support
and promote Public Administration Refomi (PAR) in the District of Luc Nam.
Bac Giang province
. Identify main training needs of cixil to support and promote Public
Administration Refomi (PAR) in the District of Luc Nam. Bac Giang province
in
2014.
J.4.
Expected results
. Competencies framework for supporting public administration refomi m Bac
Giang
.
competencies
- based training need analysis solution for public sector of Bac
Giang
. Main
.raining needs
for
supponinf puH.c
administration
refomt
of Bac
Cang
in

2014,
2.
FRAME OF REFERENCE
2.1.
Training need analysis (TNA)
Need assessment is process of evaluating the
organization,
civil
servants,
and civil
servants-
tasks to determine what kinds of
training,
if any. are
necessary (Noe
et
al.
2009).
The concept of needs assessment is also referred to as the process used to determine if a
training is necessary
fNoe.
2000).
Needs analysis
•
t>evelopment
and
conduct of training
Evaluation
Figure
I:

Traininji process
As shown in Figure 1. need analysis is the first step of a training process. If it is
poorly
conducted,
despite the training method or learning
environment,
training will not
achiex'c
the outcomes or financial benefits expected
bx anx
organization. Usually known as
front-end analysis or training need analysis (TNA). il is therefore
the
building block of a
training program. The basis for xvho should
be
trained,
what should be
trained,
xvhen
training needs to occur and xvhere the training takes place are accomplished in this phase.
Generally, according to Swist (Swist, 2002) a TNA should be conducted due to the
some reasons as to
detemiine
xxhat training is relexant to the job. to
detemiine
what
training
xvill
iniproxe perfomiance and to distinguish training needs from organizational

problems.
The assessment begins xvith a "need" which is not a
desire,
but is generally
described as a "gap"
bctx\'een
xvhat is currently in place and xvhat is needed in the future.
Gaps can include discrepancies/differences between what the organization expects to
achieve and xxhat is achieved on current and desired job
perlbrmance
and existing and
desired competencies and skills'. In this
context,
therefore TNA is also
known
as
"Gap-
Analysis".
In
1086.
Brinkerhoff (Brinkerhoff.
W86)
had some discussions about these xvays as
follows:
- Perfomiance or potential deficiency - gap betxveen current and
elTectixe
performance
hnp:
www.ispi.onipdrsuiiiiestedReadinii Millar
Osinski.pdf

- Democratic - employee preferences for training programs or topics
- Diagnostic - factors and conditions that create and ensure effective perfomiance,
and
-
Anal>lic
- new and bener ways to perform task
In general, needs addressed from an
analxiic
and diagnostic perspective is
considered proactive as it focuses on preventing problems and increasing perlbrmance and
productivity. Nevertheless, an organization can better be
serxed
if training efforts consider
all the four types of needs discussed
eariier.
Needs assessment typically involves three
levels,
namely
organizational,
task and
individual analyses. Organizational analysis looks at the organization as a xvhole and its
pnmar\
purpose is to determine in which parts of the
organization
training activities
should/could be conducted. The task analysis helps to
identifv'job
perfomiance standards
and the competencies needed for civil serxants to perform their task adequately. The
individual analysis answers the question:

xxho
needs training and xvhat
kind"?
Generally,
there are five methods that can be used to gather needs assessment information:
- Making interx'iews as integral part of the TNA process. It can provide focus and
xaluable feedback on training needs
x\hen
designed
properly and conducted. Some
research has shown that
indixidual inieniews
(which involxes direct questioning
betvxeen
HR analyst and the cix il serxants targeted for training) are the most effective means for
gathering feedback xvith robust data (Bloom.
1088):'
- Conducting a survey xvith questionnaire is also frequently used xvhich includes
dexeloping a list of competencies required to perform particular jobs
effectixely
and
requesting cixil serxants to check those competencies in which they beliexe they need
training. Many organizations
usuallx
bring in an external partner or consultants to conduct
and analyze surxeys to identity training needs;
-
Obserxing
training needs requires individuals trained in obserxing cixil
serx'ants

behavior and translating observed behavior into specific training needs. Those trained
in-
performing job analyses should be particularly expen at obsening to identify
tTaining
needs of the organization.
- Comprising a focus group of civil senants from xarious
departments and vanous
levels
xvithin the organizations. Focus group session should be
conducted
by
experts in
human resource
departmcni
or
external
experts, and should address issues such as
•
http:
vvww.cipd.co.uk
nr
rdonl\resbae::874-ld3c-4912-bbd9-lcl4^f)^eJ?a44'Q';^-^^9J;j6455C.pif
0
competencies-needed
by civil serxants to stay
compefitive
in future or the problems that
can be solved through training. However, focus groups are rarely used as standalone
approaches but used in conjunction with other types of data gathering methods such as
questionnaires or individual

interxqews.
- Documenting records on
absenteeism,
tumoxer.
accident rates or performance
appraisal information to determine if problems exist and
how
they can be solvedby training
(LW.
2001)^
In
sump,
regardless of the
method,
needs assessment should he
systematicaUv
implemented before the developing any training program.
In both public and private
sectors,
training need analysis is the formal process of
identifying the training gap and its related training need. Training can be described as "the
acquisition of
skills,
concepts or attitudes that result in improved performance xvithin the
job environment*". Training need analysis looks at each aspect of an operational domain so
that the initial
skills,
concepts and attitudes of the human elements of a system can be
effectively identified and therefore, appropriate training can be specified.
2.2.

Competency-based training approach
What is competency?
In any
organization,
results of xvork are "outputs". People perform mission or task
which are conveniently defined units of work; the completion of
xxhich
leads to one or
more of the results or outputs expected of them. Task perfomiance is driven by
how
people
use their competencies that must be present and used in appropriate xvays to successfully
achieve prescribed work outcomes. Without the use of competencies at the correct
strength,
perfomiance of
anx
kind is impossible.
Long time ago xve coined the acronym
ASKs
(Attitudes.
Skills,
and
Knoxvledge)
to
characterize the
huinan
dimension. By examining the
definition,
it almost goes without
saying that

the
"attitudes" element of that triad is a complex collection and must not be
oversimplified when identilying the competencies required for successful perfomiance of
any type. The competencies required to a job are organized into a competency model or
competencx-
framework.
A
behaxioral
indicator describes a behavior one xvould expect to
obserx'e when a competency is being used in an appropriate manner during xvork
completion. Each competency will
usuallx
have from one to five or more behaxioral
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interesjoumalsorg JRlBNt pdf 201 1 AprirTasie.pdf
*
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indicators associated with it.
Consequently,
competency models go beyond simply
describing the traits that people must have to
successfully perfomi
work; they also capture
elements of how those traits should be used in the organization context or work setting".
Traditional approach for training
Generally,
training may be unplanned or planned.

UTien
it's
unplanned,
people
uill
be asked to other experienced performers. That may be described as "sitting by Mr. X and
following him". It's rarely effective because people can't
leam
how to perform bv merelv
watching others perform.
WTien
training is
planned,
it probably follows an approach based
on the instructional systems design
(ISD)^
model. The
ISD
model is a systematic approach
to training. The steps of ISD are as following:
Step 1: in applying the ISD model is to analyze the performance
problem,
seeking
to detemiine the underlying cause. Is the problem caused by a lack of individual
knowledge, skills, or appropriate
attitudes,
or is it rooted in some other cause? If
performers have ever been
obserx'ed
to do the job

right,
then the problem may stem from a
cause other than lack of ASKs. Such alternative causes must be addressed through
management action, not through training.
Step 2: involves only problems rooted in the lack of individual knoxvledge. skills,
or attitudes.
It
means examining
organizational,
individual,
and job or xvork requirements.
Key questions to consider in this step are: what are the working conditions in xxhich people
will
be expected to apply what they leam in
training,
and hoxv xxill those conditions affect
the application of training?
\Miat
are the job or xxork
requirements,
and how
clearl)
do
people understand what results are expected of them? To
xvhoni
is the training targeted,
and what reasonable assumptions can be made about xxhat
thex
already know about the
topic of the training? The ansxvers to those and related conditions

clarif\
the context in
xvhich training xvill be conducted and the leaming xvill be applied.
Step 3: is to conduct a thorough training needs
assessment,
xxhich identifies xvhat
workers must knoxv. do. or feel to perfomi their work in line xvith performance
expectations.
It
then
compares
xvhat workers actually knoxv. do. or feel as they perfomi. A
needs assessment is carried out to pinpoint knoxvledge.
skill,
or attitude deficiencies that
can be addressed through training.
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compeiencybased.pdf
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wiki Instructional
desiiin
8
step 4: is writing instructional objectives. An
instmctional
objective,
when met,
meets a training need. It thereby rectifies a deficiency of
knowledge,
skills,

or
attimdes.
In
one sense, a traimng need is a problem and an instructional objective is the solution.
Instructional objectives should be written to achieve results and are thus outcomes-
oriented. You should think of an instructional objective as expressing what people can do
upon training completion.
Step 5: is to decide whether to make or buy training content to achieve the
instructional objectives. Decision makers may feel that it's more cost-effective to outsource
training preparation to an external xendor. or they may want to customize the training
content so that it will conform to the corporate culture. Tailor-made training is
usuallx
designed in-house.
Step 6: is to decide how to deliver the training.
WTiat
medium or media should be
used? Classroom,
e-leaming.
video? The choice of medium or media depends on striking a
balance between cost and instructional effectixeness.
Step 7: is conducting a formatixe exaluation. Think of it as a pilot lest of the
training,
carried out so that any bugs can be eliminated before the training is delivered
widespread.
Step 8: is delivering the training,
known
as the implementation phase.
Step 9: is conducting a summatixe exaluation. a final assessment of training on
how xvell participants liked the
training,

hoxx
much they
learned,
what they took back to
their jobs and applied, and what bottom-line results the organization gained.
The
ISD
model has been proven to be effectixe in getting results in improxed job
perfonnance.
L'nfortunatelx.
this
xxell-known
approach,
xvhile effectixe. has the
tendencx-
to place much
responsibility
for all phases of training
analysis,
design,
dexelopment.
implementation,
and exaluation on trainers. As a
consequence,
learners and their
supervisors may lack oxxncrship of the training offered. To address that
problem,
trainers
have experimented xvith alternative
approaches,

including models other than the ISD model
that attempts to make training a joint venture or place greater responsibility on the learner
for taking initiative.
Competency based training approach
Training can become competency-based in at least three xvays: reinventing the ISD
model, focusing attention on training to build individual competence relatixe to a
competency model of
exemplary-
performance,
or building individual competence in a
w^orkteam
context^.
Those approaches aren't mutually
exclusive,
but they do represent different
emphases. Reinventing the ISD model. This requires building competence rather than
matching individual abilities to work requirements. To that end. a focal point for
reinvention centers around the third step in the ISD model. Recall that step has typically
involved conducting a training needs assessment to
identify-
how workers must think
(including knowledge and skills
acquisition),
feel,
and act to perfomi their work
successfully. Those performance requirements are then compared to what workers actually
know, do, or feel as they perform. A needs assessment traditionally focuses on pinpointing
performance gaps (deficiencies of
attitudes,
skills or knowledge) that can be closed

through training.
The traditional focus of training needs assessment changes when a competency-
based approach to training is adopted. Because competency models encompass all of the
variables, not just ASKs: that underlie successful job perfonnance. differences
(performance gaps) must be deliberately and systematically identified in ways other than
by directing attention to ASKs. In
short,
in competency-based training a broader
view
is
taken of what it means to do training than to provide knoxvledge. build
skills,
or improve
attitudes.
A key issue is the ansxxer to the question
"W^hat
does it take for individuals to be
successful, and
ex^en
exemplar), in their work performance?". To ansxver that
question,
the
organization's decision makers must ensure that a
competencx
model exists for each job.
Apparenflv.
it's impossible to use competency-based training
M-hcn
the organization
doesn't

possess competency framework.
The key to making training
conipetencx-based
is centered on hoxv the training
needs assessment process is conducted and xvhat its focus is. Instead of limiting attention to
work
requireinents;
which is the traditional approach; the goal is to discoxer differences
between exemplary and successful performers.
Hence,
training may require more than the
traditional focus on providing knoxvledge. building
skills,
or changing attitudes.
Indeed,
it
may involve the more challenging activities, not traditionally associated with
training,
of
changing individual motivation lexels and cultivating the development of personality traits.
^http//www.bit:nerds.com
papers 86877
Competencv-Based
10
Focusing attention on training to build competencies.
.Another
way to make training
competency-based is to focus attention on building
mdividual
competence. In this

approach,
the responsibility for training: and for competency building: shifts from the
organization to the individual. While the organization remains responsible for
clarifNinc
the competencies essential for
successf\il
performance in a job
category,
department, or
occupation,
indixiduals are expected to take more responsibility for building their
oxxn
competencies.
Advantages and challenges
of
a competency-based approach for training
Competency-based approach for training in
wherever,
private or public sector has
both advantages and challenges. From the prexious part we knoxv that there are three ways
to transform training from its traditional emphasis to a competency-based emphasis:
reinveming
the ISD model; focusing attention on training to build individual
competence,
or building individual competence in a work-team context. Advantages and challenges of
the reinventing the ISD model should be as following:
Adxantages:
- A competency model adds a rich dimension to traditional job
analx
sis results.

It
portrays competencies
cleariy
in organization-specific
temis.
In
short,
competencx
models
do a better job than traditional job descriptions in grounding the training in the corporate
culture.
- The ISD model brings a systematic approach to training
design,
dexelopment. and
delixery. It has the added advantage that it portraxs hoxv
exemplar)
performers achieve
their success.
- Using competency models as a foundation for any training enhances the
instructional designer's
creatixitx b) supplxing
a broader range of altematixes for
competency building than training alone. Competency models thus proxide a more holistic
approach than job descriptions do.
Competenc)
models can recognize that there are
dimensions to perfomiance that transcend
knowledge,
skills, or attitudes.
Challenges:

- Resources and time are required to research each competency model.
-
Competency-based training requires trainers to make a paradigm shift from
instruction that
helps
learners achiexe single behavioral objectixes to competency
acquisition and its application for competent performance.
11
:
Effectiveness of investments in competency-based training when there is a small
number of prospective learners or the shelf life of the trainmg is expected to be
short^
2.3.
Competency'based
human resource practices
Globalization has strongly influenced the way that organizations manage their
human resources. Competency is therefore looked upon as the reaction to globalization.
Through its integration with human resource
practices,
competent people who possess
competencies (Attitudes,
Skill,
and Knowledge) as needed by the organizations xvill be
hired and more of their capabilities
wdll
be boosted further through training and then
rewarded for their demonstrated and potential competencies.
Competency-based human resource practices haxe long way been practiced by
public
serxMces

of other countries like US,
UK,
Netheriand . Germany. Sxveden. Poland and
also other coutries since
1980s^.
Competency-based human resource practices used
competencx
framexvork
(competencies that distinguish high performer from average performers in all areas of
organizational activity) as the foundation for
recruitment,
selection,
training and
development,
rewards and other aspects of employee management (Horton. 2000).
Competency-based human resource practices provide two types of integration
which are xertical and horizontal integration. Vertical integration ties individual cixil
serx'ants and their behaviour to the strategic objectixes of the organization while the
horizontal integration ties each human resource practice closely together in one frame of
reference and language (Beeck.
2010).'"
Thus,
competency-based human resource practices are more like a control system
in ensuring there are coherence and standardization in the system and
thus,
the end results
expected and targeted by the organizations could be
full)
achiexed.
Moreoxer.

in competency-based human resource
practices,
competency is tied to
every human resource practice either at the input or output level. At the input lexel.
competencies xvhich arc
xital
for the organizations in achieving their goals are identified.
This list of competencies is known as
conipetenc)'
franiexxorks.
And the competencies
framework xvill be the base for
exerx
huinan resource practices such as in selecting and
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competencybased.pdf
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1 ^
recruiting, training, career

developing,
appraising performance and rewarding the civil
serx^ants '
Among these
competency-based
human resource practices.
Me
Mould like to
implement competency-based training analysis in Bac
Giang,
a northen proxince 30km far
from Hanoi where we are
all
working.
2.4. Competency model for public sector
of
Luc Nam
Distict,
Bac
Giang
Province
A competency is the capability of applying or using knoxvledge.
skills,
abilities,
behaviors. Competency model is a descriptive tool that identifies the competencies needed
to operate in a specific role. Simply
stated,
a competency model is a behavioral iob
description that must be defined by each occupational function and each job. Depending on
the job position and organizational

environment,
a group of
5
to 10 total competencies
are
usually required of each job.
To understand competency requirements of a job
position,
they are often
represented pictorially and competencies are mapped (called
competencx
map).
In addition, there are core competencies that are required of all job positions. This
would include
abilities,
knowledge,
skills (ASKs). The core competencies or skills are
similar across occupations and are required of many
occupations,
as mentioned aboxe.
According to Mansfield (Mansfield, 1989). the value of competency models is that
a whole-person assessment can be developed to examine the competencies that an
individual possesses and may still need to acquire as required
bx
a gixen occupation. The
infomiation
can then be used then
bx
human resources development for various purposes.
For example, a competency model can be appropriate for

^'integrating
training, aligning
both xvith the needs of the labor market and promoting mobilit). That must be reason for
xxhat
competency-based
training practice has emerged.
Since the
1990s,
competencies haxe become the code xvords for the human
resources and strategic
management
practices of
recruiting,
selecting and training civil
sen'ants in both the private and public sectors. When a competency model has been
developed for
each
position xvithin an
organization,
the human
resources,
training,
management and
employee
are working in unison to
meet
the goals of the organization.
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competenc>
model
int'odocuments OPDRLiteratureReviewpdf
13
By understanding the competency model for a position or
organization,
people
eain
awareness of the outputs delivered through the position and have a "destination for a
leaming process" (Rothwell, 2004).
Competency models can be used to guide individual professional development, as
well
as assist educators and trainers in developing
cumcula
that meets the needs of
employers (Rothwell. 2004). Competency models are guides or maps for guiding traimng.
In the public
sector,
there is a preference for an
indixidualized
human resource
approach to competencies rather than the strategic management organizational core-
competencies approach (Hood, 2004). Public sector
organizations
at the micro level as xvell

as public service at the macro level focus on identifying and improving individual
behavioural attributes that distinguish superior from merely good performances.
Hondeghem
(Hondeghem,
2002) claims that the reasons of these ideas in the public sector
are related to the fact that in the rapidly changing public sector it is difficult to recruit and
retain civil servants and
therefore,
it is essential to define xxhat kind of
skills,
capabilities,
experience, values and knowledge public sector needs. Competency models are also used
as one means by which to link strategies to organisational and indix
idual
perfomiance.
In
addition, competency management is seen as a xehicle of changing bureaucratic
organisations more modem and fiexible. It can also
be
used to achiexe changes in
organizational culture. Human resource management systems in the public sector are often
criticized because of the lack of effectixe internal integration and unexen quality of
strategic flexibility among human resources sub-disciplines. As a response to that
criticism, competency-based approach is seen as one of the main available alternatives for
the pursuit of internal integration of human resource management strategies and practices
(Cooper
etal.
1998)'
Conipetenc)-
framexxork for public sector defines standard competencies for each

job position. Capacity building for cixil serxants. especially managers and leaders that is
based on competence framexxork approach has been used in many
countries,
exen in some
countries
this is
one
oi^
the top priorities. U.S
Goxernment
and UK Government have
implemented strategy for developing current and future leaders in public sector. Singapore
Government and Canada Govemment have established national centers for research on
leadership. In
I-rance.
the National Academy
oi^
Public Administration French has used
competency framexxork to support training programs building for civil senants. According
•^
http-
''WWW careeroncstop.oru compeiencN
model info documents
OPDRLiteratureReview.pdf
14