Developing human resoures in state management on tourism in quang binh province

IIPPSALA UNIVERSITY, SVVEDKN &
IINIVERSITY OK ECONOMK s AND BUSINESS, VNll

UPPSALA

------------------ *****____________

UN1VERSITET

VNU-UEB

Tu

MASTER THESIS OF PUBLIC MANAGEMENT

DEVELOPING HUMAN RESOURES
IN STATE MANAGEMENT ON TOURISM
IN QUANG BÍNH PRQVINCE

Author

Mai 1hi Huong Giang

Superxúsor:

I)r. Hans Blomkvist

Local Supervisor: Assoc. Prof. Le Quan
Class:

MPPM 7

lỉanoi, .lanuary - 2 0 1 5


ACKNOVV LEl)(, EM I N I
I his disserlation is thc rcsult ot' a hiízhl\ valucd research thai has bcen a
co ncc m íbr the Victnamese Government.

I hat is competencv huildins f'or civil

servants in Vietnam. It \vas indced an enrichina experience.
Beine able to hcar this íruit o f success. I \vould love to extend I11V deepest
uratitude to t\vo oí' m v instructors \vho are Dr. Hans Blomkvist (Uppsala University)
and Assoc. Prot'. I.e Quan (Vietnam National Universitv). They have anchored me
\\ith not just \vise \\ord s hut also broadencd m \

hori/ on o f kncnvledae and

understandina.
I \\ ould also love to thank expert team and M P P M 7 classmates \ \ h o have
supported me durinu the research.
I.ast hut not least. I \vould like to thank mv tầmilv and tricnds \ \ h o have
alxvays been there for me throughout I11V course at thc University o f Business and
hconomics- VNU.


1. DISSERTATION SUMMARY

Dissertation topic:
Developins Human Resourcc in State M an a a em e nt OI1 Tourism in Qua na

Binh Province.
Author: Mai Thi H uona Giana
Instrucíor: Dr. Hans Blomkvist (Uppsala Univcrsity)
Assoc. Prof. Le Quan (Vietnam National University)
Presentation date: D e c e m b e r 2 0 1 4
Background:
Competency

model

has

become

popular

tool

tbr

human

resource

m an aae me nt in the puhlic sector in the \vorld l'or thc past t\vo decades. Iknvever.
competencv model has only officially been introduced in the public sector ot'
Victnam since 2013 \vhen the Ministrv o i ' H o m e AíTaires Iaunched nc\v regulations
on j o b position and competencies required tor cadres and civil servants.
With its stratesic Iocation at the centre o f Vietnam and a vibrant culture o f
the local, Q u a n s Binh has creat potential íbr dcvelopine tourism. Quang Binh has

ịust launched ne\v provincial socio-economic dcvelopment niasterplan for 20152020 in \vhich tourisni is expected to bccome kcy enabler o f socio-economic
aroxvth. Accordine to Q u a n e Bi nh ‘s leadcrs. onc ol' the main barriers to tourism
development in Q u a n a Binh consists o f thc quality o f h u m a n rcsourses. Qu a na li inh
needs solutions ibr increasinu capacity ol luiman resourcc in the tourism scctor.
In 2014. 1 havc becn involed in a rcscarch proeram aimine, at building
capacity l'or liuman resources in the tourism sector o f ' Q u a n a Binh lcad hy Assoc.
Prof. Le Quan. Durine that time. I havc been intcrested in studyina the application
oi' competencv model in building capacity fbr ci\ il scrvants in the Division oí'
lourism, Department o f Culture, Sport and Tourism ol Q u a n s Binh Provincc. Mv
study tbcuscd on three arcas: (1) compctencies rcquircd to civil servants in the
Division

ol' Tourism.

(2)

dirtìcultics

and

kcv

success

1'actors o f applyinu

compctency model: and (3) eíĩective mcthods tbr applvine, competency model.


4

Scope o f rcscarch objective:
Due to the limited time and rcsouccs. I \vould likc to íocus on st udyin s the
competency buildina for civil servants \vith the case ot thc Department oỉ'Cu ltu re.
Sport and l ourism o f Q u a n a Binh Province.
Scope o f research:
Conipetency buildine tbr civil servants: A case study o f the Department o f
Culture. Sport and Tourism ot Qua na Binh Province
Objectives:
The overall obịective o f mv study is to reco mmen d a new competency-based
solution ior improvine capacity o f civil servants in the Division ot' Tourism.
Department o f Culture. Sport and Tourism o f Ọ u a n s Binh Province.
Detailed obịectives:
•

Identify the key competencies for civil servants in the Division o f
Tourism, Department o f Culture, Sport and Tourism o f Quans. Binh
Pro\ince:

•

Identity dilTiculties and kev success íactors o f developina and ap p K in g
competency model in the Division ol' rourism, Department o f Culturc.
Sport and Tourism o í' Q u an e Binh Province;

•

Reco mme nd solutions fbr huildinc competcncics for civil scrvants in tho
I)i\ision oi" rourism. Department o f Culturc. Sport and Tourism ol'
Ọ u a n e Binh Provincc.

Research questions:
•

What are the corc competencies requircd o f civil servants in thc Division
o f Tourism. Department o f Culture. Sport and Tourism o f Qu a na Binh
Province?

•

What are the main dilììcultics and kcv success 1'actors ot developins and
applyina compctencv modcl in thc Division ot' Tourism, Department ol'
Culturc, Sport and Tourism ol Q u a n a Binh Province?

•

What are the methods t'or huildinu civil servants" competcncics?


M ethodology:
l o achieve the above research obịectives. 1 combined dcsk re v ie u and
Delphi research.
Desk rev ieu \vas used to Icarn compelencx models from literature and niain
issues related to the application o f competencv model in the Division o f Tourism.
Department ofC u lt u r e. Sport and Tourism o f Q u a n e Binh Province.
Delphi research \vas used to obtain the consensus o f a eroup oí' experts and.
ultimatelv. to ans\ver to these above research questions (Delphi method allo\vs a
aroup o f experls to deal \vith a complex issue \vithout necessarily having to \vork
tosether).
Details o f Delphi research:

•

Size o f the aroup o f experts:

Accordina, to Pisher (1978). Williams and Webh (1994). there is no Standard
si/.e for an expert srou p in a Delphi research. In somc research, there are more than
100 experts (Meadoxvs ct al.. 2005) \vhile some other has less than 10 participatine
experts (Strasser. London and Kortenbout. 2005). According to a survev hy Luthvia
(1997). a Delphi research normally consists ol 10 to 20 experts. Whcn scttine the
rcscarch obịectivc. I \vishcd to \\ork u i t h 15 expcrts. ho\vevcr. duc to the time
constraint. thcre u c r e cvcntually only 10 cxpcrts bcine able to participatc in my
rcscarch.
•

Primary data collection and analysis:

I applicd thc 3-staee rule given hy Schmidt et a l.(2001) as fbllo\vs:
l lie tìrst stase is the hrainstormine staee \vhcrcbv the context. obịectives and
use o f t h e research arc cxplained to the aroup o f expcrts, follo\vine hv 3 open-endcd
questions that allo\v the aroup o f experts to express their o\vn vic\vs about the
mattcr. Thcse questions empasized 011 the competcncies required, dittìcultics. key
success lầctors and clĩcctive methods.
The second stase involves rankins thc iniportancc o f t h c íccdback obtained
Irom thc iìrst round. 1 used the 5-point l.ikcrt scalc to rank these leedback startins
1'rom the most important.


6

The ihird stace is desicned to sct conscnsus ol' the íiroup o f experts on

competency modcl Ibr civil servants in ihc Division ol' 1'ourism. D ep art me nt ol'
Culture. Sport and Tourism o f Ọua na Binh Province. main diHìculties & kev
success lầctors ot' applyins competency model tbr the civil servants and effective
niethods for buildins competencies í'or the ci\ il servants.
Rcsult and conclusions:
In this study. i coinbined desk revieu (litcrature reviexv and secondary data
analvsis) and Delphi

research (primarv data analvsis).

I he purpose o f that

combination is to develop a competencv model that can be applied in the Division
o f Tourism. Department o f Culture. Sport and Tourism o f Q u a n e Binh Province.
As competency model approach for public sector is ne\v in Vietnam. core
competencies that I reco mmen d to the Division o f Tourism. Department o f Culture,
Sport and Tourism o f Q u a n e Binh Province \vere sclected from thrce sources: (1)
international competency models (UK, Canada. Australia...): (2) co mpetencies
rcquircd to civil servants accordine to the Government regulations; and (3) speciíìc
competencies related to the tourism promotion and ma nae em ent in Q u a n a Binh.
1 he íìndina revealed that some co m m o n lcadership co mpetencies identiíìed
in the literature arc important tbr civil scrvants in the Division o f Tourism.
Department o f Culture, Sport and rourism o f Quane, Binh Province; at the samc
time. there are spcciílc conipctencics rcquired tliat rcílect the charactcristics o f
Ọuano Hinh‘s tourism scctor.
Limitations:
In this rcsearch. I met \vith some diHlcultics \\hcn rc vi c \\ in a literature and
usiim Delphi method as thev \\crc new to me. and e\ en to thc eroup o f experts.
I his study mainly locused on the competencies u h i l c I a c k n o u ledee that
therc niust be other qualities besides competencies ci\i l servants should have to

períorm etìectivelv their job. Othc rui sc. hv ado ptins the Delphi me th od \vith
quantitativc survevs, this research did not capture the deep-rooted m e an in as that
ci\ il servants havc concernine their roles and rcquired competencies.


7

Suggestions:
Therc arc three rcasons fbr de vd op irm competencv model íbr civil servants
in the Division o f Tourism. Department ol'Cu ltu rc . Sport and Tour ism o f Q ua ng
Binh Province. First. that lìts the intemational trend o l a p p l v i n í i c om pet cnc v model
(or competency-based human resource ma naaement) in the puhlic sector. Sccond.
that meets the uoverments reaulations (Ministry o f Home AíTaires' reeulations on
ịob position and competencies required to civil servants). Third. that ans\vers to
Q u a n a Bi nh' s need lor solution tbr buildins capacitv íbr human resource in the
tourism sector.
It is obvious that successtul application oỉ competency model in the Division
o f Tourism. Department o f Culture. Sport and Tourism o f Q u a n s Binh Province
depends on the leaders's attention and involvement. axvareness o f civil servants.
etTective communication.
C ontribution the thesis:
Practical approach for developine compctenc) model in the puhlic sector o f
Vietnam.
Kcy words:
Competcncy. competency model. civil scrvants. tourism sector. Q u a n a Binh.


8

TABLE ()F CONTENTS

1. DISSERTATION SUM M AR Y............................................................................ 3
TABLE OF C O N T E N T S ........................................................................................... 8
INDEX OF A BB R EV IA TION S...............................................................................9
LIST OF TABLE AND FIGURES ...........................
10
2. 1NTRODUCTION..................................................................................................11
2.1.
2.2.
2.3.
2.4.

B a c k u r o u n d ...................................................................................................................... 1 1
R e s e a r c h q u e s t i o n s ...................................................................................................... 12
R e s e a r c h o b ị e c t i v e s ..................................................................................................... 13
R e s e a r c h o u t p u t s ............................................................................................................13

3. REFERENCE.......................................................................................................... 14
3.1. L i te r a tu r e reviexv........................................................................................................... 14
3. ì . ỉ. C om petency a n d com petency niodel ............................................................ 14
3.1.2. C om petency m odel in the p u b lic se c to r ..................................................... 17
3.1.3. A pproach fo r com petenct m odeỉ in the p u b ìic sector o f Vietnam . 19
3.1.4. A pproach for com petency m odeì in other c o u n tr ie s ............................21
3.1.5. D iffìculties in applving com petency mocleỉs in pu b ỉic se c to r ......... 25

3.1.6. K ey success factors in applying com petencv m odels in p u b lic
se c to r ......................................................................................................................................25
3.2. R e s e a r c h m o d e l ............................................................................................................. 2 6
3 .2 .1. K ey c o n c e p ts ......................................................................................................... 26
3.2.2. R esearch m odel .................................................................................................... 28

4. RESEARCH M E TH O D .......................................................................................33
5. RESULT AND ANALYS1S................................................................................36
5.1. C o m p e t e n c y m o d e l ..................................................................................................... 36
5.2. M a i n diH ìc ul tie s a n d k e y s u c c e s s t ầ c t o r s .......................................................... 39
5.3. EíTective m e t h o d s .........................................................................................................41

6. CONCLUSION, LIMITATIONS AND REC OMMENDATIONS....... 43
6 . 1. C o n c l u s i o n ...................................................................................................................... 43
6.2. L i m i t a t i o n s oí the r e s e a rc h t o p i c ...........................................................................43
6.3. R e c o m m e n d a t i o n s .......................................................................................................4 4

R E F E R E N C E S........................................................................................................... 45
APPEND1X...................................................................................................................48


9

INDEX OF AIĨBRKV IATIONS
CM

Competency model

CT

Competency frame\vork

CBM

Competency-based m an aee me nt

DCST

Department o f Culture. Sport and Tourism o f Q u a n a Binh

11KM

I luman resource manaeement

IIRD

1ỉuman resource development


10

LIST OF TABLE AND FIGl!RES
l able 1: Deílnition o f c o m p e t e n c y ...........................................................................................14
lable 2: C om m on application o f competency modcl in the public scctor (Sourcc:
Cỉaravan et al. 1995)...................................................................................................................... 18
1'able 3: Competency model in the public scctor o f Victnam (Sourcc: Ministry o f
1lomc AỉTaires, 2 0 1 3 ) .................................................................................................................. 21
i ahle 4: Competency model in the public sector in the \vorld (Source: Author.
2 0 1 4 ) .................................................................................................................................................23
1'ahle 5: Parry's deíìnition o f competency (Source: Parrv. 19 98 ).................................. 26
Table 6: Practices o f compency model development and application in the public
scctor (Source: Author, 2 0 1 4 ) ....................................................................................................28
Table 7: Group o f experts in Delphi research (Source: Author. 2 0 1 4 ) .........................29
Table 8: Competencies in the conceptual competency model (Source: Author. 2014)
............................................................................................................................................................31
Table 9: Delphi research process (Source: Author. 2 0 1 4 ) .................................................34

Table 10: ỉmplementation o f the research (Source: Author, 2 0 1 4 ) ...............................34
Table 1 I : N umber o f competencies required to civil servants in the Division o f
Tourism. Department o f Culture. Sport and Tourism o f Ọ u a n a Binh Province
( Source: Author. 2 0 1 4 ) ............................................................................................................... 36
Table 12: N umber o f competcncics (rcsults o f staee 1) (Source: Author. 2 0 1 4 ) .....48
1’ablc 13: Required compctcncies (results ol stage 2) (Source: Author. 2 0 1 4 ) ...........49
l ablc 14: Required competencics (rcsults o f staae 3) (Source: Author. 2 0 1 4 ) ...........49
Tahlc 15: Description ol the required compctcncics (Source: Author. 2 0 1 4 ) .............50
I ahle 16: Diíììcultics and key success ỉầctors (results oTstagc I ) (Source: Author.
2 0 1 4 ) ................................................................................................................................................. 52
Table 17: Diíìlcultics and key success tầctors (results ol staee 2) (Source: Author.
2 0 1 4 ) .................................................................................................................................................52
1ahlc 18: F.ffcctivc methods (results o f staae 1) (Sourcc: Author. 2 0 1 4 ) .................... 54
Tahle 19: Ditììculties and kev success íầctors (rcsults o f stage 2) (Source: Author.
2 0 1 4 ) .................................................................................................................................................54

Kisure 2: Compctencies rcscarch and dcvelopcment areas (Sourcc: Strebler ct al..
1 9 9 7 ) ................................................................................................................................................. 17
I iỉiure 3: Research model (Sourcc: Author. 2 0 1 4 ) .............................................................. 28
I iíiure 3: Conceptual competency modcl (Sourcc: Author. 2 0 1 4 ) ................................. 30


11

2. I N T R O D U C T I O N
2.1. Background
The

socio-economic

dcvelopmcnt

strateev

o f Victnam

for 2011-2020

specilìed its overall obịective as "becoine a niodern industrialized countrv; sociallv
and politically stable. democratic. discỉplinarv and consensus: pe o p le ‘s material and
moral lifc clearly increased in 2 020 “ .
Vietnam's diverse natural environment. aeoaraphv. history. and culture have
creatcd a potential for tourism development. In De ccm be r 2011. the Prime Minister
has approved the strateey on Viet nam 's tourism development until 2020. Vision to
2030 in \vhich one o f the solutions is to develop hu ma n resources to meet all
requirements o f tourism development and intemational intearation. Then. in .ỉanuary
2013. the Prime Minister has continued to approve the master plan on V ie tn am ‘s
tourism development to 2020. Vision 2030 \vith the overall obịective to 2020 is to
develop tourism to bc a kcy enabler o f socio-economic substainable development.
With a complex o f over 300 caves and a I l ố k m - l o n s coastline \\ith \vhite
sand. Q u a n e Binh is be comine a potential tourist destination in Vienam. According
to thc Q u a n s Bi nh ‘s Department o f Culture, Sports and Tourism. in 2013 Q ua ng
Binh \velcomed 1.2 million tourists, o f \vhich 36.700 \vere íbreigncrs, an increase o f
23 % over thc samc period in 2012. To bc able to increase the num be r o f tourists in
thc ncxt vears. Q u a n e Binh' lcadcrs c m ph as i/c d the need for huildins mcchanisms
to mobili/ e investmcnt fbr tourism. dcvelopina tourism Products and intrastructurc
and mostly huilding capacity í’o r tourism human rcsources in ordcr to improve the
quality o f Service.
l o improve the quality o f human resources in Tour ism in Q u a n a Binh and
put tourism development commensurate \vith the potential and advantaíics. it is

Iiecessarv to have a comprchensive study so that proposcd s \ nchronised solutions to
improve human resource dcvelopment in l ourism in seneral and human resơurces
in Qu a na Binh Province in particular can hc thouaht out.
[n the trend o f integration and al obali/aũon. human rcsource de \clo pm en t.
tourism niust nieet international requiremcnts. to gradually achieve co m m on
standarđs and arc rccouni/.cd in the rccion and the world. paviim thc \vay for l'ree


international lahor mobility.

I herelore the trainiiiíi and de ve lo pm en t oí' human

resources arc rcquired to be o f hieh quality and arc rcuionally and intemationally
recoanized. Thcretore it requires trainina establishments. vocational tourisni in the
r caion m ust be m o d c r n i/c d \vith rceional

and

intcrnational Standard: tourism

trainine activĩtics themselves developine bevond local. reaional and national scopc.
To

develop

tourism

\vorkfbrce.

Ọ uanu

Binh

necds

to

ap pro ach

the

cxperienced countries \vith developed tourism around like Thailand. Indonesia,
.lapan. Korea. China. The lessons are: (i) R e n e u a l o f State m a n a a e m c n t system on
human resource d e v d o p m e n t in tourism industrỵ: (ii) Strengthenine the link
bet\veen State aaencies. businesses and educational institutions in the develop me nt
ol' human resources in the tourism industry; (iii) Application oí' "ỉìve pillar model"
o f tourism personnel trainins quality similar to Sinaapore; (iv) T r ai ni n e huma n
resources for tourism industrv need to niove to intensive trainine. en han ce practical
skills: trainine accord ins to the needs ol’ society: (v) Development o f intbrmation
svstcms in aeneral labor market.
1 rom the reviexvs, seen above, in order to enhanee elTiciency in the
de\ elopment oí' State m an aac me nt human resource in the tourism sector o f Q ua ng
Binh. I have choscn the thcme: "Developinu Human Rcsource in State M an a g e m e n t
on 1'ourism in Q ua ng Binh Province" \vith a ca.se stiuìy on competency buiUỉing for

civil Servanís o f the Department o f Cu/ture. Sporl and Tourism o f Quang Binh
Province.
2.2. Research questions
•

What arc thc corc compctcncics rcquired ol civil servants in ihe Division
oỉ' Tourism, Department o f Culturc. Sport and 1ourism oí' Q u a n g Binh
Provincc?

•

What are the main diílìculties and kcy succcss factors o í' d e v e lo p in g and
applyina competency model in the Division o f Tourism. D epartment o f
Culturc. Sport and Tourism ol Qu a na Binh Province?

•

What arc thc methods ibr buildinu civil scrxants' competencies?


2.3. Research objectives
The overall obịcctive o f my study is to rec omm cnd a new competency-based
solution t'or improvinạ capacity ot' civil servants in the Division ot’ Tourism.
Department ot'Culture. Sport and Tourism ol Ọ u a n a Binh Province.
Dctailcd obịectives:
•

Identily the key competencies tbr civil servants in the Division o f
Tourism, Department ol' Culturc. Sport and Tourism o f Qu a ne Binh
Province:

•

Identily ditTiculúes and key success lầctors o f developine, and applyins
competency model in the Di\ ision o f Tourism. Department o f Culture.

Sport and Tourism o f Q u a n s Binh Province;

•

Reco mme nd solutions ibr buildinu competencies for civil servants in the
Division o f 1'ourism. Department oi’ Culture, Sport and Tourism o f
Q u a n e Binh Province.

2.4. Research outputs
•

A competency model 1'or civi! scrvants in the Division o f Tourism,
Department o f Culture. Sporl and Tourism o l ' Ọ u a n e Rinh Province

•

Main đitĩiculties & key succcss lactors ol' dc velopina and applyina
competcncy model in the Division ol' l ourisni. Department o f Culture.
Sport and Tourism ol Qua na Binh 1’rovincc

•

Ht'fccti\c methods oi'buildina compctcncies Ibr civil servants in the
Division oí' 1'ourism. Department o f Culturc. Sport and Tourism ol'
Q u a n a íĩinh Province


14

3. R E F E R E N C E

3.1. Literature review
/. /. Contpeíency and com petency m odel
The idea o f competency was proposcd iìrstly in the early 1970s by David
M c C l e l l a n d 1, a proíessor trom Harvard ưniversity. In the literature. competency
\vas de íln cd lrom various pespectivcs. In 1982. B ovat/is \vas the person \vho
applied thc term oi' compctency to ma naa em ent lìcld and made it become popular2.
In 1999. HoHìnamv analvzed previous delìnitions o f competency and tound that
a niona them there \vere three coinmon points that are hiahliehtine attributes o f a
person. observable behaviors and Standard oi' indi\ idual períbrmancc outcomes.
By revie\virì£ the past literature. 1 íound many dilTerent dclĩnitions oí'
competency. Scholars \vho gave deíìnition o f competency inciude Kravetz (2008).
Van Wart M. (2005). Parry. s. B. (1998). Slivinski ct al. (1996). Spencer and
Spencer (1993). Bovatzis (1982), etc.
Table 1: Definition of competency (Source: Author, 2014)
I)efinition o f conipetency
Year
Scholar
2008

"A íool to serve as a common language throughout the

K ra ve t/

entire

organization

to

consistently plan

personnel,

conduct per/ormance reviews, and determine the traininạ
-4
pro^ram
2005

Van Wart. M

"Competencies

are

the

concrete

traits.

skills,

and

behaviors thai are the huildinẹ blocks o f effecti\'e
management and leaderslìip"
1996

Slivinski et al.

"Chciracteristics tìiat underlie a successful perỊormance
or behaviour at work"(ì

1 M c C l e l l a n d , D.

c.

( 1 9 7 3 ) . T e s t i n g f o r c o m p e t e n c c r a t h e r t h a n i n t e l l i g e n c e . A m e r i c a n P s y c h o l o g i s t , 28( I ),

22-26
B o v a t z i s R I . ( 1 9 8 2 ) . T h e C o m p e t e n t M a n a g e m e n t : A M o d e l tb r I t ĩ e c t i v e P e r í o r m a n c c . N e w Y o r k : J o h n
VVIiev
H o l ĩ m a n n , T. (1 9 9 9 ). r h e m e a n in g s o f c o m p e tc n c y . Jo u rn a l o f K u ro p ean In dustrial T rain in g . 2 3 (6 ), 2 7 5 285
1 k r a v e t z . D. J. ( 2 0 0 8 ) . B u i I d i n u a j o b c o m p e l c n c v d a t a b a s e : W h a t t h e l e a d e r s d o
' V a n W a r t , M . ( 2 0 0 5 ) . D y n a m i c s o f L e a d e r s h i p : T l i e o r y a n d P r a c ti c c . A r m o n k . N Y : M I ' . S h a r p e
S liv in sk i.

I. . D o n o u h u c ,

E., C h a d v v ic k . M .. D u c h a r m e . I-.A.. G a v i n ,

M i l e s . J.. & M o r r v 1. G . ( 1 9 9 6 ) .

I).w..

L o r i m e r . A .. M c S h e t T r e y . R

I h e W h o l i s t i c C o m p e t e n c v P r o t l lc : A M o d c l . O t t a u a : S t a r t ì n g P o l i c y a n d

Pro-!>ram D c v e l o p m e n t D i r e c t o r a t e . P u b l i c Serv ice C o n i m i s s i o n o f C a n a d a

.


15

Spenccr

1993

and

Speneer

"An underlying characteristic o f an inciivìduol that is
causaỉỉy relatcci to crilerion-re/erencecỉ effective and/or
superior perỊorniance in a job or situation'1

P a r n . s. B.

1998

"A cluster o f related knou lec/ẹe. skills, and attitndes that
affects a maịor part o f one 's ịob (a role or responsibility),
that correlates \\ ilh per/ormance on the ịob, that can be
measure againsi well-accepted standards, and tliot can
be improved vía íraining and development"

'ỹ'

ri
oc

Bo\ atzis

"An underlying characteristic o f an indi-vidual thai is
causally related to effective or supe-rior per/ormance in
a jo b "9

As competency is determined as collection o f related k n t m l e d s e , skills and
attitudes. competencies could he cateaorized bascd on the characteristics o f
behaviors (Gualieliemino.

1979)10. Accordine to Guelieliemino, competencies

could be categorizeđ in three competency dimensions that are conccptual capacity,
capacity to interact \vith other people and technical expertise (also called domain
cxpcrtisc).

hì íỊenerư/, com pelencv is uncỉerstooiỉ as capahiỉity o f applying or using

kiunvledỉỊe, skills and behaviors to successfully per/orm speci/ìc / 'unctions or
operate in a ẹiven position.
In 1993, Spencer & Spencer summari/.ed studies and practiccs relatcd to
compctcncv in the past t u e n t y years in ordcr to ibrm a database o f competencv
modcls

. No\vadays. compctcncy becomes onc ol' thc kcy points in the area o f

human resource dcvclopment.

S p e n c e r . I ... & S p e n c e r . M . ( 1 9 9 3 ) . C o m p e t e n c e at u o r k :

M o d e ls Ib r su p c r io r p e r tb n n a n c e , N .Y .: Jo h n

\ \ ile v & S o n s
s Parry.

s. B. ( 1 9 9 8 ) . Ju s t vvhat is a c o m p e t e n c y ? ( A n d w h y s h o u l d
s. C o m p e t e n c \ M a n a u c m e n t in t h e B ritis h C i v i l S e r v i c e .

’ N orton,

v ou c a rc ? ) T rain in g , 3 5 (6), 58-64
! he I n t e r n a t i o n a l .lo u rn a l o t ' P u b l i c S c c -

t o r M a n a i i e m c n t , 2 0 0 0 . 13 (4 ). 3 5 4 - 3 6 8
G u g l ỉ c l i e m i n o , p. J. ( 1 9 7 9 ) . D e v e l o p i n i ỉ th e t o p - l e v e l c x e c u t i v e fo r th e I 9 8 0 ' s a n d b e v o n d . I r a i i i i n g a n d
D e v e l o p n i e n t J o u r n a l , 3 3 ( 4 ) . 12-14
11 S p c n c c r I ..M & S p e n c e r S . M . ( 1 9 9 3 ) . C o m p e t o n c c at VVork: M o d c l s t o r S u p e r i o r P e r l b r m a n c e . N e w Y o r k :
J o h n W ile > & S o n s , Inc


16

In 2000.

Sehippmann

and his colleauucs conductcd a survey amonu

American enterpriscs and lbund that about 75% ol’ thom have applicd competencv

moclel into human rcsource m an ase me nt and achieved exccllcnt perlbrmances .
A set of competencies constitutes a competencv modeỉ thai couỉd be applied
lo the job positions in the organừation. That means, to apply competencies in
Ììiiman resource manaẹement,

competencies imtst to he inteẹrated into a

com petencv model.
I he use o í c o m p e t e n c y model or competency frame\vork (the same meaniim)
has become polular in the \vestem eovcrnments since 1990s. Althoueh there is no
c om m on competencv model tor all orsanizations. competency model senerally
consists o f a combination oí core and specialist competencies. In the public sector.
oruani/.ations mainly develop competency models for public m a n as e rs and leaders.
f'c\\ oraanizations h a \ e competencx models for ollìcers (Harnham & Horton. 2002).
I rom the above descriptions. \ve llnd that competency model can be
described as a list o f competencies derived 1'rom ohserviim individuals \vith high
pertbrmance in a specilìc position. The reason tbr introducine competency model is
to help orsani/.atons and e \ e n indi\ iduals lo identiíy the skills. kno\vledge and
attitudes rcquired to current and íuturc job positions. then to bridge the eap het\veen
thc competencies rcquired hy thc current joh position and those available1 . That
mcans compctcncy niodel \\as considcrcd as an clìcctive method to identiíy
compctcncies rcquircd to a ịob position. In practice. a compctcncy modcl aenerallv
conlains irom 7 to 9 competcncics.
In the

public

sector.

competencv

modcl

is introduced

as a part ot'

oruani/ational reíorm or administration retbrm. One oi' thc values o f applyine
compctency model is the lầct that tocuscs not only on \vhat are the obịectives oí'
oruani/.ation. hut also on ho\v these obịectives could be achievcd. In addition,
competcncv model provides thc opportunitv to choose taraeted trainina programs
(thai u c call competcncy based trainina Iiced assessment).

S chippm ann

J .s & A s h R .A . B a tt i s t a M . et al. ( 2 0 0 0 ) . T h e p r a c t i c e o r c o m p e t e n c y m o d e l i n i i . P e r s o n n e l

P sycholoiiy.53(3). p 7 0 3 -7 4 0
D r a í ỉa n id i s . 1'.. & M o n t / a s , G . C o m p e t e n c y B a s e d M a n a u c i n c n t : a Revievv o f S y s t e m s a n d A p p r o a c h e s .
I n t b r m a t i o n M a n a g e m e n t a n d C o m p u t e r S e c u r it y . 2 0 0 6 . 14 ( I ). 5 1 - 6 4


17

ỉ. 1.2. C om petency m odcl in the public sector
C o m p e te n c y tnodcl \vas tìrst applicd in the public scctor in 1979 in u s (US
Scnio r Hxeeutive Service) to m a ke clear thc rcquircd skills o f senior oíỉìccrs. Such

e o m p e t e n c y mode ls have been then de ve lop ed

in other developed countries,

includin a Bel eium . G e n n a n y . UK. Sxveden. r i n l a n d and .lapan (H onde eh e m 2 0 0 2 M:
H oo d 2 0 0 4 " ) .
In practice. c om pe te nc v model \vas introduced in the developed countries in
1980s in parallel to the b e e in n i n e o f Ne\\ Public Management. Since the 1990s.
c o m p e t e n c y model has b e c o m e a real trend in u e s t e m and othcr developed
countries. Currently. mo st o f the developed countries have introduced competency
model as a part o f administration public retbrin. It is said that competency model
provides public o r 2 anizations \vith leveraae tbr c h a n s e (Horton. s.. Honde ahe m. A.
& P a m h a m . IX. 2 0 0 2 ) 16.
T he process o f ap pl yi na comp cten cy modcl in an orsanization basically
contains 5 steps: (1) d e c i d i n s to introduce co mp et en c y model. (2) coinmunicatine
the shift to c om p e t e n c y m a n a e e m e n t \vithin the organization, (3) identifyina
co m pc te n c ie s and de ve lo p in g competencN' ìnodel. (4) intearatins competencies into
h u m a n resource m a n a e e m e n t processes and (5) updatinu thc competency modcl.

D e v e lo p
c o m p e te n c ie s

Use
c o m p e te n c ie s

B e n e íit from
c o m p e te n c ie s

Competency
framework

lntrod'jce
competenáes

Defíne crticíal
competenctes

HR
agenda

Assess
competencies

Plan
staff/ training

Business
períormance /
operation

Ra'.e
peđomrance

Use for
pay/ rewarơ system

Figure 1: Competencies research and developement arcas (Source: Strcbler et al.,
1997)

14 I l o n d e t ỉ h e m , A . ( 2 0 0 2 ) . “ T h e S t a t e o f t h e A r t in t h e P u b l i c S e c t o r ? "

m a n a g e m e n t in t h e P u b l i c S e c t o r .
'' H ood,

c.

and

Lodge,

In

s.

H o r t o n ( E d .) . C o m p e t e n c v

IO S Press. 173-180

M. (2004). " C o m p ete n cy , B u reau cracy , and

Public M a n a g e m e n t R eíbrm : A

C o n i p a r a t i v c A n a l y s i s . " G o v e m a n c e : A n I n t e r n a t i o n a l . lo u r n a l o f P o l i c y . A d m i n i s t r a t i o n , a n d In s t ỉ tu t i o n s .
V o l . 1 7 , N o . 3: 3 1 3 - 3 3 3
l l o r t o n . s . . M o n d e g h e m , A. & P a r n h a m , 1). ( 2 0 0 2 ) C o m p e t e n c y M a n a í > e m e n t in t h e P u b l i c S e c to r .
I n t e r n a t i o n a l I n s t i t u t e o f A d m i n i s t r a t i v c S c i e n c e . IO S . A m s t c r d a m

1

Đ AI HỌC Q U Ố C G IA HA NỌI_

I TRUNG TAM

[

t h ò n g tin

CCOỒẢ

ỈHƯ V ,|CN

k 03


18

Currently. niost ol' the developcd countrics have a developed comp ctcn cy
model for the public sector. In thcse cases. thcse competencỵ modcls mainly contain
behavioural competencies. In ecneral. competencies models can hc used íor many
purposcs. Research cited by Klein (1996) shoxvs that competency model can be
aliancd \vith human resource system to liclp to improve rccruitment. selection,
pavment. p e rí bn na nce manaaeinent. promotions and development.
1he

increasine

importance

of

competency

model

in

public

sector

(I londeahem and Vandermeulen. 20 00 )17 can be linked to 4 torces:
- Ch an a e in the nature o f \vork from mass production to Serv ice \vork:
- ỉncreasina, competition b e tu cc n oraanisations due to alobali/ation:
-

Continuously

chanine.

en \ir on m e nt

tbrces

oraanization

to

chanee

a c c o r d in a l) :
Iraditional

-

oraanisational

careers

m ust

be

revised

duc

to

llatter

oraanizational structures.
Accordina to Hartle (1 9 9 5 ) 18. in the public sector hoth orsanisation and the
indi\ idual stand to bcneíìt trom the compctency model. G aravan (1995) sho\ved
thai the main reason íbr introductina compctcncỵ

in the public sector \\as

pcríbrmance improvcment and trainina and development.
Tahlc 2: Common application of competcncỵ model in thc puhlic sector (Sourcc:
(ìaravan ct al, 1995)
Reason

Percent

1’crl'ormancc improvcment

28%

1'rainina and developmcnt

21%

Culturc Chan ee

19%

Bctter Rccruitment

13%

Ọualilìcations/Standards

8%

1 Norton,

s

. H o n d e g h e m , A. & F a r n h a m . I) ( 2 0 0 2 ) C o m p e t e n c y M a n a i i e m e n t in t h e P u b l i c S e c to r.

A m s t e r d a m : I n t e r n a t i o n a l l n s t i t u t c o f A d i n i n i s t r a t i v e S c i c n c c . IO S .

Is l l a r t l c , 1'

1995. l l o w t o r e - e n g i n e c r y o u r p e r f o r n i a n c c n i u ii a u e i n c n t p r o c e s s . l . o n d o n : K o g a n P a g c


19

To dcvelop a competencv model. thcrc arc uencrally l\vo main approaches.
I he lìrst one is delìne a set o f compctcncics rcquircd tbr each ịob posilion. The
second OI1 C is deílne one competency model thai ỉlts all ịoh positions. In practice.
thc m i \ oí these t\vo approaches is a popular \\ay to develop competency model in
the public oreani/ations.
The key point in the process o f d e v d o p i i m competencv modcl is the
techniques o f identiíỴina and assessina competencies. Generally. tho popular
process o r d e v e l o p i n a competency model consists o f 2 steps:
- Step 1 : c o m b in a tio n o f desk re v ie \\ on in tem ation al c o m p e t e n c y models

and j o b analvsis.
- Step 2: combination o f 360 deeree evalution and Rroup discussion to
idcntiiy competcncies required for each job position.
In the tourism sector. a reviexv o f the literature to identiíỳ the competencies
rcquired indicates that leadership. communication and human resource ma naeement
are core competencies to ensurc success in tliis sector (Kav & Russette. 2 0 0 0 ) 1'.

3.1.3. Approach f o r com petenct m odel in the public sector o f \ 'ietnam
In Vietnam. the public sector startcd to approach íor competencv inodel in
2012 as thc response to increase quality oi puhlic managers.
One o f the clearest rescarches on stalT developmcnt and puhlic lcadcrship
and ma naa em cnt approach accordinu to thc capacitv tramcNvork are thosc o f the
authors I c Quan and Phune Xuan Nha (20 12 )20. ĩ \ v o authors intcrpret \\hat is the

leadership capability

íramcNvork: e i \ c

some thouíihts OI1 leadcrship capacity

frame\vork tor public administration sector o f Victnam: eeneral lramexvork and
dralt Ir am c uork tor cach title / position ot reeional leaders ot puhlic administration
in Vietnam. In particular. the authors have proposed usins the process o f capability
tramevvork in recruitment. assessment and trainins standards with regional leaders
o f public adniinistration Vietnam and pointcd oul some notes \vhen applyine

1 Ray, c \.

& Russette.

J. (2000). Hospitality manaucmcnt conipctencies. The Corncll

II.R A . Quarterly,

4 1 ( 2 ) , 52 -6 1
P h ù n g X u â n N h ạ - I è Ọ u â n ( 2 0 1 2 ) . “ . l/> d iu v ị í/n iin tr ị i h t '11 k ln iiiịi n ă n íỊ lự c r ủ n â n iỊ c a o c /h il h r ọ v ạ l ã n h
đ ụ n . Í/Ita n lý k h u v ự c c ô n g " . T ạ p c h í C ộ n ư s á n sô 8 4 0 ( 1 0 - 2 0 1 2 ) . 2 / 2 0 1 2 .


20

capucity frame\vork leadcrship development in thc arca o f public administration in
Vietnam.
In his book H um an Resourcc Development to meet the requircmcnts o f

industrialization. moderni/.ation and intemational inteuration o f the co-authors Vu
Van Phuc and N s u v e n D uy l ỉ u n e (2 0 1 2 )21. the authors also analvzed thc experience
o f domestic and international developmcnt in human rcsources. On this basis. the
authors have made proposals and solutions to develop huma n resources to meet the
requirements ot' industrialization. moderni/.ation and

international

intesration.

I liíihliíìhts are that the author had access to human resource development accordins
to the capacity frame\vork. thereby identilYina the relevant tầctors improvina the
quality o f human resources in administrative areas and in State enterprises.
Accordina to the frame\vork approach there is also the research o f Tran Naoc
Giao (2013). The author has conducted research on the theoretical model oí the ne\v
public administration system. cducation m an aee me nt theories, approachine capacity
theories and practical education m a n as e m en t surveys. On this basis they proposed
capability frame\vork and solution to develop State m a n a s e m e n t leaders toxvards
international inteeration. T he author also otTers 5 Standard construction tramexvorks
to evaluate thc capacitv oi'olììcials and civil servants \vorkina in management in the
cducation sector. Iloxvevcr. thc author has not mcntioncd other aspccts o f thc
application f'rame\vorks sucli as capacity plannine. recruitment. sclection and use.
Another study inv oh cd is o f Pham Van Son ( 2 0 1 0 ) " . The author has studied
leadcrship dcvelopmcnt. ma nas e m cn t trom the acccssins ot' rolcs and tasks. He
pointed out the rolc and duties o f oitìcials and public leaders and manaecrs. Since
then, he dclìned the capacity requirements and asscsscd thc responsc capahilitv. thc
ahility to complete the task o f leaders, managcrs. This is a m o d c m approach.
popular in the \vorld. Iỉo\vevcr, the author docs not gcneralizc to a leadcrship
compctcncy t'raine\vork in managiníi public sector. The author has not only the

1 V ũ V ã n P h ú c v à N u u y c n D u y I l ù n g ( 2 0 1 2 ) , P h á t trié n n i ỉu ồ n n h à n lực đ á p ứ n g y c u c ẩ u CÕI1U n g h i ệ p h ó a .
h iệ n d ạ i h ó a v à h ộ i n h ậ p q u ố c tề. N X B C h í n h trị q u ố c ííia

s ự th ật. I l à N ộ i

P h ạ m V ã n S o n ( 2 0 1 0 ) , N g h i ê n c ứ u p h á t triê n đ ộ i riiiũ c á n h ộ , c ô n ” c h ứ c lã n h d ạ o q u à n lý n h à n ư ớ c tro n iỉ
s ự i m h i ệ p c ò n íỉ n u h i ệ p h ó a . h i ệ n đ ạ i h ó a v à hội n h ậ p Q u ố c te. b à i t!ăn » t r ẽ n w w \ v . i n r a d . v n


methods o f detcrmininsi trainiim necds lbr stalì' \\lio does not mcet capacity
rcquirements.
Table 3: Competcncy modcl in the puhlic scctor «f Vietnam (Source: Ministrỵ
«f Home Affaires, 2013)
C om petency model in the public sector o f V ietnam
1. Eđucation backíiround (qualilìcation)
2. VVorkina experiences
3. Certilìcates
4. Political argument
5. Expertise
6. Poreian la nsu as e
7. M an a e em e n t skills. soít skills. etc.
In areas o f Vietnam. Decree No. 36/2013 / N D-C P dated 22/4/2013 o f the
Government on the location o f employment (hereinaíter reterred to as V T V L ) and
rank structures servants and Circular 05/2013 / T T -B N V dated 06.25.2013 o f the
Ministry o f Internal Affairs auiding the implcmentation ot' Decree No. 36/2013 /
ND-CP can be said as a step to concretize the prọịect "P ro m ot in s institutional
relbrms the civil Service and civil servants "accordiim to Decision No. 1557 / ỌDI Tu o f October 18. 2012; includina contcnt ma nae em ent dcccntrali/ation and
im provcm cn t o l'p u b lic Service organizations coinpact; reduce the si/.e o f the civil

Service, avoid duplication, continued do\Misi/inu. improvc thc quality o f c a d r e s and

civil scrvants. "Capability íra m e uork " could hc onc ol thc rclatively new concept to
the Public Service Vietnain is mentioncd in the Decrcc and Circular above.
Ihnvever. this content is poorly dcíìned in the Circular No. 05/2013 / I I - B N V is
"the capacity oí each frame is VTVL includitm capacitv buildine and skills have to
tìnish the ịob activities outlined in the job description Ibr each job position "and not
liavc any euidclines or specitìc connotations arc specilìed.

3.1.4. Approach f o r com petency nttìíỉel in tìí/ter countries
The trend \vorIdwide is an application rr anicuork to support capacity
sclcction. planning. evaluation, and training & rctraininti oí'oflìcials (Countrics tcnd


to ÍIO alter the rcfcrencc 1'rames are capahlc and cxpcricnced applicution Iramexvork
1'rom thc nations that had previous expericncc in advance).
In the u e s t e r n countries, leadcrship dcvelopmcnt. m a n a s e m e n t o f public
sector based on capacity frame\vork \vas seen as a priority task by man y countries.
Ihe u s

and British oove rnmen t has dcploved strateuic leadcrship capacity

de velopment. m a n ag i n a the prcsent and the 1'uture. Sinaa pore and Can a da has
cstahlished

the

National

Cent er

tbr

Research

on

lcadership

and

public

m a n a e e m c n t (Christensen & Laeareid, 2 0 0 7 )2\
In Ị-rance. the National Acad em y o f Public Administration Prance issued
"Capabilitv frame\vork Handbook" euide the desisn and implementation o f trainina
programs

\vith propcr standards for oíììcers at all levels (Horton. ỉỉo n d e a h e m . &

1 arnham. 20 02 24. This tr a m e u o r k includes aroup lcadership competencies. core
man ae e mc nt and job-speciíìc capabilities such as cducation - training, budeet lìnancial. healthcare - Health, adininistration.
In the

UK.

public

sector capacity

ír a m e u o r k

consists

o f six

core

competencies as deílnina purpose and directina the organization t o u a r d s the
purpose. causinc an impact. strategic thinking. encour aain e and supportina others to
promotc their best f'unction. Hmployecs holdina leadership and m a na s c m cn t in the
UK must nieet all six standards listcd a b o \c . The trainine proaram for British civil
servants arc determincd accordine to the rcsults ol' standardizcd assessmcnt o f
capacity (Ilorton. 2 0 0 2 )25.
III Canada, the aovernment

launchcd the corc lcadership competcncy

í'raine\\ork corc consistina o f 04 levels, detailcd for cach lcadership position irom
thc Ministcr. the Director until local leaders. 1 r a m c u o r k tor Canada's leadcrship
ahilitics has 04 aroups incluđing: cthics and standards: Strategv; C omm itm en t and

Christensen. T.. & I.aegreid. p. (2007). The \vhole-of-iio\ernment approach to puhlic
scctor rcibrm . Public a d m in istra tio n revicu , 6 ~(6). 1059-1066
I lorton. s.. Ilondeghem, A.. & Parnham. I). (2002). ( 'ompetency M anagem ent in the

pnhlic sector: European variations on II theme (Vol. 19): IOS Press
' I ỉorton. s. (2002). The competcncy movcmeiit. ( 'ompctencv manuỊỊemeni in the puhlic
sector: Europcun vuriations on a ihcme, 19( 1). 3 -12


23

Responsibility:

HíTectiveness

and

en lbrcemcnl

capacity

(Chan.

20 06)26.

A c co rd in al v. ethics and standards are llinđumenlul comp etcnc y aroups \vith all
levels 1) 1’ lcadership. E n t b rc e m e n t capacitv or ability to m a n aa c operation under thc
direction o i' th e organization's eoals is considercd to be the top.
Table 4: Competcncy model in the public sector in the vvorld (Source: Author, 2014)
C ap a city fram e m anual

Senior Civil Service C om petency

(F ran ce)

F ra m ew o rk (U K )27

• Vision and direction

• Givinu purpose and direction

• Chanae manaeement

• M ak in a a personal impact

• C a u s i n e an impact
• Thinkina stratesicallv
• C o m m u n ic a t io n
• M akine a decision

• Gettina thc hest 1'roni people

• L.ansuaee

• Learnine and improvina
• Hocusine, on delivery
C om petencies in the G overn m ent

C o m p c te n c ie s in public Service
S t a n d a r d co m p eten cy dictionary
(M alaysia)
(K orea)
• 1 orcsieht & Pcrspcctive

• I thics Ibr an otìlcial

• 1’olitical S a \v y

• Ora ani /ation al com mi tm cn t

• Prohlcm Solvine,

• Icannvork

• Communicates \\ ith conviction

• Customer-oriented

• Visionary l.cadcrship

• Proíessionalism

• Dcv elopinti Capahilities

• Business acumen

• C o m p o s u r c and sclt control

• Intbrmation ma na a e m cn t

• Socicty betbre seir

• Problem understandine

"( han. D. c. (2006). Core com pctcncies and perlbrmance manauement in Canadian
public libraries. ỉ.ihrarv mimiiỊỉưmcnt. 27(3). 144-153
h ttp ://\\\v \v .c a b in e t-o rtìc e .iĩo v .u k /c i\

ilsciA i c c / s c s / c o m p c t c n c c s . h t i n

24

• Sell-control
• C omm unic at ion
• Vision
• Adaptahility
• Strateaic thinkina
• C o ac hi ns /D ev e lo pm e nt
• Resource m a n a s e m e n t
• EiTective implementation
• Political savvy
Sen io r Civil Service C o r e C r i t e r i a

Scottish E xe cu tiv e F r a m e w o r k

(Ireland)

(Scotland)

• Leadership

• Achievina,

• Strateaic ihinkina and plannins

• S e l f management

• l ocus OI1 outcomes

• Analvsis and investiuation

• Managinu and developing stafl'

• Outxvard ỉocus

• Manaíiiim relationships and partncrs

• Com mu nic at ion

• Communication

• Manaiiiiiii others

• Manaíiinav_ resources innovativclyJ

• Workiim \vith othcrs

• Personal ertcctivcncss
Senior Executive Service (US)

O E C D core com petencies

• l.eadins Chanuc

• Ach iev em en t tocus

• I eadinu Peoplc

• Analytical thinkina

• Rcsults l)ri\'en

• D ra iti ns skills

• 1 inancial Management

• M a n a s i n a rcsourccs


25

• Human Resources Manacement

• i c am \ \o rk and tcam lcadcrship

• Tec hnoloay Manaaemcnt

• Client lbcus

• BuiIdine, Coalitions

• Inlluencing

• Communication

• Neaociatina
• Strateaic n c t u o r k i n a

3.1.5. Difficulties in applying competency m odels in public sector

Hxpericences from developed countries sho\ved that. despite benelìts ot'
competcncy inodel. a series o f dilììculties are apparent \vhen a country started to
develop and apply competency model in the public sector:
- There is ahvavs a problem o f lackina resources, includina íìnancial
rcsources. adequate time for studies. necessary expertise, etc.
- The challenues o f identiíỴine the most

essential

competencies and

developine the competency model.
- The diíììculties o f developine a u a r e n c s s o f key leaders on the important
rolc o f competency model and involvina them in the process o f development and
appliction o f competency model.
Bcsides.

compctcncy

model

usually

indicatcs

hchaviors,

\vhich

\vere

eiĩective in the past hut may be iniportant for luture needs. That is \vhy compctcncy
model is recommended to hc uscd as tool tbr competency builditm.

3 .1. ổ. Key su ccess/a cto rs in appỉying com petency models in pu blic sector
To overcomcd these diHìcultics. public ora ani/aitons are rccom mcnde d to
pay attentions on íbllmving key success lactors:
- Clearly
ortiani/ation.

deílne

the

reason

o f applvina

Ihe reason should be acccpted b\

competency

model

in

the

most ol' thc people in the

oríiani/ation. meanins, that they all aarcc on thc bcnelìts oỉ' applyina competencv
model for not only the orạani/ation but also themselves. Then, the key lcaders
should

spend

!ime and eíìbrts to communicate

the rcasons

oi' introducina

competenev model and the implcmentation stcps in order to involve and motivate
people.