Approach to competency based training need analysis (TNA) in the public sector of luc nam district, bac giang province (vietnam)

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UPPSALA UNIVERSITET &
UNIVERSITY OF ECONOMICS & BUSINESS, VNUH
VNU-UEB

UPPSALA
UNIVERSITET

^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. L e Q u a n P h D
Class:

MPPM INTAKE 6-Group 21

Hanoi, M a v - 2 0 1 3

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. METHODOLOGY

]3
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

Figure 3: Civil service competency framexxork of UK

15
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)

Table 1: Brief information of Bac Giang province
Table 2: Informants in the sur\^ey

24

1
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
O f w h i c h : 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
9.7
2.116
23 63
! 31'63
j 23/63

' 31/63

1

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 meritbased 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 socioeconomic 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. u e decided

to approach for competency-based training. Our research was focused on Competencyhased 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 "GapAnalysis".
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 inperforming 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

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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
•http: interesjoumalsorg JRlBNt pdf 201 1 AprirTasie.pdf
* hnp: Avww.biinaderinzien.nl "bni2 pdt's compeiencvbased.pdf


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.

• wwvs.bijnaderinzien.nl'bni2 pdfs compeiencybased.pdf
*^http:^^en.wikipedia.orii wiki Instructional desiiin

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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 outcomesoriented. 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 tendencxto 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 competencybased 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

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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
(competencies
organizational

human

resource

practices

used

competencx

framexvork

that distinguish high performer from average performers in all areas of
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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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.

'' www.acadcmicioumals.org•ajbm pdf pdf2010Teb Azmi.pdf
'• http- www careeronestop.or^ 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 corecompetencies 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

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