research-article2013
Article
Jui-Lan Wu1
Abstract
In the private and public sectors, competency-based training is a popular method
that focuses on improving employees knowledge, abilities, skills, and organizational
performance. Yet, working in complex organizational environments, training
practitioners often neglect certain steps and principles. This article examines
competency-based training and strategies in Taiwans public sector, from the
concept to the critical success factors in competency-based training. It then suggests
some practices for training practitioners in the public sector.
Keywords
core competency, competency gap, competency-based training
Competent employees dont remain competent forever. Skills deteriorate and can
become obsolete. Thats why organizations spend billions of dollars each year on formal training (Stephen, 2001, p. 480). The term training, according to The ASTD
Reference Guide to Workplace Learning and Performance (American Society for
Training & Development, 2000), is intended to build on individual knowledge, skills
and attitudes to meet present or future work requirements. Competency comprises the
specification of knowledge and skills. The application of knowledge and skills to the
standard of performance requires completing a task.
1Civil
Corresponding Author:
Jui-Lan Wu, Civil Service Protection and Training Commission, No. 1-3, Shihyuan Rd., Wenshan District,
Taipei 11601, Taiwan, Republic of China.
Email: juilan_wu@yahoo.com.tw
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Wu
Literature Review
The Concept of Competency-Based Training
As the concepts and practices of competency-based training have recently been applied
to HRD policies in the private and public sectors, it is first necessary to understand the
definition of competency-based. When searching for the origin of competency,
researchers generally cite McClellands (1973) Testing for Competence Rather Than
for Intelligence, an article that appeared in American Psychologist (pp. 423-447).
McClellands concept of competency has been the key driver of the competency
movement and competency-based education. The term competency comprises the
specification of knowledge and skills, and the application of that knowledge and skill
to the standards of performance required in the workplace (Electrotechnology Training
Package [UEE07], 2011). In other words, it is important to know that competencybased training not only improves employees knowledge, abilities, skills, and attitudes, but also prepares employees for reaching their organizations goals, and aligns
training and strategies with performance intervention.
To understand the differences between competency-based training and traditional
training, this paragraph introduces the definitions of both kinds of training. Training
differs from education and employee development, both of which prepare people for
work and daily life. There are various types of training, including remedial/basic
skills, orientation, qualifying, second-chance, cross-training, retraining, and outplacement. Training may be unplanned or planned. According to Dubois and Rothwell
(2004), when training is unplanned, it is rarely effective, because people cannot learn
how others perform. When training is planned, it probably follows an approach based
on the instructional systems design model (ISD). The ISD model, which is a traditional training approach, has several important features in common with competencybased training. There are nine steps in ISDStep 1: applying the ISD model to analyze
the performance problem, seeking to determine the underlying cause; Step 2: involving only problems that are rooted in a lack of individual knowledge, skills, or attitudes;
Step 3: conducting a thorough training needs assessment; Step 4: writing instructional
objectives; Step 5: deciding whether to make or buy training content to achieve the
instructional objectives; Step 6: deciding how to deliver the training; Step 7: conducting a formative evaluation; Step 8: delivering the training, also known as the implementation phase; and Step 9: conducting a summative evaluation. The ISD model of
traditional training has been proven to be effective in getting results in improved job
performance. Unfortunately . . . learners and their supervisors may lack ownership of
the training offered (Dubois & Rothwell, 2004, p. 50).
Besides these definitions, the differences between competency-based training and
traditional training are also important to know. According to Naquin and Holton
(2003), competency-based training, which is built around the fundamental principles
of demonstrating capability, usually requires employees to first demonstrate their ability to perform specific tasks. Competency-based training focuses on behaviorally
stated and measurable objectives. Competencies are gained in multiple ways, such as
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life experience, on-the-job training, and training and development programs. Dubois
and Rothwell (2004) state that competency-based training is an attempt to make
training a joint venture or place greater responsibility on the learner for taking initiatives. Yet, traditional training is attentional to work requirements, not to discover
differences between exemplary and successful performers. Basically, these training
approaches are not mutually exclusive, but they do represent different emphases.
Competency-based training takes a broader view. This means that competency-based
training is more than just to provide knowledge, build skills, or improve attitudes.
There are two different emphases: (a) competency-based training to guide self-directed
training and development, emphasizing an individuals duty to accept increased
responsibility for his or her own learning, and (b) competency-based training for
work-team development (Dubois & Rothwell, 2004).
Ignoring any of these factors can significantly impair success or produce failure. To
assess a persons competence, a department needs to demonstrate the ability to perform tasks and duties to the standard expectation in employment. Competency-based
training focuses on the development of the skills, knowledge, and attitudes required to
achieve that competency standard. The competency standard needs to align with the
organizations strategic goal and plans, and be based on a high performance system.
One of the primary competency-based training features is that each learners achievement is measured to see whether they reach the competency standard. Under the
competency-based training approach, each learner is assessed to find the gap between
the skills they need (as described in the training package) and the skills they already
have. The difference between the two is called the competency gap. A training program is then developed to help the learner acquire the missing skills and close the gap.
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Strategic
Goal & Plan
High
Performance
Individual
Competency
Competency
Model
Gap
-Training Package-
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Foresight
Planning
High level (e.g.Grade 12)
Personal
Interaction
High
Low
Middle
Middle
Strategic
Oriented
Executive
Practice
Low
High
Operation
Oriented
Setting principles. Although external experts provided some suggestions, in practice, the CPAs executive meetings suggested that some principles still needed to
be defined. (a) Competency includes personal attitudes and management skills for
achieving the organizations goal. (b) To focus on the importance of competency, the
CPA requires that competency should be no more than five to six items. (c) There
should be a focus on duty analysis for middle- and high-level civil servants.
Duty analysis for middle- and high-level civil servants. There are 14 grades in Taiwans
civil service system. Grade 14 (e.g.Vice Minister) is the highest and Grade 1 is the
lowest. At a high duty level (Grade 12, Director General level), civil servants are more
strategic oriented, while at the middle level (Grade 9, Section Chief level), they are
more operation oriented, as shown in Figure 2.
Questionnaire investigation.All middle- and high-level civil servants and their colleagues are to investigate the opinions and views on management competency cognition.
Dynamic competency analysis. For reaching the organizations goal, the competency
needs dynamic adjustment.
Competency Items. The CPAs vision is to maintain an honest, competent, and fair
administrative team, as well as to provide citizens with first-class public service.
Based on this vision and the principles set out above, Table 1 summarizes the core
competency items for high- and middle-level civil servants, as defined in 2004 and
edited in 2009.
Competency Gaps Between the Civil Servant and Competency. Gaps are defined on an
organizational level as well as at an individual performer level. The organizational
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Table 1. Competency Items for High- and Middle-Level Civil Servants in Taiwan.
2004
High level (Grades 10-14) 1.Modeling vision with
creativity
2. Strategy analysis
3.Change and crisis
management
4.Team stimulation and
leadership
5.Interdepartmental
coordination
6.Performance management
Middle level (Grades 6-9)
1.Customer-oriented
service
2.Knowledge management
and utilization
3.Process and time
management
4.Conflict mediation and
communication
5.Coaching and passing on
experience
6.Goal setting and
execution
2009
1.Foreign-domestic environmental
and situational analysis
2.Goal visualization and strategic
thinking
3.Leadership and coordinated
cooperation
4.Risk management and crisis
management
5.Performance management
6.Cultivating legal capability
7.Cultivating Humanism quality
1.Goal and performance
management
2.Knowledge management and
passing on experience
3.Innovative service and process
management
4.Question tracing and solving
ability
5.Expressional ability
6.Emotions management
7.Cultivating legal capability
8.Cultivating humanism quality
level helps to target what is needed across the enterprise to create the right skill sets.
The individual level helps each employee develop important skill sets for their current
role, as well as with career planning, which increases their understanding of where
they stand and precisely what is needed to serve in other roles. Competency helps
organizations understand and focus on the key factors that actually drive performance.
Competency-based training needs to identify the gap between the civil servant and
competency in the public sector, and then carry out training to close that gap.
In Taiwan, there are about 900 agencies in the public sector. For investing needs,
the CPA (2004) designed a management core competency scale and online evaluation
system for high- and middle-level civil servants. This scale enables these agencies to
evaluate their employees competency. All middle- and high-level civil servants, their
superintendents, colleagues, and subordinates, take part in the system and then receive
individual competency evaluation results. The evaluation methods include 360-degree
feedback, focus groups, and assessment centers.
Competency-Based Training and Strategies.Annual training needs and plans were
devised, based on the conclusions of the evaluations made at the 900 agencies, and
then the CPA (2009) designed a general management plan as shown in Table 2. All the
workshops are open to civil servants attending, if their agencies agree.
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Objectives
Government
Service
Innovation
Workshop
Objective
Audience
Target audience
(continued)
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Table 2. (continued)
Competency related
Workshop
Objectives
Communication
and
Coordination
(general civil
servants)
Coaching
Benchmark
Learning
Team Building
Time Management
Briefing Skills
Press Release
Writing
Bargaining and
Negotiation
Skills
Problem Analysis
and Solving
Target audience
Workshop
Objective
Audience
(continued)
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Table 2. (continued)
Competency related
Workshop
Objectives
Project
Management
File Management
of Central
Government
Target audience
Workshop
Objective
Audience
Note: KPI = key performance indicate. means competency related and means no competency related.
Research Analysis
In Taiwan, introducing a new and different training model to the government organization is difficult, and sometimes the new training model may be misused. In other
words, employees may treat the new method as just the latest fashion. Although, as
seen from the literature review, competency-based training focuses on five critical
factors (organizational goals, high performance, competency model, competency gap,
and training package), in training practice, there are some problems when competencybased training is conducted. These are described below.
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high- and middle-level civil servants. This scale enables about 900 agencies to evaluate their employees competency. Yet, when the CPA interviewed practitioners in the
public sector, these agencies could not understand the function of the evaluation
method because the competency concepts and skills were new and difficult. The CPA
did not double check whether the agencies had completed the evaluation properly. In
addition, the CPA did not integrate its checking of the competency gap with assessment of individual differences.
Research Suggestions
For Training Practitioners in the Public Sector
Competency-based training is not a fashionable term. However, as shown in this article, competency-based training is an effective training approach for both the private
and public sectors. Because there are so many government employees who need training, it is difficult to manage class design and time schedules to meet every individuals
needs. With reference to Dubois and Rothwells (2004) emphasis on increased
responsibility for his or her own learning, here are some suggestions concerning
competency-based training: (a) understanding what high performance in the public
sector is, (b) identifying the best civil servants and their attitudes, (c) evaluating different individual training needs, (d) designing training packages for individual gaps,
and (e) developing a training roadmap for self-directed learning.
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countries implementation period, (c) design a training package and roadmap that is
effective for those agencies that have too many civil servants to operate the training
successfully, (d) conduct an experimental study to understand the results after
competency-based training has been given.
Authors Note
This paper was presented at The 8th International Conference of the Academy of Human
Resource Development (Asia Chapter), Manama, Bahrain, in December 2009.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of
this article.
Note
1. In 2012, Central Personnel Administration changed its name to Directorate-General of
Personnel Administration. But its function and work did not change. The DirectorateGeneral of Personnel Administration is still responsible for the training of civil servants.
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Author Biography
Jui-Lan Wu, PhD, graduate institute of human resource management of National Central
University, Taiwan, is the director of the Department of Training Assessment, Civil Service
Protection and Training Commission, R.O.C. (Taiwan).