scholarly journals Understanding the trainers´ view of the effectiveness of continuing professional training: the case of public servants training

2019 ◽  
Vol 30 (4) ◽  
pp. 997-1012
Author(s):  
Cristina Granado
Keyword(s):  
Professional Training ◽  
Training Effectiveness ◽  
Public Servants ◽  
Learning Space ◽  
Training Outcomes ◽  
Organizational Demands ◽  
Training Event ◽  
Research Findings ◽  
Training Schemes ◽  
Organizational Sector

There is empirical evidence that the research findings on training effectiveness are hardly applied in organizations; one possible reason is that these findings do not reach trainers in a way that could help them make decisions about the design and implementation of training programs. This gap could be explained by the fact that most of those studies have primary been focused on the trainees´ perception of what factors affect the outcomes of training, while the trainers´ perspective on it has barely been studied. The goal of this study was to explore the trainers´ view on the efficacy of training, in terms of transfer outcomes; for this purpose, 300 trainers participating in the implementation of the training schemes addressed to Public Administration employees in Andalusia (Spain) were surveyed. The results showed that the trainers´ perception of training effectiveness was influenced by the characteristics of the current culture of continuing professional training in this organizational sector: an individualistic and centralized conception of training and the absence of the sense of responsibility for training outcomes. Furthermore, five conceptions of effective training were detected: one focused on ensuring that the design of the training event satisfies the trainees, other based on the use of workplace as a learning space, the third concept is concerned about accountability for training results, a fourth focused on addressing the organizational demands and the last reflecting an ecological conception of training effectiveness. It is concluded that research on training effectiveness should be more aligned with the trainers´ concerns if research findings are to be used by practitioners and, thus, they can help transform the culture and practices of employees training.

PREPARING PUBLIC SERVANTS IN EUROPEAN COUNTRIES: ARCHETYPAL APPROACH

2018 ◽  
Vol 1 (14) ◽  
pp. 255-263
Author(s):  
Oleh Ivanovich Rohulskyi
Keyword(s):  
Public Administration ◽  
Public Service ◽  
Professional Training ◽  
European Countries ◽  
Anglo Saxon ◽  
Public Servants ◽  
German Model ◽  
Managerial Positions ◽  
A Chain ◽  
The Individual

The article describes the main components of the institutional framework of an archetypical approach to public administration. It is determined that the system of preparation of public servants is based on a chain of universal foundations of archetype, in particular, it is influenced by the principle of formation of personnel in the public service, formed on the basis of public opinion. Based on two basic principles relating to admission to public service, three basic models of training civil servants in the European country are defined: German. French and Anglo-Saxon. We analyze each of the models and define the archetypes that influenced their formation and development. The advantages of each model are determined, in particular, the benefits are: the German model of training managers is the balancing between the theoretical knowledge and practical skills that a public servant receives during training, but as a disadvantage one can distinguish the orientation of preparation for legal orientation, which limits the ability to hold managerial positions for many employees The French model of professional training of public servants should include a well-balanced understanding of tasks, namely: decentralization and territorial organization of public services, communication, support of territorial communities, in-depth knowledge and understanding of the need for cooperation with institutions of the European Commonwealth, high-quality human resource management and orientation towards environmentally friendly innovations, such a model of training of public servants is holistic, costly and effective; The Anglo-Saxon model of training of public servants is its orientation towards the implementation of the concept of public administration and the individual approach to employee training, taking into account all the specifics of its activities, providing for the formation of personnel capable of solving specific problems. It is concluded that today in most European countries dominated by mixed models that include elements of different models.

scholarly journals Models of formation and development of professional competence of civil servants and public servants of local government

2020 ◽  
Vol 45 (2) ◽  
pp. 184-195
Author(s):  
Kateryna Komarova
Keyword(s):  
Local Government ◽  
Professional Training ◽  
Professional Competence ◽  
Civil Servants ◽  
Public Servants ◽  
Public Servant ◽  
Analysis And Synthesis ◽  
Development Of Competencies ◽  
Main Components ◽  
Effective Models

The purpose of the paper is to study and substantiate models of formation and development of competencies of civil servants and public servant of local government in the process of professional training theoretically. An analysis of the research on the issues of professional competence of civil servants and officials of public administration bodies has shown that researchers focus on the conceptual construct and typology of professional competence. The models of formation and development of competence in the process of professional training have not been sufficiently thoroughly investigated, which led to the choice of the area of this research. The most effective models of formation and development of professional competence of civil servants and public servant of local self-government are substantiated on the basis of analysis and synthesis of modern scientific concepts of professional training. The main components of professional competence have been identified. Emphasis is placed on formation and development of conceptual, communication and professional skills, as competence is implemented only in the skills being critical for the practical activity. Models of professional training have been offered. This is recommended for use in educational institutions. The findings can form the basis of further theoretical and applied research related to the study of models of formation and development of competences of civil servants and public servant of local government in the process of professional training.

scholarly journals Professional Training of Public Servants as a Condition of Realization of Professional Project

2020 ◽  
Vol 47 (4) ◽  
pp. 93-104
Author(s):  
Nataliia LYPOVSKA ◽  
Pavlo ATAMANCHUK
Keyword(s):  
Professional Training ◽  
Integrated System ◽  
Civil Servants ◽  
Necessary Condition ◽  
Government Officials ◽  
Elite Education ◽  
Public Servants ◽  
Cultural Approach ◽  
Professional Project

The purpose of the study is to substantiate the need to support the system of professional training of public servants as a necessary condition for the modernization of public service. The methodological basis of the work is a socio-cultural approach in combination with the methods of sociological diagnostics – questionnaires and observation. Substantiated conditions for the implementation of the professional project of civil servants in Ukraine. It is emphasized that maintaining an integrated system of vocational training has significant advantages, such as: ensuring the appropriate level and quality of educational programs, the formation of vocational education and research environment, taking into account the educational needs of public servants. Application of research results: Emphasis is placed on the need to amend the Concept of reforming the system of professional training of civil servants, heads of local state administrations, their first deputies and deputies, local government officials and deputies of local councils to preserve the priority of the National Academy of Public Administration and its regional institutes. Іn the integrated system of professional training of public servants. It is proved that the integral implementation of the professional project of public servants is possible only if the system of elite education is preserved.

scholarly journals Services for adults with intellectual disability in Aotearoa New Zealand

2019 ◽  
Vol 16 (03) ◽  
pp. 71-73 ◽  
Author(s):  
Jane McCarthy ◽  
Mhairi Duff
Keyword(s):  
Mental Health ◽  
Intellectual Disability ◽  
New Zealand ◽  
Professional Training ◽  
Public And Private ◽  
Aotearoa New Zealand ◽  
Mental Health Legislation ◽  
Health Professional Training ◽  
Training Schemes ◽  
Health Legislation

Aotearoa New Zealand is a country of just under 5 million people with a diverse population, the main ethnic groups being of European descent and Maori. There are well-developed public and private healthcare systems. As in other countries, Aotearoa New Zealand has closed the large institutions and developed community-based services for people with intellectual disability. Aotearoa New Zealand has specific legislation for people with intellectual disability presenting to the criminal justice system and has unusually and explicitly excluded people with intellectual disability from mental health legislation since 1992. Partly as a result, most health professional training schemes have little focus on issues for people with intellectual and developmental disabilities. Therefore, one of the main challenges over the coming decade will be to ensure there is a sufficient workforce of psychiatrists and other professionals who have the training and expertise to work with people with intellectual disability requiring mental health and forensic services.

scholarly journals Street-level bureaucrats under new managerialism: a comparative study of agency cultures and caseworker role identities in two welfare state bureaucracies

2020 ◽  
Author(s):  
Kerstin Jacobsson ◽  
Ylva Wallinder ◽  
Ida Seing
Keyword(s):  
Welfare State ◽  
Public Management ◽  
Social Insurance ◽  
Professional Training ◽  
Professional Autonomy ◽  
Occupational Training ◽  
Role Identities ◽  
Street Level ◽  
Organizational Demands ◽  
Street Level Bureaucrats

Abstract Officials in welfare state bureaucracies face the challenge of negotiating their role identities in the context of changeable organizational priorities and managerial styles. Previous studies have found that the professional values may mediate top-down demands and enable the preservation of professional autonomy also under public management reforms. But how do street-level bureaucrats who lack a common professional or occupational training respond to shifting organizational demands? Based on comparative ethnography, the present article investigates how caseworkers’ role identities are conceived and practised in two of the largest state bureaucracies in Sweden, the Social Insurance Agency (SIA) and the Public Employment Service (PES). The article identifies two radically different agency cultures, resulting in rather opposite caseworker role identities. These role identities affect how front-line staff respond to organizational demands, either by focusing externally on client-related outcomes (PES) or internally on organizational output (SIA). The analysis suggests that agency culture may shape caseworker responses to governance in patterned ways, also in the absence of joint professional training or strong occupational communities.

scholarly journals Thirty Years of Integrative Doctoral Training: Historic Developments, Assessment of Outcomes, and Recommendations for the Future

2003 ◽  
Vol 31 (2) ◽  
pp. 83-96 ◽  
Author(s):  
W. Brad Johnson ◽  
Mark R. Mcminn
Keyword(s):  
Professional Training ◽  
Doctoral Programs ◽  
American Psychological Association ◽  
Religious Faith ◽  
The United States ◽  
Steady Increase ◽  
Training Outcomes ◽  
The Past ◽  
The Future ◽  
Psychology Doctoral

Integrative clinical psychology doctoral programs explicitly blend religious faith with professional training. During the past thirty years, there has been a steady increase in the number of integrative programs in the United States, yet the mission-relevant training outcomes of these programs remain largely unknown. In this article, we review published literature relative to integrative doctoral programs and offer an assessment of the training outcomes recently reported by those integrative programs currently accredited by the American Psychological Association (APA). We briefly summarize the distinctive strengths and relative weaknesses of integrative programs and consider the primary challenges they now face. We conclude with several specific recommendations designed to help integrative doctoral programs thrive in the future.

scholarly journals MANAJEMEN SUMBER DAYA MANUSIA DI TK IT NUR AL IZHAR KEBONSARI (STUDI KASUS PENGEMBANGAN GURU)

2019 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Rosyida Nurul Anwar ◽  
Alisa Alfina
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Teacher Development ◽  
Golden Age ◽  
Professional Training ◽  
Study Data ◽  
Educational Institutions ◽  
Collection Data ◽  
Research Findings

Human resource management is oriented to optimizing a working system in an organization. Kindergarten teacher development management is needed to meet the qualifications so that all teachers are able to have competence in the field of early childhood education so as to improve the quality of educational institutions, Early childhood is a golden age or golden age, so in learning kindergarten teachers do not only act as a conveyer of information to students However, teachers are required to have the ability and understand the uniqueness of each student in order to help them in various difficulties in developing creativity and learning. This research uses a qualitative approach to the type of case study. Data collection techniques carried out by observation, interviews, and documentation. Analysis of Miles and Huberman's model, namely data collection, data reduction, data presentation, and concluding become the data analysis techniques in this study. The research findings show that teacher development at TK IT Nur Al Izhar is done by coaching, counseling, mentoring, motivating, and empowering through; 1) professional training, 2) collective activities of teachers such as Clusters, IGTKI, KKG, and PGRI, 3) participation in scientific forums in the form of technical guidance, workshops, seminars, 4) mentoring the learning process.

scholarly journals Gamification of a Procurement Process for Professional Training of Public Servants

2019 ◽  
Vol 6 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Maksims Kornevs ◽  
Jannicke Baalsrud Hauge ◽  
Sebastiaan Meijer
Keyword(s):  
Professional Training ◽  
Business Models ◽  
Road Construction ◽  
Public Servants ◽  
New Employees ◽  
Procurement Process ◽  
The Road ◽  
Traditional Training ◽  
New Business ◽  
Stakeholder Network

Implementation and training about changes in a procurement process are complex due to the complexity of the procurement process characterised by the adaptive stakeholder network and continuously changing market rules. Traditional training approaches for procurement split the process into separate steps; however, to be able to assess all training aspects, it is important to have a holistic look at procurement. This work explores how well gamification can address the complexity of the procurement process for training specialists in the road construction sector. A case study is carried out to train new business models for both experienced specialists and new employees. The steps for the development of gamification for training in procurement are shown. A comparison of results from experienced and less experienced participants is presented. The results show the relationships amongst the complexity of the real system, the gamification design and the results of gamification.

The Role of Institutions in Creating Student-Focused Virtual Learning Spaces with ePortfolio Systems

2012 ◽  
pp. 119-135
Author(s):  
Eva Heinrich ◽  
Yuliya Bozhko
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Virtual Learning ◽  
Practical Experience ◽  
Learning Spaces ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
The World ◽  
Research Findings

In this chapter, we explore the currently dominant virtual learning spaces employed in institutions of higher education and contrast them with the virtual social spaces provided by Web 2.0 tools. Guided by the increasing focus on lifelong learning skills in the world of work and in higher education, we identify the gap that exists between institutional and social virtual spaces. We argue for filling this gap by providing access to institutional e-Portfolio systems to students in higher education, giving students an institutionally supported student-focused virtual learning space. By examining the perspectives of stakeholders involved in higher education, we identify challenges inherent in the adoption of institutional e-Portfolio systems and make recommendations for overcoming these based on practical experience and research findings.

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