東海大學博士班研究生出席國際會議報告 就讀系所及年級 報告人姓名 會議地點 會議期間 ( 中文 ) 亞洲訓練與發展組織國際年會. 會議名稱 ( 英文 ) the 34 rd Asian Regional Training and Development Organization

Transcription

1 東海大學博士班研究生出席國際會議報告 96 年 10 月 11 日 報告人姓名 沈麗山 就讀系所及年級 政治所 博士班二年級 會議期間 96 年 8 月 27 日至 96 年 8 月 1 日 會議地點 印尼巴里島庫塔市 ( 中文 ) 亞洲訓練與發展組織國際年會 會議名稱 ( 英文 ) the 4 rd Asian Regional Training and Development Organization (ARTDO) International Conference in Bali, Indonesia 發表論文題目 ( 中文 ) 台灣公務人員核心能力訓練體系 ( 英文 ) On the Competency-based Civil Service Training System in Taiwan

2 報告內容包括下列各項 : 一 參加會議經過亞洲訓練與發展組織國際年會是少數幾個未被中共打壓的而我國得以參與的半官方國際學術研討會, 與會者多為亞洲 ( 包括東北亞 東南亞 南亞印度 巴基斯坦和中東的沙烏地阿拉伯 阿曼等國 ) 國家學界和政府人事部門官員, 其中日本 澳大利亞 紐西蘭和美國 英國也有代表與會 年會在會員國輪流舉行, 之前曾在卡達 台北和東京, 明年將在開羅舉行 學生原本興趣在於研究中共人事制度, 在另一位論文發表人的支持和資料提供下, 論文主要集中討論台灣公務人員培訓制度, 預計成熟後再就兩岸人事制度有所對比 自覺論文內容多為資料呈現, 並無太大學術價值, 但投稿後竟獲該年會通知接受並允以口頭發表, 學生認為非但這些東南亞 南亞 中東相對落後國家對我國人事制度有所興趣, 英 美等國學者也表現出高度興趣, 實出乎學生想像 學生在今年初 ( 約一月份 ), 即把論文大綱寄給大會, 其後即通知被接受, 年會以 保持聯繫, 七月份論文大致完成, 年會也進行程等確認工作 邀請函如下 : 議程如附件一

3 二 與會心得學生參加此一會議, 最大收獲有二, 一是擴大見聞, 二是認識友人 這是學生第一次英文發表論文, 心中的緊張難以莫名, 行前多次練習但仍難克服 大會安排發表時間長達四十五分鐘, 較其它研討會的十至十五分鐘多出許多 和另一共同發表人協商, 由學生負責前半段三十分鐘的口頭發表, 另一外負責後十五分鐘的提問回答, 在提問過程中有印尼 馬來西亞和英國學者發問, 他們對我國公務人員在職訓練多感興趣 除本身的那場研討場次, 學生也全程參與其它場次, 宴會和參觀行程, 過程中學習到國際禮儀, 和他國學者間的應對進退等, 這都是學生難得的經驗, 原害怕英文交談, 但三天下來在不得不用英文的情況下, 覺得自已的英文並未想像的糟, 也能和其它國家的人聞聊, 但東南亞和中東國家的英文口音, 實另人不敢領教, 反倒是英式英文比較聽得懂 另外, 藉此研討會認識多國友人, 在安排的晚宴聊天中部分沙烏地阿拉伯及印尼發表人提及他們曾至大陸留學, 及對中國崛起的評價, 其它如日本 英國 澳國等也都曾至大陸開會或交往, 相對的他們對台灣的理解, 感覺上都相當片面, 如只知台灣經濟發達和近來和中共間的緊張局勢, 對台灣同情的同時但又難掩對中國的憧憬 不過, 一段插曲, 在開幕式時, 引言人曾私下問我, 介紹我來自何國時要用 Republic of China, Taiwan 或 Taiwan, China, 我很嚴肅的要求要用 ROC, 結果在大會上得到的掌聲是最多的, 這些與會者都知道台灣的國際處境, 卻不吝以掌聲支持, 讓學生覺得其實我們在國際上本就應和中共平起平座, 何懼之有, 更不須自我矮化為 Taiwan 不過, 後來在閒聊時, 引言人說如有中共和台灣學者共同與會, 他們做為主辦者也很緊張, 如此之下, 他們會用與會者來的城市和地區來介紹, 避開敏感的國家名稱

4 三 發表論文摘要

5 On the Competency-based Civil Service Training System in Taiwan Shen, Chien Chung, Ph.D Civil Service Protection and Training Commission, Examination Yuan, the Republic of China (Taiwan), Director of Secretariat Shen, Lih Shan Doctor Candidate, Tunghai University Department of Political Science, the Republic of China (Taiwan) Lecturer, Central Taiwan University of Science and Technology, the Republic of China (Taiwan) In 2002, with the passage of the Civil Service Training and Education Act in the Republic of China (R. O. C. Taiwan ), Taiwan s civil service training era began. At the same time, the Republic of China s government promotes organizational reengineering. So how to best enhance the training effectiveness, the competency-based civil service training, is the government s present concern From the human resource standpoints, competency is the primary source for an organization to create value. Due to the competency can make organizational members to own particular, specialized knowledge and skills, now a day, the concept of competency has been emphasized by public sector. To the Republic of China s government, human resource is a key factor for the Taiwan s government organizational growth and development. The Civil Service Training and Education Act was activated in January 2002 to face the quickly change of society and to improve the training method and virtue. So from the 2005, the Republic of China s government provides competency-based training for civil service positively to help Taiwan s civil service grasp the change of society and to ameliorate performance. The main purpose of this study is to discuss the competency-based training system in Taiwan s civil service. I. Introduction Contents II. The Civil Service System of ROC III. The Competency-based Training Of the Civil Service A previous version of this paper was presented in the 4 rd Asian Regional Training and Development Organization (ARTDO) International Conference in Bali, Indonesia on August 27-1, 2007.

6 IV. The Planning Of The Competency-based Training Of the Civil Service V. The Implementation Of The Competency-based Training Of the Civil Service VI. The Evaluation Of The Competency-based Training Of the Civil Service VII. Conclusion Reference I. Introduction During the era of rapid globalization and world development, each country places attention to enhancing the productivity and responsibility of the public sectors in order to improve the effectiveness of administration and the quality of decisions. That is meaning to face the 21th centuries, as our society grows more diverse, citizens have increased expectations of the government's ability to efficiently deliver a variety of services. Meeting this challenge is a vital part of "the re-invention of government," and includes the critical task of developing civil service manpower. So the government will study how to improve the civil service s ability. Under this circumstance, the quality as well as the ability of civil service officials should be improved. And the ROC s government also makes an arduous effort to study the effective civil service s training system. From the human resource standpoints, core competency is the primary source for an organization to create value. Due to the core competency can make organizational members to own particular, specialized knowledge and skills, now a day, the concept of core competency has been emphasized by the developed countries. The concept of human competence reached the forefront of human resource development with the concurrent work of the psychologists Robert White and David C. McClelland. White (1959) identified a human trait that he called competence (Dubois and Rothwell,2004:17). The modern competency movement which began in Harvard in the 1970s with the work of Professor David McClelland, founder of the Hay/McBer consultancy. The work of McClelland was based on " behavioral event" interviews which analyzed effective and ineffective behaviors at work and grouped behaviors into clusters. These clusters form the basis of competency frameworks. McClelland (197,1976) defined competency as a characteristic that underlies successful performance.

7 Competency is a now highly influential concept in human resource management world-wide. In recent years, competency management issue has attracted human resources specialists, chief executives, consultants and academics representing the private, public and voluntary sectors from all over the world. It appears the utilization of competency concept not only spreads over the global, but also influences human resource management activities in public or private sectors. Research indicates that competencies are more likely to be determinants of success in complex jobs than knowledge and skills (Spencer and Spencer, 199). II. The Civil Service System of ROC There were 5,649 civil servants in the Republic of China (excluding teachers of public schools) at the end of June, Concerning civil service distribution by government levels, there were 185,592 people in central government agencies, with the percentage at 55.29%; the local government agencies, with of 150,057 people at 44.71%. They are well educated, with 77.00% holding college degrees or higher. Although the majority (62. 8%) is male, an increasing number of women have joined the civil service in recent years. The ROC s civil service system is the rank- and-position-combined system. The rank-and-position-combined system is carried out as the main personnel system in the ROC since This system consists of 14 grades and ranks, Senior, Junior and Elementary. Senior rank is ranged from grade 10 to 14, Junior from grade 6 to 9, and Elementary from grade 1 to 5. The civil service examinations are classified into Senior, Junior and Elementary level examination. In order to meet some special needs of the agencies, and protect the employment rights of the physically and mentally handicapped, Special examination can be held. Figure 2-1. The ROC s Civil Service Examinations Source: Actually the personnel system of the ROC s government is a dual system. One is the Executive Yuan and the other is the Examination Yuan. The Central Personnel Administration is subordinated of the Executive Yuan, Ministry of Civil Service is subordinated of the Examination Yuan, or agencies belong to the Executive Yuan s ministry which request holding the examinations, allot the passers of the civil service examination to agencies to receive a training by the order of their scores. The

8 successes trainees then shall be appointed formally. The passers of level 1, 2, of the Senior examination, or level 1, 2, of Special examination get the qualifications of appointment for the positions of grade 9,7, or 6 of Junior rank. The passers of the Elementary examination, or level 5 of Special examination get the qualifications of appointment for the positions of grade of Elementary rank. Figure 2-2. The ROC s Organization of the Central Government Source: (2007/8/) Figure 2-. The ROC s Organization of the Examination Yuan

9 Source: (2007/8/) Except that, according to the Civil Service Employment Act, the qualifications of appointment of civil servants are qualification and tenure entitled and promotion by performance rating. The

10 qualification and tenure entitled is the civil servants who have been appointed in accordance with the relevant employment laws and regulations get the qualifications of appointment. The promotion by performance rating is the civil servants who get successively grade as for two years, or a grade A for one year and a grade B for another two years of the annual performance evaluation get the qualifications of appointment for the higher positions. The civil servants who have been approved the positions of grade 9 with the highest basic pay and have passed the training for senior rank promotion get the qualifications for the positions of senior rank. According to the Civil Service Promotion Act, in addition to the examination allotment, civil servants can be promoted inside or outside the agencies served. Work experience and performance will be taken into consideration in inner promotion. However, open selection will be adopted for outer promotion (The Central Personnel Administration, 2007). III. The Competency-based Training Of the Civil Service What is training? An earlier definition of training from the former Manpower Services Commission is Training is a planned process to modify attitude, knowledge or skill behavior through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current and future needs of the organization. (Reid, 2004:2) According to Rosemary Harrison(2000,) Training is a narrower concept and usually involves planned instructional activities, or other developmental activities and process. According to William J. Rothwell and H. J Sredl Training is a short-term learning intervention. It is intended to build on individual knowledge, skill, and attitude to meet present or future work requirement (Rothwell and Sredl, 2000:9). So the training is specifically related to work. Research suggests increased spending on training. In 1998, the amount spent on corporate training was$62.5 billon(industry Report,1999: 46). The American Society for Training and Development (ASTD) annual review reported that overall expenditure for training increased from$677per employee in 1999 to $704 in The same study noted that training cost climbed from 1.8% of annual payroll in 1999 to 2.0%( Van Buren & Erskine,2002) What is Competencies? The American Heritage dictionary defines a competency as the state or quality of being properly or well qualified. It is a simple definition, and it doesn t clarify what is being measured and evaluated by organization that are so intent on assessing their employees competencies nowadays. A more detailed definition is a cluster of related knowledge, skills, and attitudes that affects a major part of one s job( a role or responsibility),that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development( Parry,1996:50). That is meaning, competencies, then, are characteristics that individuals have and use in appropriate, consistent ways in order to achieve desired performance. These characteristics include knowledge, skills, aspects of self-image, social motives, traits, thought patterns, mind-sets, and ways of thinking, feeling, and acting (Dubois and Rothwell, 2004:16). Competency-based training is highly individualized to meet learner needs. Because the use of competencies focuses on learning objectives and expected performance outcomes, it allows learners to structure their activities and processes in ways that are most meaningful to them (Rothwell and Sredl, 2000:1). Competency-based performance is a current concept in business and government. In 1992, the United States Office of Personnel Management proposed the Leadership Effectiveness Framework, specifying the common as well as specific abilities that leaders of different levels should possess. For example, in 1994, the National Leadership Council (belongs to the USA s the Department of the Interior) approved the NPS (National Park Service, USA) Employee Training & Development Strategy. This Strategy set a new direction for NPS training. In future, training

11 opportunities will be designed around "competencies" which are established for each career field and for each job title (National Park Service, 2007). The other developed countries also have their civil service s core competence designated. IV. The Planning Of The Competency-based Training Of the Civil Service According to the training needs analysis, which is an analysis an organization performs to determine areas of job performance in which an employee needs training. That is meaning that the civil servants of the ROC need to be equipped with modern ideals and knowledge so that they can be competent at work and take pleasure from work. And from the human resource management trend, the competency-based training is accepted. As this article mentioned on the first chapter, civil service s competencies have come to the forefront in the wake of major changes in governmental structures, and required competencies. The ROC s government faces the globalization, governmental downsizing and the competition of the others countries. The government of ROC is encouraging public servants to keep lifelong learning and transforming government into learning government for cultivating civil servants and building a high-performance governmental team. So the government of ROC wants to establish the perfection of civil service training system. So the vigorous and efficient civil service training system is in response to the challenges and opportunities brought on by the new knowledge based global economy and governmental downsizing and reorganization. Now I will explain the governmental downsizing and reorganization. Because it is the turning point in this transition for the Taiwan s government occurred in 1998, with the creation of the Government Reform Guidelines. Under the 1998 s Government Reform Guidelines, based on organization and manpower reformation, the government has been proceeding to the simplification of organization, quality enhancing of manpower, strengthening of training and practice, and enabling of dealing with contingency, so as to build up a small but capable government. The Government Reform Guidelines set out to change the culture and structure of government and in so doing, set in motion a process of continuous improvement to create a government that works better and costs less. In 2002, the Civil Service Training and Development Act in the Republic of China was passed; our civil service training era hence started, and how to enhance the training effectiveness is the government s present concern. To fulfill the goal, which is to make the government more efficient, responsible, and responsive, And then Central Personnel Administration, Executive Yuan and the Civil Service Protection and Training Commission, Examination Yuan developed Civil Service s Core Competence. Now I will explain the study of the developing of the ROC s civil servants core competence. As a starting point for the study, we conducted an extensive literature review to find out where public and private sector leaders think civil service should be heading in terms of its function within organizations. Next, we collected data from a survey of civil servants, focus groups conducted with human resources specialists, directors, consultants and academics representing the private and public sectors from all over the country, and interviews with executives and exemplary civil servants. These data sources provide information about the civil service function from more than 40 central government ministerial-level organizations and 2 local governmental agencies across the country. The findings reflect current perceptions of the present state of civil service roles and competencies as well as concerns for the future as reported by executives, professionals, and customers. It is the detail of the research s step and content (Shen,2006). Step one: The Survey Sample We selected a statistically valid random sample of civil service from among all organizational

12 and grade levels to participate in a survey of civil servant competencies. Staff members in our departments and field offices gathered participant responses to a variety of questions covering demographics, competencies, and training. Step two: The Focus Groups In order to obtain the views of civil servant s primary customers, we conducted focus groups with human resources specialists, directors, consultants and academics representing the private and public sectors from all over the country. Each focus group examined the study s competency framework and answered the same set of questions. The questions were designed to solicit human resources specialists, chief executives, consultants and academics representing s perceptions about the type and quality of civil servants provided to people, the current and required roles of civil service, and the competencies that civil service possess. Step three: The Interviews We then sought the views and insights of executives and exemplary civil servants from central governmental organizations and local governmental agencies. Through a series of personal interviews we explored the current civil service environment, including the civil service delivery structure, changing roles and competency requirements, civil service workforce capability, and civil service workforce planning. The results from our survey, focus groups, and interviews provided insights on what roles civil servants should play and what competencies they should possess. Also, we were able to assess the degree to which today s civil servants actually possess these competencies when civil servants are in the aftermath of reinvention and downsizing. Step four: Executive Yuan built leadership s competency To form excellent administrative culture and develop the directors managerial ability and effectiveness, the Executive Yuan has approved three core values and six managerial core competences for mid-and-high level directors respectively. The three core values are known as innovation, enterprise, and profession. The above values and competences are listed as training topics are to be promoted. In addition, their implementation will be evaluated to establish the fundamental value of the civil service and to implement competence-oriented personnel administration (The Central Personnel Administration, 2007). As for the six managerial core competences for mid-and-high level directors, the Central Personnel Administration is responsible for the Directors core competencies, which are the high-level civil servants with and above grade-12, and the Section-chiefs core competencies, which are the middle-level civil servants of grade-9. Both the directors and section-chiefs are leadership. The six core competencies of the directors are: Forming Creative Vision, Strategic Analytic, Change and Crisis Management, Group Motivating and Leadership, Boundary-spanning Coordination, Efficiency Management. The six core competencies of the section-chiefs are: Customer-drive s Service, Knowledge Management and Application, Procedure and Time Management, Conflict Mediation and Communication, Coaching and Delivering Experience, Goal Setting and Performing. Step five: Examination Yuan built non- leadership s competency The Civil Service Protection and Training Commission is responsible for the rest of civil servants core competencies, those are non-leadership. The three core competencies of the civil servants with Grade-10 and Grade-11 are: Foresighted Thinking, Policy Management, Negotiation and Discussion. The four core competencies of the civil servants with Grade-6 to Grade-9 are: Creative Thinking, Project Setting, Persuading and Coordination, Manifold Factors Management. The nine core competencies of the civil servants with Grade-1 to Grade-5 are: Listening and Expression, Working Project, Problem Solving, Information Application and Disposing, Team Cooperation, Administrative Ethics, Customer Service, Emotion Management, the Skill of Basic Law Knowledge.

13 Table 4-1. The Republic of China Civil Servants Competency Model Elementary Rank (Grade-1 to Grade-5) Listening and Expression, Working Project, Problem Solving, Information Application and disposing, Team Cooperation, Administrative Ethics, Customer Service, Emotion Management, The Skill of Basic Law Knowledge Junior Rank (Grade-6 to Grade-9) Leadership Customer-drive s Service, Knowledge Management and Application, Procedure and Time Management, Conflict Mediation and Communication, Coaching and delivering Experience, Goal Setting and Performing Non-leadership Creative Thinking, Project Setting, Persuading and Coordination, Manifold Factors Management Senior Rank (Grade-10 to Grade-14) Leadership Forming Creative Vision, Strategic Analytic, Change and Crisis Management, Group Motivating and Leadership, Boundary-spanning Coordination, Efficiency Management Non-leadership Foresighted Thinking, Policy Management, Negotiation and Discussion V. The Implementa tion Of The Competency -based Training Of the Civil Service Implem entation, from the public policy-makin g process, represents the conscious conversion of policy plans into reality. It is the follow-thro ugh component of the public policy-makin g process(gers ton,2004:94). Work on competency development will take place in three main arenas; on the job learning, formal training interventions (such as training courses) and self-managed learning(united States Department of Finance:8). Figure5-1. Competency Development

14 Source: ) We now must decide how a team of human beings (using technology for some end) improves their performance in terms of the output of the competence of which they are part. That is, how does a group of individuals become more and more compete? The development of a competence to function better and better (become more competent) must be a function of the learning of the individuals (element) of the system. As Lucia and Lepsinger (1999), said, four things are needed to implement a competency-based training and development system: 1. A set of behaviors that describe what the competencies look like on the job. 2. A process to identify the extent to which people currently uses the competencies..an awareness of training and development opportunities that help people learn and develop the competencies. 4. A support and follow-up mechanism to ensure that skill and knowledge gaps are closed (Lucia and Lepsinger, 1999:9-15). In Taiwan the way of the competency development is to mix with On-The-Job Learning, Formal Learning Interventions and Self-Managed Learning. What is the meaning of On-The-Job Learning? The day-to-day working environment is a rich source of competency development opportunities. Most of the specific work-related knowledge, skills and behaviors the learners have already learned were learned at work from colleagues or by exposure to situations where the learners could acquire knowledge or observe and practice skills and behaviors. What is the meaning of Formal Learning Interventions? Formal training, such as the conventional classroom approach, should complement on-the-job learning. Knowledge, skills and behavior development in the classroom must link with the workplace if learning is to be retained and built upon. The work environment needs to be supportive if this is to happen. What is the meaning of Self-Managed Learning? Self managed learning can be very effective and might include reading, attending learning events, e-learning, pursuing qualifications outside working hours and any other learning pursuit which the individual controls (United States Department of Finance:8). The Republic of China civil service s core competence s training courses are below. The training courses are designed for the conventional classroom approach, also the learners could learn some of the training courses from the e-learning events. Therefore the competency-based training system plays the role of an intermediary, connecting trainees with the laws and regulations relevant to their profession and with administrative activities, through classroom lectures, case studies, and practice drills that familiarize trainees with the public service system, operational methods, and organizational culture.

15 Table 5-1. The Republic of China Civil Service s Core competence s Training Courses Ranking Leadership or Non-leadership Senior Rank (Grade-10 to Grade-14) Senior Rank (Grade-10 to Grade-14) Junior Rank Core Competence courses hours Leadership Forming Creative Vision Trend of Creative Vision, Strategy and Method of Vision planning, How did Chinese Petroleum Corporation s Vision plan, Case Study Strategic Analytic Strategic Management, Norm of the Strategic Management, Strategic Analytic of the Administration, Case Study Change and Crisis Management The Introduction of Change and Crisis Management, Crisis Management, The topic of Change and Crisis Management, Case Study Group Motivating and Leadership Boundary-spanning Coordination How to exercise leadership, Team building and management, and Communication Motivation, Case Study The Introduction of Boundary-spanning Coordination, Coordination: Communication and negotiation, Case Study Efficiency Management Strategy of Efficiency Management, Efficiency Management: plan and devise, Efficiency Management: carry into execution, Case Study Non-leadership Foresighted Thinking Foresighted Thinking and Case Study( including Trend Analysis and System Thinking) Policy Management Policy-making and marketing 4 ( including Case Study) Policy application and 4 Evaluation (including Case Study) Negotiation and Discussion Strategy and Skill of 6 Negotiation (including Case Study) Department-spanning 4 Coordination and Case Study Leadership Customer-drive s Service Customer-drive s Service 6 6

16 ( Grade-6 to Grade-9) Knowledge Management and Knowledge Management and Application, Application, Procedure and Time Procedure and Time Management, Management, Conflict Mediation and Conflict Mediation and Communication Communication Coaching and delivering Coaching and delivering Experience, Experience, Goal Setting and Performing Goal Setting and Performing Non-leadership Creative Thinking Staff Creative Thinking 6 (including Case Study) Organization Creative 6 Thinking (including Case Study) Project Setting Project Setting and 6 Management Practice of Project Setting 4 Persuading and Coordination The theory and Case Study of 6 the Persuading and Coordination Skills of Briefing 4 Manifold Factors Management The Introduction of Crisis 6 Management(including Case Study) Quality Control Knowledge Management 2 Elementary Non-leadership Listening and Expression Rank ( Grade-1 to Grade-5) Working Project The theory and Case Study of Listening and Expression Skills of Working Project Practice of Working Project Problem Solving Problem Solving (including 6 Case Study and Practice) Information Application and How to write a Document 4 disposing Paper Work 2 Team Cooperation Team Cooperation Administrative Ethics Administrative Ethics and Case Study Official etiquette Customer Service Customer Service How to deal with the general public s statement and pleading Emotion Management Emotion Management The Skill of Basic Law Knowledge The Skill of Basic Law Knowledge Now I will explain the training of the new qualifiers of civil service examinations, Management Development Program and Executive Development Program for ROC s civil servants Training for new qualifiers of civil service examinations

17 According to Taiwan's personnel regulations, civil servants must first pass an open, competitive exam, then complete a four months to two years (including three- to four-week orientation program ) and pass an assessment, in order to qualify as an official civil servant. The training, which is the basic training and the on-the-job training, to this end is divided into training for new qualifiers of senior/junior/elementary examinations and training for those of special examinations. The basic training is primarily focuses on the teaching of the basic concepts, personal integrity, work attitude, administrative procedure and working skills required for a newly recruited civil servant. The on-the-job training is always carried out by respective employing institution and aims to enhance the required know-how and work ethics (Civil Service Protection and Training Commission, 2007). The basic training is a competency-based training and the curriculum is divided into six main categories: current major national policies and developments, theory and practice for public administration, administrative ethics and human relations, public service conduct and related law, rights and obligation of civil servants, and self-actualization and program consulting and other activities. (National Civil Service Institute, 2007). Table5-2. Curriculum For Orientation (The Basic Training) Program For New Staff Category Course Title Hours Current Major National Policies And Developments 1.National vision and government goal 2.National security and an analysis of cross-strait issues.government function and reengineering 4.Theory and practice of political neutrality 1 Theory And Practice For Public Administration Administrative Ethics And Human Relation Public Service Conduct And Related Laws And Regulations Rights And Obligation Of Civil Servants 1. Work planning 2. TQM. Knowledge management 4. Crisis management 5. Citizens relationship management 6. Document-writing practicum 7. Meeting management 8. Policy implementation and evaluation 9. Creative thinking 10. Problem analysis and problem-solving 11. Government public relations and marketing 1. Theory and practice for administrative ethics 2. Communication and coordination. Public service etiquette 4. Emotion management 5. Career planning and lifelong learning 1.Legal operations practicum 2. Law compliance in administration. Administrative procedures and practice 4. Administrative operations and practice 5. Appeal, 6. Administrative petitions and practice 7. National compensation and practice 8. Illustration and analysis of national procurement cases 9. The penal code: illustration and analysis of malfeasance and corruption 1.Appointment and promotion 2. Service. Performance and discipline 4. Pay 5. Benefits and insurance 6. Training and development

18 Self-Actualization Program Consulting And Other Activities 7. Merit protection 1. Public service experiences and heritage 2. Lectures 1. Teamwork-building 2. Visiting Tour. Experiential learning Total 120 Source: Management Development Program Promotion training consists of trainings for those seeking civil service promotion from junior rank to senior rank, from elementary rank to junior rank, and for police officer promotion as well as for transportation enterprise employee promotion from middle rank to senior rank. There are two kinds of the promotion training, one is the management development training program, and the other is executive development training program. All those trainings are competency-based training and aim to enhance the know-how and working skills of the personnel for promotion. The management development training program s major subject includes Current national prime policies and developments, administrative management knowledge and practices, Related laws and regulations for public service and self-actualization. The training lasts for five weeks. Due to the large number of eligible personnel, candidates must undergo a rigorous selection process within their own organization; only 16.5% of eligible personnel are able to participate in this training. Table5-.Curriculum For Management Development Training Program Category Course Title Hours Current Major National Policies And Developments 1. National security 2. Analysis of cross-strait issues. Government function and reengineering 6 Theory And Practice For Public Administration Laws And Regulations Relevant To Civil Servants Self-Actualization Program Consulting And Other Activities 1. Creative thinking 2. Program planning. Persuasion and coordination 4. Diversified management 5. Problem-solving Administration by law 2. Local self-government and local governance. Administrative procedures and practice 4. Public disclosure laws for government information 5. Administrative penalty 6. The penal code: illustration and analysis of malfeasance and corruption Indemnification system and practice 1. Lifelong learning 2. Emotion and stress management. Cultivating human relations 4. Environmental ethics and sustainable development 5. Gender equality 6. Civic society and NPO 7. Health and life 8. Lectures 1. Teamwork-building 2. Visiting Tour. Experiential learning Total

19 Source: Executive Development Program In order to ensure the quality and realize the potential of high-level public officials, since 200 junior rank officials who want to be promoted to senior rank have had to undergo a four-week program of development training, which is a competency-based training, and gain a passing grade on assessment in order to qualify for future promotion. This Executive Development Training Program s curriculum includes five major areas: current major national policies and developments, theory and practice for public administration, self-actualization, curriculum assessment, and program consulting and group and team-building and other activities (National Civil Service Institute, 2007). Table5-4.Curriculum For Executive Development Training Program Category Course Title Hours Current Major National Policies And Developments Administrative Management Ttheory And Practice Realization Of Potential And Self-Actualization Grading And Assessment Program Consulting And Other Activities 1. National security 2. Cross-straits issues. Finance and economics 4. Government reengineering 1. Visionary thinking 2. Policy management. Negotiation and consultation 4. Diversified management 1. Finance, Health 2. Journalistic English. Biological diversity 4. Gender equality 1. Group discussion 2. Seminar. Case presentation 1.Teamwork-building 2.Visiting Tour.Experiential learning Total 120 Source: VI. The Evaluation Of The Competency-based Training Of the Civil Service The evaluation is very important for the training. HRD evaluation is defined as the systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value, and modification of various instructional (Goldstein, 1980:27). In order to classify areas of evaluation, Donald L Kirkpatrick's four-level model created what is still the most widely used and popular model for the evaluation of training and learning.

20 Kirkpatrick's four levels of training evaluation model was later redefined and updated in Kirkpatrick's 1998 book, called 'Evaluating Training Programs: The Four Levels'. His four levels of evaluation are: Level 1: Reaction - a measure of satisfaction, Level 2: Learning - a measure of learning, Level : Behavior - a measure of behavior change, Level 4: Results - a measure of results (Stone and Watson, 2007). Here are questions that should be asked at each level: Level 1: Reaction Were the participants pleased? What do they plan to do with what they learned? Level 2: Learning What skills, knowledge, or attitudes have changed? By how much? Level : Behavior Did the participants change their behavior based on what was learned in the program? Level 4: Results Did the change in behavior positively affect the organization? Source: Stone and Watson, 2007 Nickols connected the evaluation and workplace. Nickols thinks that most training takes place in an organizational setting, typically in support of skill and knowledge requirements originating in the workplace. This relationship between training and the workplace is illustrated in Figure 6-1. Using the diagram in Figure 6-1 as a structural framework, we can identify five basic points at which we might take measurements, conduct assessments, or reach judgments. These five points are indicated in the diagram by the numerals 1 through 5: 1.Before Training, 2.During Training,.After Training or Before Entry (Reentry), 4.In The Workplace, 5.Upon Exiting The Workplace. The four elements of Kirkpatrick's framework, also shown in Figure 6-1, are defined below using Kirkpatrick's original definitions. Reactions. Reactions are typically measured at the end of training -- at Point in Figure 6-1. However, that is a summative or end-of-course assessment and reactions are also measured during the training, even if only informally in terms of the instructor's perceptions. Learning. Evaluating learning, then, requires measurements at Points 1, 2 and -- before, during and after training. Behavior. Clearly, any evaluation of changes in on-the-job behavior must occur in the workplace itself -- at Point 4 in Figure6-1. Results. Results are the change in behavior positively affects the organization. These factors are also measurable in the workplace -- at Point 4 in Figure 6-1(Nickols, 2000). Figure 6-1: The Structure of the Training Evaluation Problem

21 Resource: Nickols, 2000 So connected the Kirkpatrick s model and Nickols s framework I use the approach to analyze the training above. Although Kirkpatrick s model provides a useful way of looking at the possible consequence of training and reminds us that HRD efforts often have multiple objectives. It has sometimes been assumed that each succeeding level incorporates the one prior to it, finally culminating in what many people consider to be the ultimate contribution of any organizational activity: improving the organization s effectiveness. However, one of the more enduring findings about HRD evaluation in the U.S.A. is the extent to which most American s organizations do not collect information on all four types of evaluation outcomes (DeSimone,Werner & Harris:2002,22). So according to the report of the 2000 State of the Industry Report, a survey of over 500 organizations reported the following: 77 percent collected reaction measures, 6 percent collected learning measures, 15 percent collected behavior measures, and 8 percent collected results measures (ASTD, 2000). So the same situation in Taiwan, the Civil servants s training evaluation in Taiwan is limited in the level 1(Reactions) and 2 (Learning). Now I will discuss the evaluation of the training for new qualifiers of civil service examinations, the evaluation of the management development training program, and the evaluation of the executive development training program below The Evaluation of the Training for new Qualifiers of Civil Service Examinations Over the last three years, this project, which is the training for new qualifiers of civil service examinations, was attended by 9,775 trainees, with a male-female ratio of 1:2 and an average age of 29. Over 85% of these trainees were university graduates. The expenditures for this training reached U.S.$,20,000 at an average of U.S.$40.80 per trainee. A questionnaire given to trainees has shown that 80% of them consider the curriculum suitable, with the lectures on public service conduct and law and on public officials' rights and obligation in particular gaining the approval of over 80% of the trainees, and the administrative support and academic environment reaching 85% approval (National Civil Service Institute, 2007) The Evaluation of the Management Development Training Program

22 Over the last three years, this project, which is the promotion training -management development program, was attended by 4,84 trainees, with a male-female ratio of 2: and an average age of 44. Over 44% of these trainees were graduates of vocational schools. The expenditures for this training reached U.S.$1,67,000 at an average of U.S.$27 per trainee. A questionnaire given to trainees has shown that 92% of them consider the program to be helpful in their work, with the units on law and public officials' responsibilities in particular gaining the approval of 96% of the trainees, followed by the units on self-actualization at 92% and on theory and practice for public administration at 91%. Of these trainees, 79% have been promoted to management level (National Civil Service Institute, 2007). 6-. The Evaluation of the Executive Development Training Program Over the last four years, 4,846 trainees attended this project, which is the executive development program. The expenditures for this training reached U.S.$606,000 annually, at an average of U.S.$6.60 per trainee. A questionnaire given to trainees has shown that over 95% of them consider the training to be helpful in their work, and 97% have found the training to be useful in carrying out their current responsibilities. In addition, in surveys conducted five to six months after the course, 75% of trainees who completed the training and were subsequently promoted to higher positions said that they found the training to have had a positive influence. At present, 1,082 trainees have been promoted to important strategic-level positions in either the central or local governments (National Civil Service Institute, 2007). VII. Conclusion We live in an age of globalization. Jac Fitz-enz, a leader in human capital performance benchmarking, points out that The knowledge, skills, and attitudes of the workforce separate the winning companies from the also-rans. It is a complex combination of factors. Still, people per se are not the only force behind the inherent power of human capital. If the key to wealth creation were only a head count, then the dullest, lowest-level person would be as valuable as the brightest, highest-level person. In actuality, it is the information that the person possesses and his or her ability and willingness to share it that establish value potential. Data and people are inexorably linked as never before. Either one without the other is suboptimized (Fitz-enz, 2000:6) Government is a marriage between people and public institutions; it is also is an alliance between public authority and the rights and interests of the citizenry. The quality of a country s civil service is a reflection of the quality of these partnerships, and this in turn is a significant factor in the country s democratization and modernization. A government is a consolidation of people and systems, and also is a hinge of the interaction of the government authority and the rights and interests of the people. The quality of civil servants serves a significant factor for the democratization and modernization of a nation. Reference 2000 State of the Industry Report (2000). Alexandria, VA:ASTD. DeSimone, Randy L., Werner, Jon M. & Harris, David M., (2002). Human Resource

23 Development( Third Edition).FL. Harcourt College Publishers Dubois, David D. and Rothwell, William J. et al, (2004). Competency-based Human Resource Management. CA: Davies-Black Publishing Fitz-enz, Jac.(2000). The ROI of Human Capital: Measuring the economic value of employee performance. New York:AMACOM. Gerston, Larry N.(2004). Public Policy Making: Process and Principles (2d ed).armonk, New York: M.E.Sjarpe, Inc. Goldstein,I.L.(1980). Training in work organizations. Annual Review of Psychology, 1, ,p.27 Harrison, R.(2000). Employee Development, 2 nd edition, CIPD Industry Report.(1999,October).Training, 46. Lucia, Anntoinette D. and Lepsinger, Richard. (1999). The Art and Science of Competency Models: Pinpointing Critical Success Factors in Organizations. San Francisco: Jossey-Bass/ Preiffer. McClelland, David C. (197, January). Testing for competence rather than for intelligence. American Psychologist, 28(1),1-14. McClelland, David C. (1976). A guide to job competency assessment. Boston: Mcber and Company Nickols, Fred. (2000). Evaluating Training: There is no "cookbook" approach. Parry, S. R. (1996). The Quest for Competencies. Training. (July): Reid, M., H. Barrington & M. Brown, (2004). Human Resource Development, 7 th edition, CIPD Rothwell, William J., and Sredl, H. J. (2000). The ASTD reference guide to workplace learning and performance ( rd ed., 2vols.). Amherst, MA: Human Resource Development Press. Shen, Chien Chung, (2006). A Model of the Republic of China s Civil Service s Core Competence: Theory and Application. the rd Asian Regional Training and Development Organization (ARTDO) International Conference Spencer, Lyle M., and Spencer, Signe M. (199). Competence at Work: Models for Superior Performance. New York: J. Wiley & Sons. Stone, Jennifer and Watson, Virginia, Evaluation of Training, United States Department of Finance, Centre for Management and Organization Development, Human Resource Development Services, A Guide to Competency Development in the Civil Service-Performance Management & Development System, Van Buren, Mark E., & Erskine, William. (2002). State of the industry: ASTD s annual review of trends in employer-provided training in the United States. Alexandria, VA: The American Society for Training and Development White, Robert (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66,

24 四 建議一 學校可將年度博碩士論文發表舉行一小型經驗交流會議, 會中由得到補助同學相互交換心得, 並開放其它博碩士生入場分享經驗, 像學生此次前往該研討會也是得利於另一發表人的告知, 否則更本不知此一研討會訊息 而此種國際研討會其論文水準其實並不見得比國內同類型研討會要求的高, 只要克服語言障礙和取得訊息, 相信校內其他老師和研究生也可參加 二 此研討會定位在半官方層次, 與會者可能半數左右是各國政府人事部門官吏, 大會因而未給予太多補助, 所以除論文發表當日的住宿由大會提供外, 其餘皆自費, 而學生看到特別是東亞和中東國家代表, 都是用公費, 吃住都相當高檔, 而學生為自費, 只得挑便宜飯店, 雖知不可能, 但還是呈請校方對類似研討會予以較多補助 三 大會動員印尼巴厘島唯一國立大學學生為工作人員, 這些學生的應對較想像好了許多, 這些學生私下也學著用英文和各國代表交談, 其學習態度值得肯定, 學生認為東海大學也有此條件承辦國際研討會, 給東海學生更多的接觸和學習的機會 五 攜回資料名稱及內容如附件六 其他六 其他與會照片

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26 會場留影