Terms of Reference. Succession Planning Short Course

Transcription

1 Terms of Reference Succession Planning Short Course December

2 Background Terms of Reference The Australia Awards and Alumni Engagement Program Philippines (AAAEP-P) is a four-year program of the Australian Government that aims to support the Philippines in its effort to progress its development goals and have positive relationships with Australia that advance mutual interests. It builds on existing Australian investments in the Philippines and the gains of the Philippines-Australia Human Resource and Organisational Development Facility to deepen engagement in priority areas, broaden results, strengthen alumni links and contribute to Australia s integrated approach to development, especially its economic and public diplomacy objectives. To achieve its committed Program objectives, the Program has developed the AAAEP-P Program Logic (below) which identifies five end-of-program outcomes (EOPO). These outcomes will be delivered through three intermediate outcomes (IO) which result from six outputs (O) achieved by ensuring specific throughputs (T). AAAEP-P Program Logic Working together, Post, desk and partner governments have set an initial mix of tools to respond to needs and focus resources in the areas that matter most: Scholarships for skills development in critical areas that target future change makers / high potential individuals; Short courses for urgent skills gaps that target high value, senior staff in important areas; Fellowships to build relationships between institutions and businesses and to build capacity and skills; In-Country Scholarships for urgent skills gaps and to build a pool of potential leaders and technical specialists for the Bangsamoro; and Alumni Engagement to promote Australia in the Philippines and support people to people links. AAAEP-P is a high-value investment for DFAT and important for government-to-government relationships. To ensure the achievement of its goals, and to make sure that its committed development results remain relevant, sustainable and delivered as planned, and that operations are managed effectively and efficiently, AAAEP-P has developed a results-based implementation strategy anchored on the AAAEP-P Program Logic and which 2

3 ensures that all tools are designed and implemented to deliver end-of-program outcomes. The implementation strategy is informed by carefully gathered baseline data, which for short courses, is obtained from an Organisation Training Needs Analysis of partner organisations. Organisational Training Needs Analysis (OTNA) Process and Outcomes Training Needs Analyses of Program Partner Organisations have been conducted to identify the competencies required by the relevant work units to effectively perform their functions in relation to the DFAT focus areas. The OTNA hopes to answer the following research question: i. Do Partner Organisations have the required competency to perform their functions to deliver their results in relation to the DFAT focus areas? ii. Do the critical units within the Partner Organisations have the required competency to perform their functions to deliver their results in relation to the DFAT focus areas? iii. Do the key personnel within the critical functional units have the required competency to perform their functions to deliver their results in relation to the DFAT focus areas? The competencies identified are Australian or Philippine competencies, subjects or professional standards in order to easily identify education of training programs to address the competency requirements. The outcomes of the OTNAs include the identification of any competency gaps identified within the organisation and potential learning and development activities to address the competency gaps. In consultation with the Australian Embassy, a range of options available to partner organisations which might be provided by AAAEP-P are discussed with the partner organisations. Short courses addressing specific skills or knowledge is one option where courses are delivered by Australian providers or institutions in Australia or in the Philippines, referred to as Learning Service Providers. In some instances, similar competency gaps are identified across a number of organisations with participants drawn from those agencies. This process ensures that all short courses are designed to address the competency gaps of key personnel, functional units and Partner Organisations to ensure that they will perform their functions to deliver their results in relation to the DFAT focus areas. The OTNA process undertaken in Partner Organisations was against focus areas identified by the Department of Foreign Affairs and Trade. In most instances, this meant that OTNAs were conducted in specific organisational units rather than across whole organisations. The OTNA process comprised 3 stages: 1. Development of OTNA tool and stakeholder map. Data gathering through desk research, focus group discussions and personal interviews with senior officers at Director level and above to develop the OTNA tool and stakeholder map; 2. Identification of organisation and functional competencies and levels. Desk research, focus group discussions and personal interviews with senior officers at Director level and above to identify organisational and functional competencies for the relevant units against existing standards, specify the level of current competency of the unit, and rate the urgency of training in the competency; 3. Identification of individual competencies and levels. Online surveys to determine the individual competency of all senior staff (salary grade 18 and above) in the work units comprising a self-assessment of respondents and validation through a supervisor assessment of their direct reports. For efficiency and to achieve economies of scale and scope, AAAEP-P will prioritise conducting short courses that will address competency gaps that are critical, a priority and common to Partner Organisations. One such common competency gap identified through the OTNAs has been in the Human Resource Management competency of Succession Planning. OTNA Ratings of Partner Organisations Succession Planning Three agencies identified the need for training in succession planning with two of the agencies rating the need as highly urgent (2 on an 8-point scale). The Public Private Partnership Center did not provide a numeral rating but expressed concern about the level of managerial/ leadership skills of internal successors and the 3

4 susceptibility of their technical staff to poaching. Ratings for each of the agencies with an identified need for succession planning training are: Organisational/Unit Public-Private Partnership Center (PPP) Current Rating Needed Level of Urgency Philippine Competition Commission (PCC) National Economic and Development Authority (NEDA) Civil Service Commission (CSC) - to be trained as trainers There was a general concern about whether succession planning strategies were in place to address wastage and ensure succession of skilled staff to fill current and vacant positions. Succession planning needed to be undertaken as part of a strategic workforce plan for their agencies as well as specific technical training for HR staff to support the implementation of that plan in gathering data, undertaking analysis and developing policy and program responses to ensure the they had the right person in the right job at the right time Agencies reported that following the adoption of the Civil Service Commission s policy on PRIME-HRM, the competencies of HR technical staff and line management in succession planning was deficient. They wished to learn how other public sector agencies undertook succession planning to ensure that this is an ongoing and real-time process and that they calibrate likely internal candidates for senior positions against comparable outside leaders and more importantly, develop a succession culture within the organisation. Thus, avoids the usual human drama that takes much time from HR work. This succession planning should address the competencies in workforce planning, labour market analysis and compliance with the recruitment and selection requirements set out in the relevant CSC policies. This Terms of Reference is directed at the design and delivery of a short course in succession planning by a Local Training Provider for participants from the Australia Awards Program partner organisations (PPP, PCC, NEDA, CSC) and other targeted partner organisations, such as DTI, DPWH, DILG among others The course is expected to have a total of 20 participants per component. Objectives of the assignment 1. The delivery of a short course to improve the competencies of Human Resource (HR) technical staff within Philippine Government partner organisations whose roles relate to the development and implementation of succession plan. 2. A practical course design that covers strategic workforce planning and succession planning techniques within the public sector context drawing on examples from other jurisdictions and providing practical skills and knowledge that would enable HR practitioners and line management to meet their organisation s future staffing requirements. The design should include local benchmarking on succession planning of private and public organisations. 3. The course will have two (2) components: a. Component 1: Development of succession plan policies participated by management b. Component 2: Development of succession plan participated by senior HR technical staff 4. A Trainers Training on Succession Planning will be part of the Short course. The participants will include senior trainers of CSC/CSI who will be tasked to continue with training other public sector agencies on succession planning. 5. The course should be delivered by a local learning provider with sessions prepared and delivered by recognised HR practitioners with experience in the public sector, principally with knowledge of the Philippine civil service and Department of Budget and Management policies related to this. 6. Pre and post-competency assessments of course participants against the learning objectives of the program are to be conducted by the Learning Service Provider (LSP). 4

5 7. Course participants should undertake a Re-Entry Action Plan (REAP) using the skills learned where groups from participating agencies undertake a relevant succession planning exercise based on groups from participating agencies. The re-entry action plan is to be endorsed by the partner agency and reviewed by the LSP on completion. 1. Scope of Services The Local Learning Service Provider should undertake the following actions in the timeframes set out in the table below. The LSP will report directly to the AAAEP-P Program Director and Tertiary Education Adviser and work closely with relevant stakeholders including DFAT in the Australian Embassy and identified Partner Agency contact person. Implementation of the following deliverables is to be signed off by AAAEP-P and the partner organisation by the dates specified. Deliverables 1. Attendance to mobilisation meetings with AAAEP-P, DFAT and process owners of partner organisations. These meetings must include the Team Leader and all core consultants. 2. Submission of inception report setting out proposed actions and timeframes in the design and delivery of a short course in succession planning. The actions are to identify administration arrangements for the delivery of the course including whether a local partner provider will be used to cover practical matters set out in the AAAEP-P Program Delivery Standards such as venue hire, course materials, banners, certificates, photocopying, accommodation and travel etc. 3. An agreed course design and timetable setting out the course learning outcomes, delivery strategy and course schedule undertaken in consultation with the Program, DFAT and partner agencies. 4. Submission of a pre and post competency assessment against the course learning outcomes or competencies. The course design should address gender, equity, disability and social inclusion issues in policy development. 5. AAAEP-P, partner agency sign-off to the course design/timetable including the proposed approach, target outputs, outcomes 6. Course delivery of a succession planning course to selected participants from partner agencies at an agreed venue on agreed dates including the conduct of the competency assessments and uploading of results to the Program website. 7. Coaching HR technical staff in the development of their respective Succession Plan 8. Approved Re-Entry Action Plan a. Implementation of the Succession Plan Policies (by management) b. Implementation of the Succession Plan (by senior HR technical staff) c. Design and Implementation of the Succession Planning short course by CSC/CSI 9. A Completion Report setting out the course design, learning outcomes, report on course delivery including course administration, course participants by agency, individual pre and post competency assessments and course feedback from participants, identified group REAP descriptions, analysis of issues and recommendations for further follow up, if necessary. Other outputs mutually agreed upon between the LSP and AAAEP-P that are necessary to the completion of this engagement 2. Specifications of the Consultant s Profile The course is to be delivered by a Local Learning Provider with recognised expertise particularly succession planning. 5

6 The subject matter specialists and trainers nominated by the Provider to deliver the Program should include those with a relevant qualification in the field and proven senior level experience human resource management. The team should comprise at least 2 to 3 HR Practitioners to undertake course delivery who can also serve as coaches. The provider is to identify the level of knowledge and experience of HRM, in particular succession planning and knowledge of the Philippine civil service and Department of Budget and Management policies on this matter. 3. Duration The assignment is expected to commence in the 1 st quarter of 2019 and must be completed by May Activity Budget The total budget related to the conduct of this activity is AUD100,