FORMULATING A HUMAN RESOURCE DEVELOPMENT POLICY FOR THE PUBLIC SERVICE (EXPERIENCE UGANDA)

Transcription

1 FORMULATING A HUMAN RESOURCE DEVELOPMENT POLICY FOR THE PUBLIC SERVICE (EXPERIENCE UGANDA) 1

2 OUTLINE OF THE PRESENTATION Introduction Justification for the new policy The new policy shift The approach Activities Key elements of the policy Lessons learnt Current initiatives to support the policy 2

3 Introduction The assignment to develop a training policy for the Public Service was undertaken in the context of the Public Service Reform Programmes (PSRP) (Administrative reform) which dates back to The PSRP aimed, among other things, at changing the management culture of the Public Service away from the traditional rule bound approach towards to a new business results oriented approach 3

4 Introduction Cont. The Ministry of Public Service therefore undertook a number of initiatives to assist Public Service to cope with this new demand. The initiatives included: staff training in areas of need to address obvious areas of need to support the implementation of the PSRP, Comprehensive training needs assessment Development of a 3 year training plan Development of a training policy for the Public Service The presentation is intended to share with the delegates Uganda experience and methodology in developing the training policy in the Public Service. 4

5 The Need for the new Policy The PSRRC identified a number of weaknesses related to the management of training and development in the Public Service. These include: Training provisions was on an ad hoc basis; Training was to meet individual wants; The desired out put of most training provided qualifications; Training was awarded to those already well trained/ qualified; Training emphasized theory; Training was provided to isolated individuals, and did not change procedures and practices back at the work place; Training was often treated as a reward or supplement to salary; 5

6 The Need for a new Policy Cont. Formal conventional training was the first or only option; The training function in the Public Service lacks coordination; A few cadres had career development training milestones; Training was often low down on a Ministry s list of priorities and therefore, under-funded; Training budgets have often been re-allocated; Training was largely supply driven; Training was not evaluated. 6

7 The new Policy Shift Based on best practices and findings the new policy aims to achieve the following: Training to be provided in a planned manner; Training to meet agreed organisational and individual performance needs; Training to focus mainly on acquisition of competencies geared towards improving performance on the job; Training awarded to those in need of performance enhancement; Emphasis to be on practice, performance, and competence; Where possible, training to be provided to teams of people from the same organisation to achieve critical mass that can support the application of learning at the work place; 7

8 The New Policy shift Cont. Other on-job training techniques to be encourage; Clear division of roles and responsibilities identified and regular liaison between Ministries/Local Governments and other organs responsible for training in the Public Service; All cadres to have career development training milestones; Priority for training to be increased and sustained to ensure continuous learning and development in the Public Service; Training funds to be protected against re-allocation Training to be largely driven by demand/need; Training to be evaluated. 8

9 The Approach Hired a consultancy firm; A mix of external and local consultants; Attached a team of Officers (counterparts) to work with the consultants and to learn from them. The roles of the counterparts and the obligations of the consultants to train the counterparts were clearly spelt out in the Terms of Reference; The team adopted a participatory approach to the development of the policy as shown in the activities undertaken. 9

10 Activities Review of Literature and observations Consultation with the Chief Executives and Senior Managers; Discussion of Inception report with Ministry Management; Development of survey instruments; Piloting of survey instruments Workshop for different respondent groups including officers from Local Governments to have feedback on existing HRD policies and obtain proposals. Analysis of the questionnaires; Focus group discussions and interviews to discuss key issues raised by respondents 10

11 Activities cont. Drafting the policy and presenting it to SMT (At this stage the Consultants left in accordance with the TORs); Discussion of the draft policy with different stakeholders; Review of the draft policy to take into account the issues raised by stakeholders; Discussion of the revised draft policy by Senior Management in the Ministry of Public Service; Preparation and presentation of Cabinet Memorandum; Revision of policy to take into account Cabinet recommendations Approval of policy by Cabinet; Issuing Circular on policy to the service for implementation 11

12 Key elements of the policy A clear institutional framework for managing staff training and development i.e. Ministry of Public Service, Line Ministries, Departments, Local Governments, Ministry of Foreign Affairs, Education Ministry, Finance Ministry, Establishment of Training Committees in each Public Service entity; Establishment of Professional Development Committees for each cadre to cater for professional development needs e.g. Engineers, HR, Legal etc. 12

13 Key elements of the policy cont. Designated Training Liaison Officer in each entity; Emphasis on the role of Chief Executives and Line Manager; Highlight on the obligations of Government Officers; Lists training categories Induction /orientation - Performance Improvement - Professional development - Pre-retirement Encourages increased use of non conventional training and development methods e.g. coaching, delegation, mentoring, taskforce activities, attachments, study visits, rotation and transfers, E- learning etc. Banding for 3 years following completion of long term training Evaluation of training, before during and after. 13

14 Lessons Learnt Terms of Reference obligation for internal Capacity building need to be clear; A blend of Consultants to ensure that policy proposals are relevant; Office of the Consultants better placed within the organisation; Wide consultation but balancing organizational and individual interests; Methods of collecting data to ensure 100% response the workshop; Commitment to the process and the need for political support 14

15 CURRENT INITIATIVES TO SUPPORT THE POLICY Issuance of implementation guidelines Sensitisation of stakeholders Development of systems and tools i.e. competence dictionary, the interactive and result oriented performance appraisal scheme, competence profiling for each job, incorporating HRD issues in Quality assurance, continuous monitoring and evaluation etc. 15

16 Thank you. 16