PROJECT “EU-FORMA”Programe Leonardo da Vinci 2000-2006

GUIDELINES FOR TM TRAINING IN EUROPEAN REGIONAL AND LOCAL AUTHORITIES

GUIDELINES FOR TM TRAINING IN EUROPEAN REGIONAL AND LOCAL AUTHORITIES

Maria Giovanna Garuti (ISMO)Gianni Agnesa, Inge Keymeulen, Nicola Sassu (FORMEZ)Julia Serrano Checa, Carlos Maria Suso Llamas (IAAP)Harry List (EIPA)Gabriela Aldea (FORDOC)

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Index

1. Foreword.................................................................................................................................3

2. Aspects emerging from research on the figure of the TM..................................................5

2.1 The role of training.....................................................................................................................52.2 The role of the internal training service.....................................................................................62.3 Definition of training manager...................................................................................................8

3. TM job-profile and areas of competency...........................................................................11

3.1 The TM’s profile according to a sequential approach..............................................................113.2 The TM’s profile according to a systemic approach................................................................123.3 Summary of the TM’s profile...................................................................................................133.4 The TM’s profile in a real dimension......................................................................................19

4. TM training contents and manner......................................................................................20

4.1 Contents....................................................................................................................................204.1.1 Baseline competencies and management skills area.........................................................204.1.2 Specific TM’s competencies area......................................................................................214.1.3 Cross-cutting competencies area......................................................................................214.1.4 Content areas and methodologies.....................................................................................22

5. Recommendations for “substantial” training action........................................................24

6. Training paths for TMs.......................................................................................................25

Evolution........................................................................................................................................276.1 An example of implementation...............................................................................................276.2 Course for newly appointed TMs............................................................................................286.3 Course structure.......................................................................................................................296.4 Module-based logic.................................................................................................................306.5 Ongoing training activity for senior TMs................................................................................32

7. Conclusion.............................................................................................................................33

Annex 1...........................................................................................................................................35

Annex 2...........................................................................................................................................40

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1. ForewordEU-FORMA is a European project funded under Community Programme Leonardo da Vinci, whose aim is to “build” a training manager profile for public administrations in a European perspective.The project’s Lead Partner is Formez – Training and Study Centre, organisation belonging to the Italian Ministry of Public Administration, which since the late 1990s has been carrying out research and pilot experiences on the figure of training managers within Civil Service.The project has been conceived and developed with:

- IAAP – Instituto Andaluz de Administración Pública (Seville, Spain);- EIPA – European Institute of Public Administration (Maastricht. The Netherlands);- ISMO – Interventi e Studi Multidisciplinari nelle Organizzazioni (Milan, Italy);- FORDOC – Centrul Regional de Formare Continua pentru Administratia Publica

Locala (Calarasi, Rumania).

Comparing notes with similar agencies in other countries showed from the outset that the label “training manager” in point of fact covers a number of diverse figures, depending on the size and mission of their respective public administrations, training methods adopted and different roles covered. This complexity has made and still makes it somewhat arduous to design training and vocational development pathways specifically targeting “civil service training managers” in their various guises.This project aims to review, on a European scale, the training of local authority training managers, analysing optimum trends in public authority training systems in 10 European countries, through research, workshops, focus groups and an international conference.EU-FORMA is mainly addressed at training managers working in regional and local authorities. It wishes to offer them guidelines for a training approach that takes into account the developments of local authorities in Member States: scenarios; mission; tasks; organisation and networking. The selection of local authorities was prompted by the fact that they make up the largest level of authority in sheer numbers in each European country. They have close contact with the territory and citizens, and they often have fewer available resources, hence they find themselves often unable to bear the cost of research and pilot implementation.At the heart of EU-FORMA lies a shared reflection, involving European training centres and local authorities (in particular, regions, sub-regional authorities and medium-large municipalities), on the current and sought after profile of the training manager and the best training approaches for this role.The countries involved in the project are Belgium, France, Germany, Ireland, Italy, the Netherlands, Portugal, the United Kingdom, Romania, and Spain. In more detail, there are 23 local authorities involved and 21 PA training bodies.This paper – based on the results of two surveys, an international workshop (Seville, May 2006), some national focus groups and a review meeting (Slobozia, November 2006) is the final version of the guidelines, which were adopted by the partners and other participating organisations by the end of 2006.

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The project has had a duration of 18 months (October 2005 – March 2007); these Guidelines were presented during an international meeting in Maastricht (March 2007), in order to disseminate them for adoption by interested public administrations. This document is also downloadable from website www.euforma.net (in English, Spanish. Italian and Rumanian).

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2. Aspects emerging from research on the figure of the TMThe survey implemented highlighted the fact that in the wider view of Public Administrations (Pas) reviewed, education & training departments play a well-established role in the framework of policies targeting HR and skills development and are seen as factors for organisational success and growth. This is shown by the many training plans, including multi-annual ones, and by the number of persons involved in training programmes despite financial problems and budget cuts.

There is also growing awareness of the fact that ongoing training is an essential and vital lever enabling organisations to implement the changes necessitated caused by a series of internal and external factors. Such factors include, institutional uncertainty, instability and unpredictability of economic and market factors, globalisation, geographical mobility, the different roles of government, civil society and market the impact of new technologies – these are just a few examples. These are some of the challenges, which have brought about transformation in value systems, in the culture of successful organisations, in the demands made by citizens also on their local authorities.

2.1 The role of training

As with any other activity having strategic value, training also follows a programming line, mostly of the multi-annual type. Programming of training should be able to blend two forms of logic:

Firstly the back-office level, concerning management and administration, targeting improved efficiency, functioning of the administration and the quality of HR activities.

Secondly, the front office level, addressing the territory hence the external results achieved by public authorities, support to the implementation of long-term general policies, involving both civil servants and external subjects.

This setting marked by positive developments also includes contradictions and inconsistencies between stated policies, as found for example in programming documents, and actual implementation.

Some signs of this gap are:

The lack of a strategic/general (multi-annual) vision combined with a more operational/specific (short and medium term) vision. This leads to prevalence of one-year over multi-year training programmes, revealing a focus on short-term results rather than on long-term perspectives. This approach clearly fosters a training system based on one-off activities and courses rather than on organisational development projects. The former may at times be better able to meet specific, individual and context-linked updating requirements, whereas development projects, apart from producing changes and innovation of far larger scope, by their very nature require greater care and process maintenance as well as more extensive time-frames;

The limited training offer targeting senior officials and managers, despite their key role in organisational innovation and change processes.

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2.2 The role of the internal training service

The different role played by the training function within each organisation strongly influences its effectiveness. In organisations that are highly fragmented and have a hierarchical, function-based structure, (fig. 1) the training service is often a lesser branch of the organisation and/or HR area. Given its marginal position, it cannot obtain an overall view of the organisation, perform general needs analysis and implement structural, “in-depth change” actions.

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FIG. 1

FIG. 2

In more advanced public authorities, with a department-based structure, i.e. by macro-sectors, (fig. 2) the training function often is given higher ranking and becomes a fully-fledged stand alone “service”, i.e. with its own micro-organisation, a manager, qualified staff, a network of contacts and it becomes an important branch of the organisation, innovation and internal programming service.

After a veritable process of empowerment, the organisational unit can acquire greater autonomy with respect to the personnel office. In more evolved cases, the training function effectively becomes a strategic function, reporting to General Management and supporting and facilitating the most important and innovative policies (fig. 3). The service prepares annual and multi-annual training programmes, with many activities of the “generative” type, with strong involvement of participants and concerning several administrations and bodies playing a role in policy making initiatives. Training actions directly scheduled by the ad-hoc unit are mostly those for newly appointed staff, cross-cutting, inter-sectoral or concerning recruitment of staff in new positions, while specialist training, in this framework, becomes the exclusive province of the various department managers.

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FIG. 3

Albeit with these limitations, the statute of the training service is by now well consolidated in the PA, as indeed are the functions and activities it embraces, all of which leads to better definition of training management roles and responsibilities.

Indeed the in-house training function is directly responsible for need assessment, project design and control of the training system, whereas recourse is made to outsourcing for implementation and/or consultancy support for the strategic configuration of the service.

This, together with the development of increased theoretical reflection on adult education systems, allows us to state that the role of the training manager is taking on diverse profiles with different responsibilities and competencies, although they all share a common base linked to the specific subjects of the task: training and its methodologies, learning and the conditions supporting and promoting it.

As is well known, local authorities themselves also differ greatly in terms of size and organisational structure.

Starting from the case of authorities of significant size (regions and intermediate level authorities such as provinces, départements, counties, medium-large municipalities) we examined different types of “training operators”.

2.3 Definition of training manager

The results of research enable us in particular to define a professional profile for a figure nowadays operating in the civil service: the training manager.

The training manager (TM) mainly performs planning and management functions, based on institutional objectives, within the structure he/she coordinates, rather than being marked by teaching skills or knowledge of technical contents (as was once the case for trainers, including civil service ones).

The TM’s profile presents (or should present) a set of characteristics linked to both the training sector and to his/her management responsibilities within the civil service:

Training has its own toolbox, a theoretical reference system, a strong ethical and aesthetic component, which cannot be ignored by the TM who has the overall responsibility for the quality of the processes and products he or she manages. For example, it is not possible to head an IT department with no knowledge whatsoever of IT systems. The TM cannot be a procedure administrator alone but must also be a technician, an expert although not necessarily a specialist in the field.

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By reason of its mission and nature training requires management through structures and methods which are not bureaucratic, but rather circular, dialogue-oriented and integrated. Training, if it is to provide not only responses but also proposals, requires critical thought, diagnosis, interpretation skills and creativity. Studies on divergent thought, on innovation and creativity have by this time demonstrated clearly that these skills are not the prerogative of solitary geniuses but rather, to develop fully, require a group environment open to new ideas and dialogue. An organisational unit dedicated to training should function in the same way as a research laboratory or a newspaper editorial office … Thus, it requires leadership able to promote dialogue and link together specialists, institutional needs and personal motivations: an impossible task in the absence of common ground and language between managers and professionals.

In some cases, (in the larger Public Authorities, where it is possible to organise a structured, specialised training service) there may be one or more project leaders (PLs) or training designers, in charge of developing and implementing specific educational projects or action areas (initial training, technology innovation, Common Assessment Framework, etc.).

The description provided above was empirically obtained from the accounts provided by interviewees of their own or other people’s experiences.

The figure of the TM (and that of the PL) emerges from amongst the many “labels” for Training Managers in the different local cultures. “Titles” are many, but their main duties are broadly similar.

For the purposes of the EU-Forma project, the differences but above all the similarities, between the training manager and project leader’s profiles lead us, for the time being, to believe that their training pathways need not be substantially different.

Considering the current offer of training targeting TMs, the research highlighted several vague or unsatisfactory aspects:

Scarce attention is paid to this specific profile and even existing actions seem to be somewhat fragmentary in kind, that is with no overarching design;

Content developed shows obvious gaps with respect to the skills deemed of fundamental importance for this role;

Methodologies adopted are basically traditional, resting on the transfer of information and knowledge, and hence are scarcely suited for the purpose.

This difficulty could be linked both to the “complexity” of the TM’s profile and to the relatively small numbers of the target population.

The Training offer thus runs the risk of being generic, often including the target group in general courses for civil service managers or in courses for trainers not specifically designed for the public sector.

Thus, the specific nuance of being a training “manager” is overlooked (for example important areas of reflection are lacking, e.g. the advisory role of the service and its relationship with in-house customers) and above all, no attention is paid to the sensitive roles the TM must play (innovator, combiner, integrator, etc.).

On the other hand, since civil service training developed later than training in the corporate world, it is somewhat lagging behind in defining its identity and acquiring a professional status (not surprisingly many training managers did not call themselves “trainers”).

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In short, our study reveals that the training offer available today is more ambiguous and confused than the TM’s profile and practice. This supports us in our effort to create a more organic and coherent training model.

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3. TM job-profile and areas of competency

In order to define in greater detail the training manager’s job profile and distinctive know-how, we followed two paths:

o One focused on a survey of competencies with reference to the so-called training cycle, mapping the skills required in each phase;

o The second, equally systematic, addressed the TM’s responsibilities in steering, co-ordinating and leading the training service.

Each approach has specific limits and benefits: the first makes it easier to reconstruct the skills concretely referable to the TM’s “procedure-based” actions, but tends to lose sight of the overall picture, identifying similar competencies involved in different phases.

The second approach involves a degree of simplification, but has the merit of better capturing the overall meaning of the activity and the relationship of the TM and organisational context as well as the relationship between training activities and political-administrative decision-making processes.

Let us now examine the two approaches in detail.

3.1 The TM’s profile according to a sequential approach

Based on the first approach, when following the phases of a training cycle, we can define a list of competencies referred to the different phases, according to the following template:

TRAINING CYCLE AND MATCHING COMPETENCIESPhase Competency

General organisational strategy

o Understanding the workings of public authorities and developments in progress. In particular, possessing clear knowledge of one’s own area of activity

o knowledge of the parent organisation and its attendant objectives

Needs analysis o Understanding the knowledge skills and attitudes needed for achieving the organisation’s goals

o Knowledge of the duties, responsibilities and positions in the organisation

o Ability to carry out a need analysis.

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Phase CompetencyDefining training strategies

Knowledge and understanding organisational development principlesAbility to define a general training strategy matching the organisation’s objectives and identified needs Ability to assess in which situations training is the best support tool for change Ability to focus, promote and communicate training to management

Defining the training plan Ability to define which specific training method is appropriate to favour the intended development and changeAbility to balance the needs of the organisation with the needs of the organisation’s membersAbility to promote training and establish priorities Ability to define any other organisational action aimed at favouring development or supporting line management for needs analysisPossessing advisory skills (as internal advisor)

Defining the specific aims of training

Ability to define concrete training aims and objectives

Defining contents Ability to co-ordinate the definition of training programme contents, making specific reference to the different players (management, participants, trainers).

Planning and organizing Ability to draw up a “training” budget and plan and organize activities;Having a good knowledge of the training market;Ability to evaluate training programmes and their relevance.

Implementation o Ability to control/monitor execution of training activities

Evaluation o Ability to carry out evaluation in terms of satisfaction, results for participants and impact on the organisation

o Ability to produce a report of training provided

3.2 The TM’s profile according to a systemic approach

The second approach, inductive in nature, starts from responsibilities.

From the viewpoint of assigned responsibilities the TM, like any other manager, is tasked with managing an organisational unit guaranteeing effectiveness and efficacy in pursuing results and development of the human resources, competencies and knowledge necessary for maintaining and increasing service performance levels over time.

In the specific area of the “training service” the TM shall:

ensure the consistency of the Authority’s strategies with training strategies, with special regards to innovation and organisational change aspects;

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propose and plan training systems consistent with short and medium-term training needs and requirements;

guarantee implementation of the training plan adopted within negotiated budget constraints;

monitor and assess the quality of the process and product offered with regards to customer satisfaction;

co-ordinate development and innovation of vocational competencies and know-how in line with developments in the relevant scientific community and with the Authority’s requirements.

Lastly, to break down and describe the system of responsibilities from the point of view of competencies, we have combined two reference models: the management role model proposed by H. Minzberg and Bloom’s classification of cognitive skills.

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Following these paths, we can say in principle that:

The Training Managers’ core or basic skills are linked to the assumption of a managerial role;

Their specific skills concern “training provision” and “training system management”;

Their cross-cutting skills refer to their capability to “inhabit” the organisational community.

3.3 Summary of the TM’s profile

By combining the results of the two approaches followed (procedure-based and systemic), the empirical research results have been arranged in a single system of competencies, described below.

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CLUSTER OF “TRAINING MANAGEMENT FUNCTIONS”. This includes the system of knowledge, capabilities and skills linked to the managerial position/role

COMPETENCIES AREA COMPETENCIES ACTIONS (INDICATORS)DECISION-MAKINGSystem of decisions needed for managing the input-output relationship and use of resources.

Planning training activities in line with the Authority’s strategies.

Analyses the demands of customers, both implicit and explicit Sets priorities Sets basic goals and objectives Keeps him/herself updated on significant institutional events

(employment contracts, trade union agreements, organisational changes, mobility)

Participates (directly or indirectly) in meetings with Customers (negotiation and adoption of the Plan).

Formulating and meeting the planned budget for activities.Seeking sources of funding.

Knows internal constraints Knows his/her external environment (reference political and

institutional system) Knows the European PA system Knows and involves local stakeholders

Providing inputs for appropriate scheduling of training activities.

Arranges systematically the elements arising from regular or ‘ad hoc’ surveys

Translates the plan’s goals into objectives concerning specific types of beneficiaries

Sets quality standards Sets objects and standards for result assessment

Organising work activity and resources.

Sets key coordination and control points Assesses the quality/amount of resources available Oversees the effectiveness/efficiency relationship through the task

assignment process Holds regular meetings with in-house and external resources Prepares and updates the list of providers

“MANAGERIAL FUNCTIONS” cluster (continued)

Compentencies area Compentencies Actions (Indicators)INFORMATIONThe set of information processes coordinated by the TM

Awareness of one’s reference environment.

Updates him/herself on legal and administrative measures and is aware of their information sources

Maintains contacts with relevant professional environments (universities, training centres) in order to regularly update his/her professional know-how

Participates in communities of practicesCollecting information of import for his/her function/service.

Knows key institutional references Holds ongoing contacts with the HR/Organisation function Holds ongoing contacts with general management

Processing informationDisseminating information as relevant among the various stakeholders (collaborators, providers etc.).

Selects relevant information Collates significant information Acts as contact point for training issues Ensures that everyone has the information of use/needed to perform

their activity Uses corporate communication tools (intranet, newsletter etc. ..) to

promote the role of training

“MANAGERIAL FUNCTIONS” cluster (continued)

Compentencies area Compentencies Actions (Indicators)INTERPERSONALThe set of abilities needed to handle professional relations

Communicating effectively both internally and externally

Is able to make an effective presentation - speech in front of an audience

Writes clearly and in line with the expectations/language style of the recipient (avoiding bureaucratese)

Provides opportunities for exchanging experiences Is able to express and defend his/her ideas in group settings Adapts his/her communication to the audience

Negotiating effectively Submits well-documented proposals Acknowledges his/her client/customer/ supplier needs Is able to identify alternative solutions Cooperates in identifying compromises acceptable for all parties

Promoting team work and being able to work in a team

Requests opinions and comments Delegates the solution of complex problems Voices his/her opinion/position Organises meetings assigning roles and functions Argues in support of his/her opinions Seeks consensus but is not afraid of confrontation

“TRAINING PROVISION” cluster. Is aware of the knowledge, know-how and professional skills trainers should possess1

Compentencies area Compentencies Activities – indicatorsADULT TRAINING The theoretical and practical elements involved in the teaching - learning process

Learning and adult learning principles.

Knows and is well documented on learning principles Is able to consider and assess the needs of the learners in accordance

with motivation and personality theories Is able to apply those principles in training projects, e.g. by assessing

consistency between objectives, contents, methods, number of participants, logistics etc. …

Masters a learner-oriented approachTeaching and methodological skills.

Is able to translate goals into learning objectives Knows the key methodological and teaching approaches Is able to assess the methodology in connection with learning goals

(instead of following fashion or tradition) Is able to distinguish teaching (what one should teach) from what should

be learnedTHE TRAINING PROCESSThe implementation of training with special regards to training design and assessment

Assessing training needs. Knows needs assessment models and is able to identify those most suitable for the situation

Is able to suggest interpretation of data collected (needs assessment) Takes care to involve the various players

Designing training modules Is able to translate needs assessment into a coherent process of contents and methods

Can assess the consistency of training projects submitted by external designers or advisors with training objectives and requirements

Designing an evaluation process

Knows the different evaluation levels: appreciation, learning, impact on the organisation

Is able to identify the evaluation levels needed/consistent with the different training activities

Is able to assess the effectiveness/feasibility of the various evaluation tools Is able to use evaluation data for assessment and review of training offer.

“CROSS-CUTTING COMPENTENCIES” cluster - mainly concerning the sphere of the self and one’s relations with the organisational worldCOMPENTENCIES DESCRIPTION1 Note- the degree of specialist mastery of the listed competencies may differ depending on the number of resources present in the system, which of course will in turn depend on the Authority’s size

Flexibility The ability to adapt oneself to changing circumstances and change one’s behaviour to make it more effective.It makes it possible to master several strategies for facing up to unforeseen circumstances or new events.

Systemic vision The ability to link elements in causal and meaningful chains.The ability to avoid getting bogged down in details, but to abstract and generalise. The ability to operate pragmatically in the short term, while also formulating medium-term hypotheses.

Creativity and innovation The ability to identify innovative solutions to known problems, apply known elements to new problems, taking reasoned risks, and embark in new actions.Also the ability to tolerate errors and learn from them: look for the cause of failure instead of for the culprit. The ability to utilise sound ideas regardless of who puts them forward.

Leadership A complex ability involving autonomy (self-confidence), trusting others, listening, empathy and the ability of entering into conflict for a purpose.It is mainly linked to the TM’s advisory role, i.e. the need to influence without directing.This requires an approach that is not “dependent” but “interdependent” also with higher management

Note. The managerial compentencies cluster involves several topics closely linked to training activity, such as drafting the training plan, budgeting and the chain of information and interpersonal activities.Hence, the overall area of compentencies concerning the “Training” dimension of the TM is in actual fact much larger than that summarised in the "training provision” cluster.

3.4 The TM’s profile in a real dimension

Clearly, the professional figure outlined above is an “ideal type”, that is, a goal that should be considered necessary, useful and in line with the present challenges facing PAs.

Actual reality is, as always, much more varied and hazy as a result of the political settings and historical and cultural traditions of the different Countries.

In particular innovation encounters several obstacles, both institutional and in terms of competencies:

1. Difficulties in communicating with higher management and/or little negotiating power with regards to it, hence lack of adequate resources for meeting the development needs of this function (the TM is excluded from the decision-making level).

2. The TM’s limited awareness of his/her advisory role: as previously mentioned, the TM runs the risk of finding himself crushed between a rock and a hard place, that is between bureaucratic management and technical super-specialisation.

3. Trends in training are often poorly known or else remain an “abstract” culture, not transferred into organisational life. Proof of this is the low methodological innovation in training activity and the scarce attention paid to providing appropriate time and place for training.

4. There is limited internal and external networking, and experiences reported by respondents would seem to indicate lack of focus on process improvement. For example, no true organisational development actions have been reported.

5. Evaluation/assessment, monitoring and control of training play a marginal role: they are in line with the “course-based” approach but do not explore deeply the elements of process quality.

The above weaknesses can suggest priorities for action in defining the desired TM profile.

4. TM training contents and manner Good TM training involves key competencies to be developed and behaviour to be applied. This leads to the definition of content areas, focusing in terms of details and prioritisation, and to the adoption of the most appropriate learning methods.

When a training model is proposed, contents should be allied with the manner of presentation, which is in turn linked to the characteristics of training settings.

In designing a training pathway, it is essential to master the overall logic of learning, going beyond plain sequencing of programming phases.

This approach is illustrated below.

4.1 Contents

4.1.1 Baseline competencies and management skills area

We propose the following content clusters which may also be used to design specific training modules, each including several teaching units:

1. PA development scenarios. The role of training in the change of public systems and Country (regional) systems. Active implementation of measures covering training. Successful case studies.

2. Change as a complex organisational phenomenon and the change in management skills with special regards to the design of systems (with reference to the training function) and decision-making in conditions of uncertainty (creative decision making).

3. Public organisations and their logic. Organisational analysis, interpretation of work processes, identification of the various roles in organisations.

3.1.More emphasis on public management skills: programming, design (Project Cycle Management), coordination, control.

3.2. It is also useful to imagine more in-depth investigation on HR management and development both as regards one's subordinates and as a critical issue for the organisation as a whole.

4. Special attention (a priority focus) should be devoted to networking. These issues include cognitive-methodological aspects concerning:

The TM’s role and the network of significant relationships

Organisational integration

Institutional communication

Increasing networking capabilities also means developing a system-oriented and leadership mindset (which, for easier description, we have included in the cross-cutting competencies area).

4.1.2 Specific TM’s competencies area

This involves all themes relating to adult learning and training in the broad sense (not only in the classroom). In particular, we deem important for the TM:

1. The logics of adult learning and the principles of individual, cooperative and organisational learning

2. Monitoring and evaluation models and tools closely linked not only to the planning of training but also to its strategies with regards to the interests of main stakeholders

3. The advisory function, organisational assessment and processing of training demand

4.1.3 Cross-cutting competencies area

Reviewing the compentencies clustered in this area, we consider the essential and main dimensions for the TM to be leadership, systemic vision and propensity to innovation.

The TM is also the conceiver, planner, coordinator and evaluator (in one word, he/she manages) of training as a project-design and management process.

Therefore, the TM should master this operational approach, in particular in accordance with the Project Cycle Management approach, widely adopted at European level.

We may say that it is essential to train for empathy, i.e. understanding of difference, caring, ethics and aesthetics. These qualities also support an effective management style based on coaching and not only on the chain of command.

4.1.4 Content areas and methodologies

Making another step forward we can link contents to methodological approaches.

We thus obtain the following matrix:

CONTENT AREAS – METHODOLOGICAL APPROACHES MATRIX

BASIC COMPENTENCIES AREA

MANAGERIAL SKILLS These can be developed through:

a classroom setting dedicated to organisation and management skills, using active learning methods (exercises, case studies)

setting of research or benchmarking between different realities

an exchange setting , in periods to be scheduled - with colleagues in other organisations, including those in other European countries. Exchanges can be of different “depth”, ranging from simple a visit, to shadowing or seconding

NETWORKING The themes included in this area have aspects both of content (updating on …) and of creation of a mindset open to systemic thought. It seems to us particularly interesting for implementation of both themes to adopt two types of training:

meetings with experts from other fields who regularly use a ”networking” method in their work, for example biologists, IT experts, historians etc. … We may call this “Complexity gym” and it could take the form of several meetings (also international), based on an interactive workshop pattern

Socratic dialogue, which is the principal methodology in philosophical practices addressing issues of change, scenario evolutions, and their impact on the life of persons and organisations. In this case too, it would be advisable to set up two-day meetings which could be repeated several times on different themes

SPECIFIC COMPENTENCIES AREA

ADULT LEARNING

MONITORING & EVALUATION

ADVISORY POSITION

A classroom setting when the aim is to understand the training process and its characteristics.

Communities of practices as a fertile terrain for exchange experiences among TMs and other training specialists.

CROSS-CUTTING COMPENTENCIES AREA

LEADERSHIP

TEAM-BUILDING

Workshop methodologies, entirely experience-based for the exploration of leadership and self-empowerment in one’s role.

The TM’s training constellation

MANAGEMENT

OrganisationCoordinationControl

Organizational logicslgic logiclogic

TMs and their role

HR development

Creative decision making

CHANGE MANAGEMENT

Integration and networking

Organisational change and complexity

Project design and vision

Individual and organizational learning

TRAINING PROVISION

Designof advisory role in training systems

Monitoring and evalutation

Leadership and empowerment

DEVELOPMENTOF ORGANIZATIONAL RELATIONS

Team building

Interinstitutional governance

Policy makingInstitutional logics

Subsidiarity

Changes in legislation

Vision

MANAGEMENT

5. Recommendations for “substantial” training actionWe deemed it useful to close this report with some suggestions for implementing TM training modules meeting effectiveness and feasibility criteria.

First recommendation: the complexity of the TM’s professional profile requires provision of Modular training ensuring flexibility and adaptability to the various professional backgrounds of participants. Indeed, the study highlighted that TMs typically come from different backgrounds (educational and career-wise) nor does it seem likely that in the future a single professional development pathway will be implemented. The TM’s role requires a well-balanced mix of competencies that must be strongly anchored to personal and professional motivations.

Second recommendation: TM training should be permanent and recurring: acting in innovation and for innovation requires constant pursuit of self-development. The training offered should be rich, while not presuming to be exhaustive and conclusive (the risk run by all-embracing master courses), in order to encourage participants to go beyond. It should not be presented simply as a duty of “professional updating”, but must also whet the appetite for discovery. For all these reasons, approaches and methodologies are as relevant as contents.

Third recommendation: training, while not limited by the straitjacket of univocal, allegedly “globally applicable” pathways should broadly be addressed to two main target groups:

o recently or newly appointed (or soon to be appointed) TMs

o TMs with long-term experience in the post.

The first target group should receive training focused on managerial skills in the training provision field (baseline competencies). This approach will be described in greater detail in the next chapter.

Training for the second target group may focus instead on professional updating and maintenance of skills for handling complexity. This path will also be illustrated in greater detail in the next chapter.

Ideal training chains, identified starting from the constellation (see page 22), may include:

Training strandsNEWLY APPOINTED TM BOTH CATEGORIES SENIOR TM

Management dimension

Organisational logic, coordination, control

Personal development

Training provision

Individual and group learning

Monitoring and evaluation

Advisory function

Training system design

Leadership

Team building

Change management

Creative decision making

change and complexity management

integration

planning and vision

Fourth recommendation: the evaluation system addressing TM training should be consistent with the empowerment approach we suggest. Hence, the quality aspects and instruments of monitoring are to be privileged, paying strong attention both to appreciation and to performances achieved, but also to motivational and symbolical variables that may arise from the training process. This will provide further aspects for investigation, reflection and dialogue with trainees.

Fifth recommendation: TM training should introduce, in its progress, innovative methodological practices. In particular, it should foster and facilitate the exchange of experiences and know-how among professionals (communities of practices), between different operational contexts (breaking away from self-referentiality and negative or positive prejudices on oneself or others), between different disciplines (mutual influences). The TM is a manager of knowledge, a disseminator (according to Mintzberg’s code), and can only fulfil this function by acting as a crossroads between different borders (policy-makers-managers, individual-organisation, theory-practice, PA-setting, etc.).

Sixth recommendation: TM training should pay close attention to processes. It should not see itself as a bureaucratic requirement or just as a path to access some form of certification or scoring. Focusing on the process involves at least two aspects:

developing a visible and significant sponsorship system which also enhances the role of the TM. Involving the local and perhaps also the central political level is vital for promoting effective and ambitious initiatives;

involving the users as customers of one’s training, through shared assessment of training needs, presentation meetings and training contact, ongoing mentoring (see also the fifth recommendation).

6. Training paths for TMsWe have remarked that TM training should be seen as an empowerment process involving identification of one's own initial professional profile to be developed (and identification of the place covered in the organisation by the training service one belongs to) followed by a structuring path, so as to intentionally “build” a new TM figure.

Accordingly, the first step could consist of a “light” path, making it possible to establish one’s bearings and focus, covering the main contents largely linked to baseline and specific competencies. Later cross-cutting competencies will be spelled out and strengthened with experience (assisted by professional communities, benchmarking, exchanges and mentoring and advisory activities) and thematic seminars.

We have also said that senior trainers or expert trainers should have access to ongoing training. Based on training-in-action methodologies and on targeted information, pilot implementation and training contents, mostly falling under the heading of “training provision” and development of “cross-cutting competencies”.

However, the TM’s level of experience intersects in a non-obvious way that of the training function.

Indeed, it may happen that a TM initiates the activity of a previously non-existent organisational unit. Conversely, a newly appointed TM might be assigned to a service with a long track record, even a mature and strongly autonomous one. In these cases, the TM must not only acquire training but also “fit into” the organisation and "personalise” his/her role.

By developing (and to a certain extent pushing) this line of reasoning we may thus define an orientation framework as to the training paths suggested for TM training with respect to his/her level of experience and the development status of the training service in which he/she works.

Experience

PhaseEvolution of the Service

TM

Initial hiring

SENIOR TM

Experienced in the position

Initial phase CB

Consolidation phaseCBCP

CSCPST

Mature phase CBCP

CPST

Legend CB Baseline course CS Specialisation course

CP Professional community ST Thematic seminars

Indeed, a junior TM should first build his/her personal toolkit before sharing and expanding it through specialisation courses (which among other things are quite expensive). Conversely, an expert TM can skip baseline or specialising courses and receive his/her training within communities of practices and by attending thematic seminars.

6.1 An example of implementation

The guidelines are an opportunity for reflection and a document providing guidance.

By their very nature, they have an analytical approach coupled with a policy-making one.

Since the goal is to offer a viable proposal for very different contexts, we shall try to provide a TM training template adaptable to the different national and regional settings in which this model may be concretely piloted.

As stated in previous chapters, TM training should be seen as a pathway including various elements: classroom sessions, on-the-job training, development of competencies through learning and professional communities, exchanges, secondments, etc.

Moreover, the field of competencies was outlined and defined as a function of the activities performed within the training cycle and as part of job duties (the TM’s training constellation) and different training methodologies were defined with reference to beneficiaries and thematic areas.

This is the “core” of the guidelines, what we see as the projects constant objective defined by the Eu-Forma Project.

A series of initiatives can then be added, which use, integrate and complete the general and methodological suggestions provided.

As first implementation we wish to outline a possible solution for the initial course.

6.2 Course for newly appointed TMs

Let us start by establishing some background conditions:

The course as a “System action”The course for newly appointed TMs will be meaningful especially if seen as an element in an overall strategy aimed at spreading consistent competencies in a wide range of public authorities.

An optimum condition is therefore for an agency of higher level than the authority where the TM works, or a consortium of same level authorities to plan the training of a certain number of officials in order to make them TMs, to be assigned to ‘ad hoc’ training services set up within each PA.

Needs assessment Another requirement is the detection of the TMs’ initial competencies before course start, in order to tailor the training activities. It is also advisable to have a clear view of the position of the training unit within the various PAs represented, so as to adapt the training to real situations. Moreover, an identification of one’s own place in the organisation during the initial team building will help to check the training unit activity and role.

Working as a team from the startThe number and makeup pf the trainee TM group should be planned so as to create from the start a learning community. Obviously, creation of groups based on variables such as age, background, organisations etc. is feasible only in the event of many participants and adequate resources for organising several groups.

At all events, and it may be excessive to repeat it, organising a team requires strong initial commitment by individuals, and responsibility building already before start of activities, which will then be supported by personalised mentoring and opportunities for socialisation (outdoor).

Small costs, great commitmentA cost-effective course should last between 15 and 20 days, corresponding to 3 or 4 weeks of full-immersion course, with a single base for activities. For teaching reasons (to allow sharing, personalisation of hands-on sessions, feedback checking) the group (or groups) of trainees should not exceed 15 participants, receiving training for 7-8 hours daily. Based on accessibility of the premises where training is provided, 2-hour (or multiples) teaching units may be scheduled in the morning, afternoon and evening.

6.3 Course structure

The course could be structured as follows:

Baseline competencies 1. Team building (the TM’s professional identity, role in the organisation, case

studies by TMs)

2. Evolution scenarios of local authorities and legislative framework of training

3. Analysis of training success stories.

4. Strategic change management

5. Organisational change

6. Public organisation and its logic

7. Organisational and work process analysis

8. Public management skills

9. HR management and development

Specific TM competencies area10.Adult learning and training provision

11.The TM’s network of relations and networking development (Project work) 12.The principles of adult learning and of individual, cooperative and

organisational learning

13.The training cycle and the players of training

14.Monitoring and evaluation models and tools

15.Organisation integration and institutional communication

16.Advisory role, organisational assessment and investigation of training demand

Cross-cutting competencies area17.Project cycle management

Presentation of Project workEvaluation of the process and scheduling of follow-up activities

The course should start from emphasis on team building by means of careful assessment of the development potential of competencies with respect to the initial situation, individual motivation, assessment of individual change possibilities and training function development potential. A fundamental “energising” function is played by success stories providing strong ethical and value building sense to the whole process. Moreover, the first week sees launch of project work (e.g. networking development)

The central part of the course should address in greater detail the themes of organisation and the training cycle. Moreover special attention should be devoted to training assistance and mentoring to enable any individuals lagging behind to catch up and effectively support the development of project work.

The last phase should address the issue of project cycle and illustrate project work. It should also include initial evaluation of the path (appreciation and learning) also in view of certification of the activity.

Finally, the last day should be devoted to mapping possible training follow-ups, pilot implementation projects, avenues for cooperation, including a tentative calendar of future activities (follow-up, meetings, conventions, etc.)

6.4 Module-based logic

The baseline course is intended as “universal” i.e. implementable, with appropriate adaptations, in each and every EU country.

This will enable engineering of a set of common activities, enabling economies of scale and facilitating broader, more effective evaluation of results.

The teaching units most open to adaptation will be those linked to the public authority system and the public training system (items 2 and 6) and those devoted to the role and function of public management (item 8).

By merging some topics or changing their level of detail, or again extending the course over 4 weeks, additional teaching units can be added, devoted to specific basic setting or content aspects such as:

Baseline competencies 18.Analysis of the social and economic setting

19. Implementation of special programmes

20.Development of institutional training projects

Below, we provide a Training Manager basic course template, covering 3 weeks. The template matches the course structure provided above and includes a combination of teaching units for the three competency areas (baseline, specific and cross-cutting) spread across the classroom training period, according to a step by step criterion.

The course will be preceded by essential preparatory activities, including introductory contact with future participants.

After the course, follow up sessions will be held at 2 and 4 months, as well as distance training for developing and piloting specific training activities designed during the course.

These post-course actions are intended as a springboard for setting up and launching a community of practices which will subsequently evolve into a professional one.

COURSE TEMPLATE

1ST UNIT

Integrative module

2ND UNIT

Integrative module

3RD UNIT

CB

CB

CB

CB

CS

CB

CB

CS

CS

CB

CS

CS

CT

CS

6.5 Ongoing training activity for senior TMs

Taking as a reference the description of the professional profile and the training constellation proposed, we have identified three key areas for maintaining and developing expertise:

Change management: i.e. the system of activities/competencies needed in order to continuously plan and upgrade training functions and actions. This is linked to the institution’s strategy, and hence is associated with the building and maintenance of the internal and external network, and with production and dissemination of know-how contributing to HR development and professional upgrading;

Mastery and development of training skills, i.e. keeping in touch with the knowledge and disciplines feeding one’s know-how and with the professional communities (both within and outside the P.A.) contributing their experiences;

Growth of the self and of one’s “emotional intelligence”, self-empowerment, and self-leadership

By trying to convert these areas (the list will never be exhaustive) into learning objects and manners for achieving learning, we can obtain the following schemes.

Change Management

Clearly, on this level, it is difficult to address training needs starting from the TM’s role, since actions addressing the institutional system as a whole are required. These organisational development projects see the TM as both promoter and user.

WHAT HOW

Skills for governing complexity

o Systemic thought

o Creative decision making and emotional intelligence

o Networking and integration

Projects to improve organisational well-being

Meetings with top executives and policy-makers on values…

Construction and promotion of communication tools

Short seminars for learning the themes in question

In-the-field implementing actions Seminars organised as theatre

workshops Seminars using the orienteering and

outdoor methods Mastery and implementation of

organisational check-up methods “Clinical” study of relations using the

method of philosophical practices Process consultancy Expert advice / coaching

The practice of training

WHAT HOW

Studies with special theoretical relevance are those on:

o learning

o groups and complex systems as to training approaches

On the practical and operational level, especially important are:

o design, assessment and monitoring systems

Meetings

Networking

Personal study

Communities of practices

Development of the self

WHAT HOW

Self-esteem

Flexibility

Leadership

Relational complexity

Institutional dynamics workshops

Group dynamics workshops

Theatre and musical workshops

Philosophical practices

7. ConclusionIt is unusual for guidelines to reach a conclusion, close a line of reasoning. The opposite is often true: they open it.

Having worked for over a year on building training pathways for trainers in public authorities in a European dimension, we feel to a certain extent that we have come full circle.

We have travelled across Europe to collect experiences, we have reviewed and analysed them, we have compared notes among partners and with our local and national counterparts. We are ready to set out again, checking the viability and effectiveness to the solutions we have recommended.

If the European Union wishes to, and if the national and local Public Authorities decide to use these indications, the next few years will see - and this is our hope - the flourishing of many courses for Training Managers “brainchildren” of out guidelines. We would also like to offer, to the extent it can be of use, an assistance service, creating a network of pilot implementers.

The EU has taken on the task of promoting a community-wide training system for the civil service: the Member States and individual regions are called upon to play a key role in coordinating the system on a local level. The training network already has examples of implementation among peer-level Public authorities (e.g. networks among Regions) but it must also extend to the whole civil service on a supra-national level, as well as in regional and sub-regional settings.

With this aim in mind and in this direction we have tried to interpret in the best manner the mandate assigned to us with the Leonardo-EU-Forma project.

But it is only the first step.

Annex 1

Ideas for a correct approach to training

Ideas for a correct approach to trainingIn concluding this report, we feel it would be of use to provide some general comments on training, seen as a particular, specific action to assist in the improvement of the organisations (public bodies) and persons operating in this sphere. The definitions which follow are provided in logical form (direct, based on evidence, reasoning and experience) and may perhaps seem simple theoretical assumptions. Of themselves, they are of little use, but any good practice – to be effective and transferable – requires a solid, consistent theoretical base …

Training may and must offer its contribution by providing a thrust in the direction of participation, inter-subjectivity, it must be a help and a stimulus to the expression and responsibility of each individual, it cannot replace the will of the individual nor that of an organisation. The trainer neither takes nor gives orders, he or she acts as an equal, as a partner, a process facilitator. Displaying his or her specific skills the trainer, within his or her specific sphere of competency, activates the method of “conversation”.

The “third function”, the non-managerial aspect of the training role makes it possible to act in the framework of light relationships, influencing without imposing, leaving to the autonomy and responsibility of the other the possibility of either utilising or not utilising the content of each exchange.

At the basis of the trainer’s work lies a relationship of reciprocity, otherness, liberty.

Liberty and the abandonment of an obligatory approach in the training relationship liberate from the condition of ‘aut/aut’ (either/or) and open the way to inter-subjective dialogue (‘et/et’ – and/and) which is at the basis of development as growth and expression of one’s own autonomy and the possibility of appreciating better and more deeply the inter-dependencies between individuals, organisations and society.

In this perspective, we can identify some aspects of the training pathway in the plural sense.

“Word and presence”The training experience may become an opportunity for research and intervention to harmonise stated intentions with actual fact, words with actions, theoretical models of behaviour with those utilised. Training may offer the opportunity to delve beneath our false beings, to go beyond catchwords and slogans, to measure ourselves against the many levels of reality which go to make up events.

From a more authentic relationship with ourselves and with problems comes the energy, the force sustaining the possibility and will of decision, directing “positive aggressiveness” towards consistent targets – basically, what allows us to leave our mark.

“Living the relationship”Training always offers the opportunity to face up to the host of different relationships present in any organisation. Composition in groups (old and new), in which training events take concrete form propose a reality of “living with”, a bartering of mutual glances and narrations, exchanges and leadership which, by enhancing differences, develop learning, comprehension and critical sense, that is dialectics rather than simplification, breakaways and antagonism.

Learning takes place “with” the group. The groups we take part in can be seen as matrixes offering new relational possibilities: taking as a given the difference and unique nature of each of their members (living the difference) it becomes possible to rediscover the interest and fascination of constructing relationships and hence of thrusting forward in the direction of further links. “Living the difference” is the complete opposite of being indifferent.The training “approach” is always a “dense social act”, in which we speak to ourselves and of ourselves but also to others and of others, in a sort of mutual re-construction.

We speak to ourselves in the sense that we are investing an important portion of resources in constructing ourselves as authors seeking recognition from others in the very moment we speak of ourselves. Each author-narrator, however, also tells others of this representation: this makes it possible for us to set up some form of relationship with them, to identify them as significant opposite numbers.Training is the forum in which it is possible to develop narrations which are sufficiently open so as to become not only spaces for meeting but also of generative conflict.

“Training seen as a cure”The training setting may be an opportunity for empowering seen as an increase in the capacity to effectively manage one’s own life, as opposed to “surviving” seen as flight from one’s existence. So, a place for “curing” in the sense of development, of increasing one’s resources and “power”, a pathway towards a self enjoying greater well-being, not by means of an operation or the prescription of a drug corresponding to a lack, a sickness, fixing a sprain or remedying a deficiency.For the adult, “moving beyond”, thinking new thoughts, may if anything mean “creating a vacuum”, abandoning convictions and pre-existing identity structures. Creating spaces for heeding and listening to new areas of oneself, and at the same time providing the chance to listen to something new, something different belonging to others. Training can improve the sense of one’s own power, seen not as completeness, not as excellence, but as energy in movement which overcomes fear of the horror vacui, thrusting towards a search for new horizons. Learning is relation. It is not something reaching the subject from outside, it is rather one’s investment, the capacity to identify, to multiply objects of value, to be “loved”, towards which one can direct energy and knowledge.Affectivity is thus an important condition in the training panorama as it is indeed in that of organisation.

“Learning to learn”So training can be implemented in various places – in classrooms, in external meetings and conferences, in artificially created classroom settings, in occasions when we exchange opinions with others … - always on condition that it contains a strong element of learning from experience, of action learning, of self-training, of work in progress in which the TM, the group of TMs, consultants and trainers ensure that listening, communication, activities and plurality are the mainstays of their approach.

As regards the public sphere, and in particular in a European dimension, we can state that one of the primary tasks of training is to favour a true “cultural revolution”, tending to enhance the principle of a new responsibility for Public Administration officials and administrators and which envisages the product of administrative action as a pattern for future society based on cohesion, dialogue, knowledge and quality.

“Support for the Government and a lever for change”In some pilot administrations, the Training Plan (or the training projects of which it is made up) has become a tool linking the government’s strategic programme to that of

the other administrations in the territorial system and it must at the same time fall in line with internal management programmes.Thus seen from this point of view, training represents the fan-belt between an external “centrifugal” dynamic force and an internal “centripetal” one – both equally important – pre-supposing coherency, but with different objectives, lead-times, beneficiaries, methods and content. What we are looking at are two processes which can also be defined as top-down and bottom-up: policies put forward based on evolution scenarios and actions which implement them, giving sense and coherency to operational choices. The ratio of logical priority between policies and management mechanisms is thus inverted with respect to the theories of new public management which lauded the recovery of efficiency as a primary goal.What we are doing now is starting from policy design and then passing on to the management methods most suitable to implement such policies, in the most efficient – but above all the most effective – way possible. If it is true that the successful outcome of any policy derives from the appropriate nature of strategies, approaches and tools, stemming from study and interpretation of the territory (the opportunities it offers, the needs it expresses), then training becomes the representation of awareness of the changes in policies which our politicians must not only implement but also improve. Recognising this requirement constitutes of itself an important step forward for the PA.In their own way, the smaller administrative bodies too (municipalities, de-centralised state offices, sector agencies) show that they are able to implement this important twofold programming action. They very often do so with scarce support, relying to a large degree on their capacity for self-organisation, as positive examples of “autopoietic” systems.

“The virtuous circle of quality”“Training” today means above all favouring “learning”, hence targeting the development of detailed complex competencies and generating “values” on the work front. The methods as already stated are those of active teaching, exchange of experiences, coaching, forms of cooperative learning with the assistance of groups of professionals, e-learning, as well as the classroom (only if necessary to develop knowledge). Training must contribute to the qualitative improvement of the PA. And to achieve this, it must itself be of excellent quality. So it must be based on analysis of training requirements (which should not be confused with recognition of a specific “demand” for simple contents), it must be programmed, designed and implemented with great care, bearing in mind both tangible aspects (the training environment, teaching material) and intangible ones (the choice of participants, learning processes, the sense and objectives of the training course). It is vitally important to monitor and assess training: results of the learning process, impacts on work and the organisation, effects on services provided to citizen-beneficiaries. And this monitoring must filter back to central government agencies, right up to Brussels, to ensure the preparation of new effective guidelines for the training task.

From this point of view it is extremely important to set up a PA training observatory, tasked with constant monitoring, allowing verification of the progress of training through adequate feedback on activities and the quality of results.

“Improving demand”Learning means “becoming aware”. To improve training and allow it to perform its functional role in the development of the PA there is a need to increase awareness as to training opportunities, “fertilizing” and qualifying demand. This means emerging from self-referentiality and vague particularism.

In this sense too it would seem important to develop a true observatory on training quality, to increase the capacity to analyse large scale needs and with a strategic approach. We must set up technical round tables at regional and provincial level with representatives of the municipalities, where we can identify the dynamics requiring priority intervention in the form of training support. On their side, training agencies and schools, responsible for system governance, should no longer be bogged down in hundreds of specific initiatives, but should rather oversee processes, change and innovation. PA training agencies and schools, at regional and local level, will thus become one of the main instruments in the training offer by meeting the requirements of the public system and providing common know-how for the creation of a public training network, broken down into different levels of authority.It is important to address the question of the qualification of offer and demand and provide technical support and strengthen assistance to internal PA training structures so that they may respond directly, exploiting in-house competencies where possible and acting as an aware, qualified interface with the external implementing bodies.

Consolidating the role of the “trainer”Training must no longer be seen as a self-referenced activity. Training services interact increasingly with decision makers at political level, with management, with referents, with representatives of professional categories, and of course with stakeholders. Training managers must be able to analyse, programme and design projects, manage and assess. They are resource “combiners” and bearers of the high level values of the PA. Thus the Public Training Manager (PTM) is the new figure responsible for intricate training processes. If this neologism hints at new functions and competencies, we can identify one more reason why trainers or PTMs must themselves be adequately trained and, if possible, “certified” as such.

“Growing as a network”Training is an activity involving administrators, management and the whole PA organisation. It develops an internal “network” which supports the training cycle (starting from definition of strategic objectives and need analysis up to programming, implementation and assessment). But we must ensure that to support processes of governance a training network is established between the PAs, with definition of the tasks and roles of the various players, including training “providers” (the PA itself with its in-house experts, training agencies and centres, the universities, private consultancy companies).

If the European Union is to be tasked with promoting the new continental public training system, its member States and the individual regions will be called upon to play a vital role in direction of the system at local level.

The training network comes into being among PAs of equal level (for example networks between the various regions) and must play a key role throughout the PA at supra-national level, as in regional and sub-regional contexts.

With these intentions and in this direction we have attempted to interpret in the best possible manner the mandate conferred upon us by the Leonardo-EU-Forma Project.

But let it not be forgotten that this is only the first step forward.

Annex 2GLOSSARY

ANDRAGOGY (ADULT LEARNING): This is a neologism coined on the model of the teaching term ‘paidos’ = child / ‘aner’ = adult, man not only in the masculine sense of the term.

By using this word, the brainchild of Italian savant Duccio Demetrio, an attempt is made to highlight a series of fundamental concepts in implementing both training and learning:

1. learning means growing – changing – transforming oneself along the whole of life’s pathway, that is life long learning;

2. thus the adult is not set in contrast to the ‘paidos’, he is not a complete, fully-developed subject but one always in movement, a “sketchy” figure ever in search of his completeness. So it is correct to speak of adult-hood as the permanent search for development;

3. thus training becomes the permanent lever accompanying this voyage of transformation referred to individual subjects, groups and institutions;

4. methodologies adopted in training must therefore assist in the processes of reflection. Re-thinking of experience and the sustaining of desires and projects for change. Basically what this means is movement away from teacher-oriented processes in the direction of processes founded on the subjectivity of the learner;

5. the subject is seen as an integrated system with multiple value dimensions, emotional, cognitive, pragmatic all in constant interaction with other subjects and systems. The identity of each individual is defined and transformed in its relationship with his fellows. Thus training approaches must favour exploration of the self (e.g. autobiography) and relationship with one’s fellows (narrative and experiential methodologies) proposing the use of a whole host of codes and languages (metaphors, corporality, creative writing, images, etc.).

COMPETENCY/COMPETENCIES: Etymologically speaking the term competency derives from the Latin ‘cum-petere’, “to request”, “proceed towards”, that is the full capacity to orient oneself in specific fields, as well as legitimate authority to express a mandate.

The concept of competency covers both performance when faced with a task or problem, and the processes sustaining the implementation of any given activity.

Explicit, observable performances are a necessary condition but are not of themselves sufficient to describe competency in whose construct combine a set of elements linked to the subject himself, culture, the community, the task, the relations which, by their interaction, determine its nature as a hybrid phenomenon.

Thus competency is generated by interaction between the subject, the role assigned and the body to which he or she is attached. The competent subject is the one who best and with the greatest autonomy manages to juggle the exchange between these internal and external frontiers.

For this reason, in the presentation offered we have chosen to utilise an approach which can best take into account the multiplicity of the dimensions contained in the concept of competency:

the subjects and the description which they make of their present and future situation;

the role seen as a field of responsibility (competency in the accession of legitimate authority to …);

contextual conditions

COMPLEXITY: Etymologically speaking this term derives from the Latin ‘complexus’: that is what is woven together. E. Morin defines complexity as “a tissue of heterogeneous elements interwoven in an inseparable manner”

Complex thought, which is necessary to operate in a complex environment, thus originates both from distinction and conjunction. It distinguishes, it separates elements (analysis) without isolating them, allowing their conjunction (diagnosis). Epistemological reflection on the concept of complexity came into being in a scientific environment and it expanded progressively in the exploration/understanding of social and institutional phenomena.

Complexity is both a way of feeling the world and a paradigm for understanding it. The paradigm of complexity proposes an approach which:

contains opposites which are not exclusive;

focuses attention on processes and inter-relationship, rather than on universal, all embracing meta-theories;

uses differing disciplinary approaches such as points of view – not exclusive and universal – to better understand a single phenomenon;

abandons linear cause/effect logic in favour of an all-embracing interpretation, recursive and inter-processual

A B

Role

Organization

Person

Action – competencies

LEADERSHIP: this term derives from the Germanic root “lead” meaning to walk together. So the leader is he who traces the way forward, walking together with others.

In this meaning leader and leadership highlight a process, a movement of reciprocal influences, marked by autonomy, inter-dependence and mutual influence.

Unfortunately, this dimension has been but little explored and is poorly comprehended both in extant literature and organisational practices.

In literature, focus often falls on the leader’s characteristics or the styles he or she should adopt with collaborators to ensure the effective achievement of objectives. In organisational terms leadership is often associated with the power of one over many obtained by means of charisma, manipulation or seduction.

In the framework of this project, leadership competency is on the other hand addressed in its relational aspects, hence in strong connection with the position and consultancy role of the TM and his or her capacity/necessity to implement networking.

We therefore propose seeing leadership as the exercise of one’s own influence in a setting of mutual relationships. Leadership is thus constituted as a partial and multiple relationship in which each individual moves and is moved by the other. Leadership can exist only within free situations (each individual is able to exert his or her authority) and games not totalling zero. The power of one person does not cancel that of the other.

Leadership is a fundamental competency needed to face up to complex problems, which do not come under the control of a single person and require dialogue, negotiation and interaction between ideas, tools and differing skills/competencies.

Leadership is the resource best able to direct and guide any given system (person, group or organisation) to the achievement of results that cannot be obtained through command. For example, I can impose the use of protective clothing or equipment through command or punishment, but I cannot command “safe behaviour”.

Leadership competency thus appears as the psycho-social capacity to activate relational and psychological contexts of mutual influencing: among other things, it assumes:

the capacity to assume authority to act, decide and risk;

the capacity to tolerate differences and conflict;

sensitivity seen as the capacity to interpret the social and affective relationships present in groups;

sensitivity in interpreting dynamics of power and authority characteristic of the social and relational system in which influence is exercised;

the capacity to restrain one’s own needs and wishes for control, dominance and manipulation;

emotive and affective intelligence, that is the capacity to make contact and accept the fact of possessing both positive and negative emotions, and using them in our relationships with others;

the capacity to recognise, restrain and elaborate ambivalent emotions (fear and desire) which form a part of any relationship of reciprocity.

SYSTEM: This term derives from the Greek ‘systema’ (Indo-European root stha, to remain) and thus its literal meaning is remaining with. The concept of system is a meta-category applicable to entities of different type from micro-organisms, social groups or organisations

The general concept of system postulates a significant relationship between different components and the fact that the properties and functions of the whole are distinct from those of the different single objects, which make it up.

Systems can be either open or closed, and present the following characteristics (von Bertalanffy):

the existence of sufficiently well-defined frontiers to indicate exactly what is part of the system and what is not;

input of energy in the form of information, feed-in, raw materials etc.;

output in the form of information, actions and services produced after they have undergone internal transformation;

relatively sophisticated methods of differentiation and/or specialisation of functions;

unstable balances undergoing constant change;

self regulation mechanisms;

the capacity to reach the same final status starting from different initial conditions and vice versa