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Session Overview |
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Advancing Skills and Competencies for Innovation in Public Administration: Shaping the Future of Governance
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ID: 194
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14. Advancing Skills and Competencies for Innovation in Public Administration: Shaping the Future of Governance Keywords: personnel management, competency-based approach, professional development Bridging the Gap: Qualification and Competence in Public Service HR Management Lomonosov Moscow State University, Russian Federation Contemporary public service development relies on two prominent approaches for professional training, candidate selection, and subsequent career development. The first approach, historically prevalent and now considered traditional, emphasizes qualifications. This model centers on the professional preparation and training of civil servants, often assessed through standardized testing, examinations, or documentary verification. The second, more recent approach, known as the competency-based approach, introduces a distinct category to describe a high level of professional proficiency: competence. Unlike qualification requirements, competencies are less readily formalized and assessed. It is crucial to understand the unique characteristics of each approach to ensure their effective and purposeful implementation in public service training programs. This article delves into the distinctive features, advantages, and limitations of both the qualification-based and competency-based approaches within the context of public service personnel development, recruitment, training, and career progression. It analyzes current practices within public organizations, highlighting common errors in the application of each approach, while also examining their potential to enhance the efficiency and quality of public service delivery. A comparative analysis of these paradigms provides recommendations for their integrated application within public organizations. This article aims to foster a comprehensive understanding of the impact of qualification-based and competency-based approaches on the development of a highly effective and adaptive public service. Ultimately, this will contribute to improved functioning of public institutions and the provision of impactful public services. Bibliography
1.Abil, E. K. ASSESSMENT OF THE COMPETENCE APPROACH IN THE TRAINING OF CIVIL SERVANTS: THE EXPERIENCE OF THE ACADEMY OF PUBLIC ADMINISTRATION OF KAZAKHSTAN / E. K. Abil // Central Asian Economic Review. – 2023. – № 5(152). – S. 72-83. 2.Aldoshin, M. O. PROFESSIONAL DEVELOPMENT OF THE PERSONNEL OF THE STATE AND MUNICIPAL ADMINISTRATION OF THE MOSCOW REGION THROUGH A COMPETENCE-BASED APPROACH / M. O. Aldoshin // Upravlenie ekonomicheskimi sistemami. – 2023. – № 3(43). – S. 4-8. 3.Boiko, A. N. NEW APPROACHES AND TECHNOLOGIES OF STAFFING STATE CIVIL SERVICE / A. N. Boiko, N. A. Barmenkova // Management and business administration. – 2024. – № 1. – S. 80-91. – DOI 10.33983/2075-1826-2024-1-80-91. 4.Chepukhaliva M.A. KEY COMPETENCIES OF A CIVIL SERVANT OF THE FUTURE (COLLECTIVE PORTRAIT OF A CIVIL SERVANT OF THE NEW TIME) // Innovations and investments. – 2022. – № 1. – S. 60-64 5.Dzhafarov, M. R. PROFESSIONAL TRAINING OF CIVIL SERVANTS OF THE REPUBLIC OF DAGESTAN / M. R. Dzhafarov, L. A. Obukhova // Èkonomika i upravlenie: problemy, resheniia. – 2023. – T. 5, № 12(141). – S. 86-93. – DOI 10.36871/ek.up.p.r.2023.12.05.011. 6.Firsov, M. V. Legal Consolidation of Universal Professional Competencies of Heads of Territorial Bodies of Federal Executive Bodies / M. V. Firsov, A. S. Dzikoyskii // ECONOMIC PROBLEMS AND LEGAL PRACTICE. – 2022. – T. 18, № 2. – S. 104-109. 7.Galiakbekova, È. Z. Bazovye trebovaniia k professional’noi kompetentnosti gosudarstvennykh grazhdanskikh sluzhashchikh [Basic requirements for professional competence of civil servants] / Molodoi uchenyi. – 2020. – № 4 (294). – S. 109-112. 8.Grishina, K. V. Otsenka kvalifikatsii gosudarstvennykh i munitsipal’nykh sluzhashchikh / K. V. Grishina, E. D. Karmanova [Assesing qualification of civil servants]// Materialy Afanas’evskikh chtenii. – 2023. – № 4(47). – S. 96-99. 9.Iaroshenko, G. V. CONTRADICTIONS OF IMPLEMENTATION OF THE COMPETENCIAL APPROACH IN THE PRACTICE OF PROFESSIONALIZATION OF THE STATE CIVIL SERVICE / G. V. Iaroshenko, N. IU. Kovalev // State and municipal management: scholar notes. – 2018. – № 3. – S. 174-179. – DOI 10.22394/2079-1690-2018-1-3-174-179. 10.Ikonnikova, I. V. COMPETENCE APPROACH AND ITS PLACE IN MANAGING THE CONTENT OF QUALIFICATION REQUIREMENTS FOR PUBLIC CIVIL SERVANTS / I. V. Ikonnikova, R. I. Idrisov, Ia. S. Stazhinskii // Russian Economic Bulletin. – 2020. – T. 3, № 6. – S. 34-39. 11.Khovalyg, A. S. R. Èticheskie normy kak chast’ kvalifikatsionnykh trebovanii k dolzhnosti gosudarstvennogo sluzhashchego [Ethical norms as a part of job requirement in civil service] / A. S. R. Khovalyg // Innovacionnaia nauka. – 2020. – № 1. – S. 70-72. 12.Kotliarova O.V. Cоmmunicative cоmpetence оf mоdern civil. In: Bulletin of Moscow Region State University. 2017, no. 4, pp. 8-17. DOI: 10.18384/2310-7278-2017-4-8-17 13.Martynkov, E. O. On the relevance of impriving the professional development of state civil servants on the competence based approach (on the example of the civil service and professional development of the government of the Voronezh region) / E. O. Martynkov, I. V. Sushkova, N. IU. Treschevskaya // Vestnik Voronezhskogo instituta èkonomiki i sotsial’nogo upravleniia. – 2021. – № 4. – S. 11-15. 14.Medvedeva, N. V. Professional and personal profile of the state civil society employee: assessing personal qualities / N. V. Medvedeva // Lichnost’: resursy i potentsial. – 2020. – № 4(8). – S. 40-46. 15.Metodicheskii instrumentarii po ustanovleniiu kvalifikatsionnykh trebovanii dlia zamescheniia dolzhnostei gosudarstvennoi grazhdanskoi sluzhby. Versiia 3.2. (utv. Mintrudom Rossii) https://rostrud.gov.ru/upload/iblock/32e/metod_ins.pdf?ysclid=m2iwy27atk3856666821 (prosmotreno 12.09.2024). 16.Miroshnikova, E. A. THE ROLE OF THE COMPETENCE APPROACH IN IMPROVING THE QUALITY OF THE PERSONNEL POTENTIAL OF THE CIVIL SERVICE / E. A. Miroshnikova, V. I. Shangereev // International Journal of Humanities and Natural Sciences,. – 2021. – № 3-2(54). – S. 217-221. – DOI 10.24412/2500-1000-2021-3-2-217-221. 17.Rysaev, I. Sh. Competence-based Approach in the Training of Modern Leaders: Problems and Prospects / I. Sh. Rysaev // Ecomonics and Management: journal of applied science. – 2018. – № 6(144). – S. 76-81. 18.Sergaliyeva, R. T. Competence-based approach in the professional development of civil servants / R. T. Sergaliyeva, R. O. Bugubayeva, L. A. Talimova // Vestnik universiteta Turan. – 2021. – No. 2(90). – P. 191-198. – DOI 10.46914/1562-2959-2021-1-2-191-198. 19.Sharanov, IU. A. RATIONAL LIMITS IN THE DEVELOPMENT OF THE PERSONNEL TRAINING SYSTEM IN THE INTERNAL AFFAIRS BODIES / IU. A. Sharanov, L. T. Borodavko, A. A. Rozhkov // Vestnik Ufimskogo iuridicheskogo instituta MVD Rossii. – 2021. – № 2(92). – S. 219-226. 20.Sitnikov, M. A. Teoreticheskie aspekty podgotovki gosudarstvennykh sluzhashchikh Rossiiskoi Federatsii [Theoretical aspects of professional development of Russian civil servants] / M. A. Sitnikov, F. A. Gavrikov // Rossiiskaia nauka i obrazovanie segodnia: problemy i perspektivy. – 2022. – № 4(46). – S. 82-85. 21.Syurdyukova E.V. Theoretical approaches to the study of a specialist's competence. World of Science. Pedagogy and psychology. 2023; 11(6): 28PSMN623. Available at: https://mir-nauki.com/PDF/28PSMN623.pdf. (In Russ., abstract in Eng.). 22.Vasilieva E. A. Professional activities of civil servants: a competency-based approach. Vestnik of Saint Petersburg University. Sociology, 2019, vol. 12, issue 4, pp. 329–349. https://doi.org/10.21638/spbu12.2019.403 (In Russian) 23.Vasilieva E.A. Formation of competencies of public employees: sociological analysis // Society: Sociology, Psychology, Pedagogics. 2021. No. 9. P. 15–24. (In Russ.). https://doi.org/10.24158/spp.2021.9.1. 24.Volkova, A. G. DIRECTIONS AND PROBLEMS IN THE APPLICATION OF THE COMPETENCE APPROACH TO THE ACTIVITIES OF CIVIL SERVANTS / A. G. Volkova, A. B. Vlasov, K. I. Kremer // Vestnik MGÈI (online). – 2022. – № 2. – S. 5-15. – DOI 10.37691/2619-0265-2022-0-2-5-15. ID: 245
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14. Advancing Skills and Competencies for Innovation in Public Administration: Shaping the Future of Governance Keywords: value co-creation, service design, public service logic (PSL), public service ecosystems, new public governance Institutional Navigation and Value Co-Creation in Public Services: The Taiwan Experience National Taiwan Normal University, Taiwan Concepts such 'co-creation' and 'co-production' have emerged to describe this systematic pursuit of sustained collaboration between government agencies, non-government organizations, communities and individual citizens. Apparently, the aim is to develop policies and design services that respond to individuals' needs and are relevant to their circumstances. This study presents a well-known example of value co-creation in public transport in Taiwan through a case study approach using qualitative interviews and secondary data analysis. The question of this study is: how do public managers navigate strategically through the jungle of diverse, complex and paradoxical institutions? How do they overcome institutional barriers to successfully channel financial and non-financial resources from the public and private sectors to users in remote areas, especially in the context of multi-level/multi-centre governance theory? This study finds that the effectiveness of value co-creation programmes in public services depends on a delicate interaction between individual agency and institutional norms and structures. Successful value co-creation depends on how public service organisations navigate and optimise this interaction. The results of the research can provide insights to both academic researchers and government practitioners and enrich the current value co-creation literature. Bibliography
Ansell, C., & A. Gash (2008). Collaborative governance in theory and practice. Journal of Public Administration Research and Theory, 18, 543-571. Baptista, B., & H. Alves, & N. Matos (2020). Public sector organizations and co-creation with citizens: A literature review on benefits, drivers, and barriers. Journal of Nonprofit & Public Sector Marketing, 32(3), 217-241. Bryson, J., & A. Sancino, J. Benington, & E. Sørensen (2017). Towards a multi-actor theory of public value co-creation. Public Management Review, 19(5), 640-654. Bryson, J. M., B. C. Crosby, & L. Bloomberg, eds. (2015). Public Value and Public Administration. Washington, DC: Georgetown University Press. Conteh, C., & B. Harding (2021). Boundary-spanning in public value co-creation through the lens of multilevel governance. Public Management Review, DOI: 10.1080/14719037.2021.1942529 Denhardt, R. B., & Denhardt, J. V. (2000). The new public service: Serving rather than steering. Public Administration Review, 60(6), 549-559. Dudau, A., R. Glennon, & B. Verschuere (2019). Following the yellow brick road? (dis)enchantment with co-design, co-production and value co-creation in public services. Public Management Review, 21(11), 1577-1594. Engen, M., M. Fransson, J. Quist, & P. Skålén (2021). Continuing the development of the public service logic: A study of value co-destruction in public services. Public Management Review, 23(6), 886-905. Fisher, T. (2014). Public value and the integrative mind: How multiple sectors can collaborate in city building. Public Administration Review, 74(4), 457-464. Gronroos, C. (2017). On value and value creation in service: A management perspective. Journal of Creating Value, 3(2), 125-141. Holmes, B. (2011). Citizens' engagement in policymaking and the design of public services. Parliamentary Library (Australia). https://parlinfo.aph.gov.au/parlInfo/download/library/prspub/942018/upload_binary/942018.pdf Jukić, T., I. Pluchinotta, R. Hržica, & S. Vrbek (2021). Organizational maturity for co-creation: Towards a multi-attribute decision support model for public organizations. Government Information Quarterly, https://doi.org/10.1016/j.giq.2021.101623 Laing, A. (2003). Marketing in the public sector: Towards a typology of public services. Marketing Theory, 3, 427-445. Liedtka, J., A. Sheikh, C. Gilmer, M. Kupetz, & L. Wilcox (2020). The use of design thinking in the U.S. federal government. Public Performance & Management Review, 43(1), 157-179. Minstrom, M., & J. Luetjens (2016). Design thinking in policymaking processes: Opportunities and challenges. Australian Journal of Public Administration, 75(3), 391-402. Osborne, S. P., G. Nasi, & M. Powell (2021). Beyond co-production: Value creation and public services. Public administration, 99, 641-657. Osborne, S. P. (2018). From public service-dominant logic to public service logic: are public service organizations capable of co-production and value co-creation?. Public Management Review, 20(2), 225-231. Page, S. B., M. M. Stone, J. M. Bryson, & B. C. Crosby (2015). Public value creation by cross-sector collaborations: A framework and challenges of assessment. Public Administration, 93(3), 715-732. Petrescu, P. (2019). From marketing to public value: towards a theory of public service ecosystems. Public Management Review, 21(11), 1733-1752. Radnor, Z., S. P. Osborne, T. Kinder, & J. Mutton (2014). Operationalizing co-production in public services delivery: The contribution of service blueprinting. Public Management Review, 16(3), 402-423. Rösler, J., T. Söll, L. Hancock, & T. Friedli (2021). Value co-creation between public service organizations and the private sector: An organizational capabilities perspective. Administrative Sciences, 11(2): 1-20. Rossi, P. & S. Tuurnas (2021). Conflicts fostering understanding of value co-creation and service systems transformation in complex public service systems. Public Management Review, 23(2), 254-275. Selznick , P. (1984) . Leadership in Administration: A Sociological interpretation. Berkeley: University of California Press. Serrat, O. (2017). Knowledge solutions: Tools, methods, and approaches to drive organizational performance. Asian Development Bank. Torfing, J., E. Sørensen, & A. Røiseland. (2019). Transforming the public sector into an arena for co-creation: barriers, drivers, benefits, and ways Forward. Administration & Society, 51(5), 795-825. Trischler, J., T. Dietrich, & S. Rundle-Thiele (2019). Co-design: from expert- to user-driven ideas in public service design. Public Management Review, 21(11), 1595-1619. Trischler, J., & M. Charles. (2019). The application of a service ecosystems lens to public policy analysis and design: Exploring the frontiers. Journal of Public Policy & Marketing, 38(1), 19-35. Voorberg, W. H., & V. J. J. M. Bekkers, & L. G. Tummers (2015). A Systematic Review of Co-Creation and Co-Production: Embarking on the social innovation journey. Public Management Review, 17(9), 1333-1357. Yang, K. (2016). Creating public value and institutional innovations across boundaries: An integrative process of participation, legitimation and implementation. Public Administration Review, 76(6), 873-885. ID: 257
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14. Advancing Skills and Competencies for Innovation in Public Administration: Shaping the Future of Governance Keywords: Skills, Training, AI Transforming Public Administration Training: Harnessing Generative AI for Innovative Civil Servant Education 1SNA - Scuola Nazionale dell'Amministrazione, Italy; 2Università della Tuscia, Italy The integration of generative AI in education and training has generated both enthusiasm and caution. This study addresses the call for advancing skills in public administration by exploring generative AI's role in innovating training methodologies for civil servants. International organizations have recognized both opportunities and challenges associated with AI in training (UNESCO 2023; European Commission 2022). While many institutions have restricted access to generative AI, others have created guidelines to explore its constructive use. Effective AI implementation in training can enhance course quality, enable personalization, support lifelong learning, and build trust by applying AI tools throughout the training cycle: needs analysis, planning, participant support, monitoring, assessment, and analytics. Generative AI impacts three key areas: i) Training Tools - introducing innovative tools to support syllabus design and delivery; ii) Methodologies - encouraging new teaching approaches and content development; iii) Teachers and Trainers - redefining professional roles. AI integration enhances access to educational opportunities, personalizes learning, fosters interdisciplinarity, and saves trainers' time in lesson preparation. Possible uses of generative AI in training include: - Virtual Tutors: Personalized support to trainees by answering FAQs, offering additional explanations, and monitoring progress - Automated Assessments: AI tools automatically assess tasks, reducing trainers' workload and providing rapid feedback - Co-creation of Learning Paths: AI supports the collaborative design of personalized experiences - Personalized Learning Paths: AI analyzes data to create tailored learning journeys - Automated Feedback: AI suggests complementary materials, resources, and activities based on trainee interests and skill levels - Intelligent Tutors: AI-powered tutors provide real-time suggestions and guidance through complex tasks - Data Analysis: AI analyzes large datasets to identify trends and insights. Currently, National Schools of Government make limited use of AI for training civil servants due to a lack of expertise and challenges in understanding AI’s implications. Throughout experimentation, several challenges emerged, including resistance to technology adoption and limited AI literacy. To address these, targeted workshops and clear usage guidelines were developed. This paper presents the findings of an applied research project conducted in 2024 by the Scuola Nazionale dell'Amministrazione (SNA) – Italian National School of Government. This research represents one of the first comprehensive implementations of AI-driven training for civil servants, providing a replicable model for other public administration training contexts. The research questions include: - What are the impacts of AI on training objectives, methodologies, and learning outcomes? - How can AI be effectively used in civil service training? - How can AI enhance training tools and learning capabilities? The paper presents outcomes from experiments in 2024 involving AI in 15 SNA courses to define programs, select participants, create materials, design activities, and generate assessments. Based on these results, SNA has developed guidelines for AI use in training and plans to implement AI processes across all SNA courses (approximately 250) scheduled for 2025. These findings lay the foundation for scaling AI-based training initiatives to other public administration contexts, with the potential to standardize AI-driven training across diverse government sectors. ID: 225
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14. Advancing Skills and Competencies for Innovation in Public Administration: Shaping the Future of Governance Keywords: ChatGPT, higher education, public administration, learning, skills development, Slovenia Comparing Initial and Progressive Perceptions of Public Administration Students on the Potential of ChatGPT for Learning and Skills Development Faculty of Public Administration, University of Ljubljana, Slovenia A conversational chatbot named ChatGPT, introduced in November 2022, was among the first artificial intelligence (AI) technologies to be widely accessible and user-friendly. Its popularity among higher education students highlights its potential to enhance learning and skills development. As modern public administration requires professionals adept at navigating uncertainty and digital environments, ChatGPT provides valuable opportunities for education and skill-building. However, research on its potential, particularly in public administration education and AI advancements, remains limited and lacks empirical evidence. Therefore, this paper aims to address the research gap by examining public administration students' perceptions of ChatGPT for learning and skills development, focusing on changes between their initial and progressive. The analysis employs descriptive statistics and independent-sample t-tests on survey data from 289 public administration students in Slovenia during the first year after ChatGPT's introduction (2023/2024) and 288 students in the second year (2024/2025). The results indicate a significant increase in ChatGPT usage among public administration students, particularly for academic tasks such as summarizing, brainstorming, research assistance, and academic writing. The release of GPT-4o, with advanced features, further broadened its application to technical tasks. This shift also altered students' perceptions of ChatGPT, evolving from enhancing language skills to fostering digital competencies, although its utility for interpersonal and critical thinking skills remained limited. These findings provide educators and policymakers with evidence-based recommendations to shape the future of higher education in public administration. | ||
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