TRAINING AND DEVLOPMENT FOR SERVICE CAPACITY ENHANCEMENT

1. TRAINING AND DEVLOPMENT FOR SERVICE CAPACITY ENHANCEMENT DOROTHY MPABANGA (PhD) DIRECTOR, CENTRE OF SPECIALISATION IN PULBIC ADMIN & MANAGEMENT DEPARTMENT OF POLITICAL & ADMIN STUDIES (PAS) GABORONE

2. Brief on Botswana • Situated in Southern Africa, land locked • Botswana listed as Middle income country • Population: 2 mil (Oct 2011 census preliminary results) • Main Revenue: diamonds, taxes, beef and customs • Reserves :US$8.9 billion (Oct 2011), from $9.2 (Oct 2009) • GDP: 8.0% (2011) 3.9% (2008) • Inflation: 7.4% (January 2013), 16.1% (Dec 2008) • Unemployment rate:18.2% (2012) • HIV/AIDS: 33.7% 2009 down from: 37.4% in 2003 • Exchange rate: US$1.00 = 8.00 Pula

3. Botswana

4. Diamonds, Capital City & Okavango Delta

5. Miss Bots 2010/Traditional Dancers

6. Botswana’s famous Baskets & Sun Set

7. Game Drive in the Okavango Delta

8. Presentation Outline • Training & Development in Botswana • Training Institutions & Regulatory Bodies • Public Sector Capacity Building Institutions • Core Training & Development Orientation • Measuring Benefits from Investment in Training & Development • Challenges in capacity building • Conclusion

9. Training & Development in Botswana • Ministry of State: Directorate of Public Service Management (DPSM): • Manages HR, provides policy framework & manages public service productivity, reforms. • Training & Development of public servants. • Produce globally competitive HR • HRD in Botswana: • National Qualifications Framework (NQF) • Human Resource Development Council, skills audit • Match skills with labour market requirement • internship program, use of ICT to enhance skills • Linked to MDGs (universal primary education), • Cost sharing/recovery measures,

10. Training & Development in Botswana National Human Resource Strategy • Linked to National Development Plan (10) & National Vision 2016. • Informed & educated nation, • To address unemployment & poverty • Promote personal growth & social development • Produce adequate supply of qualified, productive & competitive HR • Implement scarce skills (45% of salary), • Skills development & job training strategies • Attract Batswana to return to work & invest after international training • Training and localisation policy

11. Public Capacity Building Institutions • CESPAM : • SADC Centre to train leaders & managers • Dept of Politics & Admin, Social Sciences • Partnerships with CAPAM, York University, COMSEC, APAAM, LIPAM • Administer DAAD scholarship MPA program • Executive courses: Governance (June 2013) SHRM, E-govt, PPPs April (2013), Reforms, Fin mgt

12. Other Capacity Building Institutions • Botswana Public Service College • Short term training • Botswana National Productivity Centre • Short term training • Botswana Accountancy College • Short/long term training • Institute of Development Management • Short/long term training Above compete with private sector training institutions

13. Regulatory Bodies • Work closely with the Ministry of Education & Skills Development (23% 2013 budget allocation) • Tertiary Education Council • Botswana Training Authority • Quality assurance, • assess curriculum, • Accreditation of training institutions

14. Public & Private Sector Training • Government • Responsibility of training and capacity mainly government: short/long term training • In most cases 100% sponsorship • Private sector • Mainly uses ready available trained HR/employees: • encourages self-directed training

15. Core Training Orientation • Core training orientation to drive public service goals • Leadership & management development • Public sector reforms linked to quality service delivery • Change management in public service • Aligned to national development strategy, vision 2016 • Linked to national human resource strategy • Job descriptions to improve service delivery

16. Botswana: Core Training Orientation • Training linked to public sector reforms to improvement in service delivery • Performance management systems (appraisal, reward, motivation, constructive feedback) • Business process re-engineering • Change management, attitude to work, poor work ethic • Outsourcing, procurement/tendering process, PPPs • E-government • Results based management • Industrial relations, effective communication and conflict resolution, talent management, succession plans • Corporate governance, ethics & accountability

17. Measuring benefits from Training & Development • Best Practice: to assess usefulness of program, • Measure training/learning effectiveness & outcomes Evaluation Methods • Reaction level, Learning, Job behaviour, Results • Pre-test/Post-test: before & after training • Cost-benefit analysis, return on investment (ROI) • Methods to collect data: Use of interviews, questionnaires, observation, test & simulations Regular evaluation: quarterly, bi-annually or annually. How many ministries/departments measure training outcomes(results based)?

18. Measuring Benefits from Training investment • Characteristics of training Transfer • Organizational environment • Supportive Supervisor & co-workers to apply skills • Remind trainees to use new skills • Feedback: supportive, encourage, praise • Constrictive feedback • Reinforcement: intrinsic/extrinsic rewards, pay increase, recognize, news How many leaders/managers/Supervisors do the above?

19. The Learning organization • Learning organization • Safe to express new ideas, culture of work • Encourage innovation and risk taking • Explore the unknown. • Knowledge management, sharing, openness, • Management that listens to all employees, trust Are our organizations learning? Or are we too defensive?

20. CESPAM’s Challenges in Capacity Building • CESPAMs Training Model • Training needs analysiscarried out on the basis of reforms and current thinking in govt training & development • Training Partners identified(local, regional/international). • Design & plan program: delivery methods, rationale for course, learning objectives and expected outcomes, venue, registration logistics. Cost of training (income & expenditure statement) • Market the course (2-4 months), attract minimum of 15-20 • Course delivery; implementation • Course Evaluation: Reaction,learning, behaviour change

21. CESPAM: Training Outcomes Measurement • Training/Learning measurement methods: • Courses evaluated immediately after training to assess • Reaction: Trainees satisfaction with training • Behaviour: on the job behaviour change. • Learning: learning of new skills, knowledge • Results: Limited use of this measurement method: Limited follow-up after course to assess contributing to organizational results/objectives.

22. CESPAM course delivery: challenges • Trainees profile: mix of lower/middle and senior management sent by organizations • Training not needs driven:(participant’s institutions) • Some institutions want to exhaust training budget allocation before end of financial year, they simply train to implement training plan (to achieve # trained per year). • Limited use of results evaluation: follow up to assess impact of training • Competition from other capacity building institutions • Courses not attracting participants despite a culture of patriotism

23. CESPAM Course Delivery: Challenges • Balance between costs and diversity of facilitators • Marketing of courses: in some cases not attracting participants. • Budgetary constraints: reduction in training budgets. • Changing government priorities: • less focus on training and development

24. Capacity Building Challenges in Botswana/Public Sector • Public sector Institutions: challenges Limited use of training needs analysis • Training not needs driven • Training done haphazardly • To implement training plan • Utilise funds allocated for training. • Training Evaluation: not Results based • Trainees: Business as usual after training • Limited resources to apply skills (time, facilities, supportive environment)

25. Training Delivery, Orientation & Measurement: Challenges. • Capacity Building Institutions • Quality of trainers. • Quality of programs: • expensive training program: not sustainable • Poor training delivery: excellent designs. • Attractive training designs, but delivery different. • Fly by night training institutions, design very good programs with free laptops, cell phones and books.

26. Conclusion • Various Capacity building institutions • Limited use of training needs analysis • Sustainability of programs. • Lack of coordination between public sector institutions & capacity building institutions. • In some cases program design not based on institutional needs, done haphazardly

27. Way Forward • 1. Needs/Gap Analysis; Country wide training needs analysis (Botswana/SADC: MDIs, link with AU) • Utilise skills audit results to match needs with training to fill gap. • Link to performance appraisal, institutional strategies. • Orient training to government need to fill gaps to improve service delivery. • Design training according to public sector reforms/emerging needs to improve service delivery • Quality control/assurance/regulation/accreditation .

28. 2. Design training according to public sector needs: reforms, e-government, results based management, best practices case studies (Botswana/SAD/Africa: MDIs/CAPAM/AU) • Agree on deliverables/course content with training institutions. • 3. Deliver training as agreed • 4. Evaluation of training to measure outcomes/ results/pre/post test, • 5. Tracer studies to hold capacity building institutions accountable for outcomes

29. END OF PRESENTATION THANK YOU FOR YOUR ATTENTION QUESTIONS COMMENTS