Training in organisations: competency

development

“We get tired of

everything,
except
understanding."

1
 Competencies
MODERNISATION H
Learning objectives Customs R
M
At the end of this chapter, you should be able to:

Explain the reasons that push (customs) organisations to invest in training:

competency development;
Understand the main tools and methods for developing competency capital
in customs;
Understand the main aspects of training engineering;
Know and understand the importance of needs analysis;
Assimilate the main educational movements;
Understand the main teaching methods.
 Intervention plan Competencies
H
MODERNISATION
Customs R
M
Introduction
1- The principles of ‘’competency’’ capital and competency management
- The law of obsolescence
- The competency management approach

2- Competency capital development tools and methods

3- Training engineering: a focus on needs identification and analysis
- Training management process
- Needs identification and analysis tools and methods

4- Educational movements
5- Teaching methods
Conclusion
Intervention plan Competencies
MODERNISATION H
Customs R
M
 Competencies
MODERNISATION H
Intervention plan Customs R
Introduction M

 Increasingly significant demands and expectations from internal

clients (staff) and external customs clients (stakeholders and
employees);

 Internal and external customs environments are becoming very

complex and unpredictable, requiring the pro-active management of
processes and people;

 Challenges facing customs in the 21st century, the Trade Facilitation

Agreement.

 …etc.
Intervention plan Competencies
MODERNISATION H
Customs R
M
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Exercise 1: Definition of concepts

Duration: 20 minutes
Instructions: Per table, give a definition of the concepts
contained in table ? (write your definitions in the table and
appoint a spokesperson)
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Definition of the concept of competency

A competency represents the effective implementation of knowledge,

know-how, and life experience to carry out a task. Competency results

from professional experience, it is observed objectively from a work

position and it is validated by professional and organisational

performance.
The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Competency
level
Area of the organisation’s
vulnerability
ev el
l
e nt
m
uire
r eq
Job

Area of non competency

offset by training activities
Val
ue of c
o mpe
te ncy
c apit
al

Training activities Time D. Bouteiller

The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Competency
level

l ev el
ment
uire
r eq
Job Area of non
competency
Difference 1 Difference 2 Difference 3

Val
ue of c
o mpe
te ncy
c apit
al
D. Bouteiller

T1 T2 T3 Time
The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Attitudes of organisations to training

 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Attitudes of organisations to training

Need VS Want

Need Want

Alain Meignant
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Attitudes of organisations to training
Need VS Want

Need Want

Experts identify a training need.

The people concerned don’t want to be trained
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Attitudes of organisations to training
Need VS Want

Need Want

A person wants to be trained, but his/her “need” is not

directly relevant to his/her work. He/she will be trained in accordance with
the “right to training”. Transferring this to work will be problematic.
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

The law of obsolescence M

Attitudes of organisations to training
Need VS Want

Want
Need

- People's desire to be trained partly or completely

connects with the organisation’s “objective” needs.
- The conditions for success are met.
Intervention plan Competencies
MODERNISATION H
Customs R
M
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

Competency management approach

M

In your view, what is HRM that is based on a competency

approach?
 The principles of “competency” capital Competencies
MODERNISATION H
and competency management
Customs R

Competency management approach

M
Structure responsible
Job and Customs administration
for training
Training Description of
competency
framework positions
framework

Production Customs
of jobs and
Needs
competencies Reference analysis competency
Readjustment (in
short and medium
needs
term) Evaluation
Design
Training
actions
Implementation Appraisal actions
National training strategy

-Competency approach
- Human and logistical training resources
- Training policies (Management commitment)
- Training plan (all training combined)

STRATEGIC COMPETENCIES
Intervention plan Competencies
MODERNISATION H
Customs R
M
Competency capital development tools Competencies
MODERNISATION H
and methods
Customs R
Channels for developing competency
capital
M

In your view, what are the channels, tools and methods for
developing competency capital?
 Competency capital development tools Competencies
MODERNISATION H
and methods
Customs R
Channels for developing competency
capital
M

SYNCHRONOUS MODE (physical)

FORMAL Developing INFORMAL

competency capital
APPROACH APPROACH

ASYNCHRONOUS MODE (virtual)

 Competency capital development tools Competencies
MODERNISATION H
and methods
Customs R
Channels for developing competency
capital
M
SYNCHRONOUS
MODE

Activities that provide ASYNCHRONOUS

real time and
simultaneous access to MODE
FORMAL content, trainers and INFORMAL
APPROACH other learners. They
Activity that follows a APPROACH
require the choice of a
more self-taught logic,
given moment in time,
and requires greater
Development activities and an environment is These are actions
discipline of the learner
that are initiated to fill a established so that carried out as part of
and resources so that the
competency gap learning can take place. everyday activities at
knowledge needed for
identified as part of an learning is documented, work or elsewhere. This
analysis of training understandable, and learning is neither
needs. The training easily accessible. This planned nor structured
process is therefore concerns a discussion (in terms of objectives,
intentional and requires forum or online time, or resources) and
planning and training… therefore is mostly
organisation to be unintentional by the
deployed successfully learner
 Competency capital development tools Competencies
MODERNISATION H
and methods
Customs R
Channels for developing competency
capital
M
SYNCHRONOUS MODE
Collaborative
Training
- Learning action initiated by the › Learning action initiated by a group to
learning
organisation to fill an identified gap in respond to a problem or to a shared need
performance › Process managed by a facilitator
- Process managed by a trainer › Requires the grouping together of
- Requires learning objectives and a complementary competencies and an
structured process deployed over time opening up for these to be shared
- e.g.: initial training, continuing e.g.: community of practice,
training, structured mentoring, etc. codevelopment group, etc.
FORMAL INFORMAL
APPROACH › Action initiated by an individual to respond › Learning action initiated by a need APPROACH
to a personal or organisational need resulting from a work situation
› Process framed by a formal structure and › Process managed by the learner
taken charge of by the learner › Requires access to a knowledge base and
› Requires taking responsibility and development of continuous learning
access to learning activities › e.g. : performance support, expert system,
› e.g. : e-learning, reading, structured etc.
programme of self-study, etc.

Self-directed Just-in-time
training learning
ASYNCHRONOUS MODE
Intervention plan Competencies
MODERNISATION H
Customs R
M
 Training engineering: Focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Training management process M

Describe the process of training management?

 Training engineering: Focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Training management process M

Like any other activity, training has to be developed and

managed like a process, according to a systemic vision, with
an upstream (definition of the need) and a downstream (a
positive evaluation, both of the person and the
organisation).
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Training management process M

5 1

4 2

3
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Training management process M
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Training management process M

- Training, competency and performance are guarantors of

the efficiency of a training system.

- Training is a system that requires visible participation at all

levels of the organisation.

- The training system is a complex system that requires pro-

active and holistic management.
Intervention plan Competencies
MODERNISATION H
Customs R
M
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Needs identification and analysis tools and
methods
M

Using training: tricks and misconceptions

The logic of a catalogue

The logic of reward
The logic of urgency

The logic of sprinkling

The logic of virtue The logic of a miracle
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Needs identification and analysis tools and
methods
M

Training needs analysis must allow one to determine if the performance

deficiency is caused by one or other of the following situations:

a) Training problem: linked to a lack of competency or a lack of

practice of competencies.
b) Organisational problem: linked to the work framework, the work
environment, its organisation, or the consequences of current
productivity.
c) Individual problem: linked to a person/position incompatibility or the
behaviour of an employee.
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Needs identification and analysis tools and
methods
M

Training
needs
analysis
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Needs identification and analysis tools and
methods
M
CURRENT ANTICIPATED
DIFFERENCES DIFFERENCES
SOURCES OF NEEDS Observed Aspirations in
productivity terms of
problems performance
Organisation
Needs resulting from the strategic plan or aimed at a significant number of
employees. For example: needs linked to strategic objectives to be met, the
appropriation of values, leadership development, etc.
Positions
Interdisciplinary needs generally involving several units and therefore different
categories of employees (competency evaluation operation). For example:
needs linked to the installation of a new computerised system, etc.
Localised needs in a department or sector of the organisation. For example:
needs linked to expected productivity in a sector of activity, etc.
Individuals
Needs resulting from individual demands or raised during the annual
performance evaluation. For example: needs linked to the need to maintain
competencies, career improvement or development.
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Needs identification and analysis tools and
methods
M
STRATEGIC IMPORTANCE
FOR CUSTOMS
- +

Do not intervene Maintain AND/OR Improve

CURRENT LEVEL
OF
+
COMPETENCY
-
Allow development Take action as a priority
without giving this dedicate most of the
priority or resources resources to this area
 Training engineering: a focus Competencies
on needs identification and analysis MODERNISATION H
Customs R
Needs identification and analysis tools and
methods
M
 Competencies
Teaching movements MODERNISATION H
Customs R
M
 Competencies
Teaching movements MODERNISATION H
Customs R
Characteristics of main teaching M
movements
-Teaching based on the trainer and the message to be transmitted.
-The teacher has the knowledge.
- The most used teaching technique is the presentation

- Teaching focused on learning progression and the tool

- Learning based on the stimuli of positive reinforcement and the environment which
allows repetition of an expected behaviour

- Teaching focused on the participant, who is motivated to learn

- the trainer acts as an advisor whose objective is to develop participants’
independence

- Teaching focused on the objective and on teaching techniques

- the trainer intervenes as a guide whose task is to achieve the training objectives

- Believes that one learns in successive stages

- The trainer has to proceed by successive stages in order to situate and reassure the
participant

- Focused around the right to make mistakes and on trust

- It is based on learning by experimentation One learns by discovering integrated
concepts in real-life situations

- It is focused on activities linked to motivation, creation, perception, memorising and

problem solving
- Learning is an active and constructive process
 Competencies
Teaching movements MODERNISATION H
Customs R
Characteristics of main teaching M
movements

In your view, what are the main teaching movements?

-Teaching based on the trainer and the message to be transmitted.
-The teacher has the knowledge.
- The most used teaching technique is the presentation

- Teaching focused on learning progression and the tool

- Learning based on the stimuli of positive reinforcement and the
environment which allows repetition of an expected behaviour

- Teaching focused on the participant, who is motivated to learn

- the trainer acts as an advisor whose objective is to develop
participants’ independence

- Teaching focused on the objective and on teaching techniques

- the trainer intervenes as a guide whose task is to achieve the
training objectives

- Believes that one learns in successive stages

- The trainer has to proceed by successive stages in order to situate
and reassure the participant

- Focused around the right to make mistakes and on trust

- It is based on learning by experimentation One learns by
discovering integrated concepts in real-life situations

- It is focused on activities linked to motivation, creation,

perception, memorising and problem solving
- Learning is an active and constructive process
 Competencies
Teaching methods MODERNISATION H
Customs R
M
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

Determine the main teaching methods and

approaches?
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- The most used teaching method.

- For the trainer it consists of sharing his/her
knowledge directly with a group of learners.
Presentation - Simple and inexpensive.
- It offers the possibility of transmitting a large
amount of information in a short period of time.
- The main restriction is the difficulty in
obtaining a high level of retention by the
learners
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It is frequently used as part of technical training.

- It can be done in a group or with a single individual.
- The involvement of the learner is relatively low,
because he/she is largely settles for observing and
Demonstration asking questions.
- It consists of presenting the implementation of a
behaviour, a process, or a particular operation by an
expert.
- The learner plays rather a passive role and,
consequently, can neither share his/her experience
nor his/her personal views.
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It represents a common and effective resource to

ensure that competencies are shared.
- It emphasises on-the-job learning and uses
presentation, demonstration and experimentation in
Task training succession.
- These are cases where the tasks are allocated to an
employee, the execution of which involves precise,
short learning tasks.
- Too often it is carried out without any planning and
without any support being given to the learner by the
trainer, and risks reproducing poor behaviour.
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It favours the use of the knowledge and

experiences of the learners by allowing them to
share these as part of a structured exchange.
- The trainer takes the role of facilitator
(questioning) and generates participation.
Discussion
- The trainer does not generally intervene much on
the content, and provides neither his/her opinions
nor his/her expertise, but tends to allow the
participants to share theirs.
- The trainer should have good facilitation skills,
otherwise the method will fail.
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It favours the integration of concepts addressed during the

training through questioning on the probable causes of a
situation, and proposes solutions.
Case study - It is used as an applied activity after the presentation of
theoretical concepts.
- It allows the learner to apply these concepts to an actual
situation by following a structured approach.
- Designing a case study can be long and complex.
- The difficulty in presenting all the factors that can influence a
situation (human aspects).
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It favours the achievement of behavioural and emotional

objectives.
- It is an active method, that allows the learner to identify
and assimilate new competencies in an experimental
Structured
setting.
activity - The trainer should support the learners and establish
links between the results of the activity and the concepts
or theories addressed in the training.
- Learners find problems in conceptualising events that
have happened, and in their relationship with the subject
of the training.
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It consists of recreating a real situation so as to be

aware of its practice and its effects.
- It allows the learner to realise the effect of adopting
different attitudes in various situations.
Role play
- Role play completely relies on the involvement of
learners. Not useful with certain kinds of participants.
- It can also require a certain time to set up and so uses
up training time.
 Competencies
Teaching methods MODERNISATION H
Customs R
Characteristics of the main teaching M
methods

- It aims to allow learners to apply their learning in a

specific project.
- It is therefore important for the project to be launched
after presentation of the concepts and ideas to be
integrated.
Project
- In this sense, the project can take place throughout the
management training, or much later, as an activity to promote
knowledge transfer.
- It is based on developing and carrying out an activity or a
project in connection with the subject of the training.
- Carrying out a project during training requires a lot of
time and energy.
 Competencies
Conclusion MODERNISATION H
Customs R
Important points
M
- Training should allow a response to organisational needs and thus
contribute to (continuous) improvement in performance
- Training, if delivered well, allows the development of competencies
and human resources
- Training is a system that is integrated in the organisation and its
impact should be measurable and measured
- This system requires specific competencies (instructional design,
training engineering, coaching, etc.) and is based on well-defined
tools and processes
 Competencies
Conclusion MODERNISATION H
Customs R
Important points
M
- The importance of competency development in the customs context
- The principles of “competency’’ and the law of obsolescence
- Training based on the competency approach
- Competency development channels:
1- training, 2- self-directed training, 3- just-in-time learning, 4- collaborative learning

- Competency capital development tools and methods:

Individual methods, group methods, observation methods and methods of analysing existing data
 Competencies
Conclusion MODERNISATION H
Customs R
Important points
M
- Importance of including the training in systems engineering
- Training is the business of everyone in the organisation
- Needs identification and analysis is an important stage, requiring
the use of innovative and objective tools and methods
-In general there are 7 teaching movements:
Traditional, behavioural, humanist, functionalist, successive learning, experimentation, and cognitivist.

-Teaching methods:
Presentation, demonstration, task training, discussion, case study, structured activity, role play, and project
management
 Competencies
MODERNISATION H
Customs R
M

Thank you for your attention