Conference Agenda

Problem Statement and Purpose

1.Problem Statement

Public administration education and training is a pioneering, fundamental, and strategic project for building a high-quality team of administrative managers, and plays an irreplaceable important role in improving social service work.In light of the evolving global scenarios, national conditions, and international relations, alongside the emerging imperative to reinforce and refine public administrative education and training, thereby elevating the competencies and qualifications of cadres, a more nuanced alignment of supply and demand within the realm of public administrative education and training is imperative. This alignment is crucial to fulfilling the demands of organizations, job functions, and leadership roles. As the two major countries in the world, China and the United Kingdom have significant differences in their public administration education and training systems and mechanisms. How to continuously enhance the systematic, targeted, and effective nature of education and training through comparative analysis and research, which has become critical global concerns that public service leaders must deal with.

2.Purpose

This paper is based on the author's comparative analysis and research of the systems and mechanisms of public administrative education and training in China and the UK. Based on his exchange visit and research in the Global Development and Prospects Program at Oxford University, the author proposes his insights into optimizing the education and training of public administrative cadres, aiming to address the current challenges faced by global public administrative cadres in education and training, and to ensure the provision of effective, efficient, and economical service delivery.

Methodology

This article adopts a research design that combines qualitative and comparative analysis methods, utilizing meta-analysis to synthesize and statistically analyze the findings of multiple published studies. The aim is to summarize the different effects of educational training practices between China and the United Kingdom and to assess the consistency and effectiveness among various studies. Although meta-analysis may not provide precise interpretations for the research content of this article, they do raise the understanding and increases insight of public administrative educators.

Findings

Given the substantial differences between China and the UK in terms of history and culture, national systems, civil service systems, and many other aspects, there are considerable variations and unique characteristics in public administrative education and training in the following areas: (1) political organizational requirements, (2) focus on capacity development orientation, (3) degree of marketization of education and training institutions, and (4) flexibility of education and training methods，etc.

Proposals

The history of human social development tells us that openness brings progress, while closure inevitably leads to backwardness. We can actively learn from the characteristics and experiences of public administration education and training in China and the UK, and establish a more comprehensive global cadre education and training system. The main tasks include but are not limited to improving relevant laws and regulations, emphasizing the ability orientation of civil servant training, accelerating the marketization process of training institutions, enriching the methods and content of civil servant training, and establishing supporting incentive mechanisms for civil servant training.

References

[1] Zhou Minkai. A Comparative Study of Civil Servant Systems [M]. Fudan University Press, 2006 , 149

[2] Huang Weiping, Tan Gongrong. A Comparative Study of Civil Servant Systems [M]. Central Compilation & Translation Press, 2002, 328

[3] Li Hezhong. A Comparative Study of Civil Servant Systems [M]. The Publishing House of the Party School of the Central Committee of the CPC, 2003 , 93

[4] Jia Yongshuai. The British Civil Servant Training System and Its Implications for China [D]. Changchun, Jilin, School of Public Administration, Jilin University, 2009.05

[5] Jiang Hairu. A Comparative Study of Chinese and Foreign Civil Servant Systems [M]. The Commercial Press, 2003,178

[6] Du Baoyou. Experience and Inspiration from Foreign Civil Servant Training Quality Evaluation Systems: Taking the United States, Canada, the United Kingdom, France, and Singapore as Examples [J]. Journal of Hubei Administration Institute, 2011(04): 37-40

[7] Dai Huagui. The Enlightenment of Western Civil Servants' Professional Ethics Education on the Party Spirit Education of Chinese Party Member Leaders [J]. Forum for Party and Government Officials, 2014(10): 22-24

[8] Yu Lei. Report on the Inspection of Chinese Management Cadres' Training Course in Continuing Education in the United Kingdom [J]. Continuing Education, 1997(02): 43-46

[9] Zhang Xiaodong. Foreign Senior Civil Servants' Competency and Quality Model and Its Implications for the Continuing Education of Chinese Leading Officials: Taking the United States, the United Kingdom, the Netherlands, and Australia as Examples [J]. Lessons from Other Countries, 2016(08): 77-80

[10] Zhang Li. The Construction of the Training Security Mechanism for British Civil Servants and Its Implications for China [J]. Journal of Liaoning Administrative College, 2010(04): 83-85+89

[11] Luo Tongwen. The British Civil Servant Training System and Its Enlightenment [J]. Journal of Shandong Agricultural Cadre Management College, 2011(01): 172-175

[12] Wang Jinbo. The Enlightenment of the British Education Inspection System on the Work of Cadre Education and Inspection in China [J]. Education and Training, 2015(03): 75-79

[13]Linda S ,Triluqman H B . Comparing Problem-based Learning and Experiential Learning on Civil Servant Training Program [J]. Indonesian Journal of Curriculum and Educational Technology Studies, 2019, 7 (2): 104-108.

[14]Ali S . The Development of Depok Civil Servant Training and Education System [J]. International Journal of Multicultural and Multireligious Understanding, 2019, 6 (8): 54-69.

[15]Vyas . Customization in Civil Service Training: Implications for Outsourcing Human Resources Management [J]. International Journal of Public Administration, 2019, 42 (1): 41-54.

[16]Thakur R . Civil Service Training: The Changing Need [J]. The Indian Journal of Public Administration, 2015, 61 (4): 730-735.

Problem Statement and Purpose

The training of public leaders is a critical theme for the performance of Public Administration, particularly in responding to contemporary challenges. It constitutes a critical success factor for governance and the achievement of Sustainable Development Goals (SDGs). Public leaders serve as the bridge between political power and Public Administration, acting as agents and catalysts for change. Their impact—whether positive or negative—directly affects the performance of public organizations and, consequently, public policies. Given these reasons, investment in training and personal development policies assumes particular importance. These policies not only qualify public leaders for their multifaceted roles on VUCA contexts but also contribute to creating a more homogeneous management language and model within the context of network collaboration and necessary alignment among organizations to address wicked problems, whether in the context of New Public Governance (NPG) or neo-Weberianism.

Methodology

In this article, we delve into the changes introduced to the leadership training model, aiming to adapt and reorient it to meet contemporary needs and challenges on VUCA context. To achieve this, we employ a mixed-method approach, combining literature review, document analysis, mega-tendencies analyse, expert interviews, and focus groups.

With this paper we contribute do the discussion of effective instructional strategies needed, analyse the challenges posed on PA training and discuss possible solutions to enhance the capacity of public leaders on an ongoing approach.

Findings

The outcome of this work has led to a legal framework modification of the leadership training in Portugal. This adjustment addresses identified gaps placing a stronger focus on managers. The training now includes on each topic contextualized masterclasses, individual assignments, and group discussions for each topic covered based on active pedagogies.

Proposals

Preliminary assessments reveal increased satisfaction among public managers and public organizations, along with a heightened perception of professionalization and return on the investment for the creation of public value.

The model has been designed holistically, allowing multiple entities to participate in a consortium. It should be align with formal education at the university level (Master’s degree) in the field of Public Administration, with credits measured in ECTS units but in accordance to the instructional strategies for developing competencies defined by the created consortium on PA training (National Institute of Administration and PA Universities).

References

Farrell, C., Hatcher, W., & Diamond, J. (2022). Reflecting on over 100 years of public administration education. Public Administration, 100(1), 116-128.

Ferraz, D. (2020). Administração (a)política? O retrato e os fatores de seleção do dirigente público. Revista de Administração Pública, 54(5). https://doi.org/10.1590/0034-761220190417

Madureira, C., & Ferraz, D. (2010). Evaluation of training of public managers in the context of portuguese public administration 32ª conferência do EGPA, Toulouse.

McCandless, S. A., & Gooden, S. T. (Eds.). (2024). Teaching Social Equity in Public Administration: A Cross-curricular Guide for Faculty and Programs. Taylor & Francis.

Reichard, C., & Schröter, E. (2018). Education and training in public administration and management in Europe. The Palgrave handbook of public administration and management in Europe, 41-60.

Rosenbaum, A. (2014). Putting first things first: Critical issues for public administration education. Teaching Public Administration, 32(1), 80-94.

Wooldridge, B. (1987). Increasing the professional management orientation of public administration courses. The American Review of Public Administration, 17(4), 93-100.

Problem Statement and Purpose

The best way to serve others is to do so efficiently, honestly, with accountability and humility. Empirical evidence suggests that induction training in the public service is a significant precondition for public servants to understand their role as enablers of effective and efficient service delivery. Despite governments’ efforts to professionalise the public service through training and development, customer-centric engagement from public servants remains a global challenge. Governments continue to receive backlash from the public for the appointment of underqualified, lazy and unethical public servants. Since the study of induction training and the socialisation of newly appointed public servants are under-researched areas in South Africa, this thesis explores the socialisation experiences of newcomers who have attended the Compulsory Induction Programme (CIP). The thesis draws strongly on the work of Feldman whose Contingency Theory of Socialisation provides insights on the phases of socialisation, and the resolution of variables in each phase to achieve the outcomes of socialisation.

Methodology

The data for this qualitative study was collected from 18 newly appointed public servants through virtual in-depth interviews. The study found that whilst newly appointed public servants were clear about the tenets of service delivery and ethical and professional conduct, they still experienced low levels of public service motivation and commitment in their first year of employment.

Findings

When newcomers experience increased levels of job autonomy and mutual influence, they are more likely to be satisfied with their role as public servants. Anticipatory socialisation influenced new recruits to join the public service. The media was responsible for negatively shaping new public servants’ perceptions of the public service. The CIP was beneficial to recruits from the private sector because they did not have adequate knowledge of the public sector. The first year of employment was challenging due to a Iack of mentorship capabilities. Internal and personal factors and external factors influenced the socialisation of newly appointed public servants.

Proposals

This study proposes an alternative model for the implementation of the CIP that can facilitate newly appointed public servants’ socialisation and understanding of their role as service delivery agents. Further quantitative studies to explore the socialisation experiences of newly appointed public servants could be conducted on a more substantial sample for the generalisability of the findings.

References

Feldman, D.C. (1976) A Contingency Theory of Socialization. Administrative Science Quarterly, 21(3) pp. 433-452

Feldman, D.C. (1981) The multiple socialization of organization members. The Academy of Management Review, 6(2) pp. 309-318.

National School of Government (NSG). (2016) CIP (1-3). Available from: https://www.thensg.gov.za/training-course/cip-1-3/ [Accessed 4 January 2022].