Meritocracy: The Canadian Model and The Specific Case of Quebec - Manon Dufour

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Palestra ministrada no Seminário Internacional Os desafios da profissionalização do serviço público

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Meritocracy: The Canadian Model and The Specific Case of Quebec - Manon Dufour

  1. 1. MERITOCRACY: THE CANADIAN MODEL AND THE SPECIFIC CASE OF QUEBEC Presented by Manon Dufour 2016 © 2016 École nationale d’administration publique
  2. 2. 2 THE EVOLUTION OF THE MERIT PRINCIPLE IN CANADA  Beginning of the last century : Patronage  1908-1918 : Creation of the Civil Service Commission and The Civil Service Act : A legal recognition of the merit principle  1966 : The Public Service Employment Act : Creation of the Public Service Commission with a mandate focused on the preservation of the merit principle  2003 : The Public Service Modernization Act : A new definition of the notion of merit
  3. 3. 3 THE FOUNDATION OF THE CANADIAN MODEL The principles of merit, professionalism, non-partisanship An autonomous entity The willingness to strengthen administrative efficiency 1 2 3
  4. 4. 4 THE EXAMPLE OF THE PROVINCE OF QUEBEC Creation of the Commission de la Fonction publique québécoise Mission :  Equal access to the public service  The required competencies  Decisions are impartial and equitable
  5. 5. 5 HUMAN RESOURCE MANAGEMENT IN THE QUEBEC PUBLIC SERVICE  Merit • Responds to the job requirements • Competent on the job  Equal access  Equity and non-partisanship  Transparency  Efficiency
  6. 6. 6 THE RIGHT PERSON IN THE RIGHT PLACE Based on :  The development of competency profiles for a job level  The use of these profiles in various human resource management activities • Staffing • Selection • Carreer development COMPETENCY-BASED MANAGEMENT
  7. 7. 7 WHAT IS A COMPETENCY? An integrated set of : Knowledge Self- management (attitudes) Know-how (skills)
  8. 8. 8 FACTORS THAT AFFECT COMPETENCIES TO BE EVALUATED  Sector in which the organization operates  Management job level  Type of management  Quantitative scope of responsibilities  Context
  9. 9. 9 COMPETENCY FRAME OF REFERENCE (PROFILE)  Refers to the set of competencies that are required in order to do a job (knowledge, know-how, self-management)  Permits the alignment of desired competencies to organizational expectations, to the vision  Conveys a shared vision of the job  Permits the identification of human resource development strategies  Constantly evolving
  10. 10. 10 5. Validating DEVELOPMENT PROCESS 4. Shaping the structure 3. Identifying measurable behavior 2. Defining competencies 1. Identifying competencies
  11. 11. 11 DEVELOPMENT PROCESS STEP 1 : IDENTIFYING COMPETENCIES Documents Experts Job analysis Validation
  12. 12. 12 DEVELOPMENT PROCESS The definition :  Exactly reflects what competency is  Covers all the necessary concepts of the competency  Refers to the real situation experienced by all those holding the position  Clear, easy to understand STEP 2 : DEFINING COMPETENCIES
  13. 13. 13 DEVELOPMENT PROCESS • Observable behavior; • Specific behavior (that does not intersect with other behavior); • Behavior that does not include two components; • Affirmative behavior; • Behavior expressed in simple and easily understood language; STEP 3 : IDENTIFYING MEASURABLE BEHAVIOR
  14. 14. 14 DEVELOPMENT PROCESS  Structure the competencies : • Foundations • Core competencies • Complementary competencies  Create visual STEP 4 : SHAPING THE ARCHITECTURE
  15. 15. 15 DEVELOPMENT PROCESS  Experts in measurement and evaluation  Experts in training program development  Content experts  Managers or representatives  Communications experts STEP 5 : VALIDATING
  16. 16. 16 WHY ENAP IS THE BEST PARTNER?  Neutrality and independence  Contextual knowledge  Expertise and capacity to define and evaluate competencies  Expertise and capacity to develop training program linked to the profile
  17. 17. 17 THE COMPETENCY PROFILE OF THE QUEBEC GOVERNMENT Administration Vision Political acumen Performance Client oriented Management of operations and projects Relations Collaboration Communication Driving change Foundations Commitment and sense of responsibility Cognitive skills Self-management and adaptability Interpersonal relationship skills Core competencies Performance oriented Political acumen and ethical behavior Agility and decision making Motivational skills Legend : Complementary competencies Core competencies Foundations
  18. 18. 18 TRAINING PROGRAM FOR STATE MANAGERS  Objective: Improve management competencies and leadership in order to have better professional and collective impact  Level 1: • Mandatory learning roadmap for all newly appointed managers • 19 days’ training spread over 24 months  Level 2 • For managers of managers or experienced managers • Optional • 15 days’ training spread over about 15 months
  19. 19. 19 CONCLUSION Our new challenges :  Implementation of citizen-centred programs  Justification of expenditures  Results-based management  Ethical behavior  And the use of effective human resource management methods
  20. 20. 20 OBRIGADO !

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