REVIEW AND ASSESSMENT OF THE EXISTING TRAINING

PROVISIONS AT NATIONAL LEVEL AND RECOMMENDATIONS

ON MODALITIES FOR DELIVERY OF A TRANSNATIONAL

LEADERSHIP PROGRAMME

DRAFT REPORT November 2015

EuropeAid/133384/C/SER/Multi

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Contents

LIST OF ABBREVIATIONS ........................................................................................................ iii EXECUTIVE SUMMARY ............................................................................................................. v

1 INTRODUCTION ............................................................................................................... 1

2 REVIEW OF THE PAR AND TRAINING STRATEGIC DOCUMENTS ................................... 1

2.1 Albania ......................................................................................................................... 2

2.2 Bosnia and Herzegovina ............................................................................................... 2

2.3 Kosovo ......................................................................................................................... 3

2.4 Macedonia .................................................................................................................... 3

2.5 Montenegro ................................................................................................................. 3

2.6 Serbia ........................................................................................................................... 4

3 REVIEW OF EXISTING PROVISIONS OF LEADERSHIP AND MANAGEMENT PROGRAMMES ................................................................................................................. 4

3.1 Essential Statistics ........................................................................................................ 5

3.2 Qualitative Review of the Programmes ...................................................................... 10

3.2.1 Albania .................................................................................................................. 10

3.2.2 Bosnia and Herzegovina ........................................................................................ 10

3.2.3 Kosovo ....................................................................................................................11

3.2.4 Macedonia ............................................................................................................. 12

3.2.5 Montenegro ............................................................................................................13

3.2.6 Serbia .....................................................................................................................13

4 PRESENTATION OF THE MOST RELEVANT PROGRAMMES ON LEADERSHIP ............ 14

4.1 Training on Leadership by Albanian School of Public Administration ........................ 14

4.2 Leadership and Management in the Civil Service by Civil Service Agency of the Federation of Bosnia and Herzegovina ....................................................................... 15

4.3 Management Training by the Kosovo Institute for Public Administration .................. 15

4.4 Inspirational Leadership by Door Macedonia ............................................................. 16

4.5 Leadership by Macedonian Ministry of Information Society and Administration ........ 17

4.6 Communication, Leadership and Emotional Intelligence by Communication Strategies & Consulting, Montenegro .......................................................................................... 17

4.7 The Program of General Professional Training of Managers by Serbian Human Resources Management Service ................................................................................ 18

5 CONCLUSIONS… ........................................................................................................... 20

6 …AND RECOMMENDATIONS ........................................................................................ 21

6.1 Modalities for the design, organisation and delivery of a new transnational Leadership Development Program ............................................................................................... 24

7 ANNEX 1 OVERVIEW OF THE PROGRAMMES INCLUDED IN THE RESEARCH .............. 31

7.1 Albania ........................................................................................................................31

7.2 Bosnia and Herzegovina ............................................................................................. 38

7.3 Kosovo ....................................................................................................................... 43

7.4 Macedonia .................................................................................................................. 46

7.5 Montenegro ............................................................................................................... 48

7.6 Serbia ......................................................................................................................... 49

8 ANNEX 2 LIST OF THE INSTITUTIONS AND ORGANISATIONS PARTICIPATING IN

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THE RESEARCH ............................................................................................................... 53

9 ANNEX 3: LIST OF THE CONSULTED STRATEGIC DOCUMENTS ................................... 57

10 ANNEX 4: QUESTIONNAIRE WHAT LEADERSHIP AND MANAGEMENT PROGRAMMES ARE CURRENTLY IN PLACE FOR PUBLIC SERVICE? ............................ 59

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LIST OF ABBREVIATIONS

AADF Albanian-American Development Foundation

ASPA Albanian School of Public Administration

CSA BH Civil Service Agency of Bosnia and Herzegovina

CSA FBH Civil Servants Agency of the Federation of Bosnia and Herzegovina

CSA RS Civil Service Agency of the Republic of Srpska

EU European Union

HRMA Human Resources Management Authority (Montenegro)

HRMS Human Resources Management Service (Serbia)

KIPA Kosovo Institute for Public Administration

MISA Ministry of Information Society and Administration (Macedonia)

PA(R) Public Administration (Reform)

QPS Quality of Public Administration Project

ReSPA Regional School for Public Administration (Danilovgrad, Montenegro)

SCS Senior Civil Service

SNKE Senior Non-Key Expert

ToR Terms of Reference

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EXECUTIVE SUMMARY

The purpose of this Report is to provide a review and assessment of the current programmes for leadership and management that exist in the ReSPA countries, both as training or academic curricula in public or private sector. As well, the Report is providing recommendations for the design, content and delivery modalities of a transnational leadership programme to be offered by ReSPA to its member countries.

To establish the scene for the review of the existing training programmes for leadership and management, a review of the existing national public administration reform or training and development strategies (Annex 3) was undertaken.

The number of received responds to the questionnaires is 40, averaging at 6.67 per country (Figure 1). Such number of received answers provided sound base for establishing the state of the leadership and management training provision in the ReSPA member countries.

Out of this number, 60% are short training courses while the remaining 16 are longer academic programmes at both first and second level of studies, with 19 programmes provided by the public sector and 21 by the private or civil sector organisations (Figure 2).

The research establishes that the public institutions and organisations are shifting their efforts toward short training programmes (Figure 4) resulting from their increased understanding of the importance of training, on one hand, and the necessity to follow the contemporary demands arising from the European integration process.

The accreditation is common for academic programmes (15 out of 16 programmes), and almost completely absent with the short training programmes with only one accredited short training course accredited. On the other hand, more than 90% of the programmes are offering some type of certificate to their participants (Figure 5) with all academic courses issuing diplomas to successful candidates while the short training courses mostly issuing certificates of participation, with a few exceptions.

Though evaluation is performed by virtually all training and academic courses, roughly 1/3 of the courses are using only one method to evaluate their programme, half of the programmes are utilising two methods for evaluation while 17.5% are using all three methods (used in the questionnaire – Annex 1) to evaluate their programmes. However, the research is inconclusive on this issue suggesting further research to discover all patterns and reasons why the providers are choosing to evaluate with specific method.

Concerning the aims, objectives, modules, themes and topics of the identified leadership and management programmes the situation varies across the region. Most of the programmes are predominantly management oriented, with very few inclining towards leadership.

Leadership focused programmes in Albania, aim to develop and empower their students, professionals or public officials in leadership capabilities through a systemic and polyhedral perspective understanding of the leadership role and management.

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In Bosnia and Herzegovina, shorter training courses are more leadership oriented with two fellowship programmes aiming at identifying future leaders across a number of sectors. Concerning the relevant government agencies, only Civil Servants Agency of the Federation of Bosnia and Herzegovina (CSA FBH) is offering senior civil servants a training course in leadership and management.

In Kosovo, most of the identified programmes are related to management with one exception whose objective is to develop the manager's knowledge and skills of both leadership and management. The governmental Kosovo Institute for Public Administration (KIPA) is offering very general overview of topics that include general management.

Three programmes identified in Macedonia are focused on development of the leadership skills of the participants therein. Their focus is on the role of leaders who want to influence their teams by setting and meeting expectations. All trainings are experiential, with theory, input and insights, sharing best practice supported by group discussions, role-plays, reflection and practical action planning sessions.

In Montenegro, the research identified only one leadership and management programme that includes relevant topics like: human communication, management strategies, leadership and vision, change management and emotional Intelligence.

The research in Serbia did not reveal any leadership dedicated programmes, let alone for senior management in public sector. There are, however, some programmes that might be considered relevant, either for their subject or for their targeted participants. Public institutions responsible for human resource management at both central and provincial level provide three training programmes in the area of management. These are aiming at improving skills of creativity and innovation, raising the level of confidence, improving knowledge and skills on methods and instruments for personal development, improving the processes of governance and management in the state administration, developing competencies for prospective thinking as well as developing adequate leadership.

Some of the most relevant programmes on leadership (Chapter 4) include:

Training on Leadership provided by Albanian School of Public Administration,

Leadership and Management in the Civil Service provided by Civil Service Agency of the Federation of Bosnia and Herzegovina,

Management Training provided by the Kosovo Institute for Public Administration,

Inspirational Leadership provided by Door Macedonia (private provider),

Leadership provided by Macedonian Ministry of Information Society and Administration,

Communication, Leadership and Emotional Intelligence provided by Communication Strategies & Consulting, Montenegro (private provider)

This research shows that the issue of leadership development is appearing on the agenda of the public administrations in the region. However, this process is still very slow and with many imperfections. Most recognized such ambiguity is the fact that in most of the cases the leadership topics are part of wider programmes focused on management in the public administration. On the other hand, private sector is offering many different opportunities for

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leadership development targeting primarily the private companies.

Accreditation and certification are issues of particular importance for the participants and in this regard further work is required in line with the EU recommendations for validation of non-formal and informal learning.

As a overall conclusion - there is evidence of some provision of (often quite limited) management training in public administrations in ReSPA member countries with varying quantity, quality, content, assessment, certification and evaluation of programs as well as targeting and assessment of participants. In addition, there is little real evidence of significant provision of ‘leadership development’ in public administrations, with a few small exceptions.

Before deciding in which direction the future transnational leadership programme should be developed this Report recommends thorough understanding of the present cultural, societal, and economic and other aspects in the ReSPA region. As well, upfront analysis is necessary for structural, legal and financial background of present training systems in the ReSPA member countries.

Based on the findings from the current research and given recommendations, the future Leadership Development Program can be designed following several major steps or tasks:

Task 1 - Devise Program Selection Criteria

Task 2 - Define Leadership Competencies

Task 3 - Establish an Application Process

Task 4 - Assess Current Leadership Skills

Task 5 - Provide Developmental Activities Following the Designed Curriculum

Task 6 - Evaluate the Leadership Development Program

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1 INTRODUCTION

This Report corresponds to the overall output that is required by the Terms of Reference (ToR) for the Mobilisation of a Senior Non-Key Expert (SNKE) for the Quality of Public Administration (QPS) Project. Namely, the ToR requests the Expert to undertake the following activities:

■ Set detailed parameters for the research work of the Junior Experts in relation to the leadership programme

■ Supervise and monitor the work of the Junior Experts

■ Carry out consultations with national training schools and Ministries of PA, European Integration, EU Delegations and ReSPA on existing provisions, potential for collaborations and partnerships

■ Assess existing provisions and recommend appropriate modalities the delivery of a new transnational leadership programme

The Report on the review and assessment of the existing training provisions at national level and recommendations on modalities for delivery of a transnational leadership programme is drafted following the research work of the Junior Experts that were supporting the work of the SNKE, which was undertaken during the months of October and November 2015.

Junior Experts’ research was conducted utilising the standardised questionnaire (See Annex 1) developed by the SNKE. The questionnaire consists of 14 questions, out of which two are open-ended while the remaining are multi-choice. The idea behind such an approach was to gather standardised information and data that could be easily analysed in the latter stage of the review and assessment process. The number of completed questionnaires is 40 giving an average of 6.67 responses per country. Detailed analysis of the responses is given in continuation of the Report.

The purpose of this Report is to provide a review and assessment of the current programmes for leadership and management that exist in the ReSPA countries, both as training or academic curricula in public or private sector. As well, the Report is providing recommendations for the design, content and delivery modalities of a transnational leadership programme to be offered by ReSPA to its member countries.

2 REVIEW OF THE PAR AND TRAINING STRATEGIC DOCUMENTS

In order to establish the scene for the review of the existing training programmes for leadership and management, the Consultant undertook to identify and review the existing relevant national strategic documents related to either public administration reform or training

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and development of the public sector employees, primarily core civil servants. The list of the consulted strategic documents is given in Annex 3 of the Report.

2.1 Albania

Albanian Council of Ministers on 15 April 2015 approved the new five-year Crosscutting Strategy of Public Administration Reform 2015-2020.

The Strategy identifies, among others, the training of the civil servants as one of challenges for the upcoming period, following the adoption of the new Law on the Civil Service. Namely, the Strategy regard as “necessary to establish qualification and training courses to switch from one rank to another. According to the introduction training model, mandatory training courses will be established for career ranks from the Albanian School of Public Administration, followed by accredited tests.”

To respond to this challenge, the Strategy is suggesting “continuous strengthening of the Albanian School of Public Administration (ASPA) as a provider of training for civil service…” In addition, “ASPA will develop training methodology in terms of combining classical approach in the classroom and in the workplace with the innovative approach of e-learning and e-training platforms.”

Obviously, the Strategy doesn’t get into the details of what will be the topics of interest in the “innovative approach of e-learning and e-training platforms,” let alone it is mentioning the leadership and management as a priority in this regard.

2.2 Bosnia and Herzegovina

Public Administration Reform Strategy of Bosnia and Herzegovina was adopted back in 2006 as a long-term strategic paper that was covering a period of 10 years. At the time of preparation of this Report, the Consultant was not able to identify neither an update of this document nor indication for the development of its successor. Anyhow, the Strategy has identified the training and development as one of the key areas of the public administration reform in Bosnia and Herzegovina.

In this regard, the Strategy acknowledged that “… managers’ abilities to recognise and meet needs have to be further developed” and that “top managers (including ministers, heads, their deputies etc.) …must be role models for everyone.”

Implementation of the training activities is, however, responsibility of the respective civil servants agencies of BH entities. In Republic of Srpska, the Training Strategy was adopted for the period of 2011-2014, in Federation of Bosnia and Herzegovina for the period 2011-2015, while in the state Civil Servants Agency it covers the period 2013-2015. The former two strategic papers have not identified the leadership and management programmes as the priority areas of civil servants training. On the other hand, the state Civil Servants Agency identifies management training for managerial civil servants and more important in the area of

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specialised training it identifies the leadership as a priority topic, which is reflected in their many trainings where leadership issues are part of the programme.

2.3 Kosovo1

Strategy for Modernization of Public Administration 2015-2020 is the newest document of such type in the region. The Strategy will serve as a roadmap in order to focus civil service training on priority areas as identified in the Strategy for Training of Civil Servants 2015-2019 whose implementation will follow the adopted strategic priorities.

The Strategy for Training of Civil Servants 2015-2019 aims to create mechanisms for professionally trained civil servants, with necessary knowledge and skills, which would bring Kosovo closer to European Union member states and integration to these structures.

At present, an inter-ministerial working group is drafting an Action Plan for the Implementation of the Strategy for Training of Civil Servants 2015-2019. The Action Plan will be an executive document of the strategy jointly creating a good basis for capacity building of civil servants, in accordance with the Law on Civil Service.

2.4 Macedonia

Macedonian Public Administration Strategy 2010-2015 is another expired strategic document in the region, while the new one is to be developed in 2016. This Strategy has recognised the importance of the civil servants training and has planned for establishment of a dedicated training institution in 2012, which unfortunately is not created yet. In terms of leadership and management programmes, the Strategy was expecting to develop an appropriate training programme “aimed at building managerial civil servants in line with the competency based model.”

The Strategy also called for the development of specialised training strategy for the top managerial civil servants as well as for the development of a “Training Programme for managerial civil servants whose main components are: strategic management, change management, management with the performance, team building etc.”

2.5 Montenegro

Montenegrin Strategy of Public Administration Reform 2011-2016 among its priority issues identified “improvement of the civil service system and continuing development and management of human capacity. Special significance is attached to civil servants education and professional development and development of their knowledge, skills and competences, as well as ensuring ongoing professional development.”

1 This designation is without prejudice to positions on status, and it is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo Declaration of

Independence

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Montenegro has already developed two training strategies for local administration, but none for the central government civil servants. However, responsible Human Resources Management Authority has regularly developing biannual training programmes (the current programme is for 2015/16) for civil servants, as well as the specific training programme for managerial civil servants. Albeit some topics of the leadership are included in these programmes, yet no specific leadership programme has been designed so far.

2.6 Serbia

Public Administration Reform Strategy of Serbia 2013 is adopted at the mid-term of implementation of its Strategy for professional development of civil servants (2013-2015). In this respect logically the PAR Strategy is reiterating the existing situation identifying as a priority to further “promote the system for professional development by establishing an institutional framework and implementing measures and activities envisaged” by the Training Strategy.

This strengthen the Training Strategy priority to establish necessary programmes for managerial civil servants to improve their skills including team management, performance review, delegating, change management, project management, human resource management etc, which could also be implemented through an e-learning system.

3 REVIEW OF EXISTING PROVISIONS OF LEADERSHIP AND MANAGEMENT PROGRAMMES

As mentioned earlier, the number of received questionnaires is 40, averaging at 6.67 per country. Figure 1 bellow, shows the distribution of the responses per country. Obviously highest participation came from Bosnia and Herzegovina with 11 responses, while the lowest interest was shown in Montenegro where the researcher received four completed responses.

While it is not possible to assess the level of responses, the Consultant believes that some of the reasons for the actual numbers may be found in the short time for reaction given to the responders and in the fact that most of them were reluctant to be involved in a research, especially the private sector training providers.

Anyhow, the number of received answers is providing a sound base for establishing the state of the leadership and management training provision in the ReSPA member countries.

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Figure 1: Distribution of received questionnaires per country

3.1 Essential Statistics

The first issue of interest for the research was to identify the type of the provided courses, namely is it a short training course or it is a longer academic programme. The number of short training courses is 24 or 60% out of the total number of received responses, while the remaining 16 are longer academic programmes at both first and second level of studies (undergraduate and post-graduate studies). These numbers were to be expected considering the fact that public administrations in the region are still not fully recognizing the importance of having leadership training included in their provision of in-house training.

In terms of ownership, the researchers received almost even number of responses, with 19 from the public sector organisations and 21 from the private or civil sector organisations. Such share corresponds to the fact that private sector is more proactive in provisioning of short training courses, while the public sector is still more dependable on the academic programmes (Figure 2).

In fact, the private sector is offering twice more short training courses (14) than the academic courses (7), while the public sector is offering almost equal number of training and academic courses, 10 and 9 respectively.

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Figure 2 Relationship between the type and ownership of the programmes

Time of initiation of the courses was interesting element in the research for the reason to establish link with the level of understanding of the necessity for leadership programmes. The research shown that 15 of the courses are initiated before 2010, while 13 are started in the last three years. This gives and impression that leadership and management are in the interest of the region since many years; yet, the real picture is obtained when time is cross-related with the type of course (Figure 3).

Figure 3 Cross relation between the course type and time of initiation

The Figure 3 clearly shows that most of the “old” courses are in fact academic programmes, while the trend is to have more and more short training courses. This relation in a way confirm the development of the public administrations in the region, but also the development of the private sector providing training, though their programmes are not strictly related to or targeting the public administration. Even more, most of the private sector providers are working with the private sector companies, while the public sector is more relying on its in-

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house training or training provided by the various donors.

Figure 4 Ownership vs. Type vs. Initiation of the Programmes

To comprehend further the public sector understanding of the importance of the training for the development of the public servants a cross-relation of type of programmes their ownership and initiation time is shown on Figure 4. Evidently, the public institutions and organisations are shifting their efforts toward short training programmes. This is resulting from public institutions’ increased understanding of the importance of training, on one hand, and the necessity to follow the contemporary demands arising from the European integration process. Namely, at present four members of ReSPA are already having a status of a candidate country for EU membership, which is requiring them to pay special attention to the capacity building of their public administrators.

Very interesting situation reveals with the delivery methods. Namely, the information provided in the questionnaires shows that most of the courses are delivered using the classic methods of classroom instructions (8) and lecturing (10) that is used on equal foot in both training and academic courses. The blended method is utilised in 16 courses predominantly as a combination of the former two, but most of the cases are short training courses (11), while the academic courses indicated such method is used in only five cases. Though the utilisation of computer technology is on the upward trend in the region, surprisingly at the moment the research discovered only one training course based on the e-learning platform, while mentoring is virtually not present at all.

The accreditation is another important aspect of the programmes and subject of interest of this research in particular as ReSPA from the beginning of delivering training programmes is focusing on this issue. As expected almost all of the accredited courses are academic, 15 out of 16, while the only accredited short training course is the “Inspirational Leadership” by the private provider Door Macedonia.

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Anticipations of the research are confirmed with the issue of participants’ certification. Namely, more than 90% of the programmes are offering some type of certificate to their participants (Figure 5). Again, as expected, academic courses are issuing diplomas to successful candidates while the short training courses that are not accredited are mostly issuing certificates of participation with a few exceptions that issue certificates of achievements, including the above mentioned accredited programme on “Inspirational Leadership” (Figure 5).

Figure 5 Type of Certificates

Evaluation of the training is one of the issues that are most problematic not because is not done but because of the systems that are used. This research tried to explore the systems of evaluation using very simple and common categorisation of the training evaluation, namely:

■ Satisfaction and participants’ reaction that is commonly undertaken by an end survey,

■ Knowledge acquisition that evaluate the participants knowledge usually by means of a final examination, and

■ Behavioural application of the acquired knowledge and skills that is done through a thorough research following certain period after the end of the training course.

The research confirmed that all training and academic courses are utilising one or more types of evaluation. Roughly 1/3 of the courses are using only one of the methods to evaluate their programme with academic courses using only the second method of examination, while the short training courses are predominantly evaluating participants’ satisfaction, which in fact is not revealing the effectiveness of the training but rather gives an indication to the provided if they should continue with the programme and what if any should be changed.

Half of the programmes are utilising two methods for evaluation. The research reveals that academic programmes are utilising on equal foot combination of either first and second method, or second and third method. Short training courses, on the other hand, are having different pattern utilising combination of either first and second method, or first and third method. However, due to the time restriction the research was not able to further elaborates

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on the reasons for such patterns.

Finally, only seven providers indicated in the research that they are using all three methods to evaluate their programmes. Five of those are academic while only two are training courses and both are in fact longer fellowship programmes.

Obviously, the issue of programme evaluation requires further research in order to discover all patterns and reasons why the providers are choosing to do it with the selected methods.

This research is about discovering the situation with the provision of training on leadership and management predominantly targeting the public administrations in the region. However, the work reveals that not many such specific programmes exist with most of them targeting the general public (Figure 6). This target group, certainly, is dominant with the academic programmes, while the short training programmes are targeting all groups.

Figure 6 Target audience groups

Next, the research asks for the duration of the programmes and their multiplication per year if any. Clearly all academic programmes are longer than one month and they are run on annual basis. Short training programmes, on the other hand are mostly between 1 and 5 days long, with a tendency towards the smaller number of days. Seven training programmes are longer, between 2 and 4 weeks and those are mostly fellowship programmes.

In terms of participant number per programme, apparently most of them are following the established practice and have either between 10 and 20, or more than 20 participants. Again, most of the academic programmes are enrolling more than 20 participants per term, while the short training programmes are mostly having 10-20 participants enrolled. Only one programme is having less than 10 participants, namely the “Leadership Programme” of Albanian-American Development Foundation, but that is very much related with the funding of the programme as it provide full financial support to its protégés, including their salaries while on work in the offices of high officials.

Finally, more than 1/3 of the programmes (13 out of 38) are supporting an alumni organisations, with seven of those under respective academic courses and six under respective training courses. Interesting in this regard is the fact that only four of these providers are from

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the public sector, while the remaining nine are from the private sector. This clearly indicates higher supportiveness of the private sector and the level of attention they invest in their former protégés.

3.2 Qualitative Review of the Programmes

This chapter of the review summarises the findings of the research concerning the aims, objectives, modules, themes and topics of the identified leadership and management programmes. The comprehensive overview of the received answers on these issues is given in Annex 1 of this Report.

3.2.1 Albania

The research efforts in Albania discovered six relevant programmes, with both areas of leadership and management illustrated with three programmes each. The leadership programmes are ranging from short training course provided by the Albanian School of Public Administration (ASPA), through long-term fellowship programme, ending with an academic programme.

All three leadership focused programmes aim to develop and empower their students, professionals or public officials in leadership capabilities through a systemic and polyhedral perspective understanding of the leadership role and management. Very interesting case is the fellowship programme of Albanian-American Development Foundation (AADF) that include placement of their protégés as Advisors in the staffs of the highest government officials.

Concerning the three management related programmes that are all of academic nature, their goals include developing students' personal skills for decision-making; understanding the role that strategic management play within management science and business administration; and acquiring knowledge and skills on theories of the strategic process and making strategic decisions.

Academic programmes in Albania that are offering courses in management are mostly focused on strategic planning and management elaborating in details the whole process of planning, implementing and monitoring/evaluating a strategy. The programmes are also offering very practical tools for strategic planning and management and some of them are providing specifics concerning different types of organisations, including public sector organisations.

Group of programmes that are focused on leadership are providing detail insight into the theory and practice, including most relevant skills and knowledge. Among the topics that are common for all these programmes are: communication, motivation, change management etc.

3.2.2 Bosnia and Herzegovina

Research in Bosnia and Herzegovina provided highest number of responses to the questionnaire with many of academic programmes predominantly focused on business and administration, though, the Faculty of Economics in Pale is offering a programme that aims

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specifically to develop leadership competencies

Shorter training courses, on the other hand, are more leadership oriented. Two of those are fellowship programmes aiming at identifying future leaders across a number of sectors. One of these is in fact the regional Fellowship Programme for Young Government Officials (who are expected to reach decision-making positions) whose objective is to give impetus to the EU-integration-driven reforms of the Western Balkans administrations, through building the capacities of individuals, acting as the agents of change.

Another such programme is the British Bosnia and Herzegovina Fellowship Programme that aims to identify future leaders across a number of sectors in BH and provide them with a broad range of skills and experience to lead positive change in the country.

Concerning the government institutions, the responsible Civil Servants Agency of the Federation of Bosnia and Herzegovina (CSA FBH) is offering senior civil servants a training course in leadership and management aiming at acquiring and enhancing their knowledge and skills in leadership and management.

On the other hand, the Civil Service Agency of the Republic of Srpska (CSA RS) is not offering any leadership or management programme on a regular base as the Training Needs Analyses have shown low priority of these topics, and the decreased training budget is only available for the top priority areas. Similarly, the Civil Service Agency of Bosnia and Herzegovina (CSA BH) does not offer specific leadership programme, however, as a part of the annual training catalogue it offers the training programme for managerial civil servants, that have been conducted regularly for several last years.

Concerning the themes or modules and topics that are delivered within the respective programmes in BH, the questionnaires responses clearly show that the academic programmes oriented toward business management are all dealing with relevant issues including: strategic management, organisation and public sector management, human resource management, public finance and budgeting, project and risk management as well as leadership, which is elaborated in most details within the FE Pale.

The short training programmes, as mentioned here above, are focusing better on leadership topics elaborating in details relevant topics. Beside the elaboration of the leadership theory and models, they also pay attention to relevant skills for leaders, including motivation, communication, team management etc. As well, these courses are providing participants with an insight in general management and policymaking, but are also focusing on the public sector management and public administration reform. In addition, some of them are offering information on EU institutions and policy.

3.2.3 Kosovo

In general, programmes included in the research in Kosovo are mostly related to management with the exception of the short training program on “Management and Leadership” organised by RTC Consulting. The objective of this programme is to develop the manager's knowledge and skills of both leadership and management.

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Another five programmes are strongly oriented towards management issues, though some of them include topics relevant for leadership. The aims and objectives of these include improving institutional capacity in the education sector, enhancing the quality of the civil service, acquiring basic knowledge on management, including financial management, contributing to the institution’s management as well as personal development, building leadership and management capacity in aviation or travel and tourism.

In addition, the research identifies two academic courses that are contributing to the development of leadership and management skills. One is actually targeting future public administrators and managers helping them to develop in management and in particular European integration issues.

The short training course provided by the RTC Consulting focuses on performance management and explores personal development as a manager and leader as well as core management issues such as managing resources, managing projects and leadership practice. The remaining programmes are mostly addressing general management topics, including human resource management, financial management and budgeting, etc.

The only programme provided by the governmental institution responsible for training, namely the Kosovo Institute for Public Administration (KIPA) is offering very general overview of topics that include general management, human resource management, financial management and budget, and EU integration.

3.2.4 Macedonia

Out of the five programmes for which the researcher in Macedonia received completed questionnaires, two are academic programmes whose core focus is not development of a leaders but rather development of a young professionals who will be able to train young leaders and youth workers or to become a young professional with good management foundation that can eventually develop them into a leaders in the private companies, associations or public bodies.

The remaining three cases are focused on development of the leadership skills of the participants therein. Their focus is on the role of leaders who want to influence their teams by setting and meeting expectations. One of them is developed by the respective public administration body with a specific goal to develop leadership in the context of public administration. These trainings are experiential, with theory, input and insights, sharing best practice supported by group discussions, role-plays, reflection and practical action planning sessions.

The topics that are elaborated in the short training three programmes include detail presentations on characteristics of leadership psychology, personal values in leadership, types and styles of leadership, leadership tools, leadership skills, including communication, motivation, delegation, etc. One of these training programmes offered by the Ministry of Information Society and administration (MISA) is the only e-learning course that is identified in the research.

The two academic programmes are offering interesting curricula in management that is

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including some relevant topics for leadership including human resource management, ethics, communication, etc. Both academic programmes are at undergraduate level preparing the future administrators or community managers and leaders.

3.2.5 Montenegro

Efforts to identify existing provisions of training in leadership and management in Montenegro reveal four programmes that responded to sent out questionnaires. Two of these are academic programmes in management, both at post-graduation level, with one particularly targeting future public sector employees. The remaining two are private, with one of them aiming for the development of personal communication and leadership skills, vision development, interpersonal stress management, negotiation and elements of managerial skills.

The two academic programmes include many leadership topics in the curricula, like general introduction to leadership, leadership styles, leadership in the public sector, organizational change etc. One of the programmes is specifically designed for future public administrators at both central and local level.

Of the two short-term programmes, one is not relevant for the research, while the second one is potentially very interesting. It focuses on leadership and management and includes relevant topics like: human communication, management strategies, leadership and vision, change management and emotional Intelligence.

3.2.6 Serbia

The research in Serbia did not reveal any leadership dedicated programmes, let alone for senior management in public sector. There are, however, some programmes that might be considered relevant, either for their subject or for their targeted participants.

Two programmes that are including topics of leadership are very interesting, though they target young politicians that may be the prospect of future leadership. These programmes aim at building the capacities of next-generation political leadership and facilitating their mutual understanding and cooperation and enabling continuous development and dialogue between democratically oriented leaders in politics and public life.

Public institutions responsible for human resource management at both central and provincial level provide three training programmes in the area of management. These are aiming at improving skills of creativity and innovation, raising the level of confidence, improving knowledge and skills on methods and instruments for personal development, improving the processes of governance and management in the state administration, developing competencies for prospective thinking as well as developing adequate leadership.

Concerning the content of the identified programmes in Serbia, the ones that are part of activities of the human resource management authorities at central and regional level include topics such as: the role of managers in strategic and financial management and policy coordination within the state administration; the management of the legislative process; the European integration; management of EU funds; ethics and integrity; human resource

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development; quality management.

In addition, though as optional, one can identify topics related to the development of leadership skills, such as: changes management; stress management; communication skills and conflict resolution; team management; decision-making; time management and conduct of meetings; public speaking and presentation skills; relations with the media.

Two programmes intended for future leaders, mostly young representatives of political parties, are of regional character, covering the West Balkan countries. These are quite comprehensive programmes and cover areas and topics like: good governance; local democracy; media freedom; and policy implementation and oversight.

4 PRESENTATION OF THE MOST RELEVANT PROGRAMMES ON LEADERSHIP

4.1 Training on Leadership by Albanian School of Public Administration

Albanian School of Public Administration (ASPA) is a central public institution aiming of providing vocational training of civil servants. The mission of ASPA is to provide training and development opportunities for civil servants in public administration, which focuses on capacity building for sustainable management; increasing accountability of administration staff; creating a framework for professional, impartial and efficient public officials.

ASPA is offering various training for public administration employees that includes the Training Course on Leadership whose aim is to increase knowledge of the public officials on leadership role and management. It targets middle managers at the beginning of their career to introduce them with the various topics related to management.

The course is part of the overall scope of the programme “Introductory to Public Administration” in fact it’s the Module 1 (TMC3) on “Competences in strategic and organizational management.” This module includes seven topics:

■ TMC3.1 Human resources management

■ TMC3.2 Leadership

■ TMC3.3 Communication and information Management

■ TMC3.4 Change management

■ TMC3.5 Public relations

■ TMC3.6 Crisis management

■ TMC3.7 Personal competences

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4.2 Leadership and Management in the Civil Service by Civil Service Agency of the Federation of Bosnia and Herzegovina

Civil Service Agency of the Federation of Bosnia and Herzegovina (CSA FBH) is one of the three such institutions in Bosnia and Herzegovina. CSA FBH is responsible for the implementation of civil service legislation, including organisation and implementation of vocational education and professional development of the civil servants. The CSA FBH aims include development of a contemporary model for HRM and professionalization of the public administration focusing on management cohort.

In this respect, the CSA FBH is organising a series of various trainings that are identified with the annual training needs analysis. One of these is the training course on “Leadership and Management in the Civil Service” that is aiming to: (a) enhance knowledge of senior civil servants on leadership skills; (b) acquire leadership and management skills; (c) engage with their colleagues and form a network of senior civil servants.

The content of the programme include many various topics including

■ Leader versus Manager

■ Principles of a good management

■ Principles of a good communication

■ Types of leadership

■ Communication in line with personality

■ Molton Marston and DISC model

■ Herzberg theory of motivation

■ How to delegate? What are the common mistakes?

■ The importance of giving feedback to employees

This program is delivered as a two-days training which in 2013 and 2014 has been repeated three times with a total of 54 participants, and all of them at managerial positions.

4.3 Management Training by the Kosovo Institute for Public Administration

The Kosovo Institute for Public Administration (KIPA) is the governmental institution established for the training of the civil servants and for increasing the resilience of the Kosovo civil service in order to develop and enhance the quality of the public service in the country.

KIPA performs its mission by identifying training needs; developing training programs;

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exchanging new knowledge for public administration. KIPA aims to become a modern centre of training, which will be a generator of new professional capacities.

The present programme is more focused on management issues that include wide range of topics, such as: general management; administration and legislation; HRM; budget and finances; IT; EU integration; etc.

4.4 Inspirational Leadership by Door Macedonia

Since June 2014, Macedonia became part of the educational chain of an international company Door Training & Consulting, established in the Netherlands in 1981. Their trainers have experience in several business branches and industries.

Training course on “Inspirational Leadership” focuses on the role of a leader. Management guru Peter Drucker suggests “we manage things, and lead people” which reflects the essence of this training. This course focuses on leaders who want to influence their teams by setting and meeting expectations. It gives managers and leaders a good sense of who are they, a deep understanding of their environment – and support them in taking the effective route to achieve best results. This training is experiential, with theory, input and insights, sharing best practice supported by group discussions, role-plays, reflection and practical action planning sessions.

Some of the themes included in this programme are: Creatively collaborate with members of their team; Develop an environment of trust and integrity in relationships; Understand the role of consensus in quality decision making; Enhance team execution of top priorities; Understand the Leadership - Followership paradigm; Identify opportunities for synergy within their teams; Prioritise action for themselves and their teams.

In addition, some of the topics included in these modules are:

■ The Seven Questions Model

■ Performance Management

■ Managing Expectations

■ Accountability

■ Motivation

■ The Power of Delegation

■ Reflection: fluent, expressive, nonjudgmental daily writing

■ Observation: evaluating one’s writing and drawing conclusions

■ Implementation: taking the necessary action to become more effective

The programme is multi-module and depending on the client needs its length is from one to

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five full days (six hours of training). In the last two years (2014 and 2015) the programme or parts of it has been delivered to participants from more than 10 private companies in the country with more than 100 participants. Most of these participants attended modules for proactive accountability, motivation and leading effective teams.

4.5 Leadership by Macedonian Ministry of Information Society and Administration

The Ministry of Information society and Administration (MISA), apart from being the champion of public administration reform, is also responsible for the training and professional development of the civil and public servants, as well as for the organization and delivery of the training.

The new concept of training is closely linked with the nine competencies that are required for administrative servants following the Law on Administrative Servants. As one of the competencies, leadership is compulsory for B category of civil and public servants i.e. middle managers. Each civil servant is required to complete at least five training courses per year available on the Electronic Learning Management System to be operational from 2016.

The traditional 2-day training course on “Leadership” is part of the Annual Programme for Generic Training for Administrative Servants that was conducted four times in 2014 with total of 79 participants. The same programme is already available as e-learning module covering the same topics that include:

■ Characteristics of an Efficient Leader

■ 10 Leadership styles

■ Skills for Effective leadership

■ Leadership tools

4.6 Communication, Leadership and Emotional Intelligence by Communication Strategies & Consulting, Montenegro

Communication Strategies & Consulting (CS&C) provides focused training and consulting to leaders, managers, salespeople and professional communicators with previous careful research on their needs and objectives.

The training is principally organised as a cycle of Life Training that is based on the set of contemporary knowledge in the field of social neurosciences, positive psychology, emotional intelligence etc. In essence, the training is a mixture of themes related to communication, emotional intelligence and management with emotions, and stress management through the prism of leadership in private and business domain.

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This training offers development of personal communication and leadership skills, vision development, interpersonal stress management, negotiation and elements of managerial skills. The main topics of the training course include:

■ Basics of human communication

■ Basics of management strategies

■ Leadership and vision

■ Goal setting, business culture and change management

■ Emotional Intelligence

The full fledge Business Life Training consists of four two-days modules with elements of theory and three two-days slots for off-site exercises. Though the provider is not maintaining detailed statistics on the participants the rough estimation is that close to 70 people have finished life training cycle, while in various version of business life training almost 150 participants in the last three years, mostly middle and top managers. According to the CS&S, only 10 public servants have participated and completed the full Life Training cycle at their own initiative and on their own costs.

4.7 The Program of General Professional Training of Managers by Serbian Human Resources Management Service

The Human Resources Management Service (HRMS) is Serbian governmental organisation that among other training programmes is in charge of preparation and organization of “the Program of General Professional Training of Civil Servants”. The purpose of this program is to contribute to improving the processes of governance and management in the state administration by developing competencies that enable manager’s prospective thinking, orientation towards results as well as adequate leadership and staff development based on efficient communication.

The programme consists of seven compulsory modules each with one-day duration (six hours):

■ Self-assessment of individual potential for development

■ The role of managers in strategic and financial management and policy coordination within the state administration

■ The management of the legislative process

■ On the road to the EU: the European integration of the Republic of Serbia and the management of EU funds

■ Ethics and integrity

■ The modern concept of human resource development and instruments of development

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■ Introduction to Quality Management

In addition, participants may choose up to three out of eight optional modules that are designed to develop leadership "soft skills". All these modules are also with one-day duration except for “Communication skills and conflict resolution” that is a two-day module (12 hours):

■ Changes Management

■ Stress Management

■ Communication skills and conflict resolution

■ Team Management

■ Decision-making

■ Time management and conduct of meetings

■ Public speaking and presentation skills

■ Relations with the media2

Apart from above mentioned modules, the program includes mentor supported activity aiming to further empower managers. After attending compulsory modules, participants are supposed to choose (with the cooperation and support of mentors/lecturers) the specific "problem" in relation to the management in the state administration. Participants should then combine knowledge and skills acquired in the program and earlier work experience to find a "solution" to the "problem". As a result, it is expected that participants write an essay, whose key points should be presented at the closing activity.

The program is implemented using various delivery methods (self-assessment activity, lectures, discussions, seminars, training, individual work, coaching conferences, workshops, e-learning, mentoring). Training materials and reference books (whose selection depends on individual trainers) will be available at the HRMS's internet training portal, though in this first year of programme implementation this option is not operational and participants are supplied with the necessary materials via e-mail.

The number of participants is projected at maximum 25 people for compulsory modules and up to 15 participants for the optional modules. However the current first cycle of training (October-December 2015) is attended by 30 participants. The total length of the programme is up to 11 days (seven days of compulsory modules and three or four days of optional modules).

The Programme’s evaluation and monitoring system is envisaged at highly professional level with utilization of all three types of evaluation that are considered in this review. The participants are expected to make a self-assessment of acquired knowledge, write a critical essay, and evaluate the Programme at its completion, while the HRMS will conduct an annual survey on the effects of the programme upon the participants and their direct supervisors in relation to their performances.

2 Detailed curricula is included in the document "Serbia 1 programme curricula", Annex 6

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The programme is not accredited and it will only issue certificate of participation subject of completion of all compulsory modules and three optional modules and producing the critical essay with mentoring/coaching support.

5 CONCLUSIONS…

This research shows that the issue of leadership development is appearing on the agenda of the public administrations in the region. However, this process is still very slow and with many imperfections. Most recognized such ambiguity is the fact that in most of the cases the leadership topics are part of wider programmes focused on management in the public administration.

On the other hand, the research revealed plenty of various academic courses at both undergraduate and post-graduate levels that are embracing the issue of leadership. However, most of them are predominantly focusing on business management issues.

Obviously, private sector in the region is offering many different opportunities for leadership development targeting primarily the private companies, though the public sector is welcomed.

An important finding of the research suggests that current management/leadership programs are lacking unambiguous target audience. Namely, while the management programmes are targeting the middle and senior management of the public administration, the leadership programmes (or what looks like such), are targeting all categories of public employees as well as young professionals in and out of the public administration. The latter is particularly typical for the programmes offered by the private institutions and organizations. The few unequivocal cases are the fellowship programmes that have been identified and included in the research in some of the member countries of ReSPA.

As a consequence, some of the researchers found out (though this was not part of the research) that senior management is absent from the training programmes even when the programme is clearly targeting them. Reasons for such situation may include the following:

■ regulation limitation – politically appointed decision makers are not required to have such skills in order to be appointed

■ senior managers’ reluctance to participate at training attended by their subordinates

■ inappropriate timing and duration of the training hampering the most senior management attending (particularly those that are politically appointed – directors of the governmental executive agencies, state secretaries, ministers, etc.); This reason stands also for middle management

Obviously, the last reason should be kept in mind for future planning of leadership programmes. Comments received by some of the interviewees suggest short training events of two-three days combined with weekend elements and alteration of the venues around the

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region.

Next issue is the absence of the programmes’ ‘accreditation’ - which seems very important in some of the member countries and is associated with the legal requirements for compulsory training of the civil servants.

Related with this is the issue of ‘certification’ that is mostly limited to participation certificates that are not particularly appreciated by the civil servants who would expect “heavier” certificates of achievements that will be recognized not just in the national public administration but in the private sector or even wider in the region and will have “practical” value for them in advancing in their careers.

In this respect, it is worth to underline the Council of the European Union recognition that “The validation of learning outcomes, namely knowledge, skills and competences acquired through non-formal and informal learning can play an important role in enhancing employability and mobility, as well as increasing motivation for lifelong learning, particularly in the case of the socio-economically disadvantaged or the low-qualified.”3 Therefore, the Council recommended all Member States to “have in place, no later than 2018, in accordance with national circumstances and specificities, and as they deem appropriate, arrangements for the validation of non-formal and informal learning…”4

Further references and understanding of the importance on the issue of validation and the latest development at EU level could be obtained from the European Centre for the Development of Vocational Training and its many project initiatives.5

Finally, the issue of programme evaluation requires further attention especially if a transnational leadership development programme is to be established.

Based on the evidence collated, and from the expert’s long-time experience in this area in the region, there is evidence of some provision of (often quite limited) management training in public administrations in ReSPA members. The quantity, quality, content, assessment, certification and evaluation of programs as well as targeting and assessment of participants do vary a lot.

There is little real evidence of significant provision of ‘leadership development’ in ReSPA members public administrations, with a few small exceptions, and these are not focused on developing leaders in the PAR area.

6 …AND RECOMMENDATIONS

Leadership is fundamentally important for improving public sector performance. However, when one is thinking of introducing a new programme for leadership development one should

3 Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01)

4 ibid

5 http://www.cedefop.europa.eu/en/events-and-projects/projects

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be aware of the very many important aspects. This section of the Report is not intending to elaborate on any of these aspects in particular but rather to identify them and advise the future developers of any programme of their relevance.

Though the field of public administrative leadership has made progress, the debate about how leadership is important, what leadership style to use, and for what and when leadership matters is still in progress.

Obviously, the first aspect to be elaborated is to find out what types of leadership matter for public performance improvement. The literature of the last hundred years has developed many different leadership theories starting with Great Man Theory of 1900s based on the premise that leaders are born not made, through the present best known and most effective theory is of ‘transformational leadership’.

While transformational leadership represents a “soft” leadership strategy aimed at increasing the employees’ motivation to achieve organizational goals (people will follow a person who inspires them), another contemporary theory is the ‘transactional leadership’ that represents a “hard” leadership strategy based on stick or carrot (people are motivated by reward and punishment).

To decide in which direction the future transnational leadership programme should be developed one needs to understand the present cultural, societal, and economic and other aspects in the ReSPA region.

One of the main issues to be analysed upfront in the development of a leadership programme is the structural, legal and financial background of present training systems in the ReSPA member countries. ReSPA already conducted a similar exercise in 2008, since then in most of the countries the situation has changed in terms of policy, legislation, organization etc.

Some topics that were identified within this research include the following

In most of the member countries the training of the civil servants is compulsory legal requirement, including for senior management; therefore, it is of utmost importance to understand these rules and requirements to ensure that the future programme is in compliance;

All member countries are having their own distinctive organization with different hierarchy in the civil service systems, that clearly need to be understood before deciding on the target group of future participants in the leadership programmes; This research would suggests that the target group should be limited to the professional managers (with preference for the most senior available) of the core civil service, avoiding politically appointed officials if possible (whilst acknowledging that this may not be possible in all cases) Some member countries are already widely using ICT technology, namely various e-learning platforms that also include modules for leadership development. Other countries are in the process of introducing e-learning while some are planning to do so in the near future; In this respect it is advisable to have some of the modules partially delivered in this way; There is the possibility of either utilising the “Moodle” e-platform at

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ReSPA or review the possibility of collaboration with one or more of the existing national platforms. Some of the advantages of including e-learning as a method for some modules may include:

o Undertaking the training without constrained by location or time, o An e-platform may stimulate participants to have more intensive communication,

However there is a need for a ‘blended’ learning approach as e-learning really works well when combined with class/group interaction – typically e-learning is best used for ‘knowledge’ based part of subjects complemented by lectures/group discussions /problem & case based application of knowledge etc.

A number of highly relevant comments in a report prepared by the QPS Project in relation to use of ICTs in ReSPA would also apply here in terms of how to achieve maximum value from ‘virtual interactions’6

The most modern thinking in relation to leadership development stresses the need for supporting leaders through training, coaching, mentoring & support from superiors and colleagues, continuous professional development (CPD) whilst top management support for leadership development is a pre-requisite.

As elaborated in the conclusions, the timing and duration are critical issues for training programmes targeting senior management; Therefore it is advisable to look at the possibility of designing a multi-module programme with short duration modules of up to three days, maybe including one day of the weekend; other time modalities such as short evening sessions; ‘breakfast/lunch’ briefings on ‘hot’ topics; closed small group sessions with high-level officials or key speakers (who could move around the region to speak with each national cohort of participants) are also worthy of consideration along recognising other learning opportunities such as attendance at certain expert conferences on relevant topics, etc.

In terms of place of delivery, the recommended option is to have a joint programme where all member countries will participate and be responsible for organisation and/or delivery of particular modules with ReSPA responsible for overall design, quality assurance and accreditation as well as some modules; This combined delivery might also include some cost-sharing – each member country covers the cost of the module(s) they are responsible for;

Concerning the trainers, it is advisable to follow the established practice of ReSPA in combining western and regional expertise; However, another approach may be to look at engaging more regional expertise from the private providers (as the research showed, there is a good potential in the region), which should also contribute for the further development of that market as well as to the overall economy of the region.

6 Assessment of ReSPA ICT Infrastructure and Support to Regional Administration Networking - Emilio BUGLI INNOCENTI (Report for ReSPA by QPS Project)

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6.1 Modalities for the design, organisation and delivery of a new transnational Leadership Development Program

On the basis of the findings from the current research and above given recommendations, the future Leadership Development Program can be designed following several major steps or tasks7.

■ Task 1 - Devise Program Selection Criteria

First and foremost task in developing a leadership programme is to define a set of criteria for program selection. Apparently, each ReSPA member country will have different position that would consider their national specific strategy, goals, and current and future leadership needs. However, a minimal set of general selection criteria are possible and should be established. These criteria need to be based on the applicant’s personality, and in this respect, several traits appear to correlate with leadership effectiveness in most situations.

The list of traits suggested bellow is not exhaustive but only a suggestion for start:

Desire – the applicant must want to lead and to get things done with or through other people (her/his followers), and wants to have an impact. (Perhaps, this should be the most heavily weighted variable.)

Purpose – the applicant has to have a vision and goals and wants to achieve something, to accomplish things.

Confidence – the applicant must believe s/he can make a difference.

Psychological fitness – the applicant should feels comfort with self, be empathic toward others and open to feedback.

Energy – the applicant must have physical stamina to do many things and to work long hours.

General intelligence – the applicant must possess average or above-average general intelligence (e.g., logical, linguistic, mathematical, and spatial intelligence).

Demographic diversity sensitivity – Many ReSPA member countries see a respect for diversity in gender and minorities, therefore the applicant is expected to be sensitive and to respect these issues.

Technical skills – Most of the ReSPA member countries insist that the applicant first possess solid technical expertise before earning the right to manage others. In this respect, the programme needs to identify some common, basic, foundational technical skills that are required within the national public administrations.

■ Task 2 - Define Leadership Competencies

Logical next step would be to identify the set of leadership competencies that would reveal what leadership skills are required in the region. In some of the ReSPA member countries, the system of selection and recruitment already apply the competence-based model. Thus, it is of

7 Adapted from Robert Pernick, Ph.D., Creating a Leadership Development Program: Nine Essential Tasks; International City/County Management

Association (ICMA), 2002

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utmost importance to explore and understand the systems of selection and recruitment in the region and to identify what competences are required for managerial position in the national civil services.

The table bellow shows sets of competences that are required for managerial or senior civil service (SCS) positions in Macedonia8, Serbia9, Albania10, and in EU Member States11.

Macedonia Serbia Albania EU

Problem solving and

decision-making for

issues in their scope of

work

Decision-making Knowledge in the group;

Wide sense intersectoral

competence;

Knowledge of economic

and social phenomena

Analytical

Learning and

development

Communication Communication Communication skills Communicative

Result achievement Effectiveness Effectiveness related

Work with others/team

work

Team building Building of interpersonal

relations

Building relationships

Strategic awareness Strategic performance Vision;

Strategic management

skills

Strategic

Clients/stakeholders

orientation

Stakeholder awareness

Management Ability to direct and

manage different

actions

General management

Financial management

Leading people Leadership

Reliability;

Being creative;

Integrity;

Knowledge of the

European legal system

Bosnia and Herzegovina is presently developing such framework of competencies to be used for recruitment and selection of future civil servants. However, Montenegro and Kosovo are

8 Rulebook on the framework of general working competences for administrative servants (“Official Gazette of the Republic of Macedonia”

142/2014)

9 Manual for determining the competencies for effective performance at the working place, Human Resource management Service, Republic of

Serbia, Beograd

10 Decision of the Council of Ministers No.118 dated 05.03.2014

11 Herma Kuperus, Dutch Ministry of the Interior and Kingdom Relations; Presentation made to ReSPA HR expert working group, organised by

“QPS Project seminar”, Zagreb, May 2015

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having no definition for any framework of competencies in the civil service, let alone for the managerial positions.

Apparently, the sets of competences that are in place in the region are very similar and this would be helpful when designing the leadership programme. At this point, with the limited amount of information, the consultant may suggests that such set of leadership competences should include: analytical thinking, communication, effectiveness, interpersonal relations, strategic awareness and management.

■ Task 3 - Establish an Application Process

The leadership program must have a clear application procedure that should be simple, fair, and accurate. As elaborated in the recommendations, the programme may be organised solely by ReSPA, yet it would show higher ownership if all member countries are involved at various steps. In terms of applicants’ selection, most favourable option would be to allow pre-selection by member countries that may nominate up to certain number of applicants for the programme, which then will go through the common programme’s selection process that need to evaluate applicants’ suitability based on the selection criteria (traits) and leadership competences (Tasks 1 and 2). Both traits and competences need to be set at a kind of basic level that will be developed to a higher altitude with the participation in the programme.

As ReSPA has already good experience in selection and recruitment of its own staff, it is advisable that the assessment of the applicants follow similar procedure (competence-based interview that includes role-play, written tests, etc.).

Anyhow, general application criteria should include as a minimum:

Position of the applicant in her/his national administration

As elaborated earlier, the applicants should be at middle or senior manager positions at home. In this regard, it is vital to explore the existence of the formal or informal senior civil service in the ReSPA member countries and to concentrate on this cohort of managers. The experience of the EU Member States in this field may be very useful. Namely, all Member States are having either formal or informal SCS in their public administrations and in most cases the top levels (level 1 and 2, though in some states level 1+, as well) are part of that cohort. For these positions, all but six member states are having special conditions for appointment that is competence based12.

In addition, as elaborated earlier, it would not be advisable to have at the same table top managers and supervisors.

Specific experience requirements

Not so important, yet the programme may want to consider certain managerial experience of applicants that would guaranty compactness of the group.

12 ibid

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Commitment to the national public administration

This is important for the sustainability of the programme. Willingness of the applicants to remain for a given length of time in the national public administration may be an issue that could already been regulated in the national legislation for civil servants. However if such provisions does not exist, it seems logical for ReSPA to advise or require from its member countries to impose such conditionality to their applicants. Nobody would like to see situation where trained candidate is leaving its organization within a short period after completing the programme, which will cost thousands of Euros of tax payers money.

■ Task 4 - Assess Current Leadership Skills

Obviously, once the applicants are selected they need to be assessed against their current leadership styles to establish baseline for the future evaluation of the programme effectiveness and success. This may be done in many ways but money-wise the use of an assessment centre is a good option, which can be done at the beginning of the programme too.

■ Task 5 - Provide Developmental Activities Following the Designed Curriculum

The curriculum of the leadership program should emerge from the elaboration of most of the aspects mentioned above. However, as a suggestion from this report, the three-skill approach may be utilised, which include development of: technical, human and conceptual skills.

Technical skills

Technical skill is knowledge about and proficiency in a specific type of work or activity; in other words to work with the “things”. In the case of public administration, Having in view the required competences in some of the ReSPA member countries (see table in sub-heading Task 2), the curriculum of the leadership programme in terms of technical skills should include themes that will enable applicants better understanding and knowledge about:

the necessity and principles of public administration reform processes,

the EU institutional and legal system including negotiation for EU membership,

the management of public administration,

the financial management, etc.

Technical training enhances the skills needed to perform the work and/or to oversee the work of others. This is the easiest developmental task to accomplish; it should be based on traditional classroom training, though it may also combine this with a study visits or exchange activities. The latter may be very effective way to see how future leaders are progressing. This could be done by placing each applicant in the compatible organisation in another member country and putting him/her in charge of the respective organizational unit for a certain period of time.

Conceptual skills

Conceptual skills are the ability to work with ideas and concepts. Whereas technical skills deal

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with things and human skills deal with people, conceptual skills involve the ability to work with ideas.

Here, the focus is on teaching the leader how to think in a more abstract and critical fashion. This is harder to achieve than technical training but still eminently possible. Related to the required competencies in the member countries, conceptual leadership competencies that might be part of the leadership programme should include:

creativity and innovation,

strategic thinking,

strategic management,

problem solving,

analytical thinking,

decisiveness, etc.

Of course, not all these competencies will be immediately relevant to all applicants as they may have different hierarchical levels in their respective organisations, however most senior managers will require all of these skills at some point in their career.

Some common methods in developing conceptual skills include: role-play games, simulations, critical-thinking training, directed readings, making presentations at professional conferences, doing rotational or task-force assignments (this may be used in combination with the exchange placement describe above), being mentored or mentoring others, “shadowing” executives, etc.

Human or Interpersonal skills

The ability to work effectively with other people is an essential determinant of leadership success. Human skill is knowledge about and ability to work with people. They are the abilities that help a leader to work effectively with subordinates, peers, and superiors to accomplish the organization’s goals. Honing interpersonal skills is, however, the most challenging of the three leadership development categories. Some human skills that are already identified in the competence frameworks in some of the member countries include:

teamwork and team building

communication and building of interpersonal relations,

motivation,

diplomacy and negotiation, etc.

Most developmental methods involve experiential learning or learning by doing; though, learning is reinforced by a cognitive understanding of theory. Common methods of teaching human skills are same as for the development of conceptual skills.

Design and delivery of a leadership program

Bearing in mind the comment above and earlier conclusions, it is recommended that ReSPA adopt one of the following approaches:

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Option One – ReSPA to commission the design of a suitable leadership program curriculum delivery along these lines:

o Initial module(s) (and assessment centre) – ReSPA identifies and contracts trainers and delivers in ReSPA premises to create common understanding of objectives and approaches, get ‘buy-in’ from participants as well as create ReSPA role visibility

o Local modules (specific national content) – National Training School (or equivalent) organises modules, identifies and contracts local trainers (including from private sector) for specific subjects such as national legislation

o Local modules (common content) - National Training School (or equivalent) organises modules and a local trainers (including from private sector), while ReSPA identifies and contracts international trainer(s) (perhaps using the same team of trainers to travel to each country)

o End module(s) (and assessment centre) – organised as a Summer/Seasonal School by ReSPA who identifies and contracts international trainers

Option Two – ReSPA to commission the design of a suitable leadership program curriculum with various options in terms of content, delivery methods, production of standardised learning materials, certifies approved trainers (or up-skills National Schools trainers etc.), which members could then roll-out or use as required on a national basis

In either option ReSPA should be charged with identifying suitable ‘coaches’ and providing a limited number of hours executive coaching per participant to provide support on a confidential basis as a follow-up. When the service has been explained and coaches introduced to participants, which would be easy to arrange at one of the modules, further support could be supplied via telephone/ICT conference

Participants could also act as ‘buddies/mentors’ to other participants either nationally or trans-nationally if in similar positions.

■ Task 6 - Evaluate the Leadership Development Program

Finally yet importantly is the evaluation of the leadership programme. As explained earlier in the Report, this is the weakest link in the provision of training in the region.

Therefore, it is essential for ReSPA to define the exact nature and scope of the evaluation, based on the program goals. Because an evaluation requires time and expertise, appropriate resources and their availability should be planned in advance.

Most important issue when planning evaluation is to have clear programme goals established at the beginning. Without clear goals, the program is unlikely to succeed, and its degree of success is impossible to measure. Clear goals will enable potential for evaluating the programme on many levels, including: reaction, knowledge and skill transfer, behavioural change, impact (on public administration reform), and of course monetary return on investment.

These will require a range of tools to be built into the program, including pre- and post- program participant testing; and other measures such as interviews with (or questionnaires for) supervisors to identify critical learning needs and follow-up interviews/questionnaires

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some time after the program to assess application of learning on the job.

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7 ANNEX 1 OVERVIEW OF THE PROGRAMMES INCLUDED IN THE RESEARCH

7.1 Albania

Strategic Management – MBA Programme by University of Tirana, Faculty of Economy

Aims and Objectives

1. Analyze in detail the strategic planning process of a business through:

a. Assessment of the strengths and weaknesses of the company b. Assessment and external environment of the firm and as a result determining the opportunities and threats that the firm from the external environment c. Drafting of the mission, goals and objectives of the firm d. Formulation and implementation of plans to achieve the goals and objectives

2. To develop students' personal skills for decision-making

3. To familiarize students with business management methods, illustrating the theory with concrete examples from the practice of global business

4. To recognize organizational theories focusing on the structure and culture of the organization

5. Meet with the necessary techniques for strategic analysis, including scenarios, scheduling based on assumptions, SWOT analysis, etc.

6. To recognize the challenges facing managers in the 21st century

Modules, Themes and Topics

1. Strategic Management Perspective

What makes a successful business? Brief History of strategic management; What is strategic management? Strategic management planning process organizational today; Strategic management values. Drafting of the strategy; The process of strategic management; Strategic management as a process. Strategic management in different types of organizations; Ten secrets of a successful planning.

2. Strategic Position: Assessment of external environment of the organization

Environmental Assessment; Recognition and Prediction of Environmental Influence; Selection of critical environmental variables; Classification of remote environment; PEST analysis; Environmental Prediction; Scenarios; Risk analysis; Case Planning.

3. Strategic Position: Assessment of the organization's internal environment

Strategic capacity, cost efficiency, competitive advantage, diagnosis and management of strategic capacity. The structure, culture and resources of the organization, SWOT analysis, experience curve; Learning Organization; Internal factors analysis and strategic ones.

4. Strategic Position: Expectations and values of the organization

Creating the vision of the organization; The definition of the philosophy of the organization;

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Formulating the mission; Key success factors; Distinctive competencies; Segments of mission of the organization. Why is it important mission? Characteristics of an effective mission; The goals of the company. Stakeholders of the organization and their hopes; Corporate governance, ethics and social responsibility. Ten secrets of a successful planning.

Strategic Planning in Public Institutions and NGOs – Master Program by University of Tirana, Faculty of Economy

Aims and Objectives

The course examines the strategic planning process in public institutions and nonprofit organizations by linking strategy theories to practice the process of drafting the strategy. While theories help us put an order into organization's strategic perspectives they also give us the opportunity to exploit the opportunities offered by the developments in the external environment of the organization. The focus is on the strategic processes, formulation and analysis of strategic alternatives in public and nonprofit organizations.

Objective: To become acquainted with the theories of the strategic process, focusing on the process of making strategic decisions;

- To recognize organizational theories focusing on the structure and culture of the organization - Awareness of the dilemmas of managing public organizations and non-profit ones - To get acquaintance with the necessary techniques for strategic analysis - including scenarios, scheduling based on assumptions, SWOT analysis - To recognize the challenges faced by managers of the 21st century, including changes that are facing public organizations and non-profit organizations

Modules, Themes and Topics

1. Strategic Planning and the Dynamics

History of strategic planning, purpose and benefits of strategic planning, strategic management, and strategic thinking. Challenges of planning, strategic planning process, long-term planning; Some models; Tips practical.

2. Strategic Planning in the Public Sector

Why strategic planning in the public and non-profit organizations? Factors affecting the public sector. Strategic management in two systems: the Communist and Democratic; The model of strategic management in the private sector; Differences between public and private managers; Policy cycle; Development of strategy in the public sector in Albania; The national strategy of Economic and Social Development (NSSED) and National Strategy for Development and Integration (NSDI).

3. Home and agree on the planning process. Definition of the organization, mandates.

Creation the vision of the organization; Assessing the philosophy and values of the organization; Formulation of the organization's mission; stakeholders of the organization; practical advice.

4. External Environment Assessment of the Organization

Assessment of the organization's external environment; Five key industry forces; Forecast of environmental factors; practical advice based on the planning assumptions.

5. Internal Environment Assessment of the Organization

The structure of the organization; the Culture of the organization; Sources of the organization;

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SWOT analysis and practical tips.

6. Identification of the problems and strategies development

Identification of strategic issues; the objectives of the organization; Problem analysis and problem tree; Development of strategies of the organization and practical advice.

7. Implementation of plans and strategies, monitoring and evaluation based on the results; Strategic planning in Local Government

Leadership by University of Tirana, Faculty of Economy

Aims and Objectives

Goal: This course aims the development and empowerment of students’ and professionals’ leadership capabilities through a systemic and polyhedral perspective.

Specific objectives: a) development of communication and motivational skills; b) knowledge enrichment through leadership theories and practices; c) leading teams effectively

Modules, Themes and Topics

Leadership in the social context: actual challenges Leaders and ethics The multicultural environment of leadership Classical theories Modern theories Leadership and its psychological roots: empowering others through motivation Communication: the road to empathy Group dynamics and teams From leadership to followership Leaders and managers: are they different? Leading through philosophy and political science Leading outside and inside organizational changes

Strategic Management by University European of Tirana

Aims and Objectives

The course “ Strategic management” aims to provide basic considerations on the formulation and implementation of the major goals and initiatives taken by a company/or organization’s top management on behalf of owners, based on consideration of resources and an assessment of the internal and external environments in which the organization competes. By the end of the program, the students will:

1. Be familiar with key concepts of strategic management, their interference and multifaceted nature; 2. Be able to understand the role that strategic management play within management science and business administration; 3. Be capable of designing “cause –effect analysis” of business environment; 4. Can compare different models of business strategies, formulate short and long term objectives, analyses mutual factors that condition their implementation as well as draw holistic and appropriate conclusions; 5. Can judge on the effectiveness of the selected methods to implemented the designed strategy, allocation and management of resources, operation support and distribution of responsibilities;

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6. Absorb the methodologies used to assess/measure the effectiveness of a management strategy, drawing the appropriate and valid conclusions, necessary to improve the efficiency of the organisation

Modules, Themes and Topics

Topic I – Introduction into Strategic management. Strategic management and its related components. Strategic management as a process and as an academic subject, alike

This topic deals with the understanding of the strategic management as a business process, in which its related components are intertwined. Strategy is defined as "the determination of the basic long-term goals of an enterprise, and the adoption of courses of action and the allocation of resources necessary for carrying out these goals”. The topic 1 elaborates in detail the concept that considers the “Management Strategy” as a tool, established to set direction, focus effort, define or clarify the organization, and provide consistency or guidance in response to the environment.

Topic II – Mission, vision, scope and objectives of the organization

The topic II advances the arguments that Strategic management involves, specifically the concepts of strategic planning and thinking. Strategic planning is analytical in nature and refers to formalized procedures to produce the data and analyses used as inputs for strategic thinking, which synthesizes the data resulting in the strategy. Strategic planning may also refer to control mechanisms used to implement the strategy once it is determined. In other words, strategic planning happens around the strategic thinking or strategy making activity.

Topic III – Strategic capabilities of the organization

The topic III addresses the role that organizational skills play across the design and the implementation of the strategy. Strategic management is often described as involving two major processes: formulation and implementation of strategy. While described sequentially below, in practice the two processes are iterative and each provides input for the other.

Topic IV – The impact of environment on the organization’s performance

In this topic, the audience will get the understanding that environment is closely related to the business organisation performance. The external environment, including society, market, customer, and technology has a crucial impact on the business activity. However, the mission of the organization and the core competencies needed to accomplish the mission (internal environment) influence the way in which the organization does business. Therefore, the environment, mission, and core competencies must fit reality and to one another. That is why strategic management is seen as a "hypothesis" and as a “discipline", alike.

Topic V – Organisational behaviours and the strategic management

This topic discovers in depth the interaction between the strategic management and that organizational behaviour. The second major process of strategic management is implementation, which involves decisions regarding how the organization's resources (i.e., people, process and IT systems) will be aligned and mobilized towards the objectives. Implementation results in how the organization's resources, leadership arrangements, communication, incentives, are structures and used. Part of this topic is also the measurement of the effectiveness of monitoring tools, as mechanisms to track progress towards objectives.

Topic VI – Management strategy at the level of business

Strategic decisions are based on insight from the environmental assessment and are responses to strategic questions about how the organization will compete, such as the type of the organization's business, the target customer for the organization's products and services, skills and capabilities

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should be developed within the firm, the important opportunities and risks for the organization, factors that influence the firm to grow, etc. The answers to these and many other strategic questions result in the organization's strategy and a series of specific short-term and long-term goals or objectives comprise the core arguments of the topic VI.

Topic VII – Management strategy at the level of corporate

The concept of the corporation as a portfolio of business units, with each plotted graphically based on its market share (a measure of its competitive position relative to its peers) and industry growth rate (a measure of industry attractiveness), was summarised in the growth–share matrix developed by the Boston Consulting Group around 1970. This framework helped companies decide where to invest their resources (i.e., in their high market share, high growth businesses) and which businesses to divest (i.e., low market share, low growth businesses.)This topic further elaborates the patterns of management strategy vis-à-vis the features of the business activity.

Topic VIII – Management strategy vis-à-vis globalization of markets

One definition of globalization refers to the integration of economies due to technology and supply chain process innovation. Companies are no longer required to be vertically integrated (i.e., designing, producing, assembling, and selling their products). In other words, the value chain for a company's product may no longer be entirely within one firm; several entities comprising a virtual firm may exist to fulfil the customer requirement. Various strategic approaches used across industries (themes) have arisen over the years. These include the shift from product-driven demand to customer- or marketing-driven demand, the increased use of self-service approaches to lower cost, changes in the value chain or corporate structure due to globalization. These arguments will comprise the core of issues in the Topic VIII.

Topic IX – Innovation and entrepreneurship

Topic IX is developed around the idea that today, the center of the modern society, economy and community is not technology, despite its tremendous development. Neither the information nor the productivity, it is the managed institution as the organ of society to produce results. Therefore, Strategic management is the specific function, the specific instrument to make institutions capable of producing results.

Topic X – Strategic management tools and their effectiveness

This topic looks at the effectiveness of strategic planning as an effective tool of strategic management in different organizations. It tries to argue that an effective strategic planning requires top managers’ active roles in defining the strategic direction of the organization and creating an environment that recognizes strategic planning as a tool of strategic management.

Topic XI – The process of strategic development

In this topic, the audience will get the information about the conceptualization of the strategic development as a process, in which the present and the future of an organization are closely intertwined. In this topic, the arguments that consider “change” as “inevitable” will be elaborated to convince the audience that all organizations are perfectly designed for the results they are getting, therefore the how strategically the management handles the new realities in technology, information flow, global competition and political accountability is key to success.

Topic XII – Organizational patterns to perform better and reach success

Topic XII addresses the patterns of organization in a business activity as well as their connection with strategic management. Organizational patterns as structures of relationship help the organization achieve its goals, if used strategically. The patterns are usually inspired by analyzing

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multiple professional organizations and finding common structures in their social networks and support corporate memory of reorganizations and process changes.

Topic XIII – The strategies to manage the resources

In strategic management, resource management is the efficient and effective deployment of an organization's resources when they are needed. Such resources may include financial resources, inventory, human skills, production resources, or information technology (IT). In the course of topic XIII, processes, techniques and philosophies as to the best approach for allocating resources will be developed. Resource management as a key element to activity resource estimating and project human resource management will be analysed from the strategic management point of view, to ensure that the organization maintains its market share, while short and long-term goals are met.

Topic XIV – The management of strategic shift

Topic XIV, as the last topic of the course brings in the final remarks about the need of the organization to adapt to the changing environment. However, there are many ways to manage strategically the “change”. The strategic drift is a gradual change that occurs so subtly that it is not noticed until it is too late. By contrast, "transformational change" is sudden and radical. The point where a new trend is initiated, the "strategic inflection point" can also be subtle or radical. Therefore, the management of strategic shift combined with innovation and entrepreneurship is seen as a process that lays the foundation to the sustainable performance of the organization.

Leadership by Albanian-American Development Foundation

Aims and Objectives

LEAD Albania (Leadership Experience And Development) is modelled based on the White House Fellows Program in the United States. The Program is designed to provide gifted young Albanian professionals with first-hand experience in the process of governing Albania and a sense of personal involvement in the leadership of society through a one-year Fellowship placement as Advisors in the staffs of the highest government officials. The host institutions include the President’s Office, the Prime Minister and various Ministers, the Mayor of Tirana and Bank of Albania.

Engagement in the work of central government agencies is at the heart of the LEAD Albania Program. Fellows will spend a year as full-time, paid advisors in the institutions that agreed to host the Fellows based both on the interest of each individual and professional fit. The number of Fellows each year is limited to ten. Assignments at work will demand Fellows’ commitment to the job, capacity for fast learning, and willingness to work hard. Fellows may also be required to work on issues outside of their area of expertise. The LEAD Albania Program will pay each Fellow salary and benefits based on the pay scale of the agency where they are placed.

The education component is an important pillar of the Program. It aims at increasing the Fellows’ exposure to leaders from the private and public sectors. Each class of Fellows will meet with a series of individuals including the Prime Minister, Ministers, the President, Constitutional Court Justices, Advisors and other senior central government officials, Members of Parliament, military leaders, journalists, historians, business executives, leaders from non-government organizations, and foreign diplomats assigned to Albania. There will also be a series of seminars on public policy, European integration, foreign policy, security policy, decision-making, leadership, soft skills

Modules, Themes and Topics

1.Introduction to Public Administration and Role of Advisors in Cabinets / Session 1 - General introduction: The legal basis for Albanian public administration, the general framework of the organization and operation of the public administration, the role of advisors in Ministerial Cabinets as

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well as their position in the public administration.

2. Introduction to public administration and role of advisors in Cabinets / Session 2 - Communication and Time Management: Provide fellows with tools and skills to optimize their time and introduce them to effective time management strategies.

3.Introduction to public administration and role of advisors in Cabinets / Session 3 - Diplomatic Protocol and Event Management: Basic knowledge about the rules and norms that affect and govern diplomatic relations between government bodies, sovereign states and international organizations and the management techniques and strategies required for successful planning, promotion, implementation and evaluation of special institutional events.

4. Introduction to public administration and role of advisors in Cabinets / Session 4 - Business Etiquette: The course will explain the importance of business etiquette in today’s globalizing world, where business etiquette can translate into higher success and prepare the participants to be fully equipped with the knowledge and skills to work in various government positions.

5. Introduction to public administration and role of advisors in Cabinets / Session 4 - Business Etiquette: The course will explain the importance of business etiquette in today’s globalizing world, where business etiquette can translate into higher success and prepare the participants to be fully equipped with the knowledge and skills to work in various government positions.

6. Session 6 - Classified Information: Provide fellows with basic knowledge about rules and issues with regards to classified information, national and international regulations of classified information and the necessary tools and knowledge to employ during their everyday and professional activities in dealing with classified information.

7. Foreign Policy: Introductory course on how Albania makes foreign policy, strategies chosen by Albania to safeguard its national interests and to achieve its goals within regional and international relations milieu. A special focus will be given to the relations with USA and EU.

8. Public Financial Management and Budgeting: Introduction to public finance management as an essential part of the governance process, focusing on resource mobilization, prioritization of programs, the budgetary process, efficient management of resources and exercising controls.

9. EU Integration of Albania – The Process and Challenges: This course will give an in-depth analysis on EU Enlargement Policy, Enlargement instruments, Albania's membership status, SAA, IPA Programming, etc.

10. Leadership Theory: Introductory course on the tasks, strategies, and skills of effective leadership. Basic concepts essential to personal skills development and organizational leadership behaviour will be included, focusing on leadership as a change process.

11. Workshop on Leadership: A tailor-made course that will introduce LEAD Albania Fellows to the latest thinking in leadership, develop their leadership skills, and support their successful development as effective leaders within their organizations.

12. Public Policy Analysis: This course will give an overview of the substance and methodologies of policy research and focus on the practical application of appropriate methodology to assess the effectiveness of public programs and policies of Albanian government. It will also focus on a real program/law/regulation developed by the government to solve problem.

13. Political Communication: An introductory course that will analyze the role of political communication in the process of a representative democracy. Through illustrations and examples fellows will discuss the idea whether communication proceeds representation.

14. Globalization & Strategies/Policies of Socio-economic Development: The advantages and costs of

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globalization. Shall societies embrace it or refuse it. The main features of the socio-economic policies in various states during the period1944 - 2015 and contemporary debates on these topics.

Leadership by Albanian School of Public Administration

Aims and Objectives

The course aims to increase knowledge of the public officials on leadership role and management as part of the overall scope of the course “Introductory to Public Administration”

Modules, Themes and Topics

Module 1 (TMC3) – Competences in strategic & organizational management

TMC3.1 Human resources management TMC3.2 Leadership TMC3.3 Communication & information Management TMC3.4 Change management TMC3.5 Public relations TMC3.6 Crisis management TMC3.7 Personal competences

7.2 Bosnia and Herzegovina

Leadership Programme by Faculty of Economics Pale

Aims and Objectives

The development of leadership competencies.

Modules, Themes and Topics

Leadership in theory and practice, Review of the development of theory of leadership, Compentencies of leadership: technical, interpersonal and conceptual, Styles of leadership, Competency of transformation leadership, the modern approach and concepts of leadership: emotional, ethics, team, 5th level leadership.

Leadership and Entrepreneurship Centre by International University of Sarajevo

Aims and Objectives

Human capital is the most valuable part of any company and no matter how much we are switching and replacing it with technology it will always be there. By acquiring the certain degree in education, the path of individual does not end. One of the important changes that took place in the recent period is non-formal education. By analyzing the labor market, it can be concluded that formal education is focused, to the large extent, on strengthening only one type of skills (known as hard skills). Modern market, as well as the employers, believes that these kinds of skills are rather equal regarding the labor participants and as the determining factor in the selection process they choose "soft skills" (soft skills). Whether you're an engineer, journalist, economist or lawyer, in most cases, you will become the part of certain organization. Development of people, as human capital, is equally important as the development of the company. Business Development Program represents the "package" that was made with the aim of strengthening the personal and professional skills in the field of modern business.

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Modules, Themes and Topics

Leadership, Entrepreneurship, Project Management

Leadership and Management in the civil service by Civil Service Agency of the FBH

Aims and Objectives

to enhance knowledge of senior civil servants on leadership skills, to acquire leadership and management skills, to engage with their colleagues and form a network of senior civil servants,

Modules, Themes and Topics

Leader versus Manager Principles of a good management Principles of a good communication Types of leadership Communication in line with personality Moulton Marston and DISC model Herzberg theory of motivation How to delegate, what are the common mistakes? The importance of giving feedback to employees

Fellowship Programme for Young Government Officials by European Fund for the Balkans

Aims and Objectives

The goal of the Fellowship Programme for Young Government Officials is to give impetus to the EU-integration-driven reforms of the Western Balkans administrations, through building the capacities of individuals, acting as the agents of change.

The program targets ambitious young government officials with a strong commitment to contributing to the development of their societies – and who are expected to reach decision-making positions and create the policies and practices of their countries’ ministries and agencies, in the course of their careers.

In addition to this projected long-term outcome, the six-year experience has shown that short-term results are already taking place – as the exposure of the program fellows to European ideas and working culture has empowered them to influence the working environment in their home institutions, even from their current place in the hierarchy.

The Fellowship Programme for Young Government Officials methodology combines two intensive seminars (at the beginning and at the end of the program), with three-month placements in institutions of European countries’ administrations. The program’s regional approach ensures the mixture of the officials from Western Balkans countries, and yields the additional benefit of regional confidence building, stemming from social bonding and professional networking of the fellows.

Modules, Themes and Topics

Leadership Public Sector Management EU and the EU Institutions PAR EU Policy

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Management and Policy

Administration and Business by Faculty of Public Administration

Aims and Objectives

The curriculum at the Faculty of Administration provides the necessary theoretical and methodological knowledge, which are required for further second cycle studies. The study offers a strong practical education with a very dynamic theoretical basis in order to enable professionals for administrative work and for responsible positions in private companies. At the first cycle of study there are three departments:

- Administration - Business Administration - E-Government

Department continues the previous curriculum Administration in the first year of undergraduate studies while s Business Administration prefers economic and administrative group of courses. E-government introduces the new field of administration to students, computerization of business processes.

Modules, Themes and Topics

Basics of Management Organisation of Public Sector Sustainable Development and Public Administration Human Resources Public Finances Project Management Organisation Culture Leadership and Teamwork

Lifelong Learning by Faculty of Public Administration

Aims and Objectives

The lifelong learning or LLL (seminars) – includes organized professional seminars intended for civil servants and employees in various sectors of public administration as well as to persons in charge of staff affairs in municipalities, which are conducted through combined lecturers’ presentations and active participation of attendees.

In addition to the study programs, the Faculty of Administration provides the lifelong learning program.

LLL- includes organized professional seminars intended for civil servants and employees in various sectors of public administration and persons in charge of staff affairs in municipalities.

Seminars may be organised upon request of state bodies or public institutions.

Seminars are focused on the professional improvement and are conducted through combined lecturers’ presentations and active participation of attendees.

Modules, Themes and Topics

Team and team work in public administration Management and leadership in public administration Efficient public administration employee

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Change Management Course, and Teamwork and Productivity Increase Course by Pro Educa

Aims and Objectives

Based on the Lifelong Learning concept, organisation and delivery of seminars and business educations; The aim is to enable participants to apply learned concepts and strengthen their competences to be applicable in a modern business environment.

Modules, Themes and Topics

Change Management Teamwork Team Management Online and Digital Communication Public Appearance Business Management

Management by University in Mostar, Faculty of Economics

Aims and Objectives

The objective is to provide undergraduate education to students in the areas of Economics, with specialisation in Marketing.

Modules, Themes and Topics

Strategic Management International Management Management of Non-Profit Organisations Strategic Human Resources Management Leadership Management of Business Processes

Business Economics (Management and Marketing) by Independent University Banja Luka

Aims and Objectives

The purpose is education of students as competitive experts able to successfully manage public and private companies, SMEs and work in the areas of marketing, project management etc. Using the modern academic resources and methods of teaching, this course offer up-to-date education in the fields of economics and management.

Modules, Themes and Topics

It includes 3-year economics topics, with specialisation in the 4th year of studies. Specific areas covered by the programme are:

Economics (Microeconomics, Macroeconomics, Business etc.) Business Analysis Public Sector Management Marketing Management European Business Human Resources Management

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Innovation Management

Business Economy by University “Sinergija” Bijeljina

Aims and Objectives

One year Master Programme in Business Economy, with the focus on Strategic Management. The aim is to enable candidate for specialisation in the area of Management and to acquire basis for managerial roles in public administrations, business and banking sector.

Modules, Themes and Topics

Marketing Management Financial Reporting and Business Decision-making Business Risk Management Strategic and Operations Management Budgeting Audit

Leadership Skills and Motivation of Employees by Business Educa d.o.o., Center for Education and Business Consulting

Aims and Objectives

Development and understanding of skills necessary for a successful leading of organisation and team. Creation and development of managerial skill set for modern managers.

Modules, Themes and Topics

Programme is divided in five thematic areas:

I General concepts of leadership and management II Rules of leadership III Time management skills IV Teamwork V Motivation of Employees

The British Bosnia and Herzegovina Fellowship Programme by British Embassy Sarajevo

Aims and Objectives

The British BH Fellowship Programme is a flagship initiative to identify future leaders across a number of sectors in BH and provide them with a broad range of skills and experience, so that they can use these to lead positive change in the country. The programme develops existing leadership and personal impact skills. It broadens understanding of the UK policymaking practices, how non-governmental players help shape policy, the role of the media, how Devolved Administrations work and how the UK achieves policy objectives in Brussels. It also provides a unique opportunity to build a network of continuing professional contacts and partnerships with UK including in the areas of government, civil society, academia and business.

Modules, Themes and Topics

The programme develops existing leadership and personal impact skills. It broadens understanding of the UK policymaking practices, how non-governmental players help shape policy, the role of the media, how Devolved Administrations work and how the UK achieves policy objectives in Brussels. It also

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provides a unique opportunity to build a network of continuing professional contacts and partnerships with UK including in the areas of government, civil society, academia and business. The programme is open to everyone able to demonstrate leadership potential in a number of disciplines including politics, government, media, civil society, business and academia. The programme combines academic subject matter with practical field trips and has specifically been developed by Queen Mary University in London in close collaboration with the British Embassy to ensure relevance to BH.

Strategic and Operational Management by Business Academy

Aims and Objectives

To enable participants to make business decisions, to manage and lead organisation, to make strategic and operational decisions, and to manage human resources of the organisation. Objective of the programme is to provide education at the field of leadership and management in accordance to the highest educational standards and trends in contemporary management science and practice.

Modules, Themes and Topics

Group of knowledge and skills acquired through this course:

- Strategic management of the organisation - Managing and planning of work of organisation units - Team management and organisation - Project management - Crisis management and risk management - Finances - Marketing and sales skills - Managerial business skills - Information technologies and English language

7.3 Kosovo

Leadership by RTC Consulting

Aims and Objectives

The programme is designed for middle managers who are responsible for the performance of others or who aspire to further their career. The learning modules in these qualifications packed with practical tools and techniques that are designed to develop the manager's knowledge and skills of both leadership & management. The programme focuses on performance management and explores core management issues such as managing resources, managing projects and leadership practice

Modules, Themes and Topics

Personal development as a manager and leader, Performance management, Information based decision-making, Resource management, Meeting stakeholder and quality needs, Conducting a management project, Financial control, Marketing planning, Human resources development, Leadership practice, Management communication, Being a leader.

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Leadership & Management by A.U.K. Training and Development Institute

Aims and Objectives

IATA – Leadership & Management Training Program aims to provide quality training for wide public interested to build their capacity in aviation or travel and tourism

Modules, Themes and Topics

Project Management Career Management Customer Focus Difficult Interactions Ethics at Work Leading and Motivating Marketing Essentials Negotiation Performance Management Time Management

Management by BM Consulting Group LLC

Aims and Objectives

Training programs has been developed to considerably contribute to the institution’s management / companies as well as for each personal development agenda – with a strong focus transfer of skills and the wide variety of training delivery options.

Modules, Themes and Topics

Management, Communication Process, Technical Writing, Reports, Records and Document Archiving, Management of Budget and Expenditures in Organization and Asset Management and their audit, Management of Public Procurement Cycle, Legislation of Public companies - Central and Local Level, Human Resource.

Management by College “Pjeter Budi”

Aims and Objectives

The purpose of the programs offered by the College "Peter Budi" is to provide students with relevant studies that enables them an understanding of broadband theory and practice in accordance with the needs of the labour market and employment, taking into account Eastern Europe, always demand to reach European Union standards. This matched with the many activities that are offered to deepen knowledge, skills in the principles of selected studies, and in the key functional areas of a particular specialised field.

Modules, Themes and Topics

Human Resource Management, Marketing Management, Tourism and Hospitality Management, Insurance Management

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Management by Social-Educative Center “Don Bosko”

Aims and Objectives

The aim of programme is to train the participants on basic knowledge of management, management in practice including financial management.

Modules, Themes and Topics

Management Principles, Management in Practice, Financial management

Public Administration & Public Sector Management by International Business College of Mitrovica

Aims and Objectives

Training Course/Academic Course: The PA/PSM Programme focuses on European integration, civil sector development and the public sector reforms. It prepares individuals to serve as managers in the executive positions of local and central government, governmental institutions, bodies and agencies. Training course provides extra knowledge for the participants. Students complete their 5-6 month long internship in the 4th and 6th semester of studies, and spend their final semester writing a research thesis project on a topic of their choice. Career prospects represent hundreds of occupations, from public administrators, policy advisors, legislators, market research analysts, governmental affairs directors, public agency directors, city managers, to local government officials.

Modules, Themes and Topics

Marketing and Management, The Modern State and State Organization, Effective Communication, Innovation, Human Rights and Human Development, Economics, Public Sector and EU Legislation, Poverty Reduction and Policy Development, Accounting and Finance, Public Budgeting, Research Methods and Statistics, Quality Management, Intercultural Communication and Public Relations, Individual Socialisation and Learning, Public Finance Management, Legal Systems, Profession, Organization and Citizens, Applied Research

Management by Kosovo Institute for Public Administration

Aims and Objectives

Training of civil servants and increase the resilience of the Kosovo Civil Service in order to

develop and enhance the quality of the civil service that offers public administration in the country

Modules, Themes and Topics

General Management, Administration and Legislation, HR, Budget and Finances, IT, Municipal matters, EU integration

Management by Kosovo Education Centre

Aims and Objectives

To improve the institutional capacity of the Government of Kosovo in the education sector and improving the quality of primary education

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Modules, Themes and Topics

Managing schools; Evaluation and Teachers Professional Development

7.4 Macedonia

Leadership by Ministry of Information Society and Administration

Aims and Objectives

To develop leadership in the context of public administration

Modules, Themes and Topics

Characteristics of an Efficient Leader 10 Leadership styles Skills for Effective leadership Leadership tools

Leadership and Community Youth Work by South East European University, Faculty of Public Administration and Political Sciences

Aims and Objectives

The objective of the undergraduate program Leadership and Community Youth Work is to enable the students to get the title of Community Youth Worker. This course will enable and train the students to work in all government institutions at the central and local levels, academic institutions and nongovernmental institutional environments of pre-education centres, pupil and student dormitories, as well as in youth clubs and centres. The studies will also train and prepare the students to work in the local community and society in general and it will enable them to learn the importance of research work.

The program aims to create professional community youth workers who will be able to train youth leaders and youth workers. The program will equip students with a reflexive, analytical approach towards their work so they can work in a constructive and professional way as community youth workers and as trainers. The program will also contribute to the professionalization of community youth work in Macedonia

Modules, Themes and Topics

Working with individuals and groups, Working with conflict and diversity and youth work management, Communication skills

Inspirational Leadership by Door Macedonia

Aims and Objectives

This course focuses on the role of a leader. Management guru Peter Drucker suggests “we manage things and lead people” which reflects the essence of this training.

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Leaders need to be flexible, to meet the different challenges in different situations, involving different people. This course focuses on leaders who want to influence their teams by setting and meeting expectations. Give managers and leaders a good sense of who they are, a deep understanding of their environment – and to support them if taking the effective route to achieve best results.

This is enhanced by leveraging the diversity of individuals and teams in the organisation. This training is experiential, with theory, input and insights, sharing best practice supported by group discussions, role-plays, reflection and practical action planning sessions.

Modules, Themes and Topics

Creatively collaborate with members of their team. Develop an environment of trust and integrity in relationships. Understand the role of consensus in quality decision making. Enhance team execution of top priorities. Understand the Leadership - Followership paradigm. Identify opportunities for synergy within their teams. Prioritise action for themselves and their teams.

The Seven Questions Model Performance Management Managing Expectations Accountability Motivation The Power of Delegation Reflection: fluent, expressive, nonjudgmental daily writing Observation: evaluating one’s writing and drawing conclusions Implementation: taking the necessary action to become more effective

Business Management by Euro College, Kumanovo

Aims and Objectives

The aim of the program is to help students gain the academic and at the same time professional knowledge of business so they can professionally fulfil all the tasks that will be required of them in companies, associations or public bodies, or to be able to develop their own business through which they will raise the level of the economy in Macedonia and also reduce the rate of unemployment.

Modules, Themes and Topics

Business Communication, Strategic Management, Human Resource Management, Risk Management, Leadership and Ethics, Management

Leadership by Simbiotika – Institute for Individual and Organisational Development

Aims and Objectives

---

Modules, Themes and Topics

What is leadership? Psychology and leadership; what is management? Personal values in leadership; transformational leadership;

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7.5 Montenegro

by Digitalizuj.Me

Aims and Objectives

Digitalizuj.me is a digital community trying to help citizens of Montenegro to understand and realize exciting new opportunities for social change and business in the digital environment by embracing social media and innovative business models.

Through a speaker series, Digitalizuj.me covers subjects such as entrepreneurship, leadership, digital marketing, community management, and so on. Workshops can be broad, or tailored for specific companies or organizations.

Modules, Themes and Topics

Entrepreneurship, leadership, digital marketing, community management

Communication, Leadership and Emotional Intelligence (Life training) by Communication Strategies & Consulting Ltd

Aims and Objectives

Development of personal communication and leadership skills, vision development, interpersonal stress management, negotiation and elements of managerial skills

Modules, Themes and Topics

Basics of human communication Basics of management strategies Leadership and vision Goal setting, business culture and change management Emotional Intelligence

Public Sector Management by University of Montenegro, Faculty of Economics

Aims and Objectives

The course is part of a master’s degree programme in Public Sector Management and Finances, and is mainly aimed at people that will be working in the public sector (ministries, government institutions).

Modules, Themes and Topics

Public Sector Management, Leadership in the Public Sector

Entrepreneurial Leadership by University of Montenegro, Faculty of Economics

Aims and Objectives

The course is part of a master’s degree programme in Management, and is mainly aimed at people that will be using the acquired skill set in the SME sector.

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Modules, Themes and Topics

Entrepreneurship, Leadership, Organizational change, Leadership Styles and Approaches

7.6 Serbia

Program of General Professional Training of Management by Human Resource Management Service

Aims and Objectives

The purpose of the program is to contribute to improving the processes of governance and management in the state administration by developing competencies that enable managers prospective thinking, orientation towards results as well as adequate leadership and staff development based on efficient communication. Acquiring new and enhancing existing knowledge and skills, managers are supported in more efficient and effective performance of their tasks

Modules, Themes and Topics

All participants attend seven compulsory modules that aim to build a common framework and provide a general approach to the topics and issues relevant to the process of management in public administration.

1. Self-assessment of individual potential for development 2. The role of managers in strategic and financial management and policy coordination within the state administration 3. The management of the legislative process 4. On the road to the EU: the European integration of the Republic of Serbia and the management of EU funds 5. Ethics and integrity 6. The modern concept of human resource development and instruments of development 7. Introduction to Quality Management

Participants can choose independently or with professional support of Services up to three optional modules that are designed to develop leadership skills ("soft skills"):

1. Changes Management 2. Stress Management 3. Communication skills and conflict resolution 4. Team Management 5. Decision-making 6. Time management and conduct of meetings 7. Public speaking and presentation skills 8. Relations with the media

The program includes mentor supported activity with the aim of further empowering managers. After attending compulsory modules participants, with the cooperation and support of mentors / lecturers, are to choose the specific "problem" in relation to the management in the state administration. Participants combine knowledge and skills acquired in the program and earlier work experience to find a "solution" to the "problem". As a result, it is expected that participants make an essay, whose key points will be presented at the closing activities.

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Management of Personal Development and Development of Employees by Human Resource Management Service

Aims and Objectives

Improving knowledge and skills of participants on the methods and instruments for personal development and staff development, as well as the ways of their effective application.

Modules, Themes and Topics

There are eight modules within this programme, but it should be noted, that they are organised separately, and certificate of participation is given for attending each individual module.

1. Self-assessment of individual employers potential for development 2. Methods of staff development 3. Coaching as an instrument of development 4. Mentoring as an instrument of development 5. Evaluation of the function of staff 6. Learning and development of civil servants 7. How to motivate employees? 8. Construction of organizational culture in the development of employees

Increased Efficiency by Encouraging Creativity and Innovation by Human Resource Management Service, Vojvodina

Aims and Objectives

Improving skills of creativity and innovation, strengthening the mental capacity for creative problem solving, raising the level of confidence one's own values to a higher level, the practical application of some methods for generating and evaluating ideas and improving techniques for successful stimulating of creativity.

Modules, Themes and Topics

It is a two-day seminar without separate modules. It includes lectures on creativity (in general, through history, its impact), workshop with simulating and evaluating "ideas", applying "GAME model" and testing one's own creativity through creative game "Doris" developed by lecturer.

Regional Academy for Democracy: Shaping the European Future of the Balkans – Building a New Political Culture and Political Elite by Belgrade Fund for Political Excellence

Aims and Objectives

The Regional Academy for Democracy aims to contribute to regional cooperation in the Western Balkans in the fields of democracy, human rights, justice and institution building, through building the capacities of next-generation political leadership and facilitating their mutual understanding and cooperation. Dedicated to already established political actors who will in the near future form the highest-level political leadership, the RAD aspires to shape a human infrastructure that will help solidify current democratization processes, uphold the standards of human and minority rights above political or national interests, and embrace a spirit of regional cooperation and reconciliation with neighbors.

Modules, Themes and Topics

Seminar 1 (4 days) Good Governance in the Western Balkans: Achievements of Democratic Transitions

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Topics: Public administration reforms; Role of political parties; Regulatory reform; Economic governance and transparency in public funds; Citizen participation and election systems; Evidence-based policy making and the role of think tanks; Impacts of the EU accession process

Seminar 2 (4 days) Local Democracy in the Western Balkans

Topics: Decentralization of governance and implementation of the subsidiary principle; Experiences with regionalization; EU integration – bringing the benefits to the local level; Grassroots civil society and partnerships with local communities; Local government financing mechanisms and anti-corruption; EU regional policy

Seminar 3, (4 days) The Role of the Media and Status of Media Freedom in Contemporary Balkans

Topics: The changing role of the media in the 21st century; Role of public service broadcasters; Freedom of expression and media governance; Investigative journalism and the role of the media in fighting corruption; Global media in local settings; Internet use and the emergence of new media

Seminar 4 (4 days) State and Non-State Actors in Effective Policy Implementation and Oversight

Topics: Changing role of parliaments; Independent regulatory bodies; Civil society as a watchdog; Role of international institutions; Socio-economic relations in transition and the new role of labor unions

International Study Visit (7 days)

RAD Alumni Conference (1 day) Democracy and Regional Cooperation in the Western Balkans

The Annual Seminar by Belgrade Fund for Political Excellence

Aims and Objectives

The main objective of the program is to enable continuous development and dialogue between democratically oriented leaders in politics and public life who will responsibly manage the state and society towards European integration. It is designed for the younger generation of prominent politicians and their colleagues from the public administration, NGOs, the media, the business sector – people who have seriously began their political and professional career and who perceive the need for learning and additional training.

Modules, Themes and Topics

The program consists of three national seminars, as well as a study visit to the Council of Europe in Strasbourg, organized to coincide with the World Forum of Democracy. National seminars are devoted to various aspects of economic and social reforms in the transition process, the experience of recent EU member countries, issues of security, foreign policy and regional cooperation, as well as the progress of Serbia in the EU integration process.

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8 ANNEX 2 LIST OF THE INSTITUTIONS AND ORGANISATIONS PARTICIPATING IN THE RESEARCH

No. Name of the institution/organisation/company

Ow

ne

rsh

ip

Address Country Telephone E-mail Name of the Contact Person

Telephone E-mail

1 University of Tirana, Faculty of Economy

PB Rr. Elbasanit, box 1000, Tirana

AL +35542345789 info@feut.edu.al Proff. Dr. Vasilika Kume +355 6820 60068 vasilika.kume@unitir.edu.al

2 University of Tirana, Faculty of Economy PB

Rr. Elbasanit, box 1000, Tirana

AL +35542345789 info@feut.edu.al Proff. Dr. Shyqyri Llaci +355 672000003 shllaci01@yahoo.com shyqyri.llaci@feut.edu.al

3 University European of Tirana (UET)

PO

Bul. Gjergj Fishta, Nd. 70, H1, box 1023, Tirana

AL +35542421806 info@uet.edu.al Proff. Asoc.Dr. Oltjana Zoto +355 6890 38 939 oltjana.zoto@uet.edu.al arlinda.ymeraj@uet.edu.al

4 Albanian School of Public Administration (ASPA)

PB

Blvd. Zhan D’Ark, No. 31, Tirana

AL +355 42271 860 info@aspa.gov.al Emira Mitrushi, Training Manager Fatmir Demneri, Director

+355 422 40 759 +355 6941 12 095

emira.mitrushi@aspa.gov.al fatmir.demneri@aspa.gov.al

5 Albanian-American Development Foundation (AADF)

PB

Rr. Ibrahim Rugova, Kompleksi Green Park, Kulla 2, Kati 12, Tirana

AL +355 42222408 info@aadf.org Sokol Avxhiu, Education and Leadership Program Manager Denada Kakeli, Project Coordinator LEAD Albania Program

+355 42222408 s.avxhiu@aadf.org d.kakeli@aadf.org

6 British Embassy Sarajevo PB

Hamdije Čemerlića 39a, Sarajevo 71000

BH +387 33282200 britemb@bih.net.ba Sabina Djapo +387 33 282-200 Sabina.Djapo@fco.gov.uk

7 Business Academy PO

Sarajevo, Banja Luka BH +387 33788 525 office@biznis-akademija.com

8 Business Educa d.o.o., Center for Education and Business Consulting

PO Rasima Terzića 16. 76250 Gradačac

BH +38761311881 info@businesseduca.com

Nadira Duraković +38761311881

9 Civil Service Agency of the FBH

PB Kulovića 7, Sarajevo BH + 387 33 552 040 info@adsfbih.gov.ba Samra Ljuca + 387 33 552 040 samra.ljuca@adsfbih.g

ov.ba 10 International University of

Sarajevo – Leadership and PO

Hrasnička Cesta 15, 71210 Sarajevo

BH +387 33 957 101 info@ius.edu.ba Emil Knezović +387 61 957 423 lec@ius.edu.ba

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No. Name of the institution/organisation/company

Ow

ne

rsh

ip

Address Country Telephone E-mail Name of the Contact Person

Telephone E-mail

Entrepreneurship Center 11 University in Mostar: Faculty

of Economics PB

Matice hrvatske bb 88000 Mostar

BH +387 36355103 dekan.ef@sve-mo.ba +387 36355101 dekan.ef@sve-mo.ba

12 Independent University Banja Luka

PO Veljka Mlađenovića bb 78000 Banja Luka

BH +387 51 456 600 info@nubl.org Miro Novčić +387 51 456 600 miro.novcic@nubl.org

13 University “Sinergija” Bijeljina

PO Raje Banjičića, Bijeljina 76300

BH +387 55 21 71 00 studentska@sinergija.edu.ba

Milenko Stanić +387 55 21 71 00 studentska@sinergija.edu.ba

14 Faculty of Economics Pale PB Alekse Šantića 3 BH +387 57 226 651 dekanat@ekofis.org Branislav Mašić, PhD +387 57 226 651

ext 206 masicbranislav@gmail.com

15 European Fund for the Balkans

PO Resavska 35, 11000 Belgrade, Serbia

BH +381 11 30 33 662 office@balkanfund.org Branka Panić +381 11 30 33 662 branka.panic@balkanfund.org

16 Faculty of Public Administration

PB Ul. Igmanska 40 A, 71 320 Vogošća, Sarajevo

BH +387 33 553835 fakultet@fu.unsa.ba +387 33 553837 fakultet@fu.unsa.ba

17 RTC Consulting PO

str. Pashko Vasa Nr. 6, Pejton

KS +381 38 545449 info@rtc-ks.com Lyra Hadri +381 49 863555 lyra.hadri@rtc-ks.com

18 A.U.K. Training and Development Institute PO

Gërmia Campus, Dr. Shpetim Robaj, n.n., 10000 Prishtina

KS +381 38 608608 auki@aukonline.org

19 BM Consulting Group LLC PO

Garibaldi 17/8, 10000 Prishtina

KS +381 38 22 44 30 info@bm.al Burim Salihu +377 44 400005 burim@bm.al

20 College “Pjeter Budi” PO

Ulpianë, str. Mujë Krasniqi, P.N, Prishtina

KS +381 38234566 pjeterbudi@gmail.com Nuhi Rexhepi +381 38234566 pjeterbudi@gmail.com

21 Social-Educative Center “Don Bosko”

PO Str. Tahir Zemaj, nn, Prishitna

KS +381 38 603169 info@donbosko-kosova.com

Anton Gojani +377 44 136351 anton.gojani@gmail.com

22 International Business College of Mitrovica

PO

North Campus: Str. Cara Dusana nn, 38220 Mitrovica South Campus: str. Pajazit Boletini no 22, 40000 Mitrovica

KS North Campus: +381 28 409 013 +381 64 10 31 299 South Campus: +381 28 534 834 +386 49 333 990

info@ibcmitrovica.eu Charlene Miller, Director Alfia Urazaeva, Business Development Manager

North Campus: +381 28 409 013 +381 64 10 31 299 South Campus: +381 28 534 834 +386 49 333 990

c.miller@ibcmitrovica.eu a.urazaeva@ibcmitrovica.eu

23 Kosovo Institute for Public Administration PB

Former Rilindja Building-Courtyard, container No: 3 10000 Prishtina

KS +381 38 211876 info.ikap@rks-gov.net Ariana Birinxhiku +381 38 211876 ext. 31014

ariana.birinxhiku@rks-gov.net

24 Kosovo Education Center PO

Str. Isa Kastrati pn KS +381 38244 257 +381 38 258 203

office@kec-ks.org Petrit Tahiri +381 38244 257 ptahiri@kec-ks.org

25 South East European University, Faculty of Public

PO Ilindenska 335, Tetovo MK +38944356120 Fatime Hasani +38944356131 f.hasani@seeu.edu.mk

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No. Name of the institution/organisation/company

Ow

ne

rsh

ip

Address Country Telephone E-mail Name of the Contact Person

Telephone E-mail

Administration and Political Sciences

26 Ministry of Information Society and Administration

PB Sv. Kiril i Metodij 54 , 1000, Skopje

MK +389 2 3200 870 Aleksandra Gichevska +389 70291122 Sgicevska@mail.com

27 PVPU Euro College PO

Done Bozinov 41, 1300 Kumanovo

MK +38931417202 info@eurocollege.edu.mk

Marija Stojanova +38931417202 operation@eurocollege.edu.mk

28 Simbiotika – Institute for individual and organisational development

PO 1000 Skopje MK +38970359620 simbiotika.institut@gm

ail.mk Lazar Gjurov +389070359620 lazar.gjurov@gmail.co

m

29 Door Macedonia PO

Partizanski odredi 21-3, local 7, 1000 Skopje

MK +38971391959 info@doortraining.mk Ilija Popjanev +38971391959 ilco@doortraining.mk

30 University of Montenegro, Faculty of Economics

PB Jovana Tomaševića 37, 81000 Podgorica

ME +382 20 241 138 ekonomija@ac.me Saša Vujošević +382 20 241 138 sasa.vujosevic@gmail.com

31 Digitalizuj.Me PO

Maša Đurovića 3/1, 81000 Podgorica

ME dm@digitalizuj.me Nataša Đukanović +382 67 305 005 natasa@djukanovic.me

32 Communication Strategies & Consulting (CS&C) ltd.

PO Ivana Crnojevića 63, Podgorica

ME +38267661346 Radoje Cerovic radoje.cerovic@csconsulting.me

33 Human Resource Management Service

PB

Bulevar Mihaila Pupina 2, Belgrade

RS +381 11 311 22 45 office@suk.gov.rs Dragana Jankovic Snezana Antonijevic

+381 11 311 16 06 +381 11 311 39 43

dragana.jankovic@suk.gov.rs snezana.antonijevic@suk.gov.rs

34 Department of Human Resource Management, Vojvodina

PB Bulevar Mihaila Pupina 16,Novi Sad

RS +381 21 487 4742 ljudski.resursi@vojvodina.gov.rs

Tatjana Melvinger Majoros +381 21 487 4448 tatjana.melvinger@vojvodina.gov.rs

35 Belgrade Fund for Political Excellence

PO Diplomatska kolonija 22, Belgrade

RS +381 11 30 36 520 office@bfpe.org Djordje Popovic Valentina Djureta

+381 11 30 36 520 djpopovic@bfpe.org djureta@bfpe.org

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9 ANNEX 3: LIST OF THE CONSULTED STRATEGIC DOCUMENTS

1. Crosscutting Strategy of Public Administration Reform 2015-2020, Department of Public Administration, Ministry of Innovation and Public Administration of Albania

2. Public Administration Reform Strategy, Public Administration Reform Coordination Office, Bosnia and Herzegovina

3. Strategy for Training and Development of the Civil Servants 2013-2015, November 2012, Civil Service Agency, Bosnia and Herzegovina

4. Strategy of Training and Development of the Civil Servants in the Federation of Bosnia and Herzegovina 2011-2015, October 2011, Civil Service Agency of FBH

5. Training Strategy for the Employees in the Public Administration Institutions of the Republic of Srpska 2011-2014, State Administration Agency of the Republic of Srpska

6. Strategy on Modernisation of Public Administration 2015-2020, September 2015, Ministry of Public Administration, Republic of Kosovo

7. Training Strategy for Civil Servants in Kosovo 2015-2019, Ministry of Public Administration, Republic of Kosovo

8. Public Administration Reform Strategy 2010-2015, December 2010, Republic of Macedonia

9. Strategy of Public Administration Reform in Montenegro 2011-2016, March 2011, Government of Montenegro

10. Programme for Professional Development of the Civil Servants 2015-2016, Human Resource Management Authority, Government of Montenegro

11. Public Administration Strategy in the Republic of Serbia, Official Gazette of the Republic of Serbia 9/2014 and 42/2014

12. Strategy for Professional Development of the Civil Servants in the Republic of Serbia, Official Gazette of the Republic of Serbia 51/2013

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10 ANNEX 4: QUESTIONNAIRE WHAT LEADERSHIP AND MANAGEMENT PROGRAMMES ARE CURRENTLY IN PLACE FOR PUBLIC SERVICE?

This is a separate document