STANDARD TWINNING PROJECT FICHE - Esteri€¦ · Web viewExpected launch of call September 2012 7.2...

Twinning Project Fiche

1. Basic Information

1.1 Programme: ENPI 2012 Annual Action Programme

1.2 Twinning Number: GE12/ENPPCA/FI/16

1.3 Title: Capacity Building of the Academy of the Ministry of Finance of Georgia

1.4 Sector: Finance

1.5 Beneficiary country: Georgia (Academy of the Ministry of Finance of Georgia)

2. Objectives

2.1 Overall Objective(s):

The development of a sound public finance management and administration system, in harmony with the economic and financial interests and activities of business and citizens.

2.2 Project purpose:

To strengthen the institutional capacity of the Academy of the Ministry of Finance, to design and deliver high quality training and professional career development services across all sectors.

2.3Contribution to the Partnership and Cooperation Agreement, and the EU-Georgia European Neighbourhood Policy Action Plan

The promotion of good governance, public finance and administrative capacity building in Georgia is an aim of both the EU-Georgia Partnership and Cooperation Agreement (PCA), adopted in April 1996 and which entered into force in July 1999; and of the ENP Action Plan, which came into force in November 2006 following endorsement by the EU-Georgia Cooperation Council.

Several Articles of the PCA promote cooperation either in the area of education and training in the public service, or in specific fields relevant to the development strategy of the Ministry of Finance. Article 54 addresses Education and training: ‘the parties shall cooperate with the aim of raising the level of general education and professional qualifications in Georgia, both in the public and private sectors’ and ‘the cooperation shall focus in particular on … the training of public and private sector executives and civil servants in priority areas to be determined.’

The PCA promotes cooperation in specific areas such as financial services (Art 60) ‘… the development of a fiscal system and its institutions in Georgia, exchange of experience and

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personnel training’; and in areas of wider competence of the Ministry of Finance: customs (Art 67), economics (Art 69) and anti-corruption in the economic field (Art 72).

The EU – Georgia ENP Action Plan defines broad priorities for reform and identifies specific areas of cooperation relevant to the reform and development of state institutions such as the Ministry of Finance.

Priority area 1 promotes the strengthening of the rule of law through rebuilding state institutions, and the adoption of a public service reform strategy and legislation for the civil service, in order to improve good governance and transparency. Priority area 2 encompasses reform in the areas of tax administration, audit and investigation, and refers to cooperation with tax payers. Priority area 3 covers economic development, and refers to specific reforms in public finance management including a comprehensive medium-term expenditure framework, education and life-long learning opportunities to promote sustainable human resources development, and special programmes of education for public servants.

Of particular interest in this context is reference to civil service reform (4.1.1); ‘continue to develop and implement reform of pubic administration with a view to its modernisation, accountability and transparency; strengthening the already functioning training centres’.

The Action plan also refers to more specific areas for cooperation, such as tax collection (4.4, 4.5.5), public internal financial control (4.5.5), public finance management and transparency (4.5.5), e-government and e-learning (4.6.4) which represent potential areas of reform and training within the Ministry of Finance.

The National Indicative Programme 2007 – 2010, an ENP Instrument, focuses on three Priority Areas of which the first is ‘Support for Democratic Development, Rule of Law and Governance’. Sub-priority 1.3 addresses good governance, public finance and administrative capacity building with specific objectives defined as ‘... to improve the quality and efficiency of services provided by the public administration, including by fighting corruption and promoting transparency, and to further strengthen public finance management including Public Internal Financial Control and external audit.’

The more recent National Indicative Programme 2011 – 2013 continues the same Priority Area 1 (Democratic development, rule of law, good governance) with Sub-priority 1.3 defined as ‘public finance management and public administration reform’ with the expected long-term impact defined as ‘the development of a sound and transparent public finance management system and a stronger, stable, citizen-oriented public administration’.

Of particular interest in the context of this Twinning project is the general orientation towards the needs of the citizens, also stressed in the introduction: ‘To be able to consolidate the reforms and assistance provided on good governance and in the development of a modern state, oriented towards the needs of its citizens, support for civil service reforms requires special attention’. The activities foreseen in the Twinning project are consistent with these areas of cooperation, and address directly the provision for education and training of the civil service in several areas identified in the PCA and ENP Action Plan, as well as strengthening the quality of interaction between the public and private sectors.

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3. Description

3.1 Background and justification:

The Academy of the Ministry of Finance (the “Academy”) as a result of several reorganisations started from the year 2000 was established by Presidential decree in April 2011 and succeeded several training institutions which in previous years supported the departments and services of the Ministry of Finance. Similarly the Ministry of Finance benefited from its own training centres, which evolved over the last decade, dedicated to supporting the needs of its major services. A training centre opened within the human resources department of the Ministry of Finance in 2000, serving the needs of the Ministry until it was succeeded by a Service Agency of the Ministry of Finance in June 2009. Later the Finance Academy of the Ministry of Finance, established by Presidential decree in April 2010, then followed, and was responsible for the training of tax and customs officers, financial and budgetary employees, officers of the MoF Investigation Service etc. This was reorganised in January 2011, renamed as the Finance Academy of the Revenue Service (of the Ministry of Finance) and functioned as a specialised department of the Revenue Service under the supervision of the Head of the Revenue Service, targeted at similar groups of officials on a ‘by-request’ basis. This was merged with the human resources management department and the international bureau of the Revenue Service a month later. The most recent change in April 2011 established the new status, with the title ‘LEPL The Academy of the Ministry of Finance’ (the “Academy” hereafter), with a new Head. The Twinning project is designed to help modernise and strengthen this institution, which has evolved from the original modest training centre of 2000.

Current Structure of the Academy

The Academy has adopted, with broad political support, a more ambitious mission to deliver programmes and services founded on modern good practice in human resources management (HRM) and human resources development (HRD). This new policy initiative, at an early

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stage of development, aims to transform the Academy from a traditional public administration training school to a professional career development and training centre. Greater emphasis is placed on the relationship between training and human resource management techniques, such as training needs analysis (TNA) and job task analysis (JTA), which provide a stronger foundation for the training eventually delivered.

Government policies, influenced by international assistance programmes targeted at civil service reform and public finance management reform, aim to strengthen training in the public sector. They allow greater independence to the Academy and its clients in the nature and range of services which are offered or sought. This more open agenda was facilitated by the status of Legal Entity of Public Law (LEPL)1, conferred on the Academy in the decree of April 2011, which permits a wider range of services, including socially and economically relevant activities, to be offered to the Ministry of Finance (MoF), other Ministries, branches of the public service, and beyond. Since its inception, the Academy of the MoF has trained nearly 1700 participants in 19 diverse fields, including e-Treasury functions, Gambling business licences, MoF Investigation Services, and taxation for Entrepreneurs.

This approach stands in contrast to the former training model in government. Training providers in the Government of Georgia developed not in the form of centralised national resources, but as separate academies, serving the immediate needs of parent institutions. So, for example, the Ministry of Internal Affairs includes its own Police Academy serving that specific service; the Ministry of Justice has its own Training Centre, serving that Ministry and associated legal services and agencies.

The Academy covers its costs in two ways. The Ministry of Finance provides an annual budgetary grant to cover the cost of staff and overheads such as utilities. The direct costs of each training programme (including trainers, who are contracted on an ‘as-needed’ basis to provide the necessary specialisations), are charged to the client, plus a percentage margin usually under the control of the Academy (but subject to political control). Where higher prices are charged, the margin generates a larger surplus, which the Academy is able to use for investment in socially desirable but financially less profitable services.

This hybrid financial system lies between two extremes: traditional systems, where the government training budget covers 100% of the training supplier’s costs, and the training is provided to the client as a ‘free’ good; and the more economically liberal decentralised system, where the government provides a training budget to each client, to ‘purchase’ the most cost effective offer from training suppliers. The latter model introduces more competition into the system of training provision. Although the hybrid financing arrangement now in place suits the current transitional phase of the Academy’s development, the Academy cannot rely on the annual budgetary allocation to cover 100% of its staff and overhead costs indefinitely.

The 2011 Decree allows four groups to be included as clients of the Academy (with a fifth ‘other’ to allow for non-mainstream requests and future development):

1 LEPL - Legal Entity of Public Law - legal status of a public organisation which is an entity separate from the government structure, and can independently carry out political, social, educational, cultural and other kinds of activities. This status allows the Academy to operate with a combination of Government budgetary funding, through the Ministry of Finance, and income earned from training and development services to other public institutions.

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1. The Ministry of Finance, the services and departments of which will remain the principal clients for training and development services, especially during the ongoing implementation period of the Public Sector Financial Management Reform Project (PSFMRP) and other related projects.

2. Other Ministries and budgetary institutions, requiring training and professional development services and choosing to select the Academy in preference to other providers, on the basis of quality and access to good trainers.

3. Academic institutions: to develop partnerships with universities and schools having a common interest in building educational and training programmes to foster economic well-being, through wider public awareness, and future recruitment of suitable candidates for employment in the Ministry of Finance.

4. Business institutions, to provide better access to professional information on legal and financial matters such as taxation, of mutual interest to business and government.

5. Others, such as special courses aimed at enhanced awareness of public finance issues.

The Academy has already delivered, or is engaged in developing, training services for all these groups, sometimes in combination:

Academy support to the Ministry of Finance includes ongoing development work in many of the main departments and services; for example, the selection and one-month’s preparatory training of over 180 interns for the Investigation Service of the MoF; training programmes in transfer pricing and thin capitalisation; and future seminars on double tax avoidance and international taxation. The regulations governing the relationship between the Academy and the MoF allow for support to all services of the Ministry, which in the long-term could cover domestic and international finances, accounting standards, programme and capital budgeting, taxation, internal and external auditing for example. The Academy is also formulating proposals for the integration and strengthening of human resources management capacity across the whole Ministry. In the medium-term the training focus is expected to be public finance management, internal audit and finances, under the MoF, and public administration management more generally. These areas are expected to form the basis of the training modules to be developed under this project.

The Ministry of Economy and Sustainable Development financially supports training delivered by the Academy to small guesthouses owners, to improve understanding of legal requirements on taxation and associated statutory and procedural requirements, and stimulate better relations. (This example will be repeated in several regions.)

The Academy has begun, in cooperation with the Ministry of Education, to develop joint workshops in high schools on personal finance topics. This aims to raise the level of awareness and skills in the general population, raising employment potential and reducing poverty driven by personal financial mismanagement.

The Academy has started to forge links with good universities and their students, to share high quality training resources, and eventually attract some of the best students into the services of the Ministry of Finance.

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These examples illustrate the aims of the training and development work, within a broader social and professional context. The Academy has expressed its wish to include a good proportion of socially relevant projects within its portfolio, even though the majority of its work will remain focused on the major public institutions, such as the departments and services of the Ministry of Finance as well as other Ministries.

To achieve its mission, the Academy recognises that it will need to adapt its current structures and develop new competencies and skills, especially in view of its anticipated collaboration in the work of the Public Sector Financial Management Reform Project. In the short-term it intends to reinforce its staffing and organisational arrangements, and develop more concrete policies. Beyond the immediate changes in this respect, it has identified four areas requiring medium-term development.

1. The broadening of the Academy’s mission, and associated need for decision-making across more diverse issues, means that strategic planning and management functions to achive institutional capacity building and development, will be more demanding and complex. The skills and procedures of senior staff working in this key area need to be strengthened.

2. The diversity of clientele, and of training and development services offered, increases the complexity of designing, developing and delivering these services efficiently to a consistently high standard. Enhancing the skills in training design and delivery is the second key target, with greater effort and resources directed towards the training of trainers in all phases of the training cycle.

3. The Academy has identified the need and opportunity for moving beyond training courses towards the delivery of more integrated packages of human resources management and development services. It needs to build its internal capacity for organising and delivering professional career development services.

4. To ensure that the Academy can maintain standards and progress in all key areas, it will need to develop a good Quality Management System (QMS) to organise the procedures for oversight and provision of feedback.

The proposed Twinning project is designed to focus on institutional capacity building in each of these four areas, which are complementary to the support being provided from other sources (including physical and technical infrastructure and training capacity to facilitate reform in the Budget Department and Treasury Service) as identified in the next section.

3.2 Linked activities (other international and national initiatives):

The international assistance to the Academy of the Ministry of Finance (and its predecessors) has generally taken the indirect form of training provision to the services of the Ministry of Finance, which was organised and delivered by the Academy and financed by the donor. With the exception of the financing of the training centre at Orkhevi, past assistance has not been targeted directly at the Academy itself. However, the ongoing initiatives to support Public Financial Management (PFM) reforms include several components, financed by several donors, which benefit the Academy directly. These include training of trainers (ToT)

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activities to support reforms and training in the Budget Department and Treasury Service, and new training accommodation and infrastructure planned for the Academy at a location close to the MoF building. The latter facilities will be financed by a grant through the World Bank led project, to support the Public Sector Financial Management Reform (PSFMR).

Project title Duration Donor, budget

Training Centre at Orkhevi 2009 - 2010 US GovernmentRefurbishment and extension of the training centre at Orkhevi, for the Finance Academy of the Ministry of Finance

Public Sector Financial Management Reform Support Project

02/2006 – 03/2012 and beyond

15.0 m USDWorld Bank 20%EU MS 74%Govt of Georgia 6%

Contributes to planning, budgeting, treasury, chamber of control aspects of Ministry of Finance, HR management of Ministry of Finance. Training programmes, including training of trainers and new courses for the Budget and Treasury functions in programme and capital budgeting, and International Public Sector Accounting Standards (IPSAS) as part of PFM reforms are being developed with the support of USAID and GIZ, which will eventually lead to the training of over 5000 officials in budgetary institutions at all levels of government.A World Bank grant (USD 430,000) will support the development of distance and e-learning facilities, computer and language laboratories, conference room and systems, for the Academy, close to the MoF.

South Caucasus Integrated Border Management (SCIBM) programme

30 months 2010-12

EU, 6.3 m EURImplementation led by UNDP

5 module training programme to enhance inter-agency cooperation between the SC countries, EU MS and other international stakeholders; to facilitate the movement of persons and goods across borders while at the same time maintaining secure borders. Includes employees of the Ministry of Finance and the Revenue Service.

Transfer Pricing and Thin Capitalization Training 2 weeks 2010 – 11

OECD

Training of 50 employees from the Revenue Service and Financial Policy Department of the Ministry of Finance: 3 stages over two weeks.

Cooperation with International Organization for Migration 2010 - 11 IOMTraining of Trainers training organised for the employees of the Investigation Service, Revenue Service and the Financial-Analysis Service of the Ministry of Finance. Aimed to ensure the employees of these services should be able to design and deliver training and seminars on diverse topics for the Ministry of Finance. Discussions between the IOM and the Academy continue on possible areas of collaboration, but no firm proposals are in place.

Georgian Customs Modernisation October 2010 WCO2-day international conference on Georgian Customs Modernisation organised in Tbilisi, with the World Customs Organization

Cooperation with the Ministry of Finance of The Netherlands

1 week 2010 MoF, Netherlands

Cooperation with the Tax and Customs Administration of the Netherlands; study tour to The Netherlands, and foreign experts invited to deliver a Workshop on taxation of small and medium enterprises to the Revenue Service and Chamber of Control of Georgia

Membership of the International Network of Customs Universities (INCU)

2011 INCU

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In August 2010 the Finance Academy of the Ministry of Finance became the 79th member of the International Network of Customs Universities (INCU). The Academy of the Ministry of Finance renewed its membership in May 2011. Main aim is to become part of the world educational network in this field, with exchange of information and experience between its 98 members.

3.3 Results

This Twinning project should yield four overall results:

3.3.1 Strategic management capacity of the Academy is strengthened.

The strategic management capacity of the Academy needs to be strengthened to enable more effective design and delivery of its training and development services, across a wider range of professional interest groups. This need will also be enhanced by the heightened demand for training from specific services of the Ministry of Finance, arising from reforms generated by the PSFMR project. This Result focuses on the members of the management team and their collective and individual resources and skills. The managerial and professional skills and techniques of the management team members are strengthened; a medium term Development Plan and computer model of the Academy are built, to reinforce the strategic planning and management functions.

Indicators of achievement

The Business Development Plan is used as the basis for planning and implementing activities in each division;

The annually updated Business Development Plan defines targets, inputs & outputs of activities, main risks and assumptions, and conditionalities, each year;

The computer model of the Academy is used to support the annual development and updating of the Business Development Plan;

Management Team members contribute to the development and annual updating of the computer model, provide data, define relationships and conditionalities.

3.3.2 Capacity of the Academy to design, develop and deliver high quality training programmes is strengthened

Training and development services have been, and continue to represent, the core activity of the Academy. In view of the growth of demand from client groups, (both within and without the Ministry of Finance) a strong and coherent strategy for strengthening trainer skills and associated training services, materials and methodologies is required. This Result aims to strengthen this core activity by updating and upgrading the professional knowledge, concepts and skills of staff and trainers in the fields of TNA, training design, methodologies and materials, course implementation, delivery and evaluation, including the use of distance learning methods to support long-term professional development programmes. Four priority

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areas have been identified for the preparation of pilot training modules - public finance management, internal audit, finances and public administration management – as a vehicle for developing the concepts and skills needed.


Range of training methodologies used in the Academy increases; E-learning techniques are introduced into Academy services; The level of demand for Academy training services grows; Evaluation level of training, based on content, relevance, methodology, increases; Trainers deliver higher quality programmes and courses; Trainees are better qualified to undertake their tasks.

3.3.3 Capacity of the Academy to design and deliver professional career development programmes is strengthened

The Academy has enlarged its mission, to encompass training and professional career development services. This reflects the growth of importance of Human Resources Management services in the public and private sectors in Georgia. This Result aims to strengthen the capacity of the Academy to deliver training and advisory services in HRM procedures, methodologies, techniques and materials.


Range of Professional Career Development/Human Resources Management services offered by the Academy increases;

Skills and knowledge of Professional Career Development staff and trainers increase; Demand for Professional Career Development services grows; Evaluation level of development services, based on form, content and relevance,

increases; Work of Professional Career Development services leads to higher demand for

training.

3.3.4 The Quality Management System of the Academy is strengthened.

The Academy recognises the need for a quality management system (QMS) to reinforce its strategy for delivering high quality training and professional career development services, and enhancing its relationship with clients and customers. It has taken the first steps to introduce a formal Quality Management System (QMS). This Result aims to strengthen this development, to formulate a roadmap for the implementation of QMS procedures and targets, to reach international standards across the larger scale and wider range of the most important activity areas.


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QMS roadmaps defined, with support for their implementation; QMS approach extended to other areas of activity; More QMS targets are achieved; QMS approach is valued by the Management Team and staff of the Academy; Decline in poor service and associated negative feedback is registered.

3.4 Activities

Activities and allocation of resources are of an indicative nature and will be fine-tuned by the MS to whom the project will be awarded

General Activities

0.1 Installation and Kick-off Conference

Method: During the first month, the Resident Twinning Advisor (RTA) will be installed in Georgia; office arrangements will be organised at the Academy of the Ministry of Finance (the “Academy”); the RTA will be introduced to the Beneficiary Country (BC) stakeholders of the project, the project counterparts and staff. An RTA Assistant will be hired for the duration of his/her residence, through an appropriate selection procedure.

A kick-off workshop will be scheduled, when the RTA, Project Leader (PL) and up to two short-term experts will discuss the Twinning project with the Academy staff, counterparts and stakeholders over a three-day period. A formal launch and presentation will be made to the stakeholders, the media and public at large at a one-day kick-off meeting, which will end with a press conference and press release, to ensure widespread visibility of the project and its aims.

Benchmarks: Stakeholders, media and general public informed of the launch, aims and content of the project by the end of the first month.

Resources: PL, RTA, 2 STEs, interpretation and translation.

0.2 Final Closing Conference

Method: During the last month, a closing conference will be organised at which the main results and achievements of the project will be presented. The developments at the Academy of the Ministry of Finance will be presented, and discussed with the beneficiary, the Ministry of Finance, other relevant Ministries, the Government of Georgia, and other donors. The conference will present recommendations for future work and follow-up, and comment on the lessons learned for similar projects.

Benchmarks: Closing conference organised (one day, within two days of talks); Recommendations and lessons discussed and reported.

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Stakeholders, media and public informed about project activities, results and achievements.

Resources: PL, RTA, 2 STEs, interpretation and translation.

Result 3.4.1 Strategic management capacity of the Academy is strengthened.

3.4.1.1 Preliminary assessment of the capacity of the management team.

Method: This Result represents the starting point in building the institutional capacity of the Academy as a whole. This first assessment begins the process of strengthening the individual and collective skills of the members of the senior staff who are concerned with the management and allocation of key resources – the management team2. One STE from the MS Twinned institution will work with members of the management team, to assess its effectiveness and capacity. Activities will include workshops with all members of the team; analysis of the work of individual members, including discussions with the Director and Deputy Director; presentation of a preliminary assessment of the team’s management methods and capacity. As a foundation for later work, the STE will identify the professional and management techniques and skills which will help it operate more effectively as a management team, prepare a preliminary summary of each member’s work, and identify their individual training needs. The STE will report these conclusions to subsequent STEs in this component.

Benchmarks: Report of the STE covering: the management team’s effectiveness and areas requiring reinforcement; outline assessment of team members’ current capacities and future training needs.

Resources: One MS STE for 5 wd in one visit, translation, interpretation.

3.4.1.2 Team building skills for management team development.

Method: This activity builds on the initial assessment of management team capacity and the professional development activities. STEs will conduct a series of exercises and training workshops over two visits, focused on team building methods and skills, using the findings of the first assessment of training needs. The precise topics and skills will depend on this assessment, but might cover such issues as time management, communication skills, effective organisation and leadership of meetings, documentation management, effective internal and external reporting, checking and validation procedures.

2 In the present structure, the management team would include the Director, Deputy Director and the managers responsible for Training Resources Management, Market Research and Promotion, Finance and Budgeting, Human Resources Management; for specialised issues, it may include Public and International Relations and QMS leaders

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The training curriculum also anticipates the preparation of a Business Development Plan (3.4.1.9) and includes methods and skills relevant to both team building and the development plan’s goals.

Benchmark: Team building exercises and workshops conducted;Feedback on the training reported.

Resources: STE(s) for 10 wd over two visits, translation, interpretation.

The management team development activity follows, and builds on, the following series of activities, each of which includes training needs assessment and capacity building in modern techniques and skills, targeted at one of the professional areas in the management team.

3.4.1.3 Development of knowledge, techniques and professional skills for the Training Resources Management

Method: STE(s), specialists in the management of training resources will work with staff of the Training Resources Management (TRM) area: to understand ongoing practices in the choice and management of training programmes and development of trainer resources, assess current knowledge and professional skills in this field and identify new needs which can be anticipated. This is followed up with a series of training workshops and practical training sessions, to update the knowledge, techniques, and skills of the TRM staff and to identify sustainable strategies for the training of trainers (who are drawn from the body of practitioners). Materials to be translated and archived.

Benchmarks: Training needs assessed;TRM staff trained and feedback delivered on the training;Materials on procedures and methods translated and archived as part of an overall manual.

Resources: STE(s) for 10 wd over 2 visits, translation, interpretation.

3.4.1.4 Training in techniques and skills needed in Market Research and Promotion area for identification of new training topics in Georgian public administration

Method: STE(s), specialists in marketing, will work with staff of the Market Research and Promotion (MRP) area: to understand ongoing marketing and promotional practices, assess current knowledge and professional skills in this field and identify new needs which can be anticipated. This is followed by practical training sessions and workshops train the MRP staff.

Benchmarks: Training needs assessed;MRP staff trained and feedback delivered on the training;Materials on techniques translated and archived as part of an overall manual.

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3.4.1.5 Training needs analysis and delivery of trainings in Finance and Budgeting area

Method: STE(s), specialists in finance, will work closely with staff of the Finance and Budgeting (FB) area: to understand ongoing professional practices and tasks, assess current knowledge and professional skills in this field and identify new needs, techniques and methods which can be anticipated in the FB support to the management team. This is followed by training sessions as required to develop the modern procedures, professional skills and techniques available to the FB staff.

Benchmarks: Training needs assessed;FB staff trained and feedback delivered on the training;Materials on techniques translated and archived as part of an overall manual.


3.4.1.6 Enhancing (through trainings and skills development) Human Resources Management capacities of the Academy staff

Method: STEs, specialists in HR, will work closely with staff of the (internal) Human Resources Management (HRM) area: to understand ongoing professional practices and tasks, assess current knowledge and professional skills in this field and identify new needs, techniques and methods which can be anticipated in the HRM support to the management team. This is followed by appropriate practical training sessions to develop the modern techniques, professional skills and methodologies available to the HRM staff.

Benchmarks: Training needs assessed;HRM staff trained and feedback delivered on the training;Materials on procedures translated and archived as part of an overall manual.


3.4.1.7 Training and skills development for efficient management of international relations and public relations

Method: One STE will work closely with leaders of the International Relations (IR) and Public Relations (PR) areas: to understand ongoing professional practices and tasks, assess current professional skills in these fields and identify new needs, techniques and methods which can be anticipated in the support from International Relations and Public Relations to the management team. This is followed by training and development sessions as required to develop professional skills and techniques available to the IR and PR staff.

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Benchmarks: Training needs assessed;IR & PR staff trained and feedback delivered on the training;Materials on procedures translated and archived as part of an overall manual.

Resources: 1 STE for 5 wd in 1 visit, translation, interpretation.

3.4.1.8 Study tour in International Relations and Public Relations

Method: The short TNA, training and development visit for International and Public Relations (3.4.1.7) is followed up by a study tour. The IR and PR leaders (with interpreter) will undertake a 5 day visit to the MS, to discuss and study the activities undertaken by civil service training and development institutions under the banners of International Relations and Public Relations.

Benchmarks: The International Relations and Public Relations leaders report to the management team and make recommendations on new international and public relations development activities and networking opportunities.

Resources: Study visit for International Relations and Public Relations managers for 5 days in the MS twinned institution, and related institutions.

3.4.1.9 Preparation of a medium-term Business Development Plan

Method: One STE will work with the management team to develop a medium term Business Development Plan for the Academy. The STE will lead a workshop, using techniques such as SWOT analysis, to analyse the situation of the Academy, and with the management team define the objectives, form, content and methodology for developing a Plan. The Plan will include all major resource-generating or resource-consuming activities of the Academy, within explicit time schedules. The timescale will need to reflect new activities to promote professional development, supported through long-term learning, with associated trainer development and e-learning resources required to support this development. The activity also provides the vehicle for identifying further common or individual training needs. Training sessions will be included in the STE’s activity schedule to address these needs.

Benchmarks: Training delivered in areas where needs are identified;Business Development Plan prepared and documented.

Resources: 1 STE for 15 wd over 3 visits, translation, interpretation.

3.4.1.10 Creation of a computer-based planning model

Method: One STE will work closely with the management team, with the assistance of one Georgian IT STE, using local resources and information, to develop a computer-based planning model of the Academy. This will combine the

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quantifiable resource variables of the Academy in one planning tool, to allow “what-if” type interrogations and sensitivity analyses, using searches on such parameters as demand projections, the number of each type of course and programme included in the portfolio, course sizes and durations, prices and income, costs and expenditure. (It is not proposed that new software is purchased, as this type of model can be developed on a standard spreadsheet.) The management team will be kept informed on progress with the work, and shown the operating model as it develops, to demonstrate the improved analysis of options in the planning process.

Benchmarks: A working model of the Academy is developed and demonstrated, to facilitate the testing of alternative plan scenarios.

Resources: 1 STE for 15 wd over 3 visits, translation, interpretation. One Georgian IT STE over the period of the model development (engaged by the Academy).

3.4.1.11 Counselling on software options for Training Resources Management

Method: The Academy would like to purchase in the medium term computer software to support the upgraded procedures for the organisation and management of training and development activities. It seeks advice on the options and how to make an optimal selection. One IT STE will visit the Academy: to research local needs in the training resource management area, draw up appropriate technical specifications with a list of software options, provide a summary of the relative advantages and disadvantages of each package identified.

Benchmarks: Advice on technical specifications and software options; Opinion of users, on the relative advantages of each package.

Resources: One STE for 5wd in 1 visit.

3.4.1.12 Study tour to training and professional development centres, on Strategic Management

Method: A study tour of 5 days will be organised, following the main interventions in the area of strategic issues, for up to 6 participants (plus interpreter), drawn from the management team of the Academy, to study the strategic planning and management style and procedures within comparable training and development institutions in the EU. If feasible, demonstrations of the software options (3.4.1.11) will be included in the tour, to allow discussion with users, as part of the software selection process.

Benchmark: Study tour conducted;Individual participant’s reports on the benefits of the visit delivered.

Resources: Flights, accommodation and per diems for up to 7 persons for six nights.

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Result 3.4.2 Capacity of the Academy to design, develop and deliver high quality training programmes is strengthened.

3.4.2.1 Preliminary assessment of the training planning and design capacity in the Academic Affairs division

Method: This first assessment starts the process of strengthening the modern techniques and skills of contracted trainers and the staff of the professional development and training divisions who are concerned with the design, development and delivery of training courses (this component 2); and of professional career development services (the next component 3). One STE will work with the training specialists in Academic Affairs: to understand the job differentiation within the group; to make a preliminary assessment of the training needs of each member, and of the trainers, across the full training and development cycle – assessment, design, development, implementation and evaluation. This same expert will undertake the same process for specialists in the professional career development area. These assessments form the foundation for subsequent work in this component (2) and the next component (3).

Benchmarks: Report of the STE on the work of three groups: contracted trainers, training, and professional career development services. Preliminary assessment of individual training needs across full cycle of training and service development.

Resources: One STE for 10 wd over 2 visits, translation, interpretation.

The preliminary training and professional career development assessment is followed by a series of focused training needs assessment, methodological and skill development activities. These are similar but targeted at successive stages of the training design and delivery cycle.

3.4.2.2 Development of effective techniques and skills in Training Needs Analysis

Method: STE(s) will work with the training and professional career development staff: and a sample of trainers: to assess current practices, professional knowledge and skills in TNA, and identify new needs which can be anticipated. The priority pilot modules will be used as the vehicle for this work, and the subsequent steps - a series of practical training sessions and workshops, for training staff, trainers, and professional career development staff, to develop modern concepts, techniques and skills in TNA across the whole group.

Benchmarks: Training needs in TNA assessed;

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Professional development and training staff of the Academy, and a sample of trainers, trained and feedback delivered;Materials on procedures and methods in TNA translated and archived.


3.4.2.3 Development of modern techniques and skills in course design and training methodologies

Method: STE(s) will work closely with a sample of contracted trainers, and the Academy’s training staff: to understand ongoing practices in selecting course design and training methodologies in use by contracted trainers; assess current professional knowledge, skills and procedures used in this area, and identify new needs which can be anticipated. Four priority areas have been identified for the development of materials for pilot training modules, of direct interest to the MoF – public finance management, internal audit and finances; and of wider interest – public administration management. These topics will also provide the basis for several practical training of trainer (ToT) sessions and demonstrations to develop modern concepts, techniques and skills available to the sample of trainers, as well as the internal training group. These ToT inputs will respond to trainers’ needs and cover training materials development, training methodologies, course design and delivery.

Benchmarks: Training needs in course design and training methodologies assessed;Trainers, training design experts and staff trained and feedback delivered on the training;Materials on course design and training methodologies translated & archived.

Resources: STE(s) for 25 wd in up to 5 visits, translation, interpretation.

3.4.2.4 Improvement of contemporary methods and skills in course development and implementation

Method: STE(s) will work with a sample of contracted trainers and the Academy’s training staff: to understand ongoing practices in designing course development and implementation in use by contracted trainers; assess current professional knowledge, skills and procedures used in this area; and identify new needs which can be anticipated. The pilot training modules will provide the basis for this work, including practical training of trainers sessions and exercises, to develop modern methods and skills available to the sample of trainers and the internal training expert group.

Benchmarks: Training needs in course development and implementation assessed;Trainers, training design experts and staff trained and feedback delivered on the training;Materials on procedures and methods in course development and implementation translated and archived.

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3.4.2.5 Upgrade level of techniques and skills in training evaluation methods;

Method: STE(s) will work with a sample of contracted trainers, the training staff of the Academic Affairs department and the leader of the Quality Management System: to understand ongoing practices in ensuring training evaluation, used for contracted trainers; assess current knowledge, professional skills and procedures used in this area; and identify new needs which can be anticipated. This is followed up with a series of practical training sessions and exercises, for the training expert group and QMS leader, to develop modern techniques and skills available within the group.

Benchmarks: Training needs in training evaluation assessed;Trainers, training design experts and staff trained and feedback delivered on the training;Materials on methods in training evaluation translated and archived.


3.4.2.6 Internship in training design and development of e-learning methods

Method: One training design and delivery expert will be selected to take up an internship in the MS Twinned institution for one month to witness at first hand design and delivery practices in similar institutions in the MS. To strengthen the Academy’s capacity to train through e-learning and distance learning technologies, this internship will also enable access to e-learning development experts. They will demonstrate how e-systems are designed and developed and provide some practical training in the field. The RTA will, in collaboration with the MS institution, organise the mentoring arrangements and assist in drafting Terms of Reference, for the internship.

Benchmarks: ToRs agreed. Mentoring arrangements agreed. Internship undertaken and report delivered on the lessons, new knowledge, skills and experience, with ideas and recommendations for the Academy.

Resources: Flight tickets, accommodation and per diem costs, for one intern in MS for a period of 30 days.

3.4.2.7 Study tour to training and development centres, on training management and professional career development services. (Activity shared with component 3)

Method: A study tour of 5 days will be organised following the main interventions in the area of training design, for up to five participants (plus interpreter), drawn from training experts and professional career development experts. The study

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tour will provide experience of modern best practice in areas identified under this activity group, in particular:

- Training needs assessment as the basis for training;- Training course design, including methodologies;- Training course development and implementation; - Training evaluation;- Training of trainer practices in the above areas.

Benchmark: Study tour conducted;Individual reports from participants on the benefits of the visit delivered.

Resources: Flight tickets, accommodation and per diems for up to 6 persons for six nights.

Result 3.4.3 Capacity of the Academy to design and deliver professional career development programmes is strengthened.

(3.4.2.1) Enhancing capacity career development and consultancy services (Activity shared with Component 2, resources itemised under component 2.)

Method: This first assessment starts the process of strengthening the modern techniques and skills of the staff of the professional development and training divisions who are concerned with the design, development and delivery of professional career development services (this component 3); and of training courses (component 2). One STE will work with the professional career development specialists: to understand the job differentiation within the group; to make a preliminary assessment of the training needs of each member, across the range of HRM techniques:

- Job Task Analysis (JTA);- Recruitment and selection;- Performance evaluation;- Motivation, promotion and career development;- Managing disciplinary and ethical issues.

This same expert will undertake a similar process for specialists in the training area. These assessments form the foundation for subsequent work in this component (3) and the previous component (2).

Benchmarks: Report of the STE on the work of two groups: professional career development services; and training. Preliminary assessment of individual training needs across full cycle of training and services development.

Resources: (Under Component 2: one STE for 10 wd over 2 visits, translation, interpretation.)

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3.4.3.1 Assessment of demand for HRM and professional career development services in government

Method: One STE specialist in HRM will work with the staff of the professional career development services, with the assistance of one Georgian HRM STE, to collect information on the current and forecast levels of demand in government for HRM and professional career development training and consultancy services. This work may use the existing personal and professional networks in the HRM field, across government institutions. The STEs will organise a seminar for the Academy, on trends in the demand for HRM services, and invite contributions from selected government institutions. The aim is to help staff responsible for the development of the HRM services to identify potential growth areas, for training and professional development services. A Report on the findings on HRM demand will be produced.

Benchmarks: Seminar delivered; Report on demand for HRM development services in government. Potential areas for Academy services expansion identified.

Resources: 1 STE for 10 wd over 2 visits, translation, interpretation.1 Georgian HRM STE engaged by the Academy for the duration of the study.

(3.4.23.2) Development of effective techniques and skills in Training Needs Analysis, (TNA). (Activity shared with Component 2, resources itemised under component 2.)

Method: STE(s) will work with the training and professional career development staff: to assess current practices, professional knowledge and skills in TNA, and identify new needs which can be anticipated. This is followed up with a series of practical training sessions and workshops, for both the training staff, and the professional career development staff, to develop modern concepts, techniques and skills in TNA across the whole group.

Benchmarks: Training needs in TNA assessed;Professional development and training staff trained and feedback delivered;Materials on procedures and methods in TNA translated and archived.

Resources: (Under Component 2: STE(s) for 10 wd over 2 visits, translation, interpretation.)

3.4.3.2 Improvement of existing techniques and skills in Job Task Analysis

Method: A further refinement on the use of TNA as a basis for training and development design, is the use of job task analysis (JTA), based on the detailed task and skill requirements of each job. STE(s) will work closely with

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the professional career development staff: to understand ongoing practices in JTA, assess current professional knowledge, skills and procedures used in this topic, and identify new needs which can be anticipated. This is followed up with a series of practical training sessions and/or workshops, for the professional career development staff, to develop modern concepts, techniques and skills in JTA across the whole group.

Benchmarks: Training needs in JTA assessed;Professional career development staff trained and feedback delivered;Materials on procedures and methods in JTA translated and archived.


3.4.3.3 Development of modern methods and techniques in Recruitment and Selection practices

Method: STE(s) will work with the professional career development staff: to understand ongoing practices in Recruitment and Selection, assess current professional knowledge, skills and procedures used in this topic, and identify new needs which can be anticipated. This is followed up with a series of practical training sessions and workshops, for the professional career development staff, to develop modern methods and techniques in Recruitment and Selection across the whole group.

Benchmarks: Training needs in Recruitment and Selection assessed;Professional career development staff trained and feedback delivered;Materials on procedures in Recruitment and Selection translated and archived.

.Resources: STE(s) for 10 wd over 2 visits, translation, interpretation.

3.4.3.4 Development of modern procedures, techniques and skills in Performance Evaluation

Method: STE(s) will work closely with the professional career development staff: to understand ongoing practices in Performance Evaluation, assess current knowledge, professional skills and procedures used in this topic, and identify new needs which can be anticipated. This is followed up with a series of practical training sessions and workshops, for the professional career development staff, to develop modern concepts, techniques and skills in Performance Evaluation across the whole group.

Benchmarks: Training needs in Performance Evaluation assessed;Professional career development staff trained and feedback delivered;Materials on procedures in Performance Evaluation translated and archived.


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3.4.3.5 Development of concepts and methods in motivation, promotion and career development methods; modern techniques and skills development

Method: STE(s) will work with the professional career development staff: to understand ongoing concepts and practices in motivation, promotion and career development methods, assess current knowledge, professional skills and methods used in this topic, and identify new needs which can be anticipated. This is followed up with a series of practical training sessions and workshops, for the professional career development staff, to develop modern techniques and skills in motivation, promotion and career development methods across the whole group. The development of distance learning technologies in the Academy will facilitate support for continuous learning programmes. This is a cost effective route to raising professional standards for a large number of officials over time, without disrupting the capacity and productivity of existing professional teams during normal working hours. The opportunity for linkage between the distance learning resources, and career development strategies, therefore needs to be taken into account in this activitiy.

Benchmarks: Training needs in motivation, promotion and career development methods assessed;Professional career development staff trained and feedback delivered;Materials on procedures and methods in motivation, promotion and career development methods translated and archived.


3.4.3.6 Development of training manual and delivery of training on disciplinary and ethical management issues

Method: STE(s) will work with the professional career development staff: to understand ongoing practices in the management of disciplinary and ethical issues; assess current knowledge, professional skills and procedures used in this topic, and identify new needs which can be anticipated. This leads to a series of practical training sessions and workshops, for the career development staff, to develop modern concepts and skills in the management of disciplinary and ethical issues across the whole group. Materials on techniques and skills from component 2 and 3 activities prepared for quality printing, as a manual.

Benchmarks: Training needs in the management of disciplinary and ethical issues assessed;Professional career development staff trained and feedback delivered;Materials on procedures and methods in the management of disciplinary and ethical issues translated and archived. Manual prepared from 9 archives.

Resources: STE(s) for 10 wd in 2 visits, translation, interpretation, manual printing costs.

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(3.4.2.7) Study tour to training and development centres, on professional career development services and training management (Activity shared with Component 2)

Method: A study tour of 5 days will be organised following the main interventions in the area of professional career development, for up to five participants (plus interpreter), drawn from training staff and professional career development staff. The study tour will provide experience of best practice in areas identified under this activity group, in particular:

- Job Task Analysis (JTA) as the basis for training;- Recruitment and selection;- Performance evaluation;- Motivation, promotion and career development;- Managing disciplinary and ethical issues.

Benchmark: Study tour conducted;Individual reports from participants on the benefits of the visit delivered.

Resources: (Under Component 2: Flight tickets, accommodation and per diems for up to 6 persons for six nights.)

Result 3.4.4 The Quality Management System of the Academy is strengthened.

3.4.4.1 QMS status assessment and action plan development.

Method: One STE will work with the QMS expert (QMSE) and (Deputy) Director of the Academy to undertake a preliminary assessment of progress to date, and the current status, of the QMS. The experts will identify the key issues, determine the scope of the work to be addressed, and define the specific goals to be achieved by the end of the work.

The general methodology will include two steps: definition of targets, in terms of structures, procedures and outcomes, for each major area of the Academy’s organisation; then of the implementation strategy, method and schedule (the “roadmap”) for each area. This procedure is to be repeated across all areas to be covered, led by a STE familiar with each area. The areas outlined may need to be adjusted to the structure of the Academy at the date of the assessment. The areas are assumed to include:

- Training planning, management and professional career development - Market Research and Promotion;- Finance and Budgeting;- Human Resources Management;- Management Team.

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The STE and QMSE will produce by the end of the first visit a short action plan, including an assessment of the situation; definition of areas to be covered; schedule; summary of the methodology to be adopted for the work. This will form the basis of the planning and execution of subsequent steps.

Benchmarks: Action plan for the main work;


3.4.4.2 QMS report and roadmap in training planning, management and professional career development

Method: STE(s), specialists in training and development, will work with the QMSE to assess the Quality Management issues in training planning, training of trainers, management and professional career development, with the help of respective specialists, to prepare a report on: deficiencies in management procedures; definition of appropriate QMS targets; and identification of what needs to be done to reach the targets. This QMS report forms the starting point for the second step, preparation of the “roadmap”. This defines the corrective measures, targets and outcomes, resources, schedules and procedures - how changes are to be implemented, when and at what cost.

Benchmarks: QMS report & roadmap on training planning, training of trainers, management and professional career development, translated.


3.4.4.3 QMS report and roadmap in Market Research and Promotion

Method: STE(s), specialists in marketing, will work with the QMSE to assess the Quality Management issues in Market Research and Promotion, with the help of respective specialists, to prepare a report on: deficiencies in management procedures; definition of appropriate QMS targets; and identification of what needs to be done to reach the targets. This QMS report forms the starting point for the second step, preparation of the “roadmap”. This defines the corrective measures, targets and outcomes, resources, schedules and procedures.

Benchmarks: QMS report and roadmap on Market Research and Promotion, translated.


3.4.4.4 QMS report and roadmap in Finance and Budgeting

Method: STE(s), specialists in finance, will work with the QMSE to assess the Quality Management issues in Finance and Budgeting, with the help of respective specialists, to prepare a report on: deficiencies in management procedures; definition of appropriate QMS targets; and identification of what needs to be

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done to reach the targets. This QMS report forms the starting point for the second step, preparation of the “roadmap”, which defines the corrective measures, targets and outcomes, resources, schedules and procedures.

Benchmarks: QMS report and roadmap on Finance and Budgeting, translated.


3.4.4.5 QMS report and roadmap in Human Resources Management

Method: STE(s), specialists in HRM, will work with the QMSE to assess the Quality Management issues in Human Resources Management, with the help of respective specialists, to prepare a report on: deficiencies in management procedures; definition of appropriate QMS targets; and identification of what needs to be done to reach the targets. This QMS report forms the starting point for the second step, preparation of the “roadmap”, which defines the corrective measures, targets and outcomes, resources, schedules and procedures.

Benchmarks: QMS report and roadmap on Human Resources Management, translated.


3.4.4.6 QMS report and roadmap in Management Team operation

Method: STE(s), specialists in strategic management, will work with the QMSE to assess the Quality Management issues in the operation of the Management Team, with the help of the respective members, to prepare a report on: deficiencies in management procedures; definition of appropriate QMS targets; and identification of what needs to be done to reach the targets. This QMS report forms the starting point for the second step, preparation of the “roadmap”. This defines the corrective measures, targets and outcomes, resources, schedules and procedures.

Benchmarks: QMS report and roadmap on Management Team operation, translated.


3.4.4.7 Integration of QMS roadmap

Method: At the end of the QMS assessment process, a series of 5 QMS roadmaps will have been prepared, summarising the work necessary in each activity area to reach acceptable standards. The final stage is the integration of these separate blueprints, into one overall roadmap for reform. One STE specialist in QMS will work with the QMSE to achieve a single self-consistent document, based on coherent assumptions and terminology. A final requirement is to ensure that the QMSE understands the entire process and detail, as responsibility for leading the implementation process will remain in her/his hands.

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Benchmarks: Final Academy QMS Roadmap prepared, translated and archived.

Resources: 1 STE for 10 wd over 2 visits, translation, interpretation; QMS expert

3.4.4.8 Internship in QMS

Method: The QMS expert will benefit from direct experience in the implementation of QMS in an EU context, to be able to compare and contrast the similarities and differences from the work carried out with the STEs in Georgia. This experience is to be gained through a one month internship in the MS, designed to provide exposure to at least one, and preferably several, examples of good practice in the implementation of QMS. The RTA will, in collaboration with the MS institution, organise the mentoring arrangements and assist in drafting Terms of Reference, for the internship.

Benchmarks: ToRs agreed. Mentoring arrangements agreed. Internship undertaken and report delivered on the lessons, new knowledge, skills and experience, with ideas and recommendations for the Academy.

Resources: Flight tickets, accommodation and per diem costs, for one intern, in MS for a period of 30 days.

3.5 Means/ Input from the MS Partner Administration

3.5.1 Profile and tasks of the Project Leader

The Project Leader will be responsible for the coordination and overall conception and control of the project, and ensure the achievement of the mandatory results. The PL is expected to be a senior civil servant, or equivalent, with in-depth experience of public service and administration training institutions. S/he is expected to commit a minimum of 3 days per month to the project in his/her home institution, and coordinate, from the Member State side, the Project Steering Committee (PSC), which will meet in Georgia every three months and which s/he will co-chair. The PL should hold sufficient authority to be able to ensure that the MS institution supports the project and the RTA, particularly in the preparation and provision of short-term experts and matters of financial administration.

Profile: A long-term civil servant from an EU Member State civil service regulatory, training

or assessment centre with at least 10 years professional experience in a leading position in civil service development;

Have experience in the field of project management, institutional issues and organisation of professional development programmes in the public service to European standards;

Have excellent communication skills in written and spoken English; Have good inter-personal relations.

Tasks:

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Overall coordination, guidance and monitoring of the project; Preparation of the project progress reports with the support of the RTA; Timely achievement of the project results; Co-chairing the Project Steering Committee; Provision of legal and technical advice and analysis as needed.

3.5.2 Profile and tasks of the RTA

The Resident Twinning Adviser (RTA) will be resident in Tbilisi for 18 months. The RTA has the responsibility to guide the work of the team and will coordinate and implement project activities on the ground, to ensure continuity of implementation under the overall guidance of the Project Leader.

The RTA will have good knowledge of the project field, and will have substantial recent experience working as senior manager in a civil service development institution, with specific experience and knowledge in the area of human resources management and development.

S/he will need to have good interpersonal and communication skills, and be an effective negotiator. Prior experience in coordinating complex projects would be an advantage, especially in the context of transition countries.

The RTA will work closely with the Georgian RTA Counterpart to deliver the project, as specified in the Twinning Contract, and part of the task will be to negotiate the Contract and work plan after the project has been awarded. The RTA will be responsible for the selection and supervision of the RTA Assistant and the management and performance of the STEs while in Georgia. S/he will be responsible for drafting the quarterly and final project reports for the Steering Committee.

Profile:

University education or equivalent in terms of professional experience; Minimum 8 years of experience in the field of human resources development in

public service at a high level; Wide knowledge of related good practice in civil service development; Previous experience in project or programme management would be an asset; Experience in working on similar projects in transition economies of the CIS or

Central and Eastern Europe would be an asset; A good record in organisational leadership, staff motivation and communication Good inter-personal skills and experience in training, public speaking, diplomatic and

written communication; Excellent computer literacy (Word, Excel, Power Point); Excellent command of written and spoken English communication skills; Fluency in Georgian or Russian would be an asset.

Tasks:

Overall supervision of the project implementation and coordination of all activities, as well as management of the project administration;

Coordination of activities of the team members in line with agreed work programmes to ensure timely completion of project outputs;

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Elaboration of Terms of Reference for short-term experts; coordination, facilitation and monitoring of their work during implementation;

Provide technical input to the Project whenever needed and provision of advice in his/her field of expertise;

Liaise with MS and BC Project Leaders; daily contact with the BC RTA counterpart; Co-preparation of project progress reports with the Project Leader; Liaison with the EU Project Manager; Liaison with other relevant projects and Georgian institutions.

3.5.3 Profile and tasks of the RTA assistant

The RTA assistant will serve as the RTA’s personal interpreter and assistant. The assistant will help arrange logistics for the RTA and local arrangements for the STEs. In collaboration with the Georgian administration the assistant will handle administrative arrangements for conferences, training, seminars, etc including the provision of interpreters and the commissioning of translation.

3.5.4 Profile and tasks of the short-term experts

Tasks of short-term experts (STEs): The purpose of the Twinning project is the strengthening of the Academy of the Ministry of Finance, mainly through the training of its staff in specific professional areas, or in more general managerial competencies. The majority of activities include the initial assessment of training needs, followed by training sessions, focused on the specific skills and competencies appropriate to the activities in question. A few activities (e.g. medium-term Business Development Plan, computer model) are based on the development of specific managerial tools. All these activities assume the STEs to have the knowledge, experience and background of a public sector institution responsible for the training and professional development of a civil and/or public service.

A pool of STEs will be needed, large enough to cover the full range of expertise and skills required to undertake the 33 activities defined in section 3.4. These are elaborated below, and may be summarised under the following four headings: Strategic management, including quality management systems; HRM in public service; Training management and design; External relations.

The RTA will, in collaboration with the Academy and the MS institution, elaborate the specific Terms of Reference for the short-term experts, during the implementation stage.

1. Strategic management, including quality management systemsManagement team buildingBusiness plan developmentFinance & budgeting Management accountingProgramme budgetingComputer modellingHRM systems and trainingMarketing and promotion

2. HRM in public service

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Training needs analysisJob task analysisRecruitment and selectionPerformance evaluationMotivation, promotionCareer development methodsManagement of disciplinary and ethical issues

3. Training management and designCourse and materials design & developmentTraining methodologiesTraining course & programme implementationEx-post training evaluationTraining of trainersE-learning, distance learning

4. External relationsPublic relations & mediaInternational relations & networking

Profile of short-term expertise

The STEs shall have the following qualifications and skills;

A university degree in a relevant subject, or equivalent professional qualification; a minimum of 5 years experience in their respective field; an excellent command of written and spoken English; good writing and presentation skills; good training and facilitation skills; Excellent computer literacy (Word, Excel, Power Point); Georgian and/or Russian language knowledge would be an asset; Experience in international projects in transition countries, relating to public sector

training and development, would be an advantage.

4. Institutional Framework

The Academy of the Ministry of Finance is developing an organisational structure (Annex 3) with eleven functional divisions, which may be usefully categorised under five principal headings:

(i) Professional Development and Training, which encompasses all activities undertaking the planning, design and delivery of training, training of trainers and professional development services, which the Academy offers to its clients. From 2012, additional staff will be appointed to expand the training division, career development service, and establish coordinators for the schools of management, public administration, innovation and finance.

(ii) External Affairs, which includes International Relations and its domestic counterpart: Public Relations and Media.

(iii) Administrative Affairs, which groups the four administrative support functions: Finance, Human Resources, Materials Technical Support and Purchasing;

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and two units responsible for innovative activities, and the introduction of a quality management system:

(iv) Innovative Projects;(v) Quality Control.

The structure is headed by the Director of the Academy, a Deputy Director, and is supported by a Board of Advisors. Currently the Academy has twenty staff members: ten permanent and ten contracted. In the meantime, additional administrative support is provided by Interns, whom the Academy regularly recruits and trains, for periods of up to six months.

The Academy does not employ trainers but contracts policy-makers and trainer-practitioners, mainly from government (especially but not exclusively from the Ministry of Finance) together with some free-lance experts. The Academy maintains a trainers database of around 80 trainers, drawn mainly from the relevant parts of the public service. A large training and development programme can be organised and supported by a small permanent staff. (Nearly 1700 participants have been trained over eighteen months at the Academy in nineteen training programmes.3) Trainers have generally developed and used their own training materials but the Academy is in the process of developing its own library of materials. As its size and quality increase, this will become a major resource for future training programmes.

A training needs analysis is conducted annually between the Academy and the Ministry of Finance, which indicates the training priorities for the following year. Some reorganisation of the training and professional career development activities, and supporting institutional structures, may result from the work of the Twinning project.

The key stakeholders of the Academy include:

The Minister of Finance, to whom it reports; a Deputy Minister of Finance is the Coordinator of the Academy.

The Revenue Service (tax and customs), Treasury Service, Budget Department and Investigation Service of the Ministry of Finance, which will continue to be the main clients of the Academy for training and development services.

Other Ministries, particularly Economy and Sustainable Development and Education, which are significant clients of the Academy.

Universities, with the most significant of which the Academy is building mutually beneficial relationships based on resource sharing and student training.

The management and administration of the Academy of the Ministry of Finance is located in the main building of the Ministry of Finance, in central Tbilisi; its current training infrastructure is based at the “Orkhevi” campus near Tbilisi Airport, twenty minutes drive from the Ministry. This training centre started to function4 in May 2010, and includes three well-equipped training rooms, (capacities of 48, 36 and 22 participants), computer laboratory

3 These included courses focused on E-Treasury, E-Budgeting, Public Finance Management, Customs Codes & Values, Accounting for Budgetary Organisations, International Finance, Transfer Pricing & Thin Capitalisation, Audit, Temporary Import Regimes, Tax Manuals, Investigation Service Interns (2), Tax for Entrepreneurs, Gambling Business Licences, Effective Service, Training of Trainers, Tax Audit of SMEs, Effective Communication & Negotiation Skills, Call Centre.

4 Public Finance Management Reform: Action Plan 2010, Ministry of Finance of Georgia

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facilities with 25 computers installed in the largest training room, a small embryonic library, catering facilities and a dormitory section. The centre was financed by US Government assistance through the GBSLE program5. The day-to-day administration, catering service and maintenance of these facilities are contracted out. The Orkhevi facilities will continue to be used for long-term courses for recruiting and developing professional staff for the Ministry of Finance and related institutions.

A World Bank grant under the PSFMRP will finance new training facilities to be developed adjacent to the main building of the Ministry of Finance, to include four new classrooms (capacity 96 trainees), a computer laboratory (capacity 50), language laboratory (capacity 15) and a fully equipped conference hall. This site will enhance the convenience of the Academy’s training programmes for participants from the MoF departments and services.

5. Budget

The Beneficiary will provide in kind contribution in the form foreseen in the twinning manual. The total budget for this Twinning Project is € 880,000

6. Implementation Arrangements

6.1 Implementing Agency responsible for tendering, contracting and accounting

The European Union Delegation in Tbilisi will be responsible for tendering, contracting, payments and final reporting, and will work in close co-operation with the beneficiary.

The person in charge of this project is:

Mr. Irakli KhmaladzeProject ManagerDelegation of the European Union to Georgia38 Nino Chkheidze St., 0102 Tbilisi, Georgia.Tel: + 995 32 943 763 Fax: + 995 32 943 768E-mail: [email protected]

PAO will support the Twinning Project implementation process together with the EU Delegation.The person in charge of this project is:

Mr. Roman KakuliaDirectorOffice Address:Project Administration Office (PAO) in GeorgiaOffice of the State Minister of Georgia on European and Euro-Atlantic Integration7, Ingorokva Street, Tbilisi 0134, Georgia

5 US Government’s Department of Homeland Security’s Georgia Border Security and Law Enforcement program (GBSLE), which provides substantial support in the area of border security infrastructure following the conflict in August 2008.

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mailto:[email protected]

Office tel./fax: + 995 32 93 14 02E-mail: [email protected]

6.2 Main counterpart in the Beneficiary Country

Project Leader: Mr. Sergo Nozadze,Director,Academy of the Ministry of Finance,16 Gorgasali St.,0114 Tbilisi,Georgia

Tel: +995 32 2261563Fax: +995 32 [email protected]

RTA counterpart:Mr. Lasha Ghvaladze,Manager of Academic Affairs,Academy of the Ministry of Finance,16 Gorgasali St.,0114 Tbilisi,Georgia

Tel: +995 32 226 1560Fax: +995 32 226 [email protected]

6.3 Contracts

Only one Twinning contract is foreseen for this project.

6.4 Project Steering Committee

A Project Steering Committee (PSC) will be established for the control and supervision of the project activities and the mandatory results. The Steering Committee will meet at regular intervals and will confirm by the end of each meeting (as recorded in the minutes of the meeting) an approval / non-approval of the project reports. Official minutes of the PSC meetings will be kept in English and Georgian and distributed to all parties within 15 days after the PSC meeting.

In addition, monthly meetings should be held to monitor progress. Participants, to include the RTA, RTA counterpart, PAO and representative of the EU Delegation, will monitor progress on a monthly basis and solve any emerging operational problems. It is recommended that the key issues and decisions are summarised and recorded in a one-page summary report.

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mailto:[email protected]

7. Implementation Schedule (indicative)

7.1 Launching of the call for proposals (Date)

Expected launch of call September 2012

7.2 Start of project activities (Date)

Foreseen start of project activities: April 2013

7.3 Project completion (Date)

Expected completion: January 2015 (18 months + 3 months later)

7.4 Duration of the execution period (number of months)

18 months. The total duration of the Twinning contract is 21 months: 18 months plus 3 months for the starting up and closure of the project.

8. Sustainability

The sustainable development of human resources, in all key areas of activity of the Academy of the Ministry of Finance, is the principal aim of most activities included in the Twinning project. The strengthening of capacity is to be achieved within a framework which supports closer integration of the work of senior staff and departments, in order to work towards more coherent strategic goals. The project forms an integral part of the Academy’s own development plan, and cannot be regarded as an appendix to its main mission. The internal motivation for the development plan is strongly reinforced by top-down commitment from the political level.

Demand for the training activities of the Academy will rely less on traditional ad hoc requests, towards planned development of external relationships, in order to generate a broader base for its training and professional career development services, less vulnerable to natural fluctuations in demand from one institution. The phased growth of a major new centre of excellence for professional development services within the government administration will generate, and increase its capacity to satisfy, new sources of demand for its services. This in turn will reduce its dependence on a single institution and source of income, strengthen its financial base and provide a greater measure of self-sustainability.

9. Crosscutting issues

Equal OpportunityThe principle of equal opportunity will be integrated into all stages of the project implementation. At the level of the training and development activities, conducted as part of the Twinning project, the trainers and trainees will be engaged according to the definition of the required skills or current position, so the practical influence of this principle is likely to be small. However, much of the training and development work is focused on new skills and

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activities required by the Academy, which could have a potentially significant impact on equality of opportunity. Examples are the Quality Management System, where training procedures may be concerned with selection of trainers and trainees, content, feedback and evaluations. The specific field of Human Resources Management, where skills in selection, performance evaluation, promotion, ethics etc are to be strengthened within the Academy, the equal opportunity principle should form an integral part of the subject matter, and will need to be highlighted as such.

The Academy also has ambitions to design and deliver training programmes aimed at vulnerable groups (such as Internally Displaced Persons [IDP]) with the financial assistance of such organisations as IOM, which raises issues of positive discrimination, and targeting of minorities. So, the principle of equal opportunity will necessarily become part of the Academy’s code of practice, to ensure that the actions of this prominent public institution are seen to be equitable and fair.

EnvironmentThe project has little direct impact on environmental issues. Future trends in training and development services may reflect stronger links between environmental concerns, public charges and expenditure, in which the Academy will have a legitimate interest.

10. Conditionality and sequencing

None

List of Acronyms

BC Beneficiary CountryCIS Commonwealth of Independent StatesDfID Department for International Development (UK Government)EC European CommissionENP European Neighbourhood PolicyEU European UnionFB Finance and Budgeting GBSLE Georgia Border Security and Law EnforcementHRD Human Resources DevelopmentHRM Human Resources Management ICT Information and communications technologyIDP Internally Displaced PersonsINCU International Network of Customs UniversitiesIOM International Organisation for MigrationIR International RelationsIT Information TechnologyJTA Job task analysisLEPL Legal Entity of Public LawMoF Ministry of FinanceMRP Market Research and Promotion MS Member State (of the European Union)MT Management TeamOECD Organisation for Economic Cooperation and Development

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PAO Project Administration OfficePCA Partnership and Cooperation AgreementPL Project LeaderPR Public RelationsPSC Project Steering CommitteeQMS Quality Management SystemQMSE Quality Management System expertRTA Resident Twinning Advisor SCIBM South Caucasus Integrated Border ManagementSIDA Swedish International Development Cooperation AgencyST Short-termSTE short-term expert SWOT Strengths, Weaknesses, Opportunities, Threats (analysis)TNA Training Needs AnalysisToRs Terms of ReferenceToT Training of trainersTRM Training Resources Management UK United KingdomUNDP United Nations Development ProgrammeUS United StatesUSD United States DollarWCO World Customs Organisationwd working day

ANNEXES TO PROJECT FICHE

1. Logical framework matrix for Capacity Building of the Academy of the Ministry of Finance

2. Implementation chart for Capacity Building of the Academy of the Ministry of Finance 3. Organisational Chart of the Academy of the Ministry of Finance

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Annex 1. Logical Framework Matrix for Capacity Building of the Academy of the Ministry of Finance of Georgia

Capacity Building of the Academy of the Ministry of Finance of Georgia

Programme name and number

Ministry of Finance Contracting period expires: Disbursement period expires;

Total budget: 880,000 EUROverall objective Objectively Verifiable Indicators Sources of VerificationThe development of a sound public finance management and administration system in harmony with the economic and financial interests and activities of business and citizens.

Positive EC opinion on the progress made in the public finance management area, cooperation with taxpayers, and strengthening the functioning civil service training centres, at least 1 year after the completion of the Twinning project.

EC Regular Report on progress by Georgia in implementation of the ENP Action Plan priorities (and National Indicative Programmes beyond 2013).

Project purpose Objectively Verifiable Indicators Sources of Verification AssumptionsTo strengthen the institutional capacity of the Academy of the Ministry of Finance, to design and deliver high quality training and professional career development services across all sectors.

Positive EC opinion about progress in areas of civil service training and reform in the financial and related sectors.

EC Regular Report on progress by Georgia in implementation of the ENP Action Plan priorities (and National Indicative Programmes beyond 2013).Twinning project review mission report.

The political coordinators of the Academy continue to support the strategic direction and purpose of the Academy; and provide the staff and technical resources to match the medium term needs.

3.3 Results Objectively Verifiable Indicators Sources of Verification Assumptions1. Strategic management capacity of

the Academy is strengthened.1.1 Business plan is used as the basis

for planning and implementing activities in each division;

1.2 The annually updated business plan defines targets, inputs & outputs of activities, main risks, assumptions and conditionalities each year;

1.3 Computer model is used to support annual development and updating of business plan;

1.1 Business plan and MT meeting reports.

1.2 Business plan documents, annual reports to the MoF, reports of MT meetings.

1.3 Model documents and logbook. Reports to MT.

Political support continues for ongoing reform and aims of the Academy.

Will exists to build a professional strategic management structure and culture.

Academy operates successfully in wider public sector environment.

Academy strengthens its relations with the clients and taxpayers of the Ministry of Finance, to

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1.4 MT members contribute to development and annual updating of computer model, provide data, define relationships and conditionalities.

1.4 Agendas, minutes and reports of MT meetings. Papers contributed.

develop a wider, more responsive approach to their concerns and needs.

2. Capacity of the Academy to design, develop and deliver high quality training programmes is strengthened.

2.1 Range of training methodologies used in Academy increases;

2.2 E-learning techniques are introduced into Academy services;

2.3 Level of demand for Academy training services grows;

2.4 Evaluation level of training on content, relevance, methodology increases;

2.5 Trainers deliver higher quality programmes and courses;

2.6 Trainees are better qualified to undertake their tasks.

2.1 Course reports on content and methods;

2.2 Academy training reports;



2.5 Evaluation of training by trainees

2.6 Evaluations of training by client institutions.

Demand for training and development services from public institutions continues to grow.

3. Capacity of the Academy to design and deliver professional career development programmes is strengthened.

3.1 Range of PCD/HRM services offered increases;

3.2 Skills and knowledge of PCD staff and trainers increase;

3.3 Demand for PCD services grows;3.4 Evaluation level of development

services on form, content and relevance increases;

3.5 Work of PCD services leads to higher demand for training.

3.1 Reports of Academy;

3.2 Training feedback reports;

3.3 Reports of Academy;3.4 Evaluations of PCD service

activities;

3.5 Academy training reports.

The Academy finds and satisfies new demand for services in human resources management techniques in government and public institutions.

4. The Quality Management System of the Academy is strengthened.

4.1 Roadmaps defined, with support for their implementation;

4.2 QMS extended to other areas;4.3 More QMS targets achieved;4.4 QMS approach is valued;4.5 Decline in poor service &

4.1 Reports of Academy – annual and MT.

4.2 Reports of Academy;4.3 Reports of QMS & Academy;4.4 Reports of MT;4.5 Evaluation reports on training

Full international standards of QMS are not yet achieved.

Academy maintains wish to implement QMS in key areas to internationally accepted standards.

Adequate resources are provided

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negative feedback. and service programmes. PR feedback.

to enable QMS proposals to be introduced.

3.4 Activities Means (indicative) Costs Assumptions3.4.1. Strategic management capacity of the Academy is strengthened3.4.1.1 Preliminary assessment of the capacity of the management team

1 STE leads workshops to analyse capacity of management team; analysis of work of individual members; assessment of team’s management methods and capacity; new techniques and skills to develop; reports on the findings.

1 STE for 5 wd in 1 visit.TranslationInterpretation

Concept and membership of the management team is recognised internally, and the will to develop collaborative skills in strategic planning and management exists.

3.4.1.2 Team building skills for management team development.

STE(s) to conduct exercises and training workshops on team building and business plan methods and skills.

STE(s) for 10 wd in 2 visitsTranslationInterpretation

Management team can be available simultaneously for training and development.

3.4.1.3 Development of knowledge, techniques and professional skills for the Training Resources Management.

STE(s) to assess current practices in Training Resources Management, current skills and new needs. Training sessions to extend skills.

STE(s) for 10 wd over 2 visitsTranslationInterpretation

Training planning and organisation staff can be available simultaneously for training.

3.4.1.4 Training in techniques and skills needed in Market Research and Promotion area for identification of new training topics in Georgian public administration

STE (s) to assess current practices in marketing and promotion, current skills and new needs. Training to extend techniques and concepts.


Market research and promotion specialists need further training.

Basic policies and strategies in this area are in place.

3.4.1.5 Training needs analysis and delivery of trainings in Finance and Budgeting area.

STE(s) to assess current practices in Finance and budgeting, skills and new needs. Training sessions to develop modern techniques and extend professional skills.


Development of financial activities to encompass management accounting, budgeting and forecasting is accepted and underway.

3.4.1.6 Enhancing (through trainings and skills development) Human Resources Management capacities of the Academy staff.

STE(s) to assess current practices in Human Resources Management, current knowledge and skills, and new needs. Training to extend techniques and professional skills.


HRM function in the Academy has scope to develop further.

Work with professional career development staff is underway.

3.4.1.7 Training and skills development for efficient

1 STE assesses current practices used in International and Public Relations,

1 STE for 5 wd in 1 visit.Translation

Recognised need to develop a proactive national and

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management of international relations and public relations.

current skills and new needs; training in professional skills and techniques.

Interpretation international relations policy.

3.4.1.8 Study tour in International Relations and Public Relations.

Organise study tour for IR and PR leaders up to 5 wd, with interpreter.

3 flight tickets3 x 6 per diems & incidentalsInterpretation.

3.4.1.9 Preparation of a medium-term Business Development Plan.

1 STE leads management team via a SWOT analysis of the Academy, to prepare a medium term Business Development Plan, with additional training delivery.

1 STE for 15 wd over 3 visits.TranslationInterpretation

Business plan is valued by the management team.

Basic skills needed are available, or are developed in management team training.

3.4.1.10 Creation of a computer-based planning model.

1 STE, with Georgian IT expert, and management team, develop and create a computer model of the Academy.

1 STE for 15 wd over 3 visits.1 Georgian IT expert over period of model development.TranslationInterpretation

Computerised planning model is valued by the management team.

Academy engages Georgian IT expert.

Responsibility for effective management and use is agreed.

3.4.1.11 Counselling on software options for Training Resources Management.

1 STE in training management software advises the Academic Affairs division on management software options and basis for selection.

1 STE for 1 x 5 wd visitTranslationInterpretation

Software expert available from MS institution.

3.4.1.12 Study tour to training and professional development centres, on Strategic Management.

Organise study tour for up to 6 persons (& interpreter) for 5 wd on management & planning activities.

7 flight tickets7 x 6 per diems & incidentalsInterpretation

Director, Dpty Director, managers of Finance & B, HRM, Training, Profess’l Career Development.

3.4.2 Strengthened capacity of the Academy to design, develop and deliver high quality training programmes3.4.2.1 Preliminary assessment of the training planning and design capacity in the Academic Affairs division.

Preliminary assessment of the capacity in training organisation, and training needs across whole project delivery cycle. (Activity shared with component 3.)


Training organisation and planning activities have developed stable operational routines.

3.4.2.2 Development of effective techniques and skills in Training Needs Analysis

STE(s) assess current practices, knowledge and skills, and new needs in TNA. Training sessions to develop modern concepts, techniques, skills.

STE(s) for 10 wd over 2 visits.TranslationInterpretation

Existing skills in TNA can be significantly developed.

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(Activity shared with component 3.)3.4.2.3 Development of modern techniques and skills in course design and training methodologies.

STE(s) assess current practices, professional knowledge, skills and needs in design and training procedures. Training to develop modern concepts, techniques, skills.

STE(s) for 25 wd in up to 5 visits.TranslationInterpretation

Training design and methodology specialists can significantly improve their skills, knowledge and archive.

3.4.2.4 Improvement of contemporary methods and skills in course development and implementation.

STE(s) assess current practices, knowledge, skills and new needs in course development and implementation. Training to develop modern methods and skills.


Capacity in course development and implementation methodology can be improved.

3.4.2.5 Upgrade level of techniques and skills in training evaluation methods.

STE(s) assess current practices, knowledge, professional skills and new needs in training evaluation. Training to develop modern skills.


Available skills and techniques in training evaluation can be significantly improved.

3.4.2.6 Internship in training design, and development of e-learning methods.

Training expert takes 1 month internship in MS institution to study training design, and development of e-learning training methods.

1 person in training for 30 day visit to MS1 flight ticket1 x 31 per diems and incidentals.

Training expert can be released for 1 month for internship.

3.4.2.7 Study tour to training and development centres, on training management & professional career development services.

Organise study tour for up to 5 persons (& interpreter) for 5 wd on training management & professional career development issues. (Activity shared with component 3.)

6 flight tickets6 x 6 per diems & incidentalsInterpretation

Examples of training management and professional career development in MS are relevant to Georgian situation.

3.4.3 Capacity of the Academy to design and deliver professional career development programmes is strengthened.3.4.3.1 Preliminary assessment of the capacity in professional career development and consultancy services.

Preliminary assessment of the capacity in professional career development services and training needs. (Activity shared with component 2.)

Activity shared between Components 2 and 3; resources indicated under component 2.

3.4.3.2 Assessment of demand for HRM and professional career development services in government.

1 STE works with Georgian HRM expert to prepare and deliver a seminar on developments in, and demand for, HRM services, in

1 STE for 10 wd over 2 visits.1 Georgian HRM expertTranslationInterpretation

Enough examples of specific demand for HRM services can be found in government.

Academy engages Georgian STE.

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government, with Report.3.4.3.3) Development of modern techniques and skills in training needs analysis (TNA).

STE(s) assess current practices, knowledge and skills, and new needs in TNA. Training sessions to develop modern concepts, techniques, skills. (Activity shared with component 2.)


3.4.3.4 Improvement of existing techniques and skills in Job Task Analysis

STE(s) assess current practices, knowledge and skills, and new needs in JTA. Training sessions to develop modern concepts, techniques, skills.


Existing skills in JTA can be significantly developed.

3.4.3.5 Development of modern methods and techniques in recruitment and selection practices.

STE(s) assess current practices, knowledge, skills and new needs in recruitment and selection procedures. Training to develop modern methods and techniques.


Evidence of latent demand exists for recruitment and selection services in government.

3.4.3.6 Development of modern procedures, techniques and skills in performance evaluation.

STE(s) assess current practices, knowledge, professional skills and procedures in performance evaluation. Training to develop concepts, techniques and skills.


Evidence of latent demand exists for performance evaluation methods and services in government.

3.4.3.7 Development of concepts and methods in motivation, promotion and career development methods (MPCD); modern techniques and skills development.

STE(s) assess current concepts, practices, knowledge and skills in MPCD methods. Training to develop modern techniques and skills.


Evidence exists of enough demand for services in motivation, promotion and career development methods in government.

3.4.3.8 Development of training manual and delivery of training on disciplinary and ethical management issues.

STE(s) assess current practices, knowledge, skills and procedures, and new needs in disciplinary and ethical issues. Training to develop modern techniques and skills.

STE(s) for 10 wd over 2 visits.TranslationInterpretationManual printing costs

Evidence of latent demand for services and skills in the management of disciplinary and ethical issues exists in government.

3.4.2.9 Study tour to training and development centres, on training management & professional career development. Activity shared with component 2.

Organise study tour for up to 5 persons (& interpreter) for 5 wd on training management & professional career development issues. (Activity shared with component 2.)


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3.4.4 The Quality Management System of the Academy is strengthened3.4.4.1QMS status assessment and action plan development.

1 STE with QMS expert (QMSE) assesses status of QMS; defines key issues, project scope and goals.


QMS operational but not yet reached international standards.

3.4.4.2 QMS report and roadmap in training planning, management and professional career development.

STE(s) & QMSE design QMS targets for training planning, management and professional career development, and define roadmap.


Training has developed stable operational routines which can be assessed and systematically improved.

3.4.4.3 QMS report and roadmap in Market Research and Promotion.

STE(s) & QMSE design QMS targets for Market Research and Promotion, and define roadmap.


Market research and promotion activities have developed stable operational routines which can be systematically improved.

3.4.4.4 QMS report and roadmap in Finance and Budgeting.

STE(s) & QMSE design QMS targets for Finance and Budgeting, and define roadmap.


Finance and budgeting functions have stable ongoing routines which can be systematically improved.

3.4.4.5 QMS report and roadmap in Human Resources Management.

STE(s) & QMSE design QMS targets for Human Resources Management, and define roadmap.


HRM functions have developed stable operational routines which can be systematically improved.

3.4.4.6 QMS report and roadmap in Management Team operation.

STE(s) & QMSE design QMS targets for Management Team operation, and define roadmap.


Management team has matured enough to be systematically reviewed and improved.

3.4.4.7 Integration of QMS roadmap 1 STE & QMSE design integrated roadmap for all areas.


Similar frameworks for separate QMS roadmaps allow coherent and consistent integration.

3.4.4.8 Internship in QMS. 1 expert in QMS takes a 30 day internship in MS institution to study the implementation and use of QMS in a training environment.

1 person in QMS for 30 day visit to MS institution.1 flight ticket.1 x 31 per diems and incidentals.

Internship is scheduled early, prior to the QMS assessments and roadmap preparations.

PreconditionsNone

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Annex 2. Implementation Chart for Capacity Building of the Academy of the Ministry of Finance of Georgia

Month> 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Installation & Kick-off O.1RTA installationKick-off eventStrategic managementFirst assessment mgt team 3.4.1.1Team build, mgt team 3.4.1.2TNA & skills TRM 3.4.1.3TNA& skills MRP 3.4.1.4TNA & skills FB 3.4.1.5TNA & skills HRM 3.4.1.6TNA & skills PR+IR 3.4.1.7Study tour PR+IR 3.4.1.8Business Plan 3.4.1.9Computer model 3.4.1.10Software options 3.4.1.11Study tour Strategic 3.4.1.12TrainingPrelim TNA AA trng 3.4.2.1TNA of TNA & skills 3.4.2.2TNA & skills design & meth 3.4.2.3TNA & skills Crse dev & imp 3.4.2.4TNA & skills Trng evaln 3.4.2.5Intern Train & e-learning 3.4.2.6Study tour trng & PCD 3.4.2.7Professional career develop'tPrelim TNA AA 3.4.2.1HRM demand 3.4.3.1TNA of TNA & skills 3.4.2.2TNA&skills JTA 3.4.3.2TNA&skills recruit & selectn 3.4.3.3TNA&skills perform evaln 3.4.3.4TNA&skills motivatn promo,cd 3.4.3.5TNA&skills discipline ethics 3.4.3.6Study tour 3.4.2.7QMSPrelim QMS 3.4.4.1QMS rep&RM TRM 3.4.4.2QMS rep&RM MRP 3.4.4.3QMS rep&RM FB 3.4.4.4QMS rep&RM HRM 3.4.4.5QMS rep&RM MgtTm 3.4.4.6Integratn QMS Map 3.4.4.7Intern QMS 3.4.4.8Closing activities O.2Closing conference

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Annex 3. Planned Organisational Chart of the Academy of the Ministry of Finance

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Director of the Academy

Manager of

Training Planning

Professional development & training

Manager of Training

Organisation

Public Relations &

Media Expert*

Finance & Budgeting Manager

+Manager of Professional

Career Development

International Relations Manager

Human Resources Manager

Materials Technical Support Manager

Purchasing Manager

Quality Control

AdministrativeAffairs

External Affairs

Manager of Innovation

and Developing

Projects

Deputy Director

+Board of Advisors

Materials Support

Assistant*

Materials Support

Assistant*

Innovative Projects

Quality Management

Systems Expert*

Document Archivist*

Academic Affairs Dept- Training

Professional development

* These positions are filled through contracts, and are not established + These positions are not yet formally established

Group headings Positions

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