Training for policy capacity: A practitioner’s reflection on an in-house intervention for civil servants, students, and post-secondary graduates in Canada

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2021-05-27 DOI:10.1177/01447394211019458

Bobby Thomas Cameron

引用次数: 2

Abstract

A substantial amount of scholarly work focuses on conceptualizing, theorizing and studying the policy capacity of governments. Yet, guidance for practitioners on developing policy capacity training programs is lacking. In this article, I reflect on my experience as a public servant in the provincial government of Prince Edward Island where I designed and implemented the Policy Capacity Development and Mentorship Program for civil servants, recent graduates and students. In this article, I offer a descriptive overview of the framework and logic of the program and discuss how I integrated policy capacity theory. This article may serve other practitioners who seek to implement similar programs in their respective organizations and provides a base for future interventions. The article also offers thoughts on practitioner-led collaboration with academics and recommendations for those who would like to establish similar programs in their organizations.

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政策能力培训:从业者对加拿大公务员、学生和大专毕业生内部干预的反思

大量的学术工作集中在概念化、理论化和研究政府的政策能力。然而，缺乏对从业人员制定政策能力培训计划的指导。在这篇文章中，我回顾了我作为爱德华王子岛省政府公务员的经历，在那里我设计并实施了针对公务员、应届毕业生和学生的政策能力发展和指导计划。在本文中，我对该计划的框架和逻辑进行了描述性概述，并讨论了我如何整合政策能力理论。本文可以为其他在各自组织中寻求实施类似项目的从业者提供服务，并为将来的干预提供基础。这篇文章还提供了关于实践者领导的与学术界合作的一些想法，并为那些希望在他们的组织中建立类似项目的人提供了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.