Title COMPetency Assessment & Training for the uptake of eGovernment services by public authorities
Project Number DE/10/LLP-LdV/TOI/147361
Product State of the Art Report eGovernment Competences
Title State of the Art Report eGovernment Competences
Product Type others
Marketing Text The state-of-the-art-report on eGovernment competences sums up the current academic debate on eGovernment and exemplifies the current state of the competences in the project countries.
Description The state-of-the-art-report on eGovernment competences sums up the current academic debate on eGovernment. The report sets out to give a short introduction into the understanding of eGovernment in the project and goes on to put that into perspective with the debate on which competences are considered eGovernment competences. The different focuses and approaches are briefly described. A more thorough look is taken on studies with the same understanding of eGovernment and a systematic analysis of which competence requirements come with this understanding. The report concludes with a brief look at the results from the study of eGovernment competences during the COMPATeGov project.
Target group eGovernment researchers and practitioners
Articles which specifically address competencies relevant to eGovernment have only been published since about 2000. However, to date the subject has, for all intensive purposes, not been present in international academic conferences. An evaluation conducted for this deliverable of more than 400 conference contributions from 2003 to 2008 has shown that merely one article [see Leitner 2006] was presented on the subject. All in all, it can be stated that there are only a few contributions which address the issue of competency requirements for eGovernment, especially in its transformational dimension. At most, some indications can be found which are limited mainly to executives, even though networked collaboration leads to a high degree of changes at the working level. A consideration of competencies which are closely related to workplace demands and work processes, effectively does not yet exist [see e.g., Schaper 2003].
An initial set of items – eGovernment skills and competences – has been derived from the literature for empirical validation in the project. The results show:
For the project staff the biggest gaps occur in the skills rated the most important. The four skills with the biggest skill gaps are among the five most important skills. The biggest skill gaps are identified in Process Management Skills, IT Literacy Skills, IT Specialist Skills, Information Processing Skills, and Quality Management Skills.
For the project managers as well the biggest gaps occur in the skills rated the most important. The five most important skills are among the six skills with the most significant gaps. The biggest skill gaps are identified in Risk Management Skills, Quality Management Skills, Process Management Skills, Organisational Design Skills, and Project Management Skills.
Also for the senior managers the bigger skill gaps occur in the skills rated rather important. The five most important skills are in the upper half of the skill-gap ranking. The biggest skill gaps are identified in Risk Management Skills, Quality Management Skills, Process Management Skills, Organisational Design Skills, and Project Management Skills.
Comparing all these results for the different skills and competences assigned to the different roles in eGovernment transformations it is striking to see that even though eGovernment is developed differently in the four project countries, the necessary skills and competences as well as the diagnosed skill gaps are similar across all countries.
Area of application Serves as a broad analysis. For a brief introduction see the academic publications in the course of the project, in particular Hunnius/Schuppan 2013: Competency Requirements for Transformational E-Government
Product Languages English