Abstract
AbstractGiven that learning has become a core element in addressing the ever‐increasing complexities in public sector accountability, we investigate two issues in this paper: (a) how learning was involved in the process of disseminating a competency framework (CF) in four state departments in Kerala, India; and (b) an analysis of the challenges involved in this process, using the theoretical insights from learning accountability. Although the CF would revitalise governance and accountability mechanisms by establishing a conducive environment for administrators to learn in, the nuances of the existing administrative structure limited the scope of this learning exercise. The CF in Kerala generated fear, tension, and resistance amongst the administrators, due to a perceived gap between the very objectives of the CF and the administrative settings, in which learning was insignificant. The paper argues that imposing public administrators’ accountability reforms, such as the CF, would be meaningless until an emphasis is placed on learning accountability. Furthermore, there is a need to “unlearn” or “discard” the prevailing traditional learning and accountability practices; unless this is achieved, a conducive environment for learning accountability cannot be institutionalised, nor can reforms such as the CF be materialised.
Highlights
Strong institutions of governance, reinforced by well-functioning public administration, are fundamental for addressing the contemporary challenges and opportunities of sustainable development
We present the factors that impeded the dissemination of the competency framework (CF), shedding light on the challenges that the CF and learning accountability can face in an emerging economy context, the case of Kerala being an example
Key concerns in discharging public sector accountability have been to control the misuse of authority, and to provide assurances regarding the appropriate use of both authority and resources
Summary
Strong institutions of governance, reinforced by well-functioning public administration, are fundamental for addressing the contemporary challenges and opportunities of sustainable development. Wileyonlinelibrary.com/journal/faam 1 to identify and develop public administrators with appropriate competencies, to engage with the needs of citizens, and to benchmark their performance and accountability (Parry, 2005). Despite the importance of providing public administrators with appropriate methods of learning, and of enhancing their required competencies, these concepts have drawn relatively little attention in the public sector accountability literature. The competency framework (CF) is reckoned to be an important tool in instigating broader cultural changes in human resource management (HRM), and for restoring learning accountability aspects in an organisation (Brans & Hondeghem, 2005; Horton, 2000; Lodge & Hood, 2005; Nybø, 2004). We explore the key challenges emerging in this process, in order to reveal the issues that stifle learning accountability in the public sector of emerging economies
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