GUIDE TO IMPLEMENTING

COMPETENCY-BASED HUMAN
RESOURCE MANAGEMENT

IN A CUSTOMS ADMINISTRATION ENVIRONMENT

TABLE OF
CONTENTS
INTRODUCTION............................................................................................................................................... 5
SECTION I - HUMAN RESOURCES AT THE SERVICE OF ORGANIZATIONAL PERFORMANCE................... 7
1- General framework of a the competency-based human resource management system .........................................................................9

2- Integrated human resource management: value creation model for organizational performance ....................................................10

3- Competency-based human resource management ..........................................................................................................................................10

4- Roles of the human resource unit/section/department ................................................................................................................................... 11

5- The strategic and general policy and administrative levers of an HRM system ....................................................................................... 12

a- The strategic levers of the HR system ..................................................................................................................................................................... 12

b- General and administrative policies of the HRM system .................................................................................................................................13

SECTION II - STEP-BY-STEP ROADMAP TO ESTABLISHING A COMPETENCY-BASED HRM SYSTEM .... 21

1- Conducting an HRM diagnostic ................................................................................................................................................................................ 24

2- Establishing the roadmap ........................................................................................................................................................................................... 26

3- Designate the HRM modernization steering and working committees ...................................................................................................... 29

4- Developing the competency-based HRM system tools ...................................................................................................................................30

4.1- Methodology to elaborate the job catalogue ..................................................................................................................................................................... 31

4.2. Approache to elaborate the competency framework ................................................................................................................................................. 33

4.3- Approache to elaborate the competency dictionary ..................................................................................................................................................38

4.4- Approache to elaborate job descriptions ......................................................................................................................................................................... 50

SECTION III - DEVELOPMENT OF COMPETENCY-BASED HRM PRACTICES ............................................. 63
1- Competency assessement operation .................................................................................................................................................................... 65

2- Competency-based staffing process ..................................................................................................................................................................... 68

2.1- The process of human resource planning in Customs services .........................................................................................................................71

2.2- The competency-based recruitment process ................................................................................................................................................................79

2.3- The induction and integration process ................................................................................................................................................................................ 97

3- Competency-based training management process ........................................................................................................................................ 102

3.1- Objectives and benefits of a competency-based training system ..................................................................................................................102

3.2- The policy foundations of a competency-based training system .................................................................................................................103

3.3- Process of managing competency-based training .....................................................................................................................................................112

4- Competency-based performance management process ...............................................................................................................................128

4.1- Definitions ................................................................................................................................................................................................................................................. 128

4.2- Roles and responsibilities ............................................................................................................................................................................................................ 128

4.3- Components of a competency-based performance management system.............................................................................................130

4.4- Conditions for the success of competency-based performance management ....................................................................................131

4.5- The performance management process .............................................................................................................................................................................131

4.6- Guidelines for developing performance management components ........................................................................................................... 138

5- Competency-based career management process ............................................................................................................................................145

5.1- Employee-initiated career management: employees as stakeholders in their own careers ........................................................147

5.2- Career management tools initiated by the administration .................................................................................................................................149

5.3- Career management process initiated by the administration ..........................................................................................................................150

5.4- Exit management .............................................................................................................................................................................................................................. 154

5.5- Succession planning ........................................................................................................................................................................................................................ 155

5.6- Occupational mobility ..................................................................................................................................................................................................................... 155

5.7- Direct stakeholders in the career management process ..................................................................................................................................... 156

CONCLUSION ............................................................................................................................................... 161

 INTRODUCTION charge of human resource management should
transcend the traditional role of administrative
personel management in order to enable the

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Customs administrations operate in a complex Customs Administrations to achieve their strategic
environment that present them with multiple goals. In other words, the HR manager should
challenges and opportunities. This dynamic contribute to the performance and well-being
environment requires them to constantly adapt of Customs staff and go beyond attending to
their management and operational models. administrative matters without bringing any
Embracing a flexible and proactive approach to additional strategic value to the organization.
the management of resources is paramount for
Customs Administrrations if they are to effectively
carry out their missions and meet the expectations Ultimately, it seems that the most efficient Customs
of their government and stakeholders. administrations are those that are aware of the
value of their staff and invest in their development.
Hence, the department responsible for human 5
The increasing volume of trade, the introduction of resource development should operate within a
new trade requirements, the ever-changing concept strategic perspective that includes a performance-
of border management and the emerging security based approach aimed at valuing and adding-value
threats put a strain on Customs Administrations. to the competencies of Customs staff as a whole.
Now more than ever, Customs Administrations have
to manage their resources efficiently – this especially
applies to Human Resources. The Human Capital of
Customs Administrations will largely impact the
effectiveness and quality of the Administrations’
service delivery. The structures in charge of Human
Resource Management are ultimately called upon
to prioritizing actions enhancing the individual
and collective competencies that are strategic to
the organization in order to increase individual and
organizational performance.

The Trade Facilitation Agreement contains provisions intended to

accelerate the movement, release and clearance of goods, including
goods in transit. It also includes measures to foster effective cooperation
between Customs, other cross-border regulatory agencies and the
private sector involved trade facilitation and Customs compliance issues.
It also embeds provisions for technical assistance and capacity building
to support countries with TFA implementation . Source: www.wto.org

The entry into force on 22 February 2017 of the

World Trade Organization’s Trade Facilitation
Agreement has placed Customs administrations
in a strategic role in the process aimed at the
facilitation and transparency of the movement of
goods (clearance and release).

Given that Customs administrations are at the

very heart of this dynamic trade environment, it
is not surprising that they have been embarking
on ambitious modernization efforts with a
view to facilitating and securing international
trade. This requires paying particular attention
to the development of the human capital and
the contribution of all Customs staff. The HRM
structure is thus fundamental in supporting the
Administrations to meet the opportunities and
challenges presented to them and the strategic
role of the HRM, within the Customs administration,
needs hence to be acknowledged.The structures in
 !
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Purpose of the Guide Note

This Guide aims to present the steps to be followed by In this guide, all terms related to customs staff /
Customs administrations and/or merged authorities personnel apply to both men and women that
including Customs (revenue authority, border compose the customs workforce unless the context
surveillance agency, etc.) to establish a competency- clearly indicates otherwise.
based human resource management system.

Who the Guide is for

This Guide targets the modernization committees
or similar structures, the project teams in charge
of human resource modernization efforts, and the
structures in charge of human resource management

Structure of the Guide

This Guide is divided into three sections:
– Section I: Human Resource Management,
enabling organizational performance. This first
part aims to raise awareness about the of critical
importance of investing efforts in modernizing
human resource management in Customs
administrations. It presents the raison d’etre of a
human resource system by clearly demonstrating
the link between human resource management and
organizational performance. It also introduces the
strategic and political levers to be considered for the
establishment of a competency-based HRM system.
– Section II: A step-by-step roadmap to developing
competency-based HRM tools. This second section
is a practical roadmap detailing the phases and steps
to be undertaken to develop the HRM tools necessary
to establish a competency-based HRM system
– Section III: Developing competency-based HRM
process. This third section provides guidance on how
to embed the competency-based HRM approach in
HRM processes, namely:
• the dotation process (staff planning,
recruitment and integration);
• the training and competency development
process;
• the performance management process;
• the rotation and career mangement process.
 SECTION
I
HUMAN RESOURCES AT THE
SERVICE OF ORGANIZATIONAL
PERFORMANCE

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 1. General framework on aspects such as talent management, flexibility,
accountability and performance. Accordingly, HRM

of a the competency-
actions have been adapted, so as to involve people

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and value their contribution. The watchwords of this
new HRM focus include optimizing selection and staff
based human resource rotations; continuing education and competency
development; recognition of effort; use of employees’
management system full potential; and the creation of a favourable working
climate. All of these activities are based on valuing the
talents and competencies of staff. They must be part
Human resource management (HRM) has changed of an integrated and coherent set of human resource
over the years. The transition from the industrial era (HR) practices.
to a knowledge and information economy is the main
reason for this transformation. Employee competencies The figure below shows how strategic and integrated
are the key to success in this new environment. HRM has, competency-based human resource management
contributes to organizational performance and 9
therefore, begun to develop a new language focused
excellence.
Fig. 1 : Master plan for strategic competency-based human resource management

In this perspective, all HRM practices must be based the states’ interests as well as ensuring fair revenue
around the concept of competency. It is therefore used collection. This is called, in HR language, creating
as a central element of human capital management and maintaining a competitive advantage through
within the organization. The competency-based organizations’ distinctive competencies.
approach is useful for staff management, as it not only
identifies essential competencies but also develops
them into strategic resources.
Human capital:
All the creative and productive capacities of the staff, including their
technical know-how and experience, as well as their general knowledge.

Staff competencies are therefore crucial to enabling

the organization to capitalize on its strategic choice
i.e. modernization. In fact, competencies should be
used as a central element in managing an organization
human capital.
Customs administrations’ staff represent their
intangible capital and are vital to their development
and performance.. Valuing and increasing human
capital will enable Customs to play their full part in
facilitating the movement of goods and preserving
 2- Integrated The notion of competency refers essentially to performance. Mansfield
(1999) defines competency as “an underlying characteristic of a person
which results in effective and/or superior performance”. For his part,
human resource Rankin (2002) describes competencies as “definitions of the behaviours
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that organizations expect their staff to practice in their work”. Rankin

management: value
(2004) adds that competencies represent the language of performance.
They can articulate both the expected outcomes from an individual’s
efforts and the manner in which these activities will be carried out. Thus,

creation model competencies provide a common language, universally understood at

the organizational level to describe the expected performance in all work
situations.1

for organizational In practice, competency-based HRM is a series of

performance activities, tools and procedures that help fulfil the
mission of the Customs administration and maximize
the performance of its staff.
10 Customs administrations have engaged in
modernization efforts throughout the world. Trade Competency-based HRM therefore underlies all HRM
facilitation and border management affairs require processes that promote the development of Customs
regular reviews of Customs operational models. administrations and their staff in their interactions
with an ever-changing external environment.
To help Customs administrations provide innovative
responses to emerging trade and security challenges, As such, it helps clearly identify the expectations
HR managers need to reposition their contribution related to the different positions within the Customs
and ensure that their recommendations are aligned administration. In fact, it is an effective approach
to strategic priorities. HR managers must be focused to describing these expectations in a proper and
on improving individual and collective performance. understandable way.

Designing and implementing a competency-based The use of a competency-based human resource

HRM system can help Customs Administrations management system is highly beneficial in several
maximize their organizational value. Focusing respects, as illustrated in the table below. However,
on individual and organizational competencies this kind of a strategic choice requires development,
will facilitate the re-engineering of the roles and upkeep and updating efforts that can sometimes
responsibilities of staff, and ensure that officers are prove onerous. As a result, the system must be
carefully selected, deployed and trained to respond designed in line with current and future needs and
to the organization’s strategic needs and ultimately with the strategic objectives and challenges of the
guarantee organizational performance. Customs administration.

Customs administrations will, moreover, witness the Moreover, opting for a competency-based HRM
strengthening of their capacities through efficient staff approach is an interesting way of putting HR
and Customs structures, which will in turn strengthen processes in a strategic perspective. This approach
the quality of services offered to stakeholders with a affords the advantage of being easily integrated
view to supporting the international trade system. into the various functions of the human resource
management system.

3- Competency-based Ultimately, the competency-based HR approach

makes it possible to provide a clear indication of

human resource the expectations of the different functions and staff

members within the Customs administration.

management
Competency-based HRM consists of adopting the
notion of competency and the results of it analysis as
the key dimension in the process of instructing and
improving HRM policies, practices and processes. As
such, the notion of competency has a central role to
play in all HR activities.

1- Armstrong, Michael, 2006, A handbook of human resource management practice. 10th ed. p.cm. British Library Cataloguing in
Publication Data. A CIP record for this book is available from the British Library. ISBN 0 7494 4631 5.
 Table 1 : Contribution of the competency approach to HRM processes

Activités GRH Apports

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Human capital assessment – Estimate the Customs administration’s capital in terms of competencies
HR planning

Job and workforce planning – Plan supply and demand of staff and competencies
process

Staff assignment – Match the competencies acquired by staff and those required for the
positions
Jobs analysis – Accurate and full definition of job profiles

Selection of candidates – Select the right profiles on the market that best meet the requirements of
the Customs administration
Recruitment
process

Evaluation of candidates – Assess applications on the basis of a pre-defined competency matrix

11
Recruitment – Optimize the costs of the recruitment process

Retention and loyalty – Attract and retain the best candidates on the market

Identification of training needs – Identify the variables to be amended at the level of individual and collective
competencies
Design of training – Select adequate methods and content to develop competencies
Training
process

Dissemination of training – Select teaching techniques to close competency gaps

Evaluation of training – Objective criteria and indicators to measure training efficiency and impact

Post-training follow-up – Competencies to develop and reinforce to ensure learning transfer

– Evaluation based on precise performance criteria (expected behaviour and

Performance evaluation
valued excellence practices)
development

Staff mobilization – Individual responsibility in developing and valuing competencies

HR

Career management – Orientation based on staff potential and interests

Staff turnover – Staff mobility from a competency development perspective

Salary structure – Fair and equitable data to assess the complexity of jobs and salary scales
Reward
process

Staff motivation – Means of encouraging polyvalence and mobility of HR

Competency-based reward system – Rewards given on the basis of observable and measurable criteria

4- Roles of the human David Ulrich has developed his renowned Model,
whish shows the responsibilities that the HR manager

resource unit/section/
needs to assume to contribute to organizational
performance. Specific roles are associated with the HR
manager. The following figure illustrates this model:
department
In an integrated approach to HRM, human resources
are considered critical to achieving organizational
goals. The HR function becomes an actor at the
service of strategy, and a contributor to performance.
This involves mobilizing the human resources,
proactive management of jobs and competencies,
and promoting employee accountability.
 Fig. 2 : Roles of the HR unit/section/department
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12

In this model, for the HR manager to play the role them to use their competencies for the benefit of
of strategic partner and administrative expert, he/ organizational objectives.
she must focus on the processes involved (being the
The four roles advocated in this model are, moreover,
expert and acting according to the future needs of
part of a voluntary and deliberate process. The choice
the organization). The individual is, on the other
of the top management is decisive in this regard.
hand, placed at the centre of the role of change agent
Does HRM have a special status in the eyes of senior
and of employee champion (valuing competencies
staff2? In the literature, two conditions are essential
and being sensitive to the needs of employees).
for the HR function to play a strategic role. These
As a result, the role of administrative expert two conditions (alignment and consistency) are
requires that the HR manager efficiently conduct necessary not only to play a strategic role but also,
administrative tasks, taking into account the above all, to allow employees to contribute to overall
legislative and regulatory complexity imposed by the organizational performance.
new requirements of cooperation between Customs
administrations and other partners (networked
Customs, coordinated border management (CBM), 5. The strategic and
Single Window, etc.).
The role of change agent implies the contribution
general policy and
of the HR manager to the successful management
of organizational transformations, while ensuring administrative levers
coherence with the overall strategy of the
organization. In this regard, the main objective of of an HRM system
HR is to help employees to assume ownership of this
culture of change. a- The strategic levers of the HR
The role of the HR manager as a strategic partner system
requires the HR function to provide expertise in support
of the organization’s overall strategy. To this end, he/ At the level of Customs administrations, strategic
she puts forward proposals regarding recruitment, human resource management is an approach that
training and remuneration policies. Furthermore, once determines how organizational goals can be achieved
the overall strategy has been defined, the HR function by all Customs staff through integrated human
may have to make staff adjustments in order to enable resource strategies, policies and practices.
this strategy to be implemented. Furthermore, strategic HRM is not limited to a set
The fourth role proposed by Ulrich’s model is that of techniques and tools but rather consists of a
of the employee champion that wants the HR unit whole culture supported by a set of values. In fact,
to treasure its most valuable asset, i.e. its human the strategic management of human resources
resources. This role allows employees to be regarded involves not only the exercise of strategic choices
as internal customers. As such, it is necessary to ensure and priorities, but also the implementation of the
strategy and the behaviour of the HR department
their self-fulfilment and satisfaction so as to prompt

2- In order to enable the human resources department to play these four roles at the level of Customs administrations, it is recommended to equip
this department with a competent staff in human resources management and especially motivated to participate in the process of value creation.
staff. These are called upon to cooperate on a daily vertical integration) requires that the HRM strategy
basis and join forces with their colleagues from others be aligned with the organizational strategy and that
customs department to ensure that the strategic elements of the strategic plan be integrated into HRM
and operational objectives of the organization practices at all levels of the organization. The principle

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are achieved, and the values advocated are put of coherence (or horizontal integration), on the other
into practice. with this respect, strategic HRM will hand, recommends that HRM practices be integrated
provide the Customs administration with a sense and operate in synergy. In other words, the impact of
of direction in an often turbulent environment, so each HR practice must consolidate and complement
that its organizational needs and the individual the others, hence constituting an integrated system.
and collective needs of its staff can be met through
These two characteristics stipulate that the HR function
the development and implementation of policies,
must propose coherent and complementary action
coherent programmes and HRM practices. The figure
plans so as to align HRM practices with the main
below illustrates the purpose of strategic HRM.
guidelines of the organization. This will help achieve
In this regard, and for the sake of organizational the strategic objectives of Customs administrations and
performance, Customs administrations would rather thus promote the performance of its different units. 13
advocate an integrated approach to HR as defined
Nonetheless, the achievement of these two conditions,
by best practices, which implies an understanding
and the integration of the competencies approach
of the sequential logic of HR transformation and
in the HRM practices of Customs administrations,
the systematic adoption of a competency-based
requires the introduction of new HR policies. It is
methodology focused on results and performance.
important to adopt clear policies that communicate
There are two fundamental principles to strategic the values and expectations of the administration
HRM: HR strategic alignment and operational with regard to practices in strict compliance with
coherence. This translates an entity’s organizational the legislation and the principles of equity and
strategy into detailed HR objectives that structure transparency. The importance of these policies lies
the setting of an efficient HR strategy within the equally in the implementation of good practices that
organization and ensure that the HRM system in place help the administration make coherent, consistent
plays the necessary roles of strategic partner, change and predictable decisions.
agent and employee advocate, and not just that of
administrative expert. HRM practices are therefore b- General and administrative
developed in coherence with the vision and the
strategic objectives of the administration. The figure
policies of the HRM system
below presents the two strategic principles: In another
sense, the strategic objectives reflect the organization’s 1- The importance of HRM policies for Customs
administrations
Fig. 3 : The principle of strategic coherence and
alignment in HRM HRM policies provide guidelines on how to manage
key aspects of Customs staff management. The
ultimate goal is to ensure that all issues and aspects
related to HRM are addressed in a coherent way and,
at the same time, are in compliance with the values
and principles defined by the Customs administration.
Hence the importance of explicitly formulating these
policies so as to ensure a shared understanding by all
Customs staff3.
Human resource policies have to be differentiated from procedures. A
policy provides generalized advice on how human resource issues should
be addressed. A procedure clearly specifies the measures to be taken to
deal with major employment problems such as grievances, discipline,
abilities and overlapping appointments.

As such, formally explaining HR policies provides

an advantage in terms of consistency and of staff
understanding the general guidelines laid down by
top management. Policies can be formally expressed
as general statements of central values or in very
specific areas deemed essential (use of ICTs, health
and safety at work, etc.).
HRM policies set the basic rules for the management of Customs
personnel. In addition, these rules define the philosophy, core values and
degree of adaptation to the broader dimensions of its principles on which managers (line managers) should act when dealing
with human resource issues.
internal and external environments. Alignment (or
3- Some organizations also prefer that certain policies exist implicitly in the form of a management philosophy. This presents a risk of
individual interpretations and practices that do not conform to organizational principles.
 In general, formalized HRM policies can be used in – Document and implement the best practices
initial and in-service training, and in induction and relevant to Customs in HRM;
integration programmes for new recruits, who will be
– Support an organizational culture that promotes
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helped to understand the philosophy and values of

consistent, fair and transparent treatment of all
the Customs administration, as well as the expected
Customs staff.
organizational behaviour. The policies will also serve
to provide a clear definition of staff relations, the 2- HRM general policy
organizational fit and the psychological contract.
The HRM general policy defines how the organization
In short, HRM policies in Customs administrations are responds to its social responsibilities towards its staff,
important in many respects. They can : and sets out its positions and attitudes towards them.
The psychological contract is defined as a set of tacit agreements between It is an expression of the organization’s values and
the members of an organization, and more precisely of mutual promises convictions as to how people should be treated.
and obligations between employers and employees. This contract refers
to the expectations underlying the employment relationship and covers Values, expressed in an overall statement of HR
14 everything that is not usually formalized in writing. On the employer’s policies, may explicitly or implicitly refer to the
side, this may be, for example, an expectation of performance, personal following concepts4 :
involvement or time of service and loyalty. For the worker, it refers, for
example, to a personal ambition or to a supportive work Organizational fit or organizational coherence refers primarily to the
fit between the values and goals of the staff and what is desired by the
– Describe the behaviours and attitudes expected by organization. To this end, an organization must be allied with employees
the administration; who embrace the same values and who actively contribute to its
performance.
– Communicate the values and expectations with
Obviously, they must hold the demands of their workstations in terms
regard to work in the Customs administration; of skills and experience to properly fulfill their responsibilities and tasks.
Especially as to ensure their mobilization and promote their retention.
– Maintain compliance with the national and
international legislation in force;
Values expressed in the HRM general policy:

3- Formulation of HRM policies in Customs Tips and advice

HRM policies must address and prevent the main – Policies are developed for all Customs staff and not for any particular
problems related to the day-to-day management of category. It is a question of establishing standards that will apply
universally across the organization;
staff identified at the level of Customs administrations.
They must also take into account external influences – Poorly written and badly implemented policies can hurt rather than
protect your organization. It can be difficult to change policies once they
such as national legislation and international norms have been implemented, since they are part of the organization’s culture
and standards. and working methods;
It is also crucial to involve managers, employees – It is important to check regularly that managers have the competencies
and their representatives in this process (union or and resources to implement and monitor the policies in place.

4 - This is just one example of the values that can be found in organizations. However, the practice must be personalized and adapted to
the particular context of each Customs administration.
 staff representation as appropriate), and especially – Compensation – Performance Management –
to share the policies widely with all staff, along with Career and Rotation Management – Learning and
clear and understandable implementing guidelines. Development – Benefits and Eligibility – Overtime –

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Leave – Employee Information – Grievances/Dispute
In general, the steps, shown in the figure below should
Resolution – Formal Complaint Process – Discipline
be considered when formulating HRM policies:
– Discrimination and Harassment of all Kinds –
Fig. 4 : Steps to be followed in the formulation of Occupational Health and Safety, and Accidents –
HRM policies Violence at Work – Use of Alcohol and Drugs – Use
of Equipment – General Policy on Policy Review and
Updating
Tips for this step

The following questions provide a clear indication of

the need for Customs administrations to draft a policy
that is adapted to their work environment: 15
• What does this policy need to accomplish? What
are the expected results?
• How does this policy support the development of
the desired organizational work culture?
• How will this policy be monitored and
implemented?
• How will this policy affect the ability of a
manager, e.g. in reviewing performance, awarding
promotions, approving leave, recruiting or
terminating employment?
• How will this policy affect organizational ability to
attract and retain quality candidates?
• How was this problem dealt with in the past?
Step 1 : Identify the need for a policy
• Does the size and quality of our staff justify this
The need for a HRM policy is generally identified in kind of policy?
one of the following situations: • Are we willing to invest the time required to keep
• National legislation explicitly or implicitly requires the policy ongoing?
Customs administrations to have an HRM policy; • Will this policy promote something that the
• There is a lack of coherence in the way Customs organization believes in? For example, if an
staff behave internally, or managers take decisions organization has a philosophy of “performance”,
that have a negative impact on the working it may wish to have positive policies for individual
environment or fulfilment of daily activities; and group performance management, such as
setting clear performance criteria, developing
• New practices have emerged that have proven competencies, etc.
their efficiency in improving organizational
performance and staff interests. • How does this policy affect stakeholders’ needs?
A policy creates a rule or a standard to be followed in a consistent Step 2: Outline the essential thrust of the policy
manner, hence reducing managers’ flexibility to deal with each individual
situation. Human resource policies need to address, in a global
Areas where policies are generally provided for: way, the main human resource issues, real or potential,
in the organization. They must also take into account
Before beginning this process, existing national and exogenous influences such as legislation, the nature
international labour legislation should be reviewed and role of human resources, etc.
so as to understand the policies required to ensure As such, and with regard to policies required by
compliance with national and international standards. legislation, much of their content might be determined
At the Customs administration level, written policies by the requirements of the law. However, because it is
are generally provided for in the following areas: not possible to review all the legislation in force, it is
– Code of Conduct – Confidentiality – Conflict of imperative to be aware of the legislation that applies
Interest – Working Conditions – Leave – Presence to Customs. As a general rule, it is suggested that the
and Hours of Work – Termination (Voluntary following be considered:
and Involuntary) – Recruitment and Selection
 • Professional standards; Example : a policy on discrimination would communicate the position
of the Customs administration on discrimination. A related procedure
• Privacy legislation; would indicate to staff how to deal with a situation of discrimination in
terms of filing or processing a complaint.
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• Health and safety at work;

• The rights and obligations of staff; When developing the procedure, it is strongly
• Workers’ compensation. recommended that a statement be included
indicating that that procedure is intended for the
Step 3: Draft the policy5 policy concerned. Some laws specifically require
procedures to be developed to clarify legislative
A policy is often supported by a related procedure,
requirements governing Customs administration.
which may be a section of the policy itself or a separate
document to which it refers. The procedure sets out In practical terms, a policy should include the
the instructions, i.e. the systematic steps required to following sections:
implement the policy.
16
Policy title Describes the policy, clearly and impartially.

Policy objectives Clearly state what effects the policy is intended to produce. For example, a recruitment policy
may have the purpose of hiring the most appropriate individuals for each position, providing
an effective, non-discriminatory and systematic way of attracting and identifying qualified job
seekers, and recognizing competent employees and promoting their professional development.
Scope of the policy Usually indicates the scope of application of the policy. It can be applied to all staff or to only some
specific staff depending on the hierarchical level, workplace or nature of the work, etc. The scope
should also identify any exceptions to the policy.
Declaration The effective rule or norm that the policy should convey.

Responsibilities Explicitly indicates the responsibilities of all the parties concerned by the policy, primarily in
relation to its development, upkeep, follow-up and implementation.
Definitions Clearly define all terms used in the policy. If the terms used are found in the legislation that
underpins the policy in question, use the definitions as set out in the legislation (e.g. disability,
prohibited grounds, discrimination, harassment, workplace violence, etc.). Moreover, if the policy
provides for consequences in the event of non-compliance, this must be stated explicitly. For
example: a “Discipline Policy” must clearly state “Failure to comply with this policy may result in
disciplinary action up to and including termination of employment”.
Questions Designate the responsible person to contact if staff need clarification or have questions.

References Determine the linkage to any other policy, internal document or legislation that supports
interpretation of the policy.
Date effective Indicates the date of entry into force of the policy and of any review.

Review date Indicates the date of the policy review.

Approval Indicates the party that approved the policy (e.g. the executive committee) and the date of
approval.

Tips for writing the policy • In most cases, policies allow for exemptions. In
such cases, use terms like “generally” and avoid
• Use clear language and avoid legal jargon. The aim terms like “always” and “never”.
is to ensure that the policy can be easily understood
by the target audience. • nclude a statement such as: “this is a guideline
only”.
• Make sure that the content and formulation
are unbiased, and promote fair and coherent • There are situations where it is necessary to make
treatment. it clear that the standard set out by the policy
applies in all situations. For instance, in a policy on
• Use coherent terms and define any special term to violence, specify that “workplace violence will not
ensure mutual understanding. be tolerated under any circumstances”.
• Make sure that there is only one possible meaning following is an example of a policy on social justice
of the standard or rule defined by the policy. and diversity in a customs context :
5 - See example in Appendix 1.
Policy title Policy on social justice and diversity

Effective date DD-MM-YYYY

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Date of last review DD-MM-YYYY

Scheduled review date DD-MM-YYYY

Substitutes All preceding policies or declarations

Approved by Director General, Executive Board, Department Managers

Policy objectives
Developing a policy on social justice and diversity will constitute a significant tool to demonstrate Customs administrations’ commitment to
making social justice and diversity key assets for the development of trade. Developing a policy on diversity will allow the management team to
agree and share with all staff its motives, guidelines and objectives in terms of diversity and social justice. 17
In practical terms, for Customs administrations to be open to all, free of any borders, staff diversity should be part of HRM practices. As such, the
Customs administration respects and values individual differences and ensures fair and equitable treatment of all in every aspect pertaining to
employment. To this end, the Customs administration will strive to eliminate all barriers to equal access to employment.
Proactive adjustments will be made to the work environment wherever necessary and reasonable, in order to promote the dignity, evaluation and
productivity of staff, or to recruit and retain competent employees regardless of origin, gender, ethnicity, religion, disability, etc.
Scope
This policy applies to all staff of the Customs administration.
Definitions
(This is a non-exhaustive list that can be further developed in accordance with Customs administrations’ interests and concerns)
Discrimination: discrimination refers to an intentional or unintentional action, behaviour or attitude that has, or could have, a negative impact
on the employee’s work, due to one or more prohibited grounds of discrimination provided for in the law. Discrimination that is prohibited may be
intentional and direct discrimination, or may take the form of indirect, involuntary or “systemic” discrimination.
Affirmative action: a set of measures developed for a particular group with a view to eliminating and preventing, or compensating for,
disadvantages resulting from existing attitudes, behaviours and structures (sometimes referred to as “positive discrimination”).
Equal opportunities: equal opportunity actions provide formal legal provisions guaranteeing the absence of discrimination on the grounds
of gender or other factors (ethnicity, religion, disability, etc.) that would prevent people from enjoying their civil rights or human rights. Equal
opportunity actions assume that all “actors” have the same starting conditions and the same abilities to succeed. Equal opportunity strategies are
mainly developed for human resource management and employment policies.
Obstacles: these generally fall into three areas: behavioural, administrative and physical. Obstacles prevent people from doing their best for
reasons of ethnicity, ancestry, place of origin, colour, origin, citizenship, beliefs, religion, sex, age, marital status, same-sex partnership, family
status or disability.
Workplace accommodation: an accommodation at work is a change in the way a person works so as to enable them to perform the essential
duties required by their job. Such changes may be temporary or permanent.
Practically reasonable accommodation: efforts to accommodate an employee will be considered practical in the light of a number of factors,
including sources of funding, undue hardship, health and safety requirements and costs. Factors that could be excluded include constraints on the
organization and third parties’ preferences.
 Policy implementation
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Policies: the Customs Administration will be free from structures or actions that oppress, exclude, limit or discriminate. The current policies,
procedures and practices of the Customs administration will be in accordance with applicable human rights legislation. Fair and equitable
treatment will apply to all aspects of employment including planning, recruitment, selection, training and development, award management,
benefits, performance management, rotations and careers management, termination of employment, and workplace.
Management responsibilities: it is the management’s responsibility to ensure that none of the policies, practices, guidelines and procedures
allow for intentional or unintentional (systemic) discrimination, as well as to review and evaluate policies and practices on a regular basis and
monitor work environments to ensure that they are free from any barriers or prejudices. To this end, the human resource department, department
managers and staff managers will make every effort to ensure that the composition of their teams accurately reflects the composition of the
communities to which they provide services.
Vulnerable stakeholders: in this context of inclusiveness, the Customs administration will make special efforts to involve the most vulnerable
18 and take into account their special needs.
Reasonable accommodation: in order to fulfil its obligations under this policy, the Customs administration will make all reasonable efforts to
accommodate the particular needs of employees, depending on the requirements of the service. Such initiatives could include:
1. Modifying a person’s work and/or workplace to take into account his/her temporary or permanent physical disability;
2. Changing work schedules to meet specific constraints;
3. Exchanging days off for religious holidays: an employee may be authorized to exchange a public holiday granted for a religious celebration for
another workday when possible. In such cases, the human resource department should be consulted;
4. Granting paid and unpaid leave on family grounds;
5. Disseminating information and organizing workshops to improve understanding of diversity and social justice.
Responsibilities
It is the responsibility of the Director General, the Director of Human Resources, the Central and Regional Managers, and all staff managers to
inform stakeholders of this policy, to ensure the application, monitoring and revision thereof, and to allow for exceptions.
It is the responsibility of the members of the management team to apply and implement this policy in their respective area of responsibility.
Step 4: Review of the policy by stakeholders in addition to the legal department to review the
scope and feasibility of the policy and propose
In order to guarantee staff acceptance of the new necessary amendments. The following table may be
policy and ensure successful implementation thereof,

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useful in illustrating the level of commitment of each
it is highly recommended that a representative group stakeholder:
of managers and employees (“users”) be designated

Managers Staff Legal department

• Do you have the resources and • What is your understanding of your This step may not apply to all rules. Complex
competencies necessary to implement and responsibilities and of the organization’s policies, such as discipline and grievance policies,
monitor the policy? expectations as indicated in the policy? and policies required by legislation, should be
thoroughly examined by the legal service or by a
• What is your understanding of the • Are the content and formulation unbiased?
lawyer specialized in labour law. Check that the
responsibilities of each of the parties
• What training or information do you need to policy:
involved as indicated in the policy? 19
fulfil your responsibilities as stated in the policy?
• is in accordance with national and international
• Are the content and formulation
• What do you think are the potential risks for labour standards;
unbiased?
stakeholders that may lead to the failure of this
• complies with the country’s labour laws;
• What information and, where applicable, policy?
training do you need to fulfil your • complies with the provisions of any collective
responsibilities as stated in the policy? agreement, if applicable.
What about your staff?
• What do you think are the potential
risks for stakeholders that may lead to the
failure of this policy?

Step 5: Approve the policy members of the executive committee be provided

with all information explaining the reasons for the
In procedures involving all staff, the executive policy and its development process. Once approved,
committee (steering committee) is responsible the approval date must be added to the policy to
for the final approval of the policies. In this case, formalize its entry into force.
approval is often carried out through a formal
motion. In this regard, it is recommended that the

Step 6: Communicate the policy Things to consider when selecting tools to

communicate policies
The communication of policies must be part
of a communication plan based on a change • Will employees have easy access to electronic
management strategy. Policy-makers must use all copies or will they need hard copies?
the communication tools they have (face-to-face • What concerns, and questions are likely to be raised
meetings, bulletin boards, newsletters, web pages, about the policy and how will they be addressed?
intranets and e-mails) to remind employees of the key If the concerns are likely to be significant, direct
principles of the policies. communication through an information session or
It is also advisable to encourage instructors to awareness-raising by the manager will be a more
disseminate aspects of the policy and to encourage effective approach than an e-mail.
managers to review the values that underpin policies • Does the policy provide enough information for
during competency assessment and performance managers and staff actually to implement it and
appraisal sessions. comply with it or will they need additional training
Finally, ensure that staff, managers and key or information?
stakeholders have up-to-date copies of the The tools above are often used in combination to
policies and procedures relevant to their role in the ensure that employees understand and own the
organization and are informed of any new policies or competencies needed to implement the policies and
any changes in policies in force. to comply with them.
 Step 7: Implement the policy and review it As such, the HR department is responsible for
outlining policy guidelines and providing practical
The objective is to implement policies in a fair and advice to front-line managers, or even training where
consistent manner. Successful implementation of HRM
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appropriate. It is also responsible for communicating

policies is guaranteed by the visible commitment of and interpreting these policies and, at the same time,
the HR department and direct (front-line) managers. acts as a point of reference for managers and all staff
The latter have a fundamental role to play in the when there are questions or a need for clarification
implementation of policies because they are the ones arises.
who support HR policies. They are called upon daily to
make management decisions in accordance with all
policies, including newly introduced policies.
Policies should be reviewed and updated regularly. A period of two to
three years is recommended before a complete review, unless otherwise
indicated by a national law.

20
 SECTION
II
STEP-BY-STEP ROADMAP TO
ESTABLISHING A COMPETENCY-
BASED HRM SYSTEM

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 With a view to achieving palpable results in the The cycle of a project can be structured in seven steps:
Customs context, the World Customs Organization, 1. Identification: a statement of the initial idea of the project together with
particularly within the framework of the West its general orientation and situation analysis;

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African Customs Administrations Modernization
2. Development: detailed explanation of the project taking into account
Project (WACAM) financed by Swedish, has adopted the technical and operational aspects;
an innovative approach in accordance with the
3. Validation: social and economic feasibility, including technical,
particular contexts of revenue authorities and institutional and environmental aspects;
Customs administrations.
4. Formulation: preparation and writing of the draft project and
We recommend, within the framework of this Guide, applying the Kotter submission for approval and funding;
model for change management. This model advocates eight steps to 5. Implementation: progress of the project in accordance with the
institutionalize change, as follows: objectives through the realization of planned activities intended to help
1. Create a sense of urgency attain the expected results;

2. Build a guiding coalition 6. Follow-up: regular and continuous review of the smooth running of the
project to integrate the necessary corrective actions as it progresses;
3. Create a strategic vision
7. Evaluation: assessing and measuring at regular intervals the attainment
23
4. Communicate the change vision of the objectives and making recommendations on continuation of the
project or development of similar projects.
5. Enable action by removing obstacles
6. Generate short-term wins 1. Designing the competency approach tools; and
7. Consolidate the change: do not let go
2. Communicating and implementing the
8. Anchor the change in the organizational culture competency approach.

The approach uses the project management The figure below presents the steps and actions
methodology which includes change management involved in the WACAM approach:
activities for HRM modernization.
In the process of implementing the project to
establish a competency-based HRM system, two
complementary types of activities take place:

Fig. 5 : Approach to modernize HRM

 1- Conducting an HRM – Compare national HR programmes and policies
with the principles, tools and best practices

diagnostic
presented in the Customs Professionalism
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Framework, interactive map and other relevant

WCO documents;
Prior to implementing a competency-based human – Consolidate understanding and capacity to
resource management system, it is recommended implement HRM strategies, policies, systems
that the necessary resources be mobilized to and processes that integrate the competency
establish a human resource management diagnostic approach;
of Customs administrations. This measure should
– Assist Members in the process of developing
necessarily cover all components of the HR function,
a national action plan for the reform and
and thoroughly evaluate the specificities of the
modernization of HRM;
organizational, human and cultural contexts. This
will determine the framework of implementation of – Promote the implementation of HRM with a view
24 the competency approach. It will take stock of the to consolidating the performance measurement
quantitative and qualitative data available and verify system.
its own ability to mobilize all the levers of the resulting
• Participate in the adoption of a standardized
HR action plan.
approach to HRM in the Customs context:
For more information on how to use the HR diagnostic tool, please refer
to: – Have a standardized diagnostic tool and a guide
– Document HC0092F: Presentation of the HR diagnostic tool.
for the development and implementation of HR
reform and modernization projects and ethics-
– WCO Framework of Principles and Practices on Customs Professionalism.
enhancing measures;
The diagnosic should, moreover, make it possible to – Identify interdependencies between different
identify, among all HR action levers, those that cannot HR processes or practices: promote efficient
be put into practice unless other prerequisites are in implementation of HR best practices and
place. measures advocated under the WCO Customs
Professionalism principles;
To support its Members in this major exercise, the
World Customs Organization has developed a tool – Contribute to the development of an in-depth
for diagnosing human resource (HR) management for collaboration between HR professionals in
the following purposes: Customs administrations.
• Help identify the strategic and operational HR The HR value chain presented il the following figure
needs of Member administrations through a multi- allows to visualize the implementation stages
purpose tool to: of the strategy and the conditions for achieving
organizational excellence:

Fig. 6 : HR value chain

The WCO HR Diagnostic Tool provides a consolidated includes reference documents, resource materials,
approach and built-in elements to assist Customs questionnaires based on the WCO principles of
administrations in their assessment of HRM policies, Professionalism and Ethics, good practices, and
strategies, processes, practices and capacities. It also lessons learned from Members and partners.
The diagnostic questionnaire is composed of four systematically to consider the organizational impact of
parts: guidelines on the use of the tool, a glossary to HR. Indeed, for the purpose of carrying out an analysis of
define each key concept, the form for the collection the present situation of the “as is” type, each page of the

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of reference documents, and a questionnaire on HR questionnaire devoted to a process is divided into four
processes and practices and on their legal and ethical levels: the facilitating elements, the driving elements,
framework. The very structure of the tool aims to performance, and the organizational impact of
identify the current situation of an administration each of these processes. The figure below shows the
with a results-based approach. Its users are asked structure of the diagnostic tool questionnaire:
Fig. 7 : Diagnostic Tool questionnaire structure

25

As far as deployment is concerned, the HR Diagnostic The Diagnostic Tool can be used in its simplified form independently
Tool is multifaceted and can be used in a dynamic way by the teams in charge of the modernization of HR within their
to meet the multiple needs of Customs administrations: administrations. Members can benefit from a support session to reinforce
their HR capacities, including a mission by the WCO.
• By the mandated HR modernization team, allowing These missions are facilitated by WCO HR experts, either from the
the identification of needs and priorities, and the Secretariat or from a Customs administration, with relevant HR expertise
introduction of basic WCO concepts, and laying duly recognized by the Secretariat. These provisions are intended to
the foundations for monitoring the alignment of ensure consistency in the use of the tool.
the HR strategy with the Customs Professionalism questionnaire, an additional matrix illustrated in the
principles and/or monitoring the performance figure below, structured around “value generators6”,
of the HR modernization project. The tool has offers a qualitative approach specifically designed for
a twofold purpose for independent use: self- the Customs profession. The matrix includes seven
evaluation, and as a maturity model; (7) value generators that compile the elements of an
• By the team of HR diagnostic experts recognized HR organizational vision, each generator presenting
by the WCO to provide technical assistance to practices that illustrate its scope. The expected results
beneficiary administrations. aim at completing the HR diagnostic questionnaire,
which is, for its part, structured around HR functions
To expand and validate the results of the diagnostic
and processes in a more quantitative perspective.
Fig. 8 : Links between the qualitative and quantitative approaches and definition of HRM practices

6 - These value generators are: VGM 1. Staff strategy and organizational efficiency; VGM 2. Recruitment and integration; VGM 3. Learning
and capacity building; VGM 4. Leadership and development practices; VGM 5. Customs performance and continuous improvement; VGM 6.
Knowledge and exchange of experience (KM); VGM 7. Optimization of the Customs workplace.
 Finally, it is worth mentioning that the use of the HR The expected results of the HR diagnostic missions can be summarized
Diagnostic Tool during a mission will allow the beneficiary as follows:
administration to receive a full report containing – Articulate and integrate HR processes and projects of the recipient
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practical recommendations and preparatory elements administration into a strategy and a policy grounded in international
for establishing an action plan (roadmap) to undertake best practices.
integrated HR reform. The report should focus on key – Contribute to the appropriation of HR methods and tools, and
aspects for the success of HR reform, including: development of the autonomy of HR services, allowing them to support
Customs operations efficiently and contribute to the achievement of
– Maximizing the opportunity factor created by the strategic objectives.
mission by anchoring political commitment to HR – Participate in optimizing the potential of the Customs workforce and
reform; support projects creating transparent, predictable and performance-
oriented careers.
– Prioritizing recommendations with regard to the
– Develop the organizational value proposition that helps support staff
HR value chain, and developing reference and
motivation and build an inclusive culture within the administration.
fundamental HR tools;
– Participate in increasing trust between the organization and the staff:
26 – Contributing to establishing an alignment an essential element of the revised Arusha Declaration.
sequence for the HR strategy as well as the – Increase institutional agility and staff performance
competency-based HR processes and practices
meeting international best practices

2- Establishing the in detail the activities of a particular solution, but

rather to provide a general overview of the activities

roadmap
to be carried out in order to complete the project
successfully. This roadmap serves as a guide for those
who hold the positions of project leader or manager.
A roadmap in an HR modernization project will An example of a roadmap is provided below, together
provide a description of the key activities and the with the logical framework for a successful HR
evaluation and monitoring criteria required for modernization project:
efficient management. The purpose is not to describe

General objective: contribute to Customs staff professionalization and improve performance

Result 1: HRM has strengthened its capacity to assume its role as a strategic partner within the organization

Result 1 – activities Outputs Output delivery date Staff/unit in charge of outputs

1.1 Strengthen the HR – HR modernization team capacities • Throughout the national • HR modernization committee, HR
modernization team capacity strengthened support plan department (HRD)
as well as that of the team in
charge of implementing the – HR team able to pilot HR
competency-based HRM modernization project
1.2 Draw and validate an – HR strategy developed, validated • DD/MM/YYYY • HR modernization committee,
HR strategy (including all and put into practice steering committee, HRD
processes) in line with the
organizational strategy
1.3 Develop an information – HR information system developed • DD/MM/YYYY • Information system department
system bearing in mind the and operational
competency approach and the • HR modernization committee, HRD
monitoring dashboard
1.4 Revise the organizational – Organization chart revised • DD/MM/YYYY • HR modernization committee, steering
structure (organization chart) on committee, general affairs department,
the basis of the job and competency along with support from experts
framework recommendations, and
of international standards
1.5 Develop the training and Training strategy finalized, validated • JJ/MM/AAAA • HR modernization committee, steering
capacity building strategy in and put into practice committee, general affairs department,
line with the relevant best along with support from experts
practices • HR modernization committee,
steering committee, HRD
Result 2: the HR department successfully developed and implemented modern tools for strategic competency-based HRM

Result 2 – activities Outputs Output delivery date Staff/unit in charge of outputs

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2.1 Finalize and validate all – Competency-based HRM tools • DD/MM/YYYY • HR modernization committee,
the tools of competency-based developed, validated and put into steering committee, HRD
HRM (job and competency practice
framework, competency chart,
job description and competency
dictionary)
2.2 Officially undertake Communication and change • DD/MM/YYYY • HR modernization committee,
communication and change management operations realized in steering committee, HRD, pilot site
management operations in all all Customs offices.
Customs offices
2.2.1 Initiate and realize Pilot operation of competency • DD/MM/YYYY 27
competency appraisal appraisal realized in a pilot site
operations for HR training
planning needs • DD/MM/YYYY
Competency appraisal results
2.2.2 Process and extract the • DD/MM/YYYY
processed
competency appraisal results
for HR training planning needs Training plan elaborated, validated
and put into practice • DD/MM/YYYY
HR plan elaborated, validated and
used as a basis for recruitment
2.3 Apply the competency – Competency appraisal carried out • DD/MM/YYYY • HR modernization committee, HRD
appraisal at national level at national level (all staff)

2.3.1 Elaborate and implement – National training plan and staff

• DD/MM/YYYY
the national training plan and plan elaborated and put into
the staff plan practice
2.4 Install and apply the e- E-learning platform installed and • DD/MM/YYYY • Information system and statistics
learning platform nationally applied department
2.5 Draw up the performance Performance management tools • DD/MM/YYYY • HR modernization committee,
management procedure and procedure validated and put steering committee, HRD
and the performance into practice
measurement tools in line
with the competency approach
(evaluation sheets)
2.6 Elaborate the career and Career management tools and • DD/MM/YYYY • HR modernization committee,
rotation management process procedures validated and put into steering committee, HRD
in line with international practice
standards (career pathways)
 Logical framework
Verification Core data DD/
Intervention Indicators Targets in MM/YYYY Hypotheses
source MM/YYYY
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General Objective

Client satisfaction rate Survey (Customs 25 % 40 %

Contribute to Customs staff (Customs image) image)
professionalization and
performance improvement Staff satisfaction rate Survey (staff 40 % 50 %
satisfaction)

Project objective

The foundations of a Overall average of the Report of the Level 0 of the HR Level 2 of the HR
28 competency-based HRM WCO HR diagnostic HR diagnostic diagnostic report diagnostic report
system will be laid within report of the Customs
Customs administration as administration
prescribed by the Customs
Professionalism Framework by
the end of YYYY.
Results

Overall average of the HR HR diagnostic Level 0 of the HR Level 2 of the HR

diagnostic report section report diagnostic report diagnostic report
on “HR roles”

1. The HR department (HRD) Number of strategic Customs strategic Lack of HR strategic 10 documents
has improved its capacities documents elaborated by documents documents
to assume its role of strategic the HRD collection
partner Number of strategic Customs strategic Lack of objective 10 recommendations
recommendations made documents competency-based
by the HRD and approved collection recommendations
by top management

Overall average of the HR HR diagnostic tool Level 0 of the HR Level 2 of the HR

diagnostic report section diagnostic report diagnostic report
on the “competency
approach”
2. The HR department Number of competency- HRD documents Lack of – 1 job and competency
(HRD) has successfully based approach tools collection competency-based framework
developed and implemented developed and validated HR tools – 1 competency dictionary
modern tools for strategic by the executive
competency-based HRM. – At least 80% of job
management descriptions
Implementation rate HRD documents 0% 0% of the tools relevant to
of the competency collection the pilot site implemented
approach tools (pilot site)
3- Designate the • Define and monitor project activities, milestones
and respective deadlines;

HRM modernization • Ensure that the project remains in line with the

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initial objectives defined in the work plan (roadmap

steering and working established following the HR diagnostic);

• Act as a decision-making and arbitration body
committees when necessary, particularly with regard to the
quality of the deliverables;

Reforming and modernizing Customs administrations’ • Ensure the smooth running of operations based on
HRM is a cross-cutting project of an organizational overall objectives and expected results.
nature. As such, it should be tackled from a “project The HRM modernization working committee
management” perspective.
The HRM modernization working committee should
This is why the Director General should appoint, at carefully select its members according to well- 29
the start of the project, two committees: an HRM established terms of reference. It should be made up
modernization steering committee and an HRM of members who are recognized for their competency
modernization working committee. Each of the two and credibility, and are taken from all departments
committees will respond to specific terms of reference. of the Customs administration, both centrally and at
Il should be noted that the success of the HRM operational levels, as well as including representatives
modernization project is heavily dependent on the of the union or staff. A transversal management will
expertise of the members of these two committees allow different competencies from different, but
as well as on their commitment and the coherence of complementary, horizons to be brought together to
their action. ensure the smooth and conclusive progression of the
project.
The HRM modernization steering committee
Project management is a difficult art in which the project leader, who is
For an organizational project such as HRM to succeed, responsible for leading working groups, must act as well as possible with
it is crucial that this committee have genuine creativity, dynamism, diplomacy and perseverance. He must act as a
bandmaster.
decision-making authority with regard to the
resources it can mobilize, compliance with planning
and implementing the options chosen, and the pre- As such, this committee is a multidisciplinary team
established work plans. appointed by virtue of a memorandum from the
It is also recommended that this body be composed Executive Director and led by a project manager,
of high-level multidisciplinary managers (central and who must have prior academic training in HRM and
regional directors), and be chaired by the Director preferably be the current director, or deputy director,
General or his deputy. In fact, the power of the steering of the HR department.
committee is a key factor in the success of the project. The tasks of the project manager can be summed up
Indeed, this committee is responsible for the strategic as follows:
choices as well as the communication around the
project, both internally and externally, with a view to • Ensure the organization, steering and coordination
garnering key stakeholder support (ministry for home of the project;
affairs, ministry in charge of the public service, unions • Ensure the smooth running of the project and put
or employee representatives, etc.). It is also expected to together project teams to this end; these teams
give impetus and provide guidelines to the members will be made up of representatives of the different
of the work team and, if necessary, allocate or redeploy departments and entities;
the resources available to the project.
• Lead the members of the project teams and bring
Finally, the level of commitment of this body in the them together to produce a collaborative work
project and the credibility of its members greatly generating compromises and solutions;
facilitate the achievement of the objectives set within
the time limits, and therefore determine the success • Propose different management and planning tools
of the project. such as: a work plan, a project organization chart,
an assignments list, a schedule;
The main roles of this committee can be summed up
as follows: • Use project management tools and methods such
as dashboards and summaries, project monitoring
• Designate the project manager and the HR tables (statistics, progress indicators, etc.), accounts
modernization team; or project review.
• Define and allocate the means and resources The roles and responsibilities of the HR modernization
necessary for the success of the project, and committee also involve:
maintain momentum among the actors involved;
 • Actively participating in HRM capacity-building management by providing a methodological
activities provided by the World Customs framework and a range of operational tools to
Organization in support frameworks for Customs implement and monitor the projected plan of jobs
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administrations; and competencies. The most relevant tools for our

study are:
• Contributing to the development and validation
of competency-based HRM tools, policies and – job catalogue;
documents;
– competency framework;
• Acting as a change agent to facilitate the
– competency dictionary;
integration of the new HRM culture;
– job descriptions.
• Operating as a source of proposals with regard
to HRM practices on behalf of the steering It is particularly important to note that the competency
committee, with a view to implementing HR approach follows a sequential logic in which the input
modernization adapted to the context of the document is the Customs administration strategic
30 Customs administration. plan. This sequencing is represented as follows:

4- Developing the
competency-based
HRM system tools
The competency approach structures, and gives
impetus to, the various stages of human resource

Fig. 9 : Methodology to elaborate the competency approach tools

It is worth remembering that each of the above tools must be a document that is:
- Purposeful: it is produced for a specific purpose, and its use must be in accordance with that purpose and with the specific needs of every
Customs administration;
- Synthetic: it focuses on the most important and meaningful elements;
- Present-focused and forward-looking: it either describes the current situation or reflects on a prospective desired situation;
- Contextualized: it focuses on specific situations or positions;
- A reference: it has a facilitating character, even though it is designed to be regularly updated in line with any changes (political, organizational,
technological, etc.).
 4.1- Methodology to elaborate the procedures, observed competencies, relations within
the organization and with the environment, etc.) and
job catalogue prospective achievements and activities (predicting

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the development of the activities and competencies
The job catalogue is a synthesis of a given professional required in the short or medium term).
activity. It is compiled from the catalogue of current It is a process with three major and essential steps:
achievements and activities (job description, work
Fig. 10 : Job catalogue developpement steps

31

These steps are related to one another. Every single – Interview: have a group of people representing a
step is essential and determines the following one, given job talk about it on an individual basis;
which ultimately produces a coherent, meaningful
– Observation of work situations: observe the work
and workable framework, especially in terms of
and behaviour of an individual at work;
training engineering.
– Description of a work day: have the job holder
It is recommended that the job catalogue (organized
describe his daily activities;
by group of professions) be used to identify, for each
position, the corresponding professional family. – Analysis of professional practices: have
representatives of a given job talk about their
In case of a highly poly-disciplinary position, it is
professional practices.
recommended to identify either:
It is recommended, for the purposes of the present
• the dominant activity area (on the basis of the time
guide, to opt for one of the following two methods:
allocated to it);
document review and interview.
• the two, three or four most relevant activity areas
Document review constitutes the prerequisite for
(according to the distribution of the activities in
any work situation analysis and makes it possible to :
terms of overall working time).
• Establish framework data and compare what
Step 1: Enumeration and identification
has been prescribed to what has been achieved;
Jobs can be identified on three levels:
• Mobilize professional actors at the various
– Through identification of the main activities and levels of the administration and apprehend the
duties performed by the employee; approach as a strategic development project.
– The job profile can be supplemented with the Document review touches on a collection of
organizational elements mentioned below, and documents comprising:
can refer to a management-mentoring framework
• The acts setting up the Customs administration;
or manuals of procedures;
• The laws and regulations pertaining to Customs;
– Finally, the job can be matched with the job framework.
The best approach to job identification is, however, through an analysis of
• The annual activity reports for the past five years;
work situations or an organizational diagnostic. • The statutes and regulations governing staff;
The methods used to analyze work are relatively • Strategic plans, annual action plans, training
varied, depending on the characteristics of the plans, etc.;
administrations and populations studied, and
• HR dashboards;
the purposes of the analyzis. However, all involve
fieldwork. In this regard, the following main analysis • The establishment plans covering the past
methods can be identified: five years;
– Document review: understand the work through • HR master plans;
various documents; • Recent studies (organizational engineering,
– Survey: examine the work in writing through a reform and renewal projects, HRM project, etc.);
questionnaire for the workers concerned; • Studies and reports prepared by outside bodies;
– Activity group: have representatives of a given job • Audit reports;
talk about it;
 • Procedural manuals and organizational notes; support the entity in charge of HRM in the development
and production of the job catalogue. As guarantor of
• The collection of procedures or internal work
the overall coherence of the process, it provides advice,
instructions;
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support and methodological monitoring.

• Recent documents on social dialogue ;
The outcome of this work, so crucial to the success
• Guidelines and policy texts of the whole process, should be a mapping of all the
jobs that exist in Customs administrations on the
Interviews are particularly suitable for an objective
basis of their professional group.
approach. They make it possible to take account of
the diversity of work environments, both internally N. B :Positions should not be classified on the basis of the organization
chart (hierarchical positions or directorate). Classification is to be carried
and externally, compare them closely and thus steer out according to the nature of the activities, and the duties involved.
the interviewee’s focus to very precise issues.
It is also important not to personalize the positions according to the
At this level, mobilization of all stakeholders is current jobholders; what should be kept in mind is the logic of the
essential for the success of the process as a whole. “position” rather than that of the “person”.
32 Indeed, the elaboration of the job and competency
Globally and except for Customs administrations
frameworks requires a strong commitment on the
that have both a brigade corps and on-shore staff7,
part of all staff throughout the entire process in
there are three professional groups: the steering
order to ensure that it is fully understood, shared and
and strategy professional group; the support
carried out in line with the development and stakes of
professional group, and the Customs professional
the administration.
group.
In terms of methodology, a highly appropriate and
The following table illustrates a Customs jobs
recommended strategy involves the elaboration of
mapping:
a joint roadmap with the steering committee (see
example above). The role of the steering committee is to

Tab. 2 : Structure of the job catalogue

Indicates the professional

Title of jobs by professional family Presents job positions
family by category
E.g. Central Manager E.g. Director of Customs Investigations Department
Steering and strategy

E.g. HRM E.g. Career Manager

Support

E.g. Goods’ Clearance Manager E.g. Chief of Branch at the port

Customs or operational

Step 2: Data Collection Conducting an experimentation phase to test the proposed tools and
methodology on a limited sample is highly recommended. The results of
This refers to the collection of the most objective and this work must be set out and discussed during feedback sessions before
practical data possible on the job and its environment, the generalization of the approach to the entire field of study.
and identifying and recording the duties that every
single entity actually performs. This is why managers Step 3: Processing and capitalizing data
should be involved in the reflexion. Job data processing occurs at two levels:
For each specific job, a list of positions has already been • Harmonization of data;
drawn up, and from that list a group of employees
should be selected for interview. Targeted interviews • Identification of areas of proximity between
should be carried out with two categories of staff: tasks, competencies and jobs.

• Practitioners who are the most experienced Harmonization should be facilitated through an
and the most representative of their peers; indexing system based on key words.

• Department managers. Identification of areas of proximity should detect,

7 - For this type of Customs administration, a fourth professional group, dedicated to Surveillance or brigade, should be added.
from common activities and similar competencies N.B.: the following points must be taken into consideration in elaborating
deployed, possible linkages between jobs within the competency framework:
the same professional group and with other – Opt for a very precise formulation of the duties/tasks selected (action

MANAGEMENT GUIDE
HUMAN RESOURCE
professional groups. verbs);

Once validated by the executive management – Focus on the most important activities/tasks with a view to providing
an operational description (an exhaustive document is not suitable
team, the data is transferred to the Intranet, to allow for practical use).
it to be capitalized on. This will publicise the job
catalogue across the administration and then allow decentralized departments, external service providers
its dissemination, by specific media, to external (specialized facilitators) may be called on to assist
operators, state administrations and stakeholders. in the elaboration and validation of each phase of
construction of the competency framework.
4.2. Approache to elaborate the
The deployment procedure mainly relies on visual
competency framework techniques such as mind mapping, perceptual
mapping and schematization. Further work can also 33
The competency framework describes and sets out be carried out by exchanging views remotely via e-
the competencies required to perform the essential mail. These visual animation methods are very time-
duties and tasks of the position. Competencies are efficient and largely profitable for the collaborative
grouped by clusters or professional family (strategic, development of any type of intellectual output. The
operational and support), and classified hierarchically. traditional method of employing an expert who
conducts interviews and uses a personal expert grid
The notion of ‘competency’ has to be defined at this
to synthesize and structure the results is no longer
point. There is wide-ranging debate on the notion
recommended.
of competency, and a wide array of definitions for
it. Overall, a competency refers to an integrated 1. Deduction-formulation stage
set of knowledge, skills (know-how) and soft skills Competencies are not directly observable. They are
(attitudes) that takes the form of a behaviour. This apprehended from the duties undertaken, and are
behaviour allows a person to perform a task according inferred from behaviour in work situations. Thus, the
to the requirements of a given work situation. best way to proceed for each major duty is to ask a
Competency refers to behaviours that reveal internal set of queries that will gradually allow associated
resources (abilities, personality traits, know-how, competencies to emerge8. Of course, this task is the
knowledge) and external resources (networks of responsibility of the working committee referred to
various types) providing potential for mobilization. above, even if the administration chooses to involve
For an employee, it is about being responsible external providers in the project.
for a professional situation with which he/she is
confronted. This practical situation-type intelligence, For the purpose of shared understanding and
based on acquired knowledge, must be regularly reference, the principles to be observed for the
appraised and maintained by the organization. formalization of competencies are the same as
those for duties. Thus, competencies should be
The competency framework is the keystone of the formalized using names that are action-oriented
human resource management system. It allows or that encompass action areas, such as principles,
positions to be matched to human potential. It procedures, regulations, laws, etc.
is, in fact, the basic qualitative tool for adjusting
competencies to strategic needs. The competency It is therefore necessary to present competencies in
framework describes the skills that an employee the same sequencing of duties.
should master in order to hold a position. Its Analysis of the various duties resulting from the
development requires a collective and participative Customs administration’s job framework has
approach. made it possible to extract four major professional
groups from the competencies9, which can, in
4.2.1 Methodology to elaborate the turn, be grouped into professional competencies
Competency framework (Customs), support competencies, transversal
competencies, and managerial and behavioural
The tasks selected, once contextualized and finalized, competencies. The figure below illustrates these
are to be converted into competencies, and the different categories of competencies while adding
combination required to carry out every duty should the main values recommended by the Customs
then be defined. administration concerned. The foundation for the
development of these competency groups remains
To ensure that this approach is deployed even in the strategic configuration deployed by the Customs
vast Customs administrations with central and administration.
8 - See questionnaire in the Appendix.
9 - In some cases, it is possible to have three professional groups instead: operational competencies; support competencies, and managerial
and behavioural competencies.
 Fig. 11 : Competency system of a Customs administration
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34

2. Processing stage 3. Capitalization stage

Data processing operates at two levels: In this final stage, once data has been validated by
the steering committee, it is transferred to the human
– Harmonization of the data collected, through an
resources department so that it can be capitalized
indexing system based on key words, for instance;
on. This should allow every employee of the Customs
– Identification of proximity areas between administration, whatever his/her position, to be
responsibilities, tasks and competencies: this should acquainted with the competency framework. The
make it possible to identify, from common outcome of the capitalization of all the data collected
activities and similar competencies, for instance, allows the competency framework to be constructed.
possible linkages for mobility between jobs An example of this framework structure is given
within the same professional group or between below, supported with practical examples in a
different professional groups10. customs context.
In a step-by-step approach supported by
experimentation, data from the field would
reinforce the database.

10 - This issue will be discussed in detail in the section on career management.

 Tab. 3 : Competency framework structure
Customs value system (package of Customs values)
Example : professionalism, collaboration, performance, etc.

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(These values will be required of all Customs staff)

Titles of
the four (4)
competency
areas (groups)

List of
competencies
described by
the category
35
Customs or operational Support competencies group: Support competencies group: Group of
competencies group: These fall within the scope of other These fall within the scope
*Managerial competencies:
professions but are necessary for of other professions but are
These are at the very foundation These refer to how the employee
the accomplishment of support necessary for the accomplishment
of all Customs jobs. organizes himself/herself at work.
activities. of support activities.
E.g. Tariff and classification E.g. team management
E.g. information E.g. information
E.g. investigation techniques communication and communication and *Behavioural competencies:
management management These describe the personal
qualities required to perform a job.
E.g. report writing E.g. report writing
They reflect personality traits that
can be mobilized in a personal or
professional situation.
*E.g. decision making
 CUSTOMS COMPETENCIES
Surveillance and fight against
Goods clearance Checks on travellers Litigation and prosecution
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fraud
Description Description Description Description
– Clearance procedure – Checks on travellers and – Organization and functioning of – Customs litigation
baggage taxation the surveillance sector
– Customs legislation – Categorization of offenses
– Traveller and baggage search – Field surveillance and
– Harmonized System tariff – Legal writing
techniques intervention techniques
– Conventions and rules of origin – Judiciary procedures
– Traveller targeting techniques – Intelligence and fraud risk
– Customs valuation analysis – Enforced recovery
– Verification of declarations and – Fraud networks and operating – Amicable recovery
36 physical inspection of goods methods
– Tallying techniques – Means of liaison and
communication
– Customs tax system
– Brigade record keeping
– Customs clearance of vehicles
– Clearance of hydrocarbons
– Customs clearance
– Customs clearance of precious
metals
– International trade techniques
– Image analysis
– Support of other
administrations

SUPPORT COMPETENCIES
Communication and Logistics and property
Human resource management Accounting and finance
information management management
Description Description Description Description
– Mail management – Staff management regulations – Management and maintenance – Public accounting
of rolling and sailing stock
– Archiving techniques – HRM principles – Customs accounting
– Management and maintenance
– Internet management – Career management procedures – General accounting
of property and furniture
– Intranet management – Pedagogical engineering – Analytical accounting
– Outfit management
– Development of communication – Training engineering – Budget and expenditure
– Arms management
media execution procedures
– Distance learning
– Stock management
– Organization of events – Public contract execution
– Disciplinary cases management
procedures
– Administrative writing
– Social affairs management
– Secretariat and reception
– Training plan development
techniques
– Training evaluation
– Photography techniques
– Performance measuring
– Computer graphics techniques
procedures
 TRANSVERSAL COMPETENCIES

Codes Other legal dispositions

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Description Description
– Customs Code – Trade Facilitation Agreement
– General Tax Code – CITES Convention
– Penal Code – UPU Convention
– Mining Code – TIR Convention
– Environmental Code – ATA Conventions
– Civil Code – Labour Law
– Social Security Code – Administrative Law 37

– Investment Charter – Business Law

– Regulations specific to chemicals
– Foreign exchange regulations

MANAGERIAL AND BEHAVIOURAL COMPETENCIES

Managerial Behavioural

Description Description
– Strategic planning – Decision making
– Conflict management and problem solving – Initiative and anticipation
– Team management – Vigilance
– Leadership – Team work
– Coaching and support – Communication and interpersonal skills
– Project management – Analytical skills
– Change management – Time management
– Negotiation techniques – Stress management
– Method and organization – Adaptability
– Meeting conduct
– Reception and customer orientation
– Diversity management
– Results-based management
 4.3- Approache to elaborate the As is the case in a job and position classification,
evaluation of the professionalism level consists of
competency dictionary determining, for every competency, the relevant
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degree in each of the four criteria (See competency

Compiling the competency dictionary: assessement operation in section 3). The four criteria
as well as the four levels are common to all positions.
The competency dictionary draws up a list of the skills
needed to excel in a position, and defines, at the same The methodological approach for elaborating the
time, the corresponding position requirements in the competency dictionary starts with the competency
Customs context. Note that it does not focus on the inventory and then moves on to describe the
duties to be performed but rather the competencies competencies required in a particular professional
needed to achieve them. family (strategy, operational and support).
There is a variety of types of competency dictionary. To facilitate reading and use of the competency
The “hierarchical” type is of particular interest to this dictionary, competencies are also consolidated by
38 study, as it classifies competencies from the lowest to professional group.
the highest level of professionalism or excellence. The competencies required to carry out a work
1. Professionalism and excellence levels process are grouped into four types, according to the
terminology mentioned above.
The professionalism or excellence level defines the
professional maturity level required to exercise the To ensure consistency of the wording and promote
expected competencies optimally. In some positions, data transversality, pilot groups are offered an
certain competencies are more easily acquired than established competency dictionary from which
others, while other types of competency require more the participants or the interviewees select the data
time to be mastered. relevant to the competencies required for their
positions.
The most classic professionalism scale features four
levels: The development of the competency dictionary
is not the end of the competency approach, but
– Basic level: the competency requires a small rather its beginning. At this stage, the benefit of
autonomy margin for its implementation on the the competency dictionary consists of providing
part of the employee. Work is entirely guided all competency development actors with common,
by instructions and frequently monitored by reliable and shared information.
a third party. The competency requires basic
knowledge and simple tools; • Competency dictionary structure
– Intermediate level: the competency requires an The competency dictionary is a document comprising
advanced level of assimilation on the part of the competency typology by professional group as
the employee, as well as a regular and mastered indicated above. It is structured as follows:
exercise in a stable context. Difficulties are dealt
with by seeking support or by referring to
reference materiel;
– High level: the competency requires on the part of
the employee experience confirmed by practice
and calls for the mastery of all the speciality
areas. It requires autonomy and initiative on
a daily basis and whenever required, and the
capacity to resolve difficulties independently;
– Expert level: the competency requires the
employee to master a complex environment
(mass of knowledge and information) and
innovate if necessary. The competency confers
authority in the position.
 COMPETENCY TITLE
(as used in the competency framework)

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Competency code for computerization
Definition: a detailed description of the competency and of its practical implications purposes
E.g. CC1: clearance procedures

Competency levels: show the sophistication or increasing complexity at which the competency can be deployed, ranging from level 1: elementary,
2: intermediate, 3: high, 4: expert

Formulation of the competency level statements is based on the Bloom taxonomy for the purposes of competency development. Hence, levels 1
and 2 refer to declarative knowledge (know and understand), level 3 refers to procedural knowledge (apply) and level 4 to conditional knowledge
(synthesize).
39
Indicators of non-mastery of the competency. These present examples of behaviours that show the competency level attained by the employee
who has been appraised. They are statements that make it easy for the appraiser (supervisor) to determine objectively the competency level of the
employee who has been appraised.
Competency development channels list: e.g. training, self-directed, collaborative and timely learning.

• Computerizing the process:

The computerization issue spontaneously arises at – Position requirements describe what must be
this stage of the process. In fact, the competency provided or realized to add value to the position
framework and dictionary allow multiple decisions terms. Focused on the “what”, the definition
to be taken with regard to HR development and and updating of position requirements is the
management. The elaboration, usage and updating responsibility of practitioners, that is, functional
of tools are, however, usually much more complex specialists who could change Customs
when computerization allows HR teams to focus administrations’ employment policies by using
relatively quickly on decision making. natural language;
Computerizing competency management – The requirements produced describe the product or
has become a matter of urgency for Customs the system at a higher level. They meet the position
administrations, which sometimes have a population requirements and are commonly formulated as the
of more than 500 employees: functionalities the system must achieve. They are
also called “functional requirements” or “functional
– How can more than 500 annual reviews be
specializations”;
handled efficiently?
– The process requirements describe the “how”.
– How can a specific competency in the set be
These requirements prescribe the processes that
searched for efficiently?
must be followed and the constraints that must be
– How can the management be involved if it taken into account to establish the system. Security,
does not have efficient and objective tools for quality assurance or management requirements
information transmission? are examples.
All the actions involved in a competency approach Following several examples of definded
would be undertaken with even more efficiency competencies:
when supported by computer software.
However, computerization cannot be improvised.
The information system is required to deploy the
approach as defined, and it is up to the human
resource management to establish the requirements,
not the information systems department (ISD).
Defining the requirements consists of describing
what the system will be able to do and how it will
perform its functions. Computer scientists classically
distinguish three kinds of requirements:
 TARIFF AND CLASSIFICATION

Definition Code
MANAGEMENT GUIDE
HUMAN RESOURCE

Set of rules determining, in the tariff nomenclature, the subheading

CD/DM3
under which a good should be classified
Leve 1 Level 2
– Fully understand the General Interpretative Rules (GIRs) for the
classification of goods in the general nomenclature, as well as the legal
bases;
– Assimilate the logic of the organization and of the tariff structure,
as well as the existing interactions between the various chapters and
sections;
40
– Understand the principles and bases of pricing technology.
Level 3 Level 4

– Properly control, during the classification of goods, the provisions of – Thoroughly know the existing interdependencies between the
the GIRs; various chapters and sections of the Tariff;

– Understand the logic of the tariff structure and the content of the 21 – Develop tariff harmonization system and areas of tariff application;
sections; – Contribute to discussions on issues related to tariff classification;
– Properly check the code of a product in relation to the tariff; – Make tariff proposals to international and regional organizations
– Implement the Harmonized System tariff principles for certain (WCO, WTO, CEMAC, ECOWAS, etc.);
sections according to the specificity of the assignment office. – Suggest expertise and/or support for the various stakeholders.
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Does not fully understand the GIRs and legal bases; – Is unable to contribute to discussions on tariff classification issues;
– Does not fully grasp the logic of the tariff structure and the content of – Does not put into practice principles of the Harmonized System tariff
the 21 sections. for certain sections depending on assignment office specificities.

TOOLS AND METHODS TO DEVELOP THE COMPETENCY

COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * * * *
 VALUATION

Définition Code

MANAGEMENT GUIDE
HUMAN RESOURCE
Set of principles and procedures applied to determine the Customs
value of imported goods. They are essential for determining the
CD/DM5
amount of duties payable on the imported product (the basis of duties
and taxes).
Level 1 Level 2
– Know how to control the declared value through the constituent
elements as specified on the declaration and documents attached
(invoice, incoterms, ticket, freight, insurance);
– Know the principles of Customs valuation of goods (legislative and
regulatory provisions governing the issue: all articles of the Customs – Fully grasp the various valuation methods provided for by the
Code that deal with the value); regulations, especially the transaction value method, the comparative 41
method, the deductive method and the last resort method;
– Know the different methods for Customs valuation of goods.
– Assimilate the value control procedure;
– Understand taxation scales and current referential values.
Level 3 Level 4
– Help develop the regulatory texts relating to Customs valuation
– Properly use the terms of international trade (incoterms) as defined
in order to settle disputes more efficiently and provide advice and
and updated by the International Chamber of Commerce, and their
assistance;
interpretations;
– Propose management indicators for value control;
– Apply the legal and regulatory framework governing Customs
valuation; – Evaluate the value control procedures, identify shortcomings and
any difficulties encountered in the field, and make suggestions for
– Put in place the value control procedure: procedure for accepting or
improvement;
rejecting the transaction value;
– Propose a global system to monitor developments in valuation
– Apply alternative methods (comparative, deductive and last resort);
worldwide;
– Exploit the various standards (scales, market prices, ARGUS, etc.) in
– Implement best commercial practices: transaction conditions,
force to determine the taxable value.
importer-supplier contracting modalities, etc.
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Does not properly use the terms of international trade (incoterms) as
– Does not know the principles of Customs goods valuation; defined and updated by the International Chamber of Commerce, and
– Does not know how to control the declared value through the value their interpretations;
constituent elements as specified on the declaration and documents – Does not know how to evaluate the value control procedures and
attached. does not make proposals for improvement following difficulties
encountered in the field.
TOOLS AND METHODS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * * * *
 TRAINING ENGINEERING

Definition Code
MANAGEMENT GUIDE
HUMAN RESOURCE

A coordinated set of activities to manage or synthesize various types

of information necessary for the design, study and implementation of
CS/GRH5
a training system, in order to optimize the investment implied and to
ensure the conditions of its viability.
Level 1 Level 2

42

Level 3 Level 4
– Be able to implement the training evaluation process (the five steps)
and design assessment tools for training actions;
– Develop the tools for census, analysis and processing of training – Pilot training engineering studies and define a training strategy;
needs;
– Define a training policy: strategic guidelines for competency
– Exploit and consolidate competency gaps resulting from the development, anticipating changes in internal and external
competency appraisal; environments and impact on competency management, etc.
– Plan training actions and manage relationships with selected – Integrated study of the different sources of training needs:
providers; performance appraisal, competency approach, training engineering,
– Define a training engineering methodology; career development, GPEEC results, etc.

– Be able to prioritize, plan, coordinate and supervise the – Propose training actions in order to achieve the objectives set by the
implementation of training actions; DGDDI.

– Implement the organization of the logistical aspects of a training

action (rooms, mobilization of logistics equipment, etc.).
INDICATORS OF NON-MASTERY OF THE COMPETENCY

– Be unable to assimilate training needs; – Fail to develop a training programme;

– Fail to implement the training evaluation process and to design
– Be unable to plan training actions; training actions;
– Be unable to define a training engineering methodology. – Be unable to come up with a training policy.
TOOLS AND METHODS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * * *
 PUBLIC CONTRACT EXECUTION PROCEDURE

Definition Code

MANAGEMENT GUIDE
HUMAN RESOURCE
Set of techniques and procedures for the management of contracts
concluded for pecuniary interest between the State (and public
CS/CF6
institutions) and private economic operators implying execution of
works, supply and service.
Level 1 Level 2
– Understand expenditure commitment and execution procedures;
– Know how to prepare commitment and disbursement statements;
– Understand principles of evaluation of competitors’ offers according
to an improved grid (e.g. best offer); 43
– Be able to check tenders for compliance according to a simple
evaluation grid (e.g. lowest bidder);
– Be able to update references of suppliers, products and prices
available in the department;
– Be able to carry out a technical and financial study;
– Assimilate the general principles of Budgeting by Programme
Objectives (BOP).
Level 3 Level 4
– Execute operations and equipment budgets (updating, reviewing,
etc.);
– Prepare periodic statements and evaluate technical offers;
– Develop and maintain networks of service suppliers and contractors;
– Set up market intelligence and analysis systems regarding offers and
services availability, products characteristics, specialized suppliers, etc.;
– Interpret contract clauses;
– Propose technically discriminating criteria for the award of contracts;
– Reflect, within the framework of sustainable purchasing, on original
bid evaluation systems (social indicators, audit of the manufacturing
process, environment, etc.).
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Fail to master contracting rules and providers’ evaluation procedures;
– Be unable to assimilate the fundamentals of market regulation.
– Be unable to update contractors’ references.
TOOLS AND METHODS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * *
 BUSINESS LAW

Definition Code
MANAGEMENT GUIDE
HUMAN RESOURCE

An area of Private Law which deals with a set of corporate rights such
as Contract Law, Company Law, Criminal Law, Intellectual Property Law, CT/ADL8
etc.
Level 1 Level 2

– Understand the main principles of business law;

– Understand companies’ legal forms;
– Understand companies’ management modes.
44

Level 3 Level 4
– Check the powers of the President of the Commercial Court as
well as regulations relating to the goodwill and commercial register
(registration, business names, etc.);
– Apply procedures for troubled companies (restructuring and court-
ordered liquidation) and creditors’ rights;
– Address requests for the seizure of business assets, claim declarations
and appeals against trustees’ propositions and judges’ decisions.
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Be unable to grasp and apply the main principles of business law;
– Be unable to understand companies’ legal forms; – Fail to distinguish between companies’ different legal forms.
– Be unable to understand companies’ management modes.
TOOLS AND METHODS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * *
 REGULATIONS SPECIFIC TO CHEMICALS

Definition Code

MANAGEMENT GUIDE
HUMAN RESOURCE
Set of national and international dispositions that regulate the
importation, exportation, storage, use, placing on the market, sale,
CT/ADL9
recycling, production, reduction or elimination of hazardous chemicals
for health or the environment.
Level 1 Level 2
– Know the definition framework of relevant conventions; – Understand product control procedures and means of transportation;
– Know the objectives of relevant conventions; – Understand safety measures to be respected;
– Understand the definition of illicit trafficking provided for in – Understand chemical governance institutional framework
conventions; (presumption of exposure risks cases); 45
– Know Customs’ missions in terms of support of other services; – Be able to write certified reports;
– Recognize the general state of chemicals and of derived substances – Assimilate product labelling systems used in international
as provided for by conventions, i.e. those that are strictly forbidden or transportation;
prescribed;
– Be able to differentiate administrative authorizations relating to
– Know the appendices (the different product lists); chemicals.
– Know how to classify chemicals and derived substances.
Level 3 Level 4
– Update convention implementation tools (waste exportation
procedure, prior consent procedure, etc.);
– Apply the different chemical coding systems (CAS, NU, SH, etc.) and
convert them into Harmonized System language for identification;
– Collect statistical data related to chemicals.
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Be unable to grasp all legal dispositions regulating importation and
exportation of chemicals;
– Be unable to apply the regulations specific to chemicals.
– Have difficulty applying the different coding systems related to
chemicals.
TOOLS AND METHODS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * *
 STRATEGIC PLANNING

Definition Code
MANAGEMENT GUIDE
HUMAN RESOURCE

Set of approaches and tools that allow the development of strategies

to reach a specified goal. It consists of the development and
implementation by organizations of various actions and programmes CM/M1
with a view to reaching the set objectives. These actions and
programmes can be planned in the short, medium or long term.
Level 1 Level 2
– Know strategic planning foundations and stakes;
– Know how to convert objectives into daily activities and actions – Understand how to work collaboratively with teams to achieve set
allowing their fulfilment; goals, plans, programmes and operations, in conformity with the
46 strategic guidelines;
– Know how to disseminate efficiently and interpret the strategic vision
in respective areas of competency; – Know how to establish the strategic objectives of the respective
department by involving all colleagues and staff;
– Know how to communicate to all staff the importance of their
commitment to the promotion and realization of organizational – Understand the principles of organizational diagnostic and be able to
objectives; assess the gap between current situation and desired direction, and set
effective measures to reduce that gap in the respective department.
– Know the importance of the strategy and vision and raise awareness
of these aspects among all staff.
Level 3 Level 4
– Be able to elaborate the respective department’s strategic plan and
participate in the drafting of the organizational plan; – Lead the development of the organization’s vision and strategy;
– Anticipate obstacles and opportunities for the organization and act – Master the principles of project management and aspects related to
accordingly; communication and change management;
– Define issues, identify opportunities and choose solutions that are – Define and continuously explain the organization’s vision and
consistent with the strategy and vision; strategy in the context of government global priorities;
– Analyse, research and evaluate information on possible future – Evaluate strategy implementation both at the respective
directions; department’s level and at the level of the organization;
– Define the orientation and disseminate the vision to encourage – Bring new ideas for the successful implementation of the
harmonization within the organization; organization’s strategy;
– Support strategic objectives in a strong and continuous way with – Define, conceptualize and summarize new trends or new links
colleagues working in other activity areas; between organizational stakes, and convert them into organizational
– Monitor the team’s work to ensure alignment with organizational priorities.
strategic direction, vision and values.
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Be unable to define the strategic vision and communicate it to all – Have difficulty developing and implementing the respective
staff; department’s strategic plan;
– Be unable to lead teams according to strategic guidelines. – Have difficulty assessing the strategic plan implementation level.

METHODS AND TOOLS TO DEVELOP THE COMPETENCY

COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * * * * * * *
 PROJECT MANAGEMENT

Definition Code

MANAGEMENT GUIDE
HUMAN RESOURCE
Set of knowledge and techniques used to define, manage and carry out
a project by mobilizing the necessary resources and taking into account
environment constraints (human, calendar, economic, regulatory, etc.). CM/M6
Approach aimed at organizing the smooth running of a project from
start to finish.
Level 1 Level 2
– Fully understand the basics as well as the implications of a project:
objective, tasks, steps, phases, resources, method, documentation,
validation, stakeholders, schedule, deadline, commitment to change,
brakes, levers, efficiency, simplification, specifications, project team; 47
– Know how to operate and use different project management tools
(PERT and GANTT diagrams, resource allocation and dependencies
between tasks, MS Project);
– Assimilate a simple schedule, a diagram and situate its action in a
schedule in a project.
Level 3 Level 4
– Frequently manage projects involving one or more entities within
the framework of a restricted scope (service, department, directorate),
budget (time, financial means) and specific interfaces;
– Convey information to the respective department as part of a “return
– Be able to build a project team, organize and assign roles, set
of experience” approach;
goals and schedules, pilot project review meetings, evaluate work
monitoring; – Define and implement project management and project
management tools at organization level;
– Report on the situation status in relation to theoretical planning by
simple observation of the achievement of milestones; – Pilot the organization’s modernization projects involving significant
changes, mobilizing important financial, human and material
– Determine the roles of direct interlocutors to alert in the event of a
resources, which can have a “multi-directional” dimension;
malfunction in the course of the project;
– Challenge concepts from the field and be able to build a theory to
– Perceive the integration of a task, sequence or module in a more
develop new methods of project management and planning.
global project;
– Identify the brakes and levers for the implementation of a significant
change in the course of the project.
INDICATORS OF NON-MASTERY OF THE COMPETENCY

– Fail to manage the organization’s projects efficiently; – Have difficulty in monitoring and evaluating projects;
– Be unable to integrate all dimensions of a project; set unrealistic
– Fail to anticipate difficulties and obstacles that block project success. goals.
METHODS AND TOOLS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * *
 DECISION MAKING

Definition Code
MANAGEMENT GUIDE
HUMAN RESOURCE

Ability to make choices, taking into account the impact of these choices
on events. This is a complex cognitive process aimed at selecting, from
CC/C1
among different alternative actions, a type of action depending on the
desired results.
Level 1 Level 2
– Act to resolve a current situation relating to position, according to
established procedures;
– Faced with an event, take a limited number of decisions with the help
of guidelines; – Understand how to apply guidelines and procedures that require
48 some interpretation for the handling of exceptions;
– Make simple decisions based on predefined options, using clear
procedures/criteria; – Make simple decisions based on generally clear and appropriate
information;
– Consult other people or submit a problem or situation for resolution,
when criteria are unclear; – Assess the risks and consequences of acts and/or decisions;
– Address exceptions within established parameters using clearly – Make decisions with minor consequences in cases of errors.
defined rules and procedures;
– Make decisions that have no substantive implications in cases of
errors.
Level 3 Level 4
– Make complex decisions for which there are no established
procedures;
– Faced with an unforeseen event, act immediately and decisively,
– Take into account a multitude of interrelated factors for which
taking into account the impact of the decision within or on the team
information is incomplete and contradictory;
(time, financial resources, human resources, etc.).
– Reconcile conflicting priorities when making decisions;
– Apply guidelines and procedures that leave room for judgment and
interpretation; – Develop solutions to problems by assessing risks and impacts for
multiple projects;
– Make decisions by analysing several factors, some of which are
partially defined and for which certain essential information is missing; – Recommend solutions in an environment characterized by risk and
ambiguity;
– Involve, where appropriate, competent persons in the decision-
making process; – Detect, analyse and solve problems related to various projects and
complex situations;
– Assess risks and impacts of decisions involving multiple issues.
– Develop solutions that address the root of the problem so that it does
not happen again.
INDICATORS OF NON-MASTERY OF THE COMPETENCY
– Be unable to make simple decisions; – Be unable to assess the risks and consequences of a decision;
– Frequently resort to colleagues to make decisions. – Be unable to delimit the scope of a situation and take hasty decisions.
METHODS AND TOOLS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * * * * * * *
 COMMUNICATION AND INTERPERSONAL SKILLS

Definition Code

MANAGEMENT GUIDE
HUMAN RESOURCE
Ability to foster healthy and trustful relationships to strengthen
CC/C5
leadership and communication.
Level 1 Level 2
– Understand how to build a clear and structured discourse, empathize
– Make oneself available and clearly encourage others to begin
and ensure open communication with others;
communicating;
– Discuss constructively and use judgment and tact in communicating
– Listen carefully and objectively, without interrupting the interlocutor;
decisions or recommendations that may be misunderstood;
– Check if everyone has understood what others have said;
– Present ideas at meetings;
– Present the information clearly and concisely. 49
– Establish cordial contacts with interlocutors.
Level 3 Level 4
– Adapt the content, tone and means of communication to the
language, cultural context and level of understanding of the target – Adequately respond to complex and spontaneous questions (senior
audience; officials, special interest groups or the media, etc.);
– Anticipate reactions to messages and adapt communication – Communicate complex issues clearly and credibly to a variety of
accordingly; target audiences;
– Animate and conduct meetings; – Use a variety of communication systems, methods and strategies to
– Build and maintain a network (institutions, professional associations, promote dialogue and mutual understanding;
etc.); – Clearly communicate difficult or unpopular messages with tact and
– Quickly develop contact networks for the interests of the diplomacy.
organization.
INDICATORS OF NON-MASTERY OF THE COMPETENCY

– Be unable to master communication techniques; – Have difficulty building and maintaining a professional network;
– Be unable to reinforce messages with appropriate non-verbal
– Be unable to speak clearly and to articulate well. communication devices.
METHODS AND TOOLS TO DEVELOP THE COMPETENCY
COACHING SIMULATION IN-SERVICE BLENDED
LECTURES AND APPLICATION CASE PROJECT STORY DISTANCE
AND AND ROLE LEARNING
WORKSHOPS EXERCISE STUDIES APPROACH TELLING TRAINING LEARNING
TUTORIALS PLAYING TRAINING

* * * * * * * * * *
 4.4- Approache to elaborate job and the competencies mobilized – both individual
and collective – as well as the technicalities and
descriptions professional identities specific to each area of
MANAGEMENT GUIDE
HUMAN RESOURCE

intervention, the job description is at the heart of the

The job description is the fundamental tool of staff social dialogue.
management. As a close description of the employee’s The job description should therefore mobilize all
duties and competencies, it constitutes a structuring parties concerned (the executive management
tool for individual management. and staff managers), with a view to establishing an
This central HRM tool makes it possible to fulfil a agreed description of the Customs administration
number of objectives and to optimize: jobs. Indeed, the job description represents the
convergence of the interests of both:
• Upstream, recruitment, by defining the duties to
be performed and the competencies expected; – the Customs administration, which seeks to
identify competencies more clearly and anticipate
• Downstream, evaluation, by measuring the gap
50 future needs;
between the competencies required for the job
and those acquired by the jobholder, prior to the – the Customs staff, as it gives them professional
definition of a training plan. recognition and offers them professional
development and mobility prospects.
At the collective level, formalization of the job
description allows: The approach proposed for the elaboration of the job
description is top-down. This involves collecting the
• Reflection on the organization of work according
data provided to draw up the job catalogue in order
to staffing and the competencies required;
to describe the work environment, responsibilities,
• Development of the training plan based on the duties and relevant competencies.
collective orientations and needs, expressed in
The approach generally starts with identification,
terms of the responsibilities and duties performed
followed by a comparative analysis of the
by employees.
interview data collected for the purposes of the job
Writing job descriptions in a systematic and catalogue and the real work situation, then moves
standardized format also helps to identify similarities on to a combination approach using the various
between duties in different jobs, and can be a good data, and finally formalization of the process. The
basis for rethinking the reorganization of duties or whole approach combines three successive and
the jobs inventory. Moreover, in view of the purpose interrelated steps:
of the organizations, the duties put into practice

Fig. 12 : Steps for the elaboration of the job description

Each of these steps can be divided into different themes are then transcribed onto a questionnaire
operations that can also be combined and, with (see Appendix) referring to the major items of the job
practice, conducted simultaneously in some cases. description.
1. Data collection and analysis The questionnaire may be augmented by
supplementary questions that are divided into
The information necessary for the job description,
six categories. The figure below presents the
in addition to that for the job catalogue, is collected
six components of the questionnaire that help
from the most experienced practitioners and from
understand the internal and external work
those most representative of their peers.
environments:
The employee knows his/her work best. Employees
are therefore questioned about their duties in a
guided interview focusing on specific themes. These
 Fig. 13 : A job’s internal and external environments

MANAGEMENT GUIDE
HUMAN RESOURCE
51

a. Data collection stage – Independence indicators: duty performed

independently, in collaboration, etc.;
As in the previous stage, it is necessary to observe a
few conditions to create an atmosphere of trust and – Emergence indicators: routine, new or emerging duty.
mutual respect that is key to ensuring the quality of
Everything related to the other items of the job
the interview.
description, i.e. the work environment, possible
During the interview, the approach should be one of developments, and job attributes, should be left to
mindful and understanding listening. The role of the the end of the interview.
interviewer is to ask questions, take notes, reformulate
At the end of this first stage, a vast amount of data has
questions where clarification is required, and elucidate,
been collected that needs to be organized, compared
synthesize or explain the information provided.
and synthesized, and any common indicators,
There is no such thing as a typical sequencing of complementarities and specificities identified.
various themes. Nonetheless, the following procedure
is recommended: b. Content analysis stage
The data collected is on two different levels that must
– Start with what is immediately tangible and
be differentiated:
involves a direct answer: verification of job title, the
working situation (within the home department – A global level which concerns the general
and the organization), or even work practice framework of the position: its purpose, its
conditions; constraints, conditions under which it is carried
out, the working situation, etc.;
– Move to the general objectives and responsibilities
within the home department and in relation to the – A more detailed level related to the specific duties,
global organization objectives (see “Activity and their purpose, the technical means used, the
responsibility matrix” in the Appendix); relationships system, the outcome, etc.

– Then focus on the various duties, their limits, The two levels are closely related and complete
constraints, the technical means used and the each other, first through analysis and then through
relationships involved. synthesizing.
Analysis of every employee’s answers allows, for every
At this level, it is possible to specify the duties11 using
single item, the elements common to the different
the following indicators:
work situations to be updated, and the specific
– Frequency indicators (daily, weekly or occasional features to be identified by type of staff.
duty, etc.);
c. Consolidation stage
– Time indicators: percentage of time devoted to the Analysis of the answers provided by each employee
duty in relation to the whole; helps identify the duties common to the vast majority
11 - For every single duty, it is necessary to understand what actions the employee performs, how he/she performs them, with whom he/
she performs them, and why.
 of employees. These are the duties that determine duties. In this case, it is advisable to choose to merge
the core of the position and therefore constitute the duties pertaining to different positions, and then
reference (principal) duties. reformulate the job descriptions to take into account
MANAGEMENT GUIDE
HUMAN RESOURCE

the area of intervention involved. It is recommended

By deduction, secondary duties are those performed
not to draw up sweeping lists of duties and privileges,
by a minority of employees.
but instead to list no more than 10 main duties.
It is important to identify these secondary duties
In the event of missing data and/or important
because they permit a global understanding of
information that require a more detailed description,
the principal duty. Moreover, a duty said to be
it is recommended to add such information in
secondary might become a principal duty depending
coordination with the employee by asking very precise
on other developments (primarily technological,
questions about the duties performed on a daily basis.
organizational or managerial developments).
3. Content formalization and validation
Consolidation of duties of the same nature should
follow; i.e. those that concern the same object and The job description can now be written on the basis
52 contribute to the same goal. of the results of the previous operations. To do this:
d. Formulation stage • Prioritize the main duties, on the basis of the
work processes, or the determining character of
Data collected and analysed needs to be formalized a particular duty compared to another, or time
following some basic rules: volume;
The duties are to be formalized using action verbs and • Reformulate data, especially if the duties have
nouns. This allows a distinction to be made between been grouped or the vocabulary is not suited to
duties and competencies, which are formalized using the Customs administration culture;
infinitives.
• Personalize the job description by adding certain
Avoid long sentences. Duties are to be described in items: rank, required qualifications, professional
concise formulas including three key words at most. risks, position attributes, etc.
At the end of this stage, the formalized data should The last stage might not directly contribute to the
be plotted for every item, hence providing the job process of drawing up the job description but is
description. nonetheless very important, for it allows both:
Duties plotting is prioritized by formalizing: • Objectification of formalized data in the job
– Key duties of the work position in the first instance, description;
i.e. duties with the most significant impact on the • Initiation or reinforcement of a consultation
results; approach between the different staff categories.
– Duties by order of importance, taking into account Structure of a job description
quantitative indicators of time and frequency.
• Position title
It is highly recommended that the first formalization
samples be submitted to the interviewees for • Assignment
consultation and rectification, before submitting • Reporting line
them for validation by the ad-hoc committee and
approval by the steering committee. • Work environment (internal & external)

Two job description models are provided below. • General objective

2. Rectification • Responsibilities (three)

• Duties or tasks (requires a minimum of three
This stage consists of three complementary operations: (3) duties and a maximum of five (5) for each
• Set aside data that does not correspond to, or that responsibility)
is too remote from, the reality of the work situation; • Competencies required for the position (depending
• Add elements, in case of missing information, on the complexity level of duties)
either from: • Qualifications
– other items of the job description; • Position attributes (autonomy margin and
monitoring means)
– new data that would specify or better describe
the work situation. • Other requirements
• Group data relating to duties where there are The job description presented below is one of the
redundancies or very close descriptions. most basic. It is advisable to propose a similar job
description to Customs administrations that have not
Where there is a significant degree of versatility, yet reached a certain level of maturity with regard to
work positions are referred to in diverse ways. This competency-based HRM.
leads to greater redundancy/proximity in terms of
 Position title Indicates the position name as it figures in the job catalogue, e.g. Customs Inspector
Classification of position Indicates the position classification according to civil service or Customs administration criteria in the case of

MANAGEMENT GUIDE
HUMAN RESOURCE
by professional category administrations with specific status, e.g. A1
Directorate/department
Place of position in the organization chart
of assignment
Immediate supervisor Indicates the reporting line (immediate supervisor)

Staff under direct Indicates job categories reporting to the relevant position for managerial positions, to avoid cases where a lower
supervision rank manages a higher rank. For other positions, simply state N/A.
General objective of the – Indicates the main mission. The wording of this section must start with the words “Contribute to…”
position – The general objective must be identical for all positions of the same directorate.
– The objective must be drawn from the strategic plan to ensure compliance with the strategic alignment, or from
the Customs administration’s founding texts. E.g. “Contribute to the development and implementation of the HRM 53
strategy and capacity building for all Customs administration staff.”
– Each position must cover three responsibilities drawn from the general objective and place of the position in the
department concerned. Each responsibility must be preceded by a verb such as “carry out”/“perform”/“facilitate” to
Responsibilities define the intervention area of the jobholder.
– For all managers, responsibility number 3 (R3) must relate to staff management and development.
– Responsibilities are numbered R1, R2 and R3.
Indicate duties under the heading of each responsibility, i.e.

R1: Ensure […]

R2: Ensure […]

R3: Ensure […]

Duties
– Each responsibility must embody a minimum of three duties and a maximum of five.
– Each duty must be formulated in terms of an action verb (refer to the list in the Appendix).
– The action verbs must match the situation of the position in both the job framework and the organization chart.
Thus the role of a central or regional director is more strategic, the role of an intermediate manager (Head of
Division, Department Manager, Office Administrator, Chief of Brigade) is a tactical and coordination role, the role of
an employee (Inspector, Brigade Officer) is operational and executive.
Required Acquired
Competency title Result
level level
– Competences must be extracted from the duties;
– They should be classified in the following order: 1. Customs or
operational competencies, 2. Support competencies, 3. Transversal
competencies, 4. Managerial and behavioural competencies.
Competencies (refer – Two mandatory competencies must appear in the first two lines of all
to the Competency job descriptions, namely Customs procedures and Customs legislation. The
Framework and requirements level will depend on the position requirements level itself.
Dictionary) E.g. clearance procedures 3 2 1
Indicates the level required by the position and established by the expert
group by work area
Indicates the level acquired by the jobholder following his/her appraisal
Indicates appraisal result, which can be either positive or negative.
Each of the results will be analysed and processed by the department in
charge of HRM
Qualification of position Indicates the diploma or qualifications required by the position
Other requirements of Nature and conditions of work. E.g. night work, arms bearing
position Language: linguistic requirements (English, French, etc.)
 Position title Regional Director
Classification of position A1
MANAGEMENT GUIDE
HUMAN RESOURCE

by professional category
Directorate/department
General Directorate of Customs and Indirect Taxes/Regional Directorate
of assignment
Immediate Supervisor Deputy Director General for the Administration of Technical Services

General objective of the Contribute to the application of Customs regulations and the control of commercial operations and surveillance
position within the relevant Customs region
Staff under direct Managers, Inspectors, Officers
supervision
R1: Ensure compliance of commercial operations and of surveillance with Customs regulations
54 Responsibilities R2: Manage and coordinate the Regional Directorate activities
R3: Facilitate the personal and professional development of employees
R1: Ensure compliance of commercial and surveillance operations with Customs regulations
– Participate in the improvement of Customs legislation to guarantee compliance with international standards and
its contribution to facilitating Customs procedures;
– Control foreign trade activities, foreign exchange, and surveillance of the Directorate;
– Participate in strengthening intelligence and fighting fraud;
– Supervise Customs revenue collection and litigation.
R2: Manage and coordinate the Regional Directorate activities
– Represent the administration in dealings with local authorities in the region of responsibility, and promote the
Duties Directorate’s facilitation measures to other departments, operators and stakeholders;
– Supervise activities related to the development and implementation of the activity programme and the regional
management’s action plan, and manage the related budget;
– Supervise the Directorate’s property management and maintenance activities;
– Study and propose the reorganization of the Directorate’s services.
R3: Facilitate the personal and professional development of employees
– Support and guide employees in achieving the assigned objectives;
– Ensure close and appropriate orientation of the officers under supervision;
– Facilitate the enhancement of officers’ competencies.
Required Acquired
Competency title Result
level level
Clearance procedure 3
Customs legislation 3
Tariff regulation 3
Customs valuation 3
Customs taxation system 3
International trade techniques 3
Surveillance organization and functioning 3
Intelligence and fraud risk analysis 3
Customs litigation 3
Economic systems and privileges 3
HRM principles 3
Compétences
Management and maintenance of the rolling and sailing stock 3
Management and maintenance of property and furniture 3
Report writing 3
ASYCUDA++ or ASYCUDA World 3
Customs Code 3
Team management 3
Strategic planning 4
Leadership 4
Coaching and orientation 4
Project management 4
Facilitating meetings 3
Objective-based management 4
Communication and interpersonal skills 4
Position qualifications Customs Inspector Diploma
Other position Nature and conditions of work: office work, flexible working hours
requirements Languages: English
 Position title Head of Customs Investigation and Intelligence Service
Classification of position
A1

MANAGEMENT GUIDE
HUMAN RESOURCE
by professional category
Directorate/department Directorate of Customs Investigations, Litigation and Customs Intelligence/Customs Investigation and Intelligence
of assignment Service
Immediate supervisor Director of Customs Investigations, Litigation and Customs Intelligence
General objective of the
Contribute to the development and implementation of Customs intelligence, control and anti-fraud policy
position
Staff under direct
Managers, Officers
supervision
R1: Perform information collection and centralization
Responsibilities R2: Implement and monitor investigations
R3: Facilitate the personal and professional development of employees 55
R1: Perform information collection and centralization
– Collect information on fraud trends for control purposes;
– Conduct peripheral investigations and disseminate investigation reports;
– Check the periodic feeding of the intelligence database for risk analysis purposes;
– Coordinate the periodic revision of selection criteria.
R2: Implement and monitor investigations
Duties – Develop periodic control programmes, pilot and evaluate the execution of controls;
– Supervise hearings and check the consistency and centralization of minutes;
– Supervise submission of cases to the litigation department.
R3: Facilitate the personal and professional development of employees
– Support and guide employees in achieving the assigned objectives;
– Ensure close and appropriate orientation of the officers under supervision;
– Facilitate the enhancement of officers’ competencies.
Required Acquired
Competency title Result
level level
Clearance procedure 3
Customs legislation 3
Tariff regulation 3
Customs tax system 3
Customs valuation 3
International trade techniques 3
Support for other administrations 3
Intelligence and fraud risk analysis 4
Fraud networks and operating methods 3
Customs litigation 3
Classification of offences 3
Investigation techniques 4
Competencies Interrogation techniques 3
Rules on counterfeiting and protection of intellectual property 3
Economic systems and privileges 3
Report writing 3
Data analysis 3
General accounting 3
Analytical accounting 3
ASYCUDA ++ or ASYCUDA World 3
CEMAC Customs code 3
Team management 3
Leadership 3
Coaching and orientation 3
Objective-based management 3
Communication and interpersonal skills 3
Analytical skills 3
Position qualifications Customs Inspector Diploma
Other position Nature and conditions of work: office work, flexible working hours.
requirements Language: English
 Position title Human Resources Manager Position Code: XX
Position classification 10
MANAGEMENT GUIDE
HUMAN RESOURCE

Department of assignment Directorate General

Immediate supervisor Director General
Number of staff under
Staff under supervision Managers, Officers supervision: XX
General objective Contribute to the development and implementation of the HR strategy and to Customs staff capacity building
R1: Develop and monitor the Customs Directorate General (CDG) HRM strategy and social action;
Responsibilities R2: Advance and implement the CDG staff development strategy;
R3: Facilitate the personal and professional development of employees.
R1: Development and monitor the Customs Directorate General (CDG) HRM strategy Performance
56 – Coordinate the development and implementation of modern HRM procedures and indicators
practices at the CDG;
– Oversee the development of the staffing policy and staff planning;
– Conduct career management and performance management processes for CDG staff;
– Make recommendations for the proper management of rotation and mobility within the
CDG;
– Supervise social and medical management activities aimed at improving the social climate
of the CDG.
Duties
R2: Advance and implement the CDG staff development strategy
– Pilot the process of designing and implementing the blueprint for HR development;
– Coordinate the collection and analysis of competencies required by CDG staff;
– Administer the process of evaluation of training and capacity building activities;
R3: Facilitate the personal and professional development of employees
– Support and guide employees in achieving the assigned objectives;
– Ensure close and appropriate orientation of the officers under supervision;
– Facilitate the enhancement of officers’ competencies.

Competency titles RL AL R Competency title AL RL R

Clearance procedure 2 Administrative writing 3

Customs legislation 2 Customs Community Code 1

Tax system 2 Social Security Code 3

Tax legislation 2 Labour Law 3

Staff management rules 4 Strategic planning 3

Career management procedure 4 Conflict management and problem solving 3

Forward job and competency planning 4 Coaching and monitoring 3

Training engineering 4 Change management 3

Disciplinary cases management 4 Results-based management 3

Development of the training plan 4 Team management 3

Evaluation of training 4 Diversity management 3

Public contracts implementation procedures 2 Leadership 3

Budgetary procedure and expenditure execution 2 Analytical skills 3

General accounting 2 Initiative 3

Qualifications: Tertiary level diploma (Master’s/Bachelor degree)
Years of experience: 7 years, 3 of which in HRM in the public or private
in Social Sciences, Corporate Management, HRM or an equivalent
sectors.
degree

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Other position requirements
Nature and conditions of work: office work, timetable flexibility, intellectual work
Languages: English
Areas of improvement for 20…….
Training subject 1: (drop-down list) Preferable
Training subject 1: (Drop-down list) High priority
Training subject 2: (drop-down list) Preferable
Training subject 2: (Drop-down list) High priority
Training subject 3: (drop-down list) Preferable
Training subject 3: (Drop-down list) High priority

Professional project of employee A position: Yes No

57

Another job: (drop-down list) If yes, please specify position: (drop-down list)
Employee HRM Supervisor
(Date, Name, signature) (Date, Name, signature)
 Position title Accreditation Auditor, OAS Programme Position Code: XX

Classification of position 8
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Department of assignment Customs Directorate General/Programmes and Monitoring Directorate

Immediate supervisor Head of Programmes Department

Nombre de personnel
Staff under supervision n/a géré : 0
General Objective Contribute to the development and implementation of CDG modernization programmes
R1: Ensure conformity of applications for accreditation under the Authorized Economic Operator (AEO) Programme;
Responsibilities R2: Ensure that AEO-certified companies enjoy the AEO Programme benefits;
R3: Ensure compliancy of AEO member companies.
58 R1: Ensure conformity of applications for accreditation under the Authorized Performance indicators
Economic Operator (AEO) Programme
– Receive AEO accreditation applications (application letter and self-assessment
form);
– Check the conformity of accreditation applications with the AEO Programme
according to the eligibility criteria and the risk analysis;
– Decide on the admissibility of accreditation applications and communicate the
evaluation report to the team leader;
– Assist the team leader in the development and performance of business
promotion and awareness-raising activities about the AEO Programme.
– R2: Ensure that AEO-certified companies enjoy the AEO Programme benefits
Duties – Receive grievances from AEO companies regarding Customs clearance processes;
– Help beneficiary companies to enjoy all programme benefits at the national,
regional and international levels;
– Conduct analyses and report on the treatment provided to AEOs;
– Participate in studies on the average time needed to process goods release
declarations of AEO member companies;
R3: Ensure compliancy of AEO member companies
– Plan and make unannounced visits to AEO member companies to check their
compliance;
– Prepare visit reports and submit them to the team leader;
– Conduct studies and report on the offences committed by AEOs.

Competency titles AL RL R Competency titles AL RL R

Clearance procedure 3 Customs litigation 3
Customs legislation 3 Investigation techniques 3
Tax system 2 Interrogation techniques 3
Tax legislation 2 Economic systems and Customs 3
Harmonized System tariff 3 AEO accreditation principles 4
Conventions and rules of origin 3 Customs accounting 3
Customs valuation 3 Accounting techniques 3
Customs tax system 3 Data analysis 3
Harmonized System tariff 3 Report writing 3
Conventions and rules of origin 3 ASYCUDA World 3
Customs valuation 3 Team work 2
Customs tax system 3 Communication and interpersonal skills 3
International trade techniques 3 Analytical skills 3
Assistance of other administrations 3
Special procedures 3
Common Outdoor Tariff (COT) 3
East African Customs Management Act 3
Qualifications: Bachelor level degree or equivalent in Economic Years of experience: 4 years’ experience, 2 of which in different Customs
Sciences, Corporate Management jobs
Other position requirements

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Nature and conditions of work: Office work, field work, intellectual work
Languages: English, French
Improvement areas for 20…….
Training subject 1: (drop-down list) Preferable
Training subject 1: (drop-down list) High priority
Training subject 2: (drop-down list) Preferable
Training subject 2: (drop-down list) High priority
Training subject 3: (drop-down list) Preferable
Training subject 3: (drop-down list) High priority
Employee professional project A position: Yes No

59
Another job: (drop-down list) If yes, please specify position: (drop-down list)
Employee HRM Supervisor
(Date, name, signature) (Date, name, signature)

The above two models are rather sophisticated and therefore exclusively recommended for Customs administrations with a good deal
of maturity in terms of competency-based HRM. The job description presented embodies all HR practices. It will serve as a roadmap for
the HR manager as well as for the position holder and his/her line manager.
 APPENDIX 1 : VERBS FOR THE FORMULATION OF COMPETENCES

Decide Manage Lead Administer Produce

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Resolve Acquire Animate Classify Apply

Choose stabilize Command Count Carry out
Conclude Budget Conduct Register Execute
Determine Record Entrust Set up Do
Eliminate Consolidate Define Manage Realize
Settle Save Delegate Index
Judge Enrich Govern Organize
Opt Balance Guide Identify
Adjust Exploit Promote Regulate
60
Solve Win Inspire Itemise
Decide Invest Institute
Optimize Manage
Make profit Pilot
Preside
Communicate Develop Search Train Control
Dialogue Increase Analyse Support Appreciate
Discuss Improve Calculate Animate Test
Exchange Raise Consult Teach Evaluate
Listen Market Inquire Conduct Examine
Express Conquer Study Develop Experiment
Inform Enlarge Examine Educate Measure
Interview Expand Experiment Train Prove
Negotiate Trigger Observe Stimulate Supervise
Share Introduce Prospect Instruct Control
Write Launch research Monitor Test
Instruct Progress Survey Transform Validate
Transmit Promote Review
Negotiate Advise Organize Create Others
Buy Support Arrange Adapt Other repetitive and technical
actions
Arbitrate Help Anticipate Improve
Argue Clarify Settle Design
Conclude Understand Coordinate Discover
Consult Diagnose Distribute Develop
Convince Enlighten Establish Imagine
Illustrate Listen Plan Innovate
Discuss Guide Prepare Invent
Impact Encourage Project Model
Persuade Direct Schedule Renew
Invest Advocate Assign Change
Propose Recommend Structure Find
select Propose
The verbs and verbal phrases that follow do not provide information on the expected result. It is recommended
that they be excluded from the terminology used to formulate duties in job descriptions.

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1. Help to
13. Guarantee
2. Assign
14. Manage (except for specific cases)
3. Assist
15. Participate in
4. Assume
16. Manage to
5. Ensure
17. Be able to be
6. Conduct (except for specific cases)
18. Proceed
7. Contribute to
19. Propose
8. Delegate
20. Represent 61
9. Be in charge of
21. Perform a function
10. Be the …
22. review
11. Be responsible for
23. Ensure
12. Perform the function
 SECTION
III
DEVELOPMENT OF COMPETENCY-
BASED HRM PRACTICES

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 1- Competency is considered an essential tool in the competency
approach. This provides a valuable exchange between

assessement operation
the direct supervisor (n + 1) and the employee

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through a joint evaluation allowing comparative
and complementary views, based on employee self-
Competency appraisal is crucial in a competency-based evaluation.
HRM system, since its results will be used to develop The approach also relies on maintaining a calm and
other HRM practices. It is an operation that feeds all open dialogue between the manager and employees,
upstream and downstream HRM processes with reliable allowing assessment of their competencies, and hence
information essential for their deployment. The success of facilitating definition of the appropriate training actions
the HR system thus depends on the reliability and validity to be set up, taking stock of the preceding year in terms
of the results of the appraisal operation. Therefore, it of achievements and difficulties, while also identifying
is extremely important to plan the resources that are more accurately their personal and professional
essential for its success, in terms of time, energy and aspirations. The annual interview hence becomes a
financial means. very important opportunity for greater interactivity 65
If competency appraisal is a new practice for the Customs administration,
and exchange on the organization’s imperatives, keys
then it is essential to deal with it as part of a communication and change for success, and employees’ individual and professional
management process in order to reduce the impact of resistance to aspirations.
change.

Practically speaking, competency appraisal is

implemented through an individual interview, which

Aims and purposes of the competency appraisal scheme

For the appraiser For the staff member being appraised For the administration
– Review the duties, objectives and – Be recognized as an actor of the competency – A communication tool;
responsibilities of the staff member being appraisal scheme;
appraised; – An efficient tool for managing jobs and
– The opportunity to have feedback on work competencies, allowing the diagnostic of
– Analyse and resolve any difficulties, at quality; available and potential competencies;
individual level as well as within work
teams; – Express one’s needs, concerns and development – An aid to building training plans,
and training aspirations; performance management, rotation and
– Support employees individually in their succession planning;
positioning within the department and in – Exchange views with the supervisor on the
their professional development; department’s projects; – A means to convert organizational
objectives into operational objectives.
– Influence employees’ motivation; – Identify strengths and areas for improvement.

– Improve communication;
– Mutually review the professional activity,
the competencies mastered, and the
competencies that it would be desirable to
develop (personal development)
• Develop position-related competencies;
• Dialogue between employee and supervisor;
• Employee assessment in relation to the position held and on the basis of objective criteria specific to position;
• Supervisor’s accountability and commitment in the process of the personal and professional development of employees.

Competency appraisal approach Customs administration, and six months within the
position concerned by the competency appraisal
For the approach to succeed, a periodic and precisely
when it is a first job assignment;
scheduled exercise could be considered. Customs
administrations may integrate this into their annual • If a change of assignment occurred during the year
support and development planning as follows: without incurring a change of job, the employee is
appraised by his/her current supervisor;
• The competency appraisal interview is undertaken
every reference calendar year between September • Evaluation of the position-related competencies
and November; and the training requirements of employees are
performed within the framework of this interview;
• The interview is for employees who have
completed at least one year of service within the
 • In the event of absence (illness, work accident, • Issues at stake - assess the importance of the
maternity leave, etc.) preventing the interview competency(ies) for the job and assess the scope
from taking place, the appraiser should inform of the impact of (non) mastery of the competency
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the HR department within the time frame of the could have on the internal and external
operation, indicating the reasons. environment;
In order to support the managers (assessor) and • Occurrence - assess the level of competency
the staff (assessed) in the competency assessment acquired by the job holder over time – a
exercise and in order to measure the level of competency needs to be assessed over a period of
professionalism, one must consider four criteria: time;
• Autonomy - assess the capacity of the officer to The use of these criteria ensures the objectivity and
successfully work with limited or no supervision; reliability of the results of the competency assessment
exercise.
• Complexity - assess the level of difficulty of the
tasks to be undertaken while taking into account
66 if a task requires multiple competencies to be
undertaken;

- Competence fully guided by instructions and checks, etc. ;

- Little scope for initiative (with document);
- Competence carried out autonomously, with the possible help of a colleague or a supervisor; fairly frequent
Autonomy
opportunities for initiative taking;
- Competence achieved autonomously, demanding to address unforeseen situations;
- Competence achieved in total autonomy, requiring the search for solutions in case of problems.
- Uses basic knowledge (prior knowledge) and simple tools;
- Involves several specialties;
Complexity - Involves a wide scope of specialties;
- Requires understanding of overall functioning of a complex system;
- Requires ability to master a complex environment (mass of knowledge and information).
- Customer / supplier relations;
- Deadlines and time consumption;
Issue(s) at stake - Impact on quality;
- Economic cost;
- High quality non-recoverable impact.
- Daily or weekly;
- Regular (monthly frequency);
Occurrence - Periodical (every 6 months or every year);
- Occasional or rare;
- May never happen.

By the end of the competency assessment exercise, each the orientation of HRM processes, including staff
officer will receive a competency assessment report, planning, training, career management and staff
which will include his/her supervisor’s recommendations performance management.
related to training, advancement, rotation (…).
For example, if the analysis of the competency
Once the competency assessment exercise has assessment results highlights that an organization has
been carried out across the whole organization, a deficit in the competency “Post-Clearance Audit”,
all competency assessment reports will be sent the structure in charge of HRM could recommend to,
to the structure (Division, department, service, for example:
unit…) in charge of Human Resource Management.
• Recruit auditors and then train them on Customs
This structure will then process the data received
matters, including PCA; or
and proceed with the analysis of the results of the
competency assessment exercise. This analysis will • Build an internal pool of PCA experts through WCO
inform the strategic recommendations of HRM and support; or
• Send X number of officers for training on PCA Based on the decisions taken or recommendations
abroad in a country globally recognized on PCA to adopted, an action plan for each HRM process will
build a critical mass of officers able to undertake be developed and implemented. The figure below

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PCA. illustrates the different stages and their outputs as
well as the actors involved:
In some cases, these recommendations will need to
be sanctioned by Top Management, especially if they
have financial implications.

Competency Development and

implementation of
assessement
Detailed report of the Action Plan for each
HRM processes
preventive or corrective 67
Competency actions to be
assessment report , undertaken at the HR
Action Plan for each
including process level for each
HRM process
recommendations from evaluated agent
each supervisor
Data Analysis &
Recommandations
 2- Competency-based the organization can realise its vision and achieve its
objectives.

staffing process
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The information system makes a very substantial contribution to

human resource planning. This system must be made available to the
HR department to enable it to meet the current challenges posed by HR
Managing the acquisition of human resources management within Customs services and to deliver the analytical data
encompasses all activities conducted for the purpose they need to expedite the process of modernizing and reforming the
of devising strategies, processes and tools designed management of human resources.
to help identify and analyse the staffing and In the light of this requirement, Customs
competency requirements of the organization administrations must strive to promote a strategy for
(the HR planning process), to recruit and select the establishment of a system of job, workforce and
candidates with the best profiles (the recruitment competency planning. Such a voluntarist approach
process) and to induct and integrate them (the will ensure that administrations possess a more
induction and integration process) into their posts efficient department for the management of human
68 within the organization. resources as well as highlighting the qualitative and
This process, which is of great strategic importance The system of job, workforce and competency planning is a proposed
to the future of the Customs administration, merits HR management tool with which future short-, medium- and long-term
particular attention and close interest on the part of HR needs can be anticipated. Its objective is to adapt jobs, staff and skill
profiles to meet the requirements identified in the strategic plan of the
all strata within the organization and must not be the organization and to monitor and respond to changes in the economic,
sole preserve of the human resources department12. social and legal operating environment.
In other words, effective integration of staffing
into the HR system requires close and intensive quantitative aspects of that department’s role within
cooperation between the department in charge of HR the Customs structure. It is, moreover, an exacting
management and those responsible for strategic and approach, because it entails rigorous analyses. It
operational management. is important to be aware that the activities which
contribute to strategic planning are the same ones
Staffing management will serve to guide and anticipate the measures to that guide forward planning in the realm of human
be implemented in conjunction with the other HR processes with a view
to achieving strategic coherence. These interacting processes will pursue resources.
distinct but complementary objectives and will all contribute to the
Accordingly, the department in charge of HR
overall performance of the organization.
management must tailor its role and its activities to
The staffing process thus emerges as an indispensable link in the value the goal of good stewardship of human resources.
chain of the organization. For Customs services, it serves to ensure that
good staff – competent, motivated and deployable – are available in the This goal encompasses certain basic and strategic
right posts (matching job and workforce profiles) at the right time (the practices through which a modern and efficient system
“just in time” principle) while avoiding any understaffing or overstaffing.
At this stage, it is imperative that heads of HR in Customs administrations
Furthermore, the HR staffing cycle, which is depicted engage in continuous monitoring based on the HRIS and conduct studies
and analyses of the internal and external environment. In this way, they
in the diagram below, incorporates a raft of factors will be able to stand back and consider their own management of human
and tools into a transparent process that is subject resources, compare their tools and practices with those used by other
to constant scrutiny by HR specialists. In this way, organizations in the public and private sectors and so take remedial
by means of a systematic assessment of the present measures or launch new modernization projects in pursuit of excellence.
and future competency requirements of the Customs
administration as a whole and a realignment of other of HR management can be established, namely: HR
HR practices with the competency-based approach, planning, job, staff and competency planning,
excellence will be achieved by encouraging initiatives development of the human resource information
designed to attract, develop and retain a committed, system (HRIS) and, above all, professionalization
loyal and competent workforce. of the HR team13.

There is far more to assigning human resources, In conclusion, the objectives of the staffing process
however, than mere arithmetical calculation of the may be summed up as follows:
numbers of those who are due to retire and the • To enable Customs administrations to create
number of recruits needed to replace them. It requires stewardship mechanisms that establish a code of
a detailed understanding of the strategic goals and conduct which will make their HR management
business processes of the Customs administration. department more efficient and its role more
The department responsible for HR management relevant and highlight the qualitative and
must therefore determine the plans, strategies, tools, quantitative aspects of that department’s role as a
activities and key performance criteria with which strategic partner.

12- At this juncture, it is important to mention that the WCO’s HR diagnostic reports on several Customs administrations indicate the absence of a staffing process
in the activities of the HR specialists within those administrations. The latter point out that staffing does not fall within their remit and is the sole prerogative of the
ministry responsible for the civil service.

13 - An analysis of the diagnostic reports on the Customs administrations of several WCO Member countries indicates a degree of improvisation in the management
of human resources and suggests that HR management comes last in order of priority. Accordingly, it is time to upgrade the strategic role of HR departments by
deploying competent staff who are able to demonstrate the benefits that good HR management brings to the value chain within Customs organizations.
• To enable the Customs administration to achieve • To enable Customs administrations to produce
an equilibrium between staff availability and programmes and tools that will make it easier to
staffing requirements in all HR categories within integrate and retain new staff.

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the Customs administration and to select the
best personnel with the profiles required for the
achievement of the organization’s objectives.

69
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70
HUMAN RESOURCE

Fig. 14 : Stages and activities in the staffing process

 2-1 The process of human resource with a view to responding properly to the identified
discrepancies. These strategies will therefore cover
planning in Customs services recruitment, internal staffing, staff development,

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training, partnerships and activities relating to
The process of human resource planning may be reduction of the staffing establishment.
defined as “a process encompassing all the activities In addition, HR planning may be carried out in an
which enable the human resources department, in extremely detailed manner through the use of a
close and harmonious cooperation with all of the human resource information system (HRIS) and
senior strategic and operational management, to an HR scoreboard, which can serve as a basis for
identify, analyse, assess and anticipate the human demographic studies, trend analyses and statistical
capital that will be required to achieve the short-, modelling. The HR scoreboard encompasses several
medium- and long-term objectives of the Customs categories of performance indicators, presented
administration as well as those of its staff”. below, enabling the HR department to take strategic
Human resource planning is a process that enables decisions on the basis of robust up-to-date figures.
the Customs administration to determine the quantity 71
To this end, the HR specialists in the Customs
and quality of the human resources it will need in administration, as well as those in positions of
order to achieve its strategic objectives (strategic strategic and operational responsibility, should
alignment). Determining HR requirements implies engage in extensive deliberations so that they can
a need to understand the future strategic course answer the following questions:
that the Customs administration will follow. In other
words, for the Customs administration, it is a matter – What is our strategic orientation, and what are our
of anticipating future manpower supply and demand operational requirements?
on the basis of its strategic activities and operational – What competencies do we need to perform our
needs and then devising and pursuing appropriate tasks?
strategies.
– What competencies do we possess at the present
First of all, planning involves a detailed analysis and time (competency assessment)?
an interpretation of the discrepancy between the
present supply of human resources and the future – How much discrepancy is there between the
demand, based on the findings of the competency two, what must we do to close the gap, and what
appraisal. Appropriate strategies are then adopted strategy should we adopt for that purpose?
HR planning may be conducted on a scale that covers all posts in the
Customs administration or may focus only on particular new posts or on
posts classed as strategic or critical. Its success, however, depends on a
full understanding of the strategic plan and on the creation of a link with
that plan.

Tab. 4 : List of HR performance indicators

Indicator categories Indicators

• Number of employees
• Average age
• Average seniority
• Average pay
• Ratio of women to men
• Management-staff ratio
• % of managers without subordinate staff
• Total seniority of managers
Demographic
indicators • Average seniority of managers
• Retention rate for managers
• Diversity (women, members of visible minorities, members of ethnic minorities, indigenous persons, persons with
disabilities)
• Distribution by hierarchical level
• Turnover rates (total, voluntary and involuntary): employees who leave the organization in a given period as a
percentage of the average workforce of the organization in that period
• Retention rate: percentage of staff who have remained on the payroll over a given period
• Supervision rate: number of employees for whom each manager is responsible
 Familles
Indicateurs
d’indicateurs
• Recruitment cost: total amount of money spent by the organization to hire a new employee
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• Recruitment time: time taken to fill a post, expressed as a number of calendar days
• Recruitment quality index: measures the effectiveness of the organization’s recruitment on the basis of indicators such
as the retention rate for recruits, recruits’ performance levels and satisfaction ratings obtained from the recruits and
their respective managers
• Percentage of recruits hired by the targeted recruitment date
Recruitment • Number of days for which key posts remain vacant
indicators • Involuntary turnover rate for recruits
• Resignation rate for recruits
• Diversity of recruits (to management posts)
• Job-offer acceptance rate
72 • Hiring rate from the referral programme
• Rehiring rate
• Satisfaction rating of the recruitment process (by managers and candidates)
• Hours of training per employee: average per capita number of hours’ training
• Investment in training per employee: average amount invested in training an employee
• Number of courses on offer
• Number of trained employees
• % of the workforce who have been trained
• Number of hours’ training given
• Average number of hours per training course
Training and • Number of individual development plans
development • Achievement rate of individual development plans
indicators • Satisfaction rating of training courses
• Number of dropouts from training
• Success rates of training courses
• Number of employees who have successfully completed training courses
• Pass rate
• Total cost of training
• Cost per hour of training
• Training costs as a % of total expenditure
• Performance management index: average performance of employees under the responsibility of each manager,
expressed as a % of a target average performance level set by the organization
• Pay differential between high performers and others: compares the average pay of high performers to staff in the
other performance categories (satisfactory and low)
• Turnover rate of high performers: high performers who leave the organization within a given period as a % of the
average total number of high performers in the workforce over the same period
Performance
management • Number of employees assessed
indicators • % of employees assessed
• Average performance level
• Number or % of high performers
• Number or % of low performers
• Number or % of satisfactory performers
• Number or % of potential high performers
 • Pipeline utilization rate: this is the percentage of key posts that are filled by means of internal promotion
• Succession pipeline depth: this is the percentage of key posts for which one or more potential successors have been
identified

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• Bench strength: this is the percentage of key posts which at least one successor is ready to fill
• Turnaround time for key posts: this is the time that elapses between the departure of the holder of a key post and the
arrival of his or her replacement; this can also be defined as the number of days for which key posts remain vacant
• Performance of promoted successors: this is the average performance rating of newly promoted successors
• Turnover rate of high-potential employees: this figure shows the number of high-potential employees who leave the
Succession planning organization in a given period, expressed as a percentage of the average total number of high-potential employees in
indicators the organization over the same period
• Number and % of identified key posts
• Number and % of key posts which are vacant
• Number and % of identified high-potential employees 73
• Number of candidates in the succession programme
• Number of successors who are ready for appointment
• Number of successors per key post
• Number of key posts with no successor
• Average pay per employee: measure of an organization’s average annual investment in its human capital
• Development of the total wage bill: this indicator measures the year-on-year percentage increase or decrease in the
total wage bill of the organization
Pay indicators • Personnel costs as a % of receipts: this figure measures the total personnel costs as a percentage of the organization’s
total operating income
• Pay comparison ratio: this ratio expresses an employee’s pay as a percentage of the median remuneration on the pay
scale.
 2-1-1 The objectives of the HR planning process Stage 1: Analysis of business processes and
examination of operational objectives
HR planning has objectives of several types:
The first stage of the HR planning process consists
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• to ensure that the Customs administration can

maximize the use of the human resources at its in a highly detailed analysis of the Customs
disposal while providing for their continuous administration’s strategic plan. To put it more
development; precisely, the aim is to translate the activities set out
in the operating plan of the Customs service (the
• to enable the Customs administration to obtain logical framework) into action in the realm of HR
human resources with which it can achieve its management with a view to achieving the strategic
strategic objectives, to implement its operational objectives of the organization. The HR department
plans and to depend at the right time on good should therefore regard the Customs administration
individuals with valuable competencies at the as a set of business processes through which the tasks
lowest possible cost; of the organization can be achieved with the aid of
• to enable the Customs administration to have the human resources at its disposal.
74
the ideal size and quality standard to pursue the Accordingly, it is important that the HR department
organization’s aims with the aid of scientific tools should devote time to meeting the challenges and
(workload calculation). requirements of each business process in terms of
These diverse objectives of the planning process must responsibilities, tasks and competencies. At this stage,
therefore be perceived as instruments for guiding it is necessary to start work on revising and adapting
the alignment of the other HR processes within the the tools of the competency-based approach (see
framework of a coherent strategy. the section on the development of the competency-
based approach) to developments in business
2-1-2 Stages in the HR planning process processes and to operational objectives.
Given the importance to the Customs administration In practice, a competency-based approach to the
of HR planning, which sets the guidelines for the management of human resources means making
other HR processes, a successful HR planning process the required adjustments to job descriptions while
depends on rigorous compliance with the following involving the relevant staff in the adjustment process.
sequence of stages: It should be noted that these adjusted job descriptions
Stage 1: analysis of business processes and must provide a vision and a rationale of the role that
examination of operational objectives; each member of the Customs administration has to
play in the value chain of the organization and in the
Stage 2: analysis of the operating environment, realization of its operational objectives. The following
including a competency appraisal; example is intended to illustrate this point more fully:
Stage 3: analysis and evaluation of discrepancies;
Stage 4: devising and introduction of plans and
strategies;
Stage 5: tracking changes.

Strategic objective: Enhance partnership with the private sector

Operational objective 1: Operational objective 2: Operational objective 3:
Increase the number of enterprises classed Streamline import and export operations, reducing Strengthen the intelligence-led risk-
as approved economic operators by --% release times to -- minutes management mechanism
compared with year n
Business processes: Customs clearance should be focused more on post-clearance audit than on immediate inspection

HR requirements: Have Customs inspectors who act as auditors with new competencies

Stage 2: Analysis of the operating environment, this end, an objective diagnosis should be conducted
including a competency appraisal of the internal and external environment within
which the Customs administration is developing.
The second stage in the HR planning process consists
Such a diagnosis should serve to identify the external
in evaluating, in the light of the strategic guidelines
and internal factors that might influence the ability of
of the Customs administration, the abilities of the
the administration to achieve its objectives.
human resources that are currently at its disposal. To
 Factors relating to the internal environment Factors relating to the external environment
– composition of the workforce (qualification and skill profiles, trends, – analysis of trends in the labour market;

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competencies);
– current or forecast economic trends (creation of free zones, mining
– alterations to the implementation of programmes or to the exploration, industrialization or shift to a service economy, etc.);
organizational structure;
– technological progress (automation of clearance processes,
– demographic study on the general characteristics of the digitization, etc.);
organization’s human resources (trends, future challenges, etc.);
– cultural and social values;
– the strategic priorities or objectives for HR (e.g. ethics, diversity and
integration, professionalization, management of talents). – attractiveness of Customs, according to a survey on employment in
the public service (employer brand or employer of choice);
– governmental legislative and fiscal priorities, e.g. Customs union,
monetary union, single Customs territory, revenue mobilization, trade
simplification and international and regional agreements.

The result of this diagnosis of the operating 75

The employer brand is an asset when it comes to attracting talent. Among
environment must be underpinned by the findings of its benchmarks is the communication strategy that an organization uses
the competency appraisal covering the entire staff of to distinguish itself from its competitors and to advertise the quality of the
the Customs administration. experience which it means to offer its employees.

Stage 3: Analysis and evaluation of discrepancies need to achieve its strategic objectives?

In the light of the analysis of the results from the • Which are the posts that will have to be filled?
diagnosis of the operating environment and of the • What competencies are required to achieve the
reports resulting from the competency appraisal as objectives of the organization?
well as on the basis of the Customs administration’s
strategic guidelines, the next step is to make a realistic
prediction of future human resource requirements. It is important to stress at this juncture that the prediction of HR
In this prediction, the supply of and demand for HR requirements must be based on a scientific method and not merely
reflect the wishes of the senior operational staff. The calculation method
must be assessed, and diligent efforts must be made presented below will enable the HR department to define the optimum
to answer the following questions: number of staff that are needed for a unit to function properly in pursuit
of the objectives of its own work plan.
• How many employees does the Customs
administration (all departments and other units)

The workload calculation process

The workload to be borne by an organization’s human resources is estimated on the basis of a universal
approach to managerial oversight, adapted for use in the management of human resources.
This approach is based on the direct observation of the time taken to perform the activities associated with
a particular job over a fixed period or on a questionnaire administered to holders of posts in order to find out
how much time is devoted to the performance of their duties. In both instances, fluctuations in the volume of
work and in the time taken to perform tasks are taken into account.
Given the availability of annual activity indicators for Customs offices, interviews should be held with holders
of posts to supplement the available data concerning the time taken to perform tasks.
Important :
When workload is measured, the following factors are taken into consideration:
• Workload is estimated for each post in a given structure, regardless of the persons in these posts.
• The estimate must take account of normal routine activity as well as extreme instances and must be based on simple, normal and complex cases.
• The time taken up by quiescent phases in a process, such as waiting and verification times, is not taken into account.
• The approach could be adapted to match the specific features of the occupation under examination.
• For some jobs, the standard number of posts may be determined by certain pre-existing criteria, such as the number of permanent service points
that require constant manning, the number of telephone switchboards, the number of scanners or the number of vehicles available for drivers.

Processes and stages

The method used to calculate workload consists in:
1. Identifying the jobs attached to each structure with responsibility for the Customs clearance of goods and
listing the activities linked with each of them, as defined in the job descriptions.
 2. Identifying, for each job, indicators to be used to quantify outcomes, such as products or services
associated with the job under examination, files, reports, studies, certificates and records.
3. Preparing the framework for the collection of information in the field (data-collection form).
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4. Establish, for each job, the annual volume of work that has been carried out, using as a basis the activity
indicators that exist in the information system for years n-1, n-2 and n-3.
5. Conduct interviews with a sample of holders of posts in each structure (two to three persons doing the
same job) with a view to supplementing the available information on volumes of work and establishing
processing times, i.e. the normal minimum time and the maximum time taken to process a case (duration
in minutes per case).
6. Verify the information on the data-collection forms with the line managers in each structure.
7. Calculate the weighted average time and work volume per employee.

76 8. Analyse the findings and propose a target number of staff in each job.
9. Identify the discrepancies between the target workforce size and the size of the current workforce.
10. Check the findings with the relevant line managers and set the target establishment for each job.
Calculation method
The measurement of the workload for a given workplace is based on two quantifiable indicators, namely the
volume of work assigned to it and the time taken to perform each task (processing time).
A weighted average is calculated for these two indicators to make allowance for fluctuations in the volume
and duration of work activities. Tasks are weighted on the basis of the Pareto principle – the 80:20 rule – which
means that the volume and duration of 80% of tasks are assumed to be normal, while 20% are assumed to be
subject to exceptional minimum and maximum fluctuations :
- Average volume of work = [(Min x 10%) + (Normal x 80%) + (Max x 10%)]
- Average processing time = [(Min x 10%) + (Normal x 80%) + (Max x 10%)]
The hypothesis used to calculate the time input per person is based on the number of statutory opening days
per year, minus 22 days’ leave allowance and 15 public holidays, and the number of statutory working hours
per day (7.3).
- Number of statutory working days per annum = (260 opening days, minus 22 days’ annual leave and 15
public holidays = 223 days
- Annual working hours per person = 7.3 hours per day x 223 days = 1,628 hours per annum
To calculate the average total time taken to perform all of the tasks associated with a job as well as the number
of established posts required to bear the associated workload, the following two formulae are used:
- Average total processing time = Average annual volume of work x Average time taken for each task
- Required establishment = Average total processing time ÷ Average annual working hours per person
Example 1: For the post of an inspector responsible for the clearance of goods in a Customs office, the number
of staff required for the task of checking documentation and endorsing declarations with the outcome of the
check is calculated as follows:

Average Total of
Duration in Staff
Number per year Average processing average
minutes needed
Task Indicators volume time in processing
(Day/
per year mins per times (mins
Staff)
Min Norm Max Min Norm Max unit per year)

Checking Number of
documentation declarations
37250 38417 42286 10 15 20 38687,2 15,00 580308 6,20
When the two formulae set out above are applied, the required staffing level comes to 6.2 persons. This is
calculated as follows:
- Staff needed = Total of average processing times ÷ Average annual working time per person

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That is to say :
580,308 minutes per annum ÷ 95,040 minutes (annual time worked per head) = 6.2 persons
The number of staff required to perform all of the tasks involved in this job enables us to obtain the total
staffing level required within a structure.
On the basis of the result of this calculation, we can compare the total required staffing level and the number
of staff currently assigned to the structure and so determine whether the latter is overstaffed or understaffed.

The next step is to measure the discrepancy between • What posts shall we have to create?
the present situation in the Customs administration and • What are the new competencies that we shall
the desired future situation. In other words, we need to need? 77
compare the resources that are presently at the disposal
• Do our current employees possess the required
of the Customs administration and the resources it
competencies?
expects to need in the future in terms of the number of
staff and their competencies and skills. To this end, it is • Are the current employees able to exercise their
advisable to study all of the existing HR management competencies?
practices within the administration in order to identify • Do we have enough managers and supervisors?
those which could be improved and to introduce new • Do our current HR management practices match
practices that could enable it to advance. our future needs?

Stage 4: Devising and introduction of plans and • communicating the human resource plan to all
strategies senior staff in all departments and encouraging
Proceeding from the findings obtained in the three them to cooperate in its realization.
preceding stages, the head of HR in the Customs Devising and introducing HR management
administration will be able to determine the main strategies that are aligned with the strategic plan
priorities in terms of human resources and the of the Customs administration
strategies he or she intends to adopt in order to obtain
the target outcomes. In this context, the following Generally speaking, there are five categories of
requirements should be noted: HR strategy that the head of HR in the Customs
administration may apply in order to meet future HR
• including the HR priorities and the main planning requirements. The figure below shows these five HR
issues in the strategic plan and priorities plan of planning strategies.
the Customs administration;
• taking account of budgetary matters in the human
resource plan;

Fig. 15 : The five HR planning strategies

1. The restructuring strategy • redistribution of duties with a view to creating

more relevant jobs;
This strategy is often used if an evaluation of human
resources reveals overstaffing and a skills surplus • reorganization of work units for greater efficiency.
within the Customs administration. It makes several
It is important to emphasize that natural wastage,
remedial measures available to the head of HR. These
which means not replacing employees when they
include:
leave the organization, is one means of reducing the
• manpower reduction through termination of number of staff, but its expediency depends on how
employment contracts or natural wastage; urgent it is to trim the workforce. Natural wastage
means that the human resources department,
 in consultation with line managers, must rewrite • studying all the options that are open to the
the relevant job descriptions so as to assign to Customs administration to engage in strategic
other people the essential work performed by the promotion of the new jobs to be established and
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departing employees. This means that a careful to encourage competent candidates to apply.
analysis of the redistribution of the workloads of
For more information, please see the section dealing
the employees remaining in their posts must also be
with the recruitment process.
made with a view to determining whether the new
distribution of tasks will yield better results. 4. The outsourcing strategy
It is important to take account of prevailing trends in Outsourcing consists in entrusting a third party
the labour market, such as a shortage of investigators with responsibility for particular tasks regarded as
or inspectors, because reducing the size of the secondary so as to enable the organization to focus
workforce might have long-term implications for on the strategic activities that are directly connected
the organization. Accordingly, it is appropriate to with its raison d’être. These activities are referred to
identify the areas of activity in which the role of collectively as its sphere of competence.
78 human resources is most important as a prelude
Any decision to outsource work has implications for
to any restaffing or redeployment of particular
the achievement of the organization’s objectives and
employees, following training and competence-
should therefore be carefully weighed up in advance.
building measures, to an area affected by shortages.
5. The collaboration strategy
2. The training and competency-building strategy
Lastly, the process of strategic HR planning may lead
Following the competency appraisal, the head of HR
to indirect strategies that are not confined to the
may resort to certain measures designed to rectify
Customs administration. By cooperating with other
competency shortages. To this end, the training and
organizations, the HR department might be better
professional development plan may incorporate the
able to address shortages of qualified staff and meet
following elements:
its competency requirements in particular areas. The
• training activities enabling staff to perform new forms that such collaboration can take are set out
tasks in a framework based on mobility; below:
• opportunities for professional development to • working with other organizations on the cultivation
enable Customs staff to prepare themselves for of tomorrow’s leaders by collaborating in the
sideways or upward moves to future jobs within training of promising individuals;
the administration.
• sharing the cost of training groups of employees;
In addition, and with regard to jobs in particular
• enabling staff to visit other Customs administrations
areas such as HR management, finance, accounting,
through internships, learning placements, etc. as
internal audit and information systems, the Customs
part of cooperative arrangements with a view to
administration may offer to meet or share the cost
acquiring new skills and drawing inspiration from
of the training undertaken by a Customs inspector
international or regional best practices.
who has demonstrated the desire to develop his
or her competencies and possesses the relevant Stage 5: Tracking changes
prerequisites.14
The human resource plan is continuously evolving. To
Consulter la section portant sur le processus de ensure its successful implementation, it is essential to
formation quant au bien-fondé de ce type de keep measuring, monitoring and reporting progress
proposition and to adapt the plan to changing circumstances.
To this end, a process must be established which
For more information, please see the section dealing
provides for regular examinations and amendments
with the training process.
and for notification of changes. This requires very
3. The recruitment strategy close interaction between all of the operational
services and the department for human resources.
For the purposes of strategic HR planning, every time
a need for recruitment is perceived, it is important to The operational services must report the information
approach it from a strategic perspective. Recruitment that will enable the HR department to base its
strategies comprise the following elements : decisions on the facts.
• recruiting new employees who possess the
competencies and skills that the Customs
administration will need in the future;

14. It is important to state at this point that there is a need to restrict this option by means of appropriate internal policies so as to guarantee a return on investment.
 2-2 The competency-based committee – a jury or panel – to assess the attributes
of the shortlisted candidates on the basis of the
recruitment process qualities required for the job in question rather

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than taking hasty or subjective decisions.
Competency-based recruitment is focused on • Competency-based recruitment leads to a
seeking prospective employees who demonstrate, standardized and transparent selection process
through their proven qualities, an ability to handle that is consistent with the principles of fairness and
the nature and requirements of the job and ultimately equal opportunities defined in the recruitment
to perform to a high standard. policy (see the fairness and equal-opportunities
According to Stephen Taylor, People Resourcing (2002), “A competency policy in section 2). It means that the same
approach is person-based rather than job-based. The starting point is parameters will be used to assess all candidates for
thus not an analysis of jobs but an analysis of people and what attributes a given job.
account for their effective and superior performance.”
Gareth Roberts, for his part, suggests in Recruitment and Selection: A • In a competency-based recruitment process, the
Competency Approach (1997) that “the benefit of taking a competencies selection committee is provided with far more 79
approach is that people can identify and isolate the key characteristics robust evidence as to candidates’ likely behaviour
which would be used as the basis for selection, and that those in the jobs for which they are applying and will
characteristics will be described in terms which both [the selector and
the client] can understand and agree. […] The competencies therefore therefore be able to make meaningful comparisons
become a fundamental part of the selection process.15 between candidates.
competencies required for the job in question. In • Competency-based recruitment provides potential
other words, this approach serves to determine candidates with a clear and detailed presentation
which selection methods, such as psychological of the information relating to the advertised job
and behavioural tests or assessment centres, are and its requirements as well as the criteria for a
likely to yield useful evidence and determine the successful application.
extent to which the shortlisted candidates, who have Some principles for building and managing a
The behavioural interview is a tool for assessing a candidate’s behavioural recruitment system
competencies, because it focuses on specific behavioural information
concerning the candidate’s key attainments and activities of recent years. • The principle of fairness is at the heart of the
It rests on the premise that “past behaviour is the best predictor of future recruitment system. The Customs administration
behaviour”. In other words, the best way of predicting how individuals must equip itself with the means of ensuring that
will behave in present and future situations is not to ask them what they the candidates’ competencies, commitment and
would do but to consider what they actually did in similar situations in
the past. motivation are the factors that determine whether
an application is accepted or rejected. In some
Research has shown that behavioural interviews, tried and tested in both
the private and the public sector, are one of the most reliable recruitment
cases, however, it will be imperative to take other
methods. factors into account in the recruitment process,
such as a candidate’s sex, ethnicity, political views
been identified as persons of merit, satisfy the job and religious adherence (national staff ). The
requirements and the specifications set out in the conduct to be followed in such cases must be
competency definitions contained in the “competency defined and supported with sound arguments by
dictionary”. the top tier of the organization.
All in all, use of the competency-based approach to • Time is one of the key factors in the success
recruitment benefits the Customs administration in of a competency-based recruitment drive; the
several respects: Customs administration must equip itself with
Candidates of merit are those who possess the competencies, the procedural, human, logistical and financial
qualifications and skills required for the job in question. To be more resources to ensure that its recruitment drives are
specific, persons are deemed to be candidates of merit if they prove that not conducted hurriedly or hastily.
they possess the basic competencies they need to perform the relevant
work as well as all other qualifications that increase their aptitude for the • Better a vacant post than bad recruitment …
job or their usefulness to the organization.
• Competencies serve as an objective guide and a
means of comparison when assessing candidates.
• Accordingly, they enhance the accuracy and
objectivity of selection decisions by enabling an
organization to assess candidates’ aptitude and
potential for a particular post.
• Competency-based recruitment minimizes bad
appointments, because it enables the selection
15. Shot and adapted from: Armstrong, Michael, 2006, A handbook of human resource management practice. 10th ed. p.cm. British Library Cataloging in Publication
Data. A CIP record for this book is available from the British Library. ISBN 0 7494 4631 5.
 2-2-1 Course of the recruitment process a brief description of the various stages in the
recruitment process16. The diagram below shows the
Since recruitment is a strategic operation for the
main stages in the process.
Customs administration, it is appropriate to provide
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Fig. 16 : Stages in the competency-based recruitment process

80

Stage 1: Analysis and description of posts categories of post, a decision may be taken either to
recruit from within or to seek external applications.
See the previous section of the Guide, which deals
Important advice :
with the development of the tools to be used in the
competency-based approach. Where the Customs administration does not have control over all stages
in the recruitment process, for example if recruitment is a matter for
Stage 2: Recruitment the ministry responsible for the civil service or for public finances, it is
important to conduct an analysis and identify specific measures which
Staff-recruitment efforts may be divided into two will enable the HR department of the Customs service to be exclusively
distinct types. First of all, we can observe a regular or involved in all of the stages and activities of staff recruitment. This is an
important stipulation, since it serves to ensure that appointees possess
periodic form of recruitment from the labour market,
the levels of competence required for the vacant post while precluding the
based on a review conducted by the government or selection of candidates who are incompetent and recruitments based on
by the Customs administration. The second type of non-transparent criteria such as political considerations or patronage.
recruitment is justified by posts falling vacant and can
be split into two categories: recruitment from within, • Recruiting from within
i.e. promotion of existing employees, or external Given the diversification of the scope of Customs
recruitment, i.e. recourse to the labour market. activities, it is imperative that Customs administrations
Procedures may differ between internal and external should invest in staff development and competency-
recruitments, but the stages and the processes are building. In other words, employees must be
similar and may apply to recruitment from both enabled to enjoy upward and sideways mobility.
internal and external sources. Accordingly, the first candidates to be considered
On the basis of the strategic guidelines (see the when a post becomes vacant are existing employees.
section above on HR strategy) recommended by This is an inexpensive option and increases the pull
the Customs administration for the various existing of psychological contracts by having a positive
impact on the working climate and on the motivation

16. Refer to Appendix No. 1 of this section for information on the activities to be verified during the various stages of recruitment
 of Customs staff. It does, however, restrict the funnel, proceeding from the general to the particular,
introduction of new blood, original ideas and fresh and everything referred to in the advertisement must
outlooks. Moreover, recourse to the internal option be verifiable.

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deprives the Customs administration of external
In practice, the job advertisement must amount to a
candidates who may be more experienced and better
reproduction in expanded form of the job description for
qualified.
the vacant post so as to provide prospective candidates
If the Customs administration opts to recruit from with a true picture of the job in question.
within, it means that the HR department must have Tools that are used to publicize job vacancies
a full inventory of the competencies possessed by
– a presence on social networks to promote the employer brand and
all its employees and of the attributes that could be advertise the available jobs;
developed through training measures, the more so
– networks of contacts that are made accessible by Linkedin or Facebook,
in view of the need to know the mobility situation
for example;
of those who might be suitable occupants of the
vacant post. This is what makes the evaluation – careers and job fairs, conferences and networking activities;
competenciesassessment interview described in – partnerships with educational establishments, which will often 81
section 3 so very important to the HR department. advertise jobs free of charge; involvement in the development of training
programmes is also a means of connecting with the next generation;
• External recruitment – hiring commercial agencies; though costly, they are sometimes needed
The Customs administration may consider the in urgent cases or when it comes to filling senior posts;
situation from a different angle and opt for an external – professional bodies for access to self-employed individuals to cover
appointment because: short-term needs;
– printed and digital media: the press, specialized journals, specialized
– there are no internal employees who meet the and general websites, etc.
requirements for the vacant post;
The goal of the advertisement is to attract and
– the administration consciously seeks to inject fresh
persuade the best potential candidates on the
blood into the organization by trying to recruit
market. Hence it is effectively a matter of choosing the
young graduates or to achieve a broader mix of
publication channels that are the most compatible
employees, benefit from external experience or
with the specific features of the advertised job.
obtain staff with rare competencies.
Moreover, the structure and content of the job advert
Generally speaking, whether staff are recruited from must be designed to secure enough high-quality
within or outside the organization, it is imperative at applications to enable the Customs administration to
this stage to draw up a job advertisement. make a selection that is fair to all the candidates and
• Drawing up the job advertisement beneficial to itself.

This is an indispensable step in the recruitment To this end, it is of prime importance that the
process, because it serves to define precisely what advertisement should fulfil the following four
the Customs administration needs while rationalizing conditions:
the associated costs17. In so doing, it determines the Be seen: The choice of channel depends on the
number and quality of the individuals who will submit targeted type of candidates. It is therefore important
an application. It must therefore be drafted in such a to diversify the publication media in order to cast
way as to catch the attention of the best potential the net as widely as possible and reach the greatest
candidates and be sufficiently clear and precise to possible number of potential candidates.
ensure that the HR department is not swamped by a
Be read: Given the competition among the various
deluge of applications from people who do not meet
public and private organizations to recruit the
the requirements. It must thus be designed like a
individuals with the best skill and qualification profiles
It should be stressed that a recruitment has quite considerable
financial implications. Every hiring process, in fact, has a cost that can
in the market, it is essential for the organization to
be quantified with a fair degree of precision, comprising: distinguish itself from its rivals in order to attract the
attention of the best potential candidates. Care must
– the administrative costs connected with the hiring of staff;
therefore be taken to ensure the quality of the job
– the cost of providing training for each new recruit; advertisement in terms of both form and content.
– costs arising from lower productivity during the hiring and
familiarization periods;
Be digested: The advertisement must be clearly
and readably worded. It must also be informative
– costs arising from the time spent on the case by HR or operational
staff responsible for recruitment.
and appealing. The aim is to enable prospective

– costs resulting from on-the-job support and tutoring provided by

the management team.

17. In some Customs administrations, job advertisements are framed in such general terms that they generate a plethora of applicants who fulfil the specified
conditions (nationality, age and educational attainment). This generates astronomical recruitment costs and creates a high risk that the best candidates for the job
will not be selected.
 candidates to form a clear idea of the job requirements Whatever tool is used to publicize a job vacancy,
and compare them with their own personal profiles. the advertisement must contain the following
information:
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Job title
Brief introduction to the Customs administration Briefly describe the tasks of the Customs administration and explain
why the job is being advertised.
Refer applicants to the website of the Customs administration for more
details.
Presentation of the vacant post – accountability structure and position in the organization chart
– geographical location
– grade, point and, where appropriate, division on the pay scale
82 – general objective or task
– responsibilities
– duties or activities
– type and duration of the contract
– pay and conditions
List of competencies with the required attainment levels List all of the competencies required for the vacant post and specify the
required level of attainment in each.
Qualifications Specify the required degree or certificate and possibly the desired area
or areas of specialization.
Other job-related requirements Enumerate the specific requirements relating to the vacant post, such
as command of languages or mastery of information technology.
Conditions of eligibility List all specific and detailed information regarding the minimum
eligibility conditions to be fulfilled by applicants for the vacant post
(experience, minimum number of years’ seniority, etc.).
General and specific conditions relating to the vacant post Specify in detail the conditions to be fulfilled and accepted by
candidates before and during their period of employment.
Information and documents to be provided to prospective – Indicate how to submit applications for the job, e.g. electronically or
applicants by post.
– Enumerate the contents of the application file.
– Provide information on the feedback that applicants will receive.
– Indicate the deadline for the submission of applications.
– Provide a form setting out the fundamental recruitment standards of
the Customs administration (fairness, equal opportunities, etc.).
Selection process Provide detailed information on the selection procedure and criteria.

Stage 3: Screening If the screening process is to be fair and equitable, it

will be necessary to analyse all of the CVs and other
The screening of candidates consists in sorting through
all the applications that have been received. For the sake Practical tips
of fairness and efficiency, it is important to consider only • Eliminate all of the applicants who do not meet the essential criteria.
the job description set out during the first stage with a These criteria will vary according to the nature of the post, the context of
view to checking for consistency with the predefined the recruitment, etc.
assessment criteria. The objective is to filter out the less • Within the group of retained applications, separate those of candidates
promising applications for the vacant post and to retain who also meet the optional criteria, who should be invited for interview
only the candidates with the best potential. first, from applications in which those criteria are not met.
• Grade applications on the basis of criteria which may turn out to be rather
In practice, it is advisable to make an initial selection subjective, such as the content of the covering letter, the way in which the
on the basis of relatively simple criteria. It is documentation is presented and the submitted references. The quality
effectively a matter of drawing an initial comparison criteria for presentation will vary, depending on the targeted profile.
between the attributes of the applicants and the job
requirements. This should serve to ensure that the attachments submitted with the applications and to
applicants admitted to the selection process fulfil classify the applicants into the following three groups:
the requirements in terms of educational attainment,
experience, etc.
 Group A Group B Group C

Highly relevant Fairly relevant Not relevant

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The next task is to evaluate the CVs of groups A and compliant document will lead systematically to the
B in order to confirm the classification. The applicants application concerned being rejected without further
in group A should then be invited for interview. examination.
Applicants from group B may be invited if there are
Once the most interesting candidates have been
too few candidates in group A.
shortlisted, they must be contacted by every possible
In order to ensure that the best candidates for the vacant post go means (telephone, registered post, e-mail, etc.) to
through to the next stage and to guarantee an objective and transparent set a date for the interview or, where appropriate, for
screening process, it is crucial that the interviewing panel should take part
in this process, obviously provided that the number of applications to be written tests. It is desirable to send a letter or e-mail
examined is not too large. In cases where two or more candidates are to to the unsuccessful applicants for their information.
be interviewed, it is advisable that the panel members should analyse the This practice demonstrates that the Customs 83
applications of the selected candidates before the start of the interviews. administration respects everyone who offers his or
Those responsible for screening the applications would meet to compare
their assessments of the applications. her services to it and encourages them to maintain
their interest in the organization
At this stage, it is imperative to verify the authenticity
of the supporting documents showing that the
candidate possesses the requisite educational
qualifications, training and experience. Any non-

Tab. 5 : Screening tools

Job-related
Surnames Knowledge Supporting Restrictions
Academic competency Quality of
and of the documents (age, Observations
profile and references
forenames administration submitted physique, etc.)
experience
N1

N2

N3

N4

N5

N6

N7

N….

Stage 4: Assessment and selection of candidates to future situations by assessing his or her behaviour
in a similar situation in the past in which particular
Competency-based interview skills were needed or could have been used. The
The competency-based interview, also known as the behavioural
competency-based interview focuses on candidates’
interview, is based on the simple principle that the best way of predicting personal ability to apply what they have learned from
what someone will do in the future is knowing what he or he has done in a experience to the job in question.
comparable situation in the past. It differs from the more traditional forms
of interview, in which the members of the assessment panel ask questions Accordingly, during the interview, the selection
relating to what they are seeking but without any precise objective other committee may obtain in-depth information on
than obtaining an overall impression of the candidate. candidates’ competencies and on the ways in which
they approach their work and apply their knowledge
The rationale behind trying to assess a candidate’s and experience to new situations. In this way, the
past behaviour more effectively is that it is possible selection committee pursues the following objectives:
to predict the way in which a candidate will respond
 • to obtain proof of specific competencies or The desired proof will be more accurately assessed
experiences that will enable it to understand and if the candidate provides an answer comprising the
evaluate the candidate’s past behaviour; three elements below – context, action and results,
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referred to by the acronym ‘CAR’.

• to ask questions that require the candidate to
demonstrate that he or she possesses a particular
competency or ability that the job demands.
NB : The description of this approach may be equally
In practical terms, candidates will be asked to provide useful as a means of helping candidates to prepare
the selection committee with proof based on contextual for the interview.
examples from their working experience to illustrate
their aptitude, competencies and personal abilities.

Sequence of questions Targeted information

CONTEXT Ask the candidate to cite a situation that he or she has experienced or a
84 task that had to be performed. You are trying to elicit a description of a
A particular case in which the candidate displayed the desired specific situation or event, not a general account of the candidate’s past
ability achievements.
ACTION You are seeking evidence of what the candidate did, how he or she
managed the situation. To be sure of receiving a suitable reply, you may
What the candidate did to display the desired ability need to ask further questions for clarification purposes; examples of
these are given below.
RESULTS Ask the candidate what the outcome was, what was achieved and what
he or she has learned from that experience.
What results were obtained
Exemple de questions
Questions relating to the context • Describe a specific situation in which you …
• Tell me about any case in which you …
• In the past, have you ever …?
• What experience have you had of …?
• Give me an example showing how …
Questions relating to the action taken • What did you do?
• How did you approach the problem?
• What was your role?
• Describe how you went about planning your work.
• Explain the steps you took to perform the task in a professional
manner.
• What did you do to ensure that the task was accomplished within the
tight schedule?
• What action did you take to resolve the conflict with that colleague?
• How did you respond in that situation?
Questions relating to the results • What effect did that have?
• How did it end?
• What was the outcome?/What were the consequences?
• What happened after you responded in that way?
• What feedback did you receive?
• What did you learn?
• Have you applied what you learned?
• What problems have resulted from it?/What progress has resulted
from it?
• In what ways did your relations improve after you went to discuss your
problem with your colleague?
 Questions for clarification or further information
If replies are too general or too vague, amount to subjective opinions or are incomplete, hypothetical or theoretical, you can ask questions
designed to “encourage” the candidate or to obtain clarification, such as:

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• Tell me more.
• What happened next?
• What were your precise responsibilities within the team?
• Can you give me an example?

Advice to selection committee members • you have examined the notice of the job vacancy
– Ask open-ended questions with only a few yes/no in question;
questions where these are necessary to confirm a • you have taken part in prior discussions with the
specific fact. other committee members to finalize a list of
– Remember to keep your questions short and questions; 85
simple. Questions which are too long or seek • you have prepared a good mix of questions18 ;
several different types of information are liable to
• you have verified that all of the questions are
disconcert candidates.
consistent with the level of responsibility of the
– Remember to use an appropriate structure and post;
sequence of questions that enable candidates to
• you know which question or questions you will
provide evidence pertaining to the three principal
have to ask;
elements – context, action and results (CAR).
Depending on the candidate’s replies, you may • you have prepared questions to elicit more detailed
need to ask for clarification to be sure of knowing information or clarification;
the whole story. • you have identified minor and decisive plus and
– Ensure that you arrive well prepared for the minus points;
interview. This means that: • you have already compiled information for
• you have verified that the candidate fulfils the presentation to the candidate during the interview,
minimum requirements for the post; such as information on the organization, the unit
and the post and details of staff benefits and
• you have read the application forms and CVs
working conditions.
before the interview;

In order to guide the members of the selection committee in this exercise, hereinafter a list of questions to be
avoided in a selection interview:

Tab. 6 : Types of question to be avoided during an interview

LOADED QUESTIONS This type of question already suggests a response, whether affirmative
or negative, to the candidate.
• You did consult your superior before following this line of conduct, did
you not?
• Did you not know that this directly contravened the policy of the
organization?
HYPOTHETICAL QUESTIONS These questions make candidates describe what they would do if
confronted with a particular situation. They do not require candidates
to talk about their past actions.
• How would you deal with a member of staff who was not achieving
his targets?
• What is the first thing you would do in the new role if you were
appointed?
COMPARATIVE QUESTIONS This type of question makes candidates compare and distinguish
between their past experiences rather than describing their past
actions.
• What would you say is the most stressful thing you have experienced?
• What differences are there between the responsibilities you have in
your present post and those you have had in the past?
18. Appendix # 2 in this section provides a list of questions to ask in a selection interview.
 QUESTIONS ON PRIVATE MATTERS Avoid questions which intrude into the candidate’s private life or that of
any other member of the organization’s staff.
• Are you married? Do you have any children? Do you intend to have any
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children? How do you intend to reconcile your work with your family
obligations?
• Tell us about your religious beliefs and observances.
MARATHON OR DOUBLE QUESTIONS These occur when a recruiter asks two or more questions in a single
intervention. Such questions may destabilize the candidate.
• I would like to know more about your planning experience and about
the last time you had to motivate a member of your team.

The interview process19

86 STARTING THE INTERVIEW
INTRODUCE YOURSELF AND PUT THE CANDIDATE AT EASE
Create a pleasant but professional atmosphere :
Start the interview by warmly greeting the candidate.
• Introduce yourself as well as the other panel members.
• Ensure that the candidate feels as comfortable as possible.
Put the candidate at ease :
Establish eye contact; this demonstrates your interest and your desire to understand what the candidate is trying to communicate.
• Use facial expressions or head movements that indicate your interest.
• Use hand movements to signal openness.
• Use simple responses like “Ah!”, “Yes” and “I see”.
• In the case of a telephone interview, remember that the candidate cannot see you, and try to establish other codes of communication to put him
or her at ease.
EXPLAIN THE PROCESS
Explain the purpose of the interview and of the process you are about to initiate:
• Indicate the likely duration of the interview.
• Explain that you will be taking notes to have a record of what has been said.
• Explain what the candidate should do if a question is unclear or if he or she would like you to repeat something.
Inform the candidate that:
• he or she should answer by concentrating on the key facts and that the reply should last for two to three minutes;
• in answering questions, he or she should adhere to the CAR template;
• you do not wish the candidate to tell you what “we” did but what he or she did, in other words the course of action he or she adopted in order to
succeed.
Finally, before starting the interview, ask the candidate whether he or she has any questions about the interview process.

EXAMPLE OF AN INTRODUCTORY BRIEFING

«As you know, this interview forms part of the selection process for … [job title]. Over the next 45 minutes, we will be asking you to describe
some of your experiences that relate to the competencies required for the job for which you are applying. Please try to give us recent examples
of your experiences, and remember to emphasize exactly what you yourself did rather than what your team or unit did. We will be taking notes
throughout the interview so that we can accurately recall the examples you share with us. Do you have any questions about the interview before
we begin? … Then let us proceed to the first question.»

19. Appendix # 3 in this section presents a selection interview grid

THE INTERVIEW
HOW TO CONDUCT YOURSELF THROUGHOUT THE INTERVIEW

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For the whole duration of the interview, the members of the selection committee must:
• be encouraging and attentive;
• show that they are listening and paying attention so as to create an atmosphere in which the candidate can relax and speak more freely;
• keep their body language neutral and professional:
– Do not indicate in any way whether you think that a reply was good or bad.
– Simply note what the candidate said and move on to the next question.
– Do not follow up your question by making comments or giving examples. Simply ask the question and leave it at that. There is nothing wrong
with silence, which gives the candidate time to think about his or her answer. If you feel that you need to say something, use a neutral phrase such
as “Take your time”.
– Do not trap candidates with difficult questions. The questions must always be linked to the candidate’s ability to do the work for which you are 87
recruiting.
TIME MANAGEMENT
– Each interview should last about 45 minutes.
– Reserve 5 minutes at the end of the interview to enable the candidate to ask questions.
– Reserve 15 minutes after the interview to re-read and supplement your notes and assess each of the candidate’s competencies.
– Remember that you have a limited time to review each competency.
– If a candidate is taking too long to answer a particular question, you may say something along the following lines: “For reasons of time and to ensure that we cover all the competency
requirements, we must move on now to the next question.”

INTRODUCTORY QUESTIONS
Here are some examples of introductory questions.
You may begin the interview by asking one of these questions:
• What are your reasons for applying for this post?
• Can you give the panel details of the skills and competencies that you would bring to this post?
Examine the key facts relating to the candidate’s career. If there are gaps in his or her CV, these must be explored. Do not take any more than five
minutes for this part of the interview.
Do not waste precious time on biographical information that you have already obtained when you examined the application file. At this point in
the interview, it will suffice to shed light on unclear or missing information.

STAY ON THE SUBJECT

The main challenge you are likely to face during the interview is to keep the candidate focused on the question so that you can collect as much
evidence as possible that the candidate has displayed the required competencies in the past. To this end, prepare additional questions in case
further details or clarifications are needed.
CONCENTRATE ON WHAT IS RELEVANT
Keep coming back to the job vacancy and the nature of the targeted competency; try to find a situation in which the candidate succeeded that has
similarities with the vacant post.
Probe further with questions on specific aspects of a situation described by the candidate. For example:
• Tell me more about your involvement.
• You mentioned …; tell me more about that.
• What was your role in …?

KEEP THE CANDIDATE FOCUSED ON RECENT EVENTS, I.E. LESS THAN FIVE YEARS AGO
Word your additional questions briefly, precisely and in the past tense:
• What did you do at that point?
• What did you think when that happened?
• What did you say?
• What made you take that decision?
 Keep the candidate focused on his or her own role in these past situations
Prevent the use of “we” and “us”.
• If the candidate speaks about “us”, ask what his or her role was.
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• If the candidate speaks in excessively general terms or goes into too much detail, redirect his or her train of thought by asking something like
“What did you do in that situation?”
• Recognize candidates’ reluctance to talk about themselves but stress the fact that the candidate’s own role is important.
Look for the thoughts behind the actions
Questions about thought processes, ideas, feelings and reactions can provide information on candidates’ values and motivation and will help you
to assess whether their conduct is consistent with that of someone who possesses the targeted competencies.
Such questions may be worded as follows:
• How did you reach that conclusion?
88 • How did you know what to do in that situation?
• What were you thinking at that moment?
• What did you find satisfying/frustrating about that case?

THE END OF THE INTERVIEW

Just before concluding the interview, the panel members may ask questions about the candidate’s career prospects. The selection committee
should also remember to ask every candidate the following question:
• If you were selected for this post, when could you start?
ALLOW THE CANDIDATE TO ASK QUESTIONS
The selection committee should reserve 5 minutes to allow the candidate to ask questions; these are sometimes very revealing.
The panel members must be ready to answer questions on the selection process, because candidates may ask how long it will take to receive the
results of their interview.
Examples of questions that a candidate may ask:
• How many candidates have already been interviewed?
• When will I hear whether I have been successful?
• Did I do all right?
Adopt a positive but non-committal attitude when concluding the interview.
• Finish on a positive note, ensuring that the candidate will go away thinking that he or she has had a good experience.
– Use neutral language.
– Take care not to raise false hopes, which could result in subsequent disappointment.
– Avoid saying things like “That was very good”, “Excellent work”, etc.
• Explain the final selection stages and specify when the decision will be taken (explain which stages will follow).
• Thank the candidate for giving you his or her time and end the interview.

Assessment of the candidates committee members. The latter must ensure that they
do not base their selection decisions on unjustified
The decisions that are taken must be based on
opinions, speculation or stereotypes.
evidence rather than on the opinions of the selection
REVIEWING YOUR NOTES AND ASSESSING COMPETENCIES
EXAMPLES OF FACTORS THAT MAY INFLUENCE YOU
Take care to set aside any bias arising from first impressions so as to avoid forming a favourable or unfavourable opinion even
before the candidate has spoken. Such factors may be:
• the way in which the candidate is dressed;
• nervous habits, such as playing with his or her hair or with a pen;
• a regional or national accent;
• jewellery the candidate is wearing;
• the candidate’s previous employer or the university he or she attended.
EVALUATION OF CANDIDATES’ REPLIES
It is difficult for members of a selection panel to remember exactly everything a candidate said during an interview. Accordingly, if they rely on
their memory alone, they will certainly be liable to forget or distort important points, and their partial recall may result in imputations or recourse

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to stereotypes.
Noting down what the candidate is saying and your own observations on the interview will subsequently help you to assess whether the
candidate is suitable for the post.
• The notes you take should be focused on the job and should not refer to any factor other than those directly related to the performance of the
work and the activities involved in the job;
It may be useful to add plus or minus signs to indicate instances of desirable and undesirable behaviour;
• Try to avoid making any judgemental comments on the candidate during the interview;
• Instead, use your time during the interview to gather information.
On hearing the candidates’ replies, members of the selection panel may make observations of the following kind: 89
• Nothing innovative here
• No mention of risks
• Would have been more interesting to speak of the team’s results; not sure that this counts as innovation.

At the end of the interview, add to your notes any details that you might have omitted to note during the interview. Then examine the candidate’s
replies and assess them in the light of each required competency.
The selection panel must then deliberate and reach agreement on a final mark.
Do not try to classify answers as good or bad. In a competency-based interview, there are no good or bad replies, only replies containing strong or
weak evidence that the candidate has displayed a particular competency in the past.
In this respect, the following questions will help you to decide how a reply should be assessed:
• Did it fully answer the question? Did it cover the context, the action and the result (CAR)?
• Did the candidate provide a relevant and convincing example illustrating the targeted competency?
• Did the reply show the candidate’s acceptance of responsibilities and his or her ability to learn and to apply the lessons of past experience?
USING AN ASSESSMENT SCALE
The standardized scale below may serve to assess each candidate’s individual competencies; it is essential that all panel members use the same
scale.
Remember that all members of the panel re-read their own notes and assess the candidate’s replies separately. The panel must then deliberate
and reach agreement on a final mark.
4 Excellent: The candidate identified an appropriate situation through which he or she provided
a strong and coherent demonstration of the competency and/or technical aptitude in question,
thereby providing excellent evidence of his or her ability and intelligent conduct.
3 Good: The candidate provided satisfactory evidence of having displayed the competency and/or
technical aptitude in question, citing a wide range of indications of effective conduct.
2 Average: The candidate provided acceptable evidence of having displayed the competency
and/or technical aptitude in question, citing several indications of effective conduct.
1 Mediocre: The candidate provided mediocre evidence of having displayed the competency
and/or technical aptitude in question, citing few indications of effective conduct.
0/NE No evidence: The candidate did not provide any evidence of having displayed the competency
or technical aptitude in question.

In addition, members of the selection panel may refer to a catalogue of plus and minus points, as illustrated in the table below, to fine-tune their
assessment of the candidates, especially in cases where two candidates are awarded the same overall mark. In such cases, the table may assist
them in deciding which was the better candidate.
 Plus points Minus points
• Displays a constructive approach to the problem • Sees challenges as problems
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• Takes account of the imperatives of the situation in the wider context • Tries vainly to manage the situation alone
• Recognizes his or her own limits • Uses inappropriate strategies in his or her attempts to handle pressure
and stress
• Is able to compromise
• Is prepared to seek help if necessary
• Uses effective strategies to manage pressure and stress

At the end of these activities, each panel member is asked to complete the following table:

Tab. 7 : Individual assessment grid for each member of the selection panel
90
Poste de travail :

Jury 1 Jury 2 Jury 3 Jury 4 Jury 5 Jury 6

Competency 1

Competency 2

Competency 3

Competency 4

Competency 5

Competency 6

Competency 7

Competency 8

Competency 9

Competency 10

Competency 11

Competency …

Overall mark
Observations

Then, a synthesis of all the tables of each panel member will be done to determine the final ranking of the
candidates. the table below will help you organize this operation.
 Tab. 8 : Assessment grid for members of the selection panel
(Refer to the competencies specified in the job description)
Post:

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Candidate 1 Candidate 2 Candidate 3 Candidate 4 Candidate 5 Candidate 6
Competency 1

Competency 2

Competency 3

Competency 4

Competency 5

Competency 6 91
Competency 7

Competency 8

Competency 9

Competency 10

Competency …

NE 1 2 3 4

No evidence Mediocre Average Good Excellent

Stage 5: Appointment decision not been selected, possibly giving candidates an

option of discussing the process with the recruiter.
The appointment decision is taken on the basis of The chosen notification method – letter, telephone
the documents provided by the candidates and the call or summons to a meeting – will depend on the
results of their interviews and tests. It should be recruiter’s practice and sometimes on the applicants’
reached in consultation with the new recruit’s line personal profiles.
manager. If there are persistent differences of opinion,
it is preferable to go to the heart of the matter, even if Important: Candidates who are not selected may see fit to request
it means inserting an extra stage – another interview additional information on the reasons why they were not selected, and
some may even wish to contest the selection panel’s decisions.
with a panel of two or with a third party – to go over the
points on which doubts subsist. If the best candidate
does not quite meet the specified criteria and/or if Once an acceptance has been received from the
there is a shortage of applicants, carefully assess the candidate or candidates at the top of the list, a final
risks that the Customs administration would run by rejection letter is sent to any other interviewed
recruiting the selected candidate and provide for applicants. If a first-choice candidate does not
measures designed to minimize those risks (coaching, accept the post, the HR department or the chair of
training, more frequent progress reports, etc.). the selection panel is informed accordingly, and a
decision is taken either to offer the post to another
Important advice: candidate or to readvertise it.
Manage the end of the recruitment phase carefully: In cases where a number of new employees are being
• Make sure that the documents presented by the candidates – diplomas, recruited as part of a drive to increase the manpower of
testimonials, degree certificates, etc. – are authentic. the Customs administration, the selected candidates
• Has the future employee clearly understood what his or her status, pay, will be expected to pass a basic training course that
working hours, etc., will be? No uncertainty should remain on any of these will be held at the Customs training centre (see the
points. section on the competency-based training process).
• Ensure that, following the appointment decision, the successful
candidate’s full file is forwarded to the competent administrative It is important to mention in this context that the
department so that the customary formalities can be completed as induction and integration process is contingent upon
quickly as possible. the candidates’ success in the basic Customs training
course.
The decision must be communicated to the
successful candidate but also to those who have
 APPENDIX 1: CHECKLIST OF TASKS TO BE PERFORMED IN CONNECTION WITH A RECRUITMENT
BEFORE THE RECRUITMENT
• Review the Customs administration’s current recruitment and selection policy and/or practices and, where appropriate, those of the ministry
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responsible for the civil service.

• Look through the strategic and operational plans as well as the staffing plan.
• Check on the availability of the funds that are needed to conduct the recruitment and to finance the post in question.
• Obtain any authorisations that are required from the relevant government ministries and the Directorate General in order to establish the post.
• If the post is a new one, draw up a competency-based job description for it.
• In the case of an existing post, examine and, if necessary, update the applicable job description.
• Determine what type of employment the post will involve – full-time, part-time, permanent, contractual, short-term, etc.
92 • Identify the constraints that will have an impact on the staffing process (the need to fill a post quickly, the availability of specialised
competencies, the state of the labour market, etc.).
DEFINING THE RECRUITMENT AND SELECTION CRITERIA
• Define the recruitment and selection criteria on the basis of the job description (responsibilities, tasks, competencies, qualifications and other job
requirements), tailoring them to the post in question and ensuring that they are measurable.
• Determine the minimum attributes required for the post.
• Ensure that the recruitment and selection criteria are consistent with the recruitment policy of the organization and that they comply with
human rights legislation.
THE RECRUITMENT PROCESS
• Determine which recruitment method can best be used to fill the post.
• On the basis of the job description, the minimum attributes required and the selection criteria, prepare an initial draft of the job advertisement.
• In the job advertisement, indicate the main elements in accordance with the framework set out in the example above.
• Ensure that the job advertisement is consistent with the recruitment policy of the organization and that it complies with human rights
legislation.
THE SELECTION PROCESS
Before the interview
• Plan the interview process, determining:
o the number of rounds of interviews;
o the number of persons conducting the interviews;
o the length of the interviews;
o the venue for the interviews;
o the date of the interviews;
o what candidates must bring to their interview.
• Ask colleagues to be part of the selection panel.
• Brief the members of the selection panel on the logistics of the interviews (date, place, etc.).
• Prepare the questions for the interviews.
• Prepare a marking guide for the interviews.
• Prepare a guide to the verification of references.
• Prepare an authorization form for the verification of references.
• Decide which other selection methods to use.
• Ensure that the interview questions, questions relating to the verification of references and the other selection criteria comply with human rights
legislation.
• Carry out the screening of candidates on the basis of the selection criteria.
• Arrange the interviewing of the selected candidates.
• Provide each member of the selection panel with a copy of the job application of each of the candidates to be interviewed.
• Provide each member of the selection panel with the interview questions and the marking guide for the interviews.
• Meet the members of the selection panel to brief them on the interview process.
AT THE TIME OF THE INTERVIEW
• Look through each candidate’s job application before the interview.

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• Welcome the candidate.
• Introduce the members of the selection panel.
• Explain how the interview will proceed.
• Award a mark for each of the candidate’s replies.
• Give the candidate the opportunity to ask questions.
• Conclude the interview by explaining the next step to the candidate and thank him or her for having taken part in the interview.
• Ensure that the exchanges and the notes taken during the interview comply with human rights legislation.
AFTER THE INTERVIEW
93
• Put the final touches to the notes that you took during the interview.
SELECTION OF THE BEST CANDIDATE
• If need be, use other selection methods.
• Communicate by telephone with the candidate’s referees.
• Use the guide to the verification of references to record the substance of your conversations with the referees.
• Ensure that the exchanges and the notes taken during the verification of references comply with human rights legislation.
FINAL STEPS IN THE RECRUITMENT PROCESS
• Take a decision and check that it is well founded.
• Offer the post orally to the selected candidate.
• Confirm the oral job offer in writing.
• Prepare the employment contract and have it signed by the new employee before the date on which he or she takes up his or her duties.
• Send a letter of rejection to each of the other interviewed candidates.
• Complete the other administrative formalities to enable the new employee to take up his or her duties.
• Prepare the sequence of induction and integration activities.
 APPENDIX 2: EXAMPLES OF QUESTIONS FOR SELECTION INTERVIEWS
The purpose of the selection interview is to assess the 4. Questions designed to reveal creativity,
candidate’s soft skills and to collect information with resourcefulness and an aptitude for problem-
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which his or her ability to develop within the Customs solving

administration can be assessed. The selection panel – When did you last break the rules or come up
questions the candidate on his or her interests, with a novel solution to a problem? How did that
past achievements and motivation and has him or happen?
her respond to particular scenarios. This selection
– What have you done that was innovative?
interview should last between 45 minutes and an
hour. It comprises about 10 questions, chosen as the – Describe a situation in which you faced managerial
most relevant to the advertised post. problems. How did you resolve that thorny
problem?
1. Questions designed to reveal the candidate’s
personality, temperament and sociability – What is the most difficult decision you have had to
take? How did you arrive at that decision?
– How would you describe your personality?
94 – Describe some situations in which you have had to
– Do you regard yourself as someone who can take
work under pressure and meet deadlines.
risks? Tell me about a situation in your working life
in which you took a risk. – Have you ever experienced a situation in which you
had to meet two different deadlines at the request
– What type of environment do you like to work in?
of two different senior managers and could not
– What types of people do you prefer not to work with? meet both. What did you do?
– What types of responsibilities would you prefer to – Which technique works best for you when it comes
avoid in your next job? to solving occupational problems? Give me an
– Give me two or three examples of tasks which example of one of the solutions you have found to
you do not particularly enjoy but which you have a delicate problem.
had to perform. How do you manage to remain 5. Other relevant questions
sufficiently motivated to do those types of work?
– Thinking about the best boss you have had, how
– What types of people – people under your did he/she encourage you to push your limits?
authority, colleagues or superiors – do you find What was his/her method?
disagreeable?
– What professional achievement gives you the
– Tell me about an irritating situation you have greatest pride?
experienced at work.
– What is the most interesting thing you have done
– Describe what you are like as a team player. over the past three years?
– Tell me about the best boss you have ever had. – How do you measure your own success?
Now tell me about your worst boss. What are the
reasons why it was so difficult to work with that – What are your short- and long-term career
person? objectives?
– What do you think you have to do for the Customs – Why should we employ you?
administration? – What responsibilities would you be prepared to
take and what would you achieve if you were
– What do you expect the Customs administration to
appointed to this post?
do for you?
– What do you see as the keys to success in an
2. Questions designed to reveal the candidate’s
organization like the Customs administration?
integrity, honesty and loyalty
– What did you expect to find when you applied to
– Tell me about an occasion when your integrity was
the Customs administration?
put to the test. How did you deal with that?
– Is there anything else we have not discussed yet
– Have you ever had to apologize for acting badly?
that you would like to tell the panel about yourself?
– If you saw a colleague acting dishonestly, would
– Are there any questions you would like to ask us?
you tell your line manager? What would you do?
3. Questions designed to reveal past mistakes
– Tell me about an objective that you did not achieve
in your last job and explain why.
– When did you last receive criticism? How did you
respond to it?
– What did you learn from your mistakes?
– Tell me about a situation in which you had to make
a sudden change of course.
– If you were able to change just one of the
administrative decisions you have made over the
past two years, which one would it be?
APPENDIX 3: SELECTION INTERVIEW TEMPLATE assess the various candidates on the basis of the same
criteria.
The following form provides a template for structuring
an interview with a job candidate. It will enable you to

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Surname: Forename:

Vacant post:

Date: Recruiter:
1. WELCOMING THE CANDIDATE POINTS TO OBSERVE ASSESSMENT
Introductions – Purposes of the interview • Dress
– Duration of the interview – Job title –
• Presentation 95
Activities of the Customs administration –
Market profile, etc. • Attitude
2. EXPERIENCE AND CAREER POINTS TO OBSERVE ASSESSMENT
– Take a few minutes to sum up your past • Diction
experience that might be relevant to this
• Ability to see the whole picture
post.
• Relevance of training
– Tell us about your studies.
• Level of candidate’s previous responsibilities
– Outline the course of your career. (Do
not hesitate to ask several questions, for • Diversity and breadth of experience
example about the candidate’s main duties,
• Extent of achievements and their impact
achievements, preferences and reasons
for wanting to leave. The aim is to find out • Interests
exactly what the candidate achieved in each • Degree of initiative
of his or her previous posts).
• Coherence of career plan
– What is important for you in a job?
– Which of your jobs did you find the most
satisfying and why?
– What challenge are you looking for at this
stage in your career?
3. CRITERIA POINTS TO OBSERVE ASSESSMENT
- What criteria do you use to assess the • Personal standards
quality of your work?
4. COMPETENCIES AND ATTITUDES POINTS TO OBSERVE ASSESSMENT
- Êtes-vous capable d’utiliser ... ? • Technical abilities
- Quel genre de travail avez-vous eu à faire • Self-organization skills
en lien avec le poste à pourvoir ?
• Equanimity
- De quelle façon planifiez-vous le travail à
• Teamworking skills
faire ?
- Décrivez-nous une situation où vous avez
eu à travailler sous pression et à respecter
des échéances ? Quels moyens avez-vous
pris pour vous en sortir ?
- Décrivez-nous une situation où vous avez
dû collaborer avec des collègues ?
- Comment décririez-vous les rapports que
vous entretenez avec vos collègues, vos
supérieurs et vos subordonnés ?
 5. PERSONAL CHARACTERISTICS POINTS TO OBSERVE ASSESSMENT
– How do you go about ensuring that you do • Good memory
not forget anything?
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• Adherence to procedures
– How did you deal with instructions that
• Teamwork
were given to you?
• Conflict-management skills
– Describe the relations you would like to
have with your superior and your colleagues. • Time-management skills
– Have you ever had to resolve a conflict • Ability to get things done
with a colleague or a customer? How did you
• Personal qualities
go about it?
– What would you regard as a busy day?
96 – What do you do if you have to keep
someone waiting?
– What has been your greatest
achievement? Why do you regard it as such?
– If a friend of yours were asked to describe
you, which adjectives would he or she use?

6. DESCRIPTION OF THE ORGANIZATION POINTS TO OBSERVE ASSESSMENT

AND THE JOB
– Go through the job description and the job
requirements with the candidate.
– Provide details of the following
conditions: working hours, pay, social
benefits, teamwork, etc.
– Check the candidate’s expectations as
regards these conditions, and verify his or
her interest in the post.
7. CONCLUSION POINTS TO OBSERVE ASSESSMENT
– Respond to any other points that the
interviewee wishes to raise.
– Sum up.
– Provide details of the next steps in the
selection process.
 2-3 The induction and integration loyalty to the organization and, where applicable,
of avoiding the destabilization of settled teams, of
process successfully managing staff rotation, etc.

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In general terms, if employees are to be well integrated
The process of inducting a new recruit emerges as from the time they take their duties, several things are
a key process for human resources and operational essential :
departments. However, practice shows us that this
process, regrettably, is not receiving the priority and • a proper induction;
attention it merits. In fact, the importance of a proper • a targeted and supervised initiation;
induction process is often overlooked by both HR and
operational departments, being frequently limited to • mentoring to help with acclimatization;
an information folder marked “Read carefully” that is • attention to the employee’s expectations;
given to new employees or to a guided tour covering
several offices in their place of employment. • detailed information regarding the expectations of
the administration; 97
Important :
– Pave the way for the new recruit to take up his or her post by preparing
• regular monitoring and encouragement.
the employee’s documents, the documentation on the administration and Once new employees have been given a proper
the equipment and supplies the employee will need in order to perform his
or her tasks, including any necessary access permits. induction, they are entitled to an effective integration
process that enables them to operate in accordance
– Set up the access codes for computers and computer applications as
well as the new employee’s e-mail address and telephone extension.
with the expectations of the Customs administration
as quickly as possible and to the satisfaction of all
– Make arrangements to partner the new recruit with an employee or
relevant stakeholders.
colleague who has been identified by you in advance and who will be able
to act as the newcomer’s tutor or mentor. The achievement of this ambitious aim depends on
– Set aside time to introduce the new employee to his or her colleagues the adoption of a methodological approach following
and to the other members of staff. two paths, namely the functional path, focused on
– Hand over and explain the new recruit’s job description. It is important to note that the induction and integration process is not
limited to newcomers alone but also applies to staff returning from
maternity leave, parental leave or a long period of absence caused by
A successful induction helps new employees to illness or secondment.
feel at home in the often complex workings of
the Customs administration. An induction and
integration programme established as part of the tasks, and the social path of adaptation, based on
organizational strategy will certainly guarantee the organization and human interaction.
rapid assimilation of new arrivals as well as directly It is thus essential to emphasize that everyone
influencing performance and the retention rate. involved in the integration process, be they the HR
In the first place, the aim of this programme is to department or the new recruit’s immediate boss
convey to new recruits as much information as The integration process is generic and universal. This means that it applies
possible on the values and managerial philosophy of to all new employees, whatever their status and their hierarchical position.
the Customs administration and on the expectations Moreover, under a high-quality personnel policy, every member of staff
of the Directorate General and administration of deserves and is entitled to the same attention.
Customs. Needless to say, the more professionally
this process is organized and structured, the more or mentor, will take account of the characteristics
it will guarantee the achievement of the objectives and specific needs of the new employee and will
set by the Directorate General and also meet the decide on that basis how much attention he or she
expectations of the new recruits. should be given. Accordingly, those involved in this
process are strongly advised to remain heedful of the
To put it in a nutshell, the implementation of an intergenerational dimension.
induction and integration process poses formidable
challenges, both for the employee and for the • Among the ways of facilitating the harmonious
Customs administration. coexistence of different age groups that should
be considered are measures like the following that
For the new arrivals, it will meet a natural need to can promote intergenerational management:
settle in and feel secure as well as enabling them to
check that their personal profile matches the job and • creating social links between employees of
the performance criteria. different age groups by establishing a mentoring
programme;
For the Customs administration, a well-orchestrated
induction is a unique opportunity to mould • implementing a succession plan that will enable
newcomers into the desired profile, train them to successors to learn their new job by shadowing
meet the expected performance level, maximize the their respective predecessors for some time before
chances of increasing their commitment and their the latter’s departure;
 • making it an attractive option for older employees • to introduce the employee to his or her immediate
to continue in their career beyond retirement age colleagues and to the premises of the Customs
by enhancing their job satisfaction, for example by administration;
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giving them responsibility for training new arrivals.

• to ensure that the newcomer and his or her line
2-3-1 The objectives of an induction and integration manager are on the same wavelength in their
programme expectations regarding responsibilities, tasks,
roles, competencies and performance criteria;
The creation of a structured programme for the
induction and integration of newcomers must not be • to present new arrivals with their personal
the sole prerogative of HR departments but must be a development programme with a view to ensuring
priority for the Directorate General of Customs. There that they assume full responsibility for their duties
is also a need to define objectives that reflect the size and adapt to their new working environment as
and complexity of the Customs administration as well quickly as possible;
as its range of tasks. The objectives of the induction
• to establish a point of contact in the department,
98 and integration process are as follows:
service or office concerned to enable newcomers
• to carry out the final engagement formalities in an to ask questions and to gain access to the relevant
appropriate way; information that they need.
• to communicate the tasks of the Customs 2-3-2 The stages in the induction and integration
administration and its objectives; process
• to present the organizational structure of the In general terms, an induction and integration process
Customs administration (the organization chart) to should comprise a sequence of steps beginning with
new employees and show them their place in that the preparation of the induction measures, moving
organizational scheme; on to the induction and integration activities and
culminating in an objective assessment. The diagram
• to present the processes, policies and procedures
below shows the various stages in the induction and
of the Customs administration;
integration process:

Fig. 17 : The stages in the induction and integration process

1. Preparation for induction When new employees join the Customs

administration, it is important that they encounter a
The preparations for the induction measures are as welcoming and professional environment and that,
follows: from day one, besides receiving the resources and
– confirming orally or in writing the date and time of documents placed at their disposal, they also receive
arrival for the induction process as well as the name the message that the organization is fully ready for
of the person responsible for the induction of the new their arrival.
employee; 2. Induction
– notifying the staff of the relevant department, The induction process is the first contact that a new
service or office in the Customs administration that a arrival will have with the working environment
new recruit will be joining them; in the Customs administration in general and in
– organizing the newcomer’s working environment; his or her own workplace in particular. In the first
moments spent in their place of employment,
– assembling the various documents to be given to newcomers will appraise the physical and human
the newcomer on his or her arrival; working environment but will also discern the quality
– preparing the induction briefing (information on indicators of the working environment such as the
the Customs service and its tasks, strategic plan, organizational culture, the management style and
objectives, manpower, etc.); the management philosophy.
– identifying and preparing a tutor.
This initial contact and the accompanying impression To make it easier to arrange an induction process,
of the material and qualitative aspects of the working there follows a list, which is not exhaustive, of the
environment will influence the newcomer’s potential various activities that should be included:

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relationship with the Customs administration.

MAIN ACTIVITIES FORMING PART OF AN EFFECTIVE INDUCTION

Arrival of the new recruit, who is welcomed at reception; wherever possible, the reception staff will have been advised that a new
1 recruit is due to arrive.

2 The recruit is welcomed by his or her line manager and possibly also by a member of the HR staff.
General presentation on the tasks, objectives and organizational structure of the Customs administration and its strategic plan as
3
well as on the services and products offered to stakeholders.
Presentation on the code of conduct, desirable behaviour, the staff manual and the key policies and procedures of the Customs
4
administration. 99
The newcomer’s job description is presented; the description covers the general aim of the department to which he or she has been
5
assigned and its tasks as well as the desired competencies and performance criteria.
Establishment of a contact point within the Customs administration at the recruit’s place of employment to enable him or her to
6
ask questions and to gain access to all the relevant information that he or she needs.
7 The new recruit is introduced to his or her tutor (mentor), whose role is explained.
8 Introduction of the newcomer’s immediate colleagues and presentation of the premises of the Customs administration.
9 Designation of the workspace and IT resources made available to the newcomer as well as his or her access codes.
Presentation of the new recruit’s personal development plan with a view to ensuring that the new employee assumes full
10
responsibility for his or her duties and adapts to the new working environment as quickly as possible.
11 Completion of the final engagement formalities, such as insurance, transport, access pass and telephone extension.
12 Arrangement of social bonding and acclimatization activities with the staff.

The role of the tutor or mentor is assigned to an experienced person, who may or may not be a line manager and may also be someone
who has no direct connection with the post occupied by the new arrival. In general, it is advisable to avoid designating the line
manager with direct responsibility for the new arrival. The tutor or mentor must be someone who is fully integrated into the Customs
administration.
Once the tutor has been designated, he or she will be involved in the various stages of the induction and integration process and will act
on the basis of his or her own appraisal of the circumstances and needs of the new arrival. It must be noted that the tutor is responsible
for only part of the induction and integration process, the rest being the responsibility of the HR department.
The tutor generally plays a key role in the sense that he or she shares responsibility for the successful integration of the new arrival. The
tutor must perform the following duties:
– check on a regular basis that the new arrival possesses all the information required for the performance of his or her tasks;
– monitor and advise the new arrival during the adaptation period, which will facilitate his or her integration;
– assist the new arrival in familiarizing him- or herself with the new working environment;
– help the new arrival to resolve any practical or other problems that he or she might encounter;
– visit the various premises of the Customs administration and introduce the new arrival to the various managers, fellow employees and
stakeholders;
– put the new arrival in touch with stakeholders who are likely to facilitate his or her general, practical and non-work-related adaptation;
– be available to the new arrival to provide any assistance and advice that is needed.
 3. Integration This initial phase of the integration process is
generally reinforced by on-the-job training in the
The integration stage lasts longer than the induction duties to be performed, which supplements the
period and corresponds to the period when the
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basic training that has already been provided at the

new arrival is assimilating his or her new tasks. This Customs training centre.
period of familiarization with and assimilation of new
tasks is critical, and supervision on the part of the To ensure the success of this stage, it is important to
newcomer’s immediate superior and of the tutor are draw up a detailed schedule of the measures to be
extremely important as a means of ensuring that new taken by the tutor and the new arrival.
arrivals learn what is expected of them and integrate The table below shows the types of information that
into their new team. The roles of the tutor and the enable new arrivals to familiarize themselves with the
supervisor complement each other. context in which they will be working.
Tab. 9 : Integration programme

100 Officer’s particulars

Surname and forename
Starting date
Name of immediate superior
Name of mentor (tutor)
Tutor Planned date
Information on the Customs administration

General information relating to the post

Specific information relating to the post

To the extent that the role of the line manager, as the – The line manager introduces the working tools and
newcomer’s immediate superior, is to transfer the the tasks to be performed. He or she gives examples
occupational knowledge and know-how which will by executing some of the tasks and explaining how
enable the new arrival to achieve his or her objectives each task contributes to the overall work process in
and perform his or her tasks, the line manager must question.
verify that the new officer’s work meets the standards
– The line manager observes the new arrival
of the Customs administration in terms of quality
performing tasks and checks that he or she is
and speed of performance but also provides the new
applying good practice.
arrival with job satisfaction.
– –The line manager maintains a regular dialogue
The line manager may employ the following methods
with the new arrival in order to ensure that the
to facilitate the transfer of competencies to the new
transfer of knowledge is being maintained.
arrival and the latter’s mastery of them:
– The line manager encourages the new arrival to
– The line manager and the new arrival communicate
apply his or her newly acquired knowledge and
to each other their respective expectations as
skills.
regards the process of mastering the new tasks.
– At the end of the integration programme, the responsibility is divided between the HR department,
line manager recognizes what the employee has the tutor and the line manager. The monitoring stage
learned and draws up a report, which is submitted can comprise the following measures:

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to the HR department. It is important to note that the supervision of the monitoring process
4. Monitoring should be undertaken by the human resources department, which will
coordinate and collect the various documents and forms that are required
The purpose of the monitoring stage is to ensure that for this final stage in the recruitment process.
the objectives set in the induction and integration
plan have been achieved. This is an activity for which

MEASURES TO BE TAKEN DURING THE MONITORING PHASE

1 Obtain the tutor’s opinion regarding the attainment of the objectives.

2 Obtain the line manager’s opinion regarding the attainment of the objectives.
Obtain the employee’s opinion regarding his or her attainment of the objectives, job satisfaction, well-being at work and present 101
3
perceptions.
4 Arrange a review meeting in order to answer the employee’s questions and to provide him or her with support.

5 Identify the employee’s job-related training needs.

At the end of this probationary period and with a view the new arrival and the areas in which he or she needs
to the employee’s assignment, an assessment report to improve. The table below shows an assessment
must be drawn up in order to identify the strengths of form for the probationary period:

Tab. 10 : Specimen of an assessment form for the probationary period

Official’s particulars

Surname and forename

Starting date

Name of immediate superior

Name of mentor (tutor)

Official’s strengths

Areas for improvement

Attainment of integration objectives

Marks: 1 to 5 Observations
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
General appraisal
 3- Competency-based the development of its competency capital would
be influenced by two factors that are constantly

training management
interacting with each other.
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These are the law of obsolescence and competency

process inflation (or principle of increasing complexity of

jobs). With these two factors coinciding, the value
and relevance of the Customs administration’s
Training and competency development of human competency capital will gradually diminish over time.
resources are important means of securing the The reason for obsolescence is that the Customs administration’s
acquisition, maintenance and renewal of the Customs competency capital is biodegradable. In other words, it gradually loses its
administrations’ competency capital. Customs relevance and usefulness until it becomes completely outdated.
administrations have to deal with numerous changes, This situation may be the result of negligence or a shortcoming in the
both within and outside the organization, which practices used to manage its competency capital.
have the effect of further increasing the importance
102 and relevance of the training and development of It must be noted that Customs administrations that
the human capital. It therefore constitutes a value- fail to take these trends into account, through either
added activity fostering individual adaptability and the absence of monitoring or pure negligence, end
flexibility to changes of all kinds. up by increasing their level of vulnerability to their
The concept of human capital derives from economic theory. It consists volatile environment.
of the stock of workers’ creative and productive capacities, including their
technical know-how, their experience and their general knowledge. In All this clearly demonstrates the strategic importance
organizational terms, human capital may be regarded as a benefit that for a Customs administration of investing in the
should be harnessed and nurtured (Becker, 1964). training and competency development of its staff.
Moreover, a competency-based training system will
From this viewpoint, training represents an make it possible to:
investment and not a cost centre, in so far as it
allows all Customs staff to improve their competency – Contribute to the achievement of the strategic and
levels, which can translate into better organizational operational objectives, while strengthening the
performance. role of the Customs administration;
Important note – Increase the efficiency and effectiveness of the
Questions to be asked in order to highlight the challenges generally administration (performance, quality, versatility,
associated with the training and development of human resources: etc.);
– Has organized training made it possible to remedy performance gaps – Boost the knowledge, skills and attitudes of staff at
among employees? all levels of the administration;
– Has the competency level of employees improved after training?
– Firm up the potential of individuals to adapt to
– Has organizational performance improved after training? working in the context of change (procedural,
– Is the return on investment (ROI) sufficient to justify the work and technological and career changes, etc.).
investment devoted to training?
Moreover, adopting the “competency” approach in
Although training is often an effective way of improving an organization’s
the training system for Customs administrations may
performance, it cannot solve every problem. Employee behaviour is
influenced by a large number of factors, such as remuneration and profit- offer a number of advantages for both individuals
sharing schemes, allocation of responsibilities and authority, methods of and the organization. The following table sets out the
organizing work and human resource management policies. Too often, a potential advantages of a competency-based training
lack of consistency among these various factors counters the effectiveness
system:
of training and competency development efforts.

3.1. Objectives and benefits of a

competency-based training system

With a view to objectively demonstrating the

challenges of a competency-based training system
in the Customs context, it is important to stress that
With the constant changes in the context and roles of Customs,
employees’ positions are subject to new demands in terms of more
advanced competencies.
These demands accumulate, and they progressively drive up the level
of competencies expected of Customs officials. Generally speaking,
organizational change initiatives call for new learning and new
competencies, such as post-clearance control, Authorized Economic
Officers, trade facilitation, etc.
 Tab. 11 : Potential benefits of a competency-based training system

POTENTIAL BENEFITS EXAMPLES

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Enhancing Customs administration effectiveness – Good level of mastery of competencies (knowledge, know-how and
soft skills) available in the Customs administration.
– Fostering of flexibility work organization.
– Faster reaction to changes in the internal and external environment.
– Integration of training strategies into the organization’s
development.
Helping to ensure a good match between jobs and individuals – Sharing of a common understanding of competencies and how to
apply them.
– Assignment of the right people to current and new positions.
– Optimal management of strategic competencies. 103
Maintaining the competency capital of the Customs – Swift, comprehensive evaluation of the human capital.
administration
– Identification of gaps between existing and required competencies.
Empowering Customs staff – Information on the competencies acquired by each employee
(competency appraisal report).
– Information on competencies upgraded and required for each
position.
– Employee taking responsibility for his or her own professional
development.

3.2. The policy foundations20 of a • The objectives that the training is designed to
achieve;
competency-based training system
• The organizational arrangements (schedule,
planning, implementation);
The training policy is a way of responding to the • The conditions for success and evaluation;
strategic challenges of the Customs administration,
in so far as it will familiarize line managers with the • The budget.
needs expressed out in the field. The policy on training means that training, as an
For this reason, to develop a successful training activity within the Customs administration, should
policy, it is necessary both to construct a training not be the exclusive prerogative of the head of
strategy that is in line with the overall strategy of the training or his/her team.
Customs administration and to establish consolidated Responsibility for training has a far wider reach,
dashboards to aid decision-making. including all levels of the administration. Moreover,
In addition, for each training activity, it is crucial the success of an activity of this kind depends on the
to identify fully the nature of the training and visible commitment of all stakeholders in the Customs
the objective it is designed to achieve. The spirit administration and their involvement to implement
underlying the training must therefore make it the Training Charter strictly and officially.
possible to diversify the staff’s activities and interrupt 3.2.1 The roles and responsibilities of the training
their work rhythm, while at the same time developing stakeholders
their competencies and contributing to maintaining a
good atmosphere in the organization. The responsibility for competency development
must be shared by various stakeholders within the
Generally speaking, a training policy21 must Customs administration. Moreover, the success
encompass the following points (the list is not of a competency-based training system depends
exhaustive): fundamentally on the coordination of the efforts of
• The roles and responsibilities of the various each of them. In other words, each stakeholder must
stakeholders; perform the task that falls to him or her, while fulfilling
• The Training Charter; the roles and responsibilities assigned to him or her.
• The types of training;

20- For further information on the procedure for drawing up a training policy, please see Section 1

21- For improved ease of reading of this document, in this part we shall deal only with the first four points. The other points will be covered in the following sections.
 In the case of administrations where a trade union is present, the latter With the aim of clarifying the responsibilities of each
must oversee: stakeholder, we shall devote some time to presenting
– the raising of awareness among the administration’s staff of the need the roles and responsibilities falling to each
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for training activities; stakeholder in implementing a successful training

– involvement in the development, monitoring and implementation of policy.
the training policy.

Fig. 18 : Stakeholders in the training system for Customs

104

Directorate General • Ensuring translation of training as a lever for

performance, promotion and mobility within the
• Promoting a positive culture in favour of all forms
administration;
of training within the administration, by means of
actions encouraging competency development; • Establishing an arrangement to capitalize on what
is learned from the training and its impact on
• Defining the general guidelines for the training
improving the administration’s performance, by
system;
means of efficient staff deployment.
• Keeping the supervising authorities informed of
Education Committee
the importance of the training strategy;
• Designing, implementing and continuously
• Imposing the obligation on each official to attend
improving the national training strategy (acting as
two days of training each year;
course designer);
• Making available the human, financial and
• Validating the training modules designed by the
logistical resources required for successful training
trainers;
activities;
• Selecting and monitoring trainers in terms of
• Recognizing and motivating trainers;
content, training programmes and adult education
• Allowing the trainers to be fully available during skills;
training sessions at the scheduled dates and times;
• Organizing the annual Education Council meeting
• Making available financial resources for the smooth and monitoring the implementation of the
running of the National Customs School; Council’s recommendations.
Course designer : Expert in design, responsible for implementing the The trainer and the industry expert are responsible for:
learning objectives by setting up the logical training structure, designing
the learning activities and developing the teaching aids. He/she thus • Designing and preparing training courses intended
supervises the preparation of teaching aids, working closely with content to develop new skills;

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experts, in other words people who are well versed in the knowledge that
is to be imparted. • Applying the Training Charter and the bylaws of
the National Customs School;
Training manager: Director of the National
Customs School • Updating their technical and adult teaching skills
on an ongoing basis;
He/she is responsible for the smooth running of the
training system, and must ensure that investments • Keeping the teaching and IT equipment made
in training produce the results desired by the available to them secure;
administration. He/she therefore takes charge of the • Involving trainers and industry experts in all
planning, organization, management and control of the stages of the training process and acting as
the resources allocated to training, while supervising architects of competency development;
the team of training professionals. His/her duties 105
include: • Participating in the modernization projects
undertaken by the Customs administration;
• Managing the human and material resources
required for training (training rooms, IT tools, e • Developing new courses specific to the national
learning platform, etc.); context of the Customs administration to
contribute to the national e-learning platform.
• Developing and implementing the national
training plan; Line managers

• Managing, coordinating and monitoring training • Appraising team members’ competencies through
activities at the training centre; annual interviews to identify competency needs;

• Formally applying the Training Charter and the • Communicating the competency needs of their
National Customs School’s bylaws; team members and suggesting ways of remedying
these competency needs;
The training co ordinator : He/she is responsible for the logistical side
of training. As training initiatives can involve a great deal of planning, the • Assessing their team members, giving feedback
training co ordinator provides his/her support, in particular, for inviting to the HR department and the National Customs
participants, booking training rooms and co ordinating with external
suppliers.
School after training courses;
• Authorizing and monitoring their team members
• Developing national, regional and international invited to take part in training courses;
partnerships in training;
• Supervising and coaching their team members
• Implementing recommendations made by the (learning by doing);
annual Education Council meeting.
• Communicating about the various training
Trainers and industry experts modules.
Generally a content expert, it is often the case that Human resources department
the trainer does not report directly to the training
• Gathering and analysing competency needs and
department. However, the training department
evaluating the implementation of the training
must ensure that the chosen trainer is thoroughly
plan;
familiar with the organizational context and knows
how to impart knowledge. The trainer is responsible • Updating the HR database after training courses, to
for ensuring that the course members acquire the uphold the principle of employability, job rotation,
intended skills, while being aware of the challenges performance measurement and promotion;
of transferring learning. • Collaborating with the training manager and the
The industry expert plays a role very similar to that of Education Committee to ensure the development
the trainer, but operates in the field using an approach of human resources;
of task-based training or structured mentoring. He/ • Providing the training manager with the
she may also act in support of a classroom-based appropriate human, material and logistical
trainer by taking charge of the post-training follow- resources for the performance of the training
up and support for learning transfer. In this context, activities.
the industry expert is usually a content specialist
Information systems department
reporting directly to the operational area. The training
department provides him or her with coaching and • Managing, maintaining and administering the
support in the design and implementation of the e-learning platform and all the training -related IT
training initiatives. hardware.
 Communications service – It is strictly forbidden to use mobile phones in
the training rooms: to that end, all mobile phones
• Publicizing training activities via all information
must be switched off;
channels;
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– It is absolutely forbidden to enter the training room

• Publishing all training courses held to raise staff
five minutes after the start of any session;
awareness of the importance of training;
– Officials selected for training must demonstrate
• Participating in the promotion of a new culture in
obedience and respect to all the trainers;
favour of training.
3.2.3 Types of training and other means of
Internal control and audit
competency development
• Sending a copy of the reports of inspection and
In the Customs context, three programmes are
audit programmes with recommendations for
regarded as having priority in capacity-building for
training, if shortcomings have been found;
Customs staff. These are basic training, continuing
106 • Following up on the implementation of the vocational training and succession training for high-
recommendations made in inspection and audit potential managers.
reports.
The purpose of the training road map is to provide forward-looking
Staff (course members) strategic guidance to define how the achievement of the main training
objectives is to be coordinated over time. In this way, it allows priorities to
• Complying with the Training Charter and bylaws; be defined in terms of achievement of objectives and provides visibility of
the goals of the training and competency-development activities.
• Actively participating in personal competency
development (self-tuition); These training courses should be designed within the
• Communicating their competency needs to their framework of the training policy.
line manager; The figure below shows an example of a road map
• Contributing to the continuous improvement of for training programmes that should be included in a
the training system; training strategy for Customs:

• Actively participating in the objective appraisal of

trainers and training courses and infrastructure;
• Applying what has been learned in the workplace,
with a view to supporting Customs modernization.
3.2.2 Training Charter
This charter is made up of a number of commitments
and obligations necessary for the successful
achievement of the Customs administration’s
objectives on training and capacity building. It hinges
on certain principles and values.
– Irrespective of grade or position, all Customs
officers, in the course of their career, are entitled to
receive training in order to build their personal and
professional capacities;
– A Customs official selected to take part in a training
course is exempted from all other professional
activities;
– No objection can be made to invitations issued to
officials for training purposes;
No training or capacity-building activity can be effective if it fails to take
account of the obligations and commitments of all the stakeholders.
Moral integrity, professional ethics, the significance of an administration
and a public service committed to the interests of the nation and the
citizen must form the basis of the training creed.

– During training, officials invited in this way are

obliged to comply with the National Customs School
bylaws and local (regional) sessions house rules;
 Fig. 19 : Roadmap for training programmes

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107

Basic training : and industry experts from the country concerned. It

Provided at national level (newly recruited Customs The duration of basic training is a matter for the administration. There is
officers), this training is of special importance in that no international standard on this.
it will allow Customs practices in the administration
can be offered for a period of nine months, including
to be harmonized.
three months of in-service training (with two months
It consists in endowing these Customs officers with of training followed by one month of in-service
the technical, regulatory (job-related) competencies training in a Customs office). This sandwich method
and the support, managerial and behavioural of classroom-based training and in-service training
competencies required for professionalism at the will allow trainees to familiarize themselves with the
early career stage. The method is geared towards the context of work, potentially helping them to integrate
Blended learning is a method of training that combines classroom- after assignment.
based training and distance learning. This is a highly effective and very
The table below provides an example of a programme
efficient method in so far as it makes learning easy.
for this kind of training:
“BLENDED LEARNING” approach, which will allow
for rationalization of training costs while permitting
proven acquisition of competencies by the trainees.
Basic training could be carried out at the Customs
administration’s training centre, provided by trainers
 Tab. 12 : Plan de formation de base régionale au profit des inspecteurs et équivalents

Modules Number Classroom- E-learning In- Trainers Hours Days

of based training service
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1,5 6
sessions training training
Job-related competencies

1 Customs Code 16 12 4 To designate 16 4

2 Customs legislation and regulations 32 24 8 To designate 32 8

3 Agreements, conventions 28 22 6 To designate 28 7

4 Rules of origin 32 20 12 To designate 32 8

108
5 Customs duties 32 24 8 To designate 32 8

6 Customs valuation of goods 32 20 12 To designate 32 8

7 Customs clearance procedures 32 24 8 To designate 32 8

8 Economic Regimes 32 20 12 To designate 32 8

3
9 Tariffs and classification 42 28 14 months To designate 42 11
Anti-fraud investigations and
10 24 20 4 To designate 24 6
enforcement
11 Risk management and analysis 16 8 8 To designate 16 4

12 International trade techniques 16 16 To designate 16 4

13 Surveillance techniques 8 8 To designate 8 3

14 Brigade management 8 8 To designate 8 3

Seminar on the Agreement on Trade Facilitation To designate 8 4

Seminar on techniques for Customs inspection of companies To designate 4 2

Support and transferable competencies

General presentation of Customs
1 8 To designate 8 2
administration
Writing for business and report-
2 12 To designate 16 4
writing
3 Office technology 16 To designate 16 4

4 Information system (ASYCUDA World) 20 To designate 24 6

5 Basics of accounting 28 16 12 To designate 28 8

6 Languages 20 4 16 To designate 24 6
Professional ethics and code of
7 8 8 To designate 12 3
conduct
 Managerial and behavioural competencies
Interpersonal skills and
1 10 10 To designate 12 3

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communication
2 Team working 8 8 To designate 8 2

3 Management techniques 24 24 To designate 32 8

Total 528 418 110 528 132

N.B : 1 training session = 1 hour and 30 minutes

: Number of working days

Breakdown Hours Days Breakdown Sessions Days 109

Classroom-based training 418 104,5 Professional competencies 348 87

E-learning training 110 27,5 Support competencies 138 34,5

In-service training 264 66 Managerial competencies 42 10,5
Total 792 198 Total 792 198

Continuing vocational training : The capacity-building process for Customs staff

must be reflected in the involvement of all the
In the Customs context, characterized by constant
organization’s key internal and external stakeholders,
change, Customs staff are faced with practices that
with the assurance that the training system is
are regularly updated. This being the case, continuing
based on competencies and encourages lifelong
vocational training is essential to allow Customs to be
learning (continuous learning and development)
adaptable and proactive in relation to its environment.
and innovative learning systems throughout the
The aim of this training is to develop courses to raise organization.
the level of professionalism, starting with the most
Accordingly, all continuing vocational training
strategic positions, and career paths in which there are
activities will be included in a document called
gateways from one typical profession/job to another,
the “annual training plan”, on the basis of the
to prepare for succession in a context where staff are
competency needs gathered and analysed by the
leaving on retirement, while, of course, maintaining
HR department22. HR will be responsible, each year
a good match between the position and the profile.
and on an ad hoc basis, for gathering needs from
However, for this type of training it is essential for: several different sources (strategic plan, Customs
missions, audit and inspection report, competency
• Training needs to be identified through a robust
assessments from job descriptions, etc.). Once
process of gathering and analysing competency
these have been gathered, an analysis must be
needs (competency assessment, audit report,
made, so that only competency needs that are to
diagnosis report, etc.);
be remedied by training are included in the training
• Capacity-building activities to be led by certified plan23.
trainers and experts, on the basis of a well-organized
The continuing vocational training plan must
planning process, and subject to a strict evaluation
incorporate three major kinds of action. These are:
exercise (see section on the evaluation of training);
• Actions relating to adaptation to the position
• Continuing vocational training activities to be
split according to their objective, in line with – They meet an immediate need;
the requirements laid down by the dictionary of
– They are essential to maintain successful
competencies, as originally compiled;
implementation of the employee performance
• The training courses attended by each Customs contract;
official to be added to his or her HR record, to
– They remain part of the official’s professional
ensure that the principles of employability and
qualification.
mobility are respected.
22- The HR department’s responsibility as regards the training plan will be limited exclusively to the gathering and analysis of competency needs. It is left to the
Director of the National Customs School to undertake the scheduling and implementation of training activities. The HR department will then carry out the evaluation
of the training plan.

23- For other competency deficits, the HR department must remedy them by redeployment, reassignment, expansion of job scope, on-the-job coaching, mentoring
or “hand-holding”, etc.
 In this case, training can be carried out entirely during 1. The summary of competency needs deriving
working hours, either in a classroom environment or from their analysis;
via the e-learning platform.
2. The description of the actions. Here there are a
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• Actions relating to the process of Customs number of different categories:

administration reform and modernization
• Competencies/modules;
– They help to familiarize officials with the main
• Training objectives;
strands of Customs reform (e.g. digitalization,
facilitation, etc.); • Target audience;
– They are essential to achieving a successful reform • Number of people for the same topic;
process to modernize Customs administration.
• Position;
• Actions relating to changes in jobs and job
• Duration in days;
retention
• Organization of teaching;
110 – These meet a non-immediate need associated
with a possible future change in the employee • Provisional budgeting.
performance contract; 3. The scheduling of training measures will be
– They are essential to maintaining successful future submitted to the Directorate General once the
implementation of the employment contract; training plan has been adopted:
– They remain part of the official’s professional As a further illustration, the following table provides
qualification. an outline of the different types of continuing
vocational training courses:
• Competency development actions
These actions allow the Customs official to increase his
or her competencies as part of his/her qualifications,
but also to obtain a qualification in a field outside the
one in which he/she works. These actions are taken on
the initiative of the official, with the administration’s
agreement, and take place outside working hours.
As regards the form of the training plan, this is broken
down into three main sections:

Tab. 13 : Continuing vocational training plan

Trainers or Target population

Competencies/ Training Period/ Training Provisional
training Names of Comments
modules objectives duration location budget
organization participants
Adaptation training for the position

Training of officials in connection with Customs administration reform

Training in connection with changes in jobs

Training in connection with development of officials

Succession training for high-potential staff the administration increasingly calls for advance
training, which, while certainly covering technical
This type of training is of key importance within a
competencies, focuses above all on behavioural and
context such as Customs, which is characterized by

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managerial competencies.
the rarity of such resources. When changes from one
job to another via gateways for mobility are involved, To that end, this category of training must be managed
therefore, since Customs is such a technically complex in line with strict terms of reference and requires
profession, training will be essential for success and visible commitment from all the aforementioned
good integration. stakeholders.
Moreover, the need to ensure that managers The training programme must include practical
are equipped to lead the projects of Customs activities and will cover a wide range of topics.
modernization and development effectively and
to ensure continuity in the strategic positions of

Tab. 14 : Supervisory skills training programme for high-potential managers 111

Leadership Team management Strategic management
– Self-awareness – Change management – Organizational strategy
– Personal impact and influence – Interpersonal communication – Stakeholder engagement
– Public speaking – Organizational management – Project management
– Problem solving – Performance management – Resource mobilization
– Negotiation – Coaching and supervising

For certain categories of Customs employees (such as will help reduce the period of preparation for
inspectors) who show high potential, it is preferable to succession:
draw up a tailored training plan. This personalization
Tab. 15 : Example of tailored training plan

Surname:
Professional category:
Forename:
Job:
Assignment:

Category of Summary Course cost

Types of training Duration Priority Total
needs* YES NO Starting salary
Team-building 3 days 3
A X X
Introduction to legislation 2 days Later
Post Clearence Audit and
B 3 days X 1
risk management
C Organization of work 3 days X Year N+1
Communication and
D 3 days Year N+1
speaking skills
Signature of line management:
Drawn up on:
Signature of employee:
* A: priority areas of plan; B: needs arising from departmental objectives; C: needs arising from position (competency gap); D:
employee’s wishes (not met by previous categories)
 3.2.4 The objectives to be achieved by training • Individual and organizational performance:
Improve the productivity of Customs staff with a
Training activities must, firstly, form part of a
view to increasing Customs revenue, while meeting
development rationale, in which they must allow each
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the requirements of the government, stakeholders

Customs official, irrespective of position, category,
and citizens.
gender or the nature of his or her duties:
Moreover, training must form part of a strategic
– To have all the competencies his/her position
perspective in which it is, first and foremost,
requires, which fall to him or her in the home
deployed in an approach that is integrated with
department;
the development of the organization. Seen from
– To prepare for adaptations required by changes in this perspective, competency development is an
these tasks and their professional content; integral part of the various decisions taken and the
– To contribute to his or her professional processes of continuous improvement in Customs
advancement in the context of his/her personal administration. The starting point, therefore, is
career plans and in line with the principle of career not the subject of training per se, but rather the
112 alignment of human resource development activities
management;
and change initiatives with the strategic priorities of
– To contribute to improvement of individual and the organization.
organizational performance.
These remarks indicate that the management of
As a further illustration, the figure below shows the training within Customs administrations should be
guiding principles of a competency-based training imbued with proactivity and professionalism. The
system for Customs: team in charge of training management, therefore,
must of necessity be well staffed with people who are
Fig. 20 : The guiding principles of a competency- both motivated and competent as far as competency
based training system development is concerned.
Lastly, it is important to stress that, over the last
decade, training practices within organizations
have been gradually changing. Responsibility for
competency development has been progressively
diverted away from the unit in charge of training
and shifted to the operational level. In this way, with
a view to making training more practical and better
adapted, a large part of the management of this
important function has been granted to managers,
as well as employees. In this context, the role of the
human resources department consists in equipping,
supporting and advising managers in their work of
managing training and competency development
activities.

3-3 Process of managing

• Adaptability: Provide Customs staff with
the competencies required by the position competency-based training
(employability) and enable vertical and horizontal
mobility for high-potential managers (promotion). As it is a strategic practice for the Customs
Training must also help Customs officials to adapt; administration, training must follow a strict, proactive
management process. Indeed, setting up a training
• Competency development: The training
course generally involves four (4) major structured
system must provide Customs staff with ongoing
stages. These are, firstly, the gathering and analysis
competency development and secure the long-
of competency needs, followed by the design and
term future of the Customs organizational memory;
planning of training courses, then delivery of training,
• Embedding of cultural values: Inculcate a culture ending up with post-training evaluation.
of learning and innovation focused on individual,
Each of the stages of the training management process
collective and organizational performance;
may vary in length and complexity, depending on the
• Sources of motivation and encouragement: type of course involved and the required duration. For
Training must be a driver for development for all instance, the organization of a basic Customs training
Customs staff. Moreover, all activities designed course or a succession training course will require a
to develop competencies must be encouraged great deal of time for the design, content preparation
by supportive measures from the General and planning of learning evaluation methods.
Management and line managers; The focus will therefore be on stages 2, 3 and 4 of
 the cycle. On the other hand, the setting up of a cycle, looking towards continuous improvement. Post-
continuing vocational training course will necessarily training evaluation and assessment of performance
involve a thorough analysis of competency needs, gaps therefore generally serve as input to the new

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training design and the development of post-training training process. Training can be optimized only in
evaluation mechanisms. a continuous, evolving, adaptive process. The figure
below illustrates the main stages of a competency-
Starting from the principles of competency
based training management process, focusing on the
obsolescence and job inflation explained earlier, the
cyclical, iterative side:
training management process must be geared towards
the future and must form part of a continuous iterative

Fig. 21 : Stages in the competency-based training process

113

3-2-1 Stages in the training management process This initial phase of the training cycle will make it
Stage 1: Gathering and analysis of competency possible to:
needs • Establish a diagnosis;
Firstly, it is important to say that good information • Measure the gap between the competencies
gathering, combined with thorough analysis, makes required for an individual to hold a position and
it possible to ensure that training is indeed the most the actual competencies of an individual, with a
appropriate solution to the competency gap observed. view to targeting and prioritizing genuine training
It is a known fact that, in many organizations, particularly Customs needs;
administrations, the training needs analysis stage is usually completed
swiftly and expeditiously. It is noted that in some cases specialist firms • Identify competencies or behaviours among staff
are used, which offer standardized training packages on very specific which need to be developed or modified.
subjects. Their contribution to the identification of training needs is
therefore biased towards the kinds of solutions that they can offer, and A training need is defined by the gap existing between
consequently the training activities lack added value and impact. what exists (the current situation) and what ought to
exist (the desired situation). A need emerges when
In a competency-based human resource management
it is possible to observe such a gap, and the gap is
initiative, training should be regarded from a strategic
attributable to a lack or shortage of the skills required
viewpoint if it is to serve as a lever to achieve the
to carry out the work properly. In other words, this need
organizational objectives. This means that a proactive
will emerge when a variance is observed between the
initiative to identify and analyse competency needs
current situation and the desired situation, and that
should be carried out systematically. The purpose of
variance is the result of a lack or shortage of essential
this exercise is primarily to allow for planning of the
or necessary competencies.
resources and budgets required for the development
of human resources. Generally, the HR department needs to employ a
A need emerges when a variance is noted between the current situation whole range of tools and techniques to identify
and the desired situation, and when that variance is the result of a lack or competency needs. The figure below shows the
shortage of essential or secondary skills. various techniques:
 Fig. 22 : Techniques for gathering competency needs
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114

As part of this stage, the HR department has to identification and prioritization of training needs,
gather the data necessary to understand the issues intended to allow the efficient allocation of human
underlying each training need. This analysis should resources development budgets. Indeed, as this kind
bring out the factors that explain the performance of exercise usually generates a large number of training
gap and confirm that it definitely arises from a needs, it is important for the HR department to set
competency gap. Good information gathering, to work on classifying them by order of importance
combined with a thorough analysis, makes it possible and priority, in line with the strategic objectives and
to ensure that training is indeed the most appropriate guidelines of the organization. In other words, it
solution to the issues and the organizational context. becomes clear that certain competency needs will be
The diagnosis of training needs should take place at an appropriate time, more critical (requiring the organization’s immediate
to avoid impeding the completion of projects. It should not be carried out attention), whereas others will be less pressing. In
during peak periods. this respect, the order of priority of training needs
The purpose of the training needs analysis is to determine whether the is established on the basis of two criteria. Dion and
performance issues identified could be improved by training, or whether Ouellette (2002) propose the use of a matrix, which
the problems are associated with the organization or the individual.
plots the strategic importance of a competency
Training is not the solution to all problems.
for the organization against the current level of
It is essential for the employee to be aware of his or her need to change or mastery of that competency by the employees.
develop new competencies or skills.
The establishment of a training activity becomes a
An environment conducive to learning must be established during the priority when the competency that the training is
training course in order to foster open discussion.
designed to develop is essential for the development
of the organization, and that competency is scarce
When the exercise is carried out as part of a
within the organization. The figure below shows this
broader human resource planning exercise, the
principle:
detailed analysis work is preceded by an exercise of

Fig. 23 : Matrix for establishing training priorities

The result of all these activities should make it The urgency of intervention can be identified from a
possible to draw up the matrix for gathering and scale of values. This indicator, which is subjective in
analysing competency needs. This matrix will map nature, must be aligned with the importance and the

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competency gaps against the staff members in terms level of mastery of the competency. The analysis of
of jobs, to quantify the gap between existing and the competency gap helps to guide the choice of the
required competencies. The following are stated for means by which the missing competencies may be
each competency: acquired. The relevant matrix is set out below:
– The jobs affected by a competency gap;
– The number of officials involved;
– The urgency of intervention (actions to be taken);
– The characteristics of the competency;
– The analysis of the competency gap;
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– The actions to be taken and interventions to be
made in order to acquire the competency.
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tab. 16 : Matrix for gathering and analysing competency needs

Competency gap level Jobs and staff members affected

by gap Characteristics of competency
Competency designation -1 -2 -3 -4 Gap analysis Actions and interventions
Staff members and -1 -2 -3 -4
(competency dictionary) Jobs
categories
Competency 1

Competency No.
List of competencies where The result of the competency List of jobs Number of staff 1. Fundamental or unimportant The objective of gap analysis is to This is where pathways aiming to
there is a gap. The presentation assessment report. affected by members with the show where there is currently a gap bridge the competency gap can be
2. Strategic or of low added value
must be in line with that of the same same competency between competency held (already proposed. The reasons for the gap and
If there are several gaps
the competency reference competency gap, plus category 3. Rare or common acquired) and competency desired arrangements to remedy it can be
relating to one competency,
framework. gap (e.g. 30 inspectors, (required). There may be several suggested from among the following:
they should be set out in 4.
5 office managers, 2 reasons for a competency gap (e.g.
(E.g. tariff technology, this box. – Rotation
heads of service, etc.) – Evolving or stable insufficient training, lack of interest or
CITES convention, strategic
motivation, unsuitable posting, etc.) – Mobility
management, team working, – Specific to a service or department.
The analysis will determine the most
etc.) – Training and improving
– Fundamental – this competency is appropriate strategy to bridge the
professionalism
essential to carrying out the function’s competency gap.
priority activities. – Recruitment.
The training plan will include only
– Strategic – makes it possible to competencies where the gap can be Several arrangements to remedy the
implement the guidelines through the bridged by training. gap may be listed.
performance of activities that are important
to the service or department.
– Rare, if it is sensitive to any change in the
workforce, or is a competency held by only
a few officials.
Several characteristics may be attributed to
one competency.
In conclusion, training needs analysis activities must gaps identified at the preceding stage. Based on the
ultimately play a part in outlining the reasons for conclusions of the needs analysis, this stage should
a competency gap that has contributed towards a make it possible to group together the key factors

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performance gap. The latter may be at the origin of that will facilitate the design of the training plan. It
one of the following situations: is recommended that the internal or external trainer
should be closely involved in this stage, so that he or
– Insufficient training: associated with a lack of
she can determine how he/she wishes to deliver the
competency or a lack of practice in using skills;
training and what the content will be.
– Problem at organizational level: associated with
The training plan is the operational and budgetary translation of the
the supervision of work, the working environment, choices of an organization’s management on the resources it allocates,
the organization of work or the consequences of in a given period, to the development of the individual and collective
current performance; competency of the officials.

– Problem at individual level: associated with a

The following table sets out the various decisions
mismatch between the person and the position, or
and the main questions to be raised to produce a 117
with the conduct of the employee.
successful training activities plan:
Stage 2: Design and planning of training courses
The objective of this stage is to work out the activities
and methods that will help to bridge the competency

Tab. 17 : Decisions to be taken when planning training activities

Types of decision Issues for consideration Comments
– What are the objectives to be achieved at the
end of the course?
– What are the key competencies to be acquired
or developed?
Training objectives
– What indicators are used to measure
achievement of the objectives?
– Who will be responsible for measuring the
indicators?
– What is the profile of the course members
(age, position, work experience, etc.)?
– Are there any prerequisites for the training?
– How many people will take part in the
Target audience (course members)
training activity?
– Which departments are involved?
– How will employees be informed about the
training activity?
– Who will the trainer be (internal or external)?
– What skills does he/she have? How much does
Profile of the trainer
he/she cost?
– Is he/she available at the time required?
– When will the course take place?
– Are there any timetabling constraints to be
Date of the course taken into account when the course dates are
being fixed?
– When are the course members available?
– Where will the course take place (internal or
external)?
– How much does it cost to reserve the location?
Location of course
– Is the equipment required for training
available?
– Is the location easily accessible?
 – How long will the training course last?
– What will the timetable be?
Duration of course
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– Does the timetable accommodate the adult

rate of learning?
– What is needed in order to deliver the
training (computer, projector, course members’
Equipment and computer hardware workbook, pencils, lectern, etc.)?
– Is all the equipment available?
– What are the preferred teaching techniques?
Teaching methods (Give examples of techniques.) What was the
basis for these choices?
– What is the title of the course?
118
– What are the topics to be covered?
Content – In what order will the topics be dealt with?
– Who will develop the content?
– What is the agenda of the training session?
– Has a budget been allocated?
– How much is it?
– Does it meet the legal requirements?
– How is the budget allocated among the
Budget training activities?
– What expenditure will be covered by this
budget?
– Has it been discussed in the management
committee?
– When and how will we train the training
evaluators?
– On what bases will the trainer evaluate the
achievement of the key competencies?
Evaluation of the training and follow-up
– Is the material (evaluation matrices or other)
ready?
– Has it been presented to the managers
involved?

The answers to these questions may be transferred In this way, the design of the training activity plan
into a general training plan, which will serve as an consists in:
aide-mémoire and will make it possible to manage the
• Developing the structure of the course and the
development of officials’ abilities and competencies
arrangements;
in an effective way. It is, moreover, recommended
that this plan should be circulated to the whole • Defining the teaching objectives and the training
of the administration, to inform all the staff about objectives, and also the strategic objectives;
forthcoming training activities.
• Developing the teaching scenario;
To design a training course, the training department,
• Producing the teaching aids and tools.
in co-operation with the trainers and industry experts,
may develop the specific content of the course (see
table below). The course may use different teaching
techniques: classroom-based training, e learning,
blended learning, etc.
 Tab. 18 : Specific content of the training course

Name of course:

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Date:
Facilitator :
A.M. P.M.
Subject/module

Objectives set

Delivery/teaching methods

Content
Trainer doc.:
119
Teaching aids Course members’ doc.:
Equipment required:
Course members
Evaluation Trainer
Discrepancies observed (objectives, methods, teaching aids, etc.):

This information will feed into the drafting of the These objectives constitute a central element of the
training specifications. training process, since they serve as guides to ensure
consistency during the successive stages, from design
Once the specific training plan has been drawn
to evaluation, by aligning them with the needs
up, the training professional (or the designer) can
identified at the outset.
start designing the teaching aids. This stage starts
with taking ownership of the general objective and The general objective is the final AIM, the result expected from the
precisely defining the learning objectives24. training. It is expressed by those requesting training. A training course can
have several general objectives. The general objectives are also known
as operational objectives. They answer the question: “What are you
The teaching objective is formulated by the trainer with the help of an expecting from the training?” or: “At the end of the training course, what
expert where necessary. It is derived from what we intend the teaching competency/ies should the trainee have acquired? What should he or she
to do. be capable of doing?”
It is the expected outcome of the training, the result that it is intended to It is expressed by verbs of action that are observable and measurable.
achieve, stage by stage.
Example for a course to train trainers:
To be properly expressed, an objective must have the following four
“After this workshop, the course members will be able to properly lead a
characteristics:
training session on a subject within their field.”
1. Describe an activity, and one activity only (SPECIFIC);
2. Which must be OBSERVABLE;
The figure below shows the interactions that exist
3. And carried out in DEFINED CONDITIONS; between the general objective and the specific
4. At a PARTICULAR PERFORMANCE LEVEL. objectives:
Guidelines: Depending on the subject matter of the course that you are
going to hold, formulate the teaching objectives.
– At the end of this training course, you will be able, during a performance
appraisal interview (condition), to give feedback (action) to an employee,
in line with the rules for constructive feedback (criterion).
– At the end of this training course, you will be able to correctly classify
a good (action), in the Harmonized System (criterion) when the good is
imported, without referring to your line manager (condition).

24. See Appendix 1, containing a list of verbs to help in defining the learning objectives.
 Fig. 24 : Principle of formulation of the training objectives
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120

Moreover, in the interests of competency competency from the training perspective. The figure
development, the trainer or course designer must below highlights these three building blocks:
consider the three building blocks of the concept of

Fig. 25 : The building blocks of competency

When training is delivered in-house, a number of regard to the specialized nature of the knowledge
actions need to be taken when approaching the underlying the competencies sought, it is usually
design of the training aids. First, the timetabling of necessary to consult content experts at this stage.
the training must allow for a logical structuring of
the teaching, which will facilitate learning. Having
 Tab. 19 : Structuring of a training course on post-clearance audit

Specific/thematic objectives Timetable/ scheduled times Facilitation methods

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Day 1
Welcome to course members/coffee 08H00 – 08H30
Ice-breaking activities
Select from range of ice-breaking
Introduction: Presentation of the trainer, the
activities (plus interactivity).
(main and teaching) training objectives and the
08H30 – 09H30
training plan/delivery programme, round-table Presentation of trainer to the whole group
introductions of course members
Course members’ round
Presentation and approval of workshop rules
The basic principles (definition, challenges, Brainstorming
purpose, etc.) of post-clearance control in the 09h30 – 10h45 121
context of Customs Simulation in pairs

Coffee break (10h45 – 11h00)

Brainstorming, listing of proposals for
Presentation of investigation procedure from risk
11h00 – 12h30 stages of the process on flip chart before
analysis to completion of the investigation
presentation
Lunch break (12h30 – 14h00)

Coffee break (15h30-16h00)

Closure (17h30)

It is then possible to tackle the preparation of the Stage 3: Delivery of the training
manuals, guides and activities required to support
the trainees in their learning process. This training This stage consists in :
material may take many forms, according to whether • Planning how the training course and the training
the training is delivered in a classroom, through a plan will be implemented;
buddy system in the working environment or virtually.
• Setting up the appropriate resources;
The assimilation of training content is influenced
• Monitoring the conduct of the training course;
by the choice of learning methods and teaching
techniques. For instance, to teach a person how to • Providing the corrective solutions.
communicate effectively in public, a trainer may The main concerns of the training department (or
clearly explain the conditions to be met to keep the the trainer) during this stage are to ensure that the
audience’s interest; give a demonstration; present an chosen teaching strategy is properly deployed, and
article about the subject; call on a panel of experts and to attend to the process of competency acquisition
have them discuss it; or then again he/she can involve by the trainees. In other words, since the theoretical
the course member directly in a practical exercise. content and the practical activities were developed at
Although a particular subject can be approached the preceding stage, the focus is shifted during this
in various ways, it appears that certain methods are stage to the way in which the teaching content of the
more suitable than others for delivering content. For training is conveyed. Throughout the training activity
this reason, the selection of the most appropriate the internal or external trainer must use teaching
learning methods and teaching techniques to meet techniques that encourage participation and promote
the needs falls primarily to the course designer. The the understanding of the concepts being addressed.
latter will, moreover, have plenty of choice, as there
are numerous possibilities. The table below shows the main teaching methods
with comments on their use:
 Tab. 20 : The main teaching methods

Methods Definition When to use

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Presentation A person presents a concept to the course In large groups, or when a specific piece
members, with or without visual aids. The of information has to be conveyed in
presenter speaks and the course members a technical fashion, and the course
listen. There may be questions during or after members do not have any specific
the presentation. knowledge of the subject.
Discussion A conversation about a particular subject, in When there is no single valid view of an
which conflicting opinions emerge. Specific issue, and the group needs to understand
visual techniques may be used: moving to a the different opinions of each person. The
different part of the room to show one’s opinion, facilitator must be prepared to intervene
grouping together to defend a point of view. to moderate the discussion
Case study A realistic situation is presented to the course When the course members need to
122
members, orally or in writing. The course be faced with a specific situation
members have to respond to the situation. to understand its complexity, or to
demonstrate the practical application of
tools or theories.
Role play The course members have to play a role in In cases where the course members are
a particular situation. They have to act in regularly faced with a specific situation,
accordance with the context they are provided and alternative or different behaviours are
with and the role given to them. to be explored.
Brainstorming Members of the group put forward ideas rapidly, When it is wished to explore all the
orally or in writing, on a given subject. All ideas aspects of a particular subject, or if it
are accepted: there are no wrong answers. is desired to generate diverse ideas, for
instance to solve a problem or to prepare
for a project.
Syndicate discussions A way of promoting a rapid exchange of ideas When the group is too big to have an
on a particular subject in a limited time. The in-depth discussion all together. When
results are presented to the whole group for the course members have sufficient
comparison and/or discussion. experience of the subject to find answers
themselves.
Energizers (games) The course members will have an opportunity If the group is tired or there is a need to
to move about, sometimes change places within change the group dynamic after a difficult
the room, and wake themselves up. This is not a discussion or a complicated exercise. After
learning exercise. The activity is very short and breaks, when the course members have
simple. Lessons can be drawn from it, but not been dispersed.
necessarily so.

Stage 4: Post-training evaluation and follow-up In order to successfully complete this stage, it is crucial for each team
leader to make a point of talking to his/her employee both before
The provision of a training activity requires a major the course (running through the challenges and expectations) and
investment of energy, time, money and resources. It after it (taking stock, measuring the effectiveness of the training).
It is particularly recommended that the manager should have a
is therefore essential for the administration to carry discussion with the employee after the training, to find out what he/
out an evaluation of the training and to measure she thought of it (preparing subsequent course groups) and above
the performance of its investment. This evaluation all whether it is possible, and if so how, to apply the knowledge
stage plays an essential role and can be carried out at or competencies acquired during the training. This is all about
optimizing the possible gains from the training that the employee
various levels. has undergone. Irrespective of the interest and relevance of the
By evaluating the training, the administration is in training undergone by the employee, it will only be “cost-effective”
for him/her and the home department if it can effect a positive
a position to determine whether the objectives set change in the employee’s behaviour. It is therefore in the manager’s
at the outset have been achieved. By comparing interest to facilitate the practical application of the “new knowledge”
the objectives set with the results obtained (initial acquired by his/her team members.
situation compared with the new situation), it is
possible to determine the extent to which the training
activity has been beneficial to officials, and whether
or not it has produced tangible benefits for Customs.
 Accordingly, the evaluation of the training may • For the trainee, the evaluation can enable him or
answer the following questions: her to take stock of what he/she has learned. It can
also help him or her assess the actual improvement
• Did the course members appreciate the training?

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in his/her competencies. If the trainee takes a
• Have the course members acquired new positive view of what he/she has learned, this can
knowledge? increase his/her motivation and sense of personal
effectiveness.
• Are the course members applying what they
learned from the training in their work situations? • For the trainer, the evaluation makes it possible
to measure the degree of his/her effectiveness
• What impact has the training had on the
during the training activity. It can also help him or
performance of the Customs administration?
her to identify specific areas for improvement and
The benefits of training evaluationn changes to be made to the course with a view to its
There may be several reasons why carrying out future delivery.
an evaluation of its training activity or activities is • For the organization, the evaluation represents 123
relevant to an organization: an objective measure of the benefits gained from
– In any management process, evaluation is an essential stage, the conducting the training. As we have already seen,
purpose of which is to verify whether the efforts made have been this information allows the organization to situate
translated into results that meet the desired objectives; training within a strategic perspective and to use it
– The purpose of training is to have a positive influence on operational as a lever to achieve objectives.
excellence and consequently organizational performance;
As a practical aid, we describe below two
– Having regard to the large amounts of money invested in training each international models of evaluation of training
year, this stage must therefore be carried out properly, and cannot be
glossed over as far as training management is concerned. activities. These are the Kirkpatrick model and the
Phillips model.
• Impact measurement: The conduct of an
The Kirkpatrick evaluation model suggests that the
evaluation after a training course allows the
quality of training can be measured in terms of four
administration to draw up a detailed picture of the
distinct levels, namely the reaction of trainees, the
direct and indirect effects of the training.
learning, the application of the new behaviours and
• Cost-effectiveness: Evaluation makes it possible the effects on the organization.
to calculate the extent to which the training
The Kirkpatrick model has numerous advantages.
proved to be cost-effective for the administration,
Firstly, it is simple and allows training to be evaluated
or otherwise.
at various levels at which learning is assimilated. It is
• Improvement: The evaluation allows the aspects also very positively viewed by training professionals,
that could be improved, and the areas where the which demonstrates how easy it is to apply.
training did not produce the desired results, to be
The figure below shows the various levels of
identified.
analysis and the place they occupy in the training
• Feedback: Conduct of the evaluation is an management cycle:
opportunity to gather together the comments
and concerns of the officials who took part in the
training. These can serve both to improve training
and to make adjustments in other organizational
spheres.
The relevance of an evaluation is further increased by
being beneficial to all the stakeholders in the process,
namely the trainee, the trainer and the organization.
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124
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Fig. 26 : Kirkpatrick’s four levels of evaluation

Level 1: The reaction of the trainees • The acquisition of a new attitude (soft skill) is
preferably evaluated by means of a combination
This first level of analysis consists in gathering the
of techniques (self-assessment, simulation of a
reactions of the trainees immediately after the

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situation with observation chart, discussion with
training course, using specially designed evaluation
the trainer, etc.).
forms. This evaluation (done orally or in writing,
formally or informally) is a low-cost, rapid method Level 3: Evaluation of the application of new
of determining the degree to which the trainees behaviours
appreciated the training.
This third level of analysis seeks to verify whether
The aspects generally taken into consideration at this the trainees are using what they have learned in the
level of analysis can be summarized by the following course of their duties.
points:
Three different approaches may be suggested:
• The relevance and appropriateness of the training
• Direct observation of the trainee in the course of
content in relation to the learning objectives;
performing his/her duties. This can be carried out 125
• The relevance of the learning methods and by the trainer him-/herself, by a “buddy” or by the
teaching techniques used; line manager, using an observation chart.
• The quality of facilitation and the trainer’s drive • Self-assessment carried out by the trainee a few
and motivation; weeks after training. This assessment is generally
conducted by means of questionnaires, in which
• The organization of the training (duration of
the trainee has to indicate the frequency and
training, format, location, environment, logistics,
intensity with which he/she uses what he/she
etc.);
learned during the training.
• The quality of the teaching materials (course
To do this, one of the following formulas may be used:
member’s guide, videos, slides, etc.).
– Direct evaluation of the transfer (I use what I
The advantage of this first level of analysis is
learned during training…);
that it rapidly provides indications of ways that
improvements can be made. This means that – Indirect evaluation of the transfer (The use of
dissatisfaction expressed with certain aspects my new knowledge in the course of my duties is
can allow the training professional to make rapid improving my performance at work…);
adjustments to the training (layout of the room,
– Evaluation of the behaviours that should have
duration of the session, teaching techniques used,
improved after training (When a client explains his/
choice of trainer, etc.).
her situation, I make sure that I use his/her words
Level 2: Evaluation of learning in my response, to show that I have understood
things correctly…).
This second level of analysis is designed to evaluate
the degree of knowledge gained by the trainees. It • A single or multi-source evaluation carried
makes it possible, through tests or examinations, out, as relevant, by the line manager, colleagues,
to measure whether the trainee has mastered the subordinates or clients.
knowledge and skills necessary to perform his/her
In this respect the appraisal interview is an indispensable
duties properly.
tool to evaluate what has been learned from the training
The chosen test can also be used to monitor how and how that is used in the context of the job.
learning has progressed, by comparing the results
Niveau 4 : La mesure des effets sur l’organisation
obtained by a trainee in a pre-course test, before
training, with those from a post-course test, after This final level of analysis is to measure the actual
training. effects of the training on working teams and the
organization as a whole. Its objective is to identify the
The following principles should, moreover, be taken
extent to which the training has helped to increase
into account in the design of these tests :
the organization’s efficiency and performance.
• The acquisition of knowledge can generally
The criteria used to evaluate the effects of training
be evaluated by means of an oral or written
on the organization are as follows: the elimination
examination (multiple-choice test, problem-
of the gaps identified during the needs analysis and
solving, etc.);
the degree of improvement of a situation through
• The acquisition of a skill (know-how) can be the monitoring of operational, human and financial
evaluated by means of a practical examination performance indicators.
carried out with an observation chart (putting
The following are some examples of organizational
skills into practice, carrying out a particular task,
performance indicators that can be used:
demonstration given by the trainee, etc.);
 – Value of Customs revenue; To sum up, the table below shows the four stages of
the Kirkpatrick model with the rules to be followed in
– Number and amounts of value adjustments;
its use:
– etc.
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Tab. 21 : Evaluation of training activities using the Kirkpatrick model

level When What How

Satisfaction At the end of training What is the level of SATISFACTION of the course Training activity assessment questionnaire
members with the training? (see form at Appendix 2.)
Learning During/at the end of What is the KNOWLEDGE GAINED by the course – Written or practical test (pre-course test
training members? and post-course test)
– Demonstration by trainee
– Simulation, discussion with the trainer
126
– Self-assessment of the training activity
Transfer of what has 1 to 3 months after Are the course members APPLYING WHAT THEY – Direct observation of employees
been learned training HAVE LEARNED in their work following the
– Self-assessment by the employee of the
training?
transfer of what has been learned after 4
to 8 weeks (see form No. ……)
Evaluation by colleagues/supervisor/
clients after 3 or 6 months
Competency profile
Organizational 3 to 6 months after the What have been the EFFECTS of the training on – Dashboard
impact and post- training the organization?
– Qualitative review of effects of training
training follow-up
activities
– Annual executive summary of training
In addition to the above model, the Phillips model analysed.
(2005) brings substantial added value to the activities
The figure below shows the stages to follow to
of training evaluation, by demonstrating the fact
calculate the financial impact of training on the basis
that a training course is an investment rather than
of the Phillips model:
an expense, allowing its compelling impact to be
Fig. 27 : The return on investment (ROI) model according to Phillips
Determine
the evaluation
process
the indicators
the evaluation tools
the applicable Calculate the costs
period of time of training

Isolate the impact Convertir les Calculate the return

Carry out data of training données en leur on investment (ROI)
gathering as far as possible valeur monétaire

Identify
the indirect benefits

According to this model, by monitoring the trends in In this respect, it implies quantifying, in monetary
different performance indicators, the effectiveness terms, all the costs of training and the savings
and efficiency of a training course can be estimated resulting from changes in the quantitative and
in terms of return on investment (ROI). qualitative indicators.
This model is very interesting, as it means that the To conclude this chapter, it is recognized that the
return on a training course can be calculated by using training and development of human resources
a simple ratio that is widely used in management, are essential tools that are to build upon the daily
that is to say the cost-benefit approach. activities of the Customs administration.
In this respect, the success of training activities presented above will foster the creation of a culture
relies on the consistency and co ordination of the that underpins learning. This culture, together with
efforts made by all the stakeholders in the Customs strict competency development processes, forms the

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administration. Awareness of the principles and tools basis of a learning-centred Customs administration.
APPENDIX 1: LIST OF VERBS OF ACTION THAT CAN BE USED IN THE FORMULATION OF SPECIFIC
OBJECTIVES
Knowledge Know-how Soft skills
Awareness Imitation Receptiveness
Imitation cite emphasize identify imitate activate repeat welcome imitate apply
apply recognize reproduce identify accept share
define designate
enunciate enumerate recognize choose
identify name
recognize repeat 127
select describe
Comprehension Co-ordination Response
Application classify assemble read supplement detect approve listen share
supplement describe distinguish dissect practise reformulate follow
define detect
estimate produce carry out draft feel respect sense
develop distinguish
appreciate comply
estimate use measure
sensitize
establish formulate determine repair
recognize draft
adjust coordinate
represent situate
translate
Problem-solving Automatic response Internalization of values
abstract adapt adjust improve assemble construct help assist advise
analyse calculate control coordinate guide coordinate motivate
choose compare encourage
explain harmonize plan
Mastery convert correct
regulate involve persuade
deduct
repair verify
discriminate explain
judge resolve
interpret convey

APPENDIX 2: SATISFACTION EVALUATION QUESTIONNAIRE

Subject:
Duration:
Date:
Course leader:
Not very Very
Evaluation level Poor Satisfactory Excellent
satisfactory satisfactory
Presentation of training
Meeting of expectations
Preparation of course leader
Knowledge of course leader
Exercises/practical experiments
Overall assessment
Comments and suggestions:

Was the training sufficient to enable you to use the system?

Your comments and suggestions

Forename, surname and signature:

 4- Competency- 4-1 Definitions

based performance - The term “performance”

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management process
Performance involves notions of human capacities
and workload. It calls to mind abilities, attitudes and
knowledge (Gawron, 2000), and also addresses the
idea of success at work. Being effective means, first
Competency-based performance management is
and foremost, fulfilling the requirements of the job.
a challenge both for the Directorate General and
for employees as a whole. Among human resource - Performance management
management practices, performance management
Managing performance at work is a process that seeks
probably has the greatest gap between plans and
to obtain the results and behaviour required of one or
reality. Since it is a virtually unavoidable aspect of
more individuals in the context of their work. In the
the administration, however, it must be implemented
128 Customs sector, this notion is broader in scope, since
ethically and objectively.
the management of employee performance requires
An administration that wishes to complete a the achievement of at least five objectives involving a
performance management project first sets out its variety of stakeholders:
intentions in a programme establishing the respective
Performance management involves optimizing employee performance
parameters. It is strategically advantageous to define by establishing measurable qualitative and quantitative objectives and
the terms used in the programme and to take the time ensuring that they are monitored over time.
to identify any conceptual distinctions. Restricting
performance appraisals to individual contributions or
• For the Directorate General, it is essential for the
adopting a multisource or other approach are clearly
administration to have a management system
initial strategic choices that will have a significant
that facilitates the implementation of strategic
impact on the content of a competency-based
priorities. ;
performance management process.
• Management must be able to rely on a
Performance management must be formulated in
management process that helps to create a context
accordance with criteria linked to work objectives and
favouring optimal performance management ;
to qualitative or quantitative individual characteristics
which are included in appraisal methods. • The human resources department must provide
the management framework and establish
This chapter seeks to examine the roles and
the mechanisms required to ensure sound
responsibilities of key performance management
performance management that encompasses all
stakeholders on the one hand, and to propose the
stakeholders ;
steps to be taken to introduce a competency-based
performance management system on the other. • Employees have a particular interest in the
management of their performance at work. They
Competencies have been included in the
expect a great deal of their immediate line managers
performance management process to provide
and are concerned about how the latter will assess
observations not only on “WHAT” has been achieved
their performance. A sense of effectiveness at work
(i.e. the performance objectives of a particular job)
may represent an important source of satisfaction
but also on “HOW” the work has been carried out.
and may strengthen the feeling of achievement.
Competency appraisal within the performance
Employees would also like the opportunity to give
management process is an important resource in
their opinion on their strong points and to ask for
helping employees to understand performance
the resources they need in order to be effective.
expectations. A competency-based performance
management process includes both performance 4-2- Roles and responsibilities
objectives and competencies.

Performance objectives Competencies

The leading contributors to the process have separate
and complementary roles and responsibilities and
Main objectives /outcomes and Behaviour to be recorded on
must cooperate with each other.
rules to determine whether successful completion of work
they have been successfully objectives. The Directorate General therefore:
accomplished.
HOW
WHAT
• communicates the strategic objectives set by the
should this be achieved? administration;
should be achieved?
• validates the operational objectives of operating
departments;
• supports the supervisory work of the human • make their teams aware of the performance
resources department. management process within their departments.
The Human Resource Manager is also responsible Customs staff are responsible for:

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for:
• defining objectives which are consistent with
• establishing a performance management those of their management;
process which is consistent with Directorate
• getting involved in selecting criteria according to
General guidelines and with general Customs
which their performance will be assessed;
administration policy;
• organizing their work on the basis of pre-defined
• providing information on the performance
priorities;
management process and ensuring that it is
understood by the organization and by all • communicating openly on :
employees;
» achievement in relation to objectives
• coordinating system operation; established; 129
• ensuring process implementation. » checks and barriers to performance;
Management is responsible for accepting that the » strong points and development needs.
results of its work are also assessed, and must:
The following table summarizes and illustrates how
• ensure that team and individual objectives are performance management roles and responsibilities
consistent with those of the administration; it are divided:
must therefore ensure that the priorities of the
administration, the Directorate General or the
department are defined and that the realities of
employees’ work are taken into consideration;
• schedule and conduct interviews;
• ensure that employees are consulted in formulating
the appraisal;
Tab 22 : Roles and responsibilities of performance management system stakeholders
Directorate
Responsibilities Management HRD Employees Peers
General

1.Consider all Customs personnel

as strategic partners

Determine Customs administration

R S S
strategic priorities
Take ownership of Customs
S R R
administration strategic objectives
Disseminate information on strategic
and operational objectives and explain R S
them to staff

2. Formulate specific, clear and

challenging expectations

Explain the link between tasks to be

accomplished and strategic priorities to R
each Customs employee
Specify the objectives, recurring
outcomes, behaviours and R S
competencies required
Determine performance levels R
3.Support employee performance

Obtain continual, positive or corrective

R S
feedback
 Listen to employees and take their
R
opinions into account
Propose activities to boost team spirit
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R S S S
Eliminate barriers that undermine
R S
performance at work
4. Assess performance
Draw up an appropriate appraisal form S R
Document performance R S S
Assess each employee’s performance R S S
130
Take the context in which the employee
R S
works into account
Prepare and carry out an appraisal
R S
interview
5. Propose an individual action
plan
Recognize and develop each employee’s
R
contribution
Improve competencies to increase
R S S
performance
R S S

R : person responsible S : support to person responsible

4.3. Components of a competency- The following figure shows the composition of a

competency-based performance management
based performance management system:
system Fig 28 : The components of a competency-based
performance management system
Each stage of the competency-based performance
management system involves four core components:
• Operational objectives: these identify and assess
the principal work objectives, representing an
outcome measure.
• Competencies: competency appraisal is linked to
better performance at work; this is a measure of
behavioural characteristics that have an impact
on outcomes.
• Development: this involves drawing up individual
development plans to improve employee strong
points and fill gaps in performance identified by
the competency appraisal.
• The appraisal process: this sets out the activities,
procedures, roles and responsibilities of each
stakeholder in the performance management
system.
If an employee fails to achieve certain objectives the individuals who benefit from or use the system,
in the post to which they have been assigned, the and the administration into which the process is
competency appraisal generally identifies why this introduced.

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is the case. Although the employee may achieve
The conditions for a successful appraisal involve three
their individual performance objectives at times,
distinct aspects:
their conduct has a negative impact on the team or
department. The appraisal enables behaviour that – the performance appraisal process per se;
has a negative impact on overall team or department
– the organizational culture in which participants
performance to be highlighted. Feedback to the
interact;
employee concerned based on the results of their
appraisal allows doubtful behaviour to be corrected. – the participants themselves, whether the
Directorate General, management, employees or
4.4. Conditions for the success of the HRD, the process manager.
competency-based performance The following figure shows interactions between the
131
management main key factors for the success of a performance
appraisal system:

The success of a performance appraisal system

depends on a number of conditions concerning

Fig 29 : Conditions for the success of an appraisal system

The competency-based performance appraisal • role of participants ;

process really comes into its own when the Customs
– establishment of a schedule of performance
administrations into which it is introduced have a
appraisal activities.
culture that takes it into account.
It is advisable at the outset to ensure that the following 4.5. The performance management
prerequisites are met: process
– formalizing of values and of management
principles or philosophy; Performance management is a three-stage process
– drafting of the administration’s strategic objectives; whereby management works together with direct
employees and pools resources and competencies to
– determination of practices included in the internal ensure that each person’s contribution is continually
support mechanism, effectiveness measurement, supported and enhanced.
communications and interaction with the
environment; This process should be regarded as a continuous
proactive measure, the success of which is not
– canvassing of the opinions of the employees ensured if one of the stages is bypassed.
concerned or of the management team:
The following figure illustrates the road map for
• regarding observable lines of action; a competency-based performance management
• regarding future expectations; system:

– determination of a system for recognizing

professional contributions :
• choice of decision-makers who will run the
system;
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132

To reiterate, the objective of performance – This is generally ensured by a guidance note

management is to combine workers’ efforts in summarizing the strategic objectives and setting
order to implement the strategic priorities of out priority areas for the coming year.
the administration. Management plays the most
– The Directorate General itself sometimes opts
important role in achieving that objective, acting as
to formulate the objectives of operational
an essential channel of communication between the
departments, then the objectives set for
Directorate General, which “conceives” the strategy,
management, and finally the expectations to be
and employees, who “implement” it.
communicated to employees.
The first stage is therefore to become very familiar
The operational objectives of functional departments,
with the strategic context (the mission, vision, values,
however, lie between the strategic guidelines of
priorities and objectives). Management must be
the Directorate General and individual objectives.
aware of and committed to the strategic objectives of
The appraisal form used as the basis for the annual
the administration and must take ownership of them
management-employee appraisal interview must
to ensure that the employees they are responsible
summarize the operational objectives of employees’
for have a full understanding of potential challenges,
departments.
threats and opportunities.
In addition to general information on individual
The Directorate General must provide the various
employees, the first page of the form sets out the
departments at all levels with information on the
operational objectives of their department as a
administration’s strategic objectives (projects,
reference point for establishing their individual
changes, etc.):
objectives, with full respect for the principle of
consistency and coherence referred to in the first part
of this guide.
 Page 1 of the appraisal form: definition of the department’s operational objectives

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Forename and surname of employee Forename and surname of line
Current post manager
Assignment Post
Starting date Length of service in post
General objective of employee’s department:
– To contribute to ………

Operational objectives of department :

The annual objectives of the … department are …:
133
- …
- …
- …

Date and signature of employee Date and signature of management

The signature of the two leading participants in the Having established the individual objectives, the
performance management process is very useful and following stage in formulating expectations is crucial
is crucial for its continuation. Once the form has been for the continuation of the process. A management
signed, there is no doubt that the employee is aware that would like to measure and assess employee
at least of the operational objectives of his or her performance without previously establishing clear,
department. precise and incentivising expectations will not be
able to support employees effectively.
The employee keeps a copy of the first page.
Expectations are set over three stages:
Stage 1: Planning and performance agreement
– Firstly, performance expectations are specified, a
This is the starting point of the process per se. For
point at which two errors must be avoided:
management and employees, this important stage
involves: • management fails to specify the expectations
that will be used subsequently to assess
– identifying the principal work objectives and
performance;
signing up to the performance agreement
following its discussion; • the expectations initially set are not relevant
to performance.
– reviewing the associated competencies;
– Secondly, the nature of performance expectations
– establishing individual development plans (IDP);
must be determined, involving four aspects:
– identifying the stages to be followed to achieve
• results connected to work objectives
the performance objectives and individual
representing elements linked to one-off
development.
projects which are not repeated;
To be effective, employees must be able to link the
• recurring results, representing tasks carried
strategic priorities and guidelines allotted to them.
out on a regular basis which are essential to
If they are unable to do so, this becomes the role
the post occupied and which are established
of management, assisted by the human resources
for an indeterminate duration;
department.
• observable behaviour, i.e. how employees
Management very often assumes that employees know what is expected should conduct themselves in performing
of them, yet this is not always the case. Both parties are advised to refer their work;
frequently to two documents that should provide them with relevant
information: • competencies to be improved or acquired in
– the job description;
relation to a particular project.
– the form that will underlie the performance appraisal and interview – Finally, it is important to establish performance
with the employee. levels: for management, this means providing
The information in these two documents may also provide employees details on the standards that will be used to
with guidance or indicators for their work. determine whether employees have done their
job well.
 For each objective established between management – a weighting (expressed as a percentage) will be
and employee: allotted to each indicator to specify its importance
and degree of priority compared to the others;
– a measurement indicator should specify how
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the objective can be assessed and regarded as – the time for completion will be specified by mutual
achieved; agreement.

Page 2 of the appraisal form: setting of individual objectives (cells marked with a cross must be
completed)

Individual objectives Mid-year review End-of-year evaluation

Achievement
Weigh (%)
Priorities

Description of Measurement Employee Management Employee self- Management

Time

(%)
objective indicator comments comments appraisal appraisal
134
Objective 1

X X X X
Objective 2

X X X X
Objective 3

X X X X
Objective n

X X X X

Each party must keep a copy of the first two pages individual performance objectives and define
of the appraisal form, while the original is forwarded individual areas for development. During this stage,
to the human resources department, together management and employees give their opinion on
with the paragraph completed by the employee the relevance of their choice of competencies in the
and management. The form will be returned for preceding stage. Any gaps identified are noted under
completion to the latter at the time of the mid-term the heading “individual development plan”.
appraisal.
1. Individual performance
It is crucial to specify that at this stage, the employee
During the review of objectives, the employee and
has already been able to identify competencies specific
management compare what has been achieved
to their situation in relation to the achievement of
against the objectives established and take corrective
their individual objectives.
action if necessary.
Stage 2: Mid-term appraisal or review of objectives
The employee must first draw up an analysis of their
Activities in this stage continue throughout the individual performance and of the development of
appraisal period: If the Customs administration introduces a global strategy change
leading to a change in the strategy of functional departments, individual
– overseeing progress towards achieving objectives objectives may also change in the same way. Rather than representing
and documenting performance; a revisiting of objectives compared to indicators, weighting or even time
limits, this may involve drawing up new objectives and abandoning old
– maintaining continuous informal communication ones.
and providing comments;
their competencies. This document is forwarded to
– identifying performance gaps and agreeing
their line manager at least a week before the day of
corrective measures;
the meeting.
– acknowledging achievements, where applicable.
Management meanwhile prepares its comments and
The mid-year meeting is an opportunity to review
provides feedback. It may also reassess performance After this meeting, the information must be recorded
objectives for the end of the cycle. on the second page of the appraisal form:

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Page 2 of the appraisal form: Mid-year review (cells marked with a cross must be completed)

Individual objectives Mid-year review End-of-year evaluation

Achievement
Weigh (%)
Priorities

Description of Measurement Employee Management Employee self- Management

Time

(%)
objective indicator comments comments appraisal appraisal
Objective 1

X X 135
Objective 2

X X
Objective 3

X X
Objective n

X X

2. Individual development areas – strong points and competencies demonstrated:

discussion should focus on identifying
The mid-year interview gives employees and
competencies in order to define development
management the opportunity to review short and
methods and techniques;
medium-term career development activities. The
guiding choices must take into account employees’ – development needs: the aim is to take stock and
professional aspirations, competencies demonstrated to identify competencies in qualification areas that
and development needs identified. can be improved in the short or medium term.
Employee competencies and development needs
must be assessed in order to determine their
development aims :

Page 3 of the appraisal form: Development guidelines

Strong points and competencies demonstrated Development needs identified

Professional development sought by the employee Management comments

Current post

Central
Other potential posts Geographic mobility
Regional
Potential constraints
 The individual development plan arising out of the The results will be used during the performance
interview is sometimes finalized immediately after appraisal meeting with management to identify
the interview is concluded, but it may also be drawn areas of skills development and to help to plan
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up a little later for further consideration. their learning and development for the following
performance management cycle.
Management has two major responsibilities at this
stage: The self-appraisal may be carried out differently,
without completing the appraisal form, in two stages:
– according to the performance level observed and
challenges arising, the role of management is to – Management first provides employees with
establish a plan with employees to maintain or information on their performance. This may involve
improve their performance; observations by employees or by colleagues.
Employees give an opinion on their performance
– the drafting of a competency development plan
based on the observations reported to them.
represents the core of the individual development
They then self-assess their contribution or past
plan.
136 achievements.
When management identifies a lack of performance by employees, it
may decide to adjust their workload to make it lighter in areas where – Management then examines the results of
weaknesses are observed, put them together with a more experienced employees’ reflections and takes measures to
colleague, introduce closer monitoring to avoid stagnation, or complete or clarify their appraisal.
demonstrate that the administration has confidence in them by asking
them to take on new and more demanding responsibilities, etc. Management thus bases most of its appraisal on the
one hand on the information given by employees,
Stage 3: Performance assessment and on the other on any relevant information from
different credible sources, such as peers or colleagues,
On conclusion of the performance management
or in some cases clients, particularly for front office
cycle, the employee and management meet to
staff.
discuss the employee’s results. While management is
clearly responsible for the final appraisal, the process Since management is asked to play a role in the
must be an exercise in cooperation. A performance appraisal carried out by employees, the process is also
appraisal is a joint understanding of the quality referred to as “co-appraisal”.
and level of performance and the competencies of
This method can be a powerful means of participation
employees during the appraisal period – representing
and motivation at work if employees are able to be
both WHICH tasks have been carried out and HOW.
self-critical and ask the appropriate questions, and
To sum this stage up, management assesses: finally if management genuinely acts as a supporter
in managing the process.
– the achievement of objectives;
– Multisource appraisal or 360-degree feedback
– the individual development plan;
method
– competencies.
In a multisource appraisal programme, roles are
These three components can be assessed by the significantly different. Firstly, the role of management
employee’s line manager, and the employee can be is no longer restricted solely to line management.
asked to take part by carrying out a self-appraisal, the Management naturally retains the active role in the
results of which can then be discussed with the line process, but other stakeholders are closely involved,
manager. such as employees’ colleagues and peers. Persons
external to the administration, such as service users
Even when self-appraisals are inaccurate, this process
in ports and airports, then participate in the process
can have significant advantages that may prompt
as observers.
employees to reflect on the extent to which they have
mastered the competencies that have the greatest In a process of this kind, the results of the various
impact on success. appraisals, whether by management, employees
themselves, colleagues and peers or external clients,
– Self-appraisal
are generally linked in by an external adviser. We
In anticipation of the appraisal with management, propose to have the HRD carry out this task.
employees can self-assess by completing the
As a result, in a multisource context, the
performance appraisal form. They are asked to
management’s appraisal is less important than it is
reflect on the extent to which they have achieved
in an individual appraisal, since it is just one among
the objectives established with management and on
others. Employees play an active role by completing
the specific behaviours demonstrated at work, their
a self-appraisal, which then forms an integral part of
frequency and the kind of situations involved. This
their performance appraisals as a whole.
represents the employee’s perception of how they
have performed their tasks.
– End-of-year performance appraisal • Evaluation of objectives
The end-of-year appraisal involves an interview Objectives are assessed as follows:
between the employee and their line manager.
– a percentage achievement of objectives must be

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In order for this to be an opportunity for useful
discussed with the employee;
interaction and a basis on which to begin a new
performance management cycle, a rather formalistic – once it is approved, the employee must be notified
approach is required. A brief guide to this issue is of and talked through the percentage achievement.
presented in an appendix to this chapter.
For reasons of continuity, it is recommended to begin
with the end-of-year review before establishing
objectives for the following year.
Employee performances and competencies are
assessed in relation to objectives established a year
previously. 137

Page 2 of the appraisal form: End-of-year appraisal (cells marked with a cross must be completed)

Individual objectives Mid-year review End-of-year evaluation

Achievement
Weigh (%)
Priorities

Description of Measurement Employee Management Employee self- Management

Time

(%)
objective indicator comments comments appraisal appraisal
Objective 1

X X
Objective 2

X X
Objective 3

X X
Objective n

X X

• End-of-year performance appraisal : – In response, management comments on the

various points addressed by employees. This
– Employees comment on their personal
allows their individual contributions to the success
contribution as they perceive it and on compliance
of their team and to the sound performance of the
with Directorate General guidelines and respect for
administration to be highlighted.
the administration’s values on the one hand, and
on their global performance and the assumption
of responsibility on the other.
 Page 3 of the appraisal form: End-of-year performance appraisal

Employee comments/findings Management appraisals/findings

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Personal contribution/respect for values

Post held

138

• Individual development plans (IDP) Certain employees may benefit from stress
management training, while others have greater need
An IDP is established on the basis of the competency
for time and organization management. Employees
appraisal component of the performance
may also have very different learning styles:
management process.
– some are very successful with formal face-to-face
Even if the same competencies apply to all personnel
training;
who do the same type of work, employees will have
different development needs according to their – others have greater success with self-organized
personal strengths and weaknesses. An IDP based methods such as online courses, books and videos.
on personalized learning needs and styles is more
productive, effective and profitable in terms of
vocational development.
Page 4 of the appraisal form: Individual development plan

Key competencies/ Training and/ Achieved Comments on

techniques to be or development Priority Time
Y/N Date achievement
developed activities proposed

The individual development plan is an action plan Creating sound objectives requires in-depth
that can be reviewed at the time of the end-of-year reflection. The acronym “SMART” will be useful for
appraisal. According to progress made, comments management and employees to identify appropriate
will be added (action taken, changes in priorities, objectives.
outcomes observed, progress, etc.).
Performance objectives should be :
Employees and management keep a copy of the
– Specific: They must indicate exactly what
document and forward the signed original to the
employees should achieve.
human resources department.
– Measurable: They must include quantifiable terms
4.6. Guidelines for developing focusing in general on quality or quantity. They
performance management must be sufficiently measurable to determine
whether employees have achieved their objectives.
components
– Achievable: They must be reasonable and realistic
with reasonable effort.
» Objectives
– Relevant: They must be consistent with the
The key to any performance system is to define strategic guidelines of the administration or with
significant and measurable performance objectives.
 employees’ (individual) personal development. Employees will feel a greater sense of belonging and
commitment when they can have their say in defining
– Time-bound: They must indicate when employees
objectives.
should achieve their objective.

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» Competencies
The most valuable performance objectives focus on
results rather than activities. Les compétences mesurent le comment d’un travail.
La liste des compétences ainsi que les niveaux
Beyond SMART, other criteria may be useful for
requis est déjà délimitée au niveau du descriptif
defining performance objectives:
du poste. Comme expliqué dans la section portant
– Relevance: The objectives are relevant to the post sur ‘’l’appréciation des compétences’’ l’ensemble du
concerned. An objective may be SMART without personnel douanier a pris connaissance de son
necessarily addressing the contribution a job could rapport d’évaluation des compétences. Ainsi, chaque
or should make to the administration. employé en collaboration avec son manager doit
concentrer son développement sur les compétences
– Acceptable: The objectives must be acceptable
critiques liées à l’atteinte des objectifs assignés. 139
to management, and in particular to employees.
To determine whether they are acceptable, » Development
management must assess how particular
The inclusion of competencies in training and
objectives will help to achieve the objectives of
development provides a valuable support system
the team, how they will affect the performance of
that allows employees to improve in areas in which
management and how that will affect employee
they require development and improves those areas
confidence and/or perceptions.
in which they have strengths. When employees
It is very important to specify that employee have a better understanding of the behaviour that
performance objectives must in no event be guided management and the administration value, they can
by senior management, irrespective of the particular work on and reinforce that behaviour.
level. First-line management and the employees
concerned should draw up objectives particular to
each department and each employee.

APPENDIX 1: PERFORMANCE APPRAISAL AND INDIVIDUAL DEVELOPMENT FORM

I. Identification of employee and setting of operational objectives

Name and surname of employee Name and surname of line

Current post manager
Assignment Post
Starting date in post Length of service in post
General objective of department:

Responsibility:
R1:
R2:
R3:
Operational objectives of department:
The objectives of the ………………… department for ……… (year) are:
- …
- …
- …

Date and signature of employee Date and signature of management

 II. Establishment and review of objectives

Individual objectives Mid-year review End-of-year evaluation

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Achievement
Weigh (%)
Priorities

Description of Measurement Employee Management Employee self- Management

Time

(%)
objective indicator comments comments appraisal appraisal
Objective 1

X X X X X X X X
Objective 2

140 X X X X X X X X
Objective 3

X X X X X X X X
Objective n

X X X X X X X X

Signature of employee Signature of management

Date Date

III. Development guidelines

Strong points and competencies demonstrated Development needs identified

Professional development desired by employee Management comments

Current post

Central
Other potential posts Geographic mobility
Regional
Possible constraints

Signature of employee Signature of management

Date Date
IV. End-of-year performance appraisal

Employee comments/conclusions Management appraisals/conclusions

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Personal contribution/respect for values

Post held

141

Acquired Required Acquired Required

Competency titles Result Competency titles Result
level level level level

Clearance procedure 2 Administrative drafting 3

Customs legislation 2 Community Customs Code 1

Tax procedures 2 Social Security Code 3

Import legislation 2 Labour Law 3

Staff management rules 4 Strategic planning 3

Conflict management and
Career management procedures 4 3
problem-solving
System of job, workforce and
4 Coaching and mentoring 3
competency planning
Training engineering 4 Change management 3

Disciplinary cases management 4 Results-based management 3

Drafting of training plan 4 Team management 3

Appraisal of training provision 4 Diversity management 3

Public procurement implementation
2 Leadership 3
procedure
Budget procedure and commitment
2 Analytical skills 3
of expenditure
General accounting 2 Initiative taking 3
 V. Development action plan

Training or
Achieved
Competency development Comments on
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Priority Time
development activities achievement
Y/N Date
proposed

142 Signature of employee Signature of management

Date Date

ANNEX 2: GENERAL PRINCIPLES OF THE – an enquiring attitude, reflected in the search for
APPRAISAL INTERVIEW objective information;
I. Role of appraisal and annual interview – a listening attitude.
The purpose of the appraisal is to improve the It is proposed that management adopt a questioning
functioning of the Customs administration as a whole attitude without being inquisitorial. Open questions
while developing each employee’s professional help the employee to :
competencies and qualities. – clarify the way they see things;
The appraisal interview is intended primarily to assess – get information across;
the development of abilities and potential and the
outcomes obtained in order to improve competency – gain a better idea of possible improvements and of
and performance. the action plan to be adopted.
It is neither a judgement nor an examination IV. A number of rules for the sound functioning
and success of the process
It is a constructive exercise during which management
and employees, driven by a willingness to exchange – A commitment from management to act as “coach”
views, take as much time as necessary to build mutual on a daily basis to support the employee and their
trust. objectives;
On conclusion of this process, each party – Clearly established activity plans, including
(management, employees and the Customs information channels into and out of departments;
administration as a whole) should benefit from it
– Management and employee ownership of the
II. Appraisal meeting objectives objectives of their department and of the Customs
administration more generally;
– To set out mutual expectations;
– Interview preparation by management and
– To verify the extent to which each party has employees;
achieved the objectives established and can meet
the administration’s expectations; – Systematic planned appointments for the appraisal
interview;
– To draw up an action plan to ensure improvements
and development; – Systematic communication to each employee of
their position in the organization as a whole on
– To introduce a mechanism to further the conclusion of each appraisal;
development and enhancement of abilities;
– Communication by the Directorate General
– To stress employees’ contribution to the on the contributions the process makes: it is
achievement of the administration’s objectives. important to be able to ascertain whether the
III. Procedure to be followed in conducting the process introduced genuinely does provide the
interview competency development outcomes expected,
and to establish a diagnosis of reasons for success
Three attitudes must govern the action of or failure.
management as an appraiser :
– an attitude of assistance;
V. Communication: barriers to dialogue To maintain good relations:

For an interview to provide a wealth of interactions – Ensure open interaction;

and therefore of results, the two parties involved – Set appraisal meetings

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to update mutual
(management and employee) must engage in understanding;
dialogue rather than just ask and answer questions.
– Maintain a continuing appraisal process;
Fruitful dialogue is based on mutual listening without
pre-established boundaries, as are the relationships – Ensure that changes in expectations are discussed;
established and outcomes obtained. – Avoid the implicit becoming common in
A. Lack of communication communication;

Lack of upward communication limits interaction – Schedule regular meetings;

and fosters suspicion when the rules of the appraisal – Do not allow relations to deteriorate.
are not comparable and shared, hence the need for
communication on the objectives of the appraisal Attitudes to be promoted:
143
and the need for both parties (management and – Foster respect and consideration;
employee) to prepare the interview.
– Seek to change behaviour rather than the person;
B. Lack of time
– Involve all parties in seeking solutions;
The appraisal interview must be well planned. Care
must also be taken to ensure that it is not disrupted. – Stress the positive rather than the negative;
It is an invaluable opportunity both for employees – Listen with empathy;
and for management, and it must be allocated as
– Express feelings;
much time as necessary. Preparation beforehand and
a management summary of the outcomes as soon – Do not be judgemental;
as possible afterwards must also be ensured if the
– Seek to understand how each employee in the
momentum of the measure is to be maintained.
group perceives the issue;
C. Communication filters
– Try to stay on the same wavelength;
Care must be taken with respect to the “filters”
– Listen to each employee’s viewpoints on the
through which a message may pass:
solutions envisaged.
• what management means VII. Advice for appraising employee abilities:
• what management says points of vigilance
• what employees understand A. Risk of projecting one’s own image onto the
• what employees retain employee

Any misunderstandings these filters may give rise The appraiser should ensure that they do not
to are easy to identify, hence the need to adjust the assess a person according to their own qualities or
messages it is hoped to pass on during the interview, weaknesses, but by bearing in mind what is expected
whether from management or employees. of the employee.

VI. Some rules to ensure a successful appraisal Objectivity must be evidence-based.

meeting For example, if I am very stringent, I cannot expect
all employees under my responsibility to have the
To be avoided :
same stringency. If I have defined the criteria the job
– Do not make assertions without evidence; requires in terms of stringency with them, they are all
– Do not criticize, since it puts people on the aware of the rules and can take a position in line with
defensive; the expected outcomes.

– Do not be confrontational. If these common clarifications are used as a basis,

the appraisal is more likely to be objective and
To be favoured: reproducible: two appraisers with the case history
– Respect the order of points proposed; and record of the progress of the same person will be
able to assess them in the same way.
– Redirect or refocus the interview if it digresses;
B. Risk of relying on the impression an employee
– Draft summaries on conclusion of each point gives
examined;
There may be a tendency not to go beyond personal
– Work together on problems; feelings for employees when carrying out appraisals,
– Seek solutions jointly.
 either because they do not share the appraiser’s ideas difficult to apply the competencies expected in the first
or way of being, or because the appraiser may be very year, or to achieve the respective objectives, although
indulgent in their appraisals because they get on well they do not have fewer professional skills.
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with the employee concerned. VIII. What approach should be taken in discussing
To parody, it could be said that any appraisal grid, areas for improvement?
irrespective of its quality, could be replaced by a
The purpose of the appraisal is to improve the quality
three-item checklist:
of work and foster the professional development of
He’s a good chap; the person assessed, the employee. The appraisal
So so; meeting is a golden opportunity to highlight positive
aspects, both satisfaction and dissatisfaction with
I don’t trust him. regard to the interviewee’s quality of work and any
Once again, it is essential to seek evidence-based dissatisfaction they may have with their job or with
objectivity if the interview is to become a genuine the administration.
144 opportunity for interaction rather than judgement. It is easier to discuss differences in satisfaction and
C. Risk of reluctance to say what is lacking for to find solutions when evidence is available and
fear of changing relationships with the persons when action is taken that allows both parties to
concerned express themselves. The following outline shows that
problem-solving gradually helps us to address and
It is essential to consider the interview as an appraisal better understand dissatisfaction and to propose
of performance in a given job rather than as a personal solutions to improve matters.
appraisal or still less as a judgement of the individual.
By way of example, a person who is highly effective in
a position who is given new responsibilities may find it

Problem-solving
1. When a difference exists, are we mutually aware of its existence? MUTUAL AWARENESS OF THE EXISTENCE OF A DIFFERENCE
2. Do we have the same perception of the consequences of that
SAME PERCEPTION OF THE CONSEQUENCES OF THE DIFFERENCE
difference?
3. Do we have a problem to analyse and solve? CAUSES AT INDIVIDUAL LEVEL
4. What are the causes of this difference at organizational level? CAUSES AT ORGANIZATIONAL LEVEL
5. In the light of the causes thus identified, what ideas and solutions
IDEAS/SOLUTIONS PROPOSED
are proposed?
6. Which of these ideas and solutions can or should be implemented? CHOICE OF IDEAS AND SOLUTIONS
7. Prioritizing of ideas and solutions IMPROVEMENT PLAN
 5- Competency-based will be to provide the tools they need to develop their
competencies.

career management – What is the role of each stakeholder within the

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proposed arrangement?

process In the traditional model of a career path, the stakeholders are bound by a
psychological contract under which employees enjoy job security in return
for commitment and loyalty. More recently this psychological contract
has evolved into a partnership-based relationship, encapsulating the idea
The previous sections of this Guide explained how that career paths have become increasingly fragmented and less linear in
to produce professional competency profiles for nature. A relationship of this kind may involve establishing a reputation,
different jobs using descriptions of the relevant life-long learning, searching out information or advice, or implementing
positions, making it possible for employees to special tools and programmes for career planning and management.
understand the competency-related requirements for
sideways and upwards movement throughout their – How should employees approach the task of
chosen career. Improving employees’ understanding managing their careers in order to guarantee
of what they need to do to progress in their career 145
success?
and which plans will lead them to their goals strongly
promotes engagement and independence. – Which tools and programmes can the
administration make available to its employees ?
From an organizational point of view, designing and
implementing tools and mechanisms that support Before answering these questions, however, it is
employee career development is a wholly logical important to define the terms “career” and “career
management”, and to locate the latter within the
Each Customs administration has a static career progression system
based on years of seniority. For the purposes of this Guide, the concept panoply of HR management practices.
of “career progression” is understood in its broadest possible sense and
extends well beyond the above meaning.
» The term “career”
A career can be defined as a succession of work-
move. Professional advancement programmes and related duties, tasks and activities carried out by
initiatives not only serve as a retention tool and an employee throughout his/her working life, not
motivational incentive for current staff, but are also linked to a particular department but associated with
an attractive proposition for highly qualified potential specific competencies, qualifications, attitudes and
new recruits. behaviours.

The model which is proposed and outlined below The term “career” is used in the broadest possible sense in this Guide
to cover a multitude of different career options: remaining in the same
displays a number of key features which distinguish it position or moving to different positions, remaining in the same job or
from traditional career models: moving to different jobs, working at different levels of promotion, working
within the same administration or elsewhere, etc.
• various entities are responsible for its
implementation; What matters most are the key milestones which
• it is recognized and valued both within and outside mark an individual’s professional advancement. From
the Customs administration; an organizational perspective, career management
involves planning staff movements with the aim of
• it is promoted and supported by top management; retaining highly skilled employees and addressing
• it represents a departure from the idea of vertical future organizational needs. Employees’ professional
promotion and advancement. ambitions are therefore balanced against the
administration’s needs
The above makes it clear that this model will cover
a wide variety of situations, given that individual
employees will be in the driving seat when it comes
to career development rather than passive observers
of organizational shake-ups; the administration’s role
Tab 23 : Balancing of the administration’s needs against the employee’s needs

Needs of the administration Needs of employees

• What are the administration’s strategic goals over the years to come? How can I create a career plan which:
• Which needs and challenges must be faced by the administration over • builds on my strengths?
the next few years?
• satisfies my need for self-development?
• What level of competency, knowledge and experience is required to face
these challenges successfully? • offers me challenges?
• What are the administration’s recruitment needs? • coincides with my interests?
• Does the administration have the necessary tools to face these • aligns with my values?
challenges successfully? • reflects my personal style?
 » The term “career management’’ – “if necessary, move to a different job” or, “if
25 circumstances require”, “market his/her services
Career management means :
elsewhere”.
– an employee’s “competency” and “capacity” to
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Career management means that the organization, its management

“identify his/her professional skillset”, and its HR policy are structured in such a way as to allow each
employee to assume a leading role in maintaining and developing his/
– to “update his/her competencies on an ongoing her competencies, constantly adapting to changes in his/her job and
basis” in line with “developments (in his/her job) remaining able at all times to switch position and/or job without any
major teething problems.
and the administration’s needs”…
This summarized and pragmatic definition harmonizes
in order to :
the importance of career development practices,
– “develop in step with the administration and the tools and programmes initiated by the administration
technologies it uses”, with the need for increased awareness on the part
– “remain able to do his/her job by adapting to of employees – as fully fledged stakeholders in their
change”, own careers – throughout their entire professional
146 lives.
– “continue delivering added value”, and
Career management therefore means:
For the administration For the employee
– proposing a highly motivating career development plan; – realising their potential;
– boosting employee involvement and improving the working – achieving promotions;
atmosphere;
– gaining new responsibilities.
– identifying employees capable of progressing through the ranks, thanks
to a reliable system of appraisals.
Career management is important for many different reasons:
For the administration For employees
• an opportunity to exploit and develop the human potential at its • an opportunity to develop competencies;
disposal;
• a route to becoming integrated into the administration and regarded
• a way to establish a highly qualified pool of replacements; as a fully fledged member of staff;
• a boost to the organization’s culture; • a source of esteem and recognition (increase in responsibilities, power,
influence, etc.);
• a means of motivating employees to attain their goals;
• an opportunity for self-fulfilment at work, based on the development
• a pathway to competent and motivated employees. and use of potential in the achievement of tasks.
27
Before outlining the career planning and to move between them. Job-rotation schemes
management system, it is important to note that one are highly recommended in such cases;
of the key prerequisites for the success of this career
– non-executive staff are less inclined to pursue
development programme is shared responsibility on
mobility-related goals;
the part of the employee, the management and the
26
administration, represented by the top management – the training that must be completed before
(Avedon and Scoles, 2010). moving to a different position is often long and
requires significant investment.
– the employee must undertake to follow certain
recommendations, in particular those relating to With the exception of procedures for managing
effective career management; promotions of non-executive staff, which are often
awarded on the basis of years of seniority, there are
– line managers must be trained to provide the
few genuine career management systems currently
necessary leadership ;
in place for these staff. This should not come as a
– the top management is responsible for providing surprise given the specific features of this population,
the resources necessary to foster a competency- as explained above, and the resulting difficulty of
based culture of career management. establishing such systems.
It should furthermore be noted that managing and The above implies that the career development plan
developing the careers of non-executive staff can be for non-executive staff cannot be a carbon copy of
a problematic endeavour owing to the sheer number the plan for executive staff, even though both plans
of employees involved and the specific features of pursue the same goals.
this population:
The task of identifying the potential of this population
– most non-executive positions are more specialized can be approached in three different ways:
than executive positions, making it more difficult
25- This definition has been summarised from various sources in order to meet the specific needs of Customs administrations and the requirements of this Guide.
26- The roles and responsibilities of each stakeholder in the career planning and management process are explained in the final chapter of this section.
27- The rotation of employees through different positions, often in different geographical locations, is already a widely used training and development tool which
fosters the exchange of experience and knowledge.
1. by asking line managers: the number of employees • finally, an in-depth look at career mobility (using
involved will generally be high, making it less sample maps of gateways between positions,
likely that potential will be identified reliably and jobs and occupational groups) as one of the most

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accurately; useful mechanisms for any career development
and enhancement system.
2. by disseminating information on vacant positions
to all employees: establishing a recruitment 5-1 Employee-initiated career
system based on internal competitions can be
very effective because it generally attracts highly management: employees as
motivated candidates; stakeholders in their own careers
3. by offering career guidance (which must take the
form of meetings) to non-executive staff. The proposed model takes into account the needs
The third point that should be made relates to of both the administration and the employee but is
certain categories of employees who appear to initiated by the latter, which requires negotiations
peak very early, but then lose heart with a resulting of some form between the various stakeholders 147
deterioration in their performance at work. The concerned – the employee, his/her line manager and
administration must encourage employees to revise the administration. Employees are encouraged to
their understanding of “career success” on a regular express their needs, but the administration, acting
basis so that their expectations correlate to current through their line managers, has the right to select
opportunities and their careers remain a source of projects, refuse projects or request certain changes
motivation rather than frustration. In order to achieve to projects, particularly if they do not reflect the
this goal, it is sometimes necessary to shift the administration’s needs.
basis of the organizational culture from promotion The purpose of these negotiations will be achieved
to psychological success – employees should no only if the following conditions are met:
longer seek to rise continuously through the ranks
or increase their pay packet year on year, but to find • employees have access to all the necessary
the kind of work which best satisfies their needs and information and career opportunities;
harnesses their potential. • line managers are familiar with employees and
A dialogue on this topic can be launched in a number their needs;
of different ways: • agreements between the various stakeholders are
– focus groups can be set up with employees from formalized by a third party – the human resources
a wide range of categories in order to exchange department, which must ensure compliance
views on what the term “career” really means; with these agreements and their consistency, in
particular with other HR management practices
– discussion documents can also be disseminated and other individual and collective projects.
by the administration in order to highlight the
importance of feeling comfortable and happy at Support and assistance measures may subsequently
work, etc. be initiated by the human resources department :

It goes without saying that the vision formulated by – either to provide employees with a better
each Customs administration after performing this understanding of the process as a whole and
exercise will differ. It is nevertheless likely that three raise their awareness of their individual needs and
main principles will emerge: situation within the administration;

• employees are responsible for their own careers; – or to improve career development opportunities.

• careers are built by developing competencies; The following diagram visualizes this highly iterative
process, and demonstrates that the steps are not
• the administration must provide employees with sequential, since they may start from two opposing
the necessary tools for self-development. points.
The following will be examined in the remainder of The objectives of the information campaigns which
this Guide : must be carried out prior to any negotiations between
• the proposed career development model, initiated the various stakeholders are as follows:
by employees as the main stakeholder in their – to ensure that employees are aware of career
“professional fate”; opportunities (1),
• useful tools and programmes for supporting – to increase line managers’ awareness of employees
employees in their efforts to produce an individual and their personal needs (2).
career plan;
Negotiations (3) cover the production of the career
• the overall process from the perspective of the plan itself and harmonization and follow-up measures.
organization as a “secondary” stakeholder;
 Fig 30 : The career planning process
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148

Help for employees (4) may take various different Phase 2 : the employee should assess his/her current
forms: situation, analyse his/her strengths and weaknesses
and achieve a better understanding of his/her
– individual guidance provided by a direct line
personality and patterns of behaviour ;
manager or an HR professional ;
Phase 3 : the employee should produce a variety
– guidance provided by professional counsellors
of career strategies (specialization, diversification
from outside the administration ;
in terms of experience, transfers to different
– other interim solutions29 are also possible, e.g. geographical locations, occupational mobility, search
discussion groups, assignment of a mentor, path- for a mentor, etc.);
finding and referral services etc.
Phase 4 : these strategies should allow the employee
The following model helps employees to structure to achieve the short-term goals (recognition,
their thoughts on the subject : competencies, salary, flexibility, etc.) identified as
milestones on the way to his/her long-term goals;
Phase 1 : the employee should start by asking himself/
herself questions about the following : Phase 5 : in order to be pragmatic and effective, these
strategies should be based on real-life organizational
– values,
opportunities, in particular jobs.
– long-term goals,
A framework of this kind makes it easier for employees
– career expectations, to sketch out one or more potential career pathways.
– the importance of work in relation to his/her A counsellor (either employed by the administration
personal life, or an external service provider) may also help an
employee to assess whether the pathways are realistic
– etc.; (phase 6), based on an analysis of their rigour.

28- The forms in Appendices 1 and 2 provide a starting point for employees to reflect on their individual development plans.
29- Other tools are listed in the second part of this chapter.
Career pathways (4) can be sketched out within a – the level of the jobs,
three-dimensional space along the following three
– the location of the jobs.
axes :

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The following diagram illustrates movements within
– the nature of the jobs,
what we refer to as a “job network” :
Fig 31 : A job network highlighting career opportunities

149

By increasing opportunities for lateral movement » Career information

(based on the similarity of the duties performed by
• Information on career pathways/career flows is
the holders of particular jobs, but also on the similarity
supplied in a number of different formats, i.e. via the
of the qualifications and competencies required), the
Intranet, career guidance programmes, manuals or
proposed approach makes it possible to identify job
the HR management system. Use of a competency-
networks rather than job sectors (as was previously
based HR management system in this respect
the case). These networks provide individuals with
offers the advantage of providing employees with
more freedom to follow career pathways which better
a full overview of the requirements associated with
reflect their specific needs.
the various positions along their career pathway.
5-2- Career management tools • Manuals and forms to support employee
initiated by the administration development or participation in a scheduled
programme. The use of automated tools to deliver
these manuals or forms can be a particularly good
Certain types of tools, processes and programmes idea since it provides employees with a broader
which can be chosen with a view to implementing a view of the competency-related requirements for
competency-based career planning and development jobs within the administration.
tool are discussed below.
 • Self-appraisals, supervisor appraisals and/or employees) and coaching (e.g. by qualified
multi-source appraisals to evaluate development- trainers) for employees.
related progress. If the Customs administration
• Training for line managers and employees on how
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includes decentralized bodies or has a large

the programme works and how to gain the most
workforce, appraisals can be carried out using
benefit from it.
online tools that supply detailed information on
the competencies which still need to be developed. 5-3- Career management process
» Learning plans initiated by the administration
• Tailored personal developments plans which
record and track progress along a chosen career » Inventory of positions and required
path can take the form of documents within an competencies
online HR management system. A successful
outcome for the overall programme is much The first stage in the process is to draw up an inventory
more probable if employees have a structured of positions and the associated competencies. This
150 information can be found in the descriptions of
framework within which they can work and tools
for the easy identification of learning solutions. positions referred to in the first part of this Guide.

• A form, process or online tool (e.g. a passport or It is also useful to reflect on the following during this
list of employees) which validates and documents exercise :
the competencies held by employees. Both • changing circumstances which will affect the
employees and the administration benefit from positions and competencies required within the
being able to document and evaluate employees’ administration;
validated competencies for the purpose of career
management, succession planning and the filling • strategic and operational plans;
of vacant positions. • employees who are likely to leave the
» Learning resources administration over the next few years;

• Catalogues of educational resources organized • critical jobs;

by competency: these catalogues can be • etc.
incorporated into a competency-based HR
By making it easier to identify the commonalities
management software application, which will
between different positions, descriptions of these
allow employees and line managers to choose
positions promote internal mobility and the
targeted learning options which relate to specific
development of competencies.
areas of competency and are tailored to the
employee’s preferred learning style. An analysis of this kind serves as a basis for decisions
on the most appropriate measures to take (e.g.
• Collaborative learning, knowledge sharing,
development of internal competencies, recruitment,
communities of practice – e.g. using social
etc.), particularly in the context of occupied and
networking tools, wikis, etc.
vacant positions.
• Work assignments or “learning by doing”
For each measure, the analysis also provides a holistic
exercises aimed at developing competencies,
view of the options available for employees to make
which can again be categorized by competency
progress within the administration in the course of
in a database accessible to employees wishing to
their career along the following different axes :
advance in their careers.
• within the same position;
• Formal development programmes which
incorporate a variety of training, appraisal and • in a different position but in the same role (support
learning options designed to support career or steering and managing), level or job;
development (job-rotation schemes, learning
• in a different role;
programmes, mentoring, reimbursement of tuition
fees, etc.). • in a different job sector;
» Other tools • in a different occupational group.
• Professional resource centres which can be Consideration can also be given at this stage to
accessed by employees in search of information vacancy notifications as a method aimed at
and support to advance in their careers. This harmonizing career progression. Although this
function can be performed by self-help tools method has been around for a long time, for some
for employees and online career development Customs administrations it can still form a useful
software. component of a career management system since
it alerts decision-makers to individuals who are
• Mentoring (e.g. by more experienced and senior
interested in the relevant career move.
Job postings of this kind can be modernized by • identification of development measures to be
integrating them into a computerized system which carried out at team and administration level and
matches individuals to vacant positions. Although proposal of the most appropriate plans in this

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these systems are often designed for the purpose of respect;
filling vacant positions and jobs as quickly as possible
• anticipation of individual and/or shared
on the basis of available competencies, they can also
development needs;
be used as a career development tool if they allow
the staffing system to be matched up to the career • use of this information as a basis for producing
planning and succession planning systems on the individual career plans.
basis of an inventory of competencies. Systems of this
» Other career support tools initiated by the
kind can then identify candidates who will benefit
administration
most from the development opportunities offered by
vacant jobs and positions. The following tools can also be introduced to
supplement the development process and/or to
The importance of such systems results not only from
enhance its content: 151
the associated improvements in the efficiency of
internal staffing processes, but also from the fact that a. Job-rotation schemes and temporary assignments
they reduce red tape and promote active involvement Job-rotation schemes and temporary assignments
on the part of employees (continuous updating of allow employees to develop new competencies
CVs) and uniform dissemination of information. and to become more versatile at the same time as
For Customs administrations without an advanced increasing organizational flexibility.
IT system, matching of this kind can be carried out b. 360-degree feedback
manually by the careers manager or the human
resources department. The 360-degree feedback method makes it possible
for the individuals working around the employee to
A counsellor or information officer can make a provide feedback on his/her competencies and skills
very useful contribution at this stage; since he/she in relation to the performance of his/her tasks, and
is aware of the needs of both employees and the can be used as a basis for guidance on development
administration, he/she can make allowances for actions.
certain intangible or confidential factors which are
inaccessible to computerized matching systems. If c. Tests and assessment and development centres
professionals of this kind are not available, mentors Certain tests and assessment and development
(or more frequently line managers) can perform this centres also provide opportunities for analysing
role for their subordinates, in particular within the an individual’s competencies. The outcomes can
framework of a succession plan. be used to fine-tune the individual’s strengths and
» Development process development priorities in the context of his/her
position and/or career.
In the context of career management and employee
support, a development process provides the Simulation exercises may be carried out, e.g.
following opportunities: a group discussion on a topic of professional
interest. Candidates are observed and graded on
• better understanding of competencies which have their leadership skills, ability to influence others,
been mastered and those which still need to be competencies in terms of analysing, summarizing,
developed, by comparing the competency profiles negotiating, etc.
for positions against the competencies of those
who hold these positions; Simulation exercises of this kind provide a relatively
reliable indication of the candidate’s potential to
• better understanding of the potential continue in the same position or to apply for others
competencies of those who hold positions which within the same or a different occupational group.
may not yet be included in the competency profiles
for the positions; One drawback of this method is its cost, and so it is
recommended only for executive staff wishing to
• identification of competencies which already exist move into leadership roles.
and those which still need to be developed to
make career progress (e.g. to focus on a different d. Career guidance
task or role); The employee, or in other words the individual
• promotion of dialogue between line managers involved, is the main stakeholder in his/her career.
and employees; His/her direct line manager also has a key role to play
in terms of providing support. The human resources
• identification of relevant development goals and department can provide career counselling either to
ability to select the most appropriate development employees or to line managers, so that the latter feel
tools; more comfortable with the task of supporting the
 employees for whom they are directly responsible. – G : goal : Which goal do you wish to achieve?
Career guidance meetings are organized in such a – R : reality: What is your current situation?
way that the individual concerned (the employee) can
– R : resources: What are your (personal) resources?
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choose the most appropriate solution from among a

variety of alternatives discussed. – O : options: What are your options?
Dedicated careers guidance can be made available – W : will: What do you wish to do? Which actions do
to employees with a view to providing them with the you wish to take?
information and advice required to develop a career
plan.
Regardless of who is chosen to hold discussions with
an employee on his/her career options, it is a good
idea to use a single tool to facilitate the subsequent
collection of coherent data and the purposeful
152 analysis of these data. We propose the use of a
model referred to by the acronym “GRROW” in order
to facilitate support on the basis of very specific
questions to be discussed with the employee:
 Fig 32 : Coaching model

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HUMAN RESOURCE
 At each stage, competency profiles allow employees’ neutrality”. Providing an outlet for an employee’s
profiles to be compared against the profile for their frustrations is the first key role played by individual
current position and their desired future position. coaching.
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e. Individual coaching – Secondly, individual coaching involves handing

responsibility over to the employee. Offering
Individual coaching is a support tool which is neither
coaching sessions instead of a new position or job
guidance, mentoring, shadowing nor training, and still
title – and justifying this decision on the grounds
less therapy. Instead, it is a professional development
that the employee needs to improve his/her soft
tool which involves a contract between a coach,
skills before he/she can progress up the ranks –
the employee (the coachee) and the administration
makes the employee responsible for his/her failure.
(represented by the line manager or the human
This makes it possible to move from a scenario in
resources department).
which institutional structures have prevented the
Individual coaching is used in many different employee from getting a particular job title to one
situations and offers many different advantages. In in which a “lack of creativity” on the part of the
154 particular, it benefits and supports employees who employee himself/herself is responsible for this
– at certain stages of their professional careers – find failure.
it necessary to reflect on their professional future,
– Thirdly, individual coaching involves reflecting
become more mobile, take up a high-risk position,
on the employee’s professional ambitions and
etc.
thinking about his/her self-image and values and
Individual coaching involves 10 or so regular meetings the meaning he/she attaches to work.
between an employee and a consultant/coach
– Fourthly, individual coaching involves searching
trained in psychological techniques; the content of
for a solution to the employee’s current career
these meetings is tailored to the individual, and the
problems. Although the employee – who is familiar
matters discussed are kept confidential.
with his/her professional environment – will be
Individual coaching helps to retain staff by identifying responsible for searching for a specific position,
potential careers for them, but also allows individuals the coach encourages him/her to be creative
to “bounce back” by finding tailored and often when searching for solutions, or in other words to
transitional solutions to problematic situations. suggest or uncover alternative, cross-disciplinary
or interim pathways. Coaching can be considered
If the administration has the necessary resources at
a success if the executive manager is given the
its disposal, it can put in place a permanent internal
necessary tools to find a position outside the strict
career management guidance structure; if not, it
confines of the organizational chart.
can recruit – on the basis of a bilateral agreement –
specialized external coaches to work with executive,
expert or specialist members of staff.
5-4- Exit management
The most highly qualified members of staff, executive Managing employee exits is a vitally important task
managers with potential (prospective future leaders) in order to ensure the continuous provision of a high-
and professionals (recruited for their specific skills) quality service and avoid any harm to the brand
sometimes find themselves in a situation where their image of the Customs administration. Employee exits
chosen career proves lacking in certain respects, can have a substantial impact on employees who
and they feel oppressed (either consciously or remain in their positions and their competencies (the
unconsciously) by the unspoken “production-line need to redistribute competencies within teams or
mentality” of their managers. acquire new competencies, etc.).
These frustrations result from a mismatch between The following tools can be used to manage employee
career aspirations and actual achievements. Coaching exits:
acts as a stopgap in the sense that it makes it possible
to work around organizational problems by shifting a. Exit meeting
the responsibility to employees while allowing them Whenever employees leave the administration
to find solutions to difficult situations and appeasing (because they are retiring, because their contract
professional conflicts. has ended or because they have resigned), they
The key to the success of coaching as a stopgap should always be invited to attend an exit meeting
measure is the fact that it improves the individual’s at which several key points can be discussed (things
“soft skills”: which the employee liked/disliked about working for
the administration, career options, development of
– Firstly, during the second or third coaching competencies, etc.).
session, the executive manager gains confidence
and expresses his/her frustration at the lack The purpose of these meetings is to gather information
of career progress. The coach welcomes this which can be used as a basis for improving the
dissatisfaction with an attitude of “benevolent administration’s processes and the coaching role
performed by middle management.
b. Knowledge management appointments are made on the basis of narrower
criteria in line with the “crown prince” approach.
The exit meeting provides an opportunity to identify
any critical competencies held by the exiting 5-6- Occupational mobility

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employee, making it possible to arrange for these
competencies to be transferred to one or more other
individuals. The meeting should take place well Mobility is a key issue for employees, since it serves
before the employee leaves the company so that the as a personal development tool which provides
relevant arrangements for a transfer of knowledge them with a route to high-ranking positions and
can be made in good time. allows them to acquire new competencies and fulfil
their desire for change. It is also a key issue for the
c. Forward planning of jobs administration, since it serves as a management
In order to ensure continuity of service, it is important tool which allows them to achieve a better match
to anticipate potential exits (on the basis of retirement between the administration’s needs and employee
planning, staff turnover figures, information on profiles, to improve internal cohesion and to revitalize
employees’ career aspirations, etc.) so that the most organizational structuress. 155
appropriate measures can be taken (development » Occupational mobility areas
of competencies, succession planning, transfers,
recruitment, etc.) and new career opportunities can Occupational mobility areas encompass all the
be offered to employees. potential pathways between different jobs or
occupational groups.
d. HR management based on employee life stages
Occupational mobility areas are established for
The career needs of an individual may be dictated by individual jobs by :
his/her current stage of life (career entrant, parent of
young children, mid-career professional, etc.), and it – identifying a shared foundation of competencies
is important that HR processes take account of these on the basis of job comparisons;
factors in order to foster a culture of intergenerational – identifying the competencies which would be
cooperation in which everyone can develop their necessary to perform a particular activity with the
competencies and teams can operate in a balanced required professionalism as part of the chosen job
manner. or within an occupational group.
5-5- Succession planning Occupational mobility areas centred around a base
job offer a range of potential pathways; the greater the
distance between the jobs, the fewer competencies
Succession planning30 achieves the same outcome
they share. Crossovers between jobs imply that they
– i.e. identifying the administration’s key needs and
share at least one competency.
systematically preparing the employees most likely to
fulfil these needs – but follows a completely different The administration is responsible for determining the
route. range of mobility options within or from a specific job.
The succession planning process generally involves Occupational mobility within the same job is regarded
four stages: as “natural” movement since it requires little or no
specific support.
• identifying key positions (demand);
Occupational mobility which involves moving from
• identifying potential successors to these positions
one job to another can be classified into three
(supply);
different types on the basis of the proximity of the
• reviewing the candidates and producing two jobs:
succession plans;
• “Easy” occupational mobility pathways: there
• producing individual development plans. are many commonalities between the jobs, and
the shared competencies relate to core tasks. An
This process can be approached in four different way :
executive secretary is a good example of this type
– the “crown prince” approach: one candidate for of mobility.
each key position or job;
• “Accessible” occupational mobility pathways: the
– the “list” approach: three or four candidates for competencies shared between the jobs involve
each key position or job; merely a limited amount of fundamental or
technical knowledge, and the jobs have almost no
– the “pool” approach: a bank of candidates which
expertise in common. It will be necessary to learn
can be appointed to various key positions or jobs;
some of the core tasks to be performed as part
– the “two-step” approach: a pool is established of the new job. An IT systems engineer is a good
on the basis of very broad criteria, and then example of this type of mobility.
30- A specimen of an appraisal form for succession planning can be found in the appendix 4.
 • “Potential” occupational mobility pathways: the 5-7- Direct stakeholders in the
core tasks involved in the two jobs are completely
different, and they have neither knowledge nor career management process
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expertise in common. Shared competencies are

mainly cognitive or behavioural in nature. A project » La Direction des Ressources Humaines
manager is a good example of this type of mobility.
Working together with top management, the human
Training or support measures are required in the first resources department develops a career strategy
two scenarios, whereas training measures are more and identifies the managerial resources required to
appropriate in the third scenario. monitor the implementation of this strategy.
» Method for the development of occupational This involves :
mobility areas
• making available tools which allow line managers
The method involves four stages : and employees to identify and develop
– Stage 1: Mobility areas are presented and pilot competencies (in particular by means of the
156
groups are set up by the head of the human It is vitally important to ensure alignment of the strategy developed by the
resources department and one specialist for each human resources department with the organizational strategy.
job. The development process which will ultimately
be used is fine-tuned on the basis of these pilot
group activities. development process and the other tools referred
to above);
– Stage 2 :
• advertising vacant positions within the
(a) the project is presented to all job specialists; administration (via a dedicated platform, or simply
(b) mobility scenarios are developed for each of the by displaying the relevant information in locations
“occupational groups”. where employees are likely to see it);

– Stage 3: All of the job specialists are asked to • providing advice on the development of
examine, comment on and validate the mobility competencies;
areas identified by the working groups. During • providing careers guidance advice;
this stage, the potential mobility options can be
expanded on and defined in more detail. • establishing development tools (training,
mentoring programme, etc.).
– Stage 4: A final validation and proofreading
meeting is organized with the involvement of all » Employees
job specialists, with the following aims : The employee is the main stakeholder in his/her
• each of the specialists must examine all career. He/she analyses areas of strength and areas
the mobility pathways towards his/her for improvement with reference to his/her current
occupational group, and discuss the related position, as well as his/her performance and personal
competencies with the job specialists which interests, as the basis for a clearer assessment of
proposed these mobility scenarios; potential future career directions.

• the validity of the mobility pathways from In consultation with his/her immediate line manager
their occupational groups towards others and the human resources department, the employee
must be evaluated by examining the relevant participates in appropriate development measures.
gateways with the job specialists in question. » Line management
This method of validation makes it possible for Functional managers monitor employees to ensure
specialists to hold face-to-face discussions on that they perform their tasks properly. Within the
the relevant jobs and the competencies deemed framework of the development process described
necessary; it ensures that everyone learns to use a above, they provide regular feedback on performance
shared language, and allows an accurate assessment and competencies, promote the use of competencies
of the nature of the shared competencies. within the team (strengths, complementarity,
» Identification of mobility pathways collaboration, etc.), and track their development.

The identification of mobility pathways involves : Line managers must be open to potential
opportunities in respect of the careers of the
• analysing the extent to which different jobs require employees they manage, in particular by discussing
the same key competencies; career development options.
• estimating the amount of work that will be
necessary to acquire these competencies (in terms
of training, mentoring, etc.).
APPENDIX 1: INDIVIDUAL CAREER PLAN – MODEL FORM
It is important to keep track of the short-term actions which will help you achieve your long-term goals.
Update the form on a regular basis as you progress through your career plan.

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Make copies of the form and discuss it with individuals who are in a position to help you.
My career plan : My long-term goal……………………………………..

I will complete the following I will use the following I will do the following to reward
Between now and (date)
short-term action resources myself for completing this action
1.
2.
3.
4.
5. 157

I will re-evaluate my plan and my goals on (date): ……………………………………

APPENDIX 2: PERSONAL CAREER DEVELOPMENT PLAN – MODEL

First name &

surname

Career development Links between

Knowledge,
goals the employee’s Professional
competencies,
goals and the development Resources Deadline
skills to be
administration’s activities
developed
goals
Goal 1
Goal 2
Goal 3

Employee’s signature Date

Line manager’s
Date
signature

EXPLANATORY COMMENTS – Knowledge, competencies, skills to be developed

Keep in mind that the purpose of your personal • What do you hope to learn?
career development plan is to help you do the
– Professional development activities
following
• Which professional development activities are
• Determine your career priorities;
mostly likely to help you achieve the goals you
• Set goals which benefit both you and your have set?
organization;
– Resources
• Choose the activities and resources which are most
• Which resources will you need in order to
likely to help you achieve your goals;
participate in professional development activities
• Impose deadlines on your goals. (time, funding, assistance from your line manager
and/or the administration, etc.)?
Individual sections of the form
– Deadlines
– Professional development goals for the coming
year • Personal career development plans are generally
based on long-term goals, but sometimes
• What you want to achieve
employees prefer to set short-term goals (one
– Links between your goals and the organization’s year) and medium-term goals (two years) as well
goals as long-term goals (three years). Longer deadlines
may be necessary if your goals include working
• How will your professional development goals
towards a degree or a qualification in your field.
benefit your administration?
 APPENDIX 3: APPRAISAL FORM FOR SUCCESSION PLANNING
First and last name of appraisee: “Forename_and_ Current role: “Role”
Surname”
MANAGEMENT GUIDE
HUMAN RESOURCE

Target role: “TargetRole” Line of report: “LineOfReport”

Appraisal

Factors Criteria Score* Details

Able to make a personal contribution to achievement of the
administration’s goals by taking well-thought-out decisions, by
Achieve results harnessing the administration’s resources and by measuring outcomes, in
particular for reporting purposes.
Able to take the best possible decisions and resolve problems involving
Take decisions various levels of complexity, ambiguity and risk.
158 Competencies
Mobilize staff** Able to unite people around a common vision and shared values
by creating a harmonious working atmosphere in which everyone’s
contribution is recognized, while ensuring the development and longevity
of expertise.
Manage conflicts Able to prevent, manage and/or resolve conflicts and mediate between
the parties involved.
Team spirit Able to encourage teamwork, establish effective relationships with others
and build a culture which promotes teamwork.
Reliability Able to demonstrate determination and perseverance in his/her
commitment to the achievement of results, while continuing to meet
obligations and complete tasks.
Flexibility Able to demonstrate open-mindedness and willingness to adapt to new
or complex situations and to meet different expectations.
Qualities
Ethics and integrity Able to promote principles, rules and values which correspond to the
Customs administration’s code of conduct and to act in line with these
principles.
Ability to handle stress Able to manage his/her emotions and remain in control while working
efficiently in stressful situations.
Authority Able to assert his/her rightful authority by acting with confidence and
fulfilling his/her responsibilities while respecting others.
Competencies and expertise which align completely with what is
Technical competencies required. Could be set to work immediately on operational tasks in
Other factors technical fields.
Strongly motivated by the target role. Evidence of commitment and
Motivation motivation seen during various evaluation meetings.
General appraisal (tick one box only)
Ready to be promoted: meets all the technical and managerial requirements to be successful in the target leadership position.
Needs more experience: has the potential to be successful in this position but needs further training or supervision.
Unsuitable for this position: further progress needed, not yet ready for a management position.
Development plan recommendations : Which actions do you think would be most suitable to prepare this candidate for the target position?
Improving managerial skills (please provide details):
Improving technical skills (please provide details):
New role aimed at building competencies and gaining experience (please provide details):
Participation in the succession preparation cycle for the target role:
Other actions (please provide details):
Line manager’s comments and suggestions
Appraiser’s name and signature:
Date of appraisa :
* Score from 1 to 3.
** Individuals in middle management roles: office manager/deputy authorising officer/deputy district collector/head of section.
APPENDIX 4: CAREER DEVELOPMENT ACTIONS

In-post development Promotion and mobility Mentoring and coaching Training Goals
• Leadership/ participation in specific • Cross-disciplinary mobility promoting • Mentoring • Priority access to “traditional” training
Description project flexibility
• Coaching • Access to special “premium” training
• Responsibility for inter/intra-service • Functional mobility • Mentoring by a succession candidate • Standard training to develop efficiency,
projects from Pool 2 managerial competencies and commitment • Expanded vision thanks
Pool 1 • Mobility into regional management to versatility
(executive • Systematic performance of higher- • Participation in intra-service events
• First managerial responsibilities • Managerial
management) ranking duties in an acting capacity
competencies
• Responsibility for critical dossiers
• Responsibility for cross-disciplinary intra- • Functional mobility • Mentoring by a succession candidate • Targeted training to develop leadership
Pool 2 division projects from Pool 3 competencies • Vision
• Greater managerial responsibilities
(heads of • Responsibility for critical dossiers • Participation in inter-division events • Leadership skills
department) • Systematic performance of higher-
ranking duties in an acting capacity
• Active participation in the • Challenges associated with limited mobility • Individual coaching • Personalized individual coaching
Pool 3 administration’s projects – succession preparation through the sharing • Strategic vision
of critical information
(heads of • Responsibility for critical dossiers • Managerial skills
division) • Systematic performance of higher-
ranking duties in an acting capacity

MANAGEMENT GUIDE
159

HUMAN RESOURCE
CONCLUSION

MANAGEMENT GUIDE
HUMAN RESOURCES
The ever changing global trade environment presents Customs administrations with new opportunities and
challenges that must be met in a strategic and effective manner. People are the key enabler of any organization.
It is therefore essential that Customs administrations invest in their people as a fundamental element of their

MANAGEMENT GUIDE
HUMAN RESOURCE
organizational development and modernization agendas. Attracting talent, supporting the professional
development of employees, proactively shaping the future workforce and retaining top performers are some
of the critical issues facing Customs administrations.

A competency-based approach to Human Resource Management (HRM) ensures that the HRM strategy and
processes as well as employees performance are aligned with the organization’s vision, mission, strategic goals
and values. It also allows organizations to promote the professional and personal development of their staff
(human capital).

Customs is a coherent professional body with unique operating models, requiring a unique set of competencies. 163
This Practical Guide to Establishing a Competency Based Human Resources Management System in a Customs
Context is therefore intended to support customs administrations and merged authorities in their human
resources management modernization efforts. This guide is the WCO Secretariat’s response to the needs
expressed by its Members to have a tool at their disposal that would give them the step-by-step approach to
building the foundations of a competency-based HRM system.

This guide comes as a complement to the battery of HRM-related tools developed by the WCO, including: the
WCO Framework of Principles and Practices on Customs Professionalism, the People Development Diagnostic
Tool …

To be effective, competency-based human resource management must be embedded at all levels of the
organizational culture – its success is not the sole responsibility of the structure in charge of HRM but rather
requires the full engagement and support of both management and staff alike. Establishing a competency-
based HRM system only builds the foundation of the system – the system must now be operationalized and
institutionalized for the organization and the staff to fully reap the benefits of such a system.

This guide is intended to help the Customs Administrations fulfil the expectations that they should always be
ready to rise to the challenges and opportunities presented to them through an exemplary and competent
workforce
TABLE OF
CONTENTS
FIGURES
Figure. 1 : Master plan for strategic competency-based human resource management ...............................................................................9

Fig. 2 : Roles of the HR unit/section/department .................................................................................................................................................... 12

Fig. 3 : The principle of strategic coherence and alignment in HRM ..................................................................................................................13

Fig. 4 : Steps to be followed in the formulation of HRM policies ......................................................................................................................... 15

Fig. 5 : Approach to modernize HRM ........................................................................................................................................................................... 23

Fig. 6 : HR value chain ....................................................................................................................................................................................................... 24

Fig. 7 : Diagnostic Tool questionnaire structure........................................................................................................................................................ 25

Fig. 8 : Links between the qualitative and quantitative approaches and definition of HRM practices .................................................. 25

Fig. 9 : Methodology to elaborate the competency approach tools...................................................................................................................30

Fig. 10 : Job catalogue developpement steps ..............................................................................................................................................................31

Fig. 11 : Competency system of a Customs administration ................................................................................................................................... 34

Fig. 12 : Steps for the elaboration of the job description ........................................................................................................................................50

Fig. 13 : A job’s internal and external environments ................................................................................................................................................ 51

Fig. 14 : Stages and activities in the staffing process ..............................................................................................................................................70

Fig. 15 : The five HR planning strategies ...................................................................................................................................................................... 77

Fig. 16 : Stages in the competency-based recruitment process ..........................................................................................................................80

Fig. 17 : The stages in the induction and integration process ...............................................................................................................................98

Fig. 18 : Stakeholders in the training system for Customs .................................................................................................................................. 104

Fig. 19 : Roadmap for training programmes ............................................................................................................................................................. 107

Fig. 20 : The guiding principles of a competency-based training system .......................................................................................................112

Fig. 21 : Stages in the competency-based training process ................................................................................................................................. 113

Fig. 22 : Techniques for gathering competency needs ..........................................................................................................................................114

Fig. 23 : Matrix for establishing training priorities....................................................................................................................................................114

Fig. 24 : Principle of formulation of the training objectives ............................................................................................................................... 120

Fig. 25 : The building blocks of competency ............................................................................................................................................................ 120

Fig. 26 : Kirkpatrick’s four levels of evaluation........................................................................................................................................................124

Fig. 27 : The return on investment (ROI) model according to Phillips ..............................................................................................................126

Fig 28 : The components of a competency-based performance management system ............................................................................ 130

Fig 29 : Conditions for the success of an appraisal system ................................................................................................................................ 131

Fig 30 : The career planning process...........................................................................................................................................................................148

Fig 31 : A job network highlighting career opportunities ......................................................................................................................................149

Fig 32 : Coaching model ................................................................................................................................................................................................. 153

TABLE OF
CONTENTS
TABLE

Table. 1 : Contribution of the competency approach to HRM processesnt......................................................................................................... 11

Tab. 2 : Structure of the job catalogue .......................................................................................................................................................................... 32

Tab. 3 : Competency framework structure ..................................................................................................................................................................35

Tab. 4 : List of HR performance indicators ................................................................................................................................................................. 71

Tab. 5 : Screening tools .................................................................................................................................................................................................... 83

Tab. 6 : Types of question to be avoided during an interview ............................................................................................................................. 85

Tab. 7 : Individual assessment grid for each member of the selection panel ................................................................................................90

Tab. 8 : Assessment grid for members of the selection panel ............................................................................................................................. 91

Tab. 9 : Integration programme ..................................................................................................................................................................................100

Tab. 10 : Specimen of an assessment form for the probationary period ......................................................................................................... 101

Tab. 11 : Potential benefits of a competency-based training system ................................................................................................................ 103

Tab. 12 : Plan de formation de base régionale au profit des inspecteurs et équivalents ........................................................................... 108

Tab. 13 : Continuing vocational training plan ............................................................................................................................................................ 110

Tab. 14 : Supervisory skills training programme for high-potential managers ................................................................................................111

Tab. 15 : Example of tailored training plan ..................................................................................................................................................................111

tab. 16 : Matrix for gathering and analysing competency needs .........................................................................................................................116

Tab. 17 : Decisions to be taken when planning training activities ......................................................................................................................117

Tab. 18 : Specific content of the training course ........................................................................................................................................................119

Tab. 19 : Structuring of a training course on post-clearance audit ......................................................................................................................121

Tab. 20 : The main teaching methods .........................................................................................................................................................................122

Tab. 21 : Evaluation of training activities using the Kirkpatrick model .............................................................................................................126

Tab 22 : Roles and responsibilities of performance management system stakeholders ..........................................................................129

Tab 23 : Balancing of the administration’s needs against the employee’s needs .......................................................................................145