BEFORE YOU START

- key concepts and terms that you need to know to properly use the tool -

In the TNA tool we refer to a conceptual framework,  which is agreed internationally, and described in the Global Register of Competencies for Protected Area Practitioners.

1. Training Needs Assessment

Although the term Training Needs Assessment seems to be clear, indicating that needs for training are being evaluated, we apply a broader interpretation within the online TNA tool. The term Capacity Needs Assessment is more appropriate - the TNA tool results will indicate ‘needs’ (or ‘competencies’ – see below) to consider to improve your capacity. How you choose to improve your capacity is up to you:  a variety of learning modes could also be worth considering 1 - for example:

  • informal learning at the work place with more experienced colleagues (internal)
  • short training sessions provided by supervisors and managers in the work place (internal)
  • short formal training courses (<1 week)
  • longer formal training courses (1-4 weeks)
  • long term study for formal qualifications (e.g. university courses)
  • informal individual learning using training manuals and study materials (learning by oneself)
  • formal individual study through distance learning. Following courses using internet and correspondence
  • exchanges and study visits with other sites.

2. Competencies

This tool is developed using a competence based approach. This means that it helps you to assess the knowledge and skills that are needed to fulfill your present and/or future tasks and, as far as possible, some of the aspects that are related to your attitude to the work you are carrying out. Therefore, it is helping you to self-asses the competencies 2 you need.

3. Staff levels

The competencies you need are closely related to the level of responsibilities that you have in your work. Therefore, before you start, you should understand what is the classification used for staff (personnel) levels in this competence based approach of the TNA tool. The following table is adapted from the Global Register of Competencies for Protected Area Practitioners to identify the following levels of individual responsibility:

Staff levels / Individual levels of responsibility 3

Level

Typical title

Scope of work and responsibility

LEVEL 4

EXECUTIVE

Central direction and management of large organizations.
National and regional policy development, spatial and strategic planning.
Cross sectoral coordination.
Direction of complex programmes and plans.
Examples of positions: director or senior executive of national / regional Agencies or ministerial departments for PAs or resource management, Director of national/regional NGO, landowners.

LEVEL 3

SENIOR MANAGER

Direction and management of medium-sized organizations.
Planning and management of projects and programmes within strategic frameworks.
Conducting and leading complex and technical programmes (according to speciality)
Examples of positions: PA director, local government / Agency official in charge with PAs , senior PA management team member, landowners.

LEVEL 2

MIDDLE MANAGER,
TECHNICAL SPECIALIST

Management, organization and leadership of technical sections and teams implementing plans and projects.
Completing specific and complex technical assignments (according to technical specialty)
Examples of positions: head ranger, PA biologist, education/outreach/ tourism officer, landowners.

LEVEL 1

SKILLED WORKER

Completing specific and sometimes complex tasks and assignments under regular supervision (this can include field and administrative staff).
Examples of positions: PA/tourism/community ranger, resource warden (forestry, fisheries, etc), administrative staff, technician, skilled volunteer

(LEVEL 0)
Not used

UNSKILLED LABOURER

Completing practical tasks under continuous supervision (this often refers to also support staff).
Examples of positions: labourer, unskilled volunteer, casual worker

The numbers used for each level (0-4) do not indicate a hierarchy but a different level of responsibility (or complexity) corresponding to a job position. This is usually correlated with the level of training and experience required to do that job successfully. Each of these levels can be found under different job titles/names at all national, regional and local level, in all sectors (private, state, civil society). The exact ‘job titles’ can vary considerably in each country, the following are orientative examples.

4. Function levels for the natura 2000 team or for individuals that are managing Natura 2000 sites

Often, the variety of Natura 2000 management approaches and structures across the EU reflect the georgraphical scope and specific areas of responsibilities assigned to management teams and individual Natura 2000 managers. Therefore, LIFEedu identifies common functional levels of operation for Natura 2000 site managers associated with different geographical scopes:

  • National coordination function - responsibilities for Natura 2000 coordination and monitoring usually at the national level (ministries, agencies). For this function, most of the comptencies needed are those associated with Level 4.
  • Area based coordination function - responsibilities for Natura 2000 linked to coordination, monitoring, strategic / management planning for individual sites or groups of sites, supervision, technical advice, reporting, site management usually found at regional and local levels or even at site level. For this function most of the competencies needed are those for Levels 3 and 2.
  • Site based management functions - responsibilities for Natura 2000 related to operational planning and management at the local / site level, site monitoring, site protection, reporting etc usually found at local level for several sites or individual sites. For this function most of the competencies needed are those for Level 2.

Given that the primary target group of the LIFEedu Project is Natura 2000 site managers, the focus is on identifying the competencies required at the ‘Area based coordination function’ and the ‘Site based management function’ levels. Figure 1 presents these two functional levels and links them with individual levels of responsibility (or ‘staff levels’ as used in the Competence Register).

Figure 1: Functional areas of Natura 2000 and staff levels

Area based coordination function (FA1) – i.e. Natura 2000 site managers having a strategic and coordination function at the regional / local level (usually across several sites, but also across large, complex single sites). These are generally managerial positions and require management capacities – typically, in terms of job types, this may be an Area Manager with responsibilities for several Natura 2000 sites, Park Chief Ranger or private landowner with responsibilities for a large Natura 2000 site.

Site based management function (FA2) – i.e. Natura 2000 managers having a site focused function, some of whom are decision-makers/managers, some with responsibilities related mainly to operational management. In terms of job types, this corresponds most often to middle managers and technical specialists, i.e. staff dealing with operational work and having coordination responsibilities (e.g. – Chief Guard / Chief Ranger), with some competencies specific to Level 1. However, in some countries, Croatia for example, site based Natura 2000 managers corresponds with a higher level of responsibility and can include also senior managers (Level 3).


5. Competence categories used in the tool

Natura 2000 management is complex and requires multi and interdisciplinary competencies.
Within the LIFEedu project, those competencies that are considered core or specifically required for individuals working for Natura 2000 sites have been identified. Therefore, the Natura 2000 TNA tool is based on the knowledge and skills associated with each of these competence categories.

Table 1 presents the competence categories as presented in the Competence Register (Appleton M.R., 2016). Each Category has a three letter code, a title and a brief description. These codes are used for presenting the results of your self-assessment.

Table 1. Competence categories used in the online TNA 4

Category
Code		 Category Title Category Description
PPP Protected area policy, planning and projects Providing a strategic and rationally planned framework for PA governance and management.
ORG Organisational leadership and development Establishing and sustaining well governed, managed and led organizations for PA management.
HRM Human resource management Establishing an adequate, competent, well managed and supported work force for PAs.
FRM Financial and operational resource management Ensuring that the PAs are adequately financed and resourced and that resources are effectively and efficiently deployed and used.
ADR Administrative documentation and reporting Establishing and implementing procedures for information management, documentation and reporting
CAC Communication and collaboration Building and using the skills required to communicate and collaborate effectively
BIO Biodiversity conservation Ensuring the maintenance of the ecological values of the PA through management and monitoring of species, their habitats, ecosystems and natural resource use.
LAR Upholding laws and regulations Ensuring that laws, regulations, and rights affecting the PA are upheld.
COM Local communities and cultures Establishing systems of PA governance and management that address the needs and rights of local communities.
TRP Tourism, recreation and public use Providing environmentally and economically sustainable tourism and recreation in and around PAs.
AWA Awareness and education Ensuring that local stakeholders, visitors, decision makers and the wider public are aware of protected areas their purpose and values and how they are governed and managed.
FLD Field/water craft and site Maintenance Conducting field work and site maintenance tasks correctly, safely and securely.
TEC Technology Using of technology to support protected area management
FPC Foundation personal competences Demonstrate fundamental personal skills and behaviours required for day-to-day PA work.
APC Advanced Personal Competences Demonstrate personal skills and behaviours required for effective performance and leadership.

Each competence category covers several specific skills and knowledge requirements, indicating what a Natura 2000 professional should know and be able to do. This list is used in your self-assessment process.


Other terms

Attitude. A stable, long-lasting, learnt predisposition to respond to certain things in a certain way. Attitudes are formed on the basis of beliefs, feelings and intentions (European Adult Learning Glossary).

Capacity Development/Capacity Building. Capacity development commonly refers to the overall process of creating and building capacities and their (subsequent) use, management and retention. Capacity building more commonly refers to the specific processes and activities that create capacities (adapted from United Nations Development Programme)

Knowledge. The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of study or work. Learning. The acquisition of knowledge, skills and behaviours through study, experience, or being taught.

Skill. The ability to perform tasks and solve problems (European Centre for the Development of Vocational Training).

Staff levels - refer to categories / groups of staff that have similar tasks, therefore should have similar combinations of competencies.

1 The online TNA tool is developed using the list of competencies identified as being specifically required by Natura 2000 managers. Experts, mobilised through the Life EDU project, analysed the requirements from the EU Nature Directives and Natura 2000 site management objectives identified in different countries across Europe.

2 Competence/Competency. The ability, encompassing knowledge, skills and attitudes, of an individual to perform adequately in a job (International Labour Organization).

3 Staff levels - refer to categories / groups of staff that have similar tasks, therefore should have similar combinations of competencies.

4 List of learning modes provided in the Global Register