Public Service Excellence Learning Journey
Meet the Author
My name is Ahmed Seddek, and I serve as the Public Service Excellence Awards Manager at Egypt Government Excellence Awards, a transformative project initiated by the Egyptian government. The project aims to enhance and elevate the performance of government entities, driving excellence in public service for Egyptian citizens. Supervised by the Cabinet of Ministries and implemented by the Ministry of Planning and Economic Development, I play a crucial role in designing and facilitating learning journeys for government officials representing their respective entities participating in the awards.
Learning Outcomes
The main learning outcomes focus on instilling a deep understanding of the Public Services Excellence Models and Criteria (Knowledge Learning Outcomes), as well as transforming the mindset of government officials toward public service and performance (Attitude Learning Outcome).
Meet the Learners
The learning journey brought together 23 government individuals from various Egyptian governorates, predominantly serving as managers of front-office technological centers for citizen service nationwide. These individuals demonstrated a strong eagerness to apply for the awards and acquire the necessary skills, knowledge, and attitude to complete the award submissions successfully. Moreover, they were committed to implementing best practices of public service excellence in their workplaces and efficiently transferring their newfound knowledge to their employees and staff.
The Sequence of Activities
The duration of the journey spanned four days, with each day meticulously divided between synchronous and asynchronous activities. Synchronous activities comprised approximately 4 hours per day, while asynchronous ones took up about 3 hours per day.
Table: Journey Flow Sessions
| Day 1 | ||||
| Activity Type | Activity Name | Duration | Group/Individual | |
| Pre-opener | ||||
| Opener | Fruit that describes you | 20 min | Individual (Mentimeter) | |
| Learning Activity 1 | Mini presentation | 40 min | ||
| Energizer | 1 min tour in the governorate | 10 min | ||
| Learning Activity 2 | Mini presentation | 20 min | ||
| Learning Activity 3 | Facilitation | 40 min | Group | |
| Learning Activity 4 | Role Play | 90 min | Group | |
| Linking and summarizing | Word storm | 15 min | Mentimeter | |
| Closure | Draw a picture of the session | 5 | ||
| Mission | Workshop (Submission writing- capstone project) | 120 min | ||
| Day 2 | ||||
| Activity Type | Activity Name | Duration | Group/Individual | |
| Pre-opener | Interaction and Questions | 10 min | ||
| Opener | Discussion of the previous day’s workshop outcome | 10 min | Individuals | |
| Learning Activity 1 | Assessment of Submissions | 40 | Group | |
| Energizer | Favorite Dish ingredient | 10 min | Group | |
| Learning Activity 2 | Facilitation | 50 min | individual | |
| Learning Activity 3 | Workshop (customer experience Role Play) | 60 min | Group | |
| Learning Activity 4 | Mini presentation | 40 | individual | |
| Linking and summarizing | Timeline activity | 15 min | Individual | |
| Closure | Order today activity | 5 | ||
| Mission | Workshop (Submission writing- capstone project) | 120 min | ||
| Day 3 | ||||
| Activity Type | Activity Name | Duration | Group/Individual | |
| Pre-opener | Interaction and Questions | |||
| Opener | Discussion of the previous day’s workshop outcome | 10 min | Individuals | |
| Learning Activity 1 | Assessment of Submissions | 40 | Group | |
| Energizer | Hand and scissors | 10 min | Group | |
| Learning Activity 2 | Facilitation | 60 min | individual | |
| Learning Activity 3 | Mini presentation | 40 | individual | |
| Learning Activity 4 | Workshop (customer experience) | 60 min | Group | |
| Linking and summarizing | Debriefing technique | 15 min | Individual | |
| Closure | Draw a picture of the session | 5 | ||
| Mission | Workshop (Submission writing- capstone project) | 120 min | ||
| Day 4 | ||||
| Activity Type | Activity Name | Duration | Group/Individual | |
| Pre-opener | Interaction and Questions | |||
| Opener | Discussion of the previous day’s workshop outcome | 10 min | Individual | |
| Learning Activity 1 | Assessment of Submissions | 40 | Group | |
| Energizer | emoji | 10 min | Group | |
| Learning Activity 2 | Best practice of winners | 30 min | individual | |
| Learning Activity 3 | Case study | 30 min | Group | |
| Learning Activity 4 | Mini presentation | 40 | individual | |
| Linking and summarizing | Debriefing technique | 15 min | Individual | |
| Closure | Draw a picture of the session | 5 | ||
| Mission | Workshop (Submission writing- capstone project) | 120 min | ||
Implementing FIRST-ADLX Framework
Throughout the journey, I consistently applied the FIRST-ADLX Framework domains to maximize the journey’s impact on the learners. I’ll share some examples of how I applied each domain. However, it’s important to note that these domains often overlap, and you might see elements of several domains in each example.
In the “F” Domain, I implemented various strategies, such as assigning name cards to each learner, emphasizing the importance of individualization. On the first day, I initiated the journey with an icebreaker activity, utilizing the Mentimeter application. This activity encouraged learners to scan a code, share their favorite fruit reflecting their character, and instantly display the results on the screen. This information later served to form groups based on similarities and differences in their fruit preferences. By targeting each individual learner and not the group of learners as a whole, continuously probing and assessing my learners’ participation, in addition to providing them with different opportunities to contribute their knowledge, skills and expertise, the F-Domain was achieved.
In the “I” Domain, group activities, including a noteworthy Role Play Activity, were conducted. Each group performed a real-life simulation of a citizen journey within their service office, highlighting potential touchpoints. After the performance, teams reflected on the experience, discussing both positive and negative aspects. Teams were then given time to apply the lessons learned to enhance citizen experience in their service offices. By framing the learning journey as a friendly gathering and fostering a positive and motivating environment, the I-Domain was effectively applied.
Moving to the “R” Domain, I conducted an activity titled “Assessment of Submission.” In the readiness stage, motivation was increased, instructions were provided, groups were created, tools were distributed, and time was assigned. For this activity, groups were tasked with assessing a submission model for the award, using an assessment rubric to score criteria and identify strengths and areas for improvement. In the activity facilitation stage, I monitored the learners, ensuring proper understanding of the rubric and addressing any questions. Each group nominated a presenter to share their results, fostering discussion and validation of scores compared to other groups. In the reviewing actively stage, I pulled the link between this activity and the learners’ real work settings, encouraging the application of insights gained.
In the “S” Domain, each day of the learning journey was meticulously designed to make optimal use of allotted time, ensuring a smooth session flow covering all required topics. By differentiating between experience activities (pre-openers, openers, linking/summarizing, energizers, closures) and learning activities, and considering learner energy levels, I facilitated a smooth learning session. This included both the flow within individual sessions and the sequence across multiple sessions.
For the “T” Domain, I implemented asynchronous activity after each session where groups used a sample submission for the award cycle. They documented initiatives and provided evidence from their work settings. The following day, we reviewed and reflected on submissions, sharing best practices among service offices to enable all learners to benefit from diverse approaches. The T-Domain was effectively implemented by providing learners with opportunities to reflect on their reality, apply and implement the knowledge and skills learnt, and continue learning beyond the learning sessions.
Findings
Throughout and after the learning journey, I actively sought insights and comments from learners, fostering discussion and enjoyment of learning moments through physical interactions and a WhatsApp group. After the journey’s conclusion, I disseminated an electronic survey to assess the impact of the learning journey, with the following results.
the learning journey received overwhelmingly positive feedback, with a staggering 83.3% of participants rating it as “excellent” and another 16.7% finding it “very good.” This enthusiasm can be attributed to several factors, as highlighted in the learners’ comments:
- Positive Interaction: Participants enjoyed a high level of interaction and collaboration between team members and trainers. Everyone actively participated, fostering a strong sense of teamwork.
- Smooth Logical Sequence of Ideas: The journey effectively addressed initial confusion surrounding the “excellence file.” Learners praised the smooth and deep discussions held during the journey, which significantly improved their understanding.
- Mindset Change: The journey offered a valuable new perspective on the “excellence file.” Many participants commented on a complete turnaround in their understanding (a 180-degree change).
- Knowledge Gained: For many, the journey was their first exposure to the “excellence file” and the competition process. It effectively cleared away any initial knowledge gaps and equipped them with the necessary skills to create the file and participate in the competition.
- Highly Effective Delivery: Learners consistently praised the detailed, understandable, and effective facilitation of the learning journey.
In brief, based on the feedback, the learning journey appears to be a well-designed and successful journey. It effectively engaged participants, fostered teamwork, and improved their understanding of the “excellence file” and competition process.
Participants’ Expectations and Outcomes
Participants’ expectations at the beginning of the learning journey varied. Some had specific goals, such as understanding how to create an excellence file or learning about the award file structure, while others had more general expectations, such as increasing work efficiency or improving citizen service.
The learning journey effectively met or exceeded most participants’ expectations. 90% of participants reported achieving their goals, and many expressed gratitude for the opportunity to learn and grow.
Key factors contributing to the success of the learning journey, as mentioned by the learners themselves, include:
- Clear and Engaging Facilitating Skills: participants praised the facilitators for their ability to facilitate the sessions and guide them to deeply understand the concept in an active way.
- Hands-on Activities: The journey included a variety of hands-on activities that allowed participants to apply the concepts they learned, and the facilitator motivated the learners to participate as demonstrated.
- Supportive Positive Learning Environment: Participants felt comfortable asking questions and participating in discussions which fostered deep learning
Overall, the learning journey was a resounding success. Participants gained valuable knowledge and skills that will help them improve their work and better serve their communities.
Shifting Perspectives on Excellence and Service Delivery
The learning journey has undoubtedly transformed participants’ perceptions of their roles in promoting excellence and delivering outstanding services. Participants now recognize that excellence extends beyond mere award-winning achievements; it encompasses a continuous process of improvement and enhancing the work environment.
The learning journey empowered participants to tackle challenges effectively, foster teamwork, and cultivate valuable skills. They gained a deeper understanding of customer experience, emphasizing the importance of prioritizing customer satisfaction.
The concept of creating an excellence file was previously perceived as an intricate process, but the journey demystified it, revealing a well-structured and achievable framework. Participants acknowledged the significance of documenting their work, moving beyond the pursuit of awards to embrace the value of comprehensive documentation.
The learning journey aligned with Egypt’s Vision 2030, emphasizing proactive problem-solving and addressing the challenges faced by technology centers. Participants recognized the importance of soft skills in building trust and rapport with customers.
The learning journey fundamentally transformed participants’ perspectives, equipping them with enhanced skills and knowledge to actively contribute to the excellence file creation process. They gained the ability to respond to evaluation points with depth and understanding.
The journey fostered a collaborative learning environment, encouraging active engagement and exchange of ideas among participants. It clarified key concepts and highlighted various aspects, such as employee and customer satisfaction, and showcasing achievements as a technology center manager or a citizen service director.
While participants acknowledged their inherent qualities of attentiveness and empathy towards citizens, the learning journey reinforced the importance of active listening and patience in achieving exceptional customer satisfaction. The training also addressed initial conceptual ambiguities, providing a clearer understanding of the concepts involved.
In short, the learning journey has profoundly impacted participants’ understanding of their roles in promoting excellence and delivering outstanding services. They have gained valuable insights, skills, and perspectives that will empower them to make significant contributions in their respective fields.
Some Other Findings
Enhancing Customer Experience:
The concept of customer experience has profoundly impacted participants’ understanding of their interactions with citizens. They now recognize the importance of approaching customers with a friendly demeanor, empathy, and a genuine desire to understand their needs.
Participants emphasized the need to cater to diverse customer groups, ensuring that all individuals feel valued and satisfied. Mapping the customer journey and identifying key touchpoints emerged as a crucial strategy to enhance customer satisfaction.
Designing the Customer Journey:
Designing a customer journey is perceived as a valuable tool for improving service delivery and overall customer satisfaction. Participants anticipate several benefits, including:
- Enhanced Focus on Customer Steps: Clearly defined steps within the technology center will guide customers seamlessly through the service process.
- Transparent Service Fees: Clear and transparent service fees will eliminate any confusion or frustration for customers.
- Improved Service Level: A well-defined customer journey will facilitate service delivery, reducing wait times and improving overall efficiency.
- Simplified Customer Perspective: A clear customer journey will make it easier for customers to understand the service process, reducing stress and enhancing their overall experience.
- Streamlined Service Delivery: A streamlined customer journey will expedite service delivery, minimizing customer effort and maximizing satisfaction.
Overall Appreciation and Gratitude:
Participants expressed their sincere appreciation for the training program, highlighting the trainers’ expertise, the comprehensive curriculum, and the supportive learning environment. They acknowledged the transformative impact of the journey on their perspectives and commitment to excellence in customer service.
The learning journey program has undoubtedly empowered participants to become advocates for customer-centricity within their organizations. Their enthusiasm and dedication will contribute to significant improvements in customer satisfaction and overall service delivery.
Learners’ Recommendation: Sharing the Journey’s Value
The learning journey’s effectiveness is further amplified by participant recommendations. A resounding 83.3% of participants expressed their enthusiastic endorsement by recommending the journey with a perfect “10 out of 10” rating. The remaining participants also provided strong recommendations, with 11.1% awarding a 9/10 and 5.6% giving it an 8/10.
This overwhelming support highlights the program’s transformative impact, equipping participants with valuable skills and fostering a commitment to exceptional service. These enthusiastic recommendations ensure that the journey’s positive influence will extend beyond the current participants, inspiring others to embark on their own path toward service excellence.