Learn PAd : Collaborative and Model-basedLearning in Public AdministrationsAntonia Bertolino 1 , Guglielmo De Angelis 1,4 , Andrea Polini 2 , andDarius ’ilingas 31CNRISTI, Italy{antonia.bertolino,guglielmo.deangelis}@isti.cnr.it2University of Camerino, Italyandrea.polini@unicam.it3No Magic Europe, Lithuaniadarius.silingas@nomagic.com4CNRIASI, ItalyAbstract. In modern society public administrations (PAs) are undergoinga transformation of their perceived role from controllers to proactiveservice providers. PAs are today under pressure to constantly improve thequality of delivered services, while coping with quickly changing context(changes in law and regulations, societal globalization, fast technologyevolution) and decreasing budgets. As a result civil servants deliveringsuch services to citizens are challenged to understand and put in actionlatest procedures and rules within tight time constraints. The Europeanproject Learn PAd copes with this transformation by proposingan e-learning platform that enables process-driven learning and fosterscooperation and knowledge-sharing. The platform supports both an informativelearning approach, based on enriched business process (BP)models, and a procedural learning approach, based on simulation andmonitoring, while relating them as well to learning objectives and keyperformance indicators.1 IntroductionThe Public Administration (PA) sector in modern society is characterized by theneed to continuously improve the delivery of already provided services as well asto introduce new services for both citizens and companies. The adoption of theEuropean Interoperability Framework [1] challenges the PAs from the Europeanmember states to cope with several and interconnected procedures, which areoften documented and modelled in term of Business Processes (BPs).A BP describes a collection of activities, messages, and forms that the PAshave to elaborate in order to produce a service to their end-users (i.e citizen, company,or other PAs). Such services are usually articulated in three main phases:i) activation (i.e. request, documentation); ii) processing while performing activitiesthat add value (i.e., checks), or producing evidences: in both these casesthe activities use resources (i.e., humans, information, structures); iii) release of9
2 A. Bertolino, G. De Angelis, A. Polini, D. ’ilingasa set of produced artefacts as output (e.g. permission, licenses, or rights). Furthermore,it is evident that a BP of a PA must also comply with all regulationsgoverning the subject of the service.Designing and understanding BPs for PAs is a complex, interdisciplinary, andtime consuming task that often involves judgements based on domain knowledgeand experience. From the point of view of a civil servant, complexity is alsoraised by the fact that BPs typically include several alternative scenarios, manyof which are seldom activated and may be thus not well understood. Moreoverin most of the cases a collaborative eort involving several PA oces is requiredto fulll BP objectives. Finally the introduction of new regulations, or their frequentmodications, results in the intertwined modication/deletion of alreadyestablished BPs, or it can lead to the creation of BPs that were not originallyconsidered. In short BPs in PAs require that civil servants acquire a complexknowledge [2].Such knowledge is necessary both for accomplishing the required tasks, andto determine what are the tasks to be executed in presence of uncertainty. Themanagement of such a knowledge is challenging per-se. Civil servants deal withheterogeneous information usually learned from previous engagements. In somecases, they can access to insights from prior <strong>projects</strong>, where notes for subsequentprocess steps are scattered among manifold knowledge containers spanningfrom the personal memory/notes, to some ocial information systems. Nevertheless,it is often dicult to use such pieces of best practice in a coordinatedmanner that can take into account both the documents content and the documentcontext (i.e. the creation situation, the potential usage situation). Thereforecivil servants are never done with learning how to carry out their tasks. Thisis one of the major critical issues that modern PAs have to cope with whentransforming their regulation framework in order to improve eciency and effectiveness.The Learn PAd project (see Section 5 for details) investigates means formerging the activities modeled in a BP and the context behind, so to collaborativelyorganize knowledge archives that could support civil servants in learningand mastering the complexity of PA processes. In particular, we promote theengagement of civil servants in learning activities at dierent times, followingdierent paradigms, and by dierent means, i.e., by fostering informative learningparadigm (i.e. from the BP models and their related material), but also bypromoting the same civil servants as prosumers (providers/consumers) of thelearning materials.The rest of the paper is organized as follows: Section 2 envisions a methodologysupporting the denition of both BP models, and their associated learningartefacts in PAs. Section 3 presents the overall strategy followed in the projectwork-plan. Section 4 discusses both the challenges, and the perspectives expectedby the Learn PAd project; nally Section 5 concludes the paper by reporting asynthetic outline of the project, the founding schema, the consortium, and thekey-people involved.10
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5.5 Relations and collaborations wi