A Business Model for the
Professionalisation of Public
Financial Management
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Updated: 03/03/16
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Introduction
Professionalisation of Public Financial Management (PFM) has an important and
unique role to play in PFM reform 1. However experience shows that achieving it
requires the commitment of significant resources over an extended period of
time. Any decision to design and implement a programme of professionalisation
of PFM should therefore be based on a well reasoned business case and on a
robust business model that reflects the circumstances of the country concerned.
CIPFA makes available for download from its Web site a “template” business case
document that countries may freely adapt to reflect their own particular
circumstances. This document provides guidance on the development of a
business model for professionalisation. It describes the resources required to
support the establishment and development of professionalisation in a country,
again with the intention of being adapted to reflect the circumstances of any
particular country.
The business case provides the fundamental justification for undertaking the work
of professionalisation. That justification is made in terms of the benefits that will
derive from it. The business case is an essential first step in securing the
commitment of key decision makers and influencers to a programme of
professionalisation. Its production requires the involvement of a number of key
role players in a country; it is therefore a potentially very powerful force for
generating consensus on the need for professionalisation and what it is intended
to achieve. A template document describing the main elements of the business
case for professionalisation is available for download from the CIPFA Web site.
A business model essentially describes how an organisation creates value for its
customers. From its origins in the private sector, the concept of a business model
has extended to the public sector, where it may be known as an enterprise
model. There are many ways of describing a business model. The approach taken
in this document is shown in Annex 1. It is “a” business model for
professionalisation; others are possible. The one described here is based on
CIPFA’s own experience of professionalisation in the UK and in other countries.
This document is written with the needs of the following key stakeholders in
mind:

Government in the country, one of the principal beneficiaries of
professionalisation.

The local Professional Accountancy Organisation (PAO) considering the
professionalisation of PFM for the first time in the country2.

The local education and training bodies that will support the education and
training aspects of professionalisation and who may have a role to play in
providing wider products and services to the PFM community.

Donors, who may be expected to provide the investment that will be
required, ideally as an integrated part of a wider programme of PFM reform
in the country
The distinctive contribution that PFM can make to improving PFM is described elsewhere. See,
for example, the work done by CIPFA on approaches to professionalisation.
1
Many of the principles and much of the practice of professionalisation in a country will also
apply to regional schemes. However these also have some special characteristics and are best
considered separately therefore.
2
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The Business Case and the Business Model are intended to present decision
makers with the information they will need to make a “go/no go” decision to
proceed to professionalisation. This decision is best made on the basis of a
“readiness assessment”. This describes:

the key characteristics of the environment in which professionalisation of
PFM is to take place;

the feasibility of introducing professionalisation, whether it can be done in
the particular circumstances of the country concerned;

the suitability of professionalisation, the extent to which it “solves the
problem” of the lack of professionalisation in the country;

the resources that will be required to implement a programme of
professionalisation, financial and non-financial; and

a plan to deploy those resources.
Taken in its entirely the readiness assessment supports a judgement about the
acceptability of professionalisation, that is to say whether the balance of costs
and benefits are acceptable to the key stakeholders. Where necessary the
production of the Business Case may be combined with the readiness
assessment. CIPFA’s guidance on the content and conduct of a readiness
assessment is also available for download from its Web site.
The business model for professionalisation described in this document is generic
in nature, with provision for the identification of the specific characteristics of
each country. The model provides an overall description of the components that
make it up, accompanied by illustrations of what these components might
actually look like in real life. However it ought to be stressed that the most
important thing is for local stakeholders to develop local solutions to their own
local problems. The business model contained in this document should therefore
be seen as a framework, to be adapted to reflect local circumstances, rather than
as a blueprint to be adopted without thinking.
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A business model for professionalisation
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What is a business model?
A business model is essentially a way of describing how an organisation creates
value for its customers. That value comes about from the way in which the
organisation satisfies certain specific needs of the customer, that are identified
through the relationships that the organisation has with its customers. The
products and services made by the organisation are delivered to the customer
through one or more distribution channels, and require certain key resources,
activities and capabilities in their production. Some of these resources, activities
and capabilities exist inside the organisation; others may be acquired through
working with partners. If customers value the products and services sufficiently
revenue will flow to the organisation. If the organisation is able to configure its
cost structures appropriately then the revenue stream will be sufficient to produce
profit.
A business model should describe:

the customer(s) who receives the value;

the nature of the relationships between the organisation and the customer;

the means by which products and services are provided to customers,
including the marketing and distribution strategy;

the nature of the products and services themselves;

the key capabilities and competencies required by the organisation, and the
key activities that it must undertake;

the business alliances that complement the organisation’s offerings;

the nature of the revenue stream that flows from customers to service
providers; and

the cost structure of the service provider in providing the services related to
professionalisation.
These essential components are illustrated in visual form in Annex 1.
This document describes a business model for professionalisation of PFM. It
therefore includes all of the key target customer groups for professionalisation,
and the institutions and organisations that are the key role players. It addresses
the needs of market segments other than the students who are to be trained as
PFM professionals and the members of the PAO. In any particular country it may
be that the configuration of these key role players will vary. For example, the
local PAO and the provider of education and training services may be distinct,
legally separate bodies. Alternatively, they may be integrated, perhaps even
forming a single legal entity. Equally in any particular country there may be only
one education and training provider or there may be several 3. The application of
the model in practice therefore will have to recognise the particular organisational
structures and other relevant characteristics that exist in any country.
The concept of a business model is one that was first established in the private
sector, in relation to companies and other organisations providing goods and
services to customers on a commercial basis. However it has increasingly gained
ground in the public sector, as a useful and practical way of identifying the needs
of consumers of public services and how best to meet those needs 4.
3
For simplicity this document generally assumes one such provider.
4
In the public sector the term “enterprise model” may be used.
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In many, if not most, of the countries for whom this document is intended, the
local professional accountancy body will, in practice, have a strong private sector
focus. This document concentrates on developing a business model in relation to
the public sector; however in practice the local body will almost certainly wish to
take a more holistic view, and consider the needs of the full range of its clients
and prospective clients from across the whole economy.
Professionalisation results in benefits to citizens and civil society more generally.
The value of these benefits is rarely reflected in payments made by consumers.
Where these social benefits are substantial and significant then there may be a
case for at the very least recognising the existence of the benefit and making
some attempt to account for them. The emerging thinking on “triple bottom line5”
accounting may be of interest here.
The customer
An important step in developing a business model in a country is to identify the
customer segments that the body seeks to serve, and from that their particular
needs in relation to professionalisation. Clearly one important customer grouping
will be the PAO’s members and prospective members. An appropriate
segmentation depends on the circumstances of the country concerned and the
PAO and other key role players. However in broad terms the main customer
segments for professionalisation are likely to be:

government, who receive the high level benefits of professionalisation as
these are described in the section on the business case;

members and prospective members, including students, of the PAO;

managers and staff with financial responsibilities in government;

stakeholders with an interest in PFM, who may wish to acquire products and
services such as research reports and statements of standards;

citizens and civil society organisations more generally, who enjoy the high
level benefits from professionalisation but also who may consume particular
products and services provided by the local PAO and the local education and
training provider;
Segmentation like this encourages recognition of the different needs of each
customer grouping, and therefore that satisfying these needs is likely to require a
number of distinctive and specific offers.
Customer relationships
For the PAO to be successful in meeting the needs of the target customers it will
be important that it develops strong and long lasting relationships with
representatives of the customer groupings. These relationships are likely to be
motivated by the need to acquire customers in the first place; to retain them; and
to ensure that their needs continue to be met as they change over time.
Of particular relevance in relation to professionalisation are relationships with:

managers and mentors in government who represent “government as
employer” of the students who are to be trained to become PFM
professionals;
5
Accounting for environmental and social costs and benefits, in addition to financial ones.
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
members of the PAO, whose sustained support will be essential to
maintaining the standing and integrity of the body’s role as representing the
profession in the country, and whose active participation in the work of the
PAO is likely to be vital;

managers and staff with financial responsibilities working in government,
who represent potential consumers of products and services other than the
core professional training e.g. “finance for non-financial managers” training,
advisory services and conferences;

donors and third party providers of finance, where appropriate.
Distribution channels
If local institutions are to be successful in providing products and services to
customer segments, there must be some mechanism to make prospective
customers aware of those products and services. The customer must also be able
to make judgements about the products and services e.g. to decide whether or
not they are likely to offer value. Prospective customers must be able to buy the
products and services, and to have them delivered. There may also be
opportunities for after sales product support or other follow-on activity. The
mechanisms by which all of these activities are carried out constitute the local
body’s distribution channels.
A key consideration is how the products and services provided by the institutions
concerned are made available to target customer groups. The main issues here
include:

for education and training services, the extent to which tuition is provided
on a face to face basis or by some form of distance learning, including
blended learning;

the extent to which it is possible to use the Internet to provide products and
services, and achieve the economies and efficiencies that are available
through that medium;

the communications infrastructure in the country concerned, that may
influence the extent to which e.g. conferences and seminars can be
provided in regional parts of the country, outside the capital 6.
Products and services
The fundamental component of the portfolio of products and services provided in
relation to professionalisation is the supply to government of PFM specialists
educated and trained in accordance with best international practice; with a
professional obligation to maintain their competence in a changing environment;
incorporating a mechanism to establish CPD; operating in accordance with a code
of ethics; and subject to a disciplinary scheme where behaviour falls short of the
standards required. However professionalisation extends beyond the needs of
PFM professionals, to include the provision of products and services to the wider
community, including to managers and others who are not finance specialists but
who have financial responsibilities. The full portfolio of products and services
therefore includes this wider scope.
The capital would normally be the seat of government and therefore contain the highest
concentration of potential customers
6
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There are a large number of potential products and services that local bodies
might offer to its customer segments. Education and training of prospective
members is fundamental, and may be seen by the market, initially at least, as the
local body’s reason for being. However even the simplest of segmentation
strategies is likely to reveal customer groupings other than students and
members. A key strategic consideration therefore, particularly for a newly
established or developing PAO, is to decide on the specific products and services
that it will provide. Determining this depends critically on local conditions and
circumstances, and, particularly for newly established or developing bodies, it will
take time to acquire the resources and skills to provide the wide range of
products and services that the market is likely to demand. Annex 3 describes an
illustrative range of products and services, other than the core education and
training service, that a fully developed local body might provide.
Key capabilities, resources and activities
All organisations providing products and services to its customers will require
particular capabilities if it is to do that effectively. The organisation will also
require certain key resources (physical, financial, intellectual and human). There
will also be certain important activities that need to be undertaken if the
organisation is to be successful. All of these key capabilities, resources and
activities need to be organised effectively within a defined governance structure.
CIPFA’s professionalisation model identifies five core capabilities required of the
organisations involved in professionalisation: the core capability to:

commit and engage;

carry out technical, service delivery and logistical tasks;

attract resources and support;

adapt and self-renew;

balance diversity and coherence.
In relation to the performance of technical, service delivery and logistical tasks
related to professionalisation, CIPFA has identified a specific set of capabilities
that role players need to possess or acquire. The local PAO must have the
capability to design, develop and maintain in a constantly changing environment:

the PFM qualification and its underlying QF;

standards of accounting, auditing, education and of other PFM components;

the code of ethics that members of the profession will be expected to
comply with;

a scheme of discipline, to be applied to members who do not meet the high
standards of integrity, ethics and professionalism that are expected of them.
The local PAO must also have the capability to provide a variety of products and
services to PFM stakeholders more generally, including:

training, publications, advice, guidance and other resources to managers
and others working in government to help them play their part in PFM and
in strengthening it.

advice, guidance and analysis to government, on matters relating to PFM
and to public sector governance more widely;
The local PAO must also be capable of managing, maintaining and developing
itself in a rapidly changing environment. This includes operating within whatever
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financial parameters are appropriate to the body in its own country. It requires
the development of the other, non-technical, capabilities referred to above.
The local education and training provider(s) must have the specific
capabilities to:

create an environment within which students may learn, and to support
students in their learning;

provide appropriate forms of tuition to students enrolled in the PFM
qualification;

design, develop and maintain the courseware and other resources necessary
to provide tuition according to the QF of the PAO;

liaise with managers and mentors in government to ensure the coordination
of the classroom-based training with the experience that is acquired in the
workplace, the IPD;

monitor student performance, provide counselling and advice, and report
student progress and performance to government.
Like the local PAO, the local tuition provider must be able to manage, maintain
and develop its own capabilities in the face of a rapidly changing environment.
Once again this includes operating within whatever financial parameters are
appropriate to the body in its own country.
For government, as the employer, key capabilities include:

providing leadership in relation to the achievement of professionalisation in
the country, and championing its development;

mentoring trainees;

monitoring the application of the IPD Scheme by students;

monitoring the progress being made by students, and taking appropriate
action to ensure that this remains satisfactory;

liaising with the local PAO and local tuition providers, to ensure that the
needs of government as the employer are met and that the qualification and
the schemes of tuition remain relevant to PFM in the country concerned.
Partnerships
Given the novelty of professionalisation of PFM in many countries, local
institutions may not have certain capabilities or other resources to achieve it
without some support from partners. Once again the nature of the partnerships
that will be required will depend on the circumstances of the country. However
key alliances likely to be central to success include:

the partnership between the local PAO and one or more local education and
training providers;

partnerships with existing professional bodies from other countries, who
have experience and expertise that can be made available to local
institutions;

partnerships with universities and similar bodies in the country, who may be
able to provide a number of different forms of support, including
pre-professional education programmes and research services;
In broad terms the business model described here is a market based one. It
therefore assumes that the benefits accruing to the consumers of the products
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and services of professionalisation are reflected in the cash flows from consumer
to producer. However this simple approach does have some defects, particularly
where externalities7 are concerned. For example:

students who are successful in furthering their career as a result of their
professional membership may received financial and other benefits from
that that are not reflected in the subscriptions they pay to the PAO;

the benefits that accrue to citizens and other stakeholders are not matched
by revenue flows from them to the PAO or education and training provider;

to the extent that some of the public sector trained members of the
profession will “leak” into the private sector, firms and businesses benefit
from an increase in the supply of trained accountants and auditors, although
they do not contribute to the cost of education and training;

the way in which costs and revenues are shared between the PAO and the
education and training provider may not correspond to the resources
consumed by each.
In practical terms these caveats may do no more than sound a cautionary note;
that reform designers ought to take a holistic view of the professionalisation
business model when considering, for example, the extent to which they are
prepared to accept financial performance from the professionalisation system that
does not break even, and provide an amount of annual subsidy to ensure the
continued provision of the significant benefits.
An illustrative analysis of customer segmentation, typical needs of each segment,
products and services that might be offered to meet these needs and distribution
channels is provided in Annex 4. In practice this can be no more than a guideline,
since each country will exhibit its own combination of customer segments and
needs.
Revenue streams
Professionalisation often involves making an investment in key local institutions,
to help them acquire the resources, increase capacity and to plan and implement
a professionalisation programme in a way that will help to ensure sustainability
over the longer term. As the local body begins to provide products and services to
its customer groupings, these will generate income. Therefore it is possible to
distinguish two distinct revenue streams associated with professionalisation, at
least in the early years. The flow of investment funds from source8 to the local
PAO and the local education and training institution; and the flow of operating
revenue from customers to the local institutions, in exchange for the products
and services provided to them. The nature of these two streams is intrinsically
different. Investment funds are, as their name suggests, intended to support the
initial establishment of local institutions and/or to fund capacity development.
Investors will typically wish to see an end point to the period of investment, and
to be assured that the investment is being used for the intended purpose, and not
simply to subsidise operating costs.
Operating income will typically consist of:
7
e.g. situations where benefits are received at no cost to the recipient
8
Often donors through government
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
fees from students paid to the PAO, including an initial fee for joining the
PAO, a recurring, usually annual, fee for as long as the student remains a
member, a fee for each examination the student writes and perhaps fees in
relation to other services such as the granting of exemptions from particular
examinations and the handling of appeals against examination results;

fees from students paid to the local education and training provider, in
relation to the course of study, course materials and other services;

fees from members of the PAO paid to the body, to reflect the cost of
maintaining the individual as a member and to cover the cost of products
and services provided to all members e.g. a periodic newsletter;

fees from target customer groups in relation to products and services
received e.g. from the kind of products and services described in Annex 3.
Cost structure
As with revenue streams, costs may be classified according to them being
associated with investment in the resources that will be required to acquire and
put in place the structures, systems and people involved in the initial
development of professionalisation; and those that are associated with the
continuing provision of products and services to the local market.
Investment costs will include costs relating to:

the adaptation of the local PAO’s existing Qualifications Framework, or the
development of a new Framework if that is preferred or more appropriate,
and validation of that Framework against an appropriate international
standard;

one-off costs in relation to changes to the local body’s governance structure
and systems e.g. briefing, familiarisation and training of new Council or
committee members, development of an existing student records system to
accommodate the new requirements;

the development and/or acquisition of the courseware (student learning
materials and tutor support materials) needed to establish the education
and training courses;

extensions to physical infrastructure such as classrooms, tutor offices,
library facilities, student common rooms, computer networks;

acquisition of technical assistance and other expertise to support the
achievement of professionalisation, from external bodies and individuals;

the need to acquire or develop initial products and services to provide to the
non-student market;

project management of the professionalisation programme.
Operating costs will include costs related to:

operation of the new governance structure, including payment of expenses
and/or honoraria to new public sector members and salary and other costs
of additional staff required by the local PAO;

the additional costs associated with the provision of services to public sector
students, including initial registration and enrolment, award of exemptions
from assessment, maintenance and operation of the augmented student
records system;

preparation of assessments for public sector students, marking of scripts,
quality assurance of the assessment process, determination of results,
notification of results to students, handling of appeals;
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
the continuing provision of tuition to students on an annual basis and
associated administration services;

maintenance of courseware, including periodic updating.
The way in which each of these costs behave in the context of the country
concerned will result in a particular cost structure for professionalisation. Key
features of cost structures are the extent to which they are

fixed i.e. they do not change significantly in relation to the volume of goods
or services produced; or

variable, varying in proportion to the volume of goods and services
produced;
In practice some costs may fall between these two extremes of classification,
being fixed over some defined range of output but then increasing beyond that.
Cost structures may also vary according to whether they display economies of
scale, where costs reduce as the scale of operation increases, or economies of
scope, where costs reduce as the scope of operations increases.
Designing and configuring the model
An effective business model needs to fit with its environment. Designing an
effective business model involves identifying the key environmental factors likely
to affect the success of the model, and reflecting those in the way in which the
key components of the model are designed. There are a number of well
established techniques available to help PAOs and other key stakeholders to
analyse the professionalisation environment, including PEST (Political, Economic,
Sociological, Technological) factor analysis; industry analysis; stakeholder
analysis; and the ubiquitous SWOT (Strengths, Weaknesses, Opportunities,
Threats) analysis. One thing all of these techniques have in common is that they
require consideration of the business environment in a structured and systematic
way. A well executed SWOT analysis also helps to match external conditions
(Opportunities and Threats) with internal ones (Strengths and Weaknesses).
Designing and implementing an effective business model requires a structured
approach to the process. There are a number of well established models for what
is essentially an innovation or change management situation. CIPFA has used a
PEPSI (Plan Engage Plan Structure Implement) framework, see Annex 5, with
some success, and others are readily available.
Conclusion
The design, development and implementation of an appropriate business model
for professionalisation of PFM in a country is an essential part of ensuring the long
term sustainability of professionalisation. If reform designers cannot describe and
configure the component parts of the model then there will be a significant risk
that resources will be misallocated or wasted. Whilst the precise terminology used
to refer to each of the components described here can vary, their functionality
must be included in any well designed scheme of professionalisation. Making
explicit the model on which the business of professionalisation of PFM is to be
based will help to engage all key stakeholders in this vital and essential mission.
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Annex 1: A generic business model
Some activities, resources and
capabilities you have in house…
...others are acquired through
working with partners
You use your relationships with
customers to identify their needs and to
make them aware of your offerings
You develop a range of products
and services to meet customer
needs
Customers have specific needs that you
aim to satisfy…
...perhaps through segmenting the
customer base to reflect particular
needs
You get your products and services to your
customers
through distribution channels
Your operations require certain
key resources, activities and
capabilities
Operations result in costs being
incurred that behave in a
particular way
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The balance between costs and income determines
whether or not
you are financially viable
Transactions with customers
produce income
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Annex 2: Professionalisation: Key role players and capabilities



Students
Members
Non-financial managers
and other role players
Key Capabilities for Local
Professional Bodies
io
na
lB
od
y



d
an
Professionalisation
n
Me

Provide leadership
Mentoring trainees
Managing and
monitoring the IPDS
Monitoring and
managing student
progress
Liaising with LPB and
LTPs
rs

ge
na
Ma


ss

rs
to
Maintain and develop the PFM
Qualifications Framework
Develop and operate schemes
of ethics and discipline
Provide technical and other
services to the PFM community
Develop and maintain
standards of accounting,
auditing and education
Manage, maintain and develop
the body in a changing
environment, including
operating within appropriate
financial parameters




Lo
ca
lP
ro
fe

Key Capabilities for
Managers & Mentors
in government

Local Training Partner

Key Capabilities for Local
Training Partners






Support Professional Education
and Training Schemes
Provide tuition
Develop courseware
Manage, maintain and develop
the body in a changing
environment, including
operating within appropriate
financial parameters
Create an effective learning
environment
Monitor student performance,
report to and liaise with
government and the LPB
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The establishment, on a sustainable basis,
of a recognised PFM profession in the
country or region, represented by a
professional association, body or institute
with a number of key characteristics and
capacities
Individuals qualified to become members of
the PFM profession in that country or region
Non-financial managers and other PFM role
players with the skills, support and other
resources to play their part in PFM,
including taking responsibility for the
resources they manage and formulating
and controlling their budgets
Capacity locally to provide the training and
related services required by the PFM
community in the country or region
Creation of the contextual conditions
conducive to the establishment and
sustainable development of the profession
and its members over time
Environmental
Factors
Government support
Aligned HR Policy,
Strategy and Practice
A conducive
environment
Donor support
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Annex 3: Illustrative products and services
Benchmarking services are designed to help organisations answer fundamental
questions such as how are we performing as an organisation? Have we performed
better than last year? How does our performance compare with our peers? Can
we learn anything from other organisations? The service has the potential to
cover a wide range of the main financial services provided by public bodies,
including payroll, pensions administration, payment of benefits and revenue
collection. The service operates on a membership basis, with member bodies
providing data in respect of their own organisations and receiving it in relation to
all members. Benefits include economies of scale as well as consistency of
statistical calculation, careful validation of data provided and development of
common and robust definitions of terms.
Training services are aimed not only at finance professionals but also at other
disciplines within the public sector, such as service managers (non financededicated front-line managers) and elected members of national and local
government. A comprehensive range of programmes can be delivered on site or
tailored to meet specific objectives and to reflect organisational policies and
procedures.
Networks are another important potential area of activity and source of revenue
for local service providers. In CIPFA’s case this covers a range of almost 20
service areas, including benefits & revenues, the better governance forum, police
and the performance improvement network. The networks provide pertinent
advice, practical support and access to know-how, and sit within four main
themes of Finance, Performance, Governance and Benefits & Revenues. All offer
relevant guides, events, online resources and forums
Local bodies may consider providing publications on a range of topics in the field
of PFM. These are particularly suited to provision from an online shop. In the UK
CIPFA is the most comprehensive publisher of public sector financial management
information. Written by skilled and experienced practitioners publications can be a
trusted source of information and guidance. They cover the full range of financial
management titles and online information streams, providing good practice,
guidance, commentary and the latest information on standards, codes and
legislation.
There may be a local market for consultancy services, where local bodies work
with clients from the public sector to create innovative and practical solutions to
support innovation and manage change. The range of expertise involved typically
includes advice and guidance on topics such as making the transition from
national accounting standards to International Public Sector Accounting Standards
and on implementing financial management models to support organisational
improvement.
There may be the potential to offer research and statistics products and
services. These would be designed to deliver information to allow organisations
to make better informed decisions about public services. CIPFA has become the
leading, independent source of comprehensive data about local government
services in the UK, collecting and publishing information for over a century. With
ten years of downloadable data available, CIPFA’s published statistics on public
services enable local government managers to analyse and compare
performance. CIPFA also provides local authorities with value for money studies.
Conferences and Seminars services provide courses, seminars and
conferences, and are often a mainstay of local professional bodies in a country.
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Courses should be designed to be topical, using expert speakers to keep
delegates up to date with all the key developments, best practice and latest
thinking in PFM.
Created:21/07/10
Updated: 03/03/16
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Annex 4: Market segments, needs, products & services, channels
Students

Needs





Channels
Products & Services

Created: 21/07/10
Updated: 03/03/16





Members
Recognised
qualification
Access to teaching &
learning resources
Recognition and
reward
Support for
workplace experience
Fair and equitable
access
Peer support

Qualification with
local & international
recognition
Tuition services
Access to Web-based
resources
Training and
monitoring of
workplace mentors
Assessment
Virtual meeting
spaces










Government
Status and
recognition
Access to CPD
resources
Up to date
information and
advice
Networking
opportunities
Peer support

Courses,
conferences,
seminars
Publications
Information services
Technical advice
helpline
Benchmarking
Research and
statistics













Citizens & Civil
Society
Properly qualified
PFM specialists
Access to training for
non-financial
managers
Information and
advice
Quality assurance of
member services
Relevant local
education & training

Accurate, reliable
and understandable
information about
government finances
Recognised
qualifications
Courses,
conferences,
seminars
Publications
Information services
Technical assistance
Training of workplace
mentors
Information on
student performance
Benchmarking
Research and
statistics



Publications
Information services
Conferences &
seminars
Benchmarking
Research and
statistics


Web
Training room
Face to face
Postal service
Telephone
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Annex 5: An approach to the design of a business model
Plan
The process of
achieving the
change
Engage
To create the
vision and the
process
Plan
Research and
analyse the
components of
the business
model
Structure
Design the
business model
Implement
Processes
Relationships
Behaviours
Knowledge
Leadership
Supportive methods: Scenario Planning, Visual Thinking, Prototyping, Ideation/
Brainstorming
Created: 21/07/10
Updated: 03/03/16
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