**5. The integration of competencies in the development strategy in Punta Indio**

Punta Indio's strategy is the outcome of applying a development model that arises from reflecting on rural depopulation problems in "La Pampa" region, Argentina [51]. The action planning process was participative, in which the population (through its representatives from public and private entities) addressed the problems facing their communities.

This development model incorporates the working with people (WWP) approach [46–48] as a scientific basis, the principles of planning as social learning and elements of the leader initiative as an experimental approach for rural development based on a territorial approach, the creation of new participatory local government structures and decentralized management. The model is applied in the territory of Punta Indio (Argentina) [51], by highlighting several of the relevant aspects to address the problem of rural depopulation: the active participation of beneficiaries in the design of their own development, territorial approach, bottom-up approach, the creation of a local action group (LAG), innovation, integrated and multisectoral approach.

While development activities were taking place, a learning process was applied with members of the LAG of Punta Indio, which integrated capacity building for the application of project management competencies. This process was based on project-based learning (PBL) [7–9] and it was structured taking into account the application of technical, behavioral and contextual competencies in the territory, according to IPMA standards [4] and its most suitable combination within the framework of three specifications of the leader rural development model: (1) Bottom-up focus, (2) creation of local action groups and; 3) innovation.

As a result, the learning process was heavily geared toward a sustainable development strategy based on competencies, improving the community's work in search of greater efficiencies. Thus, certain competence elements were taken into consideration from the following fields: technical, behavioral and contextual. These competencies were evaluated throughout the implementation of the development strategy in order to improve the benefits for all of the agents involved.

The following *technical competencies* were explored:

**3.** Initial contact with the region's rural communities to involve them in the design and

In order to progress to the design, development and implementation of these elements, it was necessary to carry out an initial study of the territory in question, from both an anthropological and cultural perspective, as well as a natural environment perspective. The aim was to get a detailed understanding of which elements might be attractive when evaluating them as mechanisms for driving development. Similarly, the region's unique environmental aspects

In order to implement this methodology, the participation of the population is required. Furthermore, in order to guarantee flexible planning, it is essential for there to be a knowledge-action-competence link so that a fruitful backdrop can be formed, against which science creates a frame of reference which comes to life and transforms as the population starts to set out its interests and incorporates knowledge in order to impact reality [50]. Discussing about social learning it is also synonymous with "working with people" (WWP) [46–48], a model developed by the GESPLAN research group at the Technical University of Madrid (UPM), which is based on planning guidelines for development, devised by Friedmann [49] and Cazorla [46]. Accepting this focus on competencies means rethinking our experience of acting in the territory, the ways in which we organize and implement activities within the community. Therefore, the WWP model aims to transform society through social learning, by connecting thinking with action through gradual changes, in accordance with the local population's view of life. It involves mutual learning between the technical team and the community which implements the capabilities, by both parties, in order to develop competencies through: continuous practice in challenging contexts; a high level of interaction and communication; ongoing investigation and critical reflection; and proposing challenges which stimulate curiosity and interest, increase commitment and the extent to which people are happy with the actions in response to the challenge and stimulate and enable imagination

**5. The integration of competencies in the development strategy** 

public and private entities) addressed the problems facing their communities.

Punta Indio's strategy is the outcome of applying a development model that arises from reflecting on rural depopulation problems in "La Pampa" region, Argentina [51]. The action planning process was participative, in which the population (through its representatives from

This development model incorporates the working with people (WWP) approach [46–48] as a scientific basis, the principles of planning as social learning and elements of the leader initiative as an experimental approach for rural development based on a territorial approach, the

**4.** Organization, ranking and articulation for practical application.

**5.** Financial evaluation and securing sources of finance.

evaluation of these options.

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were taken into consideration.

and innovation.

**in Punta Indio**


Communication: the effective exchanges between parties and summarizing information. In projects of a social nature, it is crucial to correctly communicate information to the population.

The following *behavioral competencies* were explored:


The following *contextual competencies* were considered:


technological and socioeconomic subsystems. The interaction between these components represents a system with a specific aim.


**Table 1** shows the process that was implemented for the methodology in order to develop competencies in the community of Punta Indio and the competence elements that were chosen in relation to each leader specification applied within the territory. The competencies have a score of between 1 and 5. 1 is the lowest score, which could indicate negative aspects or conflicts within the project; 2 is an average score, indicating a desire to improve; 3 is a good or acceptable score which adds to the project; 4 is very good, very positive attitude and; 5 is excellent.

The scoring criteria were defined by a panel of experts in which the following five entities participated: (1) representative of the National Institute for Agricultural Technology (INTA). Regional centre of 'Cuenca del Salado' based in Chascomús, Buenos Aires Province; (2) representative of the Ministry of Agricultural Affairs of Buenos Aires Province- Rural Development Directorate-; (3) representative of the Department of Rural Development at the Faculty of Agricultural and Forestry Sciences UNLP; (4) representative of the Development Directorate of Punta Indio Municipality; and 5) municipal delegate of Punta Indio Municipality based in the town of the same name (Punta Indio).

#### **5.1. Bottom-up focus**

Communication: the effective exchanges between parties and summarizing information. In projects of a social nature, it is crucial to correctly communicate information to the population.

**1.** Leadership: involves directing and motivating others in their roles or tasks in order to achieve a project's objectives. It is particularly important when a project is facing

**2.** Behavior and motivation: is the support of those involved in a project. Commitment

**3.** Self-confidence: is the ability to express points of view in a clear manner, but without being authoritarian. It is the effective way of communicating within the team without

**4.** Creativity: the ability to think and act in an original and imaginative manner. It is necessary to explore the group's collective creativity in the face of the difficulties and chal-

**5.** Efficiency: is the ability to use resources and time in an effective manner, in accordance

**6.** Negotiation: is the ability to resolve disagreements or problems. It is the means by which parties can resolve their disagreements with the project or program in order to reach a

**7.** Conflicts and crises: this competence element covers the ways of managing conflicts and crises which may arise between different people and the parties involved in a project or

**8.** Appreciation of values: is the ability to notice other people's intrinsic qualities and understand their points of view. It also includes the ability to communicate with people and be

**9.** Implementation of projects and programs: the involvement of an organization in this instance results in establishing better processes, methods, techniques and tools, changing attitudes and applying organizational changes in a process of continuous improvement.

**10.** Permanent organizations: have a long-term purpose. It is crucial to secure support and overcome any internal resistance within a project's permanent organization. Therefore, it is important to choose the right methodology and undertake adequate planning in order

**11.** Systems, products and technologies: this competence element covers the link between the projects and the program. The systems are an organized group of elements that are connected in order to form a complete unit with specific objectives. At the same time, the various components that form a system can be grouped into three subsystems: natural,

receptive to their opinions, value judgments and ethical standards.

to establish good initial conditions and achieve satisfactory results.

The following *contextual competencies* were considered:

with the stated objectives, to meet the expectations of the parties involved.

means that people believe in the project and want to be part of it.

The following *behavioral competencies* were explored:

difficulties.

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creating differences.

satisfactory solution.

program.

lenges posed by the project.

Within the bottom-up focus, it is the population affected by specific problems and/or needs, who participate in researching possible solutions and designing strategies that can be applied and implemented during the observation of the results. This focus means that the population provides active, creative and highly committed contributions, when it becomes involved through work teams. The advantage of this focus is that participants are encouraged to think in a more creative way. This enables them to feel involved in the development of the project as they feel that their initiatives are valued. The bottom-up focus shown in **Table 2** has been a key element in this research, encouraging participation among the community through themed workshops and surveys, organized with the aim of obtaining different information in response to the problems facing each sector: (1) farming; (2) environment; (3) commerce; (4) tourism; (5) creation of associations; (6) handicrafts; and (7) cultural heritage. As a result, the main problems facing each sector were identified, so that the work could focus on designing the development strategy, establishing the priority axes, development guidelines and actions for the community of Punta Indio. The integration of these aspects of the bottom-up focus with the competence elements suggests an assessment geared towards the success of projects, defining the criteria required to achieve the objectives within the agreed limits.


**Table 1.** Development of competences in Punta Indio.

The competencies demonstrated within this focus correspond to these elements: technical, behavioral and contextual. In the technical area, the following competencies were taken into account: project management success; parties involved; project requirements and objectives; teamwork; problem solving; and communication. In terms of behavioral competencies:


**Table 2.** Participative competence elements from the experience with the community of Punta Indio.

 leadership; creativity; negotiation; conflicts and crises; appreciation of values. With regards to contextual competencies: project implementation and permanent organization.

#### **5.2. Creation of local action groups (partnership)**

The competencies demonstrated within this focus correspond to these elements: technical, behavioral and contextual. In the technical area, the following competencies were taken into account: project management success; parties involved; project requirements and objectives; teamwork; problem solving; and communication. In terms of behavioral competencies:

**Competence elements Leader specifications**

Success in project management 3 4 3 Parties involved 4 4 2 Pro ject requirements and objectives 4 4 3 Quality 4 4 2 Project structure 3 4 3 Teamwork 4 4 3 Problem solving 3 4 3 Communication 3 3 3 Totals 28 31 22

Leadership 4 4 3 Behavior and motivation 3 4 3 Self-confidence 3 3 2 Creativity 3 4 3 Efficiency 2 3 3 Negotiation 4 4 3 Conflicts and crises 4 4 3 Appreciation of values 3 4 3 Totals 26 30 23

Implementing projects and programs 3 4 3 Permanent organizations 3 3 3 Systems, products and technology 3 4 3 Management of personnel 3 3 3 Security, hygiene and environment 3 4 4 Totals 15 18 16

Technical competences

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Behavioral competences

Contextual competences

Source: Compiled by authors.

**Table 1.** Development of competences in Punta Indio.

**Bottom-up approach Creation of LAG Innovation**

The creation and strengthening of the institution was one of the most important factors in promoting local development in the region of Punta Indio. Therefore, it was found appropriate to create a new institution—local action group—or partnership in the community of Punta Indio, as one of the distinguishing and fundamental aspects of this study. The LAG is a form of horizontal cooperation, in which agents and institutions which represent the local society become members, with the purpose of identifying a common development strategy and managing its implementation [52]. In the case of Punta Indio, the creation of the LAG involved bringing together agents and institutions which represent the local society, with the aim of implementing the development strategy in Punta Indio. As a result, a LAG was established in Punta Indio called "Amigos del Parque Costero" (Friends of Parque Costero). The inclusion of competencies in this Development Strategy also provides the possibility of carrying out tasks integrated within the community. In this context, it is important to highlight the LAG's role as an excellent tool for teamwork and as a means of ongoing education [53, 54]. Making decisions that are both in the public interest and for the benefit of third parties lies at the organization's core.

**Figure 2.** General organization chart of the LAG.

**Figure 2** shows a typical organization chart for a local action group.

The decisions taken by the group based on its technical competencies are supported by a professional support team and, occasionally, by consultancy from local experts. As a result, the LAG takes on all of the competencies for developing the region, establishing a constant relationship with the population, not only to strengthen the development of competencies to implement projects, but also to ensure the sustainability of these projects.

The technical elements that were considered include: project management success; parties involved; project requirements and objectives; quality; project structure; teamwork; problem solving; and communication.

In terms of behavioral competencies: leadership; behavior and motivation; self-confidence; creativity; efficiency; negotiation; conflicts and crises; and appreciation of values. With regards to contextual competencies: project implementation; permanent organization; and personnel management.

#### **5.3. Innovation**

Rural development's integrative outlook requires innovative responses, so that it does not remain at the sidelines of new economic and social ties [34]. In this case, innovative actions were sought in order to promote the development of the region. The LAGs carried out various actions and projects, a total of 18 (**Table 3**), which were hugely innovative for the region, given that new solutions for the community's problems were sought, promoting economic diversification as well as multisector and multifunctional links.

Here, the work on competencies for researching the innovative nature of project management implied the evaluation of eight elements, of which four were from the technical field: project management success, project requirements and objectives, quality and; project structure. One from the behavioral field: creativity. Three from the contextual field: project implementation; systems, products and technologies; security, hygiene and environment.


**Figure 2** shows a typical organization chart for a local action group.

implement projects, but also to ensure the sustainability of these projects.

diversification as well as multisector and multifunctional links.

solving; and communication.

**Figure 2.** General organization chart of the LAG.

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personnel management.

**5.3. Innovation**

environment.

The decisions taken by the group based on its technical competencies are supported by a professional support team and, occasionally, by consultancy from local experts. As a result, the LAG takes on all of the competencies for developing the region, establishing a constant relationship with the population, not only to strengthen the development of competencies to

The technical elements that were considered include: project management success; parties involved; project requirements and objectives; quality; project structure; teamwork; problem

In terms of behavioral competencies: leadership; behavior and motivation; self-confidence; creativity; efficiency; negotiation; conflicts and crises; and appreciation of values. With regards to contextual competencies: project implementation; permanent organization; and

Rural development's integrative outlook requires innovative responses, so that it does not remain at the sidelines of new economic and social ties [34]. In this case, innovative actions were sought in order to promote the development of the region. The LAGs carried out various actions and projects, a total of 18 (**Table 3**), which were hugely innovative for the region, given that new solutions for the community's problems were sought, promoting economic

Here, the work on competencies for researching the innovative nature of project management implied the evaluation of eight elements, of which four were from the technical field: project management success, project requirements and objectives, quality and; project structure. One from the behavioral field: creativity. Three from the contextual field: project implementation; systems, products and technologies; security, hygiene and

**Table 3.** Projects implemented by the LAG in Punta del Indio.
