Presentation on draft

RAJASTHAN
STATE TRAINING POLICY
before
Chief Secretary,
Government of Rajasthan
and Group of Secretaries

COMMITTEE ROOM No. 1 11.30 AM

26 JUNE 2006
 RAJASTHAN STATE TRAINING
POLICY

 Training can do much to improve

administrative effectiveness and
governmental performance.
 A conscious policy for development of human
resources within government is thus
desirable.
 Preparing the Policy

 National Training Policy (1995) was

announced by Government of India.
 Draft of State Training Policy was prepared
by then Director HCM RIPA in May-June
2005 and sent to Heads of State Training
Institutions for their comments.
 CS asked present Director, HCM RIPA to
thoroughly review draft (July 2005).
 Preparing the Policy
 After much in-house deliberation including
sending of earlier draft to heads of State Training
Institutes in Rajasthan, Principal Secretary
(Training) approved draft in January 2006.
 Draft was submitted to the Chief Secretary on 27
January 2006.
 Draft was also sent to all Additional Chief
Secretaries, Principal Secretaries and Secretaries
for their comments in March 2006.
 Draft was also sent to all members of State Level
Coordination Committee for State Level Training
Institutions
 Final revisions incorporated in April-May 2006.
 STRUCTURE OF POLICY

14 Headings POLICY 4 Annexure

VISION
MISSION
P
GOALS
O
L
I
C
Y
Rajasthan Training Policy-Main Parts

 Preamble
 Major Challenges
 Vision, Mission and Goals
 Category wise Development Plans/Personal
Development Plan
 Adding Values through Positive Learning
Outcomes
 Competency Based Approach to Training and
Education
 Strategic Planning at Government Level
 Strategic Planning for each State level Institute
 Core Principles for Training in the State
 Roles and Responsibilities of different
departments/agencies
 Major Challenges
 Low priority accorded to training and
education, and the low level and uneven
nature of provision for training
 Lack of funding and effective management
of training budgets
 Number and quality of trainers
 Overly prescriptive, supply-driven and
traditional nature of training and
education
 Lack of effective systems of accreditation
and quality assurance.
Contd..
 Major Challenges
 Poor linkages between higher education
institutions and training
 Training through distance education for
government servants is not available
 Lack of effective systems for training related
Strategic Planning and Review
 There is no induction training for many of the civil
servants and lack of a comprehensive scheme of
systematic and regular subsequent in-service
training after their induction. (Situation slightly
remedied recently-Annexure IV of draft policy)

Contd..
 Major Challenges
 Lack of adequate Cadre and training
planning for career progression of civil
servants
 People who matter more in Government
(Age group 45 to 60) need updating of
knowledge and reorientation to face up to
the challenges of rapid change and to be
able to use newer technologies,
procedures, systems’ approaches for good
governance.
 Core Problems To be Overcome

• Fragmented and uncoordinated approach to

training and education across the public service,
resulting in problems of resources and
accountability for ensuring that public servants
are empowered and developed to take on the
challenges they face;
• Lack of a strategic, needs-based, outcomes-based
and competency-based approach to training,
directly related to the developmental needs of the
public service; and
• Inappropriate nature of the training and
education that is provided by internal as well as
external providers.
 VISION

“Assisting Government Departments

and Agencies to adopt practices
geared at better governance and
improved service delivery by
empowering public officials to act
as prime catalysts for holistic and
equity based transformation.”
 MISSION
In pursuit of the above vision, the
Government sees its mission as :

“To create an institutional

framework for optimum
productivity of public servants in
organizations, in a team or as
individuals in their current as well
as future role.”
Category wise Development Plan

 Categorization of employees for conducting

training needs assessment for each category of
employee is a means to prepare such plan.
 Would encompass all the attributes of personal
development plan being described in next slides
 While initially categorywise development plans
to be prepared, ultimate goals is individual
personal development plan for each employee
 Personal Development Plan-I
PDP will seek to identify in particular:
 The current competence of staff;
 The work values of staff;
 The work and career targets of staff;
 The competence that will need to be developed
to enable staff to successfully meet their work
and career targets;
 An individually tailored programme of staff
development, training, education and support
designed to enable to staff to acquire the
relevant competence and meet their work
targets and personal and career objectives.
Contd..
 Personal Development Plan-II
PDP will seek to identify in particular:
 Enhancement of capabilities and status of trainers
(faculty, resource persons and experts) by
providing them regular and repeated
opportunities for training in India and abroad,
repeated and sustained training and other
benefits like trainers allowances and rent free
accommodation which are presently available in
Government of India and in many states,
allowance to purchase books/journals etc.
 Link to be established to future postings and
promotions
 Opportunities for higher education inputs in
career progression
Contd..
 Personal Development Plan-III

PDP will seek to identify in particular:

 Cadre and Training Plan in service career of a civil
servant
 Opportunities to extract benefits of experienced
people as resource persons in training by re-
employing them for some period.
 Adding Values Through Positive
Learning Outcomes

 Past: Supply-driven programmes, Input-based

courses, based on views of training providers of
what would be good for trainers, Pre-determined
training programmes.
 In future: Demand-driven and outcome-based
approach. Competency development, Trainee
centered, need-based in delivery and content.
 A competency development based
approach to training and development to
be followed.
 Strategic Planning at the Government
Level of Each Government Department-I

 Training and Education will need to be

systematically linked to broader processes of
human resources development.
 Plans and programmes for human resources
development and training must be linked to
broader plans for service delivery , institution
building, transformation of the department.
 Status of training and trainers as well as human
resource specialists should be enhanced. Once a
trainer always a trainer concept.
Contd..
 Strategic Planning at the Government
Level of Each Government Department-II

 Training and education programmes will

themselves need to be systematically and
strategically planned, monitored and evaluated.
 An administrative unit for training function will
have to be created within each department and
agency and linked with training imparting
organizations in the state.
 Some thrust areas will have to be identified for
training institutes and civil servants and
government employees should be trained in
those areas.
Contd..
 Core Principles for Training-I

 Improving Work Procedure

 Access and Entitlement of all public servants
 Training for All
 Training Objectives to be carefully determined
 Training Needs Analysis
 Elevating the Status of Training and
Trainers

Contd..
 Core Principles for Training-II
 A Competency development based
approach to
learning outcome
 Integration of policy-formulation,
strategic planning and transformation with
training.
 Adequate resourcing
 Flexibility and Decentralization of training.
 Career Pathing
 Life long learning
Contd..
Core Principles for Training-III

 Public Services training institutions to

become Learning organization
 Quality and cost-effectiveness
 Consultation and Participation
 Information and Communication of
training information
 Effective Design and Delivery
 Monitoring and Evaluation
 DEPARTMENT OF
TRAINING
HCM RIPA
HEADS OF
DEPARTMENT & CEOs
FINANCE &
OF STATE PUBLIC
PLAN SECTOR BODY
DEPARTMENT
ROLES AND
RESPONSIBILTIES
IN TRAINING
POLICY
TRAINING
DEPARTMENTOF INSTITUTES
PERSONNEL
ALL ADMINISTRATIVE
DEPARTMENTS
 Role of Department of Training-I

 Coordinating all aspects of State Training

Policy
 Translate policy framework into achievable
policy objectives.
 To anticipate future training needs.
 To lay down standards for various training
activities.
 To accredit internal and external training
providers.
 Role of Department of Training-II

 To liaise with all government departments

regarding training.
 To review Vision documents and draft Five
Year Action Plans of each State Level
Training Institute.
 To lay down standards of infrastructure for
State Level Training Institutes.
 To work out strategy to prepare and
enhance capabilities of trainers.
 Role of Department of Personnel

 To specify standard of competence of each

category of post.
 To design incentives for reviewing and
providing training
 To insert column in Annual Performance
Appraisal Report form to compulsorily
identify specific needs of each employee.
 Role of Finance and Planning
Departments

 To earmark training budget for each

department or category of departments as
percentage of total budget of department.
Some categories of departments to get higher
percentage of budget for training.
 To place a corpus at disposal of Department
of Training for common training activities and
infrastructure.
 Role of All Administrative
Departments
 To prepare development training strategy and to
translate into 5 Year training plans within 9
months of adoption of State Training Policy.
 To ensure Heads of Departments prepare
category wise and personal development plans
for each departmental employee.
 To ensure strategic training plan is integrated in
overall development plan and goals of
department.
 To review Mission statements & 5 Yearly Action
Plan of state level training institutes attached to
department.
 Role of Heads of Departments/CEOs
of PSUs
 To designate a Training Manager to ensure
integrated approach to training within
organization and help HoD coordinate all training
related activities.
 To ensure category wise and personal
developmental plans are prepared and training
organized accordingly.
 To use computer software to coordinate and
monitor training of every employee in
department.
 Role of HCM RIPA
 To function as primary training institution and as
a good example for other training institutes in
State.
 To arrange for training of trainers and for
preparation of common training modules..
 To arrange foundation courses and compulsory
in-service training of state officers.
 To provide training related advice.
 To conduct departmental examinations on behalf
of Government.
 Role of Each State Level Training
Institute
 Prepare or redefine its Training related Vision
and Mission Statements
 Design a 10 years Training Vision Document
 Formulate 5 Yearly Training Action Plans for
Institute incorporating physical infrastructure
needs as well as the development of faculty and
preparation of training modules and training
materials etc.
 Develop Annual Training Action Plan
 Optimal implementation of Annual and 5 Years
Action Plans.
Operationalizing State Training Policy

 Once Government approves State Training

Policy, the Department of Training would
work with all concerned stakeholders to
get an operational training plan prepared
within one year and then implemented.
 SECRETARIAT TRAINING

QUESTION:

Should we include specific, separate

provision for this in State Training Policy?
 SECRETARIAT TRAINING
 Institute of Secretariat Training and Management
(ISTM) is functioning in New Delhi to train
officers/staff of Central Secretariat/ Ministries in
Government of India.
 Uttar Pradesh has a separate ISTM for U.P.
Government in Lucknow.
 There is no separate training institute in Rajasthan
to train officers/staff of Rajasthan Secretariat
Service.
 To Consider options for Rajasthan.
 OPTION-I OPTION-II
Secretariat Training and
Management Institute Secretariat Training and
Society to be sponsored by Management Institute
Department of (Society) to be sponsored
Administrative Reforms by HCM RIPA
and Public Grievances

OPTION-III OPTION-IV
A Departmental Centre for
Secretariat Training and Secretariat Training and
Management attached to Management Centre as a
Department of Sub Centre of Centre for
Administrative Reforms Good Governance
and Public Grievances