2.5.2 However, it would be the responsibility of the respective Central Government

Department, to which the officers have been posted, to orient them to the specific

nature of the work of that department. Similar orientation training is required for

employees who join the department on transfer from another department in

Government of India itself for quick familiarization with the new work. This training

may also be imparted to employees upon transfer within the Ministry/Department--. - - - - -..-! ...also. The training would be of short duration and in-house.

~'. _' ,.t I ":'_I~' s.' .; l,j.l· • " .•..

Example: Officers posted in the Ministry of Pow.er need to become familiar with the

terms like MvV, MU, peak load & base load, energy conservation & energy efficiency,

etc. as also 'the purpose an"d fu~dirig of'schemes like RGGVY, R-APDRP, etc.

2.6 Long Term Training: This training is to facilitate officers, especially younger _.. ,~ J •• ",,,,,,,t •

. ' ones, to-:uprgraae'- neTpkf'rcfWle'd§e·and - kills in the sector 'having relevance to then." ~,.,~:"'.';!7r·~.n."-i

current or future asslqnments.: byacquirinq higher qualifications, either in India or . ,.

abroad, thus enabling them to contribute tor 'higher performance in government. The ..

duration of the programme would generally be more than 6 months. c l " ,.... .' r c, v

Example: Post Graduate Programme in Public Policy and Management (PGPPPM), "J ~: •

at 11MBangalore, MOl Gurgaon, Public Policy Programmes abroad etc.

2.7 'Workshops/Senlihars/COhferehces: Middle or Senior level officers mav~be'

given opportunities' to attend'> National and International Workshops/Semina.r:sl

Conferences etc. These' congregations invite academicians, practitioners and

naticnalnnternaticnal experts' on' 'various contemporary subjects and issues.rand, ,';(,'

- theretores.particieants ;in:;~ttGhe\lents will be enriched with relevant knowlecqeelatest.crae. ,

. thinking:' and -technolcqlcal-. developments, National/international policies, oest ..practices, cost effective and sustainable approaches etc. in their respective sectors'.

Further, they could share their own experience and knowledge in such forums tor tbe. . ,...., ,. c> ..-. ,~-< _ r .• -". ~benefit' of others by way 'of- presenting publishable papers. The participarft-officersi= ~. \ ~., -;

may. be encouraged to institutionalize their learning through presentations rand. I ':" ,r

reports to the concemed-Ministry'Department.

.i" ':

6

3.0 In any Ministry/Department, generally, the following two categories of

employees may be working:

(i) Employees who work in the Ministry/department during most of. their

career. Example: Indian Telecom Service, Technical Services of Railways,

Central Engineering Service etc.

(ii) Employees who work for a fixed period in

Ministry/Department and who may be subsequently

Ministry/Department. Example: IAS and CSS.

a post in that

posted to another

", .".

3.1 In the case of employees belonging to both categories, the respective Parent

Min:str'jes/Departments (Cadre Controlling -uthorities) will develop and- implement

comprehensive Cadre Training Plans (<;!.lPs) "for their respective ernpjoyees pyr: i

incorporating suitable training int~r~entions indicated at 2.0 to 2.7 .

. Example: DoPT in case of IAS and CSS, MHA in case of IPS, MEA for,IFSr-R~Hways

in case of IRAS etc.

3.2 However, for tile Category- (ii) employees, the Ministry/Departm~nt, to Y',zhich

Ui~~3eofficers are posted from time to time, will have to put in place tra:Ji\1g91<3n~to;.: ~:>c ,:

build "Department-specific-Competencies" required to discharge the. specific

functions of that Ministry/Department as a part of its Annual Training Plan (ATP).

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Guidelines for Development of Domain/Sector-Specific Trainers

4.0 The Department of Personnel and Training (DoPT) has been administering a

'Trainer Development Programme (TDP)' since the 1990s to develop a Cadre of

Trainers in Training Techniques such as-, ,}

(i)"

(ii)

. (ii i)(iv)""

'Training Needs Analysis (TNA),

Design of Training (DoT)

Direct Trainer Skills (DTS)....

Eva'fuation of Training (EoT):7.; I'.}!. t r" v c.,

. . ~(More details are available at http://persmin.nic.in/ottaining/lndex.asp)

4.1 . The 'fundamental concept. ~f TDP J,~ "Once a Trainer, always; a Trainer.:·1i_ - -,;~: ._'

i.e. o-nce~n 6fficer ~~~ been cie'~ei'6~~'d:'~s;:'~;fr~1ff&r, ~i's/her se~ices are utilized for"':

imparting training throughout the career'Irrespective of the place/organization in. . ;" ..;- '''.;i.:... -

which he/she may be working. -phis ensures optimum utilization of developedi ~ . j .1;' i.~,,..::' '-.JC;,:-i.j·j't~·;x;:

resources.

I:.~~n"~'. ...... 4.2 ..While recognizing the paucity of Dornain/Sector-specific trainers ..in.sthe. ' .

... 1 ::

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.,', .,.

, I.... ,

,

government, the NTP 2012 envisaqedthe convergence of expertiseavailable, with

'., the: OoPTc in "Training Techniques",with t.~e "Subject Matter.Expertise" available ~jth

the(1Mini$tries/Departments and .Orqanizaticris ;tG.;;..develop'.Q_Qmain/S~ctor'7,sp.~cifiG

trainers, Therefore, the Ministries/Departments will have to take ownership of

d~ve.IQping these trainers. ._,<,' >i-__ :i~;'"', ..' " .

I .' i(- ,', '~'-v'it\.·-: . t

4.3 .Further, the adoption of 'Competency Framework' by the:" ~~ . : l:r- .• ~ j . ..f-\~ ri-!~ '~. r.- c::,.<';:b.. . .

Ministries/.Departments v,!ill bring outthe "Gomp'et'en'cy gaps' of employees leadinq.to. t.i!~-:,~{;:.< ·i"{~·. "~j'>i';!':"': '; ""=··;s:,.'1I• {<: ~:~ I .

increased dernand for training large number' of government functionaries in a, Wide{" • ~ • , ", (.~ r r., (_, .~~ "

range of subjects/areas. Moreover, successful implementation of various flagship• • • " j ~ • ~ • ,t !':-" . ! .•.

programmes and providing quality service delivery' is' possible if only the concerned.

grassroots level functionaries are provideda holistic view and imbued with requisite. '. ',~" ( ~". .

competencies. To achieve the above objectives; each Ministry/Department would

..have to enhance its Training Capacity by way. of .developing adequate, number: oJ,

Domain/Sector-specific Trainers.

8

5.0 Indicative process for developing Domain/Sector-specificTrainers

(I) Identification of Trainee Population:

Each Ministry/Department has to identify Sectors/Sub-sectors and assess the

number of government functionaries involved in implementing the Programmes/

Schemes in those Sectors/Sub sectors,

Example: Sector:Sub-sector:Trainee, Population:

Urban DevelopmentPublic Health & SanitationMunicipal workers

(II) ldentlflcatlonof subjects:

Once the Sectors/Sub-sectors. and the Trainee Population have been ".

".~ '. -"

" Lp,qQJifiGd,,',acomprehensive list of SJ.lbjects on.which training is ne~Cje,Q::01$Y:~'?-", ~ ~ . ' .. .\

orawn throuqh.conouctmq aTraininq Needs Analysis (TNA)", (Dol-T sponsors T.NA, (';Y.'• , • r ~_': • I I.

Courses across the country through outthe year).~ .,' ' ' .\: ,..- . :

·c...

Dev~lo!1ment of Modules:-·~,5;l'...-k~i.!\,vt?-\· . •••.-~ 7' ,..••

i;, ..,

Once the subjects' have been identified, high quality modules which (ire

scientific but easily understandable, with logical flow of information, and , without

compromising on'trii~ contents 'of the subjectmatter will have to be develop~('L' f;'

··~:'1·'".:

'" . '

.I::.~': Of:; I,.:; r- :,", " t~: ,~';-:(IV) ,.Sel.ection ~f Developers:

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A 2~meinber team comprising a 'Subject Matter Expert (SME) anrja., ., ':

Practitioner, working in the Ministry/Department or connected Traininq, .lnstitutiQni"·'

Organization, may be entrusted with the responsibility of developing eq9h;Modu'-~}rln""J' ~...

order to develop dfective Modules, in addition to command over the'(5ubject,.:,;the." I'

developers of the Module should also have knowledge of "Process and Techniques t-

of developing the Module", Therefore, it is recommended that the mernbers-ietthe -',to " ,I-

said-team should undergo DTS & DoT Courses sponsored by the DoF'T.,':.Jithe:Module';Ui'"

developed by the team should be validated and pilot run before roll out/f.h~:t~am W\" .~? =:

also have to shoulder the responsibility of 'Training the Trainers (ToT)' as well .as ',t '"

developing the 'Material' for use by the Trainers such as Power Point Presentations,-'"

Process Sheet, hand ..outs, Flip charts etc. The team should also refine .the:·Module '"

and other training material periodically based on the latest developments in the

subject

9

The members of the team that has developed the Module may be certified as

"Master Resource Persons (MRP)" and Trainers developed by them may be certified

as "Resource Persons" in that particular Module,

(V) Selection of potential trainers:

Potential trainers may be selected from line.oepartments/orpanizations haying

":" I. • j "j if" following q~~lities:- ..~ : l,"_.~ " .:.1

(i) Role,rrodel in the 'line function' and op~.r to new ideas" I

. ; ."." '..~ ."';' ",.:1; 'I.:

1-4', '!.-

(iii) Possess good communication & inter-personal skills• I ':',; "~. •••• ...., ..« -, '1 ~

.- '

.., ,"'{ivJ'=,Aburidant patience with positive and helpful attitude'

, (VI):~~Certification: ',' • c

~,M· ~~ ,

The 'Potential Trainer', .atter having' undergone (i) training in the content of the .erin-"f~·~:f.H~.:-· .. -.";·- ; .'1 ~ " I ~' ~

selectModule b.Y'the MRP (ii) the DTS Course' of DoPT to upgrade instructionalsktlls ,

an~' (ii~6after s?~~factoriIY delivering the MOd:~ie before the Panel constituted by the ~:-::,>.. 0'.... .

Ministry/Department, will be certified as a "Resource Person" in that, ,particu~ar"c·.- :. : ~ ; " r ~. -.

, ,_;, 'it.~J ", ~,;:: ~:):. ,tv1ii8~'~~;:,W~iI~J~,~~!pertifiqation will be va'L~'i'for::?:x~?rs,. r~ne~~I.?f c~Jjl~i,s:atlonmay s, ':';-'"qe,~n~~g to conduct of certain minimum n~~~er of,:trainings in that rr)OPWIB:every.;

year .and also on upgrading his/her kn,owledge Jn ,that subject periodically, :'.:. • ,~-;. eo: - ~.<:. •• ~~~:' ',(', ! .. ' .• ., •••.t -'. :.... . " ... ¥" ;

"

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I (VII) Incentivesfortrainers:

, ,

Apart from treating the time spent by" MRP.s and RPs on imparting training as:--' '."" " ", +e- "t , '_. '~-"" - .:,)11';

'On-duty', they may be' g'iven appropriate honorarium for developing modules and•••.-1 ',-&.,.. :"': . ':'.:' ,:_1" , , .' f'" t..:.t'd:-':: :.~ ,J _~ , '- ~

imparting training, At the same time, they may be give,n opportunities to undergo

-. .:O:-':f. courses in upgrading' their knowlepg~tl§\9,{f(w.lis)l}flg:t~eir,trair)ing skills at Centres of

': :'j ,1'; Excellence, jncludinqdevelopinq thefl1~,~I.y.e~%$,;-:~Do.PT-c~rtified-Trainers" in-ivariou~

',,'".r, TraininqTechniques. Thedetails of M8Ps and' RPs rnay.be.placed in the website of~·t~'-··_-I ,,- " ':" ':. ~~ .•',' ~

.. ,,:.,:,m~.\M!9i~t!](p~partm_ent. ,~ ,:'_ -T" '::'r- ..,7\,' ,- "'iT":~

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6.0 Guidelines for Developing Government Training Institutions

into 'Centres of Excellence'

6.1 Every government training Institute should aspire to develop itself as a Centre

of Excellence. For any traLning institution to be called Centre for Excellence, it should

have/be dOing the.following:-

(i) Create and sustain ideal ambience which is conducive for learning,

sharing C3ng reflection,

(Ii)" , };~t.' 1" ';/ I'

attract, develop and retain quality faculty members whose conduct is

also demonstrative of the etriys alJcjvalues of highest standards,

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. :'(i1l)"'" -de:\i~!:)pquai'ity training mater1~f8nd constamlyrefine it,.';~,~ ~" ~-,- ,··,",r<.:.. - ;', - •. ,~ 'J': _'.. ~"

."-" \ .• •• ,J

(iv) have excellent infrastructure' ·,ta.cilitiessuch as fully equipped class-

moms, latest trairunq '~equipments, library, hostel, sports, medical",",,:1>. . .--. ,,. \ -••••••• "'" ::r •...(

fac.ilitH3s,etc..

(v) subscribe to relevant and reputede-libraries with access to participants,,ji

. I.:.

(viY'; have a robust self-introspective-system to assess the strengths and

weaknesses of both the faculty and institution so as to i.nprove the ... ',.".',1.-:'"::'

training quality and standards,• -; ~ r i ,:,

(vii) encourage the facJlty 'to undertake relevant research so ~IS to,~~,,- ,"':'"'I ,

jilr.orparate. the outcomes into the training activities as well as to publish". ".' :', ~"}aji-'i~:,,~\t ;"1' -.I ••..•et .d;: "i'-'

papers in reputed national/international journals,

,;'. (viii:) reach a leadership position to be able to have.eminent Guest Spepkers: ... "'.e

'tor.rJtsH'panel,'- , . -,' '. "':~;.,_.--r~'

:~0::;\' ~.r-~~L~, .I I ";,,:t~~f'-; tV;'~~'jI'~~J~~~ ,... "-

""._ ._.__ ._ _ . . (ixl. should achieve'I', -: \ "·'~.i~· ,,,!~....:.)1." ·....•,~.\:·(!:·d·\,...:., '-,V-;:! ·~·I

institutes in that area and ·also attract civil.. '~l":: ' I"". '. 'I: I.

, ,',,~";.. 1\: ~. ~ ,.,

a pO,sition at par with the best national/mternational .,',);.1 a(.:-.:~~, . r~ ~" f'" , .""\ •• ,. '.~' • :

servants from across the" ' ..-

••. ,t" ~

globe,. '.~c.: \ . '

. (x/,;, acquire the-capacttytcprovide 'Policy inputs' to government in its

domain,

11

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(xi) should conduct workshops/seminars/conferences on relevant issues,

(xii) should develop the capacity to supplement their current programmes

with distance and e-Iearning programmes and

.,

(xiii) network with other national/international training and academic

institutes for sharing of knowledge, best practices, innovations, faculty

and other training resources .

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12