capacity building for poverty reduction project - gujarat days capacity building training for...
TRANSCRIPT
Three Days Capacity Building TrainingFor
Government Employees of Six Sectors(e-Dhara, e-Gram, Social Security, Food Security, R.T.O.
And Water Supply-Rural)In
Bharuch District – Gujarat State
Department of Personnel and Training (DoPT)Ministry of Personnel, Public Grievances and Pensions
Government of India
Gujarat Centre for Good GovernanceSardar Patel Institute of Public Administration (SPIPA)
Ahmedabad – Gujarat
IL&FS Education and Technology Services LimitedIL&FS Skills Development Corporation Limited
Ahmedabad – Gujarat
Project Commissioned By:
Project Managed By:
Project Conducted By:
Capacity Building For Poverty Reduction Project
“Training For All” Programme
01
1. Background.............................................................................................................................3
2. Programme Objectives ...........................................................................................................3
3. Key Responsibilities of Implementing Agency for the Project ................................................3
4. Key Highlights of the Implementation....................................................................................3
5. Training Content (Modules)....................................................................................................4
6. Programme and Training Methodology Adopted...................................................................4
7. Batches Conducted During the Programme ...........................................................................5
8. Feedback, Monitoring and Evaluation....................................................................................5
9. Achievement vis-à-vis Objectives .........................................................................................10
10. Conclusion ............................................................................................................................10
11. Recommendations...............................................................................................................11
Annexure I - Case Study ........................................................................................................12
Annexure II - Format of Participant's Feedback Form ............................................................25
Annexure III - Session Wise Schedule ....................................................................................28
Annexure IV - Photo Gallery..................................................................................................31
Contents
01
1. Background.............................................................................................................................3
2. Programme Objectives ...........................................................................................................3
3. Key Responsibilities of Implementing Agency for the Project ................................................3
4. Key Highlights of the Implementation....................................................................................3
5. Training Content (Modules)....................................................................................................4
6. Programme and Training Methodology Adopted...................................................................4
7. Batches Conducted During the Programme ...........................................................................5
8. Feedback, Monitoring and Evaluation....................................................................................5
9. Achievement vis-à-vis Objectives .........................................................................................10
10. Conclusion ............................................................................................................................10
11. Recommendations...............................................................................................................11
Annexure I - Case Study ........................................................................................................12
Annexure II - Format of Participant's Feedback Form ............................................................25
Annexure III - Session Wise Schedule ....................................................................................28
Annexure IV - Photo Gallery..................................................................................................31
Contents
03
Background
Programme Objectives
Key Responsibilities of Implementing Agency for the Project
Key Highlights of the Implementation
Capacity Building For Poverty Reduction (CBPR) Programme was launched in June 2005 by Ministry
of Personnel, Public Grievances and Pensions in its efforts to promote and support improvement in
public administration affecting the poor. CBPR Programme was commissioned by Department of
Personnel & Training (DoPT), Government Of India and was implemented in Gujarat by Gujarat
Centre for Good Governance, Sardar Patel Institute of Public Administration (SPIPA), Ahmedabad.
To implement Capacity Building For Poverty Reduction (CBPR) Programme, SPIPA invited its
Empanelled Agencies and through bidding process IL&FS Education and Technology Service
Limited was selected to execute “Training For All” project for government employees of six sectors
in Bharuch District, Gujarat State.
The Programme Objectives are described below:
(a) To promote and support improvements in public administration at all levels for improving
service delivery.
(b) To develop a replicable model by implementing pilot training project “Training For All”.
(c) To reinforce the knowledge, skill and attitude of front line service delivery personnel through
intensive training.
As per terms and conditions, the key responsibilities of the implementing agency (IL&FS Education)
towards the project “Training For All” pre described by SPIPA were as below:
(a) To Train Government employees of six sectors of Bharuch District.
(b) To implement subject related quality training for effective implementation through their subject
expert trainers.
(c) To provide subject related handbook and conduct training through Power Point medium.
(d) To cover approximately 1200 trainees, each batch having minimum of 35 and maximum of 50
trainees.
(e) To document the project into a report.
The key highlights of the implementation are presented below:
(a) The training i.e. first batch was initiated on 21st February 2013 and was completed on 26th
October 2013.
(b) The Documentation was done in the prescribed format.
03
Background
Programme Objectives
Key Responsibilities of Implementing Agency for the Project
Key Highlights of the Implementation
Capacity Building For Poverty Reduction (CBPR) Programme was launched in June 2005 by Ministry
of Personnel, Public Grievances and Pensions in its efforts to promote and support improvement in
public administration affecting the poor. CBPR Programme was commissioned by Department of
Personnel & Training (DoPT), Government Of India and was implemented in Gujarat by Gujarat
Centre for Good Governance, Sardar Patel Institute of Public Administration (SPIPA), Ahmedabad.
To implement Capacity Building For Poverty Reduction (CBPR) Programme, SPIPA invited its
Empanelled Agencies and through bidding process IL&FS Education and Technology Service
Limited was selected to execute “Training For All” project for government employees of six sectors
in Bharuch District, Gujarat State.
The Programme Objectives are described below:
(a) To promote and support improvements in public administration at all levels for improving
service delivery.
(b) To develop a replicable model by implementing pilot training project “Training For All”.
(c) To reinforce the knowledge, skill and attitude of front line service delivery personnel through
intensive training.
As per terms and conditions, the key responsibilities of the implementing agency (IL&FS Education)
towards the project “Training For All” pre described by SPIPA were as below:
(a) To Train Government employees of six sectors of Bharuch District.
(b) To implement subject related quality training for effective implementation through their subject
expert trainers.
(c) To provide subject related handbook and conduct training through Power Point medium.
(d) To cover approximately 1200 trainees, each batch having minimum of 35 and maximum of 50
trainees.
(e) To document the project into a report.
The key highlights of the implementation are presented below:
(a) The training i.e. first batch was initiated on 21st February 2013 and was completed on 26th
October 2013.
(b) The Documentation was done in the prescribed format.
04
(c) For the effective training, content was created as per specific subject and guidelines given by
SPIPA and was pre-approved by SPIPA before implementing the training.
(d) Subject expert Master Trainer and other Trainers were deputed to implement the training in an
effective manner.
(e) The Participant's Handbook was provided to each trainee and the training was conducted with
effective use of technology using a tool K-Yan (Computer cum Projector).
(f) A total of 1230 participants were trained under the programme. In some of the batches, the
minimum no of participants i.e. 35 participants per batch could not be maintained due to pre-
occupation of Government Employees.
Appropriate Content was developed before implementing the training. Before starting the
programme, Training Schedule and Session wise planning (Refer Annexure III) with copy of printed
Participant Handbook was also submitted to SPIPA for inputs. For the multimedia presentation,
Power Point Presentation was prepared.
Programme and Training Methodology Adopted
The training was designed and conducted as three days workshop. Participants were taken through
'structured experiences' where they discovered new learning areas and interpreted them in their
own context and environment. The programme methodology included comprehending by doing an
activity themselves (Experiencing); sharing their ideas, experiences and reactions with everyone
(Publishing); discussing pattern and dynamics (Processing); trying to develop principles on which
to work (Generalizing); and finally applying the principles and the lessons learnt in their own lives
(Applying). The process doesn't stop here but goes on endlessly and with each cycle, there happens
a new discovery.
(a) To achieve the overall objectives of the programme the main focus of the training was:
For Class I & II Officers
To focus on leadership and team building qualities
To focus on communication channel, problem solving, decision making and motivating the
team to perform better
To provide a forum through which the feedback mechanism is created between the
grassroot level officials and those involved in policy making, so that administrative reforms
can address the delivery problems existing at field level
To define role and explain effective role playing by sharing of some experiences and
success stories
Training Content (Modules)
l
l
l
l
05
l
l
l
l
l
l
Batches Conducted During the Programme
Feedback, Monitoring and Evaluation
To emphasize on importance of innovation and new thinking rather than conducting
routine works
For Class III & IV Employees
To emphasis the importance of responsive and citizen centric behavior
To cultivate a positive problem solving approach, Proactiveness and better work ethics
To facilitate attitudinal and behavioural changes to enhance personal and professional
growth in order to fit in to the changing circumstances
To define roles and responsibility combined with accountability
Common for Class I to IV
To take all the participants on maximum level of thinking that we together can make a
difference in the country by becoming more citizen centric. To make them understand that
being proactive, positive attitude and thinking will give job satisfaction as well as personal
satisfaction
(b) Training methodology for Class I & II Officers vis-à-vis Class III & IV Employees was :
Class I & II officers were trained in different batches and class III & IV officers were trained in
different batches. 61 candidates were deputed from class I & II rank and 1169 candidates were
deputed from class III & IV rank. The training methodology adopted for both the ranks was
different. Officer ranked participants play a role of Team Leader and are mostly Decision
Makers. Their role and responsibility and motivation level are different from class III & IV rank
employees. Hence, the focus in case of officer ranked participants was more on communication
channel, motivation level of team, decision making and guiding the team. All these aspects
were explained using case studies, presentation and interactive learning methodology using
group discussion/role play(Refer Annexure I).
1230 Participants from six sectors namely e-Dhara, e-Gram, Social Security, Food Security, R.T.O.
and Water Supply-Rural were trained in a total 43 batches in Bharuch.
During the training, continuous feedback was taken from the Participants and required
improvisations were incorporated wherever required. Senior Master Trainers were deputed on a
periodic basis to review, monitor and evaluate the training conducted by the Trainers. The
qualitative feedback was taken considering the areas such as design of the training, usefulness and
applicability, delivery of the training, facilitation skill, venue and food. Overall, the feedback had
been very positive. The details are presented separately for Officer Ranked and Class III & IV
Ranked participants in the form of pie-charts.
04
(c) For the effective training, content was created as per specific subject and guidelines given by
SPIPA and was pre-approved by SPIPA before implementing the training.
(d) Subject expert Master Trainer and other Trainers were deputed to implement the training in an
effective manner.
(e) The Participant's Handbook was provided to each trainee and the training was conducted with
effective use of technology using a tool K-Yan (Computer cum Projector).
(f) A total of 1230 participants were trained under the programme. In some of the batches, the
minimum no of participants i.e. 35 participants per batch could not be maintained due to pre-
occupation of Government Employees.
Appropriate Content was developed before implementing the training. Before starting the
programme, Training Schedule and Session wise planning (Refer Annexure III) with copy of printed
Participant Handbook was also submitted to SPIPA for inputs. For the multimedia presentation,
Power Point Presentation was prepared.
Programme and Training Methodology Adopted
The training was designed and conducted as three days workshop. Participants were taken through
'structured experiences' where they discovered new learning areas and interpreted them in their
own context and environment. The programme methodology included comprehending by doing an
activity themselves (Experiencing); sharing their ideas, experiences and reactions with everyone
(Publishing); discussing pattern and dynamics (Processing); trying to develop principles on which
to work (Generalizing); and finally applying the principles and the lessons learnt in their own lives
(Applying). The process doesn't stop here but goes on endlessly and with each cycle, there happens
a new discovery.
(a) To achieve the overall objectives of the programme the main focus of the training was:
For Class I & II Officers
To focus on leadership and team building qualities
To focus on communication channel, problem solving, decision making and motivating the
team to perform better
To provide a forum through which the feedback mechanism is created between the
grassroot level officials and those involved in policy making, so that administrative reforms
can address the delivery problems existing at field level
To define role and explain effective role playing by sharing of some experiences and
success stories
Training Content (Modules)
l
l
l
l
05
l
l
l
l
l
l
Batches Conducted During the Programme
Feedback, Monitoring and Evaluation
To emphasize on importance of innovation and new thinking rather than conducting
routine works
For Class III & IV Employees
To emphasis the importance of responsive and citizen centric behavior
To cultivate a positive problem solving approach, Proactiveness and better work ethics
To facilitate attitudinal and behavioural changes to enhance personal and professional
growth in order to fit in to the changing circumstances
To define roles and responsibility combined with accountability
Common for Class I to IV
To take all the participants on maximum level of thinking that we together can make a
difference in the country by becoming more citizen centric. To make them understand that
being proactive, positive attitude and thinking will give job satisfaction as well as personal
satisfaction
(b) Training methodology for Class I & II Officers vis-à-vis Class III & IV Employees was :
Class I & II officers were trained in different batches and class III & IV officers were trained in
different batches. 61 candidates were deputed from class I & II rank and 1169 candidates were
deputed from class III & IV rank. The training methodology adopted for both the ranks was
different. Officer ranked participants play a role of Team Leader and are mostly Decision
Makers. Their role and responsibility and motivation level are different from class III & IV rank
employees. Hence, the focus in case of officer ranked participants was more on communication
channel, motivation level of team, decision making and guiding the team. All these aspects
were explained using case studies, presentation and interactive learning methodology using
group discussion/role play(Refer Annexure I).
1230 Participants from six sectors namely e-Dhara, e-Gram, Social Security, Food Security, R.T.O.
and Water Supply-Rural were trained in a total 43 batches in Bharuch.
During the training, continuous feedback was taken from the Participants and required
improvisations were incorporated wherever required. Senior Master Trainers were deputed on a
periodic basis to review, monitor and evaluate the training conducted by the Trainers. The
qualitative feedback was taken considering the areas such as design of the training, usefulness and
applicability, delivery of the training, facilitation skill, venue and food. Overall, the feedback had
been very positive. The details are presented separately for Officer Ranked and Class III & IV
Ranked participants in the form of pie-charts.
Design of the Programme
Excellent Very Good Good Average
35 24 2 0
3%
39%
0%
58%
Excellent
Very Good
Good
Average
06
Feedback from Officer Ranked Participants
(I) Design and Applicability of the Programme
(1) Design of the Programme
Excellent Very Good Good Average
27 28 4 2
Usefulness & Applicability of the Programme
3%
7%
46%
44%
Excellent
Very Good
Good
Average
Delivery of the Training Programme
Excellent Very Good Good Average
24 31 6 058%
Excellent
Very Good
Good
Average
10%
51%
0%
39%
(I )Training Delivery and TrainersI
07
(I ) Venue and FoodII(1) About Venue and Food
Excellent
Very Good
Good
Average
10%
20%
29%
41%
About Venue & Food
Excellent Very Good Good Average
12 25 18 6
Feedback from Class III & IV Ranked Participants
(I) Design and Applicability of the Programme
Excellent
Very Good
Good
Average
77%
5%
33%
1%
61%
Design of the Programme
Excellent Very Good Good Average
619 337 56 6
About Trainer (Facilitation Skill)
Excellent Very Good Good Average
47 14 0 0
(2) About Trainer (Facilitation Skill)
Very Good
Excellent
Good
Average
0%
23%
77%
0%
Design of the Programme
Excellent Very Good Good Average
35 24 2 0
3%
39%
0%
58%
Excellent
Very Good
Good
Average
06
Feedback from Officer Ranked Participants
(I) Design and Applicability of the Programme
(1) Design of the Programme
Excellent Very Good Good Average
27 28 4 2
Usefulness & Applicability of the Programme
3%
7%
46%
44%
Excellent
Very Good
Good
Average
Delivery of the Training Programme
Excellent Very Good Good Average
24 31 6 058%
Excellent
Very Good
Good
Average
10%
51%
0%
39%
(I )Training Delivery and TrainersI
07
(I ) Venue and FoodII(1) About Venue and Food
Excellent
Very Good
Good
Average
10%
20%
29%
41%
About Venue & Food
Excellent Very Good Good Average
12 25 18 6
Feedback from Class III & IV Ranked Participants
(I) Design and Applicability of the Programme
Excellent
Very Good
Good
Average
77%
5%
33%
1%
61%
Design of the Programme
Excellent Very Good Good Average
619 337 56 6
About Trainer (Facilitation Skill)
Excellent Very Good Good Average
47 14 0 0
(2) About Trainer (Facilitation Skill)
Very Good
Excellent
Good
Average
0%
23%
77%
0%
08
Delivery of the Training Programme
Excellent Very Good Good Average
491 432 87 8
Excellent
Very Good
Good
Average
9%
42%
1%
48%
(I ) Training Delivery and TrainersI
(1) Delivery of the Training Programme
Usefulness & Applicability of the Programme
Excellent Very Good Good Average
667 142 202 758%
Excellent
Very Good
Good
Average
1%
14%
65%
20%
(2) Usefulness and Applicability of the Programme
Excellent
Very Good
Good
Average
0%
6%
27%
67%
About Trainer (Facilitation Skill)
Excellent Very Good Good Average
679 272 61 6
(2) About Trainer (Facilitation Skill)
About Venue & Food
Excellent Very Good Good Average
392 349 211 66
Excellent
Very Good
Good
Average
39%
6%
21%
34%
(III) Venue and Food
(1) About Venue and Food
09
08
Delivery of the Training Programme
Excellent Very Good Good Average
491 432 87 8
Excellent
Very Good
Good
Average
9%
42%
1%
48%
(I ) Training Delivery and TrainersI
(1) Delivery of the Training Programme
Usefulness & Applicability of the Programme
Excellent Very Good Good Average
667 142 202 758%
Excellent
Very Good
Good
Average
1%
14%
65%
20%
(2) Usefulness and Applicability of the Programme
Excellent
Very Good
Good
Average
0%
6%
27%
67%
About Trainer (Facilitation Skill)
Excellent Very Good Good Average
679 272 61 6
(2) About Trainer (Facilitation Skill)
About Venue & Food
Excellent Very Good Good Average
392 349 211 66
Excellent
Very Good
Good
Average
39%
6%
21%
34%
(III) Venue and Food
(1) About Venue and Food
09
10 11
which can be included in future training programmes.
(a) Reinforcement of knowledge about administration and financial procedure
(b) Reinforcement of management skills including time management, , leadership, Co-ordination
and communication with new challenges being faced every day
(c) Interdepartmental and Intradepartmental coordination issues
(d) Lack of motivation and positive approach
(e) Lack of attitude, Gap area in overall KSA
(f) Dealing with stress & anger management
The challenge faced during the training programme was to create batches in order to conduct
continuous batches to complete the programme in stipulated time. Due to various issues like
meetings convened for various government programmes, shortage of staff, various government
programmes/trainings, other activities, SSC and HSC Examinations, festivals, heavy rain and other
activities planned by departments, it was difficult at times to get adequate participants for the
training.
Despite these challenges, Collectorate Office, Bharuch provided all requisite support and
cooperation to get participants whenever possible from various offices of six sectors so as to
complete the training programme for targeted participants.
On the basis of the objectives of the programme, feedback received from the participants &
conclusion, the recommendations are provided below:
(a) With the positive feedback received from most of the participants, it is recommended to
replicate the programme in all the other Districts and Departments of Government of Gujarat.
This will also benefit employees of other departments in Districts across Gujarat and help
achieve the overall objective of replicability.
(b) To implement the programme in a time bound manner, the nominations of the participants may
be obtained before issuing work order to the agency and have a pre decided training schedule
provided to both, departments and the implementing agency.
(c) The training schedule should be planned considering overall holidays in the district, employees'
responsibility in terms of outside duty such as functions/festivals/elections etc. to have
maximum participation.
Recommendations
Achievement vis-à-vis Objectives
Conclusion
The overall objectives were achieved at the end of the training programme as briefly described
below:
(a) The training was designed in such a way that the objectives were defined with introduction and
understanding of CBPR project with an effective ice breaking session.
(b) The participants were trained on various aspects of service delivery with a focus on citizen
centric services. The training was interactive and all the participants were involved in the
training through relevant examples. Most of the participants showed good interest by
participating in referral questions, group discussions, role play, game etc. and participants were
convinced that training is needed for better services to the people.
(c) Considering the age group and background of the participants, the trainers conducted the
training by the way of adult learning methodology as learning through experiences and sharing
to provoke a thought process amongst the participants to bring change in government services
for common and poor public who comes to government offices with expectation to get
satisfactory services.
For Class I & II Officers
During the training of Officers, the focus was on leadership style, scope of improvement,
characteristics of Leadership, communication between leader and his/her subordinates and the
success triangle of a leader through KSA (Knowledge, Skill, Attitude) for successfully dealing
with the citizens. The same was achieved by enacting role plays, real life examples and case
studies.
For Class III & IV Employees
During the training of Employees, the focus was on roles and responsibilities of the officers,
challenges faced in work life especially dealing with citizens, satisfaction level, problem solving,
team work and communication channel. The same was achieved by enacting role plays, real life
examples and case studies.
Thus the overall objective of the programme to reinforce Knowledge, Skill and Attitude for
improving service delivery was achieved.
In conclusion, the overall objectives of the programme in terms of supporting and promoting
improvements in public administration at all levels for improving the service delivery and reinforcing
knowledge, skill and attitude of front line service delivery personnel have been achieved through
this training. During the training, some of the suggestions given by the participants are listed below,
10 11
which can be included in future training programmes.
(a) Reinforcement of knowledge about administration and financial procedure
(b) Reinforcement of management skills including time management, , leadership, Co-ordination
and communication with new challenges being faced every day
(c) Interdepartmental and Intradepartmental coordination issues
(d) Lack of motivation and positive approach
(e) Lack of attitude, Gap area in overall KSA
(f) Dealing with stress & anger management
The challenge faced during the training programme was to create batches in order to conduct
continuous batches to complete the programme in stipulated time. Due to various issues like
meetings convened for various government programmes, shortage of staff, various government
programmes/trainings, other activities, SSC and HSC Examinations, festivals, heavy rain and other
activities planned by departments, it was difficult at times to get adequate participants for the
training.
Despite these challenges, Collectorate Office, Bharuch provided all requisite support and
cooperation to get participants whenever possible from various offices of six sectors so as to
complete the training programme for targeted participants.
On the basis of the objectives of the programme, feedback received from the participants &
conclusion, the recommendations are provided below:
(a) With the positive feedback received from most of the participants, it is recommended to
replicate the programme in all the other Districts and Departments of Government of Gujarat.
This will also benefit employees of other departments in Districts across Gujarat and help
achieve the overall objective of replicability.
(b) To implement the programme in a time bound manner, the nominations of the participants may
be obtained before issuing work order to the agency and have a pre decided training schedule
provided to both, departments and the implementing agency.
(c) The training schedule should be planned considering overall holidays in the district, employees'
responsibility in terms of outside duty such as functions/festivals/elections etc. to have
maximum participation.
Recommendations
Achievement vis-à-vis Objectives
Conclusion
The overall objectives were achieved at the end of the training programme as briefly described
below:
(a) The training was designed in such a way that the objectives were defined with introduction and
understanding of CBPR project with an effective ice breaking session.
(b) The participants were trained on various aspects of service delivery with a focus on citizen
centric services. The training was interactive and all the participants were involved in the
training through relevant examples. Most of the participants showed good interest by
participating in referral questions, group discussions, role play, game etc. and participants were
convinced that training is needed for better services to the people.
(c) Considering the age group and background of the participants, the trainers conducted the
training by the way of adult learning methodology as learning through experiences and sharing
to provoke a thought process amongst the participants to bring change in government services
for common and poor public who comes to government offices with expectation to get
satisfactory services.
For Class I & II Officers
During the training of Officers, the focus was on leadership style, scope of improvement,
characteristics of Leadership, communication between leader and his/her subordinates and the
success triangle of a leader through KSA (Knowledge, Skill, Attitude) for successfully dealing
with the citizens. The same was achieved by enacting role plays, real life examples and case
studies.
For Class III & IV Employees
During the training of Employees, the focus was on roles and responsibilities of the officers,
challenges faced in work life especially dealing with citizens, satisfaction level, problem solving,
team work and communication channel. The same was achieved by enacting role plays, real life
examples and case studies.
Thus the overall objective of the programme to reinforce Knowledge, Skill and Attitude for
improving service delivery was achieved.
In conclusion, the overall objectives of the programme in terms of supporting and promoting
improvements in public administration at all levels for improving the service delivery and reinforcing
knowledge, skill and attitude of front line service delivery personnel have been achieved through
this training. During the training, some of the suggestions given by the participants are listed below,
ANNEXURE I
13
Case Study/Role Play - 1
Introduction
A village known as Sundarvan and the areas surrounding Sundarvan is affected by the floods from
the river flowing alongside. The task is to distribute food packets to the needy people in the flood
affected areas. For the said task, Class I & II Officers are required to give instructions to Class III &
IV Employees for disbursement of food packets in the flood affected areas of Sundarvan. The aim is
to make available the packets available to those who are in dire need of it causing no wastage.
There was a downward communication made from Class I & II to Class III & IV. The team was
instructed to distribute the food packets in flood affected areas of Sundarvan by using helicopter.
Class I & II ranked officers assumed that their team shall understand that the packets should be
dropped from the helicopter such that it reaches the hands of the needy. However, the packets were
dropped randomly in the areas of Sundarvan and also wherever the team saw people. As a result,
the packets fell into the river and were wasted.
Implementation
The above case study was discussed in the class with the participants, where both, Class I & II to
Class III & IV were present and the case was enacted through role play. First, they were given the
highlights of the case-study and were given time to analyse the example from a 360˚ view. Then,
they were made to analyze the problem, study the pros and cons of the case, find out the root cause
and suggest the solutions. Furthermore, the case was enacted through role play where debate took
place between participants. Later, the discussion was made seeking inputs from all the Class I & II
participants as to how would they give instructions in such scenario. Class III & IV participants were
asked as to what they shall do in a similar situation and how they shall proceed to implement the
instructions. Finally, the role play concluded with summarizing the case in brief. The conclusion
made then, is as below.
Conclusion
(a) Drawbacks/Problems
There was only downward communication made with no clarifications or upward
communication
Communication was incomplete with an assumption being made
Implementation was done in haste and without logical and proper thinking
(b) Recommendations
There should be always two way communication over the channel
l
l
l
l
ANNEXURE I
13
Case Study/Role Play - 1
Introduction
A village known as Sundarvan and the areas surrounding Sundarvan is affected by the floods from
the river flowing alongside. The task is to distribute food packets to the needy people in the flood
affected areas. For the said task, Class I & II Officers are required to give instructions to Class III &
IV Employees for disbursement of food packets in the flood affected areas of Sundarvan. The aim is
to make available the packets available to those who are in dire need of it causing no wastage.
There was a downward communication made from Class I & II to Class III & IV. The team was
instructed to distribute the food packets in flood affected areas of Sundarvan by using helicopter.
Class I & II ranked officers assumed that their team shall understand that the packets should be
dropped from the helicopter such that it reaches the hands of the needy. However, the packets were
dropped randomly in the areas of Sundarvan and also wherever the team saw people. As a result,
the packets fell into the river and were wasted.
Implementation
The above case study was discussed in the class with the participants, where both, Class I & II to
Class III & IV were present and the case was enacted through role play. First, they were given the
highlights of the case-study and were given time to analyse the example from a 360˚ view. Then,
they were made to analyze the problem, study the pros and cons of the case, find out the root cause
and suggest the solutions. Furthermore, the case was enacted through role play where debate took
place between participants. Later, the discussion was made seeking inputs from all the Class I & II
participants as to how would they give instructions in such scenario. Class III & IV participants were
asked as to what they shall do in a similar situation and how they shall proceed to implement the
instructions. Finally, the role play concluded with summarizing the case in brief. The conclusion
made then, is as below.
Conclusion
(a) Drawbacks/Problems
There was only downward communication made with no clarifications or upward
communication
Communication was incomplete with an assumption being made
Implementation was done in haste and without logical and proper thinking
(b) Recommendations
There should be always two way communication over the channel
l
l
l
l
14
l
l
Higher rank officers should give adequate and complete information and encourage
upward communication
Lower rank officers shall think logically before implementing an idea and should clarify
the doubts, if any with higher rank officers
The idea of discussing the case study was to lead the group to a discussion on the issues that can
happen due to lack of exact communication and how to tackle such situations such that effective
and favourable implementation takes place.
Some of the slides used for the training are presented in the section below.
15
14
l
l
Higher rank officers should give adequate and complete information and encourage
upward communication
Lower rank officers shall think logically before implementing an idea and should clarify
the doubts, if any with higher rank officers
The idea of discussing the case study was to lead the group to a discussion on the issues that can
happen due to lack of exact communication and how to tackle such situations such that effective
and favourable implementation takes place.
Some of the slides used for the training are presented in the section below.
15
16
Case Study/Role Play – 2(i)I. What is A Work Process?
Step 1: Here, it was explained to the participants that they will now examine an interesting case
example on the improvement of the railway enquiry system
A group involved with improving work processes in one of the sections of the Indian Railways was
concerned about the process to be followed by the customer wanting to find out availability of a seat
on a given train for a particular date. The study group found that the customer had two options
available to find out the seat availability. The person could get information from two sources.
by telephone
by going directly to the reservation office
The work processes improvement group did a quick survey of the citizens to find out their
experience with the two methods available to them. They found that there were a number of
customer complaints. The group summarized the findings in the following manner:
By Telephone By Going Directly to the Office
Most of the times it was busy. There was no signboard/ information to
guide the customer.
Customer was put on hold for a long time. There was no separate counter for
enquiries.
Person providing the service was unfriendly. People in the queue shouted at him if he
tried to enquire directly.
The information provided was not reliable. Lot of time was wasted in the queue just
to get small information and the
customer felt frustrated.
The group took up process analysis and review. On the basis of their analysis, certain improvements
were made to the reservation system. According to the new system, the customer could find out
seat availability through three methods:
by internet
by telephone
at reservation office
l
l
l
l
l
Case: Improvement of Railway Enquiry System
17
As per the improved process, the customer could have the following benefits with the internet
system:
Customers could access the Indian Railways website to get the required information.
It was easy and convenient to get reliable and updated information and also involved less
time and effort.
He could have all the information required (trains, availability of seats, timings, fares,
connectivity).
He could access the website 24 hours a day from anywhere.
The telephone system of enquiry was improved in the following manner:
Enquiry system was completely computerized.
Customers did not have to wait anymore. Customer could call from anywhere (home, office
or a PCO).
In an easy, step-by-step manner the customer could get the required information in Hindi,
English or the local language.
System was periodically monitored to ensure its proper functioning.
The system of enquiry at the reservation office was also improved. The improvements made are
listed below:
Clear signboards were placed in prominent places.
There was a separate counter for enquiries.
Person posted on this enquiry counter was specially trained to be friendly and helpful.
Customer could have all the information he needed without waiting or standing in a queue.
After a certain period of implementing the new process, the group conducted a follow-up survey
with a random group of citizens / customers. The group was delighted to find that the satisfaction
levels had gone up substantially.
Step 2: Lead a discussion on the Railway Enquiry System Case Study using the following points as
cues
What was the old process for a customer wanting to find out seat availability on a given
train for a particular date?
What were the problems with the old process?
What sorts of inefficiencies arise in a work process because the processes have not
changed for a long time and have outlived their usefulness?
What does a process mean?What does a process mean?
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
16
Case Study/Role Play – 2(i)I. What is A Work Process?
Step 1: Here, it was explained to the participants that they will now examine an interesting case
example on the improvement of the railway enquiry system
A group involved with improving work processes in one of the sections of the Indian Railways was
concerned about the process to be followed by the customer wanting to find out availability of a seat
on a given train for a particular date. The study group found that the customer had two options
available to find out the seat availability. The person could get information from two sources.
by telephone
by going directly to the reservation office
The work processes improvement group did a quick survey of the citizens to find out their
experience with the two methods available to them. They found that there were a number of
customer complaints. The group summarized the findings in the following manner:
By Telephone By Going Directly to the Office
Most of the times it was busy. There was no signboard/ information to
guide the customer.
Customer was put on hold for a long time. There was no separate counter for
enquiries.
Person providing the service was unfriendly. People in the queue shouted at him if he
tried to enquire directly.
The information provided was not reliable. Lot of time was wasted in the queue just
to get small information and the
customer felt frustrated.
The group took up process analysis and review. On the basis of their analysis, certain improvements
were made to the reservation system. According to the new system, the customer could find out
seat availability through three methods:
by internet
by telephone
at reservation office
l
l
l
l
l
Case: Improvement of Railway Enquiry System
17
As per the improved process, the customer could have the following benefits with the internet
system:
Customers could access the Indian Railways website to get the required information.
It was easy and convenient to get reliable and updated information and also involved less
time and effort.
He could have all the information required (trains, availability of seats, timings, fares,
connectivity).
He could access the website 24 hours a day from anywhere.
The telephone system of enquiry was improved in the following manner:
Enquiry system was completely computerized.
Customers did not have to wait anymore. Customer could call from anywhere (home, office
or a PCO).
In an easy, step-by-step manner the customer could get the required information in Hindi,
English or the local language.
System was periodically monitored to ensure its proper functioning.
The system of enquiry at the reservation office was also improved. The improvements made are
listed below:
Clear signboards were placed in prominent places.
There was a separate counter for enquiries.
Person posted on this enquiry counter was specially trained to be friendly and helpful.
Customer could have all the information he needed without waiting or standing in a queue.
After a certain period of implementing the new process, the group conducted a follow-up survey
with a random group of citizens / customers. The group was delighted to find that the satisfaction
levels had gone up substantially.
Step 2: Lead a discussion on the Railway Enquiry System Case Study using the following points as
cues
What was the old process for a customer wanting to find out seat availability on a given
train for a particular date?
What were the problems with the old process?
What sorts of inefficiencies arise in a work process because the processes have not
changed for a long time and have outlived their usefulness?
What does a process mean?What does a process mean?
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
18
Step 3: Used the discussion on the Railway Enquiry System Case Study to define a work process.
Use the following points as cues
A process, quite simply, is the way we get our work done.
It is a series of connected steps or actions, which aim to achieve an outcome.
All our work involves processes and there can be no products or services without
processes.
Processes transform inputs (such as people, raw materials and information) from
'suppliers' into desired outputs (such as skilled people, new products and information
services) for 'customers'. In doing so they 'add value' to supplier inputs.
Step 4: Examined why we need a work process. Used the discussion on the Railway Enquiry
System Case Study as cues
Why do we need to study a process?
If we always do what we've always done, we'll always get what we've always got!!
Similarly, to be more effective and efficient at your work, you need to critically examine and
review the way you work.
Step 5: Explained that participants need to periodically ask certain questions to improve work
processes
Some of the questions asked:
Does the current process meet customer needs and expectations?
Is it efficient in the use of resources?
Is it responsive to special or changing demands?
What is the gap between actual and desired performance?
Step 6: Asked participants to list out the advantages/ benefits of process improvement keeping the
Railway Case Example in mind. Note down the points. Used the following points as cues
Some of the benefits of process improvement, as illustrated in the Railway Case Example may be:
Increased speed.
Minimized inconvenience for customers and employees.
Greater customer satisfaction.
Cuts down waste which takes time, effort and energy but don't add any value.
Enhanced sense of personal effectiveness for the employee.
Elimination of delays, unnecessary steps/duplication, bottlenecks/constraints
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
19
Step 7: Noted down the responses on the board. Reminded participants to review how process
improvements were done in the case of railway reservation system
How do we make improvements in our work processes? Here are some of the steps you can take to
improve a process:
Generate feedback from customers/ stakeholders - as evident from our earlier discussion
on the railway reservation example, we can seek feedback from our customers /
stakeholders to find out the problems in our processes or procedures.
Change in procedures - as was done in our case example of railway reservation system, we
can make procedural changes to improve the process.
Use technology - use of information technology enables government departments to
handle information and their material resources in an enhanced manner.
Skills up gradation - identifying what skills need to be upgraded; and then providing
learning/developmental opportunities for employees to function effectively.
Delegation/decentralization of authority – decision making authority needs to rest with the
individuals at the operational levels. Most of government departmental work processes
suffer because employees at the citizen contact point level do not have key decision making
authority. Therefore, decentralization will improve lot of our processes.
l
l
l
l
l
18
Step 3: Used the discussion on the Railway Enquiry System Case Study to define a work process.
Use the following points as cues
A process, quite simply, is the way we get our work done.
It is a series of connected steps or actions, which aim to achieve an outcome.
All our work involves processes and there can be no products or services without
processes.
Processes transform inputs (such as people, raw materials and information) from
'suppliers' into desired outputs (such as skilled people, new products and information
services) for 'customers'. In doing so they 'add value' to supplier inputs.
Step 4: Examined why we need a work process. Used the discussion on the Railway Enquiry
System Case Study as cues
Why do we need to study a process?
If we always do what we've always done, we'll always get what we've always got!!
Similarly, to be more effective and efficient at your work, you need to critically examine and
review the way you work.
Step 5: Explained that participants need to periodically ask certain questions to improve work
processes
Some of the questions asked:
Does the current process meet customer needs and expectations?
Is it efficient in the use of resources?
Is it responsive to special or changing demands?
What is the gap between actual and desired performance?
Step 6: Asked participants to list out the advantages/ benefits of process improvement keeping the
Railway Case Example in mind. Note down the points. Used the following points as cues
Some of the benefits of process improvement, as illustrated in the Railway Case Example may be:
Increased speed.
Minimized inconvenience for customers and employees.
Greater customer satisfaction.
Cuts down waste which takes time, effort and energy but don't add any value.
Enhanced sense of personal effectiveness for the employee.
Elimination of delays, unnecessary steps/duplication, bottlenecks/constraints
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
19
Step 7: Noted down the responses on the board. Reminded participants to review how process
improvements were done in the case of railway reservation system
How do we make improvements in our work processes? Here are some of the steps you can take to
improve a process:
Generate feedback from customers/ stakeholders - as evident from our earlier discussion
on the railway reservation example, we can seek feedback from our customers /
stakeholders to find out the problems in our processes or procedures.
Change in procedures - as was done in our case example of railway reservation system, we
can make procedural changes to improve the process.
Use technology - use of information technology enables government departments to
handle information and their material resources in an enhanced manner.
Skills up gradation - identifying what skills need to be upgraded; and then providing
learning/developmental opportunities for employees to function effectively.
Delegation/decentralization of authority – decision making authority needs to rest with the
individuals at the operational levels. Most of government departmental work processes
suffer because employees at the citizen contact point level do not have key decision making
authority. Therefore, decentralization will improve lot of our processes.
l
l
l
l
l
20
Case Study/Role Play – 2(ii)II. Finding the Root Cause of a Process Problem
Step 1: Explained that the participants will discuss a Case Study of the Certificate Issuance in this
context
A welfare department was concerned that the students and their parents experienced difficulties in
completing paper work on time for getting hostel admission. A small group in the department was
asked to study the process and make necessary improvements.
The group tried to examine why delays were occurring in completing paper work. They found that
the students were required to submit caste, nativity and income certificates. But, there were undue
delays in getting these from the officials.
When the group tried to examine why delays were common in issuing these certificates, they
discovered that the Mandal Revenue Officer (MRO) was required to sign the certificates. But, the
MRO was not usually available in the office for long periods of time or he was extremely busy. The
group studying the process also found out that the MRO was already overloaded with numerous
other activities and did not have ready access to information on caste, nativity and income of people
from all the villages in his jurisdiction.
The group considered different options for improving the process to minimize delays and found that
the best system would be to delegate the signing of certificates to Panchayat Secretary. In any case,
the MRO's signature was based only on the inputs from the Panchayat Secretary. The Panchayat
Secretary had all the required information to give the certificate and was also accessible to students
and their parents. The new system worked well, and contributed to minimizing delays in completing
paper work and removing the problems of the affected students and their parents.
Step 2: Discussed the case of the Certificate Issuance. Used the following points as cues
What were the difficulties with the earlier system of issuing certificates?
How did the group make the changes?
What was the process that was followed for getting to the root cause of the problem?
Step 3: Based on the points of the discussion draw the following conclusions
How to approach the root cause of a process problem?
Sometimes the root cause of a problem may be hidden by other problems. So, we have to
l
l
l
l
Case: Certificate Issuance
21
start by asking why we have a problem. By asking 'why', a number of times in succession,
you get to the root cause of the problem.
For getting to the root cause of the problem, an official should get a relevant group of
employees, describe the purpose of exercise, and clearly state the problem to be analysed.
The group should ask why and write the answers. They should keep repeating the exercise
till they get to the root cause of the problem.
l
20
Case Study/Role Play – 2(ii)II. Finding the Root Cause of a Process Problem
Step 1: Explained that the participants will discuss a Case Study of the Certificate Issuance in this
context
A welfare department was concerned that the students and their parents experienced difficulties in
completing paper work on time for getting hostel admission. A small group in the department was
asked to study the process and make necessary improvements.
The group tried to examine why delays were occurring in completing paper work. They found that
the students were required to submit caste, nativity and income certificates. But, there were undue
delays in getting these from the officials.
When the group tried to examine why delays were common in issuing these certificates, they
discovered that the Mandal Revenue Officer (MRO) was required to sign the certificates. But, the
MRO was not usually available in the office for long periods of time or he was extremely busy. The
group studying the process also found out that the MRO was already overloaded with numerous
other activities and did not have ready access to information on caste, nativity and income of people
from all the villages in his jurisdiction.
The group considered different options for improving the process to minimize delays and found that
the best system would be to delegate the signing of certificates to Panchayat Secretary. In any case,
the MRO's signature was based only on the inputs from the Panchayat Secretary. The Panchayat
Secretary had all the required information to give the certificate and was also accessible to students
and their parents. The new system worked well, and contributed to minimizing delays in completing
paper work and removing the problems of the affected students and their parents.
Step 2: Discussed the case of the Certificate Issuance. Used the following points as cues
What were the difficulties with the earlier system of issuing certificates?
How did the group make the changes?
What was the process that was followed for getting to the root cause of the problem?
Step 3: Based on the points of the discussion draw the following conclusions
How to approach the root cause of a process problem?
Sometimes the root cause of a problem may be hidden by other problems. So, we have to
l
l
l
l
Case: Certificate Issuance
21
start by asking why we have a problem. By asking 'why', a number of times in succession,
you get to the root cause of the problem.
For getting to the root cause of the problem, an official should get a relevant group of
employees, describe the purpose of exercise, and clearly state the problem to be analysed.
The group should ask why and write the answers. They should keep repeating the exercise
till they get to the root cause of the problem.
l
22
Case Study/Role Play – 2(iii)
III. Alternative Solutions for Improving a Process
Step 1: Explained to participants that they will now examine ways of solving a process problem
A senior official of a State government department was concerned about improving the quality of
citizen service. He constituted an improvement team to work with him to develop actionable plans
for implementation.
He began by putting the broad objective of 'improving citizen service' on the board. Then, he asked,
“how can this be best achieved?” The different team members gave different suggestions and he
recorded all the answers on the board.
He then picked up each suggestion and said how that suggestion could be implemented. For
example, if one of the responses to the first question was that, “citizen service could be improved
through availability and accessibility of public officials”, then he asked, “how could availability and
accessibility of officials be improved”. Each of those responses were also noted down and then
discussed.
The group continued asking “how?” as long as sensible answers were possible. Once this discussion
was completed, the advantages, disadvantages, cost and probability of success of each alternative
was discussed and the best options were selected.
Step 2: Used the case study to spark off a discussion on alternative methods of problem solving.
Use the following points as cues
How did the group go about making a clear action plan?
What can be learned from this example?
What was the process that was followed for developing a clear action plan?
Step 3: Sum up the discussion and conclude it
By asking a series of 'how' questions, an improvement team can develop effective action plans. The
method can be used to find out various alternatives for solving the problem.
Here are a few tips on how an action plan can be created for a process problem:
For developing a well-thought action plan, a senior official should get a relevant group of
employees. He should describe the purpose of the exercise and the steps to be followed.
l
l
l
l
23
l
l
l
He should start with a broad description of the solution to be considered, and then ask how
that can be achieved.
The official should continue asking 'how' as long as sensible answers are possible. Usually
no more than five iterations are necessary.
Once the process has been completed, the advantages, disadvantages, cost and
probability of success of each alternative can be established to select the best option.
Some of the slides used for the training are presented in the section below.
22
Case Study/Role Play – 2(iii)
III. Alternative Solutions for Improving a Process
Step 1: Explained to participants that they will now examine ways of solving a process problem
A senior official of a State government department was concerned about improving the quality of
citizen service. He constituted an improvement team to work with him to develop actionable plans
for implementation.
He began by putting the broad objective of 'improving citizen service' on the board. Then, he asked,
“how can this be best achieved?” The different team members gave different suggestions and he
recorded all the answers on the board.
He then picked up each suggestion and said how that suggestion could be implemented. For
example, if one of the responses to the first question was that, “citizen service could be improved
through availability and accessibility of public officials”, then he asked, “how could availability and
accessibility of officials be improved”. Each of those responses were also noted down and then
discussed.
The group continued asking “how?” as long as sensible answers were possible. Once this discussion
was completed, the advantages, disadvantages, cost and probability of success of each alternative
was discussed and the best options were selected.
Step 2: Used the case study to spark off a discussion on alternative methods of problem solving.
Use the following points as cues
How did the group go about making a clear action plan?
What can be learned from this example?
What was the process that was followed for developing a clear action plan?
Step 3: Sum up the discussion and conclude it
By asking a series of 'how' questions, an improvement team can develop effective action plans. The
method can be used to find out various alternatives for solving the problem.
Here are a few tips on how an action plan can be created for a process problem:
For developing a well-thought action plan, a senior official should get a relevant group of
employees. He should describe the purpose of the exercise and the steps to be followed.
l
l
l
l
23
l
l
l
He should start with a broad description of the solution to be considered, and then ask how
that can be achieved.
The official should continue asking 'how' as long as sensible answers are possible. Usually
no more than five iterations are necessary.
Once the process has been completed, the advantages, disadvantages, cost and
probability of success of each alternative can be established to select the best option.
Some of the slides used for the training are presented in the section below.
24
ANNEXURE II
24
ANNEXURE II
Name of the Participant:
Name of the Division:
Designation:
Work profile:
Training Place:
Design of the training program:
Your views on the usefulness & applicability
of the Program:
Your views on the delivery of the
Training Program:
26
Feedback Form
Date: ____/____/2013
Excellent Very Good Good Average
Excellent Very Good Good Average
Excellent Very Good Good Average
27
Your views on trainer:
Your views on training venue & Food:
Suggestions if any:
Views if any:
Excellent Very Good Good Average
Excellent Very Good Good Average
Name of the Participant:
Name of the Division:
Designation:
Work profile:
Training Place:
Design of the training program:
Your views on the usefulness & applicability
of the Program:
Your views on the delivery of the
Training Program:
26
Feedback Form
Date: ____/____/2013
Excellent Very Good Good Average
Excellent Very Good Good Average
Excellent Very Good Good Average
27
Your views on trainer:
Your views on training venue & Food:
Suggestions if any:
Views if any:
Excellent Very Good Good Average
Excellent Very Good Good Average
ANNEXURE III
29
Session Wise Schedule
Day 1
Introduction
l Introduction
l How each one of us can contribute?
l Role effectiveness and citizen focus
l Effective Communication
l Personal Effectiveness
l Interpersonal Effectiveness
Day 2
Communication
l Case Study
l Causes for Failure in Communication
l Communication in Groups
l The Impact of Body Language
l Characteristics of Effective & Ineffective Listening
l Some Communication Problems
l Development of Personal Action Plans
Day 3
I.T.
l Basic understanding and Trouble Shooting on Hardware
l Basic understanding and Trouble Shooting on Software and Applications
l Basic understanding and Trouble Shooting on Networking, Internet connectivity
Governance and Leadership Role
l Role and functioning of government
l Differences between governments and business
l Changes in the
Citizen Focus and Improving Processes
l Defining a work process
l Why do we need a work process?
l Analyzing and improving current work processes
Team Building
l Functioning as a Team
l Key Elements that Contribute to Team Effectiveness
l Key leadership tasks in managing teams
Se
ssio
n 1
Se
ssio
n 2
ANNEXURE III
29
Session Wise Schedule
Day 1
Introduction
l Introduction
l How each one of us can contribute?
l Role effectiveness and citizen focus
l Effective Communication
l Personal Effectiveness
l Interpersonal Effectiveness
Day 2
Communication
l Case Study
l Causes for Failure in Communication
l Communication in Groups
l The Impact of Body Language
l Characteristics of Effective & Ineffective Listening
l Some Communication Problems
l Development of Personal Action Plans
Day 3
I.T.
l Basic understanding and Trouble Shooting on Hardware
l Basic understanding and Trouble Shooting on Software and Applications
l Basic understanding and Trouble Shooting on Networking, Internet connectivity
Governance and Leadership Role
l Role and functioning of government
l Differences between governments and business
l Changes in the
Citizen Focus and Improving Processes
l Defining a work process
l Why do we need a work process?
l Analyzing and improving current work processes
Team Building
l Functioning as a Team
l Key Elements that Contribute to Team Effectiveness
l Key leadership tasks in managing teams
Se
ssio
n 1
Se
ssio
n 2
30
context and Environment for government organizations
l Direction of Change
l Anticipation, decentralization and focusing on outcomes
l Leadership role for coping change
l Reflections and discussion
l Alternative Solutions for Improving a Process
l RAMP Matrix
l Citizen Friendly Government
Characteristics of Successful Leaders
l Characteristics of Successful Leaders
l What Makes a Leader?
Feedback and Evaluation
Se
ssio
n 2
Se
ssio
n 3
ANNEXURE IV
30
context and Environment for government organizations
l Direction of Change
l Anticipation, decentralization and focusing on outcomes
l Leadership role for coping change
l Reflections and discussion
l Alternative Solutions for Improving a Process
l RAMP Matrix
l Citizen Friendly Government
Characteristics of Successful Leaders
l Characteristics of Successful Leaders
l What Makes a Leader?
Feedback and Evaluation
Se
ssio
n 2
Se
ssio
n 3
ANNEXURE IV
32
Photo Gallery
33
32
Photo Gallery
33
34
