Proceeding of the Agenda Setting Workshop at Shimla (pdf) - yashada

Proceedings of the Workshop on Training Initiative under the DFID supportedprogramme on Capacity Building for Poverty Reduction(CBPR) held atHimachal Pradesh Institute for Public Administration, Shimla on 22-23 rd June 06Prepared byDepartment of Personnel & TrainingOld JNU Campus, New Delhi

Appendix 1Directions suggested by the Workshop participantsThe intent of this workshop is to develop a training agenda with service-delivery as thecentral concept. A discussion paper (Annexure I) was circulated to all the participantsoutlining the broad parameters of the CBPR program and the framework under which thetraining initiative may be discussed. Workshop was for two days. The first day proceedingscovered the experiences of various ATIs and setting up of the basic agenda. The second daydeliberations included consolidating the lessons learnt from the first day and identify the keydirections for the training initiative under the CBPR program. The schedule for theworkshop and the list of Participants is given as Annexure II and III respectively.Session 1: Opening RemarksProceedings on Day 1 (22 nd June 06)Shri Ajay Mittal, Director, HPIPA welcoming the workshop participants indicated that it wasindeed a privilege to host the conference and thanked DOPT for having provided theopportunity. He further indicated that the issues to be discussed in the workshop were asrelevant to HPIPA and Himachal Pradesh as they were to the rest of the country. He hopedthat this workshop would provided important inputs and would be considered as a majormilestone in the CBPR programShri Ajay Sawhney, Joint Secretary, DOPT thanked Director, HPIPA for the excellentarrangements. He remarked that it was heartening to see a good representation from theAdministrative Training Institutes from all over the country and that the deliberations willbenefit from the presence of experienced trainers from the participating institutes in theworkshop. He gave a brief overview of the CBPR program and underlined the fact thateffective delivery of public services is the key for poverty alleviation since poor spendconsiderable time, effort, and money for finding alternative to services which ought to beprovided by the government. The purpose of the workshop, Mr Sawhney indicated, was togenerate ideas that would form the training agenda under the CBPR program. He alsorequested the workshop participants to take into account, during the deliberations, some ofthe initiatives taken under the UNDP program which included capacity building of the ATIsand intensive district training initiatives.Session II: Program background and Agenda for the workshopShri D. Durga Prasad from Adam Smith International, the Program ManagementConsultants for the CBPR program made a presentation on the program background andthe agenda for the workshop (Annexure IV). It was highlighted that the basic premise ofthe program is the recognition of the link between efficient and effective publicadministration and poverty reduction. One of the main program initiatives is theimprovement of service delivery. It was stated that the role of training under the broadobjective of the program derives from the fact that quality and quantity of service delivery isclosely linked to the orientation of the personnel in the service delivery unit. Training wasprimarily to make the frontline personnel to be task ready. The agenda outlined for theworkshop included: (i) Identifying main gaps/constraints in development andimplementation of a plan for training for service delivery which is scalable and replicableacross the country while be cost-effective and identify possible solutions/strategies toovercome these, (ii) An inventory of training tools and techniques that need to be developedfor pervasive use based on experiences of the various ATIs under the UNDP and otherefforts, (iii) Identifying main components of a TNA exercise for service delivery training and- 1 -

Appendix 1Directions suggested by the Workshop participants(iv) Methods of replicating effective training interventions done in various states across thecountry.Summary of discussions and comments in Session II1. Shri Ajay Sawhney, Joint Secretary, DOPT while commenting on the agenda for theworkshop highlighted the following aspects:i. State-of-the-art in TNA is well developed and generic enough to be deployedacross sectors with appropriate customisation.ii.Training tools are available with ATIs. To the extent possible the available toolsshould be used for any training initiative developed under the program.He also suggested that:iii.iv.The ownership of the line departments, which are the service providers, has tobe ensured for successfully initiating any training plan. Line Departments in Stateand Central governments will have to be taken on board.Any effort in piloting a training scheme developed/proposed under the CBPRprogram should be implemented through to its last step and an evaluation doneto assess its usefulness.2. Prof. J. George, Chair, Faculty of Economics and Development Planning, HIPAcommented thati. The human resource constraint faced by the ATIs is a factor that should be keptin mind while designing any program.ii.iii.The ATIs have the experience and the expertise in conducting TNAsReplicating an existing training model(s) per se or specifying a universal trainingframework might not be functional. Customisation based on state specific issueswould be necessary.3. Mrs Mala Shrvastava, DG, Academy of Administration, Bhopali. It is critical that the training needs be discussed in the context of governancereforms that are required. Ownership of existing poverty reduction program bythe bureaucracy at the cutting edge is generally poor.ii.iii.iv.The authority of the Collector has diluted since the implementation of the 73rdand 74th amendment, resulting in no single authority at the district level.Training has to be discussed in the context of the changed ground realities.For the existing poverty alleviation programs there is no assessment of therelationship between program performance and family (beneficiary) wellbeing.No real monitoring mechanism in place. Probably department of economics andstatistics can be the agency for monitoring the programs on poverty alleviation.Adequate training may need to be imparted to the personnel of this department.Standards need to be set and an indicator set developed.Are we concentrating only on rural poor? Majority of poverty in the comingyears is expected to be concentrated in the Urban areas.- 2 -

Appendix 1Directions suggested by the Workshop participants4. Shri Venketesan, Consultant, Yashada commented on the training needs assessmentcomponent of training agenda as follows:i. Although numerous methodologies are available for TNA what is required is acommon sense approach. Examples of well accepted TNA are those developedby DOPT and Planning Commission. Recently developed YASHADA approachof a 4- stage TNA is also very robust.ii.The learning from the TNA should influence the training methods and content.5. Dr A. Ghosh, Deputy Director, ATI, West Bengal highlighted the important ofmaking the training agenda recognise the decentralised planning that is gaining groundat the district level. Specifically he comments were as follows:i. The institution of the District Magistrate has lost control on the LineDepartments and any training program proposed under this program should takecognizance of this fact.ii.iii.iv.Under the 11th five year plan it is envisaged that all districts will prepare a districtplan. ATIs can provide training for preparation of the district plans. In additionATIs can contribute through training for preparation of the District HumanDevelopment Reports, District vision statements, District Infrastructure andPoverty indices etc..Ramachandran committee advocates local planning on the Kerela model. Tofacilitate local planning ATI can provide training for evidence based advocacy egthrough training and operationalising the use of development informationsoftware (software provided by UNICEF for monitoring MillenniumDevelopment Goals) at the district level, development of village maps etc..Training on PRA and PLA techniques is important.6. Shri Ajay Mittal, Director, HPIPA highlighted that importance of engaging theexecutive in improving service delivery for the poor while strengthening the serviceusers ability to ask for better services.i. Along with considering how training can influence supply side of servicedelivery, it is important to consider the demand side or good quality servicedelivery and training as an influencer for the same. It may be worthwhile toconsider enabling the poor to articulate their demand for better services.ii.The role of executive in influencing the quality of service delivery is exemplifiedby the success of the Pulse Polio campaign. Training programmes for sensitisingthe executive at various levels of government could have a significant impact.Role of training may be considered in this light.7. Dr Ram Mohan, Faculty, Institute of Management in Government, Kerelai. Informed that Kerala has adopted a service delivery policy. In 2002 theGovernment of Kerala had launched a state level programme called theModernizing Government Programme. Under this programme sevendepartments: Revenue, police, health, civil supply, education, local bodies, andsecretariat were identified to be covered under the service delivery policy.- 3 -

Appendix 1Directions suggested by the Workshop participantsAccordingly, training modules for 22-27 level of officials were prepared. Politicalleadership was also brought into the ambit of the project.8. Shri D. Durga Prasad from Adam Smith Internationali. Informed that DARPG has already initiated a program for providing qualitymark (SEVOTTAM) to service delivering institutions in the government domain.BIS has already notified the generic standard. Institutionalization ofSEVOTTAM will address some of the concerns raised.The discussions during this session clearly revealed that significant capacity has alreadybeen built in the training system under various initiatives launched earlier. The traininginitiative under the CBPR has a platform available to launch itself. It would be prudentand advisable to build on existing capabilities so as to ensure synergy.However, there seem to be clear gaps in terms of incorporating emerging changes in thegovernment structure and processes at the district levels into the training agenda. Theimportance of engaging the executive in the various service delivery initiatives is something which needs emphasis.The discussion provided insights into the emerging training agenda of all the levels ofgovernment.In the next set of sessions the workshop participants were introduced to the innovativeexperiences and experiments in training initiated by ATIs in different states. YASHADA,ATI of Maharashtra presented its innovations and experiential learning across the trainingspectrum beginning with TNA and ending with training evaluation, Academy ofAdministration, ATI, MP presented a comprehensive model for training of front-linepersonnel, the Tamil Nadu ATI presented a training model that dealt with the life space ofemployees of the government and final presentation by ATI, AP elaborated on a changemanagement driven training plan. Training in the AP model has been conceptualised as apart of a Government reform process. The variation in approaches and concerns provided arich mosaic of training options.Session III: Presentation on district intensive training project in Satara District byYashadaMs Poonam Mehta, Assistant Prof, Yashada along with Shri S Venkatesan, Consultant,Yashada made the presentations. The content and structure (the full presentation is inAnnexure V & VI) of the presentation were as followsa. Introduction to YashadaA brief on the Institute including various training and research projects beingundertaken.- 4 -

Appendix 1Directions suggested by the Workshop participantsb. Film of district intensive training Project – JagrutiFilm was screened providing an overview of the district intensive training project(christened Jagriti-Awakening). The film provided the overview of the training contentand the process.c. Presentation on JagrutiIt was outlined the building blocks of the Jagriti project include (i) Bottom upTraining- class III & IV grade employees trained from 10cadres, (ii) Tailor madetraining modules along with training guides, (iii) Various training tools used- CBT,puppets, Multi media stage show, street plays, audio songs, film clippings iv trainersdeveloped from within the cadre (iv) Self improvement modules like Yoga and stressmanagement included in the training program (v) Reading and reference material foreach cadre (vi) Training comprised knowledge, skill, attitude, (vii) 360 degree TNAdone – comprising of both work space and life space, (viii) Political leadershipinvolved to motivate and legitimize the program.The achievements highlighted include: (i) Training of 10431 employees in 9 months,(ii) 13 Audio-visual Aids, (iii) 10 cadre based films, (iv) 11 Training modules for allcadres, (v) Bank of 120 expert trainers created (vi) Large training effort withoutcompromising on quality – at one point 3000 employees being trainedsimultaneously (vii) Most of the trainees got to attend a training program first time intheir working life.d. Impact assessmentThe presentation detailed the findings from the impact assessment of the DistrictIntensive Training at Satara. Presentation included the (i) Methodology of assessment (ii)Findings (iii) Highlights (learning)• The findings include: (i) Improved performance due to training (ii) Objectives set byYASHADA achieved (iii) Material/Modules/Films can be used by other districts (iv)Trainers from voluntary agencies, NGOs, Institutes, retired and serving officers (v)Availability of willing Resource Persons (vi) Good Quality of training material (vii)Creative training methods used (viii) Adaptability & adoptability of resourcesgenerated (ix) Quality of life of participants improved (x) Positive attitude (postraining) – specially of peons and drivers (xi) Yoga taught in the training stillcontinues to be practiced by majority of employees• The highlights (what worked) from the project include: (i) Simplified TNA study (ii)Core team to monitor the project (iii) Camp Approach (iv) One time approvals (v)Training Venues selected with care (vi) Residential training (vii) Innovative trainingmethodse. Suggestions for the training initiative under the CBPR ProgramFocus on vulnerable groups – (i) Women- Widows, single women, Child Labour, (ii)Socially and economically disadvantaged groups, (iii) People with disabilityHarbinger innovations to make governance more inclusive: (i) Concepts- Citizencharter, Gender budgeting, (ii) Tools- GS/Remote Sensing, PPA (participatorypoverty assessment)- 5 -

Appendix 1Directions suggested by the Workshop participantsCommentsImplementation for training frontline service delivery personnel may include : (i)Mapping Out Departments,(ii)Identifying cadres having interface with the poor anddelivery of services, (iii) Identify deliverables, Identify areas of convergence amongdepartments, (iv) Identify basic schemes, budget heads, funds, (v) Identify areas oftraining for each cadre, (vi) Decentralize trainingPrerequisites for strengthening training for improved Governance: (i) Increasingbudget provision is essential but not a sufficient condition- increasing accountabilityof service providers is important (ii) Simple home-based training programs important(iii) Replicable Low cost training – use of technology, distance learningCapacity building pyramid: (i) Policy makers: Visioning, planning, leadership (ii)Decision makers : Handholding and Mentoring (iii) Middle Management :Management tools and Innovations (iv) Cutting edge personnel: Skills and attitudetraining1. Shri TD Negi, Director, Urban Development, Government of Himachal Pradeshi. Training is important for program/project implementation personnel.ii. Money availability for training is very low.iii. Urban poverty will be critical in the future, this is going to increaseiv. Definition of poverty needs a re-look, deprivation based approach is requiredv. DOPT has to be the nodal agency and provide training packages and funds,vi. Rural and urban poverty are different and hence training strategies might have to bedifferentvii. Urban poverty has to be defined and discussed in a gender sensitive manner.2. Shri Rakesh Kaushal, Director , Rural Development, Government of Himachal Pradeshi. Capacity building of beneficiaries is important so that they can demand services3. Shri Ajay Mittal, Director, HPIPAi. Top political functionaries should be sensitized on the link between service deliveryand poverty alleviation. It is critical that political leadership is interested4. Dr. Ram Mohan, Faculty, Institute of Management in Government, Trivandrumi. Kerela, training of elected representative in project management has been impartedSession IV: Presentation on Capacity Building for Service DeliveryMrs Mala Srivastava, Additional Chief Secretary and Director General Academy ofAdministration, Bhopal made the presentation. The content of the presentation (for detailedpresentation see Annexure VII) is as follows:i. Basic Premise: (i) Governance is everyone’s business (ii) Decentralized and ParticipatoryPlanning is necessary (iii) Linkage between Government and Civil Society (iv)Continuous monitoring and feedback- 6 -

Appendix 1Directions suggested by the Workshop participantsii. Pedagogical Issues : (i) Cost effective and need based training (ii) appreciation for areaspecific issues (iii) bring training closer to workplace (iv) participatory learning (iv)creation of a local training resource based – helps in broad basing training (v) Usingvariety of media and methods of training – in-situ, institutional, distance and e-learning(vi) Use saturation approach in place of extension approach.iii. Institutional Issues: (i) Develop and manage interface with Govt. Departments andTraining Institutions. (ii) establish linkages of training with career progression and cadremanagement, (iii) Creating institutional mechanism, its role and location to providerequisite training (iv) strategy to meet the training needs by way of design, developmentand operationalisation of training packagesiv. Technical Issues: (i) Clarity of self at cutting edge- functional skills and attitudinalorientation towards service, quality and effectiveness, (ii) Linking self respect andsatisfaction with effective performance, (iii) Inculcating values – work is worship andrespect for citizen in democracy (iv) Mutual cooperation, coordination and team workin inter and intra department level (v) Motivate for implementing various projects /plan(vi) Ascertain validity, reliability and authenticity of base line data, (vii) Integration ofsectors in district plan.v. Shift in premises of training: (i) Supply driven to demand driven, (ii) Formal training informal training institutions to formal/informal in-situ training (iii) training institutions astraining providers to Training institutions as package developers and implementers (iv)Training for officers to training for all especially cutting edge employees (v) Class roomorientation to Simulation and field orientation (vi) Knowledge and skills to competencebuildingvi. Shift from traditional to system based trainingvii. Detailed sector-wise personnel were listed from the cutting edge of service delivery aspotential candidates for training.viii. Detailed training needs for cutting edge employees and elected representatives of ULBsand PRIs were outlined. The categories included were: (i) Frontline employees ofdevelopment departments (ii) Class III Government Employees (iii) Class IVGovernment employees (iv) Public Representatives in ULBs (v) Public Representativesin PRIs. (Details are in Annexure VII)Session V: Presentation on Intensive District Training Program at Theni TamilnaduShri S. Palaniappan, Programme Director and Training Coordinator, Anna Institute ofManagement, Chennai made the presentation. The content of the presentation (for detailedpresentation see Annexure VIII) is as follows:a. Critical success factors:i. Some of the critical factors which facilitated the implementation and success of thetraining project included: (i) The support from the district collector was critical, (ii)Political commitment and support, (iii) ATI commitment to make the program asuccess (iv) Self improvement module incorporated – nutritive value of food,exercises, sleeping patterns etc. - was a huge success with the trainees (v) for TNAobservation technique was used (vi) Addressed the cost of error- 7 -

Appendix 1Directions suggested by the Workshop participantsii. It was reported that 5500 employees were trainedb. Suggestions for the training initiative under the CBPR Programi. Service delivery parameters should be set – may include Speed of Execution,Accuracy and Correctness , Behaviour, clarity in communication /content/processesii. Cutting edge employees and their supervisor should be the target group.c. Other suggestions for impacting favorably the poori. Suggested a Mentor development program- details in Annexure VIIIComments1. Mrs Mala Srivastava, Additional Chief Secretary and Director General Academy ofAdministration, Bhopali. People participation can sometime be scuttled locally despite a will at theGovernment level. E.g. Sometimes Gram Sabha meetings are held late so as toexclude participation.ii. Suggested that campaign like politicians do during election time might be a good ideafor informing people of their rights.2. Shri MP Sethi, Joint Director General, HRD Institute of Andhra Pradeshi. Training has to be demand driven.ii. Training must be anchored on outcomeiii. ATIs have to position from training delivery to service deliveryiv. Head of Department should be responsible for training. Collector should be thetraining commissionerv. ATI should focus on capacity building for delivery of services and not positions astraining deliveryvi. Creation of a IC strategy is importantSession VI: Presentation on the initiatives taken by Andhra Pradesh on capacitybuilding for Service DeliveryThe Andhra Pradesh Initiative is positioned as a process of capacity building of Linedepartments and not a program designed for delivery of training only (details in AnnexureIX). The building blocks include:a. Departmental training strategy ( D5 E Approach)- Define training Requirements,Design appropriate interventions, Develop training modules and trainers, Deliverwhich includes Pilot , Validate and Standardize, Decentralize training, Evaluatetrainingb. Capacity Building Strategy (6 Is Approach): Initiation of reform process,Identification of intervention leaders, Involvement - Buyin of the organization,Implementation of the intervention, Internalization of the intervention,Institutionalization of the intervention- 8 -

Appendix 1Directions suggested by the Workshop participantsc. Implementation of the capacity building strategyi. Governing for results workshop- i. Participants are the change leaders identifiedfrom within the departments who have positive orientation to reforms/change. CoreGroup is formed which is to lead reforms from within the organization. Strategicaction plan put in place.ii. Strategic Performance Innovation Units: Each department has a SPIU which isto (i) Develop of sector- strategy & reform plans, (ii) Performance managementsystem and improving delivery focus in polices & programme, (iii) Processreengineering,(iv) Documentation of innovations, success- stories, (v) Changemanagement programme for implementation of Public Service Deliveryimprovement plans.iii. Collaborative approach: The Core group and SPIU is expected to take forward thereforms agenda within the format prescribed under the 6 Is approach with assistancefro HRDI for capacity building and CGG (Centre for Good Governance) for crosscutting reforms issues.iv. Mapping of Service delivery requirement: This is done to understand the servicedelivery domain of a department and is a prerequisite for preparing the strategicaction plan. This includes: (i)familiarize with important schemes/programs of thegovernment , (ii) Constraints in service delivery , (iii) Share best practices successstories (iv) TNA (v) Explore possibilities of convergence (vi) Public perception ofservices including views form civil societyv. Role of HRDI: Role of a process consultant, which is much more involved thanbeing just a dispenser of training.Summary of the day’s discussion1. Prof DP Mishra, Institute of Rural Management, Anand summarized the daysdeliberations as follows:i. The AP model is not a training program per se, it has a larger agenda forreforms.ii.iii.It should be understood that capacity building is not directly for povertyreduction but for the services on which the poor are maximally dependent.Most of the intervention by the State is targeted for HHs below the poverty line,however not much is being done for HHs which slip below the poverty line dueto certain economic shocks which the HHs face. Thus while every year we areable to pull a number of HHs above the poverty line, new households keepslipping below the poverty line, thus the net magnitude of BPL families is higherthan what would have been if the slippages could be prevented. For example,one of the major economic shocks resulting in families slipping below thepoverty line is unforeseen health expenses. A good quality of health care (bothpreventive and curative) to the poor through the State health machinery wouldstem such slippages from taking place since it is much cheaper than the privatesector health care. Training component of the CBPR program throughproviding training to cutting edge service delivery personnel would help stemslippages under the Poverty line.- 9 -

Appendix 1Directions suggested by the Workshop participantsiv.Information on the rights of the beneficiaries can be imparted through acampaign mode. This creates an expenditure pressure on the State. KarmayogiShivirs in Gujarat is such a model.v. It would be useful to design the training modules under the CBPR around thefulcrum of self- esteem and dignity of the service delivery personnel.2. Shri Ajay Sawhney, Joint Secretary, DOPTi. AP initiative provides models that are useful for the CBPR training initiative andis also relevant much beyond CBPR program. Such an initiative can possibly findplace in the 11 th Five Year Plan proposal of the department. AP modelpresupposes a much larger initiative/agenda for national and state institutions.ii.iii.A possible way forward is to improve upon and replicate the Satara and Thenimodels. These are first-of-their kind experiments in providing intensive trainingto service delivery personnel at the grass root level. We may take up selectedsectors at the district level and implement the intensive training model.In the background of the presentations so far, the workshop should throw up aconcrete way forward.3. Mrs Mala Srivastava, Additional Chief Secretary and Director General Academy ofAdministration, Bhopali. The unique focus of the AP Initiative was that government departments ownedthe program. DOPT may try to replicate a similar model involving the CentralMinistries.4. Shri MP Sethi, Joint Director General, HRD Institute of Andhra Pradeshi. Administrative reforms linkage with training might be considered under thetraining initiative.ii.iii.iv.The departments which have to be involved under the training initiative (CBPR)have to be carefully chosen so that the linkage with poverty reduction ismaintained.Initiatives for cross cutting areas which are not specific to any department haveto be taken up separatelyTraining should have high reach – technology can help in increasing reach5. Shri Vineet Pandey, Director, DOPTi. There is a need to find out means for replicating the Satara and Theni models fora larger national roll out. There is a need to arrive at a common minimumprogram. What is the road map is the question we have to answer. We need tochalk out a plan of action.ii.iii.Evaluation and monitoring so as to ascertain impact of training is important.We have to prioritize the sectors, in which we have to bring in training as anintervention under the CBPR- 10 -

Appendix 1Directions suggested by the Workshop participants6. Shri D. Durga Prasad from Adam Smith Internationali. Training should not be champion drivenii.iii.Training comprises of knowledge, skills and attitudeThe talent is in picking up the core idea and multiplying the elements of theprogram.The presentations and the deliberations thereon during the first day of the workshopenabled the workshop participants to appreciate the magnitude of the training agenda andall its manifestations. The importance of improving the quality of service delivery also gothighlighted in various discussions during the day. From the shared experiences andendeavours of the various ATIs it was evident that varied knowledge and experience isavailable in different states in the country in the training domain. The challenge is inconverting into pervasively usable training modules in the shortest possible time. In otherwords, how do we replicate and scale this knowledge in a reasonable period of time. TheAP experience on the other hand provoked the participants to reflect on the necessity toreview the training institutes and their role. In fact, the pervasive view was to understandhow the AP initiative can be used to further the training agenda under the CBPR.Thereafter it was obvious that the remaining duration of the workshop be spent onaddressing these thought provoking questions while keeping the various constraints andconcerns articulated during the day in mind.It was agreed that the expertise available with the workshop participants would be used todeliberate and seek answers to these questions (see box above). In operational terms threetasks were identified for three groups formed from out of the workshop participants. Thetasks assigned to the three groups are as follows:a. Group I: Identification and prioritization of pro-poor sectors and services that needtraining intervention in the immediate and the long term (require process reengineering).The group was also expected to give cost estimates.b. Group II: Replicability of successful models under the intensive district training program- abstracting from the experiences.c. Group III: Identify aspects of the AP initiative, which can be applied in the context ofthe training initiative under the CBPR program.- 11 -

Appendix 1Directions suggested by the Workshop participantsProceedings of Day II (23rd June 2006)1. Shri D. Durga Prasad from Adam Smith International summarized the deliberations sofar in the workshopi. Training Needs Assessment: Choice between life space v/s workspace approaches.Need to find quick ways of doing the TNAii. Low cost and easy to deliver trainingiii. Creating a repository of training approaches and best practicesiv. Reaching the three tiers of the organization: will it be possible to do in a pervasivebasisv. Any training program recommended should be possible for implementation in thenext two years (life of the program)2. V. Radha, Deputy Director General, YASHADA indicated that:i. It is important that we are able to define the pre-conditions which need to befulfilled for replicating of a successful training model.ii. It should not be difficult to make a pan Indian model, since there are manycommonalities across the districts of the country which include:Collector as an institution is commonMost of the programs on which poor are dependent are Central sponsoredschemes (eg. Reproductive and Child Health Program) and are broadly similar allacross the country.Same cadre does almost similar work across the States/districts.3. The working groups made the presentations on three core elements identified from thedeliberations on first day of the workshop3.1 Group I: Identification of the tasks and sectors in the immediate and the long run.Estimate the costs involved.The presentation made by Group I is given in Annexure X. The main recommendationsof the group included:i. The sectors which need to be included (i) Health and Family welfare, (ii), RevenueAdministration, (iii) Municipal Administration, (iv) Rural Development, (v)Agriculture, (vi) Agriculture, (vii) PDS, (viii) Education (Primary & Middle), (ix)Deppt of SC/ST Welfare, (x) Registration (Cooperation)ii. Phase I: Piloting the intensive district training program in 4 districts to validate themodel and standardize it. Phase I to be completed by March 2007.iii. Expected cost for Phase I – Rs 40 lakhs per district for approx 8000 training days.iv. Phase II : Larger rolloutv. Selection of district to be based on the Number of BPL HHs- 12 -

Appendix 1Directions suggested by the Workshop participantsComments:Police department should be includedThe departments identified has to be further detailed into the cadres who are to beincluded in training program.Selection of districts should be on the basis of willingness and commitment forimplementing the training program. Buyin of the district administration is critical. It wassuggested that a mechanism may be developed wherein the districts can possibly bid forhosting the program.Another criteria is inclusion of districts selected under the RSVY/NREGP3.2 Group II: Replicability of successful models under the intensive district trainingprogram - abstracting from the experiences.The presentation made by Group II is given in Annexure XI. The mainrecommendation of the group included:• Involvement of district officials (client) during the design of the program. Demanddriven approach• Involvement of the department in TNA• Field testing of the modules developed for acceptance and usefulness• Making the training job-specific with a mix of K-S-A• Creating a bank of Trainers from the dist line dept and using them as resourcepersons. In Satara 120 master trainers developed who can be used for impartingtraining under a similar program in other districts.• Various training tools used- CBT, puppets, Multi media stage show, street plays,audio songs, film clippings – ideally specific to each cadre• Use of various training methodologies and training media• Reading material with useful information and many practical tips• Making the programme Residential as much as possible and finding suitable venue asper the requirement of the cadre. Eg In Satara use of school buildings duringsummer vacations• Involvement of leadership and dedication of the core implementation team. Coreteam should have a fixed tenure.• One time approvals help in implementation3.3 Group III: Identify aspects of the AP initiative, which can be applied in the context ofthe training initiative under the CBPR program.The presentation made by Group III is given in Annexure XII. The mainrecommendation of the group included:i. Priming the ATIs’ for training reforms. The newer role envisaged for the ATIsinclude: (i) Conventional trainer, (ii) Developer of trainer and resource person, (iii)- 13 -

Appendix 1Directions suggested by the Workshop participantsChange management and capacity building, (iv) Process consultation andcollaboration.ii. Training and capacity building for converging Administrative Reforms and TrainingReforms for efficient delivery of public services through training the cutting edgeofficials.To elaborate on this issue Mr. MP Sethi, member of this group, presented ideasdeveloped at the HRDI for building capacity of the training institute.iii. Presentation on leveraging on change as opportunity for transformation,growth & organisation development:Comments:Shri MP Sethi, Joint Director General, HRD Institute of Andhra Pradesh followedup the presentation made by Group III by presenting the means of bringing inorganizational change in the ATIs to position it as a process consultant, than just adispenser of training. The detail of the presentation is given in Annexure XIII. Thesalient features highlighted for effecting this transformation include: (i) ExpandingCore-profile of faculty, (ii) Programmes to be upgraded to ToT level (e.g. noprogram to be run by the ATI for more than 2 years, to be transferred to the TOTs),(iii) Post training Seminars / Design Reviews (training to be demand driven) , (iv)Programme Overviews – 3Rs (Requirement, Rational, Relevance) , (v) SystematicDesign of Programmes (Training as a strategic tool in development, developinterface with Line departments), (vi) Programme Monitoring , (vii) ProgrammeDocumentation and Module Development.1. Shri Vineet Pandey , Director, DOPTSuggested that a Core Group be formed at HIPA, Gurgaon for examining thepossibility of adapting the AP model for a pan India replication under the XIth FiveYear Plan. The Core group would also be a technical resource to DOPT on thetraining initiative under the CBPR program.The group work and the deliberations that followed their presentations formed the basisfor identifying directions suggested by the workshop for the training and related aspectsunder the CBPR programme. It was discussed and decided that these directions wouldform the basis for developing an action plan for launching the training initiative.The main directions suggested by the Workshop participants are documented in Appendix 1- 14 -

Appendix 1Directions suggested by the Workshop participantsAppendix IDirection suggested by the WorkshopParticipants- 15 -

Appendix 1Directions suggested by the Workshop participantsAnnexure IDiscussion paper for the workshop- 16 -

Appendix 1Directions suggested by the Workshop participantsDiscussion Note for the WorkshopOnTraining for Service Delivery- 17 -

Appendix 1Directions suggested by the Workshop participantsTraining for Capacity BuildingThe programme: Capacity Building for Poverty Reduction (CBPR)The Department of Administrative Reforms and Public Grievances (DARPG), Ministry ofPersonnel, of the Government of India is mandated to continuously undertakeadministrative reforms that would make the public service delivery systems more citizenfriendly and in particular poor friendly. DFID with the objective of poverty reduction issupporting a capacity building programme by DARPG titled Capacity Building for PovertyReduction (CBPR) Programme.While poverty reduction is an end objective, it is not possible to directly work on povertyreduction without working on the intermediate variables that affect it. The task of capacitybuilding can be taken up only for organisations and systems, which are clearly identifiable.Therefore, it is obvious that the main focus of the effort for poverty reduction would be onthe various organisations and systems, which directly or indirectly impact the conditions andlives of the poor. These systems do so through the various services they deliver. It is largelyaccepted that effective, efficient, and equitable delivery of basic services to the poor ispositively correlated to poverty reduction. It is, therefore, reasonable to assume thatcompetent and effective public service delivery systems, which fall under the realm of publicadministration, are of critical importance for working towards poverty reduction.Consequently, it is worthwhile, and necessary, to build the capacity of public administrationorganisations and systems for impacting the poverty reduction effort of the country.The broadest definition of capacity building is the strengthening of the institutional andorganisational arrangements of the domain concerned towards delivering services at therequired standards. Such a broad definition would cover the various aspects of governance atthe central, state and local level (district/urban centre), the capabilities of variousorganisations that provide services to the citizens (clients), and the knowledge skills andattitudes of the service-providing civil servant or professional at each organisation. Theprocess of strengthening would encompass each of these.The capacity building for poverty reduction programme seeks to address issues pertaining tothe institutional, organisational and individual aspects of service delivery. Different initiativeshave been conceptualised to attend to areas of concern in each of these arenas. Thedepartment of Administrative reforms and public grievances (DARPG) has taken up the taskof managing and monitoring the institutional and organisation related initiatives, thedepartment of personnel and training has taken up the task of leading the training relatedinitiatives at the individual level.Training as an InitiativeA very important aspect of, and almost central to, any capacity building effort isthe development of human resources. Even with the increasing spread ofInformation technology in delivery of services—whether by the government or themarket—the centrality of human interface cannot be undermined. Therefore,effective and poor-friendly service delivery at various levels of government- 18 -

Appendix 1Directions suggested by the Workshop participantsacross the country would be significantly dependent on the quality of the peopleacross the service delivery chain.Civil servants or professionals, depending on the nature of service, render frontline services. It is obvious that the quality of service is primarily dependent on theknowledge, skills, and attitudes (KSA) of the personnel at the front-line. Althoughorganisational strengthening, user feedback, and other user or citizen drivenpressures would have an effect on the performance of the service deliveryorganisations, the final impact would be as good as the competence andorientation of the personnel at the delivery point. This is the person who thecitizen as user would be interacting regularly or whenever there is a need. Theknowledge and skill levels, orientation, and motivation of this person are ofcritical importance in the service delivery chain. While incentives are usually usedfor keeping the motivation levels high, orientation and knowledge levels aremanaged through appropriate training interventions.Therefore, the CBPR programme has identified training and related interventionsas a key input to capacity building efforts that need to be undertaken forachieving the desirable outcomes of the programme. It is expected that over thenext three years or so various actions are initiated that would provide a basket ofrelevant approaches, intervention tools, and techniques that would helpstrengthen the training systems and processes of governments in the country.The main conceptAt the front-line levels of the civil service the incidence of training is significantlylow as acknowledged in the documents submitted by different committees on thismatter. The National Training Policy 1999 also acknowledges this in its vision of“training for all”. It says that particularly at the front-line level of the civil servicesystem concerted efforts have to be made to equip these functionaries to bemore responsive to citizens and the poor in particular.Many constraints have been identified in implementing the training policy.Training infrastructure, trainers, and training material are some of the importantconstraints already identified. It is also acknowledged that there is no formaltraining objective set at any level of the government for the lower level civilservants. Training is not an integral part of the human resource managementsystem of various levels of government in the usual course of functioning. Theneed for training has become more pronounced in the present context of changein governance and role of governments. Need for a thorough and comprehensivereview of Human resources in general and training in particular has beenrecognised by the GoI in the guidelines appended to the National Training Policy,1999.Services delivered by government agencies are more in the nature of anadministrative task. The beneficiaries experience the service as a favour(patronising behaviour of the service-provider) received and are in most casesobliged for having been recipients of the service. Although there is realisationthat this has to change in the emerging globalisation scenario and demandingpublics, the operationalisation of this change is not as pervasive as it should be.Public service delivery units are yet to appreciate their role as one of service-- 19 -

Appendix 1Directions suggested by the Workshop participantsprovider rather than an administrative structure for distributing public service.This point has been highlighted by the Prime Minister in his inaugural speech atthe Civil Services day function 0n the 21 st of April 2006. To quote:“Historically, governments have viewed themselves as administrators of publicdelivery systems. They have viewed citizens as outside beneficiaries ofgovernmental action. Citizens were expected to accept whatever was provided,with little choice on offer. This situation is changing everywhere. Citizens areexpecting good service from Governments as a matter of right. Governments areexpected to deliver efficient public services or facilitate privatisation.Effectiveness and efficiency of public service delivery is increasingly beingdemanded as a basic right of the citizen. Government is expected to be a serviceproviderrather than a mere administrator of a public service delivery system. Thischange in orientation is the [third] key challenge facing the governments of thisday”.This is a paradigm shift in terms of government delivery systems. It would requirelarge scale change in many aspects of administrative systems and processes.But, a major concomitant change would have to be in the people who manageand deliver the services meant for the citizens in particular for the poor. Much ofthe change would be perceived only if the civil servants assigned the task ofservice delivery perceive themselves as service providers rather than mereadministrators. The challenge of training is in playing an important role in bringingabout this change.The training agenda of the governments in India is a difficult task. A number ofissues have to be addressed and solutions for each of them identified. The keyconcerns are:• The large number of people to be trained across levels. The number ofpeople employed in the all the Central, state and local levels of governmentsis, indeed, large. Even if only those people who deal directly with citizens inaddressing their basic service requirements are taken into account almost75% of the total employees have to be trained.• The limited resources available with state and local level governments fortraining related activities.• The wide variety of services that have to be trained for.The challenge for setting a training agenda is in finding low cost solutions thatare scalable while retaining their robustness.Efforts thus farOne of the main initiatives in the direction of capacity building through traininghas been the UNDP funded “Strengthening of the ATIs in India”. This programmeundertaken around 2001 included:1. Identification of training needs of various employee categories.2. Development of training modules, of trainers, training techniques.3. Development specific capabilities in distance learning methodologies.- 20 -

Appendix 1Directions suggested by the Workshop participants4. Strengthening of infrastructure of ATIs—computers, web-site, andlibraries.Setting up a Centre for Public policy was also an initiative under the UNDPproject to specifically fill the gap in the availability of high quality public policyacademic training in the country.The DoPT, which has been spearheading this effort, has also helped in trainingdistrict level functionaries in specific districts in seven states as a part of theUNDP initiative.Possible future actionsWhile significant work has been initiated and done in the area of strengthening oftraining delivery systems as indicated above, there appear to be gaps in thesystems and process aspects of training. Not many projects related to enhancingservice delivery orientation have been initiated in the system.For strengthening any training system it is essential to develop a clear trainingand development plan. Any training and development plan has the followingcomponents:• Clear Training Needs Assessment: this establishes the scale and scope oftraining.• Functional and adequate Training infrastructure: this ensures thefeasibility of training• Availability or development of training material and pedagogical tools: Thisprovides the basic content and process of training• Availability or development of rigorous training effectiveness evaluationtools: this provides the feedback for the training system and helps inimproving the training delivery and ensures optimal utilisation ofresources.With the increasing use of Information Technology (IT), the training deliverysystem can see dramatic change over the next few years as the penetration ofcomputers and internet increases in the Government. The range of opportunitiesavailable for training using IT related tools is tremendous. The scope of low costdistance learning can be enlarged on a scale considered impossible hitherto. Forexample, by using animations and walk-through presentations the front-line staffin public service providing entities can be sensitised to the best practices inservice delivery behaviour too. Use of IT in knowledge enhancement issomething which requires no introduction. The main challenge in using IT is inthe development of appropriate and easy-to-use software for dissemination to adisparate set of users.The training agenda becomes so much more complex if the purpose of training isto enhance service-delivery as a competence needs to be developed acrosslevels of government and the bureaucracy. While service orientation relatedtraining is available in the context of the players in various markets, there is littleor no effort in this direction for citizen related public services. What, how, andwhy of service delivery are yet to find a place of importance in the vast canvas ofpublic service delivery systems in India. Even in the OECD context public service- 21 -

Appendix 1Directions suggested by the Workshop participantsdelivery systems have been reviewed and revamped for their service orientationonly during the last decade or so. Reorienting the entire bureaucracy towardscitizen-centred service delivery reorientation is an imperative, albeit a large anddemanding task. Accordingly, creating training tools, techniques, andpedagogical innovations, which provide low-cost solutions on a large scale,should be the objective of the training system.The training initiatives should therefore seek to address the following aspects:• Develop a training agenda with service-delivery as the central concept.• All the techniques and training material would need to be, accordingly,centred on issues of service delivery.• Develop a TNA methodology which can be used on a large scale, and in acost-effective manner. The tools should be simple enough to be used for selfassessmentby any service delivery unit.• Develop Training evaluation tools that can pervasively used at various levelsof service delivery units with least amount of external help and intervention.Under the CBPR programme there are other initiatives being launched forimproving service delivery for the poor. These initiatives are at the organisationaland institutional level of change. It is obvious that the studies undertaken onaccount of these initiatives would also reveal gaps training requirements of theorganisations under review. As a result some more initiatives would have to beconceptualised and launched once these studies are over. It would bereasonable to expect that these studies are more likely to suggest trainingcontent related aspects rather than the training process and system relatedaspects discussed in the earlier parts of this note. Hence, the output of the otherinitiatives would complement the efforts being suggested above rather thansupplant them.Workshop ObjectiveThe primary task would be set the agenda for training with service-delivery as thecentral concept. It would be necessary to understand the kind of training capacitythat needs to be developed or created in the country for ensuring that that thecivil service officials at all levels of government and hierarchies are able toappreciate the importance of service delivery. It is therefore expected that theparticipants in this workshop would help the DoPT set an agenda for training civilservants in various aspects of service delivery.Specifically, the workshop should help in identifying and elaborating on thevarious components of training that need to be strengthened in the Indiancontext. Mainly the workshop participants would debate on:• The various types of front-line delivery personnel and their roles in servicedelivery.• The critical attributes that any public service provider has to possess toensure that service-delivery is appropriate and adequate.• The role that training can play in developing such attributes in civil servants,at various levels, responsible for delivery service to the poorer citizens of thecountry.- 22 -

Appendix 1Directions suggested by the Workshop participants• The manner in which the different components of training have to becoordinated so that Training effectiveness is ensured• Delineating the scope and the scale of each training component in the contextof service-delivery related training for civil servants at the state and local selfgovernmentlevels.• Specifically identifying those pedagogical tools and training delivery methodsthat would be appropriate for low-cost delivery and on a large scale that thevarious governments would require.Following the deliberations in the workshop, it is expected that the followingoutputs would be obtained:• An inventory of training components that needs to be put in place whichwould be essential to train civil servants for enhancing the service deliveryorientation.• A working concept of the pedagogical tools and techniques that would berequired for training effectiveness• List of critical actions that need to be initiated to ensure that the emergentagenda is implemented.While the agenda for the workshop does include the concerns outlined above, itis clearly appreciated that other concerns and options would emerge in thecourse of the workshop deliberations. The issues and concerns articulated in thisnote are expected to form the basis for discussion in the workshop; they wouldact as constraints to the debate.- 23 -

Appendix 1Directions suggested by the Workshop participantsAnnexure IISchedule of the Workshop- 24 -

Appendix 1Directions suggested by the Workshop participantsSchedule of the two day workshop of ATIs on training initiative under theDFID supported programme on “Capacity Building for Poverty Reduction”to be held at HPIPA Shimla during 22-23 June 2006Venue: Seminar Hall, Kailash Guest House,HPIPA, Shimla22 nd June 200610.00 hrs Registration10.30 hrs Welcome address by Director, HPIPA Shimla10.35 hrs Opening remarks by Joint Secretary (Training)10.45 hrs An overview of the project- Presentation by ASI11.30 hrs Coffee/Tea break11.45 hrs Presentation by YASHADA on training approach for CBPR12.45 hrs Discussion13.00 hrs Lunch14.30 hrs Inputs from ATIs Bhopal, Chennai and Hyderabad15.30 hrs Coffee/Tea break15.45 hrs onwards Inputs from other ATIs23 rd June 200610.00 hrs Summery of discussion by ASI11.00 hrs Formation of sub-groups for-11.30 hrs Coffee/Tea breakMethodology/implementing strategyDraft agreement between DoPT and ATIsEvaluation/Monitoring strategy11.45 hrs Deliberation by sub-groups13.00 hrs Lunch14.30 hrs Presentation by sub-groups15.30 hrs Coffee/Tea break- 25 -

Appendix 1Directions suggested by the Workshop participants15.45 hrs Discussion/compilation of action planAnnexure IIIList of Participants- 26 -

Appendix 1Directions suggested by the Workshop participantsList of ParticipantsSr.No.Name andDesignation1 Dr. RakeshSharma,AssociateFellow2 Sh S.Venkatesan,Consultant3 Ms MalaSrivastava,ACS GOM andDirectorGeneral4 Sh AjaySawhney,Joint Secretary(Training)5 Sh MaheshChand Sharma,Dy. Director(Administration)6 Sh MadanMohan Prasad,ResearchAssociateAddress Tel No. Email addressMG StateInstitute ofPublicAdministration Punjab,Chandigarh,InstitutionalArea, Sector– 26,Chandigarh– 160 026Office Home Mobile0172- 0172- 098721302793588- 263220 66691 Ext. 7235Ex-DoPT 022-26876367RCVTNoronhaAcademy ofAdministration GOMP,OppositeShahpnraLake, 1100QuartersBhopalDeptt. OfPersonnel &Training,Block 0 IV,Old JNUCampusNewMehrauliRoad, NewDelhi – 110067HCM, RIPA,JaipurA.T.I. BiharWalmi,Patna0755-2464244011-26106340141-2704950061224525860755-2441019011-252819960140-22003350611-5234230932394796694250144559910360039098296005019430494534rk_dr@yahoo.comvenkatesan.susarla@gmail.comsingeri@mp.nic.inajay.sawhney@nic.inmahesh_chandra_sharma@hotmail.com- 27 -

Appendix 1Directions suggested by the Workshop participantsSr.No.Name andDesignation7 Dr. RamMohan R.,FacultyMember8 Sh M.P. Sethy,Joint DirectorGeneral9 Sh N.Palaniappan,ProgrammeDirector &TrainingCoordinator10 DebiprasadMishra,Professor11 Dr. RakeshKumar Pandey,Dy. Director12 Prof J. George,Chair, Facultyof EconomicsandDevelopmentPlanning(FEDP)13 Ms PoonamMehta, Asstt.ProfessorAddress Tel No. Email addressInstitute ofManagementin Govt.VikasBhawan,P.O.TivandrumDr. MCRHRDInstitute ofAndhraPradesh,Road No 25,Jubilee HillsHyderabad -33AnnaInstitute ofManagement, R.A.Puram,ChennaiInstitute ofRuralManagement, P.O. Box 60,Anand –388001,GujratUttranchalAcademy ofAdministration, NanitalHIPAComplex, 76,Sector – 18,Gurgaon –122 001YASHADA

Appendix 1Directions suggested by the Workshop participantsSr.No.Name andDesignation14 Sh NarinderChauhan,Secretary RuralDevelopment15 Sh RakeshKaushalDirector,16 Sh P.K.PatnaikOFS (S), JointDirector(Accounts)17 Dr. ArabindaGhosh, Dy.Director18 Sh VineetPandey,Director(Training)19 Sh J Minz,UnderSecretary(Training)20 Sh T.D. Negi,Director UrbanDevelopment21 Sh Ajay Mittal,Director22 Dr. KamalHanda,Core FacultyAddress Tel No. Email addressArmsdaleBuilding,H.P. Sectt.,Shimla – 2RD & PRSDAComplex,Shimla –171009GopabandhuAcademy ofAdministrationBhubaneswar, OrissaATI, FCBlock, Sector3, Salt LakeCity Kolkata– 700 106DoPT, NewDelhiDoPT, OLDJNUCampus,New DelhiSDA,Complex,Kasumpti,Shimla -171009HP Instituteof PublicAdministration,Fairlawn’s,Shimla -171012HP Instituteof PublicAdministration,Fairlawn’s,Shimla –171012Office Home Mobile2520560 017726 9418022424480 480177262332006742300804033-2337-38470177262219306742546395032358789626107960 2612104426107957/261090490177262651801772647855261950522624030017726229282647736 26271279418022193094373534309313805526981084817694180871009418019297narinderchauhan@hotmail.comrddhimachal@gmail.comghosharabinda@hotmail.comvineet.pandey@nic.inminz@nic.inajaymittal58@rediffmail.comhandahimachal@yahoo.co.in- 29 -

Appendix 1Directions suggested by the Workshop participantsSr.No.Name andDesignation23 Sh SC Pal, JointDirector24 Dt. PratimaKapoor, Asstt.Prof. PublicAdministration25 Sh SatishChand Sharma,Dry. Director(Res.)26 Sh Neeraj Goel,Pr. SystemsAnalyst27 Sh B.M. Gupta,Joint Controller(F&A)28 Sh D. DurgaPrasad,AssociateDirectorAddress Tel No. Email addressHP Instituteof PublicAdministration,Fairlawn’s,Shimla –171012HP Instituteof PublicAdministration,Fairlawn’s,Shimla –171012HP Instituteof PublicAdministration,Fairlawn’s,Shimla –171012HP Instituteof PublicAdministration,Fairlawn’s,Shimla –171012HP Instituteof PublicAdministration,Fairlawn’s,Shimla –171012Adam SmithInternationalBharatYuvakBhavan, 1 JaiSingh Road,New Delhi –110 001Office Home Mobile0177274029418046775652740736 28416632740225 27403932740225 28088022740225 274049994181090900921860099441502291 09323252295scpal7_hipa@redif.comsatishsird@rediffmail.comneeraj.goel@nic.indevanshvishvas@yahoo.comdurga.prasad@adamsmithinternational.com- 30 -

Appendix 1Directions suggested by the Workshop participantsSr.No.Name andDesignation29 Sh SudiptoSengupta,SeniorConsultant30 Ms V. Radha,Dy. DirectorGeneralAddress Tel No. Email addressAdam SmithInternationalBharatYuvakBhavan, 1 JaiSingh Road,New Delhi –110 001YASHADA,Baner RD,PuneOffice Home Mobile41502291 0129- 99103777412771 199020-256088145020-256762119823338224Sudipto.sengupta@adamsmithinternational.comradhadiwakar@hotmail.com- 31 -