Emerging Developments in

Training UNIT 2 TRAINING POLICY

Structure
2.1 Introduction
2.2 Training Policy – Meaning and Need
2.3 Components of Training Policy
2.4 Features of a Good Training Policy
2.5 National Training Policy - 2012
2.5.1 Background
2.5.2 Competency Framework
2.5.3 Training Objectives
2.5.4 Training Target
2.5.5 Role of Ministries/Departments
2.5.6 Role of Training Institutions
2.5.7 Trainer Development
2.5.8 Foreign Training
2.5.9 Funding
2.5.10 Training for Urban and Rural Development
2.5.11 Implementation and Coordination
2.5.12 Monitoring and Evaluation
2.5.13 Role of Training Division
2.5.14 Role of Ministry/Department
2.5.15 Role of Training Institution
2.6 Let Us Sum Up
2.7 References and Selected Readings
2.8 Check Your Progress - Possible Answers

2.1 INTRODUCTION
Dear Learner,
In the previous unit we discussed systems approach to training as one of the
important components of designing coherent training strategy. The other important
component is training policy. Training policy is broadly an outline of staff training
and development process with operational guidelines which aims at identifying
the core competencies required by development professionals at all levels and
how to impart or improve these competencies through induction and refresher
training programmes.
After studying this unit you should be able to:
• Understand the concept of training policy and its need
• Explain the important components of training policy
• Discuss the salient features of National Training Policy 2012

24
 Training Policy
2.2 TRAINING POLICY – MEANING AND NEED
The Training Policy is also referred to as ‘Staff Training and Development Policy’
or ‘Employee Development Policy’ or ‘Employee Training and Development
Policy’ etc. It is the starting point and refers to the development organisation’s
learning and development programmes and activities at all levels. Training policy
may be defined as a plan or course of action or guiding principle intended to
influence and determine decisions & actions related to capacity building of all
employees. The training policy structure is given below for your understanding.

According to Kumar and Ghosh “An organization‘s training policy statement

would cover the aspects that follow.
i) Guidelines determining educational and training goals and the selection of
courses to attain these goals.
ii) Development of educational activities and full detail concerning course
length, content, materials, costs, etc.
iii) Financial assistance for capacity building for attaining educational pursuit
of an organization.
iv) Certification of the training.
v) Training records to be completed and kept updated at all time.
Training Policy Structure

Introduction/definitions/scope: Outlines the purpose and reach of policy.

Cultural/philosophical: Specify the values, vision, ethos, guiding principles
of development organisation etc)
Legal issues: Mentions the jurisdiction, safety, discrimination, etc.
People: Where employees stand in organizational priorities, input, care,
compassion, etc
Methods: Training and development, career development, succession,
recruitment and selection.
Systems/tools: Training and development manuals, media, knowledge and
information management, responsibilities, etc.
Process/operations: How training and development relates to operations.
Financial: Specifies the planning, budgets, prioritisation, etc.
Responsibility/authority: Mention how training and development is
managed, enabling voluntary and additional training.
Social responsibility: CSR, ethics, environment, sustainability, diversity, etc.
Review and measurement: Related to training and development, accreditation,
qualifications, independent audit, etc.
Scale, geographical and timing factors: Relevant to the policy and
situation.(Source: [Link]
training/training-or-learning/)
25
Emerging Developments in Need for Training Policy
Training
Training is an effective and tested tool for performance enhancement as well as
to raise the level of knowledge, attitude, and skills of personnel in the organization.
Considering the importance of training, every organization needs to have its
training policy. According to Kumar and Ghosh (1991), “The training policy
must be an integral part of the total manpower policy and must contain principles
and guidelines which will constitute the governing instrument of the training
system”. The training policy has to be formulated in tandem with the mission of
the organization and organizational objective and policy as given in Fig. 1.

Fig 1. Training Policy

Mission of the
Organization

Organization Training
Objective/Policy Mission

Training Objective/
Policy

Now let us explain what the figure is all about.

Mission of the Organization

The organization involved in training has to clearly state its mission. In other
words, it should clearly state the various training activities and its action points
clearly so that it would attract a larger number of participants to its training.

i) Training Mission
Besides the institutional mission, the training mission of the organization needs
to be clearly spelt out. The Training Mission may, for example, be to impart cost
effective and quality training to the participants. Once the mission is spelt out, it
becomes easy on the part of the organization to work in a focused way.

ii) Organization Objective/Policy

Once the mission statement is framed, the second step for the organization is to
formulate its objective. If the organization is involved in various activities, such
as teaching, research, and training, then, all these must be reflected in its objective.
If it is specifically a training organization then its objective will be different
from that of the former one.
26
iii) Training Objective/Policy Training Policy

The training organization needs to formulate objectives of each and every training
programme. The objective must be specific, something that could be achieved
within a specified time period.

2.3 COMPONENTS OF TRAINING POLICY

A training policy document should have the following components.

i) Introduction: The introduction needs to explain the importance of training

and capacity building for an organization.

ii) Need for Training Policy: It should delineate why there is a need for
training policy. For example, in order to maintain, and also, to accelerate
organizational performance, raising the capability of the human force
working in the organization is essential.

iii) Rationale and Objective: The training policy document should spell out
the rationale behind the formulation of a training policy and various
objectives of training policy. In other words, it should sight the reason and
problems which the training policy would serve.

iv) Major Challenges and Concerns: The training policy must address the
major challenges and training concerns prevalent in an organization.

v) Core Principles of Training: The training policy document must address

the core principles of training. It should include training need assessment,
policy formulation, strategy planning, flexibility of training, and
implementation of need-based training programmes, besides ensuring
quality and relevance.

vi) Training Strategy: The strategy of the training policy must include the
following aspects.
• Training approach and modalities
• Scope
• Periodicity of training
• Pre-training tasks like training need analysis
• Methodology
• Institutional framework
• Mode of capacity building
• Evaluation
• Trainer development like training of trainer
• Funding and finance
• Research projects
vii) Executing the Training Policy- Roles and Responsibilities: The Training
Policy should lay down a process map for executing the training policy.
The roles and responsibilities of all the stakeholders must be clearly
27
Emerging Developments in delineated. For the effective implementation a “Nodal Officer/Training
Training
Manager” would be identified who will be responsible for the training
requirements of the organization.

viii) Training is an Ongoing Process

Training should be an ongoing process of an organization. The types of
training may vary at each stage, such as induction training, in-service
training, and refresher training, and so on.

2.4 FEATURES OF A GOOD TRAINING POLICY

A successful training policy must include the following key features.

1) The organization must recognize the role of training at the highest level, in
other words, there must be active support at board and senior management
levels. The organization must have a training policy mission and vision.

2) The policy must be realistic. It must be related to the identified needs of

the organization, and it must not be for the sake of training. Any stereotypes
must be avoided. The training must be what the organization wants and
what the trainees want and not a mere compilation drawn from other training
programmes.
3) The policy must be spelt out in clear terms.
4) The policy must state responsibilities clearly.
5) The policy should state how in broad terms it is to be carried out.
6) The policy should state the role and responsibilities of the professional
training division in the organization.
7) The organization should have strategic linkages with the other organization
for various support for example hiring resource persons, tapping hostel
facilities, etc.

8) Last but not the least; the training policy should not be constructed in
isolation. It should be formulated in coordination with the other policies
of the organization. A coordination chart is given in the Fig. 2.

Fig.2 Relationship of Training Policy with other Policies

Production

Sales/
Finance
Distribution

Training
Policy

Personnel Research
Method
28
 Training Policy
Activity 1
Visit a nearby development organisation or training organisation. Enquire about
the training policy and its components. Compare them with those given in this
unit and write features that are common.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

In this section you read about the meaning, need for, different components and
features of training policy. Now, answer the questions given in Check Your
Progress 3.
Check your Progress 1
Note: a) Write your answer in about 50 words.
b) Check your answer with possible answers given at the end of the unit
1) Write the other names of Training Policy.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) Write the meaning of training policy.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) Name three features of a good training policy.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
...................................................................................................................... 29
Emerging Developments in
Training 2.5 NATIONAL TRAINING POLICY - 2012
The Department of Personnel and Training (DoPT) is the nodal agency of
Government of India for matters related to training and training policy. Fulfilling
this mandate, the National Training Policy was formulated in 1996. In view of
the changed environment and emerging challenges, the policy was revised in
consultation with all ministries and departments and National Training Policy -
2012 was formulated. The salient features of National Training Policy - 2012
are discussed in this section for your understanding (Source: National Training
Policy 2012, DoPT, GOI).

2.5.1 Background
The National Training Policy was issued in April 1996 through a set of Operational
Guidelines for the development of the human resources of the Government. This
followed the process of liberalization of the economy through de licensing and
deregulation begun in 1991 and the 73rd and 74th Amendments to the
Constitution, which took effect in 1993 thereby creating the third tier of
Government at the Panchayat and Municipal levels. These, along with other
changes since then, such as rapid economic growth, devolution of funds,
functions and functionaries to the Panchayats and Municipalities, enhanced
transparency through the right to information, globalization, climate change
and extremism have created a complex and challenging environment in which
the civil service has to function at a time when there are increasing expectations
of its performance and ability to respond more efficiently and effectively to the
needs of the citizens.

Government systems of personnel administration continue to focus largely

on the rules and procedures governing the recruitment, retention and career
development of the civil service. Systematic training of civil servants has
continued to be mainly for the higher civil services with a large number of Group
B and C employees receiving sporadic training, if any at all. With the creation of
the third tier of Government, the training of functionaries in the Panchayat
and Municipal bodies has become a critical concern.

For transforming the civil service, it is imperative to move to a strategic human

resource management system, which would look at the individual as a vital
resource to be valued, motivated, developed and enabled to achieve the
Ministry/Department/Organisation’s mission and objectives. Within this
transformational process, it is essential to match individuals’ competencies with
the jobs they have to do and bridge competency gaps for current and future roles
through training.

2.5.2 Competency Framework

Competencies encompass knowledge, skills and behaviour, which are
required in an individual for effectively performing the functions of a post.
Competencies may be broadly divided into those that are core skills which
civil servants would need to possess with different levels of proficiency for
different functions or levels. Some of these competencies pertain to leadership,
financial management, people management, information technology, project
management and communication. The other set of competencies relate to the
30 professional or specialized skills, which are relevant for specialized functions
such as building roads, irrigation projects, taking flood control measures, Training Policy
civil aviation, medical care, etc.

A fundamental principle of the competency framework is that each job should

be performed by a person who has the required competencies for that job. Training
has usually been based on the duties that are to be performed in a particular post.
There has been no comprehensive review or classification of all posts in
accordance with functions that are to be performed and the competencies required
thereto. Thus, the issue of whether an individual has the necessary competencies
to be able to perform the functions of a post has not been addressed. For moving
to a competency based approach, it would be necessary to classify the
distinct types of posts and to indicate the competencies required for performing
work in such posts. Once the competencies are laid down, an individual’s
development can be more objectively linked to the competencies needed for the
current or future jobs. Career progression and placement need to be based on
matching the individual’s competencies to those required for a post. The training
plan of each Ministry/Department/Organisation needs to address the gap between
the existing and the required competencies and provide opportunities to the
employees to develop their competencies.

2.5.3 Training Objectives

The objective of training will be to develop a professional, impartial and efficient
civil service that is responsive to the needs of the citizens. In doing so, care will
be taken to emphasize the development of proper ethics, commitment to work
and empathy for the vulnerable sections such as differently abled, senior citizens,
socially disadvantaged etc.. The competency framework will be used to ensure
that civil servants have the requisite knowledge, skills and attitude to effectively
perform the functions they are entrusted with. The success of training will lie in
actual improvement in the performance of civil servants.

2.5.4 Training Target

• All civil servants will be provided with training to equip them with the
competencies for their current or future jobs. Such training will be imparted:
o At the time of their entry into service, and
o At appropriate intervals in the course of their careers.
• Such training will be made available for all civil servants from the lowest
level functionaries to the highest levels.

• The opportunities for training will not be restricted only at mandated points
in a career but will be available to meet needs as they arise through a mix
of conventional courses, distance and e learning.

• Priority will be given to the training of front line staff, including training
on soft skills, so as to improve customer orientation as well as quality of
service delivery to the citizens.

2.5.5 Role of Ministries/Departments

Each Ministry/Department shall adopt a Systematic Approach to Training and
shall:
31
Emerging Developments in i) Appoint a Training Manager who will be the Nodal Person for
Training
implementation of the training function in that Ministry/Department;
ii) Create a Training Cell with HR and Capacity Building Professionals to
assist the Training Manager;
iii) Classify all posts with a clear job description and competencies required;
iv) Develop Cadre Training Plans (CTPs), based on the competencies required
and training needs, for ensuring that all cadres under the Ministry/
Department or its attached/sub ordinate offices have a clearly articulated
scheme for the development of their competencies while also indicating
the programmes that are mandatory;
v) Link the training and development of competencies of individuals to their
career progression and ensure this by suitably amending service rules/
issuing administrative instructions;
vi) Ensure that any non training interventions that need to accompany training
interventions are also taken up suitably;
vii) Make the immediate supervisor responsible and accountable for the training
of the staff working under him;
viii) Incorporate an appropriate provision in any new scheme to ensure that
suitable training is imparted for its proper implementation and
sustainability;
ix) Where feasible, use the services of the Training Institutions in developing
the cadre training plans, outsourcing training, and/or providing advisory
or consultancy services to the Ministry;
x) Prepare an annual training plan for all the cadres under its control;
xi) Implement the Annual Training Plan (ATP), by using the institutions under
it or outside, so that the limitations on internal training capacity do not
constrain the implementation of the training plan;
xii) Allocate appropriate funds to enable the training to be carried out by
institutions under its control or outside;
xiii) Incorporate a separate section in the Ministry’s annual report on training
and capacity building activities undertaken during the year;
xiv) Provide induction training to new entrants and prepare and upload the
induction material on the website of the Ministry/Department for easy
accessibility;
xv) Organize ‘On the Job’ and ‘In house’ training as may be required

2.5.6 Role of Training Institutions

Government training institutions lie at the heart of the training system. They are
the repositories of the expertise distilled from the real world. The quality and
manner of their functioning has a direct impact on what their trainees imbue and
take with them. They will continue to be the mainstay for training of civil servants.
Given their role, it becomes imperative for them to become leaders in the process
of enabling learning and change. They should:
32
i) Have the requisite staff, infrastructure and finances to perform their Training Policy
functions;
ii) Move to becoming models of excellence in the quality of the training they
impart and as learning organisations through a process of self assessment
and bench marking;
iii) Provide technical assistance and advice in preparation of annual training
plans for the Ministry/Department and in outsourcing training (if so
required);
iv) Play a key role in assisting the Ministries/Departments in the process of
shifting to a competency based framework for training (as applicable);
v) Assimilate technologies with a view to enabling learning anywhere, anytime
for their clients;
vi) Supplement their current programmes with distance and e Learning courses;
vii) Conduct field studies and research as part of the process of becoming
repositories of knowledge in the areas of their sectoral or functional
specialization (as applicable);
viii) Provide advisory and/or consultancy services (as applicable);
ix) Network with other institutions to share learning resources, experience
and expertise;
x) Facilitate the development of domain specific trainers and provide stability
of tenure and opportunities for faculty development;
xi) Ensure that all trainers who join the institute are deputed at the earliest
possible opportunity to undergo programmes for ‘Training of Trainers’;
xii) Maintain database of trained manpower for future reference;
xiii) Give special focus on behavioural/attitudinal training.

2.5.7 Trainer Development

i) The Trainer Development Programme (TDP) has been one of the most
successful instances of transfer of learning under a donor project resulting
in the development of a cadre of trainers. The concept of “once a trainer,
always a trainer” that was enunciated in the National Training Policy, 1996
has aided its success. The Trainer Development Programme is, however,
based on curricula and content developed over the last three decades. While
the core principles of learning have not changed, there are new
developments in the field of training techniques and particularly in the use
of technology in enabling and facilitating training for large numbers of
people. There is an urgent need to identify the current international best
practices in training skills and techniques and develop a cadre of trainers
in such skills/techniques. There is also a need for setting up a Learning
Resources Centre (LRC), preferably on a suitable public private partnership
mode so that sustainable indigenous capacity is built in this area.

ii) Certification of trainers under the Trainer Development Programme has to

be on a renewable basis related to their actually conducting a required
33
Emerging Developments in number of training programmes and also attending courses meant for
Training
upgrading their skills.

iii) While the Trainer Development Programme on training techniques and

skills has evolved over the years, the development of domain specific
trainers has largely been ignored. Given the plethora of training institutions
in the diverse areas of Government functioning, it is desirable to develop
cadres of trainers in different sectoral and functional specializations.
Different Ministries/Departments would need to take the initiative to
develop such trainers in the areas of their responsibility.

iv) The Sixth Central Pay Commission has proposed major incentives such as
30 percent Training Allowance, rent free accommodation etc. for Central
Training Institutions for Group A officers, in recognition of the importance
of this function and to attract a wider range of officers to this function. It is
recommended that State Governments provide similar incentives to the
faculty of the State Training Institutions.

2.5.8 Foreign Training

Foreign training fills a crucial gap in the training system. It provides opportunities
for officers to gain exposure to the latest thinking on different subjects in some
of the leading institutions of the world. It exposes them to experiences and best
practices of different countries with differing models of development and
governance. Since 2001, the scheme of Domestic Funding for Foreign Training
(DFFT) has become the main source under which officers are now sent for foreign
training.

There is a need to continue and strengthen the DFFT scheme as well as other
similar schemes of various cadre controlling authorities so that officers have the
opportunity to attend both long term and short term programmes to develop in
depth competencies in a range of subjects/areas or specific specialized subjects.
This is particularly important for officers who are likely to hold positions at the
senior most levels of Government where they need to be aware of, and take into
account, the broader global context in policy formulation as well as international
best practices.

2.5.9 Funding
Each Ministry/Department/Organization shall provide adequate funding to meet
the training [Link] National Training Policy of 1996 had recommended
that 1.5 percent of the salary budget be set aside by each Department to be used
solely for the purpose of training. Given the likely increase in the need for training
by moving to a competency based system, it is recommended that each Ministry/
Department/Organization set aside at least 2.5 percent of its salary budget for
training.

2.5.10 Training for Urban and Rural Development

The 73rd and 74th Amendments of the Constitution resulted in a radical change
in the status of the Panchayati Raj Institutions and Urban Local Bodies by
prescribing constitutionally mandated devolution of powers and resources to
them as the third tier of Government. These institutions are critical for the
development of the rural and urban areas as well as delivery of many essential
34
services to the citizen. The national level flagship programmes for rural and Training Policy
urban development have highlighted the need for capacity development in the
rural and urban level institutions for effectively implementing the programmes.

Rural and urban local bodies’ functionaries need to have the competencies to be
able to perform their work efficiently and their training is, therefore, of paramount
importance. As the officers of the IAS and State Civil Services play an important
role in the administrative set up at all levels, they need to be familiarised with
grassroots institutions of rural and urban governance. As in case of attachment
with other Departments, the Trainees may be given ‘hands on experience’ of
grass root level administration in Panchayati Raj Institutions and Urban Local
Bodies by placing them as Executive Officers of Gram Panchayats/Municipalities
for a suitable duration. This arrangement may be made within the overall
framework of the recommendations of the ‘Syllabus Review Committee’ for the
induction training. Similar attachments could also be considered by the State
Government for inclusion in the training schedule of probationers of the State
Civil Services.

Suggested areas for capacity building in rural and urban development:

i) Rural Development : Rural Sociology, Rural Development/Welfare
Programmes, Rural Planning, Agricultural Marketing and Agricultural
Finance, Rural Industries, role of Non Government Organizations in rural
development, Rural Co Operatives, Conflict Management in Rural Areas;

ii) Urban Development: Decentralization and Urban Governance, Urban land

issues, urban environment, urban transport, Urban planning and
Infrastructure development, Urban Poverty and Social Development,
Municipal Accounts and Finance, e–Governance for urban development.

2.5.11 Implementation and Coordination

1) A National Training Council, chaired by the Minister, Ministry of Personnel,
Public Grievances and Pensions, shall be constituted for giving overall
direction for the implementation of this Policy.

2) For monitoring the implementation of the National Training Policy and

taking appropriate steps to facilitate such implementation, there shall be a
Committee chaired by the Secretary, Ministry of Personnel, Public
Grievances and Pensions and consisting of the Secretaries of the
Departments of Urban Development and Rural Development,
Administrative Reforms & Public Grievances, the Director of the LBSNAA
and three Representatives each of the State and Central Training Institutions
(on a 2 year rotational basis) with Joint Secretary (Training) as the Member
Secretary. This Committee will meet bi annually.

3) The Training Division of DoPT shall be the nodal agency for the
implementation of this policy and shall issue appropriate guidelines to
amplify and facilitate its implementation.

4) Development of Competency Framework: With the shift to development

of a competency based framework for the management of the Human
Resources including training, the Training Division would need to enhance
its own capacity (in terms of staff and their competencies) to be able to
35
Emerging Developments in provide the leadership in detailing the manner in which the work is to be
Training
done, providing guidance and handholding support to the Ministries and
Departments and monitoring the progress so that the standards of quality
in developing the competencies are adhered to and the task is completed
in a reasonable period in a mission mode.

5) Capacity Building for National Flagship Programmes: Ministries are scaling

up their training activity and National Flagship Programmes such as the
Jawaharlal Nehru National Urban Renewal Mission (JNNURM), Mahatma
Gandhi National Rural Employment Guarantee Programme (MGNREGP),
National Rural Health Mission (NRHM), and Sarva Shiksha Abhiyan (SSA)
are allocating large amounts for capacity building. In this scenario, it
becomes even more important to ensure that such training/capacity building
programmes are properly conceived, structured, implemented and their
impact assessed so that the expenditure achieves the purpose it was meant
to. The Training Division would need to take the lead in developing the
competencies of the Training Managers in the Ministries so that they are
better able to provide support and guidance to their Ministries in the design
and implementation of capacity building schemes.

6) The Training Division needs to provide technical support to the Ministries

concerned and the States in the development of need based training schemes
through creation/augmentation of training infrastructure, faculty
development and out sourcing of training. Many states already have
excellent infrastructure in the apex training institutes as well as SIRDs and
SIUDs. With proper co ordination, synergy can be created with the state
ATIs so that capacities, which already exist, can be optimally utilised.

7) Distance and E Learning: Distance and e learning provide unparalleled

opportunities for meeting the training needs of large number of civil servants
dispersed across the country in different cities, towns and villages. The
Training Division has taken a major step in this direction by tying up with
IGNOU to facilitate distance learning in a wide range of subjects and
courses. Technology provides the means to make available a vast resource
of learning material and courses online providing individuals with enormous
choice and flexibility in learning. The Training Division needs to take the
lead to ensure that institutions make available training courses/material
through an E Learning Portal as well as through the more conventional
modes of distance learning. The portal would be a platform to bring together
the numerous Government and other training institutions for providing a
single point of access to the repository of training resources. The Training
Division should also build up databases of the training resources available
such as calendars of training programmes of different institutions, faculty
in different subjects, etc.

8) Capacity Building in States:

State Training Policies: It is recommended that each State formulate/adopt
a training policy based on and similar to the new National Training Policy
so that there is a formal, articulated framework within which training is
conducted at the state level. This would enable States to develop an action
plan including identification of institutions, training programmes, trainers
etc. for training of State civil servants. In order to facilitate the process of
36
 formulation of training policies by the States, a model State Training Policy Training Policy
may be prepared by the Training Division.

Role of State Administrative Institutes (ATIs): It is recommended that the

State Governments designate the State Administrative Training Institutes
as Apex Training Institutions of the State and empower them to play a lead
role in co ordinating training across sectors and departments. Further, the
ATIs need to be strengthened with adequate funds, infrastructure, manpower
and decision making powers.

Support from Training Division: The Training Division continues to have

an extremely important role in supporting the development of Training
Capacity in the States. It needs to be provided with adequate funds for
supporting need based training schemes as may be proposed by the States.
It should focus, in particular, on the following:

a) Supporting the creation of decentralised training infrastructure (at the

divisional, district or sub district levels) concomitant with the
development of trainers at those levels;

b) Strengthening and empowering State training institutions (including

improving the quality of selection of faculty and their development);
and

c) Specifically supporting training of civil servants at the grassroots level,

including Panchayat functionaries, to improve delivery of services
by upgrading their skills and knowledge and improving their
responsiveness in meeting citizens’ needs.

2.5.12 Monitoring and Evaluation

Monitoring and Evaluation (M&E) is a powerful tool to improve the way
governments and organizations achieve results. Research studies indicate that
effectiveness of training and development is significantly increased if the
monitoring and evaluation of training programmes is systematically undertaken.
In the era of globalisation and competition, training cannot remain an act of
faith. It needs to demonstrate the returns on investment.

Evaluating the effectiveness of training is a very important but difficult aspect of

training administration. Often, the evaluation in training institutions is limited
to post course questionnaires inviting trainees to comment on the course, trainer
and training material. This cannot give a fair measure of whether investment in
training is justified. Consequently, there is a need to embed comprehensive impact
evaluation in the training eco system where evaluation is not confined to the
quality of training programmes or the learning derived by the participants but
also evaluates changes in the job behaviour that resulted from the programme
and its impact on organizational effectiveness and improvement in the satisfaction
level of clients/citizens.

2.5.13 Role of Training Division

• Monitoring the implementation of National Training Policy
• Maintain a database of training and development activities undertaken by
various Ministries/Departments 37
Emerging Developments in • Issue advisories from time to time so that training programmes are
Training
conducted based on ‘Systematic Approach to Training’ and build capacity
of the Ministries/Departments and training institutions in the area.

• Ensure that Training Managers are appointed in all Central Government

Ministries/Departments, build their capacity and work in close coordination
with them.

2.8.14 Role of Ministry/Department

I) Develop a Training Management Information System (TMIS) to facilitate
training and development activities of the Ministry/Department.

II) Undertake benchmarking/evaluation study of training institutions under

the control of Ministry/Department to mould them as Centres of Excellence

III) Commission surveys/studies to measure the clients’/customers’ satisfaction

level on the services delivered by the Ministry/Department

IV) Review the implementation of the Annual Training Plan, Cadre Training
Plan and the functioning of Training Institution(s) under the Ministry/
Department (including attached/subordinate offices) and in particular to
look at the:

a) Utilisation of training capacity;

b) Quality of training conducted;
c) Adequacy of the physical and training infrastructure, faculty, finances
and delegation of powers for carrying out the institutes’ mandate;
d) Training of the Group B and C staff, particularly those at the cutting
edge level (as may be applicable); and
e) Proper selection and development of faculty, incentives for them and
stability of their tenure. The conduct and character of the selected
faculty should be demonstrative of the ethics and values taught in the
classroom.

2.8.15 Role of Training Institution

I) Keep track of latest and international trends in training and development
and replicate/assimilate them in Indian context

II) Constantly hone and upgrade the skills of trainers/faculty members in the
new and emerging training techniques and methodologies and assess/review
their performance as trainers/faculty.

III) Constantly review and modify curricula, content and training methodologies
to take account of training feedback and the needs of clients;

IV) Put in place a rigorous system of evaluation of training programmes and

assessment of their impact on individual’s performance over time; and

V) Conduct evaluation studies to assess the impact of training programmes

conducted by it on organizational performance.
38
Check your Progress 2 Training Policy

Note: a) Write your answer in about 50 words.

b) Check your answer with possible answers given at the end of the unit
1) Why the National Training Policy 2012 was formulated?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

2) What are the objectives of training as per National Training Policy

2012.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

3) What is the fundamental principle of the competency framework?

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

2.6 LET US SUM UP

Training policy is broadly an outline of staff training and development process
with operational guidelines which aims at identifying the core competencies
required by development professionals at all levels and how to impart or improve
these competencies through induction and refresher training programmes.
Keeping this in view in this unit we discussed the meaning and need for training
policy, different components of training policy and salient features of National
Training policy 2012.
39
Emerging Developments in
Training 2.7 REFERENCES AND SELECTED READINGS
DoPT. (2014). Civil Services Competency Dictionary: Strengthening Human
Resource Management of Civil Service. Department of Personnel and Training,
Government of India

FAO. (2012). Capacity Development: Learning Module 2. FAO Approaches to

Capacity Development in Programming. Processes and Tools, Food and
Agriculture Organisation of the United Nations

FAO. (2013). Capacity Development: Learning Module 4. Organization Analysis

and Development Food and Agriculture Organisation of the United Nations

GFRAS. (2012). The New Extensionist: Roles, Strategies, and Capacities to

Strengthen Extension and Advisory Services, Global Forum for Advisory
Services.

ICAR (2015).Training Policy 2015, Indian Council of Agricultural Research,

Krishi Bhawan, New Delhi.

National Training Policy (2012). Department of Personnel and Training, Ministry

of Personnel, Public Grievance and Pensions, Government of India, New Delhi.

Sulaiman RV and Mittal N. (2016). Capacity Needs of Extension and Advisory

Services (EAS) in South Asia. Policy Brief No [Link] Extension in South
Asia.

Suvedi, M. and Kaplowitz, M.D. (2016). Process skills and competency tools –
what every extension worker should know – Core Competency Handbook.
Urbana, IL: USAID-MEAS.

WAC. (2013). Assessing Capacity Needs and Strategy Development for

Grassroots Rural Institutions: AGuide for Facilitators. World Agroforestry Centre
(WAC)

2.8 CHECK YOUR PROGRESS-POSSIBLE

ANSWERS
Check Your Progress 1
1) The other names of Training Policy are Staff Training and Development
Policy’ or ‘Employee Development Policy’ or ‘Employee Training and
Development Policy’.

2) Training policy is broadly an outline of staff training and development

process with operational guidelines which aims at identifying the core
competencies required by development professionals at all levels and how
to impart or improve these competencies through induction and refresher
training programmes.

3) The three features of a good training policy are: The organization must
recognize the role of training at the highest level, in other words, there
must be active support at board and senior management levels; The policy
40
 must be realistic, it must be related to the identified needs of the organization Training Policy
and it must not be for the sake of training; The policy must be spelt out in
clear terms.
Check Your Progress 2
1) The National Training Policy was issued in April 1996 through a set of
Operational Guidelines for the development of the human resources of the
Government. This followed the process of liberalization of the economy
through de licensing and deregulation begun in 1991 and the 73rd and
74th Amendments to the Constitution, which took effect in 1993 thereby
creating the third tier of Government at the Panchayat and Municipal levels.
These, along with other changes since then, such as rapid economic
growth, devolution of funds, functions and functionaries to the
Panchayats and Municipalities, enhanced transparency through the
right to information, globalization, climate change and extremism have
created a complex and challenging environment in which the civil service
has to function at a time when there are increasing expectations of its
performance and ability to respond more efficiently and effectively to the
needs of the citizens. Keeping all this inview the National Training Policy
2012 was formulated.

2) The objective of training will be to develop a professional, impartial and

efficient civil service that is responsive to the needs of the citizens. In
doing so, care will be taken to emphasize the development of proper ethics,
commitment to work and empathy for the vulnerable sections such as
differently abled, senior citizens, socially disadvantaged etc.

A fundamental principle of the competency framework is that each job

should be performed by a person who has the required competencies for
that job.

41