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RAJASTHAN STATE TRAINING POLICY

Presentation on draft RAJASTHAN STATE TRAINING POLICY before Chief Secretary, Government of Rajasthan and Group of Secretaries COMMITTEE ROOM No. 1 11.30 AM 26 JUNE 2006. RAJASTHAN STATE TRAINING POLICY.

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RAJASTHAN STATE TRAINING POLICY

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  1. Presentation on draft RAJASTHAN STATE TRAINING POLICYbefore Chief Secretary, Government of Rajasthan and Group of SecretariesCOMMITTEE ROOM No. 1 11.30 AM26 JUNE 2006

  2. RAJASTHAN STATE TRAINING POLICY • Training can do much to improve administrative effectiveness and governmental performance. • A conscious policy for development of human resources within government is thus desirable.

  3. Preparing the Policy • National Training Policy (1995) was announced by Government of India. • Draft of State Training Policy was prepared by then Director HCM RIPA in May-June 2005 and sent to Heads of State Training Institutions for their comments. • CS asked present Director, HCM RIPA to thoroughly review draft (July 2005).

  4. Preparing the Policy • After much in-house deliberation including sending of earlier draft to heads of State Training Institutes in Rajasthan, Principal Secretary (Training) approved draft in January 2006. • Draft was submitted to the Chief Secretary on 27 January 2006. • Draft was also sent to all Additional Chief Secretaries, Principal Secretaries and Secretaries for their comments in March 2006. • Draft was also sent to all members of State Level Coordination Committee for State Level Training Institutions • Final revisions incorporated in April-May 2006.

  5. STRUCTURE OF POLICY POLICY 14 Headings 4 Annexure VISION MISSION P O L I C Y GOALS

  6. Rajasthan Training Policy-Main Parts • Preamble • Major Challenges • Vision, Mission and Goals • Category wise Development Plans/Personal Development Plan • Adding Values through Positive Learning Outcomes • Competency Based Approach to Training and Education • Strategic Planning at Government Level • Strategic Planning for each State level Institute • Core Principles for Training in the State • Roles and Responsibilities of different departments/agencies

  7. Major Challenges • Low priority accorded to training and education, and the low level and uneven nature of provision for training • Lack of funding and effective management of training budgets • Number and quality of trainers • Overly prescriptive, supply-driven and traditional nature of training and education • Lack of effective systems of accreditation and quality assurance. Contd..

  8. Major Challenges • Poor linkages between higher education institutions and training • Training through distance education for government servants is not available • Lack of effective systems for training related Strategic Planning and Review • There is no induction training for many of the civil servants and lack of a comprehensive scheme of systematic and regular subsequent in-service training after their induction. (Situation slightly remedied recently-Annexure IV of draft policy) Contd..

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

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

  11. VISION “Assisting Government Departments and Agencies to adopt practices geared at better governance and improved service delivery by empowering public officials to act as prime catalysts for holistic and equity based transformation.”

  12. MISSION In pursuit of the above vision, the Government sees its mission as : “To create an institutional framework for optimum productivity of public servants in organizations, in a team or as individuals in their current as well as future role.”

  13. Category wise Development Plan • Categorization of employees for conducting training needs assessment for each category of employee is a means to prepare such plan. • Would encompass all the attributes of personal development plan being described in next slides • While initially categorywise development plans to be prepared, ultimate goals is individual personal development plan for each employee

  14. Personal Development Plan-I PDP will seek to identify in particular: • The current competence of staff; • The work values of staff; • The work and career targets of staff; • The competence that will need to be developed to enable staff to successfully meet their work and career targets; • An individually tailored programme of staff development, training, education and support designed to enable to staff to acquire the relevant competence and meet their work targets and personal and career objectives. Contd..

  15. Personal Development Plan-II PDP will seek to identify in particular: • Enhancement of capabilities and status of trainers (faculty, resource persons and experts) by providing them regular and repeated opportunities for training in India and abroad, repeated and sustained training and other benefits like trainers allowances and rent free accommodation which are presently available in Government of India and in many states, allowance to purchase books/journals etc. • Link to be established to future postings and promotions • Opportunities for higher education inputs in career progression Contd..

  16. Personal Development Plan-III PDP will seek to identify in particular: • Cadre and Training Plan in service career of a civil servant • Opportunities to extract benefits of experienced people as resource persons in training by re-employing them for some period.

  17. Adding Values Through Positive Learning Outcomes • Past: Supply-driven programmes, Input-based courses, based on views of training providers of what would be good for trainers, Pre-determined training programmes. • In future: Demand-driven and outcome-based approach. Competency development, Trainee centered, need-based in delivery and content.

  18. A competency development based approach to training and development to be followed.

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

  20. Strategic Planning at the Government Level of Each Government Department-II • Training and education programmes will themselves need to be systematically and strategically planned, monitored and evaluated. • An administrative unit for training function will have to be created within each department and agency and linked with training imparting organizations in the state. • Some thrust areas will have to be identified for training institutes and civil servants and government employees should be trained in those areas. Contd..

  21. Core Principles for Training-I • Improving Work Procedure • Access and Entitlement of all public servants • Training for All • Training Objectives to be carefully determined • Training Needs Analysis • Elevating the Status of Training and Trainers Contd..

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

  23. Core Principles for Training-III • Public Services training institutions to become Learning organization • Quality and cost-effectiveness • Consultation and Participation • Information and Communication of training information • Effective Design and Delivery • Monitoring and Evaluation

  24. DEPARTMENT OF TRAINING HCM RIPA HEADS OF DEPARTMENT & CEOs OF STATE PUBLIC SECTOR BODY FINANCE & PLAN DEPARTMENT ROLES AND RESPONSIBILTIES IN TRAINING POLICY TRAINING INSTITUTES DEPARTMENTOF PERSONNEL ALL ADMINISTRATIVE DEPARTMENTS

  25. Role of Department of Training-I • Coordinating all aspects of State Training Policy • Translate policy framework into achievable policy objectives. • To anticipate future training needs. • To lay down standards for various training activities. • To accredit internal and external training providers.

  26. Role of Department of Training-II • To liaise with all government departments regarding training. • To review Vision documents and draft Five Year Action Plans of each State Level Training Institute. • To lay down standards of infrastructure for State Level Training Institutes. • To work out strategy to prepare and enhance capabilities of trainers.

  27. Role of Department of Personnel • To specify standard of competence of each category of post. • To design incentives for reviewing and providing training • To insert column in Annual Performance Appraisal Report form to compulsorily identify specific needs of each employee.

  28. Role of Finance and Planning Departments • To earmark training budget for each department or category of departments as percentage of total budget of department. Some categories of departments to get higher percentage of budget for training. • To place a corpus at disposal of Department of Training for common training activities and infrastructure.

  29. Role of All Administrative Departments • To prepare development training strategy and to translate into 5 Year training plans within 9 months of adoption of State Training Policy. • To ensure Heads of Departments prepare category wise and personal development plans for each departmental employee. • To ensure strategic training plan is integrated in overall development plan and goals of department. • To review Mission statements & 5 Yearly Action Plan of state level training institutes attached to department.

  30. Role of Heads of Departments/CEOs of PSUs • To designate a Training Manager to ensure integrated approach to training within organization and help HoD coordinate all training related activities. • To ensure category wise and personal developmental plans are prepared and training organized accordingly. • To use computer software to coordinate and monitor training of every employee in department.

  31. Role of HCM RIPA • To function as primary training institution and as a good example for other training institutes in State. • To arrange for training of trainers and for preparation of common training modules.. • To arrange foundation courses and compulsory in-service training of state officers. • To provide training related advice. • To conduct departmental examinations on behalf of Government.

  32. Role of Each State Level Training Institute • Prepare or redefine its Training related Vision and Mission Statements • Design a 10 years Training Vision Document • Formulate 5 Yearly Training Action Plans for Institute incorporating physical infrastructure needs as well as the development of faculty and preparation of training modules and training materials etc. • Develop Annual Training Action Plan • Optimal implementation of Annual and 5 Years Action Plans.

  33. Operationalizing State Training Policy • Once Government approves State Training Policy, the Department of Training would work with all concerned stakeholders to get an operational training plan prepared within one year and then implemented.

  34. SECRETARIAT TRAINING QUESTION: Should we include specific, separate provision for this in State Training Policy?

  35. SECRETARIAT TRAINING • Institute of Secretariat Training and Management (ISTM) is functioning in New Delhi to train officers/staff of Central Secretariat/ Ministries in Government of India. • Uttar Pradesh has a separate ISTM for U.P. Government in Lucknow. • There is no separate training institute in Rajasthan to train officers/staff of Rajasthan Secretariat Service. • To Consider options for Rajasthan.

  36. OPTION-I OPTION-II Secretariat Training and Management Institute Society to be sponsored by Department of Administrative Reforms and Public Grievances Secretariat Training and Management Institute (Society) to be sponsored by HCM RIPA OPTION-IV OPTION-III A Departmental Centre for Secretariat Training and Management attached to Department of Administrative Reforms and Public Grievances Secretariat Training and Management Centre as a Sub Centre of Centre for Good Governance

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