GOVERNMENT OF PUDUCHERRY

CHIEF SECRETARIAT

ADMINISTRATIVE REFORMS WING

(G.O. Ms. No. 3/2013/A2/ARW, dated 2nd May 2013)

NOTIFICATION

The Lieutenant-Governor, Puducherry is pleased to formulate the

Puducherry Union Territory Training Policy, 2012 to be adopted by all the

Government departments/public sector undertakings/autonomous bodies, etc.

PUDUCHERRY UNION TERRITORY TRAINING POLICY, 2012

The Puducherry Union Territory Training Policy, 2012 has been

formulated in line with the National Training Policy, 2012.

1. Background.— 1.1 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 liberalisation of the

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No.

32

Poudouchéry

Jeudi

9

Mai

2013 (19 Vaisakha 1935)

No.

Puducherry

Thursday

9th

May

2013

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economy through delicensing 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.

1.2 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, globalisation, 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.

1.3 Over this period, the human resource management function has

also undergone a significant change. Organisations are attaching tremendous

importance to the management and development of their people. There is

increasing recognition that the individual in an organisation is a key resource

and should not be simply looked upon as a cost.

1.4 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.

1.5 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 department/public sector undertaking’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. Competency framework.— 2.1 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 professional or specialised skills, which are

relevant for specialised functions such as building roads, irrigation projects,

taking flood control measures, civil aviation, medical care, etc.

2.2 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.

2.3 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

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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 department/

public sector undertakings needs to address the gap between the existing

and the required competencies and provide opportunities to the employees

to develop their competencies.

3. Training objectives.— 3.1 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 emphasise the

development of proper ethics, commitment to work and empathy for

the vulnerable sections such as differently abled, senior citizens, SCs, STs 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.

4. Training target.— 4.1 All the civil servants irrespective of their

cadre including Puducherry Civil Service/Puducherry Police Service Officers

shall be provided with training to equip them with the competencies for their

current post and subsequent promoted posts. Such training will be imparted

as follows:

(a) Induction training programme.— Covering all the service rules

relating to their job.

Phase - I for Group-A, B and C

Induction/foundation

officers/officials

programme period

(1)

(2)

Group-A, PCS, PPS

Six months - one year

Group-B

Six months

Group-C

Up to six months maximum

(b) Mid career training programme is to be given with the objective

of improving the next level competencies of the officers at certain

identified stages of their carriers in Group-A to C officials.

Level 1 : Training programme has to be introduced to officers/

officials who have completed 7-9 years of approved service in the

entry cadre (Duration : 6 weeks).

Level 2 : Training programme has to be introduced to officers/

officials who have completed 10-12 years of approved service

(Duration : 2 weeks).

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Level 3 : Training programme has to be introduced to officers/

officials who have completed 14-16 years of approved service in the

subsequent cadre (Duration : 2 weeks).

Level 4 : Training programme has to be introduced to the officers/

officials who have completed 18-20 years of approved service in the

subsequent cadre (Duration : 3 weeks).

Refresher : Training programme has to be introduced to the

officers/officials who have not attended level-4 training programme

(Duration : 2 weeks).

4.1.1 There shall be compulsory two weeks orientation/refresher

course on promotion to Group-A and Group-B posts, irrespective of

having attended such courses earlier.

4.1.2 Course content will be prescribed in consultation with the

concerned department and necessary orders will be issued.

Requirements and relevance of the content shall be in line with the

functional specialisation and need of the department as well as the

officials.

4.1.3 Administrative training institute will also organise “Capacity

Building Programmes” for State Civil Service Officers at an institute of

high excellence keeping good governance, public service delivery,

project appraisal and management etc.

4.1.4 Administrative Training Institute will organise “Training of

Trainers” programme to enhance capacity for imparting quality training

to officers.

4.1.5 Administrative training institute will organise, one week short

duration workshop which will be compulsory for all Group-A and

Group-B officials to attend once in four years in addition to Mid-career

training/induction programme. Officers can select any of the programme

in a block period of four years to attend.

4.1.6 A precondition may be appended in their order of appointment/

promotion that successful completion of the various phases of the said

training programme will entitle them for obtaining grade/scale/increment

at various stages in the officials’ career.

4.1.7 Departments may tie up with related institutions for imparting

training to the employees of their department, say for example Health

Department may tie up with Mother Therasa Institute of Health Sciences

for imparting training to nurses and other paramedical staff and so on.

(c) Domestic funding of foreign training scheme of Department of

Personnel and Training, New Delhi, is as well as other similar schemes

of various cadre controlling authorities is very much necessary, so that

officers have the opportunity to attend both long-term and short-term

training programmes to develop indepth competencies in a range of

subjects/areas or specific specialised subjects. This is particularly

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important for officers who are likely to hold positions at the seniormost

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.

Administrative Reforms Wing, Chief Secretariat, will be the Nodal

agency for deputation of officer for Foreign Training Programme

(short-term and long-term) in association with the Department of

Administrative Reforms and Public Grievances (TD), New Delhi .

5. Role of departments/public sector undertakings.— 5.1 Each

department/public sector undertaking shall adopt a systematic approach to

training and shall :

(i) Appoint a Training Manager who will be the nodal person for

implementation of the training function in that 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

department/public sector undertaking or its attached/subordinate 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 department’s annual

report on training and capacity building activities undertaken during

the year;

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(xiv) Provide induction training to new entrants and prepare and

upload the induction material on the website of the department/public

sector undertaking for easy accessibility;

(xv) Organise ‘On the job’ and ‘In-house’ training as may be

required.

6. Role of training institutions.— 6.1 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. The Government of Puducherry shall set up an autonomous

Administrative Training Institute (Registered under Societies Registration Act)

to fulfil the objectives of State Training Policy. Administrative Reforms Wing

shall provide requisite grant-in-aid to meet its recurring and non-recurring cost.

(i) The ATI shall have the requisite staff, infrastructure and finances

to perform their 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 department/public sector undertaking and in

outsourcing training (if so required);

(iv) Play a key role in assisting the departments/public sector

undertakings 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 or 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 specialisation (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.

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7. Trainer development.— 7.1 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.

7.2 Certification of trainers under the Trainer Development

Programme has to be on a renewable basis related to their actually conducting

a required number of training programmes and also attending courses meant

for upgrading their skills.

7.3 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 specialisations. Different

departments/public sector undertakings would need to take the initiative to

develop such trainers in the areas of their responsibility.

7.4 The Sixth Central Pay Commission has proposed major incentives

such as 30 per cent. 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. National Training Policy recommended that State Governments provide

similar incentives to the faculty of the State Training Institutions. Accordingly,

Government of Puducherry shall provide 30 per cent. training allowance and

rent-free accommodation for Administrative Training Institute, Puducherry for

Group-A and B Officers (Gazetted).

8. Foreign training.— 8.1 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.

8.2 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 indepth competencies in a range of subjects/areas or

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specific specialised subjects. This is particularly important for officers who are

likely to hold positions at the seniormost 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.

8.3 Union Territory of Puducherry recognises the importance of

foreign training for officers who are likely to hold senior position in the

Government. Puducherry, with its international connections due to French

legacy, is widely known in international fora. Therefore, its higher officials need

to be aware of model global context of policy formulation and implementation

as per international standards. Hence, Puducherry Government shall encourage

foreign training wherever necessary, keeping in view, the core competencies

needed.

9. Funding.— 9.1 Each department/public sector undertaking shall

provide adequate funding to meet the training requirement.

9.2 The National Training Policy of 1996 had recommended that

1.5 per cent. 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

department/public sector undertaking set aside at least 2.5 per cent. of its salary

budget for training.

9.3 Each department/public sector undertaking shall allocate

2.5 per cent. of its salary budget for training purpose and the allocated amount

has to be transferred to the training Head of Account of Administrative Reforms

Wing, being the nodal agency for Training and the Administrative Training

Institute under the control of Administrative Reforms Wing.

10. Training for urban and rural development.— 10.1 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 services to the

citizen. The national level flagship programmes for rural and urban development

have highlighted the need for capacity development in the rural and urban level

institutions for effectively implementing the programmes.

10.2 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 I.A.S. 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

I.A.S. Probationers/Officer Trainees may be given ‘hands on experience’ of

grassroot 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

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framework of the recommendations of the ‘Syllabus Review Committee’ for the

induction training. Similar attachments will included by the Union Territory

Government for inclusion in the training schedule of probationers of the

Puducherry Civil Services.

10.3 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 organisations in rural

development, rural cooperatives, conflict management in rural areas;

(ii) Urban development : Decentralisation 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,

renewable energy/tourism.

11. Implementation and coordination.— 11.1 A Union Territory

Training Council, chaired by the Chief Secretary to Government, shall be

constituted with the following composition for giving overall direction for the

implementation of this policy.

Union Territory Training Council

1.

Chief Secretary to Government

..

Chairman

2.

All Secretaries to Government

..

Member

3.

Additional / Joint Secretary to Government (ARW)

..

Member-

Secretary.

4.

Director, Planning and Research Department

..

Member

5.

Director, Directorate of School Education

..

Member

6.

Director, Local Administration Department

..

Member

7.

Director, Directorate of Higher and Technical Education ..

Member

8.

Chief Engineer, Public Works Department

..

Member

9.

Registrar, Co-operative Department

..

Member

10.

Superintending Engineer-I, Electricity Department

..

Member

11.

Managing Directors of all Public Sector Undertakings ..

Member

11.2 For monitoring the implementation of the Union Territory

Training Policy and taking appropriate steps to facilitate such implementation,

there shall be a committee chaired by the Chief Secretary to Government and

consisting of the Secretaries of the Departments of Urban Development and

Rural Development, Department of Personnel and Administrative Reforms and

Public Grievances with Joint/Additional Secretary (Training) as the Member-

Secretary. This committee will meet biannually. The composition of the

monitoring and implementation committee is as follows :

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Monitoring and Implementation Committee

1.

Chief Secretary to Government

..

Member

2.

All Secretaries to Government

..

Member

3.

Additional/Joint Secretary to Government (ARW)

..

Member-

Secretary

11.3 The Training Division of the Government i.e. Administrative

Reforms Wing shall be the nodal agency for the implementation of this policy

and shall issue appropriate guidelines to amplify and facilitate its

implementation. The Administrative Reforms Wing will issue orders for setting

up of Administrative Training Institute as the apex institute under the policy.

11.4 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 provide

the leadership in detailing the manner in which the work is to be 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.

11.5 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),

JNNSM 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 departments so that they are better able to

provide support and guidance to their departments in the design and

implementation of capacity building schemes.

11.6 The training division needs to provide technical support to the

departments concerned in the development of need based training schemes

through creation/augmentation of training infrastructure, faculty development

and outsourcing of training. Many states already have excellent infrastructure

in the apex training institutes as well as SIRDs and SlUDs. With proper

coordination, synergy can be created with the state ATIs so that capacities,

which already exist, can be optimally utilised.

11.7 Distance and e-learning : Distance and e-learning provide

unparalleled opportunities for meeting the training needs of large number of

civil servants. The Administrative Reforms Wing/Administrative Training

Institute shall take steps to 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

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individuals with enormous choice and flexibility in learning. The Administrative

Reforms Wing 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

Administrative Reforms Wing should also build up databases of the training

resources available such as calendars of training programmes of different

institutions, faculty in different subjects, etc.

11.8 Capacity building :

(i) Puducherry Administrative Training Institute (ATI) : Government

of Puducherry shall set up Administrative Training Institute as Apex

Training Institution of Puducherry and shall empower them to play a

lead role in coordinating training across sectors and departments.

Further, the ATI shall be strengthened with adequate funds,

infrastructure, manpower and decision making powers.

(ii) Support

from

Administrative

Reforms

Wing : The

Administrative Reforms Wing Division continues to have an extremely

important role in supporting the development of training capacity in the

department. It needs to be provided with adequate funds for supporting

need based training schemes as may be proposed by the departments.

It should focus, in particular, on the following:

(a) Supporting the creation of decentralised training infrastructure

(at the district or regional levels) concomitant with the

development of trainers at those levels;

(b) Strengthening and empowering Administrative Training Institute

(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.

12. Monitoring and evaluation.— 12.1 Monitoring and Evaluation

(M&E) is a powerful tool to improve the way Governments and organisations

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.

12.2 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

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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 organisational effectiveness

and improvement in the satisfaction level of clients/citizens.

12.3 Role of Administrative Reforms Wing :

(i) Monitoring the implementation of Union Territory of Puducherry

Training Policy, 2012.

(ii) Maintain a database of training and development activities

undertaken by various departments/public sector undertakings.

(iii) Issue advisories from time to time so that training programmes

are conducted based on ‘Systematic Approach to Training’ and build

capacity of the departments/public sector undertaking and training

institutions in the area.

(iv) Ensure that training managers are appointed in all Government

departments/public sector undertaking, build their capacity and work

in close coordination with them.

12.4 Role of Department/Public Sector Undertaking :

(i) Develop a Training Management Information System (TMIS) to

facilitate training and development activities of the department/public

sector undertaking.

(ii) Undertake benchmarking/evaluation study of training institutions

under the control of department/public sector undertaking to mould them

as centres of excellence.

(iii) Commission surveys/studies to measure the clients’/customers’

satisfaction level on the services delivered by the department/public

sector undertaking.

(iv) Review the implementation of the annual training plan, cadre

training plan and the functioning of training institution(s) under the

department/public sector undertaking (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.

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12.5 Role of Administrative Training Institute, Puducherry :

(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

overtime; and

(v) Conduct evaluation studies to assess the impact of training

programmes conducted by it on organisational performance.

M. SATHIYAVATHY, I.A.S.

Chief Secretary to Government.

————

online publication at “http://styandptg.puducherry.gov.in”

Government Central Press

Directorate of Stationery and Printing

Puducherry-9