Introduction Placing employees in jobs does not ensure their success. New employees are often uncertain about their roles and responsibilities. Job demands and employees capabilities must be balanced through orientation and training programmers both needed. Once employees have been trained and must have mastered their jobs, they may need further development to prepare for their responsibilities. And with ong oing trends grater work forces diversity, flatter organizations, and increased global competition, training an d development efforts enable employees to assume expand duties and greater responsibilities. Although Training helps employees do their certain jobs, the benefits of training may extend throughout a person’s career and help develop that person for future responsibilities. Development by contrast, helps the individual handle future responsibilities, with the content for current job duties.
Training Training is a learning experience. It seeks a relatively permanent change in employees that improves their job performance. Thus Training involves changing skills, knowledge, attitude or behavior. William g torpey said, ‘training is the process of developing, skills, habits, knowledge and aptitude the employee’. Ad gorwala mentioned that ‘the general conception of training is a mixture of many elements. In one sense, Training means the imparting knowledge of facts and their inter relation. In another sense training involves teaching of techniques. Ricky w. Griffin define ‘Training usually refers to the teaching operational or technical employees how to do the job for which they were hired’. Training helps guideline for works, it’s in understanding and carrying out organizational policies, it also creates and appropriate climate for growth communication and help employees adjust to change. Hence it may be said that Training is a process through which organization prepare its human resources to reach organizational goal. Source: M.J. Source: M.J. Tessin, Once Again Why Training?
Training has four phases. 01. First phase is individual training, 02. Second is departmental Training 03/Third is plant of facilities Training. 04. Co-operate and outside Training and development Source: Human resource and personnel management, weather B. William and Davis JR keith. keith.
Development Employee development is more future oriented and more concerned with education than employee job specification training. Development help individual in making better decision. It also provides information for improving leadership knowledge communication and communication skills and attitudes. Gary Dessler define Dessler define ‘any attempt to improve current cu rrent or future management performance by imparting knowledge , changing attitude or increasing skills’. By development we mean, to enhance ones ability to understand and interpret knowledge. It focuses more on the employee’s personal growth. Source: Fundamental Source: Fundamental of human resource management Stephen p. Robins and David A. Decen Zo
Distinguish Between Training and Development: Training
Development
1. Traini Training ng is is prese present nt day day orie oriente nted. d.
2. Traini Training ng progr programs ams are arrange arranged d for for employees.
1. Develo Developme pment nt prog program ram are arrang arranged ed for future oriented. 2. Develo Developme pment nt prog program ram are arrang arranged ed for executives.
3. It is lo lower le level tr training pr programe.
3. It is is a higher le level pr program
4. Traini Training ng is is imbi imbibed bed for for enha enhanci ncing ng much more skills and knowledge to the employees.
4. Deve Develo lopm pment ent is is imbi imbibed bed for for enhancing specific skills and knowledge to the executive.
Table: Difference between Training and Development Source: Dr. Rahaman Ataur M. and Gong, Human Resource Management
Training and development objectives: The main objectives are as follows1. Gain Gain a broa broad d ove overv rvie iew w of of adm admin inis istr trat atio ion n ins inste tead ad of narro narrow w depa depart rtme ment ntal al vision. 2. Atta Attain inme ment nt of prec preces essi sion on and and cla clari rity ty in the the tra trans nsac acti tion on of of bui buisn snees ees.. 3. The The need need for for inno innova vati tion on in in admi admini nist stra rati tion on to to mee meett the the dema demand ndss and and challenges of time. 4. Technical efficiency. 5. Improvement of morale. 6. To impar impartt to to new new entra entrant ntss the the basi basicc know knowle ledge dge and and ski skill ll they they need need for for an an intelligent performance of definite task. 7. To ens ensur uree that that eac each h emplo employe yeee is equ equip ippe ped d with with capab capabil ilit itie iess to perf perfor orm m vari variou ouss task associated with his role. 8. To ass assis istt empl employ oyees ees to func functi tion on mor moree effe effect ctive ively ly in in thei theirr pres presen entt posi positi tion on by by exposing them to the latest concept, information and techniques and developing skills the need in their particular fields. 9. To help help the the emp emplo loye yeee deve develo lop p as as an indi indivi vidua duall so so that that the the org organ aniz izat atio ion n can can recognized use the maximum maximum possible potential of its employees. employees. 10. To help help employ employees ees work work as as team team member memberss sinc sincee no no indi individ vidual ual can accomp accomplis lish h the goals of the organization.
Importance of Training: Training is important for improving the skill of employees. The importance of training can not be underestimated. und erestimated. The importance of training are as followsFirst, Training leads to increase the skill of employee and he performance the job better than before, Second, The trained worker does not commit mistakes, he knows his job well. Third, Trained worker do not cause any damage to machines and equipments because they know how to use them. So the wastage of materials and damages to the machines and equipments are low Fourth, A trained workers morale increases because of the support and encouragement he gets from his superior at the work place.
Assessment of Training Needs: Need assessment diagnoses current problem and future challenges to be meeting through training and development. For example competitive pressure or a change in the organization’s strategy may lead to downsizing and restructuring that accompanies it. As a result, the remaining employees may remaining employees may need to be more broadly trained. The comments of one training how the external environment affected in training. Thus need assessments must consider each person. The individual employee’s needs may be determined by HR department, by supervisor, or by self-nomination.
The HR department’s different approaches to nee d assessment, It may survey potential trainees to identify specific topics about which they want to learn more. This suggests that trainees are more likely to be receptive to the resulting program when they the y are viewed as relevant. Of course, this approach app roach presumes that those surveyed what training they need.
Program Content
Needs Assessment
Training and development Objectives Learning Principles
Actual Program
Skill knowledge and Ability of Workers
Evaluation Criteria
Evaluation
Source: B.M. Bass and J.A. Vaughen, Training and Industry.
Steps of Training: The following steps must be form the basis of any training activity. There are as follows, 1. Determine Determine the the traini training ng needs needs and and its its objecti objectives. ves. 2. Translate Translate them them into program program that meet meet the needs needs of the the selected selected trainee. trainee. There are a few generalizations ge neralizations about training that can help the practitioner. Training should be as along term investment in human resources using the equation below: Performance = Ability* Motivation
Training Methods and Techniques: In order to achieve the training objectives successfully, it is essential that a careful choice is made from amongst a variety of pedagogical tools, techniques and training methods available for facilitating learning. Some of the widely used methods and techniques are briefly discussed below.
1. Job inst instruc ructio tion n Traini Training ng (JIT) (JIT) : The job instruction Training is a form of individual instruction by supervisors and is similar to coaching. The JIT involves the following steps, Preparing the trainee in term of existing skill on the job, securing his • interest and attention. Presenting the job operation in term of what the trainee need to do. • •
Applying and training out the instruction and following up Training.
2. Coaching: Coaching is again on the job training of individual by the superior in the area of specifically defined tasks. This method is more appropriate for organization of new employee and for helping for disadvantaged employees to learn specific job. The supervisor must have interpersonal compliance and be able to establish helping relationship with the trainee. 3. Programme learning: A form of individual study, programmed learning is more studied to meet the behavioral objective and non-motor skill on knowledge is to be learned by a large number of trainees. The trainer motivates the trainees indepe ndent progress through the programme.
4. Job Job Rota Rotati tion ons: s: These are the form of on the job individual training into emphasis on providing the training experience in various types of job, location, and department. These techniques are more appropriate for developing multi skill, operational flexibility, providing satisfaction from routine jobs and bordering of overall perspective.
5. Lecture: Lecture is by for the most widely used techniques of training of involve speaking to the large number of trainee usually from prepared notes. There are two variations of this method. •
Talk:
Talk involves encouraging trainees to raise questions thus maintaining interest in this topic. •
Discussion:
In discussion, Knowledge, ideas, are opinion freely exchanged among the Trainee and Trainer. 6. Conference: The Conference method is used to help employees develop problem solving skill. Group discussion and meeting are the two techniques often used in the organization. The conference method or group discussion effect change in the participation though modification of their experience sharing and reshuffle there views, thinking, and attitudes. 7. Laboratory training: Laboratory Training often called sensitivity training or group T-group, is based on the participation of the group dynamics, and is widely used as a tool of inculating term sprit among employees. Both unstructured experienced and structured experienced are provided to the participation to help them increase their self-awareness, develop interpersonal competence, and sharpen skill to work, in term of effective member and leaders. The trainer must be professionally trained to lead the group.
8. Role Role Play Playin ing: g: Role Playing is used in helping h elping trainees to find out human relation problem, p roblem, to develop insight though. In depth analysis of problems relating to human interaction, to aquar skill inter personal communication with particular emphasis on the empathy and listening.
9. Case study: The Case study method involves diagnostic and problem solving study of usually a written description of some event or set of circumstances or organizational problems providing relevant details. This method is appropriate for developing analogical and problem solving orientation, and skill, providing practical in applying management concept, tools and techniques, emphasis awareness on management concept and progress. 10. In-Basket: In-Basket or In-Tray techniques involve in stimulation of a series of decisions a trainee might have to make in real life. The Trainee is presented with pack of paper and fails in a containing administrative problems and are asked to the take decisions within specific time limit. The decision taken by several trainees are recorded and compared with one another, Learning occur as trainee reflect and evaluate the decisions taken on participations customers complaint, superiors demand, irrelevant irrelevant information and the like. Reference: Personnel Management and Human Resources by C. S. Vanlata.
Bangladesh Public Administration Training Centre: Bangladesh Public Administration Training Centre (BPATC) is the apex training institution in the public sector. The Centre was established as an autonomous organization in 1984 vide ordinance No. XXVI of 1984. This training institute caters for imparting training of all the 29 Civil Service Cadre officials. This is a unique Centre where officials of different levels attend training courses ensuring both the vertical and horizontal integration in training philosophy. Bangladesh P ublic Administration Training Centre Ordinance 1984 by amalgamating following training institutions.
Vision of Bangladesh Public Administration Administration Training Centre : 1. develop human human resource resourcess with competence competence and strong strong moral moral values values through through state-of-the art training; 2. promote promote a culture culture of continuo continuous us learning learning in the the public public service service to foster foster a knowledge society; 3. conduct research research and publicatio publications ns on public public sector sector management; management; 4. networking networking with with reputed reputed instituti institutions ons of home home and abroad to enrich enrich traini training, ng, research and consultancy; and
Extend consultancy services for enhancing organizational performance.
Divisions of Bangladesh Public Administration Training Centre: The Centre is headed by a Rector who is a senior Secretary to the Government followed by Six Members Directing Staff (MDS) of the rank of Joint Secretary to the Government and they supervise the following six divisions
The following six division’s are1. Mana Managem gement ent and and Publi Publicc Administration;
.
2. Prog Progra ramm mmee and and Studi Studies es and and Regional Centers 3. Devel Developm opmen entt Econo Economi mics cs;; 4. Rese Resear arch ch and and Consu Consult ltanc ancy; y; 5. Devel Developm opmen entt Proje Project ctss and and 6. Mana Managem gement ent and and Devel Develop opme ment nt
Structure of Bangladesh Public Administration Training Centre: Each division consists of a number of departments headed by a Director of the rank of Deputy Secretary. Below them are Deputy Directors, Assistant Directors, Evaluation Officers and Research Officers. The Centre has four Re gional Centers called Regional Public Administration Training Centre (RPATC) at four old Divisional Headquarters. Regional Centers are mainly meant for staff training and each of them is headed by a Deputy Director.
Director
Deputy Director
Assistant Directors
Evaluation Officers
Research Officers
Fig- Structure of BPATC
Board of Governors: The twelve-member Board of Governors (BOG) chaired by a Minister provides general policy directions as and when required.
The Board is composed of the following members: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
A cabinet minister nominated by the Government to act as the chairperson of o f the Board; Cabinet Secretary Rector, BPATC Secretary, Ministry of Establishment Secretary, Finance Division Secretary, Ministry of Education A Vice-Chancellor of a University nominated by the Government Commandant, defence Services Command and Staff College Chairman, Bangladesh Federations of Commerce and Industry Chairman, Department of Public Administration, University of Dhaka, Chittagong, Rajshahi or Jahangirnagar by rotation in that order; Two elites including one woman nominated by the Government
Regional Public Administration Training Centres (RPATCs) : Regional Public Administration Training Centres (RPATCs), the arms of Bangladesh Public Administration Training Centre (BPATC), are mandated to discharge specialized training courses for support staff and officials of – Government organization Semi-government organization 3. Autonomous organization 4. Non-government organization 1. 2.
BPATC soupose the training courses conducted by RPATCs are of immense benefit for the officials and employees in enhancing enhanc ing their skills and expertise at a reasonable level required to discharge their duties for the p eople more efficiently and effectively. Trainee: The levels of clientele groups of these training courses range from junior to mid level officers and support staff of class III and IV.
Structure of RPATC: BPATC has four regional centers located at former greater divisional headquarters namely Dhaka, Chittagong, Khulna and Rajshahi. Each RPATC headed by a Deputy Director. 1. Dhaka RPATC 2. Chittagong RPATC 3. Rajshahi RPATC 4. Khulna RPATC
Bangladesh Public Administration Training Centre Activities: Training programmers are broadly classified into two categories: (i) (ii)
Core courses and Short ort sp specia cialized co courses.
Core courses : Core courses usually range from 10 to 16 weeks. Short specialized courses: Short specialized courses range from 1 to 4 weeks. Focus of the core courses is development of the conceptual and technical base.
Training Programmers: Programmers: 1. Seni Senior or Sta Staff ff Cou Cours rsee (SSC (SSC)) 2. Advanced Advanced Course Course on Administr Administration ation and Developm Development ent (ACAD) (ACAD) 3. Foundat Foundation ion Traini Training ng Cour Course se (FTC) (FTC) 4.
Special Foundation Training Course for Election Commission Officials
Short Courses : 1. Trai Traini ning ng of Tra Train iner erss Cours Coursee 2. Proj Project ect Mana Managem gemen entt Cours Coursee 3. Course on Trade Trade and and Aid: Aid: Planning Planning Negotiatio Negotiations ns Technique Techniquess 4. Human Human Resour Resource ce Planni Planning ng Course Course
5. Fina Financi ncial al Manage Manageme ment nt Cours Coursee 6. Environmenta Environmentall Managemen Managementt and Sustainable Sustainable Development Development Course Course 7. Modern Modern Office Office Manage Managemen mentt Cour Course se 8. Course Course on Inform Informati ation on Technol Technology ogy and E-Gove E-Governa rnance nce 9.
Foundation Refresher Program
10. Course Course on Communicativ Communicativee English English 11. Gender Gender and Developm Development ent Course Course
Training programme: 2012-2013 SL. NO.
1. 2.
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Name of Course
Duration
Total course
Desired No. of Participants
Total Desired No. of Participants
Senior Staff Course (SSC) Advanced Course on Administration & Development (ACAD) Foundation Training Course(FTC) Special FTC Lunch time/Dinner time Training Course Policy Planning & Management Course (PPMC) Competency En Enhancement Co Course (CEC) Training of Trainer Course (TOT) Project Management Course Financial Management Course Human Resource Planning Course
45 45
5 5
25 25
125 125
120 45 1/2
3 2 1
200 30 20
600 60 20
12
1
20
20
30
2
25
50
15 15 15 05
2 3 3 1
25 25 25 25
50 75 75 25
15
2
25
50
05 12
2 2
160 25
320 50
Modern Office Management Course Foundation Refresher Progamme Curse on on Conflict Management & Negotiation Techniques
15. 16. 17. 18. 19. 20. A B A+B
Gender & Development Course Course on communicative English e-Government Management Course Course on Improving Pu Public Service Thought TOM Course on Environment & Disaster Management Course Research Methodology Total Se Seminar Workshops Gr Grand Total
1.
05 15 28
1 1 2
25 25 25
25 25 50
05
1
25
25
15
2
25
50
14 2 -
2 43 2 40 47
25 25 -
50 1870 80
Senior Staff Course (SSC)
Duration : 45 days
Number of Participants : The desired number of participants is 25.
Level of Participants : Join Secretaries to the government and their equivalent officers of the equal rank of Defence Service/ Executives of equal status from non-government & private sector organization.
Course Contents: New public Management and Administrative Reform; Policy formulation; policy Analysis; Development Partners and Issues of the national Concern Change in the Role of Government etc.
Evaluation: Participants will be evaluated out of 800 marks. Mode of evaluation will be syndicate work, individual assignment, seminar page and exercise. Evaluation for games is rational distributed among participation in jogging, games and Impression created by discipline.
2030
2. Advanced Course on Administration and Development (ACAD)
Duration: 45 days
Number of Participants: The desired number of participants is 25.
Level of Participants: Deputy Secretaries to the government and their equivalent officers of the equal rank of Defence Service/ Executives of equal status from nongovernment & private sector organization.
Course Contents: Public Administration, Poverty Reduction, Policies and Strategies, Gender and Development, Environment Management, Morality in Administration, Land Management, Project Management, Individual action Plan etc.
be evaluated out of 1200 marks. marks. Mode of evaluation will will Evaluation: Participants will be be individual Arrangement Arrangement of workshop and group group exercise. Evaluation for games games is rational distributed among participation in jogging, games and Impression created by discipline.
3. Foundation Training Course (FTC)
Duration : 4 Month (12o days)
Number of Participants : The desired number of participants is 200.
Level of Participants : New entrants to different cadres of Bangladesh Civil Service
Course Contents: Content of FTC cover seven board areas of public administration and develop management. The broad areas are Bangladesh studies; Public Administration; Management process; Development Economics; Skill development; human Rights; and special Training Activities. Under the seven Broad areas there are 22 modules etc.
Evaluation: Participants will be evaluated out of 1500 marks. Participants are evaluated through written examination, individual assignment, report, team report, presentation, role play, attitude, behavior, maintenance of discipline.
Seminar:
The center will conduct at least 4 seminars in the calendar year of 2012-2013 which participate by 25-50 participants. participants. The seminar will helpful to the identification identification and solution of many national issues. A few more Seminar may also held in collaboration with UNICEF, UNDP, CFTC, JICA, KOICA, NAPSIPAG, CDMP, MJF, CPTU, NUFFIC, ANU, MATT-2etc. Duration of the Seminar Seminar may vary form 1 day to 5 days.
Other Activities: Rector of the center on request form both national and international organizations may allow seminars to be held at the Center from time to time in order to ensure the maximum utilization of the physical facilities of the Center. M anaging at The Top (TOP) programme to train the senior government officials and develop reformed human resource management system within Bangladesh Civil Service as an important building block for incremental reform is also ruining at the ITC of the center. MATT-2 funded by DFID, commenced in January 2006 and will continue
up to January 2013. Programme and Workshop on right to information will also take place in the 2012-2013 training year of the center.
Address:
Bangladesh public Administration Training Center Savar, Dhaka, Bangladesh
Website: www.bpatc.org.com
