Objectives (Training objectives to achieve organizational goals) 1. To transfer required expertise and skill to prepare, execute and evaluate development programs and schemes, more specifically at the micro level, 2. To create adequate trained personnel to fill the existing vacuum without much additional cost, 3. To share, exchange and consolidate the development experiences of the trainees by taking advantage of the trainers (professionals) in the training forum, 4. To provide additional inputs in the areas of development concepts, planning principles, techniques, creating data base, methods of project management and evaluation, 5. To bridge the gap between the theory and practice of development planning and development administration, 6. To initiate and identify new mechanism and principles of development programs and schemes based on the experiences, of the field unit officers, promote and strengthen the development practices further, 7. To provide knowledge on the development informatics to match with the changing requirements, 8. To orient and encourage the participants for working with and development of, the rural poor, and 9. Finally, to sensitize the development personnel to work in an interdisciplinary team with multi problem framework.
OBJECTIVES Training objectives to bring change in the behavior 1. Increased confidence in one’s own ability, 2. Deeper appreciation of human & social problems as well as identification of problem areas, 3. Enhancement of ability to look at older problem in newer ways, 4. Wider tolerance of difference of opinion, 5. Enlargement and improvement of participant knowledge in the techniques, methods and tools of social welfare administration so as to deal with, the improvement of beneficiaries based on human approach theory, 6. Creation of awareness and awakening towards improving administrative capacity and capability of the personnel, 7. Extension of help in reaction (i.e., satisfaction in turn favorable interaction to environment), Behavior (i.e. change in outlook) and Attitudes, learning (i.e. development of skills and work-kits) and results i.e. , effectiveness and efficiency), 8. Personal growth growth (i.e. improvement, consolidation and expansion of of skills to do a particular social welfare job in scientific manner based on system approach and staff development), 9. Understanding of environmental or ecological intricacies and linkages to avoid duplication efforts, 10. Development of (a) rational thinking, (b) objective thin king, (c) social understanding and, (d) aesthetic responsiveness and practical abilities, 11. Role performance and last but not the least to up-to-date the knowledge through motivation, life situations and self-development.
FOCUS OF TRAINING In Indian situation, no doubt a number of institutions have specialized in specific areas of training and they are providing services to meet the demand from time to time, right from the local to the national level. However, they are still not adequate in terms of specialized fields, content and frequency. The important observation is that, most of the institutions are within the folds of government control and naturally oriented to meet ad-hoc situation on tailor made basis. This is definitely very much required, but adding new dimensions would help meeting crisis in a better way than leaving unattended. As the development paradigms are getting changed significantly over past few decades, the focus should also be updated and modified to accommodate maximum possible changes other than the traditional and regular routine activities to make use of training more effective and operational. Therefore, the following aspects must be taken into account while framing the training modules for rural-regional development practitioners. It may, however, be noted that the intensity and magnitude will vary depending on the level of practitioners. The aspects are as follows: 1. Looking beyond: In general, major of the training programs are conducted under a given rigid framework by the sponsors of the training to fulfill the immediate needs, which is quite quite reasonable and justified. But, at the same time, it is desirable to open up and widen the planning and development horizon beyond the directives of the t he planning commission, 2. Generating local resources: resources: The current development at the local level is seen mostly as donor driven either by the national/central government at the apex or by the international development and donor agencies. Emphasis on local resources, potential and problems in framing the development programs and also supporting at the local level is definitely considered as the strongest achievement to break through the barriers of dependency. The crucial factor for this is to mobilize and generate revenues and financial resources to support the programs. This is the missing link in the development planning cycle in the country. Therefore, the importance to this aspect will provide orientation to explore the possibilities in this direction. 3. Question of sustainability: Emphasis on self-reliance and sustainable development is the preset key word frequently referred and used in planning exercise. The conceptual clarity, potentials, limits and usefulness of the sustainable development should be reflected in the training modules for the development planners and practitioners. The important element should be ‘to bridge the gap between theory and practice’.
4. Environmental management: management: The environmental components are the concurrent and unending issues in the whole framework of economic, social and development planning. The threats due to natural calamities, environmental degradation and overuse of resources as a consequence of rapid population growth, uncontrolled urbanization and polluting industrialization in a way have paralyzed the process of development at the local level. Hence the environmental conservation and management components need to be integrated with the training programs to safeguard against the environmental consequences. 5. Computerized information system: In a gradual process, the use of computerized information system for creating database and administering, monitoring and evaluating rural development programs is getting popular and considered as the efficient mechanism of handling day to day problems. The training provision for organizing computerized database, analysis, planning administration and management could be strengthened taking the advantage of the available wide network of the National Informatics Center (NIC) with the co-operation of the participating State Governments as the local level. The NIC has the right and tremendous potential, which should be fruitfully used for the purpose. 6. Project management: (Implementation, Monitoring and Evaluation) All the development programs are translated into different projects for action. The success of projects is linked to the initial conceptualization, design, resource mobilization, implementation and various aspects of project management. It is a common observation that the personnel involved in the implementation of various rural regional development programs have deficiency in project management and they usually operate with the help of manuals and guidelines provided by the line ministries which are not enough to handle the day today complicated problems. Therefore, it is strongly desired to equip the officials with project management skills and techniques through training. Training for whom, where and what? There are some basic questions that need to be addressed carefully to make the training effective. The first is related rela ted to the identification & personals to be trained. Level Duration NGOProject Short term holders Training of Trainers Short / long term NGO-Staff / field Short / long term workers Training for Short term beneficiary Target group
Resource persons Belonging to the same group senior and experienced professionals Professionals Profession als / senior and experienced Project officials Professionals Profession als / senior and experienced Project officials.
Selected professionals/ professiona ls/ experienced NGOS
The next question is related to the content of the program. Preparing the syllabus (module) for the Training. Based on the objectives and focus, the modules will differ.eg.
Project Module
Environment Module
a) Identification of projects b) Project finance c) Identification of target groups d) Project design. e) Project management(implementation, monitoring and evaluation) f) Sustainability of projects and recycling. a) Environment values and their implications for development. b) Environmental issues, components and management. c) Environment impact assessment of different development project. d) Environment conversation economy / ecology and ethics. e) Sustainable development.
The other questions related to this area are whether the training is residential, non residential , part time etc., Evaluation of the training: Finally each and every training should be evaluated based on its objectives to understand whether it has achieved its intended purpose.
Capacity Building Individual Capacity Knowledge i) Programmatic ii) Strategic thinking iii)Environmental
Skills i) Leadership &Team Building ii) Gender Sensitivity iii) Program design and implementation iv) Time Management v) Personal attitude vi) Relationship development
Institutional Capacity Individual Organization Sectoral Organization i) Organizational renewal i) Capacity for capacity Forums for shared iii) Program Management perspective Capacity ii) Capacity to iii) Project Monitoring promote & Evaluation Capacity mechanism iv) Resource Management iii) Capacity to build a) Human sectoral human b) Knowledge & Information resource c) Financial v) Networking & Partnership. vi) Networking & Partnerships vii) Rigorous competency assessment
Voluntary organizations could be be Associations, Associations, Civil Society Organizations Organizations (CSOs), Non Governmental Organizations, People’s Movements, Citizen Groups, Consumer Associations, Small Producers’ Associations, Youth Groups, in Indian context Bhajan Mandlis ( group of men or women or only men or women who sing together devotional songs) , Residential Welfare Associations etc. These, in other words, “Capacity building” means different things to could be both indigenous and modern form different organizations. Originally it was meant as of associations. “technical assistance,” then “institutional building”
Capacity building is the development of an Meaning of Capacity: organization’s core skills and capabilities, such 1. In Civil Society Organization’s context as leadership, management, finance and capacity is the elaboration of the identity fundraising, programs and evaluation, in order of an organization - the purpose, mission, to build the organization’s effectiveness and rationale for its startup and continuity of sustainability. It is the process of assisting an that particular organization. It is important individual or group to identify and address to look at the capacity in relation to its issues and gain the insights, knowledge and mission and purposes. experience needed to solve problems and 2. The second component of `capacity’ is implement change. Capacity building is the capacity to act independently and facilitated through the provision of technical autonomously, to be able to pursue its support activities, including coaching, training, mission and purposes without specific technical assistance and resource compromising its principles or scarifying netw netwo orkin rkin . its autonomy. 3. A third component in defining `capacity’ is the question of intellectual and analytical abilities of an organization. It may seem as an intangible intangible capacity. Clarifications of its perspective, its vision of a desirable society, its moral and ethical base, its analyze and articulate its independent thinking and position on issues of contemporary concern – all these constitute a major and perhaps more significant component component of such capacity. In fact this capacity creates the basis for for its independent, autonomous functioning and clarifies its identity, not only to itself but to others around it. Deriving from the above, it is also to look at the capacity for self-reflection and learning. Capacity for systematizing its own experiences and drawing lessons from the same, capacity to monitor its activities and review its purposes in light of the changes taking place in the wider society, capacity to document, synthesize and articulate its own learning in the course of its ongoing activities become important elements of the capacity for self-reflection and continuous learning by Civil Society Organization. 4. The next component in defining ` capacity’ is to understand the social context in which a Civil Society Organization operates. It is important to recognize the contextually specific meaning of capacity. Each CSO operates in a local context through a network of relationships with other actors, which not only provides the basis for its pursuit of purposes and missions but also provides the basis basis for legitimacy. The primary arena for examining the meaning of capacity of a local CSO, therefore, is this web of relationships in its immediate social context. Its ability to function effectively in that social context provides the underlying clues about its capacity requirements and challenges. The external relations of Civil Society Organization with resource providers and regulators are also an arena to define the meaning of its capacity. Those who provide funds and other kind of resources for continuous functioning of the Civil Society Organization expect certain kinds of actions from the Civil Society Organization. These expectations set the stage for understanding the meaning of capacit y of a CSO vis-a-vis resource
Individual capacities:
new ways of thinking awareness and perceptions ability to adapt skills(leadership, negotiation, problem-solving) motivation, attitudes, values ability for critical analysis solidarity, identity and cohesion
Entity capacities: social capital ability to collaborate and manage external relationships ability to manage change governance and leadership internal management and human resource development innovation and learning organizational values knowledge and evidence-base technical expertise infrastructure policies
Socio-political context: society’s vision formal and informal values, norms and standards democratic processes power relationships consensus and conflict
Broader system
Economic context: stable and equitable fiscal and monetary policy management and distribution of resources technolo
Organisation Community
Individual
Institutional context: policies and regulations structures role of State institutions human resources capacity accountabilit
Broader system capacity: will depend on the level in which capacity building is done. For initiatives at a sectoral level, the system capacity will include only relevant components (i.e. health policies, health and other stakeholders etc).
providers. Likewise, government government regulations and other legal context sets up the pre-conditions within which a CSO has to operate and therefore, certai n elements of its capacity relate to that. However, the important points are to recognize that external relations with donors and regulators are not the prime arena for understanding the meaning of capacity. The primary arena for that is the local social context in which a CSO operates. External donor relations become the additive aspect of understanding the defining of capacity. Finally, capacity is not merely a phenomenon of individual CSO. It is increasingly recognized that networks, alliances and partnerships across Civil Society Organizations help to acknowledge and strengthen the capacity capacity of each CSO to operate on its own. own. Therefore, at this stage stage of the evolution of civil society actors, sectoral capacity is an important element in our approach to understand the meaning of capacity. Sectoral capacity implies capacity capacity of a sector of civil civil society actors in a given region. Such a collective approach to understanding the meaning of capacity also acknowledges the diversity and plurality of civil society organizations such that, there is an acknowledgement of the range of capacities associated with this plurality and diversity.
Proposed hierarchy of terms to describe the capacity building process
Capacity Building Approach
Concept: Organisational development
Strategy: workforce development partnership building
Activities: skill building (e.g. courses) networking (e.g. steering committee meetings)
Other concepts Concept: Community building
Concept: Citizen
Strategy: collaborative action empowering community leaders
Activities: networking (e.g. community forums to resolve issue) building confidence and skills of community leaders to express systemic concerns
Strategy: participation individual behaviour change
Activities: participation in exercise classes, festivals face to face consultation about importance of physical activity
Strategy – is a strategic action (a long-term plan, a vision for the future) that describes how the program will achieve its objective. Activities – is a specific line of work, process, function, or task that occurs over time and has recognisable results.
Proposed hierarchy
Capacity
Builds capacity for health
Health
Strategies
Ultimate outcomes Health promoting social
l a t e i c o S
Advocacy/policy Legislation/regulati
External leadership
Maintenance of health outcomes
Builds capacity for program
Governance and leadership deve develo lo ment ment Strengthening internal management
Partnership building and relational contracting
Program maintenance and sustainability
Resource allocation
Policy change
Grantees
Knowledge management
Build capacity for program sustainability
Environmental change
Workforce development and skill utilization Strengthening capacity for innovation and Active
Community
Build capacity for ‘healthy’ functioning
Health communication/Soci al marketing Skill development and utilisation Empowering community leaders Information
Increased problemsolving capabilities
Changed perception, awareness, attitudes, motivation
