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Annexure VI Impact Assessment Study ­ Jagruti Project, Satara District

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IMPACT ASSESSMENT STUDY SATARA DISTRICT

by S Venkatesan

June 22, 2006

· INTENSIVE DISTRICT TRAINING · JAGRUTI PROJECT OBJECTIVES · METHODOLOGY · FINDINGS OF THE STUDY · JAGRUTI PROJECT HIGHLIGHTS · ACHIEVEMENTS OF UNDP PROJECT

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INTENSIVE DISTRICT TRAINING

· Objectives : i) Demonstrate improved performance & citizens responsiveness thru training of cutting edge employees ii) Function as `best practice' & motivate other districts and States to replicate iii) Derive benefit from the Modules developed by undertaking intensive training of cutting edge employees in districts & sub districts. · 7 STATES -7 DISTRICTS · Training to all employees in chosen Districts

· INTENSIVE DISTRICT TRAINING · JAGRUTI PROJECT OBJECTIVES · METHODOLOGY · FINDINGS OF THE STUDY · JAGRUTI PROJECT HIGHLIGHTS · ACHIEVEMENTS OF UNDP PROJECT

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JAGRUTI PROJECT OBJECTIVES

· Assess training needs of district employees · Capacity building on basic principle of Good Governance · Job specific inputs for improved performance of their core duties · Evaluate the impact of district training · Document the process and replicate the same

· INTENSIVE DISTRICT TRAINING · JAGRUTI PROJECT OBJECTIVES · METHODOLOGY · FINDINGS OF THE STUDY · JAGRUTI PROJECT HIGHLIGHTS · ACHIEVEMENTS OF UNDP PROJECT

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METHODOLOGY

· Preliminary Discussion · Desk Research (a) Documents were studied (b) Films were viewed (c) Audio-visuals were seen/heard · Analysis of feedback of the participants · 38 Trainers were interviewed · 267 Trainees were interviewed · 78 Senior Officers were interviewed · 12 Citizens were contacted · Questionnaires to Trainers, Trainees and Officers · Discussion of findings with the YASHADA

· INTENSIVE DISTRICT TRAINING · JAGRUTI PROJECT OBJECTIVES · METHODOLOGY · FINDINGS OF THE STUDY · JAGRUTI PROJECT HIGHLIGHTS · ACHIEVEMENTS OF UNDP PROJECT

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FINDINGS OF THE STUDY

· · · · · · · · · Improved performance due to training Objectives set by YASHADA achieved Material/Modules/Films can be used by other districts Trainers from voluntary agencies, NGOs, Institutes, retired and serving officers Availability of willing Resource Persons Quality of Material Different creative methods Adaptability & adoptability of resources generated Quality of life of participants improved. -contd.

FINDINGS OF THE STUDY-contd. STUDY- contd.

· Disaster Management inputs assisted Satara District to prevent loss of lives in monsoons. · Positive Attitude- specially in peons and drivers · Performance Aids used in day-to-day working · Yoga being practiced by majority of employees · Health check-up Detection of BP, TB etc.

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· INTENSIVE DISTRICT TRAINING · JAGRUTI PROJECT OBJECTIVES · METHODOLOGY · FINDINGS OF THE STUDY · JAGRUTI PROJECT HIGHLIGHTS · ACHIEVEMENTS OF UNDP PROJECT

JAGRUTI PROJECT HIGHLIGHTS

· · · · · · · · · Simplified TNA Study Core Team to Monitor Camp Approach Simultaneous Actions Covered 10438 Group IV & III Employees Policy Circulars- One-time approvals Venues selected with care Residential Training Innovative Training Methods contd

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JAGRUTI PROJECT HIGHLIGHTS

· Module contained reading material, time table, session plan, process sheet, exercises & trainer guide · 11 modules, 10 cadre-based films, 13 audio-visual aids, 10 film clips, 4 kits and 3 CBT · Documentation of the project

· INTENSIVE DISTRICT TRAINING · JAGRUTI PROJECT OBJECTIVES · METHODOLOGY · FINDINGS OF THE STUDY · JAGRUTI PROJECT HIGHLIGHTS · ACHIEVEMENTS OF UNDP PROJECT

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ACHIEVEMENTS OF UNDP PROJECT

· · · · · · · · · · 17 Major State ATIs TNA carried out in 14 States 46 Modules completed and validated Trainers developed for the Modules TNA & Spl. Programme by IGNOU 18 Modules under DLM mode 10 Modules professionally converted 125 Licenses for Macromedia Director ToT on GIS based- GRAM++ 3 Case Study Workshops -contd.

ACHIEVEMENTS OF UNDP PROJECT-contd PROJECT· · · · 2 Foreign study tours by Heads of ATIs Foreign training for Heads of ATIs Foreign training for Module Developers Special training packages : i) TNA & use of TNA Toolkit ii) Evaluation of Training iii) Mentoring & Facilitation iv) Direct Trainer Skills-II · Computer/Library up gradation

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THANK YOU

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Annexure VII Capacity Building for Service Delivery

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RCVP Noronha Academy of Administration

Shahpura Lake, Post Bag No. 506 Arera Colony, Bhopal ­ 462 016

Quote - Unquote

"The capacity to innovate depends upon the capability to search and integrate emerging needs and technology"

"Instilling a culture of effective service delivery implies measurement of organizational performance. One cannot simply talk about effectiveness without reference to some standard"

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Capacity Building - Basic Premises

Governance is everyone's affair. Decentralized and participatory development planning promotes consensus building, conflict resolution, inclusive governance and sustainable development. Mutual compatibility can be developed between government and NGO/CBO and will lead to productivity, improved service delivery and social benefits for all citizens. Collaborative relations can contribute to develop common ground to promote sustainable development with equity.

Capacity Building will lead to....

Proper utilization of scarce financial and material resources. performance enhancement for providing better services. Continuous monitoring and feedback hence continuous improvement. Enhanced impact of government run programmes and projects. Image building of government.

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Pedagogical issues involved in CB

Less expensive and cost effective need based training to cover wider range of employees Considering area specific cultural and social problems which impinge on public management system Creation of a sustainable learning environment - bringing training closer to the place of work. Applying learner centred method ­Participative learning Utilization of local resource persons/ specialists leading to broadening of the resource base.

Pedagogical issues involved in CB

Leadership for multiplier and diffusion effect of training. Using variety of media and methods of training ­ in-situ, institutional, distance and e-learning. ineFacilitate integrated approach to training by establishing pre and post training activities I.e ITN, Plan and Design, Implement and Assessment. Operationalise "Saturation Approach" in place of "Extension approach" l.e training for all approach"

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Institutional aspects of CB

Institutionalizing the coordination and net working ­ arrangements Develop and manage interface with Govt. Departments and Training Institutions. Establishing linkages of training with career progression and cadre management. Creating institutional mechanism, its role and location to provide requisite training strategy to meet the training needs by way of design, development and operationalisation of training packages

Technical Dimensions of CB

Clarity of self at cutting edge- functional skills and attitudinal orientation towards service, quality and effectiveness. Linking self respect and satisfaction with effective performance. Inculcating values ­ work is worship and respect for citizen in democracy. Mutual cooperation, coordination and team work in inter and intra department level. Motivate for implementing various projects /plan. Ascertain validity, reliability and authenticity of base line data. Integration of sectors in district plan.

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Paradigm Shift required in CB

Present Scenario Supply Driven Approach Formal Training in Training Institutions Training Institutions as training providers Training of officers Class Room Orientation Knowledge & Skills Emerging Need Demand Driven Approach Formal/Informal In-SITU Intraining Training Institutions as package developers and implementator Training for all, emphasis on cutting edge level Simulation and field orientation Competence Building

Traditional vs. System Based Training

Element

Focus Output

Traditional

Identifies and address learning needs.

System Based

Identifies and address performance need within total context.

Structured learning viewing Provide services that assist in training as an end in itself improving performance, overcoming obstacles. Held accountable for training activities (days, courses) Training evaluation are completed for participants reactions and learning Assessments typically identify training needs Held accountable for establishing partnership (Measure improvement in performance) Result of Training ­ Performance change and cost-benefit to orgn. costorgn. Assessments are completed to determine performance gap

Accountability

Measures

Assessment

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Service Delivery : Sectors and Actors

Sectors

Panchayat and Rural Development

Actors

Elected representatives, CEOs, BDOs, ADEO, Sub Engineers, BDOs, Office Staff, Gram Sahayak, Sahayak, Panchayat Karmee, NGos, Karmee, NGos, SHGs CDPO, ACDPO, Supervisor, AWW ANM, Health Worker, Doctors, Nurses, Traditional Dai Teachers, Guru Jee, Kshisha Karmee, BEO, PTA and VEC Karmee,

Women and Child Development Public Health and Family Welfare School Education

Service Delivery : Sectors and Actors

Sectors Actors Agriculture and allied sectors Extension officers, Gram Sevak, Progressive farmers, Sevak, NGOs Public Distribution System Food Inspector, Asstt Food Inspector, Samitee Sevak and PDS Shop owners. Public Health Engineering Hand Pump Mechanic, Panchayat staff, SHG, Technical Staff, Sub engineers etc Forest Department Dy Ranger, Forest Guard, Beat Guard, Nakedar etc

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Service Delivery : Sectors and Actors

Sectors Urban Development Department Actors

Community Organizers, P.O and APO DUDA, Front line and middle level functionaries of ULBs. ULBs. Frontline functionaries of ParaParastatal organisation of ULBs and Urban Development.

Sc & ST Welfare Revenue

BDOs, BDOs, Patwari, RI, NT, Office Staff Patwari,

Diverse Clientele & Diverged Need

Front line Employees of Development Departments

Development programme and polices- Bottleneck at cutting policesedge Ways and means of accomplishing ultimate objectives of the development programme Setting Performance Standards and work norms (Job Chart/Job Specification) and setting process indicator with TL Participatory programme implementation and monitoring Job/Role Appreciation ­ deriving satisfaction from the job ­ dedication and devotion. Self esteem and morale ­ pride for performance and time management Information Management and its role in Development Interacting and facilitating client groups and stakeholders Right to information ­ Transparency and Accountability

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Diverse Clientele & Diverged Need

For Class III Government Employees

Job/Role Appreciation ­ deriving satisfaction from the job ­ dedication and devotion. Self esteem and morale ­ pride for performance Management of Records for easy and prompt retrieval Desk Upkeep, Office Procedure & Discipline Effective note sheet presentation and time management Dealing with Visitors ­ commanding respect from others Right to information ­ Transparency and Accountability MIS ­ Using Modern Tools, Tools,

Diverse Clientele & Diversed Need

For Class IV Government Employees

Job/Role Appreciation ­ deriving satisfaction from the job. Self esteem and morale ­ pride for performance Dress Code ­ how become an ideal public servant Prompt attitude in Movement of Files Dealing with Visitors Special Inputs For Special Groups: Drivers, Watchmen etc. Cleanliness and Upkeep of surroundings Handling phone, fax, photocopier, T.V., VCR, etc.

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Diverse Clientele & Diversed Need

For Public Representatives in ULBs

Constitutional 73rd and 74th Amendments Concept of Local-self Governance and importance of LocalPeople's participation in governance People' Job/Role appreciation- Role of Public Representatives appreciationTeam Work, Leadership Skills ­ Transparency and accountability Democratic Debate -Gender-sensitivity, Sensitivity Gendertowards oppressed and denied lot Conduct of Meeting Right to Information Project Planning, Management and Implementation

Diverse Clientele & Diversed Need

For Panchayat Representatives Government Structure - Constitutional 73rd Amendments Concept of Local-self Governance and importance of Localpeople's participation in governance. people' Team Work, Leadership Skills ­ Transparency and accountability. Motivation and Sharing responsibility Conducts of Meeting -Democratic Debate. Managing Public Money - Right to Information Gender-sensitivity, Sensitivity towards oppressed and denied Genderlot Project Planning, Management and Implementation ­ collaboration with NGOs, CBOs, SHGs etc. CBOs,

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Annexure VIII Intensive District Training Program at Theni, Tamilnadu

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SERVICE DELIVERY PARAMETERS Identification and Effectiveness Measurement of Service Delivery Parameters like:

· · · · Speed of Execution Accuracy and Correctness of the operation Courteous (Behaviour) Guidance to the Citizens (Clarity in Communication, content, process, procedure Public Relation Skills (Contributing to organisational image)

·

Categories of Employees to be trained:

· · Cutting edge level employees at the public contact point Immediate supervisors of these cutting edge level employees

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Identification of key departments/service areas for implementing the training during the initial phase

· · · · · · · · · Health and Family Welfare Municipal Administration Revenue Administration Education Transport Registration Rural Development Town and Country Planning Police

Mentor Development Scheme with respect to Income Generation Schemes:

· · · · · · Identification of process (ie., Mentor Development) Selection of willing individuals Workshop for the mentors (in service / retd) Selection and formation of groups Assigning mentors Monitoring the progress

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DISTRICT LEVEL TRAINING PLAN POVERTY ALLEVIATION AND SERVICE DELIVERY

a) Target Group ­ Cutting Edge Level

* Speed and Execution * Accuracy and Correctness * Courteousness * Guidance (Clarity in communication/content/process & procedure knowledge) * Public Relations Skill

FRONT LINE DELIVERY ISSUES

· Good governance · Inter-personal Relations · Clarity in Communications · Knowledge & Skill with respect to procedure, ,process, rule, etc. · Ability to apprise the performance of the frontline staff

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TRAINING FOCUS CONTENT

· Service delivery issues ­ What and Why? Reasons to be discussed in a brainstorming session / specified focussed group work

METHODOLOGY

· Selecting appropriate training method (Role play/Games and Exercises)

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PROCESS

· Developing course content / modules as appropriate to the target group

TRAINING MODULE PREPARATION

· Suggested areas: · Guiding the public · Time Management Skills · Ethics Value System and Self esteem · Right to Information Act, 2005 and Citizens' Charter · Behavioural skills

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INCOME GENERATION

· Formation of Core Groups at Revenue Taluk level and guidance by the mentor

MENTOR CONCEPTS

Groups of youths from the Revenue unit can be provided with a mentor to enable them to plan, promote and implement income generation activities. Youths may be from some revenue unit with similar likings of around 8 to 10 persons per group and the mentor may preferably be a willing person with adequate administration/managerial/business knowledge. It is better to identify some recently retired officials who are also having social concerns as mentors. This will facilitate easy access to various government schemes. Though most of the youth in rural areas possess bright ideas, their knowledge to approach government departments or their perspective about the functions of the government agencies are usually neutral to negative ie., either they have no idea or possessing a negative opinion. In these circumstances a person with administrative experience helping this persons as mentor will instill a sense of confidence in most of the youths and the bright ideas can be given a reality.

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