From Competency Framework

…….to Learning Solutions

Documentation of ‘Experience sharing’ workshop for

Training Providers Network

Workshop dates: 13th and 14th March, 2015

Venue: Hotel Jaypee Vasant Continental, New Delhi

Strengthening Management Capacities for International Cooperation A GIZ-DEA project

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Experience sharing’ workshop for Training Providers Network Workshop Documentation One of the focus area of GIZ-DEA project: “Strengthening Management Capacities for International Cooperation (CICM)” is to promote ‘Knowledge Sharing Networks for Training Providers’. Under this focal area, efforts are made to promote networking and experiences sharing among the training providers on the developments in the training systems; as well as offer are made to create platforms where joint learning and experience sharing workshops are offered, so as to promote networking among the training providers as well as sharing experiences on the developments in the training systems. The last workshop under this focal area was on – E-learning as a learning tool (in June 2014).

With the intention of continued efforts for expanding the knowledge sharing among key training providers closely engaged within the frame of Indo-German Bilateral Cooperation, we are happy to invite you to this 2 day workshop, aimed at sharing:

experiences in using the competency framework for designing the learning solutions/training modules – the process, tools and experiences;

identifying advantages of such competency based learning solutions vis-à-vis the traditional training systems;

map the challenges and capacity gaps which needs to be addressed to promote effective application of the competency frameworks

As part of the context setting exercise, Ms. Anita Sharma presented the CICM Programme to the participants, and marked the strategic position of the Field of Action 3 – Knowledge Sharing Network for Training Providers. She shared the

importance of the FOA 3 in contributing to the sustainability of the FOA 1 (Action Learning and Exposure Programme);

the overall direction that has been envisaged for FOA 3; and

the progress made thus far in the FOA 3

the current workshop – why do we need to discuss what we planned? How do we plan to do so and what are the end results expected.

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Mr. Ram Bhat, the workshop moderator/facilitator led the introduction session. He asked the participants to introduce themselves and share their ONE DREAM.

Design and delivery of the competency based leadership module- sharing experiences by LBSNAA: Mr. Tejveer Singh, the Joint Director, LBSNAA : The first presentation on “Designing and delivering the competency based leadership module” was made by LBSNAA. Mr. Tejveer Singh, the Joint Director at LBSNAA joined the workshop via Video-Conference and shared the experiences in co-designing the Training Programme on Leadership module.

Mr. Singh mentioned that LBSNAA had approval of the Government for setting up a leadership development centre which would have a large focus on capacity development. The Academy had

also realized that there was a room for improvement in delivering the soft skills. Touching on the association between LBSNAA and GIZ, Mr. Singh went on to describe the process in details - how GIZ offered to share

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the expertise in leadership training programmes. Interaction between LBSNAA, GIZ’s Academy for International Cooperation (AIZ) and a workshop attended by Training faculty from LBSNAA and GIZ formed the process of co-creation of a Pilot Training programme for IAS officers in May 2014 fSollowed by a second programme in December 2014. Both programmes were founded on Training of Trainers sessions which preceded the Pilot programmes. Commenting on the process, Mr. Singh underlined that GIZ’s training philosophy centres around inculcating core values through deep reflections. In this background, measuring the impact of trainings accurately is difficult. Yet there exists a need to come up with a robust way to assess the impact and linking the attributes to the course content is a challenge. Mr. Singh averred that the leadership training in LBSNAA is still in an embryonic stage and GIZ could help take the above exercise forward.

Mr Singh also mentioned that trainers at LBSNAA borrowed elements from this co-designed leadership module and used it in level 3 training of seniors. The part which was most interesting was the way reflective practices were used to deal with values and basic belief of the participants; combining the conceptual and practical sides. Answering to the question on impact of the programme, he said that measuring impact of such deep reflective programme is not easy to measure. However, in due course of time, LBSNAA might seek further support of GIZ in refining the leadership development module and also on measuring the impacts. Responding to the other questions raised by the participants, Mr Singh informed that LBSNAA is still in process of setting up a full-fledged National Leadership Development Centre which would focus on leadership capacity development; and that there is a room for improvement in delivering the soft skills at LBSNAA

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Prof. Ram Kakani, who coordinated the co-design process from LBSNAA, shared the co-design process in details. Sharing his experience, he mentioned that the major difference in the approach of GIZ, as compared with the other organizations with whom LBSNAA had interacted, lies in:

The flexible approach adopted by GIZ – flexibility in the process

the transparency in its approach, as well as

the quality of experts engaged by GIZ which was overwhelming for all faculty at LBSNAA.

Elaborating on the competency identification process, Prof. Kakani informed that LBSNAA made a very serious process for identifying competencies for the leadership programme. Using the Competency directory developed by UNDP for the Indian Civil

Services, LBSNAA shortlisted 25 competencies, made a survey for identifying the top 8 competencies essentially required for a District Magistrate, shared these with GIZ team to finalize on 4 competencies which would form the base of the leadership programme. The final four, around which the co-designing took place included: people first, leading others, managing self (self-awareness) and integrity. He shaped his co-design experience in 4 major milestones:

Mr. Nikhil Gupta, who is one of the accredited trainer at LBSNAA and also trained for facilitating the leadership module co-designed under GIZ-LBSNAA, brought the challenge of casual attitude of participants in a programme which is based on a deep and serious concept. Elaborating the point he said that some of the participants at LBSNAA did not give any importance to “Values”. Hence, the challenge for the programme facilitator is to win the participant by bringing them to the same level of clarity and making them to agree that a values can be reflected on, changed and lead to responsible behaviour.

Mr. Akun Sabharwal, also one of the accredited trainer at LBSNAA and also trained for facilitating the leadership module co-designed under GIZ-LBSNAA, mentioned that at their National Police Academy, the focus is more on skills and ability. Possibility of strengthening competency and changing behaviour is still a question. He added that even if they focus on competency based training module, the biggest challenge would be the identification of right competencies. Talking on the difference between facilitating the leadership programme designed by CCL and the one co-designed by LBSNAA-GIZ, he said that CCL programme uses a lot of jargon – something which is easy to learn. On the other hand, in the co-designed module, the philosophy is: “what you put in -

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you get”. The major challenge is the ability of convincing youth the need to get into the programme.

Ms Sejal Patel, while asking on the process of identifying the competencies, asked if the beneficiaries of the public services are also asked on the competencies which needs to be strengthened in case of service delivery personnel. The point was deliberated on with huge interest and the realization of the limited capacities and indulgence in identifying competencies was accepted by all.

Delivering Competency Based Trainings in Administrative Staff College of India (ASCI) - Presentation by Prof. Harsh Sharma:Prof. Sharma explained that ASCI offers more than 200 Training programmes, annually, to officers in the age groups of 40 - 50. The expectations of such experienced participants are very different from new recruits; to address this, ASCI has developed tools to analyse

the competency gaps which feeds into understand the participants’ requirements in terms of the competencies which should be strengthened in these programmes (refer the presentation attached).

Mr. Sharma then shared some of the training examples to clarify the inclusion of competence based training in traditional training methodology. Mr. Sharma drew from examples of two diverse organisations and explained the process of identification of training objectives.

In the Apex body of Association of General Insurance Companies in India (GIPSA), the process of Identification of key competencies for their Trainees started with identifying gaps. In this process talks were carried out on the basis of the competency directory for managers. Performance Appraisal documents were also perused to identify the competency areas and gaps.

In the second example from Medical Equipment Company which had developed its own dictionary of competencies, the training module was built around the traits

Expressing his notion, Prof. Sharma said Competency is Knowledge, Skills and Attitude manifested in behaviour of the individual. Yet, a training programme which promotes the values of these traits has to show how to ensure Habit factor is guaranteed in ‘life-after-training’. For Mr. Sharma the solution lies in imparting habit skills within the training rogramme.

Prof. Sharma opined that to internalise and operationalise any Habit, it has to be practised constantly through journaling and reflected upon regularly and at the end the benefits are experienced and in such cases one can distinguish the impact of training.

Another challenge to this is how to motivate the trainee to desire for change? Within training programme a commitment to change could be

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secured. To successfully tackle the challenges of motivation, habit, the Training module should address issues of Effort, Degree of Effort, and Persistence and stress their necessity.

Touching on other methods for Competency Profiling, Prof. Sharma said this could be done through Gap Analysis within Assessment Centre. Grouping the candidates in to Clusters is one way to determine the Training Topics & Objectives, he said. Mr. Sharma spoke of a case where the Return on Expectations (RoE) is determined in consultation with the person most affected by the performance of the trainee and based on the RoE the competencies are identified. This is an important and key element in designing the training programme for typically public servants who are directly delivering services to the population.

A competency definition based on RoE calls for review and consideration with the whole range of stakeholders affected by the performance of the trained!

Speaking on his experiences on the Success of the training, Prof. Sharma said that for effectiveness, training programmes should allow mid-course corrections to address diverse characteristics of the participants (groups). It is also important not to have pet programmes and methodologies. Rather, it is important to have a palette with multiple methodologies to address individual preferences and proclivities in learning (listening\doing\reading).

To the question - How can trainings address changing job descriptions? Prof. Sharma said the answer lay in Perspective building and contextual astuteness.

Contextual astuteness is key quality required in a manager: this is developed over years, yet this could be in the design of training. In the final analysis, structure is essential in any training programme.

Designing competency based “Action Learning and Exposure Programme” (ALEP) – experience sharing by CICM project team:

Anita Sharma shared that ALEP addresses the competencies required to widen expertise and knowhow in effective management of international cooperation for mid-level Government Officials working in partner institutions of Indo-German Bilateral Development Cooperation. ALEP is a competency based, innovative tailor made programme, designed in close cooperation with leading stakeholders - both German and Indian organizations; and applies the state of the art expertise on driving professional development so that the intended outcomes and impacts can be reached more effectively. The understanding of the competency, which formed the base for ALEP is:

the ability of performing effectively under differing conditions”

the level of competency required by the person is closely connected with the job they are in. Hence, each of the participant does not need to be at the top level of competency development at all

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time. 5 step competency development process.

Competency never works in isolation. Hence, a framework of competency was worked out for ALEP, which formed the basis of designing the sessions in each of the modules.

The major challenge of course, was validation of the process as well as the competencies identified for the ALEP. Being GIZ, the advantage was learning from practices in Germany as well as other countries where GIZ has used these concepts. Sharing the competency development concepts applied in ALEP, Anita Sharma mentioned that the AIZ under GIZ has a strong mandate of continuous R&D in shaping concepts which could address the adult learning. For ALEP competency development process, the support of AIZ was sought to draft the first plan. The Four dimensional competency development concepts which formed the base, is as follows:

a) Individuals acquire knowledge themselves, i.e. knowledge cannot be imparted or transferred (acquisition)

b) Individuals only learn sustainably and transform old biographically “approved” interpretative and emotional patterns, when they are able to experience their importance in the accompanying learning processes (experience).

c) Competencies only sustainably develop or transform, when they can be applied in situations (application).

d) Individual reflection of own actions creates new developmental initiatives. Sharing as to how these concepts were adapted into training sessions, Ms Sharma informed that using the experiential learning processes, it was agreed that ALEP would follow the following principle:

1. The competencies which were to be addressed through ALEP were finalised and clustered in a way that al the 4 dimensions of the competency development model were addressed; and the process applied was designed in a way that the ‘attitude’ and ‘mind-set’ could remain in the centre of the process.

2. The extent to which each of the competency was addressed depended on the need as well as the aspects required to achieve the overall objective of the programme. For example, it was agreed that the competency “Managing Self” was a cross-cutting competency and should form the central focal line (or spine) of the entire learning journey as the set of competency under the cluster envisaged making the participants more aware of the emotional, physical, spiritual, and other needs so that they are able to effectively channelize the energies for enhancing their performances – both in the organization and for the society.

The principle behind shaping the sessions were also shared. These included:

a. Start a new session or topic with a teaser, generating curiosity

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b. Collect stories – use this for clarifying context and concepts; c. Further build on the concept and generate clarity on the same; d. Link the process with experiences –

i. Individual reflection (and journaling) – reflecting on own experiences; ii. Group reflection – reflecting on organizational practices & context

iii. Reflection in plenary – deepening and internalizing e. Peer coaching – what to do; & f. Action Plan- solutions…

Mr. Nikhil Gupta agreeing with some of the principles presented, shared his experience in brining real life cases to his classes and starting with reflection on the same. He further added that though the process is extremely effective, it is also time consuming, as a result of which, he is not able to complete the desired content which gives a negative impact. A healthy discussion took place on the balance of reflection, discussions and input based session; with no one-solution for any aspect.

Delivering Competency Based Trainings under JNNURM: experience sharing by CEPT Prof. Saswat Bandyopadhyay:

Prof. Saswat presented the PEARL Model: Peer Experience and Reflective Learning : - experience sharing based Urban Capacity Development Modules and Delivery under the JNNURM in India, Mr. Saswat said that the Traditional Approach to Competency Development used Standard approach and methodology to all target groups. These were mostly Top down approach, as lecture based modules were applied and focused only on theory with little thought to practical problems, issues and current need of cities and target audience. There was a lack of customisation of the course material – with no thought given to geographical specificities.

Presenting the methodology followed for Urban Officials Training under JNNURM, Prof. Saswat mentioned that though there was a desire to use competency based learning, there was no special capacities in the JNNURM groups to get into that mode. He mentioned that different traditional methodologies were followed by CEPT to train the Urban Local bodies, which included Class room lectures, Discussions with Government Officials, Peer Group Discussions, Reflections and Presentations, Visits to International Best Practices and Field Studies, etc.

GVMC organisation’s competency development trainings under the JnNURM (which defined the type of projects for funding) were led by functional roles rather than competencies. Blended Learning processes could help designing modules to address differently the different target groups. The first experience of such training had also the potential to identify the different competencies to be included in the module.

This type of Urban Capacity Development training delivery in the north-eastern India with a Hub – Spoke model had a mixed result: while the participants demonstrated a high level of engagement, the lack of institutional infrastructure in the region was a challenge to the implementation. Though there were good ideas, the implementation could not be as successful, mainly due to lack of conceptual clarity, straight jacketed approach and also poor coordination among various stakeholders. Hence, the competency based learning was turned back to perform what was possible by each of the selected partner.

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Ms Sejal Patel and Prof Acharya added the experience of their programmes at CEPT. They found the exposure based learning programmes very effective – especially those which included foreign visit. The challenge there was majorly in monitoring the impact of the programme and also the high cost of delivering such programmes.

Prof. Shravan, asked which shall be the motivating factor for getting the participants to attend the trainings? Who shall certify and what is the value of the Certificate? These are some questions for the participants.

Mr. Ram Bhatt called on the participants as a key advantage of the network, it is worthwhile to upload their respective experiences for common benefit of other members of the network. (GC21 Portal was demonstrated by Mr. Hoda to the TN).

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The Day II started with sharing of agenda and inviting other participants to share their experiences in designing competency based learning programmes.

Mr. Nikhil Gupta from SVPNPA shared the following:

NPA has a strong focus on hard core skills training. Though there is a desire of adopting new concepts, so far, no original work in designing any competency based learning has taken place. Leadership is one of the 15 skills included for the trainees.

Being accredited trainer for leadership programme, both Nikhil Gupta and Akun Sabharwal shared their experiences in facilitating the LBSNAA-GIZ co-designed leadership module at different places.

o Indo-Tibetan Border Police Academy at Mussoorie: both were invited to train ITBP officers on leadership module. The group was a mixed one, with senior as well as junior officers. The module co-designed by LBSNAA-GIZ was offered by them. The one & half day programme was received with enthusiasm and overall participation was very good. However, being “word – of – Command” organization, few concepts of the leadership programme were not accepted very well. These were the ones which defied the hierarchy and promoted the group to work at the same level. Admittedly such training was alien to them; nevertheless they wanted such training at several levels. The highlight was again – less content and more reflection!

o Offering the Leadership Module as part of Induction Programme for Promotee IPS officers from the State Police Services: the programme was received with high level of enthusiasm. As compared to the input based theoretical programme, the level of participation was very high and participants were motivated all through. The feedback from that practice:

No major feedback on improving the method; Presenting “Integrity” as a concept was a difficult task; PEOPLE-FIRST was very

often neglected. Group on self-reflection is not always forthcoming. Challenge is HOW TO

ENCOURGE SELF-REFLCTION? Needs further thought to provoke active participation

o With these experiences in facilitating the programme at different levels & organization, the questions which are raised include:

Are we convinced about the relevance of the programme? Do trainees practice what they have learnt?

Mr. Gupta shared his experience of engaging with a professor of Indian School of Business on creating Model on Effective Learning - How to make classroom interesting. The model they crystallized on was: 3iEF.

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Interest: why a student will pay attention needs to be brought before the class, in the class and during delivery.

Involvement: how participant are involved in the class: SAGE on the STAGE or GUIDE on the SIDE. Involve – use different methods

Interaction: between the faculty & participants; Evaluation: what should be evaluated and design the class accordingly Feedback: will tell you if everything is going right!

GIZ team informed the proposed ToT for Leadership will include the Feedback and 3iEF model. During the course of discussions, Nikhil Gupta shared the saying: Training programme is like a course of medicine. Just ONE dose at hospital is not sufficient. Question is HOW TO ENSURE THAT THE FOLLOWING DOSES ARE TAKEN AT THE LATER STAGES AS WELL. Ram Bhat brought in the concept of CAN DO and WILL DO.

Mr. K Sivakumar, Scientist E, Department of Endangered Species Management. Wild Life Training Institute:

o WII provides training on Wild life management, as per the competencies set down in the national Bio-diversity programme. Foundation (4months) course with 6 months on capacity building. Functional training in the field; models are changed based on the feedback of the participants. Assessment of levels of management in different bio-diversity areas revealed that 90% of the best managed areas had expertise trained in WII. No systematic CBT module in WII until contact with GIZ. IFS officials need new skills to manage the integrated protection of marine bio-diversity areas. Requirement analysis began with stakeholder mapping involving IFS, Fisheries and Tourism sectors

o Training courses organised to two sets of target groups among IFS revealed the mis- match in target group’s vis-à-vis the competencies involved.

Dr. Geetanjoy Sahu, Assistant Professor & Chairperson, Centre for Science Technology and Society,

School of Habitat Studies, TISS

o Shred the experiences in training people who get benefit out of the decisions made by the administrators – developing the community leaders. He said the biggest challenge was how to develop leaders among the marginalized society; voiceless landless people who need to protect their rights; as well as the people who are seeking justice for resource management (a project with IGEP, GIZ). Training Programme (in last 75 years) target 95% cases, community population to help them protect / voice their own rights. Community Resource

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o Management programmes to benefit people. To map the tribal population which are aimed to benefit from the Tribal (individual / community forest) rights. Prepares and provides manuals in regional language, explains the rights and process for claiming these rights. Outcome is the trainees return to their Gram Sabhas and mobilises the community in claiming the rights. Bringing together the Forest officials and the community trainees helps in creating a climate of empowerment and removes the conflict inherent in the relationship.

Points for further exploration were listed and jointly developed with the participants:

1. How to convince participants on relevance of topic\session\methods? 2. Are the Competencies targeted the right ones? 3. Is the training module addressing need of different client groups? 4. How to convince participants to take up work on competency development? 5. How to incorporate time lag in assessing performance? 6. How to conduct a multi-stakeholder assessment of competencies and gaps? 7. How do we validate the training / module design vis-à-vis desired competencies? 8. Different ways of facilitation – traditional vs. competency based learning? 9. Training programs or learning programs? 10. How to ensure habit formation persistence in single module program?

Discussing the above points, the participants further identified the challenges in the way designing competency based trainings for diverse target groups from diverse professions placed in different levels of the hierarchy and consequently with varying education levels. As part of next steps and to promote a sustained dialogue within the Network of Training Providers, Mr. Hoda presented the virtual space GC 21. The participants were invited to come together on this platform by registering themselves on the forum and share the experiences in the space provided there for working out proposals to improve the programme. The last session of the workshop focused on concretizing the take-away from the workshop. Each participant was asked to share their presentation on:

o 2 Key Insights o 2 Key aspects I find challenging o What I do would like to do over next 6

months on these

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The presentation of each participant:

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