Training Needs Assessment

Workshop
Key Findings Report

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 PUNJAB RESOURCE MANAGEMENT PROGRAM
TRAINING NEEDS ASSESSMENT WORKSHOPS
MAY 29th 2009
JUNE 4th, 2009

KEY FINDINGS REPORT

By
Aeyesha Gulzar

With research support by Noaman Saeed and

Rabeea Khan

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Table of Contents

1.Background and Objective................................................................................................... 4

2.Workshop Overview ............................................................................................................. 5
3.Significance of Training ....................................................................................................... 7
4.TNA Methodology................................................................................................................. 9
5.Key Findings from Workshops.......................................................................................... 12
6.Questionnaire Findings ...................................................................................................... 21
7. Recommendations for future, based on Key Findings ................................................... 26
Conclusion ............................................................................................................. 29
Annexures

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 1. Background and objective:
The Training Needs Assessment workshop was undertaken by the Punjab Resource
Management Program (PRMP) to try to identify, at the macro level, the training needs of all
the departments of Government of the Punjab (GoPb).

PRMP was launched by Government of the Punjab with the assistance of Asian Development
Bank to improve financial management, institutional development and private sector
participation in the GoPb initiatives. Training & capacity building of officers of the
provincial government departments and agencies is a major component of PRMP. To ensure
sustainability of the reforms, it is imperative that training & capacity building of officers is
conducted on an ongoing basis. Training Need Assessment needs to be conducted effectively
to identify the gaps in knowledge, skills and attitudes of officers and government
departments.

Government of the Punjab would like her employees to be dynamic, progressive individuals
at the career and personal levels and would like to equip them with the ability and confidence
to deal within the constantly metamorphosing global environment. Keeping this in mind, they
have felt the need to conduct this Training Needs Assessment exercise, in order to make their
employees the Transformational Leaders of tomorrow!

Under the existing devolution plan, a whole new set of technical and technically based
positions have been identified, but due to a lack of purposefully trained personnel, service
delivery gaps, especially among senior and middle tier employees in the public sector, have
been identified. This proposed exercise aims to investigate the nature and scope of Training
Needs within the context of departmental considerations, keeping in mind best utilization of
the resources made available through these interventions and the impact of TNA and the
ensuing training, on organisational performance falling under the purview of the PRMP.

In view of this, PRMP launched a series of workshops to identify training needs of

departments. These workshops will help crystallize focussed needs and highlight requisite
skill sets deficient in various technical as well as administrative departments.

The proposed series of workshops was to serve the purpose of acting as an indicative
exercise. This was done by implementing the methodology proposed by the consultant
through the use of Focus Group Discussions and the Questionnaire tool to gauge the
perceptual mapping of attendees’ vis-à-vis various dimensions and to broadly categorize the
general management and functional training needs of all the departments represented, while
readying the employees for a change management experience/institutional reform program in
the future.

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 2. WORKSHOP OVERVIEW

2.1 The workshops were to identify, at the macro level, the training gaps and needs of the
government departments and to map their perception with regard to financial and institutional
reforms. The workshops helped provide answers to the following broad questions:

a. What are the gaps in knowledge, skills and attitudes required for efficient
running of the respective departments?
b. What training is needed to fill those gaps?
c. Who needs to be trained and in which disciplines?
d. Why is the training important?
e. How will the training be utilized?
f. Which are the priority areas which need to be focussed first?

2.2 The workshops were scheduled for May 29th and June 4th, 2009 at the MPDD training
institute, Lahore. Robust attendance by representatives of 32 departments was witnessed. In
spite of the varied departmental mix, the groups bonded well together and the FGD
component lasted for 1.5 hours. The attendees ranged from the Director General to Research
Officer Level with service experience ranging from 1 year to 38 years.

List of represented departments is attached as Appendix A

List of participants for both the workshops is attached as Appendix B.

The following structure was employed for the TNA workshops:

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2.3 During both the TNA workshops, a targeted FGD ensued followed by a supervised filling
out of the Questionnaire tool. The detailed findings from both the FGD and the Questionnaire
are included below to help provide a clear picture for the readiness of the departments
towards financial and institutional reforms.

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 3. Significance of Training
3.1 Why Training?

3.1.1 The significance and value of training has long been recognized as an integral
part of any organization’s smooth running machinery. Consider the popular and often
repeated quotation, “Give a person a fish and you feed him for a day. Teach a person
to fish and you feed him for a lifetime.” This simple but profound saying is attributed
to the wisdom of Confucius who lived in the 5th century BC. Given today’s changing
requirements and the exponential growth in technology with its effect on the economy
and society at large, the need for constant training and re-training is more pronounced
than ever.

3.1.2 ‘With the new emerging organizational reality where change, competition,
workforce demographic changes and business upheavals are eminent, training and
development is becoming an important facet that equips the various functioning
departments and departmental organizations with the flexibility, adaptability and
durability required for survival’ (Al Khayyat, R. Elgamal, M. 1997). For optimal
functioning, the Human Resource of any governing entity needs to be equipped with
the necessary level of professional qualification, whether it is training them on how to
use a new piece of software or technology, complete a form, give good customer
service or write a professional letter, training becomes a basic strategy of every
organisations management.

3.2 What is training?

3.2.1Training is a learning process that involves the acquisition of knowledge,

sharpening of existing skills, development of new skills and concepts or changing of
attitudes and behaviours to enhance the performance of employees by linking it to
productive learning outcomes at the professional and individual levels. In this regard,
Nadler and Wiggs have provided the most commonly used definition of training:
“Training activities focus on learning the skills, knowledge, and attitudes required to
initially perform a job or task or improve upon the performance of current job or
task”

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3.2.2 The main idea of this exercise was to determine where and how a systematic and
focussed training program will provide value addition and help overcome multi-dimensional
issues and weakness in our work-lives.

3.2.3 “Limited capacity continues to impact on government’s performance and its ability to
realise its developmental objectives. Addressing the capacity challenge in the Public Service
requires dedicated leadership from the Executive and Senior Management levels and the
executive and senior managerial capacity required for this must have the ability to build on
existing legislative, normative and regulatory frameworks”1. While the government is trying
to make an effort to invest in training and capacity development, there is still a major gap that
needs to be bridged with regard to the qualification and experience that the employees have
and the competencies that are required of them to successfully improve and implement
service delivery quality. In other words, what is their training and capacity development
needs and can they be addressed through training?

3.2.4 The purpose of this TNA exercise is to try to identify, at the broad level, the gaps that
exist in general management skills and in technical skills in the public sector.

3.3 Benefits of training:

1 State of the Public Service, Public Service Commission Report, 2006.

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 4. TNA Methodology
4.1 There are many methods to conduct TNA, but for the sake of this
foundation/Indicative exercise, our scope will be limited to the
organizational/departmental level.

4.2 For this TNA exercise we have sought to employ a two-pronged methodology,
whereby information will be solicited in the form of a Focus Group Discussion
and then through a Questionnaire Tool

4.3 Working Principle:

4.3.1 The main working principle of the chosen methodology is “loosely” grounded in
the concept of “Triangulation”, whereby all three methods (Focus Group discussions
FGDs, Survey questionnaires and a mix of structured/unstructured interviews) are
conducted simultaneously using convenience sampling techniques of the selected
population size. To account for the interviews part in the ‘triangulation’ concept,
“unstructured”, informal interviews were conducted on the side lines of the FDG
sessions, based primarily on the queries in the survey questionnaires and FDG session
discussion points. The responses from the unstructured, informal interviews have been
incorporated as some of the “FDG Respondent quotes” in the body of this report to
cater for the privacy requirement of the respondents.

4.3.2 Focus Group Discussions with respondents are essential tools used in order to
capture complex causal relationships and contextual information against which
backdrop survey questionnaire results can be properly understood and quantified.

4.3.3The scarcity of time and resources, amount of logistics involved and the massive
number of researchable participants present for each of the 31 selected department
and their uncertain availability made it impractical to follow “Probability sampling”
techniques, hence a mix of “Non-probability” sampling techniques such as
“Convenience sampling” and “Purposive sampling” techniques were undertaken,
whereby, at least two “representative persons” from each tier, from all departments
were invited to participate.

4.3.4 This mixture of techniques was applied over a “Convenience Sample”

containing 72 respondents from 31 departments ensuring that the results are
statistically significant taking care of both the Qualitative and Quantitative aspects of
the study as desired in the TORs

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 4.3.5 The findings of the Pilot workshop, where the 2 departments of Livestock and
Dairy Development (L&DD) and the Excise and Taxation (E&T) departments were
present is attached as Appendix C

4.4 Formulation of Broad based FGD Queries and Specific Questions

(Questionnaire) as Survey tools

4.4.1 The Consultant proposed a clear-cut, focused “Participatory approach. The

output of this consultancy is expected to be in a format which is precise,
uncomplicated and easy to interpret.

4.4.2 Based on the preliminary discussions held and the TORs shared with the
Consultant by the PRMP team, it was agreed that a mixed-methodology approach
of Focus Group Discussions (FGDs) as well as administering a specific
questionnaire designed to extract relevant responses be followed. The main idea
was to get relevant and quality responses that will allow the team to identify the
existing training needs as well as gaps both at the macro and the departmental
level in a focused manner in order to form a holistic picture of the entire TNA
spectrum.

4.5 Division of Participants in Groups for FGDs

4.5.1 To get a better grasp on the dynamics of these sessions, it was proposed to
first initially undertake a “Pilot group” workshop comprising two departments i.e.
the “Livestock and Dairy Development (L&DD)” and “Excise and Taxation
(E&T)” departments. The participants from these departments as well as for later
departments were mainly from the “Technical cadre”. The idea was to elicit
responses from the actual functional tiers of these departments and to extract their
exact capacity building needs in order to have a holistic picture for the whole
TNA canvass. The findings of this Pilot workshop were collated and formalized
(refer to Appendix C) and upon compilation and fine tuning, remaining
departments were then covered in two subsequent sessions, on similar lines, and
their data consolidated

4.5.2 For all three sessions, the invitees were divided into groups of manageable
number of people, such that each group represented a mix of all tiers/cadres from

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 each department invited and an FGD was initiated in the presence of selected
facilitators from the NUR Concepts team.

4.6 The Structure of the Questionnaire

4.6.1A clear cut “Object oriented Questionnaire” was enacted. The structure of
the questionnaire was “pluralistic”, containing both structured and unstructured
questions to get a deeper understanding of the topic. Questionnaires generally
allow for a large amount of data to be collected for rigorous analysis to be
conducted for the identification of trends and finding out causal relationship

4.7 Filling in of TNA Questionnaires

4.7.1 Once the FGD, based on broad based questions, was over, the participants
were then asked to fill the TNA questionnaire in a supervised environment. The
Facilitator explained the questionnaire to the participants. The Facilitator tried to
ensure that all questions were understood and answered completely.

4.8 Quantitative Procedures Carried Out Using SPSS

4.8.1A Manual data file was first checked for errors by scrutinizing the missing
and/or irrelevant values that were falling out of range in the questionnaire tool.
After the authenticity of the data was established, SPSS software was used for
analysing and exploring various dimensions and constructs. Descriptive statistics
were used to extract salient features of the data as elaborated below. Graphical
representation of some of the more salient dimensions can be seen in Appendix-D

4.9 Interactive - open discussion & short listing of the trainings

4.9.1 The questionnaire filling was followed by an open discussion moderated by

a facilitator to elicit the training requirement of each department and in a way
verify the findings of the FGD and the questionnaires filled earlier. This was an
important activity as it helped the participants to shortlist their personal and
departmental weaknesses and strengths on an open forum.

4.10 Preparing of Training Needs of each department

4.10.1 As expected, at the end of each session a comprehensive data regarding the
training needs of each department was collected and at the same time, this gave us

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 an idea of the requirements of the Government of Punjab. Also a comprehensive
list of relevant “Technical requirements” emerged that could act as a pre-cursor
for the phase – 2 of this exercise whereby individual departments will be targeted
and their specific training needs will be identified and solutions to address them
will be presented.

5. Key findings from workshops:

5.1 A broad array of respondents attended the TNA sessions. The spectrum of
officials ranged from Director General to Principal to XEN to Section Officer
Levels, covering a vast array of grades and functions of the departments
represented. Their service tenure ranged from 6 months up to 38 years in duration.

5.2 Majority of the respondents (62.5%) identified themselves as from the ‘Technical
Cadre’ where as 37.5% were from the General Cadre.

5.3 Majority of the respondents (62.5%) identified themselves to have been inducted
through the PPSC stream, whereas only 2.8% identified themselves as from the
CSS Stream. The rest (34.7%) specified themselves as ‘Promotee or Direct
Inductees.

SITUATIONAL PERCEPTION

5.4 Robust participation was witnessed in the form of 72 attendees from 31

departments in two workshops. All respondents were very appreciative regarding
PRMPs initiating this Training Needs Assessment exercise. Majority of the
respondents felt TNA exercises are not done for their departments whereas all
respondents felt similar exercises should be conducted on a regular basis, and
should filter down to departmental levels as well.

5.5 All respondents felt that TNA is a very useful and necessary exercise but if no
implementation is done with regards to the findings or recommendations provided
by this exercise, the purpose of this exercise will become redundant. One
respondent commented:

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 ‘Our recommendations should be communicated to higher-ups for

implementation’ -FGD Participant.

5.6 Respondents from both FGD sessions unanimously opined that people still have a
lot of enthusiasm and zeal for the public sector, they feel they are just not
provided with the right environment which leads to de-motivation, complacency
and apathy. One respondent commented:

‘Hope is still there but there is no facilitation or incentive for it’ -

FGD Participant.

5.7 Majority of the participants also commented that Political interference or ‘Elite
Capture’2 hampers the actual and effective working of the departments. Vertical
job movement of Generalists (usually of CSS background) between management
functions and departments, at the top tiers (usually at the director or Secretary or
above levels), hinders performance as each new Generalist appointee has their
own agenda, which does not include the betterment of the department or its
workings. One respondent commented:

‘Public departments should be free from political hindrance’ -FGD

Participant.

Another respondent added:

‘Autonomy should be given to the departments rather than the

political (in-government, authority) person’ -FGD Participant.

5.8 The ‘Elite Capture’ element also gives rise to discontentment, especially with
regards to misappropriation of funds for capacity development needs.

2 Using the ‘political economy’ approach, economists have explored the trade-off between
vulnerability of local agencies to the risk of ‘Elite Capture’, on the one hand, and their
informational advantages (assumed to have a better knowledge of the prevailing local
conditions and a better ability to enforce rules, monitor behaviour, and verify actions related
to interventions), on the other hand. This is with a view to identifying important determinants
of the relative desirability of decentralised versus centralised systems of service provision and
delivery (Bardhan and Mookherjee, 1999, 2000a, 2000b; Foster and Rosenzweig, 2002;
Ravallion and Galasso)

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 PROCEDURAL AND ORGANIZATIONAL GAPS PERCEPTION

5.9 Respondents from both FGD sessions agreed that there is procedural stagnation
and decay. There is a lack of a centralized, internal general management system
and any procedures that exist, especially with regards to training, are so
cumbersome; they should be simplified.

5.10 Some respondents raised the issue of lack of information sharing at every
level, which leads to procedural bottlenecks, lost opportunities, frustration and
resentment. Possible causes for this were cited as insecurity and threat of job
security. One respondent commented:

‘Accountability should be a major tool to get results’ -FGD

Participant.

Another respondent commented:

‘Political interference must be discouraged within departments’ -

FGD Participant.

5.11 All the participants had a strong sense of the core functions of their respective
departments. Their perceptions regarding their core functions should not,
however, be confused with the mandate for each department.

5.12 On the other hand, most FGD respondents commented that the Mandate,
Vision and Mission of each department should be communicated to the employees
of the department and awareness should be created. One respondent commented:

‘Vision, Mission and Objective of every public sector organization

should be clearly defined and displayed prominently’ -FGD Participant.

5.13 Policy level problems and incorrect funds allocation was also identified as a
major hurdle in skills development within the public sector. One respondent
commented:

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 ‘We get a lot of aid from international sources for capacity
development, but we hardly make use of it and most of it lapses due to
various reasons, and in a circular stream, less and less becomes
available to us progressively - FGD Participant.

5.14 A few respondents made a valid point by stating that no inquiry is initiated
about the lost training opportunities. No one inquires about why it was not
utilized, what caused the opportunity to lapse, was it relevant training, if so why
was nobody nominated. No one accounts for the missed opportunities or inquires
about the gaps which caused the opportunity to lapse. This major gap in follow-up
of any capacity development initiative shows lack of ownership regarding the
progression of the department.

PEOPLE MANAGEMENT AND EMPOWERMENT GAP PERCEPTION

5.15 Respondents also commented that a culture of ‘self-projection’ as opposed to

‘departmental projection’ or sincerity or commitment with one’s department is
prevalent.

5.16 This lack of focus or far sightedness regarding capacity development goes
hand in hand with mis-delegation of authority, whereby untrained, inexperienced
generalist candidates are placed in highly technical roles and vice versa. This also
feeds into the gap whereby line departments are not trained and capacity
development initiatives remain limited to sub-classification which is linked to
‘self-projection’. Self-projection was explained by the participants as the
individual in a position of authority using his or her powers for personal
advancement or betterment and not for the department.

5.17 Respondents also commented that trainings, especially general management

trainings, at all levels, up to the executive level should be conducted. This being
especially true of seniors and the bureaucratic heads of departments, as they are in
important positions to take any reform initiative forward. A culture of constant
learning and progression should be inculcated through regular short, refresher
courses, to help change the mindset and to promote adaptability among public

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 servants. Seniors should provide role models within their own dimensions.
Technical and professional training needs should be categorized according to
grade levels.

5.18 Another opinion that was shared was that there is a huge pool of ‘Generalists’
but not that many specialists, especially at the management level, within
departments. One respondent commented:

‘Technical personnel should be inducted into the relevant fields’ -

FGD Participant.

5.19 Respondents also commented that other than procedural gaps, no facilitation
to avail trainings is provided in the form of logistical support which can include
TA/DA, boarding lodging facilitation, workload sharing, etc.

DEPARTMENTAL FUNCTIONING VIS-À-VIS SKILL DEVELOPMENT

GAPS PERCEPTION

5.20 Majority of the respondents (63.9%) were of the opinion that their department
was partially capable of performing its duties with the existing skill set of its
employees whereas 19.4% said it was not capable, which points towards existing
potential gaps in the skill sets of employees in the present setup.

5.21 This was further reinforced when 63.9% said their department does not
conduct sufficient (at least 3 trainings of any type) ‘In House Trainings’3 and 57%
concurred that the same is true of ‘Out Sourced Trainings’4.

5.22 Participants also opined that very few ‘corporate type’ trainings are available
for them, especially with regards to general management capacity development
which are being employed by modern efficient organization

3In-House: Conducted by the Services Group (Departmental employees on

departmental premises).

4 Out-Sourced: Private Trainings (Off departmental campuses)

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 5.23 Some respondents pointed out that within certain departments some capacity
development institutes exist, but these are not being utilized to their full potential.
A respondent from the Irrigation department commented:

‘Identified technical trainings can be arranged at UET Lahore,

Centre for Excellence in Water Resources by getting the right,

qualified personnel’ -FGD Participant.

5.24 Generally, training needs or gaps are seen to be identified through ‘Self-
reflection’. Whilst such self-awareness is to be encouraged, it might not hold any
strategic or organizational importance as it allows for a greater bias towards
individual needs as opposed to departmental needs. This mis-alignment in training
needs identification also reflects that decisions pertaining to resource allocation or
resource availability do not generally have a scientific base.

PERFORMANCE MANAGEMENT AND TRAINING

5.25 Most respondents observed that any job related learning that they did was
through Habituation or Phase Specific Learning, which is on the job learning,
as most employees are not taken through any orientation program within their
departments. All of this points to the fact that there is lack of awareness regarding
their job descriptions and role responsibilities and no formal procedure for
orientation exists.

5.26 Most of the respondents opined that there is a general lack of employee’s
career planning at the departmental level. The absence of which creates a lot of
uncertainty about future career growth and sense of achievement that an employee
derives. One respondent commented:

‘Regular trainings should be made a part of career development’ -

FGD Participant.

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 Another respondent also commented:

‘Trainings should be mandatory for all in the department. Each

officer should do training each year and certain hours should be

made compulsory’ -FGD Participant.

5.27 Majority of the respondents opined that there is no basis for promotion,
leading to limited promotion opportunity at every level.

5.28 In the discussion it was repeatedly commented that a lot of employees forego
promotions due to complacency and long intervals between promotions. Lack of
training at every level does not help the matter of efficiency and competence (a
person can be serving in his department for over 30 years without even one
training opportunity).

5.29 A few respondents shared the fact that major gaps exist for capacity
development initiatives and performance benefits, especially for Contractual
employees. This lack of motivation and absence of any career progression results
in induction of low quality personnel at all functional levels resulting in a general
decline in effectiveness of the overall service delivery at the departmental level.
As for benefits, logistical support should be offered for training opportunities
(TA/DA, workload sharing, etc)

5.30 A point that came out strongly was the absence of any central training data
repository maintained either by PRMP or MPDD. Whereby, a complete record of
all the trainings held in the past and a schedule for the future is maintained. One
respondent commented:

‘Every department should have a separate section for dealing with

staff development issues’ -FGD Participant.

5.31 Another point that was highlighted pertained to people being sent on irrelevant
trainings most of the time. A general lack of training accountability and benefits
related to trainings is cited as the cause. This results in a lack of understanding of

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 the whole training regime and as a result the pertinent knowledge and learning is
wasted and does not result in a trickle-down effect. Also, when non relevant
people go for these courses, deserving people get extremely de-motivated and
ultimately lose the will to improve and contribute positively to their organizational
objectives.

5.32 Major Gaps identified during the FGD were:

CAPACITY DEVELOPMENT GAPS

5.33 Capacity development gaps were identified within three general categories
which included:
a. Interpersonal and communication skills (Annexure D i)
b. General Management and HR skills (Annexure D ii)
c. Core Business Competency Skills (Annexure D iii)

5.34 Within the Interpersonal and Communication skills dimension, the

Urgency in need for filling the Skills Gap came out as:

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 Urgency for upgrading Interpersonal &
Communication Skills (Aggregate Scores)

85%
Urgently

11%
Long term 4% Not
Applicable

Prefered Way to Upgrade

Interpersonal & Communication
Skills (Aggregate Scores)
35% Short
Courses
33% Long
Courses

15%
15% Degree Seminars &
Courses Workshops

2% Not
Applicable

5.35 The 7 sub categories identified in the Questionnaire tool for the Interpersonal
and Communication skills dimension and the urgency of skill development in
each sub-category are detailed in Annexure D-i.

5.36 For the dimension of General Management and HR skills, the Urgency of
getting trainings done and the way to fulfil those training needs was identified as:

Urgency in upgrading HR/General

Management Skills
74% (Aggregate Scores)
Urgently

22%
Long Term

4% Not
Applicable

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 Prefered way to upgrade HR/General
Management Skill Needs
(Aggregate Scores)
39% Long
Courses
35% Short
Courses

19% Degree
Courses

6% Seminars
& Workshops
1% Not
Applicable

5.37 The 7 sub categories identified in the Questionnaire tool for the General
Management and HR skills dimension and the urgency of skill development in
each sub-category are detailed in Annexure D-ii.

5.38 For the dimension of Core Business Competency skills, the Urgency of
getting trainings done and the way to fulfil those training needs was identified as:

Urgency in upgrading Core Buisness

Competency Skills (Aggregate Scores)

78%
Urgently

15% Long
Term 7% Not
Applicable

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 Prefered way to upgrade Core Business
Competency Skills (Aggregate Scores)
44% Short
Course

26% Long
Course
18% Degree
Course
9% Seminars
& Workshops
3% Not
Applicable

5.39 The 7 sub categories identified in the Questionnaire tool for the Core Business
Competency skills dimension and the urgency of skill development in each sub-
category are detailed in Annexure D-iii.

5.40 From the above graphs it is evident that the participants overwhelmingly
pointed out the need for “Urgent up-gradation” of skills in all these three broad
categories pertaining to general skills required for their work environment, (85%,
74% & 78% respectively). As we can see, these three categories comprise of cross
cutting skills and are common across all departments. So, while the technical skill
upgradation requirements may vary from department to department, these skills
remain common. Similarly “Short courses” were deemed to be the most favoured
way to upgrade these skills. Understandably so, as they require less time off job,
which, by many respondents, was identified as one of the major reasons why
people avoid going to attend trainings. Long courses, thus take a lower priority
ranking as the vehicle for capacity building and up-gradation needs.

PERCEPTION REGARDING FOREIGN TRAININGS

5.41 Trainings, especially foreign trainings are considered as a ‘big deal’ and
mostly the horizontally moving generalist officers’ end up availing these
opportunities by getting nominated through a ‘short-termist’5 mutually conducive
mechanism, spearheaded by the ‘elite capture’ hindrance factor.

5Thinking of personal gain in the short term, as opposed to a long term benefit. A financial
term, as used in Short term speculation and ‘Short termist behaviour’; ‘Executive

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 5.42 The perception mapped, especially during the FGD and further corroborated
by the Questionnaire (findings, below, 6.4.1) is that foreign trainings are a ‘Big
Deal’ and usually all the seniors, who are usually not related to the technical
functions of the departments, end up availing these opportunities. As a result,
training facilities end up being wasted. Also the majority perception is the opinion
that foreign trainings are usually ‘all expense paid vacations’ and the only way to
get ‘formally trained’, alluding to the idea that trainings provided within Pakistan
are not up to the mark, as opposed to Foreign trainings.

5.43 Respondents were of the opinion that trainings by foreign trainers should only
be utilized in specialized fields, and even then, further dissemination should be
done through ‘Training of Trainer’ model. Respondents felt that foreign trainers
exhibited cultural insensitivity, lack of awareness about local cultural norms and
practices and the foreign accent is hard to understand and identify with.

5.44 Respondents pointed out that we have a sizeable pool of trained resources, but
we do not utilize them, as no follow up is conducted after they have returned from
a training course. Consequently the knowledge they have acquired does not get
disseminated and no knowledge or experience sharing is done.

Compensation and Short-Termist Behaviour in Speculative Markets’, Review of Economic

Studies, 2006, Princeton University.

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 6. Questionnaire Findings
6.1Composition and broad characteristics of the sample:

A brief descriptive analysis of the sample revealed initial facts about the composition and
various characteristics of the respondents present at the time.

6.1.1It was revealed that 56.9% of the respondents present had total years of public
service of 20 years or more (up to 38 years) and hence belonged to senior executive
class and 36.1% of those were with their present departments for 20 years or more as
well. Only 5.6% of the respondents belonged to the category having service life of 6
months to 2 years.

6.1.2As for the academic qualifications, 59.7% had at least a Masters degree, 33.3%
had Bachelors and the remaining had a doctorate.

6.1.3As for the ability of their respective departments to perform the duties using the
existing skill set once again, 63.9% of the attendees replied in a “Partial Yes” while
19.4% gave a “Firm No”. This points out towards existing potential gaps in the skill
sets of employees in the present setup and/or lack of clear cut information regarding
their departmental obligations. Only 12.5% replied with a “Firm Yes”.

6.1.4This fact was reinforced when almost 63.9% of all respondents informed that
their department does not conduct enough “in-house staff trainings”, conducted by
officials of same departments trying to build capacity of colleagues as a result of a
recent training they attended. Almost 57% of them informed that there are NO
“outsourced” staff trainings as well. This all, despite the fact that 72.2% people
discussed their training needs with their immediate “supervisors”. Also, according to
31% of respondents the frequency of these discussions in these departments is done
on a quarterly basis or more in a year. All this points out to the fact that there is
considerable pro-activeness on part of the employees regarding their existing skill
and their desire to upgrade them, but complacency on part of the overall department
heads to address those needs through conducting in-house and/or outsourced
programs despite the fact that the frequency of identifying those needs is done quite
regularly. Another dimension that needs attention here is the fact that 52% of the

[Type text] Page 24

 respondents observed that any training activity that occurs is NOT recorded formally
by a central department. As a result, most of the times, unrelated people are
nominated more than once, sometimes for the same course, while deserving people
are left out and the resources are misused.

6.1.5 28% of the respondents were “not sure” if their respective departments
understood their training and capacity development needs while 21% gave a “Firm
No”. As a result 57% believe that enough resources are NOT being allocated to
address these needs. Both these facts reinforce the arguments mentioned above.

6.2 CORRELATIONAL ANALYSES

6.2.1 To further gather a deeper understanding of various constructs, Pearson Product

moment correlations, were carried out to find out about the strength and direction of
initial relationships between various constructs of interests. The value of Pearson
correlation (r) could range from -1 to +1. 1 means a perfectly correlated relation, -1
means a perfect negative correlation, whereas a 0 value means no relation.
Interpretation of strengths according to (Cohen, 1998), following guidelines are to be
considered:

6.2.2 If the value of r= +/- 0.10 to +/- 0.29, relation is considered to be small

If the value of r = +/- 0.30 to +/- 0.49, the relation is considered to be medium

If the value of r = +/- 0.50 to +/- 1, the relation is considered to be strong

6.2.3The correlation matrix for some of the relevant dimensions is as follows:

[Type text] Page 25

 Enough Aggregate
CORRELATION MATRIX Is Your Dept The dept Resources Aggregate Scores of
Capable of understands are Aggregate Scores of Urgency for Additional
OF IMPORTANT Total performing its your allocated for Scores of Urgency for Core qualifications
Years of duties with training/capa the training Urgency for HR/General Business desired for
DIMENSIONS Public existing skill city building needs of Interpersonal/C Managment Competency upcoming/future
Service set needs dept omm. Skills Skills Skills role in department
Pearson Correlation 1.000 -0.019 -0.033 0.04 -0.10 0.03 0.06 0.06
Total Years of Public Service Sig. (2-tailed) . 0.876 0.78 0.75 0.40 0.80 0.62 0.59
N 72 72 72 72 72 72 72 72
Is Your Dept Capable of Pearson Correlation -0.019 1.000 0.02 0.09 -0.02 -0.01 0.05 0.05
performing its duties with Sig. (2-tailed) 0.876 . 0.90 0.46 0.84 0.92 0.66 0.66
existing skill set N 72 72 72 72 72 72 72 72
The dept understands your Pearson Correlation -0.033 0.015 1.00 0.42 0.16 0.09 -0.05 0.17
training/capacity building Sig. (2-tailed) 0.785 0.898 . 0.00 0.19 0.46 0.70 0.16
needs N 72 72 72 72 72 72 72 72
Enough Resources are Pearson Correlation 0.039 0.088 0.42 1.00 0.10 0.08 0.12 0.26
allocated for the training Sig. (2-tailed) 0.745 0.464 0.00 . 0.40 0.52 0.33 0.03
needs of dept N 72 72 72 72 72 72 72 72
Aggregate Scores of Urgency Pearson Correlation -0.101 -0.024 0.16 0.10 1.00 0.32 0.41 0.14
for Interpersonal/Comm. Sig. (2-tailed) 0.399 0.843 0.19 0.40 . 0.01 0.00 0.23
Skills N 72 72 72 72 72 72 72 72
Aggregate Scores of Urgency Pearson Correlation 0.030 -0.012 0.09 0.08 0.32 1.00 0.28 0.26
for HR/General Managment Sig. (2-tailed) 0.802 0.920 0.46 0.52 0.01 . 0.02 0.03
Skills N 72 72 72 72 72 72 72 72
Aggregate Scores of Urgency Pearson Correlation 0.060 0.053 -0.05 0.12 0.41 0.28 1.00 0.21
for Core Business Sig. (2-tailed) 0.617 0.661 0.70 0.33 0.00 0.02 . 0.08
Competency Skills N 72 72 72 72 72 72 72 72
Additional qualifications Pearson Correlation 0.065 0.053 0.17 0.26 0.14 0.26 0.21 1.00
desired for upcoming/future Sig. (2-tailed) 0.590 0.658 0.16 0.03 0.23 0.03 0.08 .
role in department N 72 72 72 72 72 72 72 72
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

6.3 COMMENTARY:

As we can see, there are mild correlations that exist between various constructs across the
matrix table. We shall comment briefly on them one by one.

6.3.1For the first dimension of “Total years of Public service”, we see a very weak,
negative correlation

(r = -0.1)” with only one construct, i.e. aggregate scores for upgrading interpersonal
& communication skills. This negative relationship can be explained as when the
person got senior in his post and accumulated more years of service, he considered the
urgency for upgradation in this category less important.

6.3.2 For the construct “Department’s understanding on training and capacity

building needs”, we find a medium, positive relationship (r- +0.42) with the construct
“resource allocation for training and capacity building needs”. Simply put, this
means that resources are allocated because generally departments realise the need for
capacity building and trainings. We also find weak, yet positive relationships between

[Type text] Page 26

 this construct and the construct of “urgency” to upgrade interpersonal skills (r =
+0.16) and need for additional qualification

(r = 0.17). Hence, as the departments understand the training needs for capacity
building, they tend to allocate more resources towards achieving this goal as well as
people from these departments are also encouraged to seek higher/additional
qualifications for future tasks. However, if we co-relate it to the first dimension, we
will see a negative construct emerging, that as employees move up hierarchically,
the need for additional trainings and skill up-gradation diminishes, irrespective of
whether the department understands the need or allocates resources to fulfil the
need.

6.3.3 For the construct “Enough resource allocation”, the findings point out towards a
somewhat similar trend of findings. It again shares medium, positive relationship with
the “Department’s understanding of the training needs”, but also shares weak, positive
relationships with two “urgency” constructs i.e. for interpersonal skills improvement
(r = 0.1) and for improvement of core business skills construct (r = 0.12). It also
shares a weakish, positive relationship with the desire for additional qualification at (r
= 0.26). It shows an overall positive and direct trend between the constructs, whereby
increase in one tends to encourage the other in the same direction.

6.3.4 All the aggregate scores show positive direct correlations with similar
constructs. For example, for “urgency” construct regarding Interpersonal skills, a
positive relationship exists between it and urgency score for upgrading core business
skills. People wanting one also wanted the other. (r = 0.41). Other r-scores are also in
the medium to low category but all in a positive direction pointing out the fact that all
these constructs are complimentary in nature and reinforce each other.

6.3.5 Another observation worth noting is that the construct of “additional

qualification” generally shares positive relationship with most of other constructs,
whereby r values equal 0.17, 0.26, 0.14, 0.26 and 0.21 for the constructs shown above
in the matrix.

6.3.6 This points out towards the fact that the employees in almost all departments
researched have the will and desire to upgrade themselves to fill in for the upcoming
roles that they envisage and they dovetail this upgradation with their future role

[Type text] Page 27

 requirements, something that was corroborated in the FGD findings as well, when
most respondents pointed out that “promotions be linked to role based
training/upgradation.

6.4 SOME CAUSAL RELATIONSHIPS:

6.4.1 Three of the strongest opinions voiced by participants pertain to the ‘lack of
implementation’ of training strategies (if any), need for job specific trainings and
linking promotion to training and/or performance- all point towards a lack of
“systematic implementation and follow up”. A striking 22.22% of the respondents
chose not to identify anything that points towards the fact that they were either de-
motivated and/or they didn’t perceive any positive training related outcome so they
became disinterested as shown by the self explanatory graph below.

Any other opinion you would like to share

25

20

15
Percent

25
22.22
10

15.28
13.89
5
11.11
6.94
5.56

0
Promotion be Dept wise Improvement in Job specific None identified Preference for Implementation
linked with frequency of management trainings foreign training of training
training based TNAs be skills strategies
performance increased

6.4.2 The following graph elaborates as to what percentage of the respondents

preferred what type of qualification upgradation to fulfil any envisaged future role in
the organization.

[Type text] Page 28

 Additional qualifications desired for upcoming/future role in department

40

30
Percent

20
37.5

10

12.5 12.5 12.5 11.1

8.3
5.6
0

PhD Degree MBA Masters Diploma in No Law No

Degree Degree IT/Accounts additional Response
qualification
Required

6.4.3 Similarly, when asked about the specialized areas that need emphasis over the
next few years to streamline the functioning over the cross section of various
departments, a healthy 44.4% pointed out toward need for role based technical
trainings that will enhance the efficiency of each individual employee’s working
within the department.

Areas to be emphsized the most for next 2 years to make dept functions
efficient

50

40

30
Percent

44.4
20

33.3

10
16.7

5.6
0

IT Skills General Managment Role Based Not Identified

Technical

[Type text] Page 29

 7. Recommendations
The completion of the project in such a short span of time shows that demand exists
for this nature of intervention. For future interventions, the same approach should be
used when taking this initiative to the departmental level, whereby a Questionnaire
Tool, along with a Targeted FGD is employed to gauge perceptions and map needs of
departments.

Specific recommendations for future interventions include:

SERVICE DELIVERY AND CAPACITY RELATED

7.1 Based on the broad outcomes of this TNA exercise an inter-operability

framework governing information flows across the public sector, along with a
project implementation plan based on a Logical Framework Analysis (LFA)
with a Monitoring and Evaluation (M&E) plan should be developed for
capacity development.

7.2 Capacity development gaps at the departmental levels should be identified at that
level, instead of at a macro level. They should be assessed and validated through
a combination of scientific means and performance management system reviews
(such as skills audits and TNA). This will help overcome any ambiguity in the
system, especially with regards to job descriptions, role descriptions, succession
planning and an individual’s career path within public sector service.

7.3 For departments where the proposed 6 month pilot programs (please see appendix
C) will be run, they should be evaluated according to a pre and post impact
assessment.

7.4 Findings should be shared with all the departments and PRMP can assist the
individual departments in developing plans on how to address these gaps.
PRMP should provide support for improvement of Human Resource Development
and Training policy framework.

[Type text] Page 30

 7.5 A Core Management criteria framework should be developed and mapped
according to Core Values and foundational competencies identified for every
cadre. This should be linked with a performance management system and mapped
accordingly. Special emphasis should be given to include employees from all
cadres, especially from the lower cadres.

7.6 As a service delivery gap analysis exercise, we need to focus on some of the
larger departments and conduct a detailed TNA to address the lapse in service
delivery quality. Once the results are received, we can pick and chose the cross
cutting ones and replicate in other departments. This way a list of best practices
will emerge which can be used as local benchmarks for the rest of the system.

PROCESSES AND SYSTEMS RELATED

7.7 As global practices are moving towards a paper-less environment, on-line, web-
base virtual systems are the need of the hour. A centralized Human Resource
Development System should be explored and instituted. A centralized HRDS will
assist in a paradigm shift from ‘reactive’ towards ‘proactive’ in its approach
towards training, capacity development and HR perceptions.

7.8 Most of the respondents opined that there is a general lack of employee’s career
planning at the departmental level absence of which creates a lot of uncertainty
about future career growth and lack of sense of achievement for employees. It is
suggested that a formal departmental mechanism for each department be
devised that would ensure capacity building of employees keeping in mind the
specific training needs for that department and the career planning done
accordingly.

7.9 Within the Public Sector, in order to inculcate a learning-oriented work culture, as
part of a line manager’s performance review, there should be a review of the
training commitments undertaken in a Personal Development Plan (which
should be developed or incorporated into the existing performance review
mechanism). Then it should be evaluated whether these training commitments are
followed through or not, and an assessment against the agreed indicators for

[Type text] Page 31

 improvements in personal capability should be carried out in the
directorate/department concerned.

7.10 Orientation/ New Induction programs should be inculcated and made a

part of the employment process. This does not necessarily have to be a long (6
month or more) training, as conducted by the MPDD, but can be a departmental
level initiative, whereby all new inductees have to go through it, irrespective of
how their induction was done (direct hiree/promote or through CSS/PCS/PMS
stream). Keeping the above methodology in mind, the New Hire Orientation
should be an in-house, 2-3 day program where an overview of departmental
functions and expected role/performance measures are explained.

7.11 Skills and roles mapping for each department should be done. This was
deemed to be an important precursor for all exercises to follow regarding
interventions in the reform and capacity development initiatives being carried out.
Unless and until these are carried out the focus and direction will be lost and will
result in misappropriation of time and resources.

7.12 A new performance management structure should be explored whereby the

entire process should be outsourced to a third party. Through this initiative,
accountability and improvement will be built in to the system. As a pilot initiative,
the Livestock and Dairy Development department can be used in a test scenario
(please refer to appendix C).

7.13 A differential salary system structure should be explored which can be

linked with a Performance Management System (PMS) so employees
appreciate the competitiveness of their roles and functions and the sense of
complacency and apathy that has developed can be addressed at its roots.
Overwhelmingly, the respondents have also suggested the same (Questionnaire
findings, above, 6.4.1). By developing a PMS and linking it to a differential salary
structure, the horizontal movement of Generalists and bureaucratic leadership,
especially for technical departments will be addressed and the ‘right’ talent will
emerge.

[Type text] Page 32

 TRAINING DEVELOPMENT

7.14 It was clearly highlighted that there is a lack of In-house training and skill
development initiatives being carried out, as well as a lack of capacity
development needs that need to be explored, especially for departments which
already have institutes for imparting trainings programs, for example Agriculture
University, Mines and Minerals institutes, the Tourism department institute etc.
can be utilized for their facilities and can be extremely helpful in imparting
“Specialized” trainings to the employees of their respective departments. The
frequency of these trainings should be at least three trainings per year; once
every four months. This should also cater for the Major issue identified as
‘generalism’.

7.15 PRMP along with the MPDD should look to nurture a management
development institute’s network. Through this proposed initiative, the above
departments should develop the capacity of capacity developers like institutes of
public administration and management along with the assistance of the higher
education department and the existing departmental institutes where available (see
7.11).
7.16 Regional centres of learning should be established, similar to the MPDD so
an efficient learning environment can be provided even in out of reach places. But
it is suggested that we can go a step forward and establish “Regional” centres that
are centrally linked to the Head office. This regional linking of these centres
would ensure that synergies be created, parallel efforts can be eliminated
standards be maintained and recorded. It will also ensure in cost cutting as need
based courses run in one centre can be easily replicated in other regions. This
concept links with the central repository concept mentioned above.

7.17 There is a major issue regarding “Lapse of trainings” due to procedural

delays. There is no mechanism whatsoever, whereby an investigation is carried
out as to why the specific training lapsed or what happened to the allocated
resources. Some Accountability mechanism should be introduced to send a
message about the seriousness of training initiatives in the organization and all

[Type text] Page 33

 Heads of Departments should be given this mandate to look into these glitches and
make amends.

7.18 Computer literacy is an important functional enabler for any level of

employee. Computer literacy should therefore be made a requirement of all new
entrants into the public sector. Skill levels of existing as well as new employees
should be assessed using the Microsoft Office User credentials (MOUS) or
CBTs (computer based testing for proficiency).

MISCELLANEOUS

7.19 Public Private Partnership models should be explored especially with

regard to capacity development.

7.20 General Management training gaps should be fulfilled through short courses or
seminars. The suggestion of short courses or seminars and workshops (refer
to Annexure D-i, ii and iii) is based on participant input that due to logistical
concerns and the job insecurity potential of their positions, longer term trainings
cannot be availed effectively. Furthermore, from a trainer’s perspective, shorter
courses assist with better retention.

7.21 Budgetary allocation should then be made according to the needs of each
department within its operating budget, through which future interventions and
implementation of the training strategy can be institutionalized.

7.22 A comprehensive, but not conclusive, list of required and wanted technical
trainings has emerged. A departmental list of Technical Training Needs is
attached as Appendix F.

[Type text] Page 34

 Conclusion:

Given the macro nature of this indicative perception mapping exercise it is a fact that it has
created a high level of awareness in the target intervention areas. However some gaps in
knowledge as well as application and implementation still remain, which should be addressed
in future interventions. These have been discussed in detailed in the section on key findings,
as well as the section on recommendations.

The significance of the capacity to maximize human potential through sound Human
Resource management and career development practices for enhancing service delivery
cannot be over-emphasized. It is highly recommended that PRMP should continue working
with the same progressive outlook, and if and where possible, pull in assistance from the
departments where implementation is concerned; a Participatory Approach towards reform
with transparency of decision making and accountability is key. It is also strongly urged that
the suggested Pilot Training initiative be launched in collaboration with assistance in
implementation and ownership of the target departments, so tangible results of this exercise
can become best practice benchmarks for all departments and the Institutional Reform
initiative can become a success.

[Type text] Page 35

 Annexure-A
Appendix A

LIST OF DEPARTMENTS
1. Excise & Taxation department
2. Livestock and Dairy Development department
3. Zakat and Ushr
4. Local Government Community Development department
5. Punjab Tourism Development Corporation Department
6. Mines and Minerals department
7. Social Welfare, Women Development and Bait-ul-Maal department
8. Health Department
9. Special Education department
10. Transport department
11. Population Welfare department
12. Housing and Urban Development department
13. Agriculture department
14. Labour & Human Resource department
15. Cooperatives department
16. Food Department
17. TEVTA (Technical Education and Vocational Training Authority)
18. Industries department
19. Higher Education department
20. Communication and Works department
21. Planning and Development department
22. Irrigation and Power department
23. Finance department
24. Public Prosecution department
25. Information Technology department
26. Home department
27. Civil Defence department
28. Education department
29. Anti-Corruption department
30. Government Engineering department
31. Child Protection and Welfare department
32. Information, Culture and Youth department
33. Lahore Museum
,{,ffi'
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[Type text] Page 1

 Annexure-C

PUNJAB RESOURCE MANAGEMENT PROGRAM

TRAINING NEEDS ASSESSMENT PILOT
WORKSHOP
MAY 21ST 2009

KEY FINDINGS REPORT

By
Aeyesha Gulzar

With research support by Noaman Saeed

[Type text] Page 2

Table of Contents

1.Background and Objective................................................................................................... 4

2.Workshop Overview ............................................................................................................. 5
3.Key Findings for Excise and Taxation Department (E&T) .............................................. 6
4.FGD Recommendations(E&T) .......................................................................................... 12
5.Suggestions for Technical Trainings (E&T)..................................................................... 13
6.Recommendations (E&T)................................................................................................... 14
7.Key Findings for Livestock and Dairy Development Department(L&DD) .................. 16
8. FGD Recommendations (L&DD) ..................................................................................... 22
9.Suggestions for Technical Training (L&DD)s.................................................................. 23
10.Recommendations (L&DD).............................................................................................. 24
11.Key Findings from Questionnaire ................................................................................... 26
12.Recommendations for future, based on Key Findings .................................................. 29
Conclusion ............................................................................................................. 31
Annexures

[Type text] Page 3

 1. Background and objective:

The Training Needs Assessment workshop was undertaken by the Punjab Resource
Management Program (PRMP) to try to identify, at the macro level, the training needs of all
the departments of Government of the Punjab (GoPb).

PRMP was launched by Government of the Punjab with the assistance of Asian Development
Bank to improve financial management, institutional development and private sector
participation in the GoPb initiatives. Training & capacity building of officers of the
provincial government departments and agencies is a major component of PRMP. To ensure
sustainability of the reforms, it is imperative that training & capacity building of officers is
conducted on an ongoing basis. Training Need Assessment needs to be conducted effectively
to identify the gaps in knowledge, skills and attitudes of officers and government
departments.

In view of this, PRMP launched a series of workshops to identify training needs of

departments. These workshops will help crystallize focussed needs and highlight requisite
skill sets deficient in various technical as well as administrative departments.

The pilot workshop was to serve the purpose of implementing the methodology proposed by
the consultant, identify the changes required, if any, in the methodology and, based on the
findings of the Focus Group Discussion and the Questionnaire tool used during the workshop,
identify the general as well as the functional and specific technical trainings required by the
Livestock and Dairy Development and Excise and Taxation departments.

The broad purpose of this TNA workshop was to act as an indicative exercise to gauge the
perceptual mapping of attendees’ vis-à-vis various dimensions and to broadly categorize the
general management and functional training needs of the above departments while readying
them for a change management experience/program in the future.

[Type text] Page 4

 2. WORKSHOP OVERVIEW
TNA Workshop for Livestock &Dairy Development and Excise
&Taxation departments:

This workshop focussed specifically on the L&DD and the E&T departments as these two
departments are undergoing major financial and institutional reforms. The workshop helped
provide answers to the following broad questions:

a. What are the gaps in knowledge, skills and attitudes required for efficient
running of the respective departments?
b. What training is needed to fill those gaps?
c. Who needs to be trained and in which disciplines?
d. Why is the training important?
e. How will the training be utilized?
f. Which are the priority areas which need to be focussed first?

The pilot workshop was scheduled for May 21st, 2009. However sparse attendance was noted.
A total of 20 participants were invited from both departments (10 each), but only 7 attended.
Out of this, 4 were from the L&DD and 3 from the E&T department. In spite of the low
attendance, the group bonded well together and the FGD lasted for 1.5 hours. The attendees
ranged from the Director General to Farm manager/Section Officer Level and service ranging
from 1 year to 33 years.

As an alternate to the appendance issue, it was decided that the consultant would visit these
departments to get participants involved. For this a field visit was arranged by the PRMP to
the L&DD and E&T departments’ offices. Even during this visit, it was noted that the L&DD
department showed more initiative and pro-activeness (in spite of the bomb blast on May
27th!) for the exercise than the E&T department. An FGD ensued during the field visit as
well.

List of attendees for both the pilot workshop and the auxiliary pilot is attached as Annexure
A.

During both the TNA sessions, a targeted FGD ensued followed by a supervised filling out of
the Questionnaire tool. The detailed findings from both the FGD and the Questionnaire are
included below according to department, as it will help provide a clear picture for each
department ear-marked to undergo the financial and institutional reforms.

[Type text] Page 5

 3. Key findings for Excise and Taxation Department:
3.1 A broad array of respondents attended the TNA sessions. The spectrum of
officials ranged from Director to Excise Taxation Officer (ETO) to Section
Officer Levels, covering a majority of the functions of the department. Their
service tenure ranged from 1 Year up to 30 years in duration.

3.2 The majority of the respondents (90%) identified themselves as from the ‘General
Cadre’ where as only 10% were from the Technical Cadre.

3.3 The majority of the respondents had a general Bachelor level education.

3.4 All the attendees had a strong sense of the core functions of their respective
departments and were able to provide an overview of the promotion structure
working within their departments.

Designation Grade Trainings Benefits

undertaken
Constable grade 5 1 time basic dept
Inspector grade 14 training
Assistant ETO Ethics Training No Transport
(MPDD) benefits
ETO Grade 17
Senior ETO
Promotion can take
up to 20 years
(As was explained by the attendees of the Pilot workshop)

The core functions were identified as:

a. Assessment and recovery of different taxes

b. Maintaining ownership and taxation records
c. Narcotics control and logistics

The above were identified as perceptions of the ‘Core Functions’ of the department,
as opposed to the actual mandate of the Department.

3.5 The majority of the respondents identified their department as a ‘Cash Cow’
department, as their core function had been identified as recovery of various taxes,
yet they were of the opinion that their job-related reward structure needed a major
re-vamp.

3.6 They said there is no basis for promotion, leading to limited promotion
opportunity at every level.

[Type text] Page 6

 3.7 All the respondents agreed that the knowledge they had of their department and
departmental workings was from Learned, Instinctive Knowledge (Obtained
through experience or heredity) as opposed to Procedural Knowledge. They
identified a major gap in their job-related learning and job-related trainings.

3.8 The majority of the respondents (60%) were of the opinion that their department
was capable of performing its duties with the existing skill set of its employees
where as 30% said it was Not capable, which points out towards existing potential
gaps in the skill sets of employees in the present setup.

3.9 This fact was further reinforced when 90% of the E&T department respondents
said that NOT enough In-house trainings1 are conducted and all 100% said NO
outsourced staff trainings2 are conducted. This demonstrates that even though the
respondents agree that there their department is not highly technically aligned;
they are still showing pro-activeness regarding a desire for the up-gradation of
their skill sets.

1In-House: Conducted by the Services Group (Departmental employees on

departmental premises).

2 Out-Sourced: Private Trainings (Off departmental campuses)

[Type text] Page 7

 Does your Dept conduct enough inhouse staff
trainings

100

80

60

Percent
90
40

20

10
0

No Yes

Does your Dept conduct enough outsourced staff

trainings

100

80

60

100
Percent

40

20

No

3.10 The majority of the participants agreed that there is provision to initiate/attend
training programs, but due to lengthy procedure for registration/nomination, the
opportunity usually lapses. However 90% have taken the initiative to discuss their
training needs with their supervisors, but due to complacency these needs are not
addressed, despite the fact that the frequency of identifying those needs is done
quite regularly at the supervisor as well as sub-ordinate levels.

3.11 90% of the respondents declared that the department does not allocate enough
resources towards the fulfilment of training and capacity development needs.

3.12 Only 2 respondents out of the sample (and these being relatively recent
inductions with a combined tenure of less than 5 years) had undergone the 6
month post-induction training program is instituted by the MPDD. Both these
respondents had a PCS background. One respondent commented:

‘All new inducted, irrespective of Basic Pay Scale (BPS) should be

trained technically and morally’ -FGD Participant.

[Type text] Page 8

 3.13 In the discussion it was repeatedly commented that a lot of employees forego
promotions due to complacency and long intervals between promotions. Lack of
training at every level does not help the matter of efficiency and competence (a
person can be serving in his department for over 30 years without even one
training opportunity)

3.14 When asked to list down, priority-wise, the major gap areas within the E&T
department, the response was tabulated as:

Priority wise list down area # 1 where effeciency is

hampered by existing lack of training

30

25

20
Percent

15 30 30 30

10

5 10

HR Customer IT None
Relations Identified

3.15 The respondents unanimously commented that Customer Service should be a

major area of focus and improvement, along with HR.

3.16 The 30% which responded as ‘None Identified’ are the ones which are
demonstrating a high level of de-motivation and apathy. These are the ones which
can be cultivated by showing them some positive implementation strategies
coming out of this exercise.

3.17 Within the HR and General Management dimension, The Urgency in need
for the Skills Gap came out as:

[Type text] Page 9

 URGENCY For HR and General Management
Skills Trainings
60%

30%

10%

Urgently Long Term Not Applicable

How to fulfill the Training

Gap
Degree Course,
30% Seminars &
Workshops 40%

Long Course,
20%

Short Course,
10%,

3.18 The 7 sub categories identified in the Questionnaire tool for the HR and
General Management dimension and the urgency of skill development in each
sub-category are detailed in Annexure B-i.

3.19 Out of the sub-categories identified in Annexure B-I, the following need to be
prioritized:

a. Discipline and Grievance Procedure (40% identified as an urgent Need)

b. General HR (40% identified as an urgent Need)

3.20 For the dimension of Interpersonal and Communication skills, the Urgency
of getting trainings done and the way to fulfil those training needs was identified
as:

[Type text] Page 10

 URGENCY For Interpersonal and Communication Skills
70%

20%

10%

Urgently Long Term Not Applicable

How to fulfill the training Gap

Seminars &
Workshops 20%
Degree Course
20%

Not Applicable
Long Course 30%
20%

Short Course
10%

3.21 The 6 sub categories identified in the Questionnaire tool for the Interpersonal
and Communication Skills dimension and the urgency of skill development in
each sub-category are detailed in Annexure B-ii.

3.22 Out of the sub-categories identified in Annexure B-ii, the following need to
be prioritized:

a. Conflict management skills (50% identified as an urgent Need)

b. Team Working skills (50% identified as an urgent Need)

[Type text] Page 11

 3.23 The respondents commented about lack of awareness or knowledge of IT
systems. Senior officials have access to IT systems but due to their lack of IT-
ability, they have shared their login/password information with junior clerks
because they do not know how to use the IT systems, so juniors respond to queries
meant for the seniors, leading to unauthorized decision making.

3.24 This gap has become more profound especially after the deployment of the
new in-house MIS system. Currently the IT department, which has set up the MIS
system, is handling all operations, but soon it will have to be weaned off and
functioning handed over to the department, but department will not be able to
handle it due to lack of IT skills.

3.25 For the dimension of Core Business Competency skills, the Urgency of
getting trainings done and the way to fulfil those training needs was identified as:

URGENCY For Core Business Competency Skills

50%

30%

20%

Urgently Long Term Not Applicable

How to fulfil the Training Gap

Degree Course
10% Seminars &
Workshops 40%

Long Course
30% Not Applicable
Short Course 10%
10%

3.26 The 6 sub categories identified in the Questionnaire tool for the Core Business
Competency Skills dimension and the urgency of skill development in each sub-
category are detailed in Annexure B-iii

[Type text] Page 12

 3.27 Out of the sub-categories identified in Annexure B-iii, the following need to
be prioritized:

a. Desktop and IT skills (50% identified as an urgent Need)

b. Relationship Management skills (40% identified as an urgent Need)

3.28 As performance of the E&T department is linked to Recovery, constant

internal checks and balances are incorporated informally. However a formal
system should be in place where this can be recorded and performance can be
linked to some sort of evaluation system, rather than just on the basis of Quota or
Seniority.

3.29 Most trainings which are ever offered are taken up by senior DMG appointed
personnel, who end up being delegated to other departments after undergoing
trainings, thereby making the training provision redundant.

3.30 Bureaucratic Headings and vertical mobility should be checked in technically

oriented departments and consideration should be given to the relevant resources
for availing trainings for departmental benefits, rather than training for the sake of
obtaining a new qualification or un-related to role skill.

3.31 The majority of the respondents agreed that there was no need for any
Qualification Up-gradation, which is true, as the functioning of this department is
service delivery oriented. However, major up-gradation in soft skills is identified
as a major gap area.

4. Recommendations from the Group:

4.1 Some respondents suggested that national attitudinal training is also required

4.2 Internal trainings should be promoted/conducted (internally by the department, in-

house, through Master Trainers methodology, using resources who have
undergone trainings, especially foreign trainings)

4.3 Some exam/evaluation system should be instituted before promotion (eg. Like in
the forestry department)

4.4 There was a strong preference for foreign trainings

4.5 Collaborative trainings with Police and Law enforcement agencies

[Type text] Page 13

 5. Suggestions for Technical/Functional trainings:
Training areas Type of training3

Recovery methodology Long course

Detection of Excise Crimes Long course/degree

Rules and Regulations Conference/seminar/short course

Assessment of UIPT Short course

Motor Vehicle registration training Short course

Legal/law related Degree

Collaborative trainings Short Course/Seminars

3 Seminar/Conference/Workshop: 1 day up to 7 days in duration.

Short Course: One week up to one month in duration.

Long Course: One month up to six months.

Degree: 1 year and Above

[Type text] Page 14

 6. Recommendations:
6.1 As the E&T is not an R&D oriented department, emphasis of training should be
on Customer Relations or Customer Oriented trainings. A large component of this
should be Conflict management and communications trainings and this gap should
be fulfilled through short courses or seminars.

6.2 As a 6 month pilot initiative, officers from all cadres should be sent on 1 day
courses/seminars. Through this methodology at least 500 (or more) officers should
be trained in a period of 6 months. The participation of the employees will also
provide an indication towards their readiness for a change management initiative.
By making such short training programs a regular feature, a culture of constant
learning will be inculcated and a positive message will be conveyed to the
employees.

6.3 The 6 month pilot initiative should be taken forward according to a mix of the
following suggestions:

Type of Training Suggested Audience

suggested duration of
Training

Component 1: 1 day
Communication
Skills
Basic Training for E&T

Component 2: 1 or 2 days
Customer
Module

Satisfaction Skills Grade 14 and

below
Component 3: 1 day
Conflict
Management Skills

Component 4: IT 2 or 3 days
Skills

• The above suggested duration of trainings can be varied and staggered

according to time of year(for example end of fiscal year is not a good time
for training activities) and schedules.

• Number of training days should be experimented with, but always keeping

it within the dimension of ‘short course’.

[Type text] Page 15

 • Training days should also be experimented with. This can be done by
arranging bulk training days (for example, all above suggested training
done back to back) or staggering over time (for example, holding one or
two components of a module in one week and the other components the
following week)

6.4 Special emphasis should be made to include employees from all cadres, especially
from the lower cadres, whereby the majority of the collection duties are done.
These are also the officers whose major role includes public dealing.

6.5 Orientation/ New Induction programs should be inculcated and made a part of the
employment process. This does not necessarily have to be a long (6 month or
more) training, as conducted by the MPDD, but can be a departmental level
initiative, whereby all new inductees have to go through it, irrespective of how
their induction was done (direct hiree/promote or through PCS/PMS stream).
Keeping the above methodology in mind, the New Hire Orientation should be an
in-house, 2-3 day program where an overview of departmental functions and
expected role/performance measures are explained.

6.6 As suggested by the attendees, Collaborative Trainings (through seminars and

workshops) with the Police and other law enforcement agencies should be
regularly conducted. This will facilitate the recovery process and assist the
effective collaborative workings of the various departments.

6.7 Due to the recent deployment of the MIS systems, a lot of the lower cadre
employees are feeling threatened. In order to help them overcome this feeling and
to bring them at par with the new system, intensive IT training in basic IT skills
should be provided. Because these employees do not know how to use the new IT
System, they are offering resistance for change as they feel their roles are
becoming redundant within the present scenario.

[Type text] Page 16

 7. Key findings for Livestock and Dairy:
7.1 A broad array of respondents attended the TNA sessions. The spectrum of
officials ranged from Secretary to Director General to District Officer (DDO/DO)
to Farm Superintendent Levels, covering a majority of the functions of the
department. Their service tenure ranged from the minimum of over 10 Years up to
33 years in duration.

7.2 The majority of the respondents (90%) identified themselves as from the
‘Technical Cadre’ where as only 10% were from the General Cadre, making this a
highly, technically functional department.

7.3 The minimum level of educational attainment for the majority of the respondents
(60%) was a Masters degree, with 30% at the PhD and 10% at the Post Doctorate
Levels with over 80% having Animal Nutrition and Veterinary Medicine as their
areas of specialization.

7.4 The attendees had a strong sense of the core functions of their respective
departments and were able to provide an overview of the promotion structure
working within their departments.

Designation Grade Trainings undertaken

Veterinary Inseminator Grade 9 Insemination training
Stock Supervisor
Veterinary Officer* Grade 17 Foundation course (sporadic)
DDO – Farm
manager/superintendent
Assistant
Director/Director/DG
*Can be promoted to DG
level
(As was explained by the attendees of the Pilot workshop)

The Core functions were identified as:

a. Livestock policy making

b. Preparation and implementation of projects
c. Business facilitation to livestock
d. Livestock production and farming
e. Livestock research and development activities

The above were identified as perceptions of the ‘Core Functions’ of the department,
as opposed to the actual mandate of the Department.

7.5 The majority of the respondents identified their department as a ‘Regulatory’

department, with its core functions being geared towards Research and

[Type text] Page 17

 Development and Sectoral and policy framework. However, the respondents
commented that they feel the department has strayed from its core functionality
and is involved at the operational level, instead of at the developmental and
implementational level. One attendee commented:

‘We have become involved in the manufacturing and production of

vaccines and veterinary medicines’ -FGD Participant.

7.6 The majority of the respondents (80%) were of the opinion that their department
was partially capable of performing its duties with the existing skill set of its
employees where as 20% said it was Not capable. They further added that major
delegation issues are faced, due to lack of training and empowerment, especially
at the DDO level.

7.7 This fact was further reinforced when 90% of the L&DD department respondents
said that NOT enough In-house trainings are conducted and 70% said No
outsourced staff trainings are conducted, whereas 30% said some out-sourced
trainings ARE conducted. As this is a highly technical department, most of their
training technical training needs can be fulfilled by outsourced trainings. Also, as
the L&DD has their own University and training center, they have still identified
internal as well as external training needs, pointing to the fact that these facilities
are not utilized to their full potential.

Does your Dept conduct enough inhouse staff

trainings

100

80

60

Percent
90
40

20

10
0

No Yes

[Type text] Page 18

 Does your Dept conduct enough outsourced staff
trainings

70

60

50

40

70
Percent

30

20

30
10

No Yes

7.8 Even though a training institute exists, there is still no provision to initiate any
training programs. Also due to lengthy procedure for registration/nomination, any
training opportunity that arises, usually lapses. However 80% have taken the
initiative to discuss their training needs with their supervisors, but due to
complacency these needs are not addressed, despite the fact that the frequency of
identifying those needs is done quite regularly at the supervisor as well as sub-
ordinate levels. Furthermore, 80% of the respondents also discuss training needs
and gaps with their subordinates on a quarterly basis.

7.9 40% of the respondents feel that the department understands their training and
capacity development needs, where as 30% each feel the department does NOT
understand, or are not sure.

7.10 As most of the L&DD employees are earning people (veterinarians, etc) so the
opportunity cost is very high for them to take time out for trainings. If they take
out a few days or weeks at a time for trainings they lose out on earning potential.
If they take time out for longer trainings, for example specialized degrees, the
chances are that they will be deployed where their newly earned knowledge and
skill will not be effectively used and they might have to start off at a lower cadre
than before they left for the training.

7.11 The FGD respondents also commented that if they are sent abroad or
internally, for specialized courses or degrees they will be benefitting from it
greatly at a personal level, however the efficacy of that training might not prove to
be beneficial for the department, as such.

7.12 However, 70% of the respondents declared that the department does not
allocate enough resources towards the fulfilment of training and capacity
development needs.

[Type text] Page 19

 7.13 The respondents unanimously commented that Role based technical trainings
should be a major area of focus and improvement, along with HR and general
management skills.

7.14 Within the HR and General Management dimension, The Urgency in need
for the Skills Gap came out as:

URGENCY for HR and general Management Skills

70%

30%

Urgently Long Term

How to fulfil the Training Gap

Long
Course
50%

Degree
Course
30%
Short
Course
20%

7.15 The 7 sub categories identified in the Questionnaire tool for the HR and
General Management dimension and the urgency of skill development in each
sub-category are detailed in Annexure C-i.

7.16 Out of the sub-categories identified in Annexure C-i, the following need to be
prioritized:

a. Conducting appraisals (70% identified as an urgent Need)

[Type text] Page 20

 b. HR Policy Awareness (70% identified as an urgent Need)

c. Capacity Building of employees (70% identified as an urgent Need). Within this

sub-category, this was perceived as general management skills capacity building.

7.17 For the dimension of Interpersonal and Communication skills, the Urgency
of getting trainings done and the way to fulfil those training needs was identified
as:

URGENCY for Interpersonal and Communication Skills

90%

10%

Urgently Long Term

How to fulfil the Training Gap

Long Course
56%

Degree Course
Short Course 22%
22%

7.18 The 6 sub categories identified in the Questionnaire tool for the Interpersonal
and Communication Skills dimension and the urgency of skill development in
each sub-category are detailed in Annexure C-ii.

7.19 Out of the sub-categories identified in Annexure C-ii, the following need to
be prioritized:

a. Team Working skills (50% identified as an urgent Need)

b. Conflict management skills (50% identified as an urgent Need)

[Type text] Page 21

 7.20 For the dimension of Core Business Competency skills, the Urgency of
getting trainings done and the way to fulfil those training needs was identified as:

URGENCY for Core Business Competency Skills

50% 50%

Urgently Long Term

How to fulfil the Training Gap

Long Course
40%

Short Course Degree Course

50% 10%

7.21 The 6 sub categories identified in the Questionnaire tool for the Core Business
Competency Skills dimension and the urgency of skill development in each sub-
category are detailed in Annexure C-iii

7.22 Out of the sub-categories identified in Annexure C-iii, the following need to
be prioritized:

a. IT skills (50% identified as an urgent Need)

b. Relationship Management (40% identified as an urgent Need)

7.23 Overwhelmingly the respondents from the L&DD department identified a

need to upgrade their qualifications through obtaining PhD, post doctoral studies
or more specialized Masters level degrees.

7.24 A gap identified in IT and IT related skills was identified as a long term goal
for the department as currently NO IT related infrastructure exists for the L&DD

[Type text] Page 22

 department. This department has national outreach and the employees who are
stationed in out-of-way regions are usually cut off from any news or happenings
within the department as well. The respondents opined that an IT infrastructure
should be developed whereby at least the far flung deployments can be
electronically connected to central hubs. This will facilitate the transference of
information and also assist with HR and General Management concerns.

7.25 The group also opined that due to horizontal movement at the top level, most
training opportunities that arise are taken up by irrelevant employees. Thereby
wasting resources while not addressing any gaps.

8. Recommendations from the Group:

8.1 Dire need for training at all levels; currently there is no training for Grade 17 and
below.

8.2 Veterinary assistants are a critical level, and should be provided formal training,
starting with generalization and leading up to specialization

8.3 It was suggested that the facilities at the existing training institutes and University
should be upgraded for optimal usage of resources, especially in regards to
training and development.

8.4 Trainings should be structured according to job/role and should be made

mandatory, especially for Grade 19 and above. Trainings should also be linked
with promotion.

8.5 It was suggested by the Secretary L&DD (Jehanzeb Khan) that performance and
evaluation should be outsourced.

8.6 A systematic performance management structure should be developed which can

be linked to promotions.

8.7 Suggestions were made about skill development of the livestock sector using the
inclusion of the private sector.

8.8 Value chains and cottage industries should be identified and promoted.

8.9 Public Private Partnership models should be initiated

[Type text] Page 23

 9. Suggestions for Technical/Functional trainings:
Training areas Type of training

Farm Mechanization/management Degree

Livestock management Degree

Strategic planning Short course

Dairy Technology Degree/Long course

Value Chain Analysis (of livestock Short course/seminar/workshop

products)

Livestock Nutrition and management Degree/Long course

Legal/law related Short course

Public private partnership Short course/seminar/workshop

Project management Short course

molecular biology (cell culture and Degree

adaptation)

quality control Short course/seminar/workshop

Epidemiology Degree

slaughter house management Degree/Long course

Regulatory/policy level work Short course/seminar/workshop

Livestock economies Degree/Long course

Economics of farming Degree/Long course

Livestock product regulation and safety Short course/seminar/workshop

standards

Livestock Market management Degree/Long course

Veterinary related public health Degree/Long course

[Type text] Page 24

 10. Recommendations:
10.1 Due to the technical and functional maturity level of this department, it should
be made the subject of a pilot program whereby various training initiatives and
processes can be introduced and inculcated, thereby making it a ‘Model
department’.

10.2 The Secretary L&DD, Mr. Jehanzeb Khan, has identified many progressive
initiatives and has initiated a positive internal debate about the ensuing change
management reforms incumbent upon the department. He is leading the
department in a positive manner and to further capitalize on this momentum, a
pilot initiative should be undertaken whereby the Public-Private-Partnership
model should be utilized at the grassroots level.

10.3 A basic training program, encompassing soft skills, should be implemented in

collaboration with some MNC whereby they can be co-sponsors of the proposed
training program.

10.4 A new performance management structure should be explored, and as

suggested by the Secretary, the entire process should be outsourced to the private
sector. Through this initiative, accountability and improvement will be built in to
the system.

10.5 General Management training gaps should be fulfilled through short courses or
seminars. The suggestion of short courses or seminars and workshops (refer to
Annexure C-i, ii and iii) is based on participant input that due to logistical
concerns and the ‘earning’ potential of their positions, longer term trainings
cannot be availed effectively. Furthermore, from a trainer’s perspective, shorter
courses assist with better retention.

10.6 As a 6 month pilot initiative, officers from all cadres (with special emphasis
on Grade 9 and below) should be sent on 1 day courses/seminars. Through this
methodology at least 500 (or more) officers should be trained in a period of 6
months. The participation of the employees will also provide an indication
towards their readiness for a change management initiative. By making such short
training programs a regular feature, a culture of constant learning will be
inculcated and a positive message will be conveyed to the employees.

10.7 The 6 month pilot initiative should be taken forward according to a mix of the
following suggestions:

[Type text] Page 25

 Type of Training Suggested Audience
suggested duration of
Training

Component 1: 2 day
Communication

Basic Training for L&DD

Skills

Component 2: 1 or 2 days Grade 17 and

Conflict below (special
Module

Management Skills emphasis on

Component 3: 1 or 2 days Grade 9 and
Teamwork and below)
Motivation skill

Component 4: IT 2 or 3 days
Skills

• The above suggested duration of trainings can be varied and staggered

according to geographical outreach and schedules.

• Number of training days should be experimented with, but always keeping

it within the dimension of ‘short course’.

• Training days should also be experimented with. This can be done by

arranging bulk training days (for example, all above suggested training
done back to back) or staggering over time (for example, holding one or
two components of a module in one week and the other components the
following week)

10.8 The departmental culture of the L&DD is very education and skill
development oriented, as one of its core functions is R&D. By identifying the
L&DD a ‘model department’ for soft skills trainings, we will be able to record the
perceptions regarding change management and their readiness for institutional
reforms at various levels.

[Type text] Page 26

 11. Collective Key findings from the Questionnaire Tool:

The Focus Group Discussion was supplemented by a broad based questionnaire tool
incorporating both closed and open ended questions.

11.1 Composition and Characteristic of the sample:

11.1.1 A brief descriptive analysis of the sample revealed initial facts about the composition
and various characteristics of the respondents present at the time.

11.1.2 It was revealed that 70% of the respondents present had total years of public service of
20 years or more and hence belonged to senior executive class. The remaining 28% were split
evenly between persons having service life of 5-10 years and those having service range of 6
months to 2 years. Similarly 60% consisted of those who were having 20 years and above of
service lives with their respective departments.

11.1.3 As for the academic qualifications, 50% had at least a Masters degree, 25% had
Bachelors and the remaining had a doctorate. Similarly the areas of specialization had a more
varied representation with 30% as generalists, 25% people were animal nutritionists while
15% were having Economics as their major specialization.

Is Your Dept Capable of performing its duties with existing skill set
As for the ability of their
70
respective departments to
60
perform the duties using the
existing skill set once again, 70%
50

40
of the attendees replied in a
70

“Partial Yes” while 25% gave a

Percent

30

20
“Firm No”. This points out towards
25
10 existing potential gaps in the skill
5
0 sets of employees in the present
Partially YES No Comment Firm No
setup and/or lack of clear cut

[Type text] Page 27

11.1.4 Are enough in-house or out-sourced trainings being conducted?

Does your Dept conduct enough inhouse staff

trainings Does your Dept conduct enough outsourced staff trainings

100 100

80
80

60
60

Percent

40 90 Percent

40
85

20
20

10 15
0
0
No Yes No Yes

The dept understands your training/capacity building

needs Enough Resources are allocated for the training needs of
dept
40
80

30 60

20 40 40 80
Percent

35 Percent

25
10 20

10 10
0 0
No Yes Not Sure No Yes Not Sure

11.1.5 Major Gap areas identified:

11.1.5.A INTERPERSONAL & COMMUNICATION SKILLS

80% URGENCY WAY

Degree
Course
Long Course 15%
35%
Seminar &
Workshop
10%

10% 10%

NA
Short Course 20%
Urgently NA Long Term 20%

[Type text] Page 28

11.1.5.B HR/GENERAL MANAGEMENT SKILLS

URGENCY

60% WAY

Degree
Long Course Course
40% 20%
35%

5%
Semianr &
Workshop
20%
Short Course
Long Term Urgently NA 20%

11.1.5.C CORE BUSINESS COMPETENCY SKILLS

URGENCY
50%

40%
WAY Degree
Long
Courses
Courses
10%
35%

10%
Seminar &
Workshop
20%
Short
NA
Courses
Long Term Urgently NA 5%
30%

11.1.5.D FUTURE TRAINING NEEDS ASSESSMENT

[Type text] Page 29

 Any other opinion you would like to share

40

30

20 40
Percent

10 20
15
10 10
5
0
Promotion be Dept-wise Improvement in Job specific Preference for
None identified
linked with frequency of management Trainings Foreign
Training Based TNA Be Skills Trainings
performance increased

12. Recommendations for Future, based on Key findings

The success of the project in such a short span of time shows that demand exists for
this nature of intervention. For future interventions, the same approach should be used
when taking this initiative to the departmental level, whereby a Questionnaire Tool,
along with a Targeted FGD is employed to gauge perceptions and map needs of
departments.

12.1 Specific recommendations for future interventions include:

12.2 The PRMP should work along with the MPDD and inter-departmental Capacity
development focal points to take the findings of this intervention forward, so tangible
implementational outcomes can be seen.

12.3 The General Skills gap areas fall in the purview of the PRMPs initiatives,
whereas the technical trainings findings should be shared with all the departments and
PRMP can assist the individual departments in developing plans on how to address
these gaps.

12.4 The PRMP should initiate a pilot training program for 6 months, based on the
urgency of general HR skills identified above through a structured, tiered program.
The Consultant recommends Fast-tracking the L&DD department for this pilot
initiative, as the perceptions and pro-activity of that department with regards to
trainings is more enthusiastic as compared to the E&T department.

12.5 The recommended Pilot can serve as a foundation for the change management
Institutional Reform initiative aimed at bettering the service delivery mechanism and

[Type text] Page 30

 face of the public sector. By identifying certain KPIs within that, the change
management trend can be mapped to see the readiness of the progressive department
for the new initiatives about to be launched.

12.6 Concurrently, the E&T department should also undergo a similar pilot training
initiative. By taking both these departments through a Pilot training program together,
the progress can be charted to see the willingness for Change and reform within each
department. Also, the progress level with each department will highlight the same.

12.7 Both these departments, even though at different levels of perceptual and
progressive maturity, have shown a positive inclination towards the training initiative
being undertaken by the PRMP. However, if NO program is initiated after this, as has
been the case after many similar exercises, it will lead to further de-motivation,
complacency and resistance towards future initiatives aimed at Change Management
and Institutional Reform.

12.9 The perceptions mapped, especially during the FGD and further corroborated by
the Questionnaire (findings above 11.1.5.D) is that foreign trainings are a ‘Big Deal’
and usually all the seniors, who are usually not related to the technical functionings of
the departments, end up availing these opportunities, so thereby the training resources
end up being wasted. Also, especially true of the E&T department, is the opinion that
foreign trainings are usually ‘all expense paid vacations’ and the only way to get
‘Trained’! This opinion also holds true in the L&DD department, however the slight
change in perception is due to the fact that some people within the department have
gone on to relevant trainings abroad and the department has benefitted as a result, so
there have been some success stories. Whereas for the E&T department, there have
been no departmental benefits and success stories.

12.10 Both the departments feel that there is a major gap where trainings, especially
soft skills trainings are concerned, in the lower cadres of the respective departments.
For the E&T departments an overwhelming gap exists for Grades 17 and below and
for the L&DD department for Grades 14 and below, especially for Grade 9. For this, a
series of trainings at the grass-roots level should be organized, along with a partner
institute, preferable in the private sector, whereby officers numbering in hundreds
should be trained. This can be done through short courses or seminars. Detailed
suggestions are provided above for each department respectively (refer to 6.2, 6.3,
10.6 and 10.7 above)

12.11. The private sector is being recommended for the soft skills trainings because,
as suggested by the respondents, the entire environment of training which is not
limited to the course being taught, but to the experience of interacting with private
sector leaders and benchmarkers and the private sector ‘training ambience’ cannot be
reproduced in the public sector. They would like exposure to that ambience to be a
part of their training experience. In spite of the fact that everyone cannot be sent

[Type text] Page 31

 abroad for training, that exposure can be brought home to them through engaging
foreign-trained instructors and not necessarily Foreigners.

12.12. In further developing the above Training Pilot programs, it is highly

recommended that a department wise TNA exercise, similar in scope to this one, but
more in-depth in outlook should be conducted. This exercise has served its purpose in
mapping perceptions regarding training Needs at the macro level and can serve as a
foundation for future, more detailed exercises. This should then further be
supplemented by developing a department wide and department specific Training
strategy, identifying Soft skills as well as technical skills for every cadre, at every
level. Budgetary allocation should then be made according to the needs of each
department within its operating budget, through which future interventions and
implementation of the training strategy can be institutionalized (refer to 11.1.4, above)

12.13 A differential salary system structure should be explored which can be linked
with a Performance Management System (PMS) so employees appreciate the
competitivity of their roles and functions and the sense of complacency and apathy
that has developed can be addressed at its roots. Overwhelmingly, the respondents
have also suggested the same (refer to Annexure B-v and Annexure C-Vi). By
developing a PMS and linking it to a differential salary structure, the horizontal
movement of Generalists and bureaucratic leadership, especially for technical
departments will be addressed and the ‘right’ talent will emerge.

12.14. It was noted that the departmental culture of both departments varied greatly.
Even though both departments are technically oriented, the departmental functionings
have given rise to very distinct departmental cultures. The root cause of this can be
perceived to be at the induction or new-hire intake level, whereby educational
disparities are seen to exist (See Annexure B-vi and C-vii).

Conclusion:
Given the macro nature of this indicative perception mapping exercise it is a fact that it has
created a high level of awareness in the target intervention areas. However some gaps in
knowledge as well as application and implementation still remain, which should be addressed
in future interventions. These have been discussed in detailed in the section on key findings,
as well as the section on recommendations.

It is highly recommended that PRMP should continue working with the same progressive
outlook, and if and where possible, pull in assistance from the departments where
implementation is concerned. It is also strongly urged that the suggested Pilot Training
initiative be launched in collaboration with assistance in implementation and ownership of
the target departments, so tangible results of this exercise can be yielded and the Institutional
Reform initiative can become a success.

[Type text] Page 32

 Annexure-A GOVERNMENT OF THE PUNJAB
PLANNING & DEVELOPMENT DEPARTMENT
PUNJAB RESOURCE MANAGEMENT PROGRAM
PROGRAM MANAGEMENT UNIT

ATTENDANCE SHEET
TNA WORKSHOP
Sr. No. Name Designation & Department Grade
E&T DEPARTMENT
1. Mr. Ahmad Ali Kambo Director, E&T (Hqrs) Punjab 18

Director, E&T Enforcement/Audit,

2. Shafat Ahmad Tiwana 18
Punjab

3. Iqbal Nasir ETO (Hqrs) 18

4. Ch. Niaz Ahmad ETO 17

5. Rana Intikhar Hussain ETO 17

6. Imran Ahmad Section Officer (Tax) 17

7. Tanveer Abbas Gondal ETO Zone VII 17

8. Miss Fizza Shad ETO Zone VI 17

9. Shehzad Hussain ETO – Zone V 17

10. Khalid Hafeez AETO 16

L&DD DEPARTMENT
1. Makhdoom A. Jabbar Food & Mutrition UVAS, Lahore 21

Dr. Muhammad Ashraf

2. Director, Livestock Forms 19
Mughal

3. Dr. Muhammad Hanif Director General (Ext.) 19

4. Nawaz Saeed SRO, ANC. RDC 19

Dr. Muhammad Jamil Superintendent, Livestock Forms,

5. 18
Basra Khizarabad, Khushab

6. Dr. A. Hameed Ch. D.O. District Lahore 18

Dr. Syed M. imtiaz

7. Director, LSTC 18
Hussain
Research Officer, Food & Mouth
8. Hamid Iqbal 18
Disease Research Center, Lahore

9. Khalid Mehmood Ch. Deputy Secretary (Planning) 18

 ANNEXURE B

EXCISE AND TAXATION DEPARTMENT

GAP AREA IDENTIFICATION

B-i

Sub-categorical “URGENCY” for HR and GENERAL MANAGEMENT

Skills

70%

60% 60%

50% 50% 50%

40% 40% 40% 40%

30% 30% 30% 30%

20% 20% 20% 20%

10%

Conducting Giving & Performance Discipline & Current HR Capacity General HR

Appraisals Receiving Management Grievance Policy Building of
Feedback Procedures Awareness Employees

Long Term Urgently Required Not Applicable

How to fulfil the HR and GENERAL MANAGEMENT skills Gap

70%

60%

50% 50%

40% 40% 40% 40%

30% 30%30% 30% 30%

20% 20%
20% 20% 20%
10%
10% 10% 10% 10% 10%

Conducting Giving & Performance Discipline & Current HR Capacity General HR

Appraisals Receiving Management Grievance Policy Building of
Feedback Procedures Awareness Employees

Short Course Long Course Degree Course Seminars & Workshops Not Applicable

Generally HR and General Management Skills have been identified as an immediate

to long term training need.
B-ii

Sub-categorical “URGENCY” for INTERPERSONAL and

COMMUNICATION skills

50% 50% 50% 50%

40% 40% 40% 40%

30%
30% 30% 30% 30%

20% 20% 20% 20%

10%

Leader Ship Presentation Report writing Team Working Negotiation Conflict

skills Skills skills Skills Skills Management
skills

Long Term Urgently Required Not Applicable

How to fulfil the INTERPERSONAL and COMMUNICATION skills Gap

 50% 50%

40% 40% 40% 40% 40% 40%

30% 30% 30% 30% 30% 30%

20% 20% 20%

10% 10%

Leader Ship Presentation Report writing Team Working Negotiation Conflict

skills Skills skills Skills Skills Management
skills
Short Course Long Course Degree Course
Seminars & Workshops Not Applicable

B-iii

Sub-categorical “URGENCY” for CORE BUSINESS COMPETENCY

SKILLS
 50% 50% 50% 50%

40% 40% 40% 40% 40% 40% 40%

30% 30% 30% 30%

20% 20% 20% 20%

10% 10%

Desktop/IT Time Resource Change Stress Relationship Work Value

Skills Management Planning Management Management Management addition
Skills Skills Skills Skills Skills

Long Term Urgently Required Not Applicable

How to fulfil the CORE BUSINESS COMPETENCY Gaps:

50% 50% 50%

40% 40% 40% 40%

30% 30% 30%

30% 30% 30% 30% 30% 30% 30%

20% 20% 20% 20%

10%

Desktop/IT Time Resource Change Stress Relationship Work Value

Skills Management Planning Management Management Management addition
Skills Skills Skills Skills Skills

Short Course Long Course Degree Course Seminars & Workshops Not Applicable

B-iv
 Area to be emphsized the most for next 2 years to
make dept functions efficient

60

50

40
Percent

30 60

20

10

10 10 10 10
0
Collaborative IT Skills HR Not Identified Role based
Police & E&T Managment refresher
Dept training techniques courses

B-v

Any other opinion you would like to share

50

40

30
Percent

50
20

10 20 20
10
0
Promotion be Dept wise None identified Preference for
linked with frequency of foreign training
training based TNAs be
performance increased

B-vi Academic background of respondents:

Academic Qualification

50

40

30

50
Percent

20
40

10

10
0

Masters Bachelor Diploma ,

Matriculate
 ANNEXURE C

LIVESTOCK AND DAIRY DEVELOPMENT DEPARTMENT

GAP AREA IDENTIFICATION

C-i

Sub-categorical “URGENCY” for HR and GENERAL MANAGEMENT

Skills

70% 70% 70% 70%

60% 60%

50%

40% 40%

30% 30% 30% 30%

20%

10% 10% 10%

Conducting Giving & Performance Discipline & Current HR Capacity General HR

Appraisals Receiving Management Grievance Policy Building of
Feedback Procedures Awareness Employees

Long Term Urgently Required Not Applicable

How to fulfil the HR and GENERAL MANAGEMENT skills Gap

Generally HR and General Management Skills have been identified as an immediate
to long term training need.
C-ii

Sub-categorical “URGENCY” for INTERPERSONAL and

COMMUNICATION skills

50% 50% 50% 50%

40% 40% 40% 40%

30%
30% 30% 30% 30%

20% 20% 20% 20%

10%

Leader Ship Presentation Report writing Team Working Negotiation Conflict

skills Skills skills Skills Skills Management
skills

Long Term Urgently Required Not Applicable

How to fulfil the INTERPERSONAL and COMMUNICATION skills Gap

50% 50%

40% 40% 40% 40% 40% 40%

30% 30% 30% 30% 30% 30%

20% 20% 20%

10% 10%

Leader Ship Presentation Report writing Team Working Negotiation Conflict

skills Skills skills Skills Skills Management
skills
Short Course Long Course Degree Course
Seminars & Workshops Not Applicable
C-iii

Sub-categorical “URGENCY” for CORE BUSINESS COMPETENCY

SKILLS

50% 50% 50% 50%

40% 40% 40% 40% 40% 40% 40%

30% 30% 30% 30%

20% 20% 20% 20%

10% 10%

Desktop/IT Time Resource Change Stress Relationship Work Value

Skills Management Planning Management Management Management addition
Skills Skills Skills Skills Skills

Long Term Urgently Required Not Applicable

How to fulfil the CORE BUSINESS COMPETENCY Gaps:

 50% 50% 50%

40% 40% 40% 40%

30% 30% 30%

30% 30% 30% 30% 30% 30% 30%

20% 20% 20% 20%

10%

Desktop/IT Time Resource Change Stress Relationship Work Value

Skills Management Planning Management Management Management addition
Skills Skills Skills Skills Skills

Short Course Long Course Degree Course Seminars & Workshops Not Applicable

C-iv

Area to be emphsized the most for next 2 years to

make dept functions efficient

40

30
Percent

20 40

30

10

10 10 10

0
Embryo Lifestock IT Skills HR Role based
transfer development Managment refresher
technology & techniques courses
Management
C-v

Additional qualifications desired for

upcoming/future role in department

80

60
Percent

40 80

20

20

PhD Degree MBA Degree

C-vi

Any other opinion you would like to share

30

25

20
Percent

15 30 30

10 20 20

0
Promotion be Improvement in Job specific None identified
linked with management trainings
training based skills
performance

C-vii Academic background of respondents:

Academic Qualification

60

50

40

30 60
Percent

20

30
10

10
0

Masters P.hD Post Doctorate

 ANNEXURE D
ANNEXURE – Di

INTERPERSONAL & COMMUNICATION SKILLS

a) Leader Ship Skills

Please indicate the urgency of training required in

LEADERSHIP SKILLS

60

50

40
Percent

30

52.8

20
36.1

10

11.1
0
Long Term Urgently Not applicable

Please indicate the way of training required to

improve LEADERSHIP SKILLS

Short
Course
Long
Course
11.1 Degree
Course
Seminar &
15.3 Workshops
Not
Applicable
48.6

6.9

18.1
b) Presentation Skills

Please indicate the urgency of training required in

improving PRESENTATION SKILLS

70

60

50
Percent

40

69.4
30

20

10 22.2

8.3
0

Long Term Urgently Not applicable

Please indicate the way of training required to

improve PRESENTATION SKILLS

Short
Course
Long
Course
8.3
Degree
Course
13.9 Seminar &
Workshops
Not
1.4 Applicable
5.6
70.8
c) Report Writing Skills

Please indicate the urgency of training required in

improving REPORT WRITING SKILLS

70

60

50
Percent

40

63.9
30

20

27.8
10

8.3
0

Long Term Urgently Not applicable

Please indicate the way of training required to

improve REPORT WRITING SKILLS

Short
Course
Long
Course
8.3
Degree
8.3 Course
Seminar &
1.4 Workshops
Not
Applicable
13.9
68.1
d) Team Working Skills

Please indicate the urgency of training required in

improving TEAM WORKING SKILLS

60

50

40
Percent

30
54.2

20 38.9

10

6.9
0

Long Term Urgently Not applicable

Please indicate the way of training required to

improve TEAM WORKING SKILLS

Short
Course
Long
Course
6.9
Seminar &
Workshops
16.7 Not
Applicable

58.3

18.1
e) Negotiation Skills

Please indicate the urgency of training required in

improving NEGOTIATION SKILLS

50

40

30
Percent

45.8
20

33.3

10 20.8

Long Term Urgently Not applicable

Please indicate the way of training required to

improve NEGOTIATION SKILLS

Short
Course
Long
Course
Degree
22.2 Course
Seminar &
Workshops
Not
Applicable
48.6

18.1

1.4
9.7
f) Conflict management Skills

Please indicate the urgency of training required in

improving CONFLICT MANAGEMENT SKILLS

60

50

40
Percent

30
54.2

20

29.2
10
16.7

Long Term Urgently Not applicable

Please indicate the way of training required to

improve CONFLICT MANAGEMENT SKILLS

Short
Course
Long
Course
16.7 Degree
Course
Seminar &
Workshops
Not
12.5 Applicable
51.4

4.2

15.3
 ANNEXURE – Dii

General Management and HR Skills

a) Conducting Appraisals

Please indicate the urgency of training required in

CONDUCTING APPRAISALS

60

50

40
Percent

30

52.8

20
34.7

10

12.5

Long Term Urgently Not applicable

Please indicate the way of training required in

CONDUCTING APPRAISAL

Short
Course
Long
Course
11.1 Degree
Course
Seminar &
Workshops
16.7
Not
Applicable
55.6
1.4

15.3
b) Giving & receiving Feedback

Please indicate the urgency of training required in

GIVING & RECEIVING FEEDBACK

60

50

40
Percent

30
56.9

20
33.3

10

9.7
0

Long Term Urgently Not applicable

Please indicate the way of training required in

GIVING & RECEIVING FEEDBACK

Short
Course
Long
Course
11.1 Degree
Course
Seminar &
Workshops
19.4 Not
Applicable

62.5
1.4
5.6
c) Performance Management

Please indicate the urgency of training required in

PERFORMANCE MANAGEMENT

70

60

50
Percent

40

69.4
30

20

29.2
10

0 1.4
Long Term Urgently Not applicable

Please indicate the way of training required in

PERFORMANCE MANAGEMENT

Short
Course
Long
1.4 Course
12.5 Degree
Course
1.4 Seminar &
Workshops
Not
Applicable

26.4 58.3
d) Discipline & Grievance Procedures

Please indicate the urgency of training required in

DISCIPLINE & GRIEVANCE PROCEDURE

70

60

50
Percent

40

69.4
30

20

25
10

5.6
0

Long Term Urgently Not applicable

Please indicate the way of training required in

DISCIPLINE & GRIEVANCE PROCEDURES

Short
Course
Long
Course
5.6
Seminar &
Workshops
16.7 Not
Applicable

61.1
16.7
e) Current HR Policy Awareness

Please indicate the urgency of training required in

CURRENT HR POLICY AWARENESS

70

60

50
Percent

40

65.3
30

20

26.4
10

8.3
0

Long Term Urgently Not applicable

Please indicate the way of training required in

CURRENT HR POLICY

Short
Course
Long
Course
8.3
Seminar &
Workshops
12.5 Not
Applicable

13.9 65.3
f) Capacity Building of Employees

Please indicate the urgency of training required in

CAPACITY BUILDING OF EMPLOYEES

60

50

40
Percent

30
58.3

20
34.7

10

6.9
0

Long Term Urgently Not applicable

Please indicate the way of training required in

CAPACITY BUILDING OF EMPLOYEES

Short
Course
Long
Course
5.6
Degree
9.7 Course
Seminar &
2.8
Workshops
Not
Applicable
51.4

30.6
g) General HR

Please indicate the urgency of training required in

GENERAL HR

50

40

30
Percent

43.1 43.1
20

10

13.9

Long Term Urgently Not applicable

Please indicate the way of training required in

GENERAL HR

Short
Course
Long
Course
15.3 Degree
Course
Seminar &
6.9 Workshops
Not
2.8 Applicable

61.1
13.9
 ANNEXURE – Diii

Core Business Competency Skills

a) Desktop/IT related Skills

Please indicate the urgency of training required in

DESKTOP / IT SKILLS

80

60
Percent

40
75

20

15.3
9.7
0

Long Term Urgently Not applicable

Please indicate the way of training required in

DESKTOP / IT SKILLS

Short
Course
Long
Course
9.7 Seminar &
Workshops
6.9
Not
Applicable

13.9

69.4
b) Time Management Skills

Please indicate the urgency of training required in

TIME MANAGEMENT

60

50

40
Percent

30 59.7

20

30.6
10

9.7
0

Long Term Urgently Not applicable

Please indicate the way of training required in TIME

MANAGEMENT SKILLS

Short
Course
Long
Course
9.7 Seminar &
Workshops
Not
13.9 Applicable

11.1 65.3
c) Resource Planning Skills

Please indicate the urgency of training required in

RESOURCE PLANNING

60

50

40
Percent

30
55.6

20
34.7

10

9.7
0

Long Term Urgently Not applicable

Please indicate the way of training required in

RESOURCE PLANNING SKILLS

Short
Course
Long
Course
11.1 Degree
Course
Seminar &
11.1 Workshops
Not
1.4 Applicable
52.8

23.6
d) Change Management Skills

Please indicate the urgency of training required in

CHANGE MANAGEMENT SKILLS

50

40

30
Percent

48.6
20
37.5

10

13.9

Long Term Urgently Not applicable

Please indicate the way of training required in

CHANGE MANAGEMENT SKILLS

Short
Course
Long
Course
15.3 Seminar &
Workshops
Not
Applicable
8.3

61.1
15.3
e) Stress Management Skills

Please indicate the urgency of training required in

STRESS MANAGEMENT SKILLS

60

50

40
Percent

30
54.2

20

27.8
10
18.1

Long Term Urgently Not applicable

Please indicate the way of training required in

STRESS MANAGEMENT SKILLS

Short
Course
Long
Course
Seminar &
18.1 Workshops
Not
Applicable

13.9
65.3

2.8
f) Relationship Management Skills

Please indicate the urgency of training required in

RELATIONSHIP MANAGMENTS SKILLS

60

50

40
Percent

30
54.2

20
34.7

10

11.1
0

Long Term Urgently Not applicable

Please indicate the way of training required in

RELATIONSHIP MANAGEMENT SKILLS

Short
Course
Long
Course
12.5 Seminar &
Workshops
Not
Applicable
16.7

58.3

12.5
g) Work Value Addition

Please indicate the urgency of training required in

WORK VALUE ADDITION SKILLS

50

40

30
Percent

44.4
20
36.1

10 19.4

Long Term Urgently Not applicable

Please indicate the way of training required in

WORK VALUE ADDITION SKILLS

Short
Course
Long
Course
Degree
19.4 Course
Seminar &
Workshops
Not
Applicable
54.2
16.7

1.4
8.3
D-iv Additional Sample Characteristics through Descriptive Statistics

Designation
25

20

Percent
15

22.2
10

15.3
13.9
5
11.1
8.3
6.9 6.9
5.6
2.8 2.8
1.4 1.4 1.4
0

.N
y

ry
tor

er

er

tor

y
er

er
or

r
ter

tar

tar

ne
a
X.E
fic

ffic
ag

fic
r
ec

ec

t
t

as

cre

cre
ec

cre

lan
Of

Of
an

tO
Dir

Dir
dM
Dir

Se

Se

rt P
Se
tM
on

arh

tric

pt.
st

l/H
cti

pt.
ss

po
al
se

Dis

De
As

Se

ion
ipa
A

De

ns
Re

dit

Tra
inc

Ad
Pr

ief
or/

Ch
ss
ofe
Pr

Total Years of Public Service

60

50

40
Percent

30
56.9

20

10

11.1 9.7 12.5

5.6 4.2
0
6 months 2yrs to 5 5yrs to 10 10 yrs to 15yrs to 20 20 yrs and
to 2 years yrs Yrs 15 yrs yrs above

Service Cadre

70

60

50
Percent

40

30 62.5

20
37.5

10

General cadre Technical Cadre

 Cadre Specification

50

40

30

Percent
48.6
20
36.1

10

12.5

0
2.8
CSS Technocrat
PCS Promotee/Inductee

Academic Qualification

60

50

40
Percent

30 59.7

20
33.3

10

1.4 4.2 1.4

0

Masters Bachelor Diploma P.hD Post

Degree degree Certificate Doctorate

Time of Service in Present Department

40

30
Percent

20
36.1

10 20.8

13.9 12.5
6.9 8.3

0 1.4
6 months 6 months 2yrs to 5 5yrs to 10 10 yrs to 15yrs to 20 yrs
and less to 2 years yrs Yrs 15 yrs 20 yrs and
above
 Is Your Dept Capable of performing its duties with
existing skill set ?

70

60

50

Percent
40

30
63.9

20

10 19.4
12.5
0 1.4 2.8
Firm Yes Partially No Firm No Firm
YES Comment Response

Does your Dept conduct enough inhouse staff

trainings ?

70

60

50
Percent

40

30
63.9

20
36.1

10

No Yes
 Does your Dept conduct enough outsourced staff
trainings ?

60

50

40

Percent
30
56.94

20
43.06

10

No Yes

Are various training activities recorded for

employees who took them ?

60

50

40
Percent

30

51.4
20
34.7

10
13.9

No Yes Not Aware

Did you discuss your training needs with your

supervisor ?

80

60
Percent

40
72.2

20

15.3 12.5
0

No Yes Not Applicable

 Did you discuss your training needs with your
Subordinate ?

80

60

Percent 40
72.2

20

12.5 15.3
0

No Yes Not Applicable

How often do u discuss these needs with your

supervisor ?

30
Percent

20

30.56
27.78
22.22
10 19.44

0
Quarterly Bi-Annually Annually Not Applicable

How often do u discuss these needs with your

subordinate ?

50

40

30
Percent

20 41.7

27.8
10
15.3 15.3

0
Quarterly Bi-Annually Annually Not Applicable
 Your Dept understands your training/capacity
building needs ?

60

50

40

Percent 30

51.4
20

27.8
10 20.8

No Yes Not Sure

Enough Resources are allocated for the training

needs by the Dept ?

60

50

40
Percent

30
56.9

20

10 22.2 20.8

No Yes Not Sure

 Annexure-E
Appendix E

TECHNICAL TRAININGS RECOMMENDATIONS FROM RESPONDENTS

Trainings Recommended Mode of Trainings

1.Excise and taxation
See appendix C
2. Livestock and Dairy Development
See appendix C
3. Zakat and Ushr
Poverty alleviation and reduction Short/long courses
4. Local Government and Community Development
PCM for Assistant/Associate engineers Seminars/Workshops, Short Courses
Execution of Development schemes Seminars/Workshops, Short Courses
Community Organization Seminars/Workshops, Short Courses
Training for XENs Seminars/Workshops, Short Courses
5. Punjab Tourism Development Corporation
Tourism Promotion, Planning and Long Course/Degree
development
Tourism Policy and image building Seminars/Workshops, Short Courses
Management and development of Short Course/Long Course
resorts and tourist destinations
Marketing and Communication Degree
Conservation/Preservation/Anthropology Long Course/Degree
Hospitality Industry Training Long Course/Degree
Also see attached list *
6. Mines and Minerals
Computer based surveying and Long Course/Degree
cartographic training
GIS / GIS based data generation Long Course/Degree
Procedures of MTDF Short Course/Long Course
Exploration Long Course/Degree
Mining related software training, eg. Short Course/Long Course
AutoCAD
7. Social Welfare and Women Development and Bait-Ul-Maal
Disaster Management Short Course/Long Course
Secretarial training Seminars/Workshop, Short Course
Gender training Short Course/Long Course
8. Health
Health Information management systems Long Course/Degree
Infection control methodology Long Course/Degree
Professional training for nurses Seminars/Workshop, Short Course
Emergency training Seminars/Workshop, Short Course
Hospital management Long Course/Degree
9. Special Education
Monitoring and evaluation practices Seminars/Workshop, Short Course
Audiologist Seminars/Workshop, Short Course
Speech therapy Seminars/Workshop, Short Course
Education techniques for special Long Course/Degree
children
10. Transport
Public transport planning and Degree
management
Transport and environment Degree
Transport economic appraisal/demand Long course
management
Intelligent transport systems Degree
11. Population Welfare
Clinical trainings Seminars/Workshop, Short Course
Public health management Degree
Hospital administration Degree
IT related trainings Seminars/Workshop, Short Course
12. Housing and Urban Development
Water supply management and Degree
software
Sanitation planning and software Degree
Urban planning and management Degree
13. Agriculture
Policies and regulations in agri. sector Long Course/Degree
Quality management in agri. Sector Long Course/Degree
Specialization in horticulture and fruit Long Course/Degree
and vegetation
Crop production and management Long Course/Degree
Laser land levelling Seminars/Workshop, Short Course
Drip irrigation/sprinkler irrigation Seminars/Workshop, Short Course
14. Labour and Human Resource
IRA 2008 rules and regulations Seminars/Workshop, Short Course
15. Cooperatives
Co-operatives management Long Course/Degree
Judgement writing Seminars/Workshop, Short Course
Knowledge management Long Course/Degree
16. Food
Grain management (grading and Seminars/Workshop, Short Course
inspection systems)
Bulk handling/transportation systems Seminars/Workshop, Short Course
17. TEVTA
Institutional management for Principles Long Course/Degree
18. Industries
Motivation Seminars/Workshop, Short Course
Operating printing machines Seminars/Workshop, Short Course
19. Higher Education
Education planning Fellowships/PhDs
20. Communication and Works
No recommendations
21. Planning and Development
Project appraisals/formulation Seminars/Workshop, Short Course
Monitoring and evaluation Seminars/Workshop, Short Course
Data collection, sampling techniques Seminars/Workshop, Short Course
and design
Estimation of provincial GDP Seminars/Workshop, Short Course
Demography Degree/PhD
Modern impact evaluation techniques Seminars/Workshop, Short Course
Research planning and management Degree
Economic analysis tools Seminars/Workshop, Short Course
Training on STATAs Seminars/Workshop, Short Course
Preparation of PCs Seminars/Workshop, Short Course
Census and survey techniques Specialization
New Accountability Model Seminars/Workshop, Short Course
22. Irrigation and Power
Canal Systems management Long Course/Degree
Procurement procedures and Seminars/Workshop, Short Course
administration
Construction management Degree
Design of hydraulic structures Specialization
IT – Prima vera Seminars/Workshop, Short Course
Design of water structures Long Course/Degree
Computer modelling in water sector Seminars/Workshop, Short Course
Preparation of PCs Seminars/Workshop, Short Course
Environmental sciences Degree
Environmental conservation Degree
AutoCAT Seminars/Workshop, Short Course
Contract Management and Long Course/Degree
administration
Irrigation systems management Seminars/Workshop, Short Course
23. Finance Department
Computer assisted audit techniques Seminars/Workshop, Short Course
SAP/NAM/Project accounting Seminars/Workshop, Short Course
24. Public Prosecution
Prosecution training Seminars/Workshop, Short Course
25. Information Technology
Network Administration Seminars/Workshop, Short Course
ERP and project management Seminars/Workshop, Short Course
OCP Seminars/Workshop, Short Course
26. Home Department
No recommendations
27. Civil Defence
Incident training Seminars/Workshop, Short Course
Bomb reconnaissance Seminars/Workshop, Short Course
Fire rescue training Seminars/Workshop, Short Course
28. Education
Library sciences Long Course/Degree
Archiving Long Course/Degree
File work/presentation Grade 15 (short courses)
Attitudinal training
29. Anti-Corruption
Criminology Long Course/Degree
Investigative techniques Seminars/Workshop, Short Course
Judicial awareness Seminars/Workshop, Short Course
30. Government Engineering
Course designing and evaluation Seminars/Workshop, Short Course
31. Child Protection and Welfare
Rehabilitation and re-integration of Seminars/Workshop, Short Course
children
Welfare mechanism of children Seminars/Workshop, Short Course
Child rights related law/legal areas Degree/long/short courses
32. Information, Culture and Youth
Stage management Seminars/Workshop, Short Course
Event management Seminars/Workshop, Short Course
Media studies /film making Degree
Operator of sound systems Seminars/Workshop, Short Course
Anthropology Long Course/Degree
33. Lahore Museum
Curatorial studies Degree
Conservation Long Course/Degree
Fund raising Seminars/Workshop, Short Course
Art history Degree
Archaeology Degree