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National Training Policy 2012
The National Training Policy was issued in April 1996 through
a set of Operational Guidelines for the development of the human resources of
the Government. This followed the process of liberalization of the economy
through de‐licensing and deregulation begun in 1991 and the 73rd and 74th
Amendments to the Constitution, which took effect in 1993 thereby creating the
third tier of Government at the Panchayat and Municipal levels.
These, along with other changes since then, such as rapid
economic growth, devolution of funds, functions and functionaries to the
Panchayats and Municipalities, enhanced transparency through the right to
information, globalization, climate change and extremism have created a complex
and challenging environment in which the civil service has to function at a time
when there are increasing expectations of its performance and ability to respond
more efficiently and effectively to the needs of the citizens.
Over this period, the Human Resource Management function has
also undergone a significant change. Organisations are attaching tremendous
importance to the management and development of their people. There is
increasing recognition that the individual in an organisation is a key resource
and should not be simply looked upon as a cost.
Government systems of personnel administration continue to
focus largely on the rules and procedures governing the recruitment, retention
and career development of the civil service. Systematic training of civil
servants has continued to be mainly for the higher civil services with a large
number of Group B and C employees receiving sporadic training, if any at all.
With the creation of the third tier of Government, the training of functionaries
in the Panchayat and Municipal bodies has become a critical concern.
For transforming the civil service, it is imperative to move
to a strategic human resource management system, which would look at the
individual as a vital resource to be valued, motivated, developed and enabled to
achieve the Ministry/Department/Organisation’s mission and objectives. Within
this transformational process, it is essential to match individuals’
competencies with the jobs they have to do and bridge competency gaps for
current and future roles through training.
2. Competency Framework
Competencies encompass knowledge, skills and behaviour, which
are required in an individual for effectively performing the functions of a
post. Competencies may be broadly divided into those that are core skills which
civil servants would need to possess with different levels of proficiency for
different functions or levels. Some of these competencies pertain to leadership,
financial management, people management, information technology, project
management and communication. The other set of competencies relate to the
professional or specialized skills, which are relevant for specialized functions
such as building roads, irrigation projects, taking flood control measures,
civil aviation, medical care, etc.
A fundamental principle of the competency framework is that each job should
be performed by a person who has the required competencies for that job.
Training has usually been based on the duties that are to be
performed in a particular post. There has been no comprehensive review or
classification of all posts in accordance with functions that are to be
performed and the competencies required thereto. Thus, the issue of whether an
individual has the necessary competencies to be able to perform the functions of
a post has not been addressed. For moving to a competency‐based approach, it
would be necessary to classify the distinct types of posts and to indicate the
competencies required for performing work in such posts. Once the competencies
are laid down, an individual’s development can be more objectively linked to the
competencies needed for the current or future jobs. Career progression and
placement need to be based on matching the individual’s competencies to those
required for a post. The training plan of each Ministry/Department/Organisation
needs to address the gap between the existing and the required competencies and
provide opportunities to the employees to develop their competencies.
3. Training Objectives
The objective of training will be to develop a professional,
impartial and efficient civil service that is responsive to the needs of the
citizens. In doing so, care will be taken to emphasize the development of proper
ethics, commitment to work and empathy for the vulnerable sections such as
differently abled, senior citizens, SCs, STs etc.. The competency framework will
be used to ensure that civil servants have the requisite knowledge, skills and
attitude to effectively perform the functions they are entrusted with. The
success of training will lie in actual improvement in the performance of civil
4. Training Target
All civil servants will be provided with training to equip them with the
competencies for their current or future jobs. Such training will be imparted:
(a) At the time of their entry into service, and
(b) At appropriate intervals in the course of their careers.
Such training will be made available for all civil servants from the lowest
level functionaries to the highest levels.
The opportunities for training will not be restricted only at mandated points
in a career but will be available to meet needs as they arise through a mix of
conventional courses, distance and e‐learning.
Priority will be given to the training of front‐line staff, including
training on soft skills, so as to improve customer orientation as well as
quality of service delivery to the citizens.
5. Role of Ministries/Departments
Each Ministry/Department shall adopt a Systematic Approach to Training and
i. Appoint a Training Manager who will be the Nodal Person for implementation
of the training
ii. function in that Ministry /Department;
iii. Create a Training Cell with HR and Capacity Building Professionals to
assist the Training Manager;
iv. Classify all posts with a clear job description and competencies required;
v. Develop Cadre Training Plans (CTPs), based on the competencies required and
training needs, for
vi. ensuring that all cadres under the Ministry/Department or its
attached/sub‐ordinate offices have a
vii. clearly articulated scheme for the development of their competencies while
also indicating the programmes that are mandatory;
viii. Link the training and development of competencies of individuals to their
career progression and
ix. ensure this by suitably amending service rules/issuing administrative
x. Ensure that any non‐training interventions that need to accompany training
interventions are also taken up suitably;
xi. Make the immediate supervisor responsible and accountable for the training
of the staff working under him;
xii. Incorporate an appropriate provision in any new scheme to ensure that
suitable training is imparted for its proper implementation and sustainability;
xiii. Where feasible, use the services of the Training Institutions in
developing the cadre training plans, outsourcing training, and/or providing
advisory or consultancy services to the Ministry;
xiv. Prepare an annual training plan for all the cadres under its control;
xv. Implement the Annual Training Plan (ATP), by using the institutions under it
or outside, so that the limitations on internal training capacity do not
constrain the implementation of the training plan;
xvi. Allocate appropriate funds to enable the training to be carried out by
institutions under its control or outside;
xvii. Incorporate a separate section in the Ministry’s annual report on training
and capacity building activities undertaken during the year;
xviii. Provide induction training to new entrants and prepare and upload the
induction material on the website of the Ministry/Department for easy
xix. Organize ‘On the Job’ and ‘In‐house’ training as may be required.
Critically examine the National Training Policy 2012 .
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