INDEX
Sl. Para Description Page
No. No.
PREFACE
ACKNOWLEDGEMENTS
EXECUTIVE SUMMARY i-xxvii
CHAPTER I PERSPECTIVE AND CONTEXT
1. 1.1 Induction Training Reflects the Federal Features of the 1
Service:
2. 1.2 Structure and Duration of the Induction Training 2
3. 1.3 Objectives of Professional Training at LBSNAA 3
4. 1.4 State and District Training 4
5. 1.5 The Constitution of the Syllabus Review Committee: 5
CHAPTER II METHODOLOGY
6. 2.1 Approach adopted by the Committee 8
7. 2.2 Issues Considered by the Committee 8
8. 2.3 Consultations with Experts, and Stakeholders 9
CHAPTER III
9. 3.1 Training Needs & the Current Induction Training: 13
A Synthesis of the Inputs Received
10. 3.2 Who are the trainees? 13
11. 3.3 Working environment 15
12. 3.4 Framework to Assess Training Needs and Training 20
Gaps
13. 3.5 The Value Challenge 21
14 3.6 Subject/Sectoral Expertise 29
15. 3.7 What the respondents have to say about content and 32
transaction of syllabus
16. 3.8 Political Concepts and Constitution, and Indian History 34
and Culture
17. 3.9 Law 38
18. 3.10 Integrating Public Administrations and Management 40

19. 3.11 More Emphasis on Development Needed 42
20. 3.12 More Emphasis on Urban Governance Needed 45
21. 3.13 Training in Districts and ATIs 47
22. 3.14 More Economics 49
23. 3.15 Skills and Competencies directly related to the tasks of 52
a SDM/Additional DM/DM.
24. 3.16 Language 54
25. 3.17 Questions of pedagogy 54
Training is too theoretical and attempts far too many
things, many of which are not relevant
26. 3.18 Restructuring the Sandwich Pattern: Dr. Agnihotri’s 58
Theo-Practical Model
CHAPTER IV FOUNDATION COURSE
27 4.1 Duration 60
28 4.2 Periodicity of Foundation Course 60
29 4.3 All Services to Give Equal Weightage to Foundation 61
Course
30 4.4 Duration of a Class 62
31 4.5 Reorganization of Subjects 62
32. 4.6 Contemporary India and the Global Environment 63
33. 4.7 Governance, Ethics, and Leadership 63
34. 4.8 Public Administration and Management 64
35. 4.9 eGovernance 65
36. 4.10 Law 65
37. 4.11 Political Economy 66
38. 4.12 Evaluation 66
Foundation Course
39. Table I Contemporary India and the Global Environment 67
Syllabus
40. Table II Foundation Course: Governance, Ethics & Leadership 73
Syllabus
41. Table III Foundation Course: Public Administration & 78
Management Syllabus
42. Table IV Foundation Course: eGovernace Syllabus 82

43. Table V Foundation Course: Law Syllabus 85
44. Table VI Foundation Course: Political Economy Syllabus 87
CHAPTER V IAS PROFESSIONAL TRAINING PART I:
INTRODUCTORY
45. 5.1 Duration of Phase I, State/District and Phase II Training 89
46. 5.2 Basic Principles underlying the changes suggested to 91
the syllabus
47. 5.3 Reorganization of Subjects 92
48. 5.4 Indian Administrative Service (Probationers Final 93
Examination) to be at the end of State/District Training
49. 5.5 Learning Objectives during State/District Training 94
50 5.6 Structured Training Pattern 94
51. 5.7 Strengthening of ATIs 95
52. 5.8 Choice of Training District and District Collector 95
53. 5.9 Fostering Linkages Between the Training at LBSNAA 96
and in the States/Districts
54. 5.10 District Assignments and Action Research 96
55. 5.11 Focus on Experience Sharing & Interactive Sessions 98
56. 5.12 Additional Modules and Seminars 98
57. 5.13 Additional Inputs on eGovernance 99
58. Table I Common Pattern of State Attachment of IAS 107
Probationers
59. Table II Additional Inputs of Governance, Ethics and 108
Leadership
60. Table III Additional Inputs of Administration and Management 109
61. Table IV Additional Inputs of Human and Social Development 109
62. Table V District and Regulatory Administration 112
63. Table VI Additional Inputs of eGovernance 115
64. Table VII Additional Inputs of Law 117
65. Table VIII Additional Inputs of Political Economy 120
66. Table IX Allocation of the Module Themes Currently being 122
Transacted Among Different
67. Table X Illustrative List of Topics Which Need to be Covered 123
During the State/District Training

68. Table XI EGovernance Training module Professional 126
Course(Phase II)
69. Table XII Indian Administration Service (Probationers Final 127
Examination) Regulation, 1955: Allocation of Marks
Among Subjects
CHAPTER VI TRAINING OF OFFICERS PROMOTED OR
APPOINTED BY SELECTION TO THE IAS
70. 6.1 Rules Regarding promotion to the IAS 128
71. 6.2 Present Pattern of Induction Training of Officers 128
Promoted to the IAS
72. 6.3 Training Needs of Officers Promoted to IAS 129
CHAPTER VII SELF DEVELOPMENT AND LIFELONG
LEARNING
73. 7.1 Induction Training a Preparation for Lifelong Learning 132
74. 7.2 Facilitating Learning-on-the job by Young IAS Officers 133
75. 7.3 Linkages between Induction training with Mid-career 135
training Linki ng Induction/Mid-career Training with
the Award of a Post Graduate Degree in Public Policy
and Management
CHAPTER VIII SPECIAL TRAINING NEEDS OF THE NORTH
EAST CADRES
76. 8.1 Introductory 138
77. 8.2 Counseling 138
78. 8.3 Special Training Needs 139
79. 8.4 Special arrangements for on the on –job training 141
80. 8.5 Institutional arrangements 141
81. 8.6 Combating stereo-types 141
CHAPTER IX INSTITUTIONAL ARRANGEMENTS FOR THE
STRENGTHENING OF LBSNAA
82. 9.1 Training Activities 142
83. 9.2 LBSNAA: Hub of Networks of Training Institutions 143
84. 9.3 Research Centres Attached to LBSNAA 143
85. 9.4 Institutional Collaborations 143
86. 9.5 Faculty 144
87. 9.6 Unit for Case Development 146

88. 9.7 LBSNAA to be the National Repository of Training 147
Material
89. 9.8 Reorganizing the Structure of LBSNAA 147
90. Annexure I The Indian Administration Services (Probationers’ 151
Final Examination) Regulations, 1955
91. Annexure II Salient Features of the Foundation, Phase I, State and 156
Phase II Training1
92. Appendix II District Training Programme for IAS Officer-Trainees 212
To Annexure
II
93. Appendix III Training need Analysis & Design of Training 213
To Annexure
II
94. Annexure III OFFICE MEMORANDUM 278
95. Annexure IV Dear Colleague, The Government have appointed a 280
committee under the chairmanship of Shri RVV Ayyar,
IAS [Retd.] to review the induction training of IAS
officers. Your views would be very valuable for the
review. I Shall be grateful if you could devote a little
time for offering your views. A questionnaire is
enclosed to help you to organize your thoughts.
Vashudha Mishra
96. Annexure V Committee for Reviewing the Induction Training of 287
IAS Officers Questionnaire for eliciting the views of
Senior IAS officers who s upervise the work of IAS
officers with ten years of 10 years of service or less)
97. Annexure VI Questionnaire for Officers Promoted from the State 289
Civil Services/Gazetted Services

Report of the Committee to Review Induction Training Syllabus, June 2007
Preface
It is a great privilege and pleasure to chair the IAS Induction Training Syllabus Review Committee
which was constituted by the Department of Personnel and Training on 29th March, 2005.
To use an evocative expression of V.S.Naipaul, the ongoing democratization process has
transformed India into a land of mutinies. The 73rd and 74th amendments to the Constitution have
altogether transformed district administration and the role of district officers. The working
environment has become more demanding and complex. There is an all-pervasive demand for
improved governance. The Information Technology Revolution is reconfiguring the landscape of
governance. E-Governance expands the reach and grasp of governments and makes it possible to
attain levels of performance that were hitherto unimaginable. The need for inculcating values in the
officers for further professionalising the civil services has become all the more important. The spirit
of the times calls for the IAS to reinvent itself, enhance public confidence by superb professional
competence, personal commitment and professional and personal integrity.
In its work, the Committee was greatly benefited by:
— The extensive presentations made and inputs provided by the faculty of LBSNAA;
— Papers presented by officers and academics;
— An evaluation study commissioned by the Department of Personnel and Training and
undertaken by the Centre for Good Governance, Hyderabad; and
— An alternative model of Induction Training drawn up by Dr. V.K.Agnihotri, former
Secretary to Govt. of India and former Jt. Director of LBSNAA.
The Committee was also able to assess the training needs as well as changes needed in the
induction training by a synthesis of the multifarious inputs received through extensive stakeholder
consultations it had with the LBSNAA faculty, well known experts in the fields of Law,
Management, Public Administration, Economics etc, Directors of CTIs/ATIs, IAS officers of
various levels of seniority, representatives of Civil Society Organisations, Governors, Chief
Ministers, State Governments and Central Government Ministries and Departments. The responses
received were extremely rich in content and covered a wide range of issues that the Committee
ought to consider.
It is significant that except for a couple of responses, none questioned the duration of the training
or the idea underlying the present sandwich pattern of training.

Report of the Committee to Review Induction Training Syllabus, June 2007
In this report an attempt has been made to offer practical recommendations keeping in mind the
central message emerging from the various responses that training needs to inculcate in the OTs
professional competence, personal commitment and professional and personal integrity.
I hope that implementation of the recommendations contained in this report would further enhance
the relevance of training and reinforce the Government’s ongoing efforts in bringing about civil
service reforms and further professionalising the IAS.
I would like to express my gratitude to all those who have helped the Committee in its work, by
providing substantive i nputs and participating in the deliberations of the Committee.
(R.V.Vaidyanatha Ayyar)
Chairman
19.06.2007

Report of the Committee to Review Induction Training Syllabus, June 2007
Acknowledgements
The Committee wishes to place on record its deep sense of gratitude to all those who have
contributed to the making of this report, particularly the following:
LBSNAA DoP&T
Shri D.S.Mathur Shri Ajay Sawhney
Shri Rudhra Gangadharan Shri Vineet Pandey
Shri Padamvir Singh Ms. R.Jaya
Shri L.C.Singhi Shri K.S.Saha
Shri T.K.Manoj Kumar Ms Jyotsna Verma Ray
Ms. Vasudha Mishra Shri Dileep Rao
Ms. Ranjana Chopra Shri Arvind Pokhriyal
Ms. Rajni Sibal ATIs & CTIs
Shri K.K.Pathak Shri A.K.Parida
Ms. Arti Ahuja Dr. Rakesh Hooja
Ms. Kalpana Dube Dr. Harjit S. Anand
Shri Alok Kumar Shri A.K.Choudhary
Prof A.S.Khullar Shri G.S.Dutt
Shri Akashdeep Chakravarti Shri Kamal Kumar
Shri Rakesh Chandra Ms Shobhna Jain
Shri Ashim Debnath Shri P. Dayachari
Academics Shri M. Narayan Rao
Prof M.Rajiv Lochan Dr. G.S. Rajagopal
Dr. P.K.Mohanty Shri Ratnakar Gaekwad
Prof Pranab Banerjee Ms. Meeta Rajivlochan
Prof Seeta Prabhu Ms. Sujatha Saunik
Dr. T.K.Oommen Others
Dr. Vivek Kumar Dr. V.K.Agnihotri
Civil Society Organisations Shri B.S.Baswan
Dr. Rajesh Tandon, PRIA Dr.T.K.Oommen
Shri Ramesh Ramanathan, Janagraha Shri Amarjeet Sinha
BASIX, Hyderabad Shri R.S Pandey
Shri Puran Chand Pandey, VANI Shri B.N.Goldar
Shri Vithal Rajan

Report of the Committee to Review Induction Training Syllabus, June 2007
Executive Summary
Overarching Elements of the Induction Training
1. Induction training, that is to say training on entry into service, has been an important feature
of the Indian Administrative Service ever since it was constituted in 1947. Satisfactory completion
of the training has been a rite of passage, marking the transition of the recruit from a probationer to
an officer. Over years, the content and process of the induction training of IAS officers recruited
through competitive examinations have changed considerably. And yet, that training retains its
overarching elements and focus. The induction training has three overarching elements. They are:
o Instruction at the IAS Training School, Delhi [Metcalfe House] till 1959 and at Lal
Bahadur Shastri National Academy of Administration [LBSNAA], Mussoorie thereafter,
o Learning by observing and learning by doing, mainly in a district and
o Acculturation, imbibing the tradition, norms and mores of the service
Induction Training is bifocal
2. The induction training is bifocal. It seeks to instill in every trainee an all-India perspective as
befits an entrant to an All-India Service; yet at the same time, it also seeks to impart knowledge of
the language, laws and administrative practices of the State cadre to which the trainee is posted.
This is rightly so, given the way that the IAS was conceived and has been functioning. The IAS was
designed as an integral part of our federal polity, as a service common to the Centre and the States,
in order to ensure that the Centre is in close touch with ground realities, and that the States get a
leavening of senior officers from outside whose vision and outlook transcend local horizons. The
training of IAS officers is a joint responsibility of the State and Central Governments. The quality of
training is ultimately dependent upon the interest that the Central and State Governments pay to the
training of the entrants to service.
Duration and Sequencing
3. The duration of the induction training is expected to be 104 weeks divided equally between
LBSNAA and the State cadre to which the probationer is allotted. Since 1969, the “sandwich
pattern” is in vogue. The 52 weeks of training at LBSNAA, inclusive of the Foundation Course is
divided into spells: the first spell is of eight months duration and the second of four months. In
between the two spells of training at LBSNAA is the training in the State cadre. The first spell of
training is divided into two parts: the Foundation Course and Phase I IAS Professional Training; the
second spell called Phase II IAS Professional Training is utilized to transact topics which are better
comprehended after practical training in the field, for sharing by the probationers of their field
experiences and for acquiring a comparative understanding of the administrative practices in
different States. Phase I training includes a Winter Study Tour, of about eight weeks duration,
popularly known as Bharat Darshan, a unique opportunity to savor the grandeur and rich diversity
of a continental nation, discern the underlying unity in the midst of diversity. The Study tour is also
utilized to get the trainees acquainted with armed services, public and private sector undertakings,
media, NGOs, urban bodies, and Parliamentary practices. As of now, mainly due to logistical
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Report of the Committee to Review Induction Training Syllabus, June 2007
reasons, the total duration of training at LBSNAA is about forty-five weeks, of which Foundation
Course is for a period of fifteen weeks, Phase I twenty six weeks and Phase II eight weeks. Or in
other words, the training at LBSNAA falls short of the norm by about three weeks, and this has
been impacting on the satisfactory transaction of the syllabus.
Foundation Course
4. The Foundation Course is common to all those recruited to the All-India and Central services
through the common Civil Service examination. Officers of some technical services like the Indian
Economic Service and the Indian Statistical Service also participate in the Foundation Course. As its
name suggests, the Foundation Course provides the foundation for the subsequent professional
training of the different services at Central Training Institutions [CTIs] such as LBSNAA for the
IAS, the Sardar Patel National Police Academy for the Indian Police Service, The National
Academy of Direct Taxes, Nagpur for Indian Revenue Service, and the Railway Staff College,
Vadodara for the Indian Railway Services. The Foundation Course acts as a bridge between the
academic world of college and the structured system of government. The major objectives of the
Foundation Course are the following:
(i) developing an esprit de corps among the probationers of different services,
(ii) fostering the attitudes and values that every senior civil servant should possess,
and
(iii) imparting a basic understanding of the environment, the machinery of the
government, and of the subject competencies and skills that all these officers
have to possess for discharging their duties in the initial years of service.
5. Of the 15 weeks duration, 12 weeks are devoted to course work and 3 weeks to village study
and extracurricular activities like trekking and river rafting. The subjects studied are Management,
Economics, Public Administration, Law, Political Concepts and Constitution of India, Indian
History and Culture, Information and Communication Technology, Hindi (who have no prior
proficiency) and language of the cadre. At the end of the Foundation Course, the officer-trainees
(OTs) are assessed with reference to the proficiency they acquire in the subjects, the soft skills that
are transacted in the Foundation Course, and the extent to which they internalize the values and
attitudes that the course seeks to foster.
IAS Professional Training
6. The duration and content of the Foundation Course are an administrative arrangement. The
syllabus is decided by LBSNAA in consultation with the Directors of other Central Training
Institutions. In contrast to the Foundation Course, the subjects and the broad syllabus of each
subject to be covered in the professional training of IAS officers are specified by statute, namely the
First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation,
1955. This schedule was last revised in 1996. However, in effect the syllabus and marks specified
by the First Schedule have been functioning as a broad narrative framework within which LBSNAA
has been regularly updating the syllabus, and fixing the total number of marks for each subject. In
recent years, training at LBSNAA has come to focus on the training needs of the positions that
officers are expected to hold in the first ten years.
7. Historically, the State-specific learning has been taking place in the district. “Mentoring” by
the District Collector is a hoary civil service tradition. Several States have a structured pattern of
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Report of the Committee to Review Induction Training Syllabus, June 2007
training, and the diaries of the OTs are reviewed and directions given not only by the Collector but
officers supervising the work of Collectors such as the Member, Board of Revenue. However, in
many States the training to be imparted is left to the discretion of the Collector, and it is not unusual
for a Collector to consider the OT to be an extra hand for doing odd jobs. Over the last two decades,
State Administrative Training Institutions [ATIs] have come up in most of the States, and the
financial support of DOPT has endowed most of them with good physical infrastructure. In most
States, training in ATIs has come to complement the institutional training at LBSNAA, and the
training in the districts; they provide a more formal arrangement for the teaching of State laws,
regulations and administrative practices. In most States, training in the State is coordinated by the
State General Administration/Personnel Department, while in a very few States like Rajasthan it is
the ATI which does the coordination. Annexure II is a descriptive narrative of the different aspects
of training as it is now imparted, including the subjects, topics covered in each subject, sessions
devoted to each topic, the pattern of training in the States/districts, and evaluation.
Background to the appointment of the Committee
8. In 1977, the sandwich pattern was reviewed by LBSNAA at the behest of the Department of
Personnel and Training [DOPT]; in 1986, and again in 1996 DOPT set up Study Groups to review
the induction training. These reviews as well as the suggestions of a Standing Syllabus Review
Committee contributed to the revision of the syllabus. In early 2005, the Government felt that it
would be desirable to undertake a comprehensive decennial review of the induction training, and
appointed a Committee under the Chairmanship of Dr. R. V. Vaidyanatha Ayyar, IAS (Retd.). The
Training Division, DOPT advised the Committee that instead of taking for granted the basic features
of the present induction system, the review should question them, and assess their relevance, and
that this would require a process of consultation with a wide range of stakeholders.
Methodology Adopted by the Committee [Chapter 2]
9. The Committee adopted the following seven-pronged approach:
(i) normatively assessing from first principles the training needs of an IAS officer
during the first ten years of his service,
(ii) adopting a historical approach,
(iii) factoring in the syllabus of the new mid-career training programme of IAS
officers as proposed by the Yugandhar Committee and as outlined by the
DOPT in its Request For Proposals from reputed academic institutions in India
and abroad,
(iv) factoring in the training being imparted to higher civil servants in countries like
France and the United Kingdom,
(v) factoring in the syllabus of post graduate programmes in public policy, public
administration, and public management in the various courses to which DOPT
deputes IAS officers,
(vi) factoring in the training in private sector and civil society organizations, and
(vii) extensive stakeholder consultation on training. The Committee elicited the
opinion of State Governments and Union Territory Administrations, Central
Government ministries and departments, prominent public personalities like
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Report of the Committee to Review Induction Training Syllabus, June 2007
Governors and Chief Ministers, Directors of CTIs and ATIs, LBSNAA faculty,
IAS officers of various vintages, industry associations, civil society
organizations, academics, and well known experts in the fields of law,
management, public administration, and economics. The Committee drew upon
the Internet Revolution and emergence of IAS and civil society virtual
networks to reach out to thousands of persons and organizations. The
questionnaires were posted on the websites of DOPT, LBSNAA, and a few
NGO networks. The Committee also held consultation meetings in Mussoorie,
Pune, Hyderabad, Delhi, Bangalore, and Guwahati.
Questions considered by the Committee
10. The Committee examined the following questions:
o Who are the trainees?
§ What is their sociological and academic background?
§ Have the characteristics of the trainees changed significantly since the
previous reviews of induction training in 1986 and 1996?
o What are the changes in the organizational and societal environment since the
previous reviews?
o What are the changes since the previous reviews of the governmental and societal
perceptions and expectations of the IAS officers?
o Are all these changes significant enough to warrant a change in the training design,
content and transaction?
o Normatively, what are the knowledge and skills that an OT should acquire at the
end of the induction training and what are the attitudes and values that he should
come to possess?
o Does the induction training meet the normative standard? Does it impart the
necessary knowl edge and skills, and suitably mould values and attitudes?
o What are the Type I and Type II errors of the current induction training?
§ What are the knowledge, skills and Normative Values that the training
ought to impart but does not?
§ Does it cover unnecessarily topics and skills, which the OTs already
possess through their education, and preparation for the Civil Service
Examinations?
§ Does the training impart or reinforce values and attitudes that are
inappropriate for a life in public service in a democratic polity and
society?
o How effective is the training? How closely do the training outcomes correspond to
the training objectives?
o Can the effectiveness be improved by changes in design [duration, sequencing and
methodology] of training?
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Report of the Committee to Review Induction Training Syllabus, June 2007
Documents prepared for the Committee
11. The Committee also drew upon an evaluation study of the induction training by the Centre
for Good Governance (CGG), Hyderabad, an alternative model of induction training drawn up by
Dr. V.K.Agnihotri IAS (Retd), and eleven papers prepared by experts at the behest of the
Committee.
Duration needs no change; inter-se allocation of time needs change
12. It is significant that except for a couple of responses, none questioned the duration of the
training or the idea underlying the sandwich training, namely that the training at LBSNAA should
provide ample opportunities to OTs for reflecting on their field experiences. Given the
overwhelming view of the respondents who span a wide cross-section of the society, and taking
note of the fact that the overall training frame has stood the test of time, and seems to fit the unique
organizing principles of the IAS, the Committee decided to retain the total duration of the training
as well as the sandwich pattern; it is however necessary to alter the inter-se allocation of time
between the institutional training at LBSNAA, and the State/district training, as well as the
sequencing of training. The Committee, therefore, concentrated on a rigorous scrutiny of the content
and process of training, keeping in mind the central message of the responses, namely that training
needs to more intensely foster professional competence, personal commitment, and professional and
personal integrity.
Synthesis of Inputs [Chapter 3]
OT profile
13 Chapter 3 synthesizes the responses received by the Committee. As compared to their
counterparts before 1990s, as a group, today’s OTs are older and have a more diversified academic
background. And more significantly, they are more representative of the Indian society, a fact that is
often missed in the discourse on the IAS and governance. The 1990s witnessed the beginning of the
large-scale influx of candidates with engineering, management, medical and agriculture education,
several of them with degrees from the prestigious IITs and IIMs. However, in contrast to OTs with
specialized professional qualifications, quite a few of the recent entrants have acquired their degrees
thorough distance education, never entering the portals of a college, much less a university. Some of
them were even engaged in blue-collar jobs before they joined the service. The social and regional
composition of the IAS is no longer what it used be. In the past, metropolitan areas, a few states, a
few select colleges and universities, and a few communities used to account for a significant share
of the OTs. Happily, this is no longer so. From the point of view of training, the OTs are now more
diverse, and majority of them are techno-savvy.
Metamorphosis of the working environment
14. By all accounts,
o the working environment in which officers have to work is, in comparison with the
past, more demanding and complex,
o there is all-pervasive demand for improved governance,
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Report of the Committee to Review Induction Training Syllabus, June 2007
o a paradigm shift has occurred in the idea of governance, of what governments
should do, and also how they should govern, and
o the reinforcing forces of globalization, urbanization, democratization, and IT
revolution are immutably altering the practice of governance.
15. The 73rd and 74th amendments to the Constitution have altogether transformed district
administration and the role of district officers. Decision-making authority, which was formally
centralized in the office of the District Collector, is now substantially more decentralized and
diffused. Further, as befits a democratic polity, there is an ever-increasing pressure on governments
at all levels to perform better, be more responsive to citizen needs and concerns, be transparent in
their functioning, and enhance the space for the participation of citizens and citizen groups in the
development and implementation of policies and programs. Issues are increasingly getting
politicized, political consciousness is increasing, and the marginalized are now finding their voice.
With the emergence of civil society and judicial activism, and the increasing uncertainty of electoral
outcomes, the accountability of governments and of civil servants is qualitatively distinct from that
in the past. The enactment of the Right to Information Act, 2005, gives an imprimatur to the new
paradigm of governme nt.
16. Governments are expected to play multiple roles, not all of which are congruent. Further,
perceptions about how the government should discharge a particular role [eg., creating an enabling
environment for participation in a globalizing economy] vary widely; consequently governments are
required to balance the competing perceptions. The very process of democratization renders
governance at all levels infinitely more complex and arduous. An additional degree of complexity
arises from the fact that the transition of the polity and society to a rule-bound democratic polity is
not yet complete. In all, a command and control style of governance is utterly unsuitable. Dissent,
and conflicts over policy, programmes and implementation are more open and sharper. Having an
open mind, reconciling conflicting perceptions, interests and ideologies, and constructively
engaging civil society and business groups are essential aspects of democratic governance. The
process of reconciliation, and negotiating the maze of institutional checks and balances, can be long
and arduous. It requires a higher level of negotiation skills than what civil servants traditionally
possess, and further civil servants having an emotional temperament different from that in the past.
17. The challenge of coping with a more complex environment, which is arduous enough, is
compounded by an all-pervasive cynicism and contempt of politics and administration. Part of the
cynicism arises from an unrealistically idealistic view of government and politics. And further,
condemning politics and government altogether carries the danger of delegitimizing democracy
itself. Be that as it may, underlying the cynicism is a basic reality, namely that the governance at all
levels needs vast improvement. By all accounts, India is on the trajectory of high economic growth
and is poised to emerge as one of the top three economies of the world in the next three decades.
The high growth makes possible eradicating the worst manifestations of deprivation, and building a
more humane and inclusive society. The key to realizing this golden promise is better governance.
18. Much as it is ushering the post-Gutenberg society, the Information Technology [IT]
Revolution is reconfiguring the landscape of governance, and transforming the machinery and tools
of government. E-governance expands the reach and grasp of government, and makes it possible to
attain levels of performance that were hitherto unimaginable. At the same time, the IT revolution
has rendered some aspects of governance more complex and arduous. The 24-hour TV news
channels, cell phone, and increasingly the Internet, have transformed the pace, rhythm and logic of
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Report of the Committee to Review Induction Training Syllabus, June 2007
public affairs in their entirety. Dispersing an unlawful crowd, or as the Kutch earthquake, Tsunami
and Mumbai floods have vividly shown, handling of natural calamites are now qualitatively
different. Politics, elections, waging of war and peace, diplomacy, maintenance of law and order,
handling of crises and natural calamites, judicial processes, negotiations, policymaking, and
programme implementation, name any aspect of governance, it is not what it used to be. A welcome
feature of the media revolution is that it has enhanced the power of citizens to control their
governments. However, the power and impact of TV and the Internet are not an unmixed blessing.
The Internet and Media revolutions have also contributed to the formidable reach and grasp of the
multinational civil society networks. These networks can now reach out to groups anywhere in the
world, and extend their solidarity and resources. Consequently, the local civil society groups now
have a power to influence the actions and decisions of a government that is far higher than what
their domestic standing would warrant. Managing the media and civil society groups, constructively
engaging them, and if need be forging partnerships with them, have come to be important aspects of
governance.
Value Challenge
19. The responses of many officers have been self-critical, and echo the concerns expressed by
civil society groups about the attitudes and working style of many IAS officers. What comes out is
that in two or three years of service many officers lose their youthful idealism as they encounter the
objective reality in the field, which is in sharp contrast to the rosy picture of district life they have in
Mussoorie. Many of them, to quote a respondent, “either just take to sanyas literally, saying 'theek
hai, chalta hai, kuch bhi nahin kar sakte hain' or they become a part of the whole unseemly state of
things.” Many officers are genuinely concerned that quite a few of their colleagues are not behaving
and performing in a manner which commands respect, that many are judgmental about people
outside the service, and are unwilling to respect differences, to interact with “outsiders”, to work in
a very participatory kind of a fashion., and that there are very many valid complaints of corruption,
caste bias, insensitivity to the problems of the poor and under-privileged, and the poor delivery of
services.
20. Many spoke of the travails of the young officer who wished “to hold his own even if he does
not see this demonstrated around him,” of short and precarious tenures, of being subject multiple
pressures and demands, of being caught in the cross-fire of conflicts between different
officeholders (eg., chairman of the Zilla Parishad and the “district minister”), and of inadequate
support from official and political superiors. It is imperative during the counseling, and in
instruction to provide a realistic picture of the work environment, and to brace the OTs to face the
challenges ahead. Many spoke of the need to stress the importance of officers being team players.
OTs should be encouraged to internalize the fact that some occasions necessitate the officers to be
in the limelight, and some being anonymous and obscure. Sometimes they need to be the face of
the Government in certain situations, and faceless bureaucrats in certain other situations. Further,
it is important to recognize that gi ven the multifarious roles of governments, civil servants need to
adopt the appropriate working style and persona in discharging a given role. In respect of
regulation, enforcement of rule of law and conduct of elections, civil servants need to act
independently without fear or favor. In respect of roles like development, empowerment, and
poverty alleviation, civil servants have to act in partnership with citizens and civil society
organizations, and for enhancing global competitiveness act in partnership with the private
sector. Performance outcomes of the government as a whole are dependent not only upon the
efforts made by governments and their functionaries but also those of citizens, civil society
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organizations and the private sector. Many emphasised the need to give more emphasis to leadership
and strategic management, as IAS placed in leadership positions right from the start are expected to
be change agents. Therefore they must be equipped to lead, to decide, to innovate and to facilitate
transformation of the society, polity and economy.
21. From the responses received, it would appear there are three types of values and attitudes that
are to be instilled during the induction training and later reinforced in mid-career training. These are
the following:
o Personal values and attitudes such as integrity [Financial and intellectual], work
ethic, inner strength and self-confidence to face the tough challenges and crises in
life and career.
o Professional values and attitudes such as professional integrity, commitment to the
Constitutional vales, and the obligation it casts on the State, and State functionaries
particularly in regard to the marginalized and voiceless, principles of good
governance and public life such as accountability, outcome orientation,
transparency, responsiveness, rule of law, honesty, openness, and objectivity, and
nation building
o Leadership and team work qualities
All the respondents appreciated some of the efforts now being made by LBSNAA to
inculcate values and attitudes eg., inviting role models to address and interact with the OTs.
However, they felt that more needs to be done.
22. Based on the suggestions received the Committee recommends the following:
o A proper teaching of the Constitution not so much as a legal text, but as a secular
testament that should guide the OTs in their career, in understanding the nature of
their service, in understanding the obligations cast on the State and State
functionaries to ensure that all citizens enjoy rights [such as right to life, right to
health, right to education, and due process], in coping with ethical dilemmas, and
in doing their duty towards all citizens without fear or favor..
o A more rigorous teaching of ethics. LBSNAA can draw upon the seminal training
programme entitled Ethical Issues in Today’s Administration, which it is offering
for mid-career officers.
o Values and attitudes should be considered as a crosscutting theme that should
figure in all the academic modules of Phase I, and the interactive sessions of
Phase II.
o LBSNAA has already a system in place for encouraging OTs to study and review
books. This activity could be streamlined and strengthened so as to cover classics
and inspirational books, and to organize serious discussion of those books such
that the outcomes are akin to what true liberal education would do to strengthen
character and sense of purpose.
o Reinforcement of the normative values and attitudes in subsequent in-service
trainings.
o Stronger inputs on leadership and strategic management.
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o Carving out a separate subject entitled Governance, Ethics and Leadership in the
Foundation Course and Phase I.
Immersion Programmes: A 9-day rural immersion programme and a 5-day urban slum immersion
programme during the Bharat Darshan. A distinguishing feature of these programmes would be that
the OT sheds his official status, and would be just a learner. These programmes would be organized
by reputed civil society organizations, and the objective is to enable the OT to acquire a perspective
that complements the official perspective by looking at from the outside, the system, its actual
operation, its effectiveness and responsiveness, the problems of ordinary citizens, the existential
condition of the marginalized and voiceless, and how well-meaning civil society organizations are
striving to improve that existential condition. Such programmes are now de rigueur for
professionals of many developmental agencies as well of civil service in some developing countries.
Syllabus to move out of academic silos; to be function-related
23. The Committee received a valuable suggestion that the syllabus of induction training should
not be framed as a mechanical extension of the academic disciplines with a few seasonal flavors like
WTO thrown in; as far as possible, it should be inter-disciplinary and seek to intellectually equip the
OTs for the tasks ahead by enhancing their understanding and helping them embed in a conceptual
grid the work on hand and the challenges, and to come up with well thought out solutions. The
Committee adopted this suggestion as the organizing principle of the syllabus. The Committee
takes note of the welcome fact that most topics are now transacted in Phase I in inter-disciplinary
modules reckons the suggestion made; it would be desirable to further strengthen this approach by
strengthening inputs that facilitate better conceptual understanding of the topics.
Stakeholder opinions on the content and transaction
24. The major responses regarding the induction training are as follows:
The major responses are the following:
o Foundation Course: Directors of the Central Training Institutions as well as
officers of the services participating in the Foundation Course endorsed the utility
of the Foundation Corps in building esprit de corps among different services. All
the young officer-respondents were highly appreciative of the extra-curricular
activities like trekking and river rafting. However, almost all felt that the syllabus
of the two subjects Political Concepts and Constitution, and Indian History and
Culture repeats the syllabus of the General Studies papers of the Civil Services
examinations, and that it has no practical relevance in the functioning of the young
officer in the service that follows immediately after the induction training. Some
non-IAS OTs felt that the Foundation Course was far too IAS-oriented, and that
very little knowledge was imparted about the history, organization and mandate of
other services. IAS respondents also desired to know more about other services.
o Almost all were appreciative of the law inputs provided in the Foundation Course,
Phase I and II training. LBSNAA may periodically undertake Training Needs
Analysis for Foundation Course, Phases I and II as well as Training in the State so
that curriculum and its transaction continues to be in synch with the training needs.
LBSNAA may associate outside expertise as may be necessary.
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o It is desirable to integrate as far as possible Public Administration and
Management, for otherwise there could be a feeling among OTs that principles of
management are stand alone and have no relevance in their day-to-day work.
o Induction training is far too revenue administration oriented, and more emphasis
needs to be given to social sectors and urban governance,
o The coverage of economics is inadequate and not in tune with the current
mainstream economic thinking,
o District training is uneven across states,
o So is training in State Administrative Training Institutions [ATIs],
o Specialized competencies like law and order management, disaster management,
and building private-public partnerships should receive more emphasis,
o Language: Curricular load is uneven among OTs, as:
§ many OTs who are proficient in Hindi are not required to learn Hindi, and
§ many OTs are not required to learn the language of the cadre as they are
proficient in that language.
o Training is too theoretical, out of synch with field realities,
§ The OTs are prone to a quick training fatigue. The instructor loses them
as soon as he takes up a theoretical concept or method, more so if the
instructor is an academic.
o The syllabus is fine but its transaction leaves much to be desired,
o Training attempts to do far too many things, and
o Special attention should be paid to OTs from North East cadres.
New Subject: Contemporary India and the Global Environment
25. The Committee feels that it is expedient to replace the two subjects of the Foundation
Course, entitled Political Concepts and Constitution, and Indian History and Culture by a new
subject entitled Contemporary India and the Global Environment. In keeping with the fact that the
Constitution is the fountainhead of all public values, Constitution would be a part of the syllabus of
the new subject suggested above, namely Governance, Ethics and Leadership. The subject
Contemporary India and the Global Environment is designed to offer the OTs a nuanced
understanding of the Indian history, society and economy, the forces, which are transforming
different aspects of India, the global environment in which India is embedded. In view of the
increasing pace of globalization and global interdependence, the course would also help the OTs
acquire an understanding of the interplay of national policy and the global environment. As it is
important to bring in multiple perspectives, the Committee recommends that this subject eminently
deserves to be taught by a well-qualified academic.
Law
26. The law syllabus does need much of a change. However, it has been reviewed keeping in
view the following basic principles:
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Report of the Committee to Review Induction Training Syllabus, June 2007
o An IAS officer needs to appreciate the importance of Rule of Law, and of the role of
law as an instrument to bring desired change in socio-economic life of the citizens.
o The Constitution is the basic law.
o Bifurcation of Executive and Judiciary.
o International law has become very important.
o The increasing importance of Intellectual Property Rights.
o The changing nature of regulation
o Focus on quintessential legislation
o Need to instill legal and judicial skills, and help develop a judicious mind.
o Mock trials at Academy to supplement the e xperience of OTs as Judicial Magistrate.
Based on these principles, the syllabus has been updated.
Integration of Management and Public Administration
27. Instead of treating public administration as distinct areas, it would be useful to recognize that
all organizations including government share some common basic principles and methods of
management, and that in respect of some functions of government, the distinctive features of
governance necessitate considerable modification of the principles and methods applied by other
organizations. Government is far too complex and democratic an organization for governance to be
a clone of business management. It is therefore important to equip OTs with modern principles and
methods of management and at the same time instill in them the discernment to judge when these
methods can straightaway be applied and when they need adaptation. The modular transaction of
most topics in Phase I does indeed to some extent bring about the integration of public
administration and management. It is necessary to be more explicit about this integration, extend it
to the Foundation Course and deepen the integration in Phases I and II. . This would keeping in with
the fact that the First Schedule to the Indian Administrative Service (Probationers Final
Examination) Regulation, 1955 lists Public Administration and Management as a single subject.
The much needed integration calls for far greater use of cases and simulation for teaching public
administration. Presently, inputs are given mai nly through lectures delivered by eminent
practitioners in the field. Even though the probationers are tested on these inputs, these
examinations are subjective and descriptive in nature, i.e., they answer questions set in the
traditional pattern of examinations in Indian universities. Cases should be got prepared on a war
footing. They should have teaching notes and be validated.
Social and Human Development
28. Many respondents also observed that, the training lays far too much attention to revenue
administration to the detriment of developmental administration. In the Foundation Course, there is
great merit in strengthening the conceptual underpinnings of the module in Public Administration
entitled Development, Welfare and Social Administration, and to anchor the Village Visit
Programme in the human development framework. The Committee feels that in the IAS
Professional Training there is a vital need to carve out a separate subject entitled Social and
Human Development, and to give commensurate attention to the practical aspects of social and
human development in district training.
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Report of the Committee to Review Induction Training Syllabus, June 2007
More emphasis on urban governance and development needed
29. The Committee is in agreement with the views expressed by many that the focus of the
training is still rural, that issues of urban governance, development and poverty receive more
attention, as thirty per cent of the population already live in urban areas, that the urban poor are
more numerous than the rural poor and that urban governance, development and delivery of basic
services have features which are distinct from those in rural areas. And further within ten to fifteen
years, more than half the population would live in urban areas. Now we have to look at development
issues from a different perspective, not just macro level but from the point of view of
decentralization. The 73rd and 74th Amendments have to be read together. It necessary to assign a
greater weightage to issues of urban governance and development in all stages of the Professional
training- Phase I, district and Phase II.
Training in many States cause of grave concern
30. From what one hears from young officers as well as the faculty of LBSNAA, the tradition of
a sound district training complemented by institutional training in ATIs flourishes now only in some
States. In many States:
o The training is unstructured, and most of the time the OTs are left to themselves as a
result of which they drift and feel the stint monotonous.
o Even in States with a structured training, the training manuals are not always up-to-
date.
o Though it is very well recognized that the quality of the training very much depends
upon the choice of the district and, of the District Collector, OTs are posted to districts
as a matter of routine without discernment.
o Far too much importance is given to attachments that would be useful to pick up the
skills and competencies required of a revenue officer, and far too little to attachments
that given an insight into the functioning of the Panchayat Raj institutions and
municipalities, and of development departments.
o OTs are not given independent charges at all; consequently they do not have the
opportunity to learn by doing, and pick up the nitty gritty of revenue and
developmental administration.
o In many States OTs are not being vested with judicial powers; consequently they
would have no experiential knowledge of judicial process.
o Exceptions apart, the post of Director/DG of ATI is considered to be a gulag for
officers who have fallen out of favor with the government; ATIs are not funded
adequately and the faculty resources poor, and they have little interaction with the
universities and other institutions of learning in the State.
31. On its part, LBSNAA has been pro-actively responding to the inadequacies of training in
some States. Successive Directors have been interceding with the States whenever an OT has
problems in district training. Further each State cadre is assigned a Counselor, drawn from the
faculty; the Counselor is expected to guide the OTs of the cadres allotted to him throughout the
training, at LBSNAA as well as in the State. The umbilical chord connecting the OT and LBSNAA
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remains intact even during the training in the State. Language instruction continues to be imparted
through the correspondence mode. Counselors visit the OTs in the districts and take up with the
State Government matters concerning the OTs. The OT is required to submit to LBSNAA monthly
diaries, analytical reports on the district, and assignments on the village, district and court work. The
diaries, reports and assignments are evaluated and graded. It is important that the State
Government/ATI be encouraged to play an active role and provide close guidance and supervision
of District Training. As the capacity of the State Governments/ATIs to effectively guide and
supervise such training increases, the Academy should concentrate on quality control of the State
component of training even while continuing to play a role complementary to the Training in States.
32. The Committee further recommends the following :
o The state of district training is such that improving its quality is necessarily of high
priority in the agenda of civil service reform. In their periodic interactions with the State
Chief Secretaries, Secretary DOPT/Cabinet Secretary may lay emphasis on all the States
shouldering their legitimate responsibility in regard to induction training. A time bound
action plan should be drawn up to improve the quality of training in States where it is
now inadequate.
o DOPT should give greater thrust to its ongoing efforts to strengthen the ATIs. Given the
state of many ATIs, mere funding may not be enough and “structural adjustment”, as with
State Electricity Boards, and urban bodies, is necessary. It is also important to give the
post of Director/DG status, importance and dignity so that it comes to be a coveted post
than a gulag. Needless to say that this necessitates dialogue with States, and funding on a
pattern similar to that of Jawaharlal Nehru Urban Renewal Mission, wherein funding is
conditional on concrete steps being taken to improve governance.
o As some of the High Courts are purportedly reluctant to vest OTs with magisterial
powers, and in view of the importance of OTs acquiring experiential knowledge of
judicial process, the matter may be taken up with the Honorable Chief Justice of India
following the appropriate procedure.
More focus on law and order, disaster management, media management,
eGovernance, and private-public partnership needed
33. The management of law and order is qualitatively different from that in the past, so different
that it is an altogether different species. First, law and order management is no longer a localized
challenge, limited to communally sensitive and insurgency-prone areas. Terrorism can strike
anywhere and at any time. Secondly information and disinformation spread in real time;
consequently the reverberations of an incident are likely to be felt incredibly faster, more
widespread and more intense. Thirdly, the vulnerability of functionaries entrusted with maintenance
of law and order has increased enormously. Fourthly, management of media and the visual images
has became as important as managing the situation. One can say that a new pedagogy is required to
impart the new skills and competencies required for handling the “new” law and order management.
Inter-institutional cooperation between LBSNAA, Sardar Patel National Police Academy and other
similar institutions, as well as joint training of functionaries belonging to the different services
engaged in the maintenance of law and order would be valuable. The Joint civil- military course
being organized by LBSNAA can provide valuable inputs for revamping the teaching of the
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management of law and order. A daylong interaction with Ministry of Home Affairs and
Intelligence Agencies on internal security scenario could be organized during Bharat Darshan.
34. Similarly, disaster management is now qualitatively different. Among the competencies that
need emphasis are media management, coordination of relief and rehabilitation by multiple agencies
of the State as well as “aid” agencies, and civil society organizations. The development of a
simulation exercise by LBSNAA is a welcome step.
35. Media management should cover both anticipatable events and issues, and unanticipated
events and issues like the occurrence of a disaster or a terrorist strike. Even while embarking on
development or implementation of a policy or program, it is imperative to start thinking about how
one should go about to get the policy accepted by the important groups having a stake as well as the
public at large. This in turn would necessitate thinking about communication strategy/social
marketing. For imparting skills in media management, it would be useful to draw upon the expertise
of experienced practitioners from the service, Indian Foreign Service [who have been spokespersons
of the Ministry of External Affairs], Indian Information Service, private sector and civil society
organizations. It is also imperative to develop a repertoire of case and simulation material.
Language
36. OTs who are not required to study Hindi or the cadre language because of prior proficiency
may be required to study any one of the Indian languages taught at LBSNAA. There would be a
qualifying test for the Indian language so offered by an OT. This would promote national
integration and fairness in curricular load.
More attention to economics
37. The Committee agrees with the strongly articulated views that it is necessary to strengthen
the teaching of economics, and of quantitative skills in the induction training. The economist’s way
of looking at the world is unique, and of great significance in governance. Therefore economic logic
is one of the core competencies that every IAS should have. Contemporary economic thinking has
significantly influenced the new public management, and has much to say about the way delivery of
services ought to be organized and their effectiveness measured. This is of direct relevance to the
OTs for the tasks awaiting them in the districts. Further, it is imperative for the OTs to have a
sound understanding of the global economic environment and the way it impacts on India’s
economic development, of comparative developmental experience of major countries, the factors
that contribute to the wealth and pove rty of nations, and the factors contributing to entrepreneurship.
Study Tour to South East and East Asia
38. Several suggested that as in Phase III and IV mid-career training, the induction training
should include a two week exposure visit/study tour of South East and East Asian economies to see
for themselves how these economies which started five to six decades ago with a developmental
base equal to or worse than India have till recently out-performed the Indian economy. The
Committee endorses this suggestion; it is better that the exposure begins right at the start of the
career. This visit could be organized towards the end of Phase II; after all other topics are
transacted. A brief module that exposes the OTs to the important features of the country or countries
they would be visiting should precede the tour. The features would include the trajectory of
development, the role of States and markets, social policy, infrastructure, and regional development.
There should be experience-sharing sessions after the visit. The OTs should be required to write a
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paper on the lessons they draw from the visit and the relevance of these lessons for India.
Evaluation of this assignment should be part of the overall evaluation of Phase II.
Pedagogy
39. Criterion of relevance: From what one hears from the OTs, younger officers and the faculty
of LBSNAA, the OTs are very keen to pick up those knowledge and skills which they consider
directly relevant to the jobs they expect to hold immediately after training. They are known to
immensely value experience sharing by senior colleagues; the most popular seminar is that of Sub-
divisional officers [SDOs] in Phase II, wherein young officers come over from the sub-divisions to
tell their immediate juniors what it is like to be a SDO out there, and what it takes to be effective. In
contrast, quite a few respondents mentioned that OTs are not inclined to take the academic aspects
seriously and that there is no better way to lose them than delving into theory. Their receptivity
seems to be driven by the criterion of relevance. What is in it for me is the question that props again
and again. Give us the tools, just the tools for the immediate tasks ahead, seems to be the crying
demand. One cannot find fault with the criterion of relevance, except that it is likely that the
perception of OTs about what they need to pick up and learn may be incomplete and their time
horizon rather too short. Induction training cannot be a technician education; merely imparting gross
skills that would be utterly inadequate for the transformative leadership that IAS officers are
expected to display throughout the career, and in every position they hold. Hence the criterion of
relevance should be broadly defined, and rather futuristic. A major task of the faculty, particularly
of those drawn from the service, is to ensure that OTs have a correct appreciation of their training
needs, and of the categorical imperative of having to excel in every task assigned to them and to that
end of having to learn everything that is required for professional excellence.
40. Emulating science/maths popularization: In transacting subjects like economics, which can
be abstract, it is important to remember heavy, lengthy courses of the kind recently experienced at
university would put off civil servants trainees be it at LBSNAA or the Civil Service College in
Sunningdale, United Kingdom. Where the teaching of any concept or method that is likely to appear
to the OTs as theoretical has to be taught, its relevance and utility should be taught upfront.
Examples to which the OT can relate or examples that directly relate to the tasks that are ahead of
the OTs should be used to illustrate the relevance as well as to elaborate the exposition of the
concept or method. There is merit in adopting the pedagogic techniques used for the popularization
of mathematics and science, or to give an example nearer home the Panchatantra.
41. Outsourcing Modules: A frequent complaint about the modules on management outsourced
to other institutions has been that often there is no attempt to adapt the module to the specific needs
of the OTs, and the general tendency is to use cases and other material from business management
even when cases based on district administration could be used. It was also stated that sometimes
these modules are stand-alone and not integrated with the over-all course design. Needless to say,
outsourcing should be preceded by an elaborate dialogue and agreement on the manner in which the
module would be integrated with the learning objectives and design of the course, and the content,
learning material and transaction of the module.
42. The feeling that a topic is not relevant and too theoretical can be remedied through more OT-
friendly pedagogies. The importance of case and simulation material based on workaday
experiences, and on examples of outstanding successes and failures cannot be emphasized enough.
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43. Case Development: LBSNAA faculty has developed a good repertoire of case material;
these efforts need to be strengthened. The first step could be an external evaluation of the material.
The efforts to have good cases and simulation exercises preparation should be intensified. It would
be expedient to have a strong unit for development of teaching learning material in association with
States and Central ministries and departments, ATIs and academic institutions like IIPA, IIMs and
universities. Mechanisms should be put in place for rigorous peer evaluation before the material is
used in the classroom, and for review and adaptation in the light of the classroom experience.
Ideally, there should be continuity in the manning of this unit, as it would be necessary to
continuously monitor the relevance of the material and develop new material. Presently, every few
years there is a total turnover of senior faculty at LBSNAA; such an arrangement may not be
conducive for managing the case development unit. It would be desirable to have an academic well
versed in case writing to head the unit; he could be on contract for a long duration. Alternately, the
unit could be outsourced to reputed institutions.
44. For a proper discussion, the duration of a session should be one hour and fifteen minutes; it
is now presently 55 minutes, which is rather short.
45. It would be useful to provide the OTs with exhaustive supplementary reading material on
each topic, which they can use later in the career for self-development. It would be also useful to
supply them useful textbooks as is done in some programmes like the postgraduate Programme in
Public Policy and Management at IIM Bangalore, which DOPT funds.
Restructuring training so as to enhance the quality of learning:
Dr Agnihotri’s Alternate model
46. A major reason why many OTs consider that some of the inputs provided at LBSNAA are
too theoretical is the fact that transacting them after the district training, or even better after a few
years of regular postings, would be more functional from the learning point of view. The whole
purpose of Phase II training was to enhance experiential learning and transaction of subjects, which
are better taught after district training. Unfortunately the present duration of Phase II training is only
about six weeks as against the four months envisaged when the sandwich training was introduced.
Quite a few young officers were of the view that the time being slotted for experience sharing was
inadequate, and with so many assignments, Phase II transaction is being routinized.
47. While Phase II duration should definitely be increased, it is necessary to take note of the fact
that at this stage of training most OTs are eager to get done with training and move to a regular
posting as Sub-divisional Officer. During the consultations some suggested a way out of the
dilemma, which would also break the monotony of a long series of attachments in the district
training and overcome to some extent the indifferent nature of district training in some States. The
key idea is to classify the key competencies and skills to be acquired into two cognate areas, eg.,
social and human de velopment, and district and regulatory functions, and to separately organize a
sandwich programme for each of the two cognate areas. Each sandwich programme would have its
own Phase I, Bharat Darshan, State/ district training and culminating in the Phase II training. On a
request by the Committee, Dr Agnihotri fleshed out the concept, worked out the implications and
suggested concrete modalities whereby the sandwich training could be restructured. The Chairman
and some other members of the Committee felt that in view of the impact it would make on learning
outcomes, the restructured pattern could be considered for adoption. LBSNAA, however, felt
otherwise. While respecting the views of the Academy and the logistic issues involved in bringing
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the OTs back to the Academy in the middle of their Training in the State, the Chairman and
Member Secretary emphasized the need to explore ways to operationalise either the model
presented by Dr. Agnihotri or other alternate means in order to establish closer co-relation and
proximity between academic inputs received in the Academy, the related field experience during the
District Training, and facilitate the process of helping the OTs assimilate their district experience on
their return to the Academy.
Other recommendations in respect of Foundation Course
[Chapter 4]
48. Chapter 4 spells out these recommendations. The duration of the Foundation Course and
inter-se allocation of time between course instruction and outdoor activities may be retained as
they are.
49. There should be only one Foundation Course a year. Presently in many services, a candidate
selected to the service but is desirous of taking another attempt at the Civil Service examination is
permitted to skip the Foundation Course with his batchmates and report directly for Professional
Training of the service. If he is unsuccessful in his attempt, he is required to participate in the
Foundation Course subsequent to the Professional Training. If in case he succeeds in securing entry
to the IAS he does the Foundation Course and Professional Course along with his batchmates in the
IAS. This practice is dysfunctional in that it goes against the rationale of the Foundation Course,
and further most such OTs do not take the professional training seriously. Hence, as in the Indian
Forest Service, a entrants to civil services who wish to take another attempt to Civil Services
ll
Exams should be granted a year’s leave, and be required to report for the Foundation Course along
with the next year’s batch.
50. The probation period of an OT regardless of the service to which he belongs should not be
confirmed unless the officer qualifies in the Foundation Course. All services participating in the
Foundation Course should give due weightage to the marks secured by their officers in the
Foundation Course.
51. New subjects: The Committee recommends the following subjects in place of the present
subjects:
— Contemporary India and the Global Environment
— Governance, Ethics and Leadership
— Public Administration and Management
— E-governance
— Law
— Political Economy
— Language
The tables attached to Chapter 4 set out the detailed syllabus of each of the subjects, except
language. The chapter also suggests an evaluation pattern.
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Other recommendations in respect of IAS Professional Training
[Chapter 5]
52. Further promoting mutual understanding, it would be useful to compile a handbook that
narrates the organization, mission and structure of all the services participating in the Foundation
Course, and of their complementary roles. This would enable the OTs to gain an understanding of
these services and foster their esprit de corps.
53. Chapter 5 spells out the Committee’s recommendations on the reorganization of the subjects,
the syllabus of each subject, and evaluation. As stated above, it gives two alternate models of
organizing the training, one the current sandwich pattern, and the other Dr. Agnihotri’s model.
54. In the interests of further professionalizing the service, it is important to ensure that the
training period as envisaged is not curtailed. It appears that the curtailment is necessitated by the
delayed issue of appointment orders to those successful in the Civil Services Examinations. It would
be desirable to work backwards and appropriately fix the schedules for the conduct of examinations
and the subsequent process before the appointment orders are issued. Ideally, as with the French
higher civil service, there should be fixed dates for the announcement of the results and for the
commencement of the Foundation Course. Even if this were not possible for any reason, the
duration of the training should be protected by overcoming the logistical problems such as limited
hostel accommodation and lecture halls.
55. Duration of Phase I, State/district, and Phase II programs. In view of the additional
programmes that the Committee is suggesting, such as the village and urban slum immersion
programs, and the study tour of ASEAN countries/ China, it would be necessary to alter the inter-se
division of the training duration among the three segments, namely Phase I, State/district, and Phase
II. As the additional programmes are expected to enhance the experiential knowledge that OTs
would acquire in the district training, it seems desirable to find space for them in the time now
allotted for State/district training. The duration of training could be as follows:
a) Foundation Course 15 weeks
b) Phase-I (including WST) 26 weeks
c) Joining Time 10 days
c) State/ District Training 50 weeks
d) Phase-II 11 weeks+ 4 days
e) Joining Time As per eligibility outside the duration of the training
f) Total 104 weeks
56. Following are the new subjects recommended in place of the existing subjects:
— Contemporary India and the Global Environment
— Governance, Ethics and Leadership
— Public Administration and Management
— eGovernance
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— Law
— Political Economy
— Human and Social Development
— District and Regulatory Administration
— Hindi or if a probationer has prior proficiency in Hindi one of the other
Indian languages taught in LBSNAA
— Language of the Cadre
The tables attached to the chapter give details of the syllabi, and evaluation recommended.
57. Considering that the learning in Phase I and State/ district are complementary, it is desirable
that the examinations that Indian Administrative Service (Probationers Final Examination)
Regulation, 1955 prescribe conclude after the State/district training. Phase II training may begin
with these examinations. It is not necessary or even desirable that the evaluation envisaged by these
examinations should only be through traditional examinations as conducted in the universities. The
evaluation can be through assignments in the nature of “term papers,” case analysis and so on. The
time necessary for conducting these exanimations in Phase II may be provided by shifting the
requisite number of days from Phase I training. With the forthcoming examinations in mind, it is
very likely that during the district training, OTs would be studying the inputs provided during Phase
I training; consequently they are more likely to relate these inputs with the field experience. There
is no need to conduct a separate examination in respect of the subject Contemporary India and the
Global Environment. The evaluation done during the Foundation Course would suffice.
58. State/ District Training: The importance of all States having a structured programme of
training cannot be emphasized enough. This would ensure that the training outcomes are less subject
to the vagaries of individuals, be they OTs or the District Collectors. The Committee would s uggest
that States, which do not have a structured programme, may develop their own structured programs.
While developing such a program, they may take note of the practice in States with a structured
programme and the model pattern drawn up by Dr H S Anand. It is important to giving equal
importance to revenue and developmental administration. Even States with a structured training
pattern need to revise the training pattern taking note of the alteration in the duration of the
State/District training suggested by the Committee, as well as the imperative of giving equal
importance to revenue and developmental administration. Training manuals/suitable material related
to State Laws should be provided to OTs before they leave for their District Training and
departmental exams to be conducted regularly.
The Committee is of the view that the nomenclature of District Training should be replaced
by ‘Training in the State’ in view of the fact that in many States, ATIs have come to play an
important role in imparting induction training, and in many States officers are attached to the
Secretariat. .
59. Choice of Training District and District Collector: The district chosen should not be a
predominantly urban district, which would be atypical and not provide full opportunities for the OT
to pick up all the skills and competencies. In some States a few districts, which offer full scope for
the training, are designated as training districts, and Collectors of proven ability are posted in such
districts, and all the officers with whom the OT would be attached are oriented to the task of
training. This practice could be considered for adoption. The “training” Collector should be chosen
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with discernment; the Collector chosen should be an officer reputed for his integrity and
competence; the allotment of an OT for training should come to be recognized within the service as
a honor bestowed for outstanding dedicated service. Where a District Collector is transferred to
another district, the OT also may be transferred along with him. Institutional arrangements should
be put in place to oversee the discharge of the training responsibility by the Collectors chosen for
training OTs.
60. Fostering Linkages Between the Training at LBSNAA and in the States/Districts:
Institutional arrangements should be put in place for a dialogue between LBSNAA, ATIs and the
State Secretaries in charge of training so that towards the end of Phase I, before an OT reports to the
State for training, he is provided a clear schedule of training in the ATI and the district, and
departure from the schedule should occur only if major events that provide for experiential learning
such as disaster relief or elections or a law and order situation occur.
61. District Assignments and Action Research: Committee would suggest the allocation and
evaluation of assignments may be reorganized as follows:
o Socio-economic study of a village
o Socio-economic study of a town
o Action Research for improving service delivery, or a major program, or strengthening
key institutions like ANM Training Schools, District Institutes of Education and
Training, Aanganwadi Training Centres
o District assignment relating to social sectors
o District assignment relating to revenue, relief and rehabilitation, and regulatory
functions
62. Phase II Training: The extension of duration by four weeks, excluding the period proposed
for the study tour to ASEAN countries/China, could be used to deepen the experiential learning
expected from this Phase. It is desirable to have more structured processes for enhancing that
learning. There should be as few lectures as possible and the modules as well as seminars should be
in an interactive mode. Guidelines should be issued to the guest speakers for the modules and
seminars such that their inputs are presented in a way that enhances interactivity and, experiential
learning by OTs. Development of appropriate cases and simulation matter would enhance the
experiential learning. The assessment during Phase II to be tightened and made more inclusive of
both the theoretical and practical inputs.
63. Additional Modules and Seminars: The highly popular and effective Sub-divisional Officer
[SDO] Seminar may be replicated for the Chief Executive Officer, Zilla Parishad, District Collector,
and Municipal Commissioner. There should be balance between topics relating to revenue and
regulatory administration, and of social and human development. Following is an illustrative list of
modules/seminars that may be organized in respect of social and human development
o National Rural Health Mission
o National Employment Guarantee Act
o Challenge of Universal Elementary Education and Universal Literacy
o Social Security
o Right to Food
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Report of the Committee to Review Induction Training Syllabus, June 2007
o Convergence of Services
o Delivery of Urban Services
o Managerial and Participatory Methods for Enhancing the Effectiveness and Quality of
Basic Service Delivery
o Livelihood Issues
o Self Help Groups as Vehicles for Empowerment and Development
o Enterprise Development
o Microfinance
Training of Officers Promoted or Appointed by Selection to the IAS
[Chapter 6]
64. As on January 1 2006, about 20.9 % of the IAS officers in position are those promoted to the
IAS. In keeping with the objectives of the National Training Policy, 1999 the training of these
officers requires greater attention. Unlike the induction training of directly recruited IAS officers,
there is no fixed training calendar for the training of officers who are promoted. Training is
organized as and when sufficient numbers of candidates are available. It would appear that while the
trainees themselves are very keen, States are sometimes reluctant to depute officers to training at
LBSNAA. The rules should be amended, if necessary, so that confirmation of promotion is
contingent upon satisfactory completion of training. It would also be desirable to have a regular
schedule for training of these officers. Induction training should not be seen as training of regular
recruits
65. Whatever might have been the past practice, the importance of developing a nuanced training
frame for officers promoted to the IAS cannot be stressed enough. An analysis of the profile of
these officers brings out that the training needs of officers promoted to IAS vary widely, and that
therefore one size does not fit all. For the purpose of training, these officers can be classified into
four categories, they being:
o Officers of the State Civil Service/ Probationary Deputy Collectors who get promoted
to the IAS in 7-8 years, and who would have at least fifteen years of service as IAS
officers. They can be expected to rise to the highest positions in their state cadres.
These officers would have rich knowledge of revenue laws and district administration,
and hence may not require any training inputs except in regard to the best practices
and innovations
o Similar category of officers who get promoted towards the fag end of their service.
o Non- revenue Officers who get promoted to the IAS early in their career, and who
would have at least fifteen years of service as IAS officers. Like the first category of
officers they can be expected to rise to fairly high positions in their state cadres. These
officers would not have much idea about revenue laws and district administration
o Similar officers who are promoted towards the fag end of their service.
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66. The following training pattern is suggested:
o it is advantageous to train all officers of a particular year of allotment together, so that
they acquire a feeling of solidarity and all-India perspective. The present induction
training with some modifications would constitute the core of training. Modifications
are needed particularly in regard to the changing role of government and of the
service.
o The core may be adequate for officers of the third and fourth category.
o The level of competencies and skills that officers of the first and third category should
acquire at the end of the induction training should be the same as that of the induction
training of direct recruits. In designing the training, the experience and background of
the officers should be factored in. This means that there should be add-ons to
supplement the core. For the third category of officers at LBSNAA it might be
necessary for LBSNAA to provide the trainees a broad overview of district
administration and revenue law. This should be supplemented by State-specific
training in the ATIs and districts. As with induction training of directly recruited IAS
officers, the induction training of these two categories of officers should include a
study tour of ASEAN countries/China.
Self Development and Lifelong Learning [Chapter 7]
67. Induction Training a Preparation for Lifelong Learning: No induction training, however
well designed and however well transacted, can equip an OT for all the events and challenges he
would face in the first ten years of service, not to speak of the 35 odd years of service ahead of him.
Institutional arrangements should be put in place to assist the officers to learn-on-the job, to deepen
their knowledge of the competencies and hone their skills.
68. Interactive Web-Enabled Provision of learning resources on demand: Such a system
should be put in place to provide inputs on demand to help them address new problems and
challenges which they might face in the field, and to deepen their knowledge of the competencies
and hone their skills. The Committee had drawn up an illustrative list of modules, which can be
developed. Each of these modules may encompass concepts, techniques and tools, good practices
and innovations. Existing portals like the DM’s portal or specially designed portals can be used for
dissemination of these m odules. The web-based learning system can be backed by a system of
resource persons. A panel of area-specific resource persons can be notified for being accessed by the
OTs as well as young officers, when they are in need of advice. These resource persons may be
selected through a rigorous selection process to manage the identified distance learning packages
and provide all India as well as state specific advice. They may be paid an annual retainership fee
plus hourly charges based on the time logged by them on the basis of the advice / counselling
rendered, assignments evaluated and other related tasks performed.
69. Linkages between Induction training with Mid-career training: While reviewing the
syllabus, the Committee took note of the content of Phase III training that DOPT is introducing this
year. However, from a long term perspective and in the interests of greater professionalization, the
Committee feels that that the competencies required for senior positions can be imparted only by a
much longer duration mid-career programme than what Phases III, IV and V now envisage. There
is merit in emulating the tradition in the armed services of separating the preparation for lower level
field commands from those of higher command, and going for an extended in-service training of
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about a year for officers who are seen to be on the fast track to higher positions at institutions like
the Defence Services Staff College, Willington and the National Defence College, New Delhi. The
DOPT is exploring the possibility of introducing specialization in the service after about ten years of
service. A logical consequence of this proposal would be that during his career an IAS officer would
be required to participate in two mandatory long duration programs:
o the induction training that would focus more on the jobs in the districts that officers
would do before specialization
o a long duration programme after the choice/allotment of specialization that would be
akin to a postgraduate program. It would have:
§ a core with generic competencies, and policymaking and public management
skills, and
§ electives that provide the competencies and skills needed for each area of
specialization. Given that many specializations would open to IAS officers, the
strength of the course would very much depend upon the variety of electives
offered.
70. Linking Induction/Mid-career Training with the Award of a Post Graduate Degree in
Public Policy and Management : Such a long duration mid-career programme would be akin to the
professional degree in Public Policy and Systems Management that the Alagh Committee on Civil
Services Examinations has recommended. A consortium of institutions can organize such a
programme with LBSNAA as the lead institution. The Committee noted that LBSNAA has already
tied up with the Indira Gandhi National Open University [IGNOU] for award of a Master’s Degree
in Public Policy to the OTs by offering a couple of extra papers over and above the syllabus of the
induction training. The State-of-art IT technologies that are being inducted in LBSNAA and the
central government education institutions facilitates inter-institutional collaborative offering of
courses through the distance mode. It is now possible to simultaneously organize interactive classes
at more than one location, with the instructor lecturing or leading a case discussion at a location.
The experience gained in organizing Phases III, IV and V training could be also used to develop and
transact the long duration mid-career program.
Special Training Needs of the North East Cadres [Chapter 8]
71. The problems and training needs of North Eastern cadres are sui generis. Living and working
conditions are proverbially different. Excepting for Assam, the other States are small, sparsely
populated, with closely-knit tribal societies and informal forms of government, and ways of life
considerably different from the other States. They are chronically insurgent- prone, and often the
administration is caught in the middle between the army doing its job under the Armed Forces
Special Powers Act, and the populace looking to the administration for protection and support.
Except the very few who are from that region and posted to that region, the other OTs are unlikely
to have visited the region, much less have any knowledge about the region. It takes years of
dedicated service before an “outsider” can understand the society, recognize the strengths of the
society, and build upon those strengths to develop programmes and forms of delivery that suit the
local needs and conditions.
72. Counseling: From the responses received, it would appear that the first reaction of most OTs
allotted to these cadres is one of angst and apprehension. Quite a few officers also spoke of their
experience in the sub-division, of being gripped by loneliness, even a feeling of being left in the
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lurch. It follows therefore, that for OTs of these cadres, counseling, acquires special significance. It
has three aspects. First psychological, to help the OTs to get over their apprehensions and angst.
Secondly, preparing them for the special features and challenges of the region. Thirdly, counseling
for young officers in the field. The online counseling and web-based provision of learning resources
described above is of particular significance for OTs of these cadres. Usually one of the Deputy
Directors of LBSNAA is drawn from these cadres, and he is assigned the responsibility for
counseling the OTs of these cadres. However, if such a Deputy Director is not available counseling
would be seriously impaired; this was brought out in the interactions with young officers of these
cadres. Hence, invariably one of the Deputy Directors should be from these cadres. There is also
need to intensify the counseling. These states differ considerably and it is not possible for
LBSNAA to have faculty drawn from each of these cadres. Hence the large pool of officers in Delhi
from these cadres can be used to enhance the quality of counseling. Many of them can be mentors of
the OTs and help them to transit to their cadres, and adjust to the living and working conditions
there. It need be emphasized that those chosen as counselors and mentors should be those who have
neatly adapted to their cadres. As part of counseling, the OTs should be encouraged to undertake a
serious study of the rich literature on the tribes and cultures of the region. It is also imperative to
instill values like cultural sensitivity, and of being not judgmental of societies with a different way
of life.
73. Additional Training Inputs: It is necessary for LBSNAA to provide OTs of these cadres
additional inputs. It would be expedient to provide all these inputs in a special Phase I programme
in one of the ATIs of the region. The programme can be conducted after OTs complete Phase I at
LBSNAA and before they proceed to their cadres. The programme can be organized by LBSNAA in
collaboration with State ATIs of the region, North Eastern Council, Home Ministry and department
of North East Region. It would also be useful to associate institutions of higher learning in the
region to impart instruction on the region and its people. It would also be expedient to organize a
similar additional Phase II programme for OTs of these cadres.
74. Special arrangements for on the job training: In addition to the web-based provision of
learning resources, it would be desirable to organize periodic “retreats” for all the officers of a batch
for experience sharing and upgradation of their skills, and for learning about innovations and good
practices all over the country. Given the special features of these cadres, such retreats should be
organized after completion of the first, third and fifth years of service in the field. A mini-Bharat
Darshan can be organized after the retreat to get a first hand exposure to the good practices and
innovations in other States. These have been suggested in view of the fact that Phase III training is
expected to be provided any time during the 7th and 9th years of service. In Phase III, it would be
necessary to develop an additional component for officers of this region.
75. Institutional arrangements-Strengthening of ATIs in North East: Special efforts need to
be made to strengthen the ATIs of the region, help them network among themselves and with other
resource institutions in the country for faculty development, development of learning resources, and
teaching.
76. Study of Governance issues of North East: LBSNAA Unit: It is axiomatic that for any
training to be of good quality, it should be anchored in research. The importance of an intense study
and research of the special features of governance and development of the North Eastern States
cannot be emphasized enough. The DOPT should pay particular attention to the development of
institutional facilities for this purpose. The Committee had initially proposed that National Institute
of Administrative Research [a satellite organization of LBSNAA] can have a unit in North East; in
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collaboration with the North Eastern Hill University, Shillong to act as a focal point to promote
“area study” of governance related issues in the ATIs, universities and institutions of this region.
Following the deliberations at the validation workshop, the Committee recommends that a North
East Cell could be set up at the LBSNAA itself.
77. Combating stereotypes: It is equally important that LBSNAA takes measures to ensure that
OTs from other cadres eschew a stereotyped image of the North East, and acquire a proper
understanding of the region. This should be an important learning objective of the modules
presently being transacted o n North East. As it is Bharat Darshan includes a visit to the region.
Institutional Arrangements for the Strengthening of LBSNAA
[Chapter 9]
78. LBSNAA is the premier training institution for the higher civil services in India. The range
of training it imparts is quite extensive. The joint civil-military training programme on national
security and the course on ethical issues in today’s administration are seminal programmes not
offered anywhere else in the country. Every year LBSNAA organizes two meetings, one of the
heads of Central Government Institutions, and another of State ATIs. These occasions are used to
discuss training issues of common interest, share experiences, good practices and innovations, and
to set standards and norms. There are five research centres attached to LBSNAA. They are the
National Research and Resource Centre, the Centre for Literacy Development, the Centre for Rural
Studies, the National Centre for Gender Training, Planning And Research and, the Centre for
Disaster Management. These centres can be invaluable in LBSNAA’s aspiration to be a world-class
institution; they would also help LBSNAA to continually leaven the quality of the induction
training. Many respondents informed the Committee that the heart of the matter of training in the
academy is to get good people on the faculty, and that “Unless the faculty are charged and feel that
they are on a mission nothing happens.” The importance of LBSNAA and its research centres
having adequate number of well-qualified and experienced faculty and supporting staff to discharge
its varied functions cannot be emphasized. . To that end, it is desirable to review the faculty and
staff needs as a whole, and base the faculty needs on an external performance evaluation of the
research centres.
79. Selection of Director: The Committee reiterates the recommendation of the 1996 Study
Group that it is important for the Government to take exceptional care in appointing the Director,
and that once appointed, the Director should stay for a term of four or five years, and that this
should be made clear at the time of the appointment. In real terms, a fixed tenure of five years for
the Director is possible only if government appoints as Director an officer who could be expected to
be promoted in two years to the Additional Secretary’s rank.
80. Faculty: Properly staffing a premier civil service training institution has always been
problematic. The first director of the Civil Service College, Sunnigdale, United Kingdom, Eugene
Grebenik used to complain that his brief was an impossible one, namely to create an institution
which combined the functions of All Souls of Oxford and a mechanics’ institute. What has been
said of the Sunnigdale and the British Civil Service applies equally well to LBSNAA and the IAS.
There are systemic problems in enhancing the quality of the faculty, and improving the repertoire of
case and simulation exercises. The DOPT and successive Directors of LBSNAA have been doing
their very best, and rather fairly successfully to attract talented officers to join the faculty. A more
difficult challenge has been to recruit and retain talented academics to leave their natural habitat for
a training institution, where teaching and research would be a genre rather different from that in the
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academia, and may not receive peer recognition and appreciation. The net result is that the faculty is
mostly drawn from services on deputation. Excepting for the language staff, all the rest of the
faculty are “passing birds’, and every few years there is a complete turnover of the faculty. The
Committee shares the concern expressed by the 1996 Study Group about “the disconcerting feature
of there being very few faculty members drawn from the academic stream.” One needs to address
the question, however awkward it might be, whether LBSNAA can grow into a world class
institution if it is a habitat where the young recruits are taught essentially by senior officers, with a
bit of supplementation by way of a few guest lectures by academics and an occasional module or
two outsourced to academic institutions. It is no doubt a fact that the serving officers who were
chosen by LBSNAA to hold positions reserved for academics were highly qualified and quite a few
of them were gifted teachers. However, the fact remains that this can not be a substitute for
academics engaged in a life of teaching, research and contemplation being closely associated on a
long term basis with teaching at LBSNAA. And further, the spirit of the times requires that
outsider’s perspective is brought to bear on the training of civil servants, and this cannot be
provided by a serving officer however qualified and gifted. The Committee feels that a solution
could be joint appointments by LBSNAA and reputed institutions, and improve the academic
environment at LBSNAA. Faculty appointments should be taken outside the purview of the UPSC,
and the procedure of search used in the university system should be substituted.
In order to attract high calibre academicians as faculty for FC, Phases I and II and
increasingly for Phases III, IV and V, the Academy may develop suitable models of Joint Chairs
with eminent institutions. An alternative suggestion that emerged was that it would be desirable to
offer fellowship programmes that would enable competent academicians to be in the Academy for a
period of 1-2 years on sabbatical, during which they would undertake research in issues relating to
governance and public management and also act as faculty. This could expand the pool of academic
talent available to the Academy and at the same time generate competition amongst the
academicians for faculty positions at the Academy.
81. Reorganizing the Structure of LBSNAA: Only by reorganizing the structure of LBSNAA
can its aspiration to be a world-class institution be fulfilled. As of now, LBSNAA is an attached
office of the DOPT. There are very rigid and narrow limits within which financial and
administrative powers can be delegated to an attached office. It is impossible to attract good
academics with the current rigid structure. Within the existing structure, the possibility of taking
faculty appointments out of the purview of UPSC and creating a high-powered search committee
with the mandate to appoint high calibre academics by offering customized compensation packages
appears to be difficult to achieve. The problem is so serious that minor or incremental fine-tuning
would give the required results. It is even impossible to retain an officer of the rank of Secretary to
GOI as Director with this structure. An attached office being a world-class training institution is an
anomaly. There is great merit in the recommendation of the Alagh Committee on Civil Service
examinations to upgrade training academies by organizing them as autonomous institutions set up
under the Societies Registration Act, and bring them up to the standards of the better universities
and professional training institutions in India in the relevant areas. There is a ready model in
YASHADA (Yashwantrao Chavan Academy of Development Administration, Pune), which could
be suitably be adapted. The Committee suggested a structure based on the YASHADA model. With
the structure suggested, recruitment to academic posts would automatically be outside the purview
of the UPSC. As in university system selection of academic faculty can be through search
committee and appointment by the Executive Committee. The advantage of the structures proposed
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is that it directly associates States with the management of LBSNAA, and consequently with the
training of a service that is shared by the Union and States.
Initially there was a view within the Committee that the proposal for restructuring the
management of the LBSNAA was not within the purview of the Committee, that with best of
intention the societies tend to generate their own problems that impede the working of the
institution, and that a more practical approach would be that the LBSNAA should be given more
autonomy within the present set up. On further consideration, the Committee could reach consensus
on the restructuring of the LBSNAA. The Committee envisions the Academy not just as a training
institution but as a world-class institution dealing with governance issues. Its existing structure as an
attached office imposes limitations and there is a case for the Academy to have the structure of a
society in order to have requisite functional and financial flexibility to attain such a world-class
stature. This transition is not recommended for the purpose of limiting the Government’s stake or
support to the institution but to enable it to realize its full potential as an independent think tank and
centre of excellence on all issues relating to governance. The Committee, therefore, recommends
that the Academy should have the structure of a registered society with the following attributes:-
— Cabinet Secretary as Chairperson/President of the Board of Governors
— Secretary DoPT as the Vice Chairperson/Vice President of the Board of Governors
— Director, LBSNAA as a Member and Joint Director, LBSNAA as Member Secretary
— JS (Trg.) and AS & FA as Members
— Five Secretaries GAD/Services of one State each from five zones as members for a period
of two years, by rotation.
— Executive Committee headed by the Director, LBSNAA
— Academic Council to be suitably strengthened by co-opting the best minds in the
academia.
In keeping with the stature of the institution, the Committee recommends that in the event of
the Academy taking on the structure of a Society, the Central Government should continue to
provide to the Academy block grants to cover the revenue expenditure that enable it to continue and
expand its scale of operations. Resources raised by the Academy should not result in corresponding
reduction in block grants. At the same time the committee also appreciates the steps taken by the
Government to provide significant capital grants to the Academy for upgradation of its
infrastructure and recommends that the government should continue to provide such capital grants
even after the Academy becomes a society.
The Committee hopes that with the infusion of resources by DOPT, LBSNAA would emerge
as a world-class training institution and would very soon emerge as the lead institution for all types
of training of IAS officers. DOPT may facilitate that process.
82. LBSNAA to be the National Repository of Training Material: The fact that every few
years there is a total turnover of senior faculty at LBSNAA makes documentation of every course
transacted at LBSNAA very important. The documentation should cover the process of developing,
transacting, and evaluating each course and the learning resources used in each course. Ideally
LBSNAA should emerge as a national repository of the training of civil servants. A special
documentation unit may be set up; a qualified archivist or documentation specialist should head this
unit. This unit could be linked to the case development unit.
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Chapter 1
Perspective and Context
1.1. Induction Training Reflects the Federal Features of the Service:
1.1.1 Induction training, that is to say training on entry into service, has been an important feature
of the Indian Administrative Service ever since it was constituted in 1947. Satisfactory completion
of the training has been a rite of passage, marking the transition of the recruit from a probationer to
an officer. A probationer, or to use the expression in vogue officer-trainee [OT], is liable to be
discharged from the service if he fails to pass the final examination at the end of the training1. Over
years, the content and process of the induction training of IAS officers recruited through
competitive examinations have changed considerably. And yet, that training retains its overarching
elements and focus.
The induction training has three overarching elements. They are:
o Instruction at the IAS Training School, Delhi [Metcalfe House] till 1959 and at
LBSNAA, Mussoorie thereafter,
o Learning by observing and learning by doing, mainly in a district and
o Acculturation, imbibing the tradition, norms and mores of the service
1.1.2 The induction training is bifocal. It seeks to instill in every trainee an all-India perspective 2 as
befits an entrant to an All-India Service; yet at the same time, it also seeks to impart knowledge of
the language, laws and administrative practices of the State cadre to which the trainee is posted.
This is rightly so, given the way that the IAS was conceived and has been functioning. The IAS was
designed as an integral part of our federal polity, as a service common to the Centre and the States,
in order to ensure that the Centre is in close touch with ground realities, and that the States get a
leavening of senior officers from outside whose vision and outlook transcend local horizons 3. The
sharing of a common service between the Federal and State governments is an unusual feature
found only in two other federations, Pakistan and Malaysia. What makes IAS unique is that though
it is an All-India Service it is a constellation of State cadres. Though recruitment, except of the
officers promoted to IAS, is through an All-India competitive examination, and even though the
Central Government has a major say in service matters including exercise of disciplinary powers, an
IAS officer “belongs” to a State cadre. When an IAS officer holds a post in the Central Government
or in another State Government, he is on deputation from his parent cadre. He can proceed on such
1
Rule 9 of The Indian Administrative Service (Probation) Rules, 1954
2
The academy song captures the national perspective which is sought to be instilled. The song, an adaptation of a
Bengali song by Shri Atul Prasad (1871-1934), who along with Rabindranath Tagore and Dwijendralal Roy,
Rajanikanta Sen and Kazi Nazrul Islam, laid the foundations of modern Bengali music. His songs are popularly known
as Atul Prasader gaan. The song calls upon the officer trainees to march forward courageously forgetting all
differences, and build a great nation whose rise will fill the world with wonder.
3
Proceedings of the Conference of Provincial Premiers, which deliberated on the constitution of a new service to replace the ICS
[21-22 October 1946]. Cited in the Sarkaria Commission Report. Government of India (1988) Report of the Commission on
Centre-State Relations, Part I, p219.
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Report of the Committee to Review Induction Training Syllabus, June 2007
deputation only if his parent cadre agrees to the deputation. This is in contrast to Pakistan and
Malaysia, where the counterparts of the IAS are federal employees deputed to State Governments to
hold certain designated posts.4 The working environment and job satisfaction vary widely across
States. In actuality, a large proportion of officers have no experience, throughout their career, of
working anywhere else but in their parent cadre.5 It therefore follows that the training of IAS
officers is a joint responsibility of the State and Central Governments, that the training framework
cannot be anything but bifocal, and that the quality of training is ultimately dependent upon the
interest that the Central and State Governments pay to the training of the entrants to service.
1.2 Structure and Duration of the Induction Training
1.2. 1 By 1959, when the venue of institutional training was shifted to LBSNAA, the duration,
pattern and content of the training got stabilized. The duration was fixed at 104 weeks divided
equally between LBSNAA and the State cadre to which the probationer is allotted. Institutional
training at LBSNAA was to be for a period of 52 weeks, at the end of which the probationers
proceeded to the States of their allotment for practical training, mainly in the districts. The duration
of the practical training varied from 12 to 18 months. The institutional training was in two stretches:
the Foundation Course followed by the Professional Course. The Foundation Course is common to
all those recruited to the All-India and Central services through the common Civil Service
examination. Officers of some technical services like the Indian Economic Service and the Indian
Statistical Service also participate in the Foundation Course. As its name suggests, the Foundation
Course provides the foundation for the subsequent professional training of the different services at
Central Training Institutions [CTIs] such as LBSNAA for the IAS, the Sardar Patel National Police
Academy for the Indian Police Service, The National Academy of Direct Taxes, Nagpur for Indian
Revenue Service, and the Railway Staff College, Vadodara for the Indian Railway Services. The
Foundation Course acts as a bridge between the academic world of college and the structured
system of government. It facilitates the transition process for new entrants and lays the basic
groundwork to ease the process of entry into the government system. A major objective of the
Foundation Course is to develop an esprit de corps among the probationers of different services,
who would be called upon to rub shoulders with each other in the performance of their duties during
their lifetime of service. Other major objectives are the following:
i. fostering the attitudes and values that every senior civil servant should possess, and
ii. imparting a basic understanding of the environment, the machinery of the government,
and of the subject competencies and skills that all these officers have to possess for
discharging their duties in the initial years of service.
4
S. Rajagopal, V.Ranganathan and S.S.Gadkiri, ‘Traditions of Governance: Perspectives from Maharashtra of the All India
Services’, in Balveer Arora and Beryl Radin, The Changing Role of the All India Services; An Assessment and Agenda for Future
Research on Federalism and Al- India Services, New Delhi: Centre for Policy Research, 2000, pp.145-146.
5
A 1994 study of the Tamil Nadu cadre shows that among officers of 1960-81 seniority, only 16 per cent have had deputation to
the Centre. The proportion of those who had central deputation, at 28.7% was higher among officers of 1941-59 seniority.
Significantly a higher proportion of ‘outsider’ (that is to say, those whose Home State was different from his parent cadre) had
central deputation experience than “ ‘Insiders’. Among officers of the 1960-81 seniority, 25 per cent of outsiders had deputation
experience as compared to 11 per cent of insiders. S. Guhan, ‘The Sardar’s Long Shadow: The View from Tamil Nadu of the All-
India Services’, in Balveer Arora and Beryl Radin, op. cit., pp.78
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Report of the Committee to Review Induction Training Syllabus, June 2007
1.2.1 With a view to making the training more praxis oriented and thereby enhance its quality; the
“Sandwich pattern” was introduced in 19696. The 52 weeks of training at LBSNAA, inclusive of the
Foundation Course was divi ded into spells: the first of eight months duration and the second of four
months, with 52 weeks of training in the State cadre intervening between the two spells at
LBSNAA. The eight month spell was divided between the Foundation Course and Phase I
professional training; the four month spell was called Phase II to be utilized to transact topics which
are better comprehended after practical training in the field, for sharing by the probationers of their
field experiences and for acquiring a comparative understanding of the administrative practices in
different States. Phase I training includes a Winter Study Tour, of about eight weeks duration,
popularly known as Bharat darshan, a unique opportunity to savor the grandeur and rich diversity
of a continental nation, discern the underlying unity in the midst of diversity. The Study tour is also
utilized to get the trainees acquainted with armed services, public and private sector undertakings,
media, NGOs, urban bodies, and Parliamentary practices. The Sandwich Pattern has come to stay;
even though the duration of the Foundation, Phase I and Phase II Courses, their content and process
have changed considerably over years.
1.2.2 As of now, mainly due to logistical reasons, the total duration of training at LBSNAA is
about forty-five weeks, of which Foundation Course is for a period of fifteen weeks, Phase I twenty
four weeks and Phase II six weeks. Or in other words, the training at LBSNAA falls short of the
norm by about seven weeks, and this has been impacting on the satisfactory transaction of the
syllabus.
1.3 Objectives of Professional Training at LBSNAA
1.3.1 All in all, LBSNAA is expected to -
— Set norms of behaviour and standards of performance of service.
— Provide the OT an all India perspective,
— Impart an understanding of the “machinery of the government”, and of the role that
Constitution assigns to the IAS,
— Build up a spirit of public service,
— Foster right attitudes and values such as sense of justice, propriety and integrity,
commitment to the Constitution, and sensitivity to the right of all citizens, particularly the
poor and disadvantaged, to be treated equally and fairly
— Initiate the OT in the process of learning the language, and understanding the culture and
socio-economic profile of the State to which he is allotted, and
— Impart generic skills, competencies and knowledge that every IAS officer, irrespective of
his cadre, should have.
1.3.2 In recent years, training at LBSNAA has come to focus on the training needs of the positions
that officers are expected to hold in the first ten years. The duration and content of the Foundation
6
The choice of the sandwich pattern was influenced by the training imparted to the French Higher Civil Service at the École
Normale Supérieur [ÈNA]. ÈNA’s program lasts twenty-seven months of which first twelve months are in the field and the
subsequent fifteen months are at ÈNA. A significant difference is that in France field training precedes institutional training.
There are other significant differences though, as befits the sharp differences in the organizing principles of the IAS and French
Higher Civil Service.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Course are an administrative arrangement. The syllabus is decided by LBSNAA in consultation
with the Directors of other Central Training Institutions. The meeting of the Directors of CTIs has
come to be annual feature. In contrast to the Foundation Course, the subjects and the broad syllabus
of each subject to be covered in the professional training of IAS officers are specified by statute,
namely the First Schedule to the Indian Administrative Service (Probationers Final Examination)
Regulation, 1955. This schedule was last revised in 1996; the Regulation is attached at Annexure I.
1.3.3 However, in actuality the syllabus and marks specified by the First Schedule have been
functioning as a broad narrative framework within which LBSNAA has been regularly updating the
syllabus.
1.4 State and District Training
1.4.1 Historically, the State-specific learning has been taking place in the district. “Mentoring” by
the district collector is a hoary civil service tradition. As a respondent put it, IAS discovered
mentoring when mentor was still a noun and not a verb, and mentoring did not enter management
jargon. Almost every civil servant memoir, not to speak of countless oral recollections, narrates with
nostalgia the arrival of the OT in the training district and the tutelage under the Collector. For over
hundred fifty years, countless number of Collectors have been taking the young arrival under their
protective wings, instilling in him by example and precept the ethos and culture of the service, and
ensuring that he picks up the tricks of the trade. Through close association, the Collector’s habits,
modes of thought, patterns of handling men and matters, and style of drafting, rub off to the point
that few OTs can resist transformation into an officer and gentleman. Learning by doing, and
learning by observation through various attachments is part of this tradition. Several States have a
structured pattern of training, and the diaries of the OTs are reviewed and directions given not only
by the Collector but officers supervising the work of Collectors such as the Member, Board of
Revenue. However, in many States the training to be imparted is left to the discretion of the
Collector, and it is not unusual for a Collector to consider the OT to be an extra hand for doing odd
jobs 7. Over the last two decades, State Administrative Training Institutions [ATIs] have come up in
most of the States, and the financial support of DOPT has endowed most of them with good
physical infrastructure. In most States, training in ATIs has come to complement the institutional
training at LBSNAA, and the training in the districts; they provide a more formal arrangement for of
the teaching of State laws, regulations and administrative practices. In most States, training in the
State is coordinated by the State General Administration/Personnel Department, while in a very few
States like Rajasthan it is the ATI which does the coordination.
1.4.2 The salient features of the Foundation, Phase I, State and Phase II training are set out in
Annexure II. All in all LBSNAA, The State General Administration/Personnel Department, ATI,
and the District Collector play a vital role in organizing the induction training. [Chart I]
7
Entrusting odd jobs to the trainee is part of the civil service tradition in some States. Philip Mason, describes the various odd jobs
he was entrusted as a trainee in 1929. Among them was organizing the killing of locust swarms and verifying the carcasses of
animals brought to the Collectorate to find out whether they were of wolves, or of jackals being passed of as wolves. Killing of
wolves carried a cash reward. Philip Mason, A Shaft of Sunlight, : Memories of a Varied Life, New York: Charles Scribner’s Sons,
1978.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Chart I
Key Players in IAS Induction Training
LBSNAA
ATI Officer Trainee District Collector
State Govt./GAD
1.5 The Constitution of the Syllabus Review Committee:
1.5.1 In 1977, on a request by DOPT, LBSNAA carried out an evaluation of the sandwich pattern.
It was in 1986 that the sandwich pattern of the induction training was first reviewed by a study
group under the chairmanship of Sri U C Agarwal, the then Secretary, Department of Personnel and
Training [DOPT], and again in 1996 by another study group comprising three IAS officers,
Sarvashri P.K Patnaik, S.Ramesh and P.K.Lahiri. The current First Schedule, which lays down the
syllabus, is based on the recommendations of the Patnaik-Ramesh-Lahiri Study Group. In August
2000, a Standing Syllabus Review Committee, under the chairmanship of Shri. B.N. Yugandhar,
former Director, LBSNAA as the Chairperson, was appointed to have a detailed look at the syllabus
for training. Over the four years of its functioning, this committee made several suggestions, which
were incorporated by LBSNAA in the syllabus. It is worth mentioning, that on their own initiative,
the LBSNAA faculty has been revising the content and transaction of syllabus based on in-house
assessment of the courses transacted, on their assessment of the training needs, and the directives
issued by government to include topics it considered to be relevant eg., citizen charters, the Right to
Information Act ,and the National Employment Guarantee Act.
1.5.2 In early 2005, government felt that a comprehensive decennial review of the induction
training was called for. The training division of DOPT was of the view that a comprehensive review
was necessitated in view of the following:
(i) The induction training of the IAS needs to keep pace with the changing
paradigms of public management as well as the significant changes in the role
and work environment of the District Collector.
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Report of the Committee to Review Induction Training Syllabus, June 2007
(ii) The Department-Related Parliamentary Standing Committee on Personnel,
Public Grievances, Law And Justice had suggested that stronger inputs on
ethics and human behaviour should be included. Further the Alagh Committee8
had also suggested changes in the induction training. These include the
following:
— All Group A officers recruited through the Civil Service examinations
should undergo the Foundation Course together at LBSNAA.
— Training institution should be upgraded to the level of deemed universities
with full functional autonomy.
— Ministry of Human Resource Development, UGC ad AICTE should
develop a special scheme for granting recognition to the professional degree
in Public Policy and Systems Management to be awarded by the training
institutions.
— The practice prevailing in the IAS/IPS and some of the central services
under which weightage is given to performance in training may be extended
to other services.
— After completing two years of probation and first year of field posting, all
officers belonging to a particular batch should come back to LBSNAA for a
week for an annual retreat.
— The professional training in institutions should be followed by an on the
job/field training. This should be by way of independent charge instead of
only as observers.
— The training needs of civil servants should not be viewed only at the
induction level but upgradation of knowledge and skills as a lifelong
process. There is need for mid-career training for competence building.
— Enhancement of professional skills and development of capabilities will
enable officers to access opportunities to spend some time preferably a
sabbatical, in the private sector or with NGOs, cooperatives or academia
and return to government with new perspectives.
(iii) Since major reforms were being proposed in other aspects of civil service
management, it was only appropriate that the induction training also received a
comprehensive review.
(iv) Since major proposals for revamping the mid-career training of the IAS were
underway, it would be necessary to review the induction training at the same
time so that the entire range of training can be properly aligned into a
systematic and meaningful structure.
8
The UPSC set up a committee, under the chairmanship of Sri Y K Alagh, to review the Civil Services Examination. The
committee submitted its report in October 2001.
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Report of the Committee to Review Induction Training Syllabus, June 2007
The Training Division was of the view that instead of taking for granted the basic features of
the present induction system, the review should question them, and assess their relevance, and that
this would require a process of consultation with a wide range of stakeholders . 9
1.5.3 Accordingly, the DOPT appointed a Committee under the Chairmanship of Dr. R. V.
Vaidyanatha Ayyar, IAS (Retd.), on 29th March 2005 to review the syllabus of training for the
Foundation Course, Professional Courses Phase I and Phase II and the District Training of the IAS
Officers.
1.5.4 The terms of reference of the committee are as follows –
1. To review the objectives, contents and utility of the Foundation Course, Phase I and
Phase II of Induction Training conducted by the LBSNAA.
2. To review the objectives and utility of the District Training for IAS Officers.
3. To suggest changes in the objectives and the contents of the above programs as well
as suggest improvements in the teaching methodologies and current systems for
obtaining feedback.
4. The Committee may co-opt other members or may invite other officers to present their
views before it, as necessary. The Committee may set up subgroups and /or involve
experts to look at the syllabus of individual subjects or commission short studies to
assist it in making its recommendations.
A copy of the order constituting the Committee is at Annexure III.
9
Background note of the training division of the DOPT circulated at the first meting of the Committee on October 18 2005
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Report of the Committee to Review Induction Training Syllabus, June 2007
Chapter 2
Methodology
2.1. Approach adopted by the Committee
2.1.1 The Committee adopted the following seven-pronged approach:
1. normatively assessing from first principles the training needs of an IAS officer
during the first ten years of his service,
2. adopting a historical approach,
3. factoring in the syllabus of the new mid-career training program of IAS officers
as proposed by the Yugnadhar Committee and as outlined by the DOPT in its
request for proposals from reputed academic institutions in India and abroad,
4. Factoring in the training being imparted to higher civil servants in countries
like France and the United Kingdom,
5. Factoring in the syllabus of post graduate programs in public policy, public
administration, and public management in the various courses to which DOPT
deputes IAS officers [eg., Indian Institute of Management, Bangalore, Kennedy
School of Government, Harvard University, Maxwell School of Public Affairs,
Syracuse University],
6. Factoring in the training in private sector and civil society organizations, and
7. Extensive stakeholder consultation on training .
2.2 Issues Considered by the Committee
2.2.1 It is axiomatic that:
— Training design, content and transaction should fit the training needs, much as a
carefully crafted glove should fit the hand,
— Training has three aspects: knowledge, skills and values, and
— The adequacy of training should be evaluated across three dimensions: relevance,
quality and effectiveness.
How good is the fit between the current induction training and contemporary training needs,
is the quintessential question for which the committee needs a robust answer. Answering this
question calls for answers to a host of subsidiary questions:
— Who are the trainees?
§ What is their sociological and academic background?
§ Have the characteristics of the trainees changed significantly since the previous
reviews of induction training in 1986 and 1996?
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Report of the Committee to Review Induction Training Syllabus, June 2007
— What are the changes in the organizational and societal environment since the
previous reviews?
— What are the changes since the previous reviews of the governmental and societal
perceptions and expectations of the IAS officers?
— Are all these changes significant enough to warrant a change in the training design,
content and transaction?
— Normatively, what are the knowledge and skills that an OT should acquire at the end
of the induction training and what are the attitudes and values that he should come to
possess?
— Does the induction training meet the normative standard? Does it impart the necessary
knowledge and skills, and suitably mould values and attitudes?
— What are the Type I and Type II errors of the current induction training?
§ What are the knowledge, skills and normative values that the training ought to
impart but does not?
§ Does it cover unnecessarily topics and skills, which the OTs already possess
through their education, and preparation for the Civil Service Examinations?
§ Does the training impart or reinforce values and attitudes that are inappropriate
for a life in public service in a democratic polity and society?
— How effective is the training? How closely do the training outcomes correspond to the
training objectives?
— Can the effectiveness be improved by changes in design [duration, sequencing and
methodology] of training?
2.3 Consultations with Experts, and Stakeholders
2.3.1 The committee sought to secure answers to the aforesaid questions by eliciting the views of:
— well known experts in the fields of law, management, public administration, and
economics, and of
— all the stakeholders.
The stakeholders comprise of the following:
— Directors of the Central Training Institutions and cadre controlling authorities of All
India and Central Services whose trainees participate in the Foundation Course.
— Younger IAS officers, with ten years or less of service. The training experience of
these officers would be relatively recent; they would have held or still be holding
administrative positions, preparation for which is the primary focus of the induction
training. As such, these officers have the experiential knowledge to evaluate the
training they received with reference to the tasks and challenges of the positions they
held or are holding.
— Senior IAS officers who supervise the work and evaluate the performance of the first
group of officers. They can be expected to have a more mature understanding of the
machinery of the government, and of the systemic challenges that the machinery
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Report of the Committee to Review Induction Training Syllabus, June 2007
faces. Their views can be expected to articulate the training needs from the
perspective of the administrative system.
— ATIs
— Governors, Chief Ministers, political parties, State Governments, and Central
Government Ministries and Departments, all of whom together constitute the higher
levels of government. Their views along with those of the senior IAS officers can be
expected to articulate the training needs from the perspective of the governmental
system as a whole.
— Public intellectuals, subject experts, industry associations and civil society
organizations. Their views can be expected to articulate the perceptions of
stakeholders outside the government.
2.3.2 Two separate questionnaires were designed to elicit the views of directly recruited IAS
officers, one for young officers and the other for seniors. These questionnaires are at Annexures IV
and V. The questionnaire for young officers seeks their views on the Foundation Course, Phases I &
II, District Training, and the Professional Training as a whole. The section in this questionnaire
relating to the Foundation Course was sent to the Directors of the Central Training Institutions with
a request to canvas the views of their recent trainees about the Foundation Course. In addition
prominent personalities like Governors and Chief Ministers, State Governments and Union
Territory Administrations, and Central Government ministries and departments, industry
associations and civil society organizations were requested to offer their views on the induction
training. Apart from canvassing questionnaires and writing letters, consultation meetings were held
at Mussoorie, Pune, Hyderabad, Delhi, Bangalore, and Guwahati. Those who participated in the
consultation meetings included LBSNAA faculty, Directors of CTIs and ATIs , subject matter
experts, IAS officers of various levels of seniority, civil society organizations and industry
associations. Compared to its predecessors, this Committee was in a privileged position in that it
could draw upon the Internet Revolution and emergence of IAS and civil society virtual networks to
reach out to thousands of persons and organizations. The questionnaires were posted on the
websites of DOPT, LBSNAA, and a few NGO networks. The Chairman also had the opportunity of
interacting with some of the OTs undergoing Foundation Course at LBSNAA, and also with IAS
officers and Indian Foreign Service OTs who attended programs at IIM Bangalore.
2.3.3 The responses received are extremely rich in content, offer multiple perspectives that
naturally flow from the diversity of respondents, and run the whole gamut of issues that the
Committee ought to consider.
2.3.4 The Committee was greatly benefited by the following:
— extensive presentations by the faculty of LBSNAA,
— an evaluation study by the Centre for Good Governance, Hyderabad [CGG], which
was commissioned by the DOPT10, and
10
Centre for Good Governance, Evaluation of Induction Training of Civil Services in India, October 2005, hereafter referred to as
the CGG report.
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Report of the Committee to Review Induction Training Syllabus, June 2007
— an alternative model of induction training drawn up by Dr V K Agnihotri,11 former
Secretary to Government of India, Ministry of Parliamentary Affairs and former Joint
Director LBSNAA, on a request by the Committee.
The study by CGG draws upon state-of-art models of training evaluation; it compares and
contrasts the induction training with the best practices of training in the private sector, including the
training imparted to recruits of the Tata Administrative Service; it also canvassed the views of IAS
officers and of LBSNAA faculty. Apart from just reporting the results of evaluation, the report also
offers many suggestions for reorganizing the induction training based on the findings of its
evaluation. The Committee was able to assess the training needs as well the changes needed in the
induction training by a synthesis of the multifarious inputs it received from the approaches set out at
para 2.1.1 above, particularly the extensive stakeholder consultation, the LBSNAA faculty, experts
in the fields of law, management, public administration, and economics, the CGG report, and Dr.
Agnihotri’s report. These are set out in Chapter 3. It is significant that except for a couple of
responses, none questioned the duration of the training or the idea underlying the sandwich training,
namely that the training at LBSNAA should provide ample opportunities to OTs for reflecting on
their field experiences. Given the overwhelming view of the respondents who span a wide cross-
section of the society, and taking note of the fact that the overall training frame has stood the test of
time, and seems to fit the unique organizing principles of the IAS, the Committee decided to retain
the total duration of the training as well as the sandwich pattern; it is however necessary to alter the
inter-se allocation of time between the institutional training at LBSNAA, and the State/district
training, as well as the sequencing of training. The Committee, therefore, concentrated on a rigorous
scrutiny of the content and process of training, keeping in mind the central message of the
responses, namely that that training needs to be more intensely fostering professional competence,
personal commitment, and professional and personal integrity.
2.3.5 In revising the syllabus, the Committee was greatly benefited by the consultations it had with
the LBSNAA faculty, subject matter specialists as well as by the following documents 12:
— Revision of law syllabus by Sri L C Singhi, who teaches law at LBSNAA,
— Revision of management syllabus by T.K. Manoj Kumar, Deputy Director (Senior),
who teaches management and behavioral sciences at LBSNAA
— “Introduction of e-Governance in IAS Training Syllabus,” by Sri J. Satyanarayana,
Chief Executive Officer, National Institute for Smart Government, Hyderabad.
— “Inputs for the Urban Component of the Revised Syllabus for the IAS,” by
Yeshwantrao Chavan Academy of Development Administration [YASHADA], Pune.
— “Module on Governance and Ethics,” and “
Proposed Course on Social and Human
Development,” by CGG.
— “Economics Inputs for the Foundational and Professional Courses,” by Prof. P. K.
Banerji, Indian Institute of Public Administration, Delhi. Prof. A S Khullar provided
inputs for developing this paper.
11
Presented in Chapter 5 of this report. (Chapter 5 Part V)
12
These documents form part of Volume II of the report, which also includes the CGG report, minutes and transcripts of the
consultation meetings, and important responses from individuals and organizations.
11

Report of the Committee to Review Induction Training Syllabus, June 2007
— “Contemporary India for OTs”, by Prof. Rajivlochan, Punjab University and Ms.
Meeta Rajivlochan, YASHADA, Pune; this document reviews the present syllabus of
two subjects of the Foundation Course (i) Political Concepts and Constitution of India,
and (ii) Indian History and Culture, and draws up the syllabus for the replacement of
these two subjects by a new subject “Contemporary India.”
— “Training Regarding District Administration & Regulatory Administration for I.A.S.
Probationers,” and “Training on Internal Security and Tackling Terrorism For IAS
Probationers,” by Dr. Rakesh Hooja, Director HCM Rajasthan Institute of Public
Administration, Jaipur.
— Strengthening of Administrative Training Institutes in States/UTs: A Structural
Functional Approach, by Dr. H. S. Anand, Haryana Institute of Public Administration,
Gurgaon.
— India and the World, by Prof. Moushimi Basu, JNU, Delhi.
— “Social and Human Development: Making it a Key Priority in the 2 Year Induction
Training of IAS Officers, “ by Sri Amarjeet Sinha, Joint Secretary, Ministry of Health
and former Deputy Director LBSNAA, and Prof. Seeta Prabhu, UNDP.
2.3.6 The draft report of the Committee along with its Table of Contents and Executive Summary
was posted on the website of Ministry of Personnel, Public Grievances and Pensions with a view to
eliciting comments of all the stakeholders including those who had provided valuable inputs to the
Committee. The comments received were further deliberated upon at a validation workshop held at
LBSNAA, Mussoorie on 18th June, 2007 before finalizing the report of the Committee.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Chapter 3
Training Needs & the Current Induction
Training:
3.1 A Synthesis of the Inputs Received
3.1.1 As set out in Para 2.3.4, the Committee was able to assess the training needs as well as the
changes needed in the induction training by a synthesis of the multifarious inputs it received from
the extensive stakeholder consultation, the LBSNAA faculty, experts in the fields of law,
management, public administration, and economics, and the CGG report. This chapter outlines that
synthesis.
3.2 Who are the trainees?
3.2.1 As compared to their counterparts before 1990s, as a group, today’s OTs are older and have a
more diversified academic background. And more significantly, they are more representative of the
Indian society, a fact that is often missed in the discourse on the IAS and governance. Over years,
the maximum age limit for candidates competing in the Civil Service Examinations was raised from
24 to 30; however, the minimum age limit of 21 and the age relaxation available for SC and ST
candidates remain unchanged. Even in the first decade of the IAS, there were a good number of OTs
with a degree in science; there was even a sprinkling of those with technical education. And yet,
entrants with degrees in arts and humanities dominated the cohort of the OTs. This is no longer so.
The 1990s witnessed the beginning of the large-scale influx of candidates with engineering,
management, medical and agriculture education, several of them with degrees from the prestigious
IITs and IIMs. Ho wever, in contrast to OTs with specialized professional qualifications, quite a few
of the recent entrants have acquired their degrees through distance education, never entering the
portals of a college, much less a university. Some of them were even engaged in blue-collar jobs
before they joined the service. As a sampler of the educational qualifications, Table I provides the
distribution of educational qualifications of the 298 OTs who participated in the 76th Foundation
Course [August- December 2004]. Given the syllabus of the Civil Service Examinations, and the
popularity of some “high scoring” subjects most candidates irrespective of their academic
qualifications study languages or arts subjects while preparing for the Civil Service Examinations.
[See Table II]
3.2.2 The social and regional composition of the IAS is no longer what it used to be. In the past,
metropolitan areas, a few states, a few select colleges and universities, and a few communities used
to account for a significant share of the OTs. Happily, this is no longer so. Two factors account for
this development. First, the IAS is no longer the first option for the youth of the society; for them
the lure of the greener corporate pastures, be they in India or the United States, has proved
irresistible.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table I
Distribution of Educational Qualifications of OTs
Main Degree % of OTs
Arts 29.19
Engineering 23.49
Science 22.48
Medicine 7.72
Management 3.69
Law 3.02
Commerce 1.68
Others 8.72
Source: Presentation entitled “Overview on Indian History & Culture” by Ms Kalpana Dube,
Deputy Director LBSNAA, October 2005.
Table-II:
Percentage of successful candidates in terms of optional subjects
S. Year % of selected % of selected % of selected % of
No. opting for opting for opting for selected
Engineering languages Science opting for
humanities
1 1998 4.36 12.13 32.23 51.28
2 1999 3.41 11.68 27.74 57.17
3 2000 1.29 11.24 16.98 70.49
4 2001 1.56 8.63 21.58 68.23
5 2002 1.61 9.1 12.1 77.2
Source: Prof. Rajivlochan and Ms. Meeta Rajivlochan, Contemporary India for OTs.
Secondly, the affirmative policies in recruitment did have an impact on the sociological profile of
the OTs. The new ambiance of LBSNAA is captured in the remark of a respondent:
[I]t is much more of the vernacular imagination in the academy right now…[this is] based on my
personal experience of going to the academy two years back
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Report of the Committee to Review Induction Training Syllabus, June 2007
when the then Minister of Personnel organized a treat. We went to a cultural show of the
probationers. There were a lot of programmes, skits and so on. And I recall my time, in
my time 100 per cent it used to be in English. [Now] This was almost 90 per cent in
Hindi and it was a very heady mix of the vernacular and high technology. Because these
probationers were coming out of the IIT and all that. They are very tech-savvy,…I think
that is the right way to go about it. So on that score we need not fear.
From the point of view of training, the OTs are now more diverse, and majority of them are
techno-savvy.
3.3 Working environment
3.3.1 By all accounts,
— the working environment in which officers have to work is, in comparison with the
past, more demanding and complex,
— there is all-pervasive demand for improved governance,
— a paradigm shift has occurred in the idea of governance, of what governments should
do, and also how they should govern , and
— the reinforcing forces of globalization, urbanization, democratization, and IT
revolution are immutably altering the practice of governance.
3.3.2 The ongoing democratization process has transformed India into, to use an evocative
expression of V. S. Naipaul, a land of million mutinies. The 73rd and 74th amendments to the
Constitution have altogether transformed district administration and the role of district officers.
Panchayat Raj and urban bodies are now constitutional entities in their own right as much as the
Central and State Governments. Though the devolution of powers and funds is not uniform across
the country, they are playing an increasingly important role in the delivery of basic services and
implementation of programs like the National Rural Employment Guarantee Act. These
developments alter the praxis of development administration in the districts. Decision-making
authority, which was formally centralized in the office of the District Collector, is now substantially
more decentralized and diffused. Further, as befits a democratic polity, there is an ever-increasing
pressure on governments at all levels to perform better, be more responsive to citizen needs and
concerns, be transparent in their functioning, and enhance the space for the participation of citizens
and citizen groups in the development and implementation of policies and programs. Issues are
increasingly getting politicized, political consciousness is increasing, and the marginalized are now
finding their voice. With the emergence of civil society and judicial activism, and the increasing
uncertainty of electoral outcomes, the accountability of governments and of civil servants is
qualitatively distinct from that in the past. The enactment of the Right to Information Act, 2005,
gives an imprimatur to the new paradigm of government. Governments are expected to play
multiple roles, not all of which are congruent [Chart I]. Further, perceptions about how the
government should discharge a particular role [eg., creating an enabling environment for
participation in a globalizing economy ] vary widely; consequently governments are required to
balance the competing perceptions. The very process of democratization renders governance at all
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Report of the Committee to Review Induction Training Syllabus, June 2007
levels infinitely more complex and arduous. A command and control style of governance is utterly
unsuitable. Dissent, and conflicts over policy, programs and implementation are more open and
sharper. Having an open mind, reconciling conflicting perceptions, interests and ideologies, and
constructively engaging civil society and business groups are essential aspects of democratic
governance. The process of reconciliation, and negotiating the maze of institutional checks and
balances, can be long and arduous. It requires a higher level of negotiation skills than what civil
servants traditionally possess, and further civil servants having an emotional temperament different
from that in the past.
3.3.3 The challenge of coping with a more complex environment, which is arduous enough, is
compounded by an all-pervasive cynicism and contempt of politics and administration. G.K.Arora
has elegantly articulated the rough weather that bureaucracy is facing:
The Indian bureaucracy faces rough weather. The list of critics is long and formidable-
ordinary citizens, political parties, businessmen both domestic and foreign, management
experts, academics, voluntary organizations, the fourth estate, parliamentarians, the
scientific and technical elites, and last but not the least, the government itself. As if this
were not enough, former bureaucrats, now free from the worries of office, find it difficult
to let slip opportunities of criticism 13. Practicing bureaucrats have not forgotten the
colourful description of a ‘call girl’ being applied to them by a distinguished
constitutional authority enraged, no doubt, by particularly distasteful example of
submission to legally and morally wrong commands of a political superior. It would
appear that the present day administrators can do nothing right. In a word they are not
worth their keep. 14
Part of the cynicism arises from an unrealistically idealistic view of government and politics. And
further, condemning politics and government altogether carries the danger of delegitimizing
democracy itself. Be that as it may, underlying the cynicism is a basic reality, namely that the
governance at all levels needs vast improvement. By all accounts, India is on the trajectory of high
economic growth and is poised to emerge as one of the top three economies of the world in the next
three decades 15. The high growth makes possible eradicating the worst manifestations of
deprivation, and building a more and humane inclusive society. The key to realizing this golden
promise is better governance.
13
To a certain extent, bitter criticism by retired officers is a manifestation of the age-old angst of the old that the youth are not as
good as they. There is an inscription in one the tombs of Ancient Egypt which bemoans lack of values and morals among the
youth of the day.
14
G.K.Arora, ‘Bureaucracy in India’: A Time of troubles, in P R Chari, ed. India towards Millennium, Delhi: Manohar Publishers,
1998, ‘Bureaucracy in India’: A Time of troubles, in P R Chari, ed. India towards Millennium, Delhi: Manohar Publishers, 1998,
pp.72-73.
15
Goldman Sachs forecasts that by 2032 India would be the third largest economy, outstripping even Japan. Global Economics
Paper No. 99: Dreaming with BRICs, 2005.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Chart I
Roles of a Competent State
Protecting Human Building Social
Protecting Capital and
Rights and
Security, Health, Strengthening
Political Freedom Safety and Civil Society
Welfare
Developing
Human
Resources
Promoting Protecting the
Socially Combating Natural
Equitable & Poverty
Environment
Sustainable Strengthening
Economic the Capacity of
Growth Creating an Public
enabling Institutions Mobilizing
environment for Financial
Participation in a Resources for
Globalizing Development
Economy
Creating Partnerships
and Collaborations for
Service Delivery
Enabling Private Democratizing
Sector and
Decentralizing
Development Government
Providing or Facilitating
Provision of Physical and
Technological
Infrastructure
Source: Dennis Rondinelli and Shabbir Cheema (ed) 2003, The Reinventing Government for the
Twenty-First Century, Bloomfield, CT: Kumarian Press Inc., cited in the CGG Report.
As the Planning Commission’s Approach paper to XI Plan puts it:
(h) Improving Governance
1.6.16 All our efforts to achieve rapid and inclusive development will only bear fruit if
we can ensure good governance both in the implementation of public programmes and in
government’s interaction with the ordinary citizens. Corruption is now seen to be
endemic in all spheres of life and this problem needs to be urgently redressed. Better
design of projects, implementation mechanisms and procedures can reduce the scope for
corruption. Much more needs to be done by both the Centre and the States to lessen the
discretionary power of government, ensure greater transparency and accountability, and
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Report of the Committee to Review Induction Training Syllabus, June 2007
create awareness among citizens. The Right to Information Act empowers the people to
demand improved governance, and as government we must be ready to respond to this
demand.
The Tenth Five Year Plan of India (2002-2007) document (Volume I), specifically lists some
of the governance concerns:
— Denial of basic needs of food, water and shelter to a substantial proportion of
the population;
— Large scale unemployment and underemployment;
— Marginalisation, exclusion or even persecution of people on account of social,
religious, caste or even gender affiliations;
— Existence of a significant number of voiceless poor with little opportunities for
participating even in institutions of local self-governance, despite a visible
movement towards decentralisation through the Panchayati Raj Institutions;
— Threat to life and personal security in the face of inadequate State control on
law and order;
— Poor state of public services and infrastructure;
— Deterioration of physical environment, particularly in urban areas;
— Deteriorating finances of States and lack of financial accountability;
— Wide disparities between States in terms of economic development, public
services – quantity and quality, industrialisation, technology adoption,
effectiveness of administration and service delivery;
— A digital divide between States in respect of information and communication
technologies;
— Lack of credibility – the gap between intent and implementation – of public
institutions in society;
— Rampant corruption in practically public service delivery systems at all levels;
— Poor implementation of existing laws and continuance of outdated and obsolete
laws;
— Over-centralisation due to non-implementation of 73rd and 74th Amendment
Acts, thereby inhibiting the empowerment of the people;
— Inappropriate governmental structures and staffing;
— Complicated government systems, processes, rules and procedures;
— Inadequate system of incentives for people (particularly for civil servants),
subversion of rules, evasion of taxes and failure in getting timely justice;
— Lack of result or outcome orientation and excessive focus on inputs;
— Lack of sensitivity, transparency and accountability in many facets of the
working of State machinery, particularly those that have an interface with the
public and especially towards the weaker sections;
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Inadequate capacity of public institutions and public servants in policy-making,
planning, project formulation, implementation and monitoring.
3.3.4 Much as it is ushering the post-Gutenberg society, the Information Technology [IT]
Revolution is reconfiguring the landscape of governance, and transforming the machinery and tools
of government. E-governance expands the reach and grasp of government, and makes it possible to
attain levels of performance that were hitherto unimaginable. There are several IT-based
innovations which have been scaled up and mainstreamed, [just to mention two, Bhoomi, and e-
seva] and have vastly improved the delivery of services to citizens. At the same time, the IT
revolution has rendered some aspects of governance more complex and arduous. The 24-hour TV
news channels, cell phone, and increasingly the Internet, have transformed the pace, rhythm and
logic of public affairs in their entirety. Dispersing an unlawful crowd, or as the Kutch earthquake,
Tsunami and Mumbai floods have vividly shown, handling of natural calamites are now
qualitatively different. Politics, elections, waging of war and peace, diplomacy, maintenance of law
and order, handling of crises and natural calamites, judicial processes, negotiations, policymaking,
and program implementation, name any aspect of governance, it is not what it used to be. A
welcome feature of the media revolution is that it has enhanced the power of citizens to control their
governments. However, the power and impact of TV and the Internet are not an unmixed blessing.
TV as a medium suffers from severe limitations. The enforced brevity of the visual image and sound
byte makes it impossible to offer complex explanations or multifaceted argument that are needed to
do justice to the complexity intrinsic to many public issues. Nothing attracts audience more than
controversy, combat, spectacle and drama. Giving a “spin” to and injecting a human angle into
every story, an “attack mentality,” dramatizing every disagreement as an epic life-and-death
struggle, and formatting every discussion as a ferocious gladiatorial combat with no holds barred,
all these have come to be stock-in-trade of electronic journalism. Demand creates supply; the
compulsion of media to report newsworthy news is an opportunity for groups with a policy agenda
to manufacture public opinion and to influence governmental decision-making, and for the media-
savvy to boost their public image. Given that governments in many democracies are in a constant
state of campaigning, managing the public image has acquired greater salience than governance
itself. In many countries, and increasingly in ours, the politics of appearances has taken a
powerful and, so far, irreversible hold on the entire process of government. It has become obligatory
for those in power to continuously project in the media that they are always in the lead, in command
of things and acting decisively in accordance with what the electorate desires, and conversely for
those opposed to the government to portray that the government is a disaster. T Internet and
he
Media revolutions have also contributed to the formidable reach and grasp of the multinational civil
society networks. These networks can now reach out to groups anywhere in the world, and extend
their solidarity and resources. Consequently, the local civil society groups now have a power to
influence the actions and decisions of a government that is far higher than what their domestic
standing would warrant. Managing the media and civil society groups, constructively engaging
them, and if need be forging partnerships with them, have come to be important aspects of
governance.
3.3.5 From what has been set out, the working environment has come to be very complex; an
additional degree of complexity arises from the fact that the transition of the polity and society to a
rule-bound democratic polity is not yet complete. A singular manifestation of this fact is the
rampant prevalence of far-too-brief and precarious tenures of District Collectors and senior officers
in many States, a problem, which the Central Government is seized of, and attempting to redress.
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Report of the Committee to Review Induction Training Syllabus, June 2007
The transitory problems and the responsibility of the service to take a long-term view have been
succinctly captured in the speech of the Prime Minister at the District Collectors’ Conference on
May 20 2005. To quote:
The Constitution of India and the founding fathers of our Republic set before goals and
us lofty ideals. The Directive Principles of State Policy enshrined in our Constitution
constitute the talisman, which should guide our conduct. But we all know that there have
been aberrations. Politics in a democracy has to be a purposeful instrument of social
change. Politics in a poor country has to mediate between societal tensions, which are
built into the body dynamic of a poor society trying to modernise itself. Unfortunately,
many a time politics becomes the instrument of self-aggrandisement. And many a time, it
ceases to be a purposeful instrument of social change. I am quite sure that these
aberrations will give way to better days in the years to come. I do not despair, but one has
to reckon with the realities, as they exist. During this transition period, that is now on the
horizon, it is the duty of all of you to rise to the occasion, to steer our Republic’s ship in
the desired direction as laid out in the Directive Principles of State Policy. And that is
why I said, if there is an establishment, you are the establishment in this country, you are
the only people who have secured tenor and who are, therefore, obliged to take a long
term view of the evolution of our polity. Politicians come and go and the way elections
come, there is frequent change of political masters, many a time they don’t have the
occasion to think about the long-term consequences of what they are will get out of this
present transitional phase, but in the meanwhile the ship of the Indian State has to move
forward and more so, because we are operating in a world where human knowledge is
increasing at a pace which was unthinkable even two decades ago.
Suffice to say, the spirit of the times calls for the service to reinvent itself, to enhance public
confidence by superb professional competence, personal commitment, and professional and
personal integrity.
3.4 Framework to Assess Training Needs and Training Gaps
3.4.1 In its report, CGG suggested a SCALE framework to guide the induction training. The
SCALE Framework concentrates on five “key competencies”: These are:
— S Subject/Sectoral Expertise
— C Citizen Focus and Service Delivery
— A Administrative & Managerial Skills
— L Leadership & Teamwork
— E Ethical Values
These five key competencies determine, to a large extent, the performance of civil servants and
organizations they work in. Chart II presents the SCALE framework. In its study, the CGG applied
the SCALE framework in the following manner:
— Firstly, the framework is used to identify the key competencies required among officer
trainees at different phases of the induction training.
— The framework is then employed to identify the key gaps in the existing training
programs.
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Finally the framework is used to draw lessons to address the existing gaps and create a
systematic training program for building key competencies.
—
Chart III
The Scale Framework
Subject/Sectoral
Expertise
Ethical Citizen Focus and
Values Service Delivery
Effective
Civil Servant
Leadership & Administrative &
Teamwork Managerial Efficiency
3.4.2 The Committee appreciates the broad framework outlined by CGG; however, from the point
of view of syllabus and its transaction, leadership and teamwork, ethical values and citizen focus are
treated together.
3.4.3 During the validation workshop, a suggestion was made that a periodic training needs
analysis is required to be undertaken for Foundation Course, Phases I and II as well as the District
Training. This may be organised by the Training Division with the help of the Academy and other
experts in Training Needs Analysis.
3.5 The Value Challenge
3.5.1 The responses of many officers have been self-critical, and echo the concerns expressed by
civil society groups 16 about the attitudes and working style of many IAS officers. What comes out is
that in two or three years of service many officers lose their youthful idealism as they encounter the
objective reality in the field, which is in sharp contrast to the rosy picture of district life they have in
Mussoorie. Many of them, to quote a respondent, “either just take to sanyas literally, saying 'theek
hai, chalta hai, kuch bhi nahin kar sakte hain' or they become a part of the whole unseemly state of
things.” Many officers are genuinely concerned that:
16
For a witty but incisive critique of the service, see Vithal Rajan, ” Improving the IAS”, Economic and Political Weekly,
December 24 2005. With a view to expand the scope of debate, Sri Rajan published his response to the Committee as this article.
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Report of the Committee to Review Induction Training Syllabus, June 2007
— quite a few of their colleagues are not behaving and performing in a manner which
commands respect,
— that many are judgmental about people outside the service, and are unwilling:
o to respect differences,
o to interact with “outsiders”,
o to work in a very participatory kind of a fashion, and
— that there are very many valid complaints of corruption, caste bias, insensitivity to the
problems of the poor and under-privileged, and the poor delivery of services.
A senior officer spoke of:
— A deep rooted defensive attitude of denial of the existence of the most obvious
problems of the people reigning supreme, among civil servants,
— a singular lack of understanding of some of the provisions of the Constitution
relating to :
o the basic needs of the people, the interaction and inter dependence between the
provisions of Chapter III and Chapter IV of the Constitution and how they
affect certain special laws and issues that affect the poor such as those relating
to minimum wages, right to life, food, work, health, information, child labour,
bonded labour, trafficking in girls etc., and
o the objectives relating to values like democracy, rule of law and human rights.
He strongly expressed the view that autonomy or independence of thought and action is
necessary for an IAS officer both at the policy and implementation levels, and that autonomy was
lost or surrendered voluntarily out of all proportions to the democratic need of political control over
civil service, and to the requirements of the political leadership – civil service relationship. The loss
and surrender of autonomy “ lowers the potential for the crucial role that the service has still to play
in the socio-economic development of our country for at least another two decades.” Many spoke of
the need for training to help OTs recognize that public office is public trust, and that administrative
service is not just a career but a calling. Working in Government is enormous responsibility, a
responsibility given to very, and very few people. As an officer put it evocatively, “In a country of
1 billion, how many are we?” Being ever in the midst of people, constantly besieged by appeals for
help, and with opportunities galore for making a difference to the lives and aspirations of common
people, only the utterly insensitive can miss the calling. A calling is a mission driven by a vision.
The service owes its existence to the Constitution; it is the very same Constitution that provides the
service its vision. To use a phrase from the jurist Hans Kelsen, Constitution is the basic norm from
which all other norms are derived. It is the bounden duty of every administrator to secure for every
citizen his fundamental rights and also the entitlements that flow from the directive principles. In
the public sphere it is important that one only goes by the public values set out by the Constitution
irrespective of one’s personal beliefs. Another officer spoke of the need for officers being
consciously “partisan in favour of the poor, the disadvantaged, marginalized of all hues”. To this
end, the “courseware” of the training should re-examine the traditional concept of the neutrality of
civil services, and explore the question how should one understand the concept of being neutral in
the context of unevenness, across places, across people, across regions, all kinds of unevenness in
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Report of the Committee to Review Induction Training Syllabus, June 2007
the society. Such an exploration would ensure that teaching of ethics “will not descend to moral
rearmament and pontification on virtues.”
3.5.2 Many spoke of the travails of the young officer who wished ”to hold his own even if he does
not see this demonstrated around him,” of short and precarious tenures, of being subject to multiple
pressures and demands, of being caught in the cross-fire of conflicts between different officeholders
(eg., chairman of the Zilla Parishad and the “district minister”), and of inadequate support from
official and political superiors. It is imperative during the counseling, and in instruction to provide
a realistic picture of the work environment, and to brace the OTs to face the challenges ahead. Many
spoke of the need to stress the importance of officers being team players. A young officer spoke of
the need of training to address the attitudinal problem of some Collectors wanting to become the
‘Raja’ of the district trying to be knights in shining armor, taking issues on an ad hoc basis, do
everything themselves, instead of being part of a system and delegating functions to subordinates.
OTs should be encouraged to internalize the fact that some occasions necessitate the officers to be in
the limelight, and some being anonymous and obscure. Sometimes they need to be the face of the
Government in certain situations, and faceless bureaucrats in certain other situations. Further, it is
important to recognize that given the multifarious roles of governments, civil servants need to adopt
the appropriate working style and persona in discharging a given role. In respect of regulation,
enforcement of rule of law and conduct of elections, civil servants need to act independently without
fear or favor. In respect of roles like development, empowerment, and poverty alleviation, civil
servants have to act in partnership with citizens and civil society organizations, and for enhancing
global competitiveness act in partnership with the private sector. Performance outcomes of the
government as a whole are dependent not only upon the efforts made by governments and their
functionaries but also those of citizens, civil society organizations and the private sector. Many
emphasised the need to give more emphasis to leadership and strategic management, as IAS officers
are placed in leadership positions right from the start and are expected to be change agents.
Therefore they must be equipped to lead, to decide, to innovate and to facilitate transformation of
the society, polity and economy. A constant refrain of several responses has been the view that:
— leadership cannot be equated with the traditional style of command and control,
— In many situations, it is necessary to persuade, cajole and bargain,
— training should lay more emphasis on the following skills and competencies
o leadership,
o negotiation,
o conflict resolution,
o active empathetic learning,
o inter-personal skills,
o team building,
o partnership and coalition building,
o communication and presentation, and
o media management.
3.5.3 Quite a few outlined the limitations of training in imparting values and attitudes that are at
variance from the prevailing work culture or the values and attitudes prevalent in the society at
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Report of the Committee to Review Induction Training Syllabus, June 2007
large. Hence revamping the training should be undertaken as a part of the overall efforts to
rigorously enforce the standards and norms prescribed in the Conduct and Disciplinary Rules, and
reform of the civil services as well as the political process. What the Patnaik-Ramesh-Lahiri Study
Group (1996) has to say of values, attitudes and moral imperatives are of eternal relevance: -
While discipline in the Civil Service has to be enforced rigorously, it is equally
important that individual officers maintain high standards of discipline
themselves. Self-discipline is a quality to be cultivated by every civil servant,
which implies adherence to a set of principles and standards guiding personal
conduct, such as the need to be punctual at all times in attending to work, being
accessible to people, and working with dedication to complete in a time bound
manner all the tasks that devolve upon individual officers. It is inconceivable
that members of the IAS should be subject to any extraneous control for
guidance of their own conduct. Every member of the Service is expected to rise
to dignity of self-control by making his/her conscience and reason, the
supreme, if not the sole guide to his/her conduct.
In this background, it is necessary that a systematic effort must be made
to inculcate the right values, ethical standards, norms of behavior and personal
conduct expected of an IAS Officer…For building strength of character,
specially integrity, moral courage, objectivity, impartiality, neutrality and
discipline, it is essential that the officers learn from personal examples of the
faculty and of the guest speakers who address them. The research units at
LBSNAA can play an important role in preparing case-studies and other
detailed analytical material on successful initiatives undertaken by the
individual officers. We may also have a number of case-studies where IAS
officers have behaved arrogantly and not demonstrated strength of character.
3.5.4 The Committee received a suggestion from one of the CTIs suggesting that psychological
tests may be used to test the effectiveness of training in instilling the correct attitudes and values. It
appears that this practice is used by training institutions of ar med services as well as of civil services
associated with armed services. However, it was not possible to follow up this suggestion. It may be
mentioned in this context that the Alagh Committee recommended the association of psychologists
with the medical examination of candidates.
3.5.5 From the responses received, it would appear, there are three types of values and attitudes
that are to be instilled during the induction training and later reinforced in mid-career training.
These are the following:
— Personal values and attitudes such as:
— Integrity [Financial and intellectual],
— Work-ethic,
— Inner strength and self-confidence to face the tough challenges and crises in life and
career.
— Professional values and attitudes such as:
— Professional integrity,
— Commitme nt to
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Report of the Committee to Review Induction Training Syllabus, June 2007
§ The Constitutional vales, and the obligation it casts on the State, and State
functionaries particularly in regard to the marginalized and voiceless,
§ Principles of good governance and public life such as accountability,
outcome orientation, transparency, responsiveness, rule of law, honesty,
openness, and objectivity, and
§ Nation building
— Leadership and team work qualities
All the respondents appreciated some of the efforts now being made by LBSNAA to
inculcate values and attitudes eg., inviting role models to address and interact with the OTs.
However, they felt that more needs to be done keeping in mind four basic premises:
— Nothing puts off the OTs than preaching abstract ethics, and the faculty not practicing
what they preach,
— A wide assortment of methods being necessary, particularly transacting cases and
simulation exercises drawn from real life experiences of coping with ethical
dilemmas,
— Rather being stand-alone, ethical considerations should be, to use jargon,
mainstreamed in the entire transaction of the training, and
— OTs taking advantage of their trainee status to look at problems and system from the
outside, to acquire an experiential understanding of the lives of the poor, and to
interact with civil society organizations.
3.5.6 As of now LBSNAA strives to instill values and altitudes through the following measures:
— Formal teaching of ethics through two sessions in the Foundation Course,
— Formal teaching in the Foundation Course of
o leadership,
o aspects of behavioral science like personality and behavior, psychology of
interpersonal relations, motivational, and developing sensitivity through
transaction analysis,
o communications, and
o Negotiations and conflict resolution.
— Teaching about the role and tradition of the service and qualities of a civi l servant,
through five sessions in the Phase I training,
— Teaching about the Right to Information Act, 2005.
— A Village Visit Programme for a period of one week during the Foundation Course.
According to the Annual Report of the DOPT for the year 2005-06, “ The objective is to
sensitize the OTs to the reality of rural India, through a structured study of a village. The
objective of the visit is to assess the dynamics of the socio-economic and political
situation existing in the villages, understand the problems faced by villagers especially
the deprived sections of the women and poor, and recognize the importance of the need to
learn from the people in evolving solutions. A module on Participatory Rural Appraisal is
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Report of the Committee to Review Induction Training Syllabus, June 2007
also conducted prior to the village visit in order to enable better interaction with the
villagers. Individual and group reports are also presented by the Officer Trainees after
they return. This visit has been consistently found to be very useful as a sensitization
methodology by the Officer Trainees.
— Inviting well-known role models within the service [Sri S R Sankaran, for example] and
outside to address the OTs and interact with them,
— Similarly inviting well known social activists to address the OTs and interact with them,
— A brief attachment with Civil society organizations during the Bharat Darshan,
— Visit to the National Institute for the Visually Handicapped, Dehradun, and
— Counseling of the OTs by the faculty.
3.5.7 Following are some of the specific suggestions received for strengthening the efforts being
made by LBSNAA to instill the values and attitudes:
— A proper teaching of the Constitution not so much as a legal text, but as a secular
testament that should guide the OTs
o in their career,
o in understanding the nature of their service,
o in understanding the obligations cast on the State and State functionaries to ensure
that all citizens enjoy rights such as right to life, right to health, right to education,
and due process,
o in coping with ethical dilemmas, and
o in doing their duty towards all citizens without fear or favor.
— A more rigorous teaching of ethics. LBSNAA has been offering a seminal training
programme entitled Ethical Issues in Today’s Administration that is not offered anywhere
else in the country. It is open to officers of various levels of seniority. It focuses on
ethical dilemmas which no one in public life can avoid. More often than not, the choice is
not between good and evil but between a lesser evil and a greater evil, between the rights
of one group and the rights of another. The objective of the programme is to expose the
participants to the basic principles of Ethics and Moral Philosophy, tease them into
thinking about the values that underpin the framing and implementation of public policy,
and expose them to the ethical frameworks that policy makers use to resolve sticky public
policy issues. In order to achieve the objectives, the course emphasises participatory
learning. The various topics covered by the courses so far are as follows:
o The framework of ethics: what is ethics, what is meant by human welfare, human
justice and human dignity,
o Ethics and Administration: what are the social and administrative predicaments,
discussion through case studies on systemic insensitivity, non performance,
patronage, lawlessness, and injustice, corruption, institutional rot, apathy, cynicism
and demoralization,
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Report of the Committee to Review Induction Training Syllabus, June 2007
o Values and Ethics- the Indian Perspective: discussion on the meaning of religion,
levels of human personality, tools and mechanisms for remaining connected to our
core personality, and
o Values for Public Policy makers: exploring the values required for policy makers
as seen from the perspective of the civil society. Discussion focuses on how the
policies can harm those they are meant to help, unless all stakeholders are
involve d;
o Values and Ethics and the Repercussions for Civil Servants: This session is usually
taken by the CVC, where the rules pertaining to this issue are elaborated and
instances are also given from government.
Elements from this course can be offered as modules in the Foundation Course and Phase I.
— Values and attitudes should be considered as a crosscutting theme that should figure in all
the academic modules of Phase I, and the interactive sessions of Phase II. Equity should
receive as much emphasis as efficiency in the transaction of modules. To give an
example, in discussing the public distributions system, it is important to consider the
economic aspects of pricing, subsidies and efficient targeting, and the managerial aspects
of optimizing the logistical arrangements, and systems of control, monitoring and
evaluation. It is equally important to consider aspects like the right to food, the poorest
and mentally and chronically ill without any support system having no purchasing power
at all, and the machinations of those having official or political or economic power to
siphon off the entitlements of the poor. Improving the system thus is not a mere economic
or managerial question but has a vital ethical dimension.
— LBSNAA has already a system in place for encouraging OTs to study and review books.
This activity could be streamlined and strengthened so as to cover classics and
inspirational books, and to organize serious discussion of those books such that the
outcomes are akin to what true liberal education wo uld do to strengthen character and
sense of purpose.
— Reinforcement of the normative values and attitudes in subsequent in-service trainings.
— There is much value in the village visit program of the Foundation Course and the
attachment to NGO during the Bharat Darshan. There is, however, merit in
complementing this learning by experiential learning of a different kind. As a trainee, the
OT is in an advantageous position of being not yet part of the system wholly. As such, he
can acquire a perspective that complements the official perspective by looking at from the
outside, the system, its actual operation, its effectiveness and responsiveness, the
problems of ordinary citizens, the existential condition of the marginalized and voiceless,
and how well meaning civil society organizations are striving to improve that existential
condition. Once an OT holds regular posts, it would be very difficult to detach oneself
from the system and apply an independent mind. The OT would be a more nuanced
officer if he can grasp the existential reality of what it means for an ordinary citizen to
secure some service or help from a governmental agency, eg., what it means to register a
FIR, or secure a ration card, access to a newly announced program. Such learning cannot
be provided by official attachments. As a part of understanding the external reality, a spell
of training in which the OT sheds his official status, and is just a learner, would do a great
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Report of the Committee to Review Induction Training Syllabus, June 2007
deal for sensitizing the OTs and yet the same time instilling in them a passion for making
a difference to the system and lives of the people, particularly the poor and
disadvantaged. Attachment with non-governmental organizations reputed for their
commitment and innovative delivery would help this learning to take place. The present
attachment with civil society organizations during the Bharat Darshan is far too brief [it
was just three days in December 2005-Febraury 2006] to provide the learning required.
Many developmental agencies as well as civil service in some developing countries
including Pakistan are now opting for village immersion programmes organized by civil
society organizations as part of the professional training of young recruits. Many well-
known civil society organizations in our country have experience of organizing such
programs for developmental agencies. Many respondents have suggested a two -week
“village immersion program, “ and a one week urban slum immersion program as part of
the Bharat Darshan. Needless to say, the civil society organizations should be selected
with great care; they should have a proven track record of working and empowering the
poor, and be those willing to adopt a partnership approach to government for the sake of
development and empowerment.
— Sri T.K. Manoj Kumar in his paper on management as well as the CGG has suggested
stronger inputs on leadership and strategic management. CGG had suggested stronger
inputs on leadership, good governance and citizen interface. Further, more emphasis
needs to be laid on the skills set out in para 3.5.2, making use of cases and simulation
drawn from workaday experiences of officers. With the assistance of UNDP, DOPT and
LBSNAA had developed a module on negotiations and conflict resolution for use by
LBSNAA and ATIs. Part of this module is already being transacted at LBSNAA during
the Foundation Course. This module can be further reviewed and expanded to cover all
the skills and competencies that need to be covered. It is necessary to provide advanced
inputs on negotiations, coalition building and conflict resolution in Phase I training..
The Committee endorses these suggestions, and suggests supplementing whatever is now
being done by LBSNAA by:
— Carving out a separate subject entitled Governance, Ethics and Leadership in the
Foundation Course and Phase I,
— Reorganizing the Bharat Darshan so as to provide for immersion programs organized by
civil society organizations in rural areas and urban slums, and
— Keeping the observations at paras 3.5.1 to 3.5.4 in counseling and teaching.
3.5.8 During the immersion programmes, the OTs should be exposed to the way Panchayat Raj
institutions and municipalities work, understand the efforts necessary to build and sustain civil
society organizations, understand how stakeholders consultation is done, and examine the role of
self-help groups. Organization of public hearings (Jun Sunwais), social audit of rights based
programmes, should also form a part of this attachment. Issues of right to food, education,
livelihood, health, social security, should be assessed through field based public hearings and
household visits. This field visit through the lens of a non-governmental organization could be
undertaken in groups of 4-6 OTs and each of them should be required to comment on any of the
following themes, keeping in view the fours pillars of HD -- equity, efficiency, participation, and
sustainability:
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Decentralized planning;
— Community monitoring and evaluation;
— System of community partnerships;
— Financial aspects in decentralization;
— Building accountability structures at various levels.
— Role of public hearings in improving accountability.
— Transparency in public systems.
— Skill needs for making public systems deliver better.
Formal collaboration arrangements with civil society organizations should be developed.
These should include the learning objectives. Briefing before field placement and intensive
debriefing afterwards are essential to ensure learning.
3.5.9 The philosophical difference vis a vis existing NGO attachment is that OTs will be expected
to shed the persona of an officer and participate in this training as an ordinary citizen to develop a
deeper understanding of the functioning of the local government institutions and the form and
causes of marginalization of certain segments. This would be facilitated by carefully selected NGOs
and the duration of immersion can be of 9 days in rural areas and 5 days in an urban slum. Details
and modalities would be worked out by the Academy.
3.6 Subject/Sectoral Expertise
3.6.1 Induction training should provide:
— the knowledge base and generic skills required for a career-based service, and
— the knowledge base and specific skills required for the positions likely to be held during
the first 10 years of service.
(a) Knowledge Base and Generic Skills Required for a Career-based Service
3.6.2 At all stages of the service, an IAS officer needs to have a deep understanding of the
following:
— Indian history, society17 and economy; the forces which are transforming different aspects
of India; the global environment in which India is embedded. In view of the increasing
pace of globalization and global interdependence, more attention needs to be paid to
understand the interplay of national policy and the global environment.
— A deep understanding of the role of the IAS, how and where it fits into the system of
government and politics; the machinery, processes, procedure and functioning of
government; the interplay of government, media, civil society organizations and private
17
A broad definition of culture is “way of life”; a more specific definition limits it to the webs of significance which man weaves
in order to make significance of the society in which he lives. [Geertz, Clifford (1979): 'Thick Description: towards an
Interpretative Theory of Culture', in The Interpretation of Cultures: Selected Essays, New York: Basic Books]. The expression
society as used here encompasses this definition of culture.
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Report of the Committee to Review Induction Training Syllabus, June 2007
sector in the shaping of policies and programs and their implementation; innovative
practices including application of new technologies such as e-governance.
— Public management.
— Constitutional and the legal framework. As the Report of the Royal Commission on the
Public Services in India (1917) put it:
In every branch of the duties on which an Indian Civilian is
employed a knowledge of law is necessary. Law is the basis of
our whole system of administration. Not only as a Magistrate or
as a Judge, but also as a revenue officer, the Civilian deals with a
system of codified law; he must be acquainted with the procedure
of civil justice, and must be prepared to meet the questions raised
by skilled legal practitioners. As an executive officer, he must be
able to apply enactments to facts, must be expert in the law of
contracts, must be competent to conduct investigations in
accordance with legal methods, and not infrequently he requires
sufficient legal skill to draft rules that will have the force of law.
Most important of all, he must know the legal limitations of the
extensive power that are entrusted to him. From the very
commencement of his career in India, the young civilian is in part
a lawyer and in part a judge.18
IAS officers may no longer be appointed judges, but they need to be legally savvy and
judicious since every executive act and legislation is now subject to judicial review.
— Economics. The importance of economics cannot be stressed enough in view of the fact
that:
o Almost very administrative decision and act has a financial implication, and there is
no polity as yet where the resources are not scarce in relation to competing demands,
o Managing the economy has come to be a very important aspect of governance, and
o The economist’s way of looking at the world can illuminate almost all aspects of
governance including policy and program development and service delivery. Concepts
such as cost effectiveness, relating outcomes to inputs, relationship between incentive
structures and behavior, externalities, and unintended consequences of governmental
decisions and acts are extremely useful.19
o Language of the cadre.
3.6.3 The subjects taught in the Foundation Course and Phase I training, namely law, political
concepts and Constitution of India, Indian history and culture, economics, management, public
administration, information technology, Hindi and language of the cadre, seek to impart the basic
18
Report of the Royal Commission on the Public Services in India (1917), pp.166-7.
19
Indian history, political economy and law formed essential part of the syllabus right from the days of the Hailebury College for
servants of the East India Company. The Company appointed no less an economist than Thomas Robert Malthus as the first
incumbent of the Chair of Political Economy. The celebrated historian of India, Vincent Smith, taught the recruits to ICS Indian
history at Oxford for nearly two decades.
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Report of the Committee to Review Induction Training Syllabus, June 2007
concepts, and analytical methods and tools of the subject competencies describes in para 3.6.2
above. The review undertaken by the Committee seeks to assess whether the content and transaction
of the subjects are in tune with the contemporary and emerging training needs, and whether learning
objectives are better served by a rearrangement of the subjects. While reviewing, the Committee
took note of a valuable suggestion that the syllabus of induction training should not be framed as a
mechanical extension of the academic disciplines with a few seasonal flavors like WTO thrown in;
as far as possible, it should be inter-disciplinary and seek to intellectually equip the OTs for the
tasks ahead by enhancing their understanding and helping them embed in a conceptual grid the work
on hand and the challenges, and to come up with well thought out solutions. The Committee agrees
with this view and adopts it as the organizing principle of the syllabus. The Committee takes note
of the welcome fact that most topics are now transacted in Phase I in inter-disciplinary modules
reckons the suggestion made; it would be desirable to further strengthen this approach by
strengthening inputs that facilitate better conceptual understanding of the topics.
3.6.4 There were suggestions during the consultations that a system of core courses and elective
courses could be brought in, especially since officers with diverse academic background join the
IAS. Some system of electives would help in not duplicating inputs in the academy with those
already imparted as part of educational curriculum. The Committee carefully considered the
suggestions and feels that a system of core courses and electives do not seem to be an attractive
proposition for the following reasons:
— The argument for an elective is that it would be unproductive for an OT who specialized
in a subject in College/University, and/or while preparing for the Civil Services
examination to study the same subject at a basic level in the induction training. This
argument falls if the syllabus and transaction of the induction training, cease to be an
extension of the syllabus of the academia,
— Specialization at the entry level goes against the organizing principle of the service.
(b) Knowledge Base and Specific Skills Required for the Positions Likely to
be Held During the First 10 Years of Service
3.6.5 The positions likely to be held during the first 10 years of service, the positions can be
classified as follows:
i. District postings
— in Revenue Department such as Sub-Divisional Officer/ Sub-Divisional
Magistrate, Additional District Magistrate, and Collector and District Magistrate
/Deputy Commissioner,
— in Panchayat Raj Rural Development, and Social Welfare/Tribal Development
Departments such as Chief Executive Officer [CEO] of District Rural
Development Authority/ Integrated Tribal Development Authority, District
Development Officer, and Secretary of the Zilla Parishad, and
— in Urban Bodies such as Municipal Commissioner or Administrator/ CEO of
Urban Development Authority.
ii. Postings in Public Sector Undertakings such as Managing Director /CEO of various
Boards and Corporations largely funded by the State Government,
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Report of the Committee to Review Induction Training Syllabus, June 2007
iii. Postings in State Directorates or Commisionerates as Head or No.2
iv. Postings in Central and State Secretariats
3.6.6 Some of the key competencies that need to be imparted are the following:
— Revenue laws and administration;
— Maintaining law and order with emphasis on communal harmony, terrorism and
insurgency
— Preparedness for coping with natural calamities and manmade disasters, and relief and
rehabilitation;
— Collection of taxes at the district level, raising of different types of cesses and generating
supplementary resources for development in partnership with local bodies, private sector
and civil society;
— Conduct of elections;
— Decentralized administration as envisaged by the 73rd and 74th Constitutional
amendments.
— Major programs like the Sarva Sikhsa Abihyan, Mid-day Meal Program, National Rural
Health Mission, National Employment Guarantee Act, Integrated Child Development
Services;
— Special programmes for the economically disadvantaged, socially oppressed and other
weaker sections of the society.
— Improving the delivery of basic services like primary health, primary education, water,
sanitation, sewerage, electricity and conservancy;
— Empowerment through self-help groups;
— Agricultural, industrial and infrastructure development; organization of cooperatives; soil
conservation and joint forestry management;
— Institutional finance including microfinance;
— Supervision of engineering works.
These competencies are mostly learnt during the State and district training, and while holding
the jobs. The objective of Phase I training ought to be providing a conceptual basis for acquiring the
learning in the field, and to provide an all India picture. Similarly the objective of Phase II training
ought to be to promote experience sharing, a comparative understanding of the administrative
practices in different States, and good practices and innovations.
3.7 What the respondents have to say about content and
transaction of syllabus
3.7.1 The respondents had much to say about the skills and competencies the induction training
seeks to impart, and the pedagogic process of training. The major responses are the following:
— Foundation Course: Directors of the Central Training Institutions as well as officers of
the services participating in the Foundation Course endorsed the utility of the Foundation
Course in building esprit de corps among different services. Officers cherished the
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Report of the Committee to Review Induction Training Syllabus, June 2007
opportunity that the Foundation Course offered to make friendships across services. All
the young officer-respondents were highly appreciative of the extra-curricular activities
like trekking and river rafting. However, almost all felt that the syllabus of the two
subjects Political Concepts and Constitution, and Indian History and Culture repeats
the syllabus of the General Studies papers of the Civil Services examinations, and that it
has no practical relevance in the functioning of the young officer in the service that
follows immediately after the induction training. Some non-IAS OTs felt that the
Foundation Course was far too IAS-oriented, and that very little knowledge was imparted
about the history, organization and mandate of other services. IAS respondents also
desired to know more about other services.20
— Almost all were appreciative of the law inputs provided in the Foundation Course, Phase I
and II training.
— It is desirable to integrate as far as possible Public Administration and Management, for
otherwise there could be a feeling among OTs that principles of management are stand
alone and have no relevance in their day-to-day work.
— Induction training is far too revenue administration oriented, and more emphasis needs to
be given to social sectors and urban governance,
— The coverage of economics is inadequate and not in tune with the current mainstream
economic thinking,
— District training is uneven across states,
— So is training in State Administrative Training Institutions [ATIs],
— Specialized competencies like law and order management, disaster management, and
building private-public partnerships should receive more emphasis,
— Language: Curricular load is uneven among OTs, as:
o many OTs who are proficient in Hindi are not required to learn Hindi, and
o many OTs are not required to learn the language of the cadre as they are proficient in
that language.
— Training is too theoretical , out of synch with field realities,
— The OTs are prone to a quick training fatigue . The instructor loses them as soon as he
takes up a theoretical concept or method, more so if the instructor is an academic.
— The syllabus is fine but its transaction leaves much to be desired,
— Training attempts to do far too many things,
— Electives should be offered, and OTs who satisfactorily complete training should be
eligible to receive a degree from a reputed institution21, and
— Special attention should be paid to OTs from North East cadres22.
20
These responses are further discussed in Chapter 4 Foundation Course.
21
Discussed in a separate chapter, Chapter 7 entitled Self Development and Lifelong Learning
22
Discussed in a separate chapter, Chapter 8 entitled Special Training Needs of the North East Cadres
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.8 Political Concepts and Constitution, and Indian History and
Culture
3.8.1 Almost all the responses received were of the view that the syllabus relating to Indian
history, political concepts, and Constitution was repetitive, and runs through the same topics that are
studied for the Civil Service examinations. And further, they feel that these inputs are of no practical
relevance in the functioning of the young officer in the service that follows immediately after the
induction training 23. The paper Contemporary India for OTs, prepared by Prof. Rajivlochan, Punjab
University and Ms. Meeta Rajivlochan, YASHADA, Pune identifies the following topics, which
overlap24 in the syllabus for the General Studies paper of the Civil Services examinations and the
Foundation Course:
— Political Concepts and Constitution
— Political Concepts such as power, sovereignty, liberty, equality and justice;
— Political Theories such as various theories of State activity, the utilitarian philosophy,
liberalism and the genesis of democracy;
— Indian political system;
— Fundamental Rights and Directive Principles;
— Nature of Indian Federation;
— India's Foreign Policy;
— National Integration and Communal Harmony;
— Basic structure of the Constitution.
— Indian History and Culture
— Indian Nationalism and Gandhi;
— Communal Politics, Partition and Independence;
— Issues in Social History such as class, caste, community, gender, family; identity
[language, region and culture], social movements, and knowledge systems and
education.
— Major religious traditions of India;
— Literature, performing arts, and art and architecture.
3.8.2 While it is desirable to avoid overlap, some of the topics are too important to be excluded
altogether. In their paper Prof. Rajivlochan and Ms. Meeta Rajivlochan outline the basic principles
whereby the two courses can be restructured, and more importantly how the topics should be
treated. They also suggested a syllabus which is at Table I A. To quote:
The feedback from the Officer Trainees and the need for creating an
appropriate course of study was discussed in detail during two meetings
23
The need for instilling a better perception of relevance is discussed at section 3.17
24
The overlap may be total or partial. The overlap is higher for OTs who offer Public Administration, Political Science, History,
Sociology or Anthropology in the Civil Service examinations.
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Report of the Committee to Review Induction Training Syllabus, June 2007
with officers and with various subject experts from the fields of history,
philosophy, political science and sociology. There was a consensus that
familiarization with the general processes of history, culture and society
as also the political system in India was imperative for the Officer
Trainees irrespective of the service to which they were assigned. Such
familiarization with a foundational knowledge was important, it was felt,
for understanding one’s own work environment better and for
performing one’s duties as an officer. Care had to be taken, that the
inputs were not merely an extension of university learning or repetition
of the syllabus of the entrance examination for the civil services but as a
wherewithal for comprehending the complexity in which they were to be
immersed during their jobs.
The matter of biases and privileging of specific interpretations
too came in for discussion. In this regard it was felt that the inputs
should be such as to make one proud to be an Indian and proud to work
for the government. It was also important to imbue a certain sense of
ethical neutrality even while remaining sensitive to the diversity of
opinions and interpretations. Care also had to be taken to be sensitive to
matters of discrimination, poverty and gender. Above all there was the
need to reinforce the sensitivity of the Officer Trainees to remain true to
the Constitution of India, both in letter and spirit.
All other rules and norms in government derive their legitimacy from the Constitution as it
exists in contemporary times even when many of them may have been framed prior to the
Constitution or may not have been consciously framed in response to constitutional concerns. It
does not matter whether these rules and norms refer to the internal functioning of the government or
the various interfaces that the government has with civil society, they still remain grounded in the
constitution. The constitution remains the groundnorm, the basic norm from which all other norms
are derived, to use a phrase from the jurist Hans Kelsen. Thus it may be fruitful to inform the
Officer Trainees of the manner in which the Constitution becomes the basic rule for our society.
This involves going much beyond a mere description of the Constitution, the listing of fundamental
rights and duties or a discussion of the directive principles.
Similarly, there is the matter of religion in Indian society. Given the
visible acrimony between various religious groups at least since the
colonial times, an important component of the ideology of the nation has
been the emphasis on secularism...What exactly are the components of
secularism in the Indian context, though, remains a matter of
contestation. Yet, there is little dispute over the widely held belief that
people of all religious denominations and beliefs are equal citizens and
share a common bond of loyalty to the nation...Such an understanding,
however, is something that is definitely beyond the ken of the textbooks
and mug-books on Indian society and politics with which the Officer
Trainees have hitherto been familiar. It is a controversial and political
loaded idea too. Yet, there is need to make the Officer Trainees familiar
with its various connotations, not so much to convert them to one kind
of ideology or the other but to sensitise them to the idea and its
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Report of the Committee to Review Induction Training Syllabus, June 2007
variations thereby enabling them to maintain a healthy ethical neutrality
in their work environment.
Or take the matter of language A basic introductory knowledge about that complex and contested
domain of language, linguistic identity, its roots [or absence thereof] in history and associated
themes are important to sensitise the Officer Trainees to the diversity of our nation and its peculiar
socio-political formations.
On the matter of diversity we have that felicitous phrase from Jawaharlal
Nehru where he says that India is characterised by its unity in
diversity… It would be important to sensitise the Officer Trainees to the
nature of the nation, its diversity, the counter-claims on its various
material and ideological resources. This would inevitably involve
discussions about the nature of various social institutions, the political,
social and economic self-assertion by different groups, the ability or
otherwise of the establishment to fulfil their demands and aspirations
and various adjustments that the national polity would have to make to
take care of such diverse claims. Once again, this would involve
immersion in the stream of national history and a going beyond the
knowledge about social institutions that is available merely through
lived experience. Bookish information does enable one to transcend
ones direct personal experiences and benefit from more systematic
observations. …
Taken together, these are just some of the elements in which it
would be appropriate to instruct the Officer Trainees. Yet, direct
instruction in all may not be the most apposite. Concerning unity in
diversity, for example, a haranguing lecture on the unity of the nation
might actually produce quite contrary results with much of the audience
trying to focus on the diverse and contrarian trends that are easily visible
in our national history. It might be more relevant, instead, to inform the
Officer Trainees about the diversity of the social structures and the
manner in which conflicting claims over scarce goods are handled. Or
better still, to ask the Officer Trainees to do a small piece of research on
a related topic concerning social conflict and its political management
such as the efforts to bring various terrorist bodies into the mainstream
of politics.
3.8.3 The Committee has also received an alternate syllabus prepared by Ms. R. Jaya, formerly
Deputy Secretary (Trg.), Department of Personnel & Training in which she has emphasized the
need to sensitize the OTs on issues pertaining to social and distributive justice. She is also of the
view that the ideas presented in the Preamble of the Constitution must be the basis of our thinking
on India. She has, inter-alia, suggested that “the Constitution is to be regarded as the First Law of
the Land, a blueprint for the nation to develop, an ideal to be cherished and above all, a
revolutionary socio-economic, politico-legal document. I find in the Preamble are expressed the
noblest thoughts that society and man could conceive of and in the Fundamental Rights, read with
the Directive Principles of State Policy, the ideals of Enlightenment, that declare all men to be born
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Report of the Committee to Review Induction Training Syllabus, June 2007
equal and cherished the ideas of Equality, Liberty and Fraternity. This is a deeply divided society.
Hence, I feel the study of the Constitution must be imbued with this spirit. The actual working of
the Constitution has thrown up issues unique to India and it has indeed broadened the reach of
democracy. Hence, the Constitution belongs as much to society as to the polity, perhaps more so.
Hence, I request that one session at least on the study of the Constitution may be allowed in the
syllabus of contemporary India. Likewise, the ideas of Liberty, Equality, Justice and Fraternity.”
The Committee considered the above views as well as the alternate syllabus suggested by
Ms. Jaya and feels that both the formulations deal with issues of contemporary relevance and
there is significant similarity between the two models. The alternate syllabus suggested by
Ms. Jaya is at Table I B.
3.8.4 A senior officer stressed the importance of a nuanced understanding of the multiple
perceptions about and competing visions of the idea of India.
This would help “decolonize the service”, and remove the “cultural disconnect between the
IAS and the society at large, and help sensitively handle the umpteen conflicts that flow from the
politics of identity. To quote:
[The] course on history and culture… needs to expand to an intelligent
understanding of what it means to be “Indian”—the I of the IAS, The
Idea of India. The Tagorean vision needs to argued out as done by
people like Amartya Sen, and so on. [It is necessary] to refocus on
pluralism and the differing versions of Truth. Intelligently handled with
the best minds, this can be the best intellectual equipment for the young
IAS officer to deal with caste, communal and such other conflicts which
are to be part of his everyday existence in the milieu of identity politics
which is often the context of the job in the field. … Let us make the IAS
officer an ideal student of Indian culture and make him proud of where
he comes from—not in a self-glorification way but to take genuine pride
in the essence of India which he/she should torch bear. The word that is
slightly under-emphasized in the Indian Administrative Service is the
word 'Indian'. I don't mean by this any self-glorification of India or
anything like that. And it is very important because a sense of pride in
where you come from is important if you want to make any change in
any context. One reason why the IAS has always been seen as airy-fairy
and not really belonging is largely because of the cultural disconnects.
This is an issue which has been constantly ignored in the curriculum. If
you are talking about reconnecting, it is important to get the officer, it is
very easy, it is a fun course getting to know about India's history, getting
to know about its heritage. The fact is that you are competing today
with various countries which have no history, like the United States, it
has no history. And you have so many things to be proud of. It is not in
IT or BT[Biotechnology] that we are super powers; we are super powers
also in areas like culture. We haven't seen it, but increasingly our
pluralism, our ways of handling things, our tolerant laws, our systems of
managing conflicts --- these are a lot of systems which are inherent to
our traditions. It is time to bring this back. This is where we will be
contributing to the decolonization of the service.
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.8.5 The Committee endorses all these views. In reorganizing the subjects, the Committee feels
that it would be expedient to cover Constitution in the subject Governance, Ethics and Leadership,
as Constitution should be the basis for the conduct of officers in public space, and as such is related
to ethics. The subjects suggested by Prof. Rajivlochan and Ms. Meeta Rajivlochan and those
suggested by Ms. Jaya, placed at Table I B, other than those relating to Constitution, along with
inputs on global environment would form part of a new subject Contemporary India and the
Global Environment with suitable adaptation to align the syllabus within the total number of
sessions allotted. This subject is designed to offer the OTs a nuanced understanding of the Indian
history, society and economy, the forces which are transforming different aspects of India, the
global environment in which India is embedded. In view of the increasing pace of globalization and
global interdependence, the course would also help the OT acquire an understanding of the interplay
of national policy and the global environment.
3.9 Law
3.9.1 As already set out in para 3.7.1 above almost everyone appreciated the inputs on law being
provided in the induction training. Sri L C Singhi who teaches law at LBSNAA reviewed the
syllabus in consultation with experts, and suggested a few modifications to keep in pace with
contemporaneous training needs. In his paper on the law syllabus, Sri Singhi set out the basic
principles of review:
(i) Objective of Teaching Law
The academic input in Law has to be such which can cover basic concepts of law and basic
principles underlying the legal and judicial system. An IAS officer needs to appreciate the
importance of Rule of Law , and the role of law as an instrument to bring desired change in socio-
economic life of the citizens. He must become familiar with the basic principles of Natural Justice,
which are vital for any administrator if he has to function in a just, fair and impartial manner. The
trainee officers are therefore, required to be acquainted with a brief outline of both substantial and
procedural law. While discharging these functions he is required to exercise statutory powers. A
statutory power conferred is a duty entrusted. The input in Law, therefore, has to be so oriented that
it takes care of his professional requirements and transforms him to be competent professional.
(ii) Bifurcation of Executive and Judiciary:
After separation of the judiciary, the executive magistracy has been left with very little of the
magisterial work. The Criminal Procedure Code bifurcates the functions between the ‘executive’
and ‘judiciary’. As a criminal court under the Code of the Criminal Procedure, their job is mainly
preventive rather than punitive. The Code classifies courts into four classes and the court of an
Executive Magistrate is one of them. But taking the criminal administration as a whole, the D.M.
continues to be a key figure playing a vital role in investigation, prosecution and correctional
spheres. However, there are still some states where the separation of executive and judiciary has not
been effected so far.
(iii) The Constitution is the basic law:
It is superior law. Every IAS officer should have a thorough knowledge of the Constitution and
Constitutional law. Being a part of the General Study Paper in the Civil Services Examination
conducted by the U.P.S.C., every IAS Probationer has fair knowledge of it. However, still the
Constitutional Law and constitutional values must be a basic input for an IAS Probationer. He
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Report of the Committee to Review Induction Training Syllabus, June 2007
should have a thorough knowledge of the Constitution. He must be well conversant with its
working. All his actions must be in conformity with the constitutional values and he must have a
deep sense of commitment to it. But ‘Constitutional Law’ as an academic input is proposed to be
covered in [the subject] Contemporary India. However, administrative law has not been included in
the preceding Part and as such it forms a part of the law syllabus.
(iv) International law has become very important:
It is assuming the status of a superior law having overriding effect over other laws. An IAS officer,
therefore, can not remain aloof to these developments. The law syllabus should, therefore, give a
greater emphasis on international law and international trade law.
(v) IPR Regime:
India has become a major player in the service sector and giant in the software. Establishment of an
IPR regime is on the anvil. Infact, an IPR jurisprudence is emerging in the legal scenario covering
the cyber law, information technology and other scientific laws. A future administrator will have to
remain fully equipped with these developments.
(vi) Regulatory Regime:
The role of government is fast changing. From governance it is increasingly becoming a facilitator.
Many of the essential government functions are going in the domain of the private sector. Even
public utility services are being increasingly entrusted to the private sector. The relationship
between the government and the private sector is becoming contractual. But still a regulatory
regime will continue to function even in those areas which have virtually been handed over to
private. The new regulatory regime should, therefore, be a part of the legal input. However, an
administrator must ensure that the public interest is not compromised. A shift in government
functions necessitates shift in areas of professional excellence consequential changes must,
therefore, take place in the legal component.
(vii) Skill Development:
It is intended to lay emphasis on skill development. An IAS officer should have analytical ability
and judicious mind. Greater emphasis is, therefore, given on development of skills and in building
deep sense of commitment to the legal values. It is important that law syllabus should cover inputs
which give them adequate knowledge of law and equip them with masterly skills to apply it. It
should build in them the right kind of attitude to bring commitment and conviction for the law and
justice.
(viii) Focus on Quintessential legislations
Within the limited time, it is not possible to teach every minor law. The focus has to be on
quintessential legislations. An administrator instead of knowing "what the law is” should know
“where the law is"
3.9.2 The Committee endorses this approach.
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.10 Integrating Public Administration and Management
3.10.1 Instead of treating public administration and management as distinct areas, it would be
useful to:
— recognize that all organizations including government share some common basic
principles and methods of management, and
— that in respect of some functions of government, the distinctive features of governance
necessitate considerable modification of the principles and methods applied by other
organizations.
Thus the basic functions of management, namely planning, organizing, coordinating,
motivating, monitoring, evaluating, are common to all organizations, and so is the pursuit of
effectiveness and resource optimization. Yet government is far too complex and democratic an
organization for governance to be a clone of business management. It is therefore important to
equip OTs with modern principles and methods of management and at the same time instill in them
the discernment to judge when these methods can straightaway be applied and when they need
adaptation. Thus while discussing the financial rules and regulations it would be expedient to embed
the discussion in the general principles of financial management. The modular transaction of most
topics in Phase I does indeed to some extent bring about the integration of public administration and
management. It is necessary to be more explicit about this integration, extend it to the Foundation
Course and deepen the integration in Phases I and II. This would be in the right direction, and would
be in conformity with the organizing principle of the syllabus, referred to at para 3.6.3 , namely that
the syllabus of induction training should break out of the silos of the academic disciplines , that it
should be should be inter-disciplinary and seek to intellectually equip the OTs for the tasks ahead.
The integration of public administration and management would be in that direction. Incidentally,
the First Schedule to the Indian Administrative Service (Probationers Final Examination)
Regulation, 1955 lists Public Administration and Management as a single subject.
3.10.2 In his paper on Management, Sri T.K. Manoj Kumar set out the modalities by which this
integration could be taken forward. In particular he suggested preparation of cases on a war footing
for each area of the public administration syllabus of Phase I, and development and use of more
quantitative exercises. To quote:
First and foremost, integration of management inputs with that of public
administration can be done only by the use of case studies. As stated
above, the present inputs are basic in nature, since they are addressed to
a group which may largely have no previous exposure to the subject. It
only follows that by the time the IAS probationers are in their
Professional Course Phase–I, they would be reasonably proficient in the
basic theories, having passed their Foundation Course management
examinations. During the Phase I course, the present practice is to give
them exposure to various facets of public administration such as the
social sector, elections, economic issues, infrastructure, social welfare
and development of weaker sections, revenue administration,
rehabilitation, disaster management, role of the DM & SDM, national
security, State Government finances etc. In short, it touches upon the
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Report of the Committee to Review Induction Training Syllabus, June 2007
role the officer is directly expected to play in the first ten years of his
career, apart from giving him a valuable introduction to the basic issues
in various important sectors of the administration, which may impinge
upon his job. For example a DM would have to interact with the
Electricity Board and understand the basics of power transmission, if he
is to intervene successfully in a rural electrification programme, whose
implementation, he may be asked to coordinate at the district level. He
would of course have to be very conversant with the techniques of
disaster management, for which activities he would be directly
responsible. However, these inputs are given mainly through lectures
delivered by eminent practitioners in the field. Even though the
probationers are tested on these inputs, these examinations are
subjective and descriptive in nature, i.e., they answer questions set in the
traditional pattern of examinations in Indian universities. The point that
is sought to be made here is that if the probationers are to be indeed
given a feel of how these sectors are managed in the field, then the
course content has to go beyond mere lectures. They have also to be put
through sessions where they would be forced to apply their minds, use
the contents given from the lectures and arrive at conclusions
themselves on the decisions to be taken in the context of each sector.
The case study method is one important way of doing this. The case may
be taught through classroom discussions or through written analysis
also. Another important benefit that accrues through cases is that it also
results in the convergence of various management inputs given earlier.
For example, a case on the problems in an electricity board can reinforce
the probationers’ understanding of the fundamentals of electricity
transmission and distribution, and also that of finance and motivation of
employees. Hence it is recommended that for each area of the Phase I
Public Administration syllabus, one lead case should be developed, to
further the understanding of how issues are managed in the field.
Probationers should be assessed on their understanding of these cases
instead of just routine examinations.
Cases should be got prepared on a war footing by enlisting the
services of LBSNAA faculty, officers in the field as well as
academicians. They should have teaching notes and be validated by
running them through a group of probationers/in-service course
participants/senior officers. It may also be possible to buy some cases
and teaching notes from some foreign sources to give an international
flavor.
Secondly, integration of public administration and management
can be achieved through the increased use of computer based exercises
and quantitative techniques. This may readily lend itself to certain areas
such as project management and government finances. The LBSNAA
has already been experimenting with such methodologies. The
development and use of such quantitative exercises which demand
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Report of the Committee to Review Induction Training Syllabus, June 2007
decision making by probationers will also be a move towards integrating
the two disciplines of public administration and management. It is
therefore recommended that more quantitative exercises should be
developed and used in the Phase –I instruction. This will go a long way
in improving the probationers’ conceptual grasp of the issues in public
administration, rather than encouraging them to learn by rote.
3.10.2 The Committee endorses the suggestions of Sri T.K. Manoj Kumar. While treating public
administration and management together it is also important to impart to the OTs an understanding
of the distinctive nature of government as an organization by comparing and contrasting the
purpose, organization and normative functioning of government and other organizations.
3.11 More Emphasis on Development Needed
3.11.1 Many respondents also observed that, the training lays far too much attention to revenue
administration to the detriment of developmental administration. It was emphasized again and again
that it is imperative for OTs to understand
— how the Panachayat Raj institutions and municipalities fit into the constitutional scheme
as a third level of government, besides the national and state governments, and form an
essential part of the concept of the State.
— the specific roles and responsibilities that have been allotted to the Panachayat Raj
institutions and municipalities under Articles 243 G and 243 W (11th and 12th
Schedules).
— the functions that have been devolved on the PRIs in that particular state under the
relevant Panchayat and other acts.
— the concept of District Planning as planning from below and a consolidation of the
panchayat and ward level plans.
— the provisions of the Panchayat (Extension to Scheduled Areas) Act (PESA) and its
implications for the states covered by its provisions.
— the actual functioning of Panachayat Raj institutions and municipalities in the various
states and appreciate the problems that they face
3.11.2 Similarly it is imperative to give greater emphasis to various aspects of developmental
administration. As a senior officer-respondent put it:
[In my times] there used to be virtually nothing on Health and
Education. But since then a good social sector module has been
prepared. These are critical issues. Collectors/Sub-divisional
Officers/District Development Officers are the key functionaries [in the
implementation of major social development programs lie Sarva Siksha
Abhiyan [SSA], National Rural Health Mission, National Employment
Guarantee Act]. …I think we need to make the [social development
component] more robust and give more time. During district training
[also] they should spend some time in the villages and move with
Accredited Social Health Activist (ASHA), Auxiliary Nurse Midwife
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Report of the Committee to Review Induction Training Syllabus, June 2007
(ANM), Angan Wadi Worker (AWW), Multi Purpose Worker (MPW)
etc. Similarly they can spend some time at SSA schools as well as others
and report on all aspects – infrastructure, teachers/teaching, text books
etc; issues of attendance, learning, drop out.
He also suggested coverage of topics related to water and soil management. To quote:
Water has become a crucial issue, and so for many states. Many of the
poorer/drier states require good water management/rain water
harvesting/minor irrigation schemes. While 2-3 lectures on this can be
given on this at the Academy (including PIM), in the district they could
study in detail what is being done. Mapping would be a good idea,
perhaps for a block (this would also help learning about Geographical
Indicator System). This would include all schemes (including ponds,
check dams, etc) In many states officers would be involved with this
right at the beginning. Often this is the relief work to be done. With the
Food for Work (FFW) scheme and the NREG scheme, this will become
all the more necessary. They could be asked to give feedback on
amalgamation of various schemes and work of departments such as
Drought Prone Area Program; wasteland development, and soil
conservation by Rural Development and Forest Departments
3.11.3 Many suggested that development administration should be anchored in a proper framework
of human and social development. The paper prepared by Sri Amarjeet Sinha and Prof. Seeta
Prabhu25, at the behest of the Committee, makes a strong case for revamping the induction training
so as to equip the IAS officers with skills and knowledge to manage the social and human
development programmes. To that end, It also makes concrete suggestions for revamping all stages
of training. To quote:
There is a growing consensus that economic growth alone, without a thrust on social
opportunities and participatory growth will not be able to allevi ate poverty. There is
today a realization that the right of poor people to livelihood, education, health,
nutrition, housing, social security etc. is a necessary pre-condition for sustained and
inclusive economic growth. The rights based approach emphasizes the need for public
provision of services to meet the entitlements of the households.
Such an initiative also acquires urgency in the light of decentralization to
Panchayati Raj Institutions and Urban Local Bodies, whereby key functions of young
IAS officers are in the domain of professionally leading decentralized district
planning based programmes. The National Rural Employment Guarantee Act, the
Sarva Siksha Abhiyan programme, the National Rural Health Mission, the
universalization of ICDS and the Mid-Day Meal Programme 26 are all major
opportunities for young civil servants to demonstrate their skills of professional
management of public systems to ensure efficient delivery. A lot of the time of
25
Amarjeet Sinha was formerly Deputy Director LBSNAA, and has developed and has been offering a module on social sector
program for the last few years. Prof. Seeta Prabhu is now head of the Human Development unit in UNDP’s New Delhi office, and
has extensively researched on s ocial sector expenditure patterns.
26
It is worth mentioning that the Supreme Court is overseeing the implementation of the ICDS and Mid-day Meal programmes.
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Report of the Committee to Review Induction Training Syllabus, June 2007
young civil servants in majority of the States is now spent on an effective
management of these public systems within the umbrella of the Zilla Parishad.
Approach
Given the state of mind of a large number of IAS officers throughout their two -year
training period, it is indeed a challenge to equip them with skills and knowledge that
are critical to their effective functioning. Many are not on a learning curve and many
others would much rather prefer a non-class room lecture approach. Use of video
films, data based exercises followed by presentations, visit to field, interaction with
civil society organizations are often very useful in making learning happen. The only
problem with this approach is that often such learning is stand alone without organic
linkages in the various components of the two -year training programme. The
challenge, therefore, is to develop linkages and continuity in the inputs for social and
human development. It is important that the two year induction training is a
combination of field based, class room based, project based, exercise based and
presentation based learning opportunities. Such an approach would result in an
experiential learning process.
If IAS officers wish to be team leaders at sub-division and district levels, the
leadership will only come with higher levels of knowledge skills and attitude. The
course on social and human development provides a useful entry point for imparting a
diverse skill set to the officers. The focus would be on both ‘hard’ and ‘soft’ skills
where emphasis would be to familiarize the officers about the guidelines and
frameworks of programmes, monitoring and evaluation, development of useful MIS,
including skills such as capacity development of community organizations publicly
funded field functionaries, ensuring transparent and accountable partnerships with non
governmental service providers at agreed rates and standard among other things.
Imparting quantitative and qualitative skills
For officers to appreciate these needs more effectively, it is necessary to expose them
to basic quantitative and qualitative skills of resource and evaluation. Familiarity with
Surveys like the National Family Health Survey, the National Sample Survey, the
publications of the Registrar General of India through the Sample Registration
System, State Human Development Reports are necessary in carrying credibility and
conviction with other functionaries whom IAS officers lead at the district level.
Similarly, qualitative and quantitative skills in planning and implementation are very
important for a proper appreciation of the tasks to be undertaken.
Development of a sound MIS and analysis of data often arms a civil servant
against wrong priorities and deployments. Data on health workers and school
teachers, institution wise, and their analysis is the best way of attacking irrationality in
deployment. With more and more use of IT in government and with development of
these skills among civil servants, there is a clear opportunity to make evidence based
planning a reality at the lowest level. Household surveys and facility surveys in the
social and human development sectors afford an opportunity for civil servants to base
their priorities and their proposals on objective criteria. Such meticulous planning
and wide dissemination of its findings is often the best guarantee against irrational
decision taking on account of pulls and pressures.
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.11.4 In its report, CGG suggested a separate subject entitled Human Development & Poverty in
the Foundation Course, to be transacted in 28 sessions of two hours each. This subject could address
issues of human development, gender equity, poverty, educational attainment, health attainment and
governance issues as contained in the National Human Development Report. Given the constraints
of time, and the diversity of participants, it does not seem expedient to have a separate subject in the
Foundation Course as suggested. However, there is great merit in strengthening the conceptual
underpinnings of the module in Public Administration entitled Development , Welfare and Social
Administration, and to anchor the Village Visit Programme in the human development framework.
The paper of Amarjeet Sinha and Seeta Prabhu has concrete suggestions for that purpose. In IAS
professional training, however, the Committee feels that there is a vital need to carve out a separate
subject entitled Social and Human Development, and to give commensurate attention to the
practical aspects of social and human development in district training. The module suggested by
CGG, and the paper of Sri Amarjeet Sinha and Prof. Seeta Prabhu form the basis of the syllabus on
human and social development suggested by the Committee.
3.12 More emphasis on Urban Governance needed
3.12.1 Many felt that the focus of the training is still rural, and issues of urban governance,
development and poverty receive scant attention, even though thirty per cent of the population
already live in urban areas, the urban poor are more numerous than the rural poor and that urban
governance, development and delivery of basic services have features which are distinct from those
in rural areas. Urbanization is going to reach new heights, and within ten to fifteen years more tham
half the population would live in urban areas. This point comes vividly in a sharp critique by Sauvik
Chakraverti:
The IAS are primarily ‘district’ administrators. Every district contains a dozen
odd towns, the largest being the district headquarters. Each of these towns is on
the verge of collapse while our administrators are busy looking after the
‘development’ of villages! These administrators, being ‘generalists’, happily flit
into urban governance and attempt to manage bustling metropolises with the same
village mentality. 27
An officer who was Chief Secretary of a State, and had immense experience in urban governance
and said:
In India, in about two decades 50% will be urbanites. The problem is that we have
all along laid emphasis on rural development in our training course both during the
induction level training and the in-service training. Now we have to look at
development issues from a different perspective, not just macro level but from the
point of view of decentralization. In 73rd and 74th Amendments, if they are read
together, there is a proposal for District Planning Committee. The District
Development Plan is supposed to combine both urban and rural plans. These are
the new ideas that need to go into the syllabus. We have also the rural urban
interface. It is no more rural vs. urban. In the presentation made, I found the
expressions urban administration and rural development. I would plead please
delete urban administration because it is an old British concept. Please call it at
27
Sauvik Chakraverti, New Public Management: A New Challenge to the IAS, Centre for Civil Society, New Delhi.
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Report of the Committee to Review Induction Training Syllabus, June 2007
least Urban Development or Urban Governance which is much more complicated
than rural governance these days. For instance, village records are better
maintained than urban records. All of us have problems relating to our properties
in urban areas. These issues need to be tackled. You need to go deep into these
urban issues, I would say.
3.12.2 Another respondent, leading a civil society organization deeply engaged in urban
development issues, suggested that the induction training should cover topics such as the following:
1. Causes of urbanisation
2. Urbanisation and economic development
3. Global trends and responses to urbanisation
4. Urban decentralisation in India
i. 74th Constitutional Amendment Act [CAA]
ii. Comparisons between 73rd and 74th CAA
iii. Municipalities’ Acts – overview and assessment
iv. Comparative assessment of participatory processes in rural and urban
decentralisation
5. Urban management challenges
i. Human resources
ii. Urban Poverty issues
iii. Services – Solid Waste Management, water supply and sanitation, public
works, public health, education etc
iv. Financial management
v. Inter-institutional relations in urban services
vi. Management Decision-making tools
vii. Rural-Urban issues
The district training should include attachment to large metros, which are urban
conglomerations as well as to smaller municipalities, with more evident links to rural issues. Phase
II training should include a separate module for sharing of urban experiences, and to discuss the
challenges/solutions in managing issues.
i. across rural and urban areas
ii. across multiple local governments
iii. between local governments and parastatals/state departments
3.12.3 The Committee is in agreement with the suggestions and considers it necessary to assign a
greater weightage to issues of urban governance and development in all stages of the Professional
training- Phase I, district and Phase II.
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3.13 Training in Districts and ATIs
3.13.1 From what one hears from young officers as well as the faculty of LBSNAA, the tradition of
a sound district training complemented by institutional training in ATIs flourishes now only in some
States. In many States:
— The training is unstructured, and most of the time the OTs are left to themselves as a
result of which they drift and feel the stint monotonous 28.
— Even in States with a structured training, the training manuals are not always up-to-date.
— Though it is very well recognized that the quality of the training very much depends upon
the choice of the district and, of the District Collector, OTs are posted to districts as a
matter of routine without discernment.
— Far too much importance is given to attachments that would be useful to pick up the skills
and competencies required of a revenue officer, and far too little to attachments that given
an insight into the functioning of the Panchayat Raj institutions and municipalities, and of
development departments. In view of the likely job profile of the officers in the first ten
years equal importance should be given to revenue and developmental administration. In
view of the 73rd and 74th Constitutional amendments, attachments like those with the
Village Development officer, Block Development Officer and Secretary /CEO Zilla
Parishad, Municipalities are as important as those of village officer, Circle Revenue
Inspector, Tahsildar and Sub-divisional Officer.
— OTs are not given independent charges at all; consequently they do not have the
opportunity to learn by doing, and pick up the nitty gritty of revenue and developmental
administration. It is essential for OTs to hold independent charges of junior positions in
the Revenue and Panchayat Raj departments, which they would not hold after they
complete the training.
— In many States OTs are not being vested with judicial powers; consequently they would
have no experiential knowledge of judicial process. An experiential knowledge of the
judicial process is so important for the reasons set out in para 3.6.2.
— Mock trials should be given at the Academy to supplement the experience of OTs as
Judicial Magistrate.
— OTs also to be familiarized with the process of preparation of civil engineering estimates
and exposed to other similar technical skills.
3.13.2 There are no doubt a few ATIs noted for their excellence such as YASHADA, Pune, Dr.
MCR HRD Institute of AP, and the HCM Rajasthan State Institute of Public Administration, Jaipur.
Exceptions apart, the post of Director/DG of ATI is considered to be a gulag for officers who have
fallen out of favor with the government; ATIs are not funded adequately and the faculty resources
28
Quite a few felt that their experience during the district training was very much like Upamanyu Chatterjee’s English August, a
narrative of the life of an OT, August, in the district. 28 One of the questions in the questionnaire administered to young officers
specifically asks the respondent to rate, in retrospect, the utility of different attachments, and asks whether their experience like
that of August. For August, life during district training was humdrum; ever in the grip of boredom and anomie he drifts from one
senseless attachment to another. The Collector, Srivastava and his wife take August under their wings, but Srivastava comes out
worse than Sinclair Lewis’s Babbitt. He is not only self-righteous and boringly conventional but also pompous. Even the listless
August found his calling in his independent attachment as BDO when he began to address the problems of the villagers
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Report of the Committee to Review Induction Training Syllabus, June 2007
poor, and they have little interaction with the universities and other institutions of learning in the
State. DOPT needs to give greater thrust to its ongoing efforts to strengthen the ATIs. Given the
state of many ATIs, mere funding may not be enough and “structural adjustment”, as with State
Electricity Boards, and urban bodies, is necessary. It is also important to give the post of
Director/DG status, importance and dignity so that it comes to be a coveted post than a gulag.
Needless to say that this necessitates dialogue with States, and funding on a pattern similar to that of
Jawaharlal Nehru Urban Renewal Mission, wherein funding is conditional on concrete steps being
taken to improve governance.
3.13.3 A good practice that has come to the notice of the Committee is the procedure followed in
Rajasthan. Before the OTs report to the districts for training, the DG, HCM ATI has a brainstorming
session with the District Collectors and a MOU between the ATI and District Collectors drawn up
listing the training activities and training schedule. In each district a few “mentors” are identified
who would guide the OT in picking up work and passing the departmental examinations. Mentors
could be serving or retired officials and staff.
3.13.4 On its part, LBSNAA has been pro-actively responding to the inadequacies of training in
some States. Successive Directors have been interceding with the States whenever an OT has
problems in district training. Further each State cadre is assigned a Counselor, drawn from the
faculty; the Counselor is expected to guide the OTs of the cadres allotted to him throughout the
training, at LBSNAA as well as in the State. Attempts are made even during the Phase I to
familiarize the OT with the historical, geographical, cultural and administrative ethos of the State
Cadre. The OT is also expected to assess the resource base and techno-economic potential of his
State based on secondary information. Every IAS officer visiting LBSNAA is encouraged to
interact with the OTs from his cadre. The umbilical chord connecting the OT and LBSNAA remains
intact even during the training in the State. Language instruction continues to be imparted through
the correspondence mode. Counselors visit the OTs in the districts and take up with the State
Government matters concerning the OTs. The OT is required to submit to LBSNAA monthly
diaries, analytical reports on the district, and assignments on the village, district and court work. The
diaries, reports and assignments are evaluated and graded.
3.13.5 The question is can, or more aptly should, the LBSNAA do more? The answer seems to be a
No, excepting in regard to the special category of the North Eastern States. The reasons are obvious,
namely:
— The basic design of the IAS as a service jointly shared by the Centre
and the States envisages that the States should take full responsibility
for the State component of the training,
— A substitute is unlikely to be good as the original,
— The “cadre culture” can be picked up only in the cadre, and nowhere else,
— The faculty resources LBSNAA requires to do justice to the district-training
specific tasks, are far greater than its existing resources,
— The faculty resources diverted to do someone else’s jobs could be more fruitfully
utilized to do better the tasks for which LBSNAA has the primary and direct
responsibility, With the present arrangement, there is no compulsion on States to
improve district training and State training, wherever required, and
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Report of the Committee to Review Induction Training Syllabus, June 2007
— OTs look to LBSNAA to meet their training needs which are better provided in the
cadre.
It seems expedient for LBSNAA to plan for a phased withdrawal so that eventually the role of
LBSNAA in regard to the State Component of the training is limited to quality control, getting
others doing their job properly than doing the job of others. LBSNAA can:
— Lay down benchmarks, and work with States for achievement of these benchmarks
using appropriate checklists,
— Network with ATIs, IIMs and other resource institutions for developing good
pedagogic practices and good learning material,
— Disseminate good practices,
— Provide or arrange technical support, if asked for.
3. 13.6The state of district training is such that improving its quality is necessarily of high priority in
the agenda of civil service reform. In their periodic interactions with the State Chief Secretaries,
Secretary DOPT/Cabinet Secretary may lay emphasis on all the States shouldering their legitimate
responsibility in regard to induction training. A time bound action plan should be drawn up to
improve the quality of training in States were it is now inadequate.
3.13.7 As some of the High Courts are purportedly reluctant to vest OTs with magisterial powers,
and in view of the importance of OTs acquiring experiential knowledge of judicial process, the
matter may be taken up with the Honourable Chief Justice of India following the appropriate
procedure.
3.14 More Economics
3.14.1 Many officers as well as academics, including those who taught economics at LBSNAA,
strongly articulated the need to strengthen the teaching of economics, and of quantitative skills. An
expert who has experience of “teaching public policy to participants from 10 countries for the last
fifteen years”, observed:
I am struck by low level of economic literacy and lack of attention to empirical evidence and to
design in structuring of policies and specific programs and in their implementation. So at this stage
of India’s governance, I would give somewhat greater weight to economic reasoning and literacy
Another respondent who conducted a couple of seminars at LBSNAA believed that
They [OTs] have a very poor Economics syllabus. Administrators need
to study "political economy" and not the unholy mix of micro, macro
and - god forbid! - "Indian Economics" they get today.
Several suggested that training should provide for an understanding of multilateral financial
institutions like the ADB and World Bank, as in the first few years of service itself officers may be
associated with projects funded by these institutions
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.14.2 Suffice to say, as set out para 3.6.2 the economist’s way of looking at the world is unique,
and of great significance in governance. Therefore economic logic is one of the core competencies
that every IAS should have. Contemporary economic thinking has significantly influenced the new
public management, and has much to say about the way delivery of services ought to be organized
and their effectiveness measured. This is of direct relevance to the OTs for the tasks awaiting them
in the districts. Further, it is imperative for the OTs to have a sound understanding of:
— the global economic environment and the way it impacts on India’s economic
development,
— of comparative developmental experience of major countries,
— the factors that contribute to the wealth and poverty of nations, and
— the factors contributing to entrepreneurship.
Unfortunately, there is hardly any economics in the Professional training. The paper prepared
by Prof. Pranab Banerji29 with inputs from Prof. Khullar of LBSNAA, has concrete suggestions for
revising the economics syllabus in the Foundation Course and Phase I training. These suggestions
were the basis for the revised syllabus suggested by the Committee.
3.14.3 It has been said by some academics who taught economics at LBSNAA that OTs suffer from
a quick training fatigue, and that instructor loses them as soon as he takes up a theoretical concept or
method. This is partly due to the imperfect perception by the OTs of their training needs 30. In
transacting subjects like economics, which can be abstract, it is important to remember heavy,
lengthy courses of the kind recently experienced at university would put off civil servants trainees
be it at LBSNAA or the Civil Service College in Sunningdale, United Kingdom. Where the teaching
of any concept or method that is likely to appear to the OTs as theoretical has to be taught, its
relevance and utility should be taught upfront. Examples to which the OT can relate or examples
that directly relate to the tasks that are ahead of the OTs should be used to illustrate the relevance as
well as to elaborate the exposition of the concept or method. There is merit in adopting the
pedagogic techniques used for the popularization of mathematics and science, techniques which
were described during consultations by an IAS officer who teaches economics in summer programs
at the Kennedy School of Government, Harvard University, as the guerilla mode of teaching. It can
also be termed as the Panchatantra31 style. Most people neither like nor appreciate mathematics;
they find it difficult and incomprehensible; that they are fearful of it; they are put off by the
conventional way of teaching mathematics-, the exposition with rigor of axioms, theorems and
proofs in abstraction. Mathematics popularization gives up the conventional way of teaching
mathematics; it seeks to entice the lay public to study mathematics by building teaching around day-
to-day examples that the readers can readily relate. Mathematics is dressed up in games and social
processes (math is fun), in practical activity (math is useful) in historical and cultural perspective
(math is human) and in technology (math is current). Science popularization also adopts similar
methods. Similar methods ought to be used to teach concepts and methods.
29
Presently at Indian Institute of Public Administration, Delhi, Prof. Pranab Banerji earlier taught Economics at LBSNAA.
30
Further discussed in section 3.15 below.
31
It is worthwhile to recapitulate that Panchatantra tales were designed to teach statecraft to uninterested princes.
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3.14.4 A respondent, a professor of economics, suggested that the teaching of economic could be
organized as follows:
— Identify the concepts and methods that have to be taught,
— Use topical topics as entry points [for example, disinvestment or user fees or procurement
prices and subsidies],
— Use each topic to expound the underlying economic concepts and principles
— Get the OTs analyze and understand the different shades of opinion about the topic
through modalities such as debate role-playing, writing polemical tracts, and position
papers, and, organizing a few panels on key issues comprising the warriors in the opposite
camps
All in all, the transaction of a topic would trace a zigzag movement from
— Description and elaboration of a topical issue to concepts and analysis, and
— Then revisit the issue to acquire a nuanced understanding of issue.
Apart from making economics more interesting, this method is likely to bring out clearly the
relevance and utility of economics. Economic concepts and methods may cease to be abstractions.
Far from being a dismal science, economics might be seen as offering valuable tools to understand
the contemporary world, and to leaven the design and implementation of policies and programs.
Apart from stimulating interest in economics, this method is also likely help develop analytical
skills, and sharpen the ability to reason and think straight, or in other words help promote the
cultivation of mind, the prime objective of liberal education. It is also important to develop case
material related to the work experience in the field. In his paper on management, Sri T.K. Manoj
Kumar gave examples of such case material being used at LBSNAA eg., using sugar prices to
explain regression, and of museum entry prices to discuss price elasticity. He had recommended
more such quantitative exercises to be developed for use in Phase I training.
3.14.5 Study Tour of ASEAN countries/ China: Several respondents suggested that as in Phase III
and IV mid-career respondents training, the induction training should include a two week exposure
visit/study tour of South East and East Asian economies to see for themselves how these economies
which started five to six decades ago with a developmental base equal to or worse than India have
till recently out-performed the Indian economy. The Committee endorses this suggestion; it is better
that the exposure begins right at the start of the career. The tour should be preceded by introductory
lectures and readings, and followed by in-depth discussion of experiences. The organization of
similar study tours in Phases III and IV mid-career program should come in handy to organize
fruitful study tours. This visit could be organized towards the end of Phase II; after all other topics
are transacted. A brief module that exposes the OTs to the important features of the country or
countries they would be visiting should precede the tour. The features would include:
— the trajectory of development,
— the role of States and markets,
— social policy,
— infrastructure, and
— regional development.
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There should be experience-sharing sessions after the visit. The OTs should be required to write a
paper on the lessons they draw from the visit and the relevance of these lessons for India.
Evaluation of this assignment should be part of the overall evaluation of Phase II.
3.15 Skills and Competencies directly related to the tasks of a
SDM/Additional DM/DM.
3.15.1 Law and Order Management: Several pointed out that the management of law and order is
qualitatively different from that in the past, so different that it is an altogether a different species.
First, law and order management is no longer a localized challenge, limited to communally sensitive
and insurgency-prone areas. Terrorism can strike anywhere and at any time. Secondly information
and disinformation spread in real time; consequently the reverberations of an incident are likely to
be felt incredibly faster, more widespread and more intense. Thirdly, the vulnerability of
functionaries entrusted with maintenance of law and order has increased enormously. Failure to act
decisively would attract the censure by superiors; action, whatever be it, would invite trial by the
media and activists, and even minor infractions of law while restoring order are likely to invite
censure by oversight agencies, if not criminal action. Consequently, emotional intelligence has
come to be very important Fourthly, management of media and the visual images has became as
important as managing the situation. It follows that law and order requires much more emphasis in
the training. One can say that a new pedagogy is required to impart the new skills and competencies
required for handling the “new” law and order management. Inter-institutional cooperation between
LBSNAA, Sardar Patel National Police Academy and other similar institutions, as well as joint
training of functionaries belonging to the different services engaged in the maintenance of law and
order would be valuable. The Joint civil- military course being organized by LBSNAA is a very
welcome move in that direction. Several young officers suggested an attachment with the National
Police Academy for doing a capsule course on policing.
During the validation workshop, a daylong interaction in New Delhi with the officers of M/o
of Home Affairs and Intelligence Agencies on internal security scenario and strategies to deal with
internal security issues, during Bharat Darshan was proposed. Similarly in Phase II higher emphasis
needs to be laid on internal security matters duly involving senior officers of M/o Home Affairs and
other stakeholders.
3.15.2 Disaster Management: Like law and order management, disaster management is now
qualitatively different. It has acquired great salience because of recent disasters like the earthquake
in Kutch, Tsunami and the deluge in Mumbai. With the constitution of the National Commission for
Disaster Management, one can expect a more systemic, more coordinated, and more effective
response to future disasters. Even then, coping with the unexpected can ne ver cease to be a daunting
challenge. And, the “technology” of governance can never catch up with the communication
technologies. The ability to deliver relief cannot keep pace with the ability to disseminate images
through TV, Internet, cell phones, and other media. Like law and order, disaster management
requires much more emphasis in the training. Among the competencies that need emphasis are
media management, coordination of relief and rehabilitation by multiple agencies of the State as
well as “aid” agencies, and civil society organizations. The development of a simulation exercise
by LBSNAA is a welcome step.
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3.15.3 Media management: In view of what has been said at para 3.3.4, the importance of media
management cannot be stressed enough. Media management should cover both:
— Anticipatable events and issues, and
— Unanticipated events and issues like the occurrence of a disaster or a terrorist strike.
Even while embarking on development or implementation of a policy or program, it is
imperative to start thinking about how one should go about to get the policy accepted by the
important groups having a stake as well as the public at large. This in turn would necessitate
thinking about communication strategy/social marketing. In his paper on management, Sri T.K.
Manoj Kumar had suggested introduction of a module on social marketing in Phase I training. For
imparting skills in media management, it would be useful to draw upon the expertise of experienced
practitioners from the service, Indian Foreign Service [who have been spokesperson of the Ministry
of External Affairs], Indian Information Service, private sector and civil society organizations. It is
also imperative to develop a repertoire of case and simulation material.
3.15.4 In view of the increasing importance of e-governance and its utility in enriching
effectiveness and citizen responsiveness of governance, the module on e-governance needs to be
strengthened. The paper of Sri J Satyanarayana, developed on a request by the Committee, strongly
sets out the case for more inputs on eGoverance and has specific suggestions in regard to the
different phases of the induction training. To quote:
It is very well recognized that there is a limit to the levels of efficiency,
effectiveness and impact that can be created by Administrators, adopting
conventional methods. In this context, eGovernance has been recognized
universally as an instrument that can be used to enhance the efficiency, and the
transparency of the Government Agencies in providing public services. The
Government of India is also laying enough emphasis on this subject through
introduction of the National eGovernance Plan (NeGP). Sizeable outlays
estimated to be of the order of Rs.25, 000 crores are likely to go into this sector
during the current plan period. Given the importance of eGovernance and the key
role that can be played by the civil servants in the implementation of the same, it is
important that the required capacities are built at various levels in the service.
Providing the right awareness and orientation and imparting necessary skills at the
entry level, is likely to be a step that will have far-reaching benefits over the
subsequent 3 decades of service.
eGovernance is not an off-the-shelf commodity. Successful
implementation of eGovernance initiatives calls for not only a deep conviction, but
also a thorough knowledge of the principles and practices in these areas. Against
this background, it is necessary to design a course of eGovernance that will meet
the requirements. While currently inputs are being given to the probationers on
the basics of computers and hands-on practice, we realize that this is a necessary
but not sufficient condition. If we examine the difference between
computerization and eGovernment, we realize that the latter has to do with a host
of areas like process reforms management, resource management, technology
management, change management, program management and knowledge
management. Unless authentic inputs are provided to the probationers on all these
areas, the purpose would not be served. In view of the importance of eGovernance
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in the governance structure of the country, the size and the complexity of the
subject and the fact that eGovernment and eGovernance impact on all other inputs
provided to the probationers, it is desirable that an exclusive and focused module
on eGovernance is included in the syllabus.
3.15.5 Sri Satyanarayana has suggested that eGovernance should be covered in all phases of the
induction training. The objectives of the eGovernance component of induction training are set out as
follows:
— To provide the right understanding and awareness of the importance of eGovernance.
— To create the necessary desire in the probationers, to implement eGovernance when they
assume field responsibilities.
— To impart the in-depth knowledge on the various technological and managerial aspects of
eGovernance.
— To enable the participants to play an effective role in the implementation of eGovernance
programs at the level of delivery of services.
3.15.6 As eGovernance is an upcoming subject there are very few organizations and very few
speakers across the country who can cover the entire spectrum of topics. It would be necessary to
draw upon a number of resource institutions and persons to satisfactorily transact the subject. In his
paper Sri Satyanarayana has listed the resources.
3.15.7 Private-Public partnership: Several respondents suggested greater coverage of
private/civil society-public partnerships, laws for setting up organizations such as societies, and
outsourcing. A respondent suggested:
A basic course in procurements method would be very useful, as an IAS officer is
required to undertake procurement activity from a very early stage in his career.
Apart from the general instructions of the Government on purchase procedure,
such a course should include skill towards writing/developing Requests for
Proposals [RFPs] as well as evaluation criteria.
3.16 Language
3.16.1 OTs who are not required to study Hindi or the cadre language because of prior proficiency
may be required to study any one of the Indian languages taught at LBSNAA. There would be a
qualifying test for the Indian language so offered by an OT. This would promote national
integration and fairness in curricular load.
3.17 Questions of pedagogy
Training is too theoretical and attempts far too many things, many of which
are not relevant
3.17.1 A point that was made again and again in consultations was that the training was far too
theoretical, and much of the subject knowledge that is provided such as in economics or
management or politics, and many of the assignments have no relevance to the tasks they attend to
after training. In contrast to this point of view, there were several others who stressed the
importance of training being anchored in conceptual underpinnings. A young officer sought to reply
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Report of the Committee to Review Induction Training Syllabus, June 2007
to the chorus Give us skills, No theory using examples like poverty alleviation and law and order to
illustrate how concepts are essential to address staple tasks of district administration. To quote:
I cannot think of issue of poverty being dealt with without measurement of
poverty, without some theory of poverty being given. Unless the issues are
understood in their perspective, we will not be able to understand as to how to
actually deal with poverty, how to deal with the unrest that arises from acute
deprivation and marginalization, how to deal with unemployment. There is a
history behind it, there is a social issue behind it and those issues can be dealt with
only in a manner which may be considered to be theoretical…. Our civil society
friends have been quite vocal in saying that our attitudes towards the poor have not
been up to the mark. I would just like to reiterate that the poor are not a
homogenous group and that has to be very clearly brought out in our training
modules, because the poor are differentiated along caste lines, class lines, even
religious and regional lines, and along the urban rural divide. … Within … each
of these categories … gender is also relevant. As field officers as also policy
makers, we need to be very careful against defining the poor as a homogenous
group. They are not a homogenous group and our policies and our
implementational activities should also be oriented towards these kinds of things.
3.17.2 In the debate on theory versus practice, both sides have a valid point. Striking the right
balance between knowledge, skills and values, between theory and practice, between what the
faculty think ought to be taught and what the “market” and students desire has been a severe
challenge facing professional education of all types. Induction training of IAS officers is no
exception. It cannot be yet another general education program of the type offered in colleges and
universities. The criterion of relevance is paramount. Yet at the same time, induction training cannot
be a technician education; merely imparting gross skills that would be utterly inadequate for the
transformative leadership that IAS officers are expected to display throughout the career, and in
every position they hold. As has been set out at para 3.11.3 in the context of social and human
development, if IAS officers wish to be team leaders at sub-division and district levels, the
leadership will only come with higher levels of knowledge skills and attitude. Hence the criterion of
relevance should be broadly defined, and rather futuristic. From what one hears from the OTs,
younger officers and the faculty of LBSNAA, the OTs are very keen to pick up those knowledge
and skills which they consider directly relevant to the jobs they expect to hold immediately after
training. They are known to immensely value experience sharing by senior colleagues; the most
popular seminar is that of Sub-divisional officers [SDOs] in Phase II, wherein young officers come
over from the sub-divisions to tell their immediate juniors what it is like to be a SDO out there, and
what it takes to be effective. In contrast, quite a few respondents mentioned that OTs are not
inclined to take the academic aspects seriously and that there is no better way to lose them than
delving into theory. Their receptivity seems to be driven by the criterion of relevance. What is in it
for me is the question that props again and again. Give us the tools, just the tools for the immediate
tasks ahead, seems to be the crying demand. One cannot find fault with the criterion of relevance,
except that it is likely that the perception of OTs about what they need to pick up and learn may be
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incomplete and their time horizon rather too short32. Further as an experienced officer-respondent
brought it out, the complaint that the Academy training is a little irrelevant has always been made in
each generation, and there is always a time lag before offices appreciate the theoretical inputs
provided to them during induction training. Anecdotal evidence does indicate that quite a few of the
participants of in-service programs for Joint Secretaries level officers are very keen to improve their
subject matter knowledge and analytical skills. Obviously they have a better appreciation of the
skills and competencies they require.
3.17.3 It follows that a major task of the faculty, particularly of those drawn from the service, is to
ensure that OTs have a correct appreciation of their training needs, and of the categorical imperative
of having to excel in every task assigned to them and to that end of having to learn everything that is
required for professional excellence. . To quote a respondent, who was a Deputy Director at
LBSNAA :
People need to learn how to do a job well, and be prepared to learn
whatever it takes to do that job well. This could be learning the
language; this could be learning the laws. For instance in the state in
which I worked, your first two years as SDM, you spent most of your
waking hours doing revenue casework. I am not sure this happens in
other states. But you need to know a great deal about the revenue law.
You need to learn how to write judgements, you need to learn how to
preside over a court. There are issues of life and death at stake when
you are talking about land. … This is something the academicians do,
whatever you are doing, learn to do it well. This is something the young
people are no more learning in the universities. This needs to be re-
emphasized again and again and again.
3.17.4 The feeling that a topic is not relevant and too theoretical can be remedied through more OT-
friendly pedagogies. An example of the way in which classroom transaction can be altered to make
it OT-friendly has been set out at paras 3.14.3 and 3.14.4 above. The importance of case and
simulation material based on workaday experiences, and on examples of outstanding successes
and failures cannot be emphasized enough. Para 3.10.2 above sets out how better case material and
use of cases for evaluation can promote better understanding of how issues ought to be managed in
the field. A frequent complaint about the modules on management outsourced to other institutions
has been that often there is no attempt to adapt the module to the specific needs of the OTs, and the
general tendency is to use cases and other material from business management even when cases
based on district administration could be used. It was also stated that sometimes these modules are
stand-alone and not integrated with the over-all course design. Needless to say, outsourcing should
be preceded by an elaborate dialogue and agreement on:
32
OTs and IIM students seem to share one common attribute: a short time horizon, much like the quarterly earning obsession of
American managers. It would appear that the IIM students are usually keen to offer elective courses that have a direct bearing on
their immediate placement, and the positions they would hold in the immediate future, rather than those which would serve them
in the long run when they move to strategic management positions. Further, it seems that they do not pay attention to learning in
the semesters that follow the placement. If MBA students pay more attention say to economics than the OTs it is because of the
more direct and proximate connection between economics and business. Unlike a MBA student, an OT does not readily perceive
any connection between economics and the job he expects to do immediately after the training.
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— the manner in which the module would be integrated with the learning objectives and
design of the course, and
— the content, learning material and transaction of the module.
LBSNAA faculty has developed a good repertoire of case material; these efforts need to be
strengthened. The first step could be an external evaluation of the material. It is not easy to get good
cases written because of a number of reasons such as:
— Officers who have developed major policies or programs or handled major situations
finding it difficult to get away from their busy schedules and take to the rigorous task of
writing down their experiences,
— The general disinclination to step aside and objectively look at one’s work,
— The general lack of rigorous documentation in government, particularly of the process,
and
— The general disinclination to give outsiders access to the information needed to document
and study official processes.
Even in areas like energy, environment and economic policies which have been engaging
serious academic attention for a long time, the cases are often inadequate for the following reasons:
— They usually “stop at the strategic level”, and do not address the “down to earth, pr actical
issues and tasks that” officers face in the initial years of service, and
— Even for the strategic level, they are of limited utility as they miss out the politics and
process of policy-making, and focus on the policy problem, the policy outcome, and an
evaluation of the policy outcome with reference to the normatively best policy. Such
cases are more useful for policy analysis rather than policymaking, while senior officers
have to be trained to be not just policy analysts but to make better policies in real world.
Suffice to say, the efforts to have good cases and simulation exercises preparation should be
intensified. The challenge is best captured by the statement of All India Rural Credit Survey
Committee (Gorwala Committee, 1954), which was often cited in the 1960s and 1970s, that
cooperatives are plants which refuse to strike roots but all efforts should be made to see that they do.
Here again there is much to learn from tradition in the armed services of writing battle histories. The
practice of chronicling major events, and policy and program development should be
institutionalized. As has been said earlier, many Directors of LBSNAA have done an admirable job
as “headhunters” of potential faculty. Perhaps what is needed is that the headhunting extends to
hunting for potential material for teaching-learning material. It would be expedient to have a strong
unit for development of teaching learning material in association with States and Central ministries
and departments, ATIs and academic institutions like IIPA, IIMs and universities. Mechanisms
should be put in place for
— Rigorous peer evaluation before the material is used in the class room, and
— Review and adaptation in the light of the classroom experience.
Ideally, there should be continuity in the manning of this unit, as it would be necessary to
continuously monitor the relevance of the material and develop new material. Presently, every few
years there is a total turnover of senior faculty at LBSNAA; such an arrangement may not be
conducive for managing the case development unit. It would be desirable to have an academic well
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versed in case writing to head the unit; he could be on contract for a long duration. Alternately, the
unit could be outsourced to reputed institutions.
3.17.5 It would be useful to provide the OTs with exhaustive supplementary reading material on
each topic, which they can use later in the career for self-development. It would be also useful to
supply them useful textbooks as is done in some programs like the postgraduate Program in Public
Policy and Management at IIM Bangalore33.
3.18 Restructuring the Sandwich Pattern
3.18.1 A major reason why many OTs consider that some of the inputs provided at LBSNAA are
too theoretical is the fact that transacting them after the district training, or even better after a few
years of regular postings, would be more functional from the learning point of view. The whole
purpose of Phase II training was to enhance experiential learning and transaction of subjects which
are better taught after district training. Unfortunately the duration of Phase II training had come
down to 6 weeks as against the four months envisaged when the sandwich training was introduced.
Quite a few young officers were of the view that the time being slotted for experience sharing was
inadequate, and with so many assignments, Phase II transaction is being routinized. Further, as
CGG report brings out, it is extremely desirable to replicate the highly popular and useful effective
SDO seminar for other postings that OTs are likely to hold eg., Chief Executive Officer, Zilla
Parishad, Project Officer, Rural Development, Project Officer, Tribal Development, Deputy
Secretary, and District Collector & Magistrate. There is every case for extension of the duration of
Phase II; the Director LBSNAA made a proposal to the Committee for trimming the duration of the
district training by four weeks and adding it to the Phase II. Subsequently, the duration of Phase II
has been increased from 6 weeks to 8 weeks. While Phase II duration should be increased further, it
is necessary to take note of the fact that at this stage of training most OTs are eager to get done with
training and move to a regular posting as Sub-divisional Officer. This fact was noticed by the
Patnaik-Ramesh-Lahiri Study Group [1996] also. The problem does not seem to be unique to IAS
OTs. An IPS officer who taught at the Sardar Patel National Police Academy informed the
Committee that IPS OTs exhibited a similar attitude during the Phase II training in the Police
Academy. Suffice to say, in order to ensure that the inputs do not appear too theoretical and
irrelevant, and to enhance experiential learning it is necessary to extend the duration of the Phase II
training; but this hits an attitudinal barrier. During the consultations some suggested a way out of
the dilemma which would also break the monotony of a long series of attachments in the district
training and overcome to some extent the indifferent nature of district training in some States. The
basic idea is set out in the following response:
In the present design the participants are given a wide range of cognitive inputs during their stay at
the LBSNAA. Then they get posted in a district for a period of one year. There are two
shortcomings of this approach. On one hand the classroom inputs are too distant from their learning
from the field. They do not get an opportunity to relate what they have learnt in the classroom to
their experience in the field. On the other hand, as the learning of the field attachment period is not
adequately conceptualised, it just becomes a series of raw, unprocessed experiences. Moreover in
different states, trainees engage in different sets of activities, without a core experience being
ensured.
33
These textbooks are funded by the agency which sponsors the students such as the DOPT for IAS officers and so on.
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To improve learning from the field training, it is suggested that the one-
year attachment be broken into four quarters. Each of these quarters can
be broken into three parts. In the first one week they receive a set of
classroom inputs on some specific issues and introduction to what they
are expected to learn in the ensuing quarter. In the next ten weeks, they
are attached to a specific office, with a specific assignment and a
specific field guide. These assignments should be carefully chosen, with
specific deliverables. The last one-week can be spent by the participants
together, at different regional centers, reflecting on their experiences and
consolidating their learning from it.
3.18.2 To address the above concerns, the Committee requested Dr.V.K. Agnihotri to conceptualise,
work out the implications and suggest concrete modalities whereby the sandwich training could be
restructured.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Chapter 4
Foundation Course
4.1 Duration
4.1.1 As has been set out at para 3.7.1, all the responses received from the Directors of the Central
Training Institutions as well as from officers of the services participating in the Foundation Course
endorsed the utility of the Foundation Course in building esprit de corps among different services.
Officers cherished the opportunity that the Foundation Course offered to make friendships across
services. All the young officer-respondents were highly appreciative of the extra-curricular activities
like trekking and river rafting 34. Presently, the duration of the Foundation Course is 15 weeks which
involves approximately 12 weeks of course work and 3 weeks for the village visit and extra
curricular activities. As suggested by CGG, the duration and inter-se allocation of time between
course instruction and outdoor activities may be retained as they are.
4.2 Periodicity of Foundation Course
At the consultation meeting in Mussoorie (October 18 2005), the Directors of the Central Training
Institutions made the unanimous suggestion that there should be only one Foundation Course a year.
This suggestion necessitates giving up the present practice of having two Foundation Courses in a
year. Presently in many services, a candidate selected to the service but is desirous of taking another
attempt at the Civil Service examination is permitted to skip the Foundation Course with his
batchmates and report directly for Professional Training of the service. If he is unsuccessful in his
attempt, he is required to participate in the Foundation Course subsequent to the Professional
Training. If in case he succeeds in securing entry to the IAS he does the Foundation Course and
Professional Course along with his batchmates in the IAS. All the participants in the consultation
meeting were of the unanimous view that this practice should be given up, as the OTs are not
serious about the Professional Training while making another attempt at the Civil Service
examination. Further, the very name Foundation Course implies that the subsequent Professional
Training in different Central Training Institutions would build upon the introduction that
Foundation Course provides to Government, Society, as well as of the functioning of the Civil
Service. If in case, an OT attends the Foundation Course after completing the Professional
Training, the organic linkage between the Foundation Course and the Professional Course would be
disrupted. An example that came out in the meeting was the ludicrous situation of OTs of Indian
Economic Service doing elementary economics in the Foundation Course after undergoing intensive
training in economic theory and analysis at the Institute of Economic Growth and other specialized
institutions. The Directors were of the view that, as in the Indian Forest Service, all entrants to civil
services who wish to take another attempt to Civil Services Exams should be granted a year’s leave ,
34
Incidentally, Vithal Rajan in his article cited in the footnote 4 above suggested a Compulsory dare devil adventure course in
the Induction training. To quote :
No cadet should be inducted into service who has not finally undertaken an adventure course,
where he or she has been forced to risk his/her life. If they do not have the guts to risk death,
they will not have the guts to change the system ever so little while in power.
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Report of the Committee to Review Induction Training Syllabus, June 2007
and be required to report for the Foundation Course along with the next year’s batch. The
Committee agrees with the views of the Directors.
4.2.2 In this connection, the Committee has been subsequently informed that the Ministry of
Railways vide letter No. E(Trg.)98(19)/2 dated 09.06.06 has communicated that the probationers of
eight organized services selected through civil services examination, and engineering service
examinations will not be granted any kind of long leave for preparation for any subsequent
examination(s) before completing the probationary training and passing the examination and that
probationers who join railway service and wish to appear in subsequent recruitment examination(s)
should be granted only short leave covering the period upto exam and not for preparation of the
exam. This decision may need to be reviewed by the Ministry of Railways to avoid a piquant
situation for officers of the Railway Services in the light of the views of the Committee expressed in
para 4.2.1.
4.3 All Services to Give Equal Weightage to Foundation Course
4.3.1 The weightage given to the Foundation Course varies from service to service. Some services
accord no weightage at all. Often, where a service accords no weightage to Foundation Course, the
officers of that service have been found to be not serious and this impairs the learning environment
of the Foundation Course. In the consultation meeting referred to, the Directors of the Central
Training Institutions were of the unanimous view that:
— Probation period of an OT regardless of the service to which he belongs should not be
confirmed unless the officer qualifies in the Foundation Course.
— All services participating in the Foundation Course will give equal weightage to the
Foundation Course. As of now, the IAS induction training carries 1300 marks over and
above the 2350 marks in the Civil Service Examination. Of the 1300 marks the
Foundation Course is allocated 300 marks. The same weightage may be provided to the
Foundation Course by all services to which recruitment is made through the common
Civil Service Examination. Other Services which participate in the Foundation Course
should accord a similar proportionate weightage to the Foundation Course. For example,
if the total marks in the recruiting exam is 2000 then the marks accorded to the
Foundation Course would be (2000 x 300) / 2350. Only such services as are willing to
abide by the principle of equal weightage to the FC would be entitled to participate in the
FC.
The Committee agrees with these suggestions.
4.3.2 As suggested by the Committee, the Member Secretary wrote to all the Directors of the CTIs
and cadre controlling authorities of the services participating in the Foundation Course apprising
them of the views of the Directors set out in paras 4.2.1 and 4.2.2, and of the Committee accepting
them. No objection was received to the Committee’s proposal to recommend in its report the
changes suggested by the meeting of the Directors of CTIs at the meeting on October 15 2005.
4.3.3 Subsequently, in response to this letter, Director General, Railway Staff College, has
indicated that in Railway Services viz IRAS, IRPS, IRTS and RPF, the weightage for the
Foundation Course of LBSNAA is governed by Ministry of Railways letter No. E(Trg.)98(13)/2
dated 13.01.1999. In accordance with this 50 marks are assigned to the Foundation Course out of
total marks of 1250 that are assigned for probationers’ training. During the validation workshop,
while taking note of the difficulties expressed by some Services, the Committee reiterated that all
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Report of the Committee to Review Induction Training Syllabus, June 2007
services whose officers participate in the FC must assign due weightage to the marks secured by
their officers in the FC.
4.4 Duration of a Class
4.4.1 Presently, the duration of a class in the Foundation Course is 55 minutes. In their responses
to CGG, most respondents felt that 55 minutes was not sufficient for qualitative discussion, and that
longer sessions would allow for greater interaction and discussion during lectures, and thereby
enhance actual learning. Accordingly the CGG suggested that:
— the duration of each session be increased from 55 minutes to 75 minutes,
— the total duration of classes in a day should, however, remain as it is, and
— the number of sessions per subject and the number of sessions per day should be adjusted
accordingly.
4.4.2 CGG’s suggestion is academically sound; in most reputed institutions in India and abroad
that use the case method of transaction the duration of a class is one hour and fifteen minutes. The
Committee recommends the change in class duration suggested by CGG; the change may apply to
Phases I and II training also if the class duration is 55 minutes.
4.5 Reorganization of Subjects
4.5.1 Presently the following subjects are taught in the Foundation Course:
— Management
— Economics
— Public Administration
— Law
— Political Concepts and Constitution of India
— Indian History and Culture
— Information and Communication Technology
— Language
It would be expedient to reorganize the subjects in accordance with the principle that syllabus
should move out of academic silos, be inter-disciplinary and seek to intellectually equip the OTs for
the tasks ahead. Following are the subjects recommended:
— Contemporary India and the Global Environment
— Governance, Ethics and Leadership
— Public Administration and Management
— eGovernacne
— Law
— Political Economy
— Language
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Report of the Committee to Review Induction Training Syllabus, June 2007
As has already been set out at para 3.16.1 OTs who are not required to learn Hindi may be
required to learn any one of the other Indian languages taught at LBSNAA. There would be a
qualifying test for the Indian language so offered by an OT.
4.5.2 The tables in this chapter give the proposed syllabus for each of these subjects except
language. Based on the inputs from the relevant document cited in para 2.3.5 and the present course
outlines [Appendix I to Annexure II], the tables also give the number of sessions in which the
subject can be transacted, the preferred method of instruction of each topic, and evaluation of these
subjects. An attempt has been made to trim the number of sessions so that the total number of
sessions is limited to that currently transacted in the Foundation Course. Needless to say, the
number of sessions as well as the method of transaction given in the tables are indicative, and that
they should be refined from time to time by the course coordinator of the Foundation Course while
ensuring the all the topics are covered and the learning objectives are achieved. 35
4.6 Contemporary India and the Global Environment
4.6.1 The syllabus proposed is given in Table I A. As it is important to bring in multiple
perspectives, this subject eminently deserves to be taught by a well-qualified academic. Evaluation
could be based on submission of a term paper which can be designed by the course instructor to test
how far the OT has acquired a nuanced understanding of the subject.
4.7 Governance, Ethics, and Leadership
4.7.1 The rationale for this subject has been argued at great length in the section entitled “Value
Challenge” in Chapter 3. The subject seeks to instill the personal, professional and leadership and
teamwork qualities that every officer of the All India and Central Services is expected to possess. It
also seeks to provide the skills needed to exercise leadership in trying circumstances, in the complex
and demanding environment in which officers have to work. It brings together:
— the topics on Constitution now covered by the subject Political Concepts and Constitution
of India,
— the following modules of the subject Public Administration:
o Administration and the Citizen [Institutions for enforcing accountability and
corruption]
o Administrative ethics and obligations of public servants
o Decentralization and Local Government
o Relationship between Civil Servants and Political Executive,
o Media,
o Civil Society organizations,
o Role Models
— The following modules of the subject Management such as:
35
The same principle applies to the syllabus suggested for Phases I and II.
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Report of the Committee to Review Induction Training Syllabus, June 2007
o Module on Self-Awareness [Psychology of Interpersonal Behaviour Personality &
Behaviour]
o Module on Team Building
o Module on organisational leadership [Motivation, Developing sensitivity, and
Leadership – role, functions and styles]
o Mode of communication, and
o Module on principle centred, negotiation and conflict resolution
The syllabus of this subject needs teaching of a Constitution in a different way, and stronger
inputs on good governance, leadership, ethics, and negotiation skills. As already set out LBSNAA’s
seminal course entitled Ethical Issues in Today’s Administration can be used to strengthen the
teaching of ethics and obligations of civil servants. Similarly the module on negotiations and
conflict resolution developed with the assistance of UNDP can be used to strengthen the inputs on
negotiations.
4.7.2 The syllabus is given at Table II.
4.8 Public Administration and Management
4.8.1 It would be expedient to bring together the topics left in the subjects Public Administration
and Management, after the shift of some modules to the new subject Governance, Ethics, and
Leadership. While it is not necessary to introduce a new subject entitled Human Development &
Poverty as suggested by CGG, it would be expedient to strengthen the conceptual underpinnings of
the present module Public Administration entitled Development, Welfare and Social Administration.
It would be necessary to expose the OTs to teach essentials of social and human development,
human capital, measures of human development like the Human Development Index, the Global,
National and State Human Development Reports, and the issues of participation and empowerment,
and service delivery. As suggested by Sri Amarjeet Sinha and Prof. Seeta Prabhu it would be
desirable to anchor the Village Visit Programme in the human development framework. To quote:
10 day Village Visit – To be a structured visit with household and
facility survey formats to assess the situation with regard to nutrition,
livelihood, social security, education, health, HIV/AIDS,food, child
development, gender issues, etc. To necessarily involve analysis of data,
actual measurement of children’s height and weight, quick assessment
of learning of children, etc. To involve focus group discussions,
household surveys and facility surveys. Templates to be developed.
Class room sessions to prepare OTs.
There is a natural overlap between the basic concepts of human and social development in
this subject and the topic growth and equity in political economy. It is desirable to transact these
topics together as a module.
4.8.2 It would be useful to compile a handbook that narrates the organization, mission, and
structure of all the services participating in the Foundation Course and of their complementary roles.
This would enable the OTs to gain an understanding of these services and foster their esprit de
corps.
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Report of the Committee to Review Induction Training Syllabus, June 2007
4.8.3 Issues relating to gender, SCs, STs, OBCs, Minorities, and environment are common to the
subjects Contemporary India and the Global Environment and Public Administration and
Management. The historical, political and sociological aspects of these topics would be covered in
the former subject, policies and programs in the latter. If possible these topics could be treated as
modules with joint teaching by an instructor well versed in the sociological, historical and political
aspects, and the other in policies and programs.
4.8.4 Presently, the subject Public Administration has a module entitled Skills for Administrators
covering the following:
— Noting and drafting techniques in Government and maintenance of files
— Conducting effective meetings
— Time management
— Report writing
— Making presentations
— Public Speaking
— Delegation of work
Noting, drafting, making presentations and public speaking are all different aspects of
communication which is covered by a module in the subject Governance, Ethics, and Leadership.
The skills that OTs acquire in that module can be honed in the various written and presentational
assignments they are required to make throughout the training. Instructors and counselors should
not only grade the assignments with reference to content but the quality of articulation. They may
suitably guide each OT how best to improve his articulation with reference to his assignment. The
other skills are best-acquired thorough self-study and scission with counselors. An excellent “How
To” series has been prepared by Dr. Agnihotri and published by LBSNAA.
4.8.5 In keeping with the spirit of integrating public administration and management cognate
topics should be treated together. The basic approach is to cover the concepts and methods in
lectures and case discussion, use exercises to learn and hone the skills, and encourage the OTs to
read the relevant rules and regulations and discuss them with counsellors in small groups. (Table
III)
4.9 e-Governance
4.9.1 It would be advantageous to carve a new subject eGovernance by merging:
— the subject Information and Communication Technology [24 sessions], and
— the module on e-governance in the subject Public Administration [ 4 sessions]
The syllabus for the new subject is given in Table IV. The new subject may be covered within the
sessions currently used for the topics merged.
4.10 Law
4.10.1 The learning objectives of the subject during the Foundation Course could be as follows:
— To describe the constitutional, legal and administrative frame-work within which the
public services function; and
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Report of the Committee to Review Induction Training Syllabus, June 2007
— To state fundamental concepts and general principles of law; and
— To describe the judicial system;
— To describe the nature and types of legal remedies that are available to the people; and
— To inculcate an interest in and curiosity for law – and to develop respect for Law;
— To foster in them a sense of social justice, and
— To inculcate in them values for human rights and rule of law
4.10.2 The proposed syllabus is set out in Table V. This could be transacted within the number of
sessions presently being allotted to law.
4.11 Political Economy
4.11.1 following considerations have been kept in mind:
1. Officer Trainees of different services and with varying professional interests are in each
batch.
2. Size of the batch is large and often there are four sections and the number of sessions
available is quite limited.
3. The economics stream must fit in with the overall objective s of the Foundation Course.
4.11.2 Course objectives: The course will enable the participants to:
— understand the working and progress of the Indian economy and enable them to situate
India’s performance in a global setting;
— appreciate the functions and wo rking of the major economic institutions and of macro-
policies, and
— Get an idea of the political economy of reform.
4.11.3 The syllabus of economics is given in Table VI. While transacting growth, it is important to
discuss the linkages between growth and human development, and how it is essential for growth to
be inclusive for social cohesion.
4.12 Evaluation
4.12.1 The present overall pattern of evaluation is determined by the IAS (Probation) Rules 1954.
As per Rule 6 (2), 900 marks are prescribed for Director’s assessment during the two years of
probation. These marks have been apportioned amongst the different courses as follows: -
Foundation Course 150 - Director’s Assessment
150 for examinations at the end of FC
Phase I 200
Phase II 200 – District Training
200 – Phase II at the Academy
Total 900
Rule 7 of the said Rule stipulates that there should be final examination during the course of the
training. The specific break up of marks under this Rule is given in the IAS (Probationers’ Final
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Report of the Committee to Review Induction Training Syllabus, June 2007
Examination) Regulations which prescribes 300 marks for the same. As per DoPT notification AIS
(III) dated August 1986 the maximum marks for different subjects are as follows: -
Subject Maximum
Marks
Political Concepts and Constitution of India 75
Basic Economic Principles and Five Year Plans 75
Law, 75
Public Administration and Management 75
This pattern has been followed so far. However, the marks to be allotted to subjects have to change
because of the reorganization of subjects. Keeping in view the number of sessions and the intrinsic
importance of a subject, the following maximum marks are suggested for each of the subjects.
Contemporary India and the Global Environment 75
Governance, Ethics and Leadership 100
Public Administration and Management 90
e-Governance 30
Law 75
Political Economy 80
In addition, an OT has to pass the qualifying subject in Hindi, or in an Indian language if he has
prior proficiency in Hindi, and in the language of the cadre. In the revised plan the total number of
marks exceeds the 300 hundred provided in the IAS [Probationers] Final Exam Rules. Accordingly,
changes will be necessitated in the rules and regulations governing the present system of
examination.
Table I A
Foundation Course
Syllabus : Contemporary India and the Global Environment
S.No. Syllabus Theme Topic & Session Objectives Methodology Key Learning Objectives & Experiences
1 The idea of India Gandhi, Tagore, Nehru, self-study Awareness of the key ideas of some of the thinkers
Ambedkar, Maulana Abdul whose ideas underpin the various ideological strands in
Kalam Azad, Vivekananda and contemporary times. Ideally this would involve self-study
Aurobindo of selected readings of these thinkers. The OT is
expected to reflect his study in the term paper
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Report of the Committee to Review Induction Training Syllabus, June 2007
2 Culture36 Culture slide show cum Awareness of the social bases of culture and its diversity
lecture in India.
Awareness of the cultural forms, both “high” and folk, or
One Session to use technical terms, margi and desi
One Session
Music/dance lecture-demonstration Awareness of key ideas within the art that throw light on
the way of life of the people as also the specificities
performances within any one art form that enables it to relate to the
people.
Painting/Sculpture/architecture slide show Awareness of key ideas within the art that throw light on
the way of life of the people as also the specificities
within any one art form that enables it to relate to the
people.
Films film show combined Awareness of the social bases of communication
with a discussion strategies.
3 Political structures The changing patterns of Lecture discussion The actual processes of conflict and cooperation
and processes in Centre-State relations since between the states and the centre; the changing power
India independence equations between the centre and the states; the
relationship of the changing relationship with the
changes in the party system and electoral verdicts. The
Total: focus here need not be so much on the constitutional
One Session and legal provisions regarding Centre-State relations of
Nine Sessions which Officer Trainees will have some theoretical
knowledge already through their readings for the Civil
Services Examination.
Reorganization of the states lecture discussion Various principles adopted for reorganizing the states;
since 1950 creating space to accommodate local and regional
aspirations
One Session
Parties and politics since lecture discussion Introduction to a general history of various political
independence parties and their variants and regional parties debates
about the two-party system and coalitional politics.
Three Sessions
Rebellions that strengthened lecture or panel The unique distinction that India holds of actually co-
and re-formed the idea of a discussion opting into the national polity some of the movements
nation that threatened the then existing national consensus like
the Dravidian movement, terrorism in Punjab and
Three Sessions Nagaland; the Assam movement and on-going internal
rebellions pertaining to regional assertions as also
economic assertions, such as in the North-East and J&K
as also Naxalism since the days of the Naxalbari
movement etc.
Elections in India and the lecture or panel History of elections in India, the actual electoral process;
electoral process discussion electoral reforms.
One Session
4 The emergence and The problems of national lecture or panel Various assertions by regional aspirations especially
articulation of an integration versus adjusting discussion those represented by the regional parties; the
Indian identity conflicting claims in a communalism-secularism conundrum; crystallisation and
democratic space articulation of interests through caste and linguistic
identity.
Total: Two Session
Two Session
36
All the topics related to culture except that of the lecture cum slide show on culture would be organized in the evenings with the
help of the Department of Culture, government of India and Zonal Culture Centres such that OTs are exposed to the rich tapestry
of Indian cultural forms. There is already a tradition of such cooperation.
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Report of the Committee to Review Induction Training Syllabus, June 2007
5 Issues contributing An introduction to the diversity lecture an introduction to the d iversity of opinion on Indian
to the creation of a of interpretations about what is history; why interpretations of the past move our polity so
new identity India and what is significant in seriously etc.
Indian history
One Session
Total: Five Sessions
Gender issues lecture discussion A simple history of gender issues in India, the
emergence of new issues, and various gender sensitive
One Session issues like discrimination against women, the matter of
the missing girl child etc. An interaction with feminist
activists
Issues pertaining to dalits lecture discussion A simple history of dalits; the manner in which the
society and gov ernment have tried to empower them; the
One Session disjunction between the stated intentions of government
and society and the actual position of dalits in our
society; an interaction with some dalit activists
Issues pertaining to tribals lecture discussion A simple history of tribals and their constant struggle
against inequities, whether imposed by the British or by
One Session other Indians; the manner in which the society and
government have tried to empower them; the disjunction
between the stated intentions of government and society
and the actual position of tribals in our society; an
interaction with some tribal or tribal rights activists
6 Environmental Emergence of environmental lecture or panel A simple environmental history of India; a discussion and
Issues issues and their nature discussion delineation of man-environment conflict in recent times;
some specific matter like the loss of forest cover, the
issue of pollution and depletion of water resources,
Total: Two Sessions conflicts over sharing natural resources; the tension
Two Sessions between forest conservation and community rights; the
various conservation efforts etc.
7 Issues pertaining to Demography of India lecture Awareness about the basic details pertaining to the
the structure of population in India and its regional variations. Familiarity
society One Session with supra demographic information available in the
Census of India such as health facilities, educational
facilities, migration patterns, Maternal Mortality Rate and
Total: Five Sessions Infant Mortality Rate etc.
Awareness about increasing urbanization; urban
societies; problems of urban governance, deprivation &
underclass
Urban India
Two Sessions
Caste and associated social lecture Nature of caste. The changing patterns of caste relations
inequalities through the centuries.
One Session
8 India and the World Globalization: Dimensions and Lecture/Discussion
Implications of
Total: Six Sessions Interdependence
One Session
UN and attached Organizations;
Global Architecture
Lecture/Discussion World Bank, IMF and WTO
One Session
India’s participation at the United Nations, its
involvement and contribution to discussions on security,
development and UN peacekeeping missions
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Report of the Committee to Review Induction Training Syllabus, June 2007
India and the UN Lecture/Discussion Focus on India’s interactions with the International
Monetary Fund, the World Bank and the World Trade
One Session Organization
The emergence of global NGO networks, Human Rights
norms and obligations, and impact on governance.
Importance of regionalism; experience with SAARC and
ASEAN, growing quest for new partners
India and Multilateral Economic Lecture/Discussion
Institutions
One Session
Global Civil Society and Its
Implications
One Session
Lecture/Discussion
India’s quest for Regional
Partners
One Session
Lecture/Discussion
Total Twenty Nine Sessions
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table I B
(To be taken note of while transacting the syllabus in Table I A)
Foundation Course
Syllabus : Contemporary India and the Global Environment
Syllabus Key Learning
S.
Topic & Session Objectives Methodology Objectives &
No. Theme Experiences
1 Demography of India and Factual data on certain demographic Provision of reading To familiarize the OTs
the state/cadre to which the indicators on population, health, education, material with one with the facts regarding
OT is allotted agriculture, industry etc. session on how to the people of India and
access these data the people of his cadre
through the internet,
Two sessions library etc
2 Demographic Individual exercises, To equip the officer to
interpretation Techniques of demographic quizzes, group analyze data
interpretation and analysis of discussions independently and to
demographic data enable him to use it as a
tool for decision-making
Two sessions
3 The Indian Constitution Panel discussions To enable the OT to
Defining features of the understand his role in the
constitution-As found in the constitutional frame of
Preamble things.
Three sessions
4 -Do- Panel discussions and To facilitate
To facilitate understanding o;f the case study methods understanding of
fundamental rights fundamental rights,
duties and directive
principles of State policy
Three sessions and their
interrelationship.
5 The Indian Polity The three organs of Government and their Extensive reading To familiarize the OTs to
separation of powers material the constitutional
environment in which
they would function and
Two sessions the manner in which their
roles have been
changing
6 Evolution of an Panel discussions, To enable the officers to
egalitarian nation Special provisions related to seminars and debates appreciate the social
certain categories realities that characterize
the Indian society
Two sessions
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Report of the Committee to Review Induction Training Syllabus, June 2007
7 Political processes Panel discussion and To underline the
Elections, multi-party system and case studies importance of processes
coalition governments in the polity and their
impact on society
Three sessions
8 Civil Services – their Civil services through the ages Reading material, To facilitate a holistic
history and role in the seminars by eminent understanding of Indian
making of a nat ion bureaucrats/academici society; to enable him to
Two sessions ans understand the various
social movements.
9. Defining features of Social hierarchy; patriarchy and its linkages Reading materials, To enable the OT to
Indian society to the caste system debates, panel appreciate and
discussions understand the crucial
features that define
Two sessions Indian society
10. Views on Indian Nation What is the Indian nation and Indian nation- Reading material, To understand the
and State State lectures, group perspectives on Indian
discussions nationalities and his role
in it.
Two sessions
11 Performing Arts Performing arts : an introduction Lecture, To enable the OTs to
demonstrations appreciate the richness
of these arts and their
Two sessions government’s role in
encouraging these arts
to flourish
12 The Indian Economy – an The concept of development and role of the Study material, group To enable the OT to
overview State and market in development discussions understand the
paradigm, linkages
amongst various social
Two sessions and economic processes
13. India and the world Globalization and its implications for India Lectures and panel To present to the OTs an
discussions overview of globalization
process and to enable
Two sessions the OTs to understand
the international
organizations such as
IMF, WB, UNO and WTO
etc.
Total 29 sessions
37
37
Suggested readings - .
1. T.K.Oommen, ‘Crisis and Contention in Indian Society’.
2. Hiranmay Karlekar ‘Independent India – the First Fifty Years’, ICCR, OUP, 1998.
3. Other readings should include topic specific readings. The above give broad trends in Indian society.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table II
Foundation Course
Syllabus : Governance, Ethics & Leadership
I: Constitution [8 Sessions]
S.No. Syllabus Theme Topic & Session Objectives Methodology Key Learning Objectives & Experiences
1 Making of the Debates on its nature and Group / Lecture Sensitize participants to key constitutional
Constitution changes made to it discussion amendments, the reasons for such changes,
and the process of fine-tuning the constitution to
suit changing realities.
One Session
2 Political concepts The idea of Power and Lecture To sensitize participants to the key ideas in the
Sovereignty Preamble of the Constitution, the scope of these
ideas and their significance in history; the
Two Sessions philosophical and social discussions behind
One Session these ideas.
The idea of Liberty, Equality, lecture To sensitize participants to the key ideas in the
Justice and Fraternity Preamble of the Constitution, the scope of these
ideas and their significance in history; the
philosophical and social discussions behind
One Session these ideas.
3 The constitutional The Fundamental Rights and Lecture To sensitize participants to the key ideas in the
underpinnings Duties & The Directi ve Constitution, the scope of these ideas and their
Principles discussion significance in history; the relevance and
application of these ideas in day to day work of
Total: officers.
Two Sessions
Five Sessions
Basic Structure of the do To understand:
Constitution
The essential features of the constitution and
the limitations placed on Parliament by basic
structure doctrine
One Session
The role of Supreme Court as protector of
Fundamental Rights and guardian of the
Constitution
Human Rights: their nature and lecture International Conventions and National Acts;
extent as also their protection discussion implementation of human rights in India and a
and violations comparison with other countries.
One Session
Constitutional Remedies do To understand:
Judicial approach in providing relief to the
aggrieved
One Session
The meaning, scope and significance of public
interest litigation
The various remedies and the latest techniques
adopted by Supreme Court for providing
effective relief
Total Eight Sessions
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Report of the Committee to Review Induction Training Syllabus, June 2007
II Good Governance & Ethics [33 Sessions]
Syllabus Theme – No. of
SI. No. Key Learning Objectives Methodology Adopted
Topic Sessions
1 Good Governance 11
Liberal Democracy 1 Principles and functioning of a Liberal Democracy Lectures/Discussions
How liberal democracy is more than a polity in which
elections are conducted periodically
Adequate opportunities for citizens and groups to
shape policies and programs
Rule of Law
Principles and Practice 4 To understand: Lecture, Exercises
of Good Governance
— the concept of good governance,
— institutional mechanisms for achieving the same,
— how the principles should influence day to day
work of officers
— Right to Information and Transparency
— Administrative accountability: vertical
accountability to superiors, and horizontal
accountability to citizens
— Handling public grievances
— Responsive Administration
— Citizen Charter
Relationship between 2 To understand : Lecture- Interactive
Civil — the relationship of civil servants with Session
Servants and Political elected representatives;
Executive in a — civil servant minister relationship, and the
democratic polity concept of ministerial responsibility;
— Role of civil servants in policy and program
formulation and its execution
— Changing role of civil servants all over the world
— New methods of organizing civil services., New
Zealand
Role of Civil Society 1 To understand: Lecture - Interactive
Organizations — the role of civil society organizations Session
— typology of civil society organizations
— Building partnerships with civil society
organizations
2 Module on ethical 8
issues in today’s
administration
To understand the considerati on of public principles Class discussions individual
that guide good, just and legitimate public policy
To provide the trainees with an ethical framework to
analyse problems and take decisions when there are
competing considerations and disagreements about Assignments Case Studies
what is right, just and legitimate
Self introspection and strengthening of ethical
standards
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Report of the Committee to Review Induction Training Syllabus, June 2007
3 Decentralisation and 3
local Government
— How the Panachayat Raj institutions and Lecture
municipalities fit into the constitutional scheme
as a third level of government, besides the Film
national and state governments, and form an
essential part of the concept of the State.
— The specific roles and responsibilities that have
been allotted to the Panachayat Raj institutions
and municipalities under Articles 243 G and
243 W (11th and 12th Schedules).
— The functions that have been devolved on the
PRIs in that particular state under the relevant
Panchayat and other acts.
— The concept of District Planning as planning
from below and a consolidation of the
panchayat and ward level plans.
— The provisions of the Panchayat (Extension to
Scheduled Areas) Act (PESA) and its
implications for the states covered by its
provisions.
— The actual functioning of Panachayat Raj
institutions and municipalities in the various
states and appreciate the problems that they
face
4 Role models 8
To expose the officer trainees to government Interactive Sessions
servants who have excelled in their domain of
activity, and are renowned for their personal and
professional integrity and can serve as role
models for the trainees
To learn about the qualities required of a civil
servant who treats the service as a calling
Total 33
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Report of the Committee to Review Induction Training Syllabus, June 2007
III Leadership Qualities & Skills [30 Sessions]
I Module on Self-Awareness 4
Psychology of Interpersonal To understand the meaning of personality and Exercises, Games
Behaviour Personality & its development
Behaviour
To be aware of one's own personality
Self-awareness: insights and barriers
Developing self-leadership
Firo-B, MBTl
Interpersonal competence: Skills and styles
II Module on Team Building 6
Coordination and Cooperation To understand group processes Exercises, Broken Squares,
Problem solving Handling Zin Obelisk, Lost at Sea, Film
To understand behaviour pattern in group
information Decision making
working
Consensus building
To understand how groups can be made
effective and achieve synergy Concept of
Johari Window
Factors and behaviours which lead to effective
functioning of groups and teams.
III Module on organisational 7 Lectures, Case studies and
leadership exercises
Motivation, management policies 2 To understand the meaning of motivation and
and practices the theories of motivation
Developing sensitivity through 2 To understand the various ego-states and Lecture, Case Study
transactional analysis different types of transactions
To be able to know the application of TA in
administration
To know ones own TA profile
Leadership – role, functions and 3 To understand: Case study and exercises
styles
— the nature of leadership,
— the styles of leadership,
— the relationship of the style to the
situational context, and
— the way in which leadership can be
exercised.
IV Mode of communication 4
Interpersonal communication- To understand the fundamentals of the Lecture, Case Study, Exercises
barriers and gateways to communication process
Use of “How to” series prepared
communication
To understand the dynamics of interpersonal by Dr. Agnihotri and published by
and organisational communication LBSNAA for self-study
Instil following skills:
— Oral and verbal articulation and
communication
— Nonverbal communication
— Active listening
— Interpersonal communication
— Effective communication
— Presentation
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Report of the Committee to Review Induction Training Syllabus, June 2007
V Role of Media 1
To understand the role of media in a Lecture
democracy
Case Study
The tension between media as Fourth Estate
and media as business
Impact of media revolution on governance and
politics
How media reacts to events
Coverage, Style and Treatment of news by
media
VI Module on principle centered, 5
negotiation and conflict
resolution
Negotiation theory To understand the theory of negotiation Exercises, Case Study, Role play,
game
To understand the process of inter-group and
inter-personal conflict and the strategies for
Management of conflict conflict resolution
Total 27
Total Sessions of all the three components: 68
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table III
Foundation Course:
Syllabus : Public Administration & Management
No. of Key Learning Objectives
SI. No. Syllabus Theme – Topic Methodology Adopted
Sessions
1 Basic Principles of 1
Management
What is To understand the scope, processes and functions Reading Material
Management? of management and their application in
Management Process, administration (self reading)
Scope, etc.
2 Government as an 4
Organization
§ Basic principles of To understand: Lecture, reading material, case
organizational theory studies
— the types of Organizations,
§ Distinctive Features — the different types of structure, and
of government as an
organization — relationship of the structure with the mission, and
— basic issues in organizati ons
§ Organisational — planning, organizing, directing and controlling
Structure of
To understand the distinctive features of government
Government
as an organization
§ Processes in Sensitization to the challenges facing the
government including administrative system of the country and the possible
Inter-departmental
responses
coordination
To understand the machinery of government
§ Bureaucracy: its role
and responsibilities in To understand the conceptual underpinnings of
a democratic polity bureaucracy
To develop skills for effective coordination amongst
various departments
3 Personnel Management 4
To understand : Lecture Case Studies Exercises
— the general principles of personnel Self study of the rules and
management and the applications of these regulations and discussion in
principles in government groups with counsellors
— Positive and negative incentives; [Rewards
and punishment]
— rules and procedures for administration of
personnel in government such as Conduct
Rules, Disciplinary Proceedings and
Performance Appraisal
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Report of the Committee to Review Induction Training Syllabus, June 2007
4 Financial Management 11
4A § General Principles 2 To understand : Lectures, Exercises and Case
and Methods of Studies
— the general principles of personnel
financial
management,
management
— the applications of these principles in
§ General Financial 1 government, in particular
Rules
2 — Expenditure control
§ Government Budget
1 — Resource optimization
§ Role of audit
1 — Outcome orientation
§ Performance Audit
and Performance — Cost effectiveness, and
indicators
— Budget as a tool of policy
To provide a firm foundation of knowledge and
understanding of the Financial Rules, Procedures
and Regulations as well as the authority governing
them and delegation of the authority.
To develop ability to interpret and apply the rules and
regulations, with propriety and legality, while
administering them.
To understand the role, function and importance of
audit.
To develop familiarity with the basic concepts of
budgeting , procurement and tendering
4B Understanding financial 2 To understand the primary financial statements Case study and exercises
statements namely – balance sheet, profit and loss account and
cash flow statement and financial concepts
4C Cost Concepts 2 To understand and apply cost concepts and break Lecture, Case Study
even analysis for decision making
5 Module on quantitative 6
techniques in
Management
5A Data analysis 2 To understand the grouping of data and its a nalysis Lecture, Exercises on computers
and various measures for interpreting data such as:
— Arranging raw data
— Frequency distribution
— Mean, Median and Mode
— Standard deviation and coefficient of
variation
— Sampling and sampling distribution
— Estimation
— Sample size and sample error
— Correlati on and regression
5B Sampling and sampling 2 To understand the various types of sampling
distribution distributions
5C Correlation and regression 2 To understand the relationship
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Report of the Committee to Review Induction Training Syllabus, June 2007
6 Module on Project 6
Management
6A Capital budgeting, 2 To understand and apply the concepts of capital Lecture and case study, exercises
discounted cash flow time budgeting and financial appraisal of projects scuch as on computers
value of money, cost
Discounted cash flow
benefit analysis
Time value of money
Cost concepts: opportunity, sunk and depreciation
costs
6B Project formulation and 2 To understand the various issues and methods Lecture, exercises
management involved in project management such as
Project formulation and management
Log frame analysis
Manpower & resource management
Project structure and organization
Procurement and contracts
6C PERT/CPM 2 To formulate network relationships for projects and Lectures, Exercises, use of
plan and schedule projects computer software, MS Projects
To mfaizre iwht coepts and mtheds such as
Exercise on MS Projects
PERT and CPM
Planning and scheduling networks
Finding the critical path
Resource allocation and scheduling
7. Social and Human 15
Development
§ Basic Concepts and 2 To understand the basic concepts and measures of Lecture, Films, Case Studies
measures of social Social and Human Development and policies for and Exercises
and human promoting development
development
Relationship between human capital and
§ Human Capital 1 development
§ Health 1
§ Education 1 To understand affirmative and development policies
for SCs, Sts, OBCs and minorities, and to sensitise
§ Social Security 1 the trainees towards discrimination
§ Problems of the To understand affirmative and development policies
differently abled for women, and to sensitise the trainees towards
1
gender issues
§ Empowerment of 1
Women
1
§ Affirmative and To understand:
development policies
— that disability is a development issue
for SCs, STs and
OBCs and minorities — the policies and programs for persons with
1 disability, and
§ Rural
Development — to sensitise the trainees towards persons with
disabilities.
§ Delivery of services
in urban areas
2
§ Participatory To learn and apply participatory techniques
1
Approaches
§ Implementational
To understand implementational issues
issues
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Report of the Committee to Review Induction Training Syllabus, June 2007
8 National Security 2
(i) National Security 2 To learn about the concept and problems related to Lecture
National Security
Interactive Session
9 Issues related to North- 2
East, islands, and other
remote areas
(ii) Issues related to North- 2 To familiarize the trainees with the North-Eastern Lecture
East, islands, and other region islands and other remote areas
remote areas
Their unique features, challenges and prospects
Interactive Session
10 Science, Technology and 4
Sustainable
Development
(iii) Emerging technologies – 1 To familiarize the trainees about Biotechnology and Lecture
Biotechnology its impact on various sectors
To understand the future implications of
Interactive Session
Biotechnology
(iv) Environment issues and 2 Policies and programs for environmental protection Lecture/ syndicate paper
sustainable development
Global issues in environment conservation
(v) Science and Technology in 1 To learn about the scientific and technological Lecture
India capabilities in India, especially in space and atomic
energy
To learn about the global technological and scientific Interactive Session
trends
11 Quality in Government 1 To familiarize trainees with the c
oncept of quality Lecture, Exercises
and tools & techniques for application in
Government such as
— Total Quality Management - Theory of 5S
— Benchmarking,
— PDCA,
— Process Management,
— Six Sigma,
— New Public Management
12 Innovations in 6 Case discussion
administration and
governance
To increase the knowledge about best practices Lecture/discussion
and successful innovation in government
12 Public Private 1 To explain the need for public sector , private sector Lecture, case study
Partnerships and civil society organizations to work in partnership
ins some situations
To appreciate the efficiency gains that may occur in
some situations from outsourcing governmental
functions
Limitations and concerns in outsourcing
13 Inter-agency 1 To explain the role of transport in disaster
coordination: management.
Disaster Management
Total 62+1
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table IV
Foundation Course:
Syllabus : eGoverance
I: Basics Skills [18 Sessions]
SI. No. Syllabus Theme – Topic Session Objective
1. WINDOWS OS and Typing Tutor
— To tell the different parts of windows.
— To create a folder.
— To open any program.
— To shutdown the system properly.
— To be able to locate the different keys in the keyboard.
— To know the use of SHIFT, CTRL and ALT combination keys.
— To load the package from network neighbourhood into hostel computers.
— To change the practice lessons.
2. MS-WORD
— To open MS-WORD, create a new document, open an existing document,
save a document, and do basic formatting and different tool bars.
— To run spelling and grammar.
— To use the advance features of word, like inserting word art, clip art, table,
draw a table, apply border and shading, bullets, etc.
— To break the split the document into number of columns.
— To use the mail merge facility of word.
3. MS-POWER POINT
— To open MS-POWERPOINT, create a blank presentation and save a
presentation.
— To know the demote/promote levels.
— To apply text preset animation and slide transition effect on different slides.
— To learn the different views of Power Point and know the functions of
different views.
— To know to insert a clip art and word art in a slide.
— To know to apply the advance features of Power Point like, hyperlink,
master slide, changing of colours, summary slides etc.
4. MS-EXCEL
— To know the basic; definition of a spreadsheet, different toolbars of excel,
row, column and ceil concepts.
— To know the different type of data can be entered in a spreadsheet
— To know the concepts of user-defined formula and in-built functions.
— To know the basic operations in a spreadsheet.
— To know how to draw different types of charts
— To know how to use excel to calculate income tax.
— To know the basic in-built statistical, mathematical and other functions.
5. MS-ACCESS
— To know how to create a worksheet, do simple calculations and draw a
chart using Access.
— To know how to create a database, how to identify parameters, different
types of data, how to create a data structure.
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Report of the Committee to Review Induction Training Syllabus, June 2007
— To know how to open a blank and existing database, how to enter data in a
table.
— To know how to perform queries in a table.
6. MS Projects
— To understand and use MS Projects for Project Management exercises like
Planning, Scheduling, Optimizing & resource allocation and levelling
7. Networking, Communication and Latest
Technology
— To understand the different types of networks, its topology, and its protocol
and how message travel in a network.
— To understand the basic concepts of communication and latest rends
in communication technology
Freeware Linux
— To learn about freeware especially Linux
— To familiarize the trainees with Linux OS and application packages
B: eGovernacne [11 sessions]
Topic No. of Sessions
Transformation to e-Government 2
Session learnings for the participants:
— What is e-Government
— Why e-Government
— Issues in e-Government
— e-Government and e-Governance
— Critical Success/Failure Factors
— Overview of the National e-Governance Plan (NeGP)
— e-Gov Index
e-Governance case study 1 eg., G2C : eSeva Project 1
Technological aspects of e-Government projects 2
Session learning’s for the participants:
— Technology architecture
— Open standards
— Open Source Software and Free Software
— Technology Obsolescence
— Technology trends
— E-Security
Understanding Government Process Reengineering (GPR) 1
Session learning’s for the participants:
— Why GPR
— What is GPR
— Issues in GPR
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Report of the Committee to Review Induction Training Syllabus, June 2007
Undertaking GPR 2
Session learning’s for the participants:
— Methodology for GPR
— Tools for GPR
— GPR models
— Case study
Portal Development and Portal Content Management 1
Session learning’s for the participants:
— How does Internet work
— Essential elements for hosting a website (domain names, IP address, ISP,
Gateways, DNS, web/ mail/ news/ chat servers)
— Portal design & content framework – Content Management System
ICT for Development 1
Session learning’s for the participants:
— Challenges for rural connectivity
— Developing partnerships
— Local language adoption
— Local community involvement
— Role of NGO’s in ICT for Development
— “ICT for Development” project of NISG
e-Governance case study 2 - A case drawn from a functional area relating to a service other than 1
that of the IAS
In addition, candidates should be give case studies for self-study and outside class group discussions
and subsequent presentations & discussions.
Note:
— All group activity/assignment discussions should take place out-side the classroom
sessions, i.e. in evenings
— It may be mentioned that Indian Railways played a pioneering role in computerizing
payroll processing, inventory management and generation of revenue statistics, and
that it operates the world’s largest on-line reservation system.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table V
Foundation Course:
Syllabus : Law
Sl. Syllabus Theme/Topics Session Objectives Key Learning Points
No.
1. General Principles of Law
v General Principles of v To understand the concept of law and its nature. Definition of Law-Sources -Concepts
Jurisprudence v To identify various sources of law. of Rights and Duties – Concepts of
v Concept of Law and its v To understand the concept of “WRONG” which can Crime and Civil Wrong-Substantive
Nature be remedied and to distinguish between ‘Civil and Procedural Law, Rule of Law,
v Sources of Law Wrong’ and “Crime’. Principles of Natural Justice
v Rights and Duties v To understand the distinction between ‘Substantive
v Civil Wrong and Crime Law’ and ‘Procedural Law’.
v Substantive and
Procedural Law
2. Administrative Law
v Principles of Natural v To understand the concept of Rule of Law and To understand the Basis of
Justice appreciate its importance in the administrative Administrative adjudication and to
v Judicial Review of decision-making. understand the role of regulatory
Administrative Action v To understand the principles of Natural Justice and bodies in the wake of privatization
v Rule of Law to apply them in decision making. of services
v Administrative Discretion v To understand the alternate dispute redressal
v Delegated Legislation systems like Arbitration, conciliation, Specific Relief
v Lokpal and Lokayuktas and Independent regulatory mechanisms
v Functions and working
of Administrative Tribunal
v Alternate Dispute
Redressal Systems
3. Administration of Justice
v Judicial System v To understand the hierarchy of the judicial system Judicial System – Civil and Criminal
v Separation of Powers both on the Civil and the Criminal Side. Courts, Separation of Executive and
v Independence of Judiciary v To understand the concept of separation of powers the Judiciary; Independence of
and Judicial Activism and the scheme of bifurcation of functions between Judiciary and Law of Contempt and
v Techniques of judicial the Executive and Judiciary. Doctrine of Policy questions
control v To appreciate the desirability of independence of
judiciary and Judicial Activism.
v To understand the Law of Contempt and how to
defend a contempt case.
4. Legal Remedies and their
linkages with Constitutional
remedies
v Nature of Remedies in v To understand the remedies available in case of Nature of Remedies in Civil Cases,
Civil Cases, Punishment ‘Civil Wrongs’ in Civil Courts and other Courts Punishment for crimes; Writs
for Crimes v To understand the efficacy of the writ jurisdiction of against the State, nature and object
v Writs against the State- the High Court and Supreme Court. of writs, General Principles
nature and object of writs- governing issues of various writs.
General Principles
governing issues of
various writs
5 Court Procedure in Civil Cases
v To understand the basic concepts of the Civil Brief outline of procedure under
Procedure Code Civil Procedure Code, Nature of
v To understand the procedure while filing or while Cases governed by such
defending a suit more particularly the suit by or Procedure.
against the Government and public servants.
6. Law of Crimes
v To understand the concept of crime. Indian Penal Code and theories of
v To understand the principles of criminology. penology
v To understand the provisions of Indian Penal Code
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Report of the Committee to Review Induction Training Syllabus, June 2007
7. Procedure in Criminal Cases
v To understand the basic concepts of the Criminal Investigation of Crime, Role and
Procedure. Powers of Police, Arrest and Bail,
v To understand the criminal process-from Remand and Custody, Search and
Commission of crime till conviction. Seizure; Procedure in trial and
Criminal Cases; Provisions for
v To understand and appreciate the role and powers Prevention of Breach of Peace.
of the Police and Magistracy.
v To understand and appreciate the rights of citizens
and of the accused.
v To appreciate the importance of fair deal and just
trial to the Accused.
8. Law of Evidence
v To understand the general principles relating to General principles relating to
Law of Evidence. relevance and admissibility; Burden
v To understand the basic concepts of the Law of of Proof; Claim of Privilege,
Evidence. Examination of Witnesses.
v To apply the principles of Law of Evidence
v To apply the principles of Law of Evidence in
Administrative matters and inquiries.
v To understand the privileges available to Public
Servants.
9. Law of Contracts
v To understand the basic concepts of Law of Brief outline of the Indian Contract
Contract. Act so as to bring out the essentials
v To understand the essentials of a Valid Contract. of a valid Contract, Void
agreements are avoidable
v To understand the consequences of breach of contracts, remedies for breach of
Contract and remedies available in case of such Contracts
breach.
10. Law of Torts
11. Labour Laws
v To understand basic principles of labour Underlying principles relating
legislations and labour welfare measures. collective bargaining, trade
v To understand and appreciate the legislative unionism, resolution of Industrial
measures for the welfare and security of the Disputes, Legislative Measures for
workers. the welfare and security of workers.
v To understand the dispute redressal mechanism.
12. Other Acts
(i) Information Technology Act v To understand the provisions of the Act its Cyber Law and Cyber Crime,
2000 implications on use of Information Technology Redressal mechanisms
(ii) Dowry Prohibition Act v To understand the basic provisions of the Dowry Dowry, Legality and Reality,
Prohibition Act and remedies available in case of Remedies and Procedures
breach
(iii) Conservation of Forest v To understand the need and legal provisions for Forest Conservation Act, Wildlife
Act and Wildlife conservation of forests. Protection Act
Protection Act v To learn about the provisions for protection of
(iv) Environmental wildlife.
Protection Act 1985
(v) Prevention of v To understand the changes in substantive Law to Definition of Public Servant and
Corruption Act control menace of corruption legal protection available to Public
Servants
(vi) CVC Act
(v) Consumer Protection Act v To understand the rights of consumers. Rights of consumers, Consumers
v To appreciate the need for protecting the Forums , Relief available
consumer.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table VI
Foundation Course:
Syllabus : Political Economy
S. No TOPICS CONCEPTS/THEORIES SESSIONS METHODOLOGY
1. Introducing The economists methodology of 2 Lecture + Case discussion
Economics analysis to be introduced-viz.
(a) rationality
(b) trade-offs
(c) competition
(d) incentives
Concepts of scarcity, the assumptions
relating to preferences and utility.
2 Introducing The Demand, Supply Equilibrium and 4 Lectures + Application from Food
Modern Economy: Elasticities (in the context of competitive Policy & Taxation concept of
The Micro View markets) concept of Market failure & minimum support prices and need
role of state for govt. intervention in market
failure. The case study of health
insurance could introduce adverse
selection and moral hazard at this
juncture and bring out the need for
govt. intervention.
3 Introducing The Circular Flow of Income, Aggregate 5 Lectures + Policy Application to
Modern Economy : Demand, Aggregate Supply, Short-run understand the linkages between
The Macro View Equilibrium. Introducing Growth. macro variables like consumption,
National income accounting. investment, interest rates etc. This
will also help in later understanding
the measures of growth and how
policy making in one aspect impacts
on the other.
4 Indian Planning Five Year Plans and Annual Plans 1 Lectures + Handout for self-study
Process
Porcess of Formaulation
5 Growth & Measures of growth/performance: GDP 3 Lectures + Handout for self-study for
Perfromance Of The etc., GDP per capita, use of PPP $ in National Income aggregates & data
Indian Economy international comparison. Comparing
India with other countries (especially
China & East Asia)
6 Growth & Equity Inter-state growth & income levels, 2 Lectures + Handouts for self- study
Income & consumption distribution,
Distribution measures, Growth & equity -
East Asian experience, difference
between equality and equity, measures
of inequality like the gini coefficient
Welfare Economics Pareto optimality and its relevance to 1
policy especially in today’s context. The
welfare loss and the redistributive
impact of policy.
6 Poverty & Concepts & measures, trends, overview 2 Lectures + Handouts for self- study
Unemployment of policies & programmes
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Report of the Committee to Review Induction Training Syllabus, June 2007
7 Trade & Comparative advantage and how it has 4 Lectures + Handouts for self-study
Development proved empirically even today. Balance
of Payments concepts, India’s foreign
trade in comparison to China & East
Asia, Trade Policies in context of WTO,
the debate and cause of imbroglio on
subsidies and labour movement, Trade
Policy.
8 Growth & Demand & Supply of Money & Price 3 Lectures + Case discussion
Stabilisation Stability, Capital Flows, Exchange
Rates & Monetary Policy
9 State & Development Public Investment & Planning, changing 4 Lectures
contours. Overview of Budgets & fiscal
trends & reforms
Fiscal Federalism
10 Policy Frame For FDI & domestic Private I nvestment: 2 Lectures + Case discussion
Private Sector Determinants, Trends & Comparisons
11 Political Economy Of Political Context; Interest Group 2 Lectures + Case Discussion
Reform Politics; Sequence of Reform and its
dependency upon political context; Big
bang v. staggered reform
Total 34
N.B. The objective is to develop an all-India perspective and introduce comparisons between India
and other successful economies, wherever possible. Handouts for self-study & exercises should be
on concepts/definitions and data (including graphs etc.) Lecture sessions are for expounding
theoretical arguments and analyses.
Mode of Evaluation
Evaluation could be based on monthly objective type exams and an end-term exam.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Chapter 5
IAS Professional Training
Part I: Introductory
5.1 Duration of Phase I, State/District and Phase II Trainings
5.1.1 As has been said at para 1.2.2, as of now, mainly due to logistical reasons, the total duration
of training at LBSNAA is about forty-five weeks; of the forty-five weeks, Foundation Course
accounts for fifteen weeks, Phase I for twenty four weeks and Phase II for six weeks. Or in other
words, the training at LBSNAA falls short of the norm by about seven weeks, and this has been
impacting on the satisfactory transaction of the syllabus. In the interests of further professionalizing
the service, it is important to ensure that the training period as envisaged is not curtailed. It appears
that the curtailment is necessitated by the delayed issue of appointment orders to those successful in
the Civil Services Examinations. Ideally, as it used to be in the past, the Foundation Course should
commence in the first week of July. It would be desirable to work backwards and appropriately fix
the schedules for the conduct of examinations and the subsequent process before the appointment
orders are issued. Ideally, as with the French higher civil service38, there should be fixed dates for
the announcement of the results and for the commencement of the Foundation Course. Even if this
were not possible for any reason, the duration of the training should be protected by overcoming the
logistical problems such as limited hostel accommodation and lecture halls.
5.1.2 In view of the additional programs that the Committee is suggesting, such as the village and
urban slum immersion programs, and the study tour of ASEAN countries/ China, it would be
necessary to alter the inter-se division of the training duration among the three segments, namely
Phase I, State/district, and Phase II. As the additional programs are expected to enhance the
experiential knowledge that OTs would acquire in the district training, it seems desirable to find
space for them in the time now allotted for State/district training. The Director LBSNAA had
suggested restricting the duration of the State/district training to forty-eight weeks so that the
duration of Phase II may be increased from the present six to ten weeks. The pattern he suggested is
as follows:
a) Foundation Course 15 Weeks
b) Phase-I (including WST) 26 Weeks
38
“According to tradition, results are posted on the second Thursday of December at 5 P.M. [on the billboards of the entrance]
because the director’s welcoming speech is always on the second Friday of December at 9 AM. Admitted candidates must be
present for the welcoming speech the next morning at nine- it is mandatory-no matter how hung over successful candidates are
from the celebrations the previous night. This sticks as one of the many insidious traps that Parisians lay to thwart the ambition of
outsiders. Candidates from remote towns like Marseilles, Dijon, Bordeaux, or Toulouse have to ether stay overnight in Paris on
the night of the results or find a way to get there fast to make it to director’s speech the next morning.” Jean-Benoît Nadeau and
Julie Barlow, Sixty Million Frenchmen Can’t Be Wrong (why we love France, but not the French), Naperville, IL: Sourcebooks,
Inc., 2003, p.194.
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c) District Tr aining 48 weeks
(with two weeks for flexibility
to the State Government)
d) Phase-II 10 Weeks
e) Joining Time 3 Weeks
(at the end of Phase-I and Phase-II
f) Total 104 Weeks
He had also suggested adoption of the model district training pattern suggested by Dr
H.S.Anand, Director General, Haryana Institute of Public Administration, Gurgaon; this model
[Table I] suggests a 48-week common pattern of district training, with an additional four weeks for
additional attachments at the discretion of State government.
5.1.3 The proposal of the Director LBSNAA can be adopted with two modifications. First, the
OTs should be entitled to the joining time they are eligible under the rules of the cadres concerned,
but joining time at the end of Phase II need not form part of the 104-week training duration. The ten
days of joining time can be used for extending the Phase II program, and the consequential
extension used to organize the study tour of ASEAN countries/ China. It should be possible to
include the immersion programs within the period now slotted for Bharat Darshan by dropping:
— The present slots for urban bodies and NGOs in the Bharat Darshn [these account for
about a week], and
— Slots which are far too brief for any learning to take place.
Secondly, in drawing up their own structured programs States may take note of the model
suggested by Dr. Anand as well as the pattern being followed in States which have such programs.
The basic principles that need to be kept in mind while devising the structured pattern are elaborated
at para 5.6.2. In effect the duration of training could be as follows:
a) Foundation Course 15 weeks
b) Phase-I (including WST) 26 weeks
c) Joining Time 10 days
c) State/ District Training 50 weeks
d) Phase-II 11 weeks+ 4 days
e) Joining Time As per eligibility outside the duration of the
training
f) Total 104 Weeks
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Part II : Phase I Training
5.2 Basic Principles underlying the changes suggested to the syllabus
5.2.1 A welcome feature of the present Phase I training is that the transaction is organized through
modules that bring together the inputs from all the relevant disciplines to enrich the transaction of
the key theme of a module. This feature should continue. There is scope for improving the modular
transaction further such that OTs not only acquire the requisite competencies and skills but also are
enabled to adopt an innovative and creative approach to workaday problems they face in the initial
years of service. The Committee would suggest the following organizing principles for improving
the transaction.
— It is imperative to recognize the importance of self-study and the contribution that
State/district training ought to make. It is not necessary to cover in Phase I each and every
aspect of the wo rk that OTs are likely to attend to in the first ten years of service. It is not
necessary to cover in Phase I each and every rule, regulation and minor Act. The basic
premise underlying such coverage is that training in many States is not adequate. As set out
in paras 3.13.5 and 3.13.6 steps should be taken to improve the quality of training in States
where it is inadequate in a time bound manner. Self-study, during the training at LBSNAA,
State/district training, and later after the training, can be promoted through Web-based
provision of learning resources [elaborated in Section 7.2 of Chapter 7].
— Selectivity should guide the choice of topics. Whatever is covered should be covered
robustly. As set out by Dr. Agnihotri in his paper on restructuring the Professional Training
of IAS officers, the modules would need to be delivered holistically such that the historical,
economic, civil society, managerial, legal and constitutional imperatives are integrated in the
course/module design. The choice of topics should be guided by the fact that the objective of
Phase I training is to prepare the OTs for the learning that takes place in the State/district,
provide an all India perspective, and provide a knowledge of the theoretical concepts and
methods that help OTs to understand better the nature of their work, and to adopt an
innovative and creative approach to workaday problems. The long stint of State/District
Training should be used by OTs for self-study, acquiring practical experience and relating
practice to theory.
— It is desirable to provide additional inputs in eGovernance, political economy, management,
Human and Social Development, urban governance and development, disaster management,
law and order, and media management. The time needed for transacting these additional
inputs could be provided by the extra two weeks being provided for Phase I ,and by the
application of the principle of selectivity outlined above.
— As set out by Sri T.K. Manoj Kumar in his paper, excerpted at 3.10.2, it is imperative to
replace the present pattern of providing inputs on public administration. To recapitulate,
instruction is now mainly through lectures by practitioners, and testing the OTs is through
traditional pattern of examinations as in most Indian universities. This should be replaced at
the earliest by a system that creatively uses the case method for transaction of the topics as
well as evaluation. Eminent practitioners should definitely continue to be invited but they
should supplement the learning that takes place through case transaction and simulation of
the “real world” working. Needless to say, this calls for preparation of cases on a “war
footing.”
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5.3 Reorganization of Subjects
5.3.1 Presently, following are the subjects specified in the First Schedule to the Indian
Administrative Service (Probationers Final Examination) Regulation, 1955:
— Political Concepts and the Constitution of India
— Basic Economic Principles and Five Year Plans
— Law
— Public Administration and Management
— Hindi
— Language of the Cadre
— Computer
It would be expedient to reorganize the subjects, keeping in mind the principle that syllabus
should move out of academic silos, be inter-disciplinary and seek to intellectually equip the OTs for
the tasks ahead. Following are the subjects recommended:
— Contemporary India and the Global Environment
— Governance, Ethics and Leadership
— Public Administration and Management
— eGovernance
— Law
— Political Economy
— Human and Social Development
— District and Regulatory Administration
— Hindi or if a probationer has prior proficiency in Hindi one of the other Indian
languages taught in LBSNAA
— Language of the Cadre
The reason for carving out new subjects Contemporary India and the Global
Environment, Governance, Ethics and Leadership, eGovernance, Political Economy and Human
and Social Development are set out in great length in Chapters 3 and 4. The reason for an OT to
learn another Indian language if he is proficient in Hindi or the language of the cadre is set out in
paras 3.7.1 and 3.16.1.
5.3.2 For the purpose of the Indian Administrative Service (Probationers Final Examination)
Regulation, 1955, the syllabus of each subject would include the syllabus transacted during the
Foundation Course, and additional topics covered during the IAS Professional training.
5.3.3 Tables II to VIII give the additional topics of each subject except language. As with the
syllabus of the Foundation Course, the syllabus is based on the inputs from the relevant document
cited in para 2.2.5 39 and the outlines of the modules presently transacted in Phase I training
39
Sri T.K. Manoj Kumar suggested coverage of Stakeholder Analysis & Gap analysis, Social Marketing, Strategic Management,
Service Delivery, and Business Process Re-engineering in about twenty sessions. While agreeing with his suggestion, the
Committee would suggest that Stakeholder Analysis & Gap analysis, and Strategic Management be part of the syllabus of the
subject Governance, Ethics, and Leadership, Social Marketing of Human and Social Development, and, Service Delivery, and
Business Process Re-engineering of eGovernance. In making this suggestion, the Committee was guided by the principle that
cognate topics should be grouped together.
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[Appendix II to Annexure II]; further, based on these documents the tables also give, wherever
possible, the number of sessions in which the subject can be transacted, the preferred method of
instruction of each topic, and evaluation of these subjects. Needless to say, the number of sessions
as well as the method of transaction given in the tables are indicative, and that they should be
refined from time to time by the course coordinators of the Phase I and Phase II while ensuring that
all the topics are covered and the learning objectives are achieved. For a ready comparison with the
modules presently being allocated, Table IX sho ws the allocation of the module themes currently
being transacted among different subjects.
5.4 Indian Administrative Service (Probationers Final Examination) to be at
the end of State/District Training
5.4.1 There was a discussion regarding holding the final exams prescribed by the IAS (Probationers
Final Examination) Regulations 1955 at the beginning of Phase II instead of the present practice of
conducting them at the end of Phase I. This was considered as an alternate strategy with a view to
integrate better the learning during District Training and Phase I with the Phase II. During the validation
workshop this issue was revisited. The committee feels that conducting the examination at the beginning
of Phase II may turn out to be counter productive as the Officer Trainees would neither be in a position
to recall the academic inputs imparted during Phase I nor synthesize their learning in a comprehensive
manner as their inputs and learning would be vastly differentiated in terms of intensity and exposure
during District Training. Hence, it was decided to keep the system as at present namely of conducting
the final exam at the end of Phase I which would also include concurrent evaluation, take home
assignments and quizzes and spot tests etc.
However to achieve the objective of integrating the theoretical inputs during Phase I with the
practical experience in the field, the Academy should revisit the present system of assignments and
introduce more rigour and objectivity in the same. The assignments could be so designed as to draw
upon the inputs given in Phase I and relate them to the Officer Trainees’ own perception of field
situation. At present the Officer Trainees are required to do a District assignment on a topic of their
choice, and also present their experience on another issue during Phase II. Besides this, they also do
a socio-economic and land reforms survey of a village, where they collect primary data and analyse
it. This report is examined by the Centre for Rural Studies at the Academy. The OTs also send
monthly or daily dairies outlining their learning from different aspects of the District Training. This
is a useful tool, and should be continued.
While the current system is adequate in terms of reporting on the OTs District Training, it
can be further tightened to integrate the Phase I inputs. This could be done through :-
— Giving a project to implement as part of one of the RD schemes. The OTs could then work out
the usefulness of the project using the Project Management tools taught at the Academy.
— The inputs on data analysis could be integrated with a statistical analysis of a sector, such as
agriculture, self help groups. This could be an operational research feeding into the programme
at the District level. This will provide a “practical” orientation to the study of the OT.
— Both the project management and statistical analysis should have examination of the economic,
management and political factors aiding or impinging on the project/study.
— Evaluation at Phase II can be done by means of presentation before a panel of practioners and
subject matter experts. Clear evaluation guidelines communicated to the OTs before hand to
ensure standarization and rigour in the same.
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Part III : State and District Training
5.5 Learning Objectives during State/District Training
5.5.1 As the Handbook of District training for the IAS Professional Course puts it:
While the training in the Academy is largely national in outlook, the
district training is State-specific. It exposes the probationers to the ethos
and realities of administration at the field level. This is also the time
when the probationer is acquainted with the people and their customs,
the region and the State and its language. Through this process of
training, the probationer tries to pierce through the veil of surface reality
… It is through this interaction with people at the grassroots level and
various institutions that a bridge is created between the administrator
and the people whom one is required to serve throughout one’s career.
It follows , therefore, the importance of ensuring that the quality of district training is high in all
cadres cannot be stressed enough. That this is a major challenge and required to be addressed in a
time bound manner has been elaborated at considerable length in Section 3.13 of Chapter 3.
5.6 Structured Training Pattern
5.6.1 The importance of all States having a structured program of training cannot be emphasized
enough. This would ensure that the training outcomes are less subject to the vagaries of individuals,
be they OTs or the District Collectors. The LBSNAA had prepared a compendium of District
Training schedule of almost all States for the ATIs conference in 2004 which shows large variations
in the training schedules. The compendium is at Annexure-II (Appendix V). The Committee would
suggest that States which do not have a structured program may develop their own structured
programs. While developing such a program, they may take note of the practice in States with a
structured program 40. It is important to give equal importance to revenue and developmental
administration. The structured training program should provide, among others, for:
— attachments with Total Sanitation Programme, Education Department, Health Department,
ICDS , National Rural Employment Guarantee Programme, the largest urban agglomeration
in the State as well as a small municipality in the training district,
— interaction with key development workers like community health workers, Aanganwadi
workers, ANMs, school teachers, and visits to key institutions like ANM Training Schools,
District Institutes of Education and Training, Aanganwadi Training Centres, should be
integrated with an IAS OTs work in a district.
— independent charges of key posts in Revenue, Panchayat Raj and Urban Development
departments which would help the OTs pick up the nitty gritty details of administration, and
— participation in special events like elections, major melas like the Kumbh Mela or
Pushkaram, disasters, even if they were to occur in another district
40
For ready reference, the pattern prevailing in Andhra Pradesh, Maharastra, and Rajasthan is given in Annexure II [ Salient
Features of the Foundation, Phase I, State and Phase II Training]. Table I of this chapter gives a model pattern suggested by Dr.
H. S. Anand
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5.6.2 Needless to say all, even States with a structured training pattern need to revise the training
pattern taking note of the alteration in the duration of the State/District training suggested by the
Committee. While doing so, they may take note of the general principles set out at para 5.6.1 above.
5.7 Strengthening of ATIs
5.7.1 As set out in para 3.13.2, wherever necessary, ATIs should be strengthened. It is also
important to give the post of Director/DG status, importance and dignity so that it comes to be a
coveted post than a gulag.
5.8 Choice of Training District and District Collector
5.8.1 The Committee recommends that
— The district chosen should not be a predominantly urban district, which would be atypical
and not provide full opportunities for the OT to pick up all the skills and competencies. In
some States a few districts which offer full scope for the training are designated as training
districts, and Collectors of proven ability are posted in such districts, and all the officers with
whom the OT w ould be attached are oriented to the task of training. This practice could be
considered for adoption.
— The “training” Collector should be chosen with discernment; the Collector chosen should be
an officer reputed for his integrity and competence; the allotment of an OT for training
should come to be recognized within the service as a honor bestowed for outstanding
dedicated service.
— Where a District Collector is transferred to another district, the OT also may be transferred
along with him.
— Institutional arrangements should be put in place to oversee the discharge of the training
responsibility by the Collectors chosen for training OTs, and
— The practice in Rajasthan set out at para 3.13.3 could be considered for adoption. The
dialogue could be between the training Collectors, Director/DG ATI and the Secretary to
Government in charge of training. The outcome of the dialogue can be reported to the Chief
Secretary for appropriate guidance and directions.
— The Academy should extend all assistance in the selection of districts for deployment of the
OTs for District Training.
— It is important that the State Government/ATI be encouraged to play an active role and
provide close guidance and supervision of District Training. As the capacity of the State
Governments/ATIs to effectively guide and supervise such training increases, the Academy
should concentrate on quality control of the State component of training as set out in para
3.13.5, even while continuing to play a role complementary to the Training in States.
5.8.2 The Committee noted that the structure of District Training in Rajasthan initially includes
visits followed by attachments and then independent charge of various posts. Emphasizing the
importance of independent charge being held by OTs, it was suggested that Central Government and
the Academy should discuss this with State Governments to ensure that OTs are given independent
charge.
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5. 9 Fostering Linkages Between the Training at LBSNAA and in the
States/Districts
5.9.1 Institutional arrangements should be put in place for a dialogue between LBSNAA, ATIs and
the State Secretaries in charge of training so that towards the end of Phase I, before an OT reports to
the State for training, he is provided a clear schedule of training in the ATI and the district, and
departure from the schedule should occur only if major events that provide for experiential learning
such as disaster relief or elections or a law and order situation occur.
5.9.2 The linkages between the training at LBSNAA and in the States/Districts would be further
strengthened by the revised structure of LBSNAA proposed in Section 9.8 of Chapter 9. It is
proposed to register LBSNAA as a society under the Societies Registration Act; five Chief
Secretaries would be associated with the Board of Governors and three State Secretaries in charge
of training with the Executive Committee.
5.9.3 The Committee also recommends that the nomenclature of District training be changed to
‘Training in the State’.
5.9.4 The Committee also accepted the suggestion that States may be advised to revise their
manuals for training of Assistant Collectors that include the schedule of district training as well as
suitable material related to State laws – to be provided to OTs before they leave for District
Training.
5.9.5 The States should also be advised to review their models of departmental exams and to
ensure that the Departmental exams are conducted regularly. The models of Andhra Pradesh,
Maharashtra and Rajasthan may serve as reference. These are placed at Appendix VI-VIII of
Annexure II.
5.9.6 Suitable modules may also be designed by the States for imparting training to non-PCS/SCS
officers selected into IAS, to supplement the training they undergo at LBSNAA with an All India
perspective.
5.10 District Assignments and Action Research
5.10.1 Presently OTs are evaluated with reference to the following assignments to be done during
the State/District training:
— Socio-economic study of the village
— Land Reforms
— Assignment on District Administration
Following is an illustrative list of district assignments:
— Law and Order
— Electricity Sector Development:
— Issues in District
— Tribal Issues
— Gender Issues and Development
— Issues in Water Management
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Report of the Committee to Review Induction Training Syllabus, June 2007
— E-Governance in district administration
— Health Sector Issues
— Disaster Management
— Urban Management Issues
— Tourism
5.10.2 The Committee would suggest the allocation and evaluation of assignments may be
reorganized as follows:
— Socio-economic study of a village
— Socio-economic study of a town
— Action Research
o for improving service delivery, or
o a major program, or
o strengthening key institutions like ANM Training Schools, District Institutes of
Education and Training, Aanganwadi Training Centres
— District assignment relating to social sectors
— District assignment relating to revenue, relief and rehabilitation, and regulatory functions
It may be mentioned that many young officers suggested revival by LBSNAA of the system of
action research
5.10.3 Land reforms and land ownership should be covered in the socio- economic study of a
village and town. It could also be one of the topics for an assignment relating to revenue, relief and
rehabilitation, and regulatory functions. The learning derived from the immersion programs as well
as the inputs received from the courses in the Foundation Course and Phase I training should be
used to plan the study. The report on social sector should document the whole process of
decentralized planning in some of the social sectors chosen. For the district planning reports to be
of standard quality based on agreed methodology, it will be important to develop templates for data
analysis and reporting so that the thrust on evidence based reporting is strong and reliable. In this
regard, District Human Development Reports can serve as a useful template. This assignment
should not only highlight the strengths of the system in the district concerned but also the key
challenges and innovations required for that system to deliver better. Some kind of SWOT analysis
of the system of planning and implementation of such programmes in the district would be very
useful in developing a right analytical framework. Besides allotting marks for this work, LBSNAA
could tie up with the concerned Ministries in Government of India for rewarding the best reports on
district specific social sector programmes. These reports will be a very useful feed back to the
Central Ministries involved with those programmes. By instituting awards for outstanding
documentation and analysis of the district planning process in the social sector, we would be
encouraging OTs and at the same time getting quality output from the fieldwork.
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Part IV : Phase II Training
5.11 Focus on Experience Sharing & interactive Sessions
5.11.1 The extension of duration by four weeks, excluding the period proposed for the study tour to
ASEAN countries/China, could be used to deepen the experiential learning expected from this
Phase. It is desirable to have more structured processes for enhancing that learning. There should be
as few lectures as possible and the modules as well as seminars should be in an interactive mode.
Guidelines should be issued to the guest speakers for the modules and seminars such that their
inputs are presented in a way that enhances interactivity and, experiential learning by OTs.
Development of appropriate cases and simulation matter would enhance the experiential learning.
5.11.2 Following is an illustrative list of modules and seminars that are being conducted in Phase II
— Module on Disaster Management
— Module on National Security
— Module on Elections
— Interaction with IAS officers of 6-9 years seniority
— Weapon Training Module at IMA
— Seminar on Law & Order
— The Effective Sub-divisional Officer [SDO] Seminar
— Seminar on Human Rights
— Seminar on E-Governance
— Interaction with IAS officers of “Golden Jubilee” batch, namely officers who joined IAS
half-a-century ago and come to LBSNAA for a retreat.
— Interaction with Heads of State Administrative Training Institutes.
5.12 Additional Modules and Seminars
5.12.1 The highly popular Effective Sub-divisional Officer [SDO] Seminar may be replicated for
the following:
— Chief Executive Officer, Zilla Parishad
— District Collector
— Municipal Commissioner
5.12.2 There should be balance between topics relating to revenue and regulatory administration,
and of social and human deve lopment. Following is an illustrative list of modules/seminars that may
be organized in respect of social and human development
— National Rural Health Mission
— National Employment Guarantee Act
— Challenge of Universal Elementary Education and Universal Literacy
— Social Security
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Right to Food
— Convergence of Services
— Delivery of Urban Services
— Managerial and Participatory Methods for Enhancing the Effectiveness and Quality of Basic
Service Delivery
— Livelihood Issues
— Self Help Groups as Vehicles for Empowerment and Development
— Enterprise Development
— Microfinance
5.13 Additional Inputs on eGovernance
5.13.2 These are given in Table XI.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Part V : Dr. Agnihotri’s Restructured Training Pattern – a juxtaposition
of theoretical inputs and practical training
5.14.1 In his paper developed on a request by the Committee, Dr Agnihotri fleshed out the concept,
worked out the implications and suggested concrete modalities whereby the sandwich training could
be restructured.
The Argument
5.14.2 At present the Professional Training Programme for the officers recruited to the Indian
Administrative Service comprises (i) Professional Course (Phase I), including Bharat Darshan, (ii)
District Training, and (iii) Professional Course (Phase II). During the course of various discussions
and deliberations of the Syllabus Review Committee, the following points have been raised
favouring an appropriate restructuring of the entire gamut of training inputs:
(1) The linkage between the theoretical inputs and practical training is somewhat nebulous,
giving rise to a perception among the Officer Trainees (OTs) that the theoretical training does
not equip them adequately to face the challenges of real life situations in the field.
(2) The compartmentalisation of on campus and field training input gives rise to training fatigue
because of the monotony of each type of inputs.
(3) Juxtapositioning of theoretical and practical inputs (comprising experiential exposure and
immersion) sequentially on each identified module would help reinforce the import of
training much better.
(4) The range of field situations that the IAS officers have to manage in the first 6-7 years of
their post-training service in different states across the country is indeed very wide. Any
attempt to provide adequate inputs in respect of all of these is not only impractical but also
leads to the proverbial spreading of the butter too thin. Under the circumstances, it would be
better for the LBSNAA to focus on a few key and robust modules through theoretical and
practical exposures. Inputs relating to the remaining categories of field situations and jobs,
including non-district assignments, could be left for the State Governments to prioritise and
deliver as well as for the informed and alert OTs to pick up on their own, either during the
training schedule or as they go along in their careers.
(5) IT-enabled Distance Learning Packages, supported by a mentoring system, could also be
developed to meet the more specific requirements and aspirations of the OTs.
Restructuring Parameters
5.14.3 In the light of the foregoing discussion it is proposed to suggest a restructuring of training of
IAS officers, keeping in view the following parameters:
(1) The theoretical and practical (theo-practical) inputs should be juxtaposed, as far as possible,
for better reinforcement of training.
(2) A few key modules should be identified for robust coverage, coordinated by the LBSNAA.
(3) (a) In order to ensure ‘registration’ of OTs in the allotted State after Phase-I, for purposes of
acclimatisation, arrangements for payment of salary, allowances, TA/DA etc., they should
necessarily report to a district in the allotted State before proceeding to any out-of-the-state-
location for practical training etc.
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(b) A part of the training time should be set apart for the State Governments to utilise for
coverage of important state specific inputs, including laws, language etc. This may comprise
about 6 weeks when they first report to the State Government during district training and
another 8 to 12 weeks at the end of their 2-year training schedule (pre- or post- Phase II).
(4) A continuum of Integrated Theo-practical Modules (ITM) should be developed and delivered
by LBSNAA to cover most of the training time presently available for Bharat Darshan, Phase
I, District Training, and Phase II. The structure of each module should be developed on the
lines of Village Socio-Economic Survey. It should be preceded by a briefing session and
concluded with a debriefing session.
(5) Since training infrastructure to provide quality inputs in respect of all important sectors is not
uniform or adequate across various states / districts, it may be necessary to provide flexibility
in terms of district level inputs to be delivered in different districts or even in a different state
for various key modules. This could be coordinated by the State level Administrative
Training Institutes (ATIs).
(6) Certain ATIs may have to be identified and designated as Regional Training Centres for
purposes of providing training to OTs of other states in respect of some key training modules.
(7) Rural Development and Urban Management ‘immersion’ programmes could be the key
features of Bharat Darshan, in addition to Army Attachment.
(8) In view of admittedly inadequate inputs during training to cover all the assignments and
situations that an IAS officer is required to handle in the first 6-7 years of her/his post-
training service, an online advisory system coupled with IT-enabled distance learning
packages, to assist the young officers facing situational dilemmas and difficulties, needs to be
institutionalised. This would necessitate an arrangement through which a panel of
counsellors/ advisors/ mentors would be maintained and they would be paid an annual
retainership fee as well as an hourly fee for the time spent in counselling, advising, delivering
distance learning packages and evaluating / assessing.
Alternative Models
5.14.4 The following alternative models of a continuum of integrated theo-practical modules (ITM)
are for consideration:
1. Phase I (post Bharat Darshan) and District Training may be made into a single training
continuum, comprising theoretical training at LBSNAA followed by practical training in the
districts in respect of certain identified key training modules/clusters. Thus a period of
about 66 weeks may comprise two stays at LBSNAA, each followed by practical training in
the State/District Attachments.
2. Bharat Darshan, Phase I and District Training may be made into a single training continuum,
comprising theoretical training at LBSNAA followed by practical training in the districts in
respect of certain identified key training modules/clusters. Thus a period of about 76 weeks
may comprise three stays at LBSNAA, each followed by practical training during Bharat
Drashan and State/District Attachments.
3. Bharat Darshan, Phase I, District Training and Phase II may be made into a single training
continuum, comprising theoretical training at LBSNAA followed by practical training in the
districts in respect of certain identified key training modules/clusters. Thus a period of
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about 82 weeks may comprise four stays at LBSNAA, at least three of which would be
followed by practical training during Bharat Darshan and the State/District Attachments.
5.14.5 Of these three models, the one at serial number (3) is strongly recommended.
Restructuring Capacity Building System
5.14.6 For implementing this Alternative Model for building requisite capacities among the OTs,
inter alia the following arrangements would need to be considered:
(1) Some states have traditionally ensured careful selection of districts where the OTs are to be
trained. This practice would need to be universalised in order to facilitate optimal delivery of
the modules.
(2) To the extent possible, the OTs should be detailed for training to districts where the Collector
/ Deputy Commissioner is not likely to be changed during the period of District training.
(3) The training infrastructure at LBSNAA would need to be suitably upgraded to make it
internationally best-in-class. Similarly, the State ATIs would also need to be infrastructurally
strengthened as well as suitably empowered.
(4) The faculty in LBSNAA as well as the ATIs would be selected (with a right combination of
administrators and professionals), motivated and trained in such a manner as to ensure
successful delivery of the selected modules. Proper selection and development of the faculty,
imbued with a mission to guide the OTs acquire excellence in public service delivery – with
an open architecture and a secular mind-set - would be of the essence.
(5) Templates for development and delivery of the modules, somewhat on the lines of the
Village Socio-Economic Survey, would need to be designed, as stated above.
(6) A module-related system of evaluation of OTs performance during training, including
provisioning of adequate weightage to the assessment of District Collector / Deputy
Commissioner, would need to be incorporated.
(7) A part of the training period of the OTs in the allotted state may be set apart for state-specific
inputs, out-side the modular arrangement of this Alternative Model.
(8) For future, a system of Integrated Delivery of Learning Experience (courtesy Centre for
Good Governance, Hyderabad), comprising the complete range of higher education, UPSC
examination, FC, Phase I (including Bharat Darshan), District Training, Phase II as well as
proposed Phases III, IV and V, would need to be conceptualised, developed and delivered.
Model Schedule: An Illustration
5.14.7 Taking into account various considerations involved in the delivery of the Alternative
Module, an illustrative schedule is given below:
SL. TRAINING PHASE &
MODULAR INPUTS METHODOLOGY
NO. DURATION
1 2 3 4
1 Phase I: Pre-Bharat Drashan In-class Inputs: Lecture, Panel Discussion, Case
(1)Public Private Partnership Study, Film, Group Work, Exercise
(2 weeks) (Language), Hands -on (Computer)
(2)Extremisms, Terrorism and Naxalism
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(3) Briefing on ITMs
(4) Language & Computers
2 Bharat Darshan In-field Inputs: Field Visit, Attachment, Paper /
(1) Immersion Programme Report Writing
( 8 weeks)
(2) Interaction with Army, Navy and Air Force
(3) Calling on VIPs in Delhi
3. Phase I (Part One) In-class Inputs: Presentation, Lecture, Panel
(5) Debriefing on ITMs Discussion, Moot Court and Mock
(8 weeks) Trial, Case Study, Group Work,
(6) Criminal Law Administration Seminar, Film, Exercise (Language),
(7) District Administration Hands-on (Computer)
(8) Institutions of Self Government
(9) Social Sector Interventions
(10) Briefing on ITMs
(11) Language & Computers
4. District Training (Part One) In-field Inputs: Independent Charge, Court Hearing
(4) Court Work and Judgment Writing, Lecture,
(24 weeks) Exercise, Field Visit, Attachment,
(5) Independent Charges as Circle / Revenue Inspector Paper / Report Writing
and Tahsildar, (6) Independent Charge as BDO
(7) Local Laws and Language at ATI
(8) State Darshan and other attachments, as decided by
the State Government
5. Phase I (Part Two) In-class Inputs: Presentation, Lecture, Panel
(12) Debriefing on ITMs Discussion, Case Study, Group Work,
(10 weeks) Seminar, Film, Moot Court and Mock
(13) Project Management Trial, Exercise (Language), Hands-on
(14) Interaction with politicians & media (Computer)
(15) Disaster Management
(16) Conduct of Elections
(17) Skills for Effective Administrators
(18) Briefing on ITMs
(19) Law, Language & Computers
(20) Examinations
6 District Training (Part Two) In-field Inputs: Field Visit, Independent Charge,
(9) Court Work Attachment, Court Hearing and
(24 weeks) Judgment Writing, Paper / Report
(10) Independent Charge as Project Director Writing, Distance Learning
DRDA / ITDA (Language)
(11) Independent Charge as CEO Zila Parishad
(12) Role in Conduct of Elections and Disaster
Management, if possible
(13) Language
(14) Secretariat, Legislature and other
attachments, as decided by the State Government
7. Phase II ITM: Presentation, Assessment, Group
(21) Debriefing on ITMs Work, Simulation and Role Play, Moot
(6 Weeks) Court and Mock Trial, Exercise
(22) Assessment of Modules (Language), Hands -on (Computer)
(23) Experience Sharing
(24) Law, Language & Computer Instructions
Total Duration (excluding
travel time): 82 weeks
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The Constraints
5.14.8 In the implementation of this Alternative Model, following difficulties / hurdles may be faced
and would need to be adequately resolved:
(1) It may not be possible for the OTs to attend to the Court Work assignments adequately
during the District Training if they have to shuttle between the LBSNAA and the district.
(2) There will be time and financial cost implications if the OTs have to travel from the
LBSNAA to the District and back twice.
(3) The training calendar of the LBSNAA would also need to be rearranged suitably, especially
in order to provide an additional slot for OTs coming to LBSNAA half way through their
District Training.
(4) The States would also be required to fine-tune and realign the training schedule of the OTs in
the State/district in order to match the needs of the ITM.
(5) Adequate training infrastructure would need to be created in ATIs identified as Regional
Training Centres.
Suggested Solutions:-
5.14.9 Some suggestions to deal with the above constraints are as follows:
a. As regards court work, this problem is relevant only for those states where magisterial
powers are conferred on the OTs and they are required to do actual court work.
Experience shows that after the OTs reach the district, it takes considerable time to get
the cases transferred. Again, sometimes, the cases transferred are not really ripe for
hearing. If these two issues are sorted out with cooperation of the District Judiciary,
adequate court work can be transacted in spite of the break in the district training.
b. Regarding restructuring of the training calendar at LBSNAA, according to the
Modular Schedule suggested above in Section 7, the OTs will leave for the states 16
weeks after the start of Phase I (Part One) and return to LBSNAA 24 weeks thereafter.
Adding a couple of weeks as transit period, we are talking OTs returning to LBSNAA
about 44 weeks after the start of Phase I (Part One) approximately in the second week
of December in Year 1. Adding 44 weeks to that takes us to end of September in Year
2. 10 weeks of Phase I (Part Two) between October and mid-December is climate-
wise as well as otherwise not difficult to fit in, with new infrastructural facilities
coming up. In terms of mix of training programmes on the main campus, it would be
doing the FC and Phase I together, which in any case is happening today with Phase I
being combined with second FC. There are no insurmountable difficulties here.
c. Strengthening of infrastructure at State ATIs and fine-tuning of District Training are
on-going initiative and would need to be pursued.
d. The additional finances needed for the purpose are well within the means of the
Central Government. As the saying goes, where there is will, there is way.
e. IT-enabled Distance Learning Packages, supported by a mentoring system, could also
be developed to meet the more specific requirements and aspirations of the OTs.
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5.14.10 During the validation workshop Dr. Agnihotri emphasized that the model attempts to
juxtapose the theoretical inputs and practical training in District Training. The Academy did not
favour this model on logistical and budgetary considerations. While respecting the views of the
Academy and the logistic issues involved in bringing the OTs back to the Academy in the middle of
their Training in the State, the Chairman and Member Secretary emphasized the need to explore
ways to operationalise either the model presented by Dr. Agnihotri or other alternate means in order
to establish closer co-relation and proximity between academic inputs received in the Academy, the
related field experience during the District Training, and facilitate the process of helping the OTs
assimilate their district experience on their return to the Academy.
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Part VI : Overall Evaluation of OTs for the Purpose of Fixing Inter-se
Seniority
5.15.1 The patterns presently being followed by LBSNAA is given in Section V of Annexure II
entitled Salient Features of the Foundation, Phase I, State [District] and Phase II training. The
Foundation Course has come to stay and it is desirable to build in the evaluation at the end of the
Foundation Course as part of the overall evaluation of OTs for the purpose of fixing inter-se
seniority.
5.15.2 The patterns presently being followed by LBSNAA may continue with the following
modifications:
— the reorganization of subjects, and
— the reorganization of subjects in the assignments during State/District training, and
5.15.3 In the present pattern 150 marks are allocated to the final examination of the Foundation
Course and 300 marks to the IAS Probationers’ Final Examination. There is no justification for the
differentiation between these two examinations. The examinations at the end of the Foundation
Course may be taken to be the first part of the IAS Probationers’ Final Examination; the concluding
part of the examinations may be conducted after the completion of the State/district training for the
reasons set out at Section 5.4 above. Table XII gives the proposed allocation of marks for the
different subjects proposed for the Induction training as a whole.
5.15.4 The assignments during district training account for a maximum of 75 marks. These are
allocated among the assignments proposed as follows:
Socio-economic study of a village 10
Socio-economic study of a town 10
Action Research 20
District assignment relating to social sectors 17.5
District assignment relating to revenue
and regulatory functions 17.5
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Table I
Common Pattern of State Attachment of IAS Probationers
Sr. Types of Attachment Total Duration Independent Charge Comments
No.
1. Institutional Training at ATI 7 weeks (4 weeks at Sandwich Pattern
the start of IAS
Probationers State
Attachment & 3
weeks at its closing)
2. Collectorate Training Including Preparing of District 10 DC Office Branches for
Development Plan (DDP) 5 weeks
3. Revenue Training 4 Tehsildar (2 weeks) Land Management,
Computerization of
Land Records
Consolidation of
Holdings & Land
Reforms.
4. Police Training Including Thana 2 SHO (1 week)
5. Judicial Trg. Including inspection of jail with District 2 JM-II-2 Timely Receipt of
& Session Judge Judicial Powers
6. ZP/DRDA 2
7. Panchayat Secretary & BDPO 2 Panchayat Secy. BD &
PO 2)
8. Secretariat 1
9. Health Services 1
10. Education 1
11. Civil Supplies 1
12. Social Welfare with emphasis on Development of 1
SC/ST
13. District Financial Management 1 Including Treasury
14. Urban Local Bodies & Urban Development 2 Substantive Charge
of a Municipal
Committee
15. Agriculture/Milk Fed/Fishries Mining 2
16. Water Resources Management 1 1
17. Industrial Development 1 1 Substantive charge
of GM, DIC
18. Transport, Communication & Allied Services 1
19. Sub-Divisional Officer (Civil) 4 2
20. State Darshan 2 State Agriculture
University, Water
Management
Project and other
Important Projects
Total Duration 48
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Part VII : Flexible Training Schedule for Special Inputs
12. Each State has certain special socio-economic characteristics and they require Special
Inputs of Training. These special inputs can relate to areas like Command Area
Development, River Valley Projects, Hill Area Developme nt or Coastal Development.
A four weeks Flexible Training Schedule for Special Inputs is recommended for this
purpose.
Source: Dr. H. S. Anand, Strengthening of Administrative Training Institutes in States/Uts: A
Structural Functional Approach , Haryana Institute of Public Administration, Gurgaon.
Table II
The IAS Professional Course Phase I
Additional Inputs of Governance, Ethics and Leadership
Sl. Syllabus Theme – No. of Sess- Session Methodology Key Learning Points & Key Experiences
Topic ions Objective Adopted
No. At the end of the session, the trainee should
know -
1. Stakeholder 6 To understand the 4 lectures, § How to conduct a stakeholder
Analysis & Gap process and analysis;
2 Case studies
analysis objectives of
§ How to identify lacunae in
stakeholder
analysis. programmes & projects from the
multiple points of view of various
stakeholders
2. Strategic 4 To appreciate the 4 Cases § How to draw up a strategic plan for
Management application of the an organisation
principles of
strategic
management
3. Organisational 12 team games,
behaviour, exercises
leadership profiling,
team work etc
4 IAS in perspective
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Table III
The IAS Professional Course Phase I
Additional Inputs of Public Administration and Management
— Issues in the north east
— Basic Administrative Skills & Procedures
— Project Management
— Media Management
Table IV
The IAS Professional Course Phase I
Additional Inputs of Human and Social Development
I. Perspectives on Development
— Historical perspective of development
— What is development and how do we measure it?
— Role of the state, markets and international institutions
— The role of private sector and civil society
II. Concept and Evolution of Human Development
— Growth and Development and Inequality
— Capability, Basic Needs and Quality of Life Approach
— Human Capital, Human Rights and Human Security
— Human Resource Development and Human Development
— Millennium Development Goals and Human Development
III. Dimensions of Human Development
— Human Development – empowerment, cooperation, equity, sustainability, participation
— Applications – consumption, education, health, economic opportunities, people’s
participation, gender equality, environment, freedom and democracy, cultural liberty
— Understanding Capability Deprivation – income and human poverty
IV. Measuring and Reporting
— Measurement
o Earlier indices and their limitations (PQLI, DALY)
o Human Development Index (HDI)
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o Other HD indices – HPI, GDI, GEM
— Reporting
o HDRs – emergence, impact and limitations
o The Indian experience – national and sub-national HDRs
IV. Issues in Social Development
§ What is social development?
§ Interplay of key components of social development – poverty, education, health, gender,
environmental sustainability
§ Gender as a cross cutting issue
VI. Health
— Health: Emerging Issues and challenges in health care management
§ Trends in health/epidemiological and demographic transition in developing countries
§ Social determinants of health and mortality - inequalities in health
§ Trends in Health Care in India
§ Population & Family Welfare
§ Primary Health Care – “Health For All”
§ Child Development and nutrition
§ Challenge of Maternal and Infant Mortality Reduction
§ Addressing HIV/AIDS control
§ Reforms in the health sector in India
— Health: Economics of Healthcare
§ Distinction between health and health care - nature of health care as an economic
commodity.
§ Investing in health – the multiplier effect
§ Opportunity costs and problems of rationing health care.
§ Economics of financing health care and different approaches taken by governments in
different countries – healthcare market, health insurance. How markets and insurance
markets work, and how they can fail for health care.
§ Role of international and bilateral aid for health – recent trends in aid packages such as
“sector support” and its implications for the health system
— Health: National Schemes including National Rural Health Mission, and the Integrated Child
Development Services
VII. Education
— Education: National Development and Education Policies in India
o Pre independence and post independence period
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o Trends in Education in India
§ Elementary Education
§ Adult Education
§ Secondary Education
§ Higher Education
§ Technical Education
o Reforms in the education sector - an analysis and comparison with international trends
— Education: Issues and Challenges in Uni versalizing Education
o Vulnerable population – such as children, girls, differently abled, children with special
needs, migrants, tribal etc
o Enhancing quality of education
o Convergence of Health, Child Development, and Education at grassroots level
o Role of civil society organisations
— Education: National Schemes including National Literacy Mission, Sarva Siksha
Abhiyan etc.
VIII. Poverty Alleviation, Livelihood, & Employment Generation
— Incidence and dimensions of poverty in India
— Employment & unemployment
— Poverty alleviation and employment generation programmes
— Housing and basic services to the poor
— Water supply & sanitation
— Rural poverty alleviation – Approaches
— National Rural Employment Guarantee Act
IX. Institutions & Development
— Self-help Groups
— Microfinance
— Panchayat Raj Institutions
— Urban Bodies
X. Affirmative Policies and Development of Disadvantaged Sections
— Scheduled castes
— Scheduled tribes
— Minorities
— Other backward classes
— Persons with disabilities
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XI. Food Security
XII. Urban Governance & Urban Development
— Causes of urbanisation
— Urbanisation and economic development
— Global trends and responses to urbanisation
— Urban decentralisation in India
o 74th Constitutional Amendment Act [CAA]
o Comparisons between 73rd and 74th CAA
o Municipalities’ Acts – overview and assessment
o Comparative assessment of participatory processes in rural and urban decentralization
o Urban management challenges
§ Human resources
§ Urban Poverty issues
§ Services – Solid Waste Management, water supply and sanitation, public
works, public health, education etc
§ Financial management
§ Inter-institutional relations in urban services
§ Rural-Urban issues
o Jawaharlal Nehru National Urban Renewal Mission
Table V
The IAS Professional Course Phase I
District and Regulatory Administration
1. District Administration
— Administrative framework, structures and functions
— Line Departments and coordination
— District Planning Board/District Minster
— Special project agencies created to implement specific projects/programmes or to meet
specific objectives such as the Integr ated Rural Development Authority and the Integrated
Tribal Development Authority.
— The district level judiciary
o Relations with judiciary
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— Central Government organizations in the district
o IB
2. Office of District Collector – Direct responsibilities, as well as Coordinating role where
direct control does not exist, in spheres of:
— Public security and law & order
— Land record administration and land revenue court work
— Disaster Management
— Civil supplies and public distribution system
— Supervision of district treasury
— Conduct of elections
— Protocol
— Development
— Urban and municipal affairs
— District planning
— Registration & Stamps
— Excise
— Industries
— Cooperatives
— Social Welfare
— Removal of public grievances
— Conduct of census – human, livestock, agricultural, industrial
— Coordination with bankers
— Supervision of jails
— Supervision of prosecution staff
— MP/MLAs Local Area Development Programmes
— Procurement of agricultural produce
— Conduct of special campaigns
— Numerous residual duties
3. Panchayati Raj Institutions & Municipalities: Constitutional Bodies at the District level
— Panchayati Raj 1959 – 1993
— 73rd / 74th Constitutional Amendments
— Three tiers of PRIs and relations amongst them
— Functions, functionaries and funds provided to PRIs and municipalities
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— Relations between PRIs, Mayors, and MPs, MLAs, state and district level politicians
— District planning
— Gram Sabha/Ward level Committee
— Role and functions of CEO Zilla Parishad, Block Development Officer, Gram Sevak,
Municipal Commissioner
— Local Fund Audit
4. Land record/revenue administration system
— SDO, Tahsildar or Mamlatdar, Inspector Land Record, Girdavar [Circle Revenue
Inspector], Patwari or Talati [Village Revenue Officer]
— Organization of Tehsil, Sub Division and Collectorate offices
— District Manual, Treasury Manual
— Land and tenancy reforms and impact, tenancy laws, land ceiling issues, maintenance of
land records, survey and settlement, land acquisition, rent collection, public demands
recovery, land disputes and revenue court cases.
— Land Acquisition and Rehabilitation
5. Internal Security
— Organization of police administration in the district,
— Role of executive magistrates
— Police Magistracy relations
— Handling Law and Order
o Intelligence collection,
o Dispersal of unlawful assemblies,
o Principles of crowd control,
o ESMA,
o Preparation of reports under NSA,
o Commission of Enquiries Act,
o Regulation of foreigners registration and movement
— Insurgency
o Problems in insurgency affected areas
— Terrorism
— Civil- military liaison
— Human rights, and maintenance of law and order
— Media and handing law and order situations
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Report of the Committee to Review Induction Training Syllabus, June 2007
6. Disaster Management
— Planning for coping with natural calamities and manmade disasters
— Relief and Rehabilitation
— Managing media
— Managing civil society organizations
7. Conduct of Elections
8. Fairs, Melas
9. Protocol
— Dealing with citizens and elected officials, and politicians
10. Grievance Reddressal
Table VI
The IAS Professional Course Phase I
Additional Inputs of eGovernance
Service Delivery 4
Session learning’s for the participants
i)Introduction to service operations 2 Lectures
(ii)Design of service operations 2 Case
(III) Strategies for managing capacity constrained services Studies
Business Process Re-engineering 3
(i)Mapping work processes 2 Lectures
(ii) Work improvement and simplification One Case
Study
National e-Governance Plan (NeGP) for India 1
Session learning’s for the participants:
— Overview of NeGP on e-Governance
— Status of Mission Mode Projects
— Role of Ministries of Government of India in NeGP
— Role of State Governments in NeGP
Leadership and Motivation 1
Session learning’s for the participants:
— Technology absorption management
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Motivation and incentive
— Project ownership)
e-Governance case study 1 - G2G : SmartGov application in A.P. or any 1
other G2G workflow application
e-Government Project Planning
Session learning’s for the participants:
— IT vision and strategy for the departments 2
— Components of e-government project
— Components of feasibility study report
— Components of System Requirement Study (SRS) report
— Components of Request for Proposal (RFP) report – Technical
specifications & scope of work, Commercial terms & bid formats,
draft agreement & Service Level Agreement (SLA)
— Procurement for e-Government – different models
(MCA21 and e-Procurement as Case study)
e-Governance case study 2- Related to G2B (MCA21 initiative) 1
Software Development Life Cycle (SDLC) and Quality Control 2
Session learning’s for the participants:
— Role of Management, Users, and Designers in SDLC
— Different models of software development
— Understanding Systems Analysis, Systems Design
— Pitfalls in the SDLC
— Data collection for analysis and design
— Appreciation for quality standards and controls
Panel Discussion: Critical Success/Failure Factors and Challenges for e-gov 1
Policy frame work for e-Government Projects
Session learning’s for the participants: 1
— IT Acquisition and Disposal
— Security and Privacy
— e-payment
— Tendering
— Training and Recruitment
— Evaluation of Projects
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e-Governance case study 2- e-Panchayats (Rural initiative) 1
Field Project work : Group formation and project allocation 1
Decision Support System (DSS) 1
Session learning’s for the participants:
— Concepts of DSS
— Data warehousing
— Data mining
— Expert systems
Geographical Information System (GIS) 1
Session learning’s for the participants:
— GIS and its components
— Spatial/Attribute data
— Demonstration of GIS application
Field Project work : Group formation and project allocation 1
Note: All group activity/assignment discussions should take place out-side the classroom
sessions, i.e. in evenings
Table VII
The IAS Professional Course Phase I
Additional Inputs of Law
S. Topic & Contents Objectives Methodology
No
1. Indian Penal Code · To understand basic concepts
· Offences against State of Crime and principles of
criminology.
· Offences against and Lecture/
relating to Public · To understand the exceptions
in the Penal Law. Case Studies/
Servants
· Offences against · To understand the principles of Discussion
right of private defence. leading
Person
· Offences against · To understand the offences
Property against State and Public
Servants and against the
· Offences against justice.
Justice
· Forgery
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· Cheating
· Criminal
misappropriation and
breach of trust
· Preparation, abetment,
attempt
2. Criminal Procedure Code · To understand the basic principles
of Criminal Procedure.
· Bail · To apply the Criminal Procedure
in proceedings triable by the
· Investigation, T.I., Executive Magistrates. Lecture/
Parades and Dying Case Studies/
Declaration · To appreciate the role of Police
and Magistracy (i) in maintenance Moot Court/
· Procedure relating to of Guided Law and Order (ii)
trials and appeals Prevention of crimes, (iii) Mock Trial/
· Security Proceedings Investigation of offences and (iv) Order
(Chapter VIII), Breach Prosecution of offenders Writing
of Peace (Chapter X) · to appreciate the role of Exercises/
· Emphasis on Magistracy in Practice
Prosecution, Role of · administration of justice sessions
Executive Magistrate
and Preventive Action · correctional justice
· To appreciate the role of
Magistracy in
- Preventing abuse of power.
- ensuring the right to life and
personal liberty to every citizen
- to ensure fair deal and just trial
to every accused.
3. Evidence Act * To understand the basic principles
of the Law of Evidence.
* To apply the Principles of Lecture/
Evidence in all administrative
matters and inquiries. Case Studies/
* To understand the concepts of Discussion
relevancy and admissibility and leading
the burden of proof
* To understand the privileges
available to government and
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public servants.
4. Civil Procedure Code · To understand the basic concepts
of Civil Procedure.
· A general o utline of the · To understand the procedure of Lecture/
provisions filing and defending civil suits.
Case Studies/
· To understand the principles
underlying the liability of Moot Court/
government and government Guided
servants in civil matters. Practice
· To understand the protections
available to civil servants while
defending civil suits.
· To apply the principles of Civil
Procedure Code while
functioning as Revenue Courts
and Authorities.
5. Court work and Contempt · To understand the principles of
Proceedings Court Management.
· To appreciate the role of the Lecture/
Presiding Officer in maintaining Case Studies/
dignity and decorum in the Court. Moot Court/
· To understand the power of Guided
Contempt and how to apply the Practice
same.
6. Minor Acts · To understand the provisions of
various legislations and their
objectives.
· Indian Arms Act Lecture/
· To appreciate the role and
· Essential Commodities responsibilities entrusted for Discussion
Act executing the provisions of the leading
· Dowry Prohibition Act legislations
· Protection of Civil Rights
Act
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Table VIII
The IAS Professional Course Phase I
Additional Inputs of Political Economy
The inputs have been designed keeping in mind the work requirements and also the need to
develop the economist’s perspective in dealing with administrative/non-market situations. The
following four modules have been considered necessary:
MODULE I: ISSUES IN DEVELOPMENT OF AGRICULTRE
MODULE II : ISSUES IN DEVELOPMENT OF INFRASTRUCTURE
MODULE III : ENTERPRISE ECONOMICS
MODULE IV: PROJECT ECONOMICS
MODULE V: ADMINISTRATIVE ECONOMICS
MODULE VI: STATE & LOCAL PUBLIC FINANCE
The modules have the objective of introducing strong professional inputs in a tailor-made and
selective mode. Theoretical inputs shall be introduced through case studies and solutions to practical
problems and issues. Strong practical/field orientations have been introduced through the mode of
project studies.
Objectives
1. To professionally equip OTs for handling administrative/managerial tasks related to
development programmes, projects and enterprises.
2. To develop a perspective of viewing policies, programmes and institutions in the light of
incentives, trade -offs, social costs and benefits.
Contents
S.No. TOPIC CONCEPTS/THEORIES/TECHNIQUES SESSIONS METHOLOLOGY
MODULE I: ISSUES IN DEVELOPMENT OF AGRICULTRE [Two Sessions]
MODULE II : ISSUES IN DEVELOPMENT OF INFRASTRUCTURE [Two Sessions]
MODULE III : ENTERPRISE ECONOMICS [ 10 Sessions]
1 Costs Total, Average & Marginal & their behaviour, opportunity costs 3 Lecture + Exercise +
Case discussion based
on State public enterprise
data (preferably)
2 Revenue Total, Average & Marginal & their behaviour 4 Lectures + Exercise
Demand Analysis & Estimation
3. Profitability Break-even, Shut-down & Profit Maximisation Problem of PSUs 3 Lecture + Exercise +
& question of subsidies Case Discussions
Project: Viability Study Of Fair Price Shop
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MODULE IV : PROJECT ECONOMICS [ 9 Sessions]
4 Benefits from Projects Utility Analysis for Consumers’ Surplus Externalities Present 3 Lecture + Exercise
Values Valuation Problems & Solutions
5 Costs of Projects Direct Costs, Externalities and Social (Marginal Costs) Capital 3 Lecture + Exercise
Costs, Operational Costs & Present Values Valuation problems &
Concept of Shadow (Economic) prices, Time and cost over-runs-
sensitivity analyses
6 Decision Criteria Concept of Economic Welfare NPV, Economic Rage of Return, 1 Lecture + Exercise
B-C Ratio
7 Environmental & Valuation Issues 2 Lecture
Distributional Issues
Project ; Appraisal/Evaluation of an Small/Medium Irrigation Project
MODULE V: ADMINISTRATIVE ECONOMICS [ 10 Sessions]
8 Basic Theories Game Theory (Overview) Institutional (Transaction Cost) 4 Lectures
Economics
9 Applications 2 Case Discussion+Overview
lecture+ Handouts
(a) Self-Help Groups Theory of Collective Action, Transaction Costs etc.,
Case
(b)Incentives in Principal-Agent Models/Moral Hazard 2 Discussion+Theoretical Inputs
Organisation/ Case of
Administrative Corruption
(c) Targeting, screening Adverse selection: pooling, self selection & screening (e.g.Micro 2 Discussion+Theoretical Inputs
and beneficiary selection Credit Institutions)
Project: Critical Study of Guidelines of Selected Development Programmes (Especially Centrally Sponsored)
Module VI:STATE & LOCAL PUBLIC FINANCE [ 9 Sessions]
10 State of State Finances Revenues, Receipts & Expenditures, Borrowings etc. Overview & 4 Lectures+Case
across states discussion+Handouts
11 Efficiency and 2 Lectures+Case
Effectiveness of Public discussion+Handouts
Spending
12 Municipal Finance Sources of Revenue, Devolution, New Sources, state-local 2 Lecture +Case Discussion
bodies fiscal relations
13 Panchayat Finance Sources of Revenue, Devolution 1 Case Discussion
Project:Analysis of a Budget at any level.
Mode of Evaluation
Each officer trainee may take up any two of the four projects indicated above and work in small
groups of 2-4 persons. Fifty percent of the marks should be based on the project reports and
subsequent seminars on the reports. The remaining fifty percent could be on the basis of an end-
term written examination.
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Table IX
The IAS Professional Course Phase I
Allocation of the Module Themes Currently being Transacted Among Different Subjects
— Governance, Ethics and Leadership
o Transparency in Government
o Organizational behavior and leadership, team work etc
o IAS in perspective
— Public Administration & Management
o Issues in the north east
o Basic Administrative Skills & Procedures
o Project Management
o Media Management
— District & Regulatory Training
o District Administration
o Land Management and Administration
o Law and Order
o Police interface
o Problems in Insurgency Affected Areas
o Conduct of Elections
o Disaster management
o Financial Management
— Human and Social Development
o Social Security
o Social Sector
o Social marketing
o Gender Issues
o Poverty
o Rural Development
o Urban Governance and Development
o Issues in Agriculture
o Environment
o Private Public Partnership
o Public Contracts/Outsourcing
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— eGovernance
o e-governance
o ICT
— Law
o Judicial interface
o Social Legislation/ Minor Acts
— Economics
o Issues of agriculture
o Costs
o Market Failure
o Globalization, WTO and Distt Admin
Table X
Illustrative List of Topics Which Need to be Covered During the State/District Trai ning
District Administration:
1. Evolution of the district – Moghul and British periods and after independence.
2. Changing role of Collector/Deputy Commissioner/District Magistrate in British period and
since independence
3. Working of various institutions existing in the district 41 and the interactions between them –
i. land revenue administration based district or revenue agency which also deals with
many issues of general administration.
ii. District level offices (DLOs) and staff of various State Government Department and
Public Sector Enterprises.
iii. Development Agency : the three tiers of Panchayati Raj including both elected
representatives (who traditionally used to be called non-officials) and the Panchayat
officials or functionaries.
iv. Municipal bodies /urban development agencies.
v. Special project agencies created to implement specific projects/programmes or to
meet specific objectives such as the Integrated Rural Development Authority and the
Integrated Tribal Development Authority.
vi. Offices of Central Government organizations at the district level.
vii. The district level judiciary.
viii. Institutional / Credit System.
41
District includes sub-district officers also
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ix. Cooperative institutions working in various sectors like dairy, agriculture, minor
irrigation, etc.
x. Civil society organzations
xi. Community Based Organizations, Beneficiaries Groups or User Groups
xii. District level associations of various professional, trade, industrialists, etc. bodies.
xiii. Normal Trade Channels
xiv. Mass Media Network.
4. Office of District Collector – Direct responsibilities, as well as Coordinating role where
direct control does not exist, in spheres of :
i. Public security and law & order
ii. Land record administration and land revenue court work
iii. Disaster Management
iv. Civil supplies and public distribution system
v. Supervision of district treasury
vi. Conduct of elections
vii. Protocol
viii. Development
ix. Urban and municipal affairs
x. District planning
xi. Registration & Stamps
xii. Excise
xiii. Industries
xiv. Cooperatives
xv. Social Welfare
xvi. Removal of public grievances
xvii. Conduct of census – human, livestock, agricultural, industrial
xviii. Coordination with bankers
xix. Supervision of jails
xx. Supervision of prosecution staff
xxi. MP/MLAs Local Area Development Programmes
xxii. Procurement of agricultural produce
xxiii. Conduct of special campaigns
xxiv. Numerous residual duties
5. Panchayati Raj Institutions : Institutions of Local Self Government or Instruments for
Development at district and lower levels
i. Panchayati Raj 1959 – 1993
ii. 73rd / 74th Constitutional Amendments
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iii. Three tiers of PRIs and relations amongst them
iv. Functions, functionaries and funds provided to PRIs
v. People’s representative (or Panchayat non-officials) relations with panchayat
officials
vi. Relations between PRIs and MPs, MLAs, state and district level politicians
vii. Relations between PRIs and civil servants at State and District levels
viii. District planning
ix. Gram Sabha
x. CEO Zila Parishad, Block De velopment Officer, Gram Sevak
6. The land record/revenue administration system –
i. SDO, Tehaisildar or Mamlatdar, Inspector Land Record, Girdavar, Patwari or Talati
ii. Organization of Tehsil, Sub Division and Collectorate offices
iii. District Manual, Treasury Manual
iv. Land and tenancy reforms and impact, tenancy laws, land ceiling issues,
maintenance of land records, survey and settlement, land acquisition, rent collection,
public demands recovery, land disputes and revenue court cases.
7. Organization of police administration in the district, Police Magistracy relations
8. Major social sector and social security programs
9. District Consumer Forums
10. Civil Servant – Elected Officials/Politicians Interface & Relations
11. Civil Servant – Civil Society Interface
Civil Servant- Citizen Interface
Administration at State Level (at the district level the institutions and activities already referred to
under heading District Administration also encompass regulatory administration)
12. Regulatory Commissions e.g. Electricity Regulatory Commission
13. State Human Rights Commission, State Womens Commission, State Minorities Commission.
Commissions related to SCs/STs/OBCs, State Information Commission under Right to
Information
14. Consumer Forums at State Level
15. Regulatory Departments in State Government : R evenue Department, Home Department,
Personnel Department, Finance Department, Environment Department, Food & Civil
Supplies Department, Transport Department, Cooperative Department, etc.
16. State Pollution Control Council
17. Departments and agencies dealing with development and welfare
Note : for district training attachments and independent charges during district training etc separate
note on 52 week State & District Training has already been circulated in Syllabus Review
Committee meetings.
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Table XI
eGovernance
Training module Professional course (Phase II)
Topic No. of Sessions
Individual group project work presentations and discussions 2
Budgeting and Funding e-Government projects 1
Session learning’s for the participants:
— Why PPP for e-Government
— Types of PPP models
— Case studies in PPP
e-Governance case study – G2B & G2C : MCA21 Project or any other 1
G2B nation-wide roll out project
Project Management Techniques 2
Session learning’s for the participants:
— Contract management
— Vendor management
— Project monitoring and cost control
— Managing risks in large e-government projects
— executing roll-out plans
— Leadership, team building and managing change
Managing Change for e-Government 1
Session learning’s for the participants:
— Planning for organizational change
— Leadership skills & team building
— Handling inter-departmental project buy-in
— Capacity building for e-Gov projects
o Building ICT cadres
o Training and Recruitment Policy
Information System Service Management 2
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Session learning’s for the participants:
— Cost of ownership
— Managing hardware and networking infrastructure
— System administration and network management
— out-sourcing facility management
— Help-desk services for users
— Managing applications and data updation
Panel Discussion :Issues and concerns for e-Government projects Critical 1
Success Factors
ACTION RESEARCH PROJECT
— e-Government G2C or G2B Initiatives
Note: All group activity/assignment discussions should take place out-side the classroom
sessions, i.e. in evenings
Table XII
Indian Administrative Service (Probationers Final Examination) Regulation, 1955: Allocation
of Marks Among Subjects
Maximum
Maximum
Maximum Marks -
Marks Overall
Marks Examination
Subject With Maximum
Foundation After
One third Marks
Course42 Phase I
Weightage
Training
Contemporary India and the Global 75 25 25
Environment
Governance, Ethics and Leadership 100 33 47 80
Public Administration and Management 90 30 15 45
eGovernance 30 10 10 20
Law 75 25 35 60
Political Economy 80 27 33 60
Human and Social Development 80 80
District and Regulatory Administration 80 80
Total 450 150 300 450
42
See Section 4.11 for details
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Chapter 6
Training of Officers Promoted or Appointed
by Selection to the IAS
6.1 Rules Regarding Promotion to the IAS
6.1.1 As on January 1 2006, 4790 IAS officers were in position; of these 1248 officers, or in
percentage terms about 20.9 %, were officers promoted to the IAS. The existing regulations provide
for the three different sources of recruitment:
(i) Direct recruitment through an all India competitive examination under the IAS
(Appointment by Competitive Examination) Regulations 1955
(ii) appointment through promotion from the State Civil Services under the IAS
(Appointment by Promotion) Regulations 1955, from the State Civil Services of each
cadre and
(iii) selection from various Gazetted services of each state under the IAS ( Appointment by
Selection) Regulations 1956.
Rules further laydown that the persons promoted from the State services should not exceed 33.33%
of the number of senior posts under the State Government, the Central and State deputation reserve,
and training reserves, which have been fixed as per the IAS (Fixation of Cadre Strength)
Regulations 1955. It also stipulates that the number of Officers inducted from the Gazetted Services
of a State would also not exceed 15% of this quota of 33.33%. In case of the State of Jammu &
Kashmir, a special provision has been made and the quota for induction has been fixed at 50%, and
not 33.33% as for other States.
6.1.2. Every officer promoted to the IAS is allotted a year of allotment which determines his
seniority in the IAS. While fixing the year of allotment, weightage is provided for the number of
years that an officer puts in the State service. The provisions of the IAS (Regulation of Seniority
Rules) 1987 regulate the fixation of seniority of the inducted officers .
6.2 Present Pattern of Induction Training of Officers Promoted to
the IAS
6.2.1 According to the provisions in the IAS (Probation) Rules, 1954, an officer appointed to the
service by promotion is required to undergo such training in LBSNAA and the State for such period
as the Central Government may direct. For the past several decades, LBSNAA has been providing
induction training to State officers promoted to the IAS. The 1984 Agarwal study group
recommended continuance of the four week training program that was being conducted by
LBSNAA on the ground that officers promoted to the IAS from the State Services would have spent
all their service in only one State, and therefore there was need to give them an all-India outlook and
to enable them to obtain a comparative picture of administration on other States of the country.
However, the Study Group felt that there was no need to draw up a detailed syllabus, “specially
since the effort made in the course is to give the participants a broad comparative picture relating to
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the position obtaining in the different states with regard to the important fields of administration.” ‘
Although the Study Group did not recommend a detailed syllabus it suggested that officers “who
had hitherto been acquainted with the rules concerning the State Services,” should “now receive an
exposure “ to rules applicable to the Indian administrative Service. The Ramesh-Lahiri-Patnaik
Study Group (1996) did not go into the question of the training of officers promoted to IAS.
6.2.2 Currently the induction training is of eight weeks duration, of which mini-Bharat Darshan
accounts for two weeks. There is no defined syllabus for the Induction Training Programme. The
overall aim is “to provide an All India Perspective by way of imparting skill, knowledge and
attitude for issues related to governance and administration. & ICT.” The following topics are
covered generally.
a) Public Administration – All India Service Rules, Conduct Rules, IAS in Perspective,
Module on Social Sector (health and education mainly), National Security issues,
Disaster Management, Panchayati Raj and Decentralization, Human Rights, Ethics &
Values in Administration, micro-Finance and Self Help Groups, Law & Order and
District Administration, Women Empowerment & Gender Issues, North-East issues,
Issues relating to Weaker Sections, Civil-military Relations, Urban Management,
Rehabilitation issues, Bio-diversity & environment, Participatory Rural Appraisal &
Planning,Rural Development
b) Management—Communication Skills, Leadership, Motivation, Total Quality
Management, Module on Project Management, Financial Management, Strategic
Management, Counselling and Personality Development, Stress
Management,Management Games etc.
c) Law—Judicial Review of Administrative action, Contempt of Court,Consumer
Protection Act,Powers &functions of District. Magistrate,Employment gurantee
bill,RTI Act etc.
d) Economics-- Human Development, Methods of measuring Economic development,
WTO and Globalisation, State Finances,VAT etc.
e) Computers-- Use of MS Word, Power Point and Excel, use of E mail, Basic
knowledge about computers and E-Governance, Cyber Crimes etc.
6.2.3 Unlike the induction training of directly recruited IAS officers, there is no fixed training
calendar for the training of officers who are promoted. Training is organized as and when sufficient
number of candidates are available. It would appear that while the trainees themselves are very keen
States are sometimes reluctant to depute officers to training at LBSNAA. The rules should be
amended, if necessary, so that confirmation of promotion is contingent upon satisfactory completion
of training. It would also be desirable to have a regular schedule for training of these officers.
6.3 Training Needs of officers Promoted to IAS
6.3.1 Whatever might have been the past practice, the importance of developing a nuanced training
frame for officers promoted to the IAS cannot be stressed enough. Since the 1984 Agarwal Study
Group report, the proportion of promoted officers in the cadre strength has been enhanced. In recent
years, the number of IAS officers directly recruited in a year has come down sharply. Consequently
in quite a few States, because of the non-availability of adequate number of direct recruit IAS
officers , officers promoted to the IAS are filling a large number of senior positions in the field and
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State Secretariats. There have been even instances of officers of other services being appointed to
some of these posts.43 Further, the motto of the National Training Policy, 1999 is “training for all”;
this policy lays stress on the development of appropriate training frames for each category of
officers to be trained. Suffice to say, that induction training should not be seen as training of regular
recruits44.
6.3.2 What comes out from an anlysis of the profile of the officers is that the training needs of
officers promoted to IAS vary widely, and that therefore one size does not fit all. An analysis45 of
the age of entry into service and year of allotment of officers who were promoted to IAS in the ten-
year period 1993-2003 would indicate that the average number of years of service left for a
promoted officer varies from 4.47 years in Jharkhand to 20.43 years in Andhra Pradesh.[Table I]
Exceptions apart46, most of the officers promoted to IAS spend their entire career in their cadre of
allotment. Those who have fifteen years or more of service can be expected to occupy very high
positions in the State governments. Their training needs and career expectations are significantly
different those who are promoted at the fag end of their service and have low career expectations.
Table I
Average Number of Years for Retirement of Officers Promoted to IAS during 1993-2003
State Years Left for
Retirement
Jharkhand 4.47
Bihar 5.15
Orissa 11.00
Manipur Tripura 11.55
Himachal Pradesh 13.33
Uttar Pradesh 14.87
Assam Meghalaya 14.91
Jammu & Kashmir 15.00
Gujarat 15.80
Nagaland 16.25
Kerala 16.61
Maharashtra 16.72
43
An extreme example is the appointment of an Indian Forest Service Officer as Home Secretary in Jharkhand.
44
The expression regular recruit [RR] itself is an anomaly as it connotes that others are irregularly appointed!
45
Using the Civil List 2003, the “deemed age” of each officer promoted to the IAS in the ten years 1993-2003 was calculated by
subtracting from the year of birth the year f allotment. The number of years left for retirement is 60, the current age of
superannuation, less the deemed age.
46
There have been quite a few who held senior positions in Central Government with distinction, including Secretary to
Government of India.
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Chattisgarh 17.00
Tamil Nadu 17.90
Madhya Pradesh 18.89
Haryana 19.00
Karnataka 19.36
Andhra Pradesh 20.43
6.3.3 Juxtaposing the age of entry into the IAS, and the career background, one can identify four
categories of officers promoted to the IAS, they being:
i. Officers of the State Civil Service/ Probationary Deputy Collectors who get promoted to
the IAS in 7-8 years, and who would have at least fifteen years of service as IAS officers.
They can be expected to rise to the highest positions in their state cadres. These officers
would have rich knowledge of revenue laws and district administration, and hence may not
require any training inputs except in regard to the best practices and innovations
ii. Similar category of officers who get promoted towards the fag end of their service.
iii. Non- revenue Officers who get promoted to the IAS early in their career, and who would
have at least fifteen years of service as IAS officers. Like the first category of officers they
can be expected to rise to fairly high positions in their state cadres. These officers wo uld
not have much idea about revenue laws and district administration
iv. Similar officers who are promoted towards the fag end of their service.
6.3.4 The following would appear expedient:
— It is advantageous to train all officers of a particular year of allotment together, so that they
acquire a feeling of solidarity and all-India perspective. The present induction training with
some modifications would constitute the core of training. Modifications are needed
particularly in regard to the changing role of government and of the service.
— The core may be adequate for officers of the third and fourth category.
— The level of competencies and skills that officers of the first and third category should
acquire at the end of the induction training should be the same as that of the induction
training of direct recruits. In designing the training, the experience and background of the
officers should be factored in. This means that there should be add-ons to supplement the
core. For the third category of officers at LBSNAA it might be necessary for LBSNAA to
provide the trainees a broad overview of district administration and revenue law. This should
be supplemented by State-specific training in the ATI and districts. As with induction
training of directly recruited IAS officers, the induction training of these two categories of
officers should include a study tour of ASEAN countries/China.
6.3.5 The Committee would have liked to draw up a detailed syllabus for officer promoted from
the State Civil Services/Gazetted Services. As with directly recruited IAS officers, that would have
necessitated a more detailed assessment of training needs through stakeholder consultation. A
questionnaire was indeed drawn up [Annexure VI), but it was not possible to canvass it.
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Chapter 7
Self Development and Lifelong Learning
7.1 Induction Training a Preparation for Lifelong Learning
7.1.1 No induction training, however well designed and however well transacted, can equip an OT
for all the events and challenges he would face in the first ten years of service, not to speak of the 35
odd years of service ahead of him. This is so for several reasons. First, there are considerable
variations across States in the profile of postings officers are likely hold in the early years of service.
Thus in some States, officers are posted to specialized agencies like the Integrated Tribal
Development Agency; in many other States they are not. Similarly in more urbanized States like
Maharasatra it is very likely that a young officer is posted as a Commissioner of an urban body.
This does not happen in most States. The thrust of the induction training can only be on the highest
common denominator of all the possible postings lest the curriculum should be too congested and
burdensome. Invariably the training n eeds of some remotely possible postings can only receive
peripheral attention. Secondly, it has been the practice in the past, and would continue to be so in
the future, to post IAS officers to handle new flagship programs. It is difficult to anticipate such
programs. To give an example, following the high salience that universalization of elementary
education has acquired in recent years, in many States young officers began to be posted as State
Mission Director of DPEP/Sarva Siksha Abhiyan [SSA]. Further the Central Department of School
Education would like junior IAS officers to be posted as District SSA Officers. Suffice to say, there
is a good possibility of an officer being posted to a job for which he is not equipped during the
induction training or in subsequent years of service. Thirdly, experiential learning is the best
learning; there can be no substitute for it. There is an element of truth in the traditional belief of the
civil service that one picks up the job while at work and not in school. Re ality is always more
complex than the most ingenious simulation. That is the reason why unconventional management
educators like Henry Mintzberg deride conventional MBA programs which in their view do not
train students to be good managers but instead teach them about business. They insist that
management education should be available only to people who are already managers, and not to
freshers. The best way of honing professional skills and competencies is to provide the necessary
training inputs to managers on the job. Phase II professional training does provide for experiential
learning but given the brief duration and limited range of independent charges in the State training,
the scope of experiential learning in Phase II would necessarily be limited. No matter whatever is
done, the skills and competencies that induction training can impart can never match those acquired
by an officer who while on the job systematically pursues self-development, continually reflects
upon his experience, draws lessons from them, and tries to embed the lessons in conceptual
frameworks. For all these reasons, induction training cannot be a stand-alone program unconnected
with the learning needs that may be required in the subsequent career or to the learning that happens
thereafter. The induction training is better perceived and designed as the commencement of a
lifelong learning process. One of its major objectives should be to instill a love for lifelong learning,
and enhancing the cognitive abilities to reflect on experience, to learn from experience and
internalize the lessons of such experience. Another major objective is to instill the belief that given
the increasingly complex administrative environment the Administrative Service does not have the
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monopoly of knowledge, and that no one however brilliant and competent can possess all the
answers, and administrative ability lies in taking decisions as well as action based on self-learning
and knowledge of others. The 19th -century notion of the intelligent layman, able to turn his hand to
anything, relying occasionally on the experts but relegating them to an advisory role, is now
frivolous and irresponsible. With the introduction this year of a more systematic and rigorous mid-
career training, lifelong learning and professional upgradation should receive a boost. A career can
now be perceived as a lifelong learning process of self-development with phases of more formalized
institutionalized opportunities for learning.
7.2 Facilitating Learning-on-the job by Young IAS Officers
7.2.1 Interactive Web-Enabled Provision of learning resources on demand: In their responses,
many young officers suggested continued association between LBSNAA and the OTs even after
they leave Mussorie, and desired that LBSNAA should provide inputs on demand to help them
address new problems and challenges which they might face in the field. In this connection, they
fondly recalled “Dada” Banerjee, formerly Professor of Law at LBSNAA, to whom they turned
whenever they faced ticklish legal issues. The 1996 Patnaik-.Ramesh-Lahiri study group did
recommend provision of resource support to officers in the field. To quote:
Learning is a life long activity. Besides exposure to structured training,
institutions like LBSNAA can play a pivotal role in he development of a
National Resource Centre for field officers. Distance learning packages
or resource support would make learning an ongoing activity. Sharing of
success stories, analysis of failures, video and slide documentation of
social development programmes, case-study method for understanding
law and order- are all very useful inputs. The Study Group is of the view
that LBSNAA should emerge as a nodal institution for providing
resource support to field officers who always feel starved for new
information and knowledge related inputs once they reach remote
districts.47
7.2.2 The launch of the DM’s portal goes to some extent in implementing the above
recommendation of the Patnaik-Ramesh-Lahiri study group. It would be expedient to further
strengthen the institutional arrangements for on-demand, on-line counseling, and supply of modules
related to tasks which officers would be called upon to perform in the first ten years of service.
Following is an illustrative list of such modules48 :
— Constitution of India
— Local (State level) Laws
— Land Administration
— Agricultural Development and Administration
— Food Security and Public Distribution System
47
LBSNAA, Report of the Study Group on the Training of IAS Officers: Impact Assessment and Strategy for the Future, 1996,
pp.73-74.
48
Based on a list drawn up by drawn up by Dr. V. K. Agnihotri.
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Economic Reforms and the Poor
— District Planning
— Urban Governance and Management
— Special Issues of North Eastern States
— WTO issues
— Intellectual Property Rights
— Environmental Issues
— Human Rights
— Civil Service Rules and Regulation
— Managerial Skills (e.g. leadership, problem-solving, negotiation, communication,
interpersonal relations, time management , institution building, personality development,
reading, listening etc.)
— Court Procedures Ethics & Values
— Secretariat / Office Procedures Parliamentary and Legislative Procedures Public Sector
Operations
— Capital Markets
— New Technologies
— Quantitative Techniques
— IT-related Skills
— Public Private partnership
— Outsourcing
— Contracts
— Performance indicators
— Monitoring and evaluation
— Public Policy Process
— Quality in Public Service Delivery
— Replicating Best Practices
— Education Sector Reforms
— Health Sector Reforms
— Citizen’s Charter and Public Grievance Redress
— Right to Information
— National Rural Employment Guarantee Scheme
Each of these modules may encompass concepts, techniques and tools, good practices and
innovations. Existing portals like the DM’s portal or specially designed portals can be used for
dissemination of these modules.
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7.2.3 The web-based learning system can be backed by a system of resource persons. A panel of
area-specific resource persons can be notified for being accessed by the OTs as well young officers,
when they are in need of advice. These resource persons may be selected through a rigorous
selection process to manage the identified distance learning packages and provide all India as well
as state specific advice. They may be paid an annual retainership fee plus hourly charges based on
the time logged by them on the basis of the advice / counselling rendered, assignments evaluated
and other related tasks performed.
7.3 Linkages between Induction training with Mid-career training
Linking Induction/Mid-career Training with the Award of a Post Graduate
Degree in Public Policy and Management
7.3.1 Based on the recommendation of the Yugandhar Committee, government introduced with
effect from this year a three tier mandatory mid-career training program. Reputed institutions were
selected for designing the syllabus and course material, and further for delivering the training
program for a period of three years. In keeping with the principle that training should be a
continuum, mid-career training is designed to follow Phases I and II of the induction training. The
three tiers of mid-career program have been labeled Phases III, IV and V. On the timeline, each of
these three tiers have been fixed at an important stage of the career path:
— Phase III at the stage at which most officers are past their district assignments and would
be posed to take senior management positions in the State like head of major departments
or chief executive of a State Public Sector undertaking or CEO of a major municipality,
and policy support positions at t he Central and State Secretariats
— Phase IV at the stage at which officers would move to policy advice and program
development positions at Centre and in States
— Phase V at the stage at which officers would be poised to take up the senior most
positions normally available for IAS officer such as Principal Secretary and Chief
Secretary in the States, and Additional Secretary and Secretary to Government of India.
The stages, duration and the institutions assigned the responsibility for development and conduct of
training are furnished below.
Mid-Career training Program
Program Duration Timing Institution Chosen for Development &
Delivery of the Training
Phase III 8 weeks Anytime during the 7th to 9th year TERI Delhi and Duke University.
of service
Phase IV 8 weeks Anytime during the 14th to 16th IIMB and Maxwell School of Public
year of service Affairs, Syracuse University.
Phase V 4 weeks Anytime during the 26th to 28th Kennedy School of Government,
year of service Harvard University & IIM Ahmedabad.
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In addition, some of the existing in-service training programmes would continue to be available to
the officers. These would include the one-week training programmes at different institutions for
knowledge up gradation in specific areas and skill development. In addition officers can avail
postgraduate programs in public policy and management at IIM, Bangalore, IIM, Ahmadabad, MDI
Gurgaon and the TERI School of Advanced Studies and further foreign training programmes of
different durations and content.
7.3.2 It is significant that Phase III and IV training programs envisage self-development as one of
the modules of the training. The proposal of IIMB and Maxwell School of Public Affairs, Syracuse
University, which was approved by DOPT, envisages setting up of a Leadership and Management
Assessment Centre (LAMAC) at LBSNAA with technical support from IIMB and Maxwell. This
Centre is envisaged to be “ the hub for lifelong learning for IAS officers. It will undertake research
on the education and training needs of officers as they progress through their careers, support the
self-assessment function, and also provide timely access and tracking of resource materials,
knowledge on innovations etc for officers in far-flung corners of the country.” LAMAC can perhaps
be utilized as an institutional forum for imparting the web-based provision of learning resources on
demand discussed in Section 7.2.
7.3.3 While reviewing the syllabus, the Committee took note of the content of Phase III training.
However, from a long term perspective and in the interests of greater professionalization, the
Committee feels that that the competencies required for senor positions can be imparted only by a
much longer duration mid-career program than what Phases III, IV and V now envisage. There is
merit in emulating the tradition in the armed services of separating the preparation for lower level
field commands from those of higher command, and going for an extended in-service training of
about a year for officers who are seen to be on the fast track to higher positions at institutions like
the Defense Services Staff College, Willington and the National Defence College, New Delhi. Dr.
Rakesh Hooja and Ms. Meenakshi Hooja have authored an article in which they have emphasized
the need to organize training for senior civil servants on the lines of the training imparted by the
National Defence College to the senior officers of the defence forces, in addition to the recently
introduced mid-career programme. A copy of the article is placed in Volume II of this Report. The
DOPT is exploring the possibility of introducing specialization in the service after about ten years of
service. A logical consequence of this proposal would be that during his career an IAS officer would
be required to participate in two mandatory long duration programs:
— the induction training that would focus more on the jobs in the districts that officers that
would do before specialization
— a long duration program after the choice/allotment of specialization that would be akin to a
postgraduate program. It would have:
o a core with generic competencies, and policymaking and public management skills,
and
o electives that provide the competencies and skills needed for each area of
specialization. Given that many specializations would open to IAS officers, the
strength of the course would very much depend upon the variety of electives offered.
Such a long duration mid-career program would be akin to the professional degree in Public Policy
and Systems Management that the Alagh Committee on Civil Services Examinations has
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recommended. A consortium of institutions can organize such a program with LBSNAA as the lead
institution, with the participation of:
— the institutions now offering post graduate programs in public policy and management like
the IIM, Bangalore, IIM, Ahmadabad, MDI Gurgaon and the TERI School of Advanced
Studies, and
— specialized institutions- to give some examples the Institute of Defense Studies, Delhi and
the National University of Educational Planning and Administration, Delhi, which can help
broaden the range and deepen the content of the electives offered.
Police Academy has been collaborating with the Osmania University for the award of a
Master’s degree in Police Management for the IPS probationers who satisfactorily complete the
training and offer extra papers. So far 191 IPS officers were awarded that master’s degree. The
Committee noted that a similar arrangement for grant of a Master’s Degree in Public Policy has
been put in place by LBSNAA in collaboration with the Indira Gandhi National Open University
[IGNOU]..
7.3.4 The State-of-art IT technologies that are being inducted in LBSNAA and the central
government educational institutions facilitates inter-institutional collaborative offering of courses
through the distance mode. It is now possible to simultaneously organize interactive classes at more
than one location, with the instructor lecturing or leading a case discussion at a location. What all
would be required is to endow the specialized institutions that would participate in the delivery of
the long duration mid-career program with similar facilities. The experience gained in organizing
Phases III, IV and V training could be also used to develop and transact the long duration mid-
career program.
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Chapter 8
Special Training Needs of the North East
Cadres
8.1 Introductory
8.1.1 Apart from responses from the State Governments and from individual officers, the
Committee had the benefit of two consultations with officers from North East cadres, one at
Guwahati on December 22 2005, and another at Delhi on February 25 2006. The problems and
training needs of North Eastern cadres are sui generis. Living and working conditions are
proverbially different. Excepting for Assam, the other States are small, sparsely po pulated, with
closely-knit tribal societies and informal forms of government, and ways of life considerably
different from the other States. They are chronically insurgent- prone, and often the administration
is caught in the middle between the army doing its job under the Armed Forces Special Powers Act,
and the populace looking to the administration for protection and support. Except the very few who
are from that region and posted to that region49, the other OTs are unlikely to have visited the
region, much less have any knowledge about the region. It takes years of dedicated service before an
“outsider” can understand the society, recognize the strengths of the society, and build upon those
strengths to develop programs and forms of delivery that suit the local needs and conditions.
8.2 Counseling
8.2.1 Officers of these cadres have special problems which the DOPT has been continuously trying
to address. All the same, the first reaction of most OTs allotted to these cadres is one of angst and
apprehension. Several young officers from this region spoke of the uneasy feeling when they came
to know of the cadre allotment. To quote:
Talking of attitudes in the academy, especially when somebody gets a cadre from one
of the states, it is not only that you are apprehensive; it is also the attitude of your
colleagues. People even sometimes laugh saying that you are going to that cadre.
To quote another:
Disappointment of officers regarding allocation to certain cadres is not only peculiar
to the North East but other officers are also traumatized, if they are allotted cadres not
of their preference. What is required is that efforts should be made at the institutional
level to facilitate them to get over the trauma and go ahead with life.
A young lady officer from Assam-Meghalaya cadre spoke of the apprehensions of women OTs and
their families. To quote:
There are lots of psychological problems associated among the probationers who are
coming to these places. So those psychological issues also need to be taken care of.
49
For nearly a decade, no one from Assam was allotted to the Assma-Meghalaya cadre.
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…We were fortunate that one of our faculty members did belong to the Assam cadre.
So our misgivings were taken care of to a large extent because he was there. But
people going to places like Nagaland, Manipur and Tripura, specially women, Sir, I
would be very frank in this, we had our own apprehensions about coming to this
place. Not only us but also our families. So if that portion of it can also be taken care
of, it will be very nice.
8.2.2 Quite a few officers also spoke of their experience in the sub-division, of being gripped by
loneliness, even a feeling of being left in the lurch. It follows therefore, that for OTs of these cadres,
counseling, acquires special significance. It has three aspects. First psychological, to help the OTs to
get over their apprehensions and angst. Secondly, preparing them for the special features and
challenges of the region. Thirdly, counseling for young officers in the field. The online counseling
and web-based provision of learning resources referred to in Chapter 7 assumes particular
significance for OTs of these cadres. Usually one of the Deputy Directors of LBSNAA is drawn
from these cadres, and he is assigned the responsibility for counseling the OTs of these cadres.
However, if such a Deputy Director is not available counseling would be seriously impaired; this
was brought out in the interactions with young officers of these cadres. Hence, invariably one of the
Deputy Directors should be from these cadres. There is also need to intensify the counseling. These
states differ considerably and it is not possible for LBSNAA to have faculty drawn from each of
these cadres. Hence the large pool of officers in Delhi from these cadres can be used to enhance the
quality of counseling. Many of them can be mentors of the OTs and help them to transit to their
cadres, and adjust to the living and working conditions there. It need be emphasized that those
chosen as counselors and mentors should be those who have neatly adapted to their cadres. As part
of counseling, the OTs should be encouraged to undertake a serious study of the rich literature on
the tribes and cultures of the region. It is also imperative to instill values like cultural sensitivity,
and of being not judgmental of societies with a different way of life. As a young officer neatly
put it:
When you come to some of these states, the culture is very different. So if one could be trained to
deal with an entirely different cultural setting where the ethnic background is different, where the
beliefs are different, where the religion is different, where the political issues are different, and the
way you look at things is different, where the “mainland” is seen as something very different, very
far away. So to come to that kind of cultural settings and respect that cultural settings, accept those
differences -- that also has to be learnt. One of our seniors was saying what somebody had told him,
that cultures are not superior or inferior; cultures are different. So if that can be understood, it
would be good. [Emphasis added]
8.3 Special Training Needs
8.3.1 It is necessary for LBSNAA to provide OTs of these cadres additional inputs in
matters like:
— Understanding of the region and its people
o Cultural traditions and customs,
o History and politics,
o Economy
o Special resources of the region such as:
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§ Strong bonds of the local community which can be harnessed as in the
programme of communitization in Nagaland for improving grassroots services
like health, education, power management,
§ Informal administrative culture which can wo rk to the advantage of the people in
many cases
§ Eco-resources such as like forests, high land-man ratio, the water resources, the
power potential, and the rich flora and fauna
— Inner line permits
— Issues related to international borders such as:
o Relations wi th Bangladesh, Bhutan, China and Myanmar, and related security issues,
o Border trade and steps taken for liberalizing the border trade, and
o Border fencing and its impact on socio-economic life in border villages
— Issues and skills relating to insurgency such as:
o Genesis of insurgency,
o Insurgency trends in North East,
o Dealing with insurgency,
o Negotiations with difficult people such as hostage takers,
o Unlawful Activities (Prevention) Act, 1967 and Armed Forces Special power Act, 1958,
o Civil-military interface: Role of Army and Assam Rifles in combating insurgency and
assisting Civil Administration in development activities,
o Confidence building,
o Implementation of accords like the Assam accord, Bodo accord, Mizo accord and
Tripura accord,
o Surrender and Rehabilitation Policy in NE, and
o Various other peace initiatives.
o Special governance structures like the Autonomous Tribal Councils.
o Revenue laws: many States adopt the Assam Revenue Manual but it would appear that
this Manual is not taught to the officers in States other than Assam and Meghalaya, as
a result of which they have to rely only on self learning or learning from subordinate
staff who sometimes have poor knowledge and their own vested interests, special
development needs of a remote, sparsely populated small State
o Harnessing forest resources
§ Joint forest management
§ Eco-tourism
o Good practices and innovations in the region
o Adaptation of the good practices in other parts of the country
It would be expedient to provide all these inputs in a special Phase I program in one of the
ATIs of the region. The program can be conducted after OTs complete Phase I at LBSNAA and
before they proceed to their cadres. The program can be organized by LBSNAA in collaboration
with State ATIs of the region, North Eastern Council, Home Ministry and Department of North East
Region. It would also be useful to associate institutions of higher learning in the region to impart
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instruction on the region and its people. It needs to be mentioned that, LBSNAA has acquired
special expertise in organizing training programmes related to security issues by virtue of their
having been organizing Joint Civil-Military Training Programme on National Security since 2003.
The participants are drawn from the IAS, Indian Foreign Service, Indian Police Service, Indian
Revenue Service, Armed Forces and paramilitary forces. This programme has been covering
security-related issues such as national security, police, challenges of the North East, intelligence,
military, external security, economic security, left wing extremism, governance issues, technology
& security, open source analysis, strategic culture, insurgency and terrorism.
8.3.2 It would also be expedient to organize a similar additional Phase II program for OTs of
these cadres.
8.4 Special arrangements for on the on-job training
8.4.1 In addition to the web-based provision of learning resources, it would be desirable to
organize periodic “retreats” for all the officers of a batch for experience sharing and upgradation of
their skills, and for learning about innovations and good practices all over the country. The Alagh
Committee on Civil Service Examinations had suggested that after completion of the first year of
field posting, all officers belonging to a particular batch should come back to LBSNAA for a week
for an annual retreat. This recommendation is of particular relevance for officers of North East
cadres. Given the special features of these cadres, such retreats should be organized after completion
of the first, third and fifth years of service in the field. A mini-Bharat Darshan can be organized
after the retreat to get a first hand exposure to the good practices and innovations in other States.
These years have been suggested in view of the fact that Phase III training is expected to provide
any time during the 7th and 9th years of service. In Phase III, it would be necessary to develop an
additional component for officers of this region.
8.5 Institutional arrangements
8.5.1 Strengthening of ATIs in North East: Special efforts need to be made to strengthen the
ATIs of the region, help them network among themselves and with other resource institutions in the
country for faculty development, development of learning resources, and teaching.
8.5.2 Study of Governance issues of North East: LBSNAA Unit: It is axiomatic that for any
training to be of good quality, it should be anchored in research. The importance of an intense study
and research of the special features of governance and development of the North Eastern States
cannot be emphasized enough. The DOPT should pay particular attention to the development of
institutional facilities for this purpose. The Committee had initially proposed that National Institute
of Administrative Research [a satellite organization of LBSNAA] can have a unit in North East; in
collaboration with the North Eastern Hill University, Shillong to act as a focal point to promote area
study of governance related issues in the ATIs, universities and institutions of this region. However,
after deliberations at the validation workshop the Committee recommends that a North East Cell
could be set up at the LBSNAA itself.
8.6 Combating stereo-types
8.6.1 It is equally important that LBSNAA takes measures to ensure that OTs from other cadres
eschew a stereotyped image of the North East, and acquire a proper understanding of the region.
This should be an important learning objective of the modules presently being transacted on North
East. As it is Bharat Darshan includes a visit to the region.
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Chapter 9
Institutional Arrangements for the
Strengthening of LBSNAA
9.1 Training Activities
9.1.1 The Lal Bahadur Shastri National Academy of Administration (LBSNAA), Mussoorie is the
premier training institution for the higher civil services in India. The range of training it imparts is
quite extensive. These include:
— Induction [Foundational] training to all All-India and Central Services, and a few
technical services,
— Professional induction training for directly recruited IAS officers,
— Induction training to officers of State Civil Services and Gazetted Services who are
promoted to the IAS,
— Mid-career training for IAS officers,
— A two-week Joint civil-military training programme on national security for IAS, Indian
Foreign Service, Indian Police Service, Indian Revenue Service, Armed Forces and
Central Para Military Forces,
— A one week course on ethical issues in today’s administration,
— Training programs related to cooperatives and rural development, such as
computerization of land records, microfinance and land reforms,
— Training in disaster management,
— Training in gender related issues, and,
— Training courses in collaboration with the Election Commission and the National Rural
Health Mission.
9.1.2 The joint civil-military training programme on national security50 and the course on ethical
issues in today’s administration51 are seminal programmes not offered anywhere else in the country.
So far, LBSNAA has offered the joint civil-military training programmes five times, and the course
on ethical issues in today’s administration has been offered ten times. Both these seminal
programmes are of great use in leavening the induction program, for as has been set out earlier:
— The management of law and order is qualitatively different from that in the past, so
different that it is an altogether a different species, and
— There is a universal demand, be it from within the service or the civil society or the
Department-Related Parliamentary Standing Committee on Personnel, Public Grievances,
50
Details of the joint civil-military training programme on national security are given at para 8.3.1.
51
Details of the course on ethical issues in today’s administration are goven at para 3.5.4
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and Law And Justice, that ethics and values should receive greater emphasis in training
and in professional life.
9.2 LBSNAA: Hub of Networks of Training Institutions
9.2.1 Every year LBSNAA organizes two meetings, one of the heads of Central Government
Institutions, and another of State ATIs. These occasions are used to d iscuss training issues of
common interest, share experiences, good practices and innovations, and to set standards and norms.
9.3 Research Centres Attached to LBSNAA
9.3.1 Even in 1996, the Patnaik-.Ramesh-Lahiri Study Group noted that though LBSNAA
continues to be basically a training institution for the higher civil services, it has expanded its
horizon by setting up satellite institutions like the National Research and Resource Centre to
undertake research and training in various aspects of regulatory and developmental administration,
public management and public policy. The Study Group recognized the contribution these centres
can make to develop the training material for the induction training and further for LBSNAA to
emerge as a nodal agency in the country for developing high quality expertise in several areas of
governance. As of now, there are five research centres attached to LBSNAA. They are:
— The National Research and Resource Centre set up in 1995,
— Centre for Literacy Development [Earlier National Literacy Resource Centre (NLRC)] set
up in 1996,
— Centre for Rural Studies set up in 1998 by the merger of the Village Study Unit and the
Land Reforms Unit,
— National Centre for Gender Training, Planning And Research (NGC) set up in 1998, and
— The Centre for Disaster Management set up in 2003,
These centres can be invaluable in LBSNAA’s aspiration to be world-class institution; they
would also help LBSNAA to continually leaven the quality of the induction training. The
recommendation of the Patnaik-.Ramesh-Lahiri Study Group that it is essential for the Academy,
which includes the research centres, to have well-qualified and experienced faculty and supporting
staff to discharge its varied functions continues to be very relevant. . To that end, it is desirable to
review the faculty and staff needs as a whole, and base the faculty needs on an external performance
evaluation of the research centres.
9.4 Institutional Collaborations
9.4.1 In addition to faculty exchange programmes with the Ecole nationale d'administration
[ÈNA], Paris, the University of Texas, LBSNAA has tie-ups with the follwing institutions:
— Centre for Good Governance, Hyderabad.
— National Institute of Public Finance and Policy, Delhi.
— Indira Gandhi National Ope n University, Delhi.
— Administrative Staff College of India, Hyderabad.
— VV Giri National Labour Institute, Simla.
— Indian Institute of Public Administration, Delhi.
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9.5 Faculty
9.5.1 Many respondents informed the Committee that the heart of the matter of training in the
academy is to get good people on the faculty, and that “Unless the faculty are charged and feel that
they are on a mission nothing happens.” The Patnaik-.Ramesh-Lahiri Study Group [1996] made
similar observations. To quote:
The faculty, especially the Director, the Joint Director, and Deputy Directors,
who are usually chosen from the IAS, need to be motivated, articulate and be
interested in the kind of work involved in the academy…The crucial
appointment is, of course, of the Director. The St udy Group feels that it is
important for the Government to take exceptional care in appointing the
Director. It would be useful if he has served a term at the Academy or other
civil service training institutions earlier at a lower level eg., as Deputy Director.
In such a case he already would have what might be called the “rhythm of
training” flowing in his veins! Secondly, it should not be treated as a mere
posting on the basis of seniority. The Director must be able to relate to young
people, be interested in teaching/training, and be able to provide leadership to a
truly mixed group of varying backgrounds. The recent policy of keeping the
seniority of the post flexible i.e. level of Additional Secretary/Secretary to
Government of India, is quite appropriate in the circumstances. We also feel
that the Director, once appointed, should stay for a term of four or five years,
and that this should be made clear at the time of the appointment.
The Committee strongly endorses the above recommendation of the Patnai k--Ramesh-Lahiri Study
Group [1996] with a slight modification. In real terms, a fixed tenure of five years for the Director
is possible only if an officer who could be expected to be promoted in two years to the Additional
Secretary’s rank is appointed. This is because :
— the tenure of an Additional Secretary is at the most four years,
— within two years an Additional Secretary is usually promoted as Secretary, and
— most officers prefer to be a Secretary in a Central Government Department to being Director
LBSNAA.
Needless to say the officer so appointed should have all the qualities stipulated by the Patnaik--
Ramesh-Lahiri Study Group. Going by the precedent of Sri Yugandhar and Sri Baswan, he could be
promoted as soon as the batch senior to him is promoted to the Additional Secretary’s scale. This
would be an added incentive for outstanding officers to opt for the post.
9.5.2 Properly staffing a premier civil service training institution has always been problematic. The
first director of the Civil Service College, Sunningdale, United Kingdom, Eugene Grebenik52 used
to complain that his brief was an impossible one, namely to create an institution which combined
the functions of All Souls 53 and a mechanics’ institute; that training an organization of the size and
the variety of the British Civil Service is a daunting prospect, in view of the fact that it is impossible
to think of any institution which contains such a kaleidoscopic mixture of people and skills within
52
Interstingly, Grebenik was recruited form the opne market; he was a demographer from the Leeds University
53
A famous college in Oxford; It is now primarily an academic research institution having strong ties to the public domain.
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its boundaries.54 What has been said of the Sunningdale and the British Civil Service applies equally
well to LBSNAA and the IAS. There are systemic problems in enhancing the quality of the faculty,
and improving the repertoire of case and simulation exercises. Decades ago, the well known
economist, R.K.Hazari attributed the paucity of good studies on industrial licensing and such other
areas of industrial policy to the fact that those who administer licensing lack the ability to
conceptualize, and those who can do not know the ropes and the tricks of t he trade. Ideally a teacher
at LBSNAA should be one who can straddle with ease the worlds of scholarship and of action, and
if on the top of it he is a gifted teacher who can “read the telephone book and make it compelling, ”
it is all the more better. Writing of cases, development of simulation exercises, and preparation of
other high quality teaching material call for similar abilities. Even in the best of all worlds, such
species is very rare indeed. There are indeed many serving officers with impeccable academic
credentials such as a doctorate degree in economics or a postgraduate degree in management from
reputed institutions. However, in a profession that values success and achievement as a man of
action, it has been very difficult to lure away the best and brightest away from their main arena to
LBSNAA. And yet the DOPT and successive directors of LBSNAA have been doing their very
best, and rather fairly successfully to attract talented officers to join the faculty. A more difficult
challenge has been to recruit and retain talented academics to leave their natural habitat for a
training institution, where teaching and research would be a genre rather different from that in the
academia, and may not receive peer recognition and appreciation. The net result is that the faculty is
mostly drawn from services on deputation. Excepting for the language staff, all the rest of the
faculty are “passing birds’, and every few years there is a complete turnover of the faculty.
9.5.3 The Patnaik-.Ramesh-Lahiri Study Group [1996] was concerned about the large vacancies in
the faculty position, and “the disconcerting feature of there being very few faculty members drawn
from the academic stream.” The U C Agarwal Study Group [1986] also spoke of the difficulties
LBSNAA had been having in attracting suitable, academic faculty. One needs to address the
question, however awkward it might be, whether LBSNAA can grow into a world class institution if
it is a habitat where the young recruits are taught essentially by senior officers with a bit of
supplementation by way of a few guest lectures by academics and an occasional module or two
outsourced to academic institutions. It is no doubt a fact that the serving officers who were chosen
by LBSNAA to hold positions reserved for academics were highly qualified and quite a few of them
were gifted teachers. However, the fact remains that this can not be a substitute for academics
engaged in a life of teaching, research and contemplation being closely associated on a long term
basis with teaching at LBSNAA. And further, the spirit of the times requires that a bit of outsider’s
perspective is brought to bear on the training of civil servants, and this cannot be provided by a
serving officer however qualified and gifted.
9.5.4 There are two aspects to the perennial problem of attracting highly qualified academics to
LBSNAA. The first is a question of procedure and the second is a question of environment. The
Patnaik-Ramesh-Lahiri Study Group [1996] considered both the aspects, and came to the conclusion
that “the Academy cannot offer much by way of academic advancement or even a real academic
environment to University or other simlar faculty,” and that being so cannot attract and retain well-
qualified academics on a long-term basis. It suggested a two - pronged approach to secure the
services of academics, comprising:
54
Peter Hennessy, Whitehall, NY: The Free Press, 1989, pp.525, 529.
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— Core academic faculty being appointed for a period of three years, and
— Opting for the “visiting faculty route” to supplement the core academic faculty.
The Study Group recommended that the appointment of faculty should be taken out of the
UPSC’s purview; a committee which would include a representative of DOPT, and an outside
expert could make the selection. As an incentive to attract academics, a candidate could be
appointed to the next higher grade (eg., a suitable Assistant Professor can be appointed as
Professor). Visiting faculty can teach specific modules; they can be appointed as consultants for a
period of a month or so. The Study Group also suggested enhancement of the powers delegated to
the Director LBSNAA to appoint consultants.
9.5.5 Two questions need to be asked:
— Is any other mode whereby it is possible to associate highly qualified academics with
LBSNAA on a long-term basis?
— Can the academic environment in LBSNAA be improved?
Since 1996, there are some positive developments which make it more possible to answer the
first question in the affirmative. There is much greater interest in the academia about public policy
and management, as vouched by the fact that four premier institutions in the country are offering
postgraduate programs in public policy and management, and many more specialized institutions
are now engaged in policy research. Academics teaching and doing research in public policy and
management may find association with LBSNAA attractive , if that does not impair their continuing
serious academic work. They may see merit in such an association because of the possibility of
being a part of civil servant networks and securing access to privileged material and insight into the
problems of real world. A “joint appointment” in their parent institution and LBSNAA makes
possible such an association on a long term basis. As and when a joint appointee is promoted in his
parent organization, he can be promoted in LBSNAA also. Thereby it is possible to overcome one
of the limitations set out by the Patnaik-.Ramesh-Lahiri Study Group, namely that “the Academy
cannot offer much by way of academic advancement.”[Emphasis in original] The state-of-art
technology that is being inducted in LBSNAA and central government institutions makes it possible
to organize interactive classes simultaneously at more than one place [see Para 7.3.4]. This would
minimize the requirements of travel which may come in the way of a joint appointee to do justice to
both the institutions of which he is a faculty member. However, for a joint appointment to be
attractive to serious academics, it is important that the second limitation pointed out by the Patnaik-
.Ramesh-Lahiri Study Group, namely that “the Academy cannot offer real academic environment to
University or other simlar faculty,” is overcome.
9.6 Unit for Case Development
9.6.1 The setting up of a unit for case development has already been discussed at para 3.17.4 .
Presently, every few years there is a total turnover of senior faculty at LBSNAA; such an
arrangement may not be conducive for managing the case development unit. It would be desirable to
have anta academic well versed in case writing to head the unit; he could be on contract for a long
duration. Alternately, the unit could be outsourced to reputed institutions.
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9.7 LBSNAA to be the National Repository of Training Material
9.7.1 The fact that every few years there is a total turnover of senior faculty at LBSNAA makes
documentation of every course transacted at LBSNAA very important. The documentation should
cover the process of developing, transacting, and evaluating each course and the learning resources
used in each course. Ideally LBSNAA should emerge as a national repository of the training of civil
servants. A special documentation unit may be set up; a qualified archivist or documentation
specialist should head this unit.
9.8 Reorganizing the Structure of LBSNAA
9.8.1 The question whether the present structure of LBSNAA is inadequate to the functional needs
of a premier training institution which aspires to be a world class training institution needs to be
seriously addressed. As of now, LBSNAA is an attached office of the DOPT. There are very rigid
and narrow limits within which financial and administrative powers can be delegated to an attached
office. It is impossible to attract good academics with the current rigid structure. Within the existing
structure, the possibility of taking faculty appointments out of the purview of UPSC and creating a
high-powered search committee with the mandate to appoint high calibre academics by offering
customized compensation packages appears to be difficult to achieve. The problem is so serious that
minor or incremental fine-tuning would give the required results. It is even impossible to retain an
officer of the rank of Secretary to GOI as Director with this structure. An attached office being a
world-class training institution is an anomaly. There is great merit in the recommendation of the
Alagh Committee on Civil Service examinations to upgrade training academies by organizing them
as autonomous institutions set up under the Societies Registration Act, and bring them up to the
standards of the better universities and professional training institutions in India in the relevant
areas. To quote:
there is compelling need to upgrade the training academies and institutes and
bring them up to the standards of the better universities and professional
training institutions in India in the relevant areas. Research on issues relating to
public policy should support the activities of these academies. They should be
organized as government funded autonomous institutions set up under the
Societies Registration Act. Flexible promotion policies and UGC scales should
be available to such institutions, for the academic staff, together with sufficient
funds for recruitment. [Para 10.14]
9.8.2 There is a ready model in YASHADA (Yasvanta Rao Chawan Academy of Development
Administration, Pune) which coul d be suitably adapted. The Board of Governors (BOG) in
YASHADA is headed by the Chief Secretary and the number of Members to be nominated by the
Government is small. The Governing Body itself is the general body of the society. Most of the
powers are delegated to the Executive Committee which is headed by the Director General;
Members of the Executive Committee who are not ex-officio are nominated by the President of the
BOG. The Director General is delegated considerable powers of his own. The Chief Minister,
Minister for Rural Development and General Administration Departments are the patrons. On
similar lines, LBSNAA can be reorganized as a society with the Minister or Secretary DOPT as
President BOG. Its composition could be as follows:
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BOG Composition
— President- Minister DOPT/Secretary,
— (If the Minister is President, Secretary would be Vice-President)
— Director, LBSNAA, (Vice-President if Secretary DoPT is President),
— Secretary Expenditure,
— Six Chief Secretaries one each from the Northern, Eastern, Western, Central, Southern
and North Eastern zone (Within each zone the nomination would be in the alphabetical
order),
— A Vice-Chancellor nominated by DOPT,
— Director of one of the IIMs/Management institute of repute nominated by the DOPT,
— Two reputed Civil Servants nominated by the DOPT,
— A Member of the Faculty to be nominated by the President ,
— Two reputed NGOs related to the activities of the LBSNAA, and
— Joint Director, LBSNAA, Member Secretary
9.8.3 The composition of the Executive Committee could be as follows:
Executive Committee Composition
— Director, LBSNAA (President) ,
— Three State Secretaries to be nominated by the President BOG,
— Joint Secretary (Trg.) DOPT,
— A reputed NGO ,
— FA, DOPT, and
— Joint Director LBSNAA, Member Secretary
The delegation of powers by the DOPT to LBSNAA should be similar to that of the
delegation of powers by Ministry of Human Resource Development to Central Universities, IITs
and IIMs. Further, as in YASHADA delegation of powers by the BOG to the Executive Committees
should be very extensive. With the structure suggested, recruitment to academic posts would
automatically be outside the purview of the UPSC. As in university system selection of academic
faculty can be through search committee and appointment by the Executive Committee. The
advantage of the structures proposed is that it directly associates States with the management of
LBSNAA, and consequently with the training of a service that is shared by the Union and States.
9.8.4 An Academic Committee could be appropriately constituted which would have the power to
review the syllabus and academic activities. The relevant rules of the IAS could be amended to give
power to the Director LBSNAA to modify the syllabus based on the recommendation of the
Academic Committee. The society rules may provide for, as do the YASHADA rules, the
government being empowered to issue a binding directive to the LBSNAA in regard to any policy
matter and syllabus.
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9.8.5 It should be mentioned that there was a view within the Committee that:
— the proposal for restructuring the management of the LBSNAA was not within the
purview of the Committee,
— with best of intentions the Societies tend to generate their own problems that impede the
working of the institution, and that
— a more practical approach would be that the LBSNAA should be given more autonomy
within the present set up.
9.8.6 The matter was considered further at the validation workshop.The committee envisions the
Academy not just as a training institution but as a world class institution dealing with gove rnance
issues. Its existing structure as an attached office imposes limitations and there is a case for the
Academy to have the structure of a society in order to have requisite functional and financial
flexibility to attain such a world class stature. This transition is not recommended for the purpose of
limiting the Government’s stake or support to the institution but to enable it to realize its full
potential as an independent think tank and centre of excellence on all issues relating to governance.
The committee, therefore, recommends that the Academy should have the structure of a registered
society with the following attributes:-
— Cabinet Secretary as Chairperson/President of the Board of Governors
— Secretary DoPT as the Vice Chairperson/Vice President of the Board of Governors
— Director, LBSNAA as a Member and Joint Director, LBSNAA as Member Secretary
— JS (Trg.) and AS & FA as Members
— Five Secretaries GAD/Services of one State each from five zones as members for a period
of two years, by rotation.
— Executive Committee headed by the Director, LBSNAA
— Academic Council to be suitably strengthened by coopting the best minds in the
academia.
9.8.7 In order to attract high calibre academicians as faculty for FC, Phases I and II and
increasingly for Phases III, IV and V, the Academy may develop suitable models of Joint Chairs
with eminent institutions. An alternative suggestion that emerged was that it would be desirable to
offer fellowship programmes that would enable competent academicians to be in the Academy for a
period of 1-2 years on sabbatical, during which they would undertake research in issues relating to
governance and public management and also act as faculty. This would automatically expand the
pool of academic talent available to the Academy and at the same time generate competition
amongst the academicians for faculty positions at the Academy.
9.8.8 Even if the Academy remains as an attached office, there is need to obtain waiver from
UPSC selection process for appointment of its faculty members.
9.8.9 Even if the inputs in subjects such as economics are of an undergraduate level, the committee
emphasizes the need to attract academicians of the highest calibre to lift the quality of the inputs
(Samuelson – Eco 101).
9.8.10 In keeping with the stature of the institution, the Committee recommends that in the event of
the Academy taking on the structure of a Society, the Central Government should continue to
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provide to the Academy block grants to cover the revenue expenditure that enable it to continue and
expand its scale of operations. The Committee is of the view that like IIMs and IITs, LBSNAA may
also be permitted to retain the resources raised by it from programmes it conducts for other
organizations without being deducted from any block grant. At the same time the committee also
appreciates the steps taken by the Government to provide significant capital grants to the Academy
for upgradation of its infrastructure and recommends that the government should continue to
provide such capital grants even after the Academy becomes a society.
9.8.11 The Committee hopes that with the infusion of resources by DOPT, LBSNAA would emerge
as a world-class training institution and would very soon emerge as the lead institution for all types
of training of IAS officers. DOPT may facilitate that process.
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Annexure I
The Indian Administrative Services
(Probationers' Final Examination)
Regulations, 1955
In pursuance of rule 7 of the Indian Administrative Service (Probation) Rules, 1954, the Central
Government, in consultation with the State Governments and the Union Public Service
Commission, hereby makes the following regulations, namely:-
1. Short title:- These regulations may be called the Indian Administrative Service (Probationers'
Final Examination) Regulations, 1955.
2. Definition:- 2(1) In these regulations, unless the context otherwise requires,-
(a) `Academy' means Lal Bahadur Shastri National Academy of Administration;
(b) [ ];
(c) `Director' means the Director of the Academy; and
(d) `Schedule' means a Schedule appended to these regulations.
2(2) All other words and expressions used in these regulations and not defined shall have the
meanings respectively assigned to them in the Indian Administrative Service (Probation) Rules,
1954.
3. Final examination.- 3(1) Every probationer shall, at or about the end of the period of training in
the Academy appear at a final examination.
3(2) The examination shall be conducted by the 4Director in the manner laid down in these
regulations.
3(3) The exact dates on which and the places at which the examination shall be held shall be fixed
by the 4Director.
4. Syllabus for final Examination.- the examination shall be in two parts as mentioned below: -
4(a) Part 1-Written Examination
"The subjects for the examinations and the maximum marks allotted to each of the subjects shall be
as follows:-
------------------------------------------------------------------------------------------
Subjects Maximum Marks
------------------------------------------------------------------------------------------
(1) Political Concepts and the Constitution of India 75
(2) Basic Economic Principles and Five Year Plans 75
(3) Law 75
(4) Public Administration and Management 75
------------------------------------------------------------------------------------------
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The syllabus for this part of the examination shall be specified in the First Schedule;
4(b) Part II-Qualifying Tests
b. (i) Qualifying tests shall be held in the following subjects, namely :-
1. a regional language,
2. Hindi except for candidates who examined in Hindi as a regional l anguage under Clause (2).
3. Computer.
The syllabus for this part of the examination shall be as specified in the First Schedule.
(ii) Every probationer shall be examined in the regional language or one of the regional languages
shown in column 2 of the Second Schedule against the cadre to which he is allocated. Where more
than one regional language is shown against a State, theDirector shall ascertain whether the
probationer is already familiarwith any of them and thereafter decide in consultation with the
StateGovernment in which one of the regional languages the probationer shall be examined.
Provided that the probationers allocated to the following cadres shall be examined in one of the
regional languages shownagainst them only with effect from such date as the Central Government
may, by order, specify in this behalf, namely:-
---------------------------------------------------------------------
Cadre Regional Language
---------------------------------------------------------------------
Assam-Meghalaya : Khasi or Garo
Nagalan : Nagamese in Roman script
Union Territories : Mizo.
---------------------------------------------------------------------
5. Minimum marks.-Everv probationer shall be required to obtain such minimum number of marks
in each subject at the written examination under clause (a) of regulation 4, and to pass the qualifying
tests under clause (b) of the said regulation, by such standards as may be determined by the
Director,11 with the provisional approval of the Central Government.
THE FIRST SCHEDULE
[See clause (a) & (b) of Regulation 4]
Syallabus for the Indian Adminstrative Service Probationer's Final Examination
I. WRITTEN EXAMINATION
1. Political Concept and Constitution Of India
(a) Political concepts
Political Ideologies & Concepts, including Gandhian Ideology, Indian Political Systems including
Parliamentary Democracy and National Integration, Evolution of Indian Culture and Socio-
Economic Institutions, pressure Groups, Students Unrest, Agrarian Tension, Cases, Communal and
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Industrial Unrest: their nature and impact on Society-Civil Liberties, Voting-behaviour-India &
International System.
(b) Constitution of India
Evolution, including freedom struggle- Fundamental Rights & Duties, Directive Principles-
parliamentary proceedings-Centre-State Relations-Emergency provisions-Special Provisions under
Article 379 and 371-safeguards for Minorities-service under the Union and the States.
2. Basic Economic Principles And Five Year Plans
Basic Economic Concepts-Planned Economic Development-Policy instruments for managing the
Economy-Development of Agriculture and Agrobased Industries -Rural Development Programmes
and Programmes for Scheduled Castes and Scheduled Tribes-Industrial Development: Large and
medium Industries and Samll-scale Industries-Development Banking, Public-sector Undertakings-
Administrators and the Indian Economy.
3. Law
General Principles of Law-Administration of Justice-Legal remedies-Indian Penal Code-Criminal
Procedure Code-Civil procedure code-Law of Evidence-Law of Contract-Labour Laws -Minor Acts-
Court Work and Contempt Proceedings.
4. Public Adminstration and Management
Essentials of Administration-Organisational Structure of Governments, Role of Civil Servants,
Administrative Ethics and Accountability, Delegation and Decentralisation-District and Local
Administration-Personal Administration, Police Administration-Jail Administration Panchayati Raj
Administration- CalamityAdministration-Administration of Development and Welfare
Programmes- Budget and Role of Audit and general financial principles-Role of District
Officer/SDO-Conduct of Elections.
Management and Organisation
Behavioural Science Motivation, Leadership, Decision-Making, MBO, Management of Conflicts,
Management of Change ,Transactional Analysis, -MIS-O&M & Work study-Pert-CPM, Time
Management Methodology of Presentation of a subject-Financial Management Capital Budgeting,
Discountal Cash Flow, Ratio Analysis, Project Formulation, Cost benefit Analysis, Project
Evaluation Interpretation of Balance Sheets."
II. QUALIFYING TESTS
(i) Hindi
The test will comprise translation, free composition, set composition, conversation and dictation.
The probationers' knowledge of grammer will be tested chiefly by composition conversation and by
passages for comments.
(ii) Regional Languages.
The test will comprise translation, free composition, set composition, conversation and dictation.
The probationers' knowledge of grammer will be tested by composition and by passages for
comments.
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(iiA) Computer
The syllabus for the Test in Computer shall be as under:-
1. UNIX operating system and its features:
a. Logging in and out of system, other basic commands;
b. Typing, Copying, moving and deleting files;
c. Making, changing and removing directories;
d. Mail, Write, Pipes and Filters; and
e. Printing in UNIX.
2. Multiple Database Management using Foxbase Plus:
a. Basic commands of Foxbase Plus;
b. Necessity and ways of using Multiple Databases;
c. Linking of different databases;
d. Queries from linked databases; and
e. Report generation using Multiple Databases.
3. Financial Computation using Professional:
a. Using Spreadsheet package Professional in UNIX;
b. Time Value of Money;
c. Cost Benefit Analysis;
d. Capital Budgeting; and
e. Project Analysis using these techniques.
4. System Analysis and Design:
a. Characterestics of System, organization;
b. System life cycle, role of Systems Analyst;
c. Functional and Data flow analysis; and
d. Details of Data flow diagrams.
5. Management Information Systems:
a. Basic concepts of MIS;
b. Information needs in Management Processes;
c. MIS through application of DBMS; and
d. Decision Asserting Information System.
6. Applications of LAN and WAN:
a. Kermit, NICNET, UUCP; and
b. Networking using Modems.
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7. Accessing and Using GISTNIC databases:
a. Census-91 Database (GIST-CEN);
b. Indian Economic Indicators (GIST-ECO);
c. International Economic Indicators (GIST-IMF); and
d. State profile databases (GIST).
8. Geographic Information Systems:
a. How to use GISNIC; and
b. How to use Maps for Decentralized planning.
THE SECOND SCHEDULE
[See Clause (b) of Regulation 4]
------------------------------------------------------------------------------------------------------------------------
State Regional Languages
------------------------------------------------------------------------------------------------------------------------
Andhra Pradesh Telegu or Urdu
Assam-Meghalaya Assamese, Bengali Khasi or Garo.
Bihar Hindi
Gujarat Gujarati
Haryana Hindi or Urdu
Himachal Pradesh Hindi
Jammu & Kashmir Urdu, Kashmiri or Dogri
Karnataka Kannada
Kerala Malayalam
Madhya Pradesh Hindi
Maharashtra Marathi
Manipur-Tripura Manipuri, Bengali or Hindi
Nagaland Nagamese in Roman Script
Orissa Oriya
Punjab Punjabi (in Gurumukhi script) or Hindi
Rajasthan Hindi
Sikkim Nepali
Tamil Nadu Tamil
Uttar Pradesh Hindi
West Bengal Bengali or Hindi
AGMU (Arunachal Pradesh, Assamese, Hindi, Malayalam,
Goa, Mizoram and Union Marathi, Mizo, Tamil ,Urdu
Territories) or Gujarati
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Report of the Committee to Review Induction Training Syllabus, June 2007
Annexure II
Salient Features of the Foundation, Phase I,
State and Phase II Training
1. Foundation Course
1.1 The Foundation Course marks the commencement of the training programme of all Group A
service candidates. The trainees attending the Foundation Course belong to the following services:
Indian Administrative Service Indian Postal Services
Royal Bhutan Civil Service Indian Revenue Services
Indian Foreign Service Indian Railway Accounts Service
Indian Police Service Indian Railway Personnel Service
Central Industrial Security Force Indian Railway Traffic Service
Service
Indian Audit and Accounts Service Indian Trade Service
Indian Custom and Central Excise P&T Finance Accounts Service
Service
Indian Civil Accounts Service Indian Forest Service
Indian Defence Accounts Service Central Bureau of Investigation
Indian Defence Estates Service Indian Statistical Service
Indian Information Services Railway Protection Force Service
Indian Ordinance Factory Services Indian Economic Service
The Foundation Course is conducted at the Lal Bahadur Shastri National Academy of
Administration in Mussoorie twice a year. The Indian Administrative Service probationers however,
do not participate in the summer Foundation Course. The course is designed to provide a mix of
indoor and outdoor activities over a period of 15 weeks to the participants.
1.2 Course Objectives
1.2.1 The broad objectives of the course are:
— to foster greater coordination among different services by building ‘espirit de corps’ and
cultivate a spirit of co-operation and interdependence;
— to promote all round personality development of Officer Trainees – intellectual, moral,
social, physical and aesthetic;
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Report of the Committee to Review Induction Training Syllabus, June 2007
— to familiarize Officer Trainees with the political, social, economic and administrative
environment in India today and equip them with the basic administrative skills and
knowledge required for their job;
— to acquaint the Officer Trainees with the seven Principles of Public Life essential for
Good Governance – Leadership, Honesty, Selflessness, Integrity, Openness,
Accountability and Objectivity.
The Foundation Course acts as a bridge between the life as a student and the structured system of
government. It facilitates the transition process for new entrants and lays the basic groundwork to
ease the process of entry into the government system. The course aims at building capacity of young
officers to face the challenges that they would experience during the early years of their career. The
focus is on promoting the right values and actions of a Public Civil Servant, in context of effective
governance, administration, and interpersonal relationships.
1.3 Course Design
1.3.1 The Foundation Course aims at enhancing professional knowledge, providing job oriented
skills, inculcating espirit de corps, and building appropriate attitudes and values. The course design
is based on the syllabus prescribed by the Standing Syllabus Review Committee and the Conference
of State Administrative Institutes and Central Training Institutes. The course consists of a blend of
academic and extra-curricular activities. The academic component focuses on imparting a basic
understanding of the constitutional, political, socio-economic and legal framework of the country,
while the extra-curricular activities are geared towards character and personality development of the
officer trainees.
1.3.2 The Himalayan trek and village visit are important components of the outdoor activities that
focus on character development and promoting team spirit. The week long trek in the Himalayas
provides a significant learning experience in group dynamics, and brings out leadership qualities. It
is also a test of endurance and courage. The village visit aims at sensitizing the officer trainees to
rural realities, through a structured study of a village, and promotes team work. The objectives of
the village visit are:
— to sensitize trainees of the dynamics of the socio-economic-political situation that exist in
a village and provide practical experience on assessing the situation;
— to assess the problems faced by the rural people especially the deprived sections and
women;
— to evaluate the working of various village level institutions, both formal and informal in
terms of participation and effectiveness;
— to study the physical environment of the village in relation to ecological imbalances and
vulnerability to disaster.
1.3.3 There are various other extra-curricular activities planned during the course that aim to
enrich the overall personality of trainees and inculcate the essential qualities of an ‘officer’. These
include yoga, unarmed combat, games, photography and spoken English. The indoor and outdoor
activities are organised through various Clubs and Societies at the Academy. The clubs and societies
are run by the elected representatives of the officer trainees under the overall guidance of the
Director's Nominees. The activities of the clubs and societies provide an excellent medium to the
trainees for self-expression and self-development. The Academy places great emphasis on these
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Report of the Committee to Review Induction Training Syllabus, June 2007
activities and they form an important basis for the end-of-the-course assessment. The extra
curricular activities range from classical music and film appreciation to skills in the fine arts such as
in sketching, painting, photography etc.
1.3.4 While a great deal of emphasis is on the above mentioned activities, academic learning is
also an inherent part of the course. The academic inputs focus on providing quality inputs in the
areas most essential for administrators and civil servants. The broad subject categories in the
Foundation Course are Management, Economics, Public Administration, Law, Political Concepts
and Constitution of India, Indian History and Culture and Information and Communication
Technology.
1.3.5 While specific topics within the subjects differ between years/batches there is a common
thread in terms of the issues selected in the modules. The academic inputs during the 74th
Foundation Course are used here to illustrate a typical subject-wise break up of the course
— Management - the modules on Management focus on basic concepts of management and its
application in government. The topics include behavioural science with modules on self-
awareness, team building, organizational leadership and effective communication;
quantitative techniques in management focusing on statistics, data analysis etc.; project
management and financial management.
— Economics - the course is structured to impart fundamental knowledge of the principles of
micro and macro economics and with added focus on international trade and functioning of
World Trade Organization. Special emphasis is given to development and growth concepts
including poverty alleviation, and sector specific understanding and reforms of industry,
infrastructure and agriculture sectors.
— Public Administration - the course focuses on providing an introduction to the important
concepts of public administration and building the skills necessary for effective governance.
Topics include basics of governance, organizational structure of government, personnel and
financial administration, development and welfare management and decentralization in the
context of the 73 rd and 74th amendments. In terms of skills the course addresses day-to-day
essential skills necessary for administrators such as drafting, public speaking, time
management etc. The course also orients the trainees on issues of public accountability,
corruption, ministerial responsibility and relationship with the political executive and the role
of media and civil society in development.
— Law – basic legal knowledge is imperative for every civil servant. In this context the course
emphasizes on the understanding of the general Principles of Law and Administration of
Justice. Specific sessions address the procedure of civil cases and criminal cases, and various
laws such as law of crimes, law of evidence, law of contracts and labour laws. Trainees are
also exposed to certain Acts, such as Dowry Prohibition, Information Technology, Sexual
Harassment of Working Women etc. to ensure an understanding of the provisions and
implications.
— Political Concepts and Constitution of India – the course aims to impart the basic concepts of
equality, liberty and justice and the real world implications in the background of the
Constitution of India. This involves developing insights in the various theories of state
activities, functioning of parliamentary democracy in India, understanding concept of centre-
state relations, concepts of human rights and national integration, concepts of fundamentals
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Report of the Committee to Review Induction Training Syllabus, June 2007
rights and directive principles of state policy amongst others. The basic idea of the course is
to inculcate conceptual clarity on the basics of secularism and democracy.
— Indian History and Culture - the course aims at developing a basic appreciation of the
complexities of Indian History to develop an all-round understanding of polity and
governance unique to the Indian context. The basic idea is to trace the development of the
state, and more specifically focusing on administration structures, land development,
industrialisation and transportation process in the country. The course also focuses on the
socio-cultural aspects to make the trainees understand the importance of culture and thus the
unique diversity of a secular country like India.
— Information and Communication Technology – the course lays the foundation to orient the
trainees on the basic essentials in use of computers and basic features in an operating systems
such as MS Word, MS Excel, MS Power Point etc. This course is necessarily to equip
trainees for planning, scheduling, optimizing for effective resource utilization.
1.3.6 The sessions are planned in a manner so as to provide a basic understanding of the general
concepts in the subjects identified. As there are trainees from different services the course focuses
more on concepts and subject areas applicable to all the participating services. Language is another
essential component of the Course. A detailed break-up of sessions between subjects is indicated in
Table I. The division of sessions is based on the relative importance of the subject to the objective
of the course. There are only minor modifications in the number of sessions per subject in different
batches.
Table I
Subject wise Sessions in the Foundation Course
Sl.No. Subject No. of Sessions
1. Management 40
2. Economics 30
3. Public Administration 90
4. Law 40
5. Political Concepts and Constitution of India 20
6. Indian History and Culture 20
7. Information and Communication Technology 20
8. Language 20
Source: 76th Foundation Course, August- December 2004.
The detailed course outline and sessions are listed in Appendix I.
1.4 Evaluation
1.4.1 In the over-all evaluation of the performance of an OT during the induction training, the
Foundation Course carriers a 25 percent weighatge. Performance of OTs is evaluated with reference
to the proficiency they acquire in the subjects and the soft skills that are transacted in the
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Report of the Committee to Review Induction Training Syllabus, June 2007
Foundation Course, and the extent to which they internalize of the values and attitudes that the
course seeks to foster. A total of 600 marks is assigned to the Foundation Course, of which 450
marks are assigned to the subjects, and 150 marks to Director’s assessment. The subject-wise
allocation of marks is furnished in Table II.
Table II
Foundation Course: Evaluation
Subject-wise Allocation of Marks
Sl.No. Subject No. of Marks
1. Management 60
2. Economics 90
3. Public Administration 90
4. Law 90
5. Political Concepts and Constitution of India 60
6. Indian History and Culture 60
The OTs are also required to qualify in a terminal Hindi examination; however, the marks secured
in that examination are not counted for the final grade an OT secures.
1.4.2 The evaluation system adopted in the course focuses more on continual assessment
throughout the course rather than only through an end of course examination. Proficiency in various
subjects is evaluated through concurrent examinations, quizzes, public speaking, case studies, term
papers and other methods. With respect to soft skills, values and attitudes, officer trainees are
assessed on a continuous basis on their participation and performance during the trek, syndicate
work, village visit, other extra-curricular activities, their general behaviour, punctuality and personal
conduct. This evaluation forms part of the Director’s Assessment.
1.4.3 OTs have to secure at least 50% marks in each subject to pass the examination.
2. Professional Course: Phase I
2.1 Phase I professional course is the first training program specifically designed for the OTs of
the Indian Administrative Service. The IAS Professional Training Course equips the trainee for the
first ten years of his/her life as a civil servant. Phase I is designed with this overall objective in mind
so as to focus more on the potential challenges a civil servant can expect in these initial years, while
also developing a strong foundation for a life in civil service. As the Annual Report of the DOPT
2005-06 puts it, “The Foundation Course is essentially knowledge centered, [while] the Professional
Courses are fundamentally skill-oriented.”
2.2 Course Objective
2.2.1 The course aims at enhancing the theoretical knowledge and concepts of important subjects
relevant to officer trainees. The course is expected to provide a backdrop against which the practical
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training in the districts is carried out. The course specifically focuses on ensuring conceptual clarity
in the following areas:
— India perspective - emerging trends in Indian polity and society, Indian economy and
economic policies, administrative policies and role and functioning of IAS
— Constitution of India
— Laws and legal instruments
— Administrative rules, procedures and programme guidelines
— Modern management techniques
— Economic analysis
The course also aims to enhance skills for effective communication, public speaking, use of
computer among others. All trainees are also expected to attain complete fluency in the language of
their allotted state cadre. Beyond the above identified academic inputs the course also addresses
issues of developing appropriate values and attitudes essential to a future civil servant.
2.3 Course Design
2.3.1 The Phase I training broadly comprises of two components – academic training and winter
study tour. The duration of the course is presently 24 weeks, where the winter study tour accounts
for 8 weeks. The academic training component involves intensive course work in Law, Public
Administration, Political Science, Management, Economics, Language and ICT. The topics within
these broad focus areas are based on their relevance and applicability to the jobs an OT is likely to
hold in the first ten years such as sub-divisional officer, project officer, CEO Zilla Parishad,
Municipal Commissioner and District Collector. The academic training is mostly imparted in a
classroom-like environment and lecture mode interspaced with seminars, discussion and
presentations. Use of case studies and modern management games and puzzles is occasional and
limited. The topics are mostly transacted in a modular inter-disciplinary form. Some of the
important modules are the following:
— IAS in perspective
— District administration
— Problems in Insurgency affected areas
— Issues in North-East
— Administrative skills
Ø Basic administrative skills and procedures
Ø Project management
Ø Dealing with media
Ø Law and order; interface with police
Ø Land administration
Ø Conduct of elections
Ø Disaster management
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Financial management: public contracts
— E-Governance
— Civil liberties
— Organisational behaviour, leadership, team work
— Urban administration
— Rural development
— Social marketing
— Public private partnership
Ø Agriculture,
— Health and education.
— Law including social legislation and minor acts
The detailed course outline and sessions are listed in Appendix II.
2.4 Winter Study Tour [Bharat Darshan]
The objective of the winter study tour is to provide an opportunity to expose the officer trainees to
important institutions, organisations and agencies in the country with which they are most likely to
interact during the first decade of their career. This would enable the trainees to develop an all-India
perspective and understand the role of an IAS officer in this context. The tour is intended to ensure
greater appreciation of the historical, cultural and ecological heritage and diversity of the country.
As part of the tour the trainees would interact with premier government and non-government
organisations. The tour focuses on attachments with the Army, Navy/Air Force, Tribal areas, NGOs,
Municipal Corporations, Public and Private Sector units, e-governance, and civil administration in
areas of insurgency related problems. It exposes the trainees to the diverse cultures, customs, people
and languages of India. The trainees are briefly exposed to senior policy makers in New Delhi as a
part of the attachment to the Bureau of Parliamentary Studies and Training. Table III furnishes an
illustrative itinerary of Bharat Darshan
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Table-III
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – I
Jammu & Kashmir, Rajasthan, Gujarat, Maharashtra, Goa, Kerala, Lakshadweep,
Karnataka, Andhra Pradesh, Madhya Pradesh and Delhi
Date & Day Dep./ Arr. Time Place from/to Mode of Journey
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1400 hrs. IMA, Dehradun
Arr. 1700 hrs. Saharanpur Academy Bus
Dep. 2020 hrs. Saharanpur 4645 – Shalimar Express
17.12.2006 Arr. 0630 hrs. Jammu
Sunday
Army Attachment at Jammu Sector from 18.12.2006 to 27.12.2006
27.12.2006 Dep. 2055 hrs. Jammu 4646 – Shalimar Express
Wednesday
27.12.2006 Arr. 0445 hrs. Ambala
Wednesday
Air Force Attachment at Air Force Station, Ambala on 28.12.2006 & 29.12.2006
30.12.2006 Dep. 0605 hrs. Ambala 1078 – Jammu Tavi Jhelem Express. T.4A
Saturday Arr. 0950 hrs. Delhi
Dep. 1000 hrs. Delhi By Road
Arr. 1400 hrs. Jaipur
Visit in and around Jaipur on 31.12.2006 & 1.1.2007
Urban Local Body/E-Governance Attachment at Jaipur from 2.1.2007 to 4.1.2007
4.1.2007 Dep. 2255 hrs. Jaipur 2965 – JP Udaipur Super Exp.
Thursday
5.1.2007 Arr. 0745 hrs. Udaipur
Friday
Visit in and around Udaipur on 5.1.2007 & 6.1.2007
6.1.2007 Dep. 1945 hrs. Udaipur 9943 – Udaipur City Ahmedabad Exp. T.72
Saturday
7.1.2007 Arr. 0420 hrs. Ahmedabad
Sunday Dep. 0540 hrs. Ahmedabad 9005 – Saurastra Mail
Arr. 1233 hrs. Jamnagar
Visit in and around Jamnagar on 7.1.2007 & 10.1.2007
Private Sector Attachment at Reliance, Jamnagar on 8.1.2007 & 9.1.2007
10.1.2007 Dep. 1540 hrs. Jamnagar 9006 – Saurastra Mail
Wednesday
11.1.2007 Arr. 0810 hrs. Mumbai Central
Thursday
Visit in and around Mumbai on 11.1.2007
Public Sector Attachment at Nuclear Power Corporation of India Ltd. (NPCIL), Mumbai on 12.1.2007 & 13.1.2007
13.1.2007 Dep. 2300 hrs. Mumbai 0111 – Mumbai CST Madgoan Kokankanya Exp.
Saturday T.26
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Report of the Committee to Review Induction Training Syllabus, June 2007
14.1.2007 Arr. 1045 hrs. Madgaon
Sunday Dep. 1100 hrs. Madgaon By Road
Arr. 1300 hrs. Panjim
Visit in and around Goa from 14.1.2007 to 16.1.2007
16.1.2007 Dep. 1600 hrs. Panjim By Road
Tuesday Arr. 1830 hrs. Madgaon
Dep. 2240 hrs. Madgaon 6345 – Netravati Exp.
17.1.2007 Arr. 1400 hrs. Ernakulam
Wednesday
Visit in and around Ernakulam/Cochin on 17.1.2007
18.1.2007 Dep. 0915 hrs. Cochin IC 502
Thursday Arr. 1050 hrs. Agatti
Visit in and around Lakshdweep Islands from 18.1.2007 to 22.1.2007
23.1.2007 Dep. 1115 hrs. Agatti IC 501
Tuesday Arr. 1205 hrs. Cochin
Dep. 1805 hrs. Ernakulam 6525 – Bangalore Exp.
24.1.2007 Arr. 0700 hrs. Bangalore
Wednesday
NGO Attachment with MYRADA, Bangalore from 25.1.2007 to 29.1.2007
Republic Day Celebrations at Collectorate, Bangalore on 26.1.2007
Visit in and around Bangalore on 30.1.2007
Half-day attachment with ISRO on 31.1.2007
31.1.2007 Dep. 2000 hrs. Bangalore 2429 – Banglore Niz. Rajdhani Exp. T.9A
Wednesday
1.2.2007 Arr. 0710 hrs. Hyderabad
Thursday Dep. 0720 hrs. Hyderabad By Road
Arr. 0930 hrs. Medak
Insurgency Attachment at Medak on 2.2.2007 & 3.2.2007
4.2.2007 Dep. 0700 hrs. Medak By Road
Sunday Arr. 0900 hrs. Hyderabad
Visit in and around Hyderabad on 4.2.2007
4.2.2007 Dep. 2250 hrs. Hyderabad Deccan 2721 – Nizammudin Express
Sunday
5.2.2007 Arr. 0905 hrs. Nagpur
Monday Dep. 0930 hrs. Nagpur By Road (208 km)
Arr. 1300 hrs. Mandla
Tribal Attachment at Mandla from 6.2.2007 to 10.2.2007
10.2.2007 Dep. 1300 hrs. Mandla By Road
Saturday Arr. 1700 hrs. Nagpur
Dep. 2040 hrs. Nagpur 2649 – Karnataka Sumpark Kranti Exp. T.9A
11.2.2007 Arr. 1305 hrs. New Delhi
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
164

Report of the Committee to Review Induction Training Syllabus, June 2007
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – II
Jammu & Kashmir, Haryana, West Bengal, Sikkim, Assam, Tripura, Andaman & Nicobar,
Tamil Nadu, Karnataka, Maharashtra and Delhi
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1400 hrs. IMA, Dehradun
Arr. 1700 hrs. Saharanpur Academy Bus
Dep. 2020 hrs. Saharanpur 4645 – Shalimar Express
17.12.2006 Arr. 0630 hrs. Jammu
Sunday
Army Attachment at Jammu Sector from 18.12.2006 to 27.12.2006
27.12.2006 Dep. 2055 hrs. Jammu 4646 – Shalimar Express
Wednesday
28.12.2006 Arr. 1045 hrs. Delhi
Thursday Dep. 1100 hrs. Delhi By Road
Arr. 1300 hrs. Faridabad
Private Sector Attachment at Goodyear, Faridabad from 28.12.2006 (A.N.) to
30.12.2006 (F.N.)
30.12.2006 Dep. 1130 hrs. Faridabad By Road
Saturday Arr. 1330 hrs. Delhi
Dep. 1400 hrs. Delhi (H.Nizammudin) 2424 – Guwahati Rajdhani Exp. T.18
31.12.2006 Arr. 1115 hrs. New Jalpaiguri
Sunday Dep. 1130 hrs. New Jalpaiguri By Road
Arr. 1400 hrs. Darjeeling
Visit in and around Darjeeling 31.12.2006 to 3.1.2007 including visit to Gangtok (Sikkim)
3.1.2007 Dep. 1200 hrs. Darjeeling (Via Mirik) By Road
Wednesday Arr. 1700 hrs. New Jalpaiguri
Dep. 1840 hrs. New Jalpaiguri 5657 – Kanchanjung Exp. T.14
4.1.2007 Arr. 0207 hrs. Nalbari
Thursday
Insurgency Attachment at Nalabari on 4.1.2007 & 5.1.2007
6.1.2007 Dep. 1400 hrs. Nalbari By Road
Saturday Arr. 1800 hrs. Guwahati
Visit in and around Guwahati on 7.1.2007
8.1.2007 Dep. 0900 hrs. Guwahati By Road (250 KM)
Monday Arr. 1430 hrs. Kaziranga
Visit in and Around Kaziranga National Park on 8.1.2007 & 9.1.2007
10.1.2007 Dep. 1100 hrs. Kaziranga By Road
Wednesday Arr. 1700 hrs. Guwahati
NGO Attachment at DBYES, Guwahati from 11.1.2007 to 15.1.2007
15.1.2007 Dep. 1715 hrs. Guwahati 9W620
Monday Arr. 1800 hrs. Agartala
Dep. 1810 hrs. Agartala By Road
Arr. 2210 hrs. Udaipur
Tribal Attachment at Udaipur (Tripura) from 16.1.2007 to 20.1.2007
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Report of the Committee to Review Induction Training Syllabus, June 2007
21.1.2007 Dep. 0700 hrs. Udaipur By Road
Sunday Arr. 1100 hrs. Agartala
Dep. 1205 hrs. Agartala CD 7244
Arr. 1255 hrs. Kolkata
Visit in and around Kolkata on 21.1.2007 & 22.1.2007
23.1.2007 Dep. 0537 hrs. Kolkata CD 7287
Tuesday Arr. 0735 hrs. Port Blair
Visit in and around Andaman & Nicobar Islands from 23.1.2007 to 27.1.2007
Republic Day Celebrations at Collectorate, Port Blair on 26.1.2007
28.1.2007 Dep. 0820 hrs. Port Blair CD 7288
Sunday Arr. 1025 hrs. Chennai
Visit in and around Chennai on 28.1.2007 & 29.1.2007
29.1.2007 Dep. 2145 hrs. Chennai 6222 – Chennai Mysore Kaveri Exp. T.20
Monday
30.1.2007 Dep. 0445 hrs. Bangalore
Tuesday
Visit in and around Bangalore on 30.1.2007
Urban Local Body/E-Governance Attachment at Bangalore from 31.1.2007 to 2.2.2007
2.2.2007 Dep. 2000 hrs. Bangalore 6530 – Banglore Mumbai Udyan Exp. T.10 A
Friday
3.2.2007 Arr. 1545 hrs. Pune
Saturday
Visit in and around Pune on 3.2.2006 & 4.2.2006
Air Force Attachment at Pune on 5.2.2007 & 6.2.2007
6.2.2007 Dep. 1700 hrs. Pune By Road
Tuesday Arr. 1900 hrs. Mumbai
Public Sector Attachment at Jawaharlal Nehru Port Trust (JNPT), Mumbai from 7.2.2007 to 9.2.2007
10.2.2007 Dep. 1615 hrs. Mumbai 2951 – Mumbai Central New Delhi Rajdhani
Saturday Express
11.2.2007 Arr. 0840 hrs. New Delhi
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
166

Report of the Committee to Review Induction Training Syllabus, June 2007
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – III
Jammu & Kashmir, Rajasthan, Gujarat, Maharashtra, Goa, Kerala, Lakshdweep,
Karnataka, Andhra Pradesh, Orissa and Delhi
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1400 hrs. IMA, Dehradun
Arr. 1700 hrs. Saharanpur Academy Bus
Dep. 2020 hrs. Saharanpur 4645 – Shalimar Express
17.12.2006 Arr. 0630 hrs. Jammu
Sunday
Army Attachment at Jammu Sector from 18.12.2006 to 27.12.2006
27.12.2006 Dep. 1805 hrs. Jammu 2414 – Jammu Jaipur Express
Wednesday
28.12.2006 Arr. 1005 hrs. Jaipur
Thursday Dep. 1015 hrs. Jaipur By Road
Arr. 1215 hrs. Ajmer
Visit in and around Ajmer & Pushkar from 28.12.2006 to 30.12.2006
31.12.2006 Dep. 0900 hrs. Ajmer By Road (215 km approx.)
Sunday Arr. 1300 hrs. Rajsamand
NGO Attachment with MKSS, Rajsamand from 1.1.2007 to 5.1.2007
5.1.2007 Dep. 1600 hrs. Rajsamand By Road (100 km)
Friday Arr. 1830 hrs. Udaipur
Visit in and around Udaipur on 6.1.2007 & 7.1.2007
7.1.2007 Dep. 1945 hrs. Udaipur 9943 – Udaipur Ahmedabad Exp.
Sunday
8.1.2007 Arr. 0420 hrs. Ahmedabad
Monday Dep. 0430 hrs. Ahmedabad By Road
Arr. 0700 hrs. Anand
Cooperative/Private Sector Attachment at Amul (Anand) on 8.1.2007 & 9.1.2007
Half-day Attachment with ICICI on 10.1.2007 (F.N.)
10.1.2007 Dep. 1532 hrs. Anand 2010 – Shatabdi Express
Wednesday Arr. 2145 hrs. Mumbai Central
Naval Attachment at Mumbai from 11.1.2007 to 13.1.2007
13.1.2007 Dep. 2250 hrs. Mumbai 0111 – Konkan Kanya Express.
Saturday
14.1.2007 Arr. 1045 hrs. Madgaon
Sunday Dep. 1100 hrs. Madgaon By Road
Arr. 1330 hrs. Panjim
Visit in and around Goa on 14.1.2007 & 15.1.2007
15.1.2007 Dep. 1600 hrs. Panjim By Road
Monday Arr. 1830 hrs. Madgaon
Dep. 2240 hrs. Madgaon 2618 – Netravati Exp.
16.1.2007 Arr. 1400 hrs. Ernakulam & halt
Tuesday
17.1.2007 Dep. 0915 hrs. Cochin IC 502
Wednesday Arr. 1050 hrs. Agatti
Visit in and around Lakshdweep Islands from 17.1.2007 to 21.1.2007
167

Report of the Committee to Review Induction Training Syllabus, June 2007
22.1.2007 Dep. 1115 hrs. Agatti IC 501
Monday Arr. 1205 hrs. Cochin
Dep. 1230 hrs. Cochin By Road
Arr. 2000 hrs. Palakkad (Palghat)
Tribal Attachment at Palakkad (Kerala) from 23.1.2007 to 27.1.2007
Republic Day Celebrations at Collectorate, Palakkad on 26.1.2007
27.1.2007 Dep. 2130 hrs. Palakkad (Palghat) 6525 – Bangalore Exp. T. 86A
Saturday
28.1.2007 Arr. 0700 hrs. Bangalore
Sunday
Visit in and around Bangalore on 28.1.2007 & 30.1.2007
Public Sector Attachment at BHEL, Bangalore on 29.1.2007 & 31.1.2007
31.1.2007 Dep. 1810 hrs. Bangalore Cantt. 2786 – Kacheguda Exp.
Wednesday
1.2.2007 Arr. 0510 hrs. Kacheguda
Thursday
Urban Local Body/E-Governance Attachment at Hyderabad from 1.2.2007 to 3.2.2007
Visit in and around Hyderabad on 4.2.2007
4.2.2007 Dep. 1715 hrs. Hyderabad 2728 – Godavari Exp.
Sunday
5.2.2007 Arr. 0605 hrs. Vishakapatnam
Monday
Visit in and around Vishakapatnam on 5.2.2006 & 6.2.2007
7.2.2007 Dep. 0600 hrs. Vishakapatnam By Road
Wednesday Arr. 1000 hrs. Koraput
Insurgency Attachment at Koraput on 7.2.2007 & 8.2.2007
8.2.2007 Dep. 1825 hrs. Koraput 8448 – Hirakhand Exp.
Thursday
9.2.2007 Arr. 0810 hrs. Bhubneshwar
Friday
Visit in and around Bhubneshwar & Puri on 9.2.2007 & 10.2.2007
10.2.2007 Dep. 1205 hrs. Bhubneshwar 2815 – Puri New Delhi Exp. T.32
Saturday
11.2.2007 Arr. 1710 hrs. New Delhi
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
168

Report of the Committee to Review Induction Training Syllabus, June 2007
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – IV
Jammu & Kashmir, Uttar Pradesh, Jharkhand, West Bengal, Mizoram, Assam,
Andaman & Nicobar, Tamil Nadu, Karnataka, Maharashtra and Delhi
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1600 hrs. IMA, Dehradun
Arr. 1630 hrs. Dehradun Rail. St.
Dep. 1700 hrs. Dehradun Rail. St. 2018 – Shatabdi Express
Arr. 2240 hrs. New Delhi & halt
17.12.2006 Dep. 1130 hrs. New Delhi IC 821
Sunday Arr. 1355 hrs. Srinagar
Army Attachment at Kashmir Sector from 18.12.2006 to 27.12.2006
28.12.2006 Dep. 1445 hrs. Srinagar IC 822
Thursday Arr. 1710 hrs. New Delhi
Dep. 2230 hrs. New Delhi 2230 – New Delhi Lucknow Mail
29.12.2006 Arr. 0700 hrs. Lucknow
Friday
NGO Attachment at SEWA, Lucknow from 29.12.2006 to 3.1.2007 including visit in and around Lucknow on 31.12.2006
3.1.2007 Dep. 1615 hrs. Lucknow 4370 – Bareilly Shaktinagar Barwadha Exp. T.25
Wednesday
4.1.2007 Arr. 0730 hrs. Singrauli
Thursday
Public Sector Attachment at NTPC, Singrauli (Shaktinagar) on 4.1.2007 & 5.1.2007
6.1.2007 Dep. 0700 hrs. Singrauli By Road
Saturday Arr. 0945 hrs. 1034 Renukut
Dep. hrs. Renukut 2874 – Jharkhand Express
1930 hrs. Ranchi & Halt
7.1.2007 Dep. 1000 hrs. Ranchi By Road
Sunday Arr. 1230 hrs. Chaibasa
Insurgency Attachment at Chaibasa on 8.1.2007 & 9.1.2007
10.1.2007 Dep. 0500 hrs. Chaibasa By Road
Wednesday Arr. 0800 hrs. Chakradharpur
Dep. 0825 hrs. Chakradharpur 2833 – Howrah Express
Arr. 1345 hrs. Howrah & halt
Visit in and around Kolkata on 11.1.2007 & 12.1.2007
12.1.2007 Dep. 1125 hrs. Kolkata IC 211
Friday Arr. 1220 hrs. Aizwal
13.1.2007 Dep. 1230 hrs. Aizwal By Road
Saturday Arr. 1530 hrs. Mamit
Tribal Attachment at Mamit (Mizoram) from 13.1.2007 to 17.1.2007
18.1.2007 Dep. 0700 hrs. Mamit By Road
Thursday Arr. 1000 hrs. Aizwal
Dep. 1150 hrs. Aizwal CD 7758
Arr. 1250 hrs. Guwahati
Dep. 1300 hrs. Guwahati By Road
Arr. 1700 hrs. Tezpur
Air Force Attachment at Air Force Station, Tezpur on 19.1.2007 & 20.1.2007
169

Report of the Committee to Review Induction Training Syllabus, June 2007
21.1.2007 Dep. 0900 hrs. Tezpur By Road
Sunday Arr. 1300 hrs. Guwahati
Dep. 1745 hrs. Guwahati CD 7730
Arr. 1925 hrs. Kolkata & halt
22.1.2007 Dep. 0535 hrs. Kolkata IC 287
Monday Arr. 0735 hrs. Port Blair
Visit in and around Andaman & Nicobar Islands from 22.1.2007 to 26.1.2007
Republic Day Celebrations at Collectorate, Port Blair on 26.1.2007
27.1.2007 Dep. 0820 hrs. Port Blair CD 7550
Saturday Arr. 1025 hrs. Chennai
Visit in and around Chennai and Pondicherry on 27.1.2007 & 28.1.2007
29.1.2007 Dep. 1225 hrs. Chennai 2635 – Vaigai Exp.
Monday Arr. 2015 hrs. Madurai
Visit in and around Madurai on 30.1.2007 & 31.1.2007
31.1.2007 Dep. 1940 hrs. Madurai 6731 – Mysore Exp.
Wednesday
1.2.2007 Arr. 0608 hrs. Bangalore Cantt.
Thursday
Private Sector Attachment at WIPRO, Bangalore on 1.2.2007 & 2.2.2007
3.2.2007 Dep. 0700 hrs. Bangalore By Road (180 km)
Saturday Arr. 1200 hrs. Hassan
Half-day Attachment at ICICI, Hassan on 3.2.2007 (A.N.)
4.2.2007 Dep. 1300 hrs. Hassan By Road
Sunday Arr. 1800 hrs. Bangalore
Dep. 2000 hrs. Bangalore City 6530 – Udyan Express T.10A
5.2.2007 Arr. 1545 hrs. Pune
Monday
Urban Local Body/E-Governance Attachment at Pune from 6.2.2007 to 8.2.2007
9.2.2007 Dep. 0600 hrs. Pune By Road
Friday Arr. 0800 hrs. Mumbai
Half-day attachment at Public Concern for Governance Trust, Mumbai on 9.2.2007 (A.N.)
Visit in and around Mumbai on 10.2.2007
10.2.2007 Dep. 1615 hrs. Mumbai 2951 – New Delhi Rajdhani Exp.
Saturday
11.2.2007 Arr. 0840 hrs. New Delhi
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
170

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LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – V
Jammu & Kashmir, Haryana, Delhi, Rajasthan, Gujarat, Maharashtra, Andhra Pradesh,
Andaman & Nicobar, West Bengal, Orissa and Chattisgarh
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1600 hrs. IMA, Dehradun Academy Bus
Arr. 1630 hrs. Dehradun Rly. St.
Dep. 1700 hrs. Dehradun Rly. St. 2018 – Shatabdi Express
Arr. 2240 hrs. New Delhi & Halt
17.12.2006 Dep. 1130 hrs. Delhi IC 821
Sunday Arr. 1355 hrs. Srinagar
Army Attachment at Kashmir Sector from 18.12.2006 to 27.12.2006
28.12.2006 Arr. 1445 hrs. Srinagar IC 822
Thursday Dep. 1710 hrs. New Delhi
Private Sector Attachment at Hero Honda (Motorcycle), Gurgaon on 29.12.2006 & 30.12.2006
30.12.2006 Dep. 2050 hrs. New Delhi 2461 – Delhi Jodhpur Mandore Exp. T.23
Saturday
31.12.2006 Arr. 0800 hrs. Jodhpur
Sunday
Visit in and around Jodhpur on 31.12.2006 & 1.1.2007
01.1.2007 Dep. 2100 hrs. Jodhpur 6126 – Jodhpur Chennai Egmore Exp. T.46
Monday
02.1.2007 Arr. 1100 hrs. Surat
Tuesday
Visit in and around Surat on 2.1.2007
Urban Local Body/E-Governance Attachment at Surat from 3.1.2007 to 5.1.2007
5.1.2007 Dep. 1803 hrs. Surat 2010 – Ahmedabad Mumbai Central
Friday Arr. 2145 hrs. Mumbai Shatabdi Exp. T.11 A
NGO's Attachment at PRATHAM, Mumbai from 6.1.2007 to 10.1.2007
Naval Attachment at Mumbai from 11.1.2007 to 13.1.2007
13.1.2007 Dep. 2150 hrs. Mumbai CST 2701 – Hussain Sagar Express T.10
Saturday
14.1.2007 Arr. 1215 hrs. Hyderabad
Sunday
Visit in and around Hyderabad on 14.1.2007
Half-day Attachment at Singareni Head Quarters, Hyderabad on 15.1.2007
15.1.2007 Dep. 1715 hrs. Hyderabad 2728 – Godavari Exp. T.30A
Monday Arr. 2120 hrs. Khammam & Halt
Visit in and around Khammam on 16.1.2007
17.1.2007 Dep. 0700 hrs. Khammam By Road (90 km)
Wednesday Arr. 1000 hrs. Singareni (Kottagudem)
Public Sector Attachment at Singareni Collieries on 17.1.2007 to 19.1.2007
19.1.2007 Dep. 1700 hrs. Singareni By Road
Friday Arr. 2000 hrs. Khammam
Dep. 2254 hrs. Tirupati 2764 – Padmavati Express
171

Report of the Committee to Review Induction Training Syllabus, June 2007
20.1.2007 Arr. 0725 hrs. Tirupati
Saturday
Visit in and around Tirupati on 20.1.2007 & 21.1.2007
Study of Administrative Aspects of Managing Religious Trusts
21.1.2007 Dep. 1700 hrs. Tirupati By Road
Sunday Arr. 1900 hrs. Chennai & Halt
22.1.2007 Dep. 0545 hrs. Chennai IC 549
Monday Arr. 0750 hrs. Port Blair
Visit in and around Andaman & Nicobar Islands from 22.1.2007 to 26.1.2007
Republic Day Celebrations at Collectorate, Port Blair on 26.1.2007
27.1.2007 Dep. 0820 hrs. Portblair CD 7550
Saturday Arr. 1025 hrs. Kolkata
Visit in and around Kolkata on 27.1.2007 & 28.1.2007
29.1.2007 Dep. 0600 hrs. Howrah 2821 – Dhauli Exp.
Monday Arr. 0925 hrs. Balasore
Dep. 0945 hrs. Balasore By Road (60 km)
Arr 1100 hrs. Baripada
Tribal Attachment at Mayurbhanj, Orissa from from 30.1.2007 to 3.2.2007 including visit in and around Mayurbhanj District
4.2.2007 Dep. 0700 hrs. Baripada By Road
Sunday Arr. 0900 hrs. Balasore
Dep. 0927 hrs. Balasore 2821 –Dhauli Exp.
Arr. 1245 hrs. Bhubneshwar
Visit in and around Bhubneshwar & Puri on 4.2.2007 & 5.2.2007
5.2.2007 Dep. 2000 hrs. Bhubneshwar 8447 – Hirakund Exp. T.40
Monday
6.2.2007 Arr. 1015 hrs. Koraput
Tuesday Dep. 1030 hrs. Koraput By Road
Arr. 1500 hrs. Dantewada
Insurgency Attachment at Dantewada on 7.2.2007 & 8.2.2007
09.2.2007 Dep. 0900 hrs. Dantewada By Road (383 km)
Friday Arr. 1600 hrs. Raipur & halt
10.2.2007 Dep. 1000 hrs. Raipur 2441 – Bilaspur New Delhi Rajdhani Exp.
Saturday T.42A
11.2.2007 Arr. 0530 hrs. H. Nizammuddin
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
172

Report of the Committee to Review Induction Training Syllabus, June 2007
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – VI
Assam, Arunachal Pradesh, West Bengal, Andhra Pradesh, Karnataka, Kerala, Lakshdweep,
Maharashtra and Delhi
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1600 hrs. IMA, Dehradun
Arr. 1630 hrs. Dehradun Rail. St.
Dep. 1700 hrs. Dehradun Rail. St. 2018 – Shatabdi Express
Arr. 2240 hrs. New Delhi & halt
17.12.2006 Dep. 0930 hrs. New Delhi 2436 – New Delhi Guwahati Dibrugarh
Sunday Rajdhani Exp.
18.12.2006 Arr. 1237 hrs. New Cooch Behar
Monday Dep. 1240 hrs. New Cooch Behar By Road
Arr. 1500 hrs. Dhubri
Insurgency Attachment at Dhubri (Assam) on 19.12.2006 & 20.12.2006
21.12.2006 Dep. 1000 hrs. Dhubri By Road
Thursday Arr. 1500 hrs. Guwahati
Visit in and around Guwahati from 21.12.2006 to 23.12.2006
23.12.2006 Dep. 1815 hrs. Guwahati 2424 – New Delhi Dibrugarh Rajdhani Exp.
Saturday
24.12.2006 Arr. 0515 hrs. Dibrugarh
Sunday
Army Attachment at 2 Mtn. Div Sector from 25.12.2006 to 3.1.2007
4.1.2007 Dep. 0800 hrs. Tinsukia By Road
Thursday Arr. 1500 hrs. Tezu
Tribal Attachment at Tezu (Arunachal Pradesh) from 5.1.2007 to 9.1.2007
10.1.2007 Dep. 0600 hrs. Tezu By Road
Wednesday Arr. 1100 hrs. Dibrugarh
Dep. 1200 hrs. Dibrugarh IC 702
Arr. 1330 hrs. Kolkata
Visit in and around Kolkata from 10.1.2007 to 12.1.2007
13.1.2007 Dep. 1450 hrs. Howrah 2841 – Coromondal Exp.
Saturday
14.1.2007 Arr. 0425 hrs. Vishakapatnam
Sunday
Naval Attachment at Vishakapatnam from 15.1.2007 to 17.1.2007
17.1.2007 Dep. 2145 hrs. Vishakapatnam 2703 – Falaknuma Express
Wednesday
18.1.2007 Arr. 0935 hrs. Secunderabad
Thursday
Private Sector Attachment at GMR Airport, Hyderabad on 18.1.2007 & 19.1.2007
Visit in and around Hyderabad on 20.1.2007
including half-day attachment with MCR HRD Institute and Centre for Good Governance, Hyderabad
20.1.2007 Dep. 1900 hrs. Kacheguda 2785 –Bangalore Exp. T.52
Saturday
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Report of the Committee to Review Induction Training Syllabus, June 2007
21.1.2007 Arr. 0548 hrs. Bangalore
Sunday
Visit in and around Bangalore on 21.1.2007
Public Sector Attachment at HAL, Bangalore on 22.1.2007 & 23.1.2007
23.1.2007 Dep. 2200 hrs. Bangalore City 6526 – Bangalore Kanya Kumari Exp. T.86
Tuesday
24.1.2007 Arr. 0935 hrs. Ernakulam & Halt
Wednesday
25.1.2007 Dep. 0935 hrs. Cochin IC 502
Thursday Arr. 1050 hrs. Agatti
Visit in and around Lakshdweep Islands from 25.1.2007 to 29.1.2007
Republic Day Celebrations at Collectorate, Agatti on 26.1.2007
30.1.2007 Dep. 1115 hrs. Agatti IC 501
Tuesday Arr. 1205 hrs. Cochin
Dep. 1230 hrs. Cochin By Road
Arr. 1600 hrs. Kozhikode (Calicut)
Urban Local Body/ E-Governance Attachment at Kozhikode from 31.1.2007 to 2.2.2007
Visit in and around Kozhikode on 3.2.2007
3.2.2007 Dep. 1910 hrs. Kozhikode (Calicut) 6346 – Netravati Express
Saturday
4.2.2007 Arr. 1640 hrs. Mumbai L.T.
Sunday Dep. 1700 hrs. Mumbai By Road
Arr. 2330 hrs. Ahmadnagar
NGO Attachment with Rale Gaon, Siddhi (Ahmadnagar) from 5.2.2007 to 10.2.2007
10.2.2007 Dep. 2040 hrs. Ahmadnagar 1077 – Pune Jammu Tavi Jhelam Exp. T.4
Saturday
11.2.2007 Arr. 2110 hrs. New Delhi
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
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Report of the Committee to Review Induction Training Syllabus, June 2007
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – VII
Chattisgarh, Assam, Nagaland, Jharkhand, Andhra Pradesh, Tamil Nadu,
Andaman & Nicobar, Kerala, Maharashtra, Madhya Pradesh and Delhi
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1600 hrs. IMA, Dehradun Academy Bus
Arr. 1630 hrs. Dehradun Rly. St.
Dep. 1700 hrs. Dehradun Rly. St. 2018 – Shatabdi Express
Arr. 2240 hrs. New Delhi & Halt
17.12.2006 Dep. 0500 hrs. New Delhi 8238 – Chhattisgarh Exp.
Sunday
18.12.2006 Arr. 0930 hrs. Raipur
Monday
Tribal Attachment at Raipur District of Chhattisgarh from 18.12.2006 to 22.12.2006
22.12.2006 Dep. 2355 hrs. Raipur 2859 – Mumbai Howrah Gitanjali Exp. T.5A
Friday
23.12.2006 Arr. 1245 hrs. Howrah & halt
Sunday
24.12.2006 Dep. 0945 hrs. Kolkata IC 701
Sunday Arr. 1115 hrs. Dibrugarh
Army Attachment at 2 Mtn. Div Sector from 25.12.206 to 3.1.2007
4.1.2007 Dep. 0030 hrs. Tinsukia Jn 4055 – DBRT Brahmputra Exp. T.66 A
Thursday Arr. 0540 hrs. Dimapur
Dep. 0600 hrs. Dimapur By Road
Arr. 1230 hrs. Phek/Wokha
(via Kohima)
Insurgency Attachment at Phek/Wokha District (Nagaland) on 5.1.2007 & 6.1.2007
7.1.2007 Dep. 0900 hrs. Phek/Wokha By Road
Sunday Arr. 1530 hrs. 2220 Dimapur
Dep. hrs. Dimapur 5604 – Intercity Express
8.1.2007 Arr. 0430 hrs. Guwahati
Monday
Visit in and around Guwahati on 8.1.2007 to 9.1.2007
10.1.2007 Dep. 1140 hrs. Guwahati IC 230
Wednesday Arr. 1250 hrs. Kolkata
Visit in and around Kolkata on 10.1.2007
11.1.2007 Dep. 0605 hrs. Howrah 2019 – HWH Shatabdi Exp.
Thursday Arr. 1037 hrs. Bokaro Steel City
Public Sector Attachment at Bokaro Steel Plant on 11.1.2007 & 12.1.2007
13.1.2007 Dep. 1150 hrs. Bokaro Steel City 3351 – Dhanbad Alappuzha Express
Saturday
14.1.2007 Arr. 1020 hrs. Vishakapatnam
Sunday
Visit in and around Vishakapatnam on 14.1.2007
Naval Attachment at Vishakapatnam from 15.1.2007 to 17.1.2007
18.1.2007 Dep. 0445 hrs. Vishakapatnam 2841 –Coromandal Exp. T.7
Thursday Arr. 1735 hrs. Chennai Central & Halt
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Report of the Committee to Review Induction Training Syllabus, June 2007
19.1.2007 Dep. 0545 hrs. Chennai IC 549
Friday Arr. 0750 hrs. Port Blair
Visit in and around Andaman & Nicobar Islands from 19.1.2007 to 23.1.2007
24.1.2007 Dep. 0820 hrs. Portblair CD 7550
Wednesday Arr. 1025 hrs. Chennai
Dep. 1225 hrs. Chennai Egmore 2635 – Vaisai Express
Arr 2015 hrs. Madurai Jn.
NGO Attachment at DHAN Foundation, Madurai from 25.1.2007 to 29.1.2007
Republic Day Celebration at Collectorate, Madurai on 26.1.2007
30.1.2007 Dep. 0420 hrs. Madurai Jn. 6123 – Ananthapuri Exp T.21
Tuesday Arr. 0925 hrs. Nagarcoil
Visit in and around Kanniyakumari on 30. 1.2007 & 31.1.2007
1.2.2007 Dep. 0800 hrs. Kanniyakumari By Road
Thursday Arrr. 1000 hrs. Trivendrum
Private Sector Attachment at TCS, Trivendrum on 1.2.2007 & 2.2.2007
Visit in and around Trivendrum on 3.2.2007
4.2.2007 Dep. 1000 hrs. Trivendrum 6346 – Netravati Exp.
Sunday
5.2.2007 Arr. 1640 hrs. Mumbai L.T
Monday
Visit in and around Mumbai on 6.2.2007
6.2.2007 Dep. 1905 hrs. Mumbai Central 2961 Awantika Exp.
Tuesday
7.2.2007 Arr. 0920 hrs. Indore Jn.
Wednesday
Urban Local Body/E-Governance Attachment at Indore from 7.2.2007 to 10.2.2007 including visit in and around Indore
10.2.2007 Dep. 1620 hrs. Indore Jn. 2415 – Nizamuddin Exp.
Saturday
11.2.2007 Arr. 0605 hrs. New Delhi
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
176

Report of the Committee to Review Induction Training Syllabus, June 2007
LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE
IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)
Winter Study Tour
Group No. – VIII
Madhya Pradesh, Chattisgarh, Assam, Meghalaya, Manipur, Jharkhand, Andhra Pradesh,
Andaman & Nicobar, Tamil Nadu, Maharashtra and Delhi
Dep./
Date & Day Time Place from/to Mode of Journey
Arr.
16.12.2006 Dep. 0700 hrs. Mussoorie Academy Bus
Saturday Arr. 1000 hrs. IMA, Dehradun
Dep. 1600 hrs. IMA, Dehradun
Arr. 1630 hrs. Dehradun Rail. St.
Dep. 1700 hrs. Dehradun Rail. St. 2018 – Shatabdi Express
Arr. 2240 hrs. New Delhi & halt
17.12.2006 Dep. 0615 hrs. New Delhi 2002 – New Delhi – Bhopal Shatabdi
Sunday Arr. 0943 hrs. Gwalior Express T.2
Visit in and around Gwalior on 17.12.2006
Air Force Attachment at Gwalior on 18.12.2006 & 19.12.2006
19.12.2006 Dep. 1846 hrs. Gwalior 2410 – Nizamuddin Bilaspur Gondwana
Tuesday Exp. T.42
20.12.2006 Arr. 1310 hrs. Raipur
Wednesday Dep. 1315 hrs. Raipur By Road
Arr. 1500 hrs. Bhillai
Public Sector Attachment at Bhillai Steel Plant on 21.12.2006 & 22.12.2006
22.12.2006 Dep. 1800 hrs. Bhillai By Road
Friday Arr. 2030 hrs. Raipur
Dep. 2250 hrs. Raipur 2833 – Howrah Express
23.12.2006 Arr. 1345 hrs. Howrah & halt
Saturday
24.12.2006 Dep. 0945 hrs. Kolkata IC 701
Monday Arr. 1115 hrs. Dibrugarh
Army Attachment at 2 Mtn. Div Sector from 25.12.2006 to 3.1.2007
3.1.2007 Dep. 1630 hrs. Tinsukia 5604 – Intercity Express
Wednesday
4.1.2007 Arr. 0430 hrs. Guwahati
Thursday Dep. 0600 hrs. Guwahati By Road
Arr. 1000 hrs. Shillong
Visit in and around Shillong on 4.1.2007 & 5.1.2007
6.1.2007 Dep. 0600 hrs. Shillong By Road
Saturday Arr. 0900 hrs. Guwahati
Visit in and around Guwahati on 6.1.2007 & 7.1.2007
7.1.2007 Dep. 1320 hrs. Guwahati IC 889
Sunday Arr. 1410 hrs. Imphal
Insurgency Attachment at Ukhrul/Senapati on 8.1.2007 & 9.1.2007
10.1.2007 Dep. 1420 hrs. Imphal CD 7218
Wednesday Arr. 1525 hrs. Kolkata & halt
11.1.2007 Dep. 1355 hrs. Howrah 2023 – Howrah Patna Janshatabi T.1A
Thursday Arr. 1803 hrs. Jasidih By Road
Dep. 1810 hrs. Jasidih
Arr. 2000 hrs. Dumkha
Tribal Attachment at Dumka (Jharkhand) from 12.1.2007 to 16.1.2007
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Report of the Committee to Review Induction Training Syllabus, June 2007
16.1.2007 Dep. 1800 hrs. Dumka By Road
Tuesday Arr. 1930 hrs. Jasidih
Dep. 2053 hrs. Jasidih 8621 – Patna Hatia Patliputra Exp.
17.1.2007 Arr. 0430 hrs. Ranchi
Wednesday
Visit in and around Ranchi on 17.1.2007 & 19.1.2007
Attachment with ATI, Ranchi and Centre for Disaster Management on 18.1.2007
19.1.2007 Dep. 1445 hrs. Ranchi 3351 – Dhanbad Alappuzha Exp. T.40
Friday
20.1.2007 Arr. 1020 hrs. Vishakapatnam
Saturday
Urban Local Body/E-Governance Attachment at Vishakapatnam from 20.1.2007 to 24.1.2007 including visit in and around
Vishakapatnam on 21.1.2007
24.1.2007 Dep. 1350 hrs. Vishakapatnam 7488 – Vishakapatnam Tirupati Trimula
Wednesday Exp.
25.1.2007 Arr. 0500 hrs. Tirupati
Thursday
Visit in and around Tirupati on 25.1.2007 & 26.1.2007
Study of Administrative Aspects of Managing Religious Trusts
Republic Day Celebrations at Collectorate, Chittoor on 26.1.2007
26.1.2007 Dep. 1800 hrs. Tirupati By Road
Friday Arr. 2000 hrs. Chennai & halt
27.1.2007 Dep. 0545 hrs. Chennai IC 549
Saturday Arr. 0750 hrs. Port Blair
Visit in and around Andaman & Nicobar Islands from 27.1.2007 to 31.1.2007
1.2.2007 Dep. 0830 hrs. Port Blair IC 550
Thursday Arr. 1045 hrs. Chennai
Dep. 2250 hrs. Chennai Central 6010 – Chennai Central Mumbai Mail
T.10A
2.2.2007 Arr. 2320 hrs. Pune
Friday
Private Sector Attachment at Tata Motors, Pune on 3.2.2007 & 5.2.2007
Visit in and around Pune on 4.2.2007
5.2.2007 Dep. 1800 hrs. Pune By Road (130 km)
Monday Arr. 2100 hrs. Jamkheda
NGO's Attachment at CRHP, Jamkheda (Maharashtra) from 6.2.2007 to 10.2.2007
10.2.2007 Dep. 1800 hrs. Jamkheda By Road (90 km)
Saturday Arr. 2000 hrs. Ahmadnagar
Dep. 2040 hrs. Ahmadnagar 1077 – Jhelam Exp. T.4
11.2.2007 Arr. 2110 hrs. New Delhi
Sunday
Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007
3. Training in the State
3.1.1 In the entire training schedule, duration of State training is the longest i.e. 52 weeks and it
constitutes a significant part in the entire training schedule. Most of it is in the districts. District
Training provides a window to see the real life situation and also to critically examine the
functioning of the Government at the ‘cutting edge’ and ‘grass roots’ level. District Training offers
the first opportunity to understand the nuances of administration from the top district administration
to the lowest level administration.
3.1.2 All the States have their own training schedules as per local requirements and accordingly
time devoted to various attachments/activities may be different. By and large, officer trainees are
exposed to the functioning of the Collectorate, the procedures for Revenue, De velopment and Police
Administration, Court Work and the working of various district level offices. In order to give an idea
as to how the training is organized by States, the pattern in Andhra Pradesh, is summarized in Tables
IV; that in Maharashtra and Rajasthan in Appendices III and IV. What follows is a brief narrative of
some of the major attachments, which are common to almost all States.
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.2 Attachment with Collectorate and allied Offices
3.2.1 The OT is attached to the office of the Collector initially and is expected to learn by
observing the Collector while he attends to his work and deals with the public. The OT is exposed to
the operation of the different sections in the Collectorate under the overall supervision of an officer-
in-charge. He is expected to go through the various guard files containing Government Orders and
understand the procedures relating to maintenance of files and registers. He may be assigned an
independent charge of a few sections. With a view to familiarize the OT with office procedures,
and the nuances of decision- making, an OT may be asked to go through the files before they are
submitted to the Collector and again after Collector has passed the necessary orders. Treasury
training is an important component of the Collectorate attachment and in some States a formal
certificate of completion of this training is insisted upon. An OT usually spends some time with the
Treasury Officer and also with various sections of the Treasury to familiarize himself with the
Treasury procedures and the Treasury manuals. He is required to appreciate the duties and
responsibilities of a Drawing and Disbursing Officer, and various checkpoints for maintaining
control over the functioning of Treasuries (both banking and non-banking).
Table IV
Scheme of Practical Training for the IAS Probationers in the State
S. No. ITEM Duration
1. Report to the District headquarters to get One week
acquired with the various aspects of
District Administration and organization and
Working of the Collect orate
2. Training in Treasury functions with One week
the District Treasury Officer
3. Training with Superintendent of Police Two weeks
(Police Department)
ORIENTATION TRAINING, VISITS & INSTITUTIONAL FIANANCE INPUTS
4. Orientation Training at the Dr. MCR HRD Six weeks
Institute of AP, Hyderabad
Various Govt. Organisations & Institutions
5. Institutional Finance Inputs on financing beneficiary
oriented development programme by visiting and
discussing with the officials belonging to:
a) Central Financial Institutions
b) -do-
c) Industrial Development Bank of India (IDBI)
d) National Bank for Agriculture and Rural Development (NABARD)
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Report of the Committee to Review Induction Training Syllabus, June 2007
b) National Banks
State Bank of India
- Andhra Bank
- State Bank of Hyderabad
- - Syndicate Bank
a) State Financial Institutions
b) AP State Financial Corporation
c) AP Industrial Development Corporation
- AP Small Scale Industries Development Corpn
- AP State Scheduled Caste Finance Corpn
- AP Scheduled Tribes Finance Corporation
- AP State Women Finance Corporation
6. Training in Survey and Settlement (arranged) Two weeks
by Director of Survey & Settlements in Consultation
with DG HRD Institute
7. Training with Village Assistants Two weeks
(Away from Headquarters)
8. Training with Village Development Officer One week
(Away from Headquarters – during this period the
Probationers has to write Village economy report)
9. Training with Mandal Revenue Inspector Three weeks
(away from quarters – including Independent charge
for two weeks)
10. Training with MRO away from Headquarters Four weeks
(including independent charge for 4 weeks)
11. Training with MDO away from headquarters Five weeks
(including independent charge for 3 weeks)
12. Training with Project Director, Di strict Rural One week
Development Agency
Manager (Rural Housing/ District S.C. Co-operative
Finance Corporation etc.,)
13. Training with DSWO/ District Women & One week
Child Welfare Organisation / District Manger Four days
(Rural Housing / District SC Co-operative
Finance Corporation etc.,)
14. Training with Revenue Divisional Officer Four weeks
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Report of the Committee to Review Induction Training Syllabus, June 2007
15. Training with Deputy Director of Agriculture One week
(During this training ‘Management of post Four days
harvest Problems should also be studied)
16. Training with Deputy Director of Industries One week
— Deputy Director of Animal Husbandry
17. Training with District Co-operative Officer One week
18. Training with Divisional Engineer Three days
19. Training with District Municipality in the One week
District (including aspects of Public Health Eng.)
20. Major Irrigation:
Attachment with SE, Dowleswaram circle One week
to study a Major Irrigation system Flood Three days
Conservation Measures, Navigation, problems
of Drainage etc.,
AND
Major Projects:
Visit to Nagarjunasagar/ Srisailam/ Pochampad
Projects. Study of the project including matters
Relating to preparation, funding and Implementation of the project,
Localization and Command Area Development
21. Forestry :
Attachment with a conservator of forest One week
In a predominant forest area for studying with
Emphasis on conservation, social forestry
And energy problems
22. Tribal Development administration
Attachment with a Project Director, ITDA & One week
Ex-officio Joint Collector, either at Utnoor/
Paderu/ Rampachodavaram/ Eluru-Nagaram/
Paloncha/ Sitampet
23.Training with Zilla Praja Parishad Three weeks
(with District development Officer/ Executive
Engineer etc)
24. Training in the Collect orate (During this Three weeks
period files certain important sections will be
routed through the Asst. Collector. He will also be
acquainted with Management of PDs and maintenance
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Report of the Committee to Review Induction Training Syllabus, June 2007
of records and delivery systems. Training with District
and Sessions Judge/ Addl. District and Sessions Judge
for a period 2/3 days and with District Panchayat Officer
for 2/3 days will also be imparted during this period.
25. Report to Dr. MCR HRD Institute of AP
Training i n the Secretariat:
Meeting Secretaries to Government / Select Two weeks
and determined by DG
HRD IAP Call on the Chief Secretary/ CM and Governor
Review of Training by the Director General , Dr.HRD IAP
--------------
Total 51 Weeks
-------------
1. During the above period the Assistant Collectors will also undergo Magisterial Training.
2. The Officers shall also undergo training in Planning, organizing and monitoring arrangements
from the mega events like Pushkarams, Elections etc. During the training period, the Trainee
officers shall also attend important meetings that take place at the district.
3.3 Training in Revenue Administration including Survey and Settlement
3.3.1 An OT is also attac hed to the Village Officer, Circle Inspector, and Tehsildar to
understand the details of revenue administration. It is expected that the officer trainee visits
villages along with these functionaries and observing the work being done in the field by
engagi ng in the preparation of records of title, possession and mutation. Survey and Settlement
training is an important ingredient of revenue administration and officer trainees are expected to
familiarize themselves fully with the various techniques. In some States, Survey and Settlement
training is a part of the attachment with State Training Institutes. If any survey and settlement,
orrconsolidation operation is in progress in any part of the district, the OT is attached to the
relevant functionaries to get exposure to this important activity.
3.4 Training in Development Administration including attachment with
a Block
3.4.1 An OT is attached to Block Development Officer, district level offices like the District
Agricultural Officer, the District Rural Development Agency and Zilla Parishads with a view to give
him an overview of the developmental activities in the district.
3.5 Attachment with the Police Department
3.5.1 An OT is attached to Police Stations and the Superintendent of Police so that he can
familiarize himself with the functioning of the department and the various records that are maintained
in the Police stations. As Sub-divisional officer, and later as Collector and District Magistrate, one of
the primary responsibilities will be maintaining Law and Order and this attachment helps
understanding the intricacies involved in Law and Order management.
3.6 Independent charges
3.6.1 In many States, an OT is placed in independent charge of various positions like the Village
officer, Circle Inspector, Tehsildar, and BDO. In some States these independent charges are built into
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Report of the Committee to Review Induction Training Syllabus, June 2007
the training schedules of OTs, while in other States, a Collector, may in his discretion, give these
charges to an OT he is training. Towards the second half of the district training, independent charges
provide a very useful 'hands on' experience to the officer trainees. Qualities of hard work, sincerity of
purpose and maturity in dealing with people and situations are some of the important factors that guide
a Collector to give independent charge to the officer trainees.
3.7 Attachment with State Training Institutes including State Darshan
3.7.1 The attachment with the ATI is utilized to impart training to officer trainees in the laws and the
procedures of the State government and the language, customs and history of the State. In most cases,
OTs are expected to appear for departmental examinations while at the ATI. In most of the States, OTs
also undertake a State Darshan which enables them to experience the diversity of various regions of
the State.
3.8 Attachment with Secretariat
3.8.1 This is a brief attachment of one or two weeks at the State Secretariat in order to provide an
opportunity to the OT to call on and meet with the senior officers of the State government, and also
to understand the functioning of the Secretariat offices.
3.9 Assignments during District Training
3.9.1 The umbilical chord connecting the OT and LBSNAA remains intact even during the training
in the State. A Counselor is appointed for a group of States; the counselor is expected to keep in
touch with his charges and monitor their training. He may visit the district to get a first hand idea of
how the training of an OT is proceeding. Language instruction continues to be imparted through the
correspondence mode. Counselors visit the OTs in the districts and take up with the State
Government matters concerning the OTs. Directors LBSNAA have been interceding with State
Governments to ensure OTs are assigned to Collectors who are competent, and are willing and able
to impart sound training. The OT is required to submit to LBSNAA monthly diaries, analytical
reports on the district, and assignments on the village, district and court work. The diaries, reports
and assignments are evaluated and graded. During the district training, continuous links with the
Academy especially the Counsellor is expected from the officer trainees. The Counsellor and the
officer trainees are to submit various other assignments and reports after the district training. The
salient features of these assignments are briefly discussed below.
3.9.2 The main objective of the Village Study Assignment is to provide a comprehensive
understanding of the socio-economic, cultural and geographic features of a village; understanding of
the implementation of the poverty alleviation programmes, land reforms and management, micro-
planning processes, and understanding the felt needs of the people directly. As a part of the
assignment, the officer trainees are expected to conduct a survey on 80 households
3.9.3 Assignment on District Administration: Every OT is required to select a topic from the list in
Table V, and submit a detailed report. Which would be evaluated, and discussed in Phase II. These
assignments are coordinated by a Faculty Member and the OTs develop this report in close
association with him
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table V
District Training Assignments
List of Topics
§ Law and Order § E-Governance in district administration
§ Electricity Sector Development: § Health Sector Issues
Issues in District
§ Tribal Issues § Disaster Management
§ Gender Issues and Development § Urban Management Issues
§ Issues in Water Management § Tourism
3.9.4 Assignment in Court Work: Training in court work is an essential part of the district
attachment. The objective of the judicial training is to strengthen the OTs’ knowledge of legal
aspects, functioning of courts, provide insights into the working of the judicial system, and help
develop a judicious mind. This exposure would enable development of skills required for
performance of adjudicatory functions. Officer trainees are expected to hold trials, conduct
inquiries and develop capability to record dispositions, appreciate evidence, draw up orders and
write judgments. They are encouraged to conduct trials and inquiries which are contested. Officer
trainees are required to send copies of records of nine contested cases disposed during the district
attachment to the Law faculty at the Academy for performance appraisal and discussion during the
Phase II programme. The nine cases comprise three criminal cases three Cr. P.C. cases, and three
revenue cases. In addition, they are required to submit any two reports of the following – report on
an inquest held under Section 176 Cr. P.C., report on administrative inquiry such as police firing
etc, or administrative inquiry related to any Human Rights issue.
3.9.5 Monthly Reporting: each OT is required to submit to his counsellor detailed daily diaries or
alternately a monthly D.O. letter with analytical notes. The monthly D.O. letter highlights the
important events and activities undertaken during the course of the month. It focuses on providing
a brief narration of learning during the month and indicates the underlying work processes and
inter-personal relationships of the trainee.
4. Professional Course Phase II
4.1.1 The course duration is presently six weeks. This period utilized to transact topics which are
better comprehended after practical training in the field, for sharing by the probationers of their field
experiences for acquiring a comparative understanding of the administrative practices in different
States, and good practices and innovations.
4.2 Course Objectives
4.2.1 Following are the course objectives:
— Make the officer trainees confident of shouldering responsibilities as field officers;
— Provide officer trainees with opportunity to analyse their experiences in district training
and learn from field experiences of their colleagues;
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Develop such skills in officer trainees to be effective team members and to be leaders of
teams;
— Consolidate basic knowledge of officer trainees in computers;
— Language training of officer trainees in the State cadre;
— To develop camaraderie and unity within the service through an active campus life;
— To keep officer trainees in a good physical shape.
4.3 Course Design and Methodology
The course sessions are dealt with a variety of techniques and tools. Academic sessions cover topics
in the areas of public administration, management, law, economics, computers and languages. The
basic thrust, however, is on sharing and analysis of the experiences acquired during the district
training. Experience sharing is organized around presentations by officers. Every OT is expected to
make at least 2 presentations on the district assignment and a case study prepared during the
district training.
4.4 Modules and Seminars conducted in Phase II
4.4.1 An illustrative list is given below:
— Module on Disaster Management
— Module on National Security
— Module on Elections
— Interaction with IAS officers of 6-9 years seniority
— Weapon Training Module at IMA
— Seminar on Law & Order
— The Effective Sub-divisional Officer [SDO] Seminar
— Seminar on Human Rights
— Seminar on E-Governance
— Interaction with IAS officers of “Golden Jubilee” batch, namely officers who joined IAS
half-a-century ago and come to LBSNAA for a retreat.
— Interaction with Heads of State Administrative Training Institutes.
The effective SDO seminar is extremely popular as young officers who acquired a good
reputation as effective SDOs are brought in for this interactive seminar. Given that the very first
regular posting of an OT would be as a SDO, the OTs value it very highly for relevance. The
invitees being relatively young can easily strike a rapport with the OTs.
5. Evaluation
5.1.1 Rule 10 of the IAS (Probation) Rules 1954 provides for determination of inter se seniority of
the directly recruited probationers. The factors deciding the inter se seniority are the aggregate
marks obtained by each probationer under different heads shown in the Table VI 55.
55
The evaluation given here is based on what is being practiced by LBSNAA.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table VI
Overall Evaluation of OTs for the Purpose of Fixing Inter-se Seniority
Civil Service Examination 2300
— Assessment during induction training:
1. Foundation Course
- Director’s Assessment 150
- Final Written Examination 150
2. IAS Professional Course Phase-I
- Director’s Assessment 200
- IAS Probationers’ Final Examination 300
3. State Training: Director’s Assessment 200
4. IAS Professional Course Phase-II: Director’s Assessment 200
TOTAL MARKS 1200
GRAND TOTAL 3500
5.1.2 Details of the marks assigne d for Phase I are given in Table VII, for State training in
Table VIII, and for Phase II in Table IX.
Table VII
Phase I: Evaluation
Allocation of Marks
Final Examination
(i) Written Examination –
Law 60
Political Concepts & Constitution of India 60
Basic Economic Principles & Indian Economics 60
Public Administration 60
Management & Behavioural Sciences 60
TOTAL 300
(ii) Qualifying Tests –
Information and Communication Technology
Hindi (only for the probationers going to non-Hindi
speaking States)
Regional Language
Director’s Assessment
— Winter Study 35
— Discipline, Regularity & Punctuality 15
— Participation in class 10
— Seminar Paper 10
— State Term Paper 10
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Report of the Committee to Review Induction Training Syllabus, June 2007
— Action Research Project 10
— BPST Test 05
— Debates & SDGs 05
— Analysis of Cases 05
— Book Review 05
— Outdoor Activities 05
— Communication Skills 05
— Physical Training 10
— Horse Riding 10
— Extra Curricular 10
— Language 10
— Computers 10
— Overall Assessment 200
Negative marks may be awarded for unauthorized absence or acts
of indiscipline
Table VIII
State /District Training: Evaluation
Allocation of Marks
Items Marks
Assignments
(a) Socio-economic study of the village 25
(b) Land Reforms 15
(c) Assignment on District Administration 40
Monthly Reporting including Analytical Notes-
Detailed Daily Diary
(a) Regularity 20
(b) Analysis 40
Legal Work 20
Training at ATI and Report of the State Coordinator 10
Good Work Done during the District training as
10
assessed by the District Collector
Language Assignments 20
Total 200
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Report of the Committee to Review Induction Training Syllabus, June 2007
Table IX
Phase II: Evaluation
Allocation of Marks
Item Marks
Punctuality and regularity 20
Classroom participation 20
Presentation in classroom 20
Presentation in small groups 20
CGM participation 10
Language evaluation 10
Computer exercise 15
Physical activities 20
Extra and co curricular activities 15
Directors overall assessment 50
Total 200
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Report of the Committee to Review Induction Training Syllabus, June 2007
Appendix I to Annexure II
Detailed Course Contents of Foundation Course
Management (Foundation Course)
No. of Key Learning Points & Key
SI. No. Syllabus Theme – Topic Session Objective Methodology Adopted
Sessions Experiences
1 Management and 2
Organisation
What is To understand the scope, processes Reading Material Functions of Management
Management? Management and functions of management (self reading)
Process, Scope, etc. and their application in Management and
administration Administration
Nature of a managerial job
Universality of Management
Quality in Government To familiarize trainees with the Lecture, Exercises Total Quality Management -
concept of quality and tools & Theory of 5S
techniques for application in
Government Benchmarking, PDCA,
Process Management, Six
Sigma, New Public
2. Behavioural Science 22 Management
I Module on Self- 4 To understand the meaning of Exercises, Games Self-awareness: insights and
Awareness personality and its development barriers
Psychology of To be aware of one's own Interpersonal competence:
Interpersonal Behaviour personality Skills and styles
Personality & Behaviour
Developing self-leadership
Firo-B, MBTl
II Module on Team Building 6 To understand group processes Exercises, Broken Concept of Johari Window
Squares, Zin Obelisk,
Coordination and To understand behaviour pattern in Lost at Sea, Film Factors and behaviours which
Cooperation Problem group working lead to effective functioning of
solving Handling information groups and teams.
Decision making Consensus To understand how groups can be
building made effective and achieve synergy
III Module on organisational 6 Lectures, Case studies
leadership and exercises
Motivation, management 2 To understand the meaning of Concept of motivation
policies and practices motivation and the theories of
motivation Evolution of motivation
thought – scientific
management
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Report of the Committee to Review Induction Training Syllabus, June 2007
Developing sensitivity 2 To understand the various ego- Lecture, Case Study
through transactional states and different types of
analysis transactions
To be able to know the application of
TA in administration
To know ones own TA profile
Leadership – role, functions 2 To understand the fundamentals of Case study and
and styles the communication process exercises
To understand the dynamics of
interpersonal and organisational
communication
IV Mode of communication 2 To understand the fundamentals of Lecture, Case Study, Process of communication
the communication process Exercises Nonverbal communication
Interpersonal Active listening
communication-barriers and To understand the dynamics of Interpersonal communication
gateways to communication interpersonal and organisational Effective communication
communication
V Module on principle 4 To understand the theory of Exercises, Case Study, The meaning of conflict and
centered, negotiation and negotiation Role play, game strategies for managing
conflict conflict
To understand the process of inter-
Negotiation theory group and inter-personal conflict and Interpersonal communication
the strategies for conflict resolution – Role in negotiations and
Management of conflict conflict resolution
3 Module on quantitative 6
techniques in
Management
I Data analysis 2 To understand the grouping of data Lecture, Exercises on Arranging raw data
and its analysis and various computers Frequency distribution
measures for interpreting data Mean, Median and Mode
Standard deviation and
coefficient of variation
Sampling and sampling
distribution
Estimation
Sample size and sample error
Correlation and regression
II Sampling and sampling 2 To understand the various types of
distribution sampling distributions
III Correlation and regression 2 To understand the relationship
4 Module on Project 6
Management
I Capital budgeting, 2 To understand and apply the Lecture and case study, Discounted cash flow
discounted cash flow time concepts of capital budgeting and exercises on computers Time value of money
value of money, cost benefit financial appraisal of projects Cost concepts: opportunity,
analysis sunk and depreciation costs
etc
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Report of the Committee to Review Induction Training Syllabus, June 2007
II Project formulation and 2 To understand the various issues Lecture, exercises Project formulation and
management involved in project management management
Log frame analysis
Manpower & resource
management
Project structure and
organization
Procurement and contracts
III PERT/CPM 2 To formulate network relationships Lectures, Exercises, PERT and CPM
for projects and plan and schedule use of computer Planning and scheduling
Exercise on MS Projects projects software, MS Projects networks
Finding the critical path
Resource allocation and
scheduling
5 Module on Financial 7
Management
I Understanding financial 5 To understand the primary financial Case study and Basic accounting mechanics
statements statements namely – balance sheet, exercises Understand primary financial
profit and loss account and cash flow statements – profit and loss
statement and financial concepts accounts, balance sheet and
cash flow statements
Assets and liabilities
Accounting concepts
Exercise of balance sheet
Profitability and liquidity ratios
Ration analysis
II Cost Concepts 2 To understand and apply cost Lecture, Case Study Cost concepts and cost
concepts and break even analysis clarifications
for decision making Cost behaviour
Break even analysis
Economics (Foundation Course)
Key Learning Points
SI. No. Syllabus Theme – Topic No. of Sessions Session Objective Methodology Adopted & Key Experiences
1 Micro Economics 6
I Introduction to Economics 1 To explain the relevance of Lecture, exercise Basic principles of
Economics for public Economics, Examine
administrators trade offs, use of
marginal reasoning
and allocation of
II Theory of demand, supply, 4 Introduce the basic tools of supply Lecture, exercise, quiz resources of market
Notion
market structure, elasticity and demand. Develop the demand equilibrium,
and supply curves. Understand importance of the
various Market structures concept of elasticity in
decision making, types
of market structure
III Market failure 1 To understand the concept of Case study The dilemma of policy
public goods, externality and social makers in taking tough
cost and benefits decisions on pricing of
public goods
2 International trade and WTO 3
I Theory of International trade 2 To familiarize the trainees about Lecture, numerical Theory of absolute
the popular theories of trade exercise advantage, theory of
comparative
advantage
II WTO 1 An introduction to the functioning Lecture, report writing WTO and its impact on
of WTO India
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Report of the Committee to Review Induction Training Syllabus, June 2007
3 National Income accounts 2
To understand the process of Lecture Calculation of national
calculating national income in India Quiz income by income,
Exercise output and expenditure
method
4 Theory of growth 2
To understand how growth takes Case Study Basic of different
place growth theories;
reasons for their failure
To understand the different growth or success;
models understand from the
perspective of India
5 Poverty 2
To understand the concept of Lecture, exercise Poverty line, gini-
poverty, its measurement and the coefficient,
role of poverty alleviation schemes measurement of
poverty, vulnerability
and strategy to
overcome poverty, self
help groups
6 Industrial Sector 2
To u nderstand the performance of Lecture/discussion Performance of
the industrial sector and its export industrial sector
performance
International
comparisons; policy
framework
7 Infrastructure Sector 3
To explain the impact of economic Lecture, case study The changes in
reforms on infrastructure sector infrastructure since
1991; regulatory
To have a basic understanding of framework
the regulatory framework
8 Population, Agriculture and 6
Food security
I Population 2 To explain the trends in he world Lecture, exercise
t Impact of population
and Indian population and future on resources
projections
II Agriculture 2 To explain the performance of Lecture, report writi ng The impact of new
agriculture sector since1947 technology,
liberalisation and
To analyse the present state of globalisation on
Indian agriculture agriculture
III Food Security 2 To explore the present situation of Lecture, report writing The relevance of
food availability and nutritional public distribution
status system, mid-day
schemes and buffer
stock
9 Structural reforms and Indian 2 To understand the present Lecture, case study The need for structural
Economy situation of Indian Economy reform, the impact of
reforms
10 Public Private Partnerships 2 To explain the need for public Lecture, case study To appreciate the
sector and private sector to work in gains from outsourcing
close association govt. functions gains in
terms of efficiency and
economy
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Report of the Committee to Review Induction Training Syllabus, June 2007
Public Administration (Foundation Course)
SI. No. Syllabus Theme - Topic No. of Session Objective Methodology Adopted Key Learning Points &
Sessions Key Experiences
1 Module on essentials of 4
public administration
§ Essentials of 0 (RM) To understand the basic concepts Lecture, reading Tasks of administration
administration and functions of an administrative material, case studies
0 (RM) system
§ Bureaucracy 1 Planning, organizing,
§ Organisational directing and controlling
Structure of Sensitization to the challenges
Government 1 facing the administrative system
of the country and the possible The expectations
§ Interdepartmental responses from the administrative
coordination system
2
§ Role and
responsibilities of a To learn about the qualities
civil servant required of civil servants to meet The systematic
their administrative responsibilities responses to meet these
challenges
To learn about the roles and
responsibilities of a civil servant Qualities required of civil
servants
To understand the orgnisational
structure of the administrative The constitutional
system framework for the
government
To develop skills for effective
coordination amongst various The structure of
departments government
The main units of
government
Relationship and
executing agencies
Concept of bureaucracy
and its evolution
2 Administrative 11
Environment
I Administration and the 3 To appreciate accountability in Lecture, Exercises Citizen Charter
Citizen
Good Governance
Government for Good
Governance Right to Information
and Transparency
To understand the concept of
Administrative
Accountability
Handling public
administrative accountability grievances
and institutional mechanisms for
Responsive
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Report of the Committee to Review Induction Training Syllabus, June 2007
2 achieving the same Administration
Corruption Civil Society
Nature of Corruption
To understand the causes, forms
and types of corruption Causes of cures
Vigilance Machinery
To apply systemic measures to
check corruption in the workplace
To strengthen personal standards
of integrity
II Relationship between 2 To understand the relationship of Lecture- Interactive Relationship with p
olitical
Civil civil executive
Session
Servants and Political servants with non-officials, Doctrine of Neutrality
Executive political executive and legislators
and the concept of ministerial Concept of Ministerial
responsibility responsibility
Role of civil servants
in policy formulation and
its execution
III Role of Media 2 To understand the role and Lecture - Interactive Functioning of Media
functioning of the media in a
democracy Session Strengths and drawbacks
IV Role of NGOs 2 To understand the role of NGO's Lecture - Interactive Role of NGO's
and civil society as partners in
development Session NGO's as partners in
development
3 Skills for Administrators
§ Noting and drafting 2 To learn and apply various skills Small group discussions; Develop various job
techniques in required for effective office exercises; role play; related competencies
Government and administration lecture – handouts listed in the content
maintenance of files
§ Conducting effective 1
meetings
§ Time management 1
§ Report writing 1
§ Making presentations 1
§ Public Speaking 1
§ Delegation of work 1
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Report of the Committee to Review Induction Training Syllabus, June 2007
4. Module on 6
administrative Ethics and
obligations of public
servants
To understand the consideration Class discussions Framework for ethical
of public principles that guide individual decision making
good, just and legitimate public
policy
To provide the trainees with an Assignments Case Self introspection and
ethical framework to analyse Studies strengthening of ethical
problems and take decisions standards
when there are competing
considerations and disagreements
about what is right, just and Increased capacity to
legitimate analyse problems
Identification of issues in
effective management of
public issues
5 Personnel administration 6
To understand and apply the rules Lecture Case Studies Conduct Rules
and procedures for administration Exercises Disciplinary Proceedings
of personnel in government Performance Appraisal
6. Financial Administration 7
§ General Financial 2 To provide a firm foundation of Lectures, Exercises General System of
Rules knowledge and understanding of and Case Studies Financial management
2 the Financial Rules, Procedures and control
and Regulations as well as the
§ Government Budget
authority governing them and Standards of financial
1 delegation of the authority. propriety
§ Role of audit
1 To develop ability to interpret and Power of sanctions
§ Performance Audit apply the rules and regulations,
with propriety and legality, while
administering them. Rules of delegation of
financial powers
To understand the role, function
and importance of audit. Advances to government
servants
To develop familiarity with the
basic concepts of basic budgeting Procurement of Stores
exercise of government. and worlds
Tenders and contracts
195

Report of the Committee to Review Induction Training Syllabus, June 2007
7. Module on 16
Development, Welfare
and Social
Administration
§ Health 1 To increase the knowledge of the Lecture, Films, Case Theoretical
factors and policies for Studies and Framework for
§ Education 1 development in the country Exercises development
§ Problems of the 6
differently abled
To understand the components of Policies and schemes
§ Issues Relating 2 Human Development and policies for Rural development
to weaker sections for the same and social welfare
§ Rural
Development 1
Schemes To understand the problems for Policies for child welfare
weaker sections such as SCs, Policies for women
§ Social Welfare 1 STs, etc. and the policy
Schemes framework addressing the
1 problems Policies and legislation
§ Gender issues
3 for the differently abled
§ Participatory
Approaches To increase the knowledge of
laws and regulations relating to - Disability as a
weaker sections development issue
To understand that disability Components of human
is a development issue and to development Literacy,
increase the knowledge of laws, Primary Educati on
regulations and best practices to
promote full participation and
equality for persons with disability Basic Health
To sensitise the trainees towards
gender issues
Problems of weaker
To learn and apply participatory sections and marginalized
techniques people
Polices and schemes for
them
Participatory learning and
action
8 Module of E-Governance 4
§ E-Governance Policy To team about the nature, role Demonstration of What is e-governance
Framework and impact of ICT on government successful applications.
Impact of ICT on
processes and functions
§ Successful Panel Discussions, governance
applications in
Case Studies Exposure to successful
Government projects
Need for Business
process Reengineering
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Report of the Committee to Review Induction Training Syllabus, June 2007
9. Decentralisation and 4 To understand the rationale and Lecture Rationale for
local Government reasons behind the 73rtl and decentralisation
74th Constitutional Film
Amendments Basic features of the
Amendment Acts
To learn about the basic
Advantages and
features of these amendments
disadvantages of local
self government
To understand the concept
of decentralisation as a means
Role of local self
for good governance
government Institutions
10 Issues Impacting on 12
administration
(i) National Security 2 To learn about the concept and Lecture India’s Defence Policy
problems related to National
Security
Interactive Session National Security
Concerns
Problems of Insurgency
affected areas
(ii) Issues related to North- 2 To familiarize the trainees with the Lecture Socio-economic position
East, islands, and other North-Eastern regions of India of the North-East
remote areas
Interactive Session
To understand the problems and Problems and Prospects
prospects of the North-East,
islands and other remote areas
Unique features of remote
areas
(iii) Emerging technologies – 2 To familiarize the trainees about Lecture What is Biotechnology
Biotechnology Biotechnology and its impact on
various sectors
Interactive Session Impact on various sectors
To understand the future
implications of Biotechnology Administrative response
to future implications of
Biotechnology
(iv) Environment issues and 4 To learn about various Lecture/ syndicate paper Environmental issues
sustainable development environmental issues such as biodiversity, finite
resource availability etc
To understand the importance of
sustainability in development Development vs
conservation debate
Global issues in
environment conservation
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Report of the Committee to Review Induction Training Syllabus, June 2007
(v) Science and Technology in 2 To learn about the scientific and Lecture Achievement in atomic
India technological capabilities in India, energy and space
especially in space and atomic Interactive Session
energy Global trends in science
and technology
To learn about the global
Technologies of the future
technological and scientific trends
Infusion of scientific
temper
11 Innovations in 4
administration and
governance
To increase the knowledge Lecture/discussion Best practices in
about best practices and government and their
successful innovation in replication
government
Total 82
1 Role models 8 To expose the officer trainees Interactive Sessions Learn and imbibe the
to government servants who qualities of successful
have excelled in their officers
respective fields and can serve
as role models for the trainees
To learn about the qualities
required of a successful officer
Law (Foundation Course)
SI. No. Syllabus Theme - Topic No. of Session Objective Methodology Key Learning Points & Key
Sessions Adopted Experiences
1 General Principles of Law 6
To understand the concept of Law Lecture Definition of Law - Sources of Law
and its nature
Case Study
Concepts of Rights and Duties
To identify various sources of Law
Concepts of Crime and Civil Wrong
To understand co-relation
between rights and duties
Substantive and Procedural Law
To understand the concept of
"WRONG" which can be remedied Rule of Law
and to distinguish between
'Caves! Wrong' and 'Crime'
Principles of Natural Justice
To understand the distinction
between 'Substantive Law1 and
'Procedural Law'
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Report of the Committee to Review Induction Training Syllabus, June 2007
To understand the concept of Rule
of Law and appreciate its
importance in the administrative
decision-making
To understand the Principles of
Natural Justice and to apply them
in decision making
2. Administration of Justice 8
To understand the hierarchy of the Lecture Judicial System - Civil and Criminal
judicial system both on the Civil Courts, Separation of executive and the
and the Criminal side judiciary
Panel Discussion
To understand the concept of Case Studies Independence of Judiciary and Law of
separation of powers and the Discussion-leading Contempt
scheme of bifurcation of functions
between the Executive and
Judiciary Administrative Law
To appreciate the desirability of Administrative tribunals -Judicial Review
independence of judiciary of Administrative Action
To understand the Law of
Contempt and how to defend a
contempt case
To appreciate Judicial Activism
and its desirability
To understand the concept of
Judicial Review of Administrative
Action
To understand the functions and
working of Administrative Tribunal
3. Legal Remedies 2
To understand the remedies Lecture Nature of Remedies in Civil Cases
available in case of 'Civil Wrongs'
Case Studies
in Civil Courts and other Courts
Punishment for Crimes
To understand the alternate Discussion-leading
dispute redressal systems like Writs against the State-nature and object
Arbitration, Consumer Protection, of writs - General Principles governing
Specific Relief etc issues of various writs
To understand the efficacy of the
writ jurisdiction of the High Court
and Supreme Court.
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4. Court Procedure in Civil 4
Cases
To u nderstand the basic concepts Lecture Brief outline of procedure under Civil
of the Civil Procedure Code Procedure Code - Nature of Cases
governed by such Procedure
Practice Sessions
To understand the procedure
while filing the suit or while
defending a suit more particularly
the suit by or against the
Government and public servants
5. Law of Crimes 4
To understand the concept of Lecture Indian Penal Code and Prevention of
crime Corruption Act
To understand the principles of
criminology
To understand the Provisions of
Indian Penal Code and Prevention
of Corruption Act
6. Procedure in Criminal 4
Cases
To understand the basic concepts Lecture Investigation of Crime - Role and Powers
of the Criminal Procedure of the Police - Arrest and Bail-Remand
and Custody - Search and Seizure
Case Studies
To understand the criminal
process - from Commission of Procedure in trial and Criminal Cases
crime till conviction Practice Sessions
Provisions for Prevention of breach of
To understand and appreciate the peace
role and powers of the Police and
Magistracy
To understand and appreciate the
rights of citizens and of the
accused
To appreciate the importance of
fair deal and just trial to the
Accused.
7. Law of Evidence 3
To understand the general Lecture General principles relating to relevance
principles relating to Law of and admissibility
Evidence
Burden of Proof
To understand the basic concepts
of the Law of Evidence
Claim of Privilege
To apply the principles of Law of
Evidence Examination of Witnesses
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Report of the Committee to Review Induction Training Syllabus, June 2007
To apply the principles of Law of
Evidence in Administrative matters
and inquiries
To understand the privileges
available to Government and
Public Servants.
8. Law of Contracts 2
To understand the basic concepts Lecture Brief outline of the Indian Contract Act so
of Law of Contract as to bring out the essentials of a valid
Contract - Void agreements and
avoidable contracts - remedies for
To understand the essentials of a breach of contracts
Valid Contract
To understand the consequences
of breach of Contract and
remedies available in case of such
breach.
9. Labour Laws 2
To understand basic principles of Lecture Underlying principles relating collective
labour legislations and labour bargaining, trade unionism - resolution of
welfare measures Industrial Disputes - Legislative
Discussion leading Measures for the welfare and security of
workers
To understand and appreciate the
legislative measures for the
welfare and security of the
workers
To understand and appreciate the
dispute redressal mechanism.
10. Other Legislations / Acts 5
(i) Information Technology Act 1 To understand the provisions of Lecture Cyber Law and Cyber Crime
2002 the Act and its implications on
use of Information Technology
Discussion Redressal mechanisms
(ii) Dowry Prohibition Act 1 To understand the basic Lecture Dowry - Legality and Reality
provisions of the Dowry
Prohibition Act and remedies
available in case of breach Discussion Remedies and procedures
(iii) Conservation Act and 1 To understand the need and legal Lecture Forest Conservation Act
Wildlife Protection Act provisions for conservation of
forests
Discussion Wildlife Protection Act
To team about the provisions for
protection of wildlife
(iv) Sexual Harassment of 1 To understand the nature and Lecture What constitutes sexual harassment
Working Women forms of sexual harassment at
Court cases related to the subject
place of work
Discussion Constitution of committees
To learn about the measures to be
taken to present sexual
harassment at work place
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(v) Consumer Protection Act 1 To understand the rights of Lecture Rights of consumers
consumers
Case Studies Consumer Forums
To appreciate the need for
protecting the consumer Relief available
Total 40
Political Concepts and Constitution of India (Foundation Course)
SI. No. Syllabus Theme - Topic No. of Session Objective Methodology Key Learning Points & Key
Sessions Adopted Experiences
1. Political Concepts 1
To understand: Lecture / Discussion The meaning, scope and significance of
the concepts of power, liberty, equality,
The meaning, scope and
justice and sovereignty and their
significance of power and
implications
implications of power.
The meaning, features and
theories of sovereignty.
The meaning, scope and
significance of the concepts of
liberty, equality and justice and
their implications
2. Political Theories 2
To understand: The various Lecture / Discussion The analysis of political philosophers in
theories of State Activity the sphere of State; activity
The utilitarian philosophy
The genesis of democracy by way The nature and characteristics of
of studying liberalism various theories
3. Indian political system 2
To increase their knowledge about Lecture/ Discussion Working of parliamentary democracy
the functioning of parliamentary
democracy in India
Impact of pressure groups
To understand the impact
of various developments; on
Parliamentary democracy and the impact of rise of regional parties and
issue of relevance of emergence of coalition governments
Parliamentary democracy in the
light of changed political scenario
202

Report of the Committee to Review Induction Training Syllabus, June 2007
4. Organs of Government 1
To understand: Lecture/ Discussion The functions and the role of each organ
of government
The theory of separation of
powers
Why and how the executive enjoys the
powers of legislation and adjudication
The role of executive in
modem State
Why it is criticized that judiciary is
usurping the powers of executive and
The functioning of judiciary legislature
and the objections raised
against judicial activism
5. Fundamental Rights 2
and Directive Principles
§ Different rights To understand: Lecture, Case study Importance of Fundamental Rights and
and their the restrictions placed and how
enforcement The various fundamental directive principles have been enforced
rights available to citizens through the window of fundamental
§ Fundamental duties and the restricts on the rights rights.
§ Directive Principles The remedies for the
enforcement of the
§ Comparison with fundamental rights.
fundamental rights
The positive obligations
imposed on the States and to
what extent the directive
principles are implemented
by the State
6 Nature of Indian 2
Federation
To increase their knowledge Lecture Constitutional provisions for centre-state
about the constitutional relations
provisions dealing with
centre-state relations Discussion
Emerging areas of conflict and
cooperation
To understand the emerging
issues giving rise to conflict
between the centre and the Impact of different development patterns
states and between the on Centre - State relations
states
To appreciate the differing
dev elopment patterns of
various states and its impact
on Centre-State relations.
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Report of the Committee to Review Induction Training Syllabus, June 2007
7. Civil Services under 2
the Constitution
To understand: Lecture Constitutional provisions pertaining to
Civil Servants
The legal position of a Case Study
Government servant and his Safeguards available to the Civil
conditions of service Servants
The safeguards available to Status of a probationer
civil servants against
dismissal, removal and
reduction in rank
8. Human Rights 2
To sensitize the trainees Lecture International covenants and National
about the concepts and acts
importance of human rights
Case Study
Concept of human rights
Different forms of violation and reasons
thereof
Prevention of violation of human rights
9. India's Foreign Policy 2
To understand the basic Lecture Aspects of India's Foreign Policy
philosophy behind India's
Changing International Trends
Foreign Policy
India's strategic role
Impact of internal development on India's
To increase knowledge about
Foreign Policy
the changing international
scenario and its impact on
India's Foreign Policy
10. National Integration and 2
Communal Harmony
To sensitize the trainees to Panel discussion Concept of secularism
the concept of secularism
Causes of communal violence
To analyse the reasons and
causes behind
sectarian/communal violence Role of different agencies and institutions
in the country in ensuring national integration
To outline a strategy for India's Pluralistic Identity
national integration and
nation building
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11. Basic structure of the 1
Constitution
To understand; Lecture / Discussion The basic features of the Constitution
The essential features of the The limitation of Parliament with
constitution and the respect to Fundamental Rights and the
limitations placed on role of Supreme Court in protecting
Parliament by basic structure Fundamental Rights and the
doctrine Constitution
The role of Supreme Court as
protector of Fundamental
Rights and guardian of the
Constitution
12. Constitutional Remedies 1
To understand: Lecture/ Discussion The scope and significance of public
interest litigation
Judicial approach in
providing relief to the
aggrieved
The various remedies available and the
significance of the power of judicial
review
The meaning, scope and
significance of public interest
litigation
The various remedies and the
latest techniques adopted by
Supreme Court for providing
effective relief
Total 20
Indian History and Culture (Foundation Course)
SI. No. Syllabus Theme – Topic No. of Session Objective Methodology Key Learning Points & Key
Sessions Adopted Experiences
1 Overview of History 2
The objective is: Lecture Historical Method, Interpretation
Historical problems & Issues, relevance
To introduce the course
participants to why history is Appreciation of the complexities in the
important to civil servants; study of Indian history beyond what is
typically taught at the school level. Better
appreciation of local and thematic
To enable them to histories
understand how history is
written and the view point
from which history is written;
To enable them to
understand history of their
local areas
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Report of the Committee to Review Induction Training Syllabus, June 2007
2 Polity and Governance in
Indian history
A The State and 2 State- Personnel, Finances, Pane! Discussion
Administration in Ancient, Functions, Ideologies and
Medieval and Modern India Alliances
B Changing fiscal structures 1 Sources of Revenue and Panel Discussion
patterns of expenditure
C Resistance against the 2 Forms, Objectives,
State Participation, Leadership and
Outcomes e.g., Tax
resistance movements, tribal
and peasant movements,
Revolt of 1857
D Indian Nationalism; Gandhi Reading
E Communal Politics, Reading
Partition and Independence
3 Issues in Economic 2
History
Agriculture, Land Rights Lectures on selected
and Tenures; topics
Urbanisation and rural-
urban inter-links;
Crafts and Industries;
Commerce and Commercial
Classes;
Transport and
Communication;
Monetary and Credit
Systems;
Industrialization
Information, Communication and Technology (Foundation Course)
SI. No. Syllabus Theme – Topic No. of Session Objective Methodology Key Learning Points & Key
Sessions Adopted Experiences
1. Computer hardware 2
Software, Internet, e-
mail and Workflow
Automation
To understand the basic Lecture-cum- Introduction to Computer, Internet, E-
components of computer Demonstration mail
hardware Work Flow Automation
Difference between hardware
and software.
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Switch on/off the computer
system.
To understand the different
input/output devices, different
types of memories, different
types of storage media etc.
To send and receive emails.
To surf "the internet.
To use Workflow Automation
Software
2. WINDOWS OS and Typing 1
Tutor
To tell the different parts of Lecture-cum- Introduction to Windows OS and Typing
windows. Demonstration Tutor - An Introduction
sessions and Hands-
on sessions
To create a folder.
To open any program.
To shutdown the system
properly.
To be able to locate the
different keys in the
keyboard.
To know the use of SHIFT,
CTRL and ALT combination
keys.
To load the package from
network neighbourhood nto
i
hostel computers.
To change the practice
lessons.
3. MS-WORD 2
To open MS-WORD, create a Lecture-cum- Introduction to MS WORD
new document, open an Demonstration
existing document, save a sessions,
document, and do basic Using advanced features of MS WORD
formatting and different tool
bars. Hands-on sessions,
To run spelling and grammar. Take-home exercises
and Class evaluation
To use the advance features
of word, like inserting word
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Report of the Committee to Review Induction Training Syllabus, June 2007
art, clip art, table, draw a
table, apply border and
shading, bullets, etc.
To break the split the
document into number of
columns.
To use the mail merge facility
of word.
4. MS-POWER POINT 3
To open MS-POWERPOINT, Lecture-cum- Introductions to POWER POINT
create a blank presentation Demonstration
and save a presentation. sessions
Using Power Point Advanced features of
Power Point
To know the demote/promote Hands-on sessions
levels.
Take-home exercises
To apply text preset and Class evaluation
animation and slide transition
effect on different slides.
To learn the different views of
Power Point and know the
functions of different views.
To know to insert a clip art
and word art in a slide.
To know to apply the
advance features of Power
Point like, hyperlink, master
slide, changing of colours,
summary slides etc.
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5. MS-EXCEL 4
To know the basic; definition Lecture-cum- Introduction to EXCEL
of a spreadsheet, different Demonstration
toolbars of excel, row, column sessions Using Excel Advanced features of EXCEL
and ceil concepts.
Hands-on sessions
To know the different type of
data can be entered in a Take-home exercises
spreadsheet
and Class evaluation
To know the concepts of
user-defined formula and in-
built functions.
To know the basic operations
in a spreadsheet.
To know how to draw
different types of charts
To know how to use excel to
calculate income tax.
To know the basic in-built
statistical, mathematical and
other functions.
6. MS-ACCESS 4
To know how to create a Lecture-cum- Introduction to Database Management
worksheet, do simple Demonstration System
calculations and draw a chart sessions
using Access. Using ACCESS
Hands-on sessions
To know how to create a
database, how to identify Take-home exercises
parameters, different types of and Class evaluation
data, how to create a data
structure.
To know how to open a blank
and existing database, how to
enter data in a table.
To know how to perform
queries in a table.
7. MS Projects 2
To understand and use MS Exercises Introduction to MS Projects
Projects for Project
Management exercises like Drawing and Network
Planning, Scheduling,
Optimizing & resource Resource allocation and Scheduling
allocation and levelling
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8. Networking, 4
Communication and
Latest Technology
To understand the different Lecture Sessions Basics of Networking
types of networks, its
topology, and its protocol and Communication Technology Latest
Trends in computer Hardware and
how message travel in a
Software Technology
network.
To understand the basic
concepts of communication
and latest rends in
communication technology
9. Freeware Linux 2
To learn about freeware Freeware
especially Linux
Linux OS
To familiarize the trainees
Linux application packages
with Linux OS and application
packages Use of Linux software
Total Sessions 24
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Outline of State Training Programme of IAS Officer-Trainees of
Maharashtra State
• Time Table for the State Training Programme
• Training Needs Analysis and program for
Foundation course conducted at YASHADA
• Training Needs Analysis and program for
Debriefing course at the end of the programme
conducted at YASHADA
The above Training Programme is designed by YASHADA in
consultation with General Administration Dept. and Rural
Development Dept. Govt. of Maharashtra
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Appendix II to Annexure II
District Training Programme for IAS
Officer-Trainees (Batch – 2005)
No Organisation / Office No of Weeks Dates
1. State level Foundation Course at YASHADA 07 12/06/06 to 29/07/06
including Maharashtra Darshan
2. Collectorate – Collector / to work as under study in 01 31/07/06 to 05/08/06
the various branches of the collectorate including 02 07/08/06 to 19/08/06
DILR
3. Zillah Parishad (ZP) – CEO 01 21/08/06 to 25/08/06
To work as under study in the various dept. of ZP 02 28/08/06 to 08/09/06
4. Tahsil Office (Tahsildar) attachment 01 11/09/06 to 16/09/06
5. Talathi attachment 01 18/09/06 to 22/09/06
6. Municipal – Council/ Corporation attachment 01 25/09/06 to 30/09/06
7. Revenue officers qualifying Exam (to be adjusted 01 03/10/06 to 07/10/06
depending on examinations dates)
8. Mantralaya attachment 01 09/10/06 to 13/10/06
9. Public Sector Undertaking attachment (MSEB/ 01 16/10/06 to 20/10/06
MSRTC/ BEST) (to be adjusted depending on
examinations dates)
10. BDO attachment 01 26/10/06 to 31/10/06
11. Gramsevak attachment 1/2 01/11/06 to 04/11/06
12. Superintendent of Police 01 06/11/06 to 10/11/06
13. SDO attachment 01 13/11/06 to 18/11/06
14. District Court (District Judge) 01 20/11/06 to 24/11/06
15. Other State Officers in the District Viz. Dy. 01 27/11/06 to 02/12/06
Conservator of Forest, Civil Surgeon, Ex, Eng (P.
W. & Irrigation), Treasury Supt. Prohibition Excise,
DISCO
16. Divisional Commissioner 01 04/12/06 to 08/12/06
17. Independent Charge of BDO 07 11/12/06 to 26/01/07
18. Independent Charge of Tahsildar 08 29/01/07 to 23/03/07
19. Independent Charge of Chief Officer of Municipal 04 26/03/07 to 20/04/07
Council
20. Independent Charge of SDO 5 1/2 23/04/07 to 31/05/07
21. Debriefing Course at YASHADA 01 01/06/07 to 05/06/07
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Report of the Committee to Review Induction Training Syllabus, June 2007
Appendix III to Annexure II
Training Need Analysis & Design of Training
Course Title: Foundation Course for IAS probationers (2004 batch)
1. Duration of the course : 7 weeks (13th June to 30th July 2005)
2. Client Organization : Lal Bahadur Shastri National Academy of
Administration, Mussoorie, Government of India and Government of Maharashtra
3. Context in which training programme is organized: Among the IAS officers recruited in
the year 2004 by Government of India, 4 IAS officers have been allocated to Maharashtra
cadre. Before these officers report for district training for one year in the various districts of
their postings, these officers need to be sensitized about the society, economy and polity of
the state, legal and administrative systems existing in Maharashtra. They also need to know
about the specific administrative structures of the Revenue Department and the Zila
Parishad; the Maharashtra Land Revenue Code and land related legislation and rules; the Zila
Parishad and Panchayat Samitis Code and related rules and such other relevant legislation
extant in the state of Maharashtra. The officers need to be briefed about the various
development programmes taken up by the government; issues in implementation etc. All this
information would enable them to make the most of the one year’s district training which
follows upon the conclusion of the foundation course and to take up their postings upon
confirmation, the first being SDM.
A) Training Need Analysis
1. Meet the representative of target group : Discussed training needs with some probationers
and concerned faculty in Mussoorie Academy. They said that the probationers have been given a
general grounding in administrative, legal, economic and social issues. However no state
specific inputs have been provided. As such all issues relevant to state administration would
need to be covered in the course.
2. Collect information regarding their nature & jobs, duties, etc.: During the one year district
training period to follow after the foundation course, the probationers are expected to observe
the functioning of the various government departments at district level and to learn about the
administrative systems, rules and regulations obtaining in those departments. Subsequently they
would also be expected to handle briefly, independent charges of Block Development Officer,
Tahsildar, Chief Officer Municipality and Sub Divisional Officer. Upon confirmation in service,
their first posting would be as Sub Divisional Magistrate. Accordingly they are expected to learn
how to function in supervisory capacities in the field in revenue administration and law and
order; development administration; municipal administration.
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3. Discuss the challenges & opportunities before their department /office:
3.1. Challenges:
3.1.1. To learn to interface effectively with superiors, colleagues, subordinates and non-
officials in order to ensure effective implementation of government programmes
3.1.2. To learn to set up effective grievance redressal mechanisms
3.1.3. To encourage and sustain rule bound behaviour in one’s office
3.1.4. To learn about the state of Maharashtra and it’s diversity
3.2. Opportunities: To use modern management techniques and information technology to set
up effective systems for implementation and monitoring of government programmes
including E-Governance
4. Focus on the performance areas related to the subject of the courses & gather information:
4.1. To understand the essentials of office management.
4.2. To understand the administrative structures, relevant laws, rules and regulations of the
offices to which they would be attached in district training.
4.3. To understand how to implement effectively various government schemes so as to ensure
that benefits reach the citizen through use of Case studies about various campaigns and
schemes
4.4. To understand how to establish a healthy interface with the citizen and how to establish
systems for gathering concurrent feedback from the citizens.
4.5. To be sensitive to local culture, conditions and to understand how to implement government
schemes keeping all this in mind.
4.6. To complete the various district assignments given by the Lal Bahadur Shastri National
Academy satisfactorily within the one year district training module.
5. Identify task related problems in the given subjects & different factors affecting their
performance:
5.1. Lack of information about the functioning of administrative systems in Maharashtra state;
relevant laws and rules; information about the history, economy, society, culture and polity
of the state.
5.2. Lack of working knowledge of Marathi.
5.3. Inadequate information about the provisions of various rules and laws
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Report of the Committee to Review Induction Training Syllabus, June 2007
5.4. Opaque office procedures and inadequate monitoring systems
5.5. Top down rather than bottom up approach in implementation of various schemes
5.6. Inadequate grievance redressal mechanisms
5.7. Priorities and perceptions of non officials do not match those of officials
6. Meet possible stake holders who are either affected by or interested in the performance of
the target group: Discussed the issue with the faculty members of the Lal Bahadur Shastri
National Academy of Administration and District Collectors and CEOs Zila Parishad.
7. Study nature of complaints they generally encounter, if Possible: That they do not know
Marathi and are not sensitive to local customs.
8. Tap the perception of the training needs of target group, if relevant : They feel that they
need to learn about the administration of the state and also about it’s history, economy and
polity. They also feel the need to acquire knowledge of Marathi.
9. Specify performance problem identified:
9.1. In order to make the most of their district training experience, the officers need to acquire
the following information and they also need to develop more the following abilities:
9.1.1. They need to know the basics of administrative structure and functioning in the state
in order to be able to ask intelligent questions in the course of training.
9.1.2. They need to ask open-ended questions, which elicit a lot of information from the
officers to whom they would be attached.
9.1.3. In asking questions, they should be sensitive to local culture in order to avoid
offending the officers concerned.
9.1.4. They need to have an ability to observe keenly all that they see.
9.1.5. They should be able to identify the important variables in any situation.
9.1.6. They should be aware of the protocols followed in the state.
9.1.7. They need to be aware of the basic skills involved in office management
9.1.8. They should be able to interface effectively with others and communicate clearly what
they wish to say
9.1.9. They need to be able to handle stress (Vipassana module is included)
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Report of the Committee to Review Induction Training Syllabus, June 2007
9.1.10.They should be aware of the basic approaches to and features of sunrise areas in
administration such as Total Quality Management etc
9.2. They need to hone some basic skills of data collection and collation in order to complete
their district assignments satisfactorily.
9.3. Adequate knowledge of Marathi
10. Distinguish between problems, which can be solved by training and problems beyond
training: 9.1, 9.2 can be solved by training but 9.3 can only be partially addressed. Language
skills are learnt with practice and grow with experience.
11. Training Needs Identified:
11.1. Knowledge about the history, economy, society, culture and polity of the state and
sensitivity to local culture
11.2. Knowledge of the basics of administrative structure and functioning in the state and of
relevant laws, rules and procedures. In particular they need to know about the specific
administrative structures of the Revenue Department and the Zila Parishad; the
Maharashtra Land Revenue Code and land related legislation and rules; the Zila Parishad
and Panchayat Samitis Code and related rules and such other relevant legislation extant in
the state of Maharashtra.
11.3. Knowledge of various schemes of government and implementation issues
11.4. Facility with Marathi including ISM Marathi typing on the Computer.
11.5. Basic skills in office management and knowledge of procedures
11.6. Skills in data collection and data collation
11.7. An HTML tutor program could be used to de velop INTERNET and INTRANET
networking abilities.
11.8. Clarity in communication and effective interfacing with others
11.9. Awareness of the basic approaches to and features of sunrise areas in administration such
as Total Quality Management
11.10. Keenness in observation and ability to identify the important variables in any situation.
B) Design of training:
1. Aim of the training:
1.1. To equip the probationers with information about the administrative and legal systems extant
in the state of Maharashtra and about the socio-economic background, history and polity of
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the state by inviting experts from government, elected leadership, NGOs, academia and the
private sector.
1.2. To equip them with basic heuristic skills so as to enable them to learn the maximum possible
in the course of their district training and to complete their district training and assignments.
1.3. To equip them with necessary information and skills to enable them to function effectively
in their subsequent postings.
2. Expected Benefits:
2.1. They would be equipped with basic information about the history, economy, society, culture
and polity of the state.
2.2. They would be equipped with knowledge of the basics of administrative structure and
functioning in the state and of relevant laws, rules and procedures and in particular about the
Revenue Department and the Zila Parishad and related rules and other relevant legislation.
2.3. They would know about the various development programmes taken up by the government
2.4. Skills in office management would be better developed.
2.5. They would have a working knowledge of Marathi including computer based Marathi skills
2.6. They would be able to interface effectively with others
2.7. They would be better able to handle stress
2.8. They would be aware of approaches in sunrise areas of administration
3. Expected entry behavior of trainees: They are apprehensive about joining a new state and
keen to learn about the administration of the state and prepare for their SDMship.
Course Director
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Report of the Committee to Review Induction Training Syllabus, June 2007
DESIGN OF FOUNDATION COURSE TRAINING
1 Be able to explain the To explain the major History, Economy, Social Lectures 10 sessions of 1.5 hours
history, economy, developments in history of Structure of state and each
society, culture, polity state; features of social contribution of important Through participant
of the state and it’s structure; economy and personalities like Dr BR interaction and
relation to the present industry; polity; growth of co- Ambedkar Visits to places of evaluation
administrative scenario operatives. historical interest, Site Visit
museums
Co-operative Movement in
state 3 hour film show
Film Show
Issues in Industrial
Development
Experience of Privatisation
Be able to to
communicate in
Marathi
Knowledge of Grammar,
Be able to understand the Essay Writing, Writing
basic rules of grammar and Official letters, notings
apply these in practice;
Have working vocabulary. To Lectures Through participant
have computer-based skills 24 classroom sessions of interaction and
in Marathi and an Practical 1.5 hours each evaluation
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Be able to Draw the appreciation of Marathi - Communication skills exercises
broad structure of based web pages.
2 revenue administration
in the state of
Maharashtra and to
focus on critical areas To explain the structure of
so that they will be revenue administration; 8 sessions of 1.5 hrs each
more effective in duties of key officials
working
Through participant
To explain provisions of the interaction and
Maharashtra Land Revenue ½ day field visit exercises
Code; apply these in record
of right cases Structure of revenue
administration; duties of key
To appreciate issues in officials
managing the computerized
system of land records
Lectures; Field
visits; Case
To explain how to do Studies; Panel
revenue collection Discussion
Be able to explain the Maharashtra Land Revenue
broad structure of Code; Record of Rights
3 development matters
administrati on in the To explain issues in
state of Maharashtra managing the public
distribution system
Computerized system of land
records
Revenue collection
Public distribution system
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To explain the duties of key
officials in development
administration
To explain the provisions of Through participant
the Zila Parishad and P S interaction and
Be able to State the Act, structure of DRDA evaluation
legal and practical
aspects of Law and 12 sessions of 1.5 hr each
order administration
and to be more To explain prov isions of
effective in working various schemes of
government and
implementation issues
1 day field visit
Duties of key officials in
development administration
Provisions of the Zila
Parishad and P S Act,
structure of DRDA
Lectures; Field
visits; Case
4 Studies; Panel
Provisions of various Discussion
schemes of government and
To explain the duties of the implementation issues (Jal
Collector in Law and order Swaraj; Total Sanitation
Administration Programme, SGSY; EGS)
To understand practical
issues in applying Code of
Criminal Procedure
Be able to apply
techniques for efficient
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Report of the Committee to Review Induction Training Syllabus, June 2007
office functioning To understand better the
interface between revenue
administration and police
4 sessions of 1.5 hours Through
each participant
To appreciate practical The duties of the Collector in interaction and
aspects of a real life law and Law and order Administration evaluation
order situation
Practical issues in applying ½ day field visit
Code of Criminal Procedure
Will have improved skills in
and understanding of:
The interface between
revenue administration and
police
Noting and Drafting
5 Lectures; Field
Management of Records & visits; Case
Protocol Practical aspects of a real life Studies; Panel
law and order situation Discussion
Conducting Meetings;
Establishment & Accounts
Through participant
Will be able to manage Will have greater interaction and
Stress communication skill evaluation
Will have positive attitude
Will Identify sunrise
areas in administration
Noting and Drafting
Better ability to handle stress
Management of Records
Be able to explain: 8 sessions of 1.5 hrs each
Conducting Meetings
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Report of the Committee to Review Induction Training Syllabus, June 2007
Use of Information
technology in improving
service delivery Establishment & Accounts
Total Quality Management Protocol
Six Sigma Approach
Communication skill Lectures Through participant
interaction and
6 Will Identify critical evaluation
areas in municipal
administration Be able to explain critical Interfacing with non officials
areas in municipal
administration and initiatives
taken in this regard
Stress Management
Use of Information 10 days
technology in Property
Registration
7 Total Quality Management 3 sessions of 1.5 hours
each
Through participant
interaction and
Six Sigma Approach evaluation
8 Emerging issues in municipal Meditation course
administration
Lectures;
Site visit
1 session of 1.5 hour;
9
½ day field visit
Lecture
Site visit
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Report of the Committee to Review Induction Training Syllabus, June 2007
Training Need Analysis and Design of Training for Debriefing
Course Title : Debriefing Course for IAS probationers of 2003 batch
1. Duration of the Course : 1 st June to 5 th June 2005
2. Client Organization : Lal Bahadur Shastri National Academy of Administration
Mussoorie, Government of India and Government of Maharashtra
3. Context in which training programme is organized : The IAS probationers of 2003 batch
have completed the one year training programme at district level. Now they are to be
provided relevant inputs to enable them to systematize what they have learnt during district
training, to fill in any gaps left and to prepare them for their posting in the state upon
confirmation.
A) Training Need Analysis
1. Meet the representative of target group: Have di scussed the proposed training programme
with all probationers.
2. Collect information regarding their nature of jobs, duties, etc.: Upon confirmation, the
probationers would be posted in different departments of the state government in supervisory
capacities. They would be expected to supervise the implementation of various government
programmes so as to ensure that the benefits actually reach the target group. The initial
postings are in the field beginning with posting as Sub Divisional Magistrate in the Revenue
Department. In this role they are expected to manage all work relating to maintenance of land
records and disputes thereof; scarcity; elections, the public distribution system; the
Employment Guarantee Scheme and also to supervise law and order admini stration in their
respective jurisdictions. Subsequent postings are as CEO Zilla Parishad and later Collector.
3. Discuss the challenges & opportunities before their department / Office:
3.1 Challenges
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Report of the Committee to Review Induction Training Syllabus, June 2007
3.1.1 To interface effectively with superiors, colleagues, subordinates and non-officials
in order to ensure effective implementation of government programmes
3.1.2 To be able to address possible public dissatisfaction over the performance of
government officials in a regular manner and set up grievance redressal
mechanisms.
3.1.3 To be able to resist mala fide pressure to deviate from rules while working.
3.1.4 To use modern management techniques and information technology to set up
effective systems for implementation and monitoring of government programmes.
4. Focus on the performance areas related to the subject of the course & gather information
:
4.1 To be able to sum up information on and analyse various administrative issues; assess the
strengths and weaknesses in each area
4.2 To ensure that the benefits of government schemes actually reach the target group
4.3 To ensure timely and accurate updation of various government records, in particular land
records
4.4 To establish effective monitoring mechanisms.
4.5 To establish systems for gathering feedback from the public and for using such feedback
to improve implementation of government programmes.
4.6 To set up effective grievance redressal mechanisms.
5. Identify task related problems in the given subjects & different factors affecting their
performance :
5.1 Inadequate information about the provisions of various rules and laws
5.2 Inadequate monitoring systems
5.3 Top down rather than bottom up approach in implementation of various schemes
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Report of the Committee to Review Induction Training Syllabus, June 2007
5.4 Inadequate grievance redressal mechanisms
5.5 Priorities and perceptions of non officials do not match those of officials
5.6 Inertia and lack of motivation among staff.
6. Meet possible stakeholders who are either affected by or interested in the performance of
the target group : Discussed issues with faculty members in the Mussoorie Academy and
Collectors in districts where the probationers were posted. Also discussed issue with officials
in General Administration Department of Government of Maharashtra.
7. Study nature of complaints they generally encounter, if possible : They need to grasp more
details about Record of Rights and tenancy matters and develop office management skills.
8. Tap the perception of the training needs of target group, if relevant : In general they said
that they needed :
8.1 Some inputs on the Maharashtra Land Revenue Code and practical information on dealing
with record of rights cases.
8.2 Practical exposure to inspections of talathi and gram sevak draftars.
8.3 Cases under Code of Criminal Procedure and magisterial work
8.4 Civil Service Rules and establishment matters
8.5 Management of various aspects of drought
9. Specify performance problem identified :
9.1 Inadequate information about rules for handling land revenue and record of rights matters
and legal aspects of law and order administration.
9.2 Inadequate skills in office management and motivating staff
9.3 Inadequately equipped to deal with different kinds of scarcity issues
9.4 Inadequate information about use of information technology tools in systematizing
administration
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Report of the Committee to Review Induction Training Syllabus, June 2007
9.5 Lack of sensitivity of public feedback
9.6 Lack of appreciation of need to involve non officials and carry them with you wherever
possible.
10. Distinguish between problems which can be solved by training & problems beyond
training : 9.1 to 9.4 can be solved by training. Regarding 9.5 and 9.6, these can be partially
addressed by training but they are also a matter of individual attitude and grow with practical
experience.
11. Training Needs Identified :
11.1 Information about rules for handling land revenue and record of rights matters and legal
aspects of law and order administration.
11.2 Information about accounts procedures
11.3 Developing skills in office management and personnel management
11.4 Developing skills in management of scarcity
11.5 Knowledge about use of information technology tools in systematizing administration.
11.6 Developing skills in holistic analysis of administrative issues.
11.7 Developing healthy attitude to interfacing with non officials and sensitivity to public
feedback about government initiatives.
B) Design of Training :
1. Aim of the training : To equip the probationers with adequate information and skills in office
and personnel management to deal with various postings under the state government upon
confirmation.
2. Expected Benefits :
2.1 They will be equipped with adequate information about provisions of various rules and
laws in revenue administration; development administration and law and order
administration.
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Report of the Committee to Review Induction Training Syllabus, June 2007
2.2 Greater ability to implement schemes effectively so that the benefits reach the public
2.3 Improved skills in office and personnel management
2.4 Improved analytical skills
2.5 Healthy attitude towards interfacing with the public and non officials
2.6 Improved skills in using information technology and modern management tools for
effective functioning.
3. Expected entry behaviour of trainees : There would be many doubts in their minds about their
district experiences about which they need discussion and clarification. They would also be
apprehensive about joining their first postings upon confirmation.
Course Director
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Report of the Committee to Review Induction Training Syllabus, June 2007
Design of Debriefing Course
S No Training Objectives Enabling Objectives: Content to be Methods Time Required Validation
After the End of the The Part of objectives in covered to achieve meausre
course the trainees sequential manner objectives
will: For enabling Note that this may
objectives not be How to
commensurate with measure that
session time objectives are
fulfilled
1 Be able to explain Be able to : Apply land Provisions of Lectures; 3 sessions of 1.5 hrs. Discussion and
various aspects of rights legislation in Maharashtra Land each Evaluation
Case Study
revenue administration; deciding record of rights Revenue Code : Land
development and law cases; Apply land Acquisition rules
and order acquisition laws One day field visit
administration
Inspect talathi and gram
sevak offices
Inspection of talathi
and gram sevak offices
Field Visit
2 Be able to manage their Understand office Accounting procedures Lectures 5 session of 1.5 hrs Discussion and
office more effectively procedures and financial each Evaluation
rules
Provisions of Civil
Service Rules
Interface with public and
non officials more
effectively Interfacing with non
officials; Social Audit
3 Be able to manage Understand practical Water Scarcity Lecture` 3 sessions of 1.5 hrs Discussion and
scarcity situation in approaches to water and each Evaluation
district effectively fodder scarcity
Fodder Scarcity
Prepare to manage wage
employment works in Implementing the EGS
scarcity situation
4 Be able to manage law To use the provisions of Provisions of Code of Lecture; Case 1 session of 1.5 hour Discussion and
and order Code of Criminal Criminal Procedure study Evaluation
administration more Procedure and Bombay and Bombay Police
effectively Police Act effectively Act
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Report of the Committee to Review Induction Training Syllabus, June 2007
Appendix IV to Annexure II
Institutional, State & District Training Manual
for
I.A.S. Probationers
of
Rajasthan Cadre 2005 Batch
Rakesh Hooja
Director
&
Course Director
Suneel Dhariwal
Additional Course Director
Anita Kaushik
Co-Course Director
HCM Rajasthan State Institute of Public Administration
Jawahar Lal Nehru Marg, Jaipur-302017
Phone: 0141-2704950-6 Fax: 0141-2705420, 2702542 Email: hcmripa@sancharnet.in
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Report of the Committee to Review Induction Training Syllabus, June 2007
Institutional, State & District Training Manual for IAS(P)
Introduction:
Welcome to the State of Rajasthan and HCM RIPA for the Institutional, State & District Training of
52 weeks. This 52 weeks Institutional, State and District training has been designed to prepare you
for the first 8 to 10 years of your IAS career including postings in the district, State Secretariat,
Executive departments and PSUs. At RIPA, Phase I, training of 9 weeks will serve the purpose of a
bridge between LBSNAA, Mussoorie, and your assigned district and make the landing in the district
smooth and easy as in RIPA you would be able to get acquainted with State specific laws and rules.
This period would also be used to provide you with brief attachments in a Secretariat Department,
an Executive department and a PSU and field visits to State Agriculture, University and some
NGO's. During your stay here, we would try to discuss some of the important Acts and Rules given
in the syllabus separately and it is further expected that during your stay in district you would study
all of them in detail.
Training Schedule:
The broad framework for 52 weeks Institutional, State & District training will spread in three
phases:
1. Phase- I 9 weeks 15 June, 2006 to 14 August 2006
(At RIPA)
2. Phase- II 40 weeks 17 August 2006 to 24 May 2007
(District Training)
3. Phase- III 3 weeks 25 May 2007 to 14 June 2007
(At RIPA)
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The detailed training activities as per training schedule are as under:
S.No. Assignment Period Duration
1. Phase- I 9 Weeks
Institutional training at RIPA 15 June -14 Aug., 2006
Training sessions/Panel discussions/workshops at RIPA
(including visit to NGO-Lupin, Bharatpur on 8-9 July) 15 June - 15 July, 2006
(a) Attachment with Executive Deptt. (One week) 17 July - 21 July, 2006
(b) Attachment to Secretariat Deptt. (One and half 22 July - 01 Aug., 2006
weeks)
(c) Attachment with PSUs (3 days) 02 Aug.- 04 Aug., 2006
(d) Visit to Agriculture University -Bikaner, CAD-IGNP 05 Aug. - 10 Aug., 2006
and NGO
(e) Wrap up sessions at RIPA and Relieving from RIPA
11 Aug. - 14 Aug., 2006
for District Training
1. Phase- II 1 Week 17 Aug. - 23 Aug., 2006
Attachment with the Collectorate
2. Attachment with Supdt. of Police/Police Station 1 Week 24 Aug. - 30 Aug., 2006
3. Attachment with District Judge, CJM and District Level Officers 3 Weeks 31 Aug. - 20 Sept.,2006
(e.g. PWD, Irrigation, Forest, RTO. DSO, Animal Husbandry,
Education, Health, Industries, Power, Jails, Cooperatives,
Social Welfare etc.
4. Attachment with Zila Parishad, DRDA and Special 2 Weeks 21 Sept. - 4 Oct., 2006
Development Projects
5. Attachment with Treasury 3 Days 05 Oct. - 07 Oct., 2006
6. Attachment with Patwari and Tehsil 1 Week 09 Oct. -14 Oct., 2006
7. Attachment with VLW and BDO 1 Week 16 Oct. - 20 Oct., 2006
8. Attachment with SDM 1 Week 23 Oct. - 30 Oct., 2006
9. Attachment with Municipality & UIT 3 Days 31 Oct. - 02 Nov., 2006
10. Attachment with District Milk Union, ICDS, Industrial Estate, 1 Week 03 Nov. - 09 Nov., 2006
Krishi Upaj Mandi Samiti, CCB, PLDB, Tribal Project, etc.
11. Settlement Training 1 Week 10 Nov. - 16 Nov., 2006
12. Independent charge of CEO, Municipal Corporation / 6 Days 17 Nov. - 23 Nov., 2006
Municipality
13. Independent Charge of BDO 2 weeks 24 Nov. - 07 Dec., 2006
14. Independent Charge of Tehsildar 2 weeks 08 Dec. - 21 Dec., 2006
15. Independent charge of ACEM & Judicial Magistrate, Including 18 Weeks 22 Dec.06 - 26 April 2007
working as OIC of Sections of Collectorate
16. Independent charge of SDM 4 weeks 27 April - 24 May 2007
Phase- I I I
1. Reporting back to HCM RIPA, Sharing of field Experience, 3 Weeks 25 May -14 June 2007
Interactive Sessions, Theoretical Back up to field experience,
Presentation of District assignments, Examinations & Relieving
for LBSNAA, Mussoorie
52 Weeks
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Objectives of the Institutional Training:
The Institutional Training (at RIPA), Phase I of 9 weeks have following Objectives for the trainee
officers:
1. To acquaint with State specific Laws and Rules.
2. To help to understand and appreciate administrative ethos of the State and critical issues
relating to governance.
3. To provide a forum for interaction with Seniors in the administration and retired bureaucrats
and thus enrich from their experiences.
4. To provide an introduction to working of State Secretariat, executive departments and PSUs
in the State.
5. To enhance the functional Hindi skills of probationers coming from non-Hindi speaking
backgrounds.
6. To provide an exposure to good practices, visit to NGO community based organizations.
7. To improve decision-making skills, through analysis of landmark judgments of Revenue
courts and case studies.
District Training:
The duration of district training is the longest (40 weeks) and it constitutes the most significant part
in the entire training schedule.
Objectives of District Training:
1. To expose Officer Trainee (OT) to the entire range of activities at the district level.
2. To acquaint officer trainee with the ground situation as it exists in the district of allotment.
3. To offer an opportunity to officer trainee to acquaint himself/herself with the State, its people
their customs, values, problems and prospects.
4. To provide an opportunity to critically examine the functioning of the government at the
'Cutting edge' and ' Grassroots' level.
5. To provide an opportunity for observation of administrative practices and procedures.
6. To observe and learn from the functioning of district level officers and understand the
situation from the viewpoint of district level officers.
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7. To understand their future role as Collector and DM as coordinator of various district
activities.
8. To appreciate the need for public responsiveness and sensitivity towards public.
9. To provide opportunity of learning while doing and "hands-on" experience to the OT during
the independent charge as Tehsildar, BDO, SDO/SDM and thus prepare OT'S for their first
posting as SDO/SDM and subsequently as District Collector.
Hence, this training Manual has been designed, to facilitate a structure that would enable Officer-
Trainee to make the best of the time spent in district training. The training Manual attempts to
provide a broad outline of functional areas that should ideally be covered as an integral part of your
training in the district. The district training will be imparted to the Probationers under direct
supervision of the Collector as per training schedule. However, Collector concerned are given a fair
amount of flexibility to make suitable changes in the schedule, as per requirements of Govt. Policy
& sudden exigencies like drought, relief works and campaigns etc.
HCM RIPA would also organize a half day workshop (TOT) for a briefing session with the
Collectors of the districts where you shall be going for training to discuss what is expected from
your district training as also what components of the district training require more emphasis and
what specific features each Collector could add to your district training.
In your district please take the attachment seriously as the concerned Collector and RIPA would be
assessing your performance separately and conveying it to Director LBSNAA for your final result.
Collector in the District may like to extract as much work as is possible from you, please get ready,
and be happy in the situation.
I. Attachment with branches of Collectorate:- (1 Week)
Try to understand process of creation of files and how a file is christened. For this purpose subjects
are distributed under various classification and heads, number of a file therefore indicates the matter
being dealt in a file. See page 69 appendix 11 of District Manual for classification of subjects and
heads. Distribution of business among different sections can be seen in appendix 1 page 19. While
going through these subjects you may reflect whether some of the subjects mentioned in this
appendix require change. Kindly prepare a revised list of subjects, which ought to be allotted to
various sections. Go through the file register of a section and point out the relative importance of
various subjects. The three most recurring subjects should be studied thoroughly.
Officer Trainee is also expected to:
1. To sit with the Collector while he or she deals with the Public and in meetings.
2. To go through the files before they are submitted to the Collector and also after Collector has
passed necessary orders in order to familiarize himself/herself with the office procedures.
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3. To work with various dealing clerks under the overall supervision of the officer in charge in
the different sections of the Collectorate.
4. To peruse the various guard files containing govt. orders and understand the procedures
relating to maintenance of files and register.
5. To have experience about, Camps, Campaigns, Disaster Management like flood, fire, famine,
accident, public grievances, Elections etc.
6. To study the functioning of Public Prosecutors in district.
Public Prosecutors are drawn from two streams in Rajasthan. One stream designated as Public
Prosecutor and Additional Public Prosecutors are essentially political appointees. The second stream
consists of regular employees of State Government known as Assistant Public Prosecutor-I and
Assistant Public Prosecutors-II. APP-II is generally distributed so that APP-I appears in
C.J.M./Addl. C.J.M. Court, whereas APP-II appears before Judicial/Executive Magistrates. In every
district as Assistant Director (Prosecution) looks after day-to-day administrative functions of APPs.
There is a directorate of prosecution headed by an officer of the rank of District & Session Judge.
The administrative department of the directorate is Department of Home Affairs.
Public Prosecutor/Addl. Public Prosecutors appear before Session/Addl. Session Judge. Public
Prosecutor is also government advocate in civil jurisdiction and District Magistrate has right to take
his opinion in legal matters.
District Magistrate is head of prosecution system in a district and should hold regular meetings with
Public Prosecutors.
Before filing a challan in a criminal court, opinion of APP is obtained. At this stage, APP points out
deficiencies/weaknesses in investigation and it is expected that curable defects are removed before
filing the challan. The conviction rate is less than 6% in Rajasthan and should be a primary concern
of a District Magistrate.
All final orders of courts are submitted to District Magistrate for deciding whether an appeal or
revisions is warranted or not.
In civil side Collector arrange defence of State Government in subordinate courts.
Kindly learn following:
1. What are the returns filed by PP before DM on a regular basis?
2. What are the powers of the DM to issue directions to PP/APPs?
3. Role of DM in filing appeal?
4. Inter-se relationship between DM/Police/PP in the matter of prosecution?
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II. Attachment with Supdt. of Police/Police Station: (1 Week)
Watch S.P. at work. Appreciate kinds of problems being tackled by S.P. understand and tabulate
office organization of S.P. Go through enquiries conducted by senior officers regarding alleged
miscarriage of investigation. As sess whether it is possible for you to intuitively judge the
correctness or otherwise of an allegation.
Find out nature of various records kept in Police Station, guess what is the utility of these records.
How many of them are statutory records, go through the relevant provision of Act/Rule/Regulation.
Find out if a record is being maintained under an administrative authority. If yes, go through the
relevant order.
Find out number of cases under investigation and stage of each case. Accompany an investigating
officer and watch him at work.
Discuss with the S.H.O. broad categories of crimes being committed and a general theory, which
can explain genesis of such crimes. Analyze crime figures with reference with adjoining police
station, crime situation in the district and that in Rajasthan.
Obtain a copy of standing order No.1 issued by Home Department in late seventies.
Officer Trainee is also expected:
1. To be attached to the office of the Superintendent of Police/Police lines and also Police
Station.
2. To familiarize himself/herself with the functioning of the deptt. and various records that are
maintained at the level of Police Station.
3. To understand Police organization and its methods.
4. To understand Police - Magistrate relationship
III. Attachment with various District Level Officers/ Offices:-
(3 Weeks)
In view of the future role of OT as Coordinator, attachment with various district level offices like
District Judge, DJM, PWD, Irrigation, Forest, RTO, DSO, Animal Husbandry, Education, Health,
PHED, Industries, Power, Jails, Cooperatives, Social Welfare, etc. are necessary so as to expose the
OT, to the functioning of these offices and enable them to understand the situation from the view
point of these officers.
Allotted time slot is not sufficient to appreciate the working of all departments. In different districts
the nature of problems are different therefore presence of one department is felt more strongly then
rest of departments. Almost every department has a manual prescribed for its working. Go through
these manuals.
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IV. Attachment with Zila Parishad, DRDA with Special reference to
Development Projects:- (2 Weeks)
OT is initially attached with Zila Parishad/DRDA to get an overview of the various developmental
activities undergoing in the District and the State of their implementation. The objective is to
understand functioning of Panchayati Raj Institutions and Rural Development Schemes.
You are required to take up following tasks during your district training specially during training in
Panchayati Raj Institutions:
1. Study all schemes relating to benefits to individuals and that to an area. Almost all schemes
should fall in these two categories.
2. Devise an omnibus procedure and accounting techniques for these two categories. One set for
each category.
3. Some procedures for accounting technique may not fall entirely within the omnibus rules,
identify such deviations for each scheme and annex them as an appendix to the omnibus
rules. Also see whether Utilization Certificate submitted on time to sponsoring funding
agency.
4. Study relationship of Zila Parishad and Chief Executive Officer, Zila Parishad and Collector.
5. Study administrative/Technical infrastructure available with a Panchayat Samiti and a
Panchayat. Enumerate functions assigned to there bodies.
6. Is there a gap between available infrastructure and assigned functions? If yes, what can be
done to remedy the existing situation?
V. Attachment with Treasury (3 Days)
The probationers are expected to:
1. Understand general organization of treasuries particularly charges of treasuries, Role of
Collector vis-a-vis treasury, Hours of Business.
2. Understand procedure involved in receipt of Govt. money and payment of such money in the
Govt. account.
3. Understand types of deposits – Revenue, Personal, Civil and Criminal Court Deposits,
Deposits of local funds, Deposits at Sub-treasury, Plus Minus Memoranda and Lapsed
Deposits.
4. Inspect the strong room and see steps taken by treasury for ensuring the security of strong
rooms, Custody of padlocks/authorized locks and keys of Strong Rooms, Storing of treasure,
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Custody of Treasury Balance how deposits of cash and valuable of other departments are
made.
5. Know about the checks applied at the treasuries for withdrawal from the Govt. account, how
receipts and payments are made for particular department like Forest and PWD.
6. Understand the manner of pension payments.
7. Discus the different functioning of Banking and Non-banking treasuries.
8. Understand the receipt of stamps, its custody, sale and its verification procedure.
9. Inspection of one sub-treasury.
VI. Attachment with Patwari & Tehsildar (1 Week) Village Assignment:
A. With Patwari:
The trainee should be attached with an experienced Patwari by the Tehsildar:
1. The trainee should learn the use of chain, measurement of fields, use of field maps,
location of fields on maps, correction of maps (i.e. tarmim), Trignometrical and
Trijunction pillars.
2. Jamabandi (Record of Right), its preparation, periodical revision and importance.
(The trainee should verify the correctness of 150 entries.)
3. Mutations of different types and procedure and their attestation.
4. Division of holdings and their entries in Record of Rights.
5. Khasra Girdawari - How entries are made regarding the changes in cultivating
possession, kinds of crops and assessment of its condition, Zamana Crops Kharaba.
The trainee should be taken for crop inspection to at least 2 to 3 villages in which
different crops are raised. He should identify the crops, assess their condition and
make entries in Khasra in regard to crop condition of at least 75 fields (Khasras).
6. Jinswar (Crop Statement)- The trainee should prepare Jinswar for 75 fields visited by
him/her for crop inspection.
7. Preparation of Dhal Banch or demand statement.
8. Issue of demand slips, procedure for recovery, issue of receipts, entries in Siyaha,
preparation of Araj-Irsal for remittance of revenue receipts to treasury.
9. Remission and suspension - how and when granted.
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10. Milan Khasra, (Area Statement)
11. The trainee should also familiarize himself with other records and survey instruments
maintained by the Patwari, the various statement and returns he sends periodically and
other duties performed by him and relationship of Patwari with Inspector land
(Girdawar) and Office Kanungo.
Note:-
1. The trainee should also take this opportunity to familiarize himself/herself with the
agriculture implements used. The trainee should also be able to identify the seeds of
various crops and learn the use of various type of fertilizers and improved methods of
agriculture. The trainee should see the irrigation facilities available and possibilities
of their improvement.
2. The trainee should also visit Panchayat, Yuvak Mandals, if any village schools,
Dispensary and Adult Literacy Centre, Co-operative Societies, etc.
3. The trainee should establish personal contacts with the Panchas or Village Headman,
visit their houses, study their social and economic conditions with a view to
understanding their problems, their aspirations and their needs and study their reaction
to the various measures adopted by Government for the uplift of the rural masses.
4. The trainee should be familiarized with the Watershed & Soil Conservation
techniques in use.
B. With Revenue Inspector:
Duties and functions of the Revenue Inspector (Kanungo) and the revenue records maintained by
him should be explained to the trainee. The Revenue Inspector should carry out inspection of one
Patwari in the presence of the trainee.
C. With Tehsildar:
1. Various registers maintained by the Office Kanungo and the various statements prepared
by him may be explained to the trainee.
2. The work of Tehsil Revenue Accountant, including Taccavi work.
3. Registration of Documents-how impounded or refused.
4. Various kinds of Taccavi-Agricultural, Revenue, Famine-How distributed and recovered.
5. General set up and distribution of work in the Tehsil Office.
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6. The trainee should sit with the Tehsildar and watch case work - criminal, revenue and
miscellaneous for a couple of hours each day. He should record evidence and prepare
draft orders and judgments himself.
7. The Tehsildar should take the trainee with him on tour to inspect work of a Patwari and
Inspector. He should also accompany Patwari in inspection of crops and prepare crop
statements (jinswar).
The trainee should study the following books:
1. Rajasthan Land Revenue (Land Records) Rules, 1957.
2. Rajasthan Land Revenue Act.
3. Rajasthan Tenancy Act.
4. Indian Registration Act.
5. Rajasthan Revenue Courts Manual.
On completion of the Tehsil training the trainee offices will submit the report about the training to
RIPA, Jaipur with a copy to the Collector.
VII Attachment with VLW and BDO: (1 Week)
Block Training
This Training will be as under:
1. Attachment with Village Level Officers: the OT will remain attached for 1 day with
Village Level Officers and do all the work that the later is required to do. The trainee would
choose a particular village and would study this village not only to collect a detailed
statistical data but also to critically analyze the trends, which have influenced the
development of social customs and also the economy of that village. It is expected that the
trainee would prepare an analytical survey report about the village on the basis of studies. In
drafting this report the block survey report, which a Vikas Adhikari prepares, is to be taken
as a model and a gui de.
2. The trainee should then be attached with the Extension Officers in turn for a period 2 days
and study the various schemes.
3. For the remaining period the trainee will work with the Vikas Adhikari. The trainee will sit
with the Vikas Adhikari and observe him working. The trainee would also conduct the
proceedings of Panchayat Samiti as well as of the Standing Committees under the guidance
of the Vikas Adhikari.
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4. The trainee should also study in detail the working of the Co-operative Societies in the Block
and the various measures being adopted to improve agricultural and industrial production.
VIII. Attachment with SDM:- (1 Week)
1. Attachment to sub-divisional officer and sub-divisional Magistrate.
2. To visit Record section and understand the measures taken for its maintenance.
3. To understand computerization of Land Record.
4. To participate in law administration function of the SDO and his land related management
function.
5. To understand various types of general and miscellaneous duties (including those related to
development) performed by the SDO.
IX. Attachment with Municipality & UIT: (3 Days)
1. Study the functioning of Municipality and UIT.
2. Study the developmental and service provision activities of the Municipality/UIT.
3. Study the financial status of the Municipality and suggest steps required for improvement.
X. Attachment with District Milk Union, ICDS, Industrial Estate, Krishi Upaj
Mandi Samiti, CCB, PLDB, Tribal Project, etc. (1 week)
During the attachment the trainee officer shall
1. Study the working of cooperatives
2. Agricultural Development & Marketing
3. Role of Administrator in promotion of Entrepreneurship
4. Rural Industries
5. Working of NGO in area
6. Tribal Development
XI. Settlement Training: (1 week)
In case survey and settlement operation is in progress in any part of the district, OT should be
attached to the relevant functionaries to get exposure to this important activity. Survey and
settlement is an important ingredient of revenue Adm. and OT will work studiously with Ameen
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(Surveyor) and inspection settlements, and along with them survey land and prepare land records
besides preparation of rent rate report and parcha lagans. OT will keenly observe the use of survey
instruments.
XII. Independent Charge of CEO, Municipal Corporation/ Municipality: (1
week)
During this officer trainee shall
1. Study the functioning of the urban local bodies of the district.
2. Management of Urban Municipal Body with Special emphasis on enforcement of bye-laws.
3. Developmental activities of the body.
4. Propose innovative ideas in the reform of municipal council so as to improve financial status.
5. Propose innovative ideas regarding environment.
6. Understand coordination issues with various departments in the District.
XIII. Independent charge as BDO: - (2 Weeks)
During the assignment of independent charge of revenue and Block Development Officer the trainee
is expected to undertake.
1. Touring of as many rural areas as possible.
2. Interaction with various subordinates.
3. Performance of duties related to development in the District.
4. Understand the working of a block office and the constraints, if any, in implementation of
Government programmes.
XIV. Independent Charge of Tehsildar: - (2 Weeks)
During the assignment of independent charge of Tehsil the officer trainee is expected to undertake.
1. Touring of as many rural areas as possible.
2. Interaction with various subordinates.
3. Performance of duties related to law and order and development in the District.
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XV. Independent Charge of ACEM and Judicial Magistrate or as Officer
Incharge of Sections of Collectorate: (18 Weeks)
1. Independent charge as Assistant Collector & Executive Magistrate.
2. Performance of duties related to Law & Order in the district.
3. Understand the working of each section of the Collectorate in detail.
XVI. Independent Charge of SDM: (4 Weeks)
Management of law and order is one of the most critical function of a District Magistrate/Sub-
Divisional Magistrate. During the course of District Training you may experience some situation
wherein the law and order machinery is pressed into action. Such experiences have in them a
number of useful lessons. To understand how the office of SDM functions particularly coordination
of developmental activities in the District, Revenue Work and Civil Supplies, Drought, Campaigns,
protocol and all general administration, to observe, coordinate and supervise revenue machinery.
Guidelines for submission of report to HCM RIPA by the Probationers:
Report is to be submitted every fortnight to the Director on the following points:
1. The officer/officers (by designation) to whom you were attached for training.
2. Your own assessment of the functions, responsibilities and administrative problems of their
posts.
3. The nature and methods of guidance you received form the concerned officers in your
training.
4. Your account of what you have learnt, or observed regarding administrative practices and
procedures.
5. Your own observations on the progress of development work in the place of your posting.
6. The extent of your contact with the people and your methods of establishing such contact.
7. Your own estimate of the main problems of the people in the place of your training.
8. Your impression regarding the image which people in the district have formed of the present
administration.
9. Your progress in the study of Hindi and the local dialect.
10. Progress you have made towards completing the assignments given to you by the
Academy/Institute.
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11. The Officer Trainee is expected to make a minimum of 10 Night-halts in the villages
compulsorily. The OT will be expected to submit reports to RIPA, Jaipur.
12. A major problem affecting a large section of population should be identified and a successful
Administrative intervention should be devised. The geographical area may even be a village.
The same is to be reported by probationer to RIPA/LBSNAA.
13. Any personal problems affecting your training adversely.
14. Any other matter pertaining to your training which you consider significant.
15. Personally enquire into 10 public grievances received by Collectorator of atrocities against a
person with disability, SC/ST/Minorities/Women and rural based complaints/city based
complaints- ground realities and report to Collector/HCM RIPA - study the problem specific
to a district and summarize in one page report to Collector & HCM RIPA.
16. You are requested to deliver judgments in three defended case each in the capacity of Ex.
Magistrate, Judicial Magistrate and as at Assistant Collector, Session Judge of the district &
Collector should be requested to allot atleast six cases of each category that are ripe for
delivering judgment . Transfer cases should have a wide range so as to cover all stages of a
stint or a complaint.
Phase- III
Reporting back to HCM RIPA, Sharing of field Experience, Interactive Sessions, Theoretical Back
up to field experience, Presentation of District assignments, Examinations & Relieving for
LBSNAA, Mussoorie - 3 Weeks
The Phase II of Institutional Training at State ATI will concentrate on the following:
1. Clarifying doubts that probationers may have about various issues, procedures and
conventions observed during the district and field training.
2. Sharing of field experiences.
3. Providing theoretical and conceptual back-up (including state-specific viewpoints) to the
practical ideas, knowledge, skills etc. picked up by the probationers during the Institutional
Training Phase I at State ATI and also during the district training.
4. Preparations and guidance (including some classes to refresh the probationer’s knowledge)
for the state-level departmental and revenue laws examination, which is to be conducted at
the end of the Phase II of Institutional Training at State ATI.
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Appendix V to Annexure II
Compendium of Training Schedule of States
Contents
Sl. No. Training Area Page No.
1. Institutional Training at State Administrative Training Institute. 1
2. State Darshan. 2
3. Attachment at the Collectorate. 3
4. Attachment with the treasury. 4
5. Attachment with the district police office/paramilitary establishment in the district. 5
6. Attachment with Mofussli Thana. 6
7. Judicial attachment. 7
8. Attachment with Zilla Parishad/DRDA. 8
9. Attachment with Forest Department / DFO. 9
10. Attachment with Education Department. 10
11. Attachment with Health Department. 11
12. Attachment with Civil Supplies Department. 12
13. Attachment with social welfare/SC/ST/ Welfare Department. 13
14. Attachments with other line departments, including Municipal Corporation. 14
15. Independent charge of VLW/Panchayat Secretary. 15
16. Independent Change of Patwari. 16
17. Survey and Settlement. 17
18. Independent Charge of Block. 18
19. Independent Charge of Tehsil. 19
20. Attachment with SDO. 20
21. Secretariat Training. 21
22. Training Areas Specific to States. 22
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Training Area : Institutional Training at State Administrative Training Institute.
Objective: Exposure to local laws, language and culture of state
Training Inputs: Academic sessions
S.No. State Duration [ weeks]
Stage-I Stage-II
1. AGMUT 5
2. Andhra Pradesh 6
3. Assam 0 Exam
4. Bihar 3
5. Gujarat 7
6. Haryana 2 2
7. Chattisgarh 5
8. Himachal Pradesh 1 4
9. Jammu & Kashmir 4
10. Jharkhand 5
11. Karnataka 6
12. Kerala 5 2
13. Madhya Pradesh 5
14. Maharashtra 4 1
15. Manipur 6
16. Nagaland 2
17. Orissa 4 2
18. Punjab 12
19. Rajasthan 3 2
20. Sikkim 1
21. Tamil Nadu -
22. Tripura -
23. Uttaranchal 8
24. Uttar Pradesh 8
25. West Bengal 1
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Training Area : State Darshan.
Objective: Exposure to the history and culture of the state and the milieu in which the officer will
be working
Training Inputs : Visit major towns, backward areas and culturally important parts of the state
S.No. State Duration [weeks]
1. AGMUT 2-NE Darshan
2. Andhra Pradesh 3
3. Assam 2
4. Bihar -
5. Gujarat 1
6. Haryana 1
7. Chattisgarh -
8. Himachal Pradesh 2-Tribal
9. Jammu & Kashmir -
10. Jharkhand -
11. Karnataka 2
12. Kerala 4
13. Madhya Pradesh 1
14. Maharashtra 2
15. Manipur 2
16. Nagaland 2
17. Orissa 1
18. Punjab -
19. Rajasthan 0-3.5
20. Sikkim 2
21. Tamil Nadu 1
22. Tripura 2
23. Uttaranchal -
24. Uttar Pradesh -
25. West Bengal -
* Where there are no state ATI's the state Darshan can be coordinated by the GA/ Personnel deptt.
246

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment at the Collectorate.
Objective: Familiarization with the administrative machinery at the district level
Training Inputs: Independent charge of various sections, such as establishment, G&M, Nazarat
etc. During this period the probationer should sit with the Collector in meetings and accompany
him/her on tours and inspections
S.No. State Duration [weeks]
1. AGMUT 4
2. Andhra Pradesh 1+3
3. Assam 4 to 6
4. Bihar 7-16
5. Gujarat 5
6. Haryana 3
7. Chattisgarh 6
8. Himachal Pradesh 14.20
9. Jammu & Kashmir 8+7
10. Jharkhand 2
11. Karnataka 2
12. Kerala 5
13. Madhya Pradesh 4
14. Maharashtra 3
15. Manipur 1-4
16. Nagaland 2
17. Orissa 3
18. Punjab 25
19. Rajasthan 2
20. Sikkim 2+6+12
21. Tamil Nadu 5
22. Tripura 3
23. Uttaranchal 3
24. Uttar Pradesh 6+5 (Staff Officer)
25. West Bengal 4.15
247

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with the treasur y.
Objective: Familiarization with the functioning of the treasury
Training Inputs: Inputs in treasury banking, attachment with the district bank
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 1
3. Assam 6
4. Bihar 4
5. Gujarat 2 days
6. Haryana 0-2 days
7. Chattisgarh 1
8. Himachal Pradesh 1-3
9. Jammu & Kashmir 1
10. Jharkhand 4
11. Karnataka -
12. Kerala 1
13. Madhya Pradesh 1
14. Maharashtra 1 day
15. Manipur 1
16. Nagaland 2
17. Orissa 1
18. Punjab 2 days
19. Rajasthan 2 days
20. Sikkim 2 (with bank)
21. Tamil Nadu 1.5
22. Tripura 2
23. Uttaranchal 2
24. Uttar Pradesh 2
25. West Bengal 6
248

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with the district police office/paramilitary establishment in the
district.
Objective: Understand police magistracy relationship, working of the police department
Training Inputs Attend meetings with the SP, inspection of thana with SP
S.No. State Duration [weeks]
1. AGMUT 1
2. Andhra Pradesh 1-2
3. Assam 4 days
4. Bihar 2
5. Gujarat 1
6. Haryana 1
7. Chattisgarh 2
8. Himachal Pradesh 1
9. Jammu & Kashmir 2
10. Jharkhand 1
11. Karnataka 1.5
12. Kerala 2
13. Madhya Pradesh 2-4
14. Maharashtra 1
15. Manipur 3-4
16. Nagaland 2
17. Orissa 1
18. Punjab 1
19. Rajasthan 3 days
20. Sikkim 3 days
21. Tamil Nadu 1
22. Tripura 1
23. Uttaranchal 1
24. Uttar Pradesh 2
25. West Bengal 1
249

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with Mofussil Thana.
Objective: Understand working of police at grassroots level
Training Inputs Stay at thana for one week, patrolling, investigation with SHO
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh -
3. Assam 4 days
4. Bihar 3 days -1
5. Gujarat 1 day
6. Haryana -
7. Chattisgarh -
8. Himachal Pradesh -
9. Jammu & Kashmir 1
10. Jharkhand 0.5-1
11. Karnataka -
12. Kerala -
13. Madhya Pradesh 1
14. Maharashtra 1
15. Manipur -
16. Nagaland 2 days
17. Orissa 1 day
18. Punjab -
19. Rajasthan 3 days
20. Sikkim -
21. Tamil Nadu as part of Police attachment
22. Tripura -
23. Uttaranchal 1 day
24. Uttar Pradesh 2
25. West Bengal -
250

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Judicial attachment.
Objective: Understand court procedure and working of judiciary
Training Inputs: Attachment with different courts in district
S.No. State Duration [weeks]
1. AGMUT 1
2. Andhra Pradesh 0-0.5 (once a week throughout
3. Assam 2
4. Bihar 2-3
5. Gujarat 1-2
6. Haryana 3
7. Chattisgarh 2
8. Himachal Pradesh 2
9. Jammu & Kashmir 2
10. Jharkhand 1
11. Karnataka 1
12. Kerala 2
13. Madhya Pradesh 2
14. Maharashtra 1
15. Manipur -
16. Nagaland 4
17. Orissa 3
18. Punjab 1
19. Rajasthan 2 days
20. Sikkim 2
21. Tamil Nadu 1
22. Tripura 2-on advise of DM
23. Uttaranchal 2
24. Uttar Pradesh 2
25. West Bengal 6
251

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with Zilla Parishad/DRDA.
Objective: Understand functioning of PRIs and RD schemes
Training Inputs :Double entry book keeping, scheme guidelines and inspections
S.No. State Duration [weeks]
1. AGMUT 2
2. Andhra Pradesh 1+3 (ZPP)
3. Assam 2
4. Bihar 2
5. Gujarat 4
6. Haryana 2
7. Chattisgarh 3
8. Himachal Pradesh 1
9. Jammu & Kashmir 5
10. Jharkhand 2
11. Karnataka 2
12. Kerala 1
13. Madhya Pradesh 4
14. Maharashtra 3
15. Manipur 4
16. Nagaland 4
17. Orissa 4 (incl. ITDA)
18. Punjab 2
19. Rajasthan 1
20. Sikkim 2
21. Tamil Nadu 2
22. Tripura 1
23. Uttaranchal 2
24. Uttar Pradesh 3
25. West Bengal 1
252

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with Forest Department / DFO.
Objective: Understand coordination issues between district administration and forest deptt
Training Inputs: Exposure to forest deptt schemes involvement and Coordination with District
Administration. The probationer should also go on patrols with the DFO
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 1
3. Assam 0.5
4. Bihar -
5. Gujarat 2 days
6. Haryana -
7. Chattisgarh 1
8. Himachal Pradesh 1
9. Jammu & Kashmir -
10. Jharkhand -
11. Karnataka -
12. Kerala 1
13. Madhya Pradesh 1
14. Maharashtra 1
15. Manipur -
16. Nagaland 2 days
17. Orissa 1 day
18. Punjab 1 day
19. Rajasthan 1 day
20. Sikkim -
21. Tamil Nadu 1
22. Tripura 1
23. Uttaranchal 1
24. Uttar Pradesh 1 day
25. West Bengal 1
253

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with Education Department.
Objective: Understand the working of the deptt
Training Inputs : MDM guidelines and implementation, school inspections, DPEP, SSA
programmes inspections.
S.No. State Duration [weeks]
1. AGMUT 0.5
2. Andhra Pradesh 0-1 day
3. Assam 4
4. Bihar -
5. Gujarat 1 day
6. Haryana -
7. Chattisgarh 1
8. Himachal Pradesh 3 days
9. Jammu & Kashmir 0.5 week
10. Jharkhand -
11. Karnataka -
12. Kerala -
13. Madhya Pradesh 1
14. Maharashtra 1 day
15. Manipur 1
16. Nagaland 2 days
17. Orissa 1 day
18. Punjab 1 day
19. Rajasthan 2 -3 days
20. Sikkim -
21. Tamil Nadu 0.5
22. Tripura 2 days
23. Uttaranchal 3 days
24. Uttar Pradesh -
25. West Bengal 2 days
254

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with Health Department.
Objective: Understand the working of health deptt
Training Inputs: Inspection of ANM sub- centers, PHCs and CHCs , Implementation of National
health programmes and state initiatives
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 2-3 days
3. Assam 2 days
4. Bihar -
5. Gujarat 1 day
6. Haryana -
7. Chattisgarh -
8. Himachal Pradesh 3 days
9. Jammu & Kashmir 0.5
10. Jharkhand -
11. Karnataka -
12. Kerala 1
13. Madhya Pradesh 1
14. Maharashtra 3 days
15. Manipur 1
16. Nagaland 2 days
17. Orissa 1 day
18. Punjab 1 day
19. Rajasthan 1 day
20. Sikkim -
21. Tamil Nadu 0.5
22. Tripura 3 days
23. Uttaranchal 4 days
24. Uttar Pradesh -
25. West Bengal 2 days
255

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with Civil Supplies Department
Objective: Familiarize with functioning of the food security system, especially in the backward
areas of the district
Training Inputs: Inspection of PDS shops, storage godowns, working of the Regulated Marketing
Committee, Essential Commodities Act
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 1 day
3. Assam 2 days
4. Bihar 1
5. Gujarat 1 day
6. Haryana 1
7. Chattisgarh -
8. Himachal Pradesh 3 days
9. Jammu & Kashmir 1
10. Jharkhand -
11. Karnataka -
12. Kerala 1
13. Madhya Pradesh 1
14. Maharashtra 2 days
15. Manipur 1
16. Nagaland 1
17. Orissa 1 day
18. Punjab 1 day
19. Rajasthan 2 days
20. Sikkim -
21. Tamil Nadu 2 days
22. Tripura -
23. Uttaranchal 4 days
24. Uttar Pradesh 1
25. West Bengal 1 day
256

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with social welfare/SC/ST/ Welfare Department/ ITDA
Objective: Understand how social sector schemes for the disadvantaged are organized and
implemented
Training Inputs: Attachment in CDPO office, inspection of Anganwadi Centres, implementation
of pension schemes, inspection of schools for blind and deaf/mute children, hostels for SC-ST
students, ITDA working, special scheme for primitive tribal group etc.
S.No. State Duration [weeks]
1. AGMUT 3
2. Andhra Pradesh 1.5+1 (ITDA)
3. Assam 2 -5 days
4. Bihar 2
5. Gujarat 1 day
6. Haryana -
7. Chattisgarh 1
8. Himachal Pradesh 0.5-1
9. Jammu & Kashmir 1
10. Jharkhand -
11. Karnataka -
12. Kerala 1
13. Madhya Pradesh 1
14. Maharashtra -
15. Manipur 0-1
16. Nagaland 1-8
17. Orissa 2
18. Punjab 1 day
19. Rajasthan 2 days
20. Sikkim -
21. Tamil Nadu 1 day
22. Tripura -
23. Uttaranchal 3 days
24. Uttar Pradesh 1
25. West Bengal 1
257

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachments with other line departments, including Municipal Corporation.
Objective: Understand coordination issues with various deptts in the district
Training Inputs: Visit and understand functioning of municipal, agriculture, industries, irrigation,
PWD, PHED, RTO, Animal husbandry, excise, RWS&S, SEB departments and district level
S.No. State Duration [weeks]
1. AGMUT 8 to 12
2. Andhra Pradesh 1-6
3. Assam 2-10
4. Bihar -
5. Gujarat 1
6. Haryana 4-Jail, Excise, GM-DIC, F&CS
7. Chattisgarh 7
8. Himachal Pradesh 2-4
9. Jammu & Kashmir 1
10. Jharkhand 1
11. Karnataka 8
12. Kerala 3-6
13. Madhya Pradesh 3-6
14. Maharashtra 1
15. Manipur 0-4
16. Nagaland 4-6
17. Orissa 1
18. Punjab 1.5
19. Rajasthan 1-2
20. Sikkim -
21. Tamil Nadu 0.5-6
22. Tripura 5
23. Uttaranchal 1-4
24. Uttar Pradesh 1-3
25. West Bengal 4
258

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Independent charge of VLW/Panchayat Secretary
Objective: Understand the functioning of the grassroot level implementation of govt. programmes
Training Inputs : Functioning of PRI institutions, implementation of Panchayat Acts, Panchayat
Administration, selection of beneficiaries through Gram Sabha implementation of government
scheme
- The probationer should also use this opportunity to do the household survey and finish the
village assignment
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 1+VDO+2-VA
3. Assam -
4. Bihar -
5. Gujarat -
6. Haryana -
7. Chattisgarh -
8. Himachal Pradesh -
9. Jammu & Kashmir 1
10. Jharkhand -
11. Karnataka 2
12. Kerala -
13. Madhya Pradesh 1 day
14. Maharashtra 1
15. Manipur -
16. Nagaland 1 day
17. Orissa -
18. Punjab -
19. Rajasthan -
20. Sikkim -
21. Tamil Nadu 1
22. Tripura -
23. Uttaranchal -
24. Uttar Pradesh -
25. West Bengal -
259

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Independent Charge of Patwari.
Objective: Understand how the grassroots level revenue office functions. This may be done after
the Survey and settlement training if feasible.
Training Inputs: Lane records, land reve nue demarcations, mapping, revenue cases reports etc.
- The probationer should also use this opportunity to do the household survey and finish the
village assignment
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 1@ + 2
3. Assam -
4. Bihar -
5. Gujarat -
6. Haryana -
7. Chattisgarh 4@
8. Himachal Pradesh -
9. Jammu & Kashmir 2
10. Jharkhand -
11. Karnataka 1 + 1 (RI)
12. Kerala 4@
13. Madhya Pradesh 4 -4@
14. Maharashtra 1
15. Manipur -
16. Nagaland -
17. Orissa -
18. Punjab 0-8(AC Gr1,2) (Kanungo Circle)
19. Rajasthan -
20. Sikkim -
21. Tamil Nadu 1@+2+2.5 (VAO)
22. Tripura 2- on DM's Advise
23. Uttaranchal 2 days @
24. Uttar Pradesh -
25. West Bengal -
The symbol @ represents Attachment
260

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Survey and Settlement.
Objective: Get a thorough knowledge of settlement operations, maintenance of land records, land
revenue systems etc
Training Inputs : land measurement, mapping exercises, land record preparation
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 2
3. Assam 8
4. Bihar 4-12
5. Gujarat 2-3
6. Haryana 6
7. Chattisgarh 2
8. Himachal Pradesh 6
9. Jammu & Kashmir 1
10. Jharkhand 13+1
11. Karnataka -
12. Kerala 3
13. Madhya Pradesh 0-2
14. Maharashtra 1
15. Manipur 3
16. Nagaland 2
17. Orissa 6-8
18. Punjab 4
19. Rajasthan 3 days-1
20. Sikkim -
21. Tamil Nadu 2
22. Tripura 2
23. Uttaranchal -
24. Uttar Pradesh 0-4
25. West Bengal 8-10
261

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Independent Charge of Block.
Objective: Understand the working of a block office and the constraints, if any, in implementation
of govt. programmes
Training Inputs Function independently as a block development officer, coordinate with various
extension officers and line departments
S.No. State Duration [weeks]
1. AGMUT 1 to 5
2. Andhra Pradesh 2@ + 3
3. Assam 1@
4. Bihar 10-18 (concurrent with CO)
5. Gujarat 2
6. Haryana 8+6
7. Chattisgarh 6
8. Himachal Pradesh 2
9. Jammu & Kashmir 5
10. Jharkhand 17
11. Karnataka 1@+4.5
12. Kerala 5
13. Madhya Pradesh 4
14. Maharashtra 1@+7
15. Manipur 2@-4
16. Nagaland 1-4
17. Orissa 14
18. Punjab 4
19. Rajasthan 3 -5
20. Sikkim -
21. Tamil Nadu 4@+2
22. Tripura 2@+4
23. Uttaranchal 4
24. Uttar Pradesh 2-4
25. West Bengal 8-10
262

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Independent Charge of Tehsil.
Objective: Understand working of a subordinate revenue office
Training Inputs Function independently as a tehsildar, review work of revenue inspectors, decide
revenue cases, do revenue collection
S.No. State Duration [weeks]
1. AGMUT 1
2. Andhra Pradesh 1@+4
3. Assam 3
4. Bihar 10
5. Gujarat 3-7 weeks
6. Haryana 8
7. Chattisgarh 3
8. Himachal Pradesh 2@-8-ADC
9. Jammu & Kashmir 6-8@
10. Jharkhand 16
11. Karnataka 1@+6
12. Kerala 5
13. Madhya Pradesh 0-5@
14. Maharashtra 1@+2
15. Manipur -
16. Nagaland 0-4
17. Orissa 8
18. Punjab 4 to 8
19. Rajasthan 4
20. Sikkim -
21. Tamil Nadu 3@+2
22. Tripura -
23. Uttaranchal 2@
24. Uttar Pradesh 0-7
25. West Bengal 0-2 (BLRO)
263

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Attachment with SDO.
Objective: Understand the functioning of SDO/SDM office
Training Inputs Organisation of office and responsibilities of SDM. Assist SDO in conducting
review meetings, inspect subordinate offices, government institutions and programmes. Understand
job charts of field and office staff
S.No. State Duration [weeks]
1. AGMUT 5
2. Andhra Pradesh 4-5 (RDO)
3. Assam -
4. Bihar 1-2
5. Gujarat 1-2
6. Haryana -
7. Chattisgarh 6- independent
8. Himachal Pradesh 1-2-independent
9. Jammu & Kashmir 2-4@
10. Jharkhand 1-2
11. Karnataka 1@+5(AC)*
12. Kerala 2
13. Madhya Pradesh 6-2
14. Maharashtra 3@+7
15. Manipur 0-7@+8 (independent)
16. Nagaland 0-2@+4
17. Orissa 2
18. Punjab 0-1
19. Rajasthan 3-@+2
20. Sikkim 1@+2 (independent)
21. Tamil Nadu 2 (RDO)
22. Tripura 5
23. Uttaranchal 2@
24. Uttar Pradesh 1-6 indep
25. West Bengal 2
264

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Area : Secretariat Training.
Objective: Get familiarized with the working of various state level departments. Understand
coordination issues with the districts
Trai ning Inputs Call on the chief secretary and all senior secretaries. Get briefing on the
functioning and organizational structure of various departments. If possible, the probationers may
also call on the chief minister and the governor. The state ATIs should also use this period for
debriefing of the district training.
S.No. State Duration [weeks]
1. AGMUT -
2. Andhra Pradesh 2-3
3. Assam 1
4. Bihar 1
5. Gujarat 1
6. Haryana 1-2
7. Chattisgarh -
8. Himachal Pradesh -
9. Jammu & Kashmir 4
10. Jharkhand 0-1
11. Karnataka 5
12. Kerala 1-2
13. Madhya Pradesh -
14. Maharashtra 3
15. Manipur 2
16. Nagaland 2
17. Orissa 1
18. Punjab -
19. Rajasthan -
20. Sikkim 1
21. Tamil Nadu 5.5
22. Tripura 5
23. Uttaranchal 1
24. Uttar Pradesh 1
25. West Bengal 1-2
265

Report of the Committee to Review Induction Training Syllabus, June 2007
Training Areas : Specific to States.
S.No. State Duration [weeks]
1. AGMUT 8-EAC, PA ITDA
2. Andhra Pradesh 4 days -DRDA, 3 days-transport
8-Meghalaya darshan,
3. Assam
8 Municipal Board
4. Bihar 2@-ACLR
5. Gujarat 6- DDO, 2 -Addl SDO
3-AC Gr 1, 3- CEO Municipality, 2- PSU, 1-AG,
6. Haryana
2- agril university
7. Chattisgarh -
8. Himachal Pradesh 4-Distt. Rev. Officer, 4-RO election
9. Jammu & Kashmir 2-PSU, JKS FC
10. Jharkhand 2-Village Assignment
11. Karnataka -
12. Kerala -
13. Madhya Pradesh -
14. Maharashtra 1-PSU, 1-Div. Commissioner
15. Manipur 4-SDO
16. Nagaland 5-village visit, 8-election, 1-NGO
17. Orissa 2-consolidation
18. Punjab -
19. Rajasthan 20-ACEM, 4-8 drought management
20. Sikkim 2-Resident Commissioner
21. Tamil Nadu 5-Tamil Lang., 1.5 Agri. University
22. Tripura -
23. Uttaranchal 1-Agri. University
24. Uttar Pradesh 1-Jail, 2-CEO Municipality
25. West Bengal 2-Agri. Trg., 2-Ind. Trg.
266

Report of the Committee to Review Induction Training Syllabus, June 2007
Appendix VI to Annexure II
Andhra Pradesh Public Service Commission :
Hyderabad
HALF YEARLY EXAMINATIONS :: MARCH 2007 TERM
NOTIFICATION NO. 25/2006
The Half Yearly Examinations and Language Tests for Officers of the All India Services and State
Services (for those who are already in Service), Proficiency Test in Telugu for All India Service
Officers working in Andhra Pradesh State and Incentive Award Test in Telugu for All India Service
Officers working in States other than Andhra Pradesh will be held from 21/03/2007 to 24/03/2007.
Applications should be submitted in advance through the Heads of the Offices or
Departments/Collectors under whom A.I.S Probationers are working so as to reach the
Commission’s Office on or before 11/02/2007. All India Service Officers allotted to Andhra
Pradesh State working outside Andhra Pradesh may send written requisition for supply of
Application Forms by enclosing self addressed envelope with postage worth Rs. 10/-. Applications
received after the above -mentioned date will not be entertained.
In respect of the Incentive Award Test in Telugu for All India Service Officers working in States,
other than Andhra Pradesh, the Applications should, however, be forwarded through the Chief
Secretary of the State in which the Officers are working.
Separate Application Forms for Half Yearly Examinations and Proficiency Test in Telugu for All
India Service Officers working in Andhra Pradesh and for Incentive Award Test in Telugu for All
India Service Officers working in States other than Andhra Pradesh will be supplied to the eligible
candidates by the Additional Secretary, Andhra Pradesh Public Service Commission, Hyderabad-
500001 only on a requisition accompanied by a self addressed stamped envelope worth Rs.10/-.
Application forms can also be had from respective District Collectors.
Sd/-
ADDITIONAL SECRETARY
A.P.P.S.C : HYDERABAD
267

Report of the Committee to Review Induction Training Syllabus, June 2007
HALF YEARLY EXAMINATIONS – MARCH 2007 TERM
The Time-table for the Half yearly examinations and Language Tests
for Officers of the All India Services and State Services.
Day &
Session & Timings Tests/Papers/Subjects
Date
First Class Language Test Telugu by the LOWER STANDARD for IAS,
IPS and IFS Officers written part as follows:
8-00 AM to 8-30 AM a) Dictation in the Language. Taking down in
the language a Statement from a complainant or
Petitioner and reading it over to him and
WEDNESDAY
questioning him thereon by the Examiner.
21/03/2007
8-45 AM to 9-45 AM b) Essay Writing on Two topics of about 75 lines
each with multiple choice out of 4 topics (VII class
standard First Language)
10-00 AM to 10-45 c) English to Telugu translation of a passage (VII
AM class Standard First language)
11-00 AM to 11-45 d) Telugu to English translation of a passage (VII
AM class standard First language)
2-00 PM onwards e) VIVA-VOCE part of the Examination.
First Class Language Test Telugu by the HIGHER STANDARD for IAS,
IPS and IFS Officers written part as follows:
8-00 AM to 8-30 AM a) Dictation in the Language. Taking down in
the language a Statement from a complainant or
Petitioner and reading it over to him and
WEDNESDAY
questioning him thereon by the Examiner.
21/03/2007
8-45 AM to 9-45 AM b) Essay Writing on Two topics of about 75 lines
each with multiple choice out of 4 topics (SSC
standard First Language)
10-00 AM to 10-45 c) English to Telugu translation of a passage (SSC
AM Standard First language)
11-00 AM to 11-45 d) Telugu to English translation of a passage (SSC
AM standard First language)
2-00 PM onwards e) VIVA-VOCE part of the Examination.
First Class Language Test HINDI by the LOWER
21/03/2007
WEDNES
10-00 AM to 10-30 STANDARD for IAS, IPS and IFS Officers written
DAY
AM part i.e. Part-I as follows:
i. Transcription in the language
268

Report of the Committee to Review Induction Training Syllabus, June 2007
10-45 AM to 11-15 ii. Taking down in the language a statement
AM from a complainant or petitioner and
reading it ove r to him.
2-00 PM onwards followed by VIVA-VOCE Examination i.e., Part-II.
First Class Language Test HINDI by the HIGHER
STANDARD for IAS, IPS and IFS Officers written
part i.e. Part-I as follows:
10-00 AM to 10-30 i. Dictation in the language
AM
10-45 AM to 11-15 ii. Taking down in the language a statement
AM from a complainant or petitioner and
reading it over to him.
2-00 PM onwards followed by VIVA-VOCE Examination i.e., Part-
II.:
9-30 AM to 10-15 AM 1. Lower Standard Examination of Assistant
Collectors and Forest Officers Division-B(i) (IPC
Special and Local Criminal Laws) Part-I
(WITHOUT BOOKS)
9-30 AM to 12-30 PM 2. Departmental Examination of Police Officers
Test-D(i) A.P. Police Manual (WITHOUT
BOOKS)
10-30 AM to 12-45 PM 3. Lower Standard Examination of Assistant
Collectors and Forest Officers Division-B(i) (IPC
and Special and Local Criminal Laws) Part-II
(WITH BOOKS)
THURSDAY
22/03/2007
2-00 PM to 2-45 PM 1. Lower Standard Examination of Assistant
Collectors and Forest Officers Division-B(ii)
(Criminal Procedure Code Part-I (WITHOUT
BOOKS)
2-00 PM to 2-45 PM 2. Departmental Examination of Police Officers
Test-A(i) (IPC and Special and Local Criminal
Laws) Part-I (WITHOUT BOOKS)
3-00 PM to 5-15 PM 3. Lower Standard Examination of Assistant
Collectors and Forest Officers Division-B(ii)
(Criminal Procedure Code) Part-II (WITH
BOOKS)
3-00 PM to 5-15 PM 4. Departmental Examination of Police Officers
Test-A(i) (IPC and Special and Local Criminal
Laws) Part--II (WITH BOOKS)
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Report of the Committee to Review Induction Training Syllabus, June 2007
9-30 AM to 10-15 AM 1. Lower Standard Examination of Assistant
Collectors Division-C (Revenue Law Board
Standing Orders etc.,) Part-I (WITHOUT BOOKS)
9-30 AM to 10-15 AM 2. Higher Standard Examination of Assistant
Collectors Division-C (Revenue Law Board
Standing Orders etc.,) Part-I (WITHOUT BOOKS)
9-30 AM to 10-15 AM 3. Departmental Examination of Police Officers
Test-A(ii) (Criminal Procedure Code Part-I)
(WITHOUT BOOKS)
10-30 AM to 12-45 PM 4. Lower Standard Examination of Assistant
Collectors Division-C (Revenue Law Board
Standing Orders etc.,) Part-II (WITH BOOKS)
10-30 AM to 12-45 PM 5. Higher Standard Examination of Assistant
23/03/2007
Collectors Division-C (Revenue Law Board
FRIDAY
Standing Orders etc.,) Part-II (WITH BOOKS)
10-30 AM to 12-45 PM 6. Departmental Examination of Police Officers
Test-A(ii) (Criminal Procedure Code Part-II)
(WITH BOOKS)
2-00 PM to 2-30 PM 1. Lower Standard Examination of Assistant
Collectors and Forest Officers Division-D (Law of
Evidence) Part-I (WITHOUT BOOKS)
2-00 PM to 2-30 PM 2. Departmental Examination of Police Officers
Test-B (Law of Evidence) Part-I (WITHOUT
BOOKS)
2-45 PM to 4-15 PM 3. Lower Standard Examination of Assistant
Collectors and Forest Officers Division-D (Law of
Evidence) Part-II (WITH BOOKS)
2-45 PM to 4-15 PM 4. Departmental Examination of Police Officers
Test-B (Law of Evidence) Part-II (WITH BOOKS)
9-30 AM to 12-30 PM 1. Higher Standard Examination of Assistant
Collectors and Forest Officers – Division-B
(Accounts) (WITH BOOKS)
9-30 AM to 12-30 PM 2. Departmental Examination of Police Officers
SATURDAY
24/03/2007
Test-C (Medical Jurisprudence) (WITHOUT
BOOKS)
2-00 PM to 3-15 PM 1. Departmental Examination of Forest Officers
Part-A (WITHOUT BOOKS)
2-00 PM to 5-00 PM 2. Higher Standard Examination of Assistant
Collectors – Division-D (Principles of Revenue
Survey) (WITHOUT BOOKS)
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Report of the Committee to Review Induction Training Syllabus, June 2007
2-00 PM to 5-00 PM 3. Departmental Examination of Police Officers
Test-D(ii) Scientific Aids to Investigation.
(WITHOUT BOOKS)
3-30 PM to 5-15 PM 4. Departmental Examination of Forest Officers
Part-B (WITH BOOKS)
Sd/- B. Subramani
ADDITIONAL SECRETARY
//f.b.o.//
ASSISTANT SECRETARY (EXAMS)Instructions to Candidates
1. The examination will be held at Office of the Andhra Pradesh Public Servi ce Commission,
Nampally, Hyderabad.
2. Candidates are required to bring their Hall tickets daily failing, which they will not be
allowed to sit for the Examination.
3. Candidates should present themselves for the Examination in accordance with the timetable.
Candidates who come Ten minutes after the scheduled time will not be allowed to take the
examination.
4. No candidate will be allowed to leave the examination hall until half of the prescribed time is
over.
5. Candidates are requested to mention only the Register Number allotted to them in the space
provided for on the front page of the Main Answer Book. Failure to follow this instruction
will entail their Answer Books being invalidated by the Commission.
6. CANDIDATES ARE REQUIRED TO BRING THE BOOKS, WHICH ARE PERMITTED
TO USE ANSWERING THE QUESTIONS. GUIDES, DIGESTS OR SUMMARIES AND
BOOKS CONTAINING COMMENTARIES WILL NOT BE ALLOWED IN THE
EXAMINATION HALL.
7. The question number only should be noted in the margin of the Main and Additional Answer
Books.
8. Candidates are requested to answer only the required number of questions. If more are
answered, the last extra answers will be ignored.
9. Additional Answer Books may be taken after signing the Additional Answer Books signature
statement.
10. Silence and strict discipline should be observed in the Examination Hall. Smoking, Taking
Tea, Coffee or any other eatables are strictly prohibited.
11. Any candidate who do not behave properly towards the Chief and Assistant Chief
Superintendents and Invigilators of the examination or is found to have had recourse to
malpractice of any kind will have his examination invalidated. Such a candidate is liable to
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Report of the Committee to Review Induction Training Syllabus, June 2007
be debarred from appearing again for the examination permanently or for such terms of years
of the Commission may think fit. The same penalty will be imposed on any candidate who
personally or by letter attempts to canvass or bring influence to bear on an examiner or a
Member of the Commission or its staff in connection with the examination or on which
behalf such attempt is made by relative, friend, patron official or other person. The finding
of the Commission as to the guilt of the candidate shall be final.
Sd/-
B. Subramani
ADDITIONAL SECRETARY
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Report of the Committee to Review Induction Training Syllabus, June 2007
Appendix VII to Annexure II
Memorandum of Question Paper required for the Departmental
Examination for Supernumerary Assistant Collectors, Probationary
Deputy Collectors and Probationary Tahsildars in Maharashtra.
Paper I
The Maharashtra Land Revenue Code 1966 (Maharashtra Act No. XLI of 1966) and Rule
thereunder as contained in Maharashtra Land Revenue Manual Vol. I (Latest amendment)
To be answered without books
Time Allowed – 3 Hours Total Marks – 100
Paper II
a) The Maharashtra Land and Revnue Manual Vol- II
b) The Maharashtra Land and Revnue Manual Vol- III
To be answered with books
Time allowed - 3 hours Total Marks - 100
Paper III
a) The Maharashtra Land and Revnue Manual Vol- IV
b) The Maharashtra Land and Revnue Manual Vol- V
To be answered with books
Time allowed- 3 hours Total Marks - 100
Paper IV (With Books : Total Marks – 100)
Part I ( common for three regions)
a) The Land Acquisition Act, 1894 (Act of 1894 and rules thereunder)
b) The Bombay Prevention of Fragmentation and Consolidation of Holdings Act, 1947 (Bom.
Act No. LXII of 1947)
c) The Maharashtra Felling of Trees (Regulation) Act, 1964 (Maharashtra Act XXXIV of 1964)
d) The Maharashtra Restoration of Lands to Scheduled Tribes Act, 1974 (Mah. Act No. 14 of
1975)
e) The Bombay Entertainments Duty Act, 1923 (Bom. Act I of 1923)
f) The Maharashtra Agricultural Lands (Ceilings on Holdings )Act, 1961 (as amended) (Mah
.Act 27 of 1961)
g) Mamlatdars Court Act, 1906 (Bom. Act No.II of 1906)
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Report of the Committee to Review Induction Training Syllabus, June 2007
Part II (separate for each region)
Bombay, Konkan, Nashik and Pune Divisions
h) The Bombay Tenancy and Agricultural Lands Act, 19489 Bom. Act LXVII of 1948)
Nagpur and Amaravati Divisions
i) The Bombay Tenancy and Agricultural Lands (Vidarbha Region Act) Act, 1958 (Bom. Act
No. XCIX of 1958)
Aurangabad Division
j) The Hyderabad Tenancy and Agricultural lands Act, 1950 (Hyderabad Act No. XXI of 1950)
Paper V
Judicial Question on Criminal Procedure Code 1973 (2 of 1974) ( Chapters I to VIII, X to XIV,
XIX, XX, XXIII (Part-A), XXVII, XXXII to XXXIV and XXXVII); High Court Manual 1960 (
Chapters I to III, V, XVII, XXV, XXVI, and XXVIII), The Maharashtra Village Police Act, 1967 (
Bombay Police Acvt, 1951)(Mah. XXII of 1951); Arms Act, 1959 (54 of 1959); Indian Evidence
Act, 1872 ( 1 0f 1872)
To be answered with books Total marks 100 Time allowed: 3 hours.
Paper VI
a) The Maharashtra Civil Services (Discipline and Appeal) Rules, 1979
b) The Maharashtra Civil Services (Conduct) Rules, 1979
c) Bombay Financial Rules, 1959 (Chapter 1 to 6 and 11, 12)
d) The Maharashtra Contingent Expenditure Rules, 1965 (Rules 1-45 only)
e) Maharashtra Budget Manual Vol. I (Chapter I, II, III, VIII to XVI only)
f)Bombay Civil Services Rules Manual, ( Chapter I to V, XII, XV and XVII of Vol. I and
Appendix XLIV-
g) A of Vol. I)
h) An introduction to Indian Government Accounts and Audit (Chapters 1,7,8, 12, 13, 14, 16,
20, 24, 26, 27 and 28)
To be answered with books
Time allowed 3 Hours Total Marks- 100
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Report of the Committee to Review Induction Training Syllabus, June 2007
Appendix VIII to Annexure II
Institutional, State and District Training for
IAS Probationers of Rajasthan Cadre 2005
Batch : Course Outline and Examination
Syllabus
Paper - I : General Laws & Rules
1. CPC(Provisions relevant to Revenue Courts only) 1908 (Edition 2005)
2. Cr. P.C(Provisions relevant to Executive Magistrate) 1973(Edition 2006)
3. Revenue Courts manual
4. Indian Evidence Act
5. Rajasthan General Clauses Act 1955
6. General Rules(Criminal) framed by the High Court of Rajasthan 1980 (Edition 2005)
7. Essential Commodities Act, Orders and Rules 1955 Amended upto 11th April, 2005
8. The Public Demand Act & Rules thereunder
9. Consumer Protection Act Amendment 2002(2005)
Some knowledge
1. Rajasthan Police Regulations
2. Police Act 1961*, 1861, 1888, 1949, 1966 (Police Acts)
3. Rajasthan Jail Manual(Relevant to Executive magistrates )
4. Indian Arms Act 1959 and Arms Rules 1962 (2006)
5. National Security Act
6. The Raj. Dramatic Performance & Entertainment Act
7. Noises Control Act
8. Rajasthan Control of Goondas Act
9. The law relating to Cinema Houses
10. The Motior Vehicles Act 1988 with State amendments(2006)
11. Election Laws
12. Protection of Civil Rights Act *
13. Note: Certain topics of Paper-I, General Laws and Rules which have been covered at
LBSNAA Mussoorie have not been repeated at RIPA, Jaipur to avoid overlapping.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Paper - II : Personnel Administration
I. Rajasthan Service Rules (2006)
1. Definition and General Conditions of Service
2. Addl. Charge Allowances
3. Leave (conditions and kinds)
4. Joining Time
5. Foreign Service
6. Categories of Pensions & conditions of admissibility of pension
II Rajasthan Travelling Allowances Rules (2006)
III Rajasthan Civil Services (Conduct) Rules 1971 (2001)
IV. Rajasthan Civil Services (Classification, Control and Appeals) Rules 1958
V. General Office Procedure, including Secretariat Manual, Business Rules, District Manual
VI. An interaction with S.D.O to study its Job Chart
PAPER - III : Financial Administration
The General Financial & Accounts Rules (the following topics only)
1. General System of Financial Management & Control Personal claims of Govt. Servants,
Contingent charges, Loans & Advances, Stores & Purchases : schedule of powers. (2006)
2. Budget, Manual-Budget calendar, preparing B.E. & R.E., New items, advance from
contingency fund. (2002).
3. Treasury Manual : Part I
a. Rules 1 to 40
b. Structure of Treasury
c. General Charges
d. Double Dock
e. Inspection of Treasuries
4. Rajasthan Sales Tax Act 2003 VAT Rules 2006 (2006)
5. Rajasthan Excise Manual
PAPER - IV : Revenue Administration
1. Rajasthan Land Records Rules
2. Rajasthan Land Reve nue Act & Rules there under 2003 (2005)
3. Rajasthan Land Acquisition Act 1894 (2006)
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Report of the Committee to Review Induction Training Syllabus, June 2007
4. Rajasthan Colonisation Act 1954 (2006)
5. Rajasthan Famine Code
6. Escheat Regulation Act 1956
7. Study of Good Judgements related to Revenue Board.
PAPER - V : Land Reforms
1. The Rajasthan Imposition of Ceiling on Agricultural Holdings Act 1973
2. Rajasthan Tenancy Act 1955 & Rules there under (2006)
3. The Rajasthan Allotment of Land for agricultural purposes Rules, 1970
4. Regulation of trespass over government lands.
Paper - VI : Planning and Development
1. Tribal Sub Plan & S.C.Component
2. Poverty Alleviation Programmes, Employment generation programmes
3. Area Development Programmes
4. Rajasthan Panchayati Raj Act, 1994 (2005)
5. Rajasthan Municipalities Act, 1994
6. The Rajasthan Urban Improvement Trust Act, 1959 (2005-06)
7. Rajasthan Co-operative Societies Act 2001 and Rules thereunder (Rules 2003)
8. Rajasthan Agricultural Credit (Removal of difficulties ) Act.
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Report of the Committee to Review Induction Training Syllabus, June 2007
Annexure - III
No.12017/11/96-TNP(S)
Government of India
Ministry of Personnel, Public Grievances and Pensions,
Department of Personnel & Training
Training Division
Block No.IV, 3 rd Floor,
Old JNU Campus,
New Delhi – 110 067.
Dated : March, 29 2005.
OFFICE MEMORANDUM
Subject : Constitution of Committee to review the syllabus of training for Foundation
Course, Professional Course Phase I and II, and District Training given to IAS
Officers.
The Committee to review the syllabus of training for Foundation Course, Professional Course Phase
I and II at LBSNAA, Mussoorie, and District Training given to IAS officers is constituted as under :
1. Dr. R.V. Vaidyanatha Ayyar, IAS(Retd) Chairman
2. Director, LBSNAA, Mussoorie Member
3. Heads of two Central Training Institutes (by Members
rotation)
4. Heads of two State Administrative Training Members
Institutes (by rotation)
5. Head of the Tata Management Training Centre, Member
Pune.
6. Joint Secretary (Training) Member Convener
The terms of reference for the committee will be as follows :
1) To review the objectives, contents and utility of the Foundation Course, Phase I and Phase II
of induction training conducted by the LBSNAA.
2) To review the objectives and utility of the district training for IAS Officers.
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Report of the Committee to Review Induction Training Syllabus, June 2007
3) To suggest changes in the objectives and contents of the above programmes as well as
suggest improvements in the teaching methodologies and current systems for obtaining
feedback.
4) The Committee may co-opt other members or may invite other officers to present their views
before it, as necessary. The committee may set up
5) sub-groups and / or involve experts to look at the syllabus of individual subjects, or,
commission short studies to assist it in making its recommendations.
The Committee would have a time frame of six months. Non-official members will be allowed a
sitting fee of Rs.500 (five hundred only), and would be provided travel, accommodation and
transport facilities as admissible to Group ‘A’ officers of the Government.
The expenditure on the working of the Committee, including the cost of the meetings, related
workshops, remuneration to experts, short studies commissioned by the Committee, as well as the
cost of participation of members not holding government office (travel, accommodation, transport,
etc.) would be borne by the Department of Personnel & Training. However, all administrative and
logistics support would be provided by the LBSNAA, Mussoorie, for which funds would be
provided by the Department of Personnel & Training.
Sd/-
(Jyotsana Varma Ray)
Deputy Secretary (Training)
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Report of the Committee to Review Induction Training Syllabus, June 2007
Annexure - IV
List of Questionnaires
Questionnaires for eliciting the views of IAS officers on IAS Professional Training
I: Foundation Course [FC]: Opinion of IAS and other officers who attend the FC, with ten years of
service or less
II: Phase I, District & Phase II Training: Opinion of IAS officers with ten years of service or less
Committee for Reviewing the Induction Training of IAS Officers
Foundation Course [FC]
Questionnaire for eliciting the views of officers of all services who
attend the FC, and with ten years of service or less
Please specify year in which you were trained___________
• A copy of the Syllabus pertaining to the Foundation Course at the LBSNAA can be
downloaded from the LBSNAA web site : www.civilservices.gov.in
(1) Did the FC equip you to cope with the real world environment in which you work? If not,
please elaborate the aspects which you would like to be covered in the FC?
(2) In retrospect, what are the basic skills (hard as well as soft) that the FC provided inadequately,
or not at all?
(3) In retrospect, could the FC have done more in regard to attitudes and values, such as integrity,
commitment to the rule of law, concern for the poor and disadvantaged, responsiveness,
conducting oneself with dignity and fairness, equanimity in trying circumstances?
(4) Were you adequately briefed in respect of Rules & Regulations governing the Civil Servants
that you wish you were told about?
(5) In retrospect, what are the topic(s) in the various subjects taught during the Foundation Course
that need to be added deleted, or modified
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Report of the Committee to Review Induction Training Syllabus, June 2007
Sl. Subject
1. Public Administration
2. Economics
3. Law
4. Political Concepts & Constitutions of India
5. Management & Behavioural Science
6. Indian History & Culture
7. Information & Communication Technology
Topics that need to be added:
Topics that need to be deleted:
Topics that need to be given greater coverage:
Topics that need to be given lesser coverage:
Topics that need to be modified:
(6) Based on your experience, what are the changes in the FC you suggest for improving inter-
service cooperation & coordination?
(7) Based on your experience, what are the changes in the FC you suggest so that officers can better
engage the civil society constructively [NGOs, Trade Unions, Activists, Business organizations
etc?
(8) What improvements would you suggest in the training methodologies?
(9) What improvements would you suggest for obtaining feedback from trainees during the FC?
(10) What improvements would you suggest in the methods of evaluation of trainees during
the FC?
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Report of the Committee to Review Induction Training Syllabus, June 2007
(11) Any suggestions with regard to co-curricular & extra-curricular activities organized during the
FC?
(12) Any other suggestions for making the FC more relevant & effective?
Your Comments may please be sent to:
Sri Ajay Sawhney, Joint Secretary [Training],
Department of Personnel & Training,
…..
Please send a copy to:
Ms Vasudha Mishra,
……
You may also please e- mail to:
ayyar.committee.nic.in
vasudhamishra@yahoo.com
rv-ayyar@yahoo.com
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Report of the Committee to Review Induction Training Syllabus, June 2007
II
Committee for Reviewing the Induction Training of IAS Officers
IAS Professional Course and District Training
Questionnaire for eliciting the views of officers of all IAS officers
with ten years of 10 years of service or less
PART-I: Phase-I & II Training
• A copy of the Syllabus pertaining to the IAS Professional Course, Phase-I and Phase-II at the
LBSNAA can be downloaded from the LBSNAA web site: www.civilservices.gov.in
1) Did the Phase I & II training equip you to cope with the real world environment in which you
work? If not, please elaborate the aspects which you would like to be covered in the Phase I
& II training?
2) Do you think that the Phase I & II Training equipped you adequately for the district and
postings you had? If not, please elaborate.
3) What are the problems and situations you have faced so far in your career, for which no
inputs or insights were provided during the Phase I & II Training?
4) Did the training equip you to innovate in government ?
5) In retrospect, what are the basic skills (hard as well as soft) that the Phase I & II Training
provided inadequately, or not at all?
6) In retrospect, could the Phase I & II Training have done more in regard to attitudes and
values, such as integrity, commitment to the rule of law, concern for the poor and
disadvantaged, responsiveness, conducting oneself with dignity and fairness, equanimity in
trying circumstances?
7) In retrospect, what are the topic(s) in the various subjects taught during the Phase I & II
Training that need to be added, deleted, or modified
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Report of the Committee to Review Induction Training Syllabus, June 2007
Subjects in Phase I & II to be listed
Sl. Subject
1. Public Administration
2. Economics
3. Law
4. Political Concepts & Constitutions of India
5. Management & Behavioural Science
6. Information & Communication Technology
Topics that need to be added:
Topics that need to be deleted:
Topics that need to be given greater coverage:
Topics that need to be given lesser coverage:
Topics that need to be modified:
8) Based on your experience, what are the changes in the Phase I & II Training you suggest for
better dealing with situations and problems that call for inter-service cooperation &
coordination?
9) Based on your experience, what are the changes in the Phase I & II Training you suggest so
that officers can better engage the civil society constructively [NGOs, Trade Unions,
Activists, Business organizations etc?
10)What improvements would you suggest in the training methodologies?
11)What improvements would you suggest for obtaining feedback from trainees during the
Phase I & II Training?
12)What improvements would you suggest in the methods of evaluation of trainees during the
Phase I & II Training?
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Report of the Committee to Review Induction Training Syllabus, June 2007
13)Any suggestions with regard to co-curricular & extra-curricular activities organized during
the Phase I & II Training?
14)Any other suggestions for making the Phase I & II Training more relevant & effective?
PART-II:District Training and Training at State ATIs
• A copy of the generic (which is common to all ATIs) schedule and Field Assignments
expected from IAS Probationers during their State Level Training can be downloaded from
the LBSNAA web site: www.civilservices.gov.in
(1) Did your training in the district and your State Administrative Training Institute adequately
equip you with:
a) The socio-cultural-economic features of the allotted State.
b) laws, rules , regulations and standard practices pertaining to regulatory administration
(land revenue and reforms, law and order, communal harmony, disaster management
civil supplies etc.,)
c) skills and attitudes needed for development administration, working in cooperation
with Panchayati Raj institutions urban bodies institutions, civil society groups, and
self-help groups
d) skills needed for urban development and renewal
e) Office procedure, service matters, financial rules and the inter-se roles of the
Secretariat, Heads of Departments and District Administration?
f) Skills and attitudes needed for postings in the district, field and headquarters, other
than those of sub-divisional magistrate, Additional Collector and District Magistrate?
For each of the above items please elaborate the reasons for your views and offer suggestions.
(2) In retrospect, how would you rate the utility of different attachments? Was your experience like
that of Upamanyu Chatterjee’s English August? Please list two features each of the Institutional
Attachments (ATI, Revenue Training School, State Agricultural University etc) and District
Training that you liked most and two features each which you felt needed substantial improvement.
Give reasons for your views. What changes would you suggest for making the attachments more
effective?
(3) Did you receive adequate attention and mentorship from your District Collector and
Magistrate during training?
(4). Any other suggestions you would like to make for improving the State-level Training in the
district as well as in the ATI?
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Report of the Committee to Review Induction Training Syllabus, June 2007
Part - III: Professional Training as a whole
1) Have you any suggestions for changing the professional training as a whole including the
structure, duration, content, methodology and evaluation?
2) Do you find any need for provision of learning and other useful resources by LBSNAA to
IAS officers for continual professional self-improvement as well as addressing the challenges
of new jobs and innovations that you take up?
3) LBSNAA has worked out with Indira Gandhi National Open University (IGNOU) an
arrangement for awarding a Master’s Degree in Public Policy to all those who complete IAS
Professional training, and who offer a couple of additional papers. Would you like to
participate in this program?
4) Is it worthwhile for LBSNAA to develop distance education modules, including those that
lead to grant of certificates and diplomas by IGNOU.
For each of the above items please elaborate the reasons for your views and offer suggestions.
Your Comments may please be sent to:
Sri Ajay Sawhney, Joint Secretary [Training],
Department of Personnel & Training,
…….
Please send a copy to:
Ms Vasudha Mishra,
……
You may also please e- mail to:
ayyar.committee.nic.in
vasudhamishra@yahoo.com
rv-ayyar@yahoo.com
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Report of the Committee to Review Induction Training Syllabus, June 2007
Annexure - V
Committee for Reviewing the Induction Training of IAS Officers
Questionnaire for eliciting the views of Senior IAS officers who
supervise the work of IAS officers with ten years of 10 years of
service or less)
Dear colleague,
The Government have appointed a committee under the chairmanship of Sri R V V Ayyar, IAS
[Retd.] to review the induction training of IAS officers. Your views would be very valuable for the
review. I shall be grateful if you could devote a little time for offering your views. A questionnaire
is enclosed to help you to organize your thoughts.
Sd/-
Vasudha Mishra
In your comments, the Identity of officers in illustrative examples may be protected.
1. What has been the level of job related knowledge amongst your junior IAS colleagues with
10 years seniority or less?
{Please tick the choice in the appropriate box}
Good
Adequate
Somewhat Inadequate
Inadequate
Please give reasons for your choice with specific examples / instances:
2. What attitudinal deficiencies [such as lack of responsiveness to the public and integrity], do
you observe among junior IAS Officers?
3. Would you like to suggest any specific changes in the training [design, content, methodology
of training] to correct the inadequacies noted above, and to improve the efficiency and
effectiveness of IAS officers during the first 10 years of their service?
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Report of the Committee to Review Induction Training Syllabus, June 2007
4. Would you like to suggest any changes in the methods of evaluation of IAS Officers during
training?
Your Comments may please be sent to:
Sri Ajay Sawhney, Joint Secretary [Training],
Department of Personnel & Training,
…….
Please send a copy to:
Ms Vasudha Mishra,
……
You may also please e- mail to:
ayyar.committee.nic.in
vasudhamishra@yahoo.com
rv-ayyar@yahoo.com
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Report of the Committee to Review Induction Training Syllabus, June 2007
Annexure - VI
Questionnaire for Officers Promoted from the State Civil
Services/Gazetted Services
1. What are your requirements and expectations for skill and knowledge upgradations?
2. Do you think that Induction Training Programme cater to your requirements and
expectations?
3. Which input/s do you find most relevant and useful during the programme?
4. Which topic are found irrelevant and not useful during the programme?
5. Do you get All India Prospective through this programme?
6. Do you find Mini Bharat Darshan(visits and attachments) useful or not.
7. How do you find the inputs on Information Technology & Computers?
8. Do you feel that present duration of the course (8 weeks) is sufficient or should be
increased/reduced?
9. Do you feel that present duration of the Mini Bharat Darshan (2 weeks) is sufficient or
should be increased/reduced?
10. What improvements would you suggest in the training methodology?
11. Any suggestions with regard to co-curricular and extra-curricular?
12. Any other suggestion for making Induction Training Programme more relevant and effective.
289