This document outlines guidelines for training government employees. It discusses entry behaviors of different types of employees, objectives for training, and factors that influence performance. The training process should be planned to modify employees' knowledge, skills, and attitudes through learning experiences to improve performance. A variety of training methods can be used, but they should promote participation and use employees' experiences. Critical success factors for training include ensuring materials are accessible, the training is well-prepared, and interruptions are avoided. Feedback should be constructive and help employees learn without being too critical. The overall goal is to enhance employees' effective and accountable public service delivery through developing their competencies.

1. Training for Government
Employees.
TOT Guidelines.
James Joseph Adhikarathil

2. Entry Behaviour.
1. Performers 20%
2. Workable 50%
3. Passengers. 30%

3. MY POOL.

4. Entry Behaviour.
1. Same category or mixed.
2. Newly recruited or mixed.
3. Same office or mixed.
4. Experienced or mixed.
5. Continuous training or not
6. Same level of stress/anxiety or not.
7. Resources available(including time).
8. Gap – desired performance and actual
performance.
9. Instructional objectives defined or not.

5. Entry Behaviour.
1. Employees are autonomous and self -directed.
Trainer should be facilitator.
2. Employees have accumulated a foundation of job
experiences and knowledge – training need be
connected to their knowledge- experience base
3. Employees are goal-oriented. There should be
clearly defined elements enable them to focus.
4. Employees are relevancy-oriented. They must see
a reason for learning something.
5. Employees are practical, focusing on the aspects
of a lesson most useful to them in their work.
6. Employees expect respect.

6. Training objectives.
1. Effective use of Public Resources.
2. Effective Service delivery.
3. Become more inclusive – transparent-
accountable.
4. Developing Knowledge – Skill- Attitude
for professional
competency.(Performance)

7. Performance.
1. Behavioural.
2. Motivational.
3. Environmental.

8. Performance – Behavioural.
Developing Knowledge-Skill- Attitude.
competencies.

9. Performance – Motivational.
Knowledge – skill –Attitude factors already
there. But unwilling to use them. Why ?
1. Work gravitates those who work.
2. No separation of performers and non
performers- lack of reward- punishment.

10. Performance – Environmental
factors. .
Compelled to perform in negative
environment.
1. Absence of resources/ equipment's.
2. Resistance to change from superiors.
3. No proper work distribution.
4. Politics.
A realistic approach required.

11. TRAINING.
It is a planned process to modify
Knowledge, Skill and attitude through
learning experiences to achieve effective
performance..
Knowledge- Act, Rules, Procedures, process,
concept.
Skill – Thinking-Acting- Reacting –
Interacting.
Attitude-Willingness of the employee to
comply with acts and rules.

12. LEARNING.
3 Processes.
1. Learn
2. Unlearn.
3. Relearn.

13. Training Process.
SMART.
S – Specific.
M- Measurable.
A- Achievable.
R- Realistic.
T- Time bounded.

14. Training Methods.
Because employees are themselves a rich source
for learning, greater emphasis can be placed on
techniques that use their experience. Training
methods such as group discussions, case studies,
and action learning, promote participation in a
learner-centred environment.
All learners enter a learning event with a
different background of experience. The longer
they have lived, the greater the volume of
experience and, possibly, but not necessarily,
the wider variety of experiences.

15. Critical Success Factors..
1. Training materials – Accessiblity.
2. Ensuring readiness of training.
3. Avoid interruption factors.
4. Ice breaking.
5. Presentation – Digital screen.
6. Interactive session.
7. Right training method.
8. Give respect – take respect.
9. Do not criticise Government or admn
hierarchy.
10. Feedback.

16. Feedback
Providing feedback therefore needs to be a
constructive activity that should be helping
to learn. It should not be destructive and
critical. Equally important, the recipient
should not interpret it as destructive and
critical. To be effective, feedback needs to
be skillfully given and the receiver must
hear, understand, accept and act upon it.
However accurate the feedback, if the
trainees rejects it, the result will be no
improvement in performance.

17. Feedback
Therefore, always consider the human
element during feedback.
H - Hear
U - Understand
M - Motivate
A – Acceptable
N - Negotiate

19. mnemonics.
1. R-esponsiveness.
2. E-quity
3. P-articipation.
4. E-fficiency.
5. A-ccountability.
6. T-ransparency.
7. E-ffectiveness.
8. R-easoned decisions.
This will ensure reduced cost/time/complexity and better
citizen experience.

20. Thank You!!
 .
T. JAMES JOSEPH MOB -9447464502 WEB-
www.slideshare.net.in/mysandesham.
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