This document summarizes a 2-day workshop aimed at sharing experiences using competency frameworks for designing learning solutions. Representatives from the Lal Bahadur Shastri National Academy of Administration (LBSNAA) and Administrative Staff College of India (ASCI) presented on their processes for developing competency-based training modules. LBSNAA worked with GIZ to co-design a leadership training for civil servants based on competencies like self-awareness and integrity. ASCI uses competency analysis to understand participants' development needs and draws from industry examples to incorporate competencies into traditional training. The workshop discussed challenges like assessing impact and ensuring competencies translate to habits after training.

1. From Competency Framework
…….to Learning Solutions
Documentation of ‘Experience sharing’ workshop for
Training Providers Network
Workshop dates: 13th and 14th March, 2015
Venue: Hotel Jaypee Vasant Continental, New Delhi
Strengthening Management Capacities for International Cooperation
A GIZ-DEA project

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Experience sharing’ workshop for Training Providers Network
Workshop Documentation
One of the focus area of GIZ-DEA project: “Strengthening Management Capacities for
International Cooperation (CICM)” is to promote ‘Knowledge Sharing Networks for Training
Providers’. Under this focal area, efforts are made to promote networking and experiences sharing
among the training providers on the developments in the training systems; as well as offer are
made to create platforms where joint learning and experience sharing workshops are offered, so as
to promote networking among the training providers as well as sharing experiences on the
developments in the training systems. The last workshop under this focal area was on – E-learning
as a learning tool (in June 2014).
With the intention of continued efforts for expanding the knowledge sharing among key training
providers closely engaged within the frame of Indo-German Bilateral Cooperation, we are happy to
invite you to this 2 day workshop, aimed at sharing:
experiences in using the competency framework for designing the learning
solutions/training modules – the process, tools and experiences;
identifying advantages of such competency based learning solutions vis-à-vis the traditional
training systems;
map the challenges and capacity gaps which needs to be addressed to promote effective
application of the competency frameworks
As part of the context setting exercise, Ms. Anita Sharma presented the CICM Programme to the
participants, and marked the strategic position of the Field of Action 3 – Knowledge Sharing
Network for Training Providers. She shared the
 importance of the FOA 3 in contributing to the sustainability of the FOA 1 (Action Learning
and Exposure Programme);
 the overall direction that has been envisaged for FOA 3; and
 the progress made thus far in the FOA 3
 the current workshop – why do we need to discuss what we planned? How do we plan to do
so and what are the end results expected.

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Mr. Ram Bhat, the workshop moderator/facilitator led the introduction session. He asked the
participants to introduce themselves and share their ONE DREAM.
Design and delivery of the competency based leadership module- sharing experiences by
LBSNAA: Mr. Tejveer Singh, the Joint Director, LBSNAA : The first presentation on “Designing and
delivering the competency based leadership module” was made by LBSNAA. Mr. Tejveer Singh, the
Joint Director at LBSNAA joined the workshop via Video-Conference and shared the experiences in
co-designing the Training Programme on Leadership module.
Mr. Singh mentioned that LBSNAA had approval of the Government for setting up a leadership
development centre which would have a large focus on capacity development. The Academy had
also realized that there was a
room for improvement in
delivering the soft skills. Touching
on the association between
LBSNAA and GIZ, Mr. Singh went
on to describe the process in
details - how GIZ offered to share

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the expertise in leadership training programmes. Interaction between LBSNAA, GIZ’s Academy for
International Cooperation (AIZ) and a workshop attended by Training faculty from LBSNAA and GIZ
formed the process of co-creation of a Pilot Training programme for IAS officers in May 2014
fSollowed by a second programme in December 2014. Both programmes were founded on Training
of Trainers sessions which preceded the Pilot programmes. Commenting on the process, Mr. Singh
underlined that GIZ’s training philosophy centres around inculcating core values through deep
reflections. In this background, measuring the impact of trainings accurately is difficult. Yet there
exists a need to come up with a robust way to assess the impact and linking the attributes to the
course content is a challenge. Mr. Singh averred that the leadership training in LBSNAA is still in an
embryonic stage and GIZ could help take the above exercise forward.
Mr Singh also mentioned that trainers at LBSNAA borrowed elements from this co-designed
leadership module and used it in level 3 training of seniors. The part which was most interesting
was the way reflective practices were used to deal with values and basic belief of the participants;
combining the conceptual and practical
sides. Answering to the question on
impact of the programme, he said that
measuring impact of such deep reflective
programme is not easy to measure.
However, in due course of time, LBSNAA
might seek further support of GIZ in
refining the leadership development
module and also on measuring the
impacts.
Responding to the other questions raised by the participants, Mr Singh informed that LBSNAA is still
in process of setting up a full-fledged National Leadership Development Centre which would focus
on leadership capacity development; and that there is a room for improvement in delivering the
soft skills at LBSNAA

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Prof. Ram Kakani, who coordinated the co-design process from LBSNAA, shared the co-design
process in details. Sharing his experience, he mentioned that the major difference in the approach
of GIZ, as compared with the other organizations with whom LBSNAA had interacted, lies in:
 The flexible approach adopted by GIZ – flexibility in
the process
 the transparency in its approach, as well as
 the quality of experts engaged by GIZ which was
overwhelming for all faculty at LBSNAA.
Elaborating on the competency identification process, Prof. Kakani
informed that LBSNAA made a very serious process for identifying
competencies for the leadership programme. Using the
Competency directory developed by UNDP for the Indian Civil
Services, LBSNAA shortlisted 25 competencies, made a survey for identifying the top 8
competencies essentially required for a District Magistrate, shared these with GIZ team to finalize
on 4 competencies which would form the base of the leadership programme. The final four,
around which the co-designing took place included: people first, leading others, managing self (self-
awareness) and integrity. He shaped his co-design experience in 4 major milestones:
Mr. Nikhil Gupta, who is one of the accredited trainer at LBSNAA and also trained for facilitating the
leadership module co-designed under GIZ-LBSNAA, brought the challenge of casual attitude of
participants in a programme which is based on a deep and serious concept. Elaborating the point
he said that some of the participants at LBSNAA did not give any importance to “Values”. Hence,
the challenge for the programme facilitator is to win the participant by bringing them to the same
level of clarity and making them to agree that a values can be reflected on, changed and lead to
responsible behaviour.
Mr. Akun Sabharwal, also one of the accredited trainer at LBSNAA and also trained for facilitating
the leadership module co-designed under GIZ-LBSNAA, mentioned that at their National Police
Academy, the focus is more on skills and ability. Possibility of strengthening competency and
changing behaviour is still a question. He added that even if they focus on competency based
training module, the biggest challenge would be the identification of right competencies. Talking
on the difference between facilitating the leadership programme designed by CCL and the one co-
designed by LBSNAA-GIZ, he said that CCL programme uses a lot of jargon – something which is
easy to learn. On the other hand, in the co-designed module, the philosophy is: “what you put in -

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you get”. The major challenge is the ability of convincing youth the need to get into the
programme.
Ms Sejal Patel, while asking on the process of identifying the competencies, asked if the
beneficiaries of the public services are also asked on the competencies which needs to be
strengthened in case of service delivery personnel. The point was deliberated on with huge
interest and the realization of the limited capacities and indulgence in identifying competencies
was accepted by all.
Delivering Competency Based Trainings
in Administrative Staff College of India
(ASCI) - Presentation by Prof. Harsh
Sharma:Prof. Sharma explained that ASCI
offers more than 200 Training
programmes, annually, to officers in the
age groups of 40 - 50. The expectations
of such experienced participants are very
different from new recruits; to address
this, ASCI has developed tools to analyse
the competency gaps which feeds into understand the participants’ requirements in terms of the
competencies which should be strengthened in these programmes (refer the presentation
attached).
Mr. Sharma then shared some of the training examples to clarify the inclusion of competence based
training in traditional training methodology. Mr. Sharma drew from examples of two diverse
organisations and explained the process of identification of training objectives.
In the Apex body of Association of General Insurance Companies in India (GIPSA), the process of
Identification of key competencies for their Trainees started with identifying gaps. In this process
talks were carried out on the basis of the competency directory for managers. Performance
Appraisal documents were also perused to identify the competency areas and gaps.
In the second example from Medical Equipment Company which had
developed its own dictionary of competencies, the training module was
built around the traits
Expressing his notion, Prof. Sharma said Competency is Knowledge,
Skills and Attitude manifested in behaviour of the individual. Yet, a
training programme which promotes the values of these traits has to
show how to ensure Habit factor is guaranteed in ‘life-after-training’.
For Mr. Sharma the solution lies in imparting habit skills within the
training rogramme.
Prof. Sharma opined that to internalise and
operationalise any Habit, it has to be practised constantly through
journaling and reflected upon regularly and at the end the benefits are
experienced and in such cases one can distinguish the impact of training.
Another challenge to this is how to motivate the trainee to desire for
change? Within training programme a commitment to change could be

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secured. To successfully tackle the challenges of motivation, habit, the Training module should
address issues of Effort, Degree of Effort, and Persistence and stress their necessity.
Touching on other methods for Competency Profiling, Prof. Sharma said this could be done through
Gap Analysis within Assessment Centre. Grouping the candidates in to Clusters is one way to
determine the Training Topics & Objectives, he said. Mr. Sharma spoke of a case where the Return
on Expectations (RoE) is determined in consultation with the person most affected by the
performance of the trainee and based on the RoE the competencies are identified. This is an
important and key element in designing the training programme for typically public servants who
are directly delivering services to the population.
A competency definition based on RoE calls for review and consideration with the whole range of
stakeholders affected by the performance of the trained!
Speaking on his experiences on the Success of the training, Prof. Sharma said that for effectiveness,
training programmes should allow mid-course corrections to address diverse characteristics of the
participants (groups). It is also important not to have pet programmes and methodologies. Rather,
it is important to have a palette with multiple methodologies to address individual preferences and
proclivities in learning (listeningdoingreading).
To the question - How can trainings address changing job descriptions? Prof. Sharma said the
answer lay in Perspective building and contextual astuteness.
Contextual astuteness is key quality required in a manager: this is developed over years, yet this
could be in the design of training. In the final analysis, structure is essential in any training
programme.
Designing competency based “Action Learning and Exposure Programme” (ALEP) – experience
sharing by CICM project team:
Anita Sharma shared that ALEP addresses the competencies required to widen expertise and
knowhow in effective management of international cooperation for mid-level Government
Officials working in partner institutions of Indo-German Bilateral Development Cooperation.
ALEP is a competency based, innovative tailor made programme, designed in close cooperation
with leading stakeholders - both German and Indian organizations; and applies the state of the art
expertise on driving professional development so that the intended outcomes and impacts can be
reached more effectively. The understanding of the competency, which formed the base for
ALEP is:
 the ability of performing effectively under differing conditions”
 the level of
competency required
by the person is closely
connected with the job
they are in. Hence,
each of the participant
does not need to be at
the top level of
competency
development at all

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time. 5 step competency development process.
 Competency never works in isolation. Hence, a framework of competency was worked out
for ALEP, which formed the basis of designing the sessions in each of the modules.
The major challenge of course, was validation of the process as well as the competencies identified
for the ALEP. Being GIZ, the advantage was learning from practices in Germany as well as other
countries where GIZ has used these concepts.
Sharing the competency development concepts applied in ALEP, Anita Sharma mentioned that the
AIZ under GIZ has a strong mandate of continuous R&D in shaping concepts which could address
the adult learning. For ALEP competency development process, the support of AIZ was sought to
draft the first plan. The Four dimensional competency development concepts which formed the
base, is as follows:
a) Individuals acquire knowledge themselves, i.e. knowledge cannot be imparted or
transferred (acquisition)
b) Individuals only learn sustainably and
transform old biographically “approved”
interpretative and emotional patterns, when
they are able to experience their importance
in the accompanying learning processes
(experience).
c) Competencies only sustainably develop or
transform, when they can be applied in situations (application).
d) Individual reflection of own actions creates new developmental initiatives.
Sharing as to how these concepts were adapted into training sessions, Ms Sharma informed that
using the experiential learning processes, it was agreed that ALEP would follow the following
principle:
1. The competencies which were to be addressed through
ALEP were finalised and clustered in a way that al the 4
dimensions of the competency development model
were addressed; and the process applied was designed
in a way that the ‘attitude’ and ‘mind-set’ could remain
in the centre of the process.
2. The extent to which each of the competency was
addressed depended on the need as well as the aspects
required to achieve the overall objective of the
programme. For example, it was agreed that the
competency “Managing Self” was a cross-cutting
competency and should form the central focal line (or
spine) of the entire learning journey as the set of
competency under the cluster envisaged making the
participants more aware of the emotional, physical,
spiritual, and other needs so that they are able to effectively channelize the energies for
enhancing their performances – both in the organization and for the society.
The principle behind shaping the sessions were also shared. These included:
a. Start a new session or topic with a teaser, generating curiosity

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b. Collect stories – use this for clarifying context and concepts;
c. Further build on the concept and generate clarity on the same;
d. Link the process with experiences –
i. Individual reflection (and journaling) – reflecting on own experiences;
ii. Group reflection – reflecting on organizational practices & context
iii. Reflection in plenary – deepening and internalizing
e. Peer coaching – what to do; &
f. Action Plan- solutions…
Mr. Nikhil Gupta agreeing with some of the principles presented, shared his experience in brining
real life cases to his classes and starting with reflection on the same. He further added that though
the process is extremely effective, it is also time consuming, as a result of which, he is not able to
complete the desired content which gives a negative impact. A healthy discussion took place on
the balance of reflection, discussions and input based session; with no one-solution for any aspect.
Delivering Competency Based Trainings under JNNURM: experience sharing by CEPT Prof. Saswat
Bandyopadhyay:
Prof. Saswat presented the PEARL Model: Peer Experience and Reflective Learning : - experience
sharing based Urban Capacity Development Modules and Delivery under the JNNURM in India, Mr.
Saswat said that the Traditional Approach to Competency Development used Standard approach
and methodology to all target groups. These were mostly Top down approach, as lecture based
modules were applied and focused only on theory with little thought to practical problems, issues
and current need of cities and target audience. There was a lack of customisation of the course
material – with no thought given to geographical specificities.
Presenting the methodology followed for Urban Officials Training under JNNURM, Prof. Saswat
mentioned that though there was a desire to use competency based learning, there was no special
capacities in the JNNURM groups to get into that mode. He mentioned that different traditional
methodologies were followed by CEPT to train the Urban Local bodies, which included Class room
lectures, Discussions with Government Officials, Peer Group Discussions, Reflections and
Presentations, Visits to International Best Practices and Field Studies, etc.
GVMC organisation’s competency development trainings under the JnNURM (which defined the
type of projects for funding) were led by functional roles rather than competencies. Blended
Learning processes could help designing modules to address differently the different target groups.
The first experience of such training had also the potential to identify the different competencies to
be included in the module.
This type of Urban Capacity Development training delivery in the north-eastern India with a Hub –
Spoke model had a mixed result: while the participants demonstrated a high level of engagement,
the lack of institutional infrastructure in the region was a challenge to the implementation. Though
there were good ideas, the implementation could not be as successful, mainly due to lack of
conceptual clarity, straight jacketed approach and also poor coordination among various
stakeholders. Hence, the competency based learning was turned back to perform what was
possible by each of the selected partner.

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Ms Sejal Patel and Prof Acharya added the experience of their programmes at CEPT. They found
the exposure based learning programmes very effective – especially those which included foreign
visit. The challenge there was majorly in monitoring the impact of the programme and also the
high cost of delivering such programmes.
Prof. Shravan, asked which shall be the motivating factor for getting the participants to attend the
trainings? Who shall certify and what is the value of the Certificate? These are some questions for
the participants.
Mr. Ram Bhatt called on the participants as a key advantage of the network, it is worthwhile to
upload their respective experiences for common benefit of other members of the network. (GC21
Portal was demonstrated by Mr. Hoda to the TN).

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The Day II started with sharing of agenda and inviting other participants to share their experiences
in designing competency based learning programmes.
Mr. Nikhil Gupta from SVPNPA shared the following:
 NPA has a strong focus on hard core skills training. Though there is a desire of adopting new
concepts, so far, no original work in
designing any competency based learning
has taken place. Leadership is one of the 15
skills included for the trainees.
 Being accredited trainer for leadership
programme, both Nikhil Gupta and Akun
Sabharwal shared their experiences in
facilitating the LBSNAA-GIZ co-designed
leadership module at different places.
o Indo-Tibetan Border Police Academy
at Mussoorie: both were invited to
train ITBP officers on leadership
module. The group was a mixed one, with senior as well as junior officers. The module
co-designed by LBSNAA-GIZ was offered by them. The one & half day programme was
received with enthusiasm and overall participation was very good. However, being
“word – of – Command” organization, few concepts of the leadership programme were
not accepted very well. These were the ones which defied the hierarchy and promoted
the group to work at the same level. Admittedly such training was alien to them;
nevertheless they wanted such training at several levels. The highlight was again – less
content and more reflection!
o Offering the Leadership Module as part of Induction Programme for Promotee IPS
officers from the State Police Services: the programme was received with high level of
enthusiasm. As compared to the input based theoretical programme, the level of
participation was very high and participants were motivated all through. The feedback
from that practice:
 No major feedback on improving the method;
 Presenting “Integrity” as a concept was a difficult task; PEOPLE-FIRST was very
often neglected.
 Group on self-reflection is not always forthcoming. Challenge is HOW TO
ENCOURGE SELF-REFLCTION? Needs further thought to provoke active
participation
o With these experiences in facilitating the programme at different levels & organization,
the questions which are raised include:
 Are we convinced about the relevance of the programme?
 Do trainees practice what they have learnt?
Mr. Gupta shared his experience of engaging with a professor of Indian School of Business on
creating Model on Effective Learning - How to make classroom interesting. The model they
crystallized on was: 3iEF.

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 Interest: why a student will pay attention needs to be brought before the class,
in the class and during delivery.
 Involvement: how participant are involved in the class: SAGE on the STAGE or
GUIDE on the SIDE. Involve – use different methods
 Interaction: between the faculty & participants;
 Evaluation: what should be evaluated and design the class accordingly
 Feedback: will tell you if everything is going right!
GIZ team informed the proposed ToT for Leadership will include the Feedback and 3iEF model.
During the course of discussions, Nikhil Gupta shared the saying: Training programme is like a
course of medicine. Just ONE dose at hospital is not sufficient. Question is HOW TO ENSURE THAT
THE FOLLOWING DOSES ARE TAKEN AT THE LATER STAGES AS WELL.
Ram Bhat brought in the concept of CAN DO and WILL DO.
 Mr. K Sivakumar, Scientist E, Department of
Endangered Species Management. Wild Life Training
Institute:
o WII provides training on Wild life management,
as per the competencies set down in the
national Bio-diversity programme. Foundation
(4months) course with 6 months on capacity
building. Functional training in the field; models are changed based on the feedback of
the participants. Assessment of levels of management in different bio-diversity areas
revealed that 90% of the best managed areas had expertise trained in WII. No
systematic CBT module in WII until contact with GIZ. IFS officials need new skills to
manage the integrated protection of marine bio-diversity areas. Requirement analysis
began with stakeholder mapping involving IFS, Fisheries and Tourism sectors
o Training courses organised to two sets of target groups among IFS revealed the mis-
match in target group’s vis-à-vis the competencies involved.
 Dr. Geetanjoy Sahu, Assistant Professor & Chairperson, Centre for Science Technology and Society,
School of Habitat Studies, TISS
o Shred the experiences in training people who
get benefit out of the decisions made by the
administrators – developing the community
leaders. He said the biggest challenge was
how to develop leaders among the
marginalized society; voiceless landless
people who need to protect their rights; as
well as the people who are seeking justice for
resource management (a project with IGEP, GIZ). Training Programme (in last 75 years)
target 95% cases, community population to help them protect / voice their own rights.
Community Resource

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o Management programmes to benefit people. To map the tribal population which are
aimed to benefit from the Tribal (individual / community forest) rights. Prepares and
provides manuals in regional language, explains the rights and process for claiming these
rights. Outcome is the trainees return to their Gram Sabhas and mobilises the
community in claiming the rights. Bringing together the Forest officials and the
community trainees helps in creating a climate of empowerment and removes the
conflict inherent in the relationship.
Points for further exploration were listed and jointly developed with the participants:
1. How to convince participants on relevance of topicsessionmethods?
2. Are the Competencies targeted the right ones?
3. Is the training module addressing need of different client groups?
4. How to convince participants to take up work on competency development?
5. How to incorporate time lag in assessing performance?
6. How to conduct a multi-stakeholder assessment of competencies and gaps?
7. How do we validate the training / module design vis-à-vis desired competencies?
8. Different ways of facilitation – traditional vs. competency based learning?
9. Training programs or learning programs?
10. How to ensure habit formation persistence in single module program?
Discussing the above points, the participants further identified the challenges in the way designing
competency based trainings for diverse target groups from diverse professions placed in different
levels of the hierarchy and consequently with varying education levels. As part of next steps and to
promote a sustained dialogue within the Network of Training Providers, Mr. Hoda presented the
virtual space GC 21. The participants were invited to come together on this platform by registering
themselves on the forum and share the experiences in
the space provided there for working out proposals to
improve the programme.
The last session of the workshop focused on
concretizing the take-away from the workshop. Each
participant was asked to share their presentation on:
o 2 Key Insights
o 2 Key aspects I find challenging
o What I do would like to do over next 6
months on these

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The presentation of each participant:

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