Introduction

Placing employees in jobs does not ensure their success. New employees are often uncertain about their roles and responsibilities. Job demands and employees capabilities must be balanced through orientation and training programmers both needed. Once employees have been trained and must have mastered their jobs, they may need further development to prepare for their responsibilities. And with ongoing trends grater work forces diversity, flatter organizations, and increased global competition, training and development efforts enable employees to assume expand duties and greater responsibilities. Although Training helps employees do their certain jobs, the benefits of training may extend throughout a persons career and help develop that person for future responsibilities. Development by contrast, helps the individual handle future responsibilities, with the content for current job duties.

Training
Training is a learning experience. It seeks a relatively permanent change in employees that improves their job performance. Thus Training involves changing skills, knowledge, attitude or behavior. William g torpey said, training is the process of developing, skills, habits, knowledge and aptitude the employee. Ad gorwala mentioned that the general conception of training is a mixture of many elements. In one sense, Training means the imparting knowledge of facts and their inter relation. In another sense training involves teaching of techniques. Ricky w. Griffin define Training usually refers to the teaching operational or technical employees how to do the job for which they were hired. Training helps guideline for works, its in understanding and carrying out organizational policies, it also creates and appropriate climate for growth communication and help employees adjust to change. Hence it may be said that Training is a process through which organization prepare its human resources to reach organizational goal. Source: M.J. Tessin, Once Again Why Training?

Training has four phases.

01. First phase is individual training, 02. Second is departmental Training 03/Third is plant of facilities Training. 04. Co-operate and outside Training and development Source: Human resource and personnel management, weather B. William and Davis JR keith.

Development
Employee development is more future oriented and more concerned with education than employee job specification training. Development help individual in making better decision. It also provides information for improving leadership knowledge communication and communication skills and attitudes. Gary Dessler define any attempt to improve current or future management performance by imparting knowledge , changing attitude or increasing skills. By development we mean, to enhance ones ability to understand and interpret knowledge. It focuses more on the employees personal growth. Source: Fundamental of human resource management Stephen p. Robins and David A. Decen Zo

Distinguish Between Training and Development:

Training 1. Training is present day oriented. 2. Training programs are arranged for employees. 3. It is lower level training programe. 4. Training is imbibed for enhancing much more skills and knowledge to the employees. 1. Development program are arranged for future oriented. 2. Development program are arranged for executives. 3. It is a higher level program 4. Development is imbibed for enhancing specific skills and knowledge to the executive. Development

Table: Difference between Training and Development Source: Dr. Rahaman Ataur M. and Gong, Human Resource Management

Training and development objectives:

The main objectives are as follows1. Gain a broad overview of administration instead of narrow departmental vision. 2. Attainment of precession and clarity in the transaction of buisnees. 3. The need for innovation in administration to meet the demands and challenges of time. 4. Technical efficiency. 5. Improvement of morale. 6. To impart to new entrants the basic knowledge and skill they need for an intelligent performance of definite task. 7. To ensure that each employee is equipped with capabilities to perform various task associated with his role. 8. To assist employees to function more effectively in their present position by exposing them to the latest concept, information and techniques and developing skills the need in their particular fields. 9. To help the employee develop as an individual so that the organization can recognized use the maximum possible potential of its employees. 10. To help employees work as team members since no individual can accomplish the goals of the organization.

Importance of Training:
Training is important for improving the skill of employees. The importance of training can not be underestimated. The importance of training are as followsFirst, Training leads to increase the skill of employee and he performance the job better than before, Second, The trained worker does not commit mistakes, he knows his job well. Third, Trained worker do not cause any damage to machines and equipments because they know how to use them. So the wastage of materials and damages to the machines and equipments are low Fourth, A trained workers morale increases because of the support and encouragement he gets from his superior at the work place.

Assessment of Training Needs:

Need assessment diagnoses current problem and future challenges to be meeting through training and development. For example competitive pressure or a change in the organizations strategy may lead to downsizing and restructuring that accompanies it. As a result, the remaining employees may remaining employees may need to be more broadly trained. The comments of one training how the external environment affected in training. Thus need assessments must consider each person. The individual employees needs may be determined by HR department, by supervisor, or by self-nomination.

The HR departments different approaches to need assessment, It may survey potential trainees to identify specific topics about which they want to learn more. This suggests that trainees are more likely to be receptive to the resulting program when they are viewed as relevant. Of course, this approach presumes that those surveyed what training they need.

Program Content Training and development Objectives Learning Principles Evaluation Criteria Evaluation

Needs Assessment

Actual Program

Skill knowledge and Ability of Workers

Source: B.M. Bass and J.A. Vaughen, Training and Industry.

Steps of Training:
The following steps must be form the basis of any training activity. There are as follows, 1. Determine the training needs and its objectives. 2. Translate them into program that meet the needs of the selected trainee. There are a few generalizations about training that can help the practitioner. Training should be as along term investment in human resources using the equation below: Performance = Ability* Motivation

Training Methods and Techniques:

In order to achieve the training objectives successfully, it is essential that a careful choice is made from amongst a variety of pedagogical tools, techniques and training methods available for facilitating learning. Some of the widely used methods and techniques are briefly discussed below.

1. Job instruction Training (JIT) :

The job instruction Training is a form of individual instruction by supervisors and is similar to coaching. The JIT involves the following steps, Preparing the trainee in term of existing skill on the job, securing his interest and attention. Presenting the job operation in term of what the trainee need to do. Applying and training out the instruction and following up Training. 2. Coaching: Coaching is again on the job training of individual by the superior in the area of specifically defined tasks. This method is more appropriate for organization of new employee and for helping for disadvantaged employees to learn specific job. The supervisor must have interpersonal compliance and be able to establish helping relationship with the trainee. 3. Programme learning: A form of individual study, programmed learning is more studied to meet the behavioral objective and non-motor skill on knowledge is to be learned by a large number of trainees. The trainer motivates the trainees independent progress through the programme.

4. Job Rotations:
These are the form of on the job individual training into emphasis on providing the training experience in various types of job, location, and department. These techniques are more appropriate for developing multi skill, operational flexibility, providing satisfaction from routine jobs and bordering of overall perspective.

5. Lecture: Lecture is by for the most widely used techniques of training of involve speaking to the large number of trainee usually from prepared notes. There are two variations of this method. Talk: Talk involves encouraging trainees to raise questions thus maintaining interest in this topic. Discussion: In discussion, Knowledge, ideas, are opinion freely exchanged among the Trainee and Trainer. 6. Conference: The Conference method is used to help employees develop problem solving skill. Group discussion and meeting are the two techniques often used in the organization. The conference method or group discussion effect change in the participation though modification of their experience sharing and reshuffle there views, thinking, and attitudes. 7. Laboratory training: Laboratory Training often called sensitivity training or group T-group, is based on the participation of the group dynamics, and is widely used as a tool of inculating term sprit among employees. Both unstructured experienced and structured experienced are provided to the participation to help them increase their self-awareness, develop interpersonal competence, and sharpen skill to work, in term of effective member and leaders. The trainer must be professionally trained to lead the group.

8. Role Playing:
Role Playing is used in helping trainees to find out human relation problem, to develop insight though. In depth analysis of problems relating to human interaction, to aquar skill inter personal communication with particular emphasis on the empathy and listening.

9. Case study: The Case study method involves diagnostic and problem solving study of usually a written description of some event or set of circumstances or organizational problems providing relevant details. This method is appropriate for developing analogical and problem solving orientation, and skill, providing practical in applying management concept, tools and techniques, emphasis awareness on management concept and progress. 10. In-Basket: In-Basket or In-Tray techniques involve in stimulation of a series of decisions a trainee might have to make in real life. The Trainee is presented with pack of paper and fails in a containing administrative problems and are asked to the take decisions within specific time limit. The decision taken by several trainees are recorded and compared with one another, Learning occur as trainee reflect and evaluate the decisions taken on participations customers complaint, superiors demand, irrelevant information and the like. Reference: Personnel Management and Human Resources by C. S. Vanlata.

Bangladesh Public Administration Training Centre:

Bangladesh Public Administration Training Centre (BPATC) is the apex training institution in the public sector. The Centre was established as an autonomous organization in 1984 vide ordinance No. XXVI of 1984. This training institute caters for imparting training of all the 29 Civil Service Cadre officials. This is a unique Centre where officials of different levels attend training courses ensuring both the vertical and horizontal integration in training philosophy. Bangladesh Public Administration Training Centre Ordinance 1984 by amalgamating following training institutions.

Vision of Bangladesh Public Administration Training Centre :

1. develop human resources with competence and strong moral values through state-of-the art training; 2. promote a culture of continuous learning in the public service to foster a knowledge society; 3. conduct research and publications on public sector management; 4. networking with reputed institutions of home and abroad to enrich training, research and consultancy; and Extend consultancy services for enhancing organizational performance.

Divisions of Bangladesh Public Administration Training Centre:

The Centre is headed by a Rector who is a senior Secretary to the Government followed by Six Members Directing Staff (MDS) of the rank of Joint Secretary to the Government and they supervise the following six divisions

The following six divisions are1. Management and Public Administration; 2. Programme and Studies and Regional Centers 3. Development Economics; 4. Research and Consultancy; 5. Development Projects and 6. Management and Development

Structure of Bangladesh Public Administration Training Centre:

Each division consists of a number of departments headed by a Director of the rank of Deputy Secretary. Below them are Deputy Directors, Assistant Directors, Evaluation Officers and Research Officers. The Centre has four Regional Centers called Regional Public Administration Training Centre (RPATC) at four old Divisional Headquarters. Regional Centers are mainly meant for staff training and each of them is headed by a Deputy Director.

Director

Deputy Director

Assistant Directors

Evaluation Officers

Research Officers

Fig- Structure of BPATC

Board of Governors:
The twelve-member Board of Governors (BOG) chaired by a Minister provides general policy directions as and when required.

The Board is composed of the following members:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

A cabinet minister nominated by the Government to act as the chairperson of the Board; Cabinet Secretary Rector, BPATC Secretary, Ministry of Establishment Secretary, Finance Division Secretary, Ministry of Education A Vice-Chancellor of a University nominated by the Government Commandant, defence Services Command and Staff College Chairman, Bangladesh Federations of Commerce and Industry Chairman, Department of Public Administration, University of Dhaka, Chittagong, Rajshahi or Jahangirnagar by rotation in that order; Two elites including one woman nominated by the Government

Regional Public Administration Training Centres (RPATCs) :

Regional Public Administration Training Centres (RPATCs), the arms of Bangladesh Public Administration Training Centre (BPATC), are mandated to discharge specialized training courses for support staff and officials of
1. 2. 3. 4.

Government organization Semi-government organization Autonomous organization Non-government organization

BPATC soupose the training courses conducted by RPATCs are of immense benefit for the officials and employees in enhancing their skills and expertise at a reasonable level required to discharge their duties for the people more efficiently and effectively. Trainee: The levels of clientele groups of these training courses range from junior to mid level officers and support staff of class III and IV.

Structure of RPATC:
BPATC has four regional centers located at former greater divisional headquarters namely Dhaka, Chittagong, Khulna and Rajshahi. Each RPATC headed by a Deputy Director. 1. Dhaka RPATC 2. Chittagong RPATC 3. Rajshahi RPATC 4. Khulna RPATC

Bangladesh Public Administration Training Centre Activities:

Training programmers are broadly classified into two categories: (i) (ii) Core courses and Short specialized courses.

Core courses: Core courses usually range from 10 to 16 weeks.

Short specialized courses: Short specialized courses range from 1 to 4 weeks. Focus of the core courses is development of the conceptual and technical base.

Training Programmers:
1. Senior Staff Course (SSC) 2. Advanced Course on Administration and Development (ACAD) 3. Foundation Training Course (FTC)
4. Special Foundation Training Course for Election Commission Officials

Short Courses:
1. Training of Trainers Course 2. Project Management Course 3. Course on Trade and Aid: Planning Negotiations Techniques 4. Human Resource Planning Course

5. Financial Management Course 6. Environmental Management and Sustainable Development Course 7. Modern Office Management Course 8. Course on Information Technology and E-Governance
9. Foundation Refresher Program 10. Course on Communicative English 11. Gender and Development Course

Training programme: 2012-2013 SL. NO. Name of Course Duration Total course Desired No. of Participants Total Desired No. of Participants 125 125 600 60 20 20 50 50 75 75 25 50 320 50

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Senior Staff Course (SSC) Advanced Course on Administration & Development (ACAD) Foundation Training Course(FTC) Special FTC Lunch time/Dinner time Training Course Policy Planning & Management Course (PPMC) Competency Enhancement Course (CEC) Training of Trainer Course (TOT) Project Management Course Financial Management Course Human Resource Planning Course Modern Office Management Course Foundation Refresher Progamme Curse on Conflict Management & Negotiation Techniques

45 45 120 45 1/2 12 30 15 15 15 05 15 05 12

5 5 3 2 1 1 2 2 3 3 1 2 2 2

25 25 200 30 20 20 25 25 25 25 25 25 160 25

15. 16. 17. 18. 19. 20. A B A+B

Gender & Development Course Course on communicative English e-Government Management Course Course on Improving Public Service Thought TOM Course on Environment & Disaster Management Course Research Methodology Total Seminar Workshops Grand Total

05 15 28 05 15 14 2 -

1 1 2 1 2 2 43 2 40 47

25 25 25 25 25 25 25 -

25 25 50 25 50 50 1870 80 2030

1.

Senior Staff Course (SSC)

Duration: 45 days

Number of Participants: The desired number of participants is 25.

Level of Participants: Join Secretaries to the government and their equivalent officers of the equal rank of Defence Service/ Executives of equal status from non-government & private sector organization.

Course Contents: New public Management and Administrative Reform; Policy formulation; policy Analysis; Development Partners and Issues of the national Concern Change in the Role of Government etc.

Evaluation: Participants will be evaluated out of 800 marks. Mode of evaluation will be syndicate work, individual assignment, seminar page and exercise. Evaluation for games is rational distributed among participation in jogging, games and Impression created by discipline.

2. Advanced Course on Administration and Development (ACAD)

Duration: 45 days

Number of Participants: The desired number of participants is 25.

Level of Participants: Deputy Secretaries to the government and their equivalent officers of the equal rank of Defence Service/ Executives of equal status from nongovernment & private sector organization.

Course Contents: Public Administration, Poverty Reduction, Policies and Strategies, Gender and Development, Environment Management, Morality in Administration, Land Management, Project Management, Individual action Plan etc.

Evaluation: Participants will be evaluated out of 1200 marks. Mode of evaluation will be individual Arrangement of workshop and group exercise. Evaluation for games is rational distributed among participation in jogging, games and Impression created by discipline.

3. Foundation Training Course (FTC)

Duration: 4 Month (12o days)

Number of Participants: The desired number of participants is 200.

Level of Participants: New entrants to different cadres of Bangladesh Civil Service

Course Contents: Content of FTC cover seven board areas of public administration and develop management. The broad areas are Bangladesh studies; Public Administration; Management process; Development Economics; Skill development; human Rights; and special Training Activities. Under the seven Broad areas there are 22 modules etc.

Evaluation: Participants will be evaluated out of 1500 marks. Participants are evaluated through written examination, individual assignment, report, team report, presentation, role play, attitude, behavior, maintenance of discipline.

Seminar:

The center will conduct at least 4 seminars in the calendar year of 2012-2013 which participate by 25-50 participants. The seminar will helpful to the identification and solution of many national issues. A few more Seminar may also held in collaboration with UNICEF, UNDP, CFTC, JICA, KOICA, NAPSIPAG, CDMP, MJF, CPTU, NUFFIC, ANU, MATT-2etc. Duration of the Seminar may vary form 1 day to 5 days.

Other Activities:
Rector of the center on request form both national and international organizations may allow seminars to be held at the Center from time to time in order to ensure the maximum utilization of the physical facilities of the Center. Managing at The Top (TOP) programme to train the senior government officials and develop reformed human resource management system within Bangladesh Civil Service as an important building block for incremental reform is also ruining at the ITC of the center. MATT-2 funded by DFID, commenced in January 2006 and will continue

up to January 2013. Programme and Workshop on right to information will also take place in the 2012-2013 training year of the center.

Address:

Bangladesh public Administration Training Center Savar, Dhaka, Bangladesh

Website:
www.bpatc.org.com