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 person’s 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, it’s 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 employee’s personal growth.

Source: Fundamental of human resource management Stephen p. Robins and David A.

Decen Zo
Distinguish Between Training and Development:

Training Development

1. Training is present day oriented.

1. Development program are arranged
for future oriented.
2. Training programs are arranged for 2. Development program are arranged
employees. for executives.

3. It is lower level training programe. 3. It is a higher level program

4. Training is imbibed for enhancing 4. Development is imbibed for

much more skills and knowledge to enhancing specific skills and
the employees. knowledge to the executive.

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 follows-
1. 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 follows-
First,
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
organization’s 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 employee’s needs may
be determined by HR department, by supervisor, or by self-nomination.
 The HR department’s 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
Needs Actual Program Skill knowledge and
Assessment Learning Principles Ability of Workers

Evaluation
Criteria

Evaluation

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 division’s are-

1. 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. A cabinet minister nominated by the Government to act as the chairperson of the

Board;
2. Cabinet Secretary
3. Rector, BPATC
4. Secretary, Ministry of Establishment
5. Secretary, Finance Division
6. Secretary, Ministry of Education
7. A Vice-Chancellor of a University nominated by the Government
8. Commandant, defence Services Command and Staff College
9. Chairman, Bangladesh Federations of Commerce and Industry
10. Chairman, Department of Public Administration, University of Dhaka,
Chittagong, Rajshahi or Jahangirnagar by rotation in that order;
11. 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. Government organization
2. Semi-government organization
3. Autonomous organization
4. 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) Core courses and

(ii) 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. Name of Course Duration Total course Desired No. Total
NO. of Participants Desired No.
of
Participants

1. Senior Staff Course (SSC) 45 5 25 125

2. Advanced Course on 45 5 25 125
Administration & Development
(ACAD)
3. Foundation Training Course(FTC) 120 3 200 600
4. Special FTC 45 2 30 60
5. Lunch time/Dinner time Training 1/2 1 20 20
Course
6. Policy Planning & Management 12 1 20 20
Course (PPMC)
7. Competency Enhancement Course 30 2 25 50
(CEC)
8. Training of Trainer Course (TOT) 15 2 25 50
9. Project Management Course 15 3 25 75
10. Financial Management Course 15 3 25 75
11. Human Resource Planning Course 05 1 25 25
12. Modern Office Management 15 2 25 50
Course
13. Foundation Refresher Progamme 05 2 160 320
14. Curse on Conflict Management & 12 2 25 50
Negotiation Techniques
15. Gender & Development Course 05 1 25 25
16. Course on communicative English 15 1 25 25
17. e-Government Management 28 2 25 50
Course
18. Course on Improving Public 05 1 25 25
Service Thought TOM
19. Course on Environment & 15 2 25 50
Disaster Management
20. Course Research Methodology 14 2 25 50
A Total - 43 - 1870
B Seminar - 2 - 80
Workshops 2 40 25
A+B Grand Total - 47 - 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 non-
government & 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