Appreciation of the role of Class II government officials and serious efforts to improve their skills through training dates back only a decade. Chapter-I deals with the background of Government Officers Class II training programs and some theoretical and conceptual aspects that usually guide an evaluation study. Trainees' opinion of L11c Trainers' performance LJ1e Percentage of Faculty Member/Invited Speaker.
Details of the courses conducted by the RPA-TCs for Class II Government Officers Appendix-3. It began to function in the Secn:tariat as a department of the Services and General Administration (S&GA) of the Ministry of the Establishment. The RSTis at divisional headquarters and the STI in Dhaka emerged as the regional centers of the .BPA.
This can help to improve and renew the course program according to the suggestions and felt needs of the trainees. In addition, it should also be stated how much of the change is attributable to the training program and how much is to be attributed to 0Ll11.:r Iuciors. A reliable instrument is 011c which is c011sistc1ll in the sense that subsequent measurement of the object under the Sil!11C situation gives the same result.
Trainers record trainee responses to training programmes, sessions, speakers or venues.
Chapter-Il
Ms;rhodolo~y
It is believed that the systematic method is ideal, the expedient method is prudent and the partial method is realistic. Physical and other facilities also fall under the scope of the ev.Juarion program.. In this study, such aspects or training programs were also evaluated mainly through axxcxxmcn: or reactions and observations of respondents and researchers. Among those selected for interview are many trainees of such courses and some oilmen who are \ver-: .. nominated but could take part in certain courses.
Classes of respondents No. of those in charge i) Trainees/trainees of class 11 100 .. ii) Heads of training centers 04 . iii) Officer II. of a class that could not . participate 16. iv) Nominating body 16 . v) Supervisors 20. Trainee officers were selected by purposive sampling from those who were receiving or were receiving u·aining in the RPATC. The number of respondents who could be reached, approached and interviewed within a limited time had to be within . reasonable resources. limitation so that Respondents were selected from the following categories of officials: .. ii) office supervisor; . iii) supervisor;.
They also tried to record observations about the impact and effect of the training on improving the performance and behavioral changes of the participants and the organizations they are researching. Information and data were also collected from relevant literature, brochures, handouts and were designated as secondary data (secondary bibliography and references) in the urc study.
Chapter- III
Talllr 3: Opinion of the Participant about llic Areas of Trainiug foe Career Dcvcluprnc111
- S ulllcient Relcvum 25
- Courses und Content or the Courses : We arc 1101 sure as LO whether the courses
According to them, the lack of adequate staff for replacement and the lack of a positive attitude of superiors towards training are among the factors that cause this situation. They give importance to some of the training courses namely Financial Management, Office Administration and. First, the authority must fill the vacancies in the offices and especially those that are important for the normal functioning of the office.
The trainees reported that only four types of training aids were used; hut the pupils felt the necessity for (i) providing relevant books and puL>liL-;.1ti1.rn .i11 sufficient number (ii) using projectors (iii) rangiug Iilm show and tr:1ini11;; v1J..:,is ;.11J (v ) distribution of sufficient number or handouts (iv) PA system .uid couipuicr. Ii' this is in accordance with the list required by the trainers (table-Tl), we see cJ011siderabk am0Yihr6'P'gl.1p between tile two. Details of the courses offered by the RPATCs for class II on ~·cek I are given in Annexure-2.
The trainees include the following categories of class: .. ii) · Office Superintendent; . (iii) Chief Inspector; .. vii) Sub-registers; . viii) Assistant Information Officers; . ix) Project Implementation Officers; .. off1'.ll'.d serve the p11rpnsc they took. The current courses can help develop the skills currently or in the near future required of Class 11 officials. However, the proposed new courses also deserve the necessary attention. To meet the challenges of growth and development, the offices of the future will be increasingly less automated.
It is also affected by the faculty decision regarding the use of guest speakers and faculty members. Table-14: The opinion of the trainees about the performance of the trainers Perfunnum:e Arcw; lklow Less ilrnn. 3.1 .35 ll is shown by \he nmblc thnt in case of trnining for class-II often', it appears facnllY n1ernbers con1i1ntc I most of the loudspeakers.
This is indeed a strong proposition. for policy makers in m,in your major concern should be the q11nllty of the trainers. The pupils would like a coach who is personally involved, sincere, cooperative, disciplined, motivated/motivating and has manners and etiquette. It could also be a reflection of environment in either study, which could have made the differences in findings so stark.
There can be various training methods like lectures, unions etc. The list of training methods is given i1.1 in Annexure-J.
Although the training programs for Class 11 officers could be organized in a better possible order, some u.unccs and instructors felt that the present arrangement was satisfactory. Most participants found it useful: Unfortunately, AV aids were used less than they could have been. The table above shows that a large percentage (87%) of the participants believe that the training is useful for their career development.
Training can be treated as a requirement for passing the efficiency bar (EB) and confirmation in service. Respondents' idea of the links between training courses and careers must have been a factor influencing the effectiveness of the courses offered to Grade 11 officers. Some courses were considered by a large percentage of participants as "good", while the same courses were evaluated by the managers of the training institutions as "very good".
On the other hand, the opinion of the majority of the trained or trainee officers is that training is related to career. The RPATCs lack staff to study what training programs are needed, what a training program requires, what the focus of the training program should be and wktl sl!u,.tJ Li.: 1!1.;. The most important method of evaluation is the end of course evaluation in terms of an exam.
End-of-course evaluation results can be very useful for post-training evaluation. So far no agreement can be made for job evaluation after training. As a result, the end-of-course exam becomes a dead end in iisctf with very little room to use the scores of this exam as a means of post-training assessment of trainee performance at the end-user level. which is the ultimate goal of all training programs. 111e course completion evaluation covers four areas, namely course content, speakers, course management and mess management.
In addition to such a needs assessment, there could also be an examination of the 'wide resources' easily accessible to the training institutions at headquarters and in other parts of the region. For the training of Class 1I civil servants, instructional capabilities are also shared with the training programs of Class 1Il and IV employees. Many of the courses currently organized at the RPATCs can be delivered at the Upuzila and Zilla headquarters, which are closer to the participants' workplaces.
On the Job Training (OJT) is .d:-.u au opportunity to meet staff training needs and improve overall efficiency. Tiley can also monitor the programs at the district headquarters and help control: the quality of training provided in the districts and upazilas.
Chapter-IV
I Obserymioos
- Recommendations
- Designing training programmes should be a continuous process which among other this iuclues (i) updating of the course content (ii) improving quality of the
4.1.12 · Looking forward, the trainees are willing to change and aware of technology and possible changes in the office of the future. It seems this is stronger among the nominees. and supervising officers than among the trainees. refer to statement on group dynamics). This centralized nature of the training arrangement explains overcapacity and underutilization of the training facilities at _RPATC.
To solve this problem, the training arrangement needs to be decentralized and extended to upazilas. As domestic training resources are meager, there should be arrangements for on-the-job training for II officers. grade (as regards personnel of all other grades). To this end, the PATC should properly incorporate elements of TOT into the training courses for Class 1 officers.
To improve the quality of training, incentive pattern should be designed in terms of .. better facilities, future job and promotion so that the best officers 4.2.4. Getting the most out of a training program; it is necessary that training is related to career development. To make adjustments, RPATCs must read the signals obtained in the study and design training programs for transition to the automated office of the future.
The RPATCs should conduct research on the training needs and resources in the respective region so that the training programs can be organized locally at the Zila or Upazila level. It should be adapted so that the results of the course evaluation can be correlated with the post-training performance evaluation. For better student use, RPATC libraries should remain open after business hours.
In order to solve the problem of regular food supply, RPATC can organize a cafeteria, which is subcontracted to a private person. The RP ATC should be included in the information network that extends to the upazila level down the line and the BPA TC at the top.
