‘SUJALA’ Watershed Project Developing the Training Strategy

1. ‘SUJALA’Watershed ProjectDeveloping the Training Strategy Training Strategy Consolidation and Planning Workshop Human Resource Development and Capacity Building 20th of October 2003

2. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Outline Scope of the Mission Major Issues of Concern What is Capacity Building Organisational Structure Management System Capacity Building and Training Outlook

3. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Our Scope General training strategy for the remainder of the project, including solutions for effective management and implementation. Revised training plan that will facilitate effective implementation of the training strategy. Concrete and practical suggestions for linkingevaluation of training initiatives with the WDD monitoring and evaluation system.

4. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Our Guiding Questions What should be the final outcome of the project? What is the current performance of the system and its actors? To reach this, what functions have to be fulfilled and by whom? How does it have to improve or change to match the required functions?

5. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Purpose of the Workshop Inform about our approach and scope Share preliminary findings for the future of the training programmes in the SUJALA project Present ideas, issues, problems related to the training system in SUJALA project. Discuss the efforts undertaken in the past and efforts possible to be undertaken.

6. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Major Issues of Concern • Unclear definition of capacity building • Deficiencies in the overview about training events and progress • Difficulties of integration of technical, social and managerial issues in training • Sub-optimal management system • Unclear organisational structure • An enormous time pressure • but ……! Sujala support

7. What has been achieved? • Training Courses have been streamlined and standardised • Integration of social, managerial and technical training courses started • Preparation of training material started • A monitoring system works professionally • Management Information System starts to work • HRD Training Management Cell is installed at WDD and has qualified core staff • All institutions (incl. new DRG at District level) are in place • TOR for revision of TNA issued • but ……! Sujala support

8. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Education(university, school) allows individuals to broaden their knowledge and personally develop towards the future. Trainingallows specific skills and knowledge to be learned and applied immediately. It is based on practical competence and pre-determined outcomes. Training is one tool for capacity building.

9. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Capacity building is the process of strengthening procedures as well as organisational, institutional and intra-institutional capabilities of individuals, institutions and organisations in charge of watershed development.

10. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Target groups are not the participants as individuals but as representatives of institutions and organisations with responsibilities in watershed development. Sujala support

11. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Purposeof capacity building is to enable actors to competently execute their duties and tasks. The toolsfor capacity building are different kinds of training and exposure activities and learning by doing.

12. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT • Building awareness • Strengthening cooperation and integration among actors/institutions • Strengthening knowledge and skills to do the job within the watershed project • Strengthening the technical capabilities of institutions and organisations • Strengthening the regulative and integrative framework of the project Sujala support

13. The Organisational Structure: Roles and Responsibilities • The details of roles and responsibilities exists, but they are often not optimised for a HRD System. • The expected activities/outputs of the institutions within the TOR are broad and ambiguously defined, multiple interpretations of the TORs creates misunderstanding. Sujala support

14. The Organisational Structure: Roles and Responsibilities • There exist overlapping of functions • lack of effective coordination. Multiple institutions are engaged in independently creating plans, organising events and monitoring the developments. • Intended roles and responsibilities of the actors are not commensurate with the human and managerial capacities (especially at the district and below levels). • Institutionalised Platforms for dialogue and coordination are weak or do not exist Sujala support

15. Main!! Function Coordination. Dialogue Control Policy Coordination --- Advisory Board, HRD State Staff Meeting Audio conference Institut-ionalised Platforms Dialogue workshop (s) Project partners review meeting Operational Plan review and planning meeting Operational Plan review and planning meeting District Project partners review meeting Field Project partners review meeting Action Plan review and planning meeting Sujala support

16. Planning the training implementation PNGO WDD TMC UAS SOP Institutionalised Platforms LNGO DRG DOPs FNGO WDT TAPs FG WA integrated training team Sujala support

17. Example Sujala support

18. Management Structure Training line. Management line Monitoring line. UAS. PNGO. WDD TMC Monitoring State DWDO DRG Dir. Monitoring District DRG. LNGO. WDT Monitoring Field WDT FNGO.

19. Management Issues • Understanding clearly its mandate –overall guiding, coordination, supervisory and supportive entity. • Transparency of decision making • One of the principles of modern management is to create win-winsituations • The project should aim for a quality standard • The establishment of a ‘SUJALA corporate identity’ Sujala support

20. Conditions for implementation: All existing TOR are needed, clear picture of the organisational structure and the management system with expected results. Timeframe summary (*): First establishment 18 days, revision 6 1/2 days (time for TMC only) etc.

21. Training Modules Training Modules Teaching Methods Teaching Material (aids) combine Training Courses Training Courses Project Implementation derived training requirements combine Project Implementation coordinated and sequenced capacity building requirements ToT CBP2 CBP3 CBP1 Target Group x Target Group z Target Group y ToT Training of Trainers is included in CBP’s ••• Process from Training Needs Assessment to Capacity Building Programmes Training Types TNA

22. Project start in MWS Swap Preparation orientation on SUJALA SWAP Preparation Book keeping and fin. management induction PRA hands on TOT on SWAP Preparation ToT on book K. CBP sequenced aggregation CBO Training Period Training of Trainers period Sequence Training Courses CBP 1 for EC Time… CBP 1 for FG Training Activities

23. Suggestions for the Planning of Training Activities • Prepare Training Action Plans (TAP) at Field level • Prepare District Operation Plans (DOPs) • Prepare State Operation Plan (SOBs) What is the contents of those Plans? How does it work? Sujala support

24. Capacity Building Planning A Nested Hierarchy of Plans State Level Operational Plan SOP District Level Operational Plans DOPs Field Level Training Action Plans TAPs Sujala support

25. Capacity Building Planning and Coordination Operational Planning Scheme for HRD Process: • The Operational Plans of the State (SOP) and District level (DOP) are framework plans. • The SOP define periods of operation for the tasks and responsibilities of the District level (top down process). • DOPs interpret, adapt and specify higher level plans • Periodic adjustment of the SOP and DOPs (bottom up process). Sujala support

26. Capacity Building Planning and Coordination Operational Plan Example Sujala support

27. Selection of suggestions I: • Compile and design a Training Management Manual • Increase the Dialogue Culture within and between Actors and Institutions to motivate and sustain better coordination and understanding • Clarifications and redefinition of roles and responsibilities • Integrated Operational and Action Planning • Effectively implement the MIS and support its constant use • ……. Sujala support

28. Selection of suggestions II: • Base the all Training Plans not only on needs, but also on the absorption capacity of the trainees • Compile and sequence training courses into Capacity Building Programmes for different stakeholders. • Harmonise and coordinate these CBPs with the SUJALA Project implementation • Shift from knowledge transfer and awareness based training modules to practical exposure and hands on short training events for the beneficiaries • ……. Sujala support

29. Sujala support