Human Resource Development for the Central Pollution Control Board

1. Human Resource Development for the Central Pollution Control Board National Comprehensive Training Needs Assessment CPCB-InWEnt-GTZ/ASEM Concept for the Environmental Training Unit CPCB ifanos concept&planung P. Bank / F. Bemmerlein-Lux

2. Conceptual Mandate At the national conference of Ministers of Environment and Forests in 2001 in Coimbatore it is documented under the headline “Functioning of Pollution Control Boards and Effective Implementation of Environmental Laws”: “Training of personnel, for which programme shall be drawn up by the CPCB”

3. NationalAssessment The TNA and the development of a HRD strategy at this point is at the National level. It will therefore lead to a National Human Resource Development Programme for the Pollution Control Boards and related Institutions and Organisations.

4. What has to be done? ……… a list of training measures (courses, exposures, Hands on training etc.) But how to construct such a list? What kind of capacity building is needed for whom? – And when? How to measure the effects and impacts of the implementation of training courses? What courses and for whom are most important? How to allocate scarce resources wisely? How to acquire new resources for capacity building? ... Why TNA

5. Procedure:Development of the HRD Training Programme For whom? Target Group Identification What & why Training Needs Assessment Who? Identification Training Institutes Design of Structure How? Definition of Strategy Training Types and Content Training Impact Evaluation When? Operational Plan

6. Requirements for effective plan preparation & implementation Existing structures capacities and competence Derive Training Needs V V • Deficits Institutional deficits: Regulations Structure Competence Target groups deficits: Awareness Knowledge Skills Target Groups with their specific requirements Derived TN

7. Example: Reporting: Derive Training Needs Requirements Existing not standardised narrative sporadic reporting lines inaccurate etc. standardised fact oriented regular defined reporting lines etc. • Example • Reporting The institution is supported to establish effective reporting lines Capacity Building A skills training module for reporting is outlined Training Need It has to be adapted to different target groups according to their function, responsibilities and tasks.

8. Reporting ProcedureTarget Groups • TG I: 1st Level Officer, etc.: • Has to know: report writing, design guidelines for reporting, define reporting lines, manage reporting lines, summarize reports, check quality of reports etc. • TG II: 2nd Level Officer, etc.: • Has to know: understand guidelines, write reports, deliver reports, .... • Example The strengthening of reporting skills creates a common understanding and contributes to the institutional integration on different levels and actors.

9. From Training needs to training courses Deficits in Awareness, skills and knowledge Institutional Deficits Training Modules HRDP Programme (different types of Training measures) Target Groups with their specific requirements • Training types The planned training courses will have to be characterised according to a standardised format. It should contain all the necessary information (TOR) to start the design of such a training course.

10. Human Resource Development and Capacity Building are Processes

11. The Relations of the Training Management - ETU Management Administration Key persons Training Management Training Course Providers (NTIs), Trainers Target Groups Target Institutions Beneficiaries

12. requirements Start / Reconnaissance Evaluation The Training Cycle Assessing the Needs requirements requirements Implementation Deriving Objectives Planning and Design The Training Cycle The Training Management has to organise the training process in close cooperation with all the stakeholders

13. Process Evaluation and Feedback Input Output1 Performance discrepancies Competency improvement needs Training objectives Design Delivery Training’s impact on participants reactions Output 2 Training’s impact on knowledge, skills and attitudes Evaluation Communication Feedback Output 3 Training’s impact on job performance Results Output 4 Training’s impact on quality of service Training’s impact on organisational performance

14. Suggestions for ETU • Extend the TNA and HRD to all fields of CPCB/SPCB activities • Initiate and support a Network of Training Managers / Responsible in SPCB • Organise and lead the ET net (training providers) • Design and compile a “training management handbook” for the HRDP Process Implement • Adapt, amend and update the HRD strategy according to urgent emerging needs • Initiate awareness campaigns and support SPCB to implement them • Responsibility for the proper documentation and reporting in the system • Organise internal workshops and coordination meetings • Look for additional funds and financing • …..

15. Thank you