--- title: "Vol 1 0" book: "PG MPUB 203 (2nd Sem) Personnel Administration & Human Resource Management" category: "PG MPUB" publisher: "Ratan Prakashan Mandir Pvt. Ltd." type: "Educational Material" ---  According to Latest Syllabus Read For Sure Success In University Examination RATAN TEXT BOOK PERSONNEL ADMINISTRATION AND HUMAN RESOURCE MANAGEMENT Vol-1 M.A.Pub.Ad. (Sem-II) Dr. Atul Bhardwaj Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 Copyright Authors & Publishers Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 ISBN :978-81-69604-91-8 Price 260.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 Preamble to the Constitution of India WE, THE PEOPLE OF INDIA, Having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. UNIT-1PERSONNEL ADMINISTRATION: MEANING, SCOPE AND SIGNIFICANCE Structure 1.1    Introduction 1.2    Learning Objectives 1.3    Meaning and Importance Self -Check Exercises-1 1.4    Scope of Personnel Administration Self -Check Exercises-2 1.5    Emerging Role of Personnel Administration Self -Check Exercises-3 1.6    Summary 1.7    Glossary 1.8    Answers to self-check exercises 1.9    References/Suggested Readings 1.10    Terminal Questions 1.1    INTRODUCTION While the evolution and development of personnel administration in UK and USA was largely voluntary, in India personnel administration had to be prodded along by governmental intervention and coercion While in the West the pioneering work in the field of personnel management was motivated by the managerial pre-occupation with the concept of welfare in India a combination of the disquieting recruitment practices growing labour unrest resulting in strike and loss of production, and a consideration of numerous grievances initiated some interest in personnel management especially in the textile mills in the years prior to the Second World War. The evolution of personnel management in India, particularly in the textile industry, was shaped by employer-led initiatives and the Indian Institute of Personnel Management. Unlike other nations, where it grew from welfare programs, in India, it emerged from recruitment challenges and worker grievances. Dissatisfaction with the traditional jobber-based hiring system led the Royal Commission on Labour to propose the appointment of labour officers. Their role was to address grievances, 4 prevent disputes, and foster better industrial relations. Although they were trusted by workers, they remained part of management, acting as a crucial link between employers and employees. This development laid the groundwork for modern personnel management in India. Personnel management in India owes its origin to legal compulsions. Prior to the recommendations of the Royal Commission on Labour in 1931, the area concerning the management of people in an organization was either part financial management of a necessary appendage to the operations of a business. Thus, personnel management in India has a short history of about four decades 1.2    LEARNING OBJECTIVES After going through this lesson, the student will be able to know 1.2.1    Meaning of Personnel Administration 1.2.2    The scope of Personnel Administration 1.2.3    The role of Personnel Administration in the organization 1.3    MEANING & IMPORTANCE Personnel administration in the totality of concern with the human resources of body. It is one of the organization's major connections with its milieu. It applies in microcosm the values, the ethics, the of that environment, and it in turn influences the environment. To whatever extent this is true in any organisation, it is all the truer in the public service-simply because of its size and is that branch of administration which is responsible, on a staff basis for concentrating those aspects of operation which one primarily deals with the relationship of management to employees and employees to employees and with the development of individual and group. It is the process of attracting, holding and motivating people involving all managers-line and staff. Edward Flipps states: "Personnel Administration is the planning, organizing. directing, integration, maintenance and separation of much resources to the end that individual, organizations and societal objectives are accomplished." Personnel administration is something of state of mind. It is an attitude compounded of understanding both the forces which shape manpower needs, supply, and problems and, at the same time, the importance of human will and personality. It is kind of continual educational 5 process for employer and employee alike. It is management's conscience as well as its privilege; it is employee's obligations as well as their right. It is enlightenment in the fusing of organisational goals with individual needs. Prof. Jucium has defined personnel administration as: "The field of management which has to do with planning, organising, directing and controlling various operative functions of procuring, developing, maintaining and utilising a labour force, such that the: (a) objectives, for which the organisation is established are attained economically and effectively (b) objectives of all lends of personnel are served to the highest possible degree; and (c) objectives of the community are duly and served". According to this definition, personnel administration is concerned with the managerial (planning, organising, directing and controlling) and operative (procurement, development, maintenance and utilisation) functions, with a view to achieving the organisational goals frugally and effective and consultation the discrete and community goals. Personnel administration is basically concerned with people at work and their relationship with each other. The Institute of Personnel Management, UK. has defined personnel management as follows: Personnel management is part of management function which is concerned with people at work and with their relationship within an enterprise. Its aim is to bring advance into an effective organisation the men and women who make up an enterprise and having regard to the well-being of an individual and of working groups, to enable to make their best contribution to its success. Personnel examines what is, can be, or should be done to make people more productive and more satisfied with their work. The contributions of the Personnel functions to organisational effectiveness are in the objectives pursued by personnel specialised and departments •    To provide the enterprise with well-trained and well-motivated employees. •    To use the work force efficiently and effectively. •    To develop and maintain a quality of work life that makes employment in the enterprise a desirable personnel and social situation. •    Personnel consists of numerous activities, including •    Employment recruitment, selection, and orientation •    Career development and counselling, performance evaluation, and training and development •    Compensation and protection. •    Labour relations •    Equal Employment opportunity programmes •    Discipline, control and evaluation of the personnel function. In particular, personnel administration is concerned with the development and application of policies governing the following factors 1.    Manpower planning, selection, placement and terminations; 2.    Education and training, and career development; 3.    Terms of employment a methods and standard of remuneration: 4.    Working conditions and employees service, 5.    Formal and informal communication and consultation, both through the representatives of employer and both through the representatives of employer and employees and at all lends throughout the enterprises; and 6.    Negotiation application of agreement on wages and working conditions. Personnel administration in India, as it is interpreted, discusses and practiced is largely static, legalistic and ritualistic. Assisting top management in realising the last concept of states Manship is the central task and fundamental purpose of dynamic personal administration. There are three fundamental concepts of dynamic personnel administration recognised in contemporary time. First, is the concept of the development of people to their fullest potentialities. Personnel administration must assist individuals to grow in the business organisation to such an extent where they will have complete opportunities to rely their fullest potentialities. The second concept of dynamic personnel administration is to facilitate the working together of groups of people toward definite pre-determined ends. This third emerging concept is that personnel administration is a profit-growth engineering function. Personnel administration is a live responsibility but also a staff function in administration. It is a basic management responsibility, permeating all levels and types of administration in all organisation, private or public. Personnel specialists help line managers by providing advice, counsel, services and various types of controls to help administration secure consistent administration of personnel policies which serve individual needs and further organisational objectives • Self-Check Exercise-1 Q.1 What is the meaning of personnel administration? Q.2 Discuss significance of personnel administration. 7 1.4    SCOPE OF PERSONNEL ADMINISTRATION The Personnel function occupies a paradoxical position in public administration. The well-performed personnel function probably touches on or is involved in a wider range of activities, than any other organisational function. The hopes, aspirations, fears, problems and apathies, actions, balance, creativity and innovativeness of people determine the ultimate success or failure of the organisation. The basic functions of personnel administration in an organisation are as follows. 1.4.1    Placing the right man on the right job. 1.4.2    Starting new employees in the organisation 1.4.3    Training men for jobs that are new to him. 1.4.4    Improving job performance of each man 1.4.5    Gaining creative co-operation and developing smooth working relationship. 1.4.6    Interpreting policies and procedures. 1.4.7    Controlling labour costs. 1.4.8    Creating and maintaining a high level of developmental morale 1.4.9    Protecting health and physical condition of employees. Personnel administration in India can now boast of sophisticated training courses including sensitivity and grid systems, management by objective system, performance appraisal techniques, the application of behavioural science and group dynamic, and knowledge of such other modern administration practices. • Self-Check Exercise-2 Q.1 What is the scope of personnel administration? Q.2 Discuss about the nature of personnel administration? 1.5    EMERGING ROLE OF PERSONNEL DEPARTMENT In view of the imposing challenges confronting the human resources in organisation, a final challenge is axiomatic, increasing effectiveness of the human resources function in helping solve the people problems confronting business. The focus of the personnel function has to be on process helping evolve less formal process that line administration can use to better manage people Thrust is to be on process orientation. The personnel function has to assure that human resources strategies are developed and that they are linked to and supportive of organizational goals and strategies. >    Research Organisation This is to include: •    Audit of current practices and manpower utilisation. •    Experimentation of innovative ideas •    Evaluation of personnel programmes. •    Computerisation of manpower information system for increasing qualify and efficiency. >    Developing Personnel Policies •    Modification of human resources system to meet the growth and development expectation of employees. •    Policies to become more sensitive to organisation's internal needs and have long range perspective. •    Consistency and fairness in implementation and interpretation. •    Self-Check Exercise-3 Q.1 Discuss about the emerging role of Personnel Administration. Q.2 Write a short note on developing personnel policies. 1.6.    SUMMARY Personnel Administration in India owes its origin to legal compulsion. Prior to the recommendation of the Royal Commission on Labour in 1931, the area concerning the management of people in an organization was either part of financial management of a necessary appendage to the operations of a business. Thus Personnel Manahement in India has a short history of about four decade 1.7.    GLOSSARY Personnel Administration: it is in the totality of concern with the HR of organization. Human Resources: The term "human resources" typically refers to the individuals who constitute the workforce of an organization, business, or economy. These individuals contribute their skills, knowledge, experience, and labor towards the goals and objectives of the entity they work for(organization) 1.8.    ANSWER TO SELF CHECK EXERCISES Self-Check Exercise-1 Q.1 Refer to Section 1.3 Q.2 Refer to Section 1.3 Self-Check Exercise-2 Q.1 Refer to Section 1.4 Q.2 Refer to Section 1.4 Self-Check Exercise-3 Q.1 Refer to Section 1.5 Q.2 Refer to Section 1.5 1.9.    REFERENCES/SUGGESTED READINGS 1.    Maheshwari S.R. "Civil Service in Great Britain", Concept Publishing Company, 1976. 2.    Goel S.L. "Personnel Administration and Management", Deep and Deep publication, New Delhi, 2002. 3.    Palekar S.A. “Public Personnel administration”, ABD Publisher, New Delhi 2020. 4.    Kumar kar Sushant” public personnel Administration”, Kunal Books Publisher, 2018. 5.    Procter W. Arthur ”Principles of Public Personnel Administration” Forgotten Books Publication, 2022. 6.    https://egyankosh.ac.in/bitstream/123456789/63019/1/Block-2.pdf 7.    https://shodhganga.inflibnet.ac.in:8443/jspui/pdfToThesis.jsp?toHandle 1.10.    TERMINAL QUESTIONS: 1.    What is Personnel Administration? Discuss the scope and significance of Personnel Administration 2.    Analyses the role of Personnel Administration in India. UNIT-2CAREER SYSTEM- CONCEPT AND TYPE Structure 2.1    Introduction 2.2    Learning Objective 2.3    Career Development Objectives Self-Check Exercise-1 2.4    Steps for Career Development Self-Check Exercise-2 2.5    Benefit of Career Development to the Individual Self-Check Exercise-3 2.6    Benefit of Career Development to the organization Self-Check Exercises-4 2.7    Summary 2.8    Glossary 2.9    Answer to the Self Check Exercise 2.10    References/Suggested Readings 2.11    Terminal Questions 2.1    INTRODUCTION A career system is one in which a hierarchically organised group includes posts at different levels. The whole professional life of the employee under this system is utilized profitably from one level to another In contract or position system an official is recruited for a particular 11 job, which he/she will occupy throughout his/her stay in the organisation. Many commissions in different countries favored the adoption of the career system. No civil service can hope to survive long if it fails to compensate adequately through reasonable career prospects those of its staff who have served u for long periods conscientiously and with dedication Career system is a guarantee of efficiency and integrity and a shield against patronage and political pressure In brief, career planning is an important instrument for motivation and development of employees in an organisation, if the concept of career planning is properly understood at all levels. It can then be used to the maximum advantage of both the employees and the organisation. For making the career plan work as an effective instrument, two important aspects have to be accepted. Firstly, a commitment on the part of the supervisor that his men and their growth is his primary responsibility and that his success should be judged in terms of men's career he has helped to build by his contribution and assistance. Secondly, the management as a whole should be committed to help the employees attain their full potential by training, job rotation and acceptance of greater challenges and responsibilities. This calls for imaginative planning and involvement of management at various levels. Thus, personnel policies are to be tailored to fit the needs of the Organisation and employees so that motivation is kept in a dynamic form 2.2    LEARNING OBJECTIVE After going through this lesson, the student will be able to understand the •    The concept of Career System •    The objective laid down in Career development •    The steps for Career development •    The importance of Career development for the individual as well as for the organization 2.3    CAREER DEVELOPMENT OBJECTIVE Career development encompasses the planning and management of a career system. Career planning and development are concepts which encompass the events-either happening to or initiated by individuals. which affect his progression or promotion, his widening and/or changing employment possibilities and his acquiring a different, and normally higher status, better conditions or increased satisfaction with the job. Career development means to provide all conditions conducive to the development of the persons once recruited in the organisation so that they can occupy higher positions in the organization. Career management helps organizations meet their workforce needs by providing employees with growth opportunities. It focuses on developing their skills, knowledge, and potential through a structured approach, ensuring optimal use of human resources for long-term success. Career planning refers to planned and systematized progression of events and development in the field of work or vocation of an individual during the employable periods of his life. In essence, a career system may comprise careful selection of able young men with the requisite qualifications and necessary attributes of character and motivation. Such persons may be carefully trained later on in those aspects of the organisation which cannot be acquired before-hand and their attitudes continually tested by assigning them a variety of tasks during a period of probation, after which a candidate may be retained on a career basis or released. Moreover, forward planning of their assignments may be made to ensure the maximum utilisation and proper development of their aptitudes Constant in service, training courses may be provided to keep them abreast of the latest developments and to prevent them from becoming stagnant. This may be followed by an open system of promotion, permitting the ablest officers to serve at the highest posts whether at headquarters or in the field. The career status should not prevent the management from releasing persons who prove ineffective or who lose their effectiveness. Objectives According to Bata K. Dey, the following are the objectives of career management: 1.    To secure the right man at the right time in the right place. This has two facets: o positively, to make succession-planning smooth, painless and timely, and o negatively, to avoid a "square peg-in-a round-hole" in organisation 2.    To ensure that the road to the top is open for all 3.    To impart to the employee, maximum satisfaction, consistent with their qualifications, experience, competence, performance as well as individualistic need and expectation, leading to a harmonious balance between personal and organizational objectives. 4.    To strengthen the organisation's manpower retention programme based on adequacy or career compensation and motivation management, insuring against possible dislocation, discontinuity and turnover in terms of human inputs. Hence, a successful career management programme ensures that the objectives of the 13 organisation are effectively and efficiently realised through a stable, committed and highly motivated staff. The process ensures a perpetual mutually enriching environment for the employees as well as the organisation. This provides the competitive edge over other organisations, which do not carry out a career management plan. • Self-Check Exercise-1 Q.1 What is career development? Q.2 What are the objectives of career development? 2.4.    STEPS FOR CAREER DEVELOPMENT The following steps need to be taken to implement the career development plan: 1)    Selection on the basis of promise or potential for growth as well as of capacity to meet the changing needs and challenges of new functions in an organisation. 2)    Training, to assist the person in timely preparation for changing work requirements, through the acquisition, improvement and adaptation of knowledge and skills, in order both to further organisational goals and to promote individual growth and job satisfaction. 3)    Mobility to assist flexible development of personnel resources to meet organizational need, as well as to promote the self-actualization of individual staff and to enhance their value to the organisation through their progressive exposure to different facets of its work giving priorities in the filling of vacancies in the following order for promotion from within the organisation; transfer within the organisation, and outside recruitment. 4)    Promotion by merit, to stimulate, to assist and to reward high quality performance and individual growth 5)    Formulation of a uniform staff policy embracing all categories of staff. and experience 6)    Implementation of a policy of systematic rotation of staff within units to provide training of all kinds and at various levels. 7)    Realistically assessing the duties and responsibilities of posts with a view to ensuring their correct classification; ensuring full participation by representatives designated by the staff in all matters relating to training, promotion, reclassification of posts, recruitment, etc. • Self-Check Exercise-2 Q.1 Discuss about the steps of career development. 14 Q.2 Write short note on training aspect of career development. 2.5.    BENEFITS OF CAREER DEVELOPMENT TO THE INDIVIDUAL i.    It helps the staff member to discover his/her own talents, needs and motives related to work (through performance appraisal, career counselling and planned work assignments and training): ii.    It helps fulfil the individual's need to know what his/her position and future in the organisation will be (by providing realistic information and feedback related to career expectations); iii.    It provides a sense of affiliation with the organisation and a feeling that the organisation is interested in the staff member's development; iv.    It provides greater opportunity for the individual to obtain optimal return for his/her personal investment (contribution of talents, time, energy, etc.) in the organisation. v.    It provides the individual with a greater awareness of his/her work environment and hence promotes more intelligent decision-making with respect to careers and avoids frustration caused by lack of career information vi.    It helps fulfill the individual's need to retain a sense of control over his/her personal destiny in the increasingly complex and impersonalised modem industrial society, vii.    It provides greater opportunities for change in the working environment that would otherwise lead to boredom, viii.    It is conducive to job satisfaction by providing assignments most suited to the individual's needs and talents. ix.    It leads to optimal personal development by developing abilities and aptitudes. • Self-Check Exercise-3 Q.1 Discuss about the benefits of career development to the individual. Q.2 Write short note on the career development. 2.6.    BENEFITS OF CAREER DEVELOPMENT TO THE ORGANISATION a)    It helps increase efficiency/productivity in jobs, and in tum, effectiveness in meeting the 15 organisation's objectives (through greater creativity, motivation and contribution of staff). b)    It helps reduce the turnover of high potential staff and absenteeism of all staff. c)    It facilitates staff mobility by planning assignments well enough in advance to avoid some of the obstacles which arise when staff are required to move at short notice, d)    It helps provide greater assurance of an adequate supply of qualified personnel for future openings in managerial, technical and Other key positions e)    It promotes continuity of organisational knowledge by drawing more upon internal personnel resources; f)    It helps reduce pressure on job classification and another personnel system resulting from frustrated career g)    It provides an added input in programme planning by offering more data on the capabilities of the work force which in turn permits a better judgment to be made of whether or in what manner proposed programme objectives can be accomplished: h)    It prevents organisational chaos by helping to provide a more regulated, ordered and objective procedure for upward mobility of staff members, It promotes optimal utilisation of human resources both at present, by preventing instances of mismatched staff members (those having suitable qualifications for jobs other than those in which they are presently placed) and in the future by permitting longer-term planning of the development of the staff member's usefulness to the organisation, and contributes significantly to the reduction of cost. • Self-Check Exercise-4 Q.1 Discuss about the development and its objectives. Q.2 What are the benefits of Career Development to the organization? 2.7    SUMMARY A Career System is one in which a hierarchically organised group includes posts at different levels The whole professional life of the employee under this system is utilized profitably from one to another In contract or position system an official is recruited for a particular job, he/she will occupy throughout his/her stay in the organization. Many commissions in different countries favoured the adoption of the career system, No civil service can hope to survive long if it fails to compensate adequately through reasonable career prospects, those of 16 its staff who have served it for long periods conscientiously and with dedication Career system is a guarantee of efficiency and integrity and a shield against patronage and political pressure 2.8    GLOSSARY Career Development: It encompasses the planning and management of a career system Career Planning It refers to planned and systematized progression of events and development in the field of work 2.9    ANSWER TO SELF CHECK EXERCISES: Self-Check Exercise-1 Q.1 Refer to section 2.3 Q.2 Refer to section 2.3 Self-Check Exercise-2 Q.1 Refer to section 2.4 Q.2 Refer to section 2.4 Self-Check Exercise-3 Q.1 Refer to section 2.5 Q.2 Refer to section 2.5 Self-Check Exercise-4 Q.1 Refer to section 2.6 Q.2 Refer to section 2.6 2.10    REFERENCES/SUGGESTED READINGS •    Maheshwari S.R. "Civil Service in Great Britain", Concept Publishing Company,1976. •    Goel S.L. "Personnel Administration and Management", Deep and Deeppublication, New Delhi, 2002. •    Palekar S.A. “Public Personnel administration”, ABD Publisher, New Delhi 2020. •    Kumar kar Sushant” public personnel Administration”, Kunal Books Publisher,2018. •    Procter W. Arthur ”Principles of Public Personnel Administration” ForgottenBooks Publication, 2022. • https://devlibrary.in/human-resource-development-unit-4 • https://egyankosh.ac.in/bitstream/123456789/19275/1/Unit- 13.pdf • https://dx.doi.org/10.1177/0019556119870104 • https://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/381134 /14/14_chapter5.pdf 2.11 TERMINAL QUESTION 1.    Discuss Career Development. What are its benefits to individual as well as to the organization? UNIT-3POSITION CLASSIFICATION-CONCEPT AND BASE Structure 3.1    Introduction 3.2    Learning Objectives 3.3    Advantages of Classification Self -Check Exercise-1 3.4    Classification System in some selected countries especially in India, UK, USA. Self -Check Exercise-2 3.5    Conclusion 3.6    Glossary 3.7    Answer to Self-Check Exercise 3.8    References/Suggested Readings 3.9    Terminal Question 3.1    INTRODUCTION classification of jobs and standardization of staff are two of the most essential features of the personnel system. W.F. Willoughby has rightly stated, "Classification and standardization of public employment constitute, indeed, the starting point or the basis upon which the whole personnel structure must rest." A judicious classification system would help in sorting out easily the problems of pay line of promotion, duties and responsibilities. "Upon proper classification" 18 says Dr. H. Finer, "depends the efficiency of recruitment, the possibility of creating a rational promotional system, and equitable treatment of people working in different departments."? Before the introduction of such classification, hundreds of jobs had their pay, set individually in appropriation acts, and annually and biannually the appropriating bodies would be besieged by individual claims for increases. There was over-payment and under- payment and much discontent in the public services" Personnel structure defines responsibilities, delegation, and the focus on organizational objectives. In classification, the smallest unit is a position, as defined by the American Classification Act of 1949, consisting of specific duties and responsibilities. A position may be occupied or vacant, with incumbents being permanent, temporary, probationary, or on deputation. Similar positions form a class, sharing qualification criteria and salary scales. Stahl defines a class as a group of positions with comparable duties, warranting uniform employment treatment. These classes are further grouped into services (e.g., engineering, health, education). The Administrative Reforms Commission outlines service formation as: 1.    Defining duties and required skills, grouping similar roles. 2.    Ranking positions based on responsibilities. 3.2    LEARNING OBJECTIVES After going through this lesson, the student will be able to know •    Meaning and concept of Classification Importance of Classification •    Classification System in Some selected countries mentioned in this lesson 3.3    ADVANTAGES OF CLASSIFICATION A sound system of classification is indispensable for developing a rational system of personnel administration. Its merits are: 1.    It helps in minimizing the influence of individual pressures, since within the same class all have to be paid alike. Besides, it eliminates the evil of specific salary legislation, which would be troublesome and dangerous in impanation. 2.    It ensures the enforcement of the principle of equal pay for equal work. 3.    It makes the task of budgetary sanctions easy and intelligible and ensures a meaningful control by the legislature on personnel issues. 4.    It helps the employees in undertaking clearly defined duties and responsibilities and 19 removes confusion and promotes good management-staff relations. Besides, it provides the basis for good supervision 5.    It promotes better understanding since a common terminology is adopted 6.    It helps in avoiding duplication and inconsistencies in the work process. 7.    It helps in objective evaluation of the performance of civil servants. 8.    It facilitates the processes of recruitment, training, promotion and transfer SYSTEMS OF CLASSIFICATION There are two systems of classification a) Position Classification In position classification the most important is the duties and responsibilities attached to the job rather than the person discharging their duties. The salary and status of the civil servants depends upon the point in which he is assigned By Milton stated that classification is meant the grouping of point in on the basis of similarity of duties and qualification requirement. Dimock defines it as "the systematic sorting and ranking of port in a hierarchical sequence according to comparative difficulty and responsibility Experience has shown that a classification on the basis of duties and responsibilities is more suitable than any other arrangement. The International Civil Service Advisory Board supported this view when it stated: "It is a consensus of the organizations that the general level of duties and responsibilities constitute the only realistic basis for achieving a comparable classification of posts" The Board further considers that the following factors are relevant in determining a given level of duties and responsibilities 1.    The importance, scope and complexity of the post. 2.    The qualifications essentially required for the performance of the duties of the post. 3.    The extent to which the work is supervised. 4.    The extent and nature of the supervisory responsibilities, and 5.    The extent and nature of the authority to take decisions. There are four steps in the development of a position classification 1.    Analysing and recording the duties and other distinctive characteristics of the positions to be classified (job analysis and description). 2.    grouping the positions into classes upon the basis of their similarities; 3.    writing such standards or specification for each class of positions as it will indicate its character. define its boundaries and serve as a guide in allocating individual positions to the class, in recruitment and examinations. 4.    installation by allocating individual positions to the classes thus described. The position classification has certain advantages, which are briefed as follows: 1.    It provides a rational system for comparing the whole classes or groups of positions with common pay ranges. The demand for equal pay for equal work can be met by adopting position classification. 2    This system provides a basic structure for the personnel in the civil service. Recruitment and selection standards, promotions, transfers and other staff assignments, career development and training programs can be facilitated within the class structure. 3.    It reduces numerous occupations and positions to manageable proportions. 4.    The position classification permits an objective evaluation of the performance of civil servants. 5.    It supplies job information, which helps in career development. 6.    It provides a base for promoting harmonious relations between the employer and the employees 7.    Finally, the position classification helps in such other things as budgetary procedures, organizational planning, manpower planning, etc. The Administrative Reforms Commission, in its report on Personnel Administration, favoured its adoption. The Commission recommended, "The posts in the civil service should be grouped into grades so that all those which call for similar qualifications and similar difficult and possibilities are grouped in the same grade. b). Rank Classification In rank classification, a man's status and salary are determined with reference to the service he is assigned after recruitment. It does not depend upon the "position" he holds or the work he does. The Civil Service, as Roger Gregorie says, is not just the juxtaposition of all the beneficials in public employment at a given time, it is a pool of members, who are more or less are recruited for their personal qualities and gradually trained so that they can occupy to the best of their ability, existing or future positions in some government department. A civil service is primarily a member of a corps, he is thus qualified to hold a series of positions classified in the same level, although the work may vary considerably with each of them His assignment to one of these positions is a decision of a secondary importance which is quite separate from his appointment and should he be transferred from that position to another in the same grade, his situation will remain unchanged. For example, a member of the All India Service may serve either in the secretariat or in the field or in a corporation or in a company, but he would go on drawing the same salary and holds the same status. Similarly, a Director of Health posted as Officer on Special Dury would draw the same salary while the job performed is entirely different. Thus, salary and status are independent of posting Rank classification has many ments: •    It is easy to understand and administer •    It encourages career opportunities and promotes mobility rather than to a position. •    It encourages loyalty to the civil service. •    It attracts competent people to the service However, the rank-in-man classification suffers from many inherent limitations: 1.    It is violating the principles of equal pay for equal work It does not define the contents of any job in detail. 2.    It does not describe what is expected of a post and consequently, the performance of its incumbent may not be rationally measured. 3.    It is not conducive to the formulation of scientific standards on which selection of personnel, training, posting, transfer, promotion, career development, etc., may be organized. Since position classification is better suited. 4.    it has been adopted in most of the countries of the world Those countries, which were using rank classification. • Self -Check Exercise-1 Q.1 What is the advantages of classification? Q.2 Discuss about the systems of classification. 3.4 CLASSIFICATION SYSTEM IN SOME SELECTED COUNTRIES ESPECIALLY IN INDIA, U.K., USA. a.    The United Kingdom In UK, the Civil Service was divided into a large number of classes, such as the administrative class, the executive class, the clerical class and the messengerial class. In addition, there were other classes such as the Work Group of Professionals, Economist and the Statistician, Scientific Officers and Medical Officers The Fulton Committee recommended that classes as such should be abolished. In its view. "All civil servants should be organized, in a single grading structure in which there are an appropriate number of paylevels matching different levels of skills and responsibility and the correct grading for each post is determined by an analysis of the job" b.    The United States In the United States, the Federal Civil Service is divided into various occupational groups known as "series', comprising of positions at various levels. There are in all 18 grades to cover the range of different job levels. c.    France All civil servants, whether technical-or non-technical, belong to the four general classes running through all classification is particularly important in fixing salaries on the basis of occupations, which fall under various categories of skilled and semi-skilled labour. d.    India The Indian Civil Service classification system is based on the British model Initially, during East India Company Rule the civil services were classified as covenanted services reserved for British appointed from the UK and the uncovenanted appointed from Indians for low category job. The Atchison Commission (1886) replaced the covenanted service with Imperial Civil Service of India. A local service in each province Provincial Civil Service was recommended. The third tier was the subordinate service. After the implementation of the Government of India Act, 1919, the imperial services were divided into two classes-Central Services and All India Services. The Central Services were divided into (1) Class I, (ii) Class II, (ii) Subordinates, and (iv) Inferior Services. The First Pay Commission (1946) replaced the subordinate and inferior services with Class III and Class IV Services At present, the Civil Services in India have been classified in Services, Groups and Grades. The Services are: All India Services, Central Services, Central Secretariat Services, State Civil Services. All these services are divided into four groups, ie, A, B, C, D. Each group has a number of grades. The Second Central Pay Commission (1957-59) came to the conclusion that the existing classification of Civil Service did not serve any practical purpose and needed change because, The lines of division nun horizontally across the services, resulting in a grouping of services and posts on a non-departmental and non-occupational basis" However, this recommendation was not accepted. The Administrative Reforms Commission (1969) examined this question and observed. "The post in the Civil Service should be grouped into categories, so that all those which call for similar qualifications and involve similar difficulties and responsibilities fall in the same category The same pay scale should be applied to all posts in the same category. It proposed that (1) the entire civil service should be brought into a framework of 20 to 25 grades (2) All the Class posts may be evaluated and assigned to nine common pay scales. These nine grades may be divided into three levels, namely, junior, middle and senior (3) The Department of Personnel should undertake urgently a detailed study for the purpose of determining the grades as well as the posts to which these should be attached. However, the Government of India did not take any action on the recommendations of this Commission. • Self -Check Exercise-1 Q1. Discuss about the classification system in USA. Q.2 Discuss about the classification system in U.K and India. 3.5    CONCLUSION The Third Central Pay Commission (1973) recommended the classification of civil posts under the Central Government in four groups, ie, A, B, C, and D instead of four classes ie. I, II, III, and W. This recommendation has been accepted by the Government. The four-fold classification was based on pay range. Like the Third commission, the Fourth Commission justified classification into four groups as it playeda vital role in disciplinary matters. The Fourth Pay Commission recommended group-wise classification as follows: a.    Not less than Rs. 4000 b.    Not less than Rs. 2900 but less than Rs 4000 c.    Over Rs. 1500 but less than Rs. 2900. d Rs 1500 or less. They have opined that classification of posts as Groups A, B, C and D mainly served the purpose of disciplinary rules so as to regulate the appointing, reviewing and appellate 24 authority. It is precisely for this reason that the same was incorporated under the CCS (CCA) Rules, 1965. The classification had also been made use of, to regulate orders relating to Group Insurance, age of retirement, etc 3.6    GLOSSARY Position Classification: In this the important is the duties and responsibilities attached to the job rather than the person discharge his duties. Rank Classification : In Rank Classification a man status and salary are determined with reference to the service he is assigned after recruitment 3.7    ANSWER TO SELF CHECK QUESTIONS Self-Check Exercise-1 Q.1 Refer to section 3.3 Q.2 Refer to section 3.3 Self-Check Exercise-2 Q.1 Refer to section 3.4 Q.2 Refer to section 3.4 3.8    REFERENCES/SUGGESTED READINGS: •    Maheshwari S.R. "Civil Service in Great Britain", Concept Publishing Company, 1976. •    Goel S.L. "Personnel Administration and Management", Deep and Deep publication, New Delhi, 2002. •    Palekar S.A. “Public Personnel administration”, ABD Publisher, New Delhi 2020. •    Kumar kar Sushant” public personnel Administration”, Kunal Books Publisher, 2018. •    Procter W. Arthur ”Principles of Public Personnel Administration” Forgotten Books Publication, 2022. •    https://polscie.weebly.com/uploads/2/6/5/0/26502314/public_administration_conc epts_and_theories_rumki_basu_sterl.htm •    https://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/69580/6/06_chapter%202. pdf •    https://egyankosh.ac.in/bitstream/123456789/63019/1/Block-2.pdf https://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/79377/7/07_chapter%204. pdf 3.9    TERMINAL QUESTION: •    What is position classification? What are its benefits to the organization? •    Discuss position classification system in some selected countries of the world UNIT-4 HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT CONCEPT, ELEMENTS AND ITS APPLCATION GOVERNMENT Structure 4.1    Introduction 4.2    Learning Objectives 4.3    Meaning and Definition Self-Check Exercises-1 4.4    Essential of Human Resource Management Self-Check Exercises-2 4.5    Scope of HRM Self-Check Exercises-3 4.6    HRM objectives and Functions Self-Check Exercises-4 4.7    Human Resource Development Self-Check Exercises-5 4.8    Conclusion 4.9    Glossary 4.10   Answer to Self-Check Exercise 4.11    References/Suggested Readings 4.12    Terminal questions 4.1    INTRODUCTION: An organization is nothing without human resources, organizations exists because of individuals.Without individuals, industrials or business enterprises cannot be staffed and managed. Today, more than ever before, the challenges and excitement in the field of Human Resource Management, reach out across the globe and command the attention of practicising managers. The direct and all-important nexus between effective people management and effective organization management has been incontrovertibly established. The changes in the world economy, the pressures on resources and the new concern for employment and human rights have on all of us, and new agenda. With the liberalization of the Indian economy, and the structural adjustments that have necessarily accompanied it, the prospect of global competition looms large Problems of productivity, quality of products and work life, environment safety and healthy will increasingly dominate the commercial view in the coming years. But people, after all, at the heart of issues of productivity, quality of work life, and legal compliance. Organizations that do a better job in managing their human resources are most likely to be more effective in dealing with them. Because the essence of HRM is managing people, it plays a significant indeed a vital role, in determining which organizations will survive and flourish. Never before have our domestic business and industry faced the intense competition now presented by foreign and multinational corporations 4.2    LEARNING OBJECTIVES: After going through this lesson, the students will be able to know the following:- 4.12.1     The concept of HRD and HRM. 4.12.2      Pre-requisite of HRD 4.12.3     Scope of HRM 4.12.4      The application of HRD techniques to the organisation 4.3    MEANING AND DEFINITION Human source Management (HRM) is concerned with the "people" dimension inmanagement. Since every organization is made up of people, acquiring their services, developing their skills, motivating them to high level of performance and ensuring that they continue to maintain their commitments to the organization are essential to achieving organizational objectives. This is true regardless of the type of organization-government, business, education, health, recreation or social action. Getting and keeping good people is critical to the success of every organization, whether profit or non-profit, public or private. Those organizations that are able to acquire, develop, stimulate and keep out standing workers will be both effective and efficient. Those organization that are ineffective or inefficient risk the hazards of stagnating or going out of business. Survival of organization require competent managers and workers coordinating their efforts towards an ultimate goal. While successful coordination cannot guarantee success, organizations that are unsuccessful 28 in getting such coordination from managers and workers will ultimately failt. Simply put, Human Resource Management (HRM) is a management function that helps mangers recruit, select, train and develop members for an organization, obviously, HRM is concerned with the people's dimension in organization. • Self-Check Exercise-1 Q.1 What is the meaning of HRM? Q.2 Discuss about the HRM definition. 4.4    ESSENTIAL OF HUMAN RESOURCE MANAGEMENT 1.    Organizations are not mere bricks, mortar, machineries or inventories. They are people, it is the people who staff and manage organizations: 2    HRM involves the application of management functions and principles: The functions and principles are applied to acquisitioning, developing, maintaining, and remunerating employees in organizations 3.    Decisions relating to employees must be integrated decisions on different aspects of employees must be consistent with other human resource (HR) decision. 4.    Decisions made must influence the effectiveness of an organization. Effectiveness of an organization must result betterment of service to customers in the forum of high quality products reasonable costs. supplied at 5.    HRM functions are not confined to business establishments only. They are applicable to non - business organizations too such as education, health care, recreating and the like. On the basis of five core points following are the definitions. Wendell French has evolved and apt definition "Human resource management is the systematic control of a network of interrelated process affecting and involving all members of an organization" Human resource management is concerned with the people dimension in management. Since every organizations is made up people acquiring their services, developing their skills, motivating them to higher levels of performance and ensuring that they continue to maintain their commitment to the organization are essential to achieving organizational objectives. This is true, regardless of the type of organization movement, business, education, health, recreation or social action. Human resource management is a series of integrated decision that form the employment relationship: their quality contributes to the ability of the organizations and the employees to achieve their objectives. Human 29 resource management is the planning, organizing, directing and controlling of the procurement, development compensation, integration, maintenance and separation of human resources to the end that individual organizational, and social objectives are accomplished. Thus, HRM refers to a set ofprogrammes and activities designed and carried out in order to maximize both employee as well as organizational effectiveness. Nature Human Resource Management is an approach based on four fundamental principles. 1.    Human resources are the most important assets an organization has and their effective management is the key to its success; 2.    This success is most likely to be achieved if the personnel policies and procedures of the enterprise are closely linked with, and make a major contribution to, the achievement of corporate objectives and strategic plans, 3.    The corporate culture and the values, organizational climate and managerial behaviour that emanate from that culture will exert a major influence on the achievement of excellence; this culture must, therefore be managed. 4.    Finally, HRM is concerned with integration-getting all the members of the organization involved and working together with a sense of common purpose. The major components of HRM are today, widely recognized: a.    Human Resource Planning. b.    Recruitment Screening and Selection. c.    Training and Development. d.    Performance Appraisal and Promotion e.    Job analysis and Design. f.    Quality of works life, Safety and Health. g.    Organizational Culture. h.    Personnel Research and information Systems. i.    Union/Labour Reflation’s. j Employee Assistance. The above said areas have been termed spokes of the wheel in that each area impacts on human resource outputs, quality of work, productivity, and the readiness for change. • Self-Check Exercise-2 Q.1 What are the essentials of HRM? Q.2 Discuss about the major components of HRM. 4.5    SCOPE OF HRM The scope of HRM is indeed vast. All major activities in the working life of a worker form the time of his or her entry into an organization. Until he or she leaves come under the preview of HRM. Specially, the activities included are HR Planning Job analysis and design, recruitment, selection, orientation and placement, training and development, performance appraisal and job evaluation, employee and executive remuneration, motivation, communication, welfare, safety and health, industrial relation (IR) and the like. For the sake of convenience, we can categories all these functions into seven sections. 1.    introduction to HRM. 2.    employee hiring 3. employee and executive remuneration, 4.    employee motivation 5.    employee maintenance, 6    industrial relation 6.    prospects of HRM • Self-Check Exercise-3 Q.1 Discuss about the scope of HRM. 4.6    HRM: OBJECTIVES AND FUNCTIONS Human resource management in contrast to disciplines like mathematics or philosophy has the intrinsic potential is grab students interest because of its relevance to their everyday lives. The primary objectives of HRM is to ensure the availability of a competent and willing workforce to an organization. Beyond this, there are other objectives too. Specially, HRM objectives are four fold-societal, organizational, functional and personal Objective of HRMa.    Societal Objectives Societal objectives To be ethically and socially responsible to the needs and challenges of the 31 society while minimizing the negative impact of such demands upon the organization. The failure of organizations to use their resources for the society's benefit in ethical way may lead to restrictions. For example, the society may limit HR decisions through laws that enforce reservation in hiring and laws that address discrimination, safety or other such areas of societal concern. b.    Organizational Objectives To recognize the role of HRM in bringing about organizational effectiveness, HRM is not an end in itself. It is only a means to assist the organization with its primary objectives. Simply stated the department exists to serve the rest of the organization c.    Functional Objectives To maintain the department's contribution at a level appropriate to the organization's needs. Resources are wasted when HRM is either more or less sophisticated to suit the organizations demands. The department's level of service must be tailored to fit the organization it serves d.    Personal Objectives To assist employees in achieving their personal goals, at least insofar as these goals enhance the individual's contribution to the organization. Personal objectives of employees must be met if works are to be maintained, retained and motivated. Otherwise, employee performance and satisfaction may decline and employees may leave the organizations. e.    HRM: Functions In order to realize the objectives stated above, HRM must perform certain functions. These functions have been stated while outlining the scope of HRM. Generally, it may be stated that there is correlations between the objectives and functions. In other words, some functions help realize specific objectives. For example, the organizational objectives sought to be met by discharging such function as HR Planning recruitment and selections, training and development, and performance appraisal, similarly, the personal objective is sought to be realized through such functions as remuneration, assessment and the like. HRM Objectives and Functions. To look at HRM more specifically, we suggest that it is a process consisting four functions-acquisition, development, motivation, and maintenance of human resources. It less academic terms, we might describe these four functions as getting people, preparing them, activating them, and keeping them. f.    Acquisition Function The acquisition function begins with planning. Relative human resource requirement, we need to know where we are going and how we are going to get there. This includes the estimating of demands and supplies of labour. Acquisition also includes the recruitment, selection and specialization of employees. g.    Development Function The development function can be viewed along, three dimensions. The first is employee training which emphasizes skill development and the changing of attitudes among works. The second is management development, which concerns itself primarily with knowledge acquisition and the enhancement of executive's conceptual abilities. The third is career development which is the continual effort to much long term individual and organizational needs. h.    Motivation Function The motivation function begins with the recognition that individuals are unique and that motivation technique must reflect the needs of each individual. Within the motivation function, alienation, job satisfaction, performance appraisal, behavioural and structural techniques for stimulating, worker performance, the Importance of linking rewards to performance, compensation and benefits administration, and how to handle problem employees are reviewed I.    Maintenance Function The final function is maintenance in contrast to the motivation function, which attempts to stimulate performance, function, the maintenance function is concerned with providing those working conditions that employees beliefs are necessary in order to maintain their commitment to the organization. Within the confines of the four functions-acquisition, development, motivation and maintenance, many changes have occurred over the years. What once was merely an activity to find a warm body to fill a vacancy has become a sophisticated process of finding, developing and retaining the best qualified person for the job. But this metamorphosis did not occur over night. It is the result of many changes in management thought, society and the worker themselves. Apart from the above said functions there are some responsibilities which HRM should accept:- 1.    Attraction:-identify job requirements. Estimating the people and skills mix requirement. 2.    Retention: - Creating the conditions necessary for rewarding performance and providing a healthy conducive work environment. 3.    Assessment: -Evaluation of behaviour, attitudes and performance. 4.    Adjustment: - Activities intended to maintain compliance with culture and policies. • Self-Check Exercise-4 Q.1 What is the objectives of HRM? Q.2 Discuss about the functions of HRM. 4.7 HUMAN RESOURCE DEVELOPMENT Human resources can be viewed as the sum of knowledge, skills, attitudes, commitment, values and the like. Development is acquisition of capabilities that are needed to do the present job, or the future expected job. Human Resources Development is a positive concept in human resources management. It aims at overall development of human resources in order to contribute to the well-being of the employees, organization and the society at large. Simply stated, HRD is the process of helping people, to acquire competencies. HRD has become a major subsystem of human resources management. HRD is the outcome of the problems faced by traditional personnel function. John Ingalls outlined the following problems. 1.    Not being respected by members of management. 2.    It has no unique technology to drive it forward. 3.    It doesn't know how to appeal to new workers values. Hence, he says the new concept which can solve the above problems is HRD. HRD enables employees to sharpen their capabilities and serve the organization in a more productive manner. Further human beings also have a need to develop themselves professionally Development of their capabilities keeps them psychologically vital. This development needs to be mentioned in terms of making it with organizational requirements. According to Lippitt the HRD system depends on: 1.    Work itself which generates a higher degree of responsibility for the employees 2.    The individuals' personal and professional growth. 3.    The improved quality output as a result of increased responsibility. 4.    Organization as the open system. In short HRD aims at helping people to acquire competencies required to perform all their functions effectively and make their organization do well. A responsive administration to provide effective, efficient and good governance will remain a dream unless it has motivated, trained and developed work force in the form of public servants. An immediate need, therefore is an appropriate HRD approach at the micro level with an in-built system of training, career development, job enrichment and employee participation to improve the quality of work life and in the process attain quality governance • Self-Check Exercise-5 Q.1 Discuss about the Human Resource Development. 4.8    CONCLUSION In any organization the most important input is the human element. The success or failure of a company very much depends on the persons who man organization. While it comes to managing individuals, all managers should be concerned, to certain degree, with the objectives and functions discussed earlier in the present lesson i.e, societal, organizational, functional and personal objectives. Apart from the above said objectives, the following functions ie attraction, selection, retention, development assessment and adjustment are also discussed. Planners in have to draw up a secular human development objective that we aspire to realize specially in education, health and technology through judicious investment in human capital. 4.9    GLOSSARY HRM: HRM is concerned with the people dimensions in the organization. HRD: It can be viewed as sum total of knowledge, skills, competence, attitude of an individual to the person in an organization. 4.10    ANSWER TO SELF-CHECK EXERCISE Self-Check Exercise-1 Q.1 Refer to section 4.3 Q.2 Refer to section 4.3 Self-Check Exercise-2 Q.1 Refer to section 4.4 Q.2 Refer to section 4.4 Self-Check Exercise-3 Q.1 Refer to section 4.5 Self-Check Exercise-4 Q.1 Refer to section 4.6 Q.2 Refer to section 4.6 Self-Check Exercise-5 Q.1 Refer to section 4.7 4.11    REFERENCES/SUGGESTED READING i.    TV. Rao "Human Resource Development" New Delhi.2008 ii.    S.L. Goel "Personnel Administration in India" New Delhi, 1988. iii.    https://sg.inflibnet.ac.in/bitstream/10603/153727/12/12_chapter%20iv.pdf iv.https://www.businessmanagementideas.com/human-resource-management-2/human-resource-management/19420 v. https://pdfcookie.com/documents/lecture-note-90258yoznk21 vi.https://sg.inflibnet.ac.in/bitstream/10603/214578/10/10_chapter%201.pdf vii. https://pdfcookie.com/documents/employee-retention-big-bazaardoc-yv85rj4nd1v1 viii. http://docshare01.docshare.tips/files/20274/202748433.pdf ix.https://shodhganga.inflibnet.ac.in/bitstream/10603/468696/11/9%20chapter%20i.pdf 4.11 TERMINAL QUESTIONS Q.1 Discuss the essential of HRM. What is its scope? 2. How HRD techniques can be introduced in the organization. UNIT-5CONSTITUTIONAL PROVISIONS WITH REGARD TO CIVIL SERVICES ININDIA Structure 5.1    Introduction 5.2    Learning Objectives 5.3    All India Services Self-Check exercises-1 5.4    Features of All India Services Self-Check exercises-2 5.5    Justification of All India Services Self-Check exercises-3 5.6    Recent development in All India Services Self-Check exercises-4 5.7    Safeguard for All India Services Self-Check exercises-5 5.8    Conclusion 5.9    Answer to self-Check exercises 5.10    References/Suggested Readings 5.11    terminal questions 5.1    INTRODUCTION 'The Secretariats of the Ministries and Departments of the Government of India together constitute the headquarters organization. With the expansion of the activities of Government in various fields, there has been a tremendous increase in the volume of business transacted in the headquarters organization, which is also called the Central Secretariat. To cope with the increased workload, the number of Ministries and Departments has gone up to 81 from 71 in 1986, 51 in 1973, 25 in 1957 and 18 in 1947. In the hierarchical set- up of a Ministry, below the Minister, Secretary/Additional Secretary is the administrative head of the Ministry. The business allocated to a Ministry/Department is generally divided into Wings, Divisions, Branches and Sections under the charge of a Joint Secretary, Deputy Secretary, UnderSecretary and Section Officer respectively. The administrative posts in the Secretariat are manned by officers from All India Services, Group 'A', Central Services on deputation and by members of Central Secretariat Service (CSS). Let us discuss all these services. 5.2    LEARNING OBJECTIVES •    After going through this lesson the student will be able to know: •    The concept of All India Services •    Characteristics of All India Services Justification of All India Services Recent development related to All India Service Protection to All India Services 5.3    ALL INDIA SERVICES Like other federal polities, the Union (Center) and the Constituent States in India have their separate public services to administer their respective affairs-Union Services and State Services. An unique feature in this context is the creation of All India Services common to both Union and States. These serve at top positions in the Union and State Governments. The recruitment is made on an all India basis with common qualifications and uniform scales of pay. Notwithstanding their divisions among the states, each of these services forms a single service with the same rights and duties Article 312 of the Constitution of India provides the procedure for the creation of one or more All India Services common to the Union and the States The All-India Services Act, 1951, created two such services under Article 312, ie, the Indian Administrative Service (LAS) and the Indian Police Service (IPS) This Act was amended in 1963 to provide for the creation of three more services in the fields of forestry, medicine and health and engineering. Out of the three, only one has been created with effect from 1 July, 1966. There is also a proposal to create All India Services for agriculture and education. The Indian Administrative Service is controlled by the Ministry of Personnel, Public Grievance and Pensions, the Indian Forest Service is controlled by the Ministry of Environment and Forests while the Indian Police Service is controlled by the Ministry of Home Affairs. It may be of Interest to mention that the Drafting of the Constituent Assembly did not provide a constitutional statues to the All India Services However, the Constituent Assembly incorporated provisions for the creation of new All India Services, which were approved. Vallabhbhai Patel was the principal advocate of All India Services. As per the provisions of the All India Service (Conditions of Service- Residuary Matters) Rules, 1960, in respect of subjects for whom no specific rules have been made, All India Services officers serving in connection with the affairs of the Union are governed by the rules and regulations framed by the Central Government in respect of its group "A" officers. Officers serving in connection with affairs of the State Governments, for this purpose, are governed by the rules and regulations framed by the respective state governments in respect of their Class I officers, unless some specific exceptions or modifications are made by the Central Government in consultation with the State Governments. Pursuant to the enactment of the Madhya Pradesh Reorganization Act, 2000, the Uttar Pradesh Reorganization Act, 2000 and the Bihar Reorganization Act, 2000, the New State of Chhattisgarh, Uttaranchal, and Jharkhand have come into existence with effect from 1" November, 2000,9 November, 2000 and 15th November, 2000 respectively. Department of Personnel and Training has, accordingly, constituted the cadres of All India Services, i.e., IAS, IPS, IFS for the newly formed States of Chhattisgarh, Uttaranchal and Jharkhand, through the allocation of officers hitherto borne on the undivided cadres of Madhya Pradesh. 1.    Uttar Pradesh and Bihar respectively. U.C. Agarwal, in an article, "Relevance and Role of All India Services in a Federal Policy". 2.    Platinum Jubilee Souvenir (1926-2001) of Union Public Service Commission has observed. • Self-Check Exercise-1 Q.1 Discuss about All India Services. Q.2 Write a short note on All India Services. 5.4 FEATURES OF ALL INDIA SERVICES Some basic features of the All-India Services considered useful for Centre-State cooperation are theFollowing: 1.    Recruitment on an All-India basis without any State quotas by the Union Public Service Commission. 2.    Allocation of the selected candidates to different State cadres by the Central Government. 3.    Common training to be organised by the Central Government at the National Academy of Administration 4.    All senior posts in the state administrations included in the relevant IAS/IPS cadres for being manned by the IAS/IPS Officers e. Each State cadre provided with 40% additional strength as "Central Deputation Reserve" for manning senior posts under the Government of India on tenure deputation basis-for the IAS in the Central Secretariat - and for the IPS in the Central Police Organisations. • Self-Check Exercise-2 Q.1 Discuss about the features of All India Services. 5.5    JUSTIFICATION OF ALL INDIA SERVICES 1.    Uniformity India is federal in form but unitary in spirit. Slates have been created to deal effectively with many local problems. We want to preserve the unity of the country and the institution of All India Services is a right step in this direction. All India Services facilitate common action on the issues of common interest between the Union and the States. The Estimates Committee (93rd Report, Third Lok Sabha, 1966) observes that the organization of these services (All India Services) on an All India basis to administer the diverse and growing responsibilities of a Welfare State is of paramount importance. Their composition is indicative of the unity of India and encourages the development of a national point of view and more or less uniform standards of administration. The, Estimates Committee of the Seventh Lok Sabha (April, 1984) went further and recommended the early creation of other All India Services like an Indian Service of Engineers, the Indian Medical and Health Service and Indian Service of Education. The Fourth Pay Commission also advocated the retention of All India Services as these provide valuable link between the Union and States. 2.    Interchange of Experience The progress of the country depends upon the progress achieved by the different states and union territories. This progress can be accelerated if the different states try to get the benefit of the expert ideas evolved in other states. This becomes possible through the interchange of experience. For example, there are different types of health schemes being experimented with, by different states to promote primary healthcare. The success of the scheme in a particular state can be transferred to other states through the Institution of All India Medical and Health Services (if created) and thus all states can be benefited by the ideas, which have been demonstrated to be successful. 3.    Help to Deficient States Many states are deficient in their manpower supply for filling posts at higher levels to promote efficiency and high standards. This can be through appointing and allocating of personnel of the All India Services to such states. 4.    Setting-up of High Standards The recruits to this category are competent since the recruitment standards are high and exacting. Besides, the recruits are trained in top national institutions to develop competence, capability and capacity to discharge their duties. They are also exposed to training on-the-job to give them field experience. They can man strategic positions at the union and state levels: Dr. Ambedkar, while explaining the reasons for making this extraordinary provision for the creation of All India Services remarked The Indian administration, through a dual polity, will have dual service, but with one exception. It is recognized that in every country there are certain posts in its administrative set-up which might be called strategic from the point of view of maintaining the standard of administration. There can be no doubt that the standard of administration depends upon the caliber of the civil servants who are appointed to these strategic posts. The Constitution provides that without depriving the States of their right to form their own civil services, there shall be an all India service recruited on all India basis with common qualifications; with uniform scales of pay and members of which alone could be appointed to those strategic posts throughout the Union. Sardar Patel said about these services in the Constituent Assembly: "I wish to assure you that I have worked with them during this difficult period. am speaking with a sense of heavy responsibility and I must confess that in point of patriotism, in point of loyalty, in point of sincerity and in point of ability, you cannot have a substitute. They are as good as ourselves... I wish to place it on record in this House that if during the last two or three years, most of the members of services had not behaved patriotically and with loyalty, the Union would have collapsed. 5.    Co-ordination among the Union and the States The Union Government has no cadre for its top personnel. These are drawn from different states. The persons who serve in the Union Government help the Government to understand the true issues and problems of the State Governments. It is for this reason that the personnel are exchanged between the Union and State Governments so that they can understand the issues at the national and state levels. 6.    Wide Horizon through Experience Since these persons occupy key positions in the administrative system, they develop wide experience in the administration of the country. That is why Sardar Patel used to call this service the steel framework of India. The wide experience generates wide vision, initiative and confidence in them. 7.    Fearlessness Since the members of this service are appointed under the authority of the President, therefore, their services cannot be terminated by the State Governments where they work. It helps them in giving free and frank advice to the ministers in the State Governments. 8.    All India Outlook The members of this service are allocated and posted in the states but they are trained to develop an all India outlook in examining the issues and problems coming before them. This helps in checking the divisive tendencies, which take root in different states at different intervals of time. • Self-Check Exercise-3 Q.1 Justification of All India Services: Critically examine. Q.2 Argue in favor of All India Services. 5.6    RECENT DEVELOPMENTS IN ALL INDIA SERVICES Maharaj Krishan Kaw, in an Article, "Role of the All-India Services in a Federal Polity" in Platinum Jubilee Souvenir (1926-2001) of Union Public Service Commission has observed: 1. The Unattractiveness of Central Deputation Another noticeable trend is the reluctance of the All-India Service officers to come on deputation, to the Central Government. This has destroyed the entire concept of the All-India Services because there are no longer a sufficient number of officers with field experience available to the Central Government as there used to be in the past. This has come about by a systemic process in which the All-India Services have lost ground to Central Services in the manning of positions at the Centre. It has also happened because of the anomalous position with regard to the promotion polices, salaries, facilities and perquisites enjoyed by All- India Services officers in the Centre and the States. Some of the main factors could be itemised as under. The major beneficiary of the recent trend has been the Central Secretariat Service Recruitment to the CSS takes place at the level of Section Officers, a Group B post: The service is firmly entrenched in the Central Government and is ubiquitous in its presence. It is, therefore, able to influence policy in subtle and not-so-subtle ways. It has, for example, got a ruling in its favour that 100% of all posts of Under Secretaries and 33% of all posts of Deputy Secretaries will be filled in by the CSS. Members of the CSS can get in situ promotions even when there are no vacant posts. Experience shows that no All-India Services officer opts for a posting even at Deputy Secretary/ Director level in the Central Government. It has become increasingly difficult to get one's name approved by the Secretary and the Minister concerned. They do not get accommodation, except a one-room apartment. for years on end. There are no staff cars attached to them, unlike in the State Government nor do they get the services of a peon or orderly at home. Even at Joint Secretary level, the situation is dismal. The system of postings has become politicised Many officers who are already in the Higher Administration Grade in the state, suffer a loss of salary if they move to the Centre, as there is no protection of salary drawn in the state government. In many Ministries, several Joint Secretaries have to share a staff car, and there is no peon/orderly even at this senior level, atleast to attend to the numerous phone calls that they receive at home. 2.    Neutrality of the Civil Services As far as the neutrality of the civil services is concerned, this has now become a casualty of the present situation. Some of the key factors have been the following: Many postings at the Centre have been vouchsafed to AIS officers not because of their intrinsic merit or seniority but by their equation with the political masters at the Centre. They have rather been arrayed by powerful Chief Ministers for their favourites In the past, if an officer faced undue pressures in the state, he could mostly give an option for service at the Centre and in a majority of cases he was allowed to migrate to the Centre, till the atmosphere cooled down in the state. This was a great safety valve, as the AIS officers had an escape route available. Increasingly, many state movements do not permit officers close to a previous regime to move with dignity to the Centre. They target them, humiliate them, place them in junior positions, strip them of authority and even suspend them or jail them. Thus, officers are more amenable to their dictates than ever before. One of the most abominable features of the system is the extremely short tenures enjoyed by AIS officers in the state. Some years back, the Department of Personnel, Government of India surveyed the average tenure of District Magistrates in the country. It found that it came to less than 7 months One can well imagine the contribution, which officers can make to any post if they are under constant threat of transfer. Many officers are prepared to do anything rather than suffer the agony, humiliation and hassles that a transfer entail. Interestingly, transfer has become even more deadly in its consequences because the AIS 43 officers can no longer admit their children to good schools. In the private sector, companies buy seats in public schools with the result that children of comparatively junior executives just walk into a school at a new place of posting. • Self-Check Exercise-4 Q.1 Discuss about the recent developments in All India Services. Q.2 Write a short note on neutrality in civil services. 5.7    SAFEGUARDS FOR ALL-INDIA SERVICES Having looked at some of the disturbing trends in the working of the AIS, let us think of ways and means by which the prestige and functional effectiveness of the AIS can be restored. Some of the steps that are crying to be initiated are the following: There should be an amendment to the Constitution so that the Civil Services are recognised as a fifth estate in the polity. An independent, well-paid, satisfied, stable, secure, impartial and politically neutral civil service can be a great stabilising factor in a federal polity. The pre-eminent position of the IAS with reference to other services should be recognised. A corollary of the above would mean recognising the pre-eminence of the sub-divisional magistrate at the sub- divisional level, the district magistrate at the district level, the Divisional Commissioner at the divisional level and the Chief Secretary at the State Government level. Similarly, it would mean the pre-eminence of the Home Secretary over the DGP and that of the Forest Secretary over the Principal Chief Conservator of Forests. AIS officers should be encouraged to come to the Central Government on deputation at all levels, including that of Under Secretary The CSS should be kept within limits. Deputation of officers up to Director level should be within the discretion of the Secretary. AIS officers should be allowed to retain the salary drawn by them in the state as also given facilities like an attached staff car, orderly/ peon at residence, immediate allotment of suitable residential accommodation, etc. If necessary, the Central and State Governments should ensure reservation of a certain percentage of seats in public schools for the children of transferable AIS and Central Services officers. The Central Government should ensure, by a law, that some officers of the AIS in crucial positions enjoy a security of tenure once they are appointed to those posts. This can be done by appointing independent Civil Services Boards at the state level, the recommendation of which should be a mandatory pre-requisite for affecting a premature transfer. 5.7.1    An AIS officer should have the right to seek a posting at the Centre and the State Government should not enjoy the option of denying him that right. 5.7.2    The State Government should not have the power to suspend an AIS officer: that power should vest only in the Central Government. • Self-Check Exercise-5 Q.1 What are the safeguards provided for All India Services. 5.8    CONCLUSION It may be stated that All-India Services can play a major role in preserving the integrity and unity of the country, in maintaining law and order, in preserving the environment, in ensuring coordinated and rapid development, and in giving free and frank advice to their political masters, provided that role is squarely recognised by all the stakeholders in the system. 5.9    SELF CHECK QUESTIONS: a) . The features of All India Services. b) . The problems and safeguard to All India Services. 5.10    GLOSSARY Art. 312 of the Indian Constitution provide the procedure for the creation of All India Services. Art. 308-309 of the Indian Constitution, provide the protection for the civil servants of the country. 5.10    ANSWER TO SELF CHECK EXERCISES Self-Check Exercise-1 Q.1   5.3 Q.2 5.3 Self-Check Exercise-2 Q.1 5.4 Self-Check Exercise-3 Q.15.5 Q.25.5 Self-Check Exercise-4 Q.15.6 Q.2 5.6 Self-Check Exercise-5 Q.15.7 5.11.    REFERENCES/SUGGESTED READING i.    Goel S.L. "Personnel Administration and Management" ii.    Maheshwari S.R. "Indian Administration" New Delhi. iii. https://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/418820/9/09_chapter%206.pdf iv.https://pdfcoffee.com/complete-naib-tehsildar-book-1-1pdf-pdf-free.html v. https://blog.ipleaders.in/tag/the-accession-of-indian-states-to-the-dominion-of-india/feed/ vi.https://rightsandresources.org/wp-content/uploads/2014/01/doc_5589.pdf vii. http://www.macrothink.org/journal/index.php/jpag/article/download/10947/pdf viii. https://dopt.gov.in/sites/default/files/Revised_AIS_Rule_Vol_I_Rule_09.pdf ix.https://qdoc.tips/indian-polity-5th-edition-m-laxmikanth-pdf-free.html x. https://ambitiousbaba.com/wp-content/uploads/2023/03/300-MCQ-FEB-2023-by-Ambitious-Baba.pdf 5.12.    TERMINAL QUESTION 1.    Discuss the recent development relating to All India Services. 2.    Discuss the protection to the civil services in India 3.    Describe the justification of All India Services. UNIT-6RECRUITMENT, CONCEPTS, POSITION AND METHODS OF RECRUITMENTOF ALL INDIA SERVICES, RECRUITMENT PROCEDURE IN U.K.Structure 6.1    Introduction 6.2    Learning Objective 6.3    Recruitment: Concept policy Self-Check Exercise-1 6.4    Recruitment Process Self-Check Exercise-2 6.5    Methods of Recruitment Self-Check Exercise-3 6.6    Forms of Recruitment Self-Check Exercise-4 6.7    Adequacy of Recruitment Practice in All India Services Recruitment Reforms Self-Check Exercise-5 6.8    Kothari Commission on Recruitment and Selection Method Self-Check Exercise-6 6.9    Challenges to Recruitment System Self-Check Exercise-7 6.10    Recruitment Reforms Self-Check Exercise-8 6.11    Conclusion 6.12    Glossary 6.13    Answer to Self-Check Exercises 6.14    References/Suggested Readings 6.15    Terminal question 6.1    INTRODUCTION Recruitment of personnel for The Civic Services is one of the crucial tasks of modern government and lies at the heart of problem of personnel administration. The main test of any machinery of recruitment lies in the ability to recruit the right type of persons for the right jobs. Today every nation is paying more and more attention to the problem of recruitment of civil service personnel. There is a desire that only intelligent of civic service personnel. There is a desire that only intelligent, vigorous and persons with initiative and for-sightedness should be picked as civil servants. A very important problem of the public personnel is that of recruitment. Recruitment deals with efforts to find out and induce suitable candidates to compete for appointment to the Public Service. A bad policy of recruitment can week the entire personnel programme. Recruitment is selection by competent authority for trial appointment to a post in a service. Thus is perhaps the most important aspect of personnel administration. 6.2    LEARNING OBJECTIVES After going through this lesson, the students will be able to understand: •    The Recruitment concept, meaning •    The process of Recruitment •    The method of Recruitment •    Kothari Commission Recruitment and selection •    Problems of Recruitment system •    The reforms in Recruitment system in India 6.3    Recruitment: Concept Policy: Recruitment is of considerable importance to administrative form of advertising for large groups of employees or tracking out a highly skilled individual for specific work". The term 'Recruitment has no precise meaning. According to LD. White, it limited to the specific steps taken to attract suitable conditions to apply for examinations. In the words of J.D./Kirigsley, "Public recruitment may be defined as that process through which suitable candidates are induced to compete for appointments to the public service". For a common man recruitment means picking up persons for filling up vacant jobs in an office. Technical however, recruitment means no only making appointments but selecting proper and suitable candidates. Thus for a job there can be man candidates but no recruitment may but made. In the word of D. Waldo, "Public recruitment may be defined as that process through which suitable candidates are induced to compete for appointment to the public service". It is an effort to attract honest and qualified persons with a taste for serving the people. Recruitment system may be both negative and positive. The basic elements of a positive recruitment policy according to Stahl are: 1.    The discover and cultivation of the employment market for different posts in the public services; 2.    use the publicity of attractive recruitment literature; 3.    adoption of scientific tests for determining the abilities of candidates; 4.    Investigation of capable candidates from within the services; 5.    effective placement programmes, and 6.    an efficient follow-up probationary programmes. The increasingly technical nature of public service and growth of democratic ideas and institutions have made the problem of recruitment an selection much more important today than ever before. No aspect of public personnel administration is more important than recruiting. For unless the basic material is reasonably good, no amount of in-service training, supervision, an adequate staff of public employees. In short, recruitment is the first step in the employment programmes and it is regarded everywhere as the core of the personnel process. 48 • Self-Check Exercise-1 Q.1 Write a short note on recruitment concept. Q.2 Critically examine the recruitment policy. 6.4    RECRUITMENT PROCESS Recruitment of personnel for the civil services is one of the most crucial tasks of government. The increasing diversification of the nature of civil services functions and growth of democratic and qualitarian principles have largely determined the normative context of personnel recruitment in democratic countries. J D. Kingsley says, "Public recruitment may be defined as that process through which suitable candidates are included to compete for appoints to the public service. It is thus an integral part of a more inclusive process-selection-which also includes the process of examination and certification According to Piffiner and Presthus "Personnel recruitment for the second half of the Twentieth century will have to be geared to a nuclear physical world in which the solutions of human problems will demand the utmost in human competence. The emphasis will be not only on finding, but on building men who are capable of performing the complex tax of co-ordinating institutions growing even more complex The process of recruitment includes number of different steps which are as follows: 1)    Announcement of examinations, through newspapers journals and other media 2)    Holding of examination for testing determine the abilities of the recruits 3)    Certification is the process of sending for an appointment 4)    Selection is the act of choosing from eligible candidates. 5)    Appointment is made by the competent authorities of selected recruits. Appointment may be permanent temporary provisional, 6)    Placement refers to the putting of recruited persons in the right jobs. • Self-Check Exercise-2 Q.1 Define recruitment process. Q.2 Discuss about recruitment process and procedure. 6.5    Methods of Recruitment: Recruitment from within or by promotion versus Recruitment from without or Direct Recruitment When the recruitment to the higher posts is made from among those who are already working in the lower grades, it is called recruitment from within. But when the persons for higher jobs are recruited by open competition and those considered as the best are picked up, the system is called, that of the system from without. The former is called that of direct recruitment Each system has its own advantages and disadvantages 1.    Merits of Within or Promotion System The method of recruitment, in which employees already in the service are promoted to higher point has certain merits 1.    Personnel have got experience of the government job, and this past experience helps them in performing new duties. 2.    This method of recruitment provides ample opportunities for advancement to the employees. 3.    It is a great incentive to the employees to work efficiently . 4.    In the promotion system another advantage that there is already a personnel relationship between the officer and subordinate but in case of merit appointment there is no such link 5.    The very expectation of promotion as a reward for faithful and zealous service is of immeasurable value for the working morale of the service. 6.    The personnel are already trained and therefore they can be entrusted with the new job without any risk or difficulty. 2.    Demerits of Promotion System 1.    Under this system only those who are comparatively old and have lost much of their vigour and energy are provided an opportunity to hold high responsible officers. 2.    Since it is a closed door system therefore it does not provide for fresh entry of the people in the service. 3.    It narrows down the area of selection because recruitment is confined only to those who are already in the service. 4.    When the area of Selection Recruited, It is likely that less capable persons may be recruited. 5.    It leads to stagnation because there is no injection of new blood into service. 3.    Director Recruitment System: The principles of equality of opportunity is best served be the method of direct recruitment. Under the system the area of selection considerably widens and selection board gets an 50 opportunity to select the most capable and competent available persons in the market. The system is also in accordance with democratic principles which stands for equal opportunities for all. In the system, stress is laid on written examination and interviews. 4.    Qualification of the Candidates This factor is of enormous importance, for the efficiency of the service depends upon its qualifications required General/special. General Qualifications: Civil Status: Since the growth of nation-states it has become a universal practice to recruit only citizens Residence: The domicile qualification is generally laid down in public services in countries with federal systems. In India domicile rules were prevalent till 1957 and have been discarded now Sex: Previously public services were the monopoly of men, but not now. India, Article 116(1) of the Constitution lays down that "there shall be equality of opportunity for all citizens in matters relating to employment or appointment to an office under the state." Age: Two practices are generally followed, some countries like India and Britain prefer Yong people while the USA. employees more mature people. In India, young men women in 16-28 age group enter the services. Special Qualifications: Educational: In India every university graduates can sit for the civil service competitive examination and the subject are so broad based at to include the wide range of university subjects, Technical Experience: This is an essential to fill up technical posts in public administration professionals like doctors, engineers and technicians etc. 5.    Written Examination Written tests may be either essay-type or objective types in forms. In India the purpose of these examinations is to know the general intelligence or superior mind of the candidates. The examination are held in the subjects. When are taught in the Universities and Colleges. Essay type are meant to examine the power and clarity of expression and the standard of logical thinking of the candidates. The objective type of usually employed to test the general knowledge and speed of thinking, written tests fail under the following main categories: The ability tests: The main objective of this tests is to know the general mental ability. candidates Aptitude tests: These tests used for recruitment in defence & other technical services. Personality tests: These are highly complex psychiatric devices meant to test hidden traits of candidate. 6.    Oral Test or Interview Oral interviews are resorted to measure the personal characteristics of the candidates by a competent Board. Such tests are quite frequently held in India for making selection of candidates both by the departmental heads as well as public service commissions both in the states and at the Centre. The oral tests can be individual as well as in group. • Self-Check Exercise-3 Q.1 What are the different methods of recruitment. Q.2 Write a short note on challenges in recruitment. 6.6    Forms of Recruitment There are three main forms of Civil Service Recruitment. They are as follows: Cadet system: Under this system recruitment is made at a young age, usually between 16 and 20 years, followed by a long period institutional training. General Mental Ability: Under this system the government seeks to recruit young men and women after graduation in the liberal arts of basic science between the age group of 21 and 26 years for broad educational attainments and mental ability. It is based on the concept of career civil service. Expertise Ability : The Govt. recruits people with specific qualifications, technical knowledge or experience suited for the recruitments to various posts. This system has the same objectives as the "Internal entry system, under the which a certain quota is fixed for recruitment to the senior service posts. The age scale of recruitment varies from 18 to 45 years. The lateral entry system may be followed in recruitment on the basis of general mental ability. 7 Administrative Machinery for Determination of Qualifications: Direct recruitment to administrative and most of executive services is made on the basis of a competitive examination conducted by the UPSC The scheme of examination is combination of three different views about what qualities need to be tested for entry into the administrative 52 services. These are: Belief in the transferability of academic talent to government work; Object of selection is the assessment of the entire personality of the applicant and matching the selected one with the type of work in the Civil Services. To select persons possessing intellectual ability and training, but whose intellectual training has been in subject with provide the essential background. Location Of the Recruitment Authority: There are two views on the subject. One the elective system, this system provides that the recruitment power should vest in the electorates. All-important officers of the government should be elected. These officers should be elected for shorter period. The system is open to criticism, (a)    when it comes to election of a large number of officials, the electorate may not make a wise choice, (b)    The electorate is likely to be swayed by personal considerations, (c)    only a limited number of officials who have policy-determining functions need be under political control not all of them. Two only the chief executive and the member of the legislature should be elected and all other official be appointed by a system of recruitment. • Self-Check Exercise-4 Q.1 Discuss about the forms of recruitment. Q.2 Write a short note on recruitment authority. 6.7 ADEQUACY OF RECRUITMENT PRACTICE IN ALL INDIA SERVICE, RECRUITMENT REFORMS A remarkable feature of the administrative system in federally governed India is the deliberate retention of the All India Services. The broad stories of services are three: (I)    ALL India Services (ii)    Central Services (iii)    State Services. The All India Services are changeable between the Central and the State Governments of the All India Services as provided in constitution are on Indian Administrative Service and Indian Police Service the success of services to the Indian Civil Services (ICS) and Indian Police Service (IPS). The All India Services constitute an administrative device peculiar to India and to Pakistan which was a part of the sub-continent prior to partition. Dr. Ambedkar, while explaining reasons for making this extraordinary provision for the creation of All India Services remarked. "The Indian Administration though a dual polity, will have dual services. There shall be an All India Service recruited on All India basis with common qualifications, with uniform scale of pay and members of which alone could be appointed to these strategic posts throughout the Union. Historically the All India Services, then known as the Secretary of States services, were formed then India had a unitary centralised system of government. They were ideally suited to the requirements of that times as their members acquired experience in both the Central Government and with local and provincial levels. Recruitment by the Secretary of State for India and the control over conditions of service of the personnel who could be deployed in any part of the country were the essential attributes of the All India Services. Such a power was thought to hold the key to the exercises of British control over the country. because it guaranteed control over the whole administration. The British and as these officers were neither willing, nor was it expedient to compel them, to serve under Indian Control recruitment to and control over the op services of the Secretary of State was considered to be essential. The All India Services as an institution top: had strategic control of the framework law and order, which dependence of the imperial government on them became steady, more obvious as the popular desire for fully responsible government become more vocal and assertive. The All India Services were not all crated at the same time. The oldest was the famous Indian Civil Service which owes its origin to the Macaulay Report submitted in 1854. The last to be added to the list was the Indian Agricultural Service Constituted in 1906, Before 1947 man times continuance of All India Services was opposed but at the time of Independence a conference was held on October 21-22, 1946 under the Chairmanship of Vallabhbhai Patel, the home member in the interim Government, made a strong plea for a All India Administrative system. The arguments advanced for this were the obvious reason for maintaining the highest possible standard of administration. The civil service experience at the case of efficiency and administrative experience of the service as a liaison between the provinces and the centre and of introducing both in the provinces and the centre, a progressive and wide outlook and freshness and vigour of administration The provinces generally made a distinction between recruitment and control; while a majority of them were in favour of recruitment of personnel on All India basis. There was a general inclination to favour retention of provincial control over such personnel. A Consensus, however, appeared in favour of an All India Administrative Service, All this was a magnificent victory for the centre and more truly, a personal triumph for Vallabhbhai Patel may rightly be acknowledged as the Father of All India Services. The drafting committee of the Indian Constituent Assembly did not originally provide a constitutional base to the All-India Services. The draft constituted on accordingly makes no mention of the All India Services. Yet the constitution which finally emerged from the Constituent Assembly not only embodies reference to it, but also includes provision for the creation of new All India Services Recruitment of All India Service, i.e., Indian Administrative Service, Indian Police Service and other Central Service is made by the Union Public Service Commission on the basis of a competitive written examination supplemented by a viva-voce test. To appear at the examination, a candidate must be between the age of 21 and 26. Till recently, the upper age for entry into public services was 26, but in 1979 it was raised to 28, The upper age has been reduced to 26 since 1986. Only a University graduate (one holding BA or B.Sc. or an equivalent degree) can appear at the examination. Engineering graduates are allowed to complete but medical graduates are not in the sense that subjects prescribed for medical graduates are not included in the competitive examination. The examination test by the Union Public Service Commission in the form of a personal interview. The former aims at judging the level of intelligence and academic learning and the letter attempts to take a measure of the qualities of personality and character. The examination system is modelled on the British 'general type rather than the American specialised type. Till 1978, there used to be a single competitive examination for the higher civil service and there was no screening test, whatever to judge that only those who showed some intellectual promise were to be allowed to write it. In the absence of any screening, a large number of candidates were being let loose on the written examination. By mid-seventies nearly 40,000 'candidates were thus, taking the main test whereas the number of posts to be filled did excess 400. It was senseless to administer a competitive examination to such large members • Self-Check Exercise-5 Q.1 Discuss about adequacy of recruitment practices in India. Q.2 Write a short note on All India Service. 6 .8 KOTHARI COMMITTEE ON RECRUITMENT POLICY AND SELECTION METHODS A realization like this induced the Union Public Service Commission to set up a Committee to examine the system of recruitment to the all Indian and central services and to recommend such changes in the scheme of examinations and in the selection methods as would give adequate emphasis to knowledge, skills and qualitier. appropriate to the role and functions of the services in the contest of tasks of national development. This Committee was set up in 1975 under the Chairmanship of D.S. Kothari and it submitted its Report in 1976. The Kothari Committee recommended that for recruitment to the IAS and other class Central Services there should be a preliminary screening examination and a post-training test besides the main civil services examination (plus, an interview worth 300 marks). The suggestion for a preliminary objective test type to weed out candidates who are not competent enough to write the main examinations is unexceptionable. The Union Public Services Commission is at present more a rejecting body than a recruiting one. The screening test should be an objective type so that it is easy to identity those who have the requisite range and depth of knowledge. The basic policy governing recruitment to civil service was first laid down in the year 1853, thanks to the Report on the Indian Civil Service, submitted by Macaulay and his colleagues. Even after over 120 years. Macaulay continues to dominate the system of public recruitment in India. Thus, viewed, the Kothari Committee Report may look more like a revised edition of the Macaulay Report reflecting the latter's spiritual philosophy but update it, primarily, to take care of the vast numbers who now offer themselves for public employment. The Kothari Committee is a useful report but it must not be used to divert the nation's attention from the range of reforms necessary in the face of contemporary challenges. The Committee had limited terms of reference, and it did not, or could not, call into question the existing civil service system of the country. Outside the ambit of the Committee lie many basic question demanding resolution. Is the existing structure of the Civil Service rational and functional, Are Civil servants given the type of institutional and on the job training which in harmony with the nation professed goals? Are the performance appraisal and promotion system fair and objective? In the machinery for redressal of public grievances and complaints against maladministration adequate? This is only an illustrative its, personnel administration includes many more facets, and personnel reform is necessarily to be broadly conceived designed and executed. In December 1978, the Central Government accepted the scheme of examination as recommended by the Kothari Committee and, thus the competitive examination held by the Union Public Service Commission since 1979 marks a significant departure from the pattern hitherto followed. In other words, the competitive examination for the higher Civil Service held in 1979 and onward is based on the new scheme. The Civil Services Competitive examination comprises two success stages Civil Services Preliminarily Examination Objective type for the selection of candidates for main examination; and Civil Services Main Examination (Written and & Interview) for the selection of candidates for the various services. The preliminary Examination is held annually in May/June and the Main Examination in November/December. The Preliminary Examination consists of two papers of objective type (multiple choice questions) and carry a maximum of 450 marks. This examination is meant to serve as a screening test only; the marks obtained in the Preliminary Examination by the candidates who are declared qualified for administration to the Main Examination will not be counted for determining their final order of merit. The number of candidates to be admitted to the Main Examination will be about twelve to thirteen times the total approximate number of vacancies to be filled in the year in the various services and posts. Only the second dates who are declared by the Commission to have qualified in the preliminary examination in a year will be eligible for admission to the Main Examination of that year. The Main Examination consists of a written examination and an interview test. The written examination will consist of a papers of conventional essay type each carrying 300 marks. Candidates who obtain such minimum qualifying marks in the written part of the Main Examination as may be fixed by the Commission shall be summoned for an interview for a personality test. However, the papers on Indian language and English will be of qualifying nature. The marks obtained in these papers will not be counted for ranking. The number of candidate to be summoned for interview will be about twice the number of vacancies to be filed. The interview will carry 250 marks (with no minimum qualifying marks). Marks thus obtained by the candidates in the main examination qualifying marks. Marks thus obtained by the candidates in the main examination (written part as well as interview) would determine their final ranking. Candidates allotted to the various services keeping in view their ranks in the examination and the preference expressed by them for the various services. The Preliminary Examination consists of two papers one in general studies and the second in an optional subject, which students study at the graduate level. Both the papers are of objective type. The paper in General Studies carries 150 marks, and the paper in optional subject 300 marks. Only those who qualify in the Preliminary Examination are allowed to appear at the Main Examination. The Main Examination consists of two parts-the written examination and the interview. The written examination consists of 8 papers carrying 300 marks in the various subjects. The detailed schemes is as follows: Paper I One of the Indian languages to be selected by the Candidates from the languages included in the English Schedule of the constitution. Paper II 300 marks English 300 marks Paper III and IV General Studies 300    marks for each paper Paper V, VI, VII & VIII Any two subjects to be selected from the list of optional subjects. 300 marks for each paper Each subject will have two papers. The paper or Indian language and English is of Matriculation or equivalent standard and of qualifying nature. Certain combinations of, various papers have been disallowed. Each paper is of three hours duration. A major change in the medium of examination to be offered by the candidates has been that they now have the option to answer all the question papers, except the language papers viz.. Papers I and II above, in any of the language in the eighth schedule to the Constitution or English. Interview Test: Candidates who Candidates who obtained such minimum qualifying marks in the written part of the mains examination as may be fixed by the Commission for their discretion are called, by them for an interview for a Personality Test. The interview carries 250 marks with no minimum qualifying marks. The interview test is intended to judge the mental caliber of a candidate c.g. balance of judgment variety and depth of interest, ability for social cohesion and leadership, intellectual and moral integrity. The marks obtained by candidate in the main examination, i.e. both the written part and the interview are added to determine the final ranking. Candidates are allotted to the various services keeping in view their ranks in the examination and the preferences expressed by them for the various services and posts The candidates are allowed three chances for the civil services examination. The scheduled caste and Scheduled Tribe candidates are, however, allowed to take the examination without any restriction on the number of changes, of course, subject to the prescribed age limits. Such a system of examination has come in for a great deal of criticism. In the first place, doubts have been expressed as to the reliability of marks awarded at viva-vice, and it has to be admitted that there is considerable scope here for the elements of chance and luck. Much depends on the personnel of the interviewing Board, the passing for marks of examiners, the difference in the nature of questions put to different candidates, and so on. It is legitimately open to question whether 15 to 20 minutes desultory conversation on sundry matters can lead to a correct assessment of the qualities sought for in candidates, as for that matter, a comparative evaluation as between different candidate. However, this kind of drawback is by no means peculiar to India. One candidate but first by one Board means peculiar to India. One candidate put first by one Board was put 20th by another, and so on. Suggesting the replacement of the existing interview system in India by psychological tests, A.D. Gorewala points out: "The importance of psychological tests must be realised and they must gradually replace the viva- voce. A fifteen minutes conversation with laymnent, although possessing the wide experience of the public service commissions, can be so substitute for an expert psychological examination designed to give a scientific insight who the candidates mental and emotional make up. The holding of such tests will, of course cost more, but if thereby the services get better material and there is no reason of suppose that they will not, the extra money will have been well spent. In India, so far the British House party or week-end' type of interview (which includes) a series of tests extended over a period of about forty eight hours) has not yet been adopted except for the selection of officers in the deference forces. The written examination has also not escaped criticism. Pointing out the weakness of written examination Gorwala says, "There are also often complaints about the low standard of some of the papers set optional subjects have unfair advantage. This is inevitable, that part of the examination which is common to all candidates must form a larger proportion of the whole that at present on the general inadequacy of the system of recruitment. Appleby remarks: The criteria by which personnel are selected by the and appraising techniques are far from modern selection tends to be by one type of person, which naturally perpetuates its own type. Recruitment by experienced academic examiners, too little in terms of many other considerations as are highly important in public administration too little attention in selection is given to any but the most subjective and incidental' attention to capacity for growth • Self-Check Exercise-6 Q.1 Write a short note on Kothari Commission. Q.2 Discuss about Kothari Commission recommendations to the recruitment methods. 6.9    CHALLENGES TO RECRUITMENT SYSTEM In addition to this the recruitment system of India suffers from many other problems such as: 6.9.1    Increase in the number of posts and applicants. It is becoming very difficult for the Public Service Commissions to cope with such increasing work judiciously and meticulously. It is suggested that the commissions should while the execution of the policy may be decentralized to the specially appointed offices. 6.9.2    Ineffective Probation System: It is not possible to guarantee the suitability of candidates through recruitment, as there is possibility of some unfit candidates entering the service. Therefore, the appointment should be in the first instance on probation. The object of the probationary period is give the appointing authority sufficient opportunity to observe and evaluate the ability, capacity and fitness of the employees to perform the duties satisfactorily. The probation period should be considered as an opportunity for the appointing authority to complete selection process. The new appointees should be carefully supervised and critical observation made of the work during the period of probation 6.9.3    Recruitment operations are protected and need stream lining: It takes a very long time betwe the advertisement of the job and the appointment. This creates great deals of inconvenience and harassment to the potential candidates as they cannot take up temporary employment for fear of tot being relieved in time. On the other hand, the government suffers from lack of competent people There is need to cut short delays by modifying and streamlining the recruitment procedures. 60 6.9.4    Ineffective publicity: At present, recruiting authorities only fulfill the formality of advertising the posts and never try to get the best persons to fulfill the job. So there is need of positive publicity to attract the best talent 6.9.5    Absence of recruitment rules: Absence of such rules result in corruption, favoritism and nepotism There is need to ensure laying down recruitment truly for every cadre of service and post. 6.9.6    Proper placements: An employee can give his best to the service only when he gets the proper opportunity to use his knowledge, skills and abilities Maximum utilization of employee’s energy a possible only if the placement are made according to the capacities, aptitudes, inclinations and capabilities of the employees, so some efforts must be made in this direction. 6.9.7    Absence of public confidence in recruitment agencies and procedures Erosion of values. • Self-Check Exercise-7 Q.1 What are the challenges to the recruitment system. Q.2 Discuss ways to counter challenges. 6.10    RECRUITMENT REFORMS Any serious study of the problem reveals that drawing up a long-term recruitment plan is not merely a matter of statistical forecasting. In fact, the adoption of any such plan entails laying down very precise standards and more important, choosing a personnel policy. We shall now consider the long term programmes the stand point of (1)    Statistical Forecasting (2)    Standards, (3)    the Choice of a policy 1.    Statistical Forecasting: The objective of a long-term recruitment plan is to determine for a giver period, several years in advance, the number and type of posts to be filled by recruitment. These requirements must be determined as precisely as possible with necessary to ascertain, in addition to the number of posts, the grade levels and to corresponding type of occupation. A number of objections may arise with regard to the feasibility forecasting The number and types of new posts will be created and the number and types of resignations and deaths 2.    Standards: The idea of long term planning is incompatible with any vague system. The purpose of such planning is to determine what staff need to be recruited, by what date, with what qualifications at what age, and in what type of appointment. A precise system of calculation and classifications is therefore required the setting of the above objectives calls for the number of posts to be filled by external recruitment 3.    The choice of a Policy: All the foregoing remarks point to the conclusion that recruitment to posts which are reserved in principle for filling by promotion should logically take place increasingly at the junior level. Posts to be filled by direct external recruitment at middle level should be increasingly reserved for experts possessing special qualification. Lastly, it seems necessary to note that the preparation of a long term recruitment plan should have two additional advantages that are by no means negligible. From the technical point of view, the preparation of detailed programme of the recruitment operations should make it possible to eliminate almost all the time lag which occurs between the occurrence of a vacancy and the appointment of a new staff member to fill it. From the policy point of view, a knowledge, grade by grade, of the number of separations (retirements, expiry of appointments, etc.) may make it possible to calculate in advance the changes which will be made in the years ahead. Administrative Reforms Commission recommended following: 1.    For all services advance projections should be made of the requirements of personnel for five years at a time. Mid-term appraisal also should be made if circumstances warrant it and necessary corrective made on the basis of the appraisal. 2.    Such projections should be made by cadre management committee. 3.    The requirement to class Engineering posts should as for as possible, be made only through competitive examination, and the selection after a simple interview should be restricted to cases where some prior experience or special qualifications other than the basic degree are required or where now projects are to be undertaken at a short notice. 4.    A committee should be set up to go into the questions of devising speedier methods of recruitment, in general of devising speedier methods of recruitment, in general of bringing down the proportion of candidates to post, of reducing the expenditure or publicity, and of revising the syllabus of the examinations for the higher services. 5.    The total member of chances a candidate can take for the technical as well as the nontechnical services should be restricted. 6.    A special competitive examination for non-technical class services may be held for first 62 class graduates who have an aggregate of not less than 60 per cent marks either at the first degree or the Master's degree 7.    Provision should be made for appointment to technical posts at the senior level of persons of proved competence from universities and industrial and commercial concerns etc; if the capabiliti and expertise possessed by them are needed and are not available within the ranks of the civ service. Care should be taken to regulate the seniority of lateral entrant 8.    Direct recruitment to class II posts of section officers may be stopped and these posts may be filled by promotion of assistants who direct recruitment, will continue. 9.    Direct recruitment to class II posts whose incumbents perform duties similar to these allotted to junior class I officers may be abolished. Such posts may be filled entirely by promotion. 10.    For recruitment to clerical and repetitive jobs not calling for any special skill, simple objective test may be devised and adopted in place of the essay type of examination or where no examinations are held at present. 11.    There should be a provision for recruitment from the personnel of the state Governments for Central posts in organisations like the Secretariat and the Department of agriculture and education etc. Recruitment Procedure in Uk. Historically, Great Britain always cherished an open competitive examination to recruit members of its old Administrative Class. While upholding merit, the government did not think it desirable to prescribe formal educational qualifications for entry into this top-class. What the Civil Service Commission laid down implied that the competitive examination was to be of an Honours Degree standard. It was not compulsory for an intending candidate to possess any academic degree even if in practice university graduates alone could, ordinarily, expect to qualify. This method of recruitment was later cherished as method 1. It consisted of a qualifying examination in prescribed subjects, followed by a written examination in certain papers that were selected from a fairly comprehensive list of academic subjects, the final order of merit of a candidate was decided on the basis of the examination and the subsequent interview members of Old Administrative Class were recruited. But this normal recruitment to the Public Services was discontinued during the Second World War. The war also interrupted the formal education of many a young person. Therefore, when recruitment to the Administrative Class was resumed 1945 a less academic method of recruitment through the well-known academic examination was revived but at the same time the less academic method in Vogue since 1945, was also retained. The letter one is called Method II and the traditional one as Method 1. A. person could choose either of the two, but method II was open only to those possessing an Honour - Degree. The letter method consisted of a qualifying examination, lasting one and a half days, consisting of an Essay, an English paper and General Papers. The paper on Essay offered a choice of subject from the reel general topics and aimed at testing the candidates ability to write clearly and to develop ideas on a broad basis. The English paper contained a precise, in which candidate was required to summarise a long and complex passage to text his ability to comprehend, to get to the substance of the passage quickly, and to reproduce it clearly and consistly. A second compulsory question in the paper asked for comparative criticism of the ideas and representation in two pieces of given writing. Candidates had a choice between two further questions which offered scope to display powers of argument and orderly presentation. The general paper contained two compulsory papers of equal weight. The first required to candidates a comment on the soundness of reasoning in a few short given passages, it thus, tested their powers of logical analysis. The second question was designed to test a candidate's ability to see the broad implications of a set of figures or graphs, and to present conclusions that could be drawn from them in black and white. Those who succeed in the examination were put to a series of tests and interviews lasting for two days. These were carried out at a country house (No. 9 stocked Abernon) by the Civil Service Selection Broad (C.S.S.B.). The function of the C.S.S.B. was to provide the Final Selection Broad with as much relevant information as possible on which form base its assessment. The CS.SB. procedure has been described as a kind of an extended interview. The candidate was in fact assessed in a variety of situations including membership of a group. The C.S.S.B. draw it as its aim to get as complete and relevant a picture as possible of the candidate's ability and personality by combining what was observed in the group exercises with the individual performance in the other tests and interviews. Finally, in related all this evidence to the candidate's utilities, and assessment of his potentials for development. The emphasis of the process of assessment was on looking at the picture of the candidate as a whole. The C.S.S.B. procedure lasted for three days. Candidates attended tests and interviews on the first 64 two days on the third day i.e., after the candidates had gone the assessors discussed, then finding and wrote their reports. Assessors worked in terms consisting of a Chairman, a psychologist and an "observer". Each team deal exclusively with one group of candidates, consisting of five or, exceptionally, six candidates. For the sake of convenience of groups (were brought together for most of their written test). The assessors were provided with the following information about candidates before the tests and interviews began a.    an outline of the candidate's career, together with reports covering his record at school and university and, where appropriate, in the Armed Forces, on voluntary services overseas, and in civilian employment, personal references from two references of the candidate's choice; b.    the marks obtained in the qualifying examination, the examiners' comments, and the script reader's report. The script themselves were available to members of the assessing staff but in practice assessors seldom had time-or felt the need-to study them; c.    two forms which candidates completed early on the first morning. For "A" asked the candidate for additional biographical information and his provision choice of Department, leisure pursuits and three or four propositions of general or current interest for discussion at interview with the chairman and the observer. (The descriptive note about C.S.S.B. sent to candidates before and told them to prepare for this part of the procedure). These two assessors reserved by mutual agreement one or two of the proposition and any other points from Form "A" which they liked to discuss at interview. Form "B" consisted of a few questions (e.g, what people and events most influenced the candidate) designed to help the interviewers, particularly the psychologist, and asked to candidate to write descriptions of himself from the point of view of a discriminating critic and of an appreciative friend. About two-thirds then went forward to an interview lasting some 35 minutes before a Final Selection Board which make the appointments. Method I which grew out of the selection method of the Army, bore several distinguishing features was based on a 'creaming' process which sought to identify a limited number of outstanding persons among the masses of the candidates. Secondly, it dealt with young persons of high intelligence and exteridededucatio Thirdly, it aimed at a rigorous assessment of overall intellectual and personal qualities. Fourthly, while it paid due regard to the concept of future potential it also assumed that the candidates needed to display quickly the qualities for which they could be chosen. Finally, it presumed that a relatively costly procedure was justified for recruitment to the Administrative class Method II, often referred to as the 'Country House Method' came into increasing 65 criticism from certain quarters As already mentioned, the candidates under this system were required to attend a series of tests and interviews organised in a country houses by the Civil Service Selection Board. Both the candidates and the assessing staff stayed in a country house for two days and were thus in close association. This was intended to enable them to know each other more completely and intimately, thus facilitating a procedure for a more rational recruitment of the candidate. But this arrangement was criticised on the ground that it nearly degenerated into merely assessing the social graces of the candidates. Nor was it correct, according to the critics, that the social atmosphere in the country house was always relaxes: none feels at case in a contrived company of competitors and rivals • Self-Check Exercise-8 Q.1 Discuss about the recruitment reforms. Q.2 What is the recruitment procedure in U.K. 6.11    CONCLUSION A very important problem of the public Personnel Administration is that of recruitment. It deals with efforts to find out and induce suitable candidates to compete for appointment to the public service. A bad policy of recruitment can weck the entire personnel system Recruitment is selection by competent authority for trail appointment. This is perhaps the most important aspect of personnel administration 6.12    GLOSSARY •    it means securing the right people for particular jobs. •    Recruitment Process it includes number of different steps. Like announcement, holding of examination, selection etc 6.13    ANSWER TO SELF-CHECK EXERCISE Self-Check Exercise-1 Q.1 Refer to section 6.3 Q.2 Refer to section 6.3 Self-Check Exercise-2 Q.1 Refer to section 6.4 Q.2 Refer to section 6.4 Self-Check Exercise-3 Q.1 Refer to section 6.5 Q.2 Refer to section 6.5 Self-Check Exercise-4 Q.1 Refer to section 6.6 Q.2 Refer to section 6.6 Self-Check Exercise-5 Q.1 Refer to section 6.7 Q.2 Refer to section 6.7 Self-Check Exercise-6 Q.1 Refer to section 6.8 Q.2 Refer to section 6.8 Self-Check Exercise-7 Q.1 Refer to section 6.9 Q.2 Refer to section 6.9 Self-Check Exercise-8 Q.1 Refer to section 6.10 Q.2 Refer to section 6.10 6.14    REFERENCES/SUGGESTED READINGS: 1.    S.R. Maheshwari "Indian Administration" 1988. 2.    S.L. Goel, "Personnel Administration and Management" 1998 3.    https://mis.alagappauniversity.ac.in/siteAdmin/dde- admin/uploads/2/PG_M.A._Personnel%20Management%20and%20Industrial%20Relations_30 8%2021_Public%20Personnel%20Administration.pdf 4.    https://www.wbnsou.ac.in/online_services/SLM_UGC_DEB/UG/SOE/HED/2nd%20Year/CC-ED-05.pdf 5.    https://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/69750/9/09_chapter%203.pdf 6.    https://polscie.weebly.com/uploads/2/6/5/0/26502314/public_administration_concepts_and_the ories_rumki_basu_sterl.htm 6.15    TERMINAL QUESTIONS: 1.    Discuss the history of Recruitment to civil services in India. 2.    What type of problems faced by recruitment system in India? Comment 3.    Discuss Kothari Commission on Recruitment and selection process in India. UNIT-7RECRUITMENT AGENCIES AT UNION AND STATE LEVEL PROBLEM OFRECRUITMENT Structure 7.1    Introduction 7.2    Learning Objectives 7.3    Union Public Service Commission Self-Check Exercises-1 7.4    Composition of Union Public Service Commission Self-Check Exercises-2 7.5 Annual Report Self-Check Exercises-3 7.6    Summary 7.7    Glossary 7.8    Answer to self-check exercises 7.9    References/Suggested reading 7.10    Terminal questions 7.1    INTRODUCTION Sound, recruitment policies and fair recruitment methods are of basic importance to personnel administration. The determination of recruitment authority as one of the essential features of the Personnel System. In order to eliminate the pressure of recruiting authorities being subjected to pressure by those in possession of executive power, the constitution of India provides for the setting up of Public Service Commission independent of the executive, at the Union and State Levels The growth of Public Service Commission’s independent bodies to advice the executive in service matters, like recruitment, discipline, promotion, etc. is of comparatively recent origin. The Commission shall be established in India to discharge, in regard to recruitment and control of the Public Services such functions as may be assigned to it by the Secretary of State-in-Council. The Public Service Commission came into existence for the first time in 1926 when the Central Public Service Commission was established under the Government of India Act, 1919. It was renamed as the Federal Public Service Commission after the 1 April, 1937, on the introduction of Government of India Act 1935. This Act had also made a provision for the creation of Provincial Public Service Commissions. The Federal Public Service Commission continued as such till 1950, when with the Constitution coming into force, it was designated "The Union Public Service Commission". The Provincial Public Service Commission were designated "The Provincial Public Service Commission. The Public Service Commissions in India have a constitutional status and are in a stronger position than the Civil Service Commissions in the USA and Britain. The U.S. Civil Service Commission was set up under a statute passed by the Congress in 1883, but was recently abolished, and replaced by the office of Personnel Management. The Civil Service Commission of United Kingdom owes itself to an order-in-council, and thus, does not have even a statutory have what is more, it has been made a part of the Civil Service Department and thus does not function as a separate body. 7.2    LEARNING OBJECTIVES After going through this lesson, the student will be able to understand 7.2.1    The composition of UPSC 7.2.2    The function performed by UPSC 7.2.3    Submission of Annual Report 7.3    UNION PUBLIC SERVICE COMMISSION In the Indian Constitution, Article 315 provides for the establishment of a Union Service Commission and State Public Service Commission but it also provides that if the legislatures of two or more states authorise the parliament by resolution, it may establish a Joint Commission for those states. Moreover, the Union Service Commission may also, if requested by the Governor of a state, agree with the approval of the President to perform the work of the State Commission. • Self-Check Exercise-1 Q.1 Write a short note on UPSC. 7.4    COMPOSITION OF PUBLIC SERVICE COMMISSION The number of members consisting the Union Public Service Commission or a Joint Public Service Commission and coordination’s of their service are determined by the President of India and in the case of State Public Service Commission by the Governor of the state concerned by regulations. The Constitution has not fixed number of members of the Union or State Public Service Commissions but has left the matter to the discretion of the President or the Governors as the case may be. It has been decided that there shall be seven to eight members of the Union Public Service Commission and usually 3-4 for State Public Service Commission. The members of UPSC and Joint PCS's are appointed by the President and those of State Public Service Commission by the Governor. It has been further provided that one half of the members of the Commission, Union or State, must have held office for at-least ten years either under the Government of India or the Government of a State. A member holds office for six years or until he attains, in case of the UPSC, of 60 years whichever is earlier. A member can be removed from office only by an order the President on the ground, of insolvency, infirmity of mind or body or engagement in paid employment outside the duties of his office. He may also be removed on the ground of misbehaviour, if, following a reference to an enquiry by the Supreme Court, the Court has upheld the cause of removal. The Constitution further provides that any concern or interest in any contract or agreement made by the Government of India or participation in any way in the profits these of will be sufficient proof of misbehaviour. The other conditions of service of the members are determined by the President, but those cannot be changed to the disadvantage of the members during their term of office. The entire expenses of the Commission, including the salaries of members, are charged to the Consolidated Fund of India. This means that they are not required to be submitted to vote of Parliament. In order to ensure the impartiality and independence of the members, the Constitution provides that, upon easing to be member is due time, the incumbent will be ineligible for any further appointment in the same office or in any office under the Government except a higher appointment in the same commission. The President of India determines the salary and other conditions of service of the member of the Commission through resolutions. The Chairman and members of the Commissions are paid the salary equivalent us the judges of Supreme Court in case of UPSC and judges of High Court in case of State PSC. It is matter for concern that the procedure for the appointment of members has led to complaints that some State Governments have appointed as members, persons who are not competent. The Law Commission in its 1958 report, has also gone on record saying, that in the States, appointments to the membership of the Public Service Commissions have sometimes been made in groups of party and political affiliations and not consideration of merit. In Britain, the Civil Service Commission consists of Commoner (one of them designated as First Commission) appointed by the crown and holding office during god behaviour. Their number varied from time to time. Originally, in 1953 there were six of them of whom w were part time. In Britain there are special safeguards provided to protect the 70 security on independence the Civil Service Commissions, but long tradition and public opinion have done that elsewhere such safeguards are intended to achieve and the British Civil Service Commissions have worldwide reputation for their impartially and independence. In the USA, The Federal Civil Service Commission consists of three commissions appointed by the President with the advice and consent of the senate for an indefinite term. The law requires the commission to be partisan which means that all its members cannot belong to the same political party In practice, of its three members, two belong to one political party and one to the other, the President is empowered to remove a commissioner at any time, but the vacancy must be filled with the concurrence of senate as usual. In its administrative work the commission is assisted by an Executive Director and Chief Examiner under whom there is a large staff to carry out the detailed work in connection with the Commission's activities. The US Civil Service Commission also enjoys a high reputation for integrity and fairness. States have their own Civil Service Commissions organized on similar lines. The U.S.A. is a big country and its federal personnel is much larger than that of other federal countries like India were much of the federal work is entrusted for performance of state offices. Also, as will appear presently, the US. Civil Service Commission has to perform many more duties in connection with classification, hearing of appeals, etc., that belong to their opposite numbers in UK, and India The U.S. Civil Service Commission has, therefore been obliged to develop a field organisation and to decentralise its work through it. Outside its mission has therefore, been obliged to develop a field organisation and to decentralise its work through it. Outside its mission has, therefore, been obliged to develop a field organisation headquarters at Washington, it has 13 district offices in the more important cities, 5,000 local examining boards and about 150 rating boards. Each district office is under a district manager who supervises the activities of the local examination boards and rating boards in his area. The local boards of certain federal employees serving in the field offices of the various departments. They act as representative of the commission in their respective areas and conduct examination and others connecting activities in that area The rating Boards are established at centres, which need a supply of skilled tradesman and mechanics and their function is to recruit and select these classes of employees. The supervision and check of the Commissive over these bodies is maintained through the district manager who is an employee of its own. Same way, the classification work has been decentralised to departmental 71 personnel agencies. The commissions own staff lays down the standard and detailed specification or classification. The department agency does the classification. The department agency conformity with them is later tested by post audit or check. The functions and duties of civil service commissions vary widely in different countries. Broadly speaking we may classify these functions into three classes: (1)    the selection of candidates for appointment and duties incidental thereto, i.e., checking up health and character of successful candidates, their assignment to the different departments and sometimes confirmation of appointment after the probationary period; (2)    promotion, disciplinary cases and hearing appeals, and (3)    fixing of salaries and wages, classification of posts, conditions of service, negotiations with service associations, organisations and methods, and training and research into personnel problem. • Functions of the Public Service Commission: The functions of the Commission as prescribed in article 320 of the Constitution fall into two categories. a)    Administrative b)    Advisory The administrative functions relate to recruitment to all Civil Service and posts under the Union Government or the State Government by written examination, or, and by interview. The advisory functions relate to advising the Government on all matters. 1.    To advise the Government, on all matters relating to the method of recruitment and principles to be followed in making appointment to civil services either directly or by promotion 2.    To conduct examinations for appointment to the All India and Union Services. Some of the important of these examinations are- The combined examination for the IFS, IAS, IPS, IAAS, and other central services, the Joint Services, Wing examination, the Engineering Service examinations, and the ministerial Services examination. For the various examinations conducted by it in 1981-82, there was a total of some 2,49,000 candidates, of those the Commission interviewed some 17656. 3.    To interview candidates for requirement. 4.    To advice the government on the suitability or candidates for promotion and transfer. Recommendation for such promotions are made by the concerned department, and the Commission is requested to rectify them. On the average the Commission handles about 4000 cases annually. 5.    The Commission is also consulted on matters like temporary appointments for periods exceeding one year but not exceeding three years, grant of extension of services, and reemployment of certain retired servants. About 1,000 such cases came up every year. 6.    To advise the government on disciplinary matters affecting civil servants. In 1982, the number of cases relating to promotion, disciplinary matters, seniority etc., was 31,059. On an average, the disciplinary cases 300 in a year. 7.    The Commission is also, consulted on matters like regularization of appointments, claims for awards of pension, claims for reimbursement of legal expenses incurred by government servants, in defending legal proceeding instituted against them in respect of acts done in the execution of them official duties, claims for pension or compensation in respect of injuries sustained while on duty. 8.    To advice, the government on any other matter specifically referred to it by the President. Moreover, under article 321 there is a provision in the Constitution authorizing Parliament to extend the functions of the Commission Though it is obligatory on the part of the government to consult the Commission on these matters. however, failure to do so will not render the action invalid. The President has the authority to exclude posts, services and matters from the purview of the Commission. But all such regulations have to be laid down by him before each house of Parliament, as soon as possible, if not in session or repeal these regulators. • Self-Check Exercise-2 Q.1 Describe the composition of UPSC Q.2 What is the function of UPSC. 7.5    ANNUAL REPORT The Constitution provides that, it is the duty of the UPSC and SPSC to present annually to the President or the Governor, as the case may be, report of its work. Immediately after the receipt of such report the President or the Governor is required to lay it before each of Parliament or State Legislature together with a memorandum of the cases where the advice of the commission was not accepted and reasons for such non- acceptance. It must be remembered however, that the Commission is only an advisory body and its recommendations are not binding on the government. Yet it must be mentioned that by and large, the Commission’s recommendations are accepted by the Government. The working of the Union Public Service Commission as well as of the State Public Service Commission is increasing every year. Historically, the Public Service Commission emerged with a negative role-namely to keep the “[rascals’ out. It is only after the rascals have been kept put that a more positive role came to be gradually evolved them. Talent hunting marks the second stage in the history of Public Service Commissions in the world. In India, the Public Service Commissions designed as to function in the first stage, for the Constitution in personnel administration. It is par excellence a recruiting servant with purely advisory role consulted also in certain disciplinary and other matters. • Self-Check Exercise-3 Q.1 Discuss about the annual report of UPSC. 7.6    SUMMARY The ARC report on personnel administration had made some recommendations with respect to the appointment of members of the UPSC/SPSCs on a uniform pattern. Welcoming the idea behind the suggestion of the study team on centre-state relationship that as far as possible one third of the members of SPSCs should consist of members belonging to another state, it recommended that it could be sufficient if provision was made for the appointment of at least one member of a State PSC from outside the state. It also recommended: (a)    In making appointment to a State PSC, the Governor should consult the Chairman of the UPSC and the Chairman of State PSC. The latter may be consulted also with regard to the appointment of his own successor. (b)    in making appointment to the UPSC the Chairman of the UPSC should invariably be consulted (even with regard to the appointment of his own successor). And (c)    not less than two thirds of the membership of the UPSC should be drawn from among the Chairman and members of State PSCs. It can be seen not these recommendation besides maintaining the standard in the appointment of the members of the commission, do at the same time, aim not the better coordination of their activities. 7.7    GLOSSARY •    UPSC: In the Indian Constitution Art.315 provides for the establishment of a UPSC and State PSC. •    Function of UPSC: The function of the commission as prescribed in Art. 320 of the Constitution fall into two categories 7.8    ANSWER TO SELF CHECK EXERCISES Self-Check Exercise-1 Q.1 Refer to section 7.3 Self-Check Exercise-2 Q.1 Refer to section 7.4 Q.2 Refer to section 7.4 Self-Check Exercise-3 Q.1 Refer to section 7.5 7.9    SUGGESTED READING 1.    S.L. Goel “Personnel Administration and Management” 1988 2.    S.R. Maheshwari “Indian Administration” 1998 3.    https://mis.alagappauniversity.ac.in/siteAdmin/dde- admin/uploads/2/PG_M.A._Personnel%20Management%20and%20Industrial%20Relations_30 8%2021_Public%20Personnel%20Administration.pdf 4.    https://nibmehub.com/opac- service/pdf/read/Public%20Administration%20Theory%20and%20Practice%20by%20Hoshiar %20Singh-%20Pardeep%20Sachdeva.pdf 7.10    TERMINAL QUESTIONS 1.    Discuss the History of UPSC in India, how this organization can be established. 2.    Discuss in detail the function of UPSC in India. UNIT-8PROMOTION: METHODS OF PROMOTION. PROMOTION PROCEDURE FORCIVIL SERVICES IN INDIA. PREFERENCES IN PROMOTION SYSTEM. PROMOTION PROCEDURE FOR CIVIL SERVICES IN U.K. Structure 8.1    Introduction 8.2    Learning Objectives 8.3    Promotion Policy-An Assessment Self-Check Exercise-1 8.4    Essential of sound Promotion policy Self-Check Exercise-2 8.5    Promotion Machinery Self-Check Exercise-3 8.6    Reforms in Promotion system Self-Check Exercise-4 8.7    Promotion procedure for civil services in U.K. Self-Check Exercise-5 8.8    Summary 8.9    Glossary 8.10    Answer to self-check exercises 8.11    References/Suggested Readings 8.12    Terminal questions 8.1    INTRODUCTION Promotion literally means to move forward to advance from a lower to higher; to elevate; to further the progress of, to exalt in station, rank or honour. Promotion is the advancement in rank and status, usually accompanied by an increase in emoluments. Promotion generally means allotting a person highest duties or higher responsibilities. This term has been well defined by Charlesworth, who remarks, “A promotion is a movement from a position or a status on a lower level of responsibility to a position or status or a higher level of responsibility”. L.D. White has defined it differently from another angle. In his words, “It is, one of the means of holding in government service the best qualified promotion is of direct significance as a reward or possible reward. Actual promotion is a reward while the opportunity for promotion is a possible reward.” Promotion essentially means giving a person higher duties and responsibilities. The term finds its origin in Lain word. “Promoters’ this means moving forward. It also means exalting a person in rank and to elevate him. Charles Worth says that, “A promotion is a movement from a position or status of a. lower level of responsibility to some higher level”. Promotion should not be confused with annual increase of salary of the employee. Every employee star 76 on a basic salary, and gets on annual increment, till he reaches the maximum of his pay scale. Thus, annual increment may be automatic or conditional, but in no case it is promotion. Real promotion means rise to a higher grade. “This change in duties and responsibilities is the essential characteristic of promotion process.” Unless there is a regular and scientific promotion system the organisation may fail to attract competent persons and also may lose those who have already joined the service. The rationale of promotion spring from various factors. An organisation gets is personnel through recruitment; but it retains its personnel through promotion. Promotion is as much a need of the organizations as of the employee. It enables the organisation to fill its higher post with trained personnel who have acquired the required expertise through experience. Without proper promotional avenues there is bound to be dismay and low morality. Thus, a regular system of promotion is not only in morality. Thus, a regular system of promotion is not only in the interest of the employees but also that of the employer and also in the overall interests of the organisation. In brief, the need of a sound promotion system cannot be over emphasised the absence of it breeds discontent among the employees, thus having its ill effect on the working environment of the organization. 8.2    LEARNING OBJECTIVES After going through this lesson, the student will be able to understand: •The concept and meaning of Promotion •The knowledge about Promotion policy in India •    Characteristics of Promotion policy •    About Promotion machinery 8.3    PROMOTION POLICY-AN ASSESSMENT Promotion policy is significant from the point of view of bringing efficiency and effectiveness in the organisations. A well-developed promotion policy is very essential for the efficiency of the employees, Promotion is a continuous incentive to efficient working on the part of the employee. The basic idea of a promotion policy are as follows; 8.3.1    Efficiency in the working environment in the organisation, 8.3.2    rewards for efficient service 8.3.3    to attract more qualified and efficient people; 8.3.4    increase the capacity of work; 8.3.5    brings self-discipline among the employees 8.3.6    a sound promotion policy fosters a sense of belongingness of the organisation, assurescontinuity of politics and practices and helps to build up traditions An unsound promotion policy would by pushing ahead unqualified or inexperienced hands breed discontent. impair incentive and demoralise the public service. It would worn off talent away from public service, drive, out competence from the administrative field. A sound promotion policy is therefore, the foundation of rational personnel administration. • Self-Check Exercise-1 Q.1 Write a short note on promotion policy. Q.2 Discuss assessment on promotion policy. 8.4    ESSENTIALS OF SOUND PROMOTION POLICY Recruitment to public service the world over is same are or other on these methods: 8.4.1    Wholly by direct recruitment, 8.4.2    A give proportion by direct, recruitment and balance by promotion from lower cadres, 8.4.3    Exclusively by promotion from the lower grades, 8.4.4    Any of the above confined with deputation from other departments, Promotion follow the various lives of promotion and are confined to the personnel of each service or department. They are made according to the cadre and recruitment rules. The requisites of a proper promotion policy have been described by several other authors also. The name of Willoughby may be mentioned in this respect. He has given six essentials of sound promotion policy. Firstly, he is in favour of setting standard specifications in which the qualification required for all promotions in the organisation. Secondly, he is of the opinion that all the promotions should be classified into distinct classes, grades and services. Thirdly, this type of classification should include all promotion except certain posts having practical work. Fourthly for higher posts the persons should be recruited from within. Fifthly, all the promotions should be based on merit policy. Sixthly, there should be adequate means to judge the merit of the personnel Promotion must be determined according to some principles Promotion is essential for the efficiency of the Public Personnel, but only capable and fit men should be promoted. A wrong promotion system demoralises the whole working environment. The principles of any promotion systems should be equality, justice and fair-play. Principles of Promotion:1.    Seniority system Public Personal are, for obvious reasons, staunch advocates of the principle of seniority as the oasis of promotion. Seniority means the length of service of an employee in a particular grade. It is a system in which promotion from the lower to the higher position is on the basis of period of service put in by an employee in the department. The advantages of the system are that the organisation gets experienced persons and is not required to pay for the training of the employees working on the lower jobs. Further, it keeps the employees satisfied and provides an incentive to put in more labour. According to Dr. Finer. “It is automatic and avoids the needs for making invidious distinctions between one person and another, of placing young one the old, of measuring the responsibility for the result of promotion.” Seniority principles: i.    Simple process. ii.   Automatic in operation. iii.    Equity and justice, iv.   Attract capable persons, v.   Minimise political influence, vi.   More promotional chances. Bout seniority is not without its critics. This system has its own disadvantages. According to Brian Chapman, “The trouble with the seniority system is that it is so subjective that it fails to take any account of personal merit. As a system it is fair to every official except the best one; an official has nothing to win or lose provided he does not actually become so Inefficient that disciplinary action has to be taken against him. Thus, although it is fair put it is heavy burden on the public and a great strain on the efficient handling of public business.” It has also been said that the system is based on certain wrong presumptions. It believes that all persons are fit for promotion which is not correct. It also resumes that all bone on seniority list will have a chance for promotion which again is no correct. There is also a danger of incompetent people being to man higher jobs the reputation and efficiency of the organisation will seniority is based on the following wrong assumptions. 1.    It assumes that all members of the grade one fit for promotion. 2.    It assumes that seniority list is arranged in an order more or less coincident, with the ages of the staff, so that all in due turn shall obtain an opportunity to serve in a higher post.. 3.    It assumes that the percentage of higher post to lower is high, so everyone shall get a change. 4.    iv. It assumes that vacancies are arising in a reasonable flow. Further, there is no guarantee of senior man being more efficient. So, seniority alone will not necessarily result in the promotion of the most competent. According to Phiffner, “A raising to supervisory and directing positions who have crank complexes”. Similarly, Dr. White says, “Consistent application of the rule of seniority up to the scale of supervisory and administrative position would in itself cause the registration of better man and thus invite progressive deterioration in the higher grades where special competence is particularly needed.” Hence, it is generally stressed that only seniority should not be taken as criterion for promotion in the organisation. 2.    Merit System: The principle of merit requires that promotion should be made on the basis of qualification and achievements of the public personnel. The methods generally employed, to assess suitability for promotion is on the basis of record, or a competitive examination or a competitive test. As against seniority system it is the merit system of promotion. Under this scheme it is not seniority alone which matters but there are several other considerations as well. There should be some objective tests of merit. The first objective method of testing a candidate’s ability is through promotional examinations. The second method to test merit is through service records or efficiency ratings. The judgement of the Head of the Department or Promotion Board is the third method of judging the merit of the candidate for promotion. 3.    Examination System: Competitive examination method is another criterion of judging fitness for promotion in the organisation Such an examination, besides being an objective test of merit, eliminates extraneous considerations like bias, and favouritism and facilitates selection of the relay fit. Those successful of the written examination may be called for an interview for the purpose of a personality test. It is said that, under this system chances of grudge and grumble are reduced to the minimum and all keep their knowledge most up-to-date so that they can compete with others in the examination. Further, Promotion on the basis of written examination eliminates chances of corruption, favouritisations and arbitrariness. However, this system of promotion is also not without defects. The system of written examination is not considered to be a sure of one’s ability and quality. Due to these defects found in the examination system alternative methods of determining merit have been sought and the general methods of determining merit have been sought and the general trends is towards the adoption of a system of formalised reports by which each eligible employee is regular by assessed on a standard basis. According to Prof. LD. White, “A third type promotional test is the pass examination in which an individual is promoted by the departmental head subject to proof on minimum qualifications either by examination or submission of experience and education credentials.” 4.    Discretion of the Head of the Office The most important factor in promotion is the personal opinion and judgement of the higher officials of the Department concerned. This system has great advantages, because the Head knows about each and everybody’s efficiency and conduct in the organisation. The judgement based on personnel association is more valuable than any other system of judging the qualities of the employee. The importance and utility of the person judgement of the Head of the Deportment will depend on three factors: i)    the capacity to make good judgements: ii)    the freedom of action; and iii)    intention But, the system has to be criticized, It is said that it is likely to encourage favouritism and nepotism. The employees oppose this method of promotion, they feel that promotions are based on favouritism and the system is undependable because the concept of quality and efficiency always differs from man to man. “The above mentioned, defects can be removed by consisting Departmental Promotion Boards will be judged by the general efficiency of the organisation. All these various tests are employed to secure a sound policy of promotion in the organisation. 5.    Efficiency Rating It is the system under which efficiency of an employee is rated. This system is the product of Scientific management movement. This system is in vogue in USA. There are three major systems by efficiency rating 1.    Production Record System. 2.    Graphic Rating Scale System. 3.    Personality Invention System. The first type is helpful in case of mechanical type of work in which work can be evaluated. The second type include, finding out many types of qualities in an employee. Third type i.e. Personality Inventory system is the “Probst system devised by J.B. Probst; Chief examiner for the city of St. Paul in 1927. But the system of efficiency rating has been also criticised. It is said that it is likely to encourage favouritism, nepotism and is undependable because the concept of quality and efficiency. Thus, the efficiency rating cannot be made the exclusive factor in determining promotion. They are helpful as aids to the judgement of the promoting authority. To make efficiency ratings useful training and supervision of the rating officers is essential. The rating officers should be thoroughly trained in the art of evaluating employees. Individual employees should also be given right to appeal if they feel that efficiency rating is wrong. • Self-Check Exercise-2 Q.1 What are the essentials for sound promotion policy? Q.2 What are the principles of promotion? 8.5 PROMOTION MACHINERY The Constitution provides that the Union Public Service Commission shall be consulted on the principles to be followed in making promotion from one service to another, and on the suitability of candidates for such promotions. The various Departments have framed promotion rules, or issued orders, for the services under their control, and in the criteria they laid down for promotion they diverge considerable. This generally provides for: 1.    Promotion by merit; or 2.    promotion by merit-cum seniority or seniority-cum-merit; 3.    Promotion on the basis of seniority, subject to the rejection of the unfit. Promotions are made by the Union and State Governments generally on the recommendations of the Heads of Departments, and sometimes with the aid of the advice of the concerned Public Service Commission confidential report, which are filled up every six months, are the basis for promotion. Such promotions are usually made in accordance with the principle of seniority. Promotions are made by a Department Promotion Committee or other selecting authority which first divides the promotion who should be considered for inclusion in the select list provided, however, that an officer of outstanding merit may be included in the list of eligible even when he is outside the normal field of choice. Promotions are normally made from this select list in order in which the names are finally arranged. The select list is periodically reviewed. Promotion Procedure in India: The promotion procedure is impartial and fair. The vacancies to be filled, by promotion are duly notified in advance for the information of the employees. The Selection List is based not on the judgement of single individual but of the Committee as a whole which takes all aspect into consideration and the UPSC SPSC are associated at every stage in the process of selection. There are duly constituted Deportment Promotion Committees (DPC) which assess the suitability and merit of the candidates for promotion t ‘Selection-Posts other than the Heads of Departments and Secretaries to the Government Government’s decision on promotion to Gazetted posts in the State Public Service Commission if final. The existence of a proper promotion system is vital for attracting talented persons to public service and preventing them from migrating private ones. Lack of promotion system has a marked retroactive effect on all the processes of personnel administration. A good promotion is of direct significance a reward, or possible reward. Actual promotion is a reward, while the opportunity for promotion is a possible reward. A proper promotion system helps in retaining the services of the most capable amongst its employees and also in giving them an impetus to improve their capacities and qualification. In view of the great importance of promotion system it is essential that it must be based on 83 sound lines. The inference of a good promotion system is all persuasive. It is an influence phase of a career service. In India promotion system has its own history. The principle of seniority was announced in 1669. On taking over administrative functions in 1771, the East India Company modified seniority in favour of merit in the interest of integrity and competence. But the Charter Act of 1793 sanctioned the principle of seniority li remained in force till its repeal by the India Service Act of 1861. As long as in India there was no well-developed personnel system, there was no well-knit promotion system as well. In fact, till 1919, when all high jobs were denied to Indians, there was no question of any system of promotion for natives. After 1919. Indians were given limited chances of promotion which were virtually on the recommendations of the head of the departments, It was after the independence of the country when the question of high jobs and promotion to the Indians came to the fore-front. Normally promotions are made by three methods as a)    Promotion by open competition b)    Seniority-cum-merit or fitness-cum-seniority, and c)    By Selection Technically speaking the promotion making authority in India is the Head of the Department concerned, but promotions in higher posts are generally made in constitution with Public Service Commission both at Centre and in the states. It is provided in our Constitution that the Public Service Commission may be consulted on the principles to the followed making promotions, transfers from the service to another and on the suitability of the candidates for each appointments, promotions and transfers. The promotions to the highest administrative posts viz., Secretary, Joint Secretary. Deputy Secretary are made from a “Pool” which consists of such candidates as have been selected by a Selection Committee appointed by the Government in consultation with Public Service Commission. Sometimes, selection for promotion from State Civil Service to the IAS is also made. It is done by a Special Committee for each State which consists of a Chairman of a member of the UPSC and some IAS senior-most officers of the State as members. The promotion system in India gas oats own problems. It has been criticized both by the services themselves and by the public in general/ the following are the basic defects in promotion system in India. 1.    Firstly, it is argued that the Head of the Department has given too much direction in recommending names out of which selection is to be made. 2.    Secondly, the system of evaluating the efficiency of the employees is also not satisfactory. The entries made in their immediate officers are now shown to them except adverse remark. 3.    Thirdly, promotion Boards or Committees do not exist in ever administrative department and in the absence of such a machinery, promotions and haphazard and arbitrary. 4.    Fourthly, promotions are made within classes and often within cadres of a class which regular promotions are to be made. Sometimes, promotions are made by the departments on the basis of length of services or seniority, sometimes, on the basis of merit as adjudged by a departmental committee and at other times, through selection by the Public Service Commissions. • Self-Check Exercise-3 Q.1 Discuss about the promotion machinery. Q.2 Explain about the promotion procedure in India. 8.6 REFORMS IN PROMOTION SYSTEM In India, the First Pay Commission (1947) recommended a judicious bend of both direct recruitment and promotion. It argued strongly for promotion because the evil service in India attracts over qualified staff. The commission recommended that at the higher level merit should be the basis whereas at the low level the basis for promotion should be seniority-cum-fitness Examination method should be adopted for technical jobs only. The Commission, while endorsing seniority-cum-merit demurred to the view that seniority shall prevail unless a person in declared unfit. The object of promotion is not primarily to give him more pay but to give him more responsible position with more extensive authority system of limited competitive examinations should also be encouraged. Confidential report should indicate general assessment and potentialities of an employees and that confidential reports should be scrutinised at efficiently high levels. The Second Pay Commission (1957-59) made several recommendations or performance appraisal and promotions as follows: i.    The annual confidential reports are not always objective assessments based on careful observations. ii.    The Commission would prefer that the general grading is done at a higher level, preferable at the level where a whole cadre is considered from promotion in the interests of uniformity in the fin assessment, and that the reports received at the higher level should, after scrutiny, be returned to the Reporting Officers for rectification, amplification or explanation whether called for. iii.    There should be a system of promotion by a special limited competitive combination to provide young officers in class II and class III services an additional opportunity to entry any of the class I or Class Il services to which there is direct recruitment by a competitive examination The Estimate Committee on Public Services (1965-66) endorsed this suggestion that 10% of the vacancies in the All India and Central Services Class 1 be reserved to be filled through a lenited competitive examination. This would give talented candidates an incentive for better and more developed service. The written examination may be supplemented by an interview 1.    Recommendation of ARC The Administrative Reforms Commission (ARC) recommended significant reforms in the promotion system in India as follows: i.    They emphasised the importance of merit over seniority in promotion and suggested the elimination of the subjective element in determining merit of the eligible candidates for promotion: ii.    They suggested the replacement of the existing system of confidential reports by that of Performance Records. Administrative Reforms Commission also went through the present system of report writing of the employees. The procedure for preparing the Performance Records of each employee generally suggested is as follows: i.    At the end of each year, the official reported upon should submit a brief resume nor exceeding 300 words of the work-done by him bringing out any special achievement of his While assessing the reporting officer should take due not of the resume and after making his own comments and assessments submit the entire record to the next higher officers the receiving officer. ii.    There should be three grading for the purpose of assessment, viz, (a) fit for promotion out of turn, (b) fit for promotion and (e) not yet fit for promotion. Both the reporting officer and receiving officer should assess the official according to these grades. iii.    The grading “Fit for Promotion out of turn” should be supported by specific mention of outstanding work that has been done. iv.    Good work done during the year should receive prompt appreciation either on the file or in a tour or inspection note the officer concerned should quote this in his resume. v.    Where merit equal, seniority should be decisive for promotion. II.    Estimates Committee Recommendations The Estimate Committee in its 9th report, 1953-54, made the following suggestions in regard to promotions in the country: i.    Promotion should be solely on the basis of merit regardless of the seniority of the persons concerned in service. ii.    Persons should be judged for promotion by the people who have watched their work and conduct over a period iii.    Promotions should be made on the recommendations of a Committee consisting of not less than 3 officers, one of whom at least is acquainted with the work of the person concerned. iv.    In judging the person on the basis of the Confidential Report on him, it should be seen that he was warmed in time of the defects notices in his work and conduct and that if he did not show improvement he was warned again. v.    If no warning has been given to a person, it should not be presumed that the reports on him are so good as to justify his promotion. III.    Policy Implications i.    The system followed in the confidential reports an employees’ performance should be remodelled to facilitate assessment of performance, personnel qualities of employees and identification of the true ability of the employees with as much objectivity as possible. ii.    The system is now too heavy loaded in favour of seniority than merit system. iii.    Promotion should be linked to training and professional expertise and should ensure 87 opportunities for development in career. iv.    To avoid any kind of Subjectivity, Promotion boards should be established and take resource to a system of appeals where necessary. • Self-Check Exercise-4 Q.1 Discuss about the reforms in promotion system. Q.2 What are the Estimates Committee recommendations. 8.7    PROMOTION PROCEDURE FOR CIVIL SERVICES U.K. England promotions are made on the basis of annual reports which are maintained by supervising officers. Promotion Boards exist in each Department. They include the chief official of the department. The Promotion Board weighs carefully the reports and other available information on the basis of which it assesses the merits of the eligible officer. The Board may also interview the candidates recommended for promotion. On the basis of services reports, it recommends the names of the candidates to the Head of the Department who passes the final orders. Seniority alone does not determine promotions. An aggrieved employee has a right to appeal against the decision of the Promotion Board. Thus, in England, promotions do not depend on the sweet will or judgement of a single individual but of a Board, and even the decision of the Board is appealable. The method of Department Promotions as recommended by the Report of the Committee on Promotion of 1921 are as follows: 1.    Where the staff of a department is so large that the Head of Department cannot be familiar with the qualities of every member of it, we consider that the institution of a promotion Board (or Boards) appointed by the Head of the Department as a recommending Body (or Bodies) will normally be required. In any case in which the institution of a promotion Board (or Boards) is considered by the Head of the Department to be unsuited to the circumstances of that Department an opportunity for full discussion of the subject should be afforded to the appropriate Whitely Body. Promotion to Post with salaries rising above pound 900 a year should be regarded as outside the scope of the machinery recommended by us. 2.    A departmental Promotion Board should normally include the principal establishment officer or his duty, the Head of the sub-department in which the vacancy occurs, and one or more other depart officers of experience of standing nominated by the Head of the Department. 3.    The Board would call for any evidence likely to be of assistance to it. 4.    In order to provide for the due consideration of any information in the possession of the staff or any representations that they may desire to put forward, the staff or any representation that they may desire to put forward, the Promotion Board should like evidence from one, or in special cases more than one, representative nominated for the purpose by the staff side of the Departmental Whitely Council, or by the staff side of the District of Office Committee as may be appropriate in the particular case. It should be the duty of the Promotion Board to see that full opportunity is given to such representative or representatives of the staff to furnish any information in possession of the staff or to make any representations and full consideration should be given by the Promotion Board to such information and representations. It is contemplated that the Promotion Board will recall the staff side representative if the Board desires to hear further evidence from him before it reaches its conclusion. 5.    The recommendation of the Promotion Board should be made in writing. 6.    The adaptation of the machinery for making Promotions to the circumstances of different Departments is a matter that should be left to be dealt with departmentally, but the actual machinery adopted in a Department should be clearly set forth in an official document for the information of all serving in the Department. 7.    In a department where no promotion Board is situated the staff should be given equivalent for making representations or furnishing information in their possession. opportunity 8.    We recognise that in exceptional cases, in which the public interest makes it necessary, it will remain within the competence of the Head of the Department to make any promotion without following the normal procedure. 9.    It is provided in the model Constitution for Department Whitely Council that “It shall be within the competence of the Council to discuss any promotion in regard to which it is represented by the staff side that the principles of promotion accepted by or with the sanction of the National Council have been violated.” In addition to this we recommend that it should be open to any officer or officers to make representation to the Heads of the Departments in regard to any promotion that has been made effecting him or them. Such representations should be made within some definite period of the announcement of the promotion, the period to be determined departmentally. Representations of this nature should be considered by the Head of the Department who would (a)    deal with the case himself, with or without assessors, (b)    remit it to the promotion board for rehearing (c)    refer it to some other advisory body for consideration. Where the representations are based on the submission of need of evidence, the normal procedure will be to remit the case to the Promotion Board. There may be cases in which the circumstances render one of the alternatives suitable. 10.    The report of the body considering such a representation should receive special consideration by the Promotions Board on the next filling of a vacancy, and in cases in which promotions are made in batches to a grade, the filling of a proportion of the vacancies should be deferred until after this opportunity for representation has been afforded. 11.    An office making such representations should be permitted to associate with himself a representative of the staff side of the appropriate Whitely body or other member of the staff. In the event of his attending to make the representations at his own request he should pay his own expenses. 12.    In all cases Carly notification of the appointments made should be given, to the staffs concerned. • Self-Check Exercise-5 Q.1 Discuss about the promotion procedure in civil services in U.K. Q.2 Write a short note on civil services in U.K. 8.8    SUMMARY Unless there is a regular promotion system organization may fail to attain competent person and also may lose who have already joined the services. An organization get its personnel through recruitment. Promotion is as much a need of the organization as of the employee. It enables the organization to fill its higher posts with trained personnel who have acquired the required expertise through experience. Thus, a regular system of promotion is not only in the interest of the employees but also of the employer and also the overall interest of the organization. In brief the need of a sound promotion system cannot be over emphasized the absence of it breed discontent among the employees thus having its ill effects on the working environment of the organization. 8.9    GLOSSARY Promotion: - it literally means to move forwards to advance from lower to higher. Principles of Promotion: there are various types of promotion systems in India like merit system, seniority, examination, efficiency rating etc. 8.10    ANSWER TO SELF-CHECK EXERCISES Self-Check Exercise-1 Q.1 Refer to section 8.3 Q.2 Refer to section 8.3 Self-Check Exercise-2 Q.1 Refer to section 8.4 Q.2 Refer to section 8.4 Self-Check Exercise-3 Q.1 Refer to section 8.5 Q.2 Refer to section 8.5 Self-Check Exercise-4 Q.1 Refer to section 8.6 Q.2 Refer to section 8.6 Self-Check Exercise-5 Q.1   Refer to section 8.7 Q.2   Refer to section 8.7 8.11    REFERENCES/SUGGESTED READING 1.    Maheshwari, S.R., “Civil Service in Great Britain”. 2.    Maheshwari, S.R., “Indian Administration” 3.    Goel, S.L., “Personnel Administration and Management” 8.12    TERMINAL QUESTIONS 1.    What do you know by a sound promotion policy? Discuss the promotion machinery of the Government of India. UNIT-9 TRAINING: OBJECTIVE OF TRAINING, TYPE OF TRAINING, METHODS, TRAINING INSTITUTE IN INDIA. TRAINING FOR CIVIL SERVICE IN INDIA WITH SEPCIAL REFERENCE TO ALL INDIA SERVICES. TRAINING OF CIVIL SERVICES IN U.K. Structure 9.1    Introduction 9.2    Learning Objective 9.3    Importance of Training Self-Check Exercise-1 9.4    Training in Developing Countries Self-Check Exercise-2 9.5    Type of Training Self-Check Exercise-3 9.6    Training Procedure in India and Training Institutions Self-Check Exercise-4 9.7    Evaluation of Indian System of Training Self-Check Exercise-5 9.8    Summary 9.9    Glossary 9.10    Answer to Self-Check Exercise 9.11    References/Suggested Reading 9.12    Terminal Questions 9.1    INTRODUCTION In most of the countries, only well-educated, qualified and meritorious persons are recruited in the civil services. Most of them are graduates, post-graduates and degree/diploma holders. They have already obtained the minimum educational qualification required for entering the Government service. Their education is normally completed before they enter the civil service but the process of education continues even afterwards. However, they need a different type of education, which will “help them in their daily work, and improve their skills and efficiency in administration. This new type of work-education is called as training in the civil service. In modem times, the administration has become more and more complex and complicated equip special knowledge and technical skills. Normal college and University education do not fulfil these requirements of modem administration. Therefore, there is an increasing need of training for the civil service Training has now become an integral part of the modem personnel management. In almost all the countries including, elaborate arrangements are made to provide suitable and going to study and examine the importance of training for the development of employees, skills, objectives, nodes, meaning types and techniques of training. 9.2    LEARNING OBJECTIVES After going through this lesson students will be able to know •    The concept of Training, its importance and methods •    Type of Training and its objectives •    Training in India •    Training for Indian Administrative Services •    Evaluation of Indian System of Training 9.3    IMPORTANCE OF TRAINING All over the world, training of civil servants has become an important aspect of modern personnel management. It has been recognized by all the modern government. It has been effective training programme for their civil servants is absolutely hand the functions of the Governments have increased and expanded rapidly and on the other, administration has become more and more complex, specialized and technical. It is true that the recruitment policies and programmes based on merit system try to select the best qualified and competent persons for the civil service most of the selected degree or diploma holders but the University degree or diploma is not enough to make them best administrators. It is necessary to have some knowledge and skill required for doing the actual work of administration. This practical knowledge is imparted through training, Training prepares an employee for the new administrative tasks. Training improves his skill and efficiency. Training prepares him for higher and higher responsibilities. In fact, the very induction of an employee in an organization needs training. An employee must know about the goals and objects of his organization; the nature of work he is expected to performing the organization; and the techniques plus skills and methods of doing his new administrative work. All the systematic and coherent training programme. Similarly, with the passage of time, the knowledge and skill acquired by an employee become out-dated. He needs new and up-to-date knowledge and through his training and orientation. We can, therefore, say that training is a continuous activity. Although the formal education of an employee is normally completed before the enters the civil service, but the process of education, in the form of training, continues even afterwards. Training is thus necessary before entering the civil service and even afterwards Like education training is also a lifelong process. But training has narrow and specific objectives as compared, to education is much wider than training. Education influences the entire process of the upbringing of an individual from the childhood, the formation of his personality, characters habits, manners, attitudes, mental and physical capabilities etc. Education in general aims at broadening the mind. But training aims at improving the specific skill and knowledge required for some particular kind of work or profession. However, both education and training are, closely related to each other and many times they overlap each other. Training for development of employee’s Skills When a brilliant young graduate from the University enters the civil service after successfully passing the written and oral examinations he does not know much of the practical administration. Nor does he have any knowledge of the actual work he is expected to perform in administration. At this entry-point itself an employee needs a pre-entry training. It is essential for the very induction of the new employee into the new organization. Unless he is given the essential information about the organisation, its objectives, his own role in the organization and the method of performing his own role effectively, he will not be able to make any real contribution and participate in the organisation’s performance. Without effective individual participation the organizational efficiency cannot increase. At the same time, an employee cannot effectively participate unless he thoroughly knows the techniques and skills necessary for the performance of his task. These technical skills can be acquired by the employee though training. Training aims at continuous and systematic development, among all the levels of civil servants, of that knowledge and those skills and attitudes which are necessary for their own advancement and for increasing the efficiency of administration. Training imparts that knowledge of facts which is essential for specialized and professional work of administration. It also teaches the techniques and skills necessary for doing the administrative work. It also helps in formation of good mental and physical habits and altitudes necessary to be a successful administrator. Ultimately we can say that the main objectives of civil service training development of employees skills. improvement of his individual performance, and overall efficiency of his administrative organization. In the achievement of these objectives, training performs the following functions: 1.    Training helps the employee to understand the goals of his organization and his own role in it. 2.    It helps him in acquiring the personal ability, physical tools and mental capacity required to promote these goals. 3.    It helps him in acquiring the specialized and technical knowledge and professional skills required to perform his role effectively in the organization. 4.    It helps him to know the most suitable and up-to-date methods and procedures to work. 5.    It helps him to attain precision and clarity in his individual work. 6.    It helps him in effectively dealing with the fellow workers and with general public. 7.    It helps in making adjustments with the changing work, conditions and in adopting new outlook and new methods to new needs of new times. 8.    It not only helps him to suitable adjust himself with the present work in his organizations and also prepared him for the future higher duties and responsibilities in the administration. 9.    It helps him in keeping a high morale and gives him emotional lift by increasing his pride in his work. 10.    It helps him in equipping himself with necessary capacities to perform his role as development administrators in a satisfactory manner. The importance of civil service training has been recognised by most countries, including India. They have devised suitable training programmes for their civil servants and established many training institutions for implementing these programmes. However, these arrangements are inadequate and a great need of training is felt in many countries. • Self-Check Exercise-1 Q.1 Write a short note on training in civil services. Q.2 Discuss about the importance of training. 9.4 TRAINING IN DEVELOPING COUNTRIES Training of civil servants is of basic importance in all countries but the need and importance of training is more urgently felt in developing countries. There are many factors responsible for this urgent need of training in developing countries. There are 1.    There is generally a shortage of trained and qualified persons in most developing counties: 2.    Training facilities and training institutions are inadequate in these countries: 3.    Functions, of the Government have increased rapidly. They are called upon to perform many new functions, which require highly skilled and technically trained personnel; 4.    Administration has complex, technical and specialized functions. 5.    Social economic conditions, in these countries are rapidly changing. In order to meet the challenge of these rapid changes, there is a need of innovation in administration. 6.    There is public pressure on the Government to implement the development programme with extra- ordinary speed the development programmes with extra-ordinary speed and efficiency. Because of the above-mentioned factors, the need for civil service training is more urgently felt in developing countries. In fact, we can say that in these countries, the entire success of the development policies depends upon chalking out systematic and suitable training programme and its timely implementation through the appropriate training institutions. • Objective of Training Following are some of the most important objectives of training of civil servants- 1.    Firstly, the training improves the efficiency of the administration; 2.    Secondly, training improves the occupational skill and knowledge of the employees, so that they can do their work effectively. 3.    Thirdly, training inducts a new employee into the organization, and gives him knowledge of the goals and objects of the organization, his own role in the organization and techniques and methods of carrying out his duties. Consequently, the employees can best contribute in the attainment of organizational goals. 4.    Fourthly, because their constant change in the goals and techniques of the organizations, training adjust the employees with the new organizational changes. 5.    Fifthly, training makes up the differences of the newly recruited persons. Fresh University graduates are given necessary training to shape and mock them into the desired direction and make them suitable for the work of administration of the government. 6.    Sixthly, training keeps the employee informal about the latest developments in his special field and thus, keeps his knowledge up-to-date. 7.    Seventhly, training improves the integrity and morale of the employees. The very existence of the training process gives the trainees and added sense of the dignity and pride of their work and office. 8.    Eighthly, training develops a sense of community service and belongingness in the employees. They realize that their work is an essential part of the organization and the 96 community. Therefore, they put more efforts in their work. This gives the employees a sense of pride and self-fulfilment in their work. It is therefore, said that everybody the civil service must get an opportunity of training or one kind or other. 9.    Ninthly, training makes the employees, public oriented. It inculcates a basic principle in them, that they are public servants and not masters. 10.    Tenthly, training prepares the employees for higher positions and greater responsibilities 11.    Finally, training fosters homogeneity of outlook and broadens the vision and outlook of the employees. • Self-Check Exercise-2 Q.1 Discuss about the training in developing countries. Q.2 What are the objectives of training? 9.5 TYPES OF TRAINING There are different types of training employed in different countries. Some of the major varieties of-training are as following I Formal and Informal training ii Short-term and Long-term training Iii Pre-entry and post-entry training iv.    Centralized and Departmental training v.    Skill training and background training vi.    Orientation training I Formal and Informal Training Informal training is training by experience, which an employee acquires during the course of this actual routine work in his acquires during the course of his actual routine work in his organization. No special efforts are necessary for informal training. This is a routine organizational activity. It does not require planned training programme, specialist/trainers or some training institutes. This kind of informal training neither prescribes a specific time period, not a group of trainees is especially selected for it. This has been the traditional method of training in public administration and is preferred even now by practical administrators. But this process is a “very hard way of learning” and require a lot of 97 persistence and patience on the part of the employee. It is slow, ineffective and frustrating. Form attempting in free from these defects. That is why informal training is not very popular amongst most of the countries. Formal training is that kind of training which is carefully planned, arranged and conducted under the expert supervision and guidance. Specialist trainers in a training institute or under the auspices of the Departmental training programme, impart the formal training to a specially selected group of trainees during a specific time-period. It consists of an actually course of study, with lectures, seminars, workshops, group discussions, conference, work projects and written reports etc. It may lead to award of a professional degree or a certificate of satisfactory completion of the training. It may be imparted before the entry into the service or during the probationary period of the career service. It may be full-time or part-time. It may be orientation course or it may be a course of general nature. The formal training has carefully defined objectives, pre- determined courses or topics, planned course of action and systematically chosen methods of techniques. It inculcates necessary administrative skills through well-defined courses conducted at appropriate stages during the career-service. As the need of improving the administrative efficiency is felt urgently everywhere, the system of the formal training is becoming more and more popular. In fact, the best way is to supplement informal training by formal training programmes. Both must be combined to give best results but the various training programmes adopted in different counties like pre-entry training, post-entry train, orientation training etc. normally rely on formal techniques of training only. ii.    Short-term and Long-term Training These two types of training depend upon the duration of the training course. The duration of training depends on the subject matter of training course; the nature of the service: and the needs of the Government. If the training course is completed in a few weeks or a month or two it may be called as short-term training compared to the long-term training programmes conducted for a period ranging from six months to one year or two. iii.    Pre-entry and post-entry training It is clear from the above names itself, that the training imported before entering the civil service is pre-entry training whereas that which is given after a person enters the service is called as post-entry training. Pre-entry prepares future recruits for the services. The college and university education and professional or technical education can be called as pre-entry training. In recent times many training institutions have been set up to provide training curse for administrative and managerial positions in the Glovemment. Similarly, there many 98 institution centres which provide training to the candidates appearing for competitive examinations. In some place practice of internship and apprenticeship is commonly employed for pre-entry training of the public potential recruits in the service. Practical administrative training is also provided is some Universities and Colleges a comprehensive pre-entry training programmes are there is the USA and many western countries. Post-entry training is given after a person joins the service. Post-entry training is very common is very common in many countries. It is also called as in-service training. The difference between the in-service training, it may be a combination of formal an informal-methods and it is imparted at all levels in the service it helps in improving the efficiency and performance of the employees and makes them professionally more competent and able. Sometimes post-entry training is not directly concerned with the actual work of the employee but indirectly it is of much help to improve his general ability and organizational performance. iv.    Centralized and Department Training When training programme is made with in a department or office, its aims are limited to improve the specific knowledge and skill relating to the department and it is conducted only for its own employees then it is called as Departmental training. Such training is imparted by experienced officers of the department training is imparted by experienced officers of the department itself. Police training college is an example of this type of training. But when training to the officers of many department is provided by a central training agency it is called a centralized training. The training programme of the Lai Bahadur Shastri Academy of Administration is an example of centralized training system in India. v.    Skill Training and Background Training Background training is of general nature. It provides knowledge of such subjects which help the trainee to understand the social, economic, political, administrative and constitutional back ground and conditions prevailing in the country. The purpose is to broaden the mind and knowledge of the employees’ and to make them aware of the society and their own role is the society. But when it is intended to improve the skill of the employee in a particular kind of work, it is called as skill training. Still training aims at providing employees with the knowledge of special skills, techniques, procedures, methods, crafts or complicated systems etc. necessary to carry out his specialized kind of work. Craftsmanship training, or incometax officers training are examples of the skill training whereas the I.A.S. Entrant’s training at Lal Bahadur Shastri National Academy of Administration at Mussoorie is example of background training. vi.    Orientation Training A new entrant must know about his organization, his work and his working situation and methods. He has to be introduced to his new organization. This is done through orientation training. Orientation training is planned effort to adjust and employee to his organization and his job. Basic objective of orientation training is to introduce an employee to the basic concept of his job, new work environment, aims and objects of his organization and his own place in the organization, Orientation training is also necessary to keep the civil servant up-to-date and attained to the new developments in his field. Orientation training is becoming important in India in recent years. Training of civil servants is of prime importance in all countries. In order to make civil service more efficient and effective, everywhere, suitable training programmes are chalked out. Training is necessary not only to the new entrants but also to those who are already in the service. It may be of any type formal or informal, short-term or long-term, pre-entry or postentry Training programme must i.e., planned according to the requirements of different services keeping in view the socio-political and administrative conditions prevailing in the country. However, we can conclude that, whatever may be its type, training is permanent need of public administration. • Methods of Training: There are many techniques of training followed in different countries. Some of the important methods are as follows: I.    Training by Experience on the Job A person is posted on one job and allowed to learn from the experience gained by doing that job Then he is posted to another section/department to learn by experience about that new section. In this way an employee may be transferred from branch to branch section to section or department to department and allowed to learn by the experience of doing a job. Senior and experienced officers help the trainee in this process of leaning by giving necessary oral and written instruction and directions from aims to time. In order to give him wide experience of administration, a trainee is sometimes sent to work in an outside office or organizations. Short visits to other related officers, inter-departmental exchanges of study tours etc. are also arranged. This is like the method internship or apprenticeship commonly used in industrial 100 management training. This method is cheap and simple. With the passage of time a person learns the techniques of administration and improves his performance as an administrator. But this method is slow and time consuming Many times it does not have clearly defined objectives and specific time-limit. However, this method trainings are extensively adopted in most of the countries. ii.    Training by Formal Instructions In this method of training, formal instructions are given by the senior officers, to the trainees by arranging some lectures, or classes, Lectures of outside experts are also arranged. A specific course is planned and lectures, classes, group discussions, seminars, addressed or work-shops etc. are arranged for imparting the necessary training to the employees Head of the office/department also-addressed the employees and gives them necessary instructions. This is arranged through an agency or institute of training. Now-a- days in most of the countries, this technique of training by formal instructions has been followed. Selected group of trainees are time of the formal training, necessary written institutions, information, documents, files and regulations etc. are also provided to the trainees. Films/Audio-Visual aids and computers are also used for this type of formal training iii.    Conference Method of Training This method of training has become very common now. A selected group of trainees from different departments are brought together to discuss various problems in a meeting or a conference. The trainees are the active participants in this method of training. Some specific cases are given for discussion in the conference. All the participants express their views and opinions based on their own experiences. This method, called a case-analysis method of training provide the opportunity to leam from the experiences of others. In lecture method of trainees have the active ideas. The Chairman of the conference plays the role of a guide an instructor. His role is only to put the discussion on the right track, in USA. and many other countries and conference method has become very popular. In India, also this method is used for setting level short-term training of higher civil servants like LA.S. etc. In conclusion, we can say that all the Governments have to make training arrangements and establish suitable training organizations for the civil servants. While the broad objectives of training are decided by the Governments, it is the duty of the training organizations to plan the training programmes and adopt suitable methods of training. No one method is best. Different methods may be combined to suit the requirements of the jobs and of the training programmes. Lectures and talks of the senior departmental officers or experts may be arranged. Seminars, conferences, lordships, group discussions, and field visits may be organized. Refresher or orientation courses may be conducted. Case-analysis method can be adopted. All these methods may be employed singly or in combination according to the needs and facilities available. • Self-Check Exercise-3 Q.1 Discuss about the types on training. Q.2 What are the methods of training? 9.6 TRAINING PROCEDURE IN INDIA AND TRAINING INSTITUTIONS Civil Service Training is comparatively a new phenomenon in the modern world. In India, it began during the 18th Century British Raj itself. Today India is the leading developing country which has made elaborate training arrangements and established which has made elaborate training arrangements and established a number of training institutions for the civil servants. In this lesson we shall examine the India system of civil service training and make a critical evaluation of the present training arrangements in the country. After studying this lesson, you will be able to understand- 1.    Historical development of the concept of civil service training: 2.    evolution of Indian system of training: 3.    discuss about the present system of training of civil servants in India and also about some important institutions of training in the country: 4.    make a critical evaluation of the India system of training; and 5.    make useful suggestions to improve the present Indian system of training. 9.6.1    Introduction: Training of military recruits has been a regular practice even since ancient times. Craftsmanship and professional training have also been given through apprenticeship for thousands of years. After industrial revolution, skill training of industrial workers became necessary. But civil service training is of comparatively recent origin. Only in the twentieth central civil service, training has assumed a great significance in the personnel management. Training of higher civil servants was started during the days of East India Company in the 18 century itself I.C.S. officers were provided with extensive entry-point training in England before sending them to India. The system of training evolved during the pre-independence period has been modified to suit the changed requirements after independence. Today India is the leading developing country which has made elaborate training arrangements and established a number of general and professional training institutions which provide up-to-date training for its civil servants. In this lesson we shall study the historical development of the concept of civil services training and critically examine the Indian system of training in all details Evolution of the Concept of Civil Service Training in General: Although training of civil servants is comparatively a new phenomenon, the training of military personnel has been a regular feature of military administration for thousands of years. In ancient India, there was an institution called as Guru-Shishya Parampara (Teacherpupil relationship) under which the student stayed away from his home in the Gurukul/Ashram, to learn the best to the knowledge skills and arts from the Guru. Rulers, artists, artisans and even administrations were perfectly trained under the Gurukul system. But this arrangement was restricted to the upper strata of society. Ordinary citizen’s profession was decided by his birth and caste and he used to get informal training of the family craft or profession from his family and caste group. Since the middle ages in Europe the craftsmen were trained by formal apprenticeship with experienced craftsmen. Conscious and systematic training began only after the industrial revolution in the field of private industry, business and management Industrial expansion required skilled and expert workers to operate the intricate machines. Naturally the need of industrial and technical training of workers was felt urgently. In order to increase the efficiency and production of the industries they required trained managers and therefore the need of management training was also felt urgently. The training of employees, thus became necessary for the success of the industrial administration. But in the field of civil administration training was not considered of the necessary because the functions of the Governments were limited and administration was a simple activity. Civil servants were expected to leam by experience through a process of train and error. This, method of the hard way of learning’ was continued for a long time. In Modem times, the social and political conditions have changed. Modern state has become 103 a welfare state. Functions of governments have tremendously increased. All governments have to promote the welfare of the people, plan for the socio-economic development and implement the development programmes efficiently, Scientific and technological developments have rapidly changed the lives of the people. After the Second World War, many new states have come into existence. In many of them democratic governments have been established. All these changes have made administration a very complex activity. We need highly skilled personnel to run modem administration. For this purpose, the need of planned and purposeful training for the civil and more attention is now being given to civil service training in many countries. In almost every country a national academy or its civil servants. There are also specialized training institutions in every country. Historical Background of the Indian System of Training History of civil service training in India can be traced back to the days of East India Company, which established Haileybury College in 1805 for the training of the young recruits to the concerned civil services. The Indian, Civil Service was manned by the products of the Haileybury College until 1855 when the first competitive examination was held the successful I.C.S. candidates were required to spend 1 to 2 years in the British University and learn subjects like Indian Law and Indian languages etc. During the Second World War, a camp school was set up at Debra Dun to impart training to the new entrants in the I.C.S. After Independence the Indian Civil Service was converted into Indian Administrative Service and to impart institutional training to the new recruits. Indian Administrative Service Training School was set up in 1947 in New Delhi. In 1957 Indian Administrative Service Staff College was set up at Shimla to train senior official and recruits other than direct recruits, Both these institutions were subsequently merged and the national Academy of Administration was set up in September 1959 at Moussourie. The academy is now named as Lal Bahadur Shastri National Academy of Administration, which is the most important central institution of training of the higher civil service including the All-India Services. During the British Raj it was believed that the education received before joining civil service was sufficient to qualify a person for the job. Formal training was not considered to be essential for the civil servants. Only the LCS. and technical personnel were provided with institutional training Police, Telegraph Railway, Income-tax. Accounts and Audit were the Departments which required training arrangements for their technical personnel. However, in spite of all these arrangements, government relied more on training by experience on the job 104 till independence The problem of civil service training has assumed special significance only after independence with the changes in the social, political and constitutional conditions, the nature of government work has changed the functions and machinery of the government work has changed the functions and machinery of the government has expanded and may new services, have been constituted. As a result of all these rapid developments, it has become imperative for the Central and State Governments have been set up by the Central Government to plan and provide suitable training to their civil servants. Accordingly, a number of national Central Training Institutions have been set up by the Central Government. Similarly, in almost all, the States there are state level training institutions like Administrative staff Colleges and public training centres etc. Apart from these institutions many other academic bodies and Universities also provide training to civil servants Objectives of Training in the Indian Context After Independence the Civil Service training assumed special significance in India. The Planning Commission observed as early in 1954 itself that “next to recruitment the training of personnel was considerable bearing on administrative efficiency. Each type of work in the government requires a programme of training suited to it. In general, in all branches of administration; it is necessary to provide for the training of personnel at the commencement of service as well as at appropriate intervals in later years”. Following are the major goals of civil service training: 1.    First and foremost goal of training is to improve the competence, skills and efficiency of the civil servants for the present job and also for the future. 2.    Secondly, training should inculcate democratic attitude and respect for the traditions of parliamentary democracy in the minds of the civil servants. This is necessary because of authoritarian character of the British Administration in the past. 3.    Thirdly, in a vast country like India, training should foster a national outlook amongst the administrators. 4.    Fourthly, training must fill up the gap between the civil servants and the public. It should make them realize that they are not masters of the people as in the past but are essentially public servants. 5.    Fifthly, training of civil servants should aim to make them aware of the realities of rural India and give a rural-orientation to them in their work. 6.    Sixthly, India’s development requires successful implementation of Five Year Plans. It is therefore, necessary that training of civil servants should make them good planners and development administrators. 7.    Seventhly training of civil servants must make them aware of latest developments in their field, sod enable them to acquire knowledge of latest techniques tools and skills, necessary for successes administration. • Training For Indian Administrative Service: Indian system of the training of civil servants is largely conditioned on the British pattern. At the higher levels the emphasis is on a University degree. The principle of, ‘catch them young results in recruitment of persons who have no education or training of public administration. They are equally brilliant young me and women with a background of liberal University education. Before giving them new administrative responsibilities, they need a systematic training in the skills and techniques of administrations and in the total ethos modem democratic administration. Therefore, new entrants to the All India Services and highest Class 1 Central and State Services are provided with well-planned institutional training in India. But systematic arrangements for the training at middle levels of Class II, Class III and subordinate services do not exist in the country. They are largely expected own staff colleges or training institutes, e.g. Railways, Central Excise Post and Telegraph etc. The Institutional like Central vide practical job-related training to the middle and subordinate level staff. However, for most of the services, at middle and lower levels, the training there is on the job training under expert supervision. There is too much emphasis on the training of higher civil services in India. The initial post-entry training is imparted in two different ways. 1.    Institutional training (for Administrative, Police Audit and Accounts, Income Tax etc.). 2.    Departmental Training under the guidance of senior, and experienced officers (for Défense, Accounts, Customs, Posts etc.) Probationers of the All-India Services like I.A.S., IPS, IF.S. and Central Services Class I aregiven the institutional training in two phases 1.    Foundational Course, and 2.    Professional Course 1.    Foundation Course It is a combined course for the new entrants of the All-India Services like I.A.S., IPS, LES, etc. and Central Services Class I. The foundational course is of five months duration conducted by the Lai Bahadur Shastri National Academy of Administration at Moussoorie. In the foundational course emphasis is laid on the teaching of the subjects like Public Administration, Economics, Planning, Law, Political Theory, Indian Constitution Cultural who cannot read and write Hindi, special lessons are also given in Hindi. The idea behind the foundational course is that the officers of the higher services in India should live together for five months and develop a spirit of belongingness to common public service; a feeling of comradeship and a broad common outlook. At the same time, the officers of higher services acquire an understanding of the constitutional economic, social, political and historical context within which the administrators have to function. The foundational course removes and barriers between various senses. It can be called as a “National Course of training of higher services in India. At the end of the five months, foundational course on examination is held in which all the probationers have to appear and all are expected to pass: 2.    Professional Course After the competition of the foundational course of five months at the National Academy, the second phase of training in professional course is given to the probationers. Those who belong to the LAS. continue to stay at the National Academy and a further professional training is given to them for a period of about two to three months. During this spell of professional training, they study in more detail the problems of public administration, district administration, revenue administration, development administration, Indian Penal Code, Criminal Procedure Code, Legal and Constitutional system, economic theory and economic planning etc. After completion of the first spell of professional training the I.A.S, probationers are sent to the State to which he/she has been allotted, for practical on the job training for one year. At the end of this year. 1.A.S. probationers again come to the Academy for the second spell of problem oriented ‘professional training. Emphasis is placed on the discussion of particular administration problems. Case- analysis, and conference method of training is adopted. At the end of the appear at an examination conducted by the U.PS C. For the training of the probationers of other, All India Services (like. I.P.S., L.F.S.) and Central 107 Services, the specialized and professional training institutions have been established. After the completion of the foundation course at the National Academy, they are sent to various specialized training institutions for further professional training. The I.P.S. probationers go to National Police Academy at Hyderabad to receive professional training in drill, handling of weapon, crime and criminology, law, combating techniques etc. The probationers of Indian Audit and Accounts Services receive professional training at IAS. Training School at Shimla. Similarly, Income Tax Training School at Shimla. Similarly, Income Tax Training School at (Nagpur). Railway Staff (New Delhi), national Forest Research Centre (Dehra Dun) etc. provide specialized professional training to the newly recruited personnel in the various services. The duration of professional training ranges from one to two years. Training Methods Four types of methods are involved in the entry point training of the fundamental and professional courses at the various training institutions described above. 1.    Lectures on the subject matter of the course. 2.    Assignments given to the trainees, 3.    Case-analysis method, 4.    Apprenticeship i.e. on the job training. Refresher Courses Apart from the foundational and professional curses conducted by the various training institutions for the new entrants to the various higher services, the refresher courses have also assumed great importance in the country. These refresher courses are short-term trained courses on the duration ranging from one week to four weeks. The senior and experienced civil servants are given the refresher courses-two to three times in their career. For the purpose of conducting these short-term training programmes, there are many institutions in the country. For the S.A.S. officers apart from the intensive entry-point training of two years as discussed earlier, there are two new types of training programmes started recently in 1985-86. 1.    Four Week’s Training Programme-In general management and administration arranged two to four times in the career of an employee. 2.    One week compulsory refresher programme for every IAS Officer every year. Apart from IAS officers, other officers of higher civil services like 1.PS. LES.. Income Tax. Railways etc. also are given refresher training career. These refresher courses are conducted by the National Academy of Administration, or other institutions like (1)    Indian Institute of Public Administration, New Delhi; (2)    Administrative Staff College, Hyderabad: (3)    National Police Training College, Mount Abu: (4)    National Institute of Rural Development, Hyderabad and (5)    Indian Institute of Management, Ahmadabad etc. Various professional institutions in the field of various services like Police, Income-tax, Audit and Accounts, Railways, Tele-communication, Foreign Trade, Forests etc. also conducted the refresher courses for the senior offices of their respective services. A majority of state government have also established state training institutions in their respective states providing post-entry and in-service training to their employees. Besides, many University Departments of Public administration and Public Enterprises etc. also provide short-term training courses for the higher and middle level civil servants. Institutions of Training in India Compared to most of the developing countries, India has a long tradition of civil service training Ever since the days of East India Company, institutional training has been provided to the higher civil servants After Independence, the socio economic and political changes resulted into tremendous expansion in the government machinery and its functions. In order to meet the requirements of the rapid post-independence changes the need for systematic and up-to-date training of the civil servants was felt urgently. Training needs were emphasized by all efforts of the administrative reforms in the country. Today training of civil servants has become an integral part of the personnel policy of the Central as well as State Governments. A number of new training institutions have been set-up by the institutions provide both general and professional training to the civil servants at the entry-point and also during their career. The number of the training institutions is very large. Some of the most important institutions of civil service training are described below, in brief: 1.    Lal Bahadur Shastri National Academy of Moussorie Established in 1959, the academy is the most important training institution in the country. It provides the following: 1.    Combined Foundational Course for all the probationers of the All-India Services like A.I.S. I.F.S,I.P.S. and of the Central Services Class 1. 2.    Professional and problem oriented training for the new entrants of Indian Administrative Service. 3.    Refresher Courses of four weeks for the senior L.A.S officers. 4.    One week training programme for the L.A.S. Officers. 2.    Central Police Training College, Mount Abu Up to 1975-76 it provided entry point professional training for the new entrants to the Indian Police Service (it is now given at the National Police Academy at Hyderabad). Now this College provides refresher training and in-service courses to the middle and higher level senior police officers of both 1.P.S. and of the State Police Service. 3.    National Police Academy, Hyderabad (Est. 1976-77) It provides professional training for the new entrants to the LP.S. It also conducts refresher courses for the senior I.PS. officers. 4.    Administrative Staff College, Hyderabad (Est. 1957) It was established in 1957 on the model of the administrative Staff College Henley (England). It provides 4 months advance level training for the highly placed senior administrators and experienced executives drawn government, public sector, and private business and industries. Exchange of experiences and ideas groups discussions, syndicates and panels is the method emphasized for the training. 5.    National Institute of Rural Development, Hyderabad (Established in 1955) It organises regular orientation course for the higher a middle level civil servant engaged in the field of rural development administration. It is also engaged in research in the area of rural development. 6.    Indian institute of Public Administration New Delhi (Established in 1953) Apart from research in Public Administration, the IIPA organized short-term orientation and refresher courses for the senior and middle level servants of the central/state governments. These courses are regularly conducted for the benefit of senior and middle rank officials. These specialized professional courses heavily rely upon lectures by senior officers and experts in the subject. At the same time exchange of ideas and experiences in the group discussions and field visits are also arranged. The IIPA also organises a nine month educational programme for the senior and middle level civil servants. This is the only course of its kind in the whole country. Many of the central services also have set up their own training institutions whole institutional training of professional nature is provided for their respective civil servants. Some of the leading training institutions are listed below. 1.    Indian Institute of Management, Ahmedabad. 2    Income-tax Training School: Nagpur. 3.    Railway Staff College, Baroda. 4.    Institute Of Secretariat Training and Management, New Delhi. 5.    National Forest Research Institute, Dehra Dun 6.    Central Audit and Accounts Training School, Shimla 7.    All India Institute of Local Self-Government, Bombay. Most of the State Governments have also set up state training institutions in their respective states for providing post-entry and in-service training to their employees. Many Universities have Department of Public Administration, where short-term training is Organized for the civil servants in addition to regular teaching and research in public Administration. • Self-Check Exercise-4 Q.1 Discuss about the training procedure in India. Q.2 Briefly explain about the training institutions in India. 9.7 EVALUATION OF THE INDIAN SYSTEM OF TRAINING Training of civil servants has assumed a great importance after independence. It has become an integral part of the Government’s personnel policy. A number of new training institutions have been set up in country to provide both general and specialized training programmes. A large number of employees are benefited by these training arrangements in the country. In spite of this boon, the training system has not been able to fulfil the expectation from it. There have been many weaknesses of the Indian system of training, Firstly, in the light of the vastness of the country and rapidly expanding sphere of the Government functions, the training arrangements are not adequate to meet our requirements. Only a small number of civil servants (one out of five) benefit from the present training facilities. Secondly, too much emphasis is laid on entry-point and in service training of the higher civil services like All-India Services and Central and State Class Services. The training needs of the middle and lower level personnel is neglected. Up-to-date in-service training and Refresher Courses for lower level staff are not adequately planned, As a result, of this neglect, a vast majority of civil servants (80 to 90%) have an opportunity of training. Thirdly, there is a general lack of seriousness on the part of the Government in the matter of civil service training in the country. Many times, wrong type of training programmes is planned and wrong methods are adopted. Selection of the trainees is not one carefully. An unwanted, separable’ or ‘favourable’ person is selected in place of a right and appropriate person. In most of organizations, bureaucratic politics and patronage play an important role in the selection of trainees. If at all a right person gets, by chance, selected, he may be sent to a training course which has no direct relation with his job. Serious thought is not given to utilize the raining opportunity after a trainee returns back to his organization Fourthly, the content of the training programmes is not always relevant and meaningful for the trainees. There is no relationship between the training contents and actual placement of the trainees. Many training agencies do not have co-ordination between the training programmes and needs of systematic career development. Most training courses do not fulfil the requirements of democratic policy and development administration. Fifthly, in most cases the training institutes follow traditional lecture-methods of training Up-to-date and modern methods of training are not easily adopted. Lecture method occupy almost 80% of the training in most institutions Finally, training system is not linked with the education and research in the country and systematic evaluation of the training results and follow up of the effects of training on the efficiency in administration are not attempted. Suggestions for Improvement There is a lot of scope for the improvement of the Indian a stem of training in the years to come. Some of the suggestions improve it are discussed below- 1.    Clear Objectives of Training The objectives of civil service training at all levels, must be clearly laid down by the Government These objectives must include the following: a)    Developing social economic and political awareness of employees; b)    Developing functional and technical competence of the employees; c)    Developing capacities to deal with the people and then problems at all levels; d)    Making the employees democratic, responsive and development oriented: e)    Making them aware of their moral and public responsibilities f)    Developing a secular and national outlook among the employees. 2.    Clear Training Policy Government must lay down a clear and comprehensive training policy for its employees. It should become an integral part of the personnel Management of the Government. Needs of 113 various services and functions must be examined and various types and method of training must be related to these needs of the services. 3.    New Techniques and Methods of Training The training system must adopt and absorb new and modern techniques of training from time to time. Traditional methods must be replaced by modem method at regular intervals. It is necessary to maintain contact with well-known national and international training agencies for knowing the latest developments in the field of training. Prevailing training methods and their effective in the light of the result must be evaluated and examined from time to time and necessary changes must be incorporated in the light of the earlier experiences. 4.    Link with the Educational System: The training system must have a co-ordination with the University and educational system of the country. They will avoid a lot of unnecessary and unrealistic wastage of money and energy on the present training system in the country. Job-requirements, training contents and the educational system must be co- ordinated in such a way that together they provide the best administrators for the country. In modern times, training of civil service has become an integral part of personnel management. As the functions of the government have increased the administration has become a complicated, complex and technical activity requiring specialized knowledge and skills. Systematic and coherent training of civil servants has, therefore, become absolutely necessary. In almost all the countries today elaborate training arrangements have been made and appropriate training institutions have been set up to provide suitable and effective training for the civil servants. India is not exception to this. In post-independence period, training of higher civil services has received very careful attention in the country. Both preentry or entry-point training as well as in-service training courses has been systematically planned and innumerable general and specialized training institutions have been set up in the country. An increasing number of civil servants are now receiving some kind of training at some point during their career. In spite of this boon in the field of civil service training and proliferation of the training institutions in the country, in Indian system of training has not been able to fulfil the desired expectations from it. There are many weaknesses in it and a lot remains to be done to improve the Indian system of civil service training in the days to come. In this lesson, we have examined the historical development of the concept of civil service 114 training in general and the rapid development of the Indian training system in particular. The present system of training in India has also been critically evaluated and some useful suggestions have been made to improve it. Training Procedures and Institutes in India: Training of the I.A.S.Objectives: Indian Administrative Service (IAS) is the most important, prestigious and prosperous All India Service today. Some of the best men and women are recruited to the IAS. though the highest competitive examinations conducted at All Indian level by the Union Public Service Commission. After the selection, the IAS probationers are given elaborate foundational and professional training for more than two years. Even after posting their training continues on the job for a number of years. In addition to this, the IAS officers are given refresher courses for two to three times during their career. Recently it has been made compulsory for each and every L.A.S. officer to take a short one-week training every year. In this lesson, we are going to study the arrangements, procedures, institutions and contents of the various training courses for the Indian Administrative Service. After studying this lesson, you will be able to: a)    Describe the historical revolution of the Indian Administrative Service and its training b)    Understand the pre-service (entry-point) training procedure for the IAS probationers at the Lal Bahadur Shastri National Academy of Administration c)    Explain the arrangements for the various short-term in-service training courses and refresher courses for the IAS officers during their career, and d)    Critically evaluate the total training procedures for the LAS in the country. Indian Civil Services (L.C.S.) established in 1854 was the backbone of the British Raj in India for more than hundred years. It was called as the steel-frame of the British Rule, which ruled over India before independence. Even after independence, the services of many L.C.S. officers were available to serve the nation. They served the nation, in the initial informative period with utmost efficiency and patriotism. A team of brilliant and best IAS officers worked under our leaders like Pandit Nehru and Sardar Patel to overcome and difficulties that arose due to participation, mass migration of people from Pakistan communal riots and the problem of integration of princely states immediately after independence. The LC.S. was succeeded by the Indian Administrative services (IAS) after independence. It has today become the most prestigious of the All India Services in the country. Some of the most talented young men and women are recruited to the IAS through a very tough systern of competitive examination conducted by the Union Public Service Commission (UPS.C.). Most of them have had a brilliant educational career and proved their ability in the general intelligence based competitive examinations. But they do not necessarily have adequate knowledge of the practical work of administration. It has, therefore been felt absolutely necessary to provide suitable training to the I.A.S. recruits. Elaborate training arrangements have been made in the country for the IAS. A National Academy of Administration has been set up to provide training to the IAS. And other All India Services also In this lesson we are going to study the historical background of the I.A.S. training and details of the present training arrangements and the procedures of I.A.S. training adopted by the Lal Bahadur Shastri National Historical Background of Indian Administrative Service training Academy of Administration. We shall also make a critical assessment of the present system of training of the Indian Administrative System and make some useful suggestions to improve it. Historical Background of Indian Administrative Service training During the British Raj in India the entire administration was dominated by one single All India Service called as Indian Civil Service: I.C.S. Officers occupied the most important key positions both at the Centre and in the Provinces. They were recruited since 1855 by an open competitive examination held in England by the British Civil Service Commission. After 1922, these examinations were held both in India and England. The successful candidates were required to spend one to two years in a British University, where the courses in Indian History, Indian Law, Indian Language etc. were taught to them. Those who were selected in England were required to spend one year on probation in London and those selected in India were to take the courses for two years. From 1940 onwards, the training of I.C.S. recruits were discontinued to World War II. From 1940 to 1943, a camp training school was temporarily set up to train the new entrants at Debra Dun. In 1946 the Indian Administrative Service succeeded the old Indian Civil Service and subsequently a number of was service candidates were recruited into the IAS. The need of institutional training was, therefore urgently felt and Indian Administrative service training school was set up in Metcalf House in New Delhi. I.A.S. Training School New Delhi After selection, the LA.S. Probationers were set for one year to the 1.A.S. training school. New Delhi. The course at the school included subject like Constitution of India the Five Year Plan, Indian Legal System, Penal Code, Criminal Procedure Code, Indian Evidence Act. social and political history of India, Principles of economics, Public Administration, Government institutions etc. Hindi and regional languages were also taught, at the school. The course was on the lines of LCS, Training only. The basic objectives were to familiarize the L.A.S. probationers with the basic socio-political background and problems of Indian life. Emphasis was on the knowledge of law economic planning and machinery of Government in the country; Young graduates of different academic background were thus integrated into a common service. The training course provided them a common national framework in which they were to function in the future. To see the whole country side and understand its problems the I.A.S. probationers were sent for Bharat Darshan. Physical arms training was also a part of the training. After completing this one-year training, the probationers had to appear for an examination conducted by the U.PS.C. After passing this examination, they were confirmed in their service and sent to their allotted states for posting in the districts. This followed a further “on the job training” and the process of learning continues on the job till, their appointment as district collector or on other equal rank. This training arrangement for the newly selected I.A.S. recruits continued from 1947 to 1959 till the national Academy of Administration was established. National Academy of Administration In 1959, the two sister organizations i.e. LA.S. Training School, New Delhi and I.A.S. Staff College, Shimla, were amalgamated and a national Academy of Administration came into existence at Moussoori on 1st September 1959. It was named in 1972 as Lal Bahadur Shastri National Academy of Administration. There were many reasons for the establishment of the N.A.A. Firstly the number of LA S. recruits increased from 33 in 1949 to 120-130 in 1957 per year. Secondly, there was a growth of inter-services tensions and conflicts among the various higher civil services in India. Therefore, it was felt necessary to start a “coordinated’ general courses for the entrants to various All In India Services. Thirdly, the facilities at the I.A.S. Training School were not enough to meet the needs of the increasing number of the recruits to the I.A.S. Fourthly, there was a need to provide refresher courses or orientation training to the senior I.A.S. officers after completing ten to fifteen years of service. This was necessary to make them aware of the up-to-date and latest development in the country and abroad. Objectives of the N.A.A. Originally, the Academy was established to provide the following courses: 1)    A “Foundational Course” for direct recruits of the L.A.S. and other All India Services (like A.F.S.. 1.P.S.) and Central Class Services (like Audit and Accounts, Income Tax, Post, Railways, Defense Accounts, Customs and Excise etc.) for five months. 2)    Professional Course to the direct recruits of the IAS. for seven months. 3)    Refresher, orientation, re-orientation courses of short duration for 1.A.S officers with 6 to 10 years of services. 4)    Short-term courses, seminars, conference etc. for the benefit of senior officers. The National Academy of Administration has become the most important national institution of Civil-Service Training in the country. Now it provides the following courses. 1)    A combined foundational course of five months duration for the entrants of all the All India Services and the Central Service Class 1. 2)    Professional Course in two spells for the directly recruited 1.A.S probationers for a period of one year (divided in two spells of six months). 3)    A four to six week Refresher Course for the L.A.S. officers of the seniority of 10 to 15 years. 4)    One-week compulsory Refresher Courses for the 1.A.S. offices every year. 5)    Short-term Refresher Courses for the senior officers of other All India Services, Central and State Services. 6)    Courses, Seminars, conferences etc. for the senior civil servants of the All India Central and State Service The N.A.A. is located at Moussorie, a hill station in Uttarakhand geographically isolated from the rest of the country. Attempts to shift to into Delhi have not been successful and it continues to function at Moussoorie itself. It has a director and other teaching facility and non-teaching staff etc. Training System for the I.A.S. After selection through the All Indian competition all the new I.A.S. recruits, who are called as the Probationers, have to undergo a compulsory training course at Lal Bahadur Shastri National Academy of Administration at Moussoorie. This is in fact entry point training of the IAS. probationers for a duration of two years. It is called as ‘Sandwich’ course of training ‘Sandwich” Course of Training for the I.A.S The training programme for the IAS. has undergone a change since 1969. In 1969, the Central Government introduced which is called as ‘Sandwich’ course of training for the newly recruited members of the I.A.S. They are required to undergo two spells of training, with an interval of one year’s in-service training in the states. 1)         First Stage - The first spell consists of the foundational course and professional training for the duration of six months. This is conducted at the national Academy of Administration. In the foundational course, the L.A.S. probationers join with all the probationers course, the I.A.S. probationers join with all the probationers of the other ail India Services and the direct recruits to the Central Services Class 1. This course is for the duration of five months. After the completion of the foundational course, an examination is held. All the probationers have to appear in it and are expected to pass. After this is over the probationers of central services and all other All India Services like L.F.S.I.P.S. are sent to their respective specialized professional training centres for their further professional training. But the I.A.S. probationers stay at the Academy for further professional training. The first spell of training thus includes- 1.    Foundational Course andII.    Professional Course I.    Foundational Course - It is a combined course for the new entrants of the All India services like LA.S., I.P.S, L.F.S. etc. and Central Services Class 1. The foundational course is of five month duration conducted by the Lal Bahadur Shastri National Academy of Administration of Mousoorie. In the foundational course emphasis is laid on the teaching of the subjects like Public Administration Economics, Planning, Law, Political Theory, Indian Constitution, Cultural History of India the National Movement etc. For those entrants who cannot read and write Hindi, special lessons are also given in Hindi. The idea behind the foundational course is that the officers of all the higher services in India should live together for five months and develop a spirit of belongingness to common public service a feeling of command ship and a broad common outlook. At the same time, the offices of higher services should acquire an understanding of the constitutional, economic, social, political and historical context within which the country’s Administration has to function. The foundational course removes the barriers between the officers belonging to various services. In real sense it can be called as a “National Course’ of training of high services in India. At the end of the five months foundational course an examination is held in which all the probationers have to appear and all are expected to pass. II.    Professional Course-After the completion of the foundational course of five months at the national Academy, the second phase of training in professional course is given to the probationers. Those who belong to the I.AS. continue to stay at the National Academy and a further professional training’ is given to them for a period of about two to three months. During this spell of professional training, they study in more details the problems of public administration, district administration, revenue administration, development administration, Indian Penal Code, Criminal Procedure Code, Legal and Constitutional system, economic theory and economic planning etc. Training Methods at the National Academy of Administration (N.A.A.) Basically, four methods of training are adopted during foundational and professional course conducted by the National Academy of Administration. They are- 1.    Lecture on the subject matter of the course; 2.    Assignments given to the probationers: 3.    Case-analysis and group discussion method; 4.    Seminars and Conference etc. The training at the N.A.A. is based primarily on lectures by experts or senior administrators. Guest lecturers are also arranged. Cyclostyled summaries of the lectures in compulsory. Probationers, are also divided into tutorial groups and study groups. The tutorial groups are expected to discuss, the problems arising out of the lecture/topics. They also discuss other relevant topics. The emphasis is that each and every probationer must in-charge of a group. He initiates the discussion. Each and every probationer has to express his views freely. They are also given reading or writing assignments. They have to write papers on the assigned or specific aspect of his study theme. The performance of each participant in the group discussion and study group is judged by the in charge staff member. For the benefit of the trainees seminars on various topics are held and probationers present papers and participate in them. Experts from outside are invited to present papers and take part in these Seminars along with the probationers. Apart from the academic training the probationers are expected to learn many more things like habits, punctuality, neatness, politeness etiquettes etc. Entertainment programmes, films and sports are also organised for them. These activities are organized by the Officer's Club, Rifle Club, Fine Arts Association, Film Society, Mess Committee less which are managed by the participants themselves. Elections are mostly contested for the prestigious posts in those Organizing Committees -P.T. and horse-riding and swimming etc. are also included as a part of parcel of the probationers training at the N.A.A. Once in a month regular assembly of the participants is held. Director of the Academy address these assemblies. Probationers bring their difficulties to the notice of the Director and his staff. Normally, plenty of freedom of expression is given to the Probationers and there is healthy dialogue between the staff and the trainees After completion of the first six months of the first spell of training in foundational course at the National Academy, the IAS. probationers are sent to the States to which they have been allotted for the practical on-the-job training. The second stage of training lasts for one year after completion of this one year on the job training they come back to the Academy for the final spell of problem training. Second Stage of Training In the States The second stage of training begins when the first spell for the training at N.A.A. is over. The I.A.S probationers go to their allotted status for one year's field training. This second stage of training is mainly divided into two phases 1.    a purely on the job' training where they leam practical administration by doing: 2.    and a mixture of institutional and practical on the job training The condition of this second stage of training mostly depends upon the State Government. Many States have established regional training institutes but the overall situation is not satisfactory. The training arrangements varies from State to State. The field training is absolutely essential and relevant to the actual work during the first five years of the service of the IAS offices. There is no substitute to this kind of field training. It is an absolutely necessary. But this stage of practical training seems to be taken less seriously by the State Governments. The senior officers, with whom the probationers are posted, are either indifferent or too busy to give them sufficient time and attention. Some of them are not competent enough to train the young probationers. The administrative Reforms Commission, therefore, recommended that, during their training in the states the IAS. probationers should be assigned to carefully chosen senior Collectors, who are known for their interest in training and whose methods of work are considered worthy of emulation." The practical training of the IAS probationers in the States does not have a nationally accepted common pattern. Each and every State has adopted a pattern suitable to its own local conditions. However, the second stage of training in the States, normally, consists of the following (with some variations)- 1.    A short period in the State Government: 2.    Work with a District Collector: 3.    Work in treasury and Accounts; 4.    Work in Development departments links. Agriculture, Cooperation. Irrigation, Community Development, Panchayats etc. 5.    Magisterial and Judicial work. 6.    Work in sub-divisional office Many State Governments have their own training schools/institutes. The I.A.S. Probationers are sent to these institutes for a period of two/three months for imparting them training in the revenue administration of the state concerned. The probationers are also expected to study the organization and working of the various department of the State Government, discuss with the concerned officers about the broad features of the State departments, study some important files and cases of the concerned department and set and observe the functioning of the inter-departmental committees and meetings. All the minute details are to be noted down by the probationers. 1.    Work relating to Land Records and Settlements. 2.    Work relating to Panchayati Raj bodies. 3.    Work in Police Office. During LA.S. probationer’s training in the States they are in constant touch with a tutor at the N.A.A who guides him sets specific tasks exercises and writing of reports etc. The probationers have to keep diaries, which are scrutinized by the Collector. Periodical reports are sent to the Academy by the probationers through the Collector. They are, in some states, expected to work as B.D/O, VL W. or Patwari also. Such experience gives reality to the already acquired theoretical knowledge of the probationers. At this stage, more emphasis is on field training in the work of sub-divisional office and District on field training in the work of sub-divisional office and District Collector, More attention is given on specific cases arising in the routine district administration. At the end of this second stage of field training states, the I.A.S. probationers go back to the National Academy for the second spell of the professional training. Each and every probationer has to submit a detailed report of his one year’s on the job training to the Director. The report should contain details of his practical training, his experience, his reactions to the methods of training and his suggestions, if any, for improvement. Third Stage, Second Spell of Professional Training at the N.A.A. In the third stage of the ‘Sandwich’ training programme, the LA.S. probationers come back to the National Academy after working of administration in the States, The Academy arranges a second spell of more problem-oriented professional training for a period of about six months. During this period of training emphasis is not on theoretical aspect of public administration but on practical/applied aspect of public administration. The experiences already gained by the probationers during their field training for one year in the States, has to be fruitfully related with their theoretical knowledge to solve the problems of administration. In fact, training during this period is entirely problem-oriented training. More and more emphasis are laid on discussing the specific cases arising out of the real administrative situations in the districts. Cases-studies are taken up. The syndicate method is employed and group discussion takes place in the light of the field experience gained by the participants. This stage of training relies more on discussions, presentation of individual views and on participation of each and every probationer in the training. Everybody is provided with ample of opportunities to purposefully express his opinions upon the various aspects of his training in the districts, and upon the assignment prepared by him and also upon the information gather ad by him during the course of training. Exchange of views, opinions and experience through open discussion and free participation is the essence of training at this stage in the National Academy. At the end of this final phase of the training the LA.S. probationers have to appear in the Probationer’s Final Examination. The Academy conducts the examination in accordance with the 1.A.S. (Probationer’s Final Examination) Regulation of 1955 (amended from time to time). Language problem is solved by requiring every LAS. probationers, as described above has been borrowed from the French system of training. The trances of the highest civil services in France, spend three years at the National School of Administration in Paris. During the first year, they are attached to the Office of a Perfect (district/departmental officer) to get practical experience in administration. In the second year, they return to Ecole National, (i.e. National School) at Paris for general academic training. In the third year, they are given training in specialized/professional course related to the Ministry to which they are assigned The introduction of the Sandwich course for the L.A.S. has made the entire training system more realistic and action-oriented. Since its adoption in 1969, many significant and useful changes have been introduced, on the recommendations of the various Committees, especially on the basis of the recommendations of the Administrative Reforms Commission to improve the system of I.A.S. training at the National Academy Further Training of I.A.S. Officers After the second spell of professional training at the National Academy, the 1.A.S. probationers are sent back to their respective States for posting. They are posted in charge of sub-divisions to begin with. In order to enrich and diversify the administrative experience of an L.A.S. officer, he is transferred from district to district after every two years stay. He is also sent to work in the State Secretariat as Under-Secretary, for nearly eighteen months. All this is, to prepare him to be posted as a District Collector. This is, therefore, a type of inservice training of the concerned officer, to give him a variety of experience before he becomes perfectly ready for a senior post after about six or seven years of servicer I.A.S.cadre is primarily meant to provide senior level officers. Their appoint merit on junior 124 positions is basically intended to train them for higher positions. But this in-service training of young L.A.S. officers is not uniform in different States and leaves much scope for improvement. It has to be taken more seriously. Refresher courses For the LA.S. Officers The rapidly changes in the field of administration, requires continuous changes in the ideas, attitudes and temperament of administrators. The world of knowledge is expanding so fast that every existing skill and knowledge becomes out-dated after a few years. The Civil Servants, therefore, need a continuous doze off in services training, refresher or orientation courses to be periodically provided formally or informally After a spell of five to seven years of service, it is absolutely necessary for the officers to get together to exchange views and them to keep abreast and up-to-date about the latest thinking on various problems facing the administration with the type of dynamic administration, democratic polity and socio- economic problems we have, it is still more necessary that senior and responsible officers should come together and acquire fresh understanding of the problems and new ways to solve them. Refresher or orientation training also becomes necessary for securing a balance between democratic process and responsive administration on the one hand and modern management techniques and administrative efficiency on the other. The expansion of the activities of the State has thrown up a host of new social, economic and human problems before the administration, and posed new challenges before the administrators. The role of LAS Officers in this situation does assume a sensitive and critical dimension. The country needs a new demonstrative culture, high quality of services and result-oriented techniques to ensure an effective delivery system to suit the policies of the Government and aspirations of the people. Apart from the intensive entry-point training for two years, imparted to the IAS. probationers at the National Academy, there are several Refreshers or Orientation courses for the senior LAS officers These courses are of the duration ranging from one weak to six or eight weeks. On an average, it is expected, that each and every LA.S. officer receives some kind of Refresher/Orientation courses at least three to four times during his career. These courses are conducted by various training institutions or even Universities. Some of them are- 1.    I.B.S. National Academy of administration, Mussoorie 2.    Indian Institute of Public Administration, New Delhi 3.    Administrative Staff College, Hyderabad. 4.    Indian Institute of Management, Hyderabad 5.    National Institute of Rural Development, Hyderabad Recently the Ministry of Personnel, Public Grievances and Pensions, (Government of India) has drawn a new plan of action for the refresher course for the I.A.S. officers. The main features of the scheme are- 1.    A One Week-Compulsory refresher course for all the LA.S. officers every year with vertical participation in which junior, middle level and senior officers would attend the same course 2.    Four Weeks-Orientation training in general management, and administration, arranged in three stages viz 6 to 9 years’ service, 10 to 16 years’ service and 17 to 20 years of service. Subject like Development Administration, project programming, decision making, management techniques. problems solving skills, organizational performance and policy planning and analysis are included in the four-weeks refresher courses. The Government has identified 43 training institutes for imparting the above mentioned one week refresher course and four week training to the I.A.S. Officers. They include a central institute, 18 national training institutes, 13 state training centres, and 11 other centres (Universities etc.) These institutions have already started conducting these courses for the senior and experienced I.A.S. officers in the country. Critical Appraisal of the LA.S. Training I. A.S. is the most prestigious and powerful All India Service in the country today. The officers of the 1.A.S. are occupying the most important administrative posts both in the Centre and in all the States. They are dominating not only at the higher levels in all the States. They are dominating not only at the higher levels of administration (in the districts also), they are also in the public undertakings of the States and the Centre. Due to this crucial and important role assigned to the I.A.S. both the training of the LA.S. probationers and also of the senior LA.S. officers has also occupied the most important place in the training system of the country. Elaborate and extensive arrangements are done for their training both at the National Academy and in several other training institutes. However, it is true that no system is completely full-proof and perfect. There are several drawbacks and shortcomings of the present system of LA.S. training in the country. Lot of efforts have been done to improve it but still a lot remains to be done to make it suitable for the changing socio-economic and political conditions in the country. The dynamic development administration will always need dynamic, resourceful, brilliant, highly knowledgeable and skilled administrators of integrity and character. The training system has to struggle hard and improve itself to achieve these aims of the dynamic development administration in the future. This is a continuous process. However, a few important points must be mentioned. They are- Firstly, the I.A.S. is a generalist cadre. This L.A.S officers are not specialists but are generalise they can be posted in Central, State, local governments: in public undertakings in training institution, at the higher levels or at the middle levels of administration, in the Secretariat or in the districts. Their works of general administrative nature. Due to this, it is often difficult to relate the training course with the nature of their work. Training for generalist’ administration is difficult than specialized training for the specialist “services”. Course contents of the LA.S. training many times sound to be irrelevant and meaningless. It is difficult to relate the training with their future job post of the trainees to relate the training with their future boom. Most of the trainees feel disinterested in the training at the N.A.A. because they have doubts about the relevance and utility of the training for their future career. But to solve this problem we may have to change the entire basic structure of the civil services in the country. Secondly, the foundational course of the national Academy has not succeeded in integrating different higher services. Still there are inter-service rivalries and conflicts the LAS. superiority has continued even now and, therefore, it is necessary to establish an integrated and unfilled higher civil service for the country. Thirdly, during the process of implementation of the foundational course, the time duration has been reduced to about 16 weeks only. During this period, also a lot of probationer’s time is consumed in the activities like clubs societies, hiking, trekking, outing etc. As a result, the class-room activities have less impact of them. The academic activities, therefore, suffer during the course of training at the Academy. Fourthly, it has been reported that there is lack of seriousness on the part of the Government while appointing Director of the Academy. It has also been, often reported that there is lack of coordination and understanding between the directional staff and the teaching staff in the National Academy for Administration This adversely affects the effective training of the probationers. The internal politics in the Academy should be avoided and teaching faculty should regain their due honour and respect Fifthly, the training methods adopted at the National Academy have to be modified to suit the new requirements of the services. More involvement and participation of the trainees in discussion and dialogue has to be encouraged. Sixthly, there is a controversy about the very location of the national Academy at Moussoorie. It was to be shifted at New Delhi in 1973. But it still continues to function at Moussoorie only. This problem has to be finally settled by the Governmental once for all. •    Training For Civil Service In U.K. The selected candidates are formally inducted into the civil service designated as “Administration Trainees and continue as such up-to four years. But the probationary period is of two years on completion of which they are confirmed. After their selection the Administration Trainees (ATs) are required to undergo an extended training which is both institutional and on the job. It may be more appropriate to describe it as a ‘Sandwich Training Programme. The training of the AT’s is conducted at the London Centre of Civil Service College. The first phase consists of 10 weeks’ institutional training. During this, the ATs study Public Administration, statistics, law, economics etc. At the end of this period they returned to the individual assigned Departments to spend two this, begins the second spell of Institutional training, lasting 10 weeks, at the London Centre of the Civil Service College. In this phase, the AT’s learn social environment of Public Administration, personnel management, police formation etc. The second phase of their syllabus is so designed that knowledge of subjects acquired in the first phase enable them in making more rational decisions. This phase of training is sometimes referred to as corrective education which of course, it certainly is, afterward they return to their respective departments to work for another two years which is the second spell of on-the-job training. It is at this stage that a decision which vitally affects the career of the AT’s is made. AT’s whose annual intake is around 300 now get ‘streamed by their departments. In other words, they are classified into two groups. Those, who in the judgement of the concerned departments show competence and promise are put into “fast stream”, which implies that they are earmarked for rapid promotions, and are “high fliers’. The remaining ones constitute the normal Administration Group. Roughly speaking, nearly two thirds of the AT’s qualify into the “Fast Stream group. They are the class of British mandarins or the Administrative Brahmins of Great Britain. It is to be noted that streaming’ is done exclusively on the basis of performance shown in the Department and is completely independent of the training programme at the civil service college. Afterwards, there is a final round of Institutional training at the London centre for those- and only those who are placed in the fast stream. The ones left out of it are to undergo departmental training and subject based training which is imparted in the civil service college. The stage III training which is of three weeks’ duration is tailored to the individual needs and requirements of the AT’s. •    Self-Check Exercise-5 Q.1 Discuss about the Indian System of Training. Q.2 Expalain briefly about the training system in U.K. 9.8    SUMMARY It needs to be noted, that there is no examination of the AT’s at any stage of their Institutional Training, nor does apparently, anything hinge on the outcome of this training. Yet surprisingly, majority of the AT’s take their instructions seriously, although, a small minority invariably prove not as serious as they were in the universities. In this, context it is worth recalling that the Fulton Committee on the civil service had envisaged a 30 weeks training programme for the ATs (which is full academic session in Great Britain). It was a pursuance of this recommendation that the earlier two courses, each of 15 week duration, were organised. But they proved unpopular, necessitating a curtailment in their duration. At present, the total period of an AT’s institutional training lasts 23 weeks, his on the-job training complete in 4 years. An AT’s is subsequently, posted as higher executive officer (A), and around 30 years age become the principal, the actually by-passes the guide of Senior Executive officer. 9.9    GLOSSARY I.A.S: Indian Administrative Services Foundation Course: it is a combined course for the new entrants of All India Services and Central Service Class 1 Professional course: After the completion of the foundation course the next step is professional course of five months at the National Academy. 9.10    ANSWER TO SELF CHECK EXERCISES Self-Check Exercise-1 Q.1   Refer to section 9.3 Q.2   Refer to section 9.3 Self-Check Exercise-2 Q.1 Refer to section 9.4 Q.2 Refer to section 9.4 Self-Check Exercise-3 Q.1 Refer to section 9.5 Q.2 Refer to section 9.5 Self-Check Exercise-4 Q.1 Refer to section 9.6 Q.2 Refer to section 9.6 Self-Check Exercise-5 Q.1 Refer to section 9.7 Q.2 Refer to section 9.7 9.11    REFERENCES/SUGGESTED READINGS 1.    S.R. Maheshwari “ Indian Administration” New Delhi. 2.    S.L. Goel “Personnel Administration & Management” New Delhi. 3.    https://mu.ac.in/wp-content/uploads/2022/07/SYBA-SEM-4-Paper-3-Indian-Administration.pdf 4.    https://egyankosh.ac.in/bitstream/123456789/63021/1/Block-4.pdf 9.12    TERMINAL QUESTION: 1.    What is training? What are the methods of training for All India Services? 2.    Critically evaluate the procedure of training for the Indian Administrative Services. 130