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INDEX

Sl. Para Description Page
No. No.
PREFACE
ACKNOWLEDGEMENTS
EXECUTIVE SUMMARY i-xxvii
CHAPTER I PERSPECTIVE AND CONTEXT
1. 1.1 Induction Training Reflects the Federal Features of the 1
Service:
2. 1.2 Structure and Duration of the Induction Training 2
3. 1.3 Objectives of Professional Training at LBSNAA 3
4. 1.4 State and District Training 4
5. 1.5 The Constitution of the Syllabus Review Committee: 5
CHAPTER II METHODOLOGY
6. 2.1 Approach adopted by the Committee 8
7. 2.2 Issues Considered by the Committee 8
8. 2.3 Consultations with Experts, and Stakeholders 9
CHAPTER III
9. 3.1 Training Needs & the Current Induction Training: 13
A Synthesis of the Inputs Received
10. 3.2 Who are the trainees? 13
11. 3.3 Working environment 15
12. 3.4 Framework to Assess Training Needs and Training 20
Gaps
13. 3.5 The Value Challenge 21
14 3.6 Subject/Sectoral Expertise 29
15. 3.7 What the respondents have to say about content and 32
transaction of syllabus
16. 3.8 Political Concepts and Constitution, and Indian History 34
and Culture
17. 3.9 Law 38
18. 3.10 Integrating Public Administrations and Management 40
19. 3.11 More Emphasis on Development Needed 42
20. 3.12 More Emphasis on Urban Governance Needed 45
21. 3.13 Training in Districts and ATIs 47
22. 3.14 More Economics 49
23. 3.15 Skills and Competencies directly related to the tasks of 52
a SDM/Additional DM/DM.
24. 3.16 Language 54
25. 3.17 Questions of pedagogy 54
Training is too theoretical and attempts far too many
things, many of which are not relevant
26. 3.18 Restructuring the Sandwich Pattern: Dr. Agnihotri’s 58
Theo-Practical Model

CHAPTER IV FOUNDATION COURSE
27 4.1 Duration 60
28 4.2 Periodicity of Foundation Course 60
29 4.3 All Services to Give Equal Weightage to Foundation 61
Course
30 4.4 Duration of a Class 62
31 4.5 Reorganization of Subjects 62
32. 4.6 Contemporary India and the Global Environment 63
33. 4.7 Governance, Ethics, and Leadership 63
34. 4.8 Public Administration and Management 64
35. 4.9 eGovernance 65
36. 4.10 Law 65
37. 4.11 Political Economy 66
38. 4.12 Evaluation 66
Foundation Course
39. Table I Contemporary India and the Global Environment 67
Syllabus
40. Table II Foundation Course: Governance, Ethics & Leadership 73
Syllabus
41. Table III Foundation Course: Public Administration & 78
Management Syllabus
42. Table IV Foundation Course: eGovernace Syllabus 82
43. Table V Foundation Course: Law Syllabus 85
44. Table VI Foundation Course: Political Economy Syllabus 87
CHAPTER V IAS PROFESSIONAL TRAINING PART I:
INTRODUCTORY
45. 5.1 Duration of Phase I, State/District and Phase II Training 89
46. 5.2 Basic Principles underlying the changes suggested to 91
the syllabus
47. 5.3 Reorganization of Subjects 92
48. 5.4 Indian Administrative Service (Probationers Final 93
Examination) to be at the end of State/District Training
49. 5.5 Learning Objectives during State/District Training 94
50 5.6 Structured Training Pattern 94
51. 5.7 Strengthening of ATIs 95
52. 5.8 Choice of Training District and District Collector 95
53. 5.9 Fostering Linkages Between the Training at LBSNAA 96
and in the States/Districts
54. 5.10 District Assignments and Action Research 96
55. 5.11 Focus on Experience Sharing & Interactive Sessions 98
56. 5.12 Additional Modules and Seminars 98
57. 5.13 Additional Inputs on eGovernance 99
58. Table I Common Pattern of State Attachment of IAS 107
Probationers
59. Table II Additional Inputs of Governance, Ethics and 108
Leadership
60. Table III Additional Inputs of Administration and Management 109
61. Table IV Additional Inputs of Human and Social Development 109
62. Table V District and Regulatory Administration 112
63. Table VI Additional Inputs of eGovernance 115
64. Table VII Additional Inputs of Law 117
65. Table VIII Additional Inputs of Political Economy 120
66. Table IX Allocation of the Module Themes Currently being 122
Transacted Among Different
67. Table X Illustrative List of Topics Which Need to be Covered 123
During the State/District Training
68. Table XI EGovernance Training module Professional 126
Course(Phase II)
69. Table XII Indian Administration Service (Probationers Final 127
Examination) Regulation, 1955: Allocation of Marks
Among Subjects
CHAPTER VI TRAINING OF OFFICERS PROMOTED OR
APPOINTED BY SELECTION TO THE IAS
70. 6.1 Rules Regarding promotion to the IAS 128
71. 6.2 Present Pattern of Induction Training of Officers 128
Promoted to the IAS
72. 6.3 Training Needs of Officers Promoted to IAS 129
CHAPTER VII SELF DEVELOPMENT AND LIFELONG
LEARNING
73. 7.1 Induction Training a Preparation for Lifelong Learning 132
74. 7.2 Facilitating Learning-on-the job by Young IAS Officers 133
75. 7.3 Linkages between Induction training with Mid-career 135
training Linking Induction/Mid-career Training with
the Award of a Post Graduate Degree in Public Policy
and Management
CHAPTER VIII SPECIAL TRAINING NEEDS OF THE NORTH
EAST CADRES
76. 8.1 Introductory 138
77. 8.2 Counseling 138
78. 8.3 Special Training Needs 139
79. 8.4 Special arrangements for on the on –job training 141
80. 8.5 Institutional arrangements 141
81. 8.6 Combating stereo-types 141
CHAPTER IX INSTITUTIONAL ARRANGEMENTS FOR THE
STRENGTHENING OF LBSNAA
82. 9.1 Training Activities 142
83. 9.2 LBSNAA: Hub of Networks of Training Institutions 143
84. 9.3 Research Centres Attached to LBSNAA 143
85. 9.4 Institutional Collaborations 143
86. 9.5 Faculty 144
87. 9.6 Unit for Case Development 146
88. 9.7 LBSNAA to be the National Repository of Training 147
Material
89. 9.8 Reorganizing the Structure of LBSNAA 147
90. Annexure I The Indian Administration Services (Probationers’ 151
Final Examination) Regulations, 1955
91. Annexure II Salient Features of the Foundation, Phase I, State and 156
Phase II Training1
92. Appendix II District Training Programme for IAS Officer-Trainees 212
To Annexure
II
93. Appendix III Training need Analysis & Design of Training 213
To Annexure
II
94. Annexure III OFFICE MEMORANDUM 278
95. Annexure IV Dear Colleague, The Government have appointed a 280
committee under the chairmanship of Shri RVV Ayyar,
IAS [Retd.] to review the induction training of IAS
officers. Your views would be very valuable for the
review. I Shall be grateful if you could devote a little
time for offering your views. A questionnaire is
enclosed to help you to organize your thoughts.
Vashudha Mishra
96. Annexure V Committee for Reviewing the Induction Training of 287
IAS Officers Questionnaire for eliciting the views of
Senior IAS officers who supervise the work of IAS
officers with ten years of 10 years of service or less)
97. Annexure VI Questionnaire for Officers Promoted from the State 289
Civil Services/Gazetted Services
Report of the Committee to Review Induction Training Syllabus, June 2007

Preface
It is a great privilege and pleasure to chair the IAS Induction Training Syllabus Review Committee
which was constituted by the Department of Personnel and Training on 29th March, 2005.
To use an evocative expression of V.S.Naipaul, the ongoing democratization process has
transformed India into a land of mutinies. The 73rd and 74th amendments to the Constitution have
altogether transformed district administration and the role of district officers. The working
environment has become more demanding and complex. There is an all-pervasive demand for
improved governance. The Information Technology Revolution is reconfiguring the landscape of
governance. E-Governance expands the reach and grasp of governments and makes it possible to
attain levels of performance that were hitherto unimaginable. The need for inculcating values in the
officers for further professionalising the civil services has become all the more important. The spirit
of the times calls for the IAS to reinvent itself, enhance public confidence by superb professional
competence, personal commitment and professional and personal integrity.
In its work, the Committee was greatly benefited by:
(cid:151) The extensive presentations made and inputs provided by the faculty of LBSNAA;
(cid:151) Papers presented by officers and academics;
(cid:151) An evaluation study commissioned by the Department of Personnel and Training and
undertaken by the Centre for Good Governance, Hyderabad; and
(cid:151) An alternative model of Induction Training drawn up by Dr. V.K.Agnihotri, former
Secretary to Govt. of India and former Jt. Director of LBSNAA.
The Committee was also able to assess the training needs as well as changes needed in the
induction training by a synthesis of the multifarious inputs received through extensive stakeholder
consultations it had with the LBSNAA faculty, well known experts in the fields of Law,
Management, Public Administration, Economics etc, Directors of CTIs/ATIs, IAS officers of
various levels of seniority, representatives of Civil Society Organisations, Governors, Chief
Ministers, State Governments and Central Government Ministries and Departments. The responses
received were extremely rich in content and covered a wide range of issues that the Committee
ought to consider.
It is significant that except for a couple of responses, none questioned the duration of the training
or the idea underlying the present sandwich pattern of training.
Report of the Committee to Review Induction Training Syllabus, June 2007

In this report an attempt has been made to offer practical recommendations keeping in mind the
central message emerging from the various responses that training needs to inculcate in the OTs
professional competence, personal commitment and professional and personal integrity.
I hope that implementation of the recommendations contained in this report would further enhance
the relevance of training and reinforce the Government’s ongoing efforts in bringing about civil
service reforms and further professionalising the IAS.
I would like to express my gratitude to all those who have helped the Committee in its work, by
providing substantive inputs and participating in the deliberations of the Committee.

(R.V.Vaidyanatha Ayyar)
Chairman
19.06.2007
Report of the Committee to Review Induction Training Syllabus, June 2007

Acknowledgements
The Committee wishes to place on record its deep sense of gratitude to all those who have
contributed to the making of this report, particularly the following:

LBSNAA DoP&T
Shri D.S.Mathur Shri Ajay Sawhney
Shri Rudhra Gangadharan Shri Vineet Pandey
Shri Padamvir Singh Ms. R.Jaya
Shri L.C.Singhi Shri K.S.Saha
Shri T.K.Manoj Kumar Ms Jyotsna Verma Ray
Ms. Vasudha Mishra Shri Dileep Rao
Ms. Ranjana Chopra Shri Arvind Pokhriyal
Ms. Rajni Sibal ATIs & CTIs
Shri K.K.Pathak Shri A.K.Parida
Ms. Arti Ahuja Dr. Rakesh Hooja
Ms. Kalpana Dube Dr. Harjit S. Anand
Shri Alok Kumar Shri A.K.Choudhary
Prof A.S.Khullar Shri G.S.Dutt
Shri Akashdeep Chakravarti Shri Kamal Kumar
Shri Rakesh Chandra Ms Shobhna Jain
Shri Ashim Debnath Shri P. Dayachari
Academics Shri M. Narayan Rao
Prof M.Rajiv Lochan Dr. G.S. Rajagopal
Dr. P.K.Mohanty Shri Ratnakar Gaekwad
Prof Pranab Banerjee Ms. Meeta Rajivlochan
Prof Seeta Prabhu Ms. Sujatha Saunik
Dr. T.K.Oommen Others
Dr. Vivek Kumar Dr. V.K.Agnihotri
Civil Society Organisations Shri B.S.Baswan
Dr. Rajesh Tandon, PRIA Dr.T.K.Oommen
Shri Ramesh Ramanathan, Janagraha Shri Amarjeet Sinha
BASIX, Hyderabad Shri R.S Pandey
Shri Puran Chand Pandey, VANI Shri B.N.Goldar
Shri Vithal Rajan
Report of the Committee to Review Induction Training Syllabus, June 2007
Executive Summary
Overarching Elements of the Induction Training
1. Induction training, that is to say training on entry into service, has been an important feature
of the Indian Administrative Service ever since it was constituted in 1947. Satisfactory completion
of the training has been a rite of passage, marking the transition of the recruit from a probationer to
an officer. Over years, the content and process of the induction training of IAS officers recruited
through competitive examinations have changed considerably. And yet, that training retains its
overarching elements and focus. The induction training has three overarching elements. They are:
o Instruction at the IAS Training School, Delhi [Metcalfe House] till 1959 and at Lal
Bahadur Shastri National Academy of Administration [LBSNAA], Mussoorie thereafter,
o Learning by observing and learning by doing, mainly in a district and
o Acculturation, imbibing the tradition, norms and mores of the service
Induction Training is bifocal
2. The induction training is bifocal. It seeks to instill in every trainee an all-India perspective as
befits an entrant to an All-India Service; yet at the same time, it also seeks to impart knowledge of
the language, laws and administrative practices of the State cadre to which the trainee is posted.
This is rightly so, given the way that the IAS was conceived and has been functioning. The IAS was
designed as an integral part of our federal polity, as a service common to the Centre and the States,
in order to ensure that the Centre is in close touch with ground realities, and that the States get a
leavening of senior officers from outside whose vision and outlook transcend local horizons. The
training of IAS officers is a joint responsibility of the State and Central Governments. The quality of
training is ultimately dependent upon the interest that the Central and State Governments pay to the
training of the entrants to service.
Duration and Sequencing
3. The duration of the induction training is expected to be 104 weeks divided equally between
LBSNAA and the State cadre to which the probationer is allotted. Since 1969, the “sandwich
pattern” is in vogue. The 52 weeks of training at LBSNAA, inclusive of the Foundation Course is
divided into spells: the first spell is of eight months duration and the second of four months. In
between the two spells of training at LBSNAA is the training in the State cadre. The first spell of
training is divided into two parts: the Foundation Course and Phase I IAS Professional Training; the
second spell called Phase II IAS Professional Training is utilized to transact topics which are better
comprehended after practical training in the field, for sharing by the probationers of their field
experiences and for acquiring a comparative understanding of the administrative practices in
different States. Phase I training includes a Winter Study Tour, of about eight weeks duration,
popularly known as Bharat Darshan, a unique opportunity to savor the grandeur and rich diversity
of a continental nation, discern the underlying unity in the midst of diversity. The Study tour is also
utilized to get the trainees acquainted with armed services, public and private sector undertakings,
media, NGOs, urban bodies, and Parliamentary practices. As of now, mainly due to logistical
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Report of the Committee to Review Induction Training Syllabus, June 2007
reasons, the total duration of training at LBSNAA is about forty-five weeks, of which Foundation
Course is for a period of fifteen weeks, Phase I twenty six weeks and Phase II eight weeks. Or in
other words, the training at LBSNAA falls short of the norm by about three weeks, and this has
been impacting on the satisfactory transaction of the syllabus.
Foundation Course
4. The Foundation Course is common to all those recruited to the All-India and Central services
through the common Civil Service examination. Officers of some technical services like the Indian
Economic Service and the Indian Statistical Service also participate in the Foundation Course. As its
name suggests, the Foundation Course provides the foundation for the subsequent professional
training of the different services at Central Training Institutions [CTIs] such as LBSNAA for the
IAS, the Sardar Patel National Police Academy for the Indian Police Service, The National
Academy of Direct Taxes, Nagpur for Indian Revenue Service, and the Railway Staff College,
Vadodara for the Indian Railway Services. The Foundation Course acts as a bridge between the
academic world of college and the structured system of government. The major objectives of the
Foundation Course are the following:
(i) developing an esprit de corps among the probationers of different services,
(ii) fostering the attitudes and values that every senior civil servant should possess,
and
(iii) imparting a basic understanding of the environment, the machinery of the
government, and of the subject competencies and skills that all these officers
have to possess for discharging their duties in the initial years of service.
5. Of the 15 weeks duration, 12 weeks are devoted to course work and 3 weeks to village study
and extracurricular activities like trekking and river rafting. The subjects studied are Management,
Economics, Public Administration, Law, Political Concepts and Constitution of India, Indian
History and Culture, Information and Communication Technology, Hindi (who have no prior
proficiency) and language of the cadre. At the end of the Foundation Course, the officer-trainees
(OTs) are assessed with reference to the proficiency they acquire in the subjects, the soft skills that
are transacted in the Foundation Course, and the extent to which they internalize the values and
attitudes that the course seeks to foster.
IAS Professional Training
6. The duration and content of the Foundation Course are an administrative arrangement. The
syllabus is decided by LBSNAA in consultation with the Directors of other Central Training
Institutions. In contrast to the Foundation Course, the subjects and the broad syllabus of each
subject to be covered in the professional training of IAS officers are specified by statute, namely the
First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation,
1955. This schedule was last revised in 1996. However, in effect the syllabus and marks specified
by the First Schedule have been functioning as a broad narrative framework within which LBSNAA
has been regularly updating the syllabus, and fixing the total number of marks for each subject. In
recent years, training at LBSNAA has come to focus on the training needs of the positions that
officers are expected to hold in the first ten years.
7. Historically, the State-specific learning has been taking place in the district. “Mentoring” by
the District Collector is a hoary civil service tradition. Several States have a structured pattern of
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