CONSULTANCY NAME EFFICIENT AND SUSTAINABLE CITY BUS ...

CONSULTANCY NAME

Consultancy Services for Design and

Development of Training Programme for City

Transport Professionals

November 2020

EFFICIENT AND SUSTAINABLE CITY BUS SERVICES

PROJECT (INDIA)

9

PROJECT COMPLETION REPORT

MINISTRY OF HOUSING AND URBAN AFFAIRS

GOVERNMENT OF INDIA

Project Completion Report November 2020

Consulting Services for Design and Development of Training Programme for City Transport Professionals for GEF-funded Efficient

and Sustainable City Bus Services Project in India

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Table of Contents LIST OF ABBREVIATIONS .................................................................................5

EXECUTIVE SUMMARY .....................................................................................6

1 INTRODUCTION ..................................................................................... 10

1.1 PROJECT BACKGROUND ......................................................................... 10

1.2 PROJECT OBJECTIVE ............................................................................ 10

1.3 SCOPE OF THE ENGAGEMENT ................................................................... 10

1.4 COVERAGE OF THE REPORT ..................................................................... 11

2 PROJECT PROGRESS AND KEY LEARNINGS ....................................................... 12

2.1 PROJECT INCEPTION ............................................................................ 12

2.2 TRAINING NEEDS ASSESSMENT AND PRIORITIZATION ......................................... 14

2.3 YEAR TRAINING CALENDAR ..................................................................... 17

2.4 PREPARATION OF TRAINING MATERIAL ......................................................... 18

2.5 TRAINING THE TRAINERS ....................................................................... 19

2.6 CONDUCT PILOT TRAINING ..................................................................... 21

2.7 FINAL MODIFICATION OF TRAINING MODULES ................................................. 23

3 LONG TERM ACTION PLAN ......................................................................... 25

3.1 CONDUCTING TRAINING SESSIONS ............................................................ 27

3.2 EVALUATION OF TRAINING SESSIONS .......................................................... 32

3.3 AMENDMENTS IN THE TRAINING PROGRAMME .................................................. 35

3.4 INSTITUTIONALIZATION MECHANISM ........................................................... 36

4 ANNEXURES ......................................................................................... 38

4.1 ANNEXURE 1: DETAILS OF TRAINERS .......................................................... 38

4.2 ANNEXURE 2: LIST OF PARTICIPANTS WHO ATTENDED THE PILOT TRAINING PROGRAMME ... 39

4.3 ANNEXURE 3: LIST OF SUTP APPROVED TRAINERS ............................................ 44




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List of Figures Figure 1: Project progress .............................................................................. 6

Figure 2: Process for Institutionalization of Training Sessions .................................. 8

Figure 3: Training Calendar for Long Term Action Plan........................................... 9

Figure 4: Project Progress ............................................................................ 12

Figure 5: Revised methodology for the engagement............................................ 13

Figure 6: Training themes, areas and sub-areas ................................................ 15

Figure 7: Prioritization and Validation Approach ................................................. 15

Figure 8: Mapping of Training Areas to Stakeholders ........................................... 16

Figure 9: List of Finalized Trainers .................................................................. 19

Figure 10: Schedule of Pilot Training............................................................... 21

Figure 11: Prof ile of Participants .................................................................... 21

Figure 12: Institutionalization Process of Long-Term Action Plan ............................ 27

Figure 13: Training Material prepared ............................................................. 27

Figure 14: Duration of the Training................................................................. 29

Figure 15: Training Calendar for Long Term Action Plan ....................................... 31




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List of Tables

Table 1: Determinants for Year Training Calendar .............................................. 17

Table 2: General modif ication as per Training Material ......................................... 23

Table 3: General modif ications as per Training Area............................................ 24

Table 4: Template for Finalized Trainer for each Training Area ............................... 28

Table 5: Details of Trainers (Annexure 1) ......................................................... 38

Table 6: Details of Participants (Annexure 2) .................................................... 39




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List of Abbreviations

Acronym Description

AITD Asian Institute of Transport Development

APSRTC Andhra Pradesh State Road Transport Corporation

BCLL Bhopal City Link Limited

BEST Brihanmumbai Electric Supply Transport

BRT Bus Rapid Transit

BRTS Bus Rapid Transit System

CEO Chief Executive Officer

CEPT Centre for Environmental Planning and Technology

CIRT Central Institute of Road Transport

CMP Comprehensive Mobility Planning

DIMTS Delhi Integrated Multi-Modal Transit System

DMRC Delhi Metro Rail Corporation

DTC Delhi Transport Corporation

ESCBS Efficient and Sustainable City Bus Services

FCTSL Faridabad City Transport Services Limited

FSCL Faridabad Smart City Limited

GEF Global Environment Facility

GHG Green House Gases

ITS Intelligent Transport Systems

IUT Institute of Urban Transport

JCTSL Jaipur City Transport Service Limited

MIS Management of Information Systems

MoHUA Ministry of Housing and Urban Affairs

MSRTC Maharashtra State Road Transport Corporation

NCB National Capacity Building

NKGSCL Newtown Kolkata Green Smart-City Corp Ltd

PMC Project Management Consultant

PMPML Pune Mahanagar Parivahan Mahamandal Limited

PMU Project Management Unit

SKDCL Smart Kalyan Dombivli Corporation Limited

SPA School of Planning and Architecture

SPV Special Purpose Vehicle

SRTC State Road Transport Corporations

SUTP Sustainable Urban Transport Project

ToR Terms of Reference

UCTSL Ujjain City Transport Services Limited




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Executive Summary

Introduction

Rapid urban population growth in the recent decades in India has been

accompanied by an increase in urban travel demand. Efficient, sustainable and

reliable urban public transport systems are critical to secure liveability side by side

with high economic growth. Among mass transit modes, city buses are an

essential lifeline. It is imperative that this lifeline be strengthened and scaled up

both in terms of quantity and quality to meet the increasing travel demand.

In this context, the Efficient and Sustainable City Bus Services (ESCBS) project

was introduced to improve the efficiency and attractiveness of city bus transport

in India. ESCBS has three major components: National Capacity Building (NCB);

Regulatory, Institutional and Fiscal Analysis; and City Demonstration.

The current engagement – Design and Development of Training Programme for

City Transport Professionals – falls under the purview of the NCB component of

ESCBS. The objective is to design and develop training programmes for city

transport professionals with a Long-Term Plan to institutionalize training as an

ongoing process of building, sustaining and enhancing professional capacity at

different levels in stakeholder entities concerned with city bus service as a mass

transit system in its own right.

This completion report is, therefore, intended both as a summary record of the

project’s execution and equally importantly as an outline of a long-term plan. In

its recapitulation of the project’s implementation this report documents a use-case

of designing, developing and delivery of training programme for city transport

professionals through eight modules.

Project progress and Key learnings

This section describes the tasks

undertaken in the course of the

engagement to enable efficient and

sustainable city bus services. This

report concludes the engagement

and presents the learnings during

the engagement and suggests

measures for institutionalizing

training programme in the future.

The project progress has been highlighted in the Figure 1.

The engagement comprised nine tasks through seven deliverables which are

highlighted below:

1. Project Inception: The objective of the inception stage was to build an

understanding of the project and the methodology to be followed for project

execution. The key outcomes of Project Inception was shared in the form of

updated methodology and desk review of existing training material. The details

of this section are provided in Chapter 2.1

Figure 1: Project progress




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2. Training Need Assessment and Prioritization: The objective of this stage

was to conduct a training needs assessment, identification of priority training

areas and review of training materials for the various groups of professionals

from the urban bus transport sector. Based on the desk review, the Consultant

prepared a long list of potential training areas, which would be used in the

subsequent activities. The Consultant also circulated a questionnaire and

conducted stakeholder consultation in order to receive inputs on the training

needs of city bus transport professionals from the key stakeholders. The inputs

received through questionnaire were used to prioritize the training areas.

Furthermore, existing training materials were reviewed in order to develop the

first draft of training materials. The details of this section are provided in

Chapter 2.2

3. Year Training Calendar: The objective of this stage was to propose an Annual

Training Plan for conducting training on the high priority topics identified in the

previous task. The purpose of this plan was to outline the process for

conducting trainings on an ongoing basis. This plan aimed to provide the Client

an estimate of the commitment needed for each training module. The

Consultant prepared a Training Calendar with the key determinants, namely,

target organization, target audience, batch size, frequency, location and

duration. The details of this section are provided in Chapter 2.3

4. Preparation of Training Material: The main objective of this task was to

develop and collate the suitable training material on the prioritized training

areas for senior and middle managers. The Client stated that the training

material or toolkit for each training module should include PowerPoint

presentations, Participants’ manual, Trainers’ manual, e-training

module/Computer Based Training (CBT) for crew and artisans and detailed

evaluation methodology to assess the effectiveness of the training. The details


5. Training the Trainers: As part of this task, the Consultant was required to

identify various training institutes and individual trainers. The objective of this

exercise was to identify three sets of faculty or three training institutes. The

role of the trainer was to validate the content of the training material prepared

by the Consultant and disseminate the developed training material during the

pilot training session. The trainers finalized during this process were requested

to conduct the pilot training session for the shortlisted training area. The details


6. Conducting Pilot Training: The objective of conducting pilot training session

was to test the relevance of the training material along with validating the

content and structure of the training modules. In addition, the pilot training

session also aided in driving fruitful discussions and building capacity of the

participants. The pilot training session was conducted from 16th to 19th

September 2019. A total of 66 participants from 30 organizations and 16

different cities attended the pilot training programme. The details of this

section are provided in Chapter 2.6




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7. Final Modification of Training Material: During the pilot training session,

the Consultant obtained feedback on the training material through various

deliberations with participants and the trainers. Further, the content and

structure of training materials was discussed with PMU/PMC and the World

Bank. The details of this section are provided in Chapter 2.7

Long Term Action Plan

The Long-Term Action Plan is given in Chapter-3. It provides detailed information

on the institutionalization of the training programme. Based on the process used

in the course of the project, the Training Delivery Process, as part of an

institutionalized programme, has been recommended to be executed through an

appropriate programme management agency to execute training-delivery

activities depicted below:

Figure 2: Training-Delivery in An Institutionalized Setting

1. Conducting Training Sessions: In order to conduct the training sessions,

four components were finalized: Training Material, Trainer, Training

Programme (including logistic aspects such as batch size, location, duration,

programme schedule, etc.) and Training Calendar. The details of this section

are section 3.1 of Chapter 3. The Training Calendar is presented in Figure 3:




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Figure 3: Training Calendar for Long Term Action Plan

2. Evaluating Training Sessions: After conducting the training session, a

detailed assessment and evaluation of the training session is required in order

to make necessary amendments. This would help improve the effectiveness of

the training program. In order to do so, evaluation of the following components

is essential. The details of this section are provided in Chapter 3.2. The

following components needs to be evaluated properly:

a. Learning Objectives: This includes assessment of whether the learning

objectives has been achieved vs the objectives planned to be achieved

through the training sessions.

b. Training Material: Assessment of effectiveness and relevance of the

training material.

c. Trainer: Efficacy of trainer.

d. Capacity Building: Potential for capacity enhancement of the participants.

e. Training Programme: Location, duration and frequency of the training

programme.

f. Subjective Responses: Additional assessment of subjective responses.

3. Amendments in the Training Programme: Based on the evaluation of the

training sessions, certain amendments in the training programme may be

required. This exercise needs to be done annually. A total of two months is

planned for this exercise. The following aspects may require certain

amendments, namely, Training Material, Trainer, Training Programme, and

Training Areas. The details of this section are provided in Chapter 3.3.




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1 Introduction

1.1 Project Background

India has witnessed rapid urban population growth in the recent decades leading

to an increase in urban travel demand. However, the public transport system has

not been able to keep pace with this increasing demand due to which people have

switched to alternative modes, especially to personal motor vehicles. This has

resulted in heavy congestion on the roads leading to higher air pollution, higher

incidences of road incidents and increase in consumption of fuels. Thus, there is

an urgent need to move towards public transport alternatives, not only to address

these issues, but also to provide affordable and reliable transport services to the

citizens. Amongst the various public transport alternatives, city buses are an

essential part of an efficient public transport system. They not only ensure a lower

overall carbon footprint but also ensure lower congestion on the roads. In India,

however, the city bus system faces multiple challenges and needs significant

enhancement.

1.2 Project Objective

One of the key activities essential for improving the public bus transport system

in Indian cities is capacity building of the professionals involved in the system.

Ministry of Housing and Urban Affairs (MoHUA) intends to address this capacity

need through this engagement of “Consultancy services for the design and

development of training programme for City Transport Professionals”.

This engagement is part of the ESCBS1 project, which has National Capacity

Building (NCB) as one of its key components. NCB includes development of a

comprehensive capacity building programme for the evolving urban bus sector

including training programs, knowledge and exchange events for sharing of best

practices and experience among public and private stakeholders. NCB also

envisages creating awareness and sensitization among city transport professionals

about the need to establish public bus transport as a preferred mode of transport.

1.3 Scope of the Engagement

As per the ToR, the scope of work for this project had been divided into three

stages:

• Development of Training Programme: The first stage focused on the design

and development of the training programme. It involved review of the training

needs, training materials and identification of high priority training topics.

Further, it also included recommending approaches for conducting the training

and propose a training calendar.

• Pilot testing and Implementation of Training Programme: The second

stage involved liaising with available pool of academic, research and training

institutes for offering the proposed training modules. It also involved providing

1 Source: http://www.sutpindia.com/

http://www.sutpindia.com/




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assistance in conducting the pilot testing of the training modules prepared

during the first stage.

• Evaluation and Modification of Training Program: The final stage included

modifications of the training programme based on the feedback from the

audience and the Client. This has been followed by preparation of a project

completion report.

1.4 Coverage of the Report

This report covers Task 9 of the Scope of work, involving “Project Completion

Report”. The report content covers the following:

• Chapter 1 provides the project background, project objective and scope of

work

• Chapter 2 provides the project progress, details about the major milestones

achieved and discusses the key learnings in various stages of the project;

• Chapter 3 describes the long – term action plan and the measures that need

to be undertaken to ensure efficacy and success of future programs;

• Annexure provides the details of trainers and participants who attended the

pilot training.




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2 Project Progress and Key Learnings

This chapter describes the tasks undertaken during course of the study to enable

efficient and sustainable city bus services. The Consultant successfully designed

and developed the training programme for city transport professionals in order to

build capacity for the evolution of the urban bus sector. The Consultant affirmed

the methodology with key stakeholders during the project inception, followed by

administration of the training needs assessment & prioritization of trainings,

designing training calendar and preparation of training material. Thereafter, the

trainers were identified and trained on the content of training materials. With the

help of trainers, a pilot training session was conducted for city transport

professionals. Further, the inputs/suggestions received during this pilot training

session were used to strengthen the training materials. The project progress is

summarized below in Figure 4.

Figure 4: Project Progress

The below section highlights the key activities undertaken and key

takeaways/learnings as part of multiple tasks indicated above.

2.1 Project Inception

2.1.1 Objective

The objective of the inception stage was to build an understanding on approach

and methodology to be followed. The inception report laid the foundation for the

engagement and covered the understanding of the scope of work, the

methodology adopted for undertaking the specific activities of this engagement

and the way forward to successfully execute the assignment.




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2.1.2 Key Achievements of this Deliverable

2.1.2.1 Scope of Work and Methodology

Based on our understanding of key modalities required to execute the assignment,

the scope of work was divided into four stages. The overall methodology is

presented in Figure 5.

Figure 5: Revised methodology for the engagement

A summary of the four stages is provided below:

• Stage 0: Project Inception and Preparatory Work

• Stage 1: Development of Training Program

• Stage 2: Pilot Testing and Implementation of Training Program

• Stage 3: Evaluation and Modification of Training Program

2.1.2.2 Preliminary Study during Inception Stage

During the inception stage, a preliminary study was conducted on various existing

training materials available on urban mobility and future of road transport, which

would serve as an input to the subsequent phases. The review of the training

material used by domestic government institutions and eminent international

agencies served as a basis for four key stages covering evaluation, gap

assessment, restructure, and improve. Focus was also given to modules available

online which could be used as interactive tools, recent trends covered by research

papers, and case studies available in India and around the globe presenting the

application of the concepts and trends in the public transport sector. Some of the

key sources referred for training materials included ASRTU, CIRT, IUT, The World

Bank, ADB, DFID, GEF – SUTP, GIZ, OECD, and National Workshop on capacity

building (2014).




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2.1.2.3 Improvements and Deliberations

The Consultant also submitted a draft questionnaire along with the inception

report to be circulated to relevant city bus transport agencies to understand their

training needs. The questionnaire was also designed with an aim to take inputs on

prioritization of training areas for senior and middle managers.

One of the key inputs shared by PMU/PMC on this report was to bring out ‘Safety

and Security’ as a topic in the list of training areas considering its relevance in

ensuring safe transportation services. Therefore, the Consultant included aspects

of safety and security in all the training areas suitably. Please refer to the Project

Inception report for further details.

2.1.3 Key Learnings

While undertaking the preliminary study during the Inception stage, it was

essential to refer to different types of training material available in the public

domain to avoid duplication. These were in the form of text, videos, PowerPoint

presentations, etc.

Furthermore, during the identification of key training areas, safety came up to be

of utmost priority. The aspect of safety is included in every service delivered to

the customers. Accordingly, it was included in the finalized training areas.

2.2 Training Needs Assessment and Prioritization

2.2.1 Objective

The objective of this stage was to conduct training needs assessment,

identification of high priority training areas, and review of existing training

material available for the city bus transport sector. In this stage, the Consultant

was also requested to compile a list of all the available and under development

manuals and toolkits and present a summary of the key processes and criteria

used to identify the highest priority areas for the training groups.


Some of the key achievements under training needs assessment and prioritization

process involved the following:

• Preparation of an exhaustive list of training topics through theme mapping,

which took into consideration the entire value chain of bus transport eco-

system and focused on identifying individual training areas.

• Prioritization of certain thematic areas over others based on factors like

urgency with respect to the industry development, technological relevance,

impact on sustainable operations, and other factors.

• Discussions with the Client to incorporate learnings from their prior

experience from earlier sessions for subsequent validation, restructuring, and

finalization of the approach and the training areas

• Conducting extensive review of the existing material available for these

training areas based on which a final list of prioritized training areas was

prepared.




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2.2.2.1 Theme Mapping

In this segment, the entire bus transport system has been broken down into the

constituents of its value chain. The stages of this value chain are planning,

delivery of services and acquisition of resources. These sequences of activity

were mapped across eight themes, twelve training areas and sub-training areas.

The objective of creating these themes was to simplify the prioritization of training

areas and preparation of training modules. The exhaustive list has been presented

in Figure 6.

2.2.2.2 Prioritization of training areas

As part of the mandate of this engagement, the identified training areas were

required to be prioritized for different audiences. A four-step process was followed,

as summarized in Figure 7.

Figure 7: Prioritization and Validation Approach

Figure 6: Training themes, areas and sub-areas




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The Client (PMU/PMC) had advised the Consultant to circulate a questionnaire

to the relevant bus transport institutions in order to gauge relevant training needs.

The responses received from different organizations were ranked separately to

identify prioritized training areas for each category of bus agency. The World

Bank had advised the Consultant to conduct interviews with top management

of bus transport organizations to get

a detailed view of the prevalent

scenario in bus transport

organizations and requirement of

training in specific areas. Each

training area identified was then

rated according to their level of

criticality to the bus transport

professional. The training areas that

received the highest score for a

specific audience set based on

relevance, significance, and need

assessment were selected for that

audience. This has been explained in

the diagram presented in Figure 8.

2.2.2.4 Review of Training Material

As part of the mandate of this assignment, this segment focuses on the detailed

review of training material for the prioritized training areas. The review included

training materials spanning across 13 categories (toolkits, modules, e-learnings,

standards, etc.) and 15 agencies (ADB, DFID, SUTP, World Bank, Smartnet, etc.).

For selection of the Training material to be recommended, 316 independent

documents were reviewed by the Consultant out of which 279 training materials

were selected for further analysis based on their relevance to the Indian bus

transport sector.

Please refer to “Training Needs Assessment and Prioritization report”

2.2.3 Key Learnings

While assessing the training needs, it is crucial to collect primary inputs from the

relevant stakeholders including city bus agencies, operators, and industry experts.

Their input may be collected through questionnaire or personal interviews.

Furthermore, it was observed that a training area which is prioritized today may

be crucial in bus operations but after a few years the same training area may no

longer be critical because of change in technology, process, and preferences. To

ensure that the training program retains its edge and effectiveness, new training

areas must be prioritized and finalized periodically. The action plan for training

areas is provided in Section 3.3.4.

Figure 8: Mapping of Training Areas to

Stakeholders




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2.3 Year Training Calendar

2.3.1 Objective

The objective of this task was to propose a year training calendar for disseminating

training on high priority topics identified in the previous task. This plan aimed to

provide a broad estimate of the commitment needed for each training module.


The Year Training Calendar was prepared after consideration of its determinants,

which are presented in Table 1. No comments for improvement or revisions were

received on this deliverable. It was accepted without any revision by the Client.

Table 1: Determinants for Year Training Calendar

Determinant Description

Target

Organizations

The target organizations for this training programme refer to various

city bus transport organizations such as SRTCs, SPV, Municipal

Corporations, Transport Undertakings, etc.

Target

Audience

The target audience for the training programme included Senior and

Middle level managers from various target organizations.

Batch Size The batch size f inalized for the senior and middle managers was

confined to approximately 20 and 40 respectively.

Frequency The frequency of the training programme for both senior and middle

managers was f inalized to be annual.

Location A centralized location, Delhi, was proposed for all batches of the

training programme.

Duration The duration of the training programme was f inalized to be three days

and f ive days for senior and middle managers respectively.

Programme

Schedule

The programme schedule included the coverage of topics to be covered

in each training session within the training programme

Budget The budget was estimated for delivering training programs under four

heads including: Training Venue Cost, Logistics Cost for Participants, Logistics Cost for Trainers and Trainers Charge out expenses.

Please refer to “Year Training Programme report” for further details

2.3.3 Key Learnings

During the preparation of year training programme, it was found that the trainings

for senior and middle managers should be conducted in such a manner that the

official workflow of the representative institution does not get affected. This is in

particular reference to the SPVs and relevant transport agencies that have a small

staff and where work would be significantly affected if officers from multiple

designations were to be invited for training on the same dates. Hence, it was

decided to program trainings for senior and middle managers on separate dates.

The action plan for preparing the training calendar is provided in Section 3.1.3,

Section 3.1.4 and Section 3.3.3.




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2.4 Preparation of Training Material

2.4.1 Objective

The main objective of this task was to develop the training materials on the

prioritized training areas for senior and middle managers identified in the previous

task.


2.4.2.1 Procedure for Preparation of Training Material

The Consultant referred to different sources for existing training materials in order

to develop the content for the training programme. Relevant national and

international case studies were analyzed and compiled on different topics as an

illustration. Further, the training content was customized based on the profile and

need of the target audience. Each of the training modules was then customized

for participants, trainers and delivery.

2.4.2.2 Types of modules prepared

Three types of training material were prepared for the prioritized training areas.

• Participant’s manual was the most comprehensive manual made for the

participants to read before and after the training programme

• Trainer’s manual provided information such as module notes, questions for

discussion, focus point for trainer, etc.

• Power point presentation (PPT) covering the training content was prepared

for conducting the pilot training.

Additionally, Computer based training modules along with a Driver’s Handbook

were also prepared for drivers, conductors and artisans. In order to evaluate pilot

training and other future training programmes, two sets of questionnaires (pre

and post-training) were developed.


The Client requested the Consultant to make certain modifications to the PPT

including shortening of length and inclusion of animation in relevant areas.

Additionally, inputs on individual training material was also provided by the PMU,

PMC and The World Bank.

As per the Client’s comments, the Consultant prepared participant’s manual,

trainer’s manual and delivery presentation. In additional to the modules, certain

group activities for each training area was prepared which were finalized based on

the Client’s comments. In order to take the feedback of the participants in the

pilot training session, pre- and post-training questionnaires were prepared. These

were circulated during the pilot training and their responses recorded to make

improvements to the training material and programme.

2.4.3 Key Learnings

The learnings from preparation of training material have been captured in section

2.7.3 (Final Modification of Training Material)




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2.5 Training the Trainers

2.5.1 Objective

The objective of this task was to shortlist three sets of faculty or training institutes

to disseminate the training using training materials developed in the earlier stage.

The objective of this exercise was to get the training content validated and train

them for the pilot and future training program.


2.5.2.1 Approach for Selection of Trainers

Potential training institutes and individual trainers were shortlisted in consultation

with PMU, PMC, and IUT. These training institutes and individual trainers were

asked to submit an application form, which included the details of their institutes

and their curriculum vitae. A total of 25 applications were floated out of which, 19

applications were received including 8 applications from training institutes and 11

applications from individual training professionals. Applications received from the

trainers were evaluated based on subject matter knowledge for the prioritized

training area, outreach of the training institute / individual trainer, prior training

experience, and discussion of shortlisted applications with the PMC.

2.5.2.2 Shortlisting of Trainers

The trainers were

shortlisted based on a

shortlisting criteria

designed in discussion

with PMC. The final trainer

list included four training

institutes and one

individual trainer. These

trainers were finalized for

disseminating the training

material during the pilot

stage. After evaluating the

individual trainers and training institutes, a total of 12 trainers (11 from training

institutes and one individual trainer) were selected for disseminating the training

material during the pilot stage. The list of the finalized trainers is in Figure 9.

2.5.2.3 Conducting Training of Trainers

During the training of trainers, the Consultant visited each of the training institutes

(AITD, SPA, CIRT and IUT) in order to interact with the trainers and initiate them

for the pilot training. This included apprising them of the training program,

selected training areas, training material, training methods and related techniques

for effective dissemination of trainings. The interaction was suitably modified for

each trainer based on the expectations and requirements of the training topics for

which the trainer was selected. For training the individual trainer, Mr. Hanumantha

Figure 9: List of Finalized Trainers




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Rao, a telephonic conversation was held between the Consultant and Mr. Rao and

the above mentioned topics related to training program were discussed.

The discussion also focused upon classification of audience for each of the training

areas. The trainer was asked to circulate pre and post training questionnaire at

appropriate time during the training sessions. The trainer was allowed to make

minor modifications in the power point presentation, if necessary. The Consultant

communicated the details of the pilot training and the potential expectation of the

participants to the trainers. The trainers were provided with a training manual for

reference purposes on the shortlisted training areas. Each discussion was followed

by a question - answer session where the trainer clarified any doubts regarding

the dissemination of the training material during the pilot training.

Please refer to report on “Training of Trainers and Conducting Pilot

Training” for further details.

2.5.3 Key Learning

The process of identification of trainers for dissemination of large-scale trainings

yielded the strategic insight that training institutes may be preferred over

individual trainers, for the ease of finding a substitute trainer, in case of an

emergency or a last-minute cancellation of the main trainer. This is an important

input for institutionalizing training.

The trainers should be shortlisted based on subject matter knowledge of the

particular training area. Furthermore, within Bus Operations, a separate trainer

should be identified for marketing and branding (sub-module within bus

operations) as the contents of this sub-module require a different set of experience

and training techniques. For each training area, three sets of trainers should be

identified in order to have backup resources available at all times. While training

the trainers for the training programme, the trainer manual must be provided to

the trainer and should be made a pre-read for the training session. Furthermore,

a dry run is recommended to be conducted with the Client for incorporating their

comments on the training module. This dry run may focus on the following points:

• Knowledge of the subject

• Communication skills of the trainer

• Organized and structured approach

• Interactive and engaging qualities

• Understanding the group dynamics

• Managing participant attention and involvement

• Encouraging experiential learning

The action plan for finalizing the trainers is provided in Section 3.1.2 and 3.3.2.




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2.6 Conduct Pilot Training

2.6.1 Objective

The objective of this task was to test the relevance of the training material for

application purposes and identify factual errors, unclear presentation and missing

information, if any. In addition to this, the pilot training also aided in driving fruitful

discussions and building capacity of the participants.


2.6.2.1 Conducting Pilot Training

The pilot training was conducted over a period of four days from 16 September

2019 to 19 September 2019 at India Habitat Centre and Institute of Urban

Transport in New Delhi. The schedule of the pilot training is provided in Figure 10.

Figure 10: Schedule of Pilot Training

2.6.2.2 Profile of participants

The organizations invited

were a mix of Special

Purpose Vehicles (SPVs),

Private Operators, Municipal

Corporations, State Road

Transport Corporations

(SRTCs), etc. A total of 30

organizations with 66

participants attended the

pilot training. The analysis of

the profile of participants has

been presented in Figure 11.

Figure 11: Profile of Participants




Page | 22

2.6.2.3 Assessment of Pilot Training

The assessment of pilot training was conducted individually for each training area.

Each training area was assessed primarily on the following aspects:

• Training material: was assessed based on the extent of coverage, relevance

of course content, practical applicability of case studies, ease of understanding

and usefulness of the provided reference material.

• Trainers: were assessed on their knowledge of the subject, communication

skills, approach structuring and audience engagement.

• Training programme logistics: The training programme were assessed

based on preferences of participants in relation to the timing, duration,

location, frequency, etc. of the training sessions.

Further details of the pilot training can be obtained by referring to the

report on Training of Trainers and Conducting Pilot Training which was

submitted to the Client on 12th November 2019.

2.6.3 Key Learnings

The evaluation of participant feedback during the pilot training indicated the

participants’ satisfaction with the training material. A minor suggestion to include

more visuals / videos in the presentation was received and acknowledged. The

participants were satisfied with the knowledge and subject matter grasp of the

selected trainers. However, It was indicated that the communication skills and

approach structuring for the training module could be improved. Most of the

participants agreed on 1-2 days of training annually and were satisfied with New

Delhi as the location for the training programme. However, it was proposed that

the location should be rotated throughout the country to increase the participation.

The duration of the training sessions should be full day so that the participants

have ample amount of time to achieve the objectives.

The action plan for preparing the training material is provided in Section 3.1.1 and

3.3.1.




Page | 23

2.7 Final Modification of Training Modules

2.7.1 Objective

During the pilot training, the Consultant obtained feedback on the training material

through discussion with participants and the trainers. The comments of the

attendees, PMU/PMC and the World Bank were successfully noted and the training

modules were accordingly modified and shared with the Client.


Modifications were made to all eight training materials including the participant’s

manual, trainer’s manual, delivery presentation, pre-training questionnaire, post-

training questionnaire, and group activities. This section describes the overall

modifications made by the Consultant:

2.7.2.1 General Modifications

Following modifications were made to the type of training material prepared:

Table 2: General modification as per Training Material

Training Material Modifications

Participant’s

Manual

This document was made more comprehensive so that the

participants may have an overview of the training program.

Furthermore, points to ponder were added in each sub-module.

Trainer’s Manual This document was revised and notes for trainer on each slide were

added. This included specif ic areas of focus for the trainer. This

shall help to ensure structured delivery of the training program.

Delivery

Presentation

This document was revised signif icantly in order to make the

session more interactive and engaging for the participants. The

following major changes were effected:

• More animation, graphics and videos were added

• The text in the presentation was made concise

• Notes for the trainer were added at the bottom

Questionnaire The questions were modif ied as per the comments received in

order to assess the learning and behavior of the participant. The

f ive-point assessment options were used so that the evaluation

becomes more efficient.

Group Activities This document was revised signif icantly. It now focuses on

conducting a case study which encourages the participants to

brainstorm collectively as a team and learn from each other’s

experiences.




Page | 24

2.7.2.2 Modifications as per Training Area

Following are the modifications made to the training area:

Table 3: General modifications as per Training Area

Training Area Modifications

Policy

Advocacy

The orientation and content of this module was shifted from policy

implementation to policy advocacy. Material on the approach and

methodology for a senior manager to advocate to citizens as well as

top decision-makers was extensively covered.

Outsourcing This module focused more on factors guiding decisions around

whether to outsource including the activities/aspects/processes

which may be considered for outsourcing. Furthermore, the section

on contract monitoring was amplified as per the feedback received.

Monitoring and

Evaluation

The step by step process for monitoring and evaluation was revised

as per the comments received and the focus of the module was

sharpened. The section on service level benchmarking was

amplif ied.

Network

Planning

This module elicited feedbacks suggesting minor modif ications,

which include amendments to the material on the process of network

planning

Operations

Planning

This presentation was revised substantially to improve its focus.

Sections on corridors, legislation, and infrastructure were revised

Bus Operations This presentation was revised substantially to improve its focus.

Sections on operations management, dynamic scheduling, revenue

collection and the role of feedback were revised

ITS and MIS The Introduction to this presentation was revised as per the

comments received

2.7.2.3 Other Material

Apart from the above described areas, a handbook for bus drivers was prepared

as a booklet that can be carried by the drivers while on duty. Furthermore,

Computer Based Training (CBT) modules were also prepared for drivers,

conductors and artisans. These included general guidelines for effective

performance. In addition, a quiz was included at the end. The CBT modules would

be presented as a short clip which would include the relevant content as per their

requirements. These clips would contain the day to day operations of the drivers,

conductors and artisans; and tips on improving the same.

2.7.3 Key Learnings

While assimilating training content, the storyline and flow should be kept similar

so that the participants may easily refer relevant manual after the training session.

Furthermore, the group activities should focus on creating a live scenario in which

the participants are required to brainstorm collectively and enable cross learning

from experiences of the team.




Page | 25

3 Long Term Action Plan

Institutionalizing Training: A Long-Term Action Plan is essential for

institutionalizing professional training. Institutionalizing is the process of ensuring

routinized actions. Institutionalization ensures the implementation of an

established training regimen. A training regimen helps build practices throughout

organizations and uniformity of practices for specific managerial cadres,

professions and trades. Structured dissemination ensures that professional

knowledge and skills are renewed and updated and become part and parcel of the

institutional memory of beneficiary organizations. Besides enhancing the

performance of the trained individuals, institutionalization of skills plays the

integrative role of putting individual actors on the same page. There is evidence

that one-off training rarely produces the desired long-term improvements in

professional performance.

In the Indian context, there is no structured programme to train and update city

bus professionals on developments in, for example, ITS/MIS, Outsourcing

decisions, Network Planning Operations Planning through modularized day-long or

two-day courses. Symposiums and conferences are very useful knowledge-

exchange fora. But they are not purposed to help participants hone their

professional skills with the help of study material, deliberate teaching and Q&A or

practice sessions.

Government/Authorities as Facilitator: In order to enable city bus systems

and professionals across the country to benefit from institutionalized opportunities

for professional training it will be necessary for the governments at the central,

state and city levels to play the role of facilitator because institutionalized training

for city bus professionals is not yet a bus-industry norm in India, barring a few

OEM-hosted or OEM-partnered niche training facilities for drivers and maintenance

personnel. At the national level, the Ministry of Housing & Urban Affairs has the

Institute of Urban Transport as a specialized subordinate formation which could

be entrusted with the responsibility of working as the Ministry’s programme

management agency (PMA) for on-going training to city bus professionals by

outsourcing trainers through training/research institutions and organizations.

Programme Management: The PMA could be tasked with sourcing the complete

package comprising seven broad elements, viz.: (i) Premises to host training. (ii)

Course Material/Modules. (iii) Trainers. (iv) Trainers. (v) Training Delivery,

including feedback on quality, efficacy etc. (vi) Updating & Improvements based

on feedback from experts, practitioners & industry. (vii) Monitoring & Reporting.

The sixth element notwithstanding, it would be advisable for the Ministry to

maintain supervisory oversight on the process of training in the initial stages till

the process crystallizes and gathers its own momentum.

Selection of Training Institutes/Trainers: It is important that the on-boarding

of training institutes/trainers goes through a process of vetting by a committee of

experts.




Page | 26

Budget: For running an institutionalized training programme there will be need

for a budget. Depending on the scale of the programme, the account for this

activity could be considered for being maintained separately and operated by the

PMA, subject to submission of utilization reports to the Ministry and the latter’s

audit oversight. The summary of the training logistics and expenditure under 3.1.3

below as part of the project under report gives a flavor of the expenses by way of

a listing of the line items for just the training activities.

Adoption & Adaption of above Recommendations: The broad

recommendations above could be adopted and adapted both laterally at the

national level and at state and city levels. In view of the importance of

transportation and urban public transportation, dissemination of knowledge

through lectures on city bus systems could be considered for adoption and

adaptation to the induction and in-service training of civil servants. Similarly, state

governments and city-level bodies need to consider adopting the process of

institutionalizing training for city bus professionals. At the state-level, such a

training programme or modules could be lodged in the state Administrative

Training Institutes.

Customization: The training modules or course contents must be customized to

meet the city-specific or operating environments and the training needs of the

workforce and the organizations involved.

Operational Discipline Critical to Effective Training Delivery: For a training

to be effective, it is important that the trainers and the trainees receive their

training material – namely, Trainer’s Manual, Delivery Module,

Trainee’s/Participant’s Manual – well in advance of the commencement of the

programme.

Career Progression & Training: Bus companies could consider institutionalizing

professional training by linking career progression to receipt of relevant

professional training.

Backing-up Training: It needs to be noted that institutionalized training is an

important enabler of service & efficiency. It works well when accompanied by

reforms in organizational processes.

Activities Comprising Training Delivery: Figure 12 is an outline of activities

comprising training delivery in an institutionalized setting which the project-

implementation under report instantiates.




Page | 27

Figure 12: Training-Delivery in An Institutionalized Setting

The process of institutionalization may be outsourced to an independent agency

or a group of experts. This chapter on Long-term Action Plan would help the

agency in conducting, evaluating and making amendments in the training

programme.

3.1 Conducting Training Sessions

This section describes the process of training-delivery as implemented in the

course of the current project for it to be a part of long-term action.

3.1.1 Training Material

A total of eight training areas were identified and training materials were prepared.

For each training area, six types of material were prepared, thus making a total

of 48 training documents. The list of training materials prepared are highlighted

in Figure 13 below.

Figure 13: Training Material prepared




Page | 28

The training material may need some changes as per the assessment and

evaluation from the questionnaires, feedback from the participants / trainers, and

latest developments in technology.

3.1.2 Trainer

For the purpose of institutionalization, the finalization of trainer for each training

session involves the following steps:

3.1.2.1 Identification of Trainers

The identification of trainers must be a structured process that drills down to

applications containing prescribed details from suitably qualified trainers to help

their evaluation based on standardized criteria. While applicants may be

individuals or training institutes, as a matter of general strategy, institutes are

preferable over discrete individuals because institutes will have a pool of resources

for deployment as substitutes if and when needed. (The details of trainers who

provided training for this engagement is provided in Annexure 1.)

3.1.2.2 Shortlisting of Trainers

The applications received from the trainers should be evaluated as per the subject

matter knowledge and experience in imparting trainings on the prioritized training

area. It is recommended to have at least three trainers for a particular training

area. These three trainers may be individual trainers or may be associated with

training institutes. Furthermore, if a trainer associated with an institute is

empaneled for the engagement, then his / her replacement must go through this

process for finalizing the trainers. The matrix shown below may be used.

Table 4: Template for Finalized Trainer for each Training Area

S.No. Training Area Trainer 1 Trainer 2 Trainer 3

1. Training Area 1 Trainer 1.1 Trainer 1.2 Trainer 1.3



3.1.2.3 Training the Trainers

The training of trainers involves familiarizing the shortlisted trainings with the

tools of training delivery as they already possess expertise in their training area.

The key points to be focused are provided below:

• Context of all the training material and background of the project

• Training material prepared for a particular training area

• The trainer should be explained that the training material has Indian and

International case studies and the trainer should not deviate from the

training material.

• The trainer must refer to the training manual prior to conducting the

training session.




Page | 29

• The trainer must be provided with delivery presentation that contains

videos, animations, and interactive tools

• The trainer should circulate and collect group activity sheet, pre-training

questionnaire, and post training questionnaire at appropriate times during

the session

3.1.3 Training Programme

The training programme consists of the logistics of programme comprising the

following parameters:

Target Audience / Participants: The target organizations under public bus

transport system includes SPVs, SRTCs, Municipal Corporations, and Transport

Undertakings. In these organizations, Senior and Middle Managers are targeted

for the prioritized training areas. The list of participants who attended the pilot

training is provided in Annexure 2.

Batch Size: The exchange of ideas, thoughts and experiences is more feasible in

smaller participant groups. The batch size of Senior and Middle Managers may be

confined to only 20 - 25 and 30 - 40 professionals respectively.

Frequency: As per the information of batch size, audience, and feedback from

the pilot training, the frequency of training was finalized to be Annual. Therefore,

for a particular Senior Manager, the next training, which he/she should attend is

the same month of next year.

• Senior Manager: With a batch size of 15 for a total of 60 senior managers

across the country, four trainings may be conducted in a year.

• Middle Manager: With a batch size of 30 for a total of 180 middle

managers across the country, six trainings may be conducted in a year.

Location: It is crucial for the training to be held at varied geographical locations

to ensure participation of transport officials from across India belonging to diverse

backgrounds and contributing to the sessions in terms of their unique experiences.

In this regard, it is better to classify the locations as per the following regions,

namely, North, South, East, West, Central, and North Eastern.

Budget: The budget estimated for delivering training programs has been

bracketed under four heads including: Training Venue Cost, Logistics Cost for

Participants, Logistics Cost for Trainers and Trainers’ Charge out expenses.

Duration: Based on the feedback of the participants, trainers, and Client, the

duration of the training session is suggested to be one full day (seven hours). The

training session is split into two parts separated by a lunch break of 60 minutes.

A tea / snack break of 15 minutes is placed in the middle of both sessions. The

breakup of these seven hours is provided below:

Figure 14: Duration of the Training




Page | 30

Senior Managers: Three days of training is required for the certain topics

including Policy Advocacy, Outsourcing, and Monitoring and Evaluation.

Middle Managers: Five days of training is required for the topics including

Network Planning, Operations Planning, Outsourcing, Bus Operations, and ITS and

MIS.

3.1.4 Training Calendar

For the preparation of training calendar, the logistic aspects of training programme

needs to be finalized. The coverage of the logistic aspect is provided in Section

3.1.3 and also summarized below:

1. Target Audience: Senior Managers and Middle Managers of SPVs, SRTCs,

Municipal Corporations and Transport Undertakings

2. Batch Size: A batch size of 15-20 participants for Senior Managers and 25-30

for Middle Managers

3. Frequency: Annual for each participant. Therefore, 4 times a year for Senior

Manager and 6 times a year for Middle Manager.

4. Location: Classified as North, South, East, West, Central and North Eastern.

5. Duration: A total of three days of training is required for Senior Managers and

five days of training is required for Middle Managers.

A tentative Long Term Action Plan is provided below:


Consulting Services for Design and Development of Training Programme for City Transport Professionals for GEF-funded Efficient and Sustainable City Bus Services Project in India

Page | 31

Figure 15: Training Calendar for Long Term Action Plan




Page | 32

3.2 Evaluation of Training Sessions

After the training session, a detailed assessment and evaluation of the session is

required in order to make necessary amendments. This would help in improving

the effectiveness of the training program. In order to do so, evaluation of the

following components is essential.

3.2.1 Learning Objectives

This includes the assessment of whether the learning objectives have actually

been achieved in the training sessions. For this purpose, the following question is

asked in the pre and post questionnaire.

Question: Please rate your knowledge / skill on the following learning objectives.

For answering this question, five options are provided, namely, highly proficient,

proficient, neutral, slightly proficient, and not proficient.

In order to measure this a five-point scale evaluation may be used. This involves

rating of 5 for highest option, 4 for the next highest option, and so on. The

percentage improvement must be calculated in order to measure them across

training areas.

For participants, the enhancement in efficiency in a particular training area is

assessed. Example: For participant A, if the efficiency in objective 1 was neutral

in pre-training questionnaire and becomes highly proficient in post-training

questionnaire, then objective 1 is fulfilled for participant A. This needs to be

assessed for all defined objectives for all the participants across the training areas.

The output of this analysis would be the percentage achievement / achievement

in terms of a score.

Note that the efficiency of a particular participant would either remain the same

or increase but cannot decrease. If such a response is captured, it may be

neglected.


This includes the assessment on effectiveness of training material. In order to do

so, the following question may be asked in the post training questionnaire

Question: Please rate the training material on the following parameters.

• Extent of coverage

• Relevance of content

• Practical applicability of case studies

• Easy to understand

• Usefulness of reference material

For answering this question, five options are provided, namely, very high, high,

neutral, low, and very low. These options are provided for each of the

parameter mentioned in the question.




Page | 33

For measuring this, five-point scale evaluation may be used. This includes giving

the rating 5 for highest option, rating 2 for the next highest option, and so on.

The percentage improvement must be calculated in order to measure them across

training areas.

For a particular training material and parameter, the rating is calculated in terms

of actual score and maximum possible score in order to calculate the percentage

score. This percentage score can be compared with other training material.

The output of this assessment would be rating of a particular training material on

each of the parameter in a percentage score.

3.2.3 Trainer

This includes the assessment of effectiveness of trainer. In order to do so, the

following question is asked in the post training questionnaire

Question: Please rate the trainer on the following parameters.

• Knowledge of the subject

• Communication skills

• Organized and structured approach

• Interactive and engaging

• Completion of module within the stipulated time







training areas.

For a particular trainer and parameter, the rating is calculated in terms of actual

score and maximum possible score in order to calculate the percentage score. This

percentage score can be compared with other trainers.

The output of this assessment would be rating of a particular trainer on each of

the parameter in a percentage score.

3.2.4 Capacity Building

This involves assessment of the enhancement in capacity and skillset of the

participants. In order to do so, the following question is asked in the post training

questionnaire.

Question: Do you think your knowledge / skill / ability on the subject has

improved after attending the training session? Do you think the session

accommodated to your personal learning styles?







Page | 34




training areas.

For a particular participant, it is assessed how much the capacity is enhanced and

compared with the maximum enhancement in capacity in order to calculate the

percentage score. This percentage score can be compared with other training

areas.

The output of this assessment would be rating of a capacity building for a particular

training area and participant.

Note that if a participant feels his / her capacity is not at all enhanced, then

subjective responses needs to be looked at and amendments should be made for

that training area.


This includes assessment of the location, duration and frequency of the training

programme. In order to do so, the following question is asked in the post-training

questionnaire.

Question 1: What is your preference of location for this training session?

For answering this question, blank space is provided. The participant should write

his / her preferred location for the training in the blank space provided.

The cities are added based on the responses and participants who voted for that

city are counted. The output of this question would be the ranking of cities.

Question 2: What should be the duration of this training session?

For answering this question, four options are provided, namely, 0.5 days, 1 days,

1.5 days, and 2 or more days.

Currently the training programme is designed for one day of training in a particular

training area. The output of this question would be count of participants who voted

for each option in a particular training area. The percentage is calculated for each

option. This percentage can be compared with other training areas to assess the

duration of training session.

Question 3: What should be the frequency of this training session at your level?

For answering this question, four options are provided, namely, quarterly, semi-

annually, annually, and every two years.

Currently, the training programme is designed for annual frequency of training for

a particular participant for all training areas. The output of this question would be

the count of participants who voted for each option in a particular training area.

The percentage is calculated for each option. This percentage can be compared

with other training areas to assess the duration of training session.




Page | 35

3.2.6 Subjective Reponses

This includes additional assessment of subjective responses. In order to do so, the

following question is asked in the post training questionnaire.

Question: Kindly provide any areas in which the training requires improvement /

other additional comments? Strengths and Weakness of the training session?

For analyzing this, the subjective responses are categorized as per training areas

and looked individually. These subjective responses are then used to make

particular amendments in the training programme if the responses are found very

informative and crucial.

3.3 Amendments in the Training Programme

Based on the evaluation of the training sessions, certain amendments in the

training programme may be required. This exercise needs to be conducted every

year. A total of two months is provided for this exercise. They include the

following:


The training material prepared are comprehensive for the participants and trainers

and visually attractive for the delivery purpose. Along with the material, relevant

questionnaire and group activities are also prepared. Based on the responses of

participants towards the training material, it may need some modification in terms

of change in content. This includes inclusion / deletion / editing of certain content

(in terms of information, case studies, examples, etc.) in either of the components

of the training material (Participant manual, delivery presentation, etc.). In order

to make these changes, comprehensive research is required, the end objective

must be clear and duplication must be avoided. Example: inclusion of feedback

loop in monitoring and evaluation should not be done as it is already covered in

bus operations.

3.3.2 Trainer

Based on the responses of the participants towards the trainers, they may need

further training on delivery style, slight alteration in approach, or possible

replacement. It may so happen that a particular trainer performs well in all but

one aspect (for e.g. communication skills). In that case, the first option should be

to further train the trainer in that particular aspect and if no improvement is

shown, then he/she may require replacement.


Based on the responses of the participants towards the training programme, there

may be some changes in the logistics / schedule of the training programme to suit

the requirements of the participants. They include the following:

• Duration: The duration of a particular training area may be reduced or

increased based on the responses of the participants.




Page | 36

• Frequency: The frequency of training for a particular training area or

audience may be increased or decreased.

• Location: The location of the training may be changed in order to get

regional participants where the participants are unable to travel

3.3.4 Training Areas

Since the training material is prepared for certain training areas only, there may

be a case where a new training area is prioritized. If this happens, then various

aspects need to be looked upon.

• The audience for the new prioritized training area should be mapped.

(Senior Manager/ Middle Managers)

• The training material for the new prioritized area should be prepared. This

includes preparation of participant’s manual, trainer’s manual, delivery

presentation, pre-training questionnaire, post-training questionnaire and

group activity sheet.

• The trainer needs to be identified for the new prioritized area through the

process described in Chapter 3.1.2.

• The logistics of the training programme should be finalized. This includes

the batch size, frequency of training, location and duration. These are

described in Chapter 3.1.3

• The new prioritized training area should be incorporated in the training

calendar for institutionalization.

3.4 Institutionalization Mechanism

The overall technical process for institutionalization of training programs are

explained in Section 3.1, 3.2 and 3.3. Some of the other important guidelines to

be considered as part of institutionalization process are as follows:

• The training programme would be conducted all over the country. However,

due to the changes in the structure of various Bus Transport Authorities (Such

as SRTC, SPV, etc.), it is important to customize the delivery of the training

material according to the location and city context.

• Certification of Trainings both to trainer and participants shall need to be

formalized.

• The necessity of in-service training & certification can be built into the career

progression system of transportation professionals.

• The training programmes can be lodged in state and/or central level training

institutes, run by the government concerned. Given the growing importance of

cities and their transportation needs, a city bus/transport curriculum can be

built into the induction well as the in-service training of state.

• The trainer must receive the delivery presentation, trainer’s manual and

participant’s manual prior to the training session.




Page | 37

• The participant must receive the participant manual prior to the training

session.

• During the training session, many topics would be taught in detail. Though all

the pointers are important, it may or may not be adopted by the bus transport

organization depending on their readiness assessment and necessity as per the

demand.




Page | 38

4 Annexures

4.1 Annexure 1: Details of Trainers

Table 5: Details of Trainers (Annexure 1)

S.No

Names Organization Email id

1 H N Patil Central Institute of Road Transport (CIRT)

[email protected]

2 Prashant Kakade

Central Institute of Road Transport (CIRT)

[email protected]

3 Prof. P K Sarkar

Asian Institute of Transport Development (AITD)

[email protected]

4 Dr. R S Minhas Asian Institute of Transport Development (AITD)

[email protected]

5 Prof. Sairam Dasari

School of Planning and Architecture [email protected]

6 Prof. Vinay Maitri

School of Planning and Architecture [email protected]

7 Hanumantha Rao

Individual Trainer (retired from APSRTC, ex CIRT)

[email protected]

8 Sonia Arora Institute of Urban Transport [email protected]

9 Kanika Kalra Institute of Urban Transport [email protected]

10 M L Chotani Institute of Urban Transport [email protected]

11 Anindita Ghosh Institute of Urban Transport [email protected]

12 Vijaya Rohini

Kodati

Institute of Urban Transport vijayarohini@iutindia

.org



Page | 39

4.2 Annexure 2: List of Participants who attended the Pilot Training Programme

Table 6: Details of Participants (Annexure 2)

S.No

Names Designation Organization Phone Number

Email id

1 Ajay Kumar Srivastava

General Manager (Road Transport)

DIMTS 9717519741 [email protected]

2 Amruta Tamhankar

Divisional Controller Maharashtra State Road Transport Corporation (PLN & MTK)

9890722343 [email protected]

3 Anil Shinde Depot Manager Navi Mumbai Municipal Transport 8356833421 [email protected]

4 Anirban Dey Technical Officer Newtown Kolkata Green Smartcity Corp Ltd


5 Anshul Jain Manager DIMTS 9871236569 [email protected]

6 Arbind Kumar CAO Faridabad City Transport Service

Limited


7 Arun Menon COO - NE region Chartered Speed Limited 9099887878 [email protected]

8 Asfar Alam Chief Financial Officer Newtown Kolkata Green Smartcity Corp Ltd


9 Avinash Dubedi

- DIMTS - [email protected]

10 Babulal Sharma

Statistic Cell Jaipur City Transport Service Limited 9079801056 [email protected]

11 Balwant Tak Managing Director Mateshwar Bus Operations Private Limited


12 Col. Nikhil Vaidya

General Manager – Ops & Admin.

Prasanna Purple 8888869737 [email protected]

13 Chinmayee Gopal

Municipal Commissioner

Ajmer Municipal Corporation - [email protected]

14 Dr. Gurinder Gulati

CEO Capital Roadways and Finance Private Limited


15 Fenil B. Mody Depot Manager Sitilink Surat 8866462109 [email protected]

16 Hemant Chaurasia

- DIMTS 8860602817 [email protected]

mailto:[email protected]



Page | 40

S.No


Email id

17 Jeetendra Tak General Manager Mateshwar Bus Operations Private Limited


18 Jignesh Panchal

Asst. Manager (Ops) Sitilink Surat 9726939629 [email protected]

19 Jitendra Jha Manager DIMTS 9313825775 [email protected]

20 Kailash Verma Chief Financial Officer Jaipur City Transport Service Limited 9694082407 [email protected]

21 Kartar Singh General Manager M.P. Enterprises & Associates Ltd. 9821193886 [email protected]

22 Krishna Saw Asst. Manager / UT RITES 7600599378 [email protected]

23 Kuldeep Singh CFO Faridabad City Transport Service Limited


24 Laghu Parashar

- GIZ - [email protected]

25 Love Kush Kumar

Manager (Operations) Jaipur City Transport Service Limited 9929684083 [email protected]

26 M. K. Singh AE Traffic Shahjahanpur Nagar Nigam 8175085706 [email protected]

27 Manish Chaube

Manager Bhopal City Link Limited 9424499929 [email protected]

28 Motiram Rodrigues

Chief Internal Auditor PMPML 9422055142 [email protected]

29 Mugdha Shekhar

Urban Planner Faridabad Smart City - [email protected]

30 Mukesh Sharma

Manager Mateshwar Bus Operations Private Limited

- [email protected]

31 Narayan Karde Depot Manager PMPML 9881495584 [email protected]

32 Navruti Sitap Assistant Traffic Superintendent

Navi Mumbai Municipal Transport 9082204667 [email protected]

33 Nitin Maind Divisional Controller Maharastra State Road Transport Corporation (PLN & MTK)


34 P. T. Patel Dy. General Manager (C&O)

Rajkot Rajpath Ltd. 9624085199 [email protected]

35 Pawan Kumar ARI / Deputy General Manager

Ujjain City Transport Services Limited




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S.No


Email id

36 Prahlad Sihag Traffic Cell Jaipur City Transport Service Limited 8696772266 [email protected]

37 Prasad Shekhar

Project Manager Haryana Vision Zero 9762402339 [email protected]

38 Prashant Bhagat

General Manager (IT) Smart Kalyan Dombivli Development Corporation Limited

- [email protected]

39 R. K. Kasana JGM/TI DMRC - [email protected]

40 Ramgopal

Sharma

Chief Manager Jaipur City Transport Service Limited 7726010940 [email protected]

41 Rohit Baisla Associate Operation

Manager

M.P. Enterprises & Associates Ltd. 9821193886 [email protected]

42 Sachin Kamble Assistant Traffic

Superintendent

Navi Mumbai Municipal Transport 8356833421 [email protected]

m 43 Sangharsh

Sarvankar

Assistant Manager (IT) Smart Kalyan Dombivli Development

Corporation Limited


44 Satish

Parashar

Senior Town Planner Municipal Corporation of Gurgaon - [email protected]

45 Sirish

Aradwad

Transport Manager Navi Mumbai Municipal Transport 9820097212 [email protected];

[email protected]; 46 Sunil Gavali Traffic Manager PMPML 9881495564 [email protected]

47 Sunil Jagtap Assistant Workshop Superintendent

Navi Mumbai Municipal Transport - [email protected]

48 Sunil Salunkhe Traffic Superintendent Navi Mumbai Municipal Transport 9930735576 [email protected]

49 Sunil Tak Manager Mateshwar Bus Operations Private Limited

- [email protected]

50 Talwindar Singh

Depot Operations Manager

M.P. Enterprises & Associates Ltd. 7678311168 [email protected]

51 Tushar Kshirsagar

Head – I T Prasanna Purple 8605016854 [email protected]

52 Vidya Shankar Singh

Municipal Commissioner

Shahjahanpur Nagar Nigam 8299415801 [email protected]

53 Vijay Goyal Deputy General Manager

Ujjain City Transport Services Limited


54 Zeeshan Khan Manager Bhopal City Link Limited 9425403810 [email protected]



Page | 42

S.No


Email id

55 H. N. Patil Trainer Central Institute of Road Transport (CIRT)

- [email protected]

56 Prashant Kakade

Trainer Central Institute of Road Transport (CIRT)

- [email protected]

57 Prof. P. K. Sarkar

Trainer Asian Institute of Transport Development (AITD)

- [email protected]

58 Dr. R. S. Minhas

Trainer Asian Institute of Transport Development (AITD)

- [email protected]

59 Prof. Sairam Dasari

Trainer School of Planning and Architecture - [email protected]

60 Prof. Vinay Maitri

Trainer School of Planning and Architecture - [email protected]

61 Hanumantha Rao

Trainer Individual Trainer (retired from APSRTC, ex CIRT)

- [email protected]

62 Sonia Arora Trainer Institute of Urban Transport - [email protected]

63 Kanika Kalra Trainer Institute of Urban Transport - [email protected]

64 M. L. Chotani Trainer Institute of Urban Transport - [email protected]

65 Anindita Ghosh

Trainer Institute of Urban Transport - [email protected]

66 Vijaya Rohini Kodati

Trainer Institute of Urban Transport - [email protected]

67 Abhijit Sarkar - PMC - [email protected]

68 Abhijit Sengupta

- PMC - -

69 Aditi Singh - PMC - [email protected]

70 Ashish Sangwan

- PMC - [email protected]

71 Sudesh Kumar - PMC - [email protected]

72 Surendra Nath - PMC - -

73 Tamalika

Acharya

- PMC - [email protected]

74 Rana Amani - PMU - [email protected]



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S.No


Email id

75 Pranavant Partner Deloitte - -

76 Sumit Mishra Director Deloitte - -

77 Neha Agarwal Senior Manager Deloitte - -

78 Manish Dhungel

Manager Deloitte - -

79 Sonika Mittal Senior Consultant Deloitte - -

80 Aashima Garg Senior Consultant Deloitte - -

81 Ayush Gupta Analyst Deloitte - -

82 Nidhi Baid Analyst Deloitte - -

83 Romesh Mishra

Executive Deloitte - -



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4.3 Annexure 3: List of SUTP approved trainers



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