Kerala Institute of Local Administration (KILA) is a unique institution in several ways. Kerala Institute of Local Administration (KILA), the lead institution in capacity building of local governments was established in 1990, on the pattern of a national institute, with the main objective of strengthening local governance through training, research and consultancy. With a view to develop it as an institution of excellence, KILA was registered as an autonomous institution under the Travancore-Cochin Literary, Scientific and Charitable Societies Act 1955. Kerala Institute of Local Administration (KILA) is synonymous with decentralisation and local governance. The best of its kind in the third world, KILA aims to address the emerging issues of decentralised governance at the grass roots through a plethora of divergent activities like training, research, consultancy, policy advice, publications and information services. KILA thus became a harbinger of the emerging dawn of vibrant local democracy.

KILA is the only Institution in India that functions with the sole mandate of promoting decentralised governance both in urban and rural areas. As a result of this, efforts are on to establish KILA as an international training centre on local governance and declare KILA as the SAARC centre of excellence in local governance As the nodal institution for training, research and consultancy for the Local Self-Government Institutions in Kerala the Institute engages in different capacity building activities of the local governments, both rural and urban. Training continues to be the dominant activity of KILA, with an out turn of


around one lakh trained manpower in Kerala. The institute also conducts research studies and has brought out a number of reports and working papers on the related issues of local governance and developmental paradigms. KILA has been engaged in the capacity building activities for local governments in Kerala since its establishment in 1990.

KILA actively collaborates with many national and international agencies like Swiss Agency for Development and Co-operation (SDC), United Nations Development Programme (UNDP), UN-HABITAT, and Housing and Urban Development Corporation (HUDCO) with a motive of deepening local governance. KILA collaborates with the Sri Lanka Institute of Local Governance and All India Institute of Local Self Governments, Mumbai to conduct international course in decentralised governance and poverty alleviation.

The primary stakeholders, i.e., the local governments, were among the founding members and have a sizeable representation in its governing council. Growth in its institutional profile has happened in tandem, and also in conjunction, with one of the largest initiatives in decentralisation undertaken in the country. As a result, KILA has been a key participant and also a

repository of direct knowledge of the decentralisation process and local governance as it has unfolded in Kerala. Lastly, it has in recent years

emerged as a major training centre for the people’s representatives and local government officials in the matters of institutionalising local governments, both in the rural and urban areas. The democratic decentralization process in



Kerala is also an innovative developmental initiative for the developing societies of the world. The capacity building strategy adopted for decentralization in Kerala with the support of SDC has attained wide currency and its learning can be adopted in other States and other countries in the South Asian region. There is a massive demand from other States of India and the countries in the South Asian region for organizing study visits and training programmes at KILA on democratic decentralization, decentralized participatory planning, local governance and democratic accountability. Therefore, it is an urgent need of the day to strengthen KILA and SIRD as a Centre of Excellence in Decentralization and Local Governance. Though KILA had a remarkable trajectory until now, it is engaged in the process of taking stock of its past and looking ahead towards its future. One of the future agenda is congregate the activities of KILA and SIRD and to ensure effective and more fruitful functioning of the organisation as a lead institution of excellence in decentralization and local governance. In April 2008 KILA organised a vision workshop to build the perspectives for future and also to build a road map towards 2020. The workshop focused on the present context in which KILA was placed as well as looked at the future critically in the newly emerging context. It identified six thematic areas and the discussions resulted in identifying the goals, objectives, outputs and activities relating to the specific themes. KILA has invited the Institute of Rural



Management, Anand (IRMA 1) for conducting an Organisational Development (OD) Study for KILA and SIRD. Based on a day’s consultations at KILA the following terms of reference have emerged; i. IRMA would undertake a Comprehensive Strategic Planning exercise as part of OD Study for KILA and SIRD. This exercise would have a build in understanding of the history of KILA and SIRD, also address the evolving demands and possibilities to create a comprehensive roadmap to realise the shared vision of the primary stakeholders of KILA and SIRD. a. IRMA would facilitate the process of generating organisational configurations/designs that would enable the stakeholders of KILA and SIRD to make a suitable choice in terms of creating an organisational structure and mechanism required to walk the path as outlined in the Strategic Plan Document to realise the desired vision. ii. IRMA would prepare a comprehensive OD Report for the reengineering of these two institutions and integrating them into a common entity to create a Centre of Excellence in Decentralization and Local Governance with all modern facilities and requisite human resources.


IRMA shares several similarities with KILA. A product of the Operation Flood movement, IRMA was founded by its most significant stakeholders, i.e., Dairy Cooperatives, who continue to constitute the most significant proportion of the membership of its General Body.



iii. The OD Report would give recommendations for developing KILA and SIRD as lead learning institutions in the country and in the South Asian region in the area of decentralization and local governance. iv. IRMA would facilitate the process of Organizational Development of KILA and SIRD and give clear insights to strengthen these institutions as national and international resource centres in the area of Gender Planning and Budgeting, Natural Resource Management,

Decentralized governance and Social Inclusion.


The study team visited KILA and SIRD to understand the background, origin, structure and process the study team consulted various published documents.

During the first visit, the faculty team interacted with the Director and other members to firm up the Terms of Reference of the study. During this period it was agreed that IRMA would examine the present structure and functioning of KILA as well as the State Institute of Rural Development (SIRD) and examine the possibilities of merger of the two Institutions and suggest a suitable structure of KILA after the merger.

The IRMA faculty team, in its second visit has carried out intensive structured and free flowing interviews with all the faculty members (except one on deputation), the Director of KILA, the two Deputy Directors, the Finance


Officer, and other staff members of KILA. Besides, the team members also examined various documents prepared by the faculty members and the training contents of different training programmes. The structured interviews focussed on understanding the participants’ views on the following: a) Historical origins of KILA b) KILA’s existing structure c) The problems the faculty members encounter in discharging their duties; particularly in relation to training and research d) Problems faced by support staff in their day-to-day functioning e) The process flow of different activities like training, research, and consulting f) The thrust areas of training, research and consulting g) The way through which KILA ensures quality in its three focal activities; training, research and consulting h) The desirability of merger of KILA and SIRD and consequences thereof

Apart from this, the faculty and staff members responded to a structured questionnaire measuring motivational climate within KILA.

During the third visit, the IRMA team conducted a one-day workshop with the critical stakeholders of KILA. The workshop was carried out in a free-flow dialogical mode and all the participants actively participated. The focus of the workshop was to initiate a discussion on future of KILA. It was focussed on the existing institutional arrangements as well as shared vision of KILA within its existing structures, the arrangements of its training programmes, possible



focus areas of research, its relationship with other Institutions within and outside the state.

Apart from this the Chairman of the KILA executive Council, Mr. Vijayand was interviewed by the study team in Trivandrum. Similarly, at SIRD a one-day workshop was conducted where all faculty members, the few key staff members were present. The focus of the workshop was to gain an insight into the workings of SIRD, its different programmes, the internal structure of the organization. The issue of the possible merger with KILA was discussed. The focus was on the consequences for the institution as well as the individuals within the institution.


KILA as an institution was mandated to strengthen local government and such was created by the Department of Local Self Government. However, its origin lied in the People’s Planning Process that was carried out throughout the state of Kerala. Its mission is to facilitate the process of strengthening the local self-government through capacity building of such institutions. The

capacity building measures comprise of extensive training of elected representatives as well as officials of local self-government, action research, and dissemination of the knowledge through publications, seminars, etc. The Institute has also carved a niche identity in facilitating participatory planning process at the local level. However, the ultimate mission remains as facilitating and accelerating socio-economic development of the State through Local Self Government Institutions (LSGIs). It functions as a nodal agency for


the state to strengthen local democratic governance through capacity building programmes. From this perspective, it is fully supported by state and remains a state organization.

KILA is primarily funded by the Government and hence has the presence of government all over its administrative and academic set up. However, it has actively maintained strong relationship other external organizations. It has strong ties with international agencies like Swiss Agency for Development and Co-operation (SDC), United Nations Development Program (UNDP), UNHABITAT, and national agencies like Housing and Urban Development Corporation (HUDCO) with a motive of deepening local governance. KILA collaborates with the Sri Lanka Institute of Local Governance and All India Institute of Local Self Governments, Mumbai to conduct international course in decentralized governance and poverty alleviation.

KILA is committed to be a top ranking institution for local governments in the country. Nevertheless, it aspires to become a national and an international level organization of eminence in the field of local democratic government and play a much bigger role than at present. It has several achievements to its credit to be already counted as one. Deepening democracy, taking democratic governance to the local level and simultaneously ushering in sustainable and equitable socio-economic development through participatory, bottom-up planning are the key aspirations of KILA. Much like ‘democracy’ which is always an evolving/ emergent project KILA is also conscious of the maxim that ‘an effective organisation is not a stable solution to achieve, but a developmental process to keep active’. In walking this talk KILA has engaged



in numerous consultations and deliberations among its key stakeholders. On 27th April 2008 KILA had organised a ‘Vision Workshop’ which was attended by a cross section of the major partners, associates and friends. The resultant has been a ‘2020 Vision’ document, which clearly spells out the ‘guiding principles and concerns’ as under.

The philosophy underlying KILA’s vision is to create an alternative culture of people-centred participatory governance. The focus is on the transformation of systems and practices away from the current forms and methods which have their origins in the feudal as well as colonial past of the country. Absorbing and inculcating the aspired new ethos is a gigantic responsibility and a Herculean task. KILA will first equip itself with the absorption of the new vision before attempting to promote it among the functionaries of the local bodies and the citizens.

It is a part of KILA’s vision that decentralization should lead to the empowerment of the disempowered. This is achieved through

preparing the masses and their leaders for a new democratic culture. KILA recognizes that political devolution will benefit only the powerful, unless there is social transformation. A success indicator of KILA’s capacity building attempts will be an extension of participation of those sections of the polity which have been traditionally excluded from the processes of decision making. • Learning/knowledge creation will be the core process which entails unlearning and re-learning, reinforced by critical reflection. The core



theme of learning is decentralization and local governance, in their multifarious meanings and implications. • Learning, to be promoted, will be both intensive and extensive and will be rooted in the soil of social and historical experience. KILA’s

initiatives will be rooted in the local culture, while aiming at national and international out-reach and partnership, • KILA will strive hard to maintain an autonomous address as well as identity. • Policy decisions and programmes will be supported by reliable field data, for which a data base will be created and updated continually. • Documentation is the mirror of an institution. As such, KILA will ensure proper process documentation as an integral part of consolidating learning. • KILA should address not only promotional demand but also transformational demand. New models should be explored and

created. New inputs should be given, leading to new perspectives. • Quality will not be sacrificed to accommodate quantity. The institution will insist on quality of faculty and results. • Meticulous planning of the programmes will be done well in advance. There will be strategic planning every year. • • Staff development and team building will be a priority concern of KILA For creating an improved learning environment, facilities will be restructured and redeployed. For instance, the library will be kept open even after the office hours.



The summary sheet of ‘Action Blueprint for 2020’ annexed to the KILA vision document enumerates the following goals for KILA to pursue.

To develop KILA as a centre of excellence and premier learning institution of decentralization and local governance in India and in the South-Asian region;

To equip KILA with all the necessary facilities, resources and ambience for enabling it to function as an international centre of excellence;

To expand the space and enhance the efficacy of KILA in its multifarious interventions at the national as well as international level;

To enable KILA to excel in ventures of collaboration with prestigious national and international institutions;

To enable KILA to effectively fulfill its function as disseminator of scientific and technological advancements in the service of the local governments;

To transform KILA into an institution of excellence capable of doing, promoting and coordinating research and offer high quality consultation in the area of local governance and democratic decentralization;

To showcase the achievements of KILA in order to get a global interaction and acceptance.

The goals have been broken into specific objectives and further elaborated in action terms to create a set of deliverables to be realised over the coming years 2. Particular citation may be made here of KILA’s intent in establishing

KILA Vision Document 2020



specialised resource centres such as; (a) Centre for governance; (b) Centre for sustainable development; (c) Centre for gender development; (d) Centre for participatory poverty management; and, (e) Centre for micro-level planning. These resource centres are envisioned so as to keep the institutional engagements in the front and centre of the emerging needs of strengthening participatory development planning and local self-governance goals of the State.


The State Institute of Rural Development (SIRD), located at Kottarakar, is the premier training institute in Rural Development in the State. Its mission is to “impart training to various official and non-official functionaries, directly or indirectly involved in the process of rural development, to carry on researchoperational and policy and to create an awareness of the potentialities of modern management”3. The Institute’s mandate includes training in rural development, Panchayati Raj and Decentralisation process and poverty related sector with the objective of socio-economic well being of the rural people.

It is clear from the foregoing that there is a strong overlap between the goals and mandates of the KILA and the SIRD. The overlap becomes even more apparent when seen in the context of huge strides made by the State in devolution to local governments including devolution of funds, functions and


Perspective Plan for Comprehensive Development, Vision Document, SIRD, Kottarkara.



functionaries. As a result of sustained efforts in decentralisation, the local government bodies have come to assume central responsibilities in rural development. The functionaries of development departments are placed with the local government institutions and work in tandem with the elected representatives of Panchayats. There is thus a strong ground for the two institutions to collaborate and work closely so as to continually play their strategic roles within the relevant policy frameworks of the state government. What is more, such collaboration could create synergies which would allow both the institutions to emerge as Centres for Excellence participatory development governments. planning, and institutional strengthening of local self

The core of what KILA and SIRD do could be stated as ‘knowledge-based support’ to the efforts of the State in decentralisation, participatory planning and (rural) development. KILA also additionally has the urban development space within its institutional mandate and scope. Both have similar and unique strengths as well as weaknesses 4. While having high calibre academic staff who have also distinguished themselves through their dedication and commitment to the institutional goals is common to both, as also utilising a network of resource persons who contribute to the efforts of the respective institutions, both share a common weakness in quantitative terms. Both are constrained by limited number of core academic staff, which would be the most limiting factor as the two institutions move forward in realising their


The vision documents of KILA and SIRD contain analysis of respective Strengths, Weaknesses, Opportunties and Threats.



respective visions. Presently KILA has 4 full time faculty positions while the same for the SIRD is only 3. It would therefore appear that the best way to collaborate would be to merge the two institutions; the merged entity would have, to begin with, 7 full-time core faculty members. The jump in number could be expected to have qualitative multiplier effects and with some additions in future, the new entity would be far better placed to address the combined future vision.

5. INSTITUTIONAL ARRANGEMENTS WITHIN KILA KILA has a Director who is both the administrative and academic head of the Institution. The director is overall in-charge of all affairs of the Institute, is assisted by seven faculty members, and on the administration side is supported by two Deputy Directors; one, Deputy Director, administration and the other, is the Deputy Director, training. Apart from this the key functionaries of the Administrative wing of the Institute comprises of one Assistant Director, one section officer, one finance officer who are assisted by about 50 support staff. 6. DECENTRALIZATION OF FUNCTIONING WITHIN KILA Keeping with the spirits of good academic institutions KILA has made efforts to decentralize the functioning of the institute to bring about more participation of the faculty members and staff by constituting different committees; such as, Research Advisory Committee, Training Advisory Committee, Library Advisory Committee, Grievance Redressal Committee, .Monitoring Committee


for Public Works, etc. However, when faculty members were asked about the formation and functioning of the committees and the decentralization process within the Institute; they were of the opinion that the decentralization is only in letter not in spirit. Few committees have convenors who are not core faculty and most of the times the committees never meet. For most administrative purposes and facilities the faculty members are wholly dependent on the administration and have no real power to enforce certain disciplines. For example, if a faculty member requires certain number of photocopied material for some programme or research, she/he has to seek permission of the Deputy Director (administration) for the same. Similarly, the faculty members have very little say in the library matters. The Librarian is the convenor of the library committee and the faculty members who are in the committee say that the librarian has not called a meeting of the committee. In fact, when the team visited KILA library and was talking to the Library Assistant about the function of the library, it was made clear that books are ordered and procured only on the basis of the indents given by the Director and the Chairman of the Executive Council. When the team members asked what happens when a faculty member sends a requisition? Her only answer was that it has to come from the Chairman or the Director.


The Institute disseminates the insights of research and recommendations of its various training programs and workshops through a number of publications. The Institute over the years has acquired expertise beyond its immediate focus and has imparted training in several related areas. The


diversity of the training program imparted is very impressive. Every year, on an average, KILA conducts about 50-60 program in more than 10 different core areas. It has conducted training in the following major areas: • • • • • • • •

Decentralized Participatory Planning Local Governance and Administration Inclusive Urban Development Local Economic Development Participatory Poverty Alleviation Management Gender and Development Development of Marginalized Social Groups Natural Resource Management and Watershed

Development • • • • • Development of Trainers Training Skill Community Participation and Social Accountability HIV/AIDS-related interventions through local governments Data Based Planning for Human Development Asset Mapping and Management of Assets

However, the study team, after analyzing the contents of different training programs offered by KILA has broadly classified it into five major domains; decentralized governance and management, poverty alleviation, gender and development, natural resource management and sustainable livelihoods, urban governance. As a nodal training institute, KILA has trained more than twenty-two thousand elected representatives of the local self government apart from delegates from other SAARC countries. To make its reach national


KILA has embarked upon developing expertise in other states and has translated several documents in English and other Indian languages like Hindi, Tamil, Bengali and Kannada.

The minimum number of trainings in each core area is 2 and 15 trainings have been provided in Urban Governance area. The 272 days were involved technically to provide 63 trainings in 11 different core areas ranging the duration from 1 day to 30 days (1 month). The KILA training calendar shows that during the 2009-2010 financial year 310 trainings were conducted successfully and the duration was ranged from 1 day training program to 6 days training schedule. As per the KILA training calendar around almost 962 days were invested to train people from different sectors and in different areas.

The core faculty of the KILA has been actively involved in conducting various training programs such as gender and development, local economic development, financial management, decentralized planning and local development, panchayat administration and governance. One of the core faculty Dr. Retna Raj has successfully conducted 28 number of training courses ranging from the area panchayat administration and governance to HIV/AIDS. Dr. J.B.Rajan and Dr. Abey George have been actively involved in 14 and 16 numbers of training programs respectively. Dr Sunny George has been delivering his expertise on urban governance; also he has conducted 18 successful trainings on urban governance. So far the KILA faculty and their support staff have been keenly involved in conducting 76 numbers of training courses in different areas at the state level.



To conduct such a large number of programmes not only on campus, but also throughout the state, KILA has, over the years created a large pool of trained persons who actively participate as resource persons. Presently, there are more than 150 master trainers who conduct training of trainers programmes and Institutional training programmes at KILA. Additionally, KILA has about 900 district level trainers who organize and conduct district level training programmes. The resource persons comprise a vast array of talent pool for KILA as they include; policy makers, academicians, administrators,

researchers and practitioners in the field of decentralised governance and development. However, time to time KILA core faculty members organize training and consultation workshops of resource persons which also includes documentation and standardization of training materials. The core faculty is more involved in designing, documenting, and training the potential trainers to have a snowball effect.


Evaluation of training is important, and particularly so in the context of KILA. The fundamental objective of evaluation of any training programme is to assess whether the basic objectives of the training programme have been achieved or not. The focus of the evaluation is to demonstrate whether the expected learning that was determined before the training programme was conducted has taken place after the conclusion of the training programme or not. Secondly, the objective of any training is to improve organizational


performance i.e. to ascertain that the training programme has achieved to bring about a change in the organizational functioning. In KILA, every training programme is evaluated. However, the training programmes largely evaluated are based on the subjective responses of the trainees at the end of the programme. This is a good practice but for substantive improvement of training, its effectiveness should be measured by follow-ups with the local level institutions. The training evaluation component has to go beyond the immediate response on the participants and the changes that they have brought about at the ground level should be investigated. It is important to note that though the core faculty is largely involved in designing and training of the master trainers. The ultimate delivery of training is done at several levels and has varying degrees of effectiveness. It was suggested that for at least training conducted within KILA campus, the core faculty should be involved in delivery of such programmes. External

resource persons are great strength of KILA however, solely depending on the external key persons for the delivery of the programme may raise certain quality issues. It was also found that that the subjective evaluation of the training programmes is also not being compiled regularly and stored in electronic format for easy retrieval.



9. RESEARCH In academic institutions of excellence research forms the backbone for teaching and training activities. It is important that KILA engages in action research projects as well as strong grounded research to develop alternative theoretical models of local governance, poverty alleviation, gender and development, etc. There are only five core faculty members (two members listed under faculty are library staff) whose core functions involve development, design and delivery of effective training and also to document and organize workshops for dissemination. Thus, the core faculty is extremely tied up and consequently research has fallen behind. It is true that most Institutions concentrate on their core strength, but training without being informed by research will lose its sheen. This becomes important when KILA aspires to play a significant role in the SAARC region. For example, we have very little knowledge about the impact of strong independent NGOs in the functioning of local governments (i.e., Bangladesh). Similar, research across the country as well as other SAARC countries will form the backbone of KILA’s training efforts. Few participants from other states, attending KILA’s programmes, observed that KILA has good infrastructure but the programme is Kerala centred and the trainers are not sensitive to the contextual differences. KILA wants to establish itself as an international training centre on local governance and declare KILA as the SAARC centre of excellence in local governance, establish itself as the centre of excellence in SAARC region by 2020. In order to achieve this, KILA has to


undertake serious research efforts throughout the country as well as in other SAARC countries to develop a contextualized understanding, which will go beyond the socio-politico-economic climate of Kerala.

10. INFRASTRUCTURE Infrastructural facilities at KILA are sufficient to accommodate at least five different groups. The training halls are spacious and can be used for multiple purposes. There are two hostels for participants and it has a capacity to board 200 participants. However, the maintenance of the rooms for participants does not have consistency in quality. The Institute has to focus on the maintenance functions in terms of cleanliness and hygiene of the rooms. Secondly, participants coming from other states face problems in dealing with the staff because of the language barrier. The study team had interacted with one such group coming from outside the state and it was shared by the group that they had problems in communicating to the staff and no special arrangements were made for them keeping in view the language problem as well as food related issues. If KILA wants to serve the national audience then it has to become sensitive towards the needs of the participants from the state other than Kerala. The mess is run effectively, efficiently and the food is appealing. KILA is equipped with the necessary training equipments like LCD projector, overhead projector, film projector, slide projector, TV, VCR, etc. KILA has a computer centre which is networked with the computers of the Faculty and



Administration. There is a computer lab for conducting training programmes on e-governance. KILA has a library which is well-stocked with books not only in the area of local governance but also in other related social science areas. The library has a collection of more than 10,000 volumes and over 200 journals. The development of library, for any academic institution is a continuous process. It is important that faculty members become actively involved in the development of the library, it will be better if the library gets into the network of libraries in the country and also subscribe to electronic databases of journals. Governance and development is an interdisciplinary area, therefore it is important to subscribe journals from different social science areas to provide the faculty access to the latest knowledge bases in these areas. Presumably the library needs more e-journals on economics, sociology, psychology, gender studies, organizational management, etc. The library should be developed into a major information centre on local governance, decentralized planning. It should have few computer terminals with access to e-resources.


11.1 The distinction between the Faculty and the administrative/support staff

If the Institute has to play a crucial role in both the national and international academia, it has to closely look into the structure that has emerged in KILA and align it with the practices of leading academic institutions. For example,


the KILA Service bye-laws does not specifies faculty; however, it mentions Academic Staff and includes; Assistant Professors, Associate Professors, Research Associates, Research Assistants, Librarian, Assistant Directors, and Deputy Directors. There is no mention of faculty as a separate category. Interestingly, the study team found mention of faculty in the Annual Report of KILA (2008-09). The team noted that apart from the Assistant Professors, Research Assistants, Research Associates, Professors, the Librarian and a Library Assistant is also included in the list of faculty. In common parlance, faculty is one whose core responsibility is to train/teach and engage in research. Other members may contribute but if their core function is not teaching, training, or research then it becomes difficult to count them as faculty. Secondly, to become a faculty in a niche Institution one has to possess the requisite qualification and experience to be considered as faculty.

11.2 Issue of the Deputy Directors on Deputation

Both the Deputy Directors are on Deputation from the Panchaytraj department. One is Deputy Director (Training), who overlooks all training related functions; and the other, is the Deputy Director (Administration), who overlooks all administrative functions.

The role of Deputy Director (Training) many times overlaps that of the faculty and often creates conflict. The Deputy Director (training) also coordinates training programmes and is also in-charge of the training logistics. There seems to be a conflict of interest arising and it is shared by the faculty



members that the in the programmes conducted by the Deputy Directors extra care of participants comfort and other logistics are given and this is not in the case of programmes coordinated by the faculty members. It is alleged that this is done to receive good feedback for the programmes coordinated by the deputy directors. It should be noted that whether this is done or not there is a conflict of interest arising when the support service provider themselves the direct service provider. Secondly, the Deputy Directors who are deputed to the Institute are usually at the end of their career and often they come to serve the institute for a year and less. Their long-term stake with the Institute is absent. Recently, there have been frequent changes of the Deputy Directors. Thirdly, the Deputy Director in-charge of training does not report the faculty member who is coordinating the programme. The Deputy Director is not accountable to the faculty concerned for any negligence in the arrangements made. It is argued, that faculty members on the other hand have a long-term interest in the Institute. People on deputation always have the privilege of going back to the parent department if something goes wrong with the Institute. But the faculty members have full stake in the health and growth of the Institute as they are directly recruited for the position and cannot go back to their earlier jobs.

The motivational climate survey revealed that due to the administrative matters the faculty feel that it is the most neglected group within the Institute and they have very little say in the running of the Institute. They also felt that there are no growth opportunities for them; the promotion policies do not take the faculty interest in consideration. Similarly, the faculty pay structure is not



in commensurate with what other state and national level academic institutions offer. This was also accentuated by the overwhelming presence of the Deputy Directors who control most of the resources which should have been primarily under the control of the faculty. The faculty members also observed that they most often fell stifled by the system and very little time and resources available for them to engage in research and related activities. Across staff categories, it clearly emerged that the lower level of motivational climate can be attributed to lack of growth opportunities within the Institute.

It is clear that in the absence of an unambiguous distinction between the faculty and administrative/ support function there is bound to be many areas of conflict which may be detrimental to the long term interest of the Institute. The faculty would like KILA to expand its ambit of activities and emerge as a leading institution in the SAARC region. They also felt that there is a need for them to handle administrative responsibility but with commensurate authority over staff members. They were ready for a stringent academic performance appraisal of the academic staff as well as similar performance appraisal system for all other staff. The administrative and support staff felt that KILA is only a training Institute for the members of local self-government and should focus only on this activity. Most staff members envisioned keen interest to impart training. There has to be a distinct division of labour at least with reference to the core activities of the Institute the faculty will be responsible in discharging its duties, such as design and directing the training programmes.



For an Institution to grow as a centre of excellence long term commitment of faculty is needed, as the contribution is made over the years. The major challenge is to find the right kind of faculty. Any academic Institution needs to find good faculty. It has to be understood that academic institutions of excellence are not built by brick and mortar alone to be effective it needs good quality faculty. The present faculty at KILA have been selected from reputed institutions and have the unnecessary disqualifications. And whatever name kola has so far built for itself can be attributed to the faculty contributions. However, the small size of the faculty has been accused of concern. Though KILA has built a reputation in the field of training, but the research side has taken a beating. The faculty size has to increase to a critical threshold to be able to accomplish this. KILA does a large number of training programmes and many training programmes are not designed by the faculty members. In order to have good quality output it is important that the faculty members are directly involved in the design of the programmes and development of teaching materials even if their involvement in delivery is difficult to achieve. However, it is suggested that the faculty members also involve themselves in the delivery of most number of programmes.


The Institution will have a Director, selected through an open selection process, with relevant educational qualification and or experience (needs to be elaborated).



The climate survey suggested that there is low morale among the faculty of KILA. A section of the staff, because of lack of promotional avenues, is also dissatisfied. People who are on deputation from the government are seemingly at best to be apathetic as they were waiting for retirement with the next couple of months. The overall motivational climate of KILA was at the lower ebb. Except that faculty members expressed their desire to continue with their academic work and not get disturbed by the external environment. There is a need for KILA to develop a system which encourages faculty to develop their skills and contribute to research and think creatively on new programmes. However, given the existing structure, it seems KILA has inherited more from the administrative arrangements of government department than of a thriving academic institution. In an academic Institution both academics and administration has to be faculty driven and at the centre should be the participant organizations and individuals who patronize the organization. The strength of the non-academic support staff maybe reduced.


Based on the above discussions, it is recommended that the SIRD may be merged with KILA. 13.1 However, as SIRD staff members are under a different service rules it should be seen that there is no detrimental effect on the staff. It is

suggested that the existing service bye-laws be suitably modified to create a category of staff labelled as faculty. All Assistant Professor, Associate Professor and Professor will come under the category of


Faculty including the Research Associate and Research Assistant. Keeping with the involvement of the participation of faculty in the governance of the institutions it is recommended that at least two faculty members other than the Director nominated to the Executive council of the Institute and they may be rotated every two years. 13.2. The faculty member appointment and pay and other allowances may be governed by the pay scale and allowances as recommended by UGC from time to time. 13.3 Policy on Faculty Recruitment Selection Review and Promotion

13.4 Recruitment The faculty recruitment may be guided by the policy as suggested by the University Grants Commission, in terms of educational

qualifications and experience. 13.5 Career Advancement Scheme for Faculty

In order to motivate good faculty KILA should adopt a procedure of Career Advancement Scheme for faculty members. All faculty members who have

completed 8 years of services as Assistant Professor and have the requisite qualifications, publications and any other conditions stimulated by the committee will be eligible for apply for career advancement scheme. The executive council may appoint a committee comprising of the Director and at least two experts in the field should be empowered to review the performance of the concerned faculty over the last 8 years and if the



committee finds for promotion by career advancement scheme may recommend so. For the purpose of Career and Advancement Scheme there will be no need to create new positions as the sanctioned positions are the positions in which the faculty was appointed. Similarly, for promotion under career advancement scheme from Associate Professor to Professor the candidate must have served at least six years in the position of Associate Professor with at least five publications in ISSN numbers journals and or published books in ISSBN number s. Similar procedure should be adopted for faculty members who had applied for under career advancement scheme for professor. Research

Associate/Assistant who have completed 12 years of service on permanent post and possess the requisite qualifications may be considered for promotion under career advancement scheme to the position of Assistant Professor. 13.6 Officers on Deputation in SIRD The Director and Additional Director/Secretary are deputed to the rural development department of government. These officers have considerable experience in various areas of rural developments which may be very profitably used. To retain an employee involvement and stake in the

organization, it is recommended that the period of deputation from the government to the institute should not be less than 3 years that means officers who have less than 3 years to the retirement age cannot come on the deputation to the Institute. All officers on deputation should have minimum

qualification is graduation. To retain the post of joint commissioner the officer may come on deputation to the Institute as Chief Administrative Officer


reporting to the Director, KILA. The Chief Administrative officer will be the head of Administration for all staff members excluding the faculty who will report to the Director. 13.7 Officers on deputation in KILA Similarly two deputed directors in KILA are deputed from the department of panchayati raj. These officers will also play a crucial role in training and other academic activities of the Institute. All Officers on deputation to get it into the faculty cadre should at least hold a graduation degree and 10 years of experience in the class-2 and above grade.

13.8 Promotion Policy for other Staff Members There is set of disenchantment among the members of staffs besides the faculty. There are less promotional avenues for staff members in this support it is suggested the staff promotion policy to be review in such a manner that the staff member will have at least two promotion in her career at KILA. It should be understood that all promotion to the officer cadre should be either or to direct recruitment or to the deputation. It is suggested that all staff members other than the people in officer categories will be eligible for promotion after 7 years of continuous service in the same grade and promotion will be based on years of service and performance record.



13.9 Constitution of a Personal Committee a. A Personnel Committee may be constituted by the Director for regular periodic reviews of the performance of the staff, to be considered for promotion. The Committee may have three members; two faculty

members (one of these should be a senior member) and the Head of the Administration as its Member-Secretary. The faculty members may be nominated by the Director for every two years. One of the two nominated faculty members may be appointed as the

Coordinator/Convener of the Committee.

The member-secretary

should initiate the process for every promotion of Non-teaching Staff. The Coordinator/convener may co-opt the respective Sectional Head as an additional member of the Committee for the review of the employees of his/her Section. b. The case of an employee may be reviewed regularly after seven years of his or her joining date or last promotion. In case someone is not found suitable for promotion his or her case may reviewed subsequently on an annual basis till he/she gets promotion. c. Since the promotion should be performance based, there should be a system of annual appraisal of the work of each employee by the respective reporting officers. Such appraisals should be the core of the review done for promotion. d. The Personnel Committee should conduct annual performance review and feedback meetings with all the non-faculty staff members. These meetings should be used for sharing with the respective employees


their performance review every year and a appropriate feedback should be provided to them about their strengths and the areas in which they need improvement. e. There needs to be provision for institutional action on the feedback given to the staff especially in cases where the employees need to undergo training for improving their performance. g. For fast track promotion, the committee will review the performance appraisal report of the last five years of the eligible employees in each grade/cadre. The Committee will also seek specific recommendation from the respective reporting officers for the concerned eligible employees. h. The personnel committee will recommend to the Director to constitute an interview panel for promotion of all the eligible candidates i.e., both under regular promotions and fast track promotions. All the candidates under consideration for regular promotion (based on a fixed number of years of service as per the seniority list in each grade) will be called for interviews. However, in case of fast track promotion, only those

candidates short listed by the Personnel Committee, will be called for promotion interview. i. The Interview panel will submit its recommendations to the Director. The short listed candidates under fast track category will appear for final interview before the Director. After a decision is taken, the Head of Administration Group will issue the promotion orders.





There is a need to develop rigors academic performance indicated for faculty members for each activity such as directing training programmes, conducting sessions in training programmes involving in research involvement in consultancies will get due weight age. As KILA’s main area focus has been training following by research and consultancies it is suggested 50% of work by the faculty should be in the area of training. The other 50% may be divided into research, consultancies and other administrative duties. Internally KILA has to work out a suitable framework for development of academic performance indicators. The basis of such evaluation must take into

consideration both quantitative and qualitative aspects of the work.


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