NATIONAL INSTITUTE OF MANAGEMENT

SENIOR MANAGEMENT WING

COURSE REVIEW REPORT

28th SENIOR MANAGEMENT COURSE (SMC)

Submitted by:
COURSE REVIEW COMMITTEE (CRC)

Faculty Advisor: Dr. Naila Zafar

DS(T&C)

January 15, 2021

 PREFACE

National Institute of Management (NIM) has an established tradition of seeking feedback of

the participants of the course for reviewing various aspects of the Senior Management Course,
including its structure, methodology, content, quality, effectiveness, and training environment. The
purpose is to offer holistic and objective recommendations to the NIM for further improvement of
future courses.

In continuation of this tradition, the management constituted an eight-member Course Review

Committee (CRC) of participants belonging to different occupational groups and services. The
objective of the CRC was to undertake a critical and unbiased analysis of the training experience and
furnish its findings in the shape of a report, based on the feedback of the participants. The NIM
outlined the aims and objectives for the CRC and it was given autonomy and flexibility to accomplish
the task in a specified timeframe.

The current report is essentially a synthesis of participants’ feedback obtained through an

online digital survey, general discussion, as well as consultation with individuals and groups of
participants. The data was gathered on a non-attribution basis to allow participants to express their
views openly. It is important to highlight that CRC was at liberty to work and faced no interference
from NIM.

The CRC is highly grateful to Mr. Sajid Siddique, Director-General NIM, and Mr. Ahmad
Ishaque Jehangir, Chief Instructor for their guidance and exchange of views. This report could not
have been finalized without the unwavering and enthusiastic support and input of the participants of
the 28th SMC who shared their candid views and insights into the various dimensions of the course
with the Committee. The CRC owes special gratitude to Dr. Naila Zafar, Directing Staff (T&C) for her
endless support and advice in preparing and finalizing this report.

Chairman
Course Review Committee
 GLOSSARY OF TERMS

AP Analysis Paper
CI Chief Instructor
CRC Course Review Committee
CSR Case Study Review
CTP Common Training Program
EBP Evidence Based Policy
EBDM Evidence Based Decision Making
FBR Federal Board of Revenue
FGD Focus Group Discussion
ICT Information Communication & Technology
IRP Individual Research Paper
KPI Key Performance Indicators
LD Lecture Discussion
MCMC Mid-Career Management Course
NDU National Defense University
NIM National Institute of Management
NMC National Management Course
NMC National Management College
NSPP National School of Public Policy
PD Panel Discussion
RAG Research & Analysis Group
SE Simulation Exercise
SMC Senior Management Course
SMW Senior Management Wing
SR Syndicate Room
TD Tutorial Discussion
TOR Terms of Reference
TNA Training Needs Analysis
W Workshop
 TABLE OF CONTENTS

PREFACE................................................................................................................................................ii
GLOSSARY OF TERMS.......................................................................................................................iii
TABLE OF CONTENTS........................................................................................................................iv
LIST OF TABLES.................................................................................................................................vii
LIST OF FIGURES...............................................................................................................................viii
INTRODUCTION....................................................................................................................................1
National School of Public Policy..........................................................................................................1
Senior Management Course (SMC).....................................................................................................1
Scope of the Course..............................................................................................................................2
Course Review Committee...................................................................................................................2
Terms of Reference (TOR)...................................................................................................................3
Methodology.........................................................................................................................................3
Organization of the report.....................................................................................................................4
28th SMC Participants..........................................................................................................................4
Distribution of Events and Total Hours in SMC..................................................................................5
SECTION 1
CORE COMPETENCIES........................................................................................................................6
1.1. Assisting Evidence-Based Policy Formulation..........................................................................7
1.2. Strategizing Policy Implementation...........................................................................................8
1.3. Analyzing Qualitative and Quantitative data/information.........................................................8
1.4. Managing All Resources............................................................................................................9
1.5. Team Building.........................................................................................................................10
1.6. Building competency and managing resources........................................................................12
1.7. Problem solving & Creative solutions:....................................................................................12
1.8. Communication skills..............................................................................................................13
General Statements about the course..................................................................................................14
1.9. Evidence Based Policy Formulation & Decision Making.......................................................16
SECTION 2
APPRAISAL OF COURSE MODULES...............................................................................................18
2.1. Review of Course Modules......................................................................................................18
2.2. Aims and Objectives................................................................................................................18
2.3. Lecture Discussions.................................................................................................................18
2.4. Should the total duration of LDs in the online course be reduced?.........................................20
 2.5. Individual Research Paper.......................................................................................................20
2.6. Should the research time for IRP be increased?......................................................................21
2.7. Should IRP be substituted by Case Study?..............................................................................21
2.8. Do you think that Research & Analysis Group Assignments/ SEs will help you in strategizing
policy Implementation in your career?...............................................................................................22
2.9. Do you think Research & Analysis Group Assignments/ SEs are useful?..............................22
2.10. What improvements could there be to strengthen the Research Methodology?..................23
2.11. How did Research & Analysis Group/ SEs help you in engaging with your group members
and the topic assigned?.......................................................................................................................24
2.12. Did the Simulation Exercise help you in learning about the topics you were assigned?.....24
2.13. Tutorial Discussions (TDs)..................................................................................................25
2.14. Panel Discussions (PDs).......................................................................................................26
SECTION 3
TRAINING TOOLS / INSTRUCTIONAL PRACTICES.....................................................................28
3.1. Research Methodology & Its Application...............................................................................28
3.2. Case Study Research................................................................................................................28
3.3. Modules taught in SMC...........................................................................................................30
3.4. Does the course contain sufficient modules to build your expertise in your service area?.....30
3.5. Rating of General Events in Course Structure.........................................................................31
3.6. Rating of Training tools used in the modules..........................................................................32
3.7. Which module is most relevant to your work? (Can be more than one and rate each module
['1' for least relevant and '5' for most relevant]).................................................................................33
3.8. National Environment: Internal and External Dynamics.........................................................33
3.9. Please rate the subjects under Module-1 (National Environment: Internal and External
Dynamics) as per following statements?............................................................................................34
3.10. Please rate the subjects under Module-2 (Impact of Diversity and Evolution of Pakistani
Society on Administration and Service Delivery) as per following statements?...............................35
3.11. Please rate the subjects under Module-3 (Economics and Financial Management at
Operational Level) as per following statements?...............................................................................36
3.12. Please rate the subjects under Module-4 (Issues of Operational Effectiveness within
Governance Framework) as per following statements?.....................................................................36
3.13. Please rate the subjects under Module-5 (Research Methodology and its Application) as
per following statements?...................................................................................................................37
3.14. Please rate the subjects under Module-7 (Information & Communication Technology
(ICT)) as per following statements?...................................................................................................39
3.15. Is the SMC duration of 14 weeks adequate?........................................................................40
SECTION 4
LEARNING ENVIRONMENT.............................................................................................................41
4.1. Do you think that SMC training which was done online due to COVID 19 was helpful in
learning?.............................................................................................................................................41
 4.2. What were the main difficulties in Online sessions?...............................................................41
4.3. Do you believe that adaptation to technology by NIM due to Covid-19 was effective?.........42
4.4. Do you feel that you got adequate opportunities to ask questions?.........................................42
SECTION 5
OVERALL COURSE DESIGN.............................................................................................................44
5.1. Aim of the Module:..................................................................................................................44
5.2. Scope of the Module:...............................................................................................................44
5.3. What is your opinion of the overall SMC Course Structure?..................................................44
5.4. Do you think the topic provided to you for your Current Issues Presentation and the effort
you put in was useful?........................................................................................................................45
5.5. Was the Cultural Committee useful?.......................................................................................45
5.6. Was the Literary Committee useful?.......................................................................................46
5.7. How do you comment on the role of the Faculty? The role of Faculty should be:.................46
5.8. In your opinion, do you think that Analysis Paper Debriefing Sessions are useful?...............46
5.9. Do you prefer a mixture of online and on-campus classes?....................................................47
5.10. Would you like any of the following topics to be introduced?............................................47
RECOMMENDATIONS........................................................................................................................49
BIBLIOGRAPHY..................................................................................................................................52
ANNEXURE-I........................................................................................................................................53
Questionnaire for 28th SMC Participants’ Opinion Survey................................................................53
 LIST OF TABLES

Table 1 Service Group/ Cadre Wise Categorization................................................................................4

Table 2 Distribution of Events and Total Hours in SMC.........................................................................5
Table 3 Response of Participants on Core Competencies......................................................................11
Table 4 Rating of General Events in Course Structure..........................................................................31
 LIST OF FIGURES

Figure 1 Distribution of Events and Total Hours in SMC........................................................................5

Figure 2 Expected Core Competencies in 28th SMC...............................................................................7
Figure 3 Response of Participants on Core Competencies.....................................................................11
Figure 4 Building Competency and Managing Resources.....................................................................12
Figure 5 Problem solving & Creative solutions.....................................................................................13
Figure 6 Response of Participants on Improvement of Communication Skills.....................................14
Figure 7 General Statements about the course.......................................................................................15
Figure 8 Evidence Based Policy Formulation & Decision Making.......................................................16
Figure 9 Usefulness of Lecture Discussions (LDs)................................................................................19
Figure 10 Response of Participants against duration of Lecture Discussions........................................19
Figure 11 Response of Participants against duration of Lecture Discussions........................................19
Figure 12 Opinon of Participants on Reduction of Total Duration of LDs in Online Course................20
Figure 13 Response of Participants on Usefulness of Individual Research Paper.................................20
Figure 14 Opinion on time of Individual Research Paper (IRP)............................................................21
Figure 15 Opinion of Participants regarding substitution of IRP by Case Study...................................22
Figure 16 Usefulness of RAG in strategizing Policy Implementation...................................................22
Figure 17 Usefulness of Research & Analysis Group Assignments/ SEs..............................................23
Figure 18 Improvements to Strengthen Research Methodology............................................................23
Figure 19 Helpfulness of Research & Analysis Group/ SEs in engaging with group members and the
topic assigned.........................................................................................................................................24
Figure 20 Helpfulness of Simulation Exercise in Learning about assigned topics................................25
Figure 21 Opinion on Usefulness of Tutotial Discussions.....................................................................25
Figure 22 Opinion on Adequacy of Duration of Tutorial Discussions (TDs)........................................26
Figure 23 Opinion on Usefulness of Panel Discussions.........................................................................26
Figure 24 Adequacy of Duration of Panel Discussions (PDs)...............................................................27
Figure 25 Need for Case Study Research...............................................................................................28
Figure 26 Usefulness of Case Study Research (CSR)............................................................................29
Figure 27 Establishment of Online Library for Case Study Research Works........................................29
Figure 28 Overall Satisfaction Level against Modules taught in SMC..................................................30
Figure 29 Sufficiency of modules to build expertise in service area......................................................30
Figure 30 Rating of General Events in Course Structure.......................................................................31
Figure 31 Rating of Training tools used in the modules........................................................................32
Figure 32 Opinon of Participants on Relevancy of Modules under 28th SMC......................................33
Figure 33 Rating of the subjects under Module-1 (National Environment: Internal and External
Dynamics)...............................................................................................................................................34
Figure 34 Rating of the subjects under Module-2 (Impact of Diversity and Evolution of Pakistani
Society on Administration and Service Delivery)..................................................................................35
Figure 35 Rating of the subjects under Module-3 (Economics and Financial Management at
Operational Level)..................................................................................................................................36
Figure 36 Rating of the subjects under Module-4 (Issues of Operational Effectiveness within
Governance Framework)........................................................................................................................37
Figure 37 Rating of the subjects under Module-5 (Research Methodology and its Application)..........38
Figure 38 Rating of the subjects under Module-7 (Information & Communication Technology (ICT))
................................................................................................................................................................39
Figure 39 Adequacy of total Duration of SMC......................................................................................40
Figure 40 Helpfulness of Online SMC Training due to COVID-19......................................................41
Figure 41 Main Dificulties in Online Sessions.......................................................................................42
Figure 42 Effectiveness of adaptation to technology by NIM due to Covid-19.....................................42
Figure 43 Participants' Opinion on whether they got adequate opportunity to ask questions................43
Figure 44 Participants' Opinion of the Overall SMC Course Structure.................................................44
Figure 45 Usefulness of Current Issues Presentation (CrIP)..................................................................45
Figure 46 Usefulness of Cultural Committee.........................................................................................45
Figure 47 Usefulness of Literary Committee.........................................................................................46
Figure 48 Role of Faculty.......................................................................................................................46
Figure 49 Usefulness of Analysis Paper Debriefing Sessions................................................................47
Figure 50 Preference of Participants on mixture of online and on-campus classes...............................47
Figure 51 Introduction of New Topics in Future SMC Course Structure..............................................48
 INTRODUCTION

National School of Public Policy

The National School of Public Policy (NSPP) is a premier institution for training and capacity
building of civil servants in Pakistan. It aims at capacity building of officers in the bureaucracy for
policy formulation and implementation at the tactical, operational, and strategic levels. Under the
auspices of NSPP, specially designed in-service training courses are offered to officers in various
grades; Mid-Career Management Course (MCMC) for promotion to grade 19, Senior Management
Course (SMC) for promotion to grade 20 and National Management Course (NMC) for promotion to
grade 21. The institution aims to improve the quality and effectiveness of public policy and
management in Pakistan by training officers who are engaged in public service. NSPP provides an
environment of intellectual freedom to generate, among the under-training officers, an investigative
urge, spirit of rational inquiry, and a genuine desire to seek knowledge.

Senior Management Course (SMC)

SMC is traditionally a 16-week training program designed for capacity building of potential
Grade- 20 officers to enhance their knowledge, attitude, and ability to formulate, evaluate, implement
and monitor public policies at the strategic level to improve service delivery. It highlights the
importance of the interplay of internal and external dynamics of the system and its influence on
governance. It focuses on enhanced understanding and appreciation of policy formulation and its
effective implementation. The course also reinforces the knowledgebase of the course participants in
all relevant spheres through a well thought out process. The overall design of the course contains both
theoretical as well as practical aspects to equip the under-training officers to deal with challenging
assignments at senior levels.

The 28th SMC has been unique in the sense that the original course of 16 weeks was curtailed
to 14 weeks due to the COVID-19 pandemic. From October 26, 2020 the curtailed course continued
successfully on e-learning mode, culminating on January 29, 2021. There were no study tours (local
visits as well as inland study tours) due to COVlD-19.
Scope of the Course

 Familiarize the participants with the national environment so as to understand the interplay
of external and internal dynamics and their influence on governance in Pakistan.
 Develop participants’ understanding of the diversity in Pakistani society (socio-cultural
values, beliefs, and attitudes) and its relevance to policy implementation and governance.
 Provide in-depth knowledge of governance and administrative structures of Pakistan along
with relevant policy processes and implementation strategies.
 Enable the participants to apply concepts and techniques of management, operational, and
technical implementation in the Pakistani environment.
 Enhance participants’ comprehension about operationalizing strategy
 Equip participants with evidence-based research and analytical skills for enhanced
performance on the job.
 Through Workshops, Seminars and other group activities enhance the capacity of the
participants in the use of Information Communication Technology and making it an
effective tool of analysis, interpretation, decision making and monitoring.

Course Review Committee

The eight-member Course Review Committee was chaired by Mr. Mujahid Sherdil (PAS) and
included the following eight members:

1. Mr. Mujahid Sherdil (PAS)

2. Mr. Salman Ali Khan (PSP)
3. Mr. Abdul Shakoor Sheikh (IRS)
4. Ms. Ambreen Fatima Malik (PA&AS)
5. Mr. Modasar Chaudhary (FSP)
6. Mr. Muhammad Sohail Shahzad (M/o NFS & Research)
7. Mr. Hamza Ali (PMS Ex PCS)
8. Mr. Basil Siddique (Govt. of AJ&K)

As part of this assignment, the CRC was required to critically analyze the aims and objectives
of the course, review all segments of the course curriculum and co-curricular activities, and invite
comments/recommendations from fellow participants using appropriate methodology, to collect
feedback and then give appropriate recommendations for further improvement of the course.
Terms of Reference (TOR)

The following Terms of Reference (TOR) were assigned to the Course Review Committee
(CRC):

a) Review the core competencies of SMC concerning their significance in improving the
efficiency and capacity of the officers who are to operate at the level of BS-20.
Recommendation for amendments that need to be incorporated in the already identified core
competencies should also be indicated. The number of core competencies should, preferably,
not exceed four in number.

b) Carry out an appraisal of course modules, with the targeted core competencies in the backdrop,
and wherever required, suggest suitable alternatives.

c) Evaluate the training tools employed in the current training methodology. Substitution,
wherever recommended must also be spelled out.

d) Carryout a critique of the existing training environment and suggest appropriate alternates
wherever felt necessary.

The Course Review Committee had several meetings to discuss the plan of action, to organize,
coordinate tasks as per TORs, and to review the progress of the report. The Committee discussed and
agreed on timelines, methodology, and approach to collect participants’ feedback systematically to
form recommendations of this report. All meetings were held in the virtual environment and one
member was assigned as the secretary of the committee and tasked to issue minutes of the meetings.

Methodology

The Course Review Committee employed both quantitative and qualitative methods to gather
information and feedback from participants of the SMC. The quantitative data collection was carried
out through a digital survey of 46 participants using a structured questionnaire with various response
options. All participants responded to the survey. The numerical data was aggregated and converted
into percentages to populate pie/bar charts for analysis. To ensure comparability, all charts display
percentages of responses, and the percentages were rounded to the nearest whole numbers.

The qualitative data collection was based on comments gathered as part of the survey questions
and notes from the open sessions that the Committee had with the participants. To ensure consistency,
accuracy and reliability of the data, the qualitative and quantitative feedback was also compared with
the feedback of the course participants collected in the periodic faculty meetings. The mixed-method
approach provided rich data and the opportunity to get deeper insights into areas of potential
improvements.

Organization of the report

The report starts with a brief introduction followed by five sections i.e. Core Competencies,
Course Modules, Training Tools and Learning environment wherein all these five areas are thoroughly
analyzed. The last part of the report covers the overall conclusion and the recommendations by the
CRC. An effort has been made to consolidate the overall findings in the last section of the report.

28th SMC Participants

The 28th SMC was held from October 26, 2020 to January 29, 2021 with 46 participants from
diverse backgrounds. Following is the service/cadre wise breakup of participants:

Table 1 Service Group/ Cadre Wise Categorization

Service Groups No. of Participants Male Female

Foreign Service of Pakistan 6 6
Government of AJ&K 1 1
Government of Baluchistan 1 1
Government of Gilgit-Baltistan 1 1
Information Group 1 1
Inland Revenue Service 3 2 1
Intelligence Bureau 2 2
Ministry of Energy 1 1
Ministry of NFS & Research 1 1
Ministry of Planning & Development 2 2
Pakistan Administrative Service 4 3 1
Pakistan Audit & Accounts Service 9 8 1
Pakistan Customs Service 3 3
Pakistan Railways 2 1 1
Police Service of Pakistan 4 4
Provincial Management Service 4 4
Secretariat Group 1 1
Total 46 42 4
Distribution of Events and Total Hours in SMC

The course covered various topics of interest and was divided into seven training modules. Out
of total working hours of 172 the time-wise bifurcation of course events, mode-wise is as follows:

Table 2 Distribution of Events and Total Hours in SMC

75

Course Events No. of Hours

General Events 20 50

Lecture Discussions (LDs) 75

Panel Discussions (PDs) 20
20
8
Tutorial Discussions (TDs) 7.5
Workshops/ Seminars (W/S) 50 LD W/S PD TD

Total Hours 172.5 Figure 1 Distribution of Events and Total

Hours in SMC
 SECTION 1

CORE COMPETENCIES

Core competence is a strategic tool that implies a pool of exceptional skills, strategies, moves,
or technology that demarcates a leader and simple player in the business 1. The concept of core
competencies was developed in the management field in the 1990s. C.K. Prahalad and Gary Hamel
introduced the concept in the article "The Core Competence of the Corporation," published
in Harvard Business Review. They identified that a core competency is "an area of specialized
expertise that is the result of harmonizing complex streams of technology and work activity"2.

The NSPP has identified five-core competencies for the participants of the SMC because of
detailed Training Needs Analysis (TNA) conducted after thorough deliberation among key
stakeholders. The overall objective is to enhance the capacity of potential BS-20 officers for effective
public service delivery3. The CRC has reviewed each core competency by employing qualitative and
quantitative methods of semi-structured interviewing technique and a Google-Form based
questionnaire. Through these methods core competencies and responses of all participants of 28th
SMC were analyzed to draw deductions for empirical evidence to develop propositions.

Please rate the core competencies you developed during the SMC (rate all)

As per the syllabus of SMC, the participants are expected to acquire the principal core
competencies for evidence-based decision making (also called EBDM) and problem solving to
contribute to the following:
a) Assisting evidence-based policy formulation
b) Strategizing policy implementation
c) Analysing qualitative and quantitative data / information
d) Managing all resources (tangible & intangible including knowledge)
e) Team-building
Each of the core competencies were evaluated on three parameters of understanding,
relatedness, and time allocation.
1
“What Is Core Competence? Definition and Conditions - Business Jargons,” accessed January 20, 2021,
https://businessjargons.com/core-competence.html.
2
C. K. Prahalad and Gary Hamel, “The Core Competence of the Corporation,” Knowledge and Strategy (2009): 41–60.
3
“28th Senior Management Course (SMC) Syllabus” (Lahore: National Institute of Management (NIM), National School
of Public Policy (NSPP), 2020).
 Expected Core Competencies

01 Assisting Evidence
Based Policy
Formulation

Team Strategizing
Building 05 02 policy
Implementation

Managing all Analyzing Qualitative and

Resources (Tangible Quantitative Data /
& Intangible) Information
04 03
Figure 2 Expected Core Competencies in 28th SMC

1.1. Assisting Evidence-Based Policy Formulation

Evidence-Based Policy (EBP) formulation is a structured process to provide research-based

solutions to the issues of public service delivery. The transition from perception-based policy to EBP
is an important step keeping in view the changing role of officers from BS-19 to BS-20.

Based on a survey conducted by CRC, it was also established that the participants consider that
28th SMC was beneficial in having a better understanding of the process and importance of EBP
formulation and decision making. Only one participant remained ‘neutral’ with this proposition while
ten ‘strongly agreed’ and thirty-five ‘agreed’. Although EBP formulation is an acknowledged way
forward for strategic development, critics of EBP argue that some other factors like organizational
culture, prevailing public opinion, control of power, incompatibility between policymaking and
research are equally important4.

New insights and understanding arising from the research enabled cross-sectoral engagement
and dialogue among the key stakeholders in government, industry and civil society, which resulted in

4
Lisel O’Dwyer, “A Critical Review of Evidence-Based Policy Making,” no. 58 (2004): 131,
http://www.ahuri.edu.au/__data/assets/pdf_file/0016/2248/AHURI_Final_Report_No58_A_critical_review_of_evidence_b
ased_policy_making.pdf?
utm_source=website&utm_medium=report.PDF&utm_campaign=http://www.ahuri.edu.au/research/final-reports/58.
the political consensus needed for a change in policy and legislation. Extensive stakeholders’
engagement has been observed as the key to achieving necessary consensus for policy change5.

CRC Input:

Policy formulation takes place in a unique socio-political context and understanding of

organizational ecological factors is very important. CRC considers that evidence-based policy
formulation should be a core competence along with an understanding of the socio-political
environment.

1.2. Strategizing Policy Implementation

Strategy, implementation, and execution are three important determinants for any organization
until it achieves its ultimate targets6. Strategizing policy implementation is the second core
competency aimed at enabling the participants to learn the art of policy implementation through a
scientific understanding of the subject. It requires developing analytical skills and the application of
scientific tools. Participants agree that 28th SMC was beneficial in building competency to successfully
strategize policy implementation.

CRC Input:

Although, it is an important core competence, CRC considers employing differential methods

to develop this skill among course participants by an understanding of strategy implementation
models.

1.3. Analyzing Qualitative and Quantitative data/information

To learn the art of qualitative and quantitative data analysis is one of the important skills for
effective policy formulation and implementation. The majority of participants (96%) of 28 th SMC
believe that SMC sharpened their analytical skills to engage with qualitative and quantitative data/
information. Only two participants remained ‘neutral’ in their responses. CRC examined this core
competency by considering the scientific elements of data understanding and its analysis. The first
difference between qualitative and quantitative data analysis is that the data to be analyzed are text,
rather than numbers, at least when the analysis first begins. Does it trouble you to learn that there are
no variables and hypotheses in this qualitative analysis by Morrill et al. (2000)? This, too, is another

5
Yiqi Zhang et al., “The Roles of Scientific Research and Stakeholder Engagement for Evidence-Based Policy
Formulation on Shipping Emissions Control in Hong Kong,” Journal of Environmental Management 223 (October 1,
2018): 49–56.
6
Ken Favaro, “Defining Strategy, Implementation, and Execution,” accessed January 20, 2021,
https://hbr.org/2015/03/defining-strategy-implementation-and-execution.
difference between the typical qualitative and quantitative approaches to analysis, although there are
some exceptions7.

The analysis process can be enhanced in various ways by using a computer. Programs designed
for qualitative data can speed up the analysis process, make it easier for researchers to experiment with
different codes, test different hypotheses about relationships, and facilitate diagrams of emerging
theories and preparation of research reports (Coffey & Atkinson 1996; Richards & Richards 1994)8.

Although data analysis is relevant to most of the learning tools of SMC including IRP, case
study, simulation exercise, and current issue presentation, no special workshop has been devoted to
teaching data analysis methods. There are several basic guides available for understanding this subject.
One is “Data Analytics for Beginners: Basic Guide to Master Data Analytics” by Paul Kinley9.

CRC Input:

NIM can develop a special manual on data analytics on the pattern of research methodology
manual and a workshop may also be conducted on this subject for understanding the intricacies
involved in data analysis and its presentation.

1.4. Managing All Resources

Resource Management is now a recognized specialized field of study for effective management
and growth of organizations. There is a wide variety of resources at the disposal of public servants that
requires efficient use of available tangible and intangible resources through the application of
scientific tools.

Although it is challenging to assess the development of such skill in participants on an

practical basis, the response of participants remained positive. Learning international practices during
various academic exercises during SMC to solve our indigenous policy issues is one way of learning
techniques for cost-effective solutions. The hardest part is to effectively develop and utilize intangible
resources. However, attempts have been made to develop comprehensive operational guidelines for
global managerial decision making framed around the characteristics of industry competitive strategy

7
R.K. Schutt and Daniel F. Chambliss, “Chapter 10: Qualitative Data Analysis,” Making Sense of the Social World:
Methods of Investigation (2013): 320–357, https://www.sagepub.com/sites/default/files/upm-binaries/43454_10.pdf.
8
Ibid.
9
“Data Analytics for Beginners: Basic Guide to Master Data Analytics: Kinley, Paul: 9781539896739: Amazon.Com:
Books,” accessed January 20, 2021, https://www.amazon.com/Data-Analytics-Beginners-Basic-Master/dp/1539896730.
or political environment and reduced to a two-by-two matrix did not prove to be flexible enough to
address the richness of management faced globally in management of resources efficiently10.

The majority of participants agreed that SMC was beneficial in enhancing their competency to
manage all resources (tangible & intangible including knowledge) for better service delivery as 30%
participants responded as ‘excellent’, 33% participants responded as ‘very good’, 28% participants
responded ‘good’ and 9% participants remained ‘moderate’.

CRC Input:

CRC considers that methods to develop and utilize intangible resources such as knowledge,
reputation, goodwill, and trust are equally important, and participants should be made aware of the
importance of these resources and to learn the art of developing these intangible resources.

1.5. Team Building

Team building is another important core competency that enables participants to work together
to achieve goals together as a team. Teamwork and team-building are keys to success. There is a
distinction between teamwork and team-building. Teamwork is more related to functions and
processes whereas team-building aims at building trust and adding efforts together to achieve the
goals. It is a challenging aspect of training as a Stanford study reveals that people working
collaboratively stuck at their task for 64% longer than those working individually on the same task 11.
The majority of the participants (98%) responded that 28th SMC enhanced their skills needed for team-
building and team management. Only one participant responded as ‘moderate’ in their response.

CRC Input:

Team-building is one of the core values that participants learn and the emphasis of SMC on
team building should continue.

Table 3 Response of Participants on Core Competencies

Very
Poor Moderate Good Excellent
Good
Evidence Based Policy Formulation 1 16 19 10
Strategizing Policy Implementation 3 15 20 8
Analyzing Qualitative and Quantitative Data / 2 14 23 7
10
N. Tichy and C Barnett Vladimir Pucik, “(PDF) Globalization and Human Resource Managment,” accessed January 20,
2021, https://www.researchgate.net/publication/313441973_Globalization_and_Human_Resource_Managment.
11
Priyanka B. Carr and Gregory M. Walton, “Cues of Working Together Fuel Intrinsic Motivation,” Journal of
Experimental Social Psychology 53 (July 1, 2014): 169–184.
Information
Managing all Resources (Tangible & Intangible) 4 13 15 14
Team Building 1 12 13 20

23
20 20
19
16
15 15
14 14
13 13
12
10
8
7
5
4 4
3 3
2 2
1 1 1

Evidence Based Strategizing Policy Analyzing Managing all Team Building

Policy Formulation Implementation Qualitative and Resources (Tangible
Quantitative Data / & Intangible)
Information

Moderate Good Very Good Excellent

Figure 3 Response of Participants on Core Competencies
Did the course help build your competency to manage all resources (tangible & intangible
including knowledge) for better service delivery?

1.6. Building competency and managing resources

Management of resources at optimal level

to achieve goals always holds the key to
1; 2%
1; 2%
improved service delivery. To achieve this, it is
expected of the participants to always opt for
17; 37% low-cost but effective solutions.

The majority of participants agreed that

SMC was beneficial in enhancing their
27; 59% competency to manage all resources (tangible &
intangible including knowledge) for better
service delivery as 37% responded ‘strongly
agreed’, 59% responded ‘agreed’, 2% remained
Strongly disagree Disagree Neutral Agree Strongly agree
‘neutral’ and 2% ‘disagreed’.

Figure 4 Building Competency and Managing Resources

Do you believe that the course design has enhanced your capacity for problem solving and
looking for creative solutions for complex problems?

1.7. Problem solving & Creative solutions:

Problem solving skills are important for every field of life in order to lead a happy and healthy
life. An important point here is that Kennedy (1980, p. 28) argued that problem solving is related to
individuals’ previous knowledge and experiences Dewey (1991) defined a problem as an ambiguity in
an individual’s mind while analyzing a problem or when they are faced with a situation. Problem is a
situation that individuals may encounter anytime throughout their lives. It is important to learn the
problem-solving skill to overcome the problems encountered12.

Problem solving is only one type of a larger category of thinking skills that teachers use to
teach students how to think. Other means of developing thinking skills are problem-based learning,

12
Belgin Bal İncebacak and Esen Ersoy, “Problem Solving Skills of Secondary School Students,” China-USA Business
Review 15, no. 6 (2016): 275–285,
https://www.researchgate.net/publication/308327519_Problem_Solving_Skills_of_Secondary_School_Students.
critical thinking skills, creative thinking skills, decision making, conceptualizing, and information
processing (Ellis, 2005)13.

The majority of participants agreed that SMC was beneficial in improving their capacity for
problem solving and looking for creative solutions for complex problems wherein 37% participants
responded as ‘strongly agreed’, 59% responded as ‘agreed’, 2% remained ‘neutral’ and 2%
‘disagreed’.

1 1

17

27

Strongly disagree Disagree Neutral

Agree Strongly agree
Figure 5 Problem solving & Creative solutions

Did you improve your communication skills during the course?

1.8. Communication skills

The importance of communication skills cannot be overstated as it remains the top requirement
in today’s day and age for every business to be conducted successfully. Communication gaps can lead
to major challenges that may well have been avoided in presence of an efficient line of
communication.

The responses show that 24% participants have ‘entirely improved’, 39% have ‘mostly
improved’, 30% have ‘adequately improved’, 4% have ‘somewhat improved’ and only 2% participant
has ‘rarely improved’ their communication skill.

13
Jamin Carson, “A Problem With Problem Solving: Teaching Thinking Without Teaching Knowledge,” Mathematics
Educator 17, no. 2 (2007): 7–14.
 18

14

11

1 2

Rarely
Improved Somewhat
Improved Adequately
Improved Mostly
Improved Entirely
Improved

Figure 6 Response of Participants on Improvement of Communication Skills

CRC Input:

Based on the feedback CRC is of the view that the LDs PDs, SEs Workshops and all modules
have focused on discussions which brushed the communications skills of the participants.

Please indicate the extent to which you agree or disagree with the following statements;

General Statements about the course

The participants were asked if the Course design has overall enhanced the capacity of potential
BS-20 officers for effective service delivery 98% ‘‘agreed’’ to this statement. 96% Participants
‘‘agreed’’ that the Course successfully inculcated core professional and personal values essential for
senior officers. 94% of the participants ‘agreed’ that some of the international leading experts of their
fields should be invited to deliver lectures through WebEx / Skype etc. 89% of the participants
‘‘agreed’’ that the Course covers cross-cutting themes that are useful and relevant for all service
groups and cadres, 94% of the participants ‘‘agreed’’ that the course encourages critical thinking and
innovative approach. 94% of the participants ‘‘agreed’’ that the number of lecture discussions and
panel discussions are nicely balanced. 94% of the participants ‘‘agreed’’ that the course offers
extensive opportunity to learn and work with colleagues (peer learning). 89% of the participants
‘‘agreed’’ that the duration of the course and the method used for its delivery are optimal. 83% of the
participants ‘‘agreed’’ that the volume of course and the set timelines were conducive in maintaining a
 healthy work-life balance. 76% of the participants ‘‘agreed’’ that the amount of stress the officers face
in this course is equal to their real job experience. 94% of the participants ‘‘agreed’’ that the course
prepares us to work, engage and negotiate with different stakeholders for better public service
delivery.

12
ould be invited to deliver lectures through WebEx / Skype etc. 1 9 33
12
e with different stakeholders for better public service delivery 3 23
17
0 3
of lecture discussions and panel discussions are nicely balanced 5 26
12
12
he course encourages critical thinking and innovative approach 3 23
17
1 4
es that are useful and relevant for all service groups and cadres 0 27
14
1 2
opportunity to learn and work with colleagues (peer learning) 4
18 21
5 6
officers face in this course is equal to their real job experience. 7 23
5
1 4
of the course and the method used for its delivery are optimal 5 29
7
2 6
nes were conducive in maintaining a healthy work-life balance 6 25
7
11
e professional and personal values essential for senior officers. 1
20 23
01
acity of potential BS-20 officers for effective
Stronglyservice
agreedeliveryAgree2 Neutral 20 23
Disagree Strongly disagree
 Figure 7 General Statements about the course

Did course content and design help you understand the process and importance of evidence-
based policy formulation and decision making?

1.9. Evidence Based Policy Formulation & Decision Making

Evidence-based policy is essential because it helps people to make well-informed decisions

about policies, these policies are later implemented and prove beneficial to programs and projects. To
achieve the best possible outcomes and results it is crucial that the evidence-based research shall be
the at the core of policy development and implementation. Evidence-based policy also makes explicit
what is known through scientific evidence and importantly, what is not known.

In contrast to opinion-based policy, evidence-based policy needs an evidence base at all stages
in the policy cycle to: shape agendas, define issues, identify options, make choices of action, deliver
them and, monitor their impact and outcomes14.

Based on a survey conducted by CRC, 27

it was also established that the participants

consider that 28th SMC was beneficial in
having a better understanding of the process
13
and importance of evidence-based policy
formulation and decision making. Only 9%
participants disagreed with this proposition, 3
2
1
but they have not given the reasons for
Strongly Disagree Neutral Agree Strongly agree
disagreement whereas 91% participants agreed disagree

that Evidence-based policy formulation is Figure 8 Evidence Based Policy Formulation & Decision
Making
essential because it helps people to make
well-informed decisions about policies, these policies are later implemented and prove beneficial to
programs and projects.

CRC Input:

Based on the feedback CRC is of the view that the EBD should be reliable information plays a
vital role for well-informed policymaking based on evidence rather than emotions and bogus news. A

14
“King’s College London - The Importance of Evidence-Based Policy Making,” accessed January 20, 2021,
https://www.kcl.ac.uk/aboutkings/facts/WorldStatisticsDay/policymaking.
realistic approach and the legitimacy of any governance system today shall be based on EBD method
for its dependability.
 SECTION 2

APPRAISAL OF COURSE MODULES

The General events comprising of LDs, PDs, TDs and Workshops in the seven modules,
encompassing total available Working Hours covered in the Course were 172.5.

2.1. Review of Course Modules

The following course modules were taught to the 28th SMC participants:
a) Module - 1: National Environment: Internal and External Dynamics
b) Module -2: Impact of Diversity and Evolution of Pakistani Society on Administration
and Service Delivery
c) Module - 3: Economic and Financial Management at Operational Level
d) Module - 4: Issues of Operational Effectiveness within Governance Framework
e) Module - 5: Research Methodology & Its Application
f) Module - 7: Information Technology Program

2.2. Aims and Objectives

The aim of the survey questions was to gauge the relevance and satisfaction levels of the
participants with regard to the different modules.

Were the Lecture Discussions useful for gaining knowledge about your relevant or any other
field of work?

2.3. Lecture Discussions

Participants believe the Lecture Discussions were beneficial in gaining knowledge about your
relevant or any other field of work and how it helped them and their fellow members gain knowledge
and share experiences Lecture discussion was found generally to be useful. 20% of the participants
found it ‘entirely useful’, 46% found it ‘mostly useful’, 28% were of the opinion that Lecture
Discussions were ‘adequately useful’, only 4% found it somewhat useful and only 2% found it to be
‘least useful’. This mode of instruction ranked 2 nd in the overall ranking of tools’ usefulness in
building core competencies of the participants. Duration of LD is adequate for capturing attention,
interest and retention as provided in the Figure 9 below:
 Entirely Useful 9

Mostly Useful 21

Adequately Useful 13

Somewhat Useful 2

Not Useful 1

Figure 9 Usefulness of Lecture Discussions (LDs)

Do you think 1 hour 30 minutes time for Lecture Discussions (LDs) is adequate?

22

Somewhat
Not Adequate
Entirely Adequate 4%Adequate
17% 4%

12
10

Mostly Adequate Adequate

28% 46%
2
0

Entirely Useful Mostly Useful Adequately Somewhat Not Useful

Useful Figure
Useful 10 Response of Participants against duration of Lecture
Discussions
Duration for Lecture Discussion
and the knowledge transferred to the participants on the relevant topics was found to be ‘entirely
adequate’ by 18% respondents, 28% found it to be ‘mostly adequate’ and 46% respondents found it to
be ‘adequate’ whereas 4% respondents found it to be ‘neutral’ and 4% respondents found it not
adequate as provided in the figure 10:

Were Lecture Discussions (LDs) useful or could they have been better structured?

Structure for Lecture Discussion which included the topics chosen, guest speakers invited and
their knowledge on the topics under discussion was found to be ‘entirely useful’ by 22% respondents,
48% found it to be ‘mostly useful’ and 26% respondents found it to be ‘adequately useful’ whereas
4% respondents found it to be ‘neutral’ as provided in figure 11.

Figure 11 Response of Participants against duration of Lecture

Discussions
2.4. Should the total duration of LDs in the online course be reduced?

The responses recorded

were following; only 2% of the
1; 2%4; 8%
3; 6%
participants ‘strongly agree’, 6% of
the participants ‘agree’ whereas only
14; 29%
29% of the participants were
‘neutral’, by popular opinion 54%
26; 54%
participant ‘disagreed’ and 9%
participants ‘strongly disagreed’ to
reducing the duration of LDs in the
Strongly disagree Disagree Neutral Agree Strongly agree
online course. The figure 12
Figure 12 Opinon of Participants on Reduction of Total Duration of
LDs in Online Course

represents the recorded responses.

Do you think the Individual Research Paper and the effort you put in was professionally useful?

2.5. Individual Research Paper

Overall, the trainees felt that IRP was the least useful activity in terms of building their core
competencies. This mode of instruction ranked 5th in the overall ranking of tools’ usefulness in
building core competencies of the participants. 24% of the respondents felt it was ‘entirely useful’,
41% felt it was ‘mostly useful’ and 24% felt it was ‘adequately useful’ furthermore, 11% felt it was
‘adequately useful’ as represented in the figure 13 below:

Entirely Useful 11

Mostly Useful 19

Adequately Useful 11

Somewhat Useful 5

Not Useful

0 2 4 6 8 10 12 14 16 18 20

Figure 13 Response of Participants on Usefulness of Individual Research Paper

 A majority of trainees felt IRP had a good design and was irrelevant to their official work. 89%
participants felt that IRP was professionally beneficial and helped develop on their research skills.

2.6. Should the research time for IRP be increased?

The responses recorded were following; only 22% of the participants ‘strongly agree’, 36% of
the participants ‘agree’ whereas only 24% of the participants were ‘neutral’ and 22% participant
‘disagreed’ that the research time for IRP shall be increased. The figure 14 represents the recorded
responses.

15; 36% Agree

10; 22% Strongly Agree

11; 24% Neutral

10; 22% Disagree

Figure 14 Opinion on time of Individual Research Paper (IRP)

2.7. Should IRP be substituted by Case Study?

The responses recorded were following; only 13% of the participants ‘strongly agree’, 20% of
the participants ‘agree’ whereas only 15% of the participants were ‘neutral’, by popular opinion 37%
participant ‘disagreed’ and 15% participants ‘strongly disagreed’ that the IRP shall be replaced by
Case studies. Figure 15 represents the recorded responses.
 37%

7 Strongly Disagree
20%

17 Disagree
15%
7 Neutral
15%
9 Agree
13%

6 Strongly Agree

Figure 15 Opinion of Participants regarding substitution of IRP by Case Study

2.8. Do you think that Research & Analysis Group Assignments/ SEs will help
you in strategizing policy Implementation in your career?

The topics chosen for Research & Analysis

Group Assignments/ SEs and its aim was to promote
Agree; 29
critical thinking, analytically and technically examine
the topic and present best possible solution which will
help the participants in strategizing policy Strongly agree; 15

Implementation in their career. The responses

Neutral; 2
recorded were following; 33% of the participants
‘strongly agree’, 63% of the participants ‘agree’ Figure 16 Usefulness of RAG in strategizing
whereas only 4% of the participants were either Policy Implementation

neutral and none of the participants disagreed.

Figure 16 represents the recorded responses.

2.9. Do you think Research & Analysis Group Assignments/ SEs are useful?

When questioned about the effectiveness of Research & Analysis Group Assignments/ SEs in
building their core competencies and gaining knowledge on the topics that were assigned the trainees
responded as follows; 30% found it ‘entirely useful’, 39% found it ‘mostly useful’, 20% found it
‘adequately useful’, 11% found it somewhat useful no participant thought that the Research &
Analysis Group Assignments/ Simulation Exercise SEs simulation exercise was ‘irrelevant’.
 30%;

39%;

20%;

11%;

Figure 17 Usefulness of Research & Analysis Group Assignments/ SEs

2.10. What improvements could there be to strengthen the Research

Methodology?

To innovate any course structure, there’s a dire need to know which modules could be added
seeing need of the time. In this regard, the participants opined about 5 subjects that may be included in
future programs. In the survey, 48% suggested that the future course structure should include “Well-
informed Speakers”, 50% participants felt that there is need for “Rigorous Exercises & Workshops”,
46% insisted for “Healthy Learning Environment”, 35% participants asserted that there is need for
“Technological Advancement” and 52% participants vowed for “Research based Assignments”. The
following graph shows the desirability of the said subjects for inclusion in future programs.

22 23 24
21
16

Well-informed Rigorous Exercises Healthy Learning Technological Research based

Speakers & Workshops Environment Advancement Assignments

Figure 18 Improvements to Strengthen Research Methodology

2.11. How did Research & Analysis Group/ SEs help you in engaging with your
group members and the topic assigned?

This assignment particularly was aimed a team building and working together as a team
wherein every member of the team was assigned a task, knowledge sharing and confidence building
among the trainees. When Questioned the trainees responses were following; 43% found it ‘entirely
useful’, 26% found it ‘mostly useful’, 28% found it ‘adequately useful’ whereas 2% found it
‘somewhat useful’. The participants were able to break complex tasks into parts and steps. They
managed to plan and manage time; it further refines their understanding through discussion and
explanation and primarily aimed at developing stronger communication skills.

Not Useful

Somewhat Useful 1

Adequately Useful 13

Mostly Useful 12

Entirely Useful 20

0 5 10 15 20

Figure 19 Helpfulness of Research & Analysis Group/ SEs in engaging with group members and the topic
assigned

2.12. Did the Simulation Exercise help you in learning about the topics you were
assigned?

When questioned about the effectiveness of Simulation Exercise in building their core
competencies and gaining knowledge on the topics that were assigned the trainees responded as
follows; 46% found it ‘entirely helpful’, 26% found it ‘mostly helpful’, 22% found it ‘adequately
helpful’, 7% found it ‘somewhat helpful’ no participant had thought that the simulation exercise was
‘irrelevant’. Overall, this training tool ranked fourth highest in terms of its usefulness in building or
competencies among the trainees, with an aggregate score of 4.00 out of 5. The outstanding
performance of Simulation Exercise may be attributed to the fact that it helped enhance presentation
skills, knowledge, and confidence among the trainees.

25

21
20

15
12
10
10

5
3

0
Irrelevant Somewhat Adequately Mostly Helpful Entirely Helpful
Helpful Helpful

Figure 20 Helpfulness of Simulation Exercise in Learning about assigned topics

2.13. Tutorial Discussions (TDs)

Were Tutorial Discussions (TDs) useful or could they have been better structured?
This mode of instruction ranked 6th in the overall ranking of tools in the SMC by the
participants. Structure for Tutorial Discussions (TDs) which included the topics were found to be
‘entirely useful’ by 13% respondents, 41% found it to be ‘mostly useful’ and 35% respondents found
it to be ‘adequately useful’ whereas 11% respondents found it to be ‘somewhat useful’ as shown in
Figure 21:

Not Useful

Somewhat Useful 5

Adequately Useful 16

Mostly Useful 19

Entirely Useful 6

0 2 4 6 8 10 12 14 16 18 20
 Figure 21 Opinion on Usefulness of Tutotial Discussions

Do you think 1 hour 30 minutes time for Tutorial Discussions (TDs) is adequate?

Duration for a total of five Tutorial

Discussions (TDs), the consolidated time was 4; 9% 3; 7%
5; 11%
7 hours 30 minutes and the knowledge
transferred to the participants on the relevant 12; 26%
topics was found to be entirely adequate by9%
respondents, 26% found it to be ‘mostly
adequate’ and 48% respondents found it to be 22; 48%
‘adequate’ whereas 11% respondents found it
to be ‘somewhat adequate’ and 6% respondents Not Adequate Somewhat Adequate Adequate Mostly Adequate Entirely Adequate

found it ‘not adequate’. Responses as shown

Figure 22 Opinion on Adequacy of Duration of Tutorial
in Figure 22. Discussions (TDs)

2.14. Panel Discussions (PDs) 

Were Panel Discussions (PDs) useful or could they have been better structured?
Panel Discussions (PDs) ranked 12th
out of 14 in total the overall ranking of tools’
3; 7% 7; 15%
usefulness in building core competencies of

20; 43% the participants. Structure for Panel

16; 35%
Discussions (PDs) which included the topics
chosen were found to be ‘entirely useful’ by
15% respondents, 35% found it to be ‘mostly
useful’ and 43% respondents found it to be
‘adequately useful’ whereas 7% respondents
Entirely Useful Mostly Useful Adequately Useful Somewhat Useful Not Useful

Figure 23 Opinion on Usefulness of Panel Discussions

found it to be ‘somewhat useful’.
Responses as shown in Figure 23:

Do you think 2 hours’ time for Panel Discussions (PDs) is adequate

Duration for a total of 10 Panel Discussions (PDs), over a span of total 20 Hrs. and the
knowledge transferred to the participants on the relevant topics was found to be ‘entirely adequate’ by
17% respondents, 28% found it to be ‘mostly adequate’ and 39% respondents found it to be ‘adequate’
whereas 9% respondents found it to
18
be ‘somewhat adequate’ and 7%
respondents found it ‘not
adequate’. Responses as shown in 13
Figure 24:

4
3

Not Adequate Somewhat Adequate Mostly Adequate Entirely

Adequate Adequate
 SECTION 3

TRAINING TOOLS / INSTRUCTIONAL PRACTICES

3.1. Research Methodology & Its Application

Aim of the Module: 

To introduce Research Methodology to participants to enable them to undertake research

related to public policy issues and their implementation.

Scope of the Module:

 To equip participants with research and analytical skills for public policy implementation and
review
 To inculcate and enhance the knowledge and ability of participants to analyse and interpret
contemporary issues, enabling them to suggest public policy options in an organized manner

3.2. Case Study Research

This was ranked third most with an

average weighted score of 4.07 out of 5 and
achieved desirability of 81% which was
third most popular tool preferred by the
respondents. This tool’s exceptional
performance may be attributed to the
opportunity it created for utilizing one’s
analytical skills and the realistic scenarios it
41% 28%
offered for problem-solving.

However, most candidates felt the

Case Study Research (CSR) would be more
7%
useful if the research was service-group
specific and designed by relevant field 22% 2%
professionals. 22% participants felt that the
Figure 25 Need for Case Study Research
CSR is ‘direly needed’, 41% participants
felt that its ‘mostly needed’, 28% individuals felt that its adequately needed, 7% participants felt that
its somewhat needed and 2% participant(s) felt that its hardly needed.

Case studies were included in the

SMC to help the participants gain
knowledge about real life situations which
otherwise is difficult. It helps improve
critical thinking and problem-solving skills
among the participants resulting in gaining
19
knowledge on the subjects 30% Participants
14
felt that the case studies were ‘entirely
10
helpful’ 41% Participants felt that the case
studies were ‘mostly helpful’, 22%
3
Participants felt that the case studies were
Rarely Helpful Somewhat Helpful Adequately Helpful Mostly Helpful Entirely Helpful ‘adequately helpful’ and 7% Participants
Figure 26 Usefulness of Case Study Research (CSR)
felt that the case studies were ‘somewhat
helpful’.

Do you think that the case studies, simulation exercises and research papers on topics should
provide a virtual library to help the government in framing better policies?

85% Participants felt that the case studies, simulation exercises and research papers on topics
shall be made public on a virtual library which may help the Government in framing better policies,
whereas 13% participants were ‘not sure’ and only 2% participant felt that there is ‘no need’ for such
virtual library to help the government in framing better policies.

6; 13%
1; 2%

Yes
No
Maybe

39; 85%
 Figure 27 Establishment of Online Library for Case Study Research Works

Are you overall satisfied with the present modules taught in SMC?

3.3. Modules taught in SMC

The overall opinion of the participants with the topics covered in modules taught in SMC was
52% participants were ‘very satisfied’, 26% participants were ‘somewhat satisfied’, 11% participants
were ‘neutral’ and 11% participants responded that the modules taught in SMC may be ‘improved’.

30

25 24

20

15
12

10

5 5
5

0
0
Very Satisfied Somewhat Neutral Needs Not Satisfied
Satisfied Improvement
Figure 28 Overall Satisfaction Level against Modules taught in SMC

3.4. Does the course contain sufficient modules to build your expertise in your
service area?

The responses recorded were following; 26% of the participants strongly agree, 59% of the
participants agree whereas only 9% of the participants were neutral, 4% participant disagreed 2%
participant strongly disagreed. Figure 29 represents the recorded responses.

1; 2% 2; 4%

4; 9%
12; 26%

Strongly disagree
Disagree
Neutral
Agree
Strongly agree

27; 59%
 Figure 29 Sufficiency of modules to build expertise in service area

3.5. Rating of General Events in Course Structure

Prior to the six (06) core modules, this year’s training course started with General Events. The
participants were inquired about five (05) major events and the trend of their response is shown in
graph below. 89% claimed that “LD on Nutrition & Lifestyle modification for a healthy life” is either
entirely or mostly useful, 83% suggested that “LD on how to ask a smart question” is useful, 85%
categorized “Workshop on Stress Management” as useful, 93% asserted that “LD on shared learning
environment” is useful and 65% participants felt that “LD on Prime Ministers Performance Delivery
Unit & Pakistan Citizens Portal: awareness & capacity building” is useful.

Table 4 Rating of General Events in Course Structure

Entirely Mostly Adequately Somewhat Not

General Events
Useful Useful Useful Useful Useful
LD on Nutrition & Lifestyle
25 12 4 4 1
modification for a healthy life
LD on how to ask a smart question 16 14 8 6 2
Workshop on Stress Management 26 10 3 6 1
LD on shared learning environment 12 25 6 3 0
LD on Prime Ministers Performance
Delivery Unit & Pakistan Citizens
8 11 11 9 7
Portal: awareness & capacity
building

26
25 25

16
14
12 12 11 11
10 9
8 8 7
6 6 6
4 4 3 3
2
1 1

LD on Nutrition & LD on how to ask a Workshop on Stress LD on shared learning LD on Prime Ministers
Lifestyle modification smart question Management environment Performance delivery
for a healthy life Unit & Pakistan
Citizens Portal:
awareness & capacity
building

Entirely Useful Mostly Useful Adequately Useful Somewhat Useful

Not Useful
 Figure 30 Rating of General Events in Course Structure

3.6. Rating of Training tools used in the modules

During the course, the management of SMC used various training/ instructional tools. The
participants were asked to rate the training tools used in the modules according to their usefulness and
relevance to the SMC training. The rating was done as 1 for being least useful/ relevant and 5 for
being most useful/ relevant. From the responses of the participants, score for each training/
instructional tool was calculated out of 5 and desirability for the said tool in percentage.

The rating by participants revealed that the most effective tool used in this year’s SMC was
“Current Issues Presentation (CrIP)” having score of 4.28 with 86% desirability. Lecture Discussions
(LDs), Case Study Research (CSR) and Simulation Exercise (SE) were the subsequent top-rated tools
with scores above 4.0 and desirability of more than 80%. Additionally, the remaining tools including
IRP, TDs, Synopsis, APs, Fasahat, Time Balance, Workshops, PDs and TTs gained more than 70%
desirability. On the other hand, the least effective tool but still not much downrated one was “Peer
Rating” which scored 3.24 with 65% desirability. Figure 31 represents the recorded responses.

Current Issues Presentation (CrIP) 4.28

Lecture Discussion (LD) 4.09
Case Study Research 4.07
Simulation Exercise (SE) 4.00
Individual Research Paper (IRP) 3.96
Tutorial Discussion (TD) 3.87
Synopsis 3.85
Analysis Paper (AP) 3.85
Fasahat 3.83
Time Balance among different tools 3.80
Workshops (W) 3.74
Panel Discussions (PD) 3.67
Term Test (TT) 3.65
Peer Rating 3.24
 Figure 31 Rating of Training tools used in the modules

3.7. Which module is most relevant to your work? (Can be more than one and
rate each module ['1' for least relevant and '5' for most relevant])

As shown in the graph below, the participants were asked to rate each module from 01 to 05
and depending upon the said rating, score of each module was calculated out of five (05). The survey
revealed that all the six core modules scored almost 70% desirability.

3.53 3.44 3.65 3.72

3.35 3.35

Module 1: Mod Mod Mod Module 5: Mo

National Rese...
En...

Figure 32 Opinon of Participants on Relevancy of Modules under 28th SMC

As stated earlier, this year’s course consisted of six (06) core modules. In the survey, the
participants were given statements against each module and were enquired whether they agree to that
statement. Respectively, the trend of responses by the participants is shown in the graphs below.

3.8. National Environment: Internal and External Dynamics

Aim of the Module:

To enhance participants’ understanding of prevailing national, regional and global environment

and its impact on internal and external dynamics of policy implementation and governance in
Pakistan 

Scope of the Module:

 Latest concepts of statecraft and public policy formulation in the light of national purpose,
interests, aims, and objectives
  Relationships between state institutions as given in the Constitution and their role in policy
formulation and implementation
 The interplay of internal and external factors and its impact on public policy formulation and
implementation

3.9. Please rate the subjects under Module-1 (National Environment: Internal
and External Dynamics) as per following statements?

Against Module-1 (National Environment: Internal and External Dynamics), 96% agreed that
the course content was ‘useful’ and ‘relevant’ to their field of work, 98% agreed that the quality of
course content was as ‘expected/ required’, 100% agreed that the quality of Guest Speakers and their
knowledge were as ‘expected/ required’, 98% agreed that balance between LDs, PDs & TDs was well
maintained, 96% agreed that the issues highlighted in the Module will enhance their Operational
Effectiveness within the Governance Framework, 98% agreed that their knowledge of this particular
subject was enhanced, and 96% agreed that the total time of 22 hours in the course assigned to the
entire Module was adequate and useful.

31 30
27 28
25 26
24

16 16 17 17
13 12
11

6 6
2 3 3
1 0 1 1 2 0 1 1 1 1

The course The quality of The quality of Balance The issues The Module The total time
content was course content Guest between LDs, highlighted in enhanced your of 22 hours in
useful and was as Speakers and PDs & TDs the Module knowledge of the course
relevant to expected/ their was well will enhance National assigned to the
your field of required knowledge maintained your Environment: entire Module
work were as Operational Internal and was adequate
expected/agree
Strongly Agree Effectiveness
NeutralExternal and useful
required within t... Dynamics
Disagree Strongly disagree
Figure 33 Rating of the subjects under Module-1 (National Environment: Internal and External Dynamics)
3.10. Please rate the subjects under Module-2 (Impact of Diversity and Evolution
of Pakistani Society on Administration and Service Delivery) as per
following statements?

Against Module-2 (Impact of Diversity and Evolution of Pakistani Society on Administration

and Service Delivery), 100% ‘agreed’ that the course content was useful and relevant to their field of
work, 96% ‘agreed’ that the quality of course content was as ‘expected/ required’, 98% agreed that the
quality of Guest Speakers and their knowledge were as expected/ required, 96% ‘agreed’ that balance
between LDs, PDs & TDs was well maintained, 98%‘agreed’ that the issues highlighted in the Module
will enhance their Operational Effectiveness within the Governance Framework, 100% ‘agreed’ that
their knowledge of this particular subject was enhanced, and 100% ‘agreed’ that the total time of 28.5
hours in the course assigned to the entire Module was adequate and useful.

2 1 21 12 2 3
5 4
5

26 25
24 26 28 27
23

17 16 17 19 16
15 15

The course The quality of The quality of Balance The issues The Module The total time
content was course content Guest between LDs, highlighted in enhanced your of 28.5 hours
useful and was as Speakers and PDs & TDs the Module knowledge of in the course
relevant to expected/ their was well will enhance National assigned to the
your field of required knowledge maintained your Environment: entire Module
work were as Operational Internal and was adequate
expected/ Effectiveness External and useful
required withi... Dynamics
Strongly agree Agree Neutral Strongly disagree
Figure 34 Rating of the subjects under Module-2 (Impact of Diversity and Evolution of Pakistani Society on
Administration and Service Delivery)
3.11. Please rate the subjects under Module-3 (Economics and Financial
Management at Operational Level) as per following statements?

Against Module-3 (Economics and Financial Management at Operational Level), 92% ‘agreed’
that the course content was useful and relevant to their field of work, 89% ‘agreed’ that the quality of
course content was as expected/ required, 87% ‘agreed’ that the quality of Guest Speakers and their
knowledge were as expected/ required, 98% ‘agreed’ that balance between LDs, PDs & workshops
was well maintained, 92% ‘agreed’ that the issues highlighted in the Module will enhance their
Operational Effectiveness within the Governance Framework, 96% ‘agreed’ that their knowledge of
this particular subject was enhanced, and 96% ‘agreed’ that the total time of 33 hours in the course
assigned to the entire Module was adequate and useful.

31
29
27
26 26 26

22

14
13
12 12
11
10
9
6 6
5 5
44 4 4 4
3 3
2
1 1 11

The course The quality of The quality of Balance The The The total time
StronglyGu...
content was course agree Agree between LDs, Neutral of 3...
Disagree
useful and... content was as Strongly
PDs & wor...disagree
expe...
Figure 35 Rating of the subjects under Module-3 (Economics and Financial Management at Operational
Level)

3.12. Please rate the subjects under Module-4 (Issues of Operational Effectiveness
within Governance Framework) as per following statements?

Against Module-4 (Issues of Operational Effectiveness within Governance Framework), 98%

participants agreed that the course content was useful and relevant to their field of work, 98% agreed
that the quality of course content was as expected/ required, 100% ‘agreed’ that the quality of Guest
 Speakers and their knowledge were as expected/ required, 98% ‘agreed’ that balance between LDs,
PDs & workshops was well maintained, 98% ‘agreed’ that the issues highlighted in the Module will
enhance your Operational Effectiveness within the Governance Framework, 100% ‘agreed’ that their
knowledge of this particular subject was enhanced, and 100% ‘agreed’ that the total time of 34.5 hours
in the course assigned to the entire Module was adequate and useful.

ours in the course assigned to the entire Module was adequate and useful 5
26
15

ur knowledge of National Environment: Internal and External Dynamics 3

29
14
1
hance your Operational Effectiveness within the Governance Framework 3
28
14
1
Balance between LDs, PDs & workshops was well maintained 3
28
14

uality of Guest Speakers and their knowledge were as expected/ required 3

26
17
1
The quality of course content was as expected/ required 3
26
16
1
The course content was useful and relevant to your field of work 2
26
17
Strongly agree Agree Neutral Strongly disagree
Figure 36 Rating of the subjects under Module-4 (Issues of Operational Effectiveness within Governance
Framework)

3.13. Please rate the subjects under Module-5 (Research Methodology and its
Application) as per following statements?

Against Module-5 (Research Methodology and its Application), 94% agreed that the course
content was useful and relevant to their field of work, 96% agreed that the quality of course content
was as expected/ required, 96% ‘agreed’ that the quality of Guest Speakers and their knowledge were
as expected/ required, 98% ‘agreed’ that balance between LDs, TDs & workshops was well
maintained, 96% ‘agreed’ that the issues highlighted in the Module will enhance your Operational
Effectiveness within the Governance Framework, 98% ‘agreed’ that their knowledge of this particular
 subject was enhanced, and 98% ‘agreed’ that the total time of 21 hours in the course assigned to the
entire Module was adequate and useful.

1
course assigned to the entire Module was adequate and us... 6
22
17
1
dge of National Environment: Internal and External Dyna... 5
24
16
1
1
r Operational Effectiveness within the Governance Frame... 3
24
17
1
Balance between LDs, TDs & workshops was well mainta... 7
24
14
1
1
uest Speakers and their knowledge were as expected/ requ... 2 27
15
2
The quality of course content was as expected/ requ... 4
24
16
1
2
he course content was useful and relevant
Stronglyto agree
your fieldAgree
of ... 3
Neutral 23
17
Disagree Strongly disagree
Figure 37 Rating of the subjects under Module-5 (Research Methodology and its Application)
3.14. Please rate the subjects under Module-7 (Information & Communication
Technology (ICT)) as per following statements?

Against Module-7 (Information & Communication Technology (ICT)), 100% agreed that the
course content was useful and relevant to their field of work, 100% agreed that the quality of course
content was as expected/ required, 100% ‘agreed’ that the quality of Guest Speakers and their
knowledge were as expected/ required, 100% ‘agreed’ that balance between LDs & workshops was
well maintained, 100% ‘agreed’ that the issues highlighted in the Module will enhance their
Operational Effectiveness within the Governance Framework, 98% ‘agreed’ that their knowledge of
this particular subject was enhanced, and 92% ‘agreed’ that the total time of 13.5 hours in the course
assigned to the entire Module was adequate and useful.

5 5 4 5 4 1 13
6 3

15 15 16 17
19 18 17

26 26 26 25
22 21 22

The course The quality ofThe quality of Balance The issues The Module The total time
content was course contentGuest between LDshighlighted in enhanced your of 13.5 hours
useful and was as Speakers and & workshopsthe Module knowledge of in the course
relevant to expected/ their was well will enhance National assigned to
your field of required knowledge maintained your Environment: the entire
work were as Operational Internal and Module was
expected/ Effectiveness External adequate and
Strongly
requiredagree Agree within the Neutral
Dynamics useful
Disagree Strongly disagree
Gover...
Figure 38 Rating of the subjects under Module-7 (Information & Communication Technology (ICT))

3.15. Is the SMC duration of 14 weeks adequate? 23

By popular opinion the 50% participants felt that the

duration of the SMC is Adequate and provides enough learning
for Officers whereas 35% Participants were of the opinion that
the duration shall be reduced to 12 Weeks, only 15%
16

Should be 12 Weeks Should be 16 Weeks Adequate

participants were of the opinion that the duration of the training should be increased to 16 Weeks.
Figure 39 shows responses
 SECTION 4

LEARNING ENVIRONMENT

4.1. Do you think that SMC training which was done online due to COVID 19
was helpful in learning?

The participants were questioned that about SMC training which was done online due to
COVID 19 was helpful or on campus would have been beneficial. To cope the spread of virus and
keeping the protocols set by the Government it was decided that the 28 th SMC shall be held online in
entirety. The responses recorded were following; 96% of the participants agree whereas only 2% of
the participants did not agree that the 28th SMC shall be online. Figure 40 shows responses.

1; 2%
2; 4%
Strongly disagree
23; 50% 20; 43% Somewhat Disagree
Neutral
Somewhat Agree
Strongly agree

Figure 40 Helpfulness of Online SMC Training due to COVID-19

4.2. What were the main difficulties in Online sessions?

During SMC participants interaction is one of the key challenges and Most of the participants
were of the opinion that ‘Lack of Participants' Interaction’ was ranked First out of six indicated by
74% Participants. Second ranked ‘Common Issues like Internet Working Space’ was checked by 65%
Participants. Third ranked was ‘Restricted Learning Environment’ indicated by 54% Participants.
Fourth ranked was ‘Lack of Faculty's Interaction’ indicated by 50% participants. Fifth ranked was
‘Communication Gap’ which was indicated by 43% Participants, ‘Official engagements’ was least
ranked and highlighted by only 2% participant.
 50

40

30

20
30 34
25 23
10 20

0 1

Figure 41 Main Dificulties in Online Sessions

4.3. Do you believe that adaptation to technology by NIM due to Covid-19 was
effective?

NIM realized that the impact and advantages

of technology today is far greater than ever before
1; 2%
which is why its application to teaching has become
essential in the year 2020 which was struck by a
pandemic which had a global impact therefore its 19; 41%
significance cannot be ignored, especially with the 26; 57%
new technology developments and advancements
over the last few decades. 98% of the participants
‘agree’ that adaptation to technology by NIM due
to Covid-19 was effective and was essential to
Strongly disagree Disagree Neutral Agree Strongly agree
ensure safety of the participants as represented in
figure 42. Figure 42 Effectiveness of adaptation to technology
by NIM due to Covid-19

4.4. Do you feel that you got adequate opportunities to ask questions?

The participants were asked if they got adequate opportunities to ask questions during the
general events, 96% of the participants agree whereas only 4% of the participants did not agree that
they got enough opportunities to ask questions. Figure 43 shows responses
 1; 2%
1; 2%
5; 11%
14; 30%

25; 54%

Strongly disagree Disagree Neutral

Agree Strongly agree

Figure 43 Participants' Opinion on whether they got adequate opportunity to ask questions
 SECTION 5

OVERALL COURSE DESIGN

5.1. Aim of the Module:

The structural, utility and efficacy aspects covered in this section comprise duration of the
course, method of delivery, usefulness for inculcating professional and personal values, peer-driven
learning, quality of speakers and intended learning outcomes for the prospective BS-20 officers. The
questionnaire design of this section encouraged responses beyond the thematically segregated aspects
of the course discussed in the previous sections and comprised queries on the more holistic
impressions of the experience, ranging from aspects of critical thinking to the innovative approaches
of the course and from gauging the level of stress taken by participants to their ability of maintaining a
healthy work-life balance.

5.2. Scope of the Module:

In order to do the overall course assessment, participants were asked 13 questions, sequenced
randomly in order to solicit the responses in a way that the respondents do not easily recognize the
major four groups or four categories of these questions. The purpose of these randomly sequenced
four categories of questions is to analyze the 360-degree dimensional analysis of the participants’
feedback that would provide the Committee to better understand the following main aspect of the
overarching opinion of the Course participants:

5.3. What is your opinion of the overall Not Useful

SMC Course Structure? Somewhat Useful 2

Participants were inquired to state their

Adequately Useful 5
opinion of the overall SMC Course Structure and
the responses were; 30% of the participants felt Mostly Useful 25

that the SMC structure was ‘entirely useful’, 54%

Entirely Useful 14
of the participants felt that it was ‘mostly useful’,
11% of the participants felt that it was adequately
useful and 4% of the participants felt that the SMC structure was somewhat useful.

Figure 44 Participants' Opinion of the Overall SMC

Course Structure
5.4. Do you think the topic provided to you for your Current Issues Presentation
and the effort you put in was useful?

In another question participants were

29
asked it the topic provided to them for their
Current Issues Presentation was useful to them
and how did the effort they put in was rated by
the Sponsoring DS the responses recorded are:
10
6 1
63% of the participants felt that the Current Issues
Entirely Useful Mostly Useful Adequately Useful Somewhat Useful Not Useful Presentation was ‘entirely useful’, 22% of the
participants felt that it was ‘mostly useful’, 13%
Figure 45 Usefulness of Current Issues Presentation
(CrIP)
of the participants felt that it was ‘adequately
useful’ and 2% of the participants felt that the Current Issues Presentation was ‘somewhat useful’. The
Figure 45 represents the recorded responses.

5.5. Was the Cultural Committee useful?

41% of the participants felt that the Cultural Committee was ‘entirely useful’, 26% of the
participants felt that it was ‘mostly useful’, 20% of the participants felt that it was ‘adequately useful’,
9% of the participants felt that it was ‘somewhat useful’ and 4% of the participants felt that the
Cultural Committee was ‘not useful’. Recorded responses are represented in Figure 46.

Not Useful Not Useful; 2

Somewhat Useful Somewhat Useful; 4

Adequately Useful Adequately Useful;

9

Mostly Useful
Mostly Useful; 12

Entirely Useful
Entirely Useful; 19
0 2 4 6 8 10 12 14 16 18 20
 Figure 46 Usefulness of Cultural Committee

5.6. Was the Literary Committee useful?

35% of the participants felt that the Literary Committee was ‘entirely useful’, 35% of the
participants felt that it was ‘mostly useful’, 17% of the participants felt that it was ‘adequately useful’,
9% of the participants felt that it was somewhat useful and 4% of the participants felt that the Literary
Committee was not useful. Figure 47 represents the recorded responses.

4; 9% 2; 4%

8; 17%
Entirely Useful 16; 35%
Mostly Useful
Adequately Useful
Somewhat Useful
Not Useful

16; 35%

Figure 47 Usefulness of Literary Committee

5.7. How do you comment on the role of the Faculty? The role of Faculty should
be:

20% of the participants felt that the

role of Faculty should be ‘increased’

35
whereas by popular opinion 76% of the
9 participants were satisfied with the role of
2
faculty and suggested that it should
Increased Remain the same Curtailed
‘remain the same’ however, 4% of the
Figure 48 Role of Faculty

participants felt that the role of Faculty

‘should be curtailed’. Figure 48 represents the recorded responses.
5.8. In your opinion, do you think that Analysis Paper Debriefing Sessions are
useful?

The responses recorded were following; 48% of the participants strongly agree, 41% of the
participants agree whereas only 9% of the participants were neutral and only 2% participant disagreed.
Figure 49 represents the recorded responses.

2%; 1
Disagree
9%; 4
Neutral

41%; 19
Agree

Strongly
48%; 22
Agree

Figure 49 Usefulness of Analysis Paper Debriefing Sessions

5.9. Do you prefer a mixture of online and on-campus classes?

The responses recorded were following; only 24% of the participants strongly agree, by
popular opinion 52% of the participants agree whereas only 9% of the participants were neutral, 11%
participant disagreed 4% participant strongly disagreed if a mixture of online and on-campus classes is
introduced. Figure 50 represents the recorded responses.
 Strongly agree 11

Agree 24

Neutral 4

Disagree 5

Strongly disagree 2

Figure 50 Preference of Participants on mixture of online and on-campus classes

5.10. Would you like any of the following topics to be introduced?

Replying to this Question the participants were asked to state their opinion which of the 6
subjects was most desirable and likely to be include in upcoming SMC. Out of total 46 participants, 35
participants rated “Crisis/ Conflict Management” the highest and it was the most desirable option and
it secured 76% score. Second highest was “Digitization” rated by 33 participants and secured 72%.
Ranked third by 30 participants & secured 65% that there is need for “Data Analytics”. Ranked fourth
by the participants & secured 61% that there is need for “Adaptive Leadership’’, Ranked fifth by the
27 participants that insisted for “Innovation” and secured 59%. Ranked sixth by the 26 participants
that insisted for “Human Resource Management” securing 57%. The following graph shows the
desirability of the said subjects for inclusion in future programs.

35 33 30 28 27 26

Figure 51 Introduction of New Topics in Future SMC Course Structure

 RECOMMENDATIONS

Individual Research Paper

 During qualitative discussion, participants agreed with the methodology of

shuffling IRP topics among participants. Topics not related to the fields of service of
participants encourages them to step out of their spheres of comfort and explore new
topics impartially.

 Standardization of font and reference style is a good approach. However, NIM

prescribes Turabian Style and recommended Footnote and Bibliography style. NIM also
conducts modules on using MS Word reference style; but MS Word inserts references in
name-date intext. This causes confusion and despite using Turabian Bibliography many
participants end up using the name-date citation (like the Harvard Style)

 For IRP dedicated one week may be scheduled preferably sometime after
submission of the first draft so that participants can singularly focus on IRP research and
data collection.

 NIM may explore the possibility of substituting IRP with research-based analysis
and evaluation of Project Proposals or Financial Documents, etc.

 NIM may also explore the possibility of independently assigning a choice of three
topics to each participant to choose a topic of IRP.

 An alternative to one IRP of 10,000 words spanning the course duration, NIM
may explore the possibility of assigning one IRP of 3,000-3,5000 words during each
term. This would facilitate participants to research on three separate topics during the
course.

 NIM may also consider the option of publishing extensive research work to an
online library to help future SMC courses and participants.

Lecture Discussions

 One LD on matters related to National Security may be given by serving senior

 officers from the armed forces.

 Guest speakers from Judiciary, International Donors / Development Partners,

International Financial Institutions may also be considered.

 Well-renowned politicians may also be invited for LD.

 LD on Entrepreneurial Skills or promotion of Entrepreneurialism may be

considered.

Panel Discussions

 The structure of PDs is satisfactory and does not need improvement.

 A PD on Pakistan’s relations with Middle Eastern countries and Pakistan’s

strategy on maintaining balance with Malaysia, Iran, and Turkey may be introduced.

Application of Technology and E-Learning

 International well-renowned speakers / trainers maybe invited in ‘TED Talks’

Style.

 The unfortunate COVID-19 Pandemic may be used as an opportunity for higher

standardization of SMCs across different NIMs. Resource persons lectures may be
synchronized across NIMs via E-Learning.

 Synchronized and most updated Windows platform and software may be used by
NIM and participants.

 NIM may provide access to an international reputed library to all participants to

facilitate research.

Simulation Exercises

 Only one SE may be conducted during the SMC. The second SE may be replaced
with a Case Study Research.

Case Study Research

 The number of Case Study Research may be increased as they provide better
cross learning.

 Case Study Research on real-time projects currently in the appraisal stage may
also be considered.
  Case Study Research shall be executed in collaboration with the respective
Organizations instead of in the syndicates.

Module 1

 External Dynamics may be made a separate module. Clubbing it together with

internal dynamics does not do justice to the topic. External Dynamics may then be
divided into bilateral, regional, and international dynamics. The magnitude of external
dynamics in the contemporary Globalized world are not well reflected in the SMC.

Module 2

 The participants were asked about LDs, PDs, TDs in the Module and majority of
the participants were satisfied with the Module.

Module 4

 LD or Workshop on Adaptive Leadership may be considered.

Module 7

 Information Technology is a fast-growing field with dependency on software

solutions which have become imperative in the contemporary workplace. Following may
be included in the Module: Cyber-security, Automation & Digitization concepts, Cloud
Computing, Artificial Intelligence, Block-Chain.

General Comments

 A significant reason of poor performance of Civil Servants is their personality

traits rather than their professional skills. Therefore, in General Events, LDs / Workshops
on personality building and behavior modification may be included.

 Since Study Tours are not possible during the Covid-19 Pandemic, joint
presentations on aspects of diversified culture, socio-economic conditions, and service
delivery by participants belonging to / serving in different provinces / regions of the
country may be considered.

 Workshop on Public Private Partnership orienting participants with its various

types such as BOT, BOO, BOOT, etc. may be considered to give hands on orientation to
the participants comprising legal and implementation issues.

 NSPP / NIM may affiliate with a foreign Public Policy Institute and upon
 completion of SMC, a diploma may be awarded to the participants.

 During SMC thorough psychological assessment of participants may also be

conducted by certified psychologists to assess suitability of further retention in Civil
Service.
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 ANNEXURE-I

Questionnaire for 28th SMC Participants’ Opinion Survey