Training Methodology

Training Methodology


In each term, during every Training Course, an individual exercise is held in the form of writing an AP. The Aim is to provide the participants with an opportunity to demonstrate their writing and analytical skills. Progressive and logical development of thought in response to the requirement (asked questions), brevity, specificity as against generalization, coherence, conciseness, and clarity are some of the qualities which participants are required  to keep in mind to reflect in their performance.


 Each participant of SMC and MCMC is required to write one Individual Research Paper (IRP) of 5000-6000 words. All duly checked and approved IRPs of SMCs and MCMCs are placed in the Library for preservation and reference for consultation by future participants.


 a. Current Issues Presentations (CrI-Ps)

Each participant has to make a presentation on a topic related to any of the fields like politics, economics, governance, environment, climate change, leadership, management, development, natural resources, peace and security, social issues, religion, regional issues, foreign affairs and ethics etc. which are currently in public debate. The presentations commence from the third week of the course, in alphabetical order. Each presentation session is of 55 minutes, of which presentation is for 30 minutes followed by 25 minutes of Question and Answer Session. Participants, who are nominated for Departmental Presentations, are not required to make presentations on Current Issues.

b. Departmental Presentation (DP)

One hour presentation on selected Departments represented in the Course are required to be prepared and made by the senior most officer of that Department. The DP is of 40 minutes followed by a 20 minutes Question / Answer Session. The Q&A Sessions may be handled by each presenting officer alone or he may ask all or some of his departmental colleagues to join him.

 c) Post Visit Presentations (PVPs)

 After each Study Tour, the Group Coordinators and Co-Coordinators make proper PVP to the Course in the Shahzad Arbab Hall. PVP for Local Visits / Field Visits is for 30 minutes (20 minutes’ presentation and 10 minutes’ Q/A). Whereas, PVP for IST is of 60 minutes (40 minutes’ presentation and 20 minutes’ Q/A).

 d) Course Review Committee Report Presentation (CRCP)

A Course Review Committee is constituted comprising one Chairman and 07-08 Members depending upon the size of the course. The Committee prepares a report about the course curriculum and co-curricular activities by taking views of all the participants of the course. The aim is to seek comments and recommendations on the course by the participants with a view to further improve it. This report is then presented to the course in a 2 hrs session (1 hr presentation and 1 hr review by the faculty).

 e. Individual Research Paper (IRP):


  1. Each participant of SMC and MCMC is required to write one IRP. The topic along with the name of the Faculty Advisors is conveyed to the participants, separately.
  2. IRPs are subsequently presented before the entire faculty and participants in one-hour sessions, which are scheduled and notified in the weekly program.
  3. Participants seek detailed guidance from their faculty advisors about any aspect of the IRP.


Simulation Exercises are an integral component of the course. The general and common aim of these Exercises is to offer an opportunity to the participants to apply their knowledge and skills for developing implementation strategies of National Policies as well as formulating policies. Three to four Simulation Exercises are included in each course. The aim of these exercises is to offer an opportunity to the participants to apply their knowledge and skills for developing an integrated governance solution so as to promote, protect and further our national interests. Participants play roles of mid-career policy implementers during these exercises. The objectives are:

  1. To formulate the methodology for evolving a comprehensive approach for problem-solving at the Federal, Provincial and District level.
  2. To sift out the essential from the trivial in a given scenario.
  3. To prioritize issues according to their importance in a given scenario.
  4. To develop the skills of working as a team and building consensus.
  5. To develop presentation skills for effective communication.
  6. To develop out of the box / innovative thinking.
  7. Main emphasis is on “HOW TO THINK” and Not “WHAT TO THINK”.

 Some important topics of Simulation Exercises conducted at KIM are as under: 

  1. Resource Mobilization in AJK
  2. Quality Education for All
  3. Efficient Health Services’ Delivery
  4. Prospects of Tourism in AJK
  5. High Value Agriculture
  6. Agricultural Research and Extension
  7. Local Government and Rural Development
  8. Hydroelectric Potential in AJK
  9. Mineral Wealth in AJK
  10. Law and Order Situation in AJK
  11. Waste Management
  12. Integrated Rural Development
  13. Successful Departments of AJK
  14. Economic Resources: Agriculture, Industry and Services Sector
  15. Public Service Delivery
  16. National Security: Issues and Challenges
  17. Development of a National Narrative on Extremism/Terrorism
  18. Improving Existing Legal Framework; Coordinated Role of Law and Intelligence to Combat Terrorism
  19. Youth Engagement and Employment
  20. Eradication of Beggary
  21. Initiatives for Social Development and Poverty Reduction
  22. Improving Service Delivery of Benazir Income Support Programme
  23. Accountability in Public Service
  24. Financial Accountability – Internal and External Audits
  25. Role of Judiciary in Accountability
  26. Performance Accountability in Public Sector
  27. Role of Civil Society and Media in Accountability of Govt. Departments
  28. Improving Service Delivery at Police Station (Thana) level
  29. Improving Land Administration System in AJ&K
  30. Industrial Development
  31. Telecom Sector in Pakistan
  32. Promoting Sectarian Harmony in Gilgit-Baltistan
  33. Street Children and Child Beggars Vis’-à-Vis’ Child Rights
  34. Role of Civil Society Organizations in Combating Beggary
  35. Technical and Vocational Education in AJ&K
  36. Improvement in Pension and GPF Disbursement Mechanism
  37. Handling of Indoor Patients in Public Sector Hospitals
  38. Improving the Standard of Nursing and Paramedical Staff in AJ&K
  39. Child Labour in AJ&K
  40. Food Security in AJ&K
  41. Economic Challenges in Agriculture, Industry & Services Sectors
  42. Taleem: Hikmat-e-Amli aur Amal Dar’aamad
  43. Rule of Law and Corruption are anti-thesis
  44. Indus Water Treaty – Issues and Challenges
  45. Ethnic Cleansing of Muslims in Mayanmar
  46. Power Crisis in Pakistan – Causes-Effects & Way Forward
  47. CPEC – A Game Changer
  48. Tourism Potential of AJ&K
  49. Electoral Reforms in AJ&K


a) Syndicate in the academic sense refers to a small group of participants who get together under guidance of Directing Staff (DS), who is a Faculty Member, to hold discussions on significant issues relating to the curriculum. Aim of the Syndicate System is designed to enable the Faculty to develop a close interaction with a small group of participants in a SD/ TD at regular intervals. While this interaction provides sufficient opportunity to the participants for expressing their views more freely, the primary focus is on generating discussion on important issues within the spectrum of course curriculum.

b) Syndicates are constituted in each of the three terms with a mix of participants representing various departments/ occupational groups. Each Syndicate has a covering DS. Each Syndicate also has a Chairman/Chairperson and Secretary from amongst the members of their Syndicate, who are nominated by the respective covering DS. All SDs/TDs are held in designated Syndicate Rooms, which are notified separately at the beginning of each term.


Each participant is tasked in turn to WRITE synopsis of at least one lecture during the course. The synopsis normally consists of around 1000 words. The write-up focuses on the central theme and recommended policy options spelt out by the guest speaker(s). 


          In each term, an individual exercise is held in the form of Peer Rating. The aim is to develop a sense in the participants about rating their colleague participants on the basis of three different shades of personality i.e. “As a Friend”, “As a Leader” and “As a professional”.


Each participant is assigned the role of Course Coordinator at least once during the course. The Course Coordinator is expected to act as a link between faculty and the participants. He or she will be responsible for communicating all the directives/instructions issued from time to time by the DG, Chief Instructor, and the faculty to all the participants for compliance. Administrative problems/ requirements of the participants may also be conveyed through the Course Coordinator to the concerned quarter.


  1. a) Fortnightly faculty meeting, chaired by DG or CI KIM, is a regular feature. During such meetings, conduct of events in last two weeks is thoroughly discussed.
  2. b) Participants’ input is also obtained about the conduct of last two weeks training events particularly on course curriculum, programming, guest speakers, administration etc. For this purpose, representatives of the course are nominated in advance, who attend the fortnightly faculty meeting in turn, as notified, and communicate/present the input from the participants.
  3. c) Names of representatives are notified separately. The guidelines about the input are also communicated to these participants by the DS (T&C).


During Courses, participants are assessed regarding their working style, intellect, commitment, professional excellence, leadership quality, disposition, knowledge base, vision and conduct. After the completion of the course, Assessment Reports based on Evaluation System specially designed and formulated by NSPP Lahore Pakistan are sent to the Government. It is worth mentioning that the Evaluation Reports sent by the Institute to the Government have brought about a marked change in the governmental setup regarding promotion and posting of the officers. 


Inland Study Tours (ISTs) are organized as part of the Course Curriculum. During the courses, Inland Study Tours are arranged to different provinces which include visits to various ministries, departments and offices. Detailed instructions for IST are issued to the participants separately during the courses.


To enhance the knowledge of the participants about the functioning and performance of public service organizations and private institutions working in diversified socio-cultural environment.


  • Visit Federal Ministries, Provincial Institutions and other organizations to gain knowledge about their functioning
  • Interact with political and public service leaders to benefit from their knowledge / experience and have insight into their strategies/ difficulties
  • Visit different parts of all the provinces to gain insight into peculiar socio-cultural environment
  • Understand impact of diverse socio-cultural environment on governance/ service delivery
  • Visit public/ private sector enterprises to familiarize the participants with diverse management techniques and to draw comparisons
  • Travel and stay together in one group to develop friendly relationships for enhanced mutual understanding.