1. Training Evaluation in Agri Sector.ppt

public

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•By
•B.R.VIRMANI
•
Centre for Organisation Research & Development in ManagementCentre for Organisation Research & Development in Management
Hyderabad.Hyderabad.

TRAINING EVALUATION IN
AGRI-SECTOR

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ROLE OF TRAINING INSTITUTIONS

Relevance of Training
 How is Training Need Identified
 What are we trying to achieve
- The end result
- What change we expect
- To what extent we have succeeded in bringing about the
change
- Have we found a gap between what was taught and
what actually happens in the field

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 The farmers world is more complex and less theoretical
then any academic model.
 Any training package must take into account:
1. Current Needs
2. Indicative of Solutions to future problems
3. Grounded in farmers Experience

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 These needs tend to eliminate training methods which:-

1. Do not take into account the environment in the work
situation.
2. Are unable to interpret economic, technical, legal, political
and social indicators.
3. Are unable to take farmers view of the problem.

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The last constraints (Farmer’s View) cannot be fulfilled
solely by knowledge from education system or by high
technical expertise; or having worked as a farmer. A
combination of all three may help meet the requirement but
this is rare.

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ROLE OF TRAINERS


Ambiguity regarding role of Teachers and Trainers.
 Some describe their role as Sounding Boards, Facilitators,
Provider of Resources, Ultimately Resource themselves.
 It is assumed that a trainer knows or fined out from field
workers what knowledge, skills and attitude the personnel
need and inculcate these attitudes in the trainees.
 In this case the trainers sees himself / herself as a controller
of development and the trainees is developed as passive
product of the programme

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It is assumed in their approach that a trainer is taking
responsibility based on his/her special expertise, for
achieving something.
This raises the question of how individual in occupational
grouping came to have attitude which are, to same degree,
shared.
This is called “Socialisation process”
The important thing is to find out what role a trainer can play
in socialisation process.

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How relevant the Socialisation process is to the current and
future needs of the beneficiaries.
At times we may be preparing future personnel for past
problems or justifying the current practices or teaching
something which is irrelevant to the farmers world in the
Indian context.

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 New techniques of aiding learning.
 A new understanding of farmers in system and this can only
be achieved by project or research based work.
 New knowledge of work environment
A new relationship between the learner who pays to learn and
the learner who is paid to learn (formerly known as Teacher /
Trainer)
A new approach to the whole question of relationship
between life, work and the learning process
Thus the Training Institutes and Trainers must endeavor to
acquire:-

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Some of the relevant issues related to training and ultimate
performance improvement are:-
Is training relevant to needs of the farmers and agri-
business, or it is merely the source of information and useful
mental exercise which does not meet the beneficiaries
present and future needs?
Do the Training Institutions offer training programmes
because they can make a constructive contribution to the
Farmers Performance Improvement, or they are unaware of
the kind of impact they should make.
Do the trainees and beneficiaries value training as a matter
of faith, as something that is right to do, a matter of prestige
or is it merely a vogue belief that some benefits are found to
accrue without knowing how and what?

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Need for Research on Learning and Transfer of
Learning
Most of the evaluation research is based on assumptions about
how the Trainers brought about the changes in the Trainees
knowledge, skill and attitudes.
For better understanding of the learning process and
performance improvement we need to explore following areas:-
- How Trainees learn. There is also issue of off-the-job
teaching or on-the-job teaching in the field.
- we ought to understand how far personnel’s performance
is influenced by the teaching of their superiors and, if it
is to great extent then we ought to simultaneously
improve the personnel’s teaching and learning
apparatus since he/she bears a teaching responsibility also.

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Transfer of Technology from foreign countries to the Indian
settings.
Perception gap between farmers needs and Training needs.
This might arise due to conflict between personal/family
needs and the long term needs felt by the field personnel and
Trainers, thus posing a problem in identifying the actual
teaching needs.
To identify the actual needs of the Trainees/beneficiaries, the
Trainers need to critically analyze and distinguish between
those type of training which the trainees and beneficiaries,
see to be immediately relevant and those which may be
relevant in future.

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The Trainer must be able to distinguish between what can be
done in the classroom at work, and what can be done in the
classroom away from work; and what cannot be done in the
classroom at all.
The trainers should also be aware what organization wants
for the Field Personnel and what field personnel want for
themselves and what the ultimate beneficiaries expect so that
a policy, which embraces all sort of training and then
training packages are formulated.

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Employee Effectiveness - Little is known about the ways in
which and ineffective personnel can become effective (by
challenge, opportunity or experience) and effective
personnel becomes ineffective (by promotion, transfer,
obsolescence, or old age)
We need to do research to determine the relevance of
teaching material to trainees requirement.

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CUSTOMER (FARMERS) FOCUSED
TRAINING:
 
 
Training is a process having inputs, outputs and
customers who receive
and benefits from its products.
 
 
Achieving high quality at minimum cost.

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CUSTOMER (FARMERS) FOCUSED
TRAINING:
 
 
Training is the process and not product.
 Trainees may not be the only or even
primary customers.

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CUSTOMER (FARMERS) FOCUSED
TRAINING:
 Purpose of training is to change the way people
behave – the way things are actually done
-
         Attitude
- Understanding
- Insight

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 Farmers actually must do things differently.
 To define what behavior change we want and
why.
 Value-added employees and farmers are the
output of the training process.

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 We do not deliver training
 
    
What actually delivered is value added
employees / farmers the output of training
process, not training processes itself.

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Training Effectiveness = Quality of Training
x Probability of use.
 
   
Potential usefulness of Training and Actual
use of Training.

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Steps to Training – Development Process
 Determine Customers (Training) Need
  - Where are improvement needed
- Consult all customers in Agri-
Sector affected by training

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 Determine behavioral objectives of the
Training.
-What do people need to do to meet the
needs?
-Define the Tasks and how it is done
now.
- In What way it can be improved and
determine the standard for each task.

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 Determine Content to meet objectives:

    
-What must trainees learn to
change their behavior
 Choose projects and Training Methods
tailored to content
- What is most effective way to teach
the chosen content

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 What must the Instructor know and how
much he/she teach.
 
    
Determine logistics
- 
Who? How? When? Where? How often?

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 Develop a follow-up strategy

     
Plan for Evaluation

     
Plan for Evaluation and Feed back

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 Critical question should not be how did you
like the class but it should be – HOW HAVE
YOU USED WHAT YOU LEARNT
 Feedback from ultimate customers – Its
relevance

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 
    
Customer may include Farmers, Colleagues,
Co-workers and customers of the participants
 TRAINING DEVELOPMENT PROCESS
Needs Behavior Content Method  
Customer
 
Needs Behavior Content
Farmers
 

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Customer Needs
 Brain storming session with all customers
involved – very difficult but useful tool
 Formal meetings/Focus session with
individuals or small sub-groups of
customers/farmers/field staff
– useful though time consuming.
 Informal meetings with individuals or small
groups

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Customer Needs
 Documentation: Field Surveys, complaints,
Employee suggestions, formal plans or budget
projections, Information Systems etc.

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Gaining Administrative Support
 

Cost - benefit
 
    
Training leading to measurable improvements
– Is it possible?

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 Prioritize the needs for change and concentrate
on main needs e.g.
1.
      Improving Fertilizer / Insecticides use.
- in Process
- Material handling and Storage

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2.
     
Improve Farm/Plants(Cultivation)
maintenance
- Operational procedures
- Short and long term care and
Maintenance
3.
      Reduce damage to the plants/ cultivation
.

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 Training that provides knowledge without
clear behavioral goals are difficult to apply.
 
  
Asking what must people do differently to
meet the needs.

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 Clearly identifying who must do things
differently so that training is properly targeted.
 Once behavioral objectives have been defined,
the contents of training to meet those objectives
and the means to measure the effectiveness of
training can be defined.

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Project – Driven Training
- People learn better by doing
- Projects force what is taught to confront
reality.

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Project – Driven Training
- Trainers need help when they begin doing
applications in project
- Need for a Coach/Tutor/Mentor.

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Project – Driven Training
 
    
Change is risky
- Toleration for risk – to what extent.
- Group projects may reduce risk.

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Project – Driven Training
 
  
Organizations resist change – though
training may be conducted to promote
change.
 
  

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Project – Driven Training
 Training gain may be long term but
organization also seeks short-term gains.
-Projects provide a way around this
problem –

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Project – Driven Training
-Projects may translate long-term
intangibles into short-term
deliverables.
-Projects may provide tangible results
that justify training expenditures.

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EVALUATION MODEL
REACTION EVALUATION
INFORMATION ABOUT
INPUTS AND THE
COURSE IN GENERAL
LEARNING EVALUATION
DEGREE OF IMPROVEME-
NT IN KNOWLEDGE AND
SKILLS
FOLLOW-UP AFTER SIX
MONTHS/ONE YEAR
DEGREE OF TRANSFER
REPORTED BY TRAINEE/
BOSS AND HELP/HINDER
FACTORS FOR TRANSFER
JOB IMPROVEMENT PLAN
INDIVIDUAL APPROACH,
ORGANISATION FACI-
LITATORS & INHIBITORS
ON-THE-JOB EVALUATION
SUPPORTIVE ORGANISA-
TION CLIMATE
FOR TRANSFER OF TRANING
POST
TRANING
EVALUA-
TION
CONTENT
& INPUT
EVALUA-
TION
SUGGESTIONS
FOR FUTURE
IMPROVEMENT
PRE-TRAINING
EVALUATION
TRAINING
EFFECTIVENESS
QUESTIONNAIRE
QUESTIONNAIRE
TEST QUESTIONNAIRE
COURSE DIRECTOR&
FACULTY DISCUSSION
OBJECTIVES OF THE
TRAINEE & HIS BOSS
OBJECTIVES OF THE
TRAINER
LEVEL OF TRAINEE’S
KNOWLEDGE & SKILLS
SUSCEPTIBILITY TO
CHANGE

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