Extension: Training Need Assesment.pptx

Extension

1. Training Need Assessment, Building up of Training Programme - Trainer Roles: Assessment of Training Needs Training Institution for Extension Personnel- KVK, EEI, MANAGE, NAARM.

2. Training Need Johnson ( 1967) defined training need as matching in terms of what is going on now and what should go on now (or) in the future and the gap if any, between these two gives due insights into the kind and amount of training need. David Deshler ( 1979) identifies four dimensions of need, 1.Felt need -the view from the perspective of the needers when asked what they want . 2.expressed need- the need that people express when they sign up for. pay for or participate in services. 3 . Normative need -the option from the perspective of experts or public policy. 4.comparative need -an inequity in the availability of services, all other things being equal.

3. Training need = Desired capabilities - current capability of the participants

4. Process of training need assessment Identify problem Determine design of need analysis Data collection Analyze data Provide feedback

5. Principles involved in Training 1. Achievement of organizational objectives 2. Training need assessed 3. Training objectives - Expected learning behaviour 4. Flexibility 5. Level of the learners 6. Past experiences - existing knowledge 7. Co-operative / Collective process-active participation of learners 8. Teaching - learning process 9. Continuous process 10. Informed options - alternatives 11. Learning varies from individual 12. Individual creation of learning environment

6. Building up of a Training Programme Pre - Training I.Training Designer The role of identifying and translating learning needs into objectives, content and designing the programme . 1. Collecting and identifying learning needs 2. Listing objectives 3. Working out related contents/methods/materials/exercises 4. Sequencing the contents/activities 5. Identifying resource persons 6. Preparing and selecting learning materials

7. II. Administrator/Organizer Choosing venue and time 2. Selecting and scheduling facilities 3. Regularly communicating with the trainees regarding the programme plans 4. Identifying and arranging the needed support system at the training venue 5. Scheduling the time of co-trainees and resource persons 6. Distributing training materials 7. Arranging resources

8. During Training I. Facilitator Eliciting opinions Enhancing participation Focusing trainees’ attention on their potentialities Summarizing and synthesizing information Organizing groups such that issues and needs are addressed Intervening in the process

9. II. Instructor providing information and concepts directing structured learning - role-plays, simulations, games and discussions 3. using learning aids - films, audio-tapes, video-tapes and other materials III. Counsellor Developing a rapport with trainees Showing genuine interest in directing their process of growth Communicating on a one-to-one basis Organising sessions to enhance self-confidence and self-esteem of some individuals

10. Post - Training 1. Report - Writer The role of preparing a report of the training programme . organising the relevant information for the report-writing disseminating the reports to all participants, and others interested 2. Follow-up The role of continuing contacts with individuals and their organisations to assess impact of training on the organisations and individuals and providing the necessary follow-up support whenever needed.

11. TRAINING INSTITUTE FOR EXTENSION PERSONNEL

12. The Extension Education Institute (EEI) The Extension Education Institute, Rajendranagar , Hyderabad established in 1962, a premier regional training institute financed by Directorate of Extension, Department of Agriculture and Cooperation, Ministry of Agriculture, Government of India under the administrative control of Professor Jayashankar Telangana State Agricultural University (PJTSAU).

13. Cont., The institute is specialized to cater to the training needs of middle level extension functionaries of Southern region line departments of client states viz., Telangana, Andhra Pradesh, Tamil Nadu, Karnataka, Kerala, Odisha, Union Territories of Puducherry, Andaman & Nicobar and Lakshadweep Islands. Besides this, the trainers of training institutes like FTCs, KVKs, SAMETIs are also trained at this institute.

14. NAARM - The National Academy of Agricultural Research Management

15. NAARM was established by the Indian Council of Agricultural Research (ICAR) at Hyderabad, in 1976, to address issues related to agricultural research and education management Roles R esearch , capacity building of senior professionals of national and international NARS in agricultural research and education management, and policy and consultancy support to NARS.

16. 3. MANAGE-National Institute of Agricultural Extension Management

17. MANAGE MANAGE was established in 1987, as the National Centre for Management of Agricultural Extension at Hyderabad, by the Ministry of Agriculture & Farmers Welfare, Government of India as an autonomous Institute MANAGE offers its services in the following five streams viz., Management training Management consultancy Research Information services

18. KVK (KRISHI VIGYAN KENDRA) On-farm testing to assess the location specificity of agricultural technologies under various farming systems. Frontline demonstrations to establish production potential of technologies on the farmers fields. Capacity development of farmers and extension personnel to update their knowledge and skills on modern agricultural technologies. To work as Knowledge and Resource Centre of agricultural technologies for supporting initiatives of public, private and voluntary sector in improving the agricultural economy of the district. Provide farm advisories using ICT and other media means on varied subjects of interest to farmers In addition, KVKs produce quality technological products