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District Agriculture Training Centre Ranga Samudra, Bannur Hobli Mysore District

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District Agriculture Training Centre Ranga Samudra, Bannur Hobli Mysore District Evaluation Study District Agriculture Training Centre Ranga Samudra, Bannur Hobli Mysore District Shashikala Sitaram December 2013 Administrative Training Institute Lalitha Mahal Road, Mysore–570011 Website: atimysore.gov.in TABLE OF CONTENTS Page No. 1. INTRODUCTION 01 1.1. Background 01 1.2. The Objectives of Evaluation 02 1.3. Evaluation Framework 02 1.3.1. Approach to Evaluation 02 1.3.2. Evaluation Method and Tools 04 2. DISTRICT AGRICULTURE TRAINING CENTRE, 05 RANGA SAMUDRA 2.1. The Context 06 2.2. District Agricultural Training Centre– Location and Infrastructure 08 2.3. Coverage- Category, Number of Trainings 09 2.4. Training Logistics and Administrative Support 11 2.5. Training Approach and Methodology 14 2.6. Evaluation and Monitoring Mechanisms used 15 3. CONCURRENT EVALUATION 16 3.1. Training Design and Implementation of the Programme 16 3.1.1 The Objectives 16 3.1.2. Topics and Methods 16 3.1.3. Reading Material 17 3.1.4. Resource Person Experience and Relevance Profile 18 3.1.5. Trainees Profile 18 3.1.6. Session –by-Session Details 20 4. SUMMARY AND RECOMMENDATIONS 29 Photo Album Present Training Infrastructure 33 Trainee‟s profile 35 Proposed Training Infrastructure 37 List of Annexure Annexure 1: Set of questions – Head of the Institution Annexure 2- Set of questions- Course Coordinator Annexure 3- Set of questions- Resource Persons Annexure 4- Set of questions- Trainees Annexure 5- Observation of training infrastructure Annexure 6- List of Resource Persons Annexure 7- Pre and Post Evaluation questionnaire Annexure 8- Immediate Reaction Questionnaire Annexure 9- Schedule 1. INTRODUCTION 1.1. Background In order to build a robust system for monitoring and evaluating the performance of Government Departments and Ministries, the government of India and the State Governments have introduced a framework which would address the questions relating to the departments/ministries basic objectives, actions proposed to achieve these objectives and the relevant success indicators which help measure the degree of progress of the actions that are taken/implemented. The Framework which help in measuring the results – the Result Framework Document (RFD) - aid the departments to spell out their priorities and move towards achieving time bound targets and the vision of the department. The RFD of the Department of Personnel and Administrative Reforms has the vision - To create an enabling environment for the development and management of Human Resources of the Government for efficient, effective, accountable, responsive and transparent and ethical governance. The Mission statement of the document, the Objectives and Functions include ensuring capacity building/trainings at all levels.1 The capacity building/training aspects that Interse priorities among key objectives, success indicators and targets for 2013-14 requires that the Administrative Training Institute (ATI), Mysore achieve the Action Points which are – (i) to impart training at the ATI, District Training Institutes (DTIs) and KGSTIs to the targeted number of officers, (ii) to help departments in formulating their training modules, (iii) design and launch internet based self training programmes, (iv) evaluate impact of training programmes, (v) strengthening of the DTIs and (vi) identify, collage and disseminate replicable innovations. The success parameters of the Actions are measured by various indicators such as the number of training programmes conducted, number of trainees covered, design of new programmes, evaluate impact of a few training programmes, strengthening of the DTIs and documentation of new innovations and its dissemination. The evaluation of training programmes covers both the assessment of the ATI programmes and of selected “other” training institutes/centres. Six “other” 1 Ref: http://darpg.gov.in/darpgwebsite_cms/Document/file/Rfd_darpg_App.pdf 1 training institutes/centres have been selected by the ATI to comply to the later- Karnataka Policy Academy, Karnataka Institute of Agricultural Marketing, Karnataka Engineering Research Institute, Cooperation Training Institute, District Training Centre, Health and Family Welfare and the District Agriculture Training Institute (Mysore). 2 This report pertains to the evaluation of training relating to the Agricultural Training Institute of Mysore district. 3 1.2. The Objectives of Evaluation The objective of evaluation is to evaluate a training programme organised by the District Agriculture Centre, Mysore district for its content, effectiveness and method of delivery. More specifically, the objectives of conducting the evaluations are: To evaluate- 1. the process involved in organizing training programme/s by the District Training Agriculture Training Centre and to find out the effectiveness of this process; 2. the availability and quality of the infrastructure and the quality of the faculty, trainers; 3. the contents of the curriculum, delivery of curriculum and its effectiveness on training; 1.3. Evaluation Framework 1.3.1. Approach to Evaluation: 2 Ref: Circular No. TRG/CR.147/2013-14 dated 11.11. 2013. 3 The staff of the agricultural training centre extended their whole hearted support while conducting this study, i am grateful to all of them -Deputy Director Shri Shivakumar, Assistant Director Smt K.S. Jayakumari and the other staff members, the resource persons and to the trainee-farmers who answered many of the queries that were raised. 2 The approach used for evaluation is one of assessing whether the concepts of SAT cycle- Systematic Analysis of Training – has been met by the Training Institute that is being evaluated. The Systematic Approach to training is the fundamental approach that is followed so that the training that is imparted leads towards achieving specific outcomes, the learning from training would help in achieving the specified objectives of the organisation and help improve performance. Four steps make up the SAT cycle – the first step is that of identifying training needs. 4 There are specified steps followed to conduct need analysis which include – (i) need analysis- analysing needs that link to performance, (ii) job analysis i.e. investigating the job that people do and (3) task analysis which looks at K, A and S which is needed to ensure satisfactory performance. All three or at least one type of need analysis is advocated. 5 The next one is of converting the identified training needs into design and plan the appropriate training. This step pays attention to making use of the available resources – (budget, operational demands, facilities, availability of personnel) which are needed to design the training activities. The third step is one of implementation of training which takes into cognisance the learning activities which depends on a host of issues such as trainees‟ interest and ability to learn, trainers ability to teach, clearly defined objectives and so on. It is also important that those in the organisation who are associated with the training activities (management, supervisors and colleagues) support the application and development of the newly acquired K, A and S owning to training. The last and final part of the SAT cycle refers to assessing the results which are the outcome of the training activities. Assessment needs to answer basic questions of – did training achieve what it was aimed at, did it improve performance. 4 Ref: Reading Material of Experiential Learning Tools Course, ATI, Mysore 5 Workshops with involvement of subject experts are effective mechanisms that help in arriving at the needs, as has been proved by the ATI experience. 3 There are ways by which whether the training achieved what it aimed at is assessed for e.g. test and quizzes are given at two points of time- to first assess the entry behaviour and following it up with tests at the end of the training course. IRQ – immediate reaction questionnaire- is another way by which the quality of training imparted is assessed. The improved performance is assessed by external Validation which links training to learning, i.e. post – course evaluation is important to assess the job performance. External validation is however seldom done. SAT Cycle Identify Training Needs Assess Results Plan and PERFORMANCE Design Training Implement Training 1.3.2. Evaluation Method and Tools With the SAT approach, the District Agricultural Training Institute of Mysore District chosen for the study was assessed to meet the objectives mentioned above. (1.2) 4 Method: 1. The evaluation began by making contact with the concerned institution/centre, fixing up a date and time to visit the institution for preliminary discussion 2. Preliminary visit to the institution, interaction with the head of the institution 6 and some of the functionaries to understand the types of trainings carried out, understanding training calendar and firming up the dates of programme for conducting concurrent evaluation. 3. Interaction with the functionaries using tools prepared earlier (tools for course coordinator, Resource Persons). 7 4. On the spot preparation of tool, on the first day of training, to elicit feedback from the trainees and administering it one-to-one.8 5. Concurrent evaluation of training titled –Trust Technology for Increase in Agricultural Production held from the 2nd - 4th of December 2013, Observation of Training Infrastructure9 6. Preparation of draft report and filling up of data gaps by interaction with the officials. 7. Visit to the construction site of the new training infrastructure that is in the offing. Tools The
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