Loading...

ASSESSMENT OF TRAINING NEEDS OF AGRICULTURE UNIVERSITY TEACHERS

Article Id: ARCC060 | Page : 411-418
Citation :- ASSESSMENT OF TRAINING NEEDS OF AGRICULTURE UNIVERSITY TEACHERS.Indian Journal of Agricultural Research.2013.(47):411-418
Address : Department of Agricultural Engineering, Agriculture College, University of Agricultural Sciences, Dharwad – 580 005, India

Abstract

The present study was conducted with a purposively selected sample of 107 teachers working in the University of Agricultural Sciences, Dharwad. The 66.36 per cent of the   respondents belonged to middle age   and 79.44 per cent were male. The 83.18 per cent had doctoral degree. The 29.91 per cent teachers were working as Professors, 39.25 per cent as Associate Professors and 30.84 per cent as a Assistant Professors. The 46.73 per cent had 11-20 years of experience and 54.21 percent of the respondents attended 5-10 or more than 10 training programmes. The 59.81 per cent of the teachers spent 25-50 per cent of their time for teaching activity and 37.38 per cent   researchers   spent 50-75 per cent of their time in research activity. The 20.56 per cent extension staff  spent more than 75 per cent their time in extension activities. The 37.38 per cent of teachers belonged to high level of training needs, followed by 54.21 per cent  with medium level of training needs and 8.41 per cent  exhibited low level of training needs. Out five independent variables studied, all the variables were significant negative relationship with the level of training needs. Teaching or instructional competencies emerged as the most preferred training need of the respondents with the RBQ value of 92.75 followed by research competency with the RBQ value of 84.34. The interactive lectures, small group techniques /syndicate/buzz sessions and self learning exercises with RBQ value of 87.85, 87.64 and 84.94 respectively emerged as the most preferred training methods. The other training methods which were moderately preferred by the respondents were case studies/analysis, hands on exercise and brainstorming with their RBQ value of 76.53, 74.45 and 70.71 respectively.

Keywords

Brain storming Buzz sessions Competency Interactive lectures Syndicate.

References

  1. Ahire, L. M. and Sontakki, B. S. (2011) Profile of Trainers and Their Training Management Abilities. Indian Journal of Social Research. 52(2):131- 138.
  2. Raju T. (2005), Training as an Effective HRD Technique in Banking Sector- An Opinion Survey. Indian Journal of Training and development 35(2):67-75.
  3. Ravinder Kaur, Temesgen Daniel and Manmeet Kaur (2005) Institutional training programmes: Perception of Extension Personnel. Indian Journal of Extension Education. 41 (3&4): 24-27.
  4. Sabarathnam V. E. (2002) Agriculture- Rapid Relaxed and Participatory Rural Apprasial (Participatory Learning and Action) for research and extension in agriculture. Vamsaravath Publishers, Hyderabad, pp. 127-154.
  5. Samanta R. K, Vidyasagar Rao K, Sandhya Shenoy and Kumar K.V. (2003) Impact of NAARM training in Agricultural Research Project Management of ICAR Scientists and their Training Needs-II. Director National Academy of Agricultural Research Management, Hyderabad,pp. 354.
  6. Samanta R. K, Shenoy N S, Sontakki B. S. and Reddy P.V. (2004), National Agricultural Research System Scientists and their management training needs. Director National Academy of Agricultural Research Management, Rajendranagar, Hyderabad, pp, 117-125.
  7. Sharma Kavitha Kumari,(2004), Training Management in Krishi KVKs of Himachal Pradesh. Ph.D .Thesis submitted to ANGRAU, Hyderabad.
  8. Sontakki B. S., Samanta R. K., Shenoy Sandhya and Reddy P. V. (2006), Manageme Training Needs of Agricultural Scientists of Indian Council of Agricultural Research. Indian Journal of Training and Development 32 (2) : 136-148.
  9. Sundararajan S., (2007), Employees Attitude Towards Training and Development in Private Sector Industries. Indian Journal of Training and development 37(3): 45-50

Global Footprints