HUMAN RESOURCE DEVELOPMENT

1. Capacity building of potential Entrepreneurs

2. Training:
Essential component for success
Acquire necessary skills and understanding
Increase competency of person
Induces desired behavioral changes
Training:
Training is a activity which essentially aimed to
provide attitude, knowledge and skills required for
employment in the particular occupation or group
of occupation for existing a function in any field of
economic activity. (ILO)
Training

3.  “Training is a process by which new skills,
attitudes and knowledge are inculcated , fostered
and reinforced in an organism”
(Lynton & Pareek,1967)

4.  Human resource development
 Enhancing skills of farmers & extension professionals
 Improving motivation & morale among extension
personnel
 To develop a cadre of master trainers
 Effective transfer of technology

5.  3 phases
• Pre- training / Preparation
• Training
• Post- training / Follow-up
(Lynton & Pareek, 2000)

6. (Lynton & Pareek, 2000)
PARTICIPANT IMPROVED
PARTICIPANT
BEHAVIOR
GREATER
ORGANIZATIONAL
EFFECTIVENESS
ORGANIZATION
TRAINING

7. Pedagogy and Andragogy

8. Pedagogy is derived from the Greek word "paid," meaning
child plus "agogos," meaning leading.
Pedagogy is the art or science of being a teacher. The term
generally refers to strategies of instruction, or a style of
instruction. Pedagogy is also sometimes referred to as the
correct use of teaching strategies.
Thus, pedagogy has been defined as the art and science of
teaching children.
In the pedagogical model, the teacher has full responsibility
for making decisions about what will be learned, how it will
be learned, when it will be learned, and if the material has
been learned
Pedagogy

9. Pedagogy, or teacher-directed instruction as it is commonly
known, places the student in a submissive role requiring obedience
to the teacher's instructions. It is based on the assumption that
learners need to know only what the teacher teaches them. The
result is a teaching and learning situation that actively promotes
dependency on the instructor (Knowles, 1984).

10. Alexander Kapp (a German editor) in 1833, originally introduced
the term andragogy. Andragogy consists of learning strategies
focused on adults.
It is often interpreted as the process of engaging adult learners in
the structure of the learning experience. Later, the term andragogy
developed into a theory of adult education by the American educator,
Malcolm Knowles.
Kapp used andragogy to describe elements of Plato's education
theory.
The first use of the term "andragogy" to catch the widespread
attention of adult educators was in 1968, when Malcolm Knowles,
then a professor of adult education at Boston University, introduced
the term (then spelled "androgogy") through a journal article.
Andragogy

11. 1. Their self-concept moves from dependency to independency or
self-directedness.
2. They accumulate a reservoir of experiences that can be used as
a basis on which to build learning.
3. Their readiness to learn becomes increasingly associated with
the developmental tasks of social roles.
4. Their time and curricular perspectives change from postponed
to immediacy of application and from subject-centeredness to
performance-centeredness.
Assumptions about learners,
Knowles (1980)

13.  Traditional
 Experiential
 Performance-based
(Rama, Etling , & Bowen, 1993)

14.  Training staff designs the objectives, contents,
teaching techniques, assignments, lesson plans,
motivation, tests, and evaluation.
 The focus in this model is intervention by the training
staff

15.  Trainer incorporates experiences where in the learner
becomes active and influences the training process
 Emphasizes real or simulated situations in which the
trainees will eventually operate
 Objectives and other elements of training are jointly
determined by the trainers and trainees
 Trainers primarily serve as facilitators, catalysts, or resource
persons

16. Experience
(Activity, Doing)
Individually or in groups
Process
(Sharing, comparing,
processing, reflecting)
“What happened?”
Generalizing
(Drawing conclusions)
Identifying general principles
Application
(Planning more effective
post training behaviour)
Theory
Experiential Learning
Cycle
Eg: Paper cut exercise
(James A McCaffery, 1986)

17.  Goals are measured through attainment of a given level of
proficiency instead of passing grades of the trainees
 Emphasis is given to acquiring specific observable skills
for a task
 Applicable to non formal educational organizations such
as extension
(Elam, 1971)

18. Pre- service
Training
Induction Training In- service
Training
• Prior to entry in
job
• Soon after
appointment
• During service
span
• Prepares a
person for job
• To familiarize with
philosophy of
organization,
procedure of day-
today work & code
of conduct
• To fill specific
gaps at
different points
of time

20.  Strategy or tactic that a trainer uses
 To deliver the content so that the trainees achieve
the objective
 For selecting methods in a particular programme
i. Learning objective
ii. Content
iii. Trainees
iv. Practical requirements
(Wentling, 1992)

21.  Lecture - Oral presentation of information
Demonstration- Illustrates a task, procedure or use
of an equipment

22.  Exchange of ideas & thoughts by two or more people
on a selected topic
Discussion
Seminar Workshop Symposium Syndicate Panel

23. • Seminar - Different aspects of a particular subject
• Workshop - To learn & practice specific skills under
experienced professional guidance
• Symposium - Gathering of experts who present their findings
or ideas on a specific sub- topic related to major
subject
• Syndicate - Investigate a particular problem & to find out
solution
• Panel -
Discussion
Discussion of particular topic by a panel of 3 – 5
experts representing different areas of same
subject

24. Brain Storming- Group based creativity technique which
encourages lateral thinking around a stated
problem
Field Trip - Direct experience of actual situation
Case Study - Event or problem in real life situation

25. Simulation
In-Basket Game
 Simulating real life experience
Role Play

26. 1. Role Play One or group of trainees enact a real life
situation
2. In – Basket
Exercises
Complex work organization where the
participant s are rotated through key roles
3. Games Structured activity participants compete within
constraints of rule to achieve an objective

27. Types of simulation games
i. Gamut- running game – Overcoming obstacles by players
ii. Allocation games- Resource allocation problem
iii. Group interacting game- Human relation problems
iv. General system game- Total system of an organization

28.  5 stages
a. Experiencing (Activity , Doing)
b. Publishing (Sharing reactions & observation)
c. Processing ( Discussion of patterns & dynamics)
d. Generalizing (Inferring principles about real world)
e. Applying (Planning for more effective behaviour)

29. 1. Ring- toss exercise – Risk taking behaviour
(Kurt Lewin)
2. Broken- square exercise – Tendency to collaborate &
compete under intra- team situation
( Pfeiffer & Jones)
3. Tower building exercise – Achievement motivation
(Rosen & D’ Andrad)

30.  Side- by- side training/ one – one training
 Take place in work-place
 To acquire new skills

31.  Laboratory training/ T- group
 Enlighten participants about their own reactions &
inter- personal relation
 Each participant an object of study himself

33.  Origin – Yamunapur project, Allahabad Agricultural Institute
 Reconstruction effort of Shriniketan, West Bengal
 Real boost- CDP (1952)
 PAU- 1st among SAU’s to set up Junior Staff School
 Farmers Training & Education Programme (1966-67) for farmers training,
farm – broadcasting & functional literacy
 Establishment of KVK’ s

34.  Intensive learning activity
 Group of selected farmers
 Assisted by competent trainers
 To understand & practice the skills in the adoption of new
agricultural technologies
 At a place and time suitable for the farmers
(Rao, 1975)

35.  Illiteracy
 Low in aspiration with less or no risk - orientation
 Migration of farmers from rural to urban areas
 More women folks are involved in farming
 Failure of trainers to design practical need- based & skill
oriented courses

36.  Extension worker may not have complete knowledge
about different aspect of village community
 May not have similar perception & feeling about
village problem
 No of extension workers is less
 Leaders can convey messages more convincingly
 Can help in enlisting participation of people in
development programme

37.  General awareness related with village work
 Motivate local leaders
 To indicate in them basic skills of communication &
group work
 To provide knowledge & skills in technical subject
matter area relevant to programme

38.  Provide role clarity, sense of purpose & belonging to
organization
 Exposure to new knowledge & skills
 Strengthening instructional competencies