Impact of Training Programmes on Enhancement of Knowledge and Skill of the Trainees from Animal Husbandry Department conducted by SAMETI, SKUAST-Kashmir
Impact of Training Programmes on Enhancement of Knowledge and Skill of the Trainees from Animal Husbandry Department conducted by SAMETI, SKUAST-Kashmir
Sheema Khan1 , Quadri Javeed Ahmad Peer*1 , Arif Hussain Wani2 , Irfath Rashid1 , Beenish Khuroo1
1Division of Agriculture Extension and Communication, FoA, Wadura, SKUAST-Kashmir India
2Division of Horticulture, FoA, Wadura, SKUAST-Kashmir, India
Corresponding Author Email: qadrijavid2008@gmail.com
DOI : http://dx.doi.org/10.53709/ CHE.2021.v02i04.014
Abstract
A study was conducted to know the impact of training programmes conducted by SAMETI, SKUAST-Kashmir on the knowledge and skill of the trainees. A list of trainees and training programmes had been obtained from SAMETI, Directorate of Education (DOE), SKUAST-Kashmir and 41 respondents were selected for the study. The results revealed that 48.78 percent of trainees had medium impact of training programme. Further the profile variables of trainees i.e., education, mass media exposure and achievement motivation had positive and significant relation with the impact on knowledge whereas age and experience of service had positive and significant correlation with the impact on skill of the trainees. The results with respects to the problems faced by the trainees during the training programmes indicated that there was a lack of field visits and demonstrations, also no boarding and lodging facilities were available during the training programme.
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INTRODUCTION
In each state SAMETI was created for the capacity building of field level extension functionaries [1]. The mandate of SAMETI is to strengthen the capacity extension staff and orient them to the ATMA scheme [2]. SAMETI have been quite useful in imparting need-based training to the farmers and extension officials. During the project period they have been able to generate some financial resources and developed infrastructure to facilitate training programmes [3].
Training means to educate people so as to be fitted, qualified, and proficient in doing the job [4]. It is a process that includes a sequence of experiences, a series of opportunities to learn, in which trainees are exposed to certain material/things or events in more or less systematic way [5]. Knowledge for well-trained people and technically efficient staff is critical for achieving growth in any of the sectors, particularly in the field of agriculture as it is the threshold point where in the economy of the entire farming community is dependent [6].
Development of the Indian agriculture can only be possible through capacity building of the extension functionaries and agriculture education of the farmers. Training of agricultural extension functionaries is an integral part of the overall agricultural production process. It is the duty of agricultural extension functionaries to reach farmers throughout the country with useful and practical information for increased agricultural production. In-service training of the extension functionaries is the call of the time [7].
METHODOLOGY
The study was carried out in Kashmir division of Union Territory Jammu and Kashmir during 2019-20 to know the impact of training programmes on extension functionaries. A list of trainees and training programmes had been obtained from SAMETI, Directorate of Education (DOE), SKUAST-Kashmir. On the basis of the list, three training programmes (feeding management of livestock during extreme climates; common reproductive disorders and their management under field conditions; recent techniques in surgical intervention) were conducted for agriculture extension functionaries.
Increase in knowledge and skill was measured by using well structed interview schedule containing five statements for each training programme. The statements for knowledge were quantified by 2 score for full knowledge, 1 score for partial knowledge and zero score for no knowledge. Also, the statements for skill were quantified by 2 score for high competent and 1 score to less competent. The statements covered all the training programmes that were attended by the trainees. Based on difference in score obtained on pre-training and post-training, increase in knowledge and skill was calculated. Data was analysed using SPSS software. Descriptive statistics were used to come at conclusion.
RESULT AND DISCUSSION
Before probing the impact of training programmes, a socio-personal profile of the trainees is given in Table 1. The study revealed that majority of 51.22 per cent the trainees belonged to middle age group (39-46), most (85.37 per cent) of them were males and 87.80 per cent have a post-graduate degree. The entire (100 per cent) trainees were designated as VAS (Veterinary Assistant Surgeon). Majority of 73.17 per cent of the trainees have medium experience of service (7-16 years). Majority of 95.12 per cent of trainees have no social participation whereas 65.85 per cent of trainees have high cosmopoliteness. Majority (70.73 and 60.97 per cent) of trainees have medium mass media exposure and achievement motivation respectively. About 34.15 per cent of trainees have participated in 11-15 trainings.
Table 1: Characteristics profile of selected extension functionaries
The data in Table 2 indicates that majority of 48.78 per cent of trainees have medium impact on knowledge, followed by 34.15 per cent of trainees have high impact on knowledge and 17.07 per cent of trainees have low impact on knowledge due to the training programmes conducted by SAMETI-Kashmir.
Table 2: Distribution of trainees based on the impact on knowledge through training programmes
(N=41)
From Table 3, it is clear that there was an increase in knowledge of trainees in the area of ‘repeat breeding and its management in dairy’ by 43.97 per cent, followed by the increase in knowledge of trainees in the area ‘induction and synchronization of estrus in dairy cattle’ was 42.70 per cent, there was an increase in knowledge of about 40.30 per cent in the area ‘obstetrical manipulations in bovine/equine’, similarly, the increase in knowledge of trainees in the area ‘cystic ovarian degeneration and its management in dairy’ was 39.03 and the increase in knowledge of trainees in ‘artificial insemination in sheep’ was 37.81. This indicated that there was overall increase in knowledge of trainees from the training programme “common reproductive disorders and their management under field conditions”.
The result revealed that there was an increase in knowledge of trainees in the area ‘diagnostic radiography and interpretation of typical radiographs of livestock’ by 45.20 per cent, followed by the increase in knowledge of trainees in the area ‘USG and interpretation’ was 43.97 per cent, whereas about 41.50 per cent of knowledge of trainees was increased in the area ‘long bone fracture management in livestock’. The results also showed that the knowledge of trainees in the area ‘management of congenital infection in livestock’ has increased by 39.10 per cent while as there was an increase of about 39.03 per cent in the knowledge of trainees in the area ‘castration techniques in livestock’. This implied that there was overall increase in knowledge of trainees from the training programme “recent techniques in surgical intervention”.
The results further showed that there was an increase in knowledge of trainees in ‘biological treatment of crop residues for winter feeding’ by 46.40 per cent, followed by the knowledge of trainees in ‘fortification of paddy straw to improve their nutritive value’ has increased by 45.20 per cent, knowledge of trainees in ‘ensiling of paddy straw with apple pomace’ has increased by 43.97 per cent. The results also depicted that in the area of ‘winter-feeding management of sheep and goat’, the knowledge of the trainees have increased by 40.30 per cent, there was an increase in knowledge of trainees after participating in the area ‘preparation of urea molasses minerals block’ by 40.23 per cent. This showed that there was overall increase in knowledge of trainees from the training programme “feeding management of livestock during extreme climates”.
Table 3: Impact of training programme on knowledge of the trainees from animal husbandry department
(N=41)
The data in Table 4 reveals that majority (48.78 per cent) of trainees have medium impact on skill, followed by 29.27 per cent of trainees have high impact on skill whereas 21.95 per cent of trainees have low impact on skill due to SAMETI trainings.
Table 4: Distribution of trainees based on the impact on skill through training programmes
The data in Table 5 revealed that the increase in skill of trainees in the area ‘induction and synchronization of estrus in dairy cattle’ was 40.28 per cent, followed by the increase in skill of trainees in the area ‘repeat breeding and its management in dairy’ was 40.24 per cent, the increase in skill of trainees in the area ‘cystic ovarian degeneration and its management in dairy’ was 37.80, the increase in skill of trainees in the area ‘artificial insemination in sheep’ was 36.58 and there was an increase in skill of about 35.36 per cent in the area ‘obstetrical manipulations in bovine/equine’. This implied that there was overall increase in skill of trainees from the training programme “common reproductive disorders and their management under field conditions”.
The result showed that there was an increase in skill of trainees in the area ‘diagnostic radiography and interpretation of typical radiographs of livestock’ by 41.46 per cent followed by the increase in skill of trainees in ‘USG and interpretation’ was 40.24 per cent, 37.80 per cent of skill of trainees was increased in the area ‘long bone fracture management in livestock under field conditions’. The results also showed that there was an increase of about 35.36 per cent in the skill of trainees in the area ‘castration techniques in livestock’ and the knowledge of trainees in the area ‘management of congenital infection in livestock’ has increased by 35.36 per cent. This indicated that there was overall increase in skill of trainees from the training programme “recent techniques in surgical intervention”.
The result further indicated that in the area ‘biological treatment of crop residues for winter feeding’, the skill of trainees has increased by 40.28 per cent followed by the increase in skill of trainees in the area ‘winter-feeding management of sheep and goat’ was 39.02 per cent, the skill of trainees in the area ‘fortification of paddy straw to improve their nutritive value’ has increased by 39.02 per cent, the skill of trainees in ‘ensiling of paddy straw with apple pomace’ has increased by 37.80 per cent. The results also showed that there was an increase in skill of trainees in the area ‘preparation of urea molasses minerals block’ by 36.58 per cent. This showed that there was an overall increase in skill of trainees from the training programme “feeding management of livestock during extreme climates”.
Table 5: Impact of training programme on skill of the trainees from animal husbandry department.
(N=41)
The results in Table 6 indicates the problems faced by the trainees. In order of priority, majority of 56.09 per cent of trainees reported that there were less field visits and demonstrations followed by 51.22 per cent of trainees reported that latest techniques are not incorporated, 46.34 per cent of trainees reported that there were no lodging and boarding facility, 39.02 per cent of trainees indicated the communication gap between trainees and training organisation, 21.95 per cent of trainees reported about the short duration of training programme, 21.95 per cent reported about the odd timings of the training programmes, 19.51 per cent of trainees reported that some trainers are not communicable, 19.51 per cent of trainees reported that training programmes were organised during winter season only, 17.07 per cent of trainees reported that transportation allowance were not paid.
Table 6: Distribution of trainees according to the problems faced during the training programme
The data in Table 7 indicates the correlation between skill and socio-personal characteristics. The socio-personal characteristics of trainees i.e., education, mass media exposure and achievement motivation had positive and positive and significant relation with the impact on knowledge but age, experience of service and social participation had no correlation with the impact on knowledge of the trainees whereas the socio-personal characteristics i.e., age and experience of service had positive and significant correlation with the impact on skill but education, social participation, mass media exposure and achievement motivation had no correlation with the impact on skill of the trainees.
Table 7: Correlation for knowledge and skill with socio-personal characteristics
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CONCLUSION
The study revealed that trainees’ knowledge and skill levels increased overall, but the training programme had only a moderate impact. According to the trainees, the explanation could be fewer field demonstrations, communication gap between trainees and training organisation, conducting training programmes during the winter season, and so on. The study further showed that the profile variables of trainees i.e., education, mass media exposure and achievement motivation had positive and positive and significant relation with the impact on knowledge whereas age and experience of service had positive and significant correlation with the impact on skill of the trainees.
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