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Effectiveness and Training-Transfer of CAFT programmes at NARS

Effectiveness and Training-Transfer of CAFT programmes at NARS. R. Venkattakumar & B. S. Sontakki NAARM Hyderabad. Training-transfer. Capacity building. Expensive. Crucial. Reported as deficit. Training-transfer. HR Practitioners. Researchers.

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Effectiveness and Training-Transfer of CAFT programmes at NARS

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  1. Effectiveness and Training-Transfer of CAFT programmes at NARS R. Venkattakumar & B. S. Sontakki NAARM Hyderabad

  2. Training-transfer Capacity building Expensive Crucial Reported as deficit Training-transfer HR Practitioners Researchers Justify investment, and prove link between- Training & organizational outcomes Systems’ perspectives

  3. Systems’ perspectives to training-transfer

  4. Objectives • To assess the perception of CAFT participants towards the effectiveness of CAFT programmes • To capture the training-transfer by CAFT participants and the resultant transfer outcomes • To assess the perception of peer group and deputing authorities towards performance of CAFT participants • To suggest strategies to improve the design, pattern and content of CAFT programmes

  5. Methodology

  6. Conceptual model proposed for assessing training-transfer Trainees’ attributes - Before training Trainees attributes’ - During training Trainees attributes’ - After training Self-efficacy Organizational commitment Perceived utility Cognitive ability Conscientiousness Goal orientation Motivation to transfer Personal capacity to transfer Locus of control Organizational climate-After training Organizational climate-Before training Transfer outcomes Accountability Positive personal outcomes Supervisor sanctions Task constraints Performance Coaching Resistance to change Job autonomy Work environment Peer support Supervisor support Strategic link TTD – During training TTD – Before training TTD – After training Training needs analysis Content relevance Active learning Varied practice Technological tools Training evaluation

  7. Personal profile

  8. Distribution of respondents-States Response from 25 states

  9. Distribution of respondents-CAFT centres

  10. Distribution of respondents-CAFT centres (Continued….)

  11. Source of training information

  12. Motivation behind training participation (* - Multiple response)

  13. Methods of pre-training preparation (Involved in pre-training preparation – 58%) (* - Multiple response)

  14. (Participants who shared – 84 %) (* - Multiple response)

  15. (* - Multiple response)

  16. Training-transfer After (10 point scale)

  17. Training-transfer After During Before (10 point scale)

  18. Training-transfer After (10 point scale)

  19. Perception towards transfer outcomes (10 point scale)

  20. Training-transfer system (10 point scale)

  21. Relationship between variables of training-transfer and transfer outcomes (**- Significance at 1 % probability level; *-Significance at 5 % probability level)

  22. Relationship between variables of training-transfer and transfer outcomes (**- Significance at 1 % probability level; *-Significance at 5 % probability level)

  23. Relationship between variables of training-transfer and transfer outcomes (**- Significance at 1 % probability level; *-Significance at 5 % probability level)

  24. Perceived - effectiveness of CAFT training programmes (10 point scale)

  25. Preferred Training Methods (10 point scale)

  26. Empirical model showing training-transfer Trainees attributes - After training Trainees’ attributes - Before training Trainees attributes - During training Self-efficacy Organizational commitment Perceived utility Cognitive ability Conscientiousness Personal capacity to transfer Locus of control Organizational climate-Before training Organizational climate-After training Transfer outcomes Work environment Peer support Supervisor support Strategic link Accountability Positive personal outcomes Performance Coaching Job autonomy TTD – Before training TTD – After training Training needs analysis Content relevance Training evaluation

  27. Impact of CAFT programme on teaching activities-A case of SKUAST

  28. Impact of CAFT programme on research activities-A case of SKUAST

  29. Impact of CAFT programme on extension activities-A case of SKUAST

  30. Concurrent evaluation of CAFT effectiveness - MVC, Chennai

  31. (5 point scale)

  32. CAFT effectiveness-Case of MPKV, Rahuri

  33. Recommendations • To attract wider participation programmes should be announced at least three months ahead. • Multiple communication modes (mail, e-mail and uploading in website) may be employed. • Eligibility criteria for participant’s selection should be explicitly spelt-out in all communications. • Brochure must contain details of core contents and resource persons. • Day-wise training schedule of the programme should be prepared well ahead of the programme and communicated to the selected participants before the start of the programme. • Bound volume of the resource material should be distributed to the participants on the first day of the programme. • CAFT centres should organize one follow-up workshop in a block of five years to share their training-transfer experiences.

  34. Recommendations (Continued…..) • CAFT centres should maintain a database of participants’ profile, training expectations and impact. • Existing provisions for inviting guest faculty may be suitably enhanced in terms of number and amount of honorarium/ remuneration. • Centre of Faculty Excellence may be established in each SAU to address the capacity building needs of the faculty. • Sponsoring organization should ensure peer and supervisor support, resource commitment and suitable incentives to the trained participants. • It should be made mandatory for CAFT participants to formally share their training experiences at the department level. • CAFT centres should have a webpage linked to the website of the host organization on training database, resource material etc. • CAFT centres should organize appropriate fora for identifying and documenting training needs in their respective domain areas.

  35. Recommendations (Continued…..) • CAFT centres may propose context-specific contractual services under contingencies head of the CAFT budget. • Use adequate interactive lectures, method demonstrations and hands-on practical or experience. • There should be either 60:40 or 50:50 theory: practical proportion in the pedagogy. • There should be mandatory training evaluation. • Performance assessment of CAFT centres may be done every year in terms of pedagogy, training environment, training effectiveness and impact. • Award/s may be constituted for rating by students about the teaching performance of the faculty.

  36. Thankyou

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