Models of Training

Training models provide a framework for planning, implementing, and evaluating training programmes. They show how training inputs, processes, and outputs are linked.

1. Simple Model of Training

• Components:
  • Participants (trainees) – who receive the training.
  • Organization – provides resources, trainers, and facilities.
• Explanation:
  • Training is seen as a direct relationship between participants and organization.
  • Focuses on knowledge transfer and immediate skills development.
• Limitation:
  • No scope for feedback or evaluation, hence cannot measure improvement.

2. Elaborated Model of Training

• Components:
  • Participants
  • Organization
  • Feedback
• Explanation:
  • Adds feedback as an important element.
  • Helps trainers and organizations evaluate training effectiveness and improve future programmes.
• Significance:
  • This model is closer to reality as training is incomplete without feedback and evaluation.

3. Spiral or Cyclic Model of Training (Lynton and Pareek, 1978)

• Given by: Lynton and Pareek (also asked in SRF 2015).
• Explanation:
  • Training is viewed as a continuous and cyclic process.
  • It involves:
    1. Identification of needs
    2. Planning of training
    3. Conducting training
    4. Evaluation and feedback
    5. Revision and improvement → cycle repeats.
• Significance:
  • Emphasizes that training is not a one-time event but a spiral of continuous learning and improvement.

4. Decision Model of Training

• Widely used by policymakers and managers (SRF 2015).
• Focus:
  • To make decisions about who should be trained, what should be trained, how, and when.
  • Based on organizational priorities and resource allocation.

Key Insights from Research Questions

• Behaviour domain most emphasized in training/education: Affective and Cognitive (SRF 2019).
• Focus of training vs learning: Training → Events (structured programmes) and Learning → Self (personal development, self-directed learning)
• Most emphasized behaviour dimension in training: Attitude (ARS NET 2015).
• Learning curve in training:
  • S-shape curve →
    • Initial stage → slow progress,
    • Middle stage → rapid improvement,
    • Later stage → performance levels off.

Training Cycle

The training cycle is a systematic series of steps followed to plan, design, implement, and evaluate a training programme.
It ensures that training is need-based, structured, effective, and measurable.

Phases of Training Cycle (5 Phases):

1. Training Need Assessment (TNA)
2. Training Plan Development (TPD)
3. Design of Training Programme (DTP)
4. Training Programme Implementation (TPI)
5. Training Monitoring and Evaluation (TME)

1. Training Need Assessment (TNA)

Concept: Gap between actual performance and desired performance. Needs are assessed at six levels: Individual, Group, Organization, State, Regional, and National.

Forms of TNA for Extension Personnel: Training needs, Personal needs, Development needs.

Two Critical Parameters of TNA: National production priorities and Farmers’ felt needs

Methods of TNA:

• Rational Method (logical, may not involve factual data) → e.g., observation, complaints, reports.
• Empirical Method (based on objective data) → e.g., job analysis, performance evaluation.
• Smith, Etling & Diamond Classification:
  • Quick and Dirty (Shortcut) → brief rural visit, RRA, PRA.
  • Long and Dirty (Survey/Interview) → structured surveys.

SATNA (Simple Approach to TNA) Steps:

• Problem identification
• Job description
• Knowledge, Skill, Attitude (KSA) identification
• Assessment of trainees’ KSA
• Disparity identification
• Prioritization of discrepancies

2. Training Plan Development (TPD)

• Definition: A document for manpower development based on assessed training needs.
• Qualities: Consistent, Comprehensive, Result-oriented, Integrated.
• Types: Short-term / Long-term
  • Territorial / Sectorial
  • Project-related

3. Design of Training Programme (DTP)

Six Sub-systems:

1. Training Objectives – must be SMART (Specific, Measurable, Attainable, Realistic, Time-bound).
   • Objectives follow ABCD model: Audience, Behaviour, Condition, Degree.
2. Curriculum Development – called the “Heart of training” (SRF 2016, NET 2017, NET 2021).
   • Developed by Concentric Circle Approach:
     • Inner Circle → Priority 1: Must be known (ARS NET 2017).
     • Middle Circle → Priority 2: Should be known.
     • Outer Circle → Priority 3: Could be known.
3. Training Methods – called “Arteries and Veins of training”.
4. Skill Mix – balance of technical, managerial, and behavioural skills.
5. Training Technology – ICT tools, simulations, e-learning.
6. Supporting Training Materials – handouts, manuals, audiovisuals.

4. Training Programme Implementation (TPI)

• Two key aspects:
  1. Training infrastructure (venue, logistics, facilities).
  2. Actual programme delivery (sessions, exercises, group work, practice).

5. Training Monitoring and Evaluation (TME)

• Purpose: To check whether training objectives are achieved and how outcomes can be improved.
• Foundation: Training reporting system.

Types of Evaluation (Stages):

1. Pre-Implementation → Ex-ante/Exploratory evaluation (before programme).
2. Implementation → Formative evaluation (during programme).
3. Interim/Concurrent → Ongoing monitoring.
4. Post-Implementation → Summative/Ex-post evaluation (after programme).

Domains of Concern in Monitoring:

• Top Management: Cost, attendance, overall results.
• Trainers: Arrangements, delivery, cost, trainee performance.
• Trainees: Concern only with learning and skill gain.

Exam Tip (ASRB NET / SRF / JRF):

• Curriculum = Heart
• Training Method = Arteries and Veins
• Concentric Circle Approach → Must know / Should know / Could know
• Learning curve = S-shape