International Journal of Agricultural Education and Extension

Vol. 6(2), pp. 330-338, May, 2020. © www.premierpublishers.org. ISSN: 2167-0432

Research Article
Feedback Analysis of the Human Resource Training
Programme
1*Laxman M. Ahire, 2P. Venkatesan
1Assistant Chief Technical Officer, National Academy of Agricultural Research Management, Rajendranagar, Hyderabad-
500030, India
2Principal Scientist, Extension System Management Division, National Academy of Agricultural Research Management,

Rajendranagar, Hyderabad-500030, India

This research paper proposes feedback analysis related to training of the stakeholders. This
method is designed to explore appropriate feedback of the trainees. In spite, of having potential
capacity building programmes for employees of many organizations there is a gap in
understanding some aspects of human resource management in general. The study was
conducted by using ex-post facto research design. A total of 67 trainee participants were selected
by using purposive sampling method, for theme specific training programme entitled
“Competence Enhancement Programme on Motivation and Positive Thinking”. The overall
average feedback score for covering all the sessions were found 4.70 which indicates that the
sessions covered are very useful in terms of knowledge gain, skills acquired, change in attitude,
motivation and positive thinking. The overall scores calculated in terms of time allocation, range
of coverage and use of teaching aids are 4.73, 4.71, 4.67 and 4.68 were justified in positive view
and it can be concluded that the teachers dedicated towards their assigned task during the
training programme. Overall training feedback score (4.66) indicated that the training programme
is helpful for the respondents for their overall development. This study will help in the feedback
analysis for further performance appraisal of an individual trainee as well as the trainers.

Keywords: Training, Feedback, Motivation, Positive thinking, Communication, Learning aspects

INTRODUCTION

The ICAR-National Academy of Agricultural Research Training is a planned process to modify attitude,
Management (NAARM) was established by the Indian knowledge, skill or behavior through learning experience
Council of Agricultural Research in 1976 at Hyderabad. to achieve effective performance in an activity or range of
The major mandate of the Academy is to build capacity in activities. Its purpose, in the work situation, is to develop
agricultural research, education and extension education the abilities of the individual and to satisfy the current and
systems, and to provide policy advocacy for the National future manpower needs of the organization.
Agricultural Research and Education System (NARES).
The Academy organizes various capacity building Training plays an important role in achieving
programmes for researchers, academicians, extension organizational goals leading to professional excellence
personnel and other stakeholders in NARES. The and development and also helps an individual to achieve
Academy strives to enhance individual and institutional
capacity for innovation in NARES. Considering the
*Corresponding Author: Laxman M. Ahire; Assistant
strategic importance of agricultural research in food
Chief Technical Officer, National Academy of Agricultural
security and economic growth of the country, leadership,
Research Management, Rajendranagar, Hyderabad-
governance and innovation are emerging as prerequisite
500030, India. Email: [email protected]
for the transformation of NARES into a more pluralistic
Co-Author 2Email: [email protected]
innovation system.

Feedback Analysis of the Human Resource Training Programme

Ahire and Venkatesan 331

the personal and professional goals. Successful training on entire gamut of training in a holistic manner with a
assists the strategic requirement of the organization and process appraisal and training transfer are rare seen.
also satisfies the individual needs of the employees
working in it. Effective training programs help the
employees to focus on their career development which in METHODOLOGY
turn helps the organization to achieve the short term and
long-term objectives and goals. An ex-post facto research design was used in this study.
A total of 67 participants were selected purposively from
The evaluation of the total value of a training system the Category II (with total of 200) and Category III (with
programme, is made in social as well as financial terms. total of 410) of Technical services employees of ICAR
Evaluation differs from validation as it assesses the overall system, which works out to 610 Technical Officers. The
value of the programme, and not just the achievement of applicants were suggested to apply online for the training
its laid down objectives. It forms the part of the continuous programme by visiting NAARM website:
monitoring of a programme or of the training function. https://naarm.org.in/home/training. Accordingly, a total of
81 nominations were received out of which 67 applicants
According to Chiaburu and Lindsay (2008), training helps were scrutinized for this programme based on first come
the participants if the learnings such as knowledge, skills first serve basis. Before deputing these officers for training
and attitudes are transferred in their workplace. Therefore, at NAARM, Hyderabad, their training needs were
most of the training organizations will stress on learning assessed at their respective organizations. Based on their
transfer which is critical outcome to measure the training assessed training needs, this theme specific training
effectiveness. It was also reported by Grossman & Salas, programme was planned focusing on Human Resource
2011 & Salas, 2011; Hutchins, 2009; Martin, 2010 that (HR) practices of broad areas viz., motivation, positive
some percentage of learning during training is applied at thinking, positive attitude, assertiveness, teamwork and
workplace. Yoon et. al., (2017) stated that, participants to communication skills. All the training sessions were
be evaluated twice as internally and externally. Internal arranged in the form of interactive mode, classroom
evaluation must be done after completion of 80 percent of learning, team approach and team building exercise. The
the programme. According to Alliger et al., 1997; training basic information on personal profile characteristics of the
feedback have different features and satisfaction from respondents was obtained by calling online applications
training and training utility are different from each other. It and online feedback was obtained at the end of training
was also reported by Bramley (2003) “Training is a process programme from all the 67 respondents as in built
which is planned to facilitate learning so that people can mechanism system to get the feedback.
become more effective in carrying out aspects of their
work.” Finally, tabulated and descriptive analysis viz., frequency
and percentages were used for distribution and
Problem statement categorisation of personal characteristics of the
respondents to get the meaningful results for proper
The role of the technical officers in ICAR system is understanding. The other training related components
significant and vital. Technical officers support the were measured by using Likert’s five-point continuum
scientists in different areas of research, extension and scale to find the overall feedback of the training
education. Their involvement in management and other programme in terms of Time allocation, Range of
institutional activities are well recognised. Therefore, the coverage, Usefulness and Teaching aids.
ICAR has taken decision to organize the training programs
to improve the efficiency of technical officers in terms of About 20 topics were covered in this programme with 11
improvement in their skills, knowledge and attitude to learning aspects and overall assessment of the
support the system for achieving the institutional goals. programme on 4 dimensions. Based on the importance a
scores were assigned for a particular component of
Objectives of the Study training, learning aspects and training dimensions as 1-5.
Where a score of 5 is highly important and 1 is the least
The objective of this study is to grasp technical officer’s important, accordingly the overall scores were computed.
perception towards training programme is to find the flaws The overall scores for session wise topics were also was
in the existing training in order to recommend remedial calculated by summing up all the 4 components by
action on that basis to make programs more responsive to calculating the average. The overall impact score of
the changing needs of the present context. training was calculate by summing up all the five
assessment components of overall assessment of the
Very few empirical studies are available related to the programme. Some of the questions are open ended and
training effectiveness, training evaluations, training participants were asked to express their views on different
methods and training needs in India. The studies focused aspects of training.

Feedback Analysis of the Human Resource Training Programme

 Int. J. Agric. Educ. Ext. 332

RESULTS AND DISCUSSION Educational background of the respondents depicted in

Table 3 and it was found that majority (52.24%) of the
Profile characteristics of the respondents respondents are post graduates followed by graduates
(19.40%), doctorates are (16.42%) and diploma holders
A total of 14 states were covered by the respondents for are 11.94 per cent. As more than half of the respondents
this programme. Interestingly, more number of are post graduates, indicates the institutional policy set for
respondents (17.91%) are from Rajasthan followed by the recruitment to enter in the ICAR system as senior
16.42 per cent of the respondents are from ICAR technical officer requires the minimum qualification as
headquarters (New Delhi). Equal (11.94%) percentage of post-graduation as per the new recruitment guidelines of
respondents are represented from Haryana and Uttar technical services rule (TSR) of ICAR. The representation
Pradesh as depicted in Fig 1. The representation of the of diploma holders appeared due to the old technical
respondents from other states are Telangana (7.46%), services rules and promotion after completion of 5 years of
Kerala (7.46%), Karnataka (5.97%) and Madhya Pradesh service.
(4.48%). Overall it was a good combination from northern
and southern states of respondents. Table 2 indicates the distribution of the respondents based
on their positions in their respective institutions.

Table 2: Distribution of the respondents based on their

designation
Sl. Designation Frequency Percentage
No. (n=67)
1. Chief Technical Officer 12 17.91
(T-9)
2. Assistant Chief Technical 11 16.42
Officer (T 7-8)
3. Senior Technical Officer 24 35.82
(T-6)
Fig 1: State wise distribution of the respondents 4. Technical Officer (T-5) 20 29.85

The results of the gender profile in Fig 2, indicated that Table 2 depicts the distribution of the respondents based
majority (94.00%) are male and only 6.00 per cent of the on their designations and it was found that majority
respondents are female. As most of the technical staff in (35.82%) respondent are senior technical officers followed
ICAR system works for the farm related activities it is quite by 29.85 per cent are technical officers, 17.91 per cent are
understand that female representation is less as compared chief technical officers and 16.42 per cent are assistant
to male. Similar findings are reported by Ahire et. al. chief technical officers. These are the four positions in
(2017). technical services of category III in ICAR system. There is
a recruitment policy in ICAR for technical staff as category
I, II and III. Direct recruitment to enter in technical services
is available in category I as Technical Assistant (T-1) later
after putting five years’ of service in particular category an
employee will be promoted to the next grade and
completion of 10 years of service, an employee enters into
category II as Technical Assistant (T-3). Again an
employee holding T-3 position becomes technical officer
and enters in category III of technical services of ICAR
subject to fulfill the criteria of educational qualification.
Here we can say that the once an employee enters in
technical category from T-1, on promotion reaches to the
T-5 position (Technical Officer). Whereas to enter in
Fig 2: Gender wise distribution of the respondents category III of technical services one has to go with the
direct recruitment process as Senior Technical Officer (T-
Table 1: Educational background of the respondents 6) who can reach up to (T-9) position on promotion by
Sl. Educational putting 7 years of service in T-7-8 position.
No. background Frequency Percentage
1. Doctorate 11 16.42
2. Post Graduate 35 52.24
3. Graduate 13 19.40
4. Diploma 8 11.94

Feedback Analysis of the Human Resource Training Programme

Ahire and Venkatesan 333

The results depicted in Table 5, indicated that the

proficiency of the respondents in handling of computers in
day today works and they were grouped into three
categories based on their responses. It was observed from
the results that more than half (52.24%) of the respondents
have medium level of proficiency in computer followed by
low (32.84%) and high (14.93%). As majority of the
technical staff are involved in field based activities they do
not have much computer access that one might be the
main reason that they were in medium and low level of
proficiency in computers. Hence it is necessary that ICAR
have to take necessary steps to train their technical
Fig 3: Distribution of respondents based on their employees in handling of computers so that their
designation proficiency will improve in dealing with the computers
which will be helpful to work faster.
Table 3 entails the distribution of the respondents based
on their specializations as subject matter expertise. Table 5: Distribution of the respondents based on their
proficiency in computers
Table 3: Distribution of the respondents based on their Sl. Proficiency in Frequency
discipline No. Computers (n=67) Percentage
Sl. No. Discipline Frequency Percentage 1. Low 22 32.84
1. Plant Sciences 38 56.72
2. Medium 35 52.24
2. Engineering 11 16.42
3. Veterinary & Animal 5 7.46 3. High 10 14.93
Sciences
4. Computers and IT 7 10.45 Table 6 indicates the distribution of the respondents based
5. Social Science 6 8.96 on the participation in training programmes at NAARM
before attending this programme. As NAARM is capacity
It was observed from Table 3, that more than half (56.72%) building institution of ICAR, variety of programmes are
of the respondents were represented the plant sciences offered by NAARM. In this connection respondents were
discipline followed by Engineering (16.42%), Computers asked to give their response whether they have attended
and IT (10.45%), Social Sciences (8.96%) and veterinary any programme in that at NAARM or not. The responses
and animal sciences (7.46%). As the technical staff in of respondents as dichotomous in nature and it was
ICAR system meant to support the scientific staff in observed that more than 80 per cent (80.60%)
research, extension and education, naturally the respondents were recorded their response as no and
recruitment is also done based on the expertise to fulfil the around 20 per cent (19.40%) were recorded their response
institutional requirements. as yes. As majority of the respondents were attended this
Table 4 indicates the distribution of respondents based on type of programme at NAARM as responses recorded, it
their work experience and it was observed that more than indicates that this type of programmes are very recently
three-fourth (77.61%) of the respondents have 16-30 started in the ICAR system to follow the DoPT guidelines.
years of long work experience in ICAR system followed by
13.43 per cent of the respondents had more than 30 years Table 6: Distribution of respondents based on their past
of work experience and 8.96 per cent respondents had 15 trainings attended at NAARM
years of experience. Therefore, it can be concluded that Sl. Programme attended
more than 90 per cent of the respondents had more than No. at NAARM Frequency Percentage
16 years of service and have good experience in their field. 1. Yes 13 19.40
More experience in the specialized field required lot of 2. No 54 80.60
skills and it is a good sign for the ICAR system that
experienced technical employees are contributing for Fig 4 indicates the source of information used by the
achieving the research, extension and educational goals respondents for attending the present programme and it
for the system. was observed that more than half (52.24%) of the
respondents were used NAARM website for taking part in
Table 4: Distribution of the respondents based on their this training programme as source of information.
work experience WhatsApp group as information source was used by 19.40
Sl. No. Experience Frequency Percentage per cent of the respondents for attending this programme
1. Upto 15 years 6 8.96 as information source and 14.93 per cent of the
2. 16-30 years 52 77.61 respondents were came to know the information through
3. >than 30 years 9 13.43 their nodal office of the institute. Project Monitoring and

Feedback Analysis of the Human Resource Training Programme

 Int. J. Agric. Educ. Ext. 334

Evaluation (PME) cell was used as information source to management is 4.54, followed by motivational techniques
take part in this programme by 7.46 percentage of (4.67), presentation skills (4.64), positive thinking (4.63),
respondents. visit to Indian Institute of Millets Research (IIMR) (4.44),
personality typing (4.81), role perception at workplace
(4.71), effective communication-a process towards
motivation (4.86), positive attitude to work in teams ((4.93),
inter team interaction (4.66), values and work ethics for
development professionals (4.52), emotional intelligence
(4.76), stress management (4.62), group seminar
presentations (4.76), assertiveness in workplace (4.62),
teamwork (4.74), trust building (4.76), and positive attitude
for personality development. These sessions were
covered during the seven days of training programme and
based on the results of overall impact scores computed for
all the sessions it was observed that all session scores are
4.53 out of 5. It indicates that all the sessions are handled
Fig 4: Source of information used by the respondents to
by the faculty of NAARM very well in all the aspects such
attend this programme
as time allotted for the session, range of coverage,
usefulness and teaching aids used during the sessions.
Session wise feedback
Similar results were reported by Kunche et.al. (2011) in
their study entitled “Analysis and Evaluation of Training
Online session wise feedback was obtained from
Effectiveness”.
respondents at the end of training programme on five-point
quantum where 5 is the highest level of agreement and 1
is the least. Accordingly, the average scores were
Therefore it can be concluded that the theme specific
calculated for all the four components of evaluation of a
training programme entitled ‘competence enhancement
topics and finally the overall impact scores were also
programme on motivation and positive thinking’ for
computed for all the topic dealt in the training programme
technical officers is very useful in terms of to enhance their
(Table 7).
knowledge, skills, change in attitude and behavior, positive
thinking and communication skills. It is also helpful for the
The sessions covering on time allotted, range of coverage,
technical officers to work more efficiently for achieving
usefulness and teaching aids were evaluated and it was
institutional and professional goals.
found that the overall impact of the session of life style
Table 7: Session wise feedback of the respondents
Sl. Topics Time Range of Usefulness Teaching Overall
No. allocated Coverage Aids Impact
1. Life Style Management 4.68 4.46 4.38 4.65 4.54
2. Motivational Techniques 4.68 4.68 4.73 4.59 4.67
3. Presentation Skills 4.68 4.59 4.65 4.65 4.64
Positive Thinking 4.78 4.68 4.68 4.38 4.63
Visit to IIMR-Millets 4.43 4.41 4.35 4.57 4.44
6. Personality Typing 4.84 4.81 4.89 4.7 4.81
7. Role Perception at work place 4.81 4.76 4.62 4.65 4.71
8. Effective Communication-A Process Towards Motivation 4.81 4.97 4.86 4.81 4.86
9. Positive Attitude to work in Teams 4.95 4.95 4.86 4.95 4.93
10. Inter Team Interaction 4.54 4.62 4.76 4.7 4.66
11. In Pursuit of Excellence 4.78 4.78 4.68 4.68 4.73
12. Values and work ethics for 4.62 4.54 4.43 4.49 4.52
development professionals
13. Emotional Intelligence 4.86 4.65 4.76 4.78 4.76
14. Stress Management 4.73 4.62 4.62 4.51 4.62
15. Group Seminar Presentations 4.7 4.78 4.84 4.7 4.76
16. Assertiveness in workplace 4.65 4.78 4.38 4.65 4.62
17. Teamwork 4.73 4.76 4.7 4.78 4.74
18. Trust Building 4.73 4.78 4.73 4.78 4.76
19. Positive Attitude for Personality Development 4.84 4.84 4.81 4.84 4.83
Overall session wise impact score 4.73 4.71 4.67 4.68 4.70

Feedback Analysis of the Human Resource Training Programme

Ahire and Venkatesan 335

Overall assessment of training components It was observed form all the 11 statement (Table 9) of
learning aspects of the programme that the computed
The overall training programme was also assessed on scores are more than 4.54 which indicates that the
various components of the training programme and it was coverage of learning aspects of programme are good
observed that the computed score of course content is learning lessons for the respondents for their overall
4.68 out of 5 followed by coordinator’s skill and support development. It was also observed that the overall learning
(4.78), relevance to your needs (4.57), overall learning impact is also 4.64 out of 5 indicates that the overall
from the course (4.57) and course in general is 4.68 (Table learning from the programme is very useful for the
8). The overall training impact score 4.66 indicates that the participants to achieve their professional targets and
training programme is very effective in terms of overall further development. The similar findings are also reported
development of the technical officers of ICAR. Ahire et al. by Ahire et.al. (2017).
(2017) reported the similar results in their study.
Logistical support during training programme
Table 8: Overall assessment of training programme
Sl. Overall assessment of various Scores For successful conduct of any training programme,
No. training components logistical support is very important and it was observed for
1. Course Content 4.68 the results that the quality of food, hostel room
2. Coordinator's Skill and support 4.78 maintenance, transport service, library support and
3. Relevance to your needs 4.57 medical facilities are rated 4.32 out of 5 by respondent
4. Overall learning from the course 4.57 which indicated that the logistical support is good at
5. Course in General 4.68 NAARM but there is always a scope for the improvement
6. Overall impact of the training 4.66 for the same.

Assessment of the programme on learning aspects Training facilities

The learning aspects of the programme evaluated on five Training facilities are very good at NAARM as identified
point ratings where 5 indicates maximum level of your organization by ICAR for capacity development and it was
agreement to the statements and decreases thereon to 1. reflected in the results of training facilities which are rated
more than 4.51 out of score of 5 (Table 10). Therefore, it
Table 9: Assessment of the programme on learning can be concluded that the respondents are very happy as
aspects for as infrastructure is concerned for training activities.
Sl. No. Learning aspects of training Scores
Table 10: Logistical support and training facilities
1. Expectations from the Course were 4.54
mostly fulfilled Sl. No. Logistical support during programme Scores
2. I will Recommend this Programme to 4.73 a. Supporting services
others 1. Quality of food 4.43
3. Proportion of exercises/case 4.59 2. Hostel room maintenance 4.49
studies/examples was adequate 3. Transport services 4.32
4. Topics were Updated to suit the 4.62 4. Library support 4.16
present scenario 5. Medical facilities 4.32
5. Additional Knowledge was gained due 4.54 b. Training facilities
to the Programme 6. Training venue is maintained neat and 4.78
6. Resource Materials were well 4.70 clean
organized, useful and adequate 7. Lighting is adequate in training venue 4.78
7. Teaching aids used were well prepared 4.78 8. Air conditioning is well maintained in 4.59
and comfortable in viewing venue
8. Speakers were clear in their 4.59 9. The Computer, projection and audio 4.81
presentation & trainees were given facilities in the venue are
relevant information appropriate for the teaching - learning
9. Participants had enough Opportunities 4.76 purpose
to interact with the trainers 10. The Toilets around the training venue 4.27
10. Training methodologies used were 4.65 are neat, clean and well
interesting and relevant for the maintained
purpose
11. I can use the information learned and 4.59 Strong Points and weak points of the programme
skills acquired
Overall learning impact score 4.64 The respondents were asked to give their opinion on
strong points of the programme and weak points of the

Feedback Analysis of the Human Resource Training Programme

 Int. J. Agric. Educ. Ext. 336

programme and it was observed that majority (31.34%) of appropriate instead of 7 days. Whereas large majority
the respondents were opined that the programme is ‘very (49.25%) respondents did not respond on the duration of
useful to gain knowledge, to acquire skills and change in the programme. Therefore, it can be concluded that the
behaviour’ is one of the strong point of this programme present duration of 7 days is ideal for almost all the
followed by 29.85 per cent of the respondents opined that respondents.
the programme is ‘very useful for self-motivation, positive
thinking and complete the task in time’ is the strong point Table 12: Opinion of the respondents on duration of the
of the programme. The other strong points as opined by programme
the respondents are ‘very useful to develop positive Sl. Duration of the Frequency Percentage
attitude, improve communication skills and work effectively No. programme (n=67)
(22.39%), ‘helpful to work in teams and trust building 1. Duration must be 21 days 2 2.99
(10.45%)’ and ‘faculty members are expert in teaching 2. Present duration of 7 32
skills (5.97%). days is enough 44.77
3. Not responded 33 49.25
Table 11: Strong Points and weak points of the
programme Suggestions for overall effectiveness of programme
Sl. Strong point and weak Frequency Percentage
No. of the programme (n=67) The respondents were asked to give suggestions for
Strong point overall effectiveness, more relevant and useful. The
1. Very useful to develop 15 22.39 results indicated that majority (29.86%) of the respondents
positive attitude, improve opined that more field visits may be arranged followed by
communication skills and 11.94 per cent of the respondents were opined that use of
work effectively computers in day today life may be added during the
2. Very useful to gain 21 31.34 programme and 8.96 per cent of the respondents opined
knowledge, to acquire that Hindi and English both languages must be used by the
skills and change in teachers during the sessions for better understanding as
behaviour many respondents are from south India participated in this
3. Faculty members are 4 5.97 programme. It was also observed that almost half
expert in teaching skills (49.25%) of the respondents did not given any suggestion
Very useful for self- 20 29.85 for overall effectiveness of the programme (Table 13).
motivation, positive Therefore, it can be concluded that majority of the
thinking and complete respondents are satisfied with respect to the overall
the task in time effectiveness of the programme.
4. Helpful to work in teams 7 10.45 Table 13: Suggestions for overall effectiveness of the
and trust building programme
Weak points Sl. Suggestions for Frequency Percentage
1. Language barrier 4 2.99 No. course improvement (n=67)
2. Do not found any week 18 1. More field visits may be 20
point in programme 26.87 arranged 29.86
3. Not responded 45 70.14 2. Hindi and English 6 8.96
language may be used
As for as weak points are concern a large majority almost by the faculty during
97 per cent of the respondents are satisfied or did not session
responded (Table 12). It indicates that majority of the 3. Use of computer in day 8
respondents are satisfied with the topics covered in the today life 11.94
programme and only 2.99 per cent of the respondents 4. Not responded 33 49.25
were opined that they have the language problem in
understanding as they might be from the south India and Limitations
not able to understand either Hindi or English.
This study was limited to one-time data collection from the
Duration of the programme respondents which limits the understanding of the training
transfer and HR function. The present study cannot be
Based on the past experiences and opinion of the justified in terms of cost. It measures only the perception
participants attended the same programme in the past the of respondents towards the effectiveness of the
present duration is restricted to 7 days instead of 10 days programme. Hence, the results and facts cannot be
and it was observed from Table 10, that majority (44.77%) generalized of this study. But similar studies can be
of the respondents are happy with the present duration of replicated by incorporating the pre-training and post
7-dasys followed by very few (2.99%) of the respondents training processes. The sample size of the respondents is
expressed their opinion that 21-days duration will be also one of the limitation in this study.

Feedback Analysis of the Human Resource Training Programme

Ahire and Venkatesan 337

Suggestions of the respondents in this programme.In spite, of many

positive results of this programme there is scope for
After completion of the training the trainee participants NAARM to focus this theme specific programme by adding
must be supervised by their peers in terms of training more field visits, more practicals and less theory. The
applicability at workplace. Trainees may be supported by computer applications as one of the session may be
the supervisors and their peers in terms of acquisition of included in the programme as basics of computer. The
skills, attitudinal changes and knowledge gain. findings of this research can be generalized to some extent
with caution as the sample size is not adequate. The
Implications present study is based on feedback of the technical
officers of ICAR institutes only immediate after completion
While, designing future research the methodology used in of the programme for which the data not obtained from
this study neds to considered as a base with the other their immediate supervisors which may limit the
aspects of training which are related to the training cycle generalization of the results as transfer of training needs
as suggested by the Kirkpatrick. Supervisors role is to be verified by the supervisor as well. It was also reported
important to evaluate the trainees hence post training by Arthur et al., 2003, supervisors are the best sources of
evaluation must be done by every training organization as data collection to measure transfer of training and validate
in built mechanism as a part of training evaluation. Similar the results.
studies can be conducted by the large organization in
public sector as well as in R & D organizations for the
industry demand driven output. AUTHORS’ DECLARATION

We all authors declare that this paper is original research

DISCUSSION AND CONCLUSION there is no conflict of interest.

This study was focused on participants of training

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Accepted 25 May 2020

Citation: Ahire LM, Venkatesan P (2020). Feedback

Analysis of the Human Resource Training Programme.
International Journal of Agricultural Education and
Extension, 6(2): 330-338.

Copyright: © 2020 Ahire and Venkatesan. This is an

open-access article distributed under the terms of the
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Feedback Analysis of the Human Resource Training Programme