Extension Management Competency Needs of Agricultural Extension Agents in Kenya

Lopokoiyit, M. C.; Onyango, Christopher A.; Kibett, Joash K.

doi:10.5901/mjss.2013.v4n6p11

Cited by 8 publications

(9 citation statements)

References 4 publications

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“…It is, therefore, encouraging to find that NGO-POs perceived themselves as having higher levels of competency in educational and informational technology (EIT), and as being on par with their government counterparts in the other seven competencies. These findings are in contrast to those of Lopokoiyit et al (2013) in Africa, where all of the NGO workers' competency levels were higher than those of government workers in all of the areas measured.…”

Section: Extension Professionals (Eps) Incontrasting

confidence: 99%

“…For objective 3, the perceived level of importance and self-rated level of competency for core competencies are the dependent variables. The existing literature (Brodeur, Higgins, Galindo-Gonzalez, Craig, & Haile, 2011;Eicher, 2006;Ghimire & Martin, 2011;Lahai, Goldey, & Jones, 1999;Lopokoiyit, Onyango, & Kibett, 2013;Okwoche et al, 2011;McClure, Fuhrman, & Morgan, 2012) was used as the basis for selecting the explanatory variables. Though the literature suggests that the core competencies of EPs differ by those demographic traits listed above, there is no agreement on how they differ.…”

Section: Explanation Of Variablesmentioning

confidence: 99%

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Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

Ghimire

Suvedi

Kaplowitz

et al. 2017

JIAEE

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This study examines the level of and gaps in core competencies among agricultural extension professionals in Nepal. The study population was composed of agricultural extension professionals in governmental extension offices and agriculture-based, non-governmental organizations. During August-September 2015, 349 extension professionals completed selfadministered surveys. The design for the data collection instrument was based on a literature review and on focus group recommendations. Data were analyzed using descriptive and inferential statistics. The findings revealed that respondents perceived themselves to be moderately competent in extension core competencies --program planning, program implementation, communication skills, educational and informational technology, program evaluation, personal and professional development, diversity, and technical subject matter expertise. Respondents' perceived levels of competency differed by their current position, undergraduate college attended, and level of education, although not much by their age and experience in extension. Office chiefs and foreign-educated respondents perceived themselves as having higher levels of competency than their counterparts --subject matter specialists and technical officers, and in-country-educated professionals. The perceived levels of the importance of all core competencies were significantly higher than the professionals' perceived levels of their own competency, indicating gaps in extension core competencies among Nepalese extension professionals. The findings imply that that there is a need for in-service training of extension professionals in all core competency areas. Preservice extension education curricula need to be reviewed and updated, incorporating the core competencies highlighted in this study.

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Section: Extension Professionals (Eps) Incontrasting

confidence: 99%

Section: Explanation Of Variablesmentioning

confidence: 99%

Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

Ghimire

Suvedi

Kaplowitz

et al. 2017

JIAEE

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“…Two of the professional tasks-"apply persuasive style to inform clientele" and "reliability in implementing extension work"-had a MWDS of 0.00 and 1.44, respectively, indicating less need for these professional tasks. Similarly, Lopokoiyit, Onyango, and Kibett (2013) reported that agricultural extension management competencies with the highest training need among extension agents in Kenya were motivating employees, stress management, managing conflict, strategic planning, mentoring/coaching employees, employee appraisal, counseling, communication, extension program management, and farmer group formation. Rigyal and Wongsamun (2011) found that priority training requirements for extension agents in Bhutan were how to conduct situational analysis, ability to prepare visual aids, finding ways to encourage farmers to adopt innovations, visualizing future extension prospects and problems, introducing new extension methods, building confidence in meeting objectives, creating awareness of government policy, and ability to organize and present a seminar.…”

Section: Extension Officers' Perceived Level Of Importance Of Professmentioning

confidence: 96%

“…Rigyal and Wongsamun (2011) found that priority training requirements for extension agents in Bhutan were how to conduct situational analysis, ability to prepare visual aids, finding ways to encourage farmers to adopt innovations, visualizing future extension prospects and problems, introducing new extension methods, building confidence in meeting objectives, creating awareness of government policy, and ability to organize and present a seminar. Lopokoiyit et al (2013) state that high MWDS for management competencies form the basis for designing relevant in-service courses and warrant their inclusion in agricultural programs at the undergraduate and postgraduate levels.…”

Section: Extension Officers' Perceived Level Of Importance Of Professmentioning

confidence: 99%

Borich Needs Model Analysis of Professional Competence Among Extension Officers in North West Province, South Africa

Oladele

2015

Journal of Agricultural & Food Information

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This study determined professional competence needs of extension workers through the application of the Borich needs assessment model. A simple random sampling technique was used to select 40 respondents from whom data were collected using a structured and face-validated questionnaire containing 40 professional tasks. Professional competence needs were analyzed and ranked using mean weighted discrepancy scores (MWDS). Ability to prepare visual aids to help deliver information (7.23), finding ways to encourage farmers to adopt innovations (7.19), and commitment to extension work (6.88) were the most prominent competences for which there is need for prioritized training for extension officers in the study area.

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“…Some recent studies identified the need for training of extension gents ( Inne et al,2018;AL-Zahrani et al,2017;Chikaire et al,2017;Anka,2016;Ayesha et al,2016;Kehinde and Laseinde 2015;Mariappan et al,2015;Okeowo,2015;Robert and Ahmad,2015;Said and Waman,2015;Abbasi et al,2014;Jamagani et al,2014;Dinesh et al,2013;Haruna and Abdullahi,2013;Mary et al,2013;Musa and Khalid ,2013;Abdulhamid and Emmanuel, 2012;Adisa and Balogun,2012;Ja'afar et al,2012;Muhammad et al,2012;Nongtdu et al,2012;Azizah,2011;Muhammad et al,2011;Ovwigho,2011;Michael and Gibson,2010 ) Agricultural sector in Iraq faces many challenges, the most important of which is the decline in production and productivity, which happened mainly due to ineffective extension services, and poor rehabilitation and training of extension agents. Therefore, there is the need to examine the training needs of extension agents in Iraq in order to enhance their skills and expertise.…”

Section: Introductionmentioning

confidence: 99%

Training needs of extension agents in AL Diwaniyah Province, Iraq

Haleem¹

2018

jae

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The study assessed the training needs of extension agents in AL Diwaniyah province. Interview schedule was used to collect data from 60 extension agents through face-to-faces interaction. The collected data were analyses using frequency, percentage, weighted arithmetic mean, simple correlation. Findings revealed that forty-five of the respondents had medium training needs. The respondents had a high level of training needs in the area of post-harvest technology, integrated pest management (IPM), information and communication technology (ICT), value addition of agricultural commodities, floriculture management, marketing of agricultural commodities, protected agriculture, planning and implementation agricultural extension programmes, climate change, fish farming technologies, organic agriculture, and determination of farmers training needs. significant and negative correlation was investigated between training need and educational qualification, years of experience, and number of training attended. The study recommends that training courses should be conducted for extension agents in areas where respondents showed a middle and high training needs.

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Extension Management Competency Needs of Agricultural Extension Agents in Kenya

Cited by 8 publications

References 4 publications

Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

Borich Needs Model Analysis of Professional Competence Among Extension Officers in North West Province, South Africa

Training needs of extension agents in AL Diwaniyah Province, Iraq

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