Abstract
This study aimed to understand the competences needed by agricultural and extension evaluation experts in Iran. Using a descriptive and correlational research design, a valid and reliable self-completion questionnaire was utilized for data collection from a sample of 132 out of 170 managers and professional staff involved in agricultural and extension evaluation programs. The professionals mostly preferred to participate in in-service training courses to develop their competences including situational analysis, reflective practice, project management, professional practice and systematic inquiry, respectively. Therefore, these courses can ensure their continuous professional development. However, for many interpersonal competences, they would rather do pre-service training courses. Key words: Evaluation, training needs, agriculture, professional development, Iran.
Highlights
Today’s ever-changing world faces new challenges for human resource activities (Ramlall, 2006)
The professionals mostly preferred to participate in in-service training courses to develop their competences including situational analysis, reflective practice, project management, professional practice and systematic inquiry, respectively
The population for this study consisted of agricultural evaluation managers and the agricultural extension personnel involved in program evaluation in the Ministry of Jihad-eAgriculture of Iran (N=170)
Summary
Today’s ever-changing world faces new challenges for human resource activities (Ramlall, 2006). Competencies and motivation (Swanson and Phillips, 1997) In this condition, competency-based programming and in-service training can be used to strengthen the professional skills and abilities of extension workers and specialists. Studies show that the in-service training needs of agricultural extension personnel appear to change over time (Roberts and Dyer, 2004). The specification of competencies can help extension organizations define their development approaches in the context of human resources activities (Gonzales and Nelson, 2005). An increased emphasis has been on evaluation capacity building for conducting an effective evaluation in public organizations. This can lead to providing social, educational and health-related programs for communities (Naccarella et al, 2007). This can lead to providing social, educational and health-related programs for communities (Naccarella et al, 2007). DeLuca et al (2009) showed the need for further research related to
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