Prepared by
V.N. Asopa
Indian Institute of Management
and
G. Beye
Research and Technology Development Service
Research, Extension and Training Division, FAO
FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS
Rome, 1997
|
The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. |
M-67
ISBN 92-5-104090-7
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© FAO 1997
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Abbreviations used in the text
Research management: A key ingredient
Components of a worldwide agricultural research management programme
Evolution of the training manual
Session sheet
Session guide
Instructional materials
Background readings
Recommended readings
Design flexibility
Workshop schedule
Appendix 1: Management orientation and decision making
Understanding the situation
Will to act and action orientation
Problem-solving approach
Defining the problem
Generating alternatives
Specifying criteria
Evaluation and decision
Developing an action plan
Feedback and contingency planning
What is a case?
Types of cases
Dimensions of a case
Case discussion
Usefulness of the case method
Acquiring knowledge
Developing skills
Forming attitudes and values
Behavioural learningFacilitating the process of learning
Training of managers
Using the case method
Sequential process of the case method
Role of the resource person
Role of participantsIdentifying case development needs
Developing case leads
Initial clearance
Data collection
Preparing the case outline
Preparing a case draft
Clearance, registration and testing
Appendix 3: Summary of course contents
Appendix 4: Illustrative schedule for a workshop on agricultural research
Appendix 5: Management training
Aims for management training
Some critical aspects of learning
Motivation
Participation and practice
Feedback and reinforcement
Appendix 6: Planning and management of short-duration, executive development programmes
Characteristics
Problems in managing SEDPs
First-day problems
Some participants switch off...
... While others dominate
All face mid-programme blues
Total breakdown
Non-academic concerns
Suggestions to the programme coordinatorScreening participants
Planning the course and teaching material
The first day
On subsequent days
Designing a learning climate
Monitoring and reviewing the programmeSuggestions to programme faculty
First and last sessions
Planning the programme
Other aspects