Tna Radio

FINAL REPORT
TRAINING NEEDS AND ORGANIZATIONAL

CONSTRAINTS ASSESSMENT
LINKING AGRICULTURAL RESEARCH

AND RURAL RADIO
JUNE 2001
Copyright ©2001 by the International Service for National Agricultural Research (ISNAR).
All rights reserved.
ISNAR encourages the fair use of this material. Proper citation is requested.
TABLE OF CONTENTS
TABLE OF CONTENTS ..............................................................................................................................iii
LIST OF TABLES ......................................................................................................................................... v
LIST OF FIGURES .....................................................................................................................................vii
Preface .....................................................................................................................................................xiii
Acknowledgments ........................................................................................................................................ xv
Executive Summary ...................................................................................................................................xvii
PART I ...........................................................................................................................................1
1. Background................................................................................................................................3
1.1 Introduction .....................................................................................................................................3
1.2 The International Service for National Agricultural Research (ISNAR) .............................................3
1.3 Project Partners: UoG, DCFRN, FAO ..............................................................................................4
1.4 Project Partners in Cameroon, Ghana, Mali, and Uganda ..................................................................5
1.5 Project Background: Access to CGIAR Knowledge through Rural Radio and the Internet ................6
1.6 Step One: Diagnosis of the Current Situation and Assessment of Needs for Linking Agricultural
Research and Rural Radio ................................................................................................................6
2. Overview of the Training Needs and Organizational Constraints Assessment..............................9

2.1 Introduction .....................................................................................................................................9
2.2 Overall Design of the TNA for Linking Agricultural Research and Rural Radio .............................. 10
2.3 Objectives of the TNA ................................................................................................................... 10
2.4 Anticipated Outcomes .................................................................................................................... 11
2.5 Basic Framework of the TNA......................................................................................................... 11
2.6 Methodology.................................................................................................................................. 12
2.7 Coordination of the Workshop........................................................................................................ 14
2.8 Participants and Sessions................................................................................................................ 14
PART II ......................................................................................................................................... 17
3. Introduction and Interactive Exercise........................................................................................ 19

3.1 Introduction ................................................................................................................................... 19
3.2 Interactive Exercise........................................................................................................................ 19
4. Analytical Framework for Linking Agricultural Research and Rural Radio............................... 21

4.1 Introduction ................................................................................................................................... 21
4.2 Outline of the Analytical Framework for Linking Agricultural Research and Rural Radio ............... 21
4.3 Presentation and Discussion of the Analytical Framework .............................................................. 23
5. Job Analysis............................................................................................................................. 27
5.1 Introduction ................................................................................................................................... 27
5.2 Methodology.................................................................................................................................. 27
5.3 Results of Exercise 3 – “Job and Duty Analysis “ Session ............................................................... 29
5.4 Compilation of Responses to the Questions .................................................................................... 29
5.5 Results of the “Take Three for Better Brainstorming” Exercise ....................................................... 30
6. Job Descriptions: Suggestions for Improvement ...................................................................... 33

6.1 Introduction ................................................................................................................................... 33
6.2 Suggestions to Improve Job Descriptions with Research/Radio Linkages ........................................ 33
Training Needs and Organizational Constraints Assessment iii

7. Identification of Requirements and Gaps .................................................................................. 35
7.1 Introduction ................................................................................................................................... 35
7.2 Domains of Learning...................................................................................................................... 35
7.3 Concepts of Management and Leadership....................................................................................... 36
7.4 Concepts of Knowledge, Attitudes, and Skills................................................................................. 38
7.5 Methodology for Assessing Managerial and Technical Skills .......................................................... 38
7.6 Results of the Brainstorming Session.............................................................................................. 39
7.7 Managerial Knowledge and Attitudes ............................................................................................. 40
7.8 Results of TNA: Technical Knowledge and Specific Skills ............................................................ 42
8. Organizational Constraints ....................................................................................................... 45

8.1 Introduction ................................................................................................................................... 45
8.2 Methodology and Results ............................................................................................................... 45
PART III ........................................................................................................................................ 47
9. Conclusions ............................................................................................................................. 49
9.1 Introduction ................................................................................................................................... 49
9.2 Training Intervention...................................................................................................................... 49
9.3 Non-training Intervention ............................................................................................................... 51
9.4 Conclusions on TNA Methodology ................................................................................................ 52
10. Recommendations .................................................................................................................... 55

10.1 Introduction ................................................................................................................................... 55
10.2 Training Intervention...................................................................................................................... 55
10.3 Non-training Intervention ............................................................................................................... 56
10.4 Recommendations for the Use of the TNA Methodology ................................................................ 57
11. Evaluations .............................................................................................................................. 59

11.1 Introduction ................................................................................................................................... 59
11.2 Evaluation of the Participants’ Personal View on Training.............................................................. 59
11.3 TNA Workshop Evaluation Results ................................................................................................ 60
Bibliography .................................................................................................................................. 65
ANNEXES
List of Tables
Table 1. Researchers and Broadcasters Participating in the TNA Workshop

Table 2. Examples of Major Duties and Related Tasks Related to Linking Research and Radio
Table 3. Three Major Duties Identified in the TNA
Table 4. Examples for Improving Job Descriptions to Include Research/Radio Linkages
Table 5. Responses by Researchers and Broadcasters to the Management Skills Questionnaire
Table 6. Top 10 Training Priorities for Required Managerial Knowledge and Attitudes to
Strengthen Agricultural Research and Rural Radio Linkages
Table 7. Top Training Priorities for Required Technical Knowledge and Specific Skills to
Strengthen Agricultural Research and Rural Radio Linkages
Table 8. Training and Non-training Interventions to Address Organizational Constraints
Table 9. TNA Workshop Evaluation – Strong and Weak Points, and Suggestions for
Improvement
Training Needs and Organizational Constraints Assessment v

List of Figures
Figure 1. ISNAR Training Cycle

Figure 2. Possible Pieces of the Agricultural Research and Rural Radio Linkage
Figure 3. Example of Major Duties and Tasks of Researchers
Figure 4. Example of Major Duties and Tasks of Radio Producers/Broadcasters
Figure 5. Gaps in Technical and Managerial Knowledge and Attitudes:
Highest-ranked Priorities
Figure 6. Overall Evaluation
Figure 7. Achievement of the Workshop Objectives
Figure 8. Evaluation of the Workshop Environment
Training Needs and Organizational Constraints Assessment vii

TNA for Linking Agricultural Research and Rural Radio Workshop
March 27-31, 2001
Accra, Ghana
Front row: from left to right

Zenete Peixoto França (ISNAR), Perez Tinkasimire (Broadcaster-Uganda), Helen Hambly
Odame (ISNAR), Pepsy Lee Andoh (Broadcaster-Ghana), Ruth Sylvestre (Broadcaster-
Mali), John Otoo (Researcher-Ghana), Fifi Ofosu-Okyere (Broadcaster-Ghana), Nancy
Bennett (DCFRN)
Middle row
David Okidi (Broadcaster-Uganda), Jim Shute (UoG), Peter Lusembo (Researcher-Uganda),
NTji Coulibaly (Researcher-Mali), Mark Abdulai (Researcher-Ghana), Anselme Kameni
(Researcher-Cameroon)
Back row
Godwin Aflakpui (Researcher-Ghana), Harroun Sadiq (Broadcaster-Ghana), Jean Pierre
Ilboudo (FAO), Francis Alacho (Researcher-Uganda), Simon Zok (Researcher-Cameroon),
Samuel Abbey-Mensah (Broadcaster-Ghana)
Not present: Michelle Owens (FAO)

Some Remarks and Ideas from Participants
from the TNA workshop on Linking Agricultural Research and Rural Radio
Accra, Ghana March 27-30, 2001
“Broadcasters
should attend our
annual review of “We have to
research activities develop partners
…”(Researcher) before we can
develop
“We can hold a programs.”
‘media day’ for the (Researcher)
organization when
“Let’s invite radio rural radio
broadcasters to broadcasters can be
field and open invited to the
days …” institute to learn (Broadcaster)…“I’m
(Research about our work…” disappointed with
station manager) (Researcher) gaps between
myself and our
researchers. I hope
(Researcher)…“I our relationship will
really want to get be closer”
what I do in the
lab to farmers.”
“Right from the word

(Researcher) “…I go, radio broadcasters
can really see can be kept in the
large yield gaps picture.” (Researcher)
between the “Let farmers know
research station that researchers are
and farmers’ also farmers…”
fields.” (Broadcaster)
(Broadcaster)…“why
can researchers not be
“Let the listeners nominated as
(Researcher)
have confidence members of the Board “Make sure we
of Directors of rural ”…I’d like my
in the monitor and
radio stations?” messages to
researchers…” reach as many evaluate any
(Broadcaster) people as linkages and
possible.” programs
between
researchers and
broadcasters…”
(Broadcaster)
Training Needs and Organizational Constraints Assessment xi

PREFACE
To improve the linkage between agricultural research and rural radio through capacity
building, the International Service for National Agricultural Research (ISNAR) has worked in
partnership with the University of Guelph (Canada) and the Developing Countries Farm
Radio Network (DCFRN), the Food and Agriculture Organization (FAO) of the United
Nations, the Canadian International Development Agency (CIDA), and national agricultural
research organizations in sub-Saharan Africa to assess training needs and organizational
constraints for linking agricultural researchers and rural radio broadcasters, that is, TNA.
Improved access to appropriate information enables farmers to learn about simple, proven
ways to increase food supplies, as well as income and employment opportunities. Experience
in rural communications demonstrates that radio is a practical and creative medium for
facilitating the education and empowerment of the poor, including women and youth. In sub-
Saharan Africa, radio is the only effective media through which agricultural information can
be communicated across long distances, in languages familiar to rural people.
ISNAR’s TNA approach provides the opportunity to learn how to explore the strengths and
weaknesses of individual researchers’ and broadcasters’ skills as related to their job
performance and their contribution to achieving the goals of their organizations and intended
clients, the farmers. The TNA framework and methodologies aim to (a) document technical
and managerial knowledge, attitudes, and skills as well as organizational constraints that
affect staff performance, and (b) assess the kinds of training and non-training interventions
needed to strengthen the linkage between agricultural research and rural radio in Africa.
ISNAR and its partners conducted the TNA exercise at a workshop in Accra, Ghana, from
March 27 to 30, 2001. The event was attended by 15 participants (8 researchers and 7 radio
broadcasters) from four countries: Cameroon, Ghana, Mali and Uganda. The trainers and
resource people came from ISNAR, DCFRN, the University of Guelph, and FAO.
This draft report aims to describe, step-by-step, all stages of the framework and methodology
used to conduct the TNA and to deliver its results. The project team strongly believes that
this TNA report provides relevant information to inform other organizations about the
workshop results and to help design an operational plan to promote capacity building for
linking agricultural research and rural radio. The report is organized in three major parts:
• Part I provides the background to the collaborative project on linking agricultural research
and rural radio, the conceptual framework, and the TNA methodology used.
• Part II describes the TNA processes and findings.
• Part III describes the conclusions, recommendations, and evaluations of the TNA.
In addition, a set of annexes complements the respective parts of this report, providing details
about the data collected and instruments used during the TNA exercise.
Supplementing this final report is a video of the TNA workshop. As well, the module entitled
“Training Needs and Organizational Constraints Assessment for Linking Agricultural
Research and Rural Radio” provides a comprehensive plan for delivering the TNA workshop
including all presentation and exercise materials, handouts, overheads and reference
materials.
Training Needs and Organizational Constraints Assessment xiii

ACKNOWLEDGMENTS
The Canadian International Development Agency (CIDA) and the Canada/CGIAR Linkage
Fund provided financing for the project “Access to CGIAR Knowledge through Radio and
Internet.” The support of CIDA for this pilot project is most appreciated.
Jim Shute (Director of the Centre for International Programmes, University of Guelph,
Canada) and Nancy Bennett (Executive Director of the Developing Countries Farm Radio
Network) are key partners in this initiative. Their dedication to the issues of the project, and
their efforts during the TNA exercise in Accra, can only be described as exceptional.
Communications specialist, Jean Pierre Ilboudo (FAO-SDRE) acted as the technical resource
person in this TNA exercise. His involvement was key to the success of the workshop. The
kind support received from FAO that made Dr. Ilboudo’s attendance possible is gratefully
acknowledged. The support of FAO colleagues Ester Zulberti and Michelle (Shelley) Owens
is also acknowledged with thanks.
The TNA workshop was also made possible by the support of Stein Bie, ISNAR Director
General, and Willem Janssen, Director, Information and New Technologies Program. The
TNA would not have been possible without the methodology and training specialist role of
Zenete Peixoto França (Senior Research Officer and Head of Training, ISNAR). As well, the
manager of the project, Helen Hambly Odame, spent considerable time and energy in the
overall planning, implementation, reporting and follow-up to the TNA workshop.
Special thanks to University of Guelph student Blythe McKay for her contributions to this
TNA report. Leandra Julien, Mirela Zoita and Jacobine Verhage of the ISNAR Training Unit
provided support for formatting and production of the report. We thank Amin Kassam for
editing the report.
Finally, this report would not have been possible without the work of the participants during
the TNA exercise. These participants, who are listed in Annex C of this report, represented
agricultural research programs and radio stations in four countries: Cameroon, Ghana, Mali,
and Uganda. Their efforts have ensured that a solid plan for action now exists to conduct
capacity building for linking agricultural research and rural radio.
Training Needs and Organizational Constraints Assessment xv

EXECUTIVE SUMMARY
The capacity for agricultural research to link up with rural radio is dependent on the
performance of individual researchers and broadcasters, who work together within a
supportive institutional environment. Researchers and broadcasters require both management
and technical roles to perform well as partners and to set and achieve common objectives.
Therefore, performance is a function of a person’s managerial knowledge and attitudes on the
one hand, and technical knowledge and specific skills on the other. Performance is also
markedly influenced by the organizational constraints that affect an individual’s morale and
output. Programs to build capacity through training and other learning initiatives must
respond to actual gaps in managerial and technical knowledge, attitudes, and skills, so as to
improve performance and enhance supportive partnerships.
ISNAR’s TNA approach provides the opportunity to learn how to explore the strengths and
weaknesses of one’s knowledge and skills, as related to an individual’s on-the-job
performance and contribution to achieving collaborative activities. The TNA framework and
methodologies aim to document technical and managerial knowledge, attitudes, and skills, as
well as organizational constraints that affect performance, to assess the kinds of training and
non-training interventions needed to improve performance.
The basic framework of the TNA comprises six steps:
1. Presentation and discussion of the analytical framework for linking agricultural research
and rural radio.
2. Analysis of jobs, duties, and tasks.
3. Suggestions to improve job descriptions by including the link between agricultural
research and rural radio.
4. Definition and identification of knowledge, attitudes, and skills required for improving job
performance as related to linking agricultural research and rural radio, and how these
qualities influence the working environment of researchers and broadcasters—and,
therefore, their morale and overall output.
5. Definition of on-the-job performance and identification of managerial and technical
aspects of the jobs.
6. Definition and identification of the organizational constraints that affect technical and
managerial performance.
The TNA exercise entitled “Linking Agricultural Research and Rural Radio” was conducted
in a three-and-a-half-day workshop convened in Accra, Ghana, from March 27 to 30, 2001.
There were 15 participants in this workshop (7 broadcasters and 8 researchers) representing
the four countries involved in the project (Cameroon, Ghana, Mali, and Uganda). The results
of this intense exercise were analyzed, summarized, and presented in this report. The
highlights of these results, conclusions, and recommendations were as follows:
The results of the TNA suggested that the five highest priorities in managerial knowledge
were closely related to one another, and mutually reinforcing. The top priority, how to
mobilize financial resources, was ranked significantly higher. The second-highest priority,
how to identify common objectives, relates closely to the fifth priority, how to identify
common objectives in relation to communities. The third priority, how to demonstrate the
added value of researchers and radio broadcasters working together. is similar to the
fourth priority, how to evaluate the impact of rural radio and research collaboration. The
difference between these third- and fourth-ranked priorities reflects a prospective or existing
partnership (demonstrating added value) versus assessing the actual partnership experience
over the longer term (impact assessment). The third-highest priority, how to plan and bring
all the stakeholders together, reinforces the collaboration process.
The participants reported that most of the gaps in managerial attitudes cover areas related to
communication between researcher, farmers, and broadcasters, which reinforces the top
priorities given to managerial knowledge development. The top attitudes were improving
their tact/diplomacy (in working together), willingness to invest in farmers, and being bold
about their initiatives.
With regard to the highest priorities in technical knowledge the three top ranked priorities
were each distinct. They were: techniques to evaluate the impact of rural radio and
research collaboration, how to write proposals for collaborative activities, and how to
adapt, translate and interpret information to respond to the needs of farmers. It was
noted that each of these three top priorities for technical knowledge reinforce the areas of
managerial knowledge development.
Finally, the specific skills prioritized in the TNA reflect skills that are required to access
Internet-based information, facilitate e-mail communication between researchers and
broadcasters, and analyze and present data. The top three priorities were how to use
Internet/email, how to use data analysis software, and how to use graphics software.
Key Recommendations
1. It is recommended that the gaps listed in the report be used as a basis for
developing the training plan for the subsequent training and capacity
building event of the project in May 2002. The report identifies the gaps
that should be included in the training plan (module). The module will
address two interrelated areas: (1) facilitating partnership between
researchers and broadcasters, and (2) mobilizing financial resources for
research/radio collaboration. Requirements for the selection process of
“participant teams” are also identified (see Chapter 10).
Participants also provided a list of non-training, organizational constraints that hinder their
performance as collaborators. These constraints represent areas of work for future policy
dialogue, research, and long-term capacity-building agenda. (see Chapter 10)
PART I
Part I-1
1. BACKGROUND
1.1 Introduction
1.1.1 This section of the report presents an overview of the training needs and
organizational constraints assessment (TNA) that was conducted in Accra, Ghana,
from March 27 to 30, 2001. Specifically, background information is presented on the
joint project for linking agricultural research and rural radio, and the partners in this
project, including the International Service for National Agricultural Research
(ISNAR), the University of Guelph (UoG), Canada, and Developing Countries Farm
Radio Network (DCFRN). Recently, the project has been joined by a new partner,
the Food and Agriculture Organization (FAO) of the United Nations. The project
works with national partners, research and rural radio organizations, in four African
countries: Cameroon, Ghana, Mali, and Uganda.
1.1.2 Improving the performance of agricultural research to conduct work that is relevant
to meeting the needs of resource-poor farmers is a major objective in most
developing countries. However, even knowing what these needs are, finding an
appropriate means for exchanging information is not easy. As is evident after more
than 40 years of rural radio in sub-Saharan Africa in particular, there is good
potential for rural radio to bring researchers into contact with farmers and
communities. This is why ISNAR, UoG and DCFRN launched their partnership
project to strengthen the link between agricultural research and rural radio. Rural
radio offers a means through which information can be made accessible to farmers.
It also provides a platform for dialogue and learning between stakeholders including
scientists, extension workers, farmers, and other members of rural communities.
1.2 The International Service for National Agricultural Research (ISNAR)
1.2.1 ISNAR is an international organization mandated to help bring about innovation in

agricultural research institutions to increase the contribution of research to agricultural
development for the poor. ISNAR is one of the 16 Future Harvest centers supported by
the Consultative Group on International Agricultural Research (CGIAR). ISNAR,
which was founded in 1979, has its headquarters in The Hague, the Netherlands.
1.2.2 ISNAR's challenge is to identify and advance new institutional arrangements that
promote more effective generation of new knowledge. Stakeholder involvement in
agricultural research, linkages within the agricultural innovation system, and learning
and capacity building to support the innovation process are some of the key issues for
the center’s research, advisory services, and training work.
1.2.3 ISNAR’s training work is designed to strengthen the institutional development of

national systems, which include public research institutes, non-governmental
organizations, farmers’ organizations, and other agencies. It specifically addresses the
need to support managers-leaders in the development of their capabilities.
1.3 Project Partners: UoG, DCFRN, FAO
Training Needs and Organizational Constraints Assessment 21

Part I-1
1.3.1 The University of Guelph (UoG) has the largest faculty of agriculture and rural
development in Canada, and is one of the oldest in the Commonwealth. The UoG is well
known internationally for its excellence in agricultural education and research.
1.3.2 The UoG has a long history of bridging science and rural people through rural extension
and communication. Professor Helen Abell of the School of Rural Extension Studies
was involved in the start-up of the radio listening groups in Canada which became an
international model for rural radio in the 1960s under a UNESCO program. The UoG
also hosts the Don Snowden Centre, an important development support communication
group which has pioneered work in applying audiovisual media for community
development. While there has been no formal link with the Centre on rural radio, several
studies carried out by faculty and students have won Guelph international recognition for
its work on rural telecommunication.
1.3.3 The Developing Countries Farm Radio Network is a Canadian not-for-profit

organization which has been active in international development since 1979. The
Network is comprised of 1,200 partner organizations, including more than 400 rural
radio stations in 100 developing countries. The aim of the Developing Countries Farm
Radio Network is to support broadcasters so that they can strengthen small-scale
farmers and rural life. Network programs include improving access to agricultural and
other relevant information, facilitating an international network of peers, and
providing support to local networks and training. One of the Network’s longstanding
activities is the production of radio scripts, which are distributed to partners for use in
radio broadcasts, extension services, classrooms and even community theatre.
Approximately 500 scripts have been produced on topics such as: crop production,
post-harvest techniques, nutrition, tree-planting and farm forestry, natural resource
management, and women and youth in agriculture. The Developing Countries Farm
Radio Network receives financial support from the Canadian government and private
donations.
1.3.4 The Canadian International Development Agency (CIDA) is an important partner in

this project because its financial support to the project through its Canada/CGIAR
Linkage Fund (CCLF) has made this pilot project, including the TNA, possible. The
CCLF was created to strengthen collaboration between the CGIAR system and
Canada's science community. Through the CCLF, CIDA seeks to: (a) increase
Canada's involvement in reducing poverty and addressing food insecurity and related
problems in developing countries; (b) increase CGIAR links with and utilization of
Canada's strong scientific base; and, (c) expand each group's knowledge of the other's
strengths, activities and accomplishments. CCLF’s support to the project is for three
years and totals CAD$150,000.
1.3.5 The Food and Agriculture Organization (FAO) of the United Nations has recently
joined this project as a partner. FAO's Sustainable Development Department has been
a pioneer in the use of communication processes and media to help rural people to
exchange experiences, find common ground for collaboration, and actively participate
in and manage agricultural and rural development activities. FAO is one of the
world’s leading sourcepoints for agricultural information through its World
Agricultural Information Center (WAICENT). From February 19 to 22, 2001, FAO’s
Extension, Training and Communication Service held the First International
Workshop on Farm Radio Broadcasting in Rome. More information about this
22 Training Needs and Organizational Constraints Assessment

Part I-1
meeting and its presentations are available at the following website:

http://www.fao.org/WAICENT/FAOINFO/SUSTDEV/2001/radio/index_en.htm. In the
TNA workshop a FAO specialist on rural radio in Africa (Jean Pierre Ilboudo) was
the key resource person for presentation and discussion of the analytical framework
for linking agricultural research and rural radio.
1.4 Project Partners in Cameroon, Ghana, Mali, and Uganda
1.4.1 Two main groups of organizations are targeted by this project. They are national
agricultural research centers and rural radio stations. These two types of national
partners are not the only organizations that could be involved in linking agricultural
research and rural radio, but they are key players. National agricultural research
organizations are typically public-funded scientific research centers. They are
historically the type of organization dominating the national agricultural research
system (NARS). Increasingly, universities, non-governmental organizations, and
private sector research centers are recognized as key players in NARS. As well, the
divide between research and extension services in many countries is being bridged as
agricultural research organizations engage more closely with rural extension or
outreach and development activities.
1.4.2 The second group of national partners in this project is composed of rural radio
stations. These stations are quite diverse. They include government radio stations
operating from capital cities, decentralized public (government) radio stations, or
community-based radio stations supported by non-governmental organizations. The
main similarity among this target group is that rural radio stations broadcast
predominantly to a rural audience, in local languages, on content that is related to
local interests and needs, including agriculture-related topics.
1.4.3 In the pilot phase of the project, four countries are involved: Cameroon, Ghana, Mali,
and Uganda. These countries were selected on the basis of criteria including past and
present research and training relationships with the partner organizations (ISNAR,
UoG and DCFRN) and different experiences with linking agricultural research and
rural radio. For instance, rural radio is quite active in Mali while radio listening
groups were started as early as the 1950s-60s in Ghana and later slowed in activity. In
Cameroon the rural radio movement is more recent, and not as well supported as in
Uganda where efforts to incorporate radio into the growing research outreach program
are recently established and receiving support from donor agencies.
1.4.4 Further information about the national partners involved in the first stage of this
project, including biographies of the individual researchers and radio broadcasters
involved in the March 2001 TNA workshop, can be found in Annex C.
1.5 Project Background: Access to CGIAR Knowledge through Rural Radio and the Internet
1.5.1 Improved access to appropriate information enables farmers to learn about simple,
proven ways to increase food supplies as well as income and employment
opportunities. Experience in rural communications demonstrates that radio is a
practical and creative medium for facilitating the education and empowerment of the
poor, including women and youth. In sub-Saharan Africa, radio is the only effective

Part I-1
media through which agricultural information can be communicated across long

distances in languages familiar to rural people.
1.5.2 The pilot project “Access to CGIAR Knowledge through Rural Radio and the
Internet” aims to make relevant information generated and compiled by ISNAR
accessible to radio broadcasters. The project has four major research and capacity
building components: (1) the assessment of what is needed to strengthen the linkage
between agricultural research and rural radio using a participatory and systematic
TNA process; (2) a situational analysis of rural radio in sub-Saharan Africa, including
review of literature, identification of existing activities in the four countries involved
in the project (Cameroon, Ghana, Mali, and Uganda) and resulting in a published
research report (3) development of scripts based on the exchange of knowledge
between international and national partners, and (4) development of training materials
and a training module to support innovation and to build capacity for effective
research/radio partnerships.
1.5.3 The project expects to prepare for a second phase of activities, which may include
further activities in the four countries, or expansion beyond the countries involved in
the pilot phase and possibly beyond the region of sub-Saharan Africa. The pilot phase
of the project will enable experience to be built among the international and national
partners in order to best determine options for the future.
1.6 Step One: Diagnosis of the Current Situation and Assessment of Needs for Linking Agricultural
Research and Rural Radio
1.6.1 The first stage of the project is an important one. This involves an assessment of the
current situation of rural radio in sub-Saharan Africa, divided into two distinct
activities: (1) a diagnosis of the situation of rural radio published by ISNAR in the
form of a research report, and (2) development and delivery of a training needs and
organizational constraints exercise, structured in a training module and its results
presented in a TNA report. The training module for the TNA exercise is available
from ISNAR, and presents the complete set of instructions to the trainers, presentation
and reading materials, exercises, and overheads for the TNA workshop. The training
module is supplemented by a video detailing the process involved in the TNA
workshop for linking agricultural research and rural radio.
1.6.2 This report presents the final results of the TNA. It includes some of the materials
used in the TNA exercise in the Annexes, as well as the data generated by the
assessment and its analysis.
1.6.3 Further to these the TNA training module, video and TNA workshop final report, the
diagnostic research report documents the context of rural radio in sub-Saharan Africa.
The ‘situation analysis’ report includes an historical background to radio listening
groups in Canada and internationally, as well as a focus on past and present
experiences relevant to the linkage between research and radio in the four countries:
Cameroon, Ghana, Mali, and Uganda.
1.6.4 It is expected that these four products of the first stage of the rural radio project will
be shared widely and contribute toward filling an important gap in development
communications for agricultural research.

Part I-1
2. OVERVIEW OF THE TRAINING NEEDS AND ORGANIZATIONAL

CONSTRAINTS ASSESSMENT
2.1 Introduction
2.1.1 The training needs and organizational constraints assessment (TNA) is considered an
important phase of the process of training and capacity building as it identifies the
existing gaps in knowledge, attitudes and skills that affect individual performance and
takes into account constraints within organizations. ISNAR promotes the use of the
training cycle as a systematic approach toward strengthening institutional
development and performance (Figure 1). TNA is one of the first steps in this process.
Training Cycle
(Diagnostic
Phase)
Evaluation and Training Needs and Organizational

Post-Evaluation of All Stages Constraints Assessment (TNA)
Monitoring Imple mentation of Training Plan and

Training Activities by National Trainers Curriculum Development
Production and Delivery of

Training Modules & Materials Planning and Drafting of Training
Modules & Materials
Training
of Trainers
Figure 1. ISNAR Training Cycle
2.1.2 TNA provides accurate information for the design of an effective training program
that can respond to the job-related needs of the participants. It can also illuminate
non-training interventions. ISNAR has adopted an innovative approach to TNA, based
on the methodology of França (1994)1. It involves a series of activities intended to
facilitate the participants’ awareness of the skills and attitudes they need to perform
the technical and managerial duties of their jobs. In addition, it assesses the
organizational constraints that hinder training activities and require non-training
interventions for capacity building.
2.1.3 The effectiveness of a training program depends upon the TNA being conducted in a
very comprehensive way, from developing an understanding of the conceptual basis
for linking agricultural research and rural radio to methods of translating these
1
França, Z. P. 1994. Irrigation Management Training for Institutional Development: A Case Study from
Malaysia. Colombo, Sri Lanka: IIMI.
xxv
Part I-1
concepts into practice. Accordingly, the TNA includes brief explanations and
interactive exercises to promote the participants’ understanding of their job
requirements, and their own strengths and weaknesses with relation to the linkage of
agricultural research and rural radio. It enables them to identify their personal training
needs and the existing constraints that prevent them from better performance and
collaboration as researchers/broadcasters.
2.2 Overall Design of the TNA for Linking Agricultural Research and Rural Radio
2.2.1 The TNA was designed and carried out from March 27 to 30, 2001 in Accra, Ghana,
through a workshop involving a group of 15 participants selected from four
countries in sub-Saharan Africa: Cameroon, Ghana, Mali, and Uganda. The target
audience for the TNA included individuals who were senior managers of agricultural
research, practicing scientists responsible for farmer outreach programs, rural radio
station producers and/or broadcasters.
2.2.2 The TNA was facilitated with the support of five resource people from ISNAR,
DCFRN, University of Guelph, and FAO. CIDA sent regrets that a representative
could not attend the workshop.
2.2.3 The TNA was conducted using a methodology that involves group participation and
analysis through intensive interactive exercises. This methodology is thoroughly
described in chapter 2. The processes and findings of the TNA are presented in Part
II of the report.
2.3 Objectives of the TNA
2.3.1 Although two types of groups (researchers and broadcasters) were involved in the
TNA, there was one main objective: identifying the factors affecting individuals’
performance in linking agricultural research and rural radio in order to indicate the
nature of the solution (training or non-training) best suited to their needs.
2.3.2 To achieve this objective, the TNA exercise was designed to:
a) review the conceptual basis for linking agricultural research and rural radio
b) distinguish between management-leadership and technical activities
c) conduct job, duty, and task analyses
d) identify technical and managerial knowledge, attitudes, and skills required to
perform tasks
e) identify existing gaps in managerial knowledge, attitudes, and technical
knowledge and specific skills
f) identify organizational constraints
g) establish priorities for training needs to facilitate the design of a training plan
(module) for the second stage of the project and identify non-training
interventions.
2.4 Anticipated Outcomes
2.4.1 In general, both tangible and intangible outcomes from the TNA were expected.
Tangible outcomes were expected to include the following:
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Part I-1
a) list of gaps in the technical and managerial knowledge, attitudes, and skills of
the participants, to be used in the design of a training program for building
capacity for researchers to work together with broadcasters
b) list of organizational constraints that restrict the performance of researchers and
broadcasters working together and suggestions for overcoming these constraints
c) list of suggestions for improving the job descriptions in relation to linking
agricultural research and rural radio
d) list of the main duties and tasks involved in collaboration between researchers
and broadcasters
2.4.2 The intangible outcomes were observed and perceived rather than documented:
a) Better understanding of new concepts, including differentiation between

managerial and technical activities, institutional development.
b) Improved awareness of job requirements, including behavioral changes (new
attitudes and skills).
c) Improved ability to build relationships.
d) Better understanding of how to assess and improve performance.
e) Increased interest in knowing more about agricultural research and rural radio
linkages.
f) Improved relationships and understanding of working together.
g) Better understanding of the management of agricultural research and rural radio
h) interest in improving the TNA exercise.
i) Increased awareness of the need for targeted training programs to meet specific
job-related needs of the participants.
j) Increased awareness of non-training interventions to support linkages between
agricultural research and rural radio.
k) Better understanding of the need for organizational culture and norms that
motivate the development of partnership and promote a sense of outreach and
commitment to rural people.
2.5 Basic Framework of the TNA
2.5.1 The basic framework of the TNA comprised the following:
Step 1. presentation and discussion of the analytical framework for linking

agricultural research and rural radio
Step 2. analysis of job, duties, and tasks
Step 3. review of job descriptions and suggestion of improvements with regard

to linking agricultural research and rural radio
Step 4. identification of the knowledge, attitudes, and skills needed to perform

these jobs
Step 5. identification of gaps in the performance of the technical and

managerial aspects of linking agricultural research and rural radio
xxvii
Part I-1
Step 6. identification of the organizational constraints that affect technical and

managerial performance
2.6 Methodology
2.6.1 The TNA was conducted using group techniques to facilitate interaction and
participation among the 15 participants. The three-and-a half-day workshop in Accra
also allowed for special presentations about the organizations represented by the
resource people (Jim Shute from the University of Guelph, Nancy Bennett from
DCFRN, Michelle Owens from the Africa Regional Office of FAO, and Helen
Hambly Odame from ISNAR/CGIAR).
2.6.2 The workshop was opened with a presentation of the TNA objectives, framework,
methodology, and schedules. This session continued with an interactive exercise
intended to put the participants at ease and allow them to get to know each other to
facilitate more open participation during the workshop. Zenete Peixoto França,
Senior Research Officer and Head of Training at ISNAR, led the delivery of the
TNA methodology.
2.6.3 The basic concepts and analytical framework for linking agricultural research and
rural radio were presented by FAO communications specialist Jean Pierre Ilboudo.
The presentation reviewed the context of rural radio in Africa and the conceptual
basis for strengthening links between agricultural research and rural radio. The
presentation also explained the importance of capacity building to improving the
partnership between researchers and broadcasters. In the discussion, participants
were invited to compare this information with their experience (in their national
agricultural research or rural radio organizations).
2.6.4 The participants were then invited to complete a questionnaire to facilitate analysis of
the technical and managerial aspects of their jobs. The questions were related to
differences between their technical and managerial activities, their performance
assessment in relation to linking agricultural research and rural radio, opportunities
for performance improvement, and major constraints on performing fundamental
duties.
2.6.5 The job analysis was conducted using “Take three for better brainstorming: a
modified technique” to give the participants the opportunity to assess their duties and
the tasks necessary to perform their jobs both individually and in small groups. At the
end of this exercise, the participants were expected to make a group decision on the
three major duties in relation to linking agricultural research and rural radio, display
them on a flipchart, and report to the audience.
2.6.6 Because researchers and broadcasters rarely have job descriptions that specify the link
between research and radio, the facilitators invited the participants to suggest
improvements to their job descriptions with regard to strengthening research/radio
collaboration.
2.6.7 To initiate the identification of required knowledge, attitudes and skills, participants
were first introduced to the different domains of learning (cognitive, psychomotor,
and affective domains). Participants were then invited to complete a management self-
xxviii
Part I-1
assessment questionnaire to facilitate analysis of the technical and managerial aspects

of their jobs and partnerships. Through self- and pair-assessment, participants
examined differences between their technical and managerial activities in relation to
linking research and radio, their performance assessment, opportunities for
performance improvement, and major constraints for performing fundamental duties
related to their existing or prospective collaboration.
2.6.8 Following a review of the concepts of leadership and management, participants

engaged in an exercise to consider their roles as managers-leaders for strengthening
the partnership between agricultural research and rural radio. Participants carried out
an exercise entitled “Reflections on the role of managers-leaders.”
2.6.9 The concepts of knowledge, attitudes, and skills were introduced by the trainer and
discussed by the participants. The participants were invited to focus first on
managerial duties and then to identify the knowledge, attitudes, and skills needed to
perform them.
2.6.10 The brainstorming technique was used to list areas of managerial knowledge and
attitudes and technical knowledge and specific skills on flipcharts.
2.6.11 The participants were invited to reflect on the list of requirements displayed on the
walls, and to assess and prioritize the gaps in knowledge, skills, and attitudes. The
“modified nominal group technique” was used to accomplish this phase.
2.6.12 Organizational constraints were identified along with the participants’ suggestions for
overcoming them. The “trip around the tables” technique was used during this
exercise.
2.6.13 The participants answered a questionnaire entitled “Personal view of training

programs”, which aimed to assess their previous experiences with training, and their
perceptions and feelings related to training activities.
2.6.14 The exercises of the TNA workshops were evaluated by the participants to provide
feedback on their effectiveness with a view toward future improvement.
2.6.15 The tools and results of the TNA methodology are discussed in this final report.
2.7 Coordination of the Workshop
2.7.1 The TNA was conducted with different individuals in the following roles:
• Zenete Peixoto França (ISNAR) – lead trainer and designer of the TNA
methodology
• Helen Hambly Odame (ISNAR) – project manager and co-trainer
• Jim Shute (University of Guelph) – resource person, rural extension and
education
• Nancy Bennett (Developing Countries Farm Radio Network) – resource
person, farm radio
• Jean Pierre Ilboudo (FAO) – technical resource person, radio in Africa
• Michelle Owens (FAO Africa Regional Office) – resource person, rural
extension and communications in Africa
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Part I-1
2.7.2 On behalf of the project, the team responsible for this final report included
• Helen Hambly Odame
• Blythe McKay (graduate student, University of Guelph)
• Zenete Peixoto França
• Leandra Julien (training unit secretary, ISNAR)
2.8 Participants and Sessions
2.8.1 The biographies of the 15 participants in the TNA exercise can be found in Annex C.
The participants included researchers and broadcasters from Cameroon, Ghana,
Uganda, and Mali (Table 1).
Table 1. Researchers and Broadcasters Participating in the TNA workshop
Country Researchers Broadcasters Total
Cameroon 2 0 2
Ghana 3 4 7
Uganda 2 2 4
Mali 1 1 2
Total 8 7 15
2.8.3 The project originally anticipated a total of 16 participants in the TNA with two
researchers and two broadcasters from each of the four countries. Participants were
selected on the following basis. Researchers were nominated by CGIAR centers and the
University of Guelph on the basis of their experience and positive attitudes towards the
areas of farmer outreach, participatory research, and development applications of
agricultural research. Rural radio broadcasters were surveyed on their current outreach
work with farmers and nominated by DCFRN. Unfortunately, due to difficulties in
communicating with radio broadcasters from more remote areas of Cameroon, the
selected broadcasters could not attend. In the case of Mali there was also some difficulty
in identifying individuals who met the criteria and who could actively participate in a
workshop in English. A further constraint on the participant selection was the few
number of women nominees. Two were identified, in the end only one attended. The
experience of participant selection will be taken into consideration in the identification of
future training participants in the project.
2.8.4 During the study, participant registration forms were used to collect information on the
participants’ educational level, country of work, sex, and age.
2.8.5 Of the TNA workshop participants who were researchers, five (62.5%) held Ph.D.
degrees; and three (37.5%) had an M.Sc.. Of the researchers with Ph.D. degrees, one
received his degree between 1995 and 1999, one between 1990 and 1994, two
between 1985 and 1989, and one between 1980 and 1984. Of the researchers with
M.Sc. degrees, two received their degrees between 1990 and 1994, and one between
1985 and 1989.
xxx
Part I-1
2.8.6 The age of the researchers ranged from 41 to 57 years, the average age being 46. The
age of researchers with M.Sc. degrees ranged from 41 to 45, with an average of 43.
The age of researchers with Ph.D.s ranged from 42 to 57, with an average age of 48.
2.8.7 Among the participants who were broadcasters, the ages ranged from 18 to 57 years.
The average age was 44.
2.8.8 Of the TNA workshop participants who were broadcasters, six had received their
Diploma of Secondary School Education. One of the broadcasters also had a Certificate
A in journalism. One broadcaster had a B.A.
2.8.9 Of the six broadcasters with secondary school diplomas, one had received his degree
between 1965 and 1974, two between 1975 and 1984, between 1995 and 2001. The
age of broadcasters with secondary school degrees ranged from 18 to 57, with an
average age of 45. The broadcaster with a B.A. received it in 1996 and is 36 years old.
2.8.10 This information about the participants shows a significant variation in ages between
researchers and broadcasters, and among broadcasters themselves. The age range of
the broadcasters was much greater than the age range of the researchers.
2.8.11 The participants’ biographical information and interventions during the workshop
suggest a rich background of work experience (Annex C). Three of the researchers are
actively involved with disseminating agricultural information to rural areas, although
only one of the researchers has worked specifically on rural radio programs. Seven of
the researchers and 4 of the broadcasters hold senior positions in their organization.
2.8.12 Of the four broadcasters who are broadcasting to a specific audience, the number of
listeners range from 300,000 to 22 million. The audience receiving their programs
may be in specific parts of the country or the entire country.
2.8.13 The topics covered by radio broadcasters include fisheries, crop production, livestock
production, modern technologies, credit, marketing, formation of cooperative
societies, farming, and the environment.
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Part I-1
PART II
TRAINING NEEDS
AND
ORGANIZATIONAL CONSTRAINTS
ASSESSMENT
Process and Findings
xxxii
Part II-3
3. INTRODUCTION AND INTERACTIVE EXERCISE
3.1 Introduction
3.1.1 The TNA process followed the basic six-step approach as outlined in Annex K(b).
Part II of this report is also roughly organized in accordance with these six steps.
3.1.2 The TNA process provided the agricultural researchers and rural radio broadcasters
with opportunities to:
a) Share feelings and perceptions about their attitudes and behavior with regard to
farmer outreach and linking agricultural research and rural radio, and the impact
of these attitudes and behavior in the work environment.
b) Individually reflect on the conceptual basis for linking agricultural research and
rural radio, the roles of managers-leaders, job requirements, and existing
managerial and technical shortcomings to foster better performance in the field.
c) Share and discuss ideas with peers.
d) Identify organizational constraints, and recommend practical and feasible
interventions (training and non-training) to minimize and/or overcome them.
e) Arrive at group decisions on the information required to design a management
training program for capacity building to link agricultural research and rural
radio.
3.2 Interactive Exercise
3.2.1 The interactive exercise (Annex K(a)) provided an opportunity for the participants to
get acquainted with one another and facilitated their participation. The exercise also
encouraged the participants to (a) do a self-analysis of feelings and emotions related
to their attitudes and behavior with regard to farmer outreach and linking agricultural
research and rural radio, and (b) express their expectations of the TNA workshop
they were about to attend.
3.2.2 Statements to be completed spontaneously by the participants were related to (1)

feelings, for example, of like or dislike of oneself; of things and situations; and of
self-disappointment, irritation, happiness, cheer, etc. (2) perceptions of why peers
and subordinates like or dislike the participant, etc.
3.2.3 The results of this exercise were very encouraging. The participants came out with
sincere expressions of feelings and perceptions about their role in the linkage
between agricultural research and rural radio. This session set the stage for the entire
TNA exercise, which required self-analysis, identification, and acceptance of
personal shortcomings in terms of knowledge, attitudes, and skills.
3.2.4 To illustrate the first part of this exercise, statements such as the following were
distributed to participants “I feel motivated to link agricultural research and rural
radio because ______,” with responses such as because of “the yield gap between
research stations and farmers’ fields,” “sharing ideas…is one of the major objectives

Part II-3
of my radio station,” “I can make my results available to end users,” and “to be more
knowledgeable.”
3.2.5 When asked to complete the statement, “My best personal quality for linking
agricultural research and rural radio is ______ because ____________ ,” one
researcher wrote of his “ability to relate to rural community needs and friendliness
because this helps me know the needs of the rural farmer and get the confidence of the
rural broadcaster.” A broadcaster completed the statement, “I perceive myself as
_______,” with the response (in summary), “a person rightly selected for the
workshop and this can help me work on the linkages between agricultural research
and rural radio…sharing information and ideas with people from different places.”
3.2.6 The second part of the interactive exercise aimed at assessing the participants’
expectations of the TNA workshop. The basic results indicated a tie between the two
most popular groups of answers. In total, 32% of the participants expected the TNA
to result in stronger links between rural radio broadcasting and agricultural research,
and 32% expected new knowledge and priorities for training to be identified through
the TNA process. A total of 16% of the answers suggested that the workshop would
help to transfer information and improve communication of research results among
researchers and broadcasters. Identification of how radio and radio broadcasting can
help farmers was anticipated by 10% of the participants. Finally, a further 10% of
the responses related to anticipated group dynamics and active participation in the
workshop.

Part II-4
4. ANALYTICAL FRAMEWORK FOR LINKING AGRICULTURAL

RESEARCH AND RURAL RADIO
4.1 Introduction
4.1.1 After the preparatory interactive exercise, the first step in the TNA process is the
presentation and discussion of the conceptual basis for linking agricultural research
and rural radio. An analytical framework provides a basis for the analysis,
evaluation, and organization of agricultural research and rural radio linkage
activities.
4.1.2 The main objectives of this presentation were to (1) discuss the context of rural radio
in Africa, (2) discuss an analytical framework for linking agricultural researchers and
radio broadcasters, (3) identify the importance of capacity building for linking
agricultural research and rural radio broadcasters, and (4) compare information with
their experience (in their national agricultural research or rural radio organization).
4.2 Outline of the Analytical Framework for Linking Agricultural Research and Rural Radio
4.2.1 Sub-Saharan Africa has experienced major decline in per capita food production in
the last three decades. Fifty per cent of the total population of sub-Saharan Africa
goes hungry. Poverty is the most frequent cause of chronic hunger although civil wars
and political instability have reinforced the hardships experienced by poor people.
The lack of adequate income and ability to purchase or produce enough food affects
90% of the rural people in Africa. Women and children suffer the most from rural
poverty and food insecurity. In many African countries women farmers lack access to
agricultural information, inputs, and processes of research and development.
4.2.2 Agricultural research and development activities are essential to addressing the
problems of food insecurity and poverty in Africa. Effective agricultural research
cannot be conducted without putting rural people and their knowledge and experience
first.
4.2.3 Farmers’ access to information and communication technologies is of growing

importance to addressing the problems of poverty and food insecurity. It is estimated
that by the end of the 1990s, for every 1000 people in Africa there were 12
newspapers, 52 televisions, 14 telephone (main) lines, five mobile telephones, 7.5
personal computers and 198 radios. Given the scarcity of media such as newspapers
and television, radio is currently the only mass medium capable of raising awareness,
informing, and mobilizing the rural population (CTA, 2001).
4.2.4 Rural radio has existed in Africa for about four decades. The first rural radio
programs in Africa were broadcast in the early 1960s as part of an educational
initiative by UNESCO, based on the experience of rural radio “listening groups” in
Canada. The rural radio clubs of Africa were started as early as 1962, and since then
radio stations have increased as a result of the liberalization of broadcast media which
has occurred in many, although not all, African countries. According to the BBC
World Service, by 1996, there was more than an estimated 65 million rural radio
receivers in Africa. By 2000, this number could be close to 100 million, if not greater.

Part II-6
4.2.5 There is a long list of rural radio program options. There are public information
services; the broadcasting of technical, social, or economic information; musical and
entertainment programs; soap operas and other dramatic radio productions such as
storytelling; and “magazine shows” and documentaries that can include personal
opinion programs, question-and-answer sessions and debates. The role of the listeners
in rural radio programming is crucial. Rural radio programs are most effective when
produced with audience participation, in local languages and taking into consideration
cultural traditions.
4.2.6 There are important constraints on rural radio. For instance, information is not always
readily available to broadcasters, or in a simple style or language easily transmitted to
farmers. The analytical framework to link agricultural research and rural radio
responds to the lack of collaboration between agricultural researchers, extension
workers, community development organizations and those people who are expected to
benefit from research related to food insecurity, resource-poor rural people.
community
organizations
research
farmers
extension rural radio
Figure 2. Possible Pieces of the Agricultural Research and Rural Radio Linkage
4.2.7 In the analytical framework, rural radio is expected to be a means through which
information and knowledge can be shared among agricultural researchers and farmers.
Like putting together pieces of a puzzle, partnerships are identified, built and
maintained in order to support the linkage between research and radio (Figure 2).
Partnerships can be operationalized in some of the following ways:
• Disseminating research findings through rural radio to farmers; herders; extension
workers; community groups and NGOs; primary, secondary and technical
schools; and rural businesses.
• Receiving information on where research products were used and where
inputs/services can be obtained.
• Giving feedback to researchers on the reaction of communities to research
activities or results. This means using radio as an interactive tool to talk with and
listen to rural people.
• Collecting information and feedback from communities about their need for new
or improved agricultural technologies and experiences in using existing
technologies.

Part II-4
• Announcing progress on collaborative research/extension/farmer activities,

including providing information about venues of meetings or visits by outside
specialists.
4.2.8 Linking partners requires strengthening the knowledge, skills, and attitudes necessary
for improved interaction between agricultural researchers and radio broadcasters. In
other words, capacity building is the glue for building strong and productive
partnerships. Capacity building to link agricultural research and rural radio requires
leadership and appropriate attitudes for farmer outreach; knowledge and information
to synthesize, package and deliver farm radio programs; and skills to include linkages
with rural radio within resource and research management systems, including
procedures for planning, budgeting and implementation of field work. Capacity
building for linking agricultural researchers and radio broadcasters requires a
systematic approach that includes putting into practice new knowledge, attitudes, and
skills by developing collaborative activities, networking, and ensuring follow up.
4.3 Presentation and Discussion of the Analytical Framework
4.3.1 The technical resource person from FAO presented the conceptual basis for linking
agricultural research and rural radio through an explanation of the history and
importance of rural radio in Africa. A framework for bringing agricultural research
and rural radio together was presented and the use of capacity building to strengthen
and support this partnership was explained.
4.3.2 The participants were invited to raise questions, and other participants and resource
people responded to these interventions. Some exciting exchanges occurred between
the participants. At one point in the discussion a senior research manager remarked,
“Perhaps our research station should start its own radio broadcasting station;” the
reply from a broadcaster in the same country was, “Why is this necessary, why can
we not work together more often…we can bring my radio station closer to your
research station…”
4.3.3 At one point in the discussion it was clarified that there is a difference between being
a rural broadcaster and being a journalist. Unlike many journalists, rural radio
broadcasters are used to spending significant periods of time in the rural areas; they
may live or have lived in the communities where they work. Whereas journalists
travel in and out of the community, broadcasters are often members of the same
community to which their listeners belong. It was clarified in the discussion that there
are different kinds of radio in rural areas. There is rural radio, which is typically not
managed by the community members although it often involves their participation;
community-based radio, where broadcasts are developed and delivered by the
community; and commercial radio.
4.3.4 A challenge from researchers to broadcasters was related to whether or not radio
stations would be willing to reduce or forego the fee required to broadcast research
information on non-governmental or commercial radio stations. There were different
responses to this question. One reply was that researchers and broadcasters could go
to the farmers and together with them discuss the application of a particular
technology in a broadcast (e.g. a magazine program). Another remark was that
regardless of whether or not a fee was paid to broadcast research information,
“somewhere someone was paying” for the radio program, whether it was a non-

Part II-6
governmental organization assisting the radio station or an advertiser. Finally a

community broadcaster stated that “if a radio station sees itself as community-based
then the issue of payment does not come up…” and sharing costs is always possible.
For example, a research station might offer the use of a vehicle for the radio
broadcaster and researcher to travel to the field where farmers can be interviewed on
radio”.
4.3.5 Emphasis was also placed on the importance of knowing the needs of farmers and
valuing local knowledge and culture. Combining science and local know-how is not
easy. The comment was made that both researchers and broadcasters need to know
“what are farmers’ needs and what are their demands.” A shared problem was
identified, how to avoid being “supply driven” whether it is with a blueprint
technology or a prepackaged radio message. It was remarked, too, that rural radio can
be a means of returning information collected from farmers back to farmers.
4.3.6 In general, the discussion suggested that stronger partnerships between agricultural
research and rural radio can be beneficial to most resource-poor farmers. However,
one researcher questioned the use of radio to reach women. His experience in Mali
and Burkina Faso indicated that the radio receiver belongs to men. He had heard men
saying, “Bring me my radio.” Consideration of how radio can be more accessible to
all rural people was urged.
4.3.7 The discussion drew out many considerations for research/radio linkages, including:
the importance of adapting technical information for radio broadcast, and
broadcasting in local languages; recognition of the hierarchy existing in research
institutes or stations where release of agricultural information is concerned; the need
to check into the source of information used in radio broadcasts (i.e. a concern that the
media disseminates heavily biased information); and the reason why research
information is being released (e.g. sometimes false information is released for
political reasons).
4.3.8 Ways in which linkages between agricultural research and rural radio could be
strengthened emerged in the discussion. These include:
• regular visits by broadcasters to research stations
• invitations to rural radio producers/broadcasters to attend research workshops and
field days
• invitations to research managers to join the boards or advisory committees of radio
stations
• development of radio programs with farmers so that they can learn about scientists
and what agricultural research can offer
• radio interviews with researchers(along with farmers)
• mobilization of existing resources by broadcasters and researchers to involve radio
as a means of disseminating research results
• writing of radio scripts jointly by researchers and broadcasters
• strengthening of farmers’ organizations and encouragement to them to access
information from the broadcasters/researchers (i.e. radio listening groups)
• presentation of joint action plans and proposals for funding the reporting on the
field testing of research results and their dissemination through rural radio

Part II-4
• translation of technical information into local languages—with the participation of

knowledgeable community members, such as extension staff, if possible
• better identification of farmers’ needs by collaborating with them
4.3.9 In this exciting stage of the TNA, the participants demonstrated awareness of
the opportunities and challenges related to linking agricultural research and rural
radio. The rationale for strengthening the partnership of research and radio through
training and capacity building also seemed clear to the participants.

Part II-5
5. JOB ANALYSIS
5.1 Introduction
5.1.1 Job analysis is the process of compiling, recording, and interpreting duties and tasks
relating to the essential features of individual jobs.
5.1.2 The main aim of this stage in the TNA is not to produce definitive results in the form
of lists of tasks or duties (though such lists are produced in the course of the
exercise), but to (1) help participants learn to analyze their jobs in relation to linking
agricultural research and rural radio; (2) distinguish between the managerial and
technical duties and tasks involved; and (3) develop a better understanding and
awareness of the skills needed to perform these activities successfully.
5.1.3 The job analysis completed by the researchers and broadcasters working individually
and together thus involved a systematic examination of the actual duties and tasks
related to linking agricultural research and rural radio, in order to distinguish
between technical and managerial aspects of their partnership work, and to identify
the knowledge, attitudes, and skills required to strengthen their collaboration.
5.2 Methodology
5.2.1 The job analysis was carried out in two stages. In the first stage, participants
responded to a set of four questions on Worksheet 1 in Exercise 3: “Job and duty
analysis” (Annex K(c)). In the second stage of the exercise, a modified
brainstorming technique known as “Take three for better brainstorming”
(Annex K(c)) was employed.
5.2.2 At the beginning of the job analysis session, the trainer explained the meanings of
the terms “job,” “duty,” and “task,” and presented examples for discussion by the
participants.
5.2.3 A job was defined as a collection of major duties which comprise the responsibilities
of a staff position. A duty is a segment of the work performed in a job, usually
comprising several tasks. A task is a distinct, identifiable work activity that
comprises a logical and necessary step in the performance of the duty.
5.2.4 The trainer presented an example of a job, a duty, and a related task to each group
(agricultural researchers or radio broadcasters) to facilitate the exercise (Figures 3
and 4).

Part II-6
Agricultural Researcher
Job: Crop Program Leader

Major duties:
• coordinate and scientifically direct crop germplasm distribution in the region, on request
• receive and review research results from members of the program
• supervise technician and researcher training
• supervise the funded activities and monthly submit a report to the national research committee
• deliver research results – release the best varieties
Tasks (for duty #5 – delivering research results):

• identify means of disseminating
• develop a plan
• share with peer & supervisor
• obtain approval
• prepare results for dissemination
Figure 3. Example of Major Duties and Tasks of Researchers
Rural Radio Producer/Broadcaster
Job: Producer and broadcaster of radio programs that inform and involve farmers and other
listeners in rural areas
Major duties:
• identify target audience for programs; analyze audience needs and preferences on a regular
basis
• monitor trends and developments in agriculture (local, national and international) and maintain
regular contact with credible information sources
• research, write, and produce scripts for educational rural development programs
• edit broadcast programs
• Ensure effective use of radio equipment
Tasks (for duty #1: analyze audience needs and preferences)
• identify target audience
• determine needs assessment methodology
• select sample
• survey audience, conduct interviews analyze resultswrite report
Figure 4. Example of Major Duties and Tasks of Rural Radio Producers/Broadcasters
5.2.5 In the first stage of the analysis of jobs, duties and tasks, the participants worked
individually on four questions. The questions related to: 1) the difference between
their technical and managerial activities as researchers or broadcasters, 2) their
performance assessment, 3) opportunities for improvement, and 4) major constraints
on performing fundamental duties.
5.2.6 In the second stage, the “Take three for better brainstorming” session, participants
worked in two phases, individually and then in teams.
5.2.7 In the individual phase, the participants were invited to think about the different
duties and tasks they perform in relation to linking agricultural research and rural

Part II-5
radio. They were then to write down three major duties, which were broken down
into their constituent tasks.
5.2.8 In the teamwork phase, each group prepared a consolidated list of the major duties
and tasks identified by individual participants. The team then identified three major
duties for presentation to the whole group. The results of these exercises were copied
onto flipcharts by the facilitators. The results were long lists of group and individual
duties.
5.3 Results of Exercise 3 – “Job and Duty Analysis” Session
5.3.1 The major objective of this exercise was to facilitate awareness among the
participants of developing skills (technical and managerial) required by their jobs
and the importance of relating job performance to performance assessment. This
should be a continuous process of self-assessment and organizational assessment
through the supervisors. This exercise focused participants specifically into an
analysis of their job performance in relation to responding to the needs of farmers
and linking agricultural research and rural radio.
5.3.2 The participants were invited to reflect on (1) technical and managerial aspects of
their duties in relation to linking agricultural research and rural radio; (2) ways in
which they perceive themselves being evaluated in their jobs (in both technical and
managerial performance); (3) their views on how to improve their performance; and
(4) the constraints that prevent them from being more effective. The results were
compiled and analyzed for similarities and differences between researchers and
broadcasters (see below). The responses are presented in full in Annex D-a.
5.4 Compilation of Responses to the Questions
5.4.1 Technical and managerial activities
In general, researchers and broadcasters were able to distinguish their technical from
managerial duties, which include reporting activities, and financial or human
resource management. Their specific answers (Annex D-a) reflect diverse activities
in their research or radio stations. While few of these activities seem to have directly
involved rural radio/ research linkages, broadcasters were more likely to cite
relevant activities that would initiate linkages between rural radio and agricultural
research.
5.4.2 Assessment of technical and managerial performance
All participants were able to indicate how their performance is assessed. This
assessment could be structured (through annual reviews) or unstructured (through
feedback from farmers/listeners). As expected, the researchers’ performance
assessment reflects the importance of refereed publications and inspection of their
research activities. Broadcasters have different measures of performance assessment
and emphasized the assessment by their listening audience. This includes phone-in
feedback, letters, application of information by farmers, and reactions of peers/
fellow broadcasters.
5.4.3 Improvement of technical and managerial performance

Part II-6
The importance of collaboration and demand-driven research featured in the

responses from many researchers with regard to improving technical performance.
Management was cited as an area for improvement among researchers and
broadcasters. Some examples of how this could be done were indicated. One
important managerial task which both groups of participants indicated was the need
to improve monitoring and evaluation of radio productions and research. In the
discussion following this exercise it was clarified that evaluation should not only
include assessment of a radio program’s usefulness to farmers, but also the
assessment of partnership to make sure the relationship between research and radio
is a good one (i.e. relevant, effective, efficient, and sustainable). The need for in-
service training was commonly cited. Broadcasters specifically mentioned the need
for modern equipment to improve their performance.
5.4.4 Major constraints on performing technical and managerial activities
Lack of resources was cited by most participants. Among broadcasters, radio

transmission equipment was a major constraint in performing technical activities.
This could also require improved skills and the need for training. Researchers were
more likely to cite the importance of funding as a major resource constraint.
Improved interaction with farmers, including better needs assessment, was suggested
by both researchers and broadcasters. Emphasis was placed on radio supporting an
educational and knowledge-sharing process.
Harmonizing existing approaches of different research programs and scientists in

adaptive research was also identified. Improved motivation of staff was seen as a
constraint by both researchers and broadcasters.
5.5 Results of the “Take Three for Better Brainstorming” Exercise
5.5.1 Major duties and related tasks for linking agricultural research and rural radio are
identified individually and then analyzed by mixed groups of researchers and
broadcasters in the “Take three for better brainstorming” exercise. Complete results
from this session are presented in Annex D-b.
5.5.2 Working individually (as either a researcher or broadcaster) participants identified

their (existing and potential) major duties and related tasks in relation to working
together and strengthening the linkage between agricultural research and rural radio.
Table 2 presents some examples of these results.
Table 2. Examples of Major Duties and Related Tasks Related to Linking Research and
Radio
Researcher
Major Duty Tasks
Establish contacts with broadcasters • Write letters to radio managers
• Write scientific reports
• Participate in radio programs

Part II-5
Organize open (field) days for radio • Elaborate field day program
broadcasters • Conduct field day program
• Supervise evaluation
Coordinate research carried out on- • Write protocols for on-farm research
farm and based on farmers’ needs • Participatory data collection
• Invite journalists to farm sites
Broadcaster
Major Duty Tasks
Identify research and institutes • Enquire and learn about current issues in
research
• Draw up a work plan and strategy for
approach
Create community awareness for • Undertake a needs assessment

opportunities in participatory • Design program formats for production
information sharing and broadcast
• Create practical assessment of research
results
Monitor and evaluate the activities • Make follow-up visits to the field
of the target groups • Collect information on output and impact
of results
5.5.1 Group Work: working in small groups, including both researchers and broadcasters,
the major duties (actual and potential) in relation to working together and
strengthening the linkage between agricultural research and rural radio. These are
identified in Table 3.

Part II-6
Table 3. Three Major Duties Identified in the TNA
Group 3 Major Duties Identified

A 1. Involve community organizations
2. Compile information
3. Disseminate information
B 1. Identify farmers’ constraints and execute field experiments to find

solutions
2a. Develop partnerships (research and broadcasters)
2b. Initiate radio programs together
3. Create community awareness of opportunities in information sharing
C 1. Identify listeners’ needs

2. Conduct farmers’ field day
3. Perform on-farm test
D 1. Develop regular interaction between researchers and rural radio staff

2. Train researchers and radio staff to understand each other’s duties
3. Identify clients and their needs
5.5.4 The list of duties produced by the group during the job analysis exercise is
important. In the next step of the TNA, these results are used as a basis for
identifying the requirements for and gaps in collaborative work between researchers
and broadcasters.

Part II-5
6. JOB DESCRIPTIONS: SUGGESTIONS FOR IMPROVEMENT

6.1 Introduction
6.1.1 Job descriptions are a management tool to (1) define what work is to be performed;
and (2) determine how the many duties to be carried out are to be divided and
allocated into manageable work units or jobs.
6.1.2 Job descriptions are an important part of a human resource development plan, which
ensures accurate and comprehensive knowledge of what staff are expected to do.
When job descriptions have been defined, training personnel can assist the members
of the organization to conduct a job analysis. This aims to assess the skills
(knowledge and attitudes) necessary to improve performance and to contribute to the
achievement of the goals of their organization as well as the goals of a partnership
between organizations (e.g. among research and radio stations).
6.1.3 Job descriptions, well designed and well disseminated among staff of an organization,
improve the staff's responsibility, develop motivation and commitment, and facilitate
supervision. In addition, they promote cohesive operation within an organization.
Personnel duties can be easily coordinated to prevent gaps and duplication of efforts.
6.1.4 The participants noted the lack of duties related to linking agricultural research and
rural radio in the descriptions of their jobs. After the TNA workshop, the project
resource people were asked to draft generic job descriptions for the positions of
agricultural researcher and rural radio producer/broadcaster (Annex E-a).
6.2 Suggestions for Improving Job Descriptions with Research/Radio Linkages
6.2.1 In Exercise 4, the participants were invited to reflect individually on the need to link
researchers and broadcasters efficiently and effectively to (1) work with farmers and
assess their needs, and (2) disseminate research results in a language and format
useful to farmers.
6.2.2 This exercise gave the TNA participants the opportunity to provide suggestions for
improving job descriptions to make them reflect the linkage between agricultural
research and rural radio.
6.2.3 Examples of items that would appear in a job description for either a radio broadcaster
or an agricultural researcher related to linking research and rural radio are presented
in Table 4 (see also Annex E-a). Participants’ suggestions for improvement can be
found in Annex E-b.
Table 4. Examples for Improving Job Descriptions to Include Research/Radio Linkages
Training Needs and Organizational Constraints Assessment xlvii

Part III-9
Broadcaster – Suggestions for Improving the Job Description

1. Develop radio programs together with farmers so that their needs are addressed.
2. Involve researchers in planning better radio programs.
3. Visit research stations to improve accessibility of research materials by farmers.
4. Translate research materials into usable and more understandable forms by
collaborating with researchers.
5. Improve collaboration between broadcasters and researchers by providing basic
education in each other’s fields
Researcher – Suggestions for Improving the Job Description
1. Establish and maintain regular contacts with broadcasters
2. Develop radio programs to disseminate research results in collaboration with
broadcasters
3. Invite radio broadcasters to field and open days
4. Organize conferences and seminars and invite broadcasters
5. Participate in radio programs destined for farmers
6. Invite broadcasters to annual review of research activities
6.2.4 The results of this exercise (Annex E-b) highlighted various duties that could be
included in a job description for either a radio broadcaster or an agricultural
researcher to support their collaboration. The results of the exercise reinforced and
introduced further ideas for collaboration between researchers and broadcasters.
Among the novel ideas and statements emerging from this exercise were the
following:
• help the radio listeners gain confidence in researchers
• enable farmers to access research inputs for tests in their fields
• carry out follow-up visits on the performance of new technologies
• involve rural radio in order to assess the impact of agricultural research
• identify a “media day” for the research station
• rewrite research results in simple language in a joint session with broadcasters
• coordinate technical information dissemination between research institutes,
zonal research centers, universities, polytechnics, and broadcasting institutions
• test, adapt, and repackage technical information in a participatory
manner…make it available it in uptake pathways such as radio, service
providers, farmers’ groups, etc.
• organize annual meetings for farmers, extension agents, scientists, and
broadcasters
xlviii
Part II-5
7. IDENTIFICATION OF REQUIREMENTS AND GAPS
7.1 Introduction
7.1.1 The objective of this session was twofold: (1) to interpret the technical and
managerial duties related to research/radio linkages identified by the participants
during the previous stage, in terms of the knowledge, attitudes and skills required to
perform these duties satisfactorily, and (2) to identify and determine the extent of the
gaps between the actual technical and managerial knowledge and skills of the
participants and those they needed to improve performance with regard to linking
7.1.2 The concepts of domains of learning, management and leadership, and of

knowledge, attitudes, and skills were presented to facilitate understanding and
analysis of managerial knowledge and attitudes, and technical knowledge and
specific skills.
7.2 Domains of Learning
7.2.1 The concepts of domains of learning were presented to explain how the level of
competence of a manager is assessed by taking into account his or her level of
development in the three domains of human learning:
• the cognitive, theoretical or intellectual domain
• the affective or humanistic domain
• the psychomotor, manipulative or skill development domain.
7.2.2 Most professionals from technical areas such as radio broadcasting and agricultural
science have not been exposed to the development of the affective domain at all. A
special exercise helps them to raise awareness about this domain, and to develop
their positive attitudes, motivation, self-confidence, and so on, in addition to the
managerial knowledge and manipulative skills that are necessary for improving their
job performance.
7.2.3 In Session 5a, participants completed two exercises. In Exercise 5a1, participants
were invited to respond to 50 questions in the ‘management skills questionnaire’
(Annex K(d)). In Exercise 5a2, participants self-assessed their three main strengths
and weaknesses with regard to managerial skills and then shared them with a fellow
participant. Working in pairs, the participants also discussed the results of the
management skills questionnaire and rated them against the key to the questionnaire,
which is a list of ten management functions corresponding to the 50 questions
answered by the participants (Annex K(d)).
7.2.4 Overall, the results of this session (Table 5 and Annex F) suggest that for
researchers the major areas of management skills or management functions to
improve are firstly, conceptualization; secondly, problem solving and conflict
resolution; and in third place, communication, collaborative work organization, and
decision making.
7.2.5 For broadcasters the three main management functions to strengthen are team
effectiveness, technical leadership, and decision making.
Training Needs and Organizational Constraints Assessment xlix

Part III-9
Table 5. Responses by Researchers and Broadcasters to the Management Skills

Questionnaire
Management Function Researchers Broadcasters Total

(n=8) (n=7) (n=15)
1. Communication 19 20 19.5
2. Conceptualization 17 20 18
3. Collaborative work organization 19 20.5 20
4. Monitoring/ performance/ feedback 20 21 20
5. Problem solving/ conflict resolution 17.5 20 18.5
6. Team effectiveness 20 18 19
7. Decision making 19 18 18
8. Representation 20 19 19
9. Technical leadership 19.5 18.5 19
10. Staff development 19 19 19
(note: see also Annex F for explanation of the management functions)
7.2.6 Participants’ reactions to Session 5a demonstrated an increased self-awareness of

their management skills. The results of the exercise also indicate that even in areas
where it is often assumed that researchers or broadcasters are strong (for example, in
conceptualization and team effectiveness, respectively) this may not necessarily be
the case. The lessons learned by participants in this exercise were not only to think
through the questions on the management questionnaire carefully, but also to “accept
the need to assess oneself, as well as be assessed by others,” the importance of
“accepting one’s faults,” and that “a person’s perceived strong points may negatively
influence their management style.” In the discussion of this exercise, some
participants summarized their awareness building with the following proverbs:
The eye that sees can never see itself. (Ghanaian proverb)
No one points to the father’s house with the left hand.

(meaning: when assessing oneself, one doesn’t judge oneself negatively)
7.3 Concepts of Management and Leadership
7.3.1 The concepts of management and leadership were presented by the ISNAR trainer.
They emphasized that the process of institutional development requires competent
and committed managers-leaders with vision at the top levels.
7.3.2 Managers focus primarily on the objectives that have to be achieved and the
processes that have to be maintained. They put much greater emphasis on getting the
key results achieved through people. Leaders conceive a vision, provide a sense of
direction, enable the group or organization to fulfill its mission, and hold the group
together as a working team. A leader is a person with the appropriate knowledge,
attitudes, and skills to lead a group to achieve its ends willingly.
7.3.3 The participants were invited to work on Exercise 5b1, entitled “Reflections on the
role of managers-leaders,” through the “trip around the tables technique.” The
exercise provided the participants with the opportunity to discuss in small groups the
l
Part II-5
different issues related to the major topic of this session. They were also able to
collect contributions from other groups to enrich the results.
7.3.4 The topics for groups A, B, C, and D were, respectively, as follows: qualities or
attributes of agricultural researchers and rural radio broadcasters as managers-
leaders; problems that prevent them from being good managers-leaders within
agricultural research organizations and rural radio organizations; conditions that are
favorable for managers-leaders from the fields of agricultural research and rural
radio to demonstrate their leadership skills; and the major responsibilities of
agricultural research and rural radio professionals as managers-leaders.
7.3.5 Question A. The group produced a long list of qualities or attributes of agricultural
researchers and rural radio broadcasters as managers-leaders. The responses indicate
that five attributes are seen as being the most important. Managers-leaders should
have:
1. Concern for real needs of clients and plan accordingly.

2. Capability to build, work in a team.
3. Effective communication skills.
4. Ability to motivate staff to achieve objectives.
5. Technical knowledge.
7.3.6 Question B. The problems that prevent managers-leaders from being good leaders
within agricultural research organizations and rural radio organizations were listed
as:
1. Lack of adequate training and skills.

2. Lack of clear organizational goals and objectives.
3. Lack of discipline and transparency.
4. Lack of adequate resources .
5. Lack of motivation and job security.
7.3.7 Question C. Conditions that are favorable for managers-leaders from the fields of
agricultural research and rural radio to demonstrate their leadership skills were
related to:
1. Appropriate human, material and financial resources.

2. Good technical knowledge.
3. Joint planning of activities.
4. Good communication at all levels.
5. A conducive environment
7.3.8 Question D. The major responsibilities of agricultural research and rural radio
professionals as managers-leaders were listed by the participants. The most
important responsibilities were to:
1. Maintain organization as a team.

2. Inspire and motivate staff.
3. Ensure availability of resources.
4. Execute agreed work plans properly and on time.
Training Needs and Organizational Constraints Assessment li

Part III-9
5. Plan, monitor, evaluate, and review activities.
7.4 Concepts of Knowledge, Attitudes, and Skills
7.4.1 The concepts of knowledge, attitudes, and skills were introduced.
Knowledge is retained information concerning facts, concepts, and

relationships. For example, the concept of irrigation management;
familiarity with information processes; communication systems;
feedback (concept, how to give and receive); decision-making
processes; etc.
Attitudes consist of feelings or statements for or against certain issues.

For example, individuals are predisposed to view their jobs, other
people, and the work in a certain way. Attitudes are reflected in
people's behavior, in their responsiveness, flexibility, self-confidence,
adaptability, and tact.
Skills are abilities to do things effectively, that is, apply knowledge and
personal aptitudes and attitudes in work situations. Examples are
conducting meetings, giving and receiving feedback, listening.
7.4.2 Skills, then, can be developed during training programs and improved little by little
as the participants repeatedly apply a new style of behavior.
7.5 Methodology for Assessing Managerial and Technical Skills
7.5.1 Taking into account this concept of skills, the participants were invited first to join
in a brainstorming session (Exercise 5b2) to produce lists of managerial knowledge
and related attitudes; and, second, to establish group priorities on the gaps in their
own managerial and technical knowledge and skills with regard to linking
7.5.2 Management skills. The brainstorming session was introduced by the trainer, who
invited participants to list as many elements of managerial knowledge and related
attitudes as they could think of, based on the analysis of their own duties and tasks
which they had carried out during the job analysis session.
7.5.3 Brainstorming is a creative, rather than an evaluative technique, and the participants
were encouraged to offer as many suggestions as possible. At the end of the session,
participants were provided with the opportunity to discuss their suggestions with a
view to increasing their level of awareness for the subsequent session, which
concerned the analysis of gaps in managerial knowledge and attitudes. The
brainstorming session lasted long enough to facilitate detailed discussion of the
issues.
7.5.4 The elements of managerial knowledge and attitudes listed during the brainstorming
sessions represented job requirements. These requirements were then discussed in
detail through the “modified nominal group technique,” which was applied to help the
lii
Part II-5
participants identify the gaps in their existing levels of performance in relation to

agricultural research and rural radio linkages.
7.5.5 The aim of this activity was to provide a firm basis for designing, preparing, and
providing effective plans for training and capacity building in the future to help
participants fill the gaps in their knowledge and attitudes.
7.5.6 The participants were requested to examine the lists of managerial knowledge and
attitudes displayed on the wall, produced during the previous brainstorming session.
They were invited to reflect on their own capabilities and to identify the gaps in their
own knowledge and skills in relation to those included in the lists.
7.5.7 Priorities among the listed topics were established by ranking the 10 responses
considered most important. Each participant chose and ranked the 10 items in
managerial knowledge and attitudes that reflected his or her most immediate needs
for improving his or her job with regard to linking agricultural research and rural
radio (Annex G ).
7.5.8 Technical skills. To assess technical knowledge and specific skills, the
“brainstorming technique” was again used to list the activities required for technical
knowledge and specific skills (Annex H).
7.5.9 The participants then went through the four phases of the “modified nominal group
technique” as explained earlier. Here, too, a list of gaps was compiled and training
needs were prioritized.
7.6 Results of the Brainstorming Session
7.6.1 It was observed that participants were active in the brainstorming session. Long lists
were developed under the four headings: (1) managerial knowledge, (2) attitudes, (3)
technical knowledge, and (4) specific skills.
7.6.2 The participants were interested in evaluating their own technical and managerial
knowledge and attitudes toward their collaboration as researchers and broadcasters.
This may be due to the fact that they have not been exposed to this kind of subject
before, or the newness of their partnership. This accentuated their participation and
encouraged spontaneity in identifying and discussing attitudes.
7.7 Managerial Knowledge and Attitudes
7.7.1 Session 5b produced lists of the managerial knowledge and attitudes that were
considered gaps by the participants. It is important to note that these lists were
produced by the participants themselves on the basis of their own analysis. They
were not formulated in advance by the training team or resource people.
7.7.2 These lists of gaps will provide the basis for determining the contents of short- and
long-term training and capacity building for strengthening agricultural research and
rural radio collaboration.
7.7.3 The complete lists of specific gaps identified in managerial knowledge and attitudes
in relation to linking agricultural research and rural radio are presented in Annex G.
Training Needs and Organizational Constraints Assessment liii

Part III-9
7.7.4 The final phase of the session provided individual participants with the opportunity
to assign their own priorities to the gaps in managerial knowledge and attitudes
which had been discussed and listed during the previous phase. These individual
selections were then collected and collated, and weighted by the facilitator.
7.7.5 Topics given first priority were rated 10 points, those given second priority, 9 points,
and so on, until topics ranked in tenth place were given a score of 1 point. The scores
assigned to the individual responses in each group were then added together to
produce group scores for all the topics listed. Table 6 presents the top ten priorities in
managerial knowledge and attitudes for training and capacity building to support
agricultural research and rural radio linkages. In summary, the first five priorities can
be grouped as two key areas for training and capacity building to support agricultural
research and rural radio linkages:
1. Resource Mobilization
• mobilizing financial resources to support research/radio
collaboration
2. Facilitating Partnership between Research and Radio

• setting common objectives for research/radio collaboration and
with rural communities
• planning together and with multiple stakeholders
• demonstrating added value of collaboration; evaluating impact of
activities
liv
Part II-5
Table 6. Top 10 Training Priorities for Required Managerial Knowledge and Attitudes
to Strengthen Agricultural Research and Rural Radio Linkages
Rank Top Ten Priorities Weighted
Score*
Managerial knowledge
1 How to identify financial resources for researchers and broadcasters to 122
strengthen collaboration
2 How to identify common objectives of research and radio stations (policies, 81
mission, quality of programs, airtime allocated to agricultural programs
2 How to demonstrate the added value of researchers and radio broadcasters 81
working together
3 How to plan together, bringing all stakeholders, e.g. researchers, 76
broadcasters, extension officers, (including regular interaction in the plan)
4 How to evaluate the impact of rural radio and research collaboration 68
5 How to identify common objectives in relation to communities 65
6 How to manage training (curriculum development, training trainers, 61
implementing, and evaluation)
7 How to identify needs (researchers, broadcasters) through participatory 56
methods
8 How to set priorities 29
8 How to study the cultural values, language, and norms of the community 29
9 How to identify roles in and responsibilities for partnership 27
10 How to communicate with the target audience (define the language needed) 21
Managerial attitudes
1 Tact / Diplomacy 44
2 Willingness to invest in the farmers 40
3 Boldness 38
4 Willingness to compromise 35
5 Persistence 34
5 Determination / Aggressiveness 34
6 Analytical 28
7 Critical / Skeptical 27
7 Risk-taking 27
8 Good listener/ Accommodating/ Persuasive 24
9 Ethical 23
10 Economic 22
* To arrive at the weighted scores, topics given first priority were rated 10 points, those given second priority,
9 points, and so on, until topics ranked in tenth place were given a score of 1 point
Training Needs and Organizational Constraints Assessment lv

Part III-9
7.7.6 The long list of gaps covers a total of 21 topics in managerial knowledge and 63
managerial attitudes.
7.7.7 Gaps in managerial knowledge in both the top priorities and long list show that
facilitating and funding for research/radio linkages are critical areas for training and
capacity building. Fundraising, particularly in terms of sustaining financial and human
resource inputs that support collaboration, also relates to well-organized linkages.
This is particularly true with regard to demonstrating the added value and impact of
research/radio linkage activities. Working together as researchers and broadcasters, as
well as with farmers, to establish common objectives and work plans that may involve
disseminating information, dialogue/conflict resolution, research, and training were
priorities identified. According to the participants, these are the most important
training needs for strengthening the linkage between agricultural research and rural
radio.
7.7.8 Gaps in managerial attitudes in both the top priorities and long list identify attitudes
related to research/radio linkage as the most important areas for training and capacity
building. These included improving researchers’ and broadcasters’ attitudes with
regard to their tact and diplomacy in working together and their willingness to reach
out to and invest in farmers. The need for boldness, determination, and risk-taking
were also identified in the TNA as important areas that affect the capacity of
researchers and broadcasters to work together.
7.8 Results of the TNA: Technical Knowledge and Specific Skills
7.8.1 Gaps in technical knowledge and specific skills related to agricultural research and
rural radio linkages were assessed. Using the “nominal group technique,” each of the
groups produced a list of technical knowledge and specific skills. The gaps analysis
was then undertaken by the participants, followed by individual priority setting and
compilation of the results to determine group priorities on technical knowledge and
specific skills.
7.8.2 The top ten priorities and the long list of gaps in technical knowledge are presented in
Table 7. Only eight areas of specific skills identified; therefore, the top eight priorities
were ranked. In summary, three technical skills were identified and ranked most
highly. Individually these priorities are distinct areas for training and capacity
building to support agricultural research and rural radio linkages:
1. Techniques to evaluate impact of research/radio collaboration.

2. Proposal writing techniques.
3. Techniques to prepare and disseminate information that responds to
farmers’ needs.
Table 7. Top Training Priorities for Required Technical Knowledge and Specific Skills
to Strengthen Agricultural Research and Rural Radio Linkages
lvi
Part II-5
Rank Top Priorities Weighted

Score*
Technical knowledge
1 Techniques to evaluate the impact of rural radio and research collaboration 117
2 How to write proposals for collaborative activities 114

3 How to adapt, translate, and interpret information to respond to the needs 93
of farmers (involving farmers, ITK researchers, broadcasters and extension
officers working together), using written and spoken languages
4 General techniques to assess constraints (surveys, PRA, focus groups) 62
5 Techniques for collecting, compiling, analyzing, and interpreting 59
information
6 Techniques for designing a training program 57
7 How to identify the program format (length, style: magazine, discussion, 56
drama, feature)
8 How to audit collaborative activities 42
9 How to design and conduct on-farm field experiments 38
10 Techniques for entering the community, communicating with farmers and 33
mobilizing people
Specific skills
1 How to use Internet / E-mail 133
2 How to use software for analyzing data/info. (e.g. SPSS, Excel, Account 104
software
3 PowerPoint (for combining graphics with data) 102
4 How to use sound forge computer software for radio 97
5 Techniques for editing sound – how to dub; how to splice tape 82
6 Typing skills 72
7 How to transcribe from tape to field notes/paper 69
8 How to use audiovisual equipment (tape recorder, camera) 63
* To arrive at the weighted scores, topics given first priority were rated 10 points, those given second priority,
9 points, and so on, until topics ranked in tenth place were given a score of 1 point
7.8.3 The long list of gaps covers a total of 17 topics in technical knowledge and eight
specific skills. The full list is in Annex H.
7.8.4 Gaps in technical knowledge in both the top priorities and long list indicate the
importance of techniques for establishing the impact of research and evaluating or
auditing collaboration between agricultural research and rural radio. The importance
of proposal writing for research/radio linkages was emphasized. Topics related to
techniques for assessing farmers’ constraints and preparing information or radio
programs that respond to the needs of farmers were identified.
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Part III-9
7.8.5 Gaps in specific skills were largely related to computer and information technology,
including the use of various types of software that can assist with tasks such as
compiling and analyzing information, developing radio programs, and sharing
information between researchers and broadcasters.
7.8.6 The results identified in each area of managerial and technical knowledge, attitudes,
and specific skills enable the project team to develop the content for training and
capacity building activities, both in the short and long term. The specific plans are
proposed in Chapter 10. The training events planned within the pilot phase of this
project, and beyond it, are expected to be more effective since they will respond to
the real needs of researchers and broadcasters and their analysis of what is required
to strengthen their collaboration.
lviii
Part II-5
8. ORGANIZATIONAL CONSTRAINTS
8.1 Introduction
8.1.1 A key element in the TNA was the self-identification of organizational constraints
affecting the participants’ job performance with respect to agricultural research and
rural radio collaboration.
8.1.2 A session was designed to allow the participants to assess organizational constraints
affecting agricultural research and rural radio linkages and recommend ways of
overcoming them. First, the session aimed to facilitate awareness among the
participants of the factors which prevent them from achieving the objectives related
to linkages between agricultural research and rural radio. The second aim was to
motivate the participants to propose possible solutions to organizational constraints.
These constraining factors are external to, and independent of, the capabilities of the
individual researchers or broadcasters. To overcome the problems they cause,
interventions other than training are needed.
8.2 Methodology and Results
8.2.1 The concept of organizational constraints was presented and discussed, and the main
areas in which such constraints may arise were listed under three headings, as
follows:
8.2.1.1 National level

• political and financial support
• determination of sector goals and objectives
8.2.1.2 Institutional level

• direction of management and leadership
• planning
• programming
• budgeting
• monitoring and evaluation
• administration of human, financial, and physical resources
• human resource development
• information/communication/documentation
• organizational culture and values (managers’ attitudes and behavior)
8.2.1.3 Operational level

• technology development (production)
• researchers’ competency and leadership
• research support service
• inter/intra-institutional relationships/links (including those with extension
officers and farmers)
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Part III-9
8.2.2 The “trip around the tables” technique was used in this session. It requires the
participants to be divided into small teams, each of which elects one of its members
as rapporteur (Annex K(i)).
8.2.3 The rapporteur is responsible for discussing and listing the contributions made by
the members of the team; for visiting the other teams to share the team’s constraints
and recommendations; and for obtaining the new group’s suggestions for the
improvement of those listed by the rapporteur’s own team.
8.2.4 The improved lists from each team are then collected and collated at the end of the
session.
8.2.5 The participants in each group were divided into four teams, and the topics listed
above were distributed among them as follows:
Group A: National level

• political and financial support
• determination of sector goals and objectives
Institutional level
• direction of management and leadership
Group B: Institutional level

• planning
• programming
• budgeting
• monitoring and evaluation
Group C: Institutional level

• administration of human, financial, and physical resources
• human resource development
• information/communication/documentation
• organizational culture and values (managers’ attitudes and behavior)
Group D: Operational level

• technology development (production)
• researchers’/broadcasters’ competency and leadership
• research/broadcasting support service
• inter-/intra-institutional relationships/links (including those with
extension officers and farmers)
8.2.6 During this session the participants listed many constraints which they face in their
jobs with respect to strengthening the linkage between agricultural research and rural
radio. They made recommendations as to how these constraints could be minimized
or overcome. The results of this session constitute, in large measure, a consensus
among the 15 agricultural researchers and radio broadcasters on the major constraints
that affect the linkage between agricultural research and radio (Annex I).
lx
Part II-5
8.2.7 In summary, the results of the organizational constraints assessment identifies training
as well as non-training interventions to strengthen the collaboration between
agricultural research and rural radio. These summary results are presented in Table 8
and discussed further in Chapter 10 on recommendations.
Table 8. Training and Non-Training Interventions to Address Organizational

Constraints
Level of Recommendation Main Intervention Required
Constraint Training Non Training
National Lobbying and advocacy (international day of radio) ✔
Identify alternative sources of funding ✔ ✔
Participatory bottom-up planning (intersectoral) ✔ ✔
Strengthen data collection, analysis, etc. ✔
Institutional Refresher courses and clear separation of roles and ✔ ✔
responsibilities
Organizational structure based on need ✔
Recruitment of competent personnel ✔
Participatory planning ✔
Increase budget for planning ✔
Realistic budget provision ✔
Look for alternative source of funding. Program ✔ ✔
produce should be marketable to sponsorship
Agree on and sign a memorandum of understanding ✔
Guideline for budgeting assessment ✔ ✔
Establish a format for budget preparation. ✔
Departments must be made to provide input
Train personnel to operate budget ✔
To institutionalize programs for monitoring and ✔ ✔
evaluation. Design reporting format and assign an
officer responsible for that
Submit proposals to donors ✔
Hire/recruit more qualified workers ✔
On-the-job training ✔
Decentralization ✔
Prepare a program for developing human resources ✔ ✔
Promote staff ✔
Allocate resources to buy new and adequate ✔
equipment.
Solicit and lobby donors and politicians to subscribe ✔
to Internet, journals, etc.
Training in leadership and management skills ✔
Establish public relations so that information can ✔
flow
Training Needs and Organizational Constraints Assessment lxi

Part III-9
Level of Recommendation Main Intervention Required

Constraint Training Non Training
Needs to be trained to show concern for and ✔
motivate the staff
Use training to increase commitment ✔
Operational Practice good financial control ✔ ✔
Identify training needs ✔
Expose researchers to managerial skills ✔
Employ strategies to return staff (post-training) ✔
Expose staff to regular training, conferences, ✔
workshops, etc.
Motivate staff in order to reduce turnover ✔
Give deserved respect to staff ✔
Conduct continuous refresher courses for staff ✔
Equip library with relevant printing and electronic ✔
facilities
Equip laboratory with relevant facilities ✔
Provide, maintain, and service equipment regularly ✔
Institute a policy on effective collaboration ✔
Encourage staff to cultivate culture of collaboration ✔
Identify institutes with similar mission ✔
Develop partnership with stakeholders ✔
lxii
Part II-5
PART III
TRAINING NEEDS ASSESSMENT
Conclusions, Recommendations, and Evaluation
Training Needs and Organizational Constraints Assessment lxiii

Part III-10
9. CONCLUSIONS
9.1 Introduction
9.1.1 In the ISNAR/UoG/DCFRN pilot project, training for capacity building is the means
by which ISNAR aims to strengthen collaboration between agricultural researchers
and radio broadcasters in Cameroon, Ghana, Uganda, and Mali. Its main objective is
to assist agricultural researchers and radio broadcasters in developing the capacity to
work together. This linkage can provide farmers with needed agricultural
information, often with the involvement of other community members such as
schools, extension staff, and local entrepreneurs. It also supports continuing dialogue
among researchers and farmers.
9.1.2 A TNA was proposed as the first phase of the training process in order to provide
comprehensive and relevant information with which to design a training plan for
strengthening agricultural research and rural radio collaboration.
9.1.3 The major objective of the TNA in Accra, Ghana, was to identify factors affecting
the performance of agricultural researchers and radio broadcasters in relation to their
collaboration in order to indicate the nature of the solution (training or non-training).
9.1.4 This study has achieved its major objective. Factors affecting the linkage between
agricultural research and rural radio were identified. Key areas for strengthening the
collaboration of researchers and broadcasters were prioritized. Both training and
non-training interventions are summarized below.
9.2 Training Intervention
9.2.1 The gaps in managerial knowledge, attitudes, and skills were assessed in various
stages of the TNA exercise.
9.2.2 The assessment of gaps began with the interactive exercise, which was effective in
promoting self-analysis among participants and bringing out their personal feelings
and interests on the subject of research/rural radio linkages.
9.2.3 The interactive exercise also raised awareness of the need to develop both
management and leadership skills among agricultural research and radio broadcasters.
The expectations of workshop participants indicated that 32% of respondents
expected the TNA workshop results to enhance links between agricultural researchers
and radio broadcasters; 32% indicated that new knowledge and priorities for training
would be identified; 16% expected information transfer and communication to be
improved between researchers and broadcasters; 10% of respondents expected
improvement in how radio broadcasts can help farmers; and 10% of the responses
related to group dynamics in the workshop.
9.2.4 The job, duty, and task analysis gave the participants the opportunity to reflect on
the differences between the managerial and technical skills needed to perform their
jobs. Researchers raised the importance of collaboration and demand-driven research
with regard to improving technical performance. Both researchers and broadcasters
Training Needs and Organizational Constraints Assessment lxv

Part III-10
wanted to see improvement in management, for example the need to improve

monitoring and evaluation of radio productions and research. In-service training was
also mentioned, and broadcasters stressed the need for better equipment to improve
their performance.
9.2.5 The majority of TNA participants were receptive to the concepts of leadership
development and the importance of relating to people as well as the fact that
associated skills can be enhanced through specially designed training programs.
9.2.6 The groups’ responses to questions on the qualities/attributes of managers-leaders

were related to attitudes (affective domain of learning); and to knowledge (cognitive
domain of learning). It was interesting to note that the results of the management
skills questionnaire suggests that for researchers the major managerial functions that
can be improved are conceptualization, problem solving and conflict resolution, and
communication, while for broadcasters, team effectiveness, technical leadership, and
decision making are the main areas to be strengthened.
9.2.8 The problems that prevent managers-leaders from being good leaders within
agricultural research organizations and rural radio organizations were: lack of
adequate training and skills, lack of clear organizational goals and objectives, lack of
discipline and transparency, lack of adequate resources, and lack of motivation and
job security.
9.2.9 The participants recognized that leadership and management training was a vital
means of improving their performance in relation to working together as researchers
and broadcasters.
9.2.10 The gaps in technical and managerial knowledge and attitudes were identified. They
are listed in Annexes G and H. The gaps given the highest-priority were presented in
sections 7.7 and 7.8 (Tables 6 and 7) of this report. The highest-ranked priorities used
to develop course content for the first training program of this project are summarized
in Figure 5.
9.2.11 It was observed that the five highest priorities in managerial knowledge were closely
related to one another, and mutually reinforcing. The top priority, how to mobilize
financial resources, was ranked significantly higher. The second-highest priority, how
to identify common objectives, relates closely to the fifth priority, how to identify
common objectives in relation to communities. The third priority, how to demonstrate
the added value of researchers and radio broadcasters working together, is similar to
the fourth priority, how to evaluate the impact of rural radio and research
collaboration. The difference between these third- and fourth-ranked priorities reflects
a prospective or existing partnership (demonstrating added value) versus assessing the
actual partnership experience over the longer term (impact assessment). The third-
highest priority, how to plan and bring all the stakeholders together, reinforces the
collaboration process.
9.2.12 This study also shows that the five highest priorities in managerial attitudes identified
were also similar because they are attitudes that relate to increased communication
between researchers, farmers, and broadcasters, and reinforce the top five priorities
for managerial knowledge. The top five attitudes were: (1) tact/diplomacy,
lxvi Training Needs and Organizational Constraints Assessment

Part III-10
(2)willingness to invest in farmers, (3) boldness, (4) willingness to compromise, and

(5) persistence, determination and aggressiveness.
9.2.13 With regard to the highest priorities in technical knowledge, the three top priorities
were distinct from each other. They were: techniques to evaluate the impact of rural
radio and research collaboration; how to write proposals for collaborative activities;
and how to adapt, translate and interpret information to respond to the needs of
farmers.
Use of graphics softw are 102
Use of data analysis softw are 104

Specific Skills How to use Internet/email 133
Preparing information to respond to farmers’ needs 93
Proposal w riting/ fundraising 114

Technical Knowledge
Techniques to evaluate impact 117
Boldness 38
Willing to invest in farmers 40

Managerial Attitudes
Tack/diplomacy 44
Identifying common objectives (w ith community) 65
Evaluating impact of w ork 68
Planning together 76
Demonstrating added value of linkage 81
Identifying common objectives (researchers/ broadcasters) 81

Managerial Knowledge
Mobilizing financial resources 122
0 20 40 60 80 100 120 140
Figure 5. Gaps in Technical and Managerial Knowledge and Attitudes:

Highest-ranked Priorities
9.3 Non-training Intervention
9.3.1 Factors that affect the linkage between agricultural research and rural radio include
those which require non-training intervention. They are significant and should be
addressed by the project and participating organizations involved in research/radio
linkages.
9.3.2 The TNA results have generated a long list of constraints at the national, institutional
and operational levels along with valuable suggestions from participants on how to
minimize or overcome these constraints. These constraints are presented, in full, in
chapter 8.
9.3.3 An important area of constraints identified in the TNA process relates to the policy
processes required to support agricultural research and rural radio linkages. Creating
awareness of the relevance of rural radio among national agricultural research
organizations in sub-Saharan Africa can be pursued through advocacy work and
lobbying of policymakers. A proposal was made for an international day of rural
radio.
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9.3.4 The lack of public relations and communications policy within agricultural research
systems implicates further constraints at the institutional and operational levels of
research/radio linkages. Researchers explained the dilemma they face in
disseminating information due to lack of knowledge in their organizations about
communications and the local media. Radio producers/broadcasters commented on
the “closed gates” of research stations when it came to gathering input for
agricultural programs. This is particularly difficult with respect to information
exchange on controversial topics related to food shortages and biosafety. Non-
training opportunities to overcome barriers to information sharing were stressed,
such as inviting the local media to attend annual research review workshops, open
days at research sites, and promotion of other opportunities for discussion.
9.3.5 Insufficient human resource development and management in the context of severe
budgetary shortfalls in agricultural research and rural radio organizations was
stressed as a major constraint. Personnel management policies and procedures to
improve areas such as staff recruitment and training are needed. Participants
expressed the need for organizational development that would motivate and respect
staff who are willing to improve their performance with regards to research/radio
collaboration.
9.3.6 TNA participants also stressed the need for more participatory interaction between
the researchers, broadcasters, and farmers. Supportive organizations would be more
decentralized, promoting partnership with stakeholders and ensuring greater
accountability and financial control at the level of the program/project. These
institutional changes are required to meet the operational challenge of demand-
driven research programs.
9.4 Conclusions on TNA Methodology
9.4.1 The conventional ISNAR TNA methodology was adapted to fit the requirements of
the project on linking agricultural research and rural radio. The methodology
typically requires homogeneity in the composition of participant groups. In this case,
the TNA exercises were adapted to fit two target groups: researchers and
broadcasters who were part of a linkage or partnership. Overall, this adaptation of
the methodology was successful. However, it did require constant reminders to the
participants that they were not being asked to relate the training needs and
organizational constraints assessment to their general staff performance, but in
relation to their existing or potential performance as collaborators in agricultural
research and rural radio linkages.
9.4.2 The analysis of the TNA results benefits from using the methodology with two target
groups of participants. In certain exercises it was helpful to note the difference or
similarity between responses from researchers or broadcasters. This was particularly
true of the individual work conducted in the job analysis session, and the management
skills questionnaire.
9.4.3 The implementation of the exercise benefited from the presence of the rural radio
specialists from FAO and DCFRN. Their efforts and the work of the trainers to ensure
lxviii Training Needs and Organizational Constraints Assessment

Part III-10
collection of the required worksheets or flipcharts contributed significantly to

obtaining valid and relevant results.
9.4.4 The methodology led to prioritizing training requirements for strengthening

research/radio linkages. These results will be translated into a training plan (module)
for the project’s preliminary training and capacity building activities. The TNA
methodology also facilitated the presentation of innovative suggestions by the
participants and resource people to strengthen research/radio linkages. These ideas
and experiences can be useful for other activities in this project, such as the
development of radio scripts and the drafting of the training module content.
9.4.5 Finally, through the TNA process, the organizational constraints assessment identified
areas where non-training interventions are needed. More time on this exercise would
have been helpful, particularly because this TNA is a first step in a fairly new project
where information is not widely available. Nonetheless, preliminary suggestions for
overcoming national, institutional, and operational constraints were proposed and can
be assessed in more detail as the project continues. These results will be instrumental
in developing the second phase of this pilot project.
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Part III-10
10. RECOMMENDATIONS
10.1 Introduction
10.1.1 Many conclusions have been generated by this study that are expected to be of use to
the current and future activities of the project on linking agricultural research and
rural radio. Specifically, one of the first tasks will be to use the TNA results to design
an appropriate plan (module) for a training and capacity building workshop in mid-
2002.
10.2 Training Intervention
10.2.1 To improve researchers’ and broadcasters’ skills, it is recommended that

ISNAR/UoG/DCFRN proceed with the design of a training workshop that will
respond to the top priorities given to managerial and technical knowledge, and to the
attitudes of agricultural researchers and radio broadcasters toward working with
farmers and other stakeholders.
10.2.2 It is recommended that ISNAR/UoG/DCFRN and FAO review, discuss, and validate
the results of this TNA as reported in this document. This procedure should
determine the goals and objectives of the 2002 training workshop, develop the
outline for the proposed training workshop, and identify areas for each partner to
seek out information, adapt it, and develop new content for the training module.
10.2.3 It is recommended that areas for a long-term training program to support

research/radio linkages be identified and included in a wider, second phase of the
project. These areas for training may include other priorities identified in the TNA
such as:
• how to use the Internet to support research/radio linkages
• how to conduct participatory research; how to design, conduct and evaluate on-
farm field experiments; how to analyze and present data
• how to manage and develop human resources to sustain research/radio linkages
10.2.4 It is recommended that the design of the 2002 training workshop be based on the
highest priority gaps for (1) managerial knowledge and attitudes; and (2) technical
knowledge and specific skills, as presented in Tables 6 and 7 (chapter 7). This would
lead to addressing two inter-related areas: (1) facilitating partnership between
research and radio, and (2) mobilizing financial resources for collaborative
activities. It is also noted that the top priorities for managerial and technical
knowledge and attitudes are complementary and fit well within these two thematic
areas.
10.2.5 It is recommended that the organizers of the 2002 training workshop not accept
individuals, but rather teams of applicants. The results of the TNA and the lessons
learned in discussions with participants suggest that there are many innovative ways
in which researchers and broadcasters can collaborate. Some countries have been
more active than others in rural radio. Likewise, some countries have proactive
applied research or outreach programs in place, while other institutes have limited
experience in outreach or extension activity. However, the motivation to work
lxx Training Needs and Organizational Constraints Assessment

Part III-10
together was shared by all representatives of the research and radio organizations of
all four countries involved in the project: Cameroon, Ghana, Mali, and Uganda. No
change is planned at this point in the countries involved in the pilot project.
10.2.6 In summary, the project will invite applications from research/radio linkage partners
to attend the training course. These past or nascent partnerships will be selected with
the following criteria in mind:
1. Teams of participants should include at least one researcher and one broadcaster.
One other partner relevant to the context in which the partnership will be active
may be a leader of a farmers’ organization or women’s group, an NGO or
government extension worker, a teacher, etc.
2. Evidence of a successful existing or past collaboration, or prospects for a

successful future partnership, should be established through the application
process.
3. The four countries targeted by this project – Cameroon, Ghana, Mali, and
Uganda – will be invited to propose team applications. At this stage of the pilot
project, all participants must be English speakers.
10.3 Non-training Intervention
10.3.1 The partners in this project, ISNAR/UoG/DCFRN as well as FAO should review the
non-training interventions identified in the TNA when considering future activities
for the second phase of the project. These non-training interventions are factors that
prevent researchers and broadcasters from working together effectively (see section
9.3). They will require interventions based on policy dialogue, research, and long-
term capacity building.
10.3.2 It is recommended that special attention be given to issues concerning policy

development to support agricultural research and rural radio linkages. The suggestion
about an international day of rural radio should be taken up by the FAO. As well,
agencies such as ISNAR should follow up with national agricultural research
organizations in assessing the extent to which these organizations have in place, or
plan to institute, a development communications strategy that would include rural
radio, and allocate financial and human resources to outreach activities. Opportunities
for research and rural media to interact, including collaboration in annual research
review workshops, regular discussion fora and collaborative on-farm visits, merit both
initial trial and subsequent monitoring and evaluation.
10.3.3 The TNA results suggest areas for further research and the development of
appropriate analytical methods. These include:
• sub-regional, national and provincial inventories/mapping of agricultural research

stations and rural radio broadcast stations
• case studies of what constitutes high-impact agricultural research communication and
information exchange
• rapid priority-setting methods for research/radio collaboration
• tools for assessing the added value of collaborative efforts
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Part III-10
• impact assessment of rural media and development communications
10.3.4 This study has provided various practical suggestions from TNA participants on how
the long-term collaboration between researchers and rural radio broadcasters can be
developed, and involving interactions with many different kinds of stakeholders.
Farmers’ organizations, community and cultural leaders, and government or NGO
extension workers were all identified as possible stakeholders in the linkage of
research and radio. However, given the apparent history and context-specific nature of
relevant stakeholders, it is recommended that the conventional
research/extension/farmer linkage not be assumed, but analyzed on a case-by-case
basis.
10.4 Recommendations for the Use of the TNA Methodology
10.4.1 This study supports the use of the TNA methodology for two target groups who are
focused on one objective, such as their improved collaboration as partners.
10.4.2 If possible, the TNA should be repeated in a larger, second phase of the project to
widen the collection of information on training and non-training needs for linking
agricultural research and rural radio. As well, the inclusion of a written TNA
questionnaire would be useful in order to supplement the limited number of
participants (and their country representation and sex) in this study. Questionnaires in
French could also be completed to supplement information from francophone
broadcasters (and researchers) in Mali and Cameroon.
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11. EVALUATIONS
11.1 Introduction
11.1.1 This chapter aims to present the results of two evaluations conducted during the
TNA exercise.
11.1.2 The first evaluation was on the “participants’ personal views on training” and the
second was on the planning and implementation of the TNA exercise.
11.2 Evaluation of the Participants’ Personal View on Training
11.2.1 Annex J shows the statements and the respective average scores of all respondents.
11.2.2 The questionnaire on “participants’ personal views on training” presented 24

statements. The participants were invited to reflect on their views and to circle
representative numbers on a scale from 1 (strongly disagree) to 5 (strongly agree).
Number 3 in the scale represented undecided. The statements were clustered under
ten specific headings. The responses received from the broadcasters and researchers
varied in certain statements; therefore, the following section is divided to first of all
represent the broadcasters’ opinions, and then secondly the researchers’ opinions.
11.2.3 In summary, the results suggest that the broadcasters:

I. Strongly agree that training programs influence their performance and
productivity improvements. Total average 4.8.
II. Tend to agree that top management and supervisors consider training valuable
and encourage them to attend courses and apply new knowledge on the job.
Total average 3.4.
III. Strongly agree that management shows interest in planning, coordinating, and
organizing training programs. Total average 4.7.
IV. Agree that the managers’ role of coaching is critical and that identifying
subordinates’ needs for training is a part of their job. Total average 4.0.
V. Strongly disagree that time and money spent on training activities are not
worthwhile. Total average 1.4.
VI. Disagree that they learn better on their own with manuals and study materials.
Total average 2.1.
VII. Agree that they learn better in small groups with an instructor, with
audiovisual aids, and with printed materials. Total average 4.0.
VIII. Agree that they have adequate understanding of their tasks. Total average 4.1.
IX. Agree that well-trained staff can replace the assistance of experienced experts
in the organization. Total average 3.9.
X. Strongly agree that increased training improves the chances of getting a raise
or a promotion. Total average 4.7.
XI. Strongly disagree that there is little interest in training in their work
group/division. Total average 1.4.
11.2.4 The results suggest that the researchers:

I. Agree that training programs influence their performance and productivity
improvements. Total average 4.2.

Part III-11
II. Disagree that top management and supervisors consider training valuable and
encourage them to attend courses and apply new knowledge on the job. Total
average 2.3.
III. Agree that management shows interest in planning, coordinating, and
organizing training programs. Total average 4.3.
IV. Neither agree nor disagree that the managers’ role of coaching is critical and
that identifying subordinates’ needs for training is a part of their job. Total
average 3.0.
V. Strongly disagree that time and money spent on training activities are not
worthwhile. Total average 1.1.
VI. Disagree that they learn better on their own with manuals and study materials.
Total average 1.9.
VII. Agree that they learn better in small groups with an instructor, with
audiovisual aids, and with printed materials. Total average 3.8.
VIII. Agree that they have adequate understanding of their tasks. Total average 3.7.
IX. Tend to agree that well-trained staff can replace the assistance of experienced
experts in the organization. Total average 3.3.
X. Tend to agree that increased training improves the chances of getting a raise or
a promotion. Total average 3.4.
XI. Strongly disagree that there is little interest in training in their work
group/division. Total average 1.3.
11.3 TNA Workshop Evaluation Results
11.3.1 The objective of the TNA evaluation was to conduct a systematic appraisal to assess
whether the objectives of the program had been achieved, and to get an idea of the
strengths and weaknesses of the workshops. This evaluation assists the organization
in incorporating improvements into future programs.
11.3.2 The participants were given a questionnaire to evaluate the success of the workshop.
A scale of 1 to 5 was used where 1 = low (objective not achieved) and 5 = very high
(objective achieved very well).
11.3.3 Overall, the participants evaluated the workshops as a positive experience. 71 %

rated the workshop as excellent, and 29% as good. These results are presented in
Figure 6.
good
29%
excellent
71%
Figure 6. Overall evaluation

Part III-11
11.3.4 The achievement levels of the individual objectives of the workshops were also
evaluated (Figure 7). On average, the objectives scored well, with an average of
4.5. The range of responses was from 4.1 (analysis of framework for linking
agricultural research management, radio, and the concept of institutional
development) to 4.7 (Establishment of priorities of the training needs assessed)
5 4.7 4.6 4.6

4.6
4.5 4.4
4.1
4
scoring rate
2 Scale ranges from:

1 - objective has not at all been achieved
to 5 - objective has been fully achieved
1
1 2 3 4 5 6 7
Figure 7. Achievement of the workshop objectives
Key: Objectives 1 to 7
1. Analysis of framework for linking 5. Identification of gaps in managerial
agricultural research management, radio, knowledge, attitudes, and skills required to
and the concept of institutional perform major duties.
development. 6. Identification of organizational constraints.
2. Analysis of job and duties: technical and 7. Establishment of priorities of the training
management components. needs assessed.
3. Analysis of role of managers-leaders.
4. Identification of managerial knowledge,
attitudes, and skills required to perform
major duties.
11.3.5 The group also evaluated the aspects of orientation, group atmosphere, interest,
motivation, and participation (Figure 8). The average of these elements ranged from
4.2 (physical arrangements and comfort) to 4.9 (participation), with an overall
average of 4.6.

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5 4.8 4.9
4.7 4.6
4.3 4.2
4
scoring range
2
5- very high, 4-high, 3-average, 2-low , 1-very low
1
Orientation Group Interest and Participation Productiveness Physical
atmosphere motivation arrangements
and comfort
Figure 8. Evaluation of the Workshop Environment
11.3.6 The participants were also invited to identify the strong and weak points of the
workshops and to make suggestions. The responses were clustered into headings and
the frequency of the participants’ comments were calculated. The results of this
calculation are presented in Table 9.

Table 9. TNA Workshop Evaluation – Strong and Weak Points, and Suggestions for Improvement
Item Strong Points Freq. Weak Points Freq. Suggestions for Improvement Freq.
Content ♦ Identification of gaps, knowledge, 3 ♦ Practical work on research and programs 1 ♦ Show how to write proposals 1
attitudes, and skills
♦ Participants were exposed to possible 2 ♦ Establishment of priorities 1 ♦ Provide more explanation about nominal 1
collaborations group techniques
♦ Analysis of framework for agricultural 1 ♦ Technical components of job duty 1 ♦ Provide more exercises in priority 1
research analysis establishments
♦ Identification of organizational 1 ♦ Analysis of manager-leader roles 1 ♦ Provide in-depth knowledge for 1
constraints analyzing jobs and duties
♦ Importance of mass communication was 1 ♦ Most of the exercises referred to 1 ♦ Emphasize the role of manager-leaders 1
demonstrated research, broadcasting was mentioned in
the corrections
♦ Introduction to managerial skills 1 ♦ Not sure the video was useful 1
development
♦ Difficulty of self-assessment was shown 1 ♦ Theoretical with few case studies 1
♦ Good overall workshop content 1
Structure and ♦ Schedule was followed 3 ♦ Workshop was too short 3 ♦ Increase workshop duration 2
Time
♦ Discussions were well-structured 1 ♦ Limited time to visit historical places 1 ♦ More sightseeing 1
♦ Results were delivered as planned 1 ♦ Breaks were too short 1 ♦
Facilitators ♦ Excellent facilitation technically and 4 ♦ Some instructions could have been 1 ♦
materially clearer
♦ Trainers were enthusiastic/committed 3 ♦ Some of the printed aids were difficult to 1
read
♦ Clear presentation 2
♦ Resource person was always available 1
♦ Trainers were efficient 1
♦ System adapted for the workshop 1
Participants/ ♦ Discussion and idea-sharing were 4 ♦ Some participants had to communicate in ♦
Interaction strongly encouraged their 3rd or 4th language.
♦ Cooperation and teamwork occurred 4 ♦ Dominance by males among participants- 2 ♦

only 1 female
Item Strong Points Freq. Weak Points Freq. Suggestions for Improvement Freq.
♦ Broadcasters and researchers worked 1
together as equals
♦ Everyone was involved in the discussions 1
Logistics/ ♦ Well organized 3 ♦ Per-diem ♦ Increase the per diem 2
Organization
♦ Accommodation was superb 1 ♦ Absence of publicity 1 ♦ Organize a visit to a research and radio 1
station
♦ High quality of workshop leadership 1 ♦ Poor quality of food at hotel 1 ♦ Invite local press 1
♦ Lack of extensionist 1 ♦ Provide bios of participants/ 1
organizations at beginning of workshop
♦ Sponsors were a bit disorganized 1 ♦ Be aware of how transportation problems 1
can affect the itinerary
♦ Semi-reliance on technological 1 ♦ Organize workshop activities before 1
availability participants arrive
Workshop ♦ Participants were interested and 4 ♦ Gender sensitivity in participant selection 3
environment motivated
♦ Friendly and relaxed atmosphere 3 ♦ Include extensions and extension workers 2
in future work
♦ Participants felt a sense of achievement 2 ♦ Deal with English-speaking countries 1
separately from French speaking ones
♦ Physical arrangements were comfortable 1
♦ Researchers and broadcasters participated 1
equally
♦ Diverse educational level of participants 1
General ♦ The weather in Accra was unfavorable 1 ♦ Arrange for next meeting to occur in a 1
comments weather-friendly atmosphere
Bibliography
Part 1: Framework and Methodology for Training Needs and

Organizational Constraints Assessment
França, Zenete Peixoto. 1994. Irrigation Management Training for Institutional Development. A Case Study
from Malaysia. Sri Lanka: IIMI.
International Water and Irrigation Management Institute. 1989. Training Needs Assessment in Malaysia. Final
Report. Sri Lanka: DID/IIMI.
International Water and Irrigation Management Institute. 1990. Training Needs Assessment in Bangladesh.
Final Report. Sri Lanka: BADC/IIMI.
International Water and Irrigation Management Institute. 1993. Training Needs Assessment in Sudan. Final
Report. Sri Lanka: MOI/IIMI.
ISNAR. 1995. Training Needs and Organizational Constraints Assessment in National Agricultural Research in
Uganda. The Hague, The Netherlands: NARO/ISNAR.
Kubr, Milan and Joseph Prokopenko. 1989. Diagnosing Management Training and Development Needs.
Geneva, Switzerland: International Labour Office (ILO).
World Bank and United States Agency for International Development. 1989. Irrigation Training in the Public
Sector: Guidelines for Preparing Strategies and Programs. Washington, D.C.: World Bank and USAID.
Part 2: Linking Agricultural Research and Rural Radio
Ilboudo, Jean Pierre, FAO. Rural radio: role and use over the past three decades. Rome: FAO.
FAO. 1998. Knowledge and information for food security in Africa” from traditional media to the Internet.
Communication for Development Group, Sustainable Development Department. Rome: FAO.
FAO. n.d. Guidelines on Communication and Rural Development: a brief for development planners and project
formulators. Rome: Information Division, FAO.
Fardon, Richard and Graham Furniss. Eds. 2000. African Broadcast Cultures: Radio in Transition. Oxford:
James Currey.
Richardson, Don. 1996. The Internet and Rural Development: Recommendations for Strategy and Activity.
Final report prepared for FAO, August 1996. (Monograph)
Shute, James. Communicating with Rural Audiences: Some Canadian Experience. Guelph, Canada: University
of Guelph. (Monograph)
ANNEXES PART I
ANNEX A Welcome Letter and TNA Objectives
B Tentative Schedule
C Lists of Participants and Biographies

Annex A-I
Dear Participant,
Welcome to the Training Needs and Organizational Constraints Assessment (TNA)

Workshop for Linking Agricultural Research and Rural Radio, jointly organized by
ISNAR, the University of Guelph (Canada) and DCFRN with the support of the Canadian
International Development Agency’s Canada-CGIAR Linkage Fund.
We are also pleased to be joined by collaborators from the Food and Agriculture
Organization (FAO) of the United Nations.
It is a great pleasure to have you here among this group of participants representing
agricultural research and rural radio organizations in four countries: Ghana, Cameroon,
Mali, and Uganda. We believe that this workshop will provide you with the opportunity
to address the linkage between agricultural research and rural radio, conduct job analyses,
and discuss the managerial and technical knowledge, attitudes, and skills that are
necessary to improve your participation in agricultural research and rural development
activities. During this workshop we also expect to discuss thoroughly and openly the
constraints you face in your work environment that restrict the potential interaction
between agricultural researchers and rural radio broadcasters.
Thank you very much for joining us. We wish you a very pleasant and productive
workshop.
Best regards,
ISNAR, University of Guelph & DCFRN Trainers and Resource People for the
Workshop Training Needs and Organizational Constraints Assessment for Linking
Agricultural Research and Rural Radio
Training Needs and Organizational Constraints Assessment

Annex A-I
TNA WORKSHOP – MAIN OBJECTIVE
The main objective of the training needs and organizational constraints assessment
(TNA) is to identify factors which are affecting the individual researchers’ and
broadcasters’ performance and collaboration in order to indicate the nature of the solution
(training or non-training).
To achieve this objective, the workshop promotes opportunities to:
1. review the conceptual basis for linking agricultural research and rural radio
2. distinguish between management and technical activities
3. conduct job and task analyses
4. identify technical and managerial knowledge, attitudes, and skills required to perform
tasks
5. identify existing gaps in managerial knowledge, attitudes, and technical knowledge

and specific skills
6. identify organizational constraints
7. establish priorities for training needs to facilitate the design of a training plan for the
project
8. in addition to training interventions, identify non-training interventions for

strengthening agricultural research and rural radio linkages

Annex B-I
Linking Agricultural Research and Rural Radio

Three Day TNA Workshop Schedule2
Day One Day Two Day Three

8:30 – 9:00 8:30 – 9:00 8:30 – 9:00
Welcome Inauguration of the Day’s Inauguration of the Day’s
9:00 – 10:00 Activities Activities
Session 1. Introduction to the 9:00 – 10:30 9:00 – 10:30
Workshop Session 5b. Identification of Exercise 7 (continued)
(Presentation, Video, and Required Knowledge,
Interactive Exercise) Attitudes, and Skills
(Presentation and Exercise
10:00 – 10:30 5b)
Session 2. The Context of
Rural Radio and an Analytical
Framework for Linking
Agricultural Researchers and
Radio Broadcasters
(Presentation)
Tea/Coffee Break Tea/Coffee Break Tea/Coffee Break
10:45 – 12:00 10:45 – 13:00 10:45 – 13:00
Exercise 2. Rural Radio in Session 6. Identification of Session 8. Identification
Africa and Linking Gaps in Managerial of Constraints within the
Agricultural Researchers and Knowledge and Attitudes. Organization
Radio Broadcasters Ranking Priorities (Presentation and
(Presentation and Exercise Exercise 8)
12:00 – 13:00 6)
Session 3. Jobs, Duties and
Task Analysis
(Presentation and Exercise 3)
Lunch Lunch Lunch
14:00 – 15:30 14:00 – 15:30 14:00 – 15:30
Session 4. Review of Job Exercise 6 (continued) Personal View on
Description Training and Final
(Presentation and Exercise 4) Evaluation
Tea/Coffee Break Tea/Coffee Break Tea/Coffee Break
2
This schedule was modified to a three-and-a-half day schedule for the TNA workshop in Accra, Ghana (March
27-30, 2001) in order to allow for additional presentations by the project resource persons on Day One.

15:45 – 17:30 15:45 – 17:30 15:45 – 17:00
Session 5a. Identification of Session 7. Identification of Final Presentation of TNA
Required Knowledge, Gaps in Technical Results and Closure of the
Attitudes, and Skills Knowledge and Specific Workshop
(Presentation and Exercises Skills. Ranking Priorities
5a1 and 5a2) (Presentation and Exercise
7)
17:30
Feedback on the Day’s Activities 17:30
Feedback on the Day’s Activities
Annex B-I
LIST OF PARTICIPANTS AND BIOGRAPHIES
Cameroon
Dr. Anselme Kameni

Head of Food and Technology Unit
IRAD
BP415
Garoua
Cameroon
Email: iradgaroua@iccnet.cm
Tel: (237) 27 31 71
Fax: (237) 27 23 33, 27 32 20
Dr. Anselme Kameni is the Head of the Food Technology Laboratory at the Institute of Agricultural
Research for Development in Garoua, Cameroon. He received his M.Sc. in Food Science and
Technology from the University of Kentucky, USA, and earned his Ph.D. in the same discipline at the
University of Reading, UK, in 1994.
Dr. Simon Zok

Chief of Station
Ekona Research Station
Institute of Agricultural Research and Development
P.M.B 25, Buea,
Southwest Province
Cameroon
Email: irad.prasac@camnet.cm
Tel: (237) 32 20 23/322022
Fax: (237) 273220
Dr. Simon Zok is Chief of Station and senior researcher for the Institute of Agricultural Research for
Development at the Ekona Regional Research Centre in Yaounde, Cameroon. His area of work is
agronomy and plant biotechnology. He earned his Ph.D. in 1986.
Ghana
Mr. Samuel Abbey Mensah

Head of Rural Broadcasts Department
Ghana Broadcasting Corporation
P.O. Box 1633
Accra
Ghana
Email: radior@africaonline.gh.com
Tel: (233) 21221161, 221107
Fax: (233) 21 221 149
Samuel Abbey-Mensah is the Head of the Rural Broadcasts Department of the Ghana Broadcasting
Corporation. He received his diploma in 1965. He and his colleagues produce a weekly half-hour
radio program called “Farmers and Fishermen”. The program focuses on fisheries, crops, livestock
production, modern technologies, credit, marketing, and formation of cooperative societies.
Mr. Mashark Seidu Abdulai

Annex D-2
Scientific Officer
Savanna Agricultural Research Institute
P.O. Box 52
Tamale
Ghana
Email: sari@africaonline.com.gh / msabdula@yahoo.com
Tel: (233) 71-22411/ 23251
Fax: (233) 71-2348
Mashark Abdulai is a researcher in the Department of Crop Improvement at the Savanna Agricultural
Research Institute in Tamale, Ghana. His area of work is in plant breeding and genetics. He received
his M.Sc. in 1991.
Dr. Godwin Aflakpui

Ghana Grains Dev. Project
Crops Research Institute
P. O. Box 3785
Kumasi
Ghana
Email: criggdp@gh.com
Tel: (233) 51 60389, 60425 & 60391
Fax: (233) 51 60142
Dr. Godwin Aflakpui is a senior research scientist for the Resource and Crop Management
Department at the Crops Research Institute in Kumasi, Ghana. He specializes in crop physiology and
agronomy, and coordinates research and extension for the Crops Research Institute. He earned his
M.Sc. in 1989, and his Ph.D. in 1997.
Mr. Pepsy Lee Andoh

Farmers and Fishermen Program
Ghana Broadcasting Corporation
P.O. Box 1633
Accra
Ghana
Email: gboradio@nes.com.gh
Tel: (233) 221161 ext. 2250
Fax: -
Pepsy-Lee Andoh is the assistant controller of programs for the Rural Broadcasts Department of the
Ghana Broadcasting Corporation, based in Accra. He received his cert ‘A’ teaching journalism in
1969, and his diploma in 1997. Both he and his colleagues produce a weekly half- hour show called
Farmers, Fishermen and Livestock that focuses on fisheries, crops, livestock production, modern
technologies, credit, marketing, and formation of cooperative societies. The program reaches all of
Ghana.
Mr. Sadiq Harrunna
Simli Radio
Ghana Community Broadcasting Services
Ghanaian-Danish Communities Programme
P O Box 764
Dalun-Tamale
Ghana
Email: gdcp@africaonline.com.gh
Tel: (233) 71 23414 or 23242
Annex B-I
Fax: (233) 71 22776
Sadiq Abubakar Harrunna is the senior programs officer of Simli Radio-Dalun for the Ghanaian-
Danish Community Programme of the Ghana Broadcasting Service based in Tamale. He is involved
with community development radio programming. He earned his diploma in 1995.
Mr. Fiifi Ofosu-Okyere

Dormaa F.M Radio Station
P.O. Box 63
Dormaa-Ahenkro
Brong Ahafo
Ghana
Email: -
Tel: (233) 648-22025
Fax: -
Fiifi Ofosu-Okyere is the director of Dormaa Community F.M. radio station in Brong Ahafo Region,
Ghana. He finished his G.C.E “A” level in 1980 at Dormaa Secondary School, where he focused on
arts. The station broadcasts in a region where 70 percent of the population farms. The size of the
audience in unknown. A weekly 45-minute program uses experts from the district directorate of the
Ministry of Agriculture, who come to the studio. Farmers are also invited to the studio, and sometimes
programs are recorded on their farms. Call-ins are occasionally used on the program.
Dr. John Otoo

Crops Research Institute
P.O. Box 3785
Kumasi
Ghana
E-mail: jotoo@ghana.com / criggdp@ghana.com
Tel: (233) 51 60395/6 and 233-51-60391
Fax: (233) 51 60142 and 233-51-60396
Dr. John Otoo is Director of the Crops Research Institute in Kumasi, Ghana. He earned his Master’s
degree in 1972, and his Ph.D. in 1983.
Mali
Mr. NTji Coulibaly

Head of the Maize Program
Institut d'Economie Rurale (IER)
Ministère de l'Agriculture
B.P. 258
Bamako
Mali
Email: ntji.coulibaly@ier.ml / direction@ier.ml / alpha.maiga@ier.ml
Tel: (223) 24 6008
Fax: (223) 22 3775

Annex D-2
NTji Coulibaly is a maize breeder and Head of the Maize Improvement Program in the
Scientific Department at the Institut d’Economie Rurale in Bamako, Mali. He received his
M.Sc. in 1987.
Ms. Ruth Sylvestre

Radio Yeelen
BP 47
Kadiolo
Mali
Email: bread-of-life@maf.org
Tel: (223) 22 45 52 (MAF) – not a direct line
Fax: -
Ruth Sylvestre is a broadcaster for Radio Yeelen in Kadiolo, Mali. She was born in the United States,
but has lived most of her life in Africa. She received her diploma in 2000. Radio Yeelen’s audience is
estimated at 300,000 listeners, the majority of whom are farmers and some cattle herders. Radio
Yeelen produces three programs for farmers about crops, farming and the environment, and mining
issues that concern farmers.
Uganda
Mr Francis Ouruma Alacho

Senior Research Officer
NARO
P.O. Box 295
Entebbe
Uganda
Email: ddgr@infocom.co.ug
Tel: (256) 41 320341/2 or (256) 41 320178
Fax: (256) 41 321070
Francis Ouruma Alacho is the senior research officer of adaptive research in the outreach department
of the National Agricultural Research Organisation in Entebbe, Uganda. He specializes in adaptive
research, and earned his M.Sc. in 1988.
Mr Peter Lusembo
Centre Manager
NARO
Mukono Agricultural Research and Development Centre
P.O.Box 164
Mukow
Uganda
Email: narohq@imuf.com
Tel: (256) 77 423 448
Fax: -
Peter Lusembo is the Center Manager and a senior research officer at the National Agricultural
Research Organisation in Mukono, Uganda. He works in the area of adaptive research and technology
dissemination, and received his M.Sc. in 1993 from Makerere University.
Mr. David Okidi

Annex B-I
Chief Producer
Farm and Environment Section
Radio Uganda
P.O.Box 2038
Kampala
Uganda
Email: davidokidi@yahoo.com
Tel: (256) 77 422291 / 41 347 441
Fax: (256) 41 349029 / 41 257 252
David Okidi is the chief producer for the Farm and Environment Section of Radio Uganda, based in
Kampala. He received his B.A in 1996. Radio Uganda broadcasts cover the entire country. Programs
are accessible to most rural audiences because they are broadcast in 21 local languages in addition to
English.
Mr. Perez Tinkasimire

Voice of Toro
P.O. Box 399
Fort Portal
Uganda
vportal@botex.africaonline.com
Tel: (256) 483 22 177 / 483 22 444
Fax: (256) 483 22137
Perez Tinkasimire is the Agricultural General Manager for the Voice of Toro station located in the
Kabarole District of Uganda. He was born in Uganda and received his higher national diploma from
the Uganda Polytechnic Institution in Kyambogo, where his major field of study was electronics and
telecommunication. The station is the largest FM station in the country in terms of coverage –
reaching 12 million people, including people in Northern Tanzania, Eastern Congo and Rwanda. The
Voice of Toro has a half-hour agricultural program on Sundays which includes farming news, a
national farming news brief, and a feature topic.

Annex D-2
ANNEXES PART II
ANNEX D Results of the Job Analysis

(a) summary of self-analysis
(b) major duties and related tasks
E Job Descriptions:
(a) generic job description for a rural radio broadcaster/producer and a
researcher
(b) participants’ suggestions for improving job descriptions
F Summary Results of the Management and Leadership

Skills Questionnaire
G Gaps in Managerial Knowledge and Attitudes
H Gaps in Technical Knowledge and Specific Skills
I Organizational Constraints
J Participants’ Personal Views on Training

Annex D-II
Annex D (a)
Job Analysis: summary of self-analysis
(Results of Exercise 3, individual work, part 1)
RESEARCHER - CAMEROON
1. Technical and Managerial Activities
Carrying out experiments and writing technical reports. Establishing contacts with
broadcasters and proposal writing to attract funding.
2. Assessment of Technical and Managerial Performance
Number of results relevant to users’ needs. Wide exploitation of scientific information
by communities. Number of contracts established on regular basis.
3. Improvement of Technical and Managerial Performance
Carry out more demand-driven research. Write reports adapted to end-user language.
Establish contact with broadcasters on a regular (formal) basis. Write proposals which
can attract funding.
4. Major Constraints for Performing Technical and Managerial Activities
Poor interaction with farmers. Lack of training in communication skills adapted to
rural radio. Insufficient funds. Lack of motivation.
RESEARCHER - GHANA
Conduct of agricultural research. Analysis of research results. Manage agricultural
research program. Manage human resources.
Presentation of research results during annual in-house research review of institute.
Staff are given opportunity to discuss my performance at a number of fora.
More detailed laboratory analysis of plant and soil materials can be done. Use of
computer software can improve management of resources (e.g. human).
Insufficient financial resources. Lack of access to internet. Lack of adequate financial
resources.
RADIO BROADCASTER - GHANA
Mobilizing materials with field extension staff on new technologies and developments.
Lack of knowledge in research work and format for disseminating findings.
Not adequate. Not standard.
Collaborating with research institutions and hearing about their activities. Create a
common strategy to develop information materials for radio programming. Production

Annex D-II
monitoring and evaluation.

Lack of adequate information or relevant meaning to technical terms. Lack of adequate
and sustainable resources to continue with performance.

Annex D-II
RESEARCHER - GHANA
Integrated weed management with cover crops; conservation tillage with herbicides.
Plan review meetings of researchers/extensionists/farmers and prepare schedules for
training staff.
Referred journal publications, conference papers, pamphlets, extension materials,
technical reports. Staff appraisal report forms
(no response)
Lack of adequate funds. Late release of funds.
RESEARCHER - UGANDA
Develop and plan research projects. Implement research. Allocate funds for specific
duties. Coordinate centers’ activities.
Quarterly reports to headquarters/partners. Technology developed and disseminated to
end-users. Periodic audit reports. Inspection of center activities by head office.
More knowledge in writing saleable projects to donors. More techniques in assessing
clients needs and ways of dissemination. More experience in management position.
Specialized training in research management.
Limited funding for planned activities. Inadequate number of trained staff (low
capacity). Lack of adequate facilities (e.g. transport). Few specialized skills in
research management.
RADIO BROADCASTER - UGANDA
Manage the entire station and coordinate station with Ministry of Agriculture.
Administer staff and manage the entire station activities (i.e. engineering programs).
Through response from the public through letters and phone-ins. Through staff
response.
To date it has not been possible to get information from NARO (Uganda) due to lack of
coordination. Will continue seeking coordination with NARO, especially after meeting
its members in this workshop.
Lack of facilities to access information from farmers and satellite aided equipment and

Annex D-II
researchers. Lack of sponsoring programs.

RADIO PRODUCER - GHANA
Managing recording machines, microphones, resource persons and time.
By playing back the recorded material. Feedback from listeners. Feedback from
listeners to see if information was relevant and if the time was sufficient for the
program.
Training on how to operate modern equipments. Having the appropriate machine.
Manage time well. Use budget profitably.
Insufficient training. Old machines. Being time conscious.
RESEARCHER - MALI
Conducting on-farm trials. Preparing programs for rural radios. Monitoring a team
work in the field. Organizing meetings for scientists/farmers/extensionists and
broadcasters.
Radio programs made available to broadcast. When a good result is found by the team
of scientists. Number of successful meetings organized.
In job training (in service training). Exchange visits to other places. Group training.
Annual meeting.
Lack of an appropriate time for training. Lack of means to support exchange visits.
Lack of funds to conduct group training. Farmers, broadcasters and scientists may not
have a suitable timetable.
RESEARCHER - GHANA
Plan research work on maize and cotton improvement. Conduct experiments to identify
superior varieties for farmers. Supervise technicians and laborers during experiments.
Ensure that welfare for supporting staff is satisfactory.
Assessment of technical performance is very good; and managerial is quite good within
the limits of available resources.
Not many resources are available to conduct research. Age and low remuneration to
the support staff make my work difficult.

Annex D-II
Lack of inputs. No training as a manager. High turn over of support staff.

BROADCASTER - UGANDA
Research on needs of farmers. Collect information by way of recording. Draw up
work plan. Design programme format and supervise programme production.
By ascertaining whether the actual needs of the farmers are met. By producing
programs based on collected materials before feedback is reviewed. Seeing whether
work plan is consistent with farmers needs. Whether right program formats are used to
disseminate information through a monthly staff meeting.
There is need for more modern equipment, if staff are given more training. If
funds/resources are made available promptly and sufficiently, training is a necessity.
Lack of resources and equipment. Lack of access to vital and timely information. Lack
of trained staff and lack of motivation.

Annex D-II
BROADCASTER - MALI
Preparing the information for broadcast, recording and broadcasting. Help keep track
of what is going on i.e. activities in town and what farmers are doing now. Getting a
reporter or broadcaster to cover the event or get the information.
Reviewed by my superior, program manager and radio critique. Audience complains
when events are not covered or topics do not apply to the time period.
I am not a farmer and not trained in agriculture of any kind. I rely on what information
I get from professionals and farmers.
Lack of real education in agriculture. Often hard to get knowledgeable people to give
their time and energy to be a part of our programs (i.e. appear as guests to answer
questions, discuss topics etc.).
BROADCASTER - GHANA
Producer. Administrator.
(no response)
Need more modern gadgets (recording on site). More managerial courses.
Lack of bigger transmitter to cover the district (only 20km now). Emergence of many
unnecessary programs on commercial stations leading to some sort of competition.
Means of transport to visit farms.
RESEARCHER- UGANDA
Develop guidelines and approaches for adaptive research. Coordinate adaptive research
activities between research institutes and zonal research centers.
Scientists utilizing participatory approaches. Research activities taking into account
farmers’ resources and farming system. Joint on-station and on-farm adaptive research
activities between institutes and centers.
More involvement of more uptake pathways i.e. farmer GPS, women GPS, extension,
CBOS will make them more relevant. Restructure so that linkages of outreach
activities and institute work are recognized.
Harmonizing existing approaches of different programs/scientists in adaptive research.

Annex D-II
Researchers answerable to their supervisors. Researchers suspicious of change,

modifications.

Annex D-II
Annex D (b)
Job Analysis – Three Major Duties and Related Tasks
(Results of Exercise 3, individual work part 2)
BROADCASTERS
Major Duties • Related Tasks
UGANDA
1. Research on relevant issues • Identify the issues
• Identify the respondents
• Determine the method of data collection
2. Produce radio program • Recording material
• Auditioning
• Writing script and editing
3. Do listener surveys • Identify target listeners
• Determine survey method
• Selecting sample and conducting interviews
UGANDA
1. Manage the station by ensuring • Ensure that equipment is in proper
that each individual staff does his working condition
duty properly
• Ensure that program material for
broadcast is available
• Ensure that the program is sponsored
2. Make sure that the equipment and • Avail the portable recorders for
the studio is in proper working collecting information
condition • Ensure weekly contacts with farmers
for appointments
• Make sure that transport is available
3. Make sure that I contact relevant • Through dialogue and written message, I
organizations for sponsorship of contact local NGOs and farmers
the rural farm program and other
programs • Through messages I contact ministry and
local government authorities
• Through the MD to discuss sponsorship
programs
MALI
1. Contacting organizations or other • Searching for names of such contacts
sources of information to get • Contacting them
agricultural info for broadcasting
• Setting up a means of communication
2. Getting the information on the air • Review it, adapt it as necessary
• Put it into program format
• Record and broadcast
3. Get the information • Run after the information
• Be persistent to get it
• Be sure I understand it so that I will be able to
communicate it

Annex D-II
GHANA
1. Producer (contacts the resource • Plan, execute, results
persons for the week)
2. Presenter (I speak the local • Presentation, interviewing, music
language)
3. Club formation (a social club – • Patron, meetings (announcing), welfare
mostly farmers formed by the
station)
GHANA
1. Conduct interviews • Prepare a questionnaire
• Make sure to have a good recording machine
• Ask questions that would be understood by
the interviewer
2. Record a traditional musical group • Rehearse with the group
• Setting the instrument
• Play back the recording
3. Produce a magazine program • Look for material
• Arrange them in perfect order
• Use appropriate music
GHANA
1. Identify research countries and • Enquire and learn more about current
institutes issues in research
approach
2. Create community awareness for • Undertake a need assessment
opportunities in participatory • Design program formats for
information sharing production and broadcast
• Create practical assessment to research results
3. Monitor and evaluate the activities • Make follow up visits to the field
of the target groups • Collect information on output and impact of
results
RESEARCHERS
Major Duties Related Tasks
CAMEROON
1. Establish contacts with Writing letters to radio managers writing
broadcasters scientific reports
Participate in radio program
2. Organize open (field) days for Elaborate field day programs; conduct field day
radio broadcasters programs; supervise evaluation
3. Coordinate research carried out on- Writing protocols of on-farm research
farm and based on farmers needs Participatory data collection
Inviting journalists to farm sites
GHANA

Annex D-II
RESEARCHERS
1. Prepare research results which are Identify needs of target group
relevant to farmer audience for Prepare messages which answer specific
rural radio broadcast
needs
Discuss and finalize messages with broadcasters
2. Seek for “trainer training” courses Request information on available courses
that will prepare scientists to know Apply for support to train some trainers
how to prepare and deliver Get trainers trained
appropriate messages for rural
radio
3. Frequent interaction between Develop understanding with rural radio
researchers and rural radio broadcasters
staff Conduct media day once a year at
research institute
Discuss and prepare programs with rural radio
staff
GHANA
1. Identify farmers constraints Plan surveys to identify constraints
to production Execute survey
Analyze survey results and write reports
2. Execute field experiments to find Design, plan experiments
solutions to constraints Coordinate experiments, collect data
Analyze data and write reports
3. Demonstrate best solutions to
farmers
GHANA
1. Identify superior varieties of maize Collect germplasm
Grow germplasm following prescribed
procedures
Select the best lines
2. Identify superior lines for hybrid Cross lines in all combinations
seed production Evaluate crosses for yield
Identify the best crosses using statistics and
observations
3. Performing on-farm tests Identifying the best farmers
Conduct experiments on farms
Select best lines with farmers
UGANDA
1. Initiate radio programs on Write research results briefs
developed agricultural Discuss with radio presenters
technologies Participate in program presentation
2. Develop partnerships with Invite them on planning meetings with

rural broadcasters stakeholders
Discuss implementation plans
Agree on roles of broadcasters, clients and

Annex D-II
RESEARCHERS
researchers
3. Contribute to sustain ability Include cases of broadcasting in project
of rural radios write ups
Contribute to cases relating to
documentary write ups
Encourage end users and opinion leaders in the
benefits of rural radio

Annex D-II
UGANDA
1. Capacity building of community Sensitize/ organize communities on need
organizations for involvement
Strengthen community groups
Encourage farmers access/disseminate knowledge
and skills
2. Testing, refinement of technologies Farmers form experimental groups which
in a participatory manner helps refine messages
Combine ITK with improved technologies
3. Scaling up improved technologies Drama groups
Farmer-farmer extension
Information packaging and dissemination
MALI
1. Preparing radio program Have good results
Write in an easy way for farmers to understand
2. Conducting farmer’s field day Send invitation to farmers
Supply broadcasters with transportation
Select a good farmer to be visited
3. Organize village meeting.

Annex E-II
Annex E (a)
Generic Job Description –Broadcaster
RURAL RADIO BROADCASTER/ PRODUCER

Objective
To provide radio programs that inform and involve farmers and other listeners in rural areas.
Major duties and tasks
Articulate target market for programs; analyze audience needs and preferences on a regular
basis.
Monitor trends and developments in agriculture (local, national, and international) and other
subject areas of importance to farmers and rural audiences; maintain regular contact with
credible information sources; develop research skills (including Internet research).
Research, write, and produce scripts for educational rural development programs.
Gather news; report on current events in agriculture and rural development.
Develop ideas and stories for feature programs, documentaries, quiz segments, dramas, etc.,
related to rural development.
Edit broadcast programs for content (including adherence to journalistic ethics), structure and
order of stories.
Ensure effective use of physical equipment; maintain up-to-date knowledge of developments in
various types of equipment (e.g. DAT and minidisc equipment) and software, and seek
appropriate training.
Contribute to the financial sustainability of the programs through the development of
promotions, program formats, partnerships and sponsorships, syndication, etc., that will
generate revenue.

A thorough knowledge of the full range of news sources and research methods.
Understanding of interview types and techniques.
Ability to use portable audio recording equipment, microphones, mixers, and
other studio equipment, including ability to edit using both digital and analogue
equipment.
Computer, IT, and keyboard skills, is possible [this might be shorthand skills in some
situations].


Annex E-II
Annex E (a) (cont’d.)

Generic Job Description – Researcher
CROP PROGRAM LEADER/ BREEDER

Objective
To carry out and coordinate crop research that is relevant to the end-users.
• Supervise selection of parental lines and organize crosses (half yearly)
• Coordinate evaluation progenies from the crosses for specified constraints
(annually)
• Oversee selection of promising progenies (annually)
• Coordinate evaluation of promising lines in multi-locational trials and on-
farm trials (annually)
• Release the best varieties (3-5 years)
• Coordinate and scientifically direct field trials; on-farm research
• Receive and review research proposals and budgets from members of the
interdisciplinary program: Agronomy, Entomology, Economics, Breeding,
Pathology
• Organize proposals according to priorities, and submit to national research
committee for funding
• Supervise the funded activities and monthly submit a report to the national
research committee
• Monthly call for team meetings; chair meetings
• Supervise technician training
• Circulate relevant communications and literature to team members
• Prepare annual work plans and quarterly reports
• Produce annual reports
• Administer funds and prepare financial reports
• Maintain liaison with regional scientists and institutions to ensure
appropriate and timely flow of technical inputs
• Prepare technical reports for the steering committee meetings
• Attend relevant national or regional meetings
Qualifications
• Advanced university degree in plant breeding
• Data analysis and computer skills
• Ability to communicate and present scientific information
• Management experience

Annex E-II
Annex E (b)
Job Descriptions: Suggestions for Improvement from Participants
(Results of Exercise 4)
RADIO BROADCASTERS
UGANDA
2. Involve researchers in planning for better radio programs.
3. Visit research stations to improve farmers’ accessibility to research materials.
4. Translate research materials into usable and more understandable forms by collaborating with
researchers.
5. Improve collaboration between broadcasters and researchers by providing basic education in
each other’s fields
UGANDA
1. In charge of the radio station as well as heading and co-producing/presenting the “Farmers
Corner” program.
2. Put more emphasis on linking my organization with researchers in agriculture through frequent
visits to their stations.
3. Invite researchers to talk on radio.
4. Invite researchers and farmers to talk shows to interact with the public through phone-ins.
5. Make sure that the staff get interested in this researcher-broadcaster relationship through visits.
6. Make sure that research organizations send materials to be broadcast periodically.
7. Plan with agriculture and researchers together.
8. Write scripts together.
MALI
1. Contact organizations to develop a strong relationship – even a partnership of research
organizations so that the research organization can regularly provide information for broadcast
in the farmers radio programs and work with them to record them.
2. Encourage research organizations to make themselves accessible and their information
available – especially in rural locations.
Note: In Kadiolo, for example, there is only one research organization currently in the area.
Getting information from others is difficult. In Mali, the cotton board, CMDT, works throughout
the country, working with farmers and herders. Perhaps researchers could develop a
partnership with CDMT to help them by providing their research results. CMDT would, in turn,
make the information available locally. We work a good bit with CMDT and the one research
organization, but would benefit more if it was accessible. In the rural village, we have budget
constraints that keep us from going to the big cities in search of information; if it was available
locally, like through CMDT, everyone would benefit from it.

Annex E-II
GHANA
1. Participate in workshops organized by researchers
2. Interact with researchers for them to explain some of their technical jargon to the broadcaster
3. Visit research stations to have first-hand information of what goes on there
4. Build feature programs on a research finding
5. Approach African researchers to find out areas that they want you to highlight in my programs
6. Involve researchers in planning specific programs
GHANA
1. Cultivate a good working relationship
2. Organize a small workshop for the researchers and the radio station
3. Suggest researcher members for the Board of Directors
4. Let the listeners have confidence in the researchers
5. Discount on air time charges
6. Involve until final result
7. Produce programs that will satisfy your listeners
8. Let farmers know that researchers are also farmers
9. Invite researchers who can speak the local language expertly.
GHANA
1. Administration of staff, planning of program concept. Aim, segments, target and rating
2. Concept: magazine – farmers and fishermen; women. Aim – to educate, inform – new
technology and modern methods of farming
Segments: a) farm news; b) interview with stakeholders in agriculture; c) talks by experts in
agriculture; d) weather reports; e) research findings – from agricultural research centres;
3. Target farmers and fishermen, livestock ratings – very popular, its feedback reports, letters and
personal contact
GHANA
1. Initiate programs with researchers and communities to identify needed technology and provide
improved solutions.
2. Design and adapt collaborative strategies to implement research findings through participatory
information sharing.
3. Introduce a system that would enable farmers to have access to research inputs for tests on
their fields and carry out follow-up visits to report on the performance of the new technology
and its viability.
4. Draw up a campaign strategy with research institutions to sustain flow of information .

Annex E-II
RESEARCHERS
CAMEROON
1. Translate into local languages relevant results for farmers.
2. Rewrite research results in simple language in a joint session with radio broadcasters.
3. Elaborate relevant handouts to be used in collaboration with broadcasters
4. Create contacts with radio broadcasters
CAMEROON
2. Develop radio programs to disseminate research results in collaboration with broadcasters, field
and open days
GHANA
1. Perform all tasks that lead to the development of improved crop varieties for the farmer. In
addition, perform other tasks prescribed by the Director of the institute.
2. Work with a broadcaster towards the end of the improvement project will create awareness of
the variety.
3. Be trained to make the final script such that it can be broadcast without ambiguity.
GHANA
1. Ensure regular interaction with rural radio to develop mutual understanding of the jobs of each
other.
2. Identify a “media day” for the organization when media personnel will be invited to the institute
to learn about the work carried out by the institute.
3. Develop radio programs with rural radio to disseminate results of research to farmers and other
clients.
4. Develop linkages with rural radio and farmers (and other clients) to identify needs of clients and
develop research programs to solve the problems.
5. Monitor and evaluate the linkages and programs.

Annex E-II
GHANA
1. Develop partnership with rural radio broadcasters
2. Initiate radio programs with farmers/broadcasters/researchers
3. Radio script writing (write scripts in collaboration that broadcasters can develop into rural radio
scripts for farmers)
4. Identify rural radio broadcasters needs and address them through workshops/seminars
5. Prepare proposals and budgets to disseminate information
6. Translate technical information into local languages with broadcasters and farmers
UGANDA
1. Link up with organizations/institutions that compile/disseminate information
2. Strengthen farmers organizations to be able to access information by radio, newsprint, etc.
3. Co-ordinate technical information dissemination between research institutes, zonal research
centres, universities and broadcasting institutions
4. Test, adapt and repackage technical information in a participatory manner with farmers and
broadcasters and avail it to uptake pathways, e.g. radio, service providers, farmers groups, etc.
5. Identify farmer information needs, information sources and existing groups
6. Translate technical information into local languages in collaboration with broadcasters and
farmers
7. Prepare proposals and budgets to promote information dissemination
UGANDA
1. Develop appropriate technologies and disseminate them to end users through various uptake
pathways, including rural radio.
2. Identify constraints/needs in a participatory manner with all the stakeholders in agricultural
development including broadcasters.
MALI
1. Extend the maize program activities using rural radio.
2. Conduct farmers’ field days in collaboration with broadcasters; conducting on-farm
demonstration trials
3. Prepare programs in collaboration with broadcasters for radio broadcasting and TV.
4. Monitoring technicians’ activities; writing reports for seminars
5. Organize annual meetings for farmers, extension agents, scientists and broadcasters.
6. Conduct impact survey on adoption rate for new release of maize varieties.

Annex F-II
Annex F
Management Skills Questionnaire
25
20
15
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Broadcasters
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Responses to the Management Skills Questionnaire

(average scores)
Key:
The 50 questions in the management skills questionnaire (Annex K(d)) correspond to one of
ten management functions listed here. Higher scores represent higher levels of existing skills
in the management area.
1. Communication
Defines and clarifies flow of communication within the organization—up, down, at same
level; in meetings and one-on-one discussion, formal and informal. Is able to communicate in
a way that gains others’ understanding and agreement. Ensures staff access to needed
information.
2. Conceptualization
Develops strategies for getting the unit to where it ought to be going, for using the unit’s
resources the way they ought to be used, and for overcoming blocks faced by the unit.
3. Collaborative Work Organization

Works with others to develop goals and/or gain agreement on goals, outline tasks, identify
progress checkpoints, delegate authority, assign resources, and agree on monitoring process.
4. Monitoring/Performance Feedback
Checks work progress at agreed times. Provides both positive and negative performance
feedback in a timely way.
5. Problem Solving/Conflict Resolution

Annex F-II
Identifies and solves organizational problems. Involves others appropriately in that process.
Manages interpersonal and organizational conflict. (Manager may be a part of the conflict or
the conflict may be between others.)
6. Team Effectiveness
Serves as team leader and team member, uses opportunities for getting work done efficiently
through teams, helps make meetings work, maximizes participation while getting job done
without wasting time. Utilizes staff resources of all levels and status as appropriate.
7. Decision Making
Ensures own input into organizational decisions and arranges for appropriate input from
within own unit. Makes well-timed decisions in a way that appropriately considers
alternatives. Aims for synergy, buy-in, participation, and clarity about nature of decisions and
resulting action.
8. Representational
Serves as unit spokesperson in organizational forums. Characterizes organization’s mission
and work. Negotiates unit responsibilities, workload, and time frames with higher-level
management.
9. Technical Leadership
Provides technical leadership, actually does technical work, and manages technical projects.
Reviews documents and work developed by own unit or by other units from a technical point
of view.
10. Staff Development

Assists others in personal and professional skill development. Coaches and counsels.
Pays attention to developing own skills and improving own job performance.

Annex G-II
Annex G
Gaps in Managerial Knowledge and Attitudes
Long Lists of Requirements (no priority indicated)

(Results of Exercise 5b2)
MANAGERIAL KNOWLEDGE
• How to identify financial resources for researchers and broadcasters to strengthen

their collaboration
• How to demonstrate the added value of researchers and radio broadcasters working
together
• How to evaluate the impact of rural radio and research collaboration
• How to identify common objectives in relation to communities
• How to plan together – including regular interaction (bringing together all
stakeholders: researchers, broadcasters, extension, etc.
• How to set priorities
• How to identify community needs
• How to study cultural values, language and norms
• How to organize and conduct meetings, farmer field days, conduct by radio, open
days, quizzes, competitions
• How to build consensus
• How to identify different sources of information
• How to communicate with the target audience (define the language needed)
• How to determine the appropriate time to communicate research results (time of day,
time of year)
• How to identify farmers’ availability and willingness to cooperate
• How to identify stations (research stations and radio stations, e.g. the radio stations
farmers listen to)
• How to identify common objectives of research and radio stations (including policies,
mission, quality of programs, airtime allocated to agricultural programs)
• How to identify roles and responsibilities in partnerships
• How to resolve conflicts
• How to identify training needs involving researchers and broadcasters in a
participatory method
• How to identify skills of staff that can train
• How to manage a training program (including curriculum, training of trainers,
implement training, evaluate training)
ATTITUDES
• concern
• willingness to understand
• desire to get involved
• respect for views of others
• responsibility
• tolerance
• openness
• willingness to serve
• willingness to accept different cultures

Annex G-II
• cooperative behavior
• willingness to compromise
• willingness to share information
• humility
• good listener
• patience
• consideration for new ideas
• willingness to give and take
• inclusiveness
• flexibility
• accommodative
• creativity
• realism
• willingness to research
• persistence
• selective
• critical/skeptical
• analytical
• informative
• risk-taking
• ethical
• accurate/objective
• caring, love, compassion
• fairness
• acceptance
• maturity
• willingness to encourage
• willingness to facilitate learning
• persuasiveness
• willingness to inspire others
• curiosity
• appreciation
• democratic
• concern for quality of meetings
• consultative
• simplicity
• commitment
• truthfulness/honesty
• clarity
• relevance
• willingness to invest in the farmers
• friendliness
• trustworthiness
• efficiency
• tact/diplomacy
• determination/aggressiveness
• sympathy
• empathy
• enthusiasm
• purposefulness

Annex G-II
• willingness to learn from mistakes

• boldness
• willingness to interact
• economic

Annex H-II
Annex H
Gaps in Technical Knowledge and Specific Skills

TECHNICAL KNOWLEDGE
• How to design and conduct on-farm field experiments

• How to identify the program format – length/style [magazine, discussion, drama,
features]
• How to adapt, translate and interpret information to respond to the needs of farmers and
involve farmers, including indigenous technical knowledge (ITK); researchers,
broadcasters and extension working together using written and spoken languages
• Techniques to evaluate the impact of rural radio and research collaboration
• How to write proposals for collaborative activities
• How to audit collaborative activities
• Techniques for collecting, compiling, and analyzing/interpreting information
• How to sample
• How to prepare guidelines for asking questions to farmers; politicians
• The kinds of interviews and how to interview (formal/informal/semi-structured)
• To identify the technical topic (background information)
• To identify the audience
• How to edit information
• General techniques to assess constraints (survey; PRA; focus group)
• Techniques for designing a training program
• Techniques for oral communication on the radio
• Techniques for communicating with farmers, entering the community, and mobilizing
people
SPECIFIC SKILLS
• How to use Internet/e-mail

• How to use software for analyzing data/information (e.g. SPSS – Excel accounts
software
• Techniques to edit sound
• How to dub; how to splice tape
• How to transcribe field notes
• How to transcribe from tape to field notes/paper
• How to use PowerPoint (for making pictures/graphics)
• How to operate Soundforge – computer software for radio
• Typing skills
• How to use audiovisual equipment (tape recorder/camera)

Annex I-II
Annex I
Organizational Constraints
CONSTRAINTS RECOMMENDATIONS FOR

OVERCOMING THESE CONSTRAINTS
A. NATIONAL LEVEL (Group A)
Political and financial support

• Insufficient political support • Lobbying and advocacy (international day
of radio)
• Inadequate budgets • Identify alternative sources of funding
Determination of sectoral goals and objectives
• Top-down non-consultative planning • Participatory bottom-up planning
(intersectoral)
• Unreliable data • Strengthening data collection, analysis, etc.
B. INSTITUTIONAL LEVEL
Direction of management and leadership

• Poor management (skills, resources, • Refresher courses and clear separation of
appointments) roles and responsibilities
• Poor organizational structures • Organizational structure based on need
Planning(Group B)
• Lack of competent personnel • Recruitment of competent personnel
• Participatory planning
• Inadequate financial resources • Increase budget for planning
Programming
• Lack of transport • Realistic budget provision
• Untimely release of funds • Look for alternative sources of funding.
Program produced should be marketable to
sponsorship
• Lack of commitment from partners • Establish a memorandum of understanding
Budgeting
• Inability to balance our budget • Guideline for budgetary assessment
• Lack of adequate input from departments • Establish a format for budget preparation.
Departments must be made to provide
input
• Lack of adequate budget to operate. Lack • Train personnel to operate budget.
of skilled personnel to operate budget

Annex I-II
Monitoring & Evaluation

• Lack of specific program for monitoring • Institutionalize programs for monitoring
and evaluation and evaluation. Design reporting format
and assign an officer responsible for that
Administration of human, financial, and physical resources (Group C)
• Limited funds • Submit proposals to donors
• Limited qualified personnel • Hire/recruit more qualified workers
Human resources development
• Under qualified and limited qualified • On-job training
personnel
• Poor interaction • Decentralization
• Lack of program for developing human • Prepare a program for developing human
resources resources
• Lack of staff motivation • Promote staff
Information/Communication/Documentation
• Inadequate equipment, especially computer • Allocate resources to buy new and
and digital devices adequate equipment
• Lack of skilled human resources • Training in leadership and management
skills
• Lack of public relations • Establish public relations so that
information can flow
• Lack of relevant literature and databank • Solicit funds to subscribe to Internet,
journals, software, databank, etc.
Organizational culture and values (managers’ attitudes and behavior)
• Conservatism • Needs to be trained to show concern and
motivation to the staff
• Lack of commitment • Use training to increase commitment
C. OPERATIONAL LEVEL (Group D)
Technology development (production)

• Lack of adequate funds • Practice good financial control
• Lack of appropriate skilled staff • Identify training needs
• Expose researchers to managerial skills
• Employ strategies to return staff (post-
training)
Researchers’ competency and leadership
• Lack of experience and exposure • Expose staff to regular training,

Annex I-II
conferences, workshops, etc.

• Lack of motivation • Motivate staff in order to reduce turnover
• Give deserved respect to staff
• Lack of appropriate training • Conduct continuous refresher courses for
staff
Research support service
• Poor library and information facilities • Equip library with relevant printing and
electronic facilities
• Poor laboratory facilities • Equip laboratory with relevant facilities
• Lack of operational equipment • Provide, maintain, and service equipment
regularly
Inter-/intra-institutional relationships/links including extension officers and farmers
• Lack of clear-cut policy • Institute a policy on effective collaboration
• Lack of existence of possible • Encourage staff to cultivate culture of
collaborations collaboration
• Identify institutes with similar mission
• Develop partnership with stakeholders

Annex I-II
Annex J
Participants’ Personal View On Training
Average Scores
(scale: 1 = strongly disagree to 5 = strongly agree)
I. PERFORMANCE AND PRODUCTIVITY IMPROVEMENT
Questions Broadcasters Researchers Total*
1. Training will improve my 5.0 4.4 4.7

understanding of management
principles and procedures.
2. I would be more productive if I 4.9 4.3 4.6

understood management principles
and procedures better.
3. Advanced training should be made 4.9 4.0 4.4

available as my performance
improves.
4. New knowledge will help me improve 4.9 4.6 4.7

my job performance.
5. Improved instructions or job 4.6 3.7 4.1

assignments will improve my
performance on the job.
6. Training will reveal my shortcomings. 4.6 4.1 4.4
Total Average 4.8 4.2 4.5
II. TOP MANAGEMENT’S AND SUPERVISORS’ VIEW ON TRAINING,

ENCOURAGEMENT, AND APPLICATION OF INNOVATION
7. My supervisor approves of and 4.7 4.4 4.6

encourages training for me.
8. I am encouraged to apply new 4.6 4.1 4.3

ideas/knowledge developed in
training.
Total average 4.7 4.3 4.5
*
Average of all scores
Training Needs and Organizational Constraints Assessment cxxvii

Annex D-2
cxxviii Training Needs and Organizational Constraints Assessment

Annex I-II
II. PLANNING, COORDINATION, AND ORGANIZATION OF TRAINING EVENTS
9. Training programs are mandated by 4.0 3.4 3.7

top management.
10 I feel that I am expected to go to 1.9 1.5 1.7

. training programs whether I need it or
not.
11 Top management understands the 4.1 3.0 3.6

. training-related needs of lower
management.
12 Training is available on an adequate 3.7 2.3 3.0

. basis.
Total Average 3.4 2.3 3
IV. MANAGERS’ ROLE, COACHING, AND IDENTIFYING SUBORDINATES’

NEEDS FOR TRAINING
13 As manager, a critical part of my job 4.0 2.3 3.2

. is “coaching” subordinates.
14 It is my responsibility to meet the 4.6 3.7 4.1

. training needs of my subordinates.
V. TIME AND MONEY SPENT ON TRAINING ACTIVITIES
15 The time and money spent on training 1.1 1.0 1.1

. could be spent on something else.
16 Training activities consume time at 1.6 1.0 1.3

. work that cannot be made up.
VI. INDIVIDUAL LEARNING
Training Needs and Organizational Constraints Assessment cxxix

Annex D-2
17 I learn better on my own with manuals 2.1 1.9 2.0

. and study materials.
cxxx Training Needs and Organizational Constraints Assessment

Annex I-II
VII. LEARNING IN SMALL GROUPS WITH INSTRUCTORS & INSTRUCTIONAL

AIDS
18 I learn better in a small group. 3.7 4.0 3.9

.
19 I prefer audiovisual training aids when 4.0 3.3 3.6

. I participate in training.
20 I prefer printed training aids when I 4.4 4.1 4.3

. participate in training.
VIII. UNDERSTANDING OF TASKS
21 I have an adequate understanding of 4.1 4.4 4.3

. the tasks associated with my job.
IX. TRAINED STAFF
22 Well-trained staff can replace the 3.9 3.3 3.6

. assistance of experienced experts in
the organization.
X. SALARY RAISE AND PROMOTION
23 Increased training will improve my 4.7 3.4 4.1

. chances of getting a raise or a
promotion.
XI. INTEREST IN TRAINING
Training Needs and Organizational Constraints Assessment cxxxi

Annex D-2
24 Overall, there is little interest in 1.4 1.3 1.4

. training in my work group/ division.
cxxxii Training Needs and Organizational Constraints Assessment

Annex I-II
ANNEXES PART II
ANNEX D Results of the Job Analysis

(a) summary of self-analysis
(b) major duties and related tasks
E Job Descriptions:
(c) generic job description for a rural radio broadcaster/producer and a
researcher
(d) participants’ suggestions for improving job descriptions
F Summary Results of the Management and Leadership

Skills Questionnaire
G Gaps in Managerial Knowledge and Attitudes
H Gaps in Technical Knowledge and Specific Skills
I Organizational Constraints
J Participants’ Personal Views on Training
Training Needs and Organizational Constraints Assessment cxxxiii

Annex D-II
Annex D (a)
Job Analysis: summary of self-analysis
(Results of Exercise 3, individual work, part 1)
RESEARCHER - CAMEROON
Carrying out experiments and writing technical reports. Establishing contacts with
broadcasters and proposal writing to attract funding.
Number of results relevant to users’ needs. Wide exploitation of scientific information
by communities. Number of contracts established on regular basis.
Carry out more demand-driven research. Write reports adapted to end-user language.
Establish contact with broadcasters on a regular (formal) basis. Write proposals which
can attract funding.
Poor interaction with farmers. Lack of training in communication skills adapted to
rural radio. Insufficient funds. Lack of motivation.
RESEARCHER - GHANA
Conduct of agricultural research. Analysis of research results. Manage agricultural
research program. Manage human resources.
Presentation of research results during annual in-house research review of institute.
Staff are given opportunity to discuss my performance at a number of fora.
More detailed laboratory analysis of plant and soil materials can be done. Use of
computer software can improve management of resources (e.g. human).
Insufficient financial resources. Lack of access to internet. Lack of adequate financial
resources.
RADIO BROADCASTER - GHANA
Mobilizing materials with field extension staff on new technologies and developments.
Lack of knowledge in research work and format for disseminating findings.
Not adequate. Not standard.
Collaborating with research institutions and hearing about their activities. Create a
common strategy to develop information materials for radio programming. Production

Annex D-II
monitoring and evaluation.

Lack of adequate information or relevant meaning to technical terms. Lack of adequate
and sustainable resources to continue with performance.

Annex D-II
RESEARCHER - GHANA
Integrated weed management with cover crops; conservation tillage with herbicides.
Plan review meetings of researchers/extensionists/farmers and prepare schedules for
training staff.
Referred journal publications, conference papers, pamphlets, extension materials,
technical reports. Staff appraisal report forms
(no response)
Lack of adequate funds. Late release of funds.
RESEARCHER - UGANDA
Develop and plan research projects. Implement research. Allocate funds for specific
duties. Coordinate centers’ activities.
Quarterly reports to headquarters/partners. Technology developed and disseminated to
end-users. Periodic audit reports. Inspection of center activities by head office.
More knowledge in writing saleable projects to donors. More techniques in assessing
clients needs and ways of dissemination. More experience in management position.
Specialized training in research management.
Limited funding for planned activities. Inadequate number of trained staff (low
capacity). Lack of adequate facilities (e.g. transport). Few specialized skills in
research management.
RADIO BROADCASTER - UGANDA
Manage the entire station and coordinate station with Ministry of Agriculture.
Administer staff and manage the entire station activities (i.e. engineering programs).
Through response from the public through letters and phone-ins. Through staff
response.
To date it has not been possible to get information from NARO (Uganda) due to lack of
coordination. Will continue seeking coordination with NARO, especially after meeting
its members in this workshop.
Lack of facilities to access information from farmers and satellite aided equipment and

Annex D-II
researchers. Lack of sponsoring programs.

RADIO PRODUCER - GHANA
Managing recording machines, microphones, resource persons and time.
By playing back the recorded material. Feedback from listeners. Feedback from
listeners to see if information was relevant and if the time was sufficient for the
program.
Training on how to operate modern equipments. Having the appropriate machine.
Manage time well. Use budget profitably.
Insufficient training. Old machines. Being time conscious.
RESEARCHER - MALI
Conducting on-farm trials. Preparing programs for rural radios. Monitoring a team
work in the field. Organizing meetings for scientists/farmers/extensionists and
broadcasters.
Radio programs made available to broadcast. When a good result is found by the team
of scientists. Number of successful meetings organized.
In job training (in service training). Exchange visits to other places. Group training.
Annual meeting.
Lack of an appropriate time for training. Lack of means to support exchange visits.
Lack of funds to conduct group training. Farmers, broadcasters and scientists may not
have a suitable timetable.
RESEARCHER - GHANA
Plan research work on maize and cotton improvement. Conduct experiments to identify
superior varieties for farmers. Supervise technicians and laborers during experiments.
Ensure that welfare for supporting staff is satisfactory.
Assessment of technical performance is very good; and managerial is quite good within
the limits of available resources.
Not many resources are available to conduct research. Age and low remuneration to
the support staff make my work difficult.

Annex D-II
Lack of inputs. No training as a manager. High turn over of support staff.

BROADCASTER - UGANDA
Research on needs of farmers. Collect information by way of recording. Draw up
work plan. Design programme format and supervise programme production.
By ascertaining whether the actual needs of the farmers are met. By producing
programs based on collected materials before feedback is reviewed. Seeing whether
work plan is consistent with farmers needs. Whether right program formats are used to
disseminate information through a monthly staff meeting.
There is need for more modern equipment, if staff are given more training. If
funds/resources are made available promptly and sufficiently, training is a necessity.
Lack of resources and equipment. Lack of access to vital and timely information. Lack
of trained staff and lack of motivation.

Annex D-II
BROADCASTER - MALI
Preparing the information for broadcast, recording and broadcasting. Help keep track
of what is going on i.e. activities in town and what farmers are doing now. Getting a
reporter or broadcaster to cover the event or get the information.
Reviewed by my superior, program manager and radio critique. Audience complains
when events are not covered or topics do not apply to the time period.
I am not a farmer and not trained in agriculture of any kind. I rely on what information
I get from professionals and farmers.
Lack of real education in agriculture. Often hard to get knowledgeable people to give
their time and energy to be a part of our programs (i.e. appear as guests to answer
questions, discuss topics etc.).
BROADCASTER - GHANA
Producer. Administrator.
(no response)
Need more modern gadgets (recording on site). More managerial courses.
Lack of bigger transmitter to cover the district (only 20km now). Emergence of many
unnecessary programs on commercial stations leading to some sort of competition.
Means of transport to visit farms.
RESEARCHER- UGANDA
Develop guidelines and approaches for adaptive research. Coordinate adaptive research
activities between research institutes and zonal research centers.
Scientists utilizing participatory approaches. Research activities taking into account
farmers’ resources and farming system. Joint on-station and on-farm adaptive research
activities between institutes and centers.
More involvement of more uptake pathways i.e. farmer GPS, women GPS, extension,
CBOS will make them more relevant. Restructure so that linkages of outreach
activities and institute work are recognized.
Harmonizing existing approaches of different programs/scientists in adaptive research.

Annex D-II
Researchers answerable to their supervisors. Researchers suspicious of change,

modifications.

Annex D-II
Annex D (b)
Job Analysis – Three Major Duties and Related Tasks
(Results of Exercise 3, individual work part 2)
BROADCASTERS
Major Duties • Related Tasks
UGANDA
1. Research on relevant issues • Identify the issues
• Identify the respondents
• Determine the method of data collection
2. Produce radio program • Recording material
• Auditioning
• Writing script and editing
3. Do listener surveys • Identify target listeners
• Determine survey method
• Selecting sample and conducting interviews
UGANDA
1. Manage the station by ensuring • Ensure that equipment is in proper
that each individual staff does his working condition
duty properly
• Ensure that program material for
broadcast is available
• Ensure that the program is sponsored
2. Make sure that the equipment and • Avail the portable recorders for
the studio is in proper working collecting information
condition • Ensure weekly contacts with farmers
for appointments
• Make sure that transport is available
3. Make sure that I contact relevant • Through dialogue and written message, I
organizations for sponsorship of contact local NGOs and farmers
the rural farm program and other
programs • Through messages I contact ministry and
local government authorities
• Through the MD to discuss sponsorship
programs
MALI
1. Contacting organizations or other • Searching for names of such contacts
sources of information to get • Contacting them
agricultural info for broadcasting
• Setting up a means of communication
2. Getting the information on the air • Review it, adapt it as necessary
• Put it into program format
• Record and broadcast
3. Get the information • Run after the information
• Be persistent to get it
• Be sure I understand it so that I will be able to
communicate it

Annex D-II
GHANA
1. Producer (contacts the resource • Plan, execute, results
persons for the week)
2. Presenter (I speak the local • Presentation, interviewing, music
language)
3. Club formation (a social club – • Patron, meetings (announcing), welfare
mostly farmers formed by the
station)
GHANA
1. Conduct interviews • Prepare a questionnaire
• Make sure to have a good recording machine
• Ask questions that would be understood by
the interviewer
2. Record a traditional musical group • Rehearse with the group
• Setting the instrument
• Play back the recording
3. Produce a magazine program • Look for material
• Arrange them in perfect order
• Use appropriate music
GHANA
1. Identify research countries and • Enquire and learn more about current
institutes issues in research
approach
2. Create community awareness for • Undertake a need assessment
opportunities in participatory • Design program formats for
information sharing production and broadcast
• Create practical assessment to research results
3. Monitor and evaluate the activities • Make follow up visits to the field
of the target groups • Collect information on output and impact of
results
RESEARCHERS
CAMEROON
1. Establish contacts with Writing letters to radio managers writing
broadcasters scientific reports
Participate in radio program
2. Organize open (field) days for Elaborate field day programs; conduct field day
radio broadcasters programs; supervise evaluation
3. Coordinate research carried out on- Writing protocols of on-farm research
farm and based on farmers needs Participatory data collection
Inviting journalists to farm sites
GHANA

Annex D-II
RESEARCHERS
1. Prepare research results which are Identify needs of target group
relevant to farmer audience for Prepare messages which answer specific
rural radio broadcast
needs
Discuss and finalize messages with broadcasters
2. Seek for “trainer training” courses Request information on available courses
that will prepare scientists to know Apply for support to train some trainers
how to prepare and deliver Get trainers trained
appropriate messages for rural
radio
3. Frequent interaction between Develop understanding with rural radio
researchers and rural radio broadcasters
staff Conduct media day once a year at
research institute
Discuss and prepare programs with rural radio
staff
GHANA
1. Identify farmers constraints Plan surveys to identify constraints
to production Execute survey
Analyze survey results and write reports
2. Execute field experiments to find Design, plan experiments
solutions to constraints Coordinate experiments, collect data
Analyze data and write reports
3. Demonstrate best solutions to
farmers
GHANA
1. Identify superior varieties of maize Collect germplasm
Grow germplasm following prescribed
procedures
Select the best lines
2. Identify superior lines for hybrid Cross lines in all combinations
seed production Evaluate crosses for yield
Identify the best crosses using statistics and
observations
3. Performing on-farm tests Identifying the best farmers
Conduct experiments on farms
Select best lines with farmers
UGANDA
1. Initiate radio programs on Write research results briefs
developed agricultural Discuss with radio presenters
technologies Participate in program presentation
2. Develop partnerships with Invite them on planning meetings with

rural broadcasters stakeholders
Discuss implementation plans
Agree on roles of broadcasters, clients and

Annex D-II
RESEARCHERS
researchers
3. Contribute to sustain ability Include cases of broadcasting in project
of rural radios write ups
Contribute to cases relating to
documentary write ups
Encourage end users and opinion leaders in the
benefits of rural radio

Annex D-II
UGANDA
1. Capacity building of community Sensitize/ organize communities on need
organizations for involvement
Strengthen community groups
Encourage farmers access/disseminate knowledge
and skills
2. Testing, refinement of technologies Farmers form experimental groups which
in a participatory manner helps refine messages
Combine ITK with improved technologies
3. Scaling up improved technologies Drama groups
Farmer-farmer extension
Information packaging and dissemination
MALI
1. Preparing radio program Have good results
Write in an easy way for farmers to understand
2. Conducting farmer’s field day Send invitation to farmers
Supply broadcasters with transportation
Select a good farmer to be visited
3. Organize village meeting.

Annex E-II
Annex E (a)
Generic Job Description –Broadcaster
RURAL RADIO BROADCASTER/ PRODUCER

Objective
To provide radio programs that inform and involve farmers and other listeners in rural areas.
Articulate target market for programs; analyze audience needs and preferences on a regular
basis.
Monitor trends and developments in agriculture (local, national, and international) and other
subject areas of importance to farmers and rural audiences; maintain regular contact with
credible information sources; develop research skills (including Internet research).
Research, write, and produce scripts for educational rural development programs.
Gather news; report on current events in agriculture and rural development.
Develop ideas and stories for feature programs, documentaries, quiz segments, dramas, etc.,
related to rural development.
Edit broadcast programs for content (including adherence to journalistic ethics), structure and
order of stories.
Ensure effective use of physical equipment; maintain up-to-date knowledge of developments in
various types of equipment (e.g. DAT and minidisc equipment) and software, and seek
appropriate training.
Contribute to the financial sustainability of the programs through the development of
promotions, program formats, partnerships and sponsorships, syndication, etc., that will
generate revenue.

A thorough knowledge of the full range of news sources and research methods.
Understanding of interview types and techniques.
Ability to use portable audio recording equipment, microphones, mixers, and
other studio equipment, including ability to edit using both digital and analogue
equipment.
Computer, IT, and keyboard skills, is possible [this might be shorthand skills in some
situations].


Annex E-II
Annex E (a) (cont’d.)

Generic Job Description – Researcher
CROP PROGRAM LEADER/ BREEDER

Objective
To carry out and coordinate crop research that is relevant to the end-users.
• Supervise selection of parental lines and organize crosses (half yearly)
• Coordinate evaluation progenies from the crosses for specified constraints
(annually)
• Oversee selection of promising progenies (annually)
• Coordinate evaluation of promising lines in multi-locational trials and on-
farm trials (annually)
• Release the best varieties (3-5 years)
• Coordinate and scientifically direct field trials; on-farm research
• Receive and review research proposals and budgets from members of the
interdisciplinary program: Agronomy, Entomology, Economics, Breeding,
Pathology
• Organize proposals according to priorities, and submit to national research
committee for funding
• Supervise the funded activities and monthly submit a report to the national
research committee
• Monthly call for team meetings; chair meetings
• Supervise technician training
• Circulate relevant communications and literature to team members
• Prepare annual work plans and quarterly reports
• Produce annual reports
• Administer funds and prepare financial reports
• Maintain liaison with regional scientists and institutions to ensure
appropriate and timely flow of technical inputs
• Prepare technical reports for the steering committee meetings
• Attend relevant national or regional meetings
Qualifications
• Advanced university degree in plant breeding
• Data analysis and computer skills
• Ability to communicate and present scientific information
• Management experience

Annex E-II
Annex E (b)
Job Descriptions: Suggestions for Improvement from Participants
RADIO BROADCASTERS
UGANDA
2. Involve researchers in planning for better radio programs.
3. Visit research stations to improve farmers’ accessibility to research materials.
4. Translate research materials into usable and more understandable forms by collaborating with
researchers.
5. Improve collaboration between broadcasters and researchers by providing basic education in
each other’s fields
UGANDA
1. In charge of the radio station as well as heading and co-producing/presenting the “Farmers
Corner” program.
2. Put more emphasis on linking my organization with researchers in agriculture through frequent
visits to their stations.
3. Invite researchers to talk on radio.
4. Invite researchers and farmers to talk shows to interact with the public through phone-ins.
5. Make sure that the staff get interested in this researcher-broadcaster relationship through visits.
6. Make sure that research organizations send materials to be broadcast periodically.
7. Plan with agriculture and researchers together.
8. Write scripts together.
MALI
1. Contact organizations to develop a strong relationship – even a partnership of research
organizations so that the research organization can regularly provide information for broadcast
in the farmers radio programs and work with them to record them.
2. Encourage research organizations to make themselves accessible and their information
available – especially in rural locations.
Note: In Kadiolo, for example, there is only one research organization currently in the area.
Getting information from others is difficult. In Mali, the cotton board, CMDT, works throughout
the country, working with farmers and herders. Perhaps researchers could develop a
partnership with CDMT to help them by providing their research results. CMDT would, in turn,
make the information available locally. We work a good bit with CMDT and the one research
organization, but would benefit more if it was accessible. In the rural village, we have budget
constraints that keep us from going to the big cities in search of information; if it was available
locally, like through CMDT, everyone would benefit from it.

Annex E-II
GHANA
1. Participate in workshops organized by researchers
2. Interact with researchers for them to explain some of their technical jargon to the broadcaster
3. Visit research stations to have first-hand information of what goes on there
4. Build feature programs on a research finding
5. Approach African researchers to find out areas that they want you to highlight in my programs
6. Involve researchers in planning specific programs
GHANA
1. Cultivate a good working relationship
2. Organize a small workshop for the researchers and the radio station
3. Suggest researcher members for the Board of Directors
4. Let the listeners have confidence in the researchers
5. Discount on air time charges
6. Involve until final result
7. Produce programs that will satisfy your listeners
8. Let farmers know that researchers are also farmers
9. Invite researchers who can speak the local language expertly.
GHANA
1. Administration of staff, planning of program concept. Aim, segments, target and rating
2. Concept: magazine – farmers and fishermen; women. Aim – to educate, inform – new
technology and modern methods of farming
Segments: a) farm news; b) interview with stakeholders in agriculture; c) talks by experts in
agriculture; d) weather reports; e) research findings – from agricultural research centres;
3. Target farmers and fishermen, livestock ratings – very popular, its feedback reports, letters and
personal contact
GHANA
1. Initiate programs with researchers and communities to identify needed technology and provide
improved solutions.
2. Design and adapt collaborative strategies to implement research findings through participatory
information sharing.
3. Introduce a system that would enable farmers to have access to research inputs for tests on
their fields and carry out follow-up visits to report on the performance of the new technology
and its viability.
4. Draw up a campaign strategy with research institutions to sustain flow of information .

Annex E-II
RESEARCHERS
CAMEROON
1. Translate into local languages relevant results for farmers.
2. Rewrite research results in simple language in a joint session with radio broadcasters.
3. Elaborate relevant handouts to be used in collaboration with broadcasters
4. Create contacts with radio broadcasters
CAMEROON
2. Develop radio programs to disseminate research results in collaboration with broadcasters, field
and open days
GHANA
1. Perform all tasks that lead to the development of improved crop varieties for the farmer. In
addition, perform other tasks prescribed by the Director of the institute.
2. Work with a broadcaster towards the end of the improvement project will create awareness of
the variety.
3. Be trained to make the final script such that it can be broadcast without ambiguity.
GHANA
1. Ensure regular interaction with rural radio to develop mutual understanding of the jobs of each
other.
2. Identify a “media day” for the organization when media personnel will be invited to the institute
to learn about the work carried out by the institute.
3. Develop radio programs with rural radio to disseminate results of research to farmers and other
clients.
4. Develop linkages with rural radio and farmers (and other clients) to identify needs of clients and
develop research programs to solve the problems.
5. Monitor and evaluate the linkages and programs.

Annex E-II
GHANA
1. Develop partnership with rural radio broadcasters
2. Initiate radio programs with farmers/broadcasters/researchers
3. Radio script writing (write scripts in collaboration that broadcasters can develop into rural radio
scripts for farmers)
4. Identify rural radio broadcasters needs and address them through workshops/seminars
5. Prepare proposals and budgets to disseminate information
6. Translate technical information into local languages with broadcasters and farmers
UGANDA
1. Link up with organizations/institutions that compile/disseminate information
2. Strengthen farmers organizations to be able to access information by radio, newsprint, etc.
3. Co-ordinate technical information dissemination between research institutes, zonal research
centres, universities and broadcasting institutions
4. Test, adapt and repackage technical information in a participatory manner with farmers and
broadcasters and avail it to uptake pathways, e.g. radio, service providers, farmers groups, etc.
5. Identify farmer information needs, information sources and existing groups
6. Translate technical information into local languages in collaboration with broadcasters and
farmers
7. Prepare proposals and budgets to promote information dissemination
UGANDA
1. Develop appropriate technologies and disseminate them to end users through various uptake
pathways, including rural radio.
2. Identify constraints/needs in a participatory manner with all the stakeholders in agricultural
development including broadcasters.
MALI
1. Extend the maize program activities using rural radio.
2. Conduct farmers’ field days in collaboration with broadcasters; conducting on-farm
demonstration trials
3. Prepare programs in collaboration with broadcasters for radio broadcasting and TV.
4. Monitoring technicians’ activities; writing reports for seminars
5. Organize annual meetings for farmers, extension agents, scientists and broadcasters.
6. Conduct impact survey on adoption rate for new release of maize varieties.

Annex F-II
Annex F
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Responses to the Management Skills Questionnaire

(average scores)
Key:
The 50 questions in the management skills questionnaire (Annex K(d)) correspond to one of
ten management functions listed here. Higher scores represent higher levels of existing skills
in the management area.
1. Communication
information.
2. Conceptualization
3. Collaborative Work Organization

4. Monitoring/Performance Feedback
Checks work progress at agreed times. Provides both positive and negative performance
5. Problem Solving/Conflict Resolution

Annex F-II
6. Team Effectiveness
7. Decision Making
resulting action.
8. Representational
and work. Negotiates unit responsibilities, workload, and time frames with higher-level
management.
9. Technical Leadership
of view.
10. Staff Development

Assists others in personal and professional skill development. Coaches and counsels.
Pays attention to developing own skills and improving own job performance.

Annex G-II
Annex G
Gaps in Managerial Knowledge and Attitudes

MANAGERIAL KNOWLEDGE
• How to identify financial resources for researchers and broadcasters to strengthen

their collaboration
• How to demonstrate the added value of researchers and radio broadcasters working
together
• How to evaluate the impact of rural radio and research collaboration
• How to identify common objectives in relation to communities
• How to plan together – including regular interaction (bringing together all
stakeholders: researchers, broadcasters, extension, etc.
• How to set priorities
• How to identify community needs
• How to study cultural values, language and norms
• How to organize and conduct meetings, farmer field days, conduct by radio, open
days, quizzes, competitions
• How to build consensus
• How to identify different sources of information
• How to communicate with the target audience (define the language needed)
• How to determine the appropriate time to communicate research results (time of day,
time of year)
• How to identify farmers’ availability and willingness to cooperate
• How to identify stations (research stations and radio stations, e.g. the radio stations
farmers listen to)
• How to identify common objectives of research and radio stations (including policies,
mission, quality of programs, airtime allocated to agricultural programs)
• How to identify roles and responsibilities in partnerships
• How to resolve conflicts
• How to identify training needs involving researchers and broadcasters in a
participatory method
• How to identify skills of staff that can train
• How to manage a training program (including curriculum, training of trainers,
implement training, evaluate training)
ATTITUDES
• concern
• willingness to understand
• desire to get involved
• respect for views of others
• responsibility
• tolerance
• openness
• willingness to serve
• willingness to accept different cultures

Annex G-II
• cooperative behavior
• willingness to compromise
• willingness to share information
• humility
• good listener
• patience
• consideration for new ideas
• willingness to give and take
• inclusiveness
• flexibility
• accommodative
• creativity
• realism
• willingness to research
• persistence
• selective
• critical/skeptical
• analytical
• informative
• risk-taking
• ethical
• accurate/objective
• caring, love, compassion
• fairness
• acceptance
• maturity
• willingness to encourage
• willingness to facilitate learning
• persuasiveness
• willingness to inspire others
• curiosity
• appreciation
• democratic
• concern for quality of meetings
• consultative
• simplicity
• commitment
• truthfulness/honesty
• clarity
• relevance
• willingness to invest in the farmers
• friendliness
• trustworthiness
• efficiency
• tact/diplomacy
• determination/aggressiveness
• sympathy
• empathy
• enthusiasm
• purposefulness

Annex G-II
• willingness to learn from mistakes

• boldness
• willingness to interact
• economic

Annex H-II
Annex H
Gaps in Technical Knowledge and Specific Skills

TECHNICAL KNOWLEDGE
• How to design and conduct on-farm field experiments

• How to identify the program format – length/style [magazine, discussion, drama,
features]
• How to adapt, translate and interpret information to respond to the needs of farmers and
involve farmers, including indigenous technical knowledge (ITK); researchers,
broadcasters and extension working together using written and spoken languages
• Techniques to evaluate the impact of rural radio and research collaboration
• How to write proposals for collaborative activities
• How to audit collaborative activities
• Techniques for collecting, compiling, and analyzing/interpreting information
• How to sample
• How to prepare guidelines for asking questions to farmers; politicians
• The kinds of interviews and how to interview (formal/informal/semi-structured)
• To identify the technical topic (background information)
• To identify the audience
• How to edit information
• General techniques to assess constraints (survey; PRA; focus group)
• Techniques for designing a training program
• Techniques for oral communication on the radio
• Techniques for communicating with farmers, entering the community, and mobilizing
people
SPECIFIC SKILLS
• How to use Internet/e-mail

• How to use software for analyzing data/information (e.g. SPSS – Excel accounts
software
• Techniques to edit sound
• How to dub; how to splice tape
• How to transcribe field notes
• How to transcribe from tape to field notes/paper
• How to use PowerPoint (for making pictures/graphics)
• How to operate Soundforge – computer software for radio
• Typing skills
• How to use audiovisual equipment (tape recorder/camera)

Annex I-II
Annex I
Organizational Constraints

A. NATIONAL LEVEL (Group A)
Political and financial support

• Insufficient political support • Lobbying and advocacy (international day
of radio)
• Inadequate budgets • Identify alternative sources of funding
Determination of sectoral goals and objectives
• Top-down non-consultative planning • Participatory bottom-up planning
(intersectoral)
• Unreliable data • Strengthening data collection, analysis, etc.
B. INSTITUTIONAL LEVEL
Direction of management and leadership

• Poor management (skills, resources, • Refresher courses and clear separation of
appointments) roles and responsibilities
• Poor organizational structures • Organizational structure based on need
Planning(Group B)
• Lack of competent personnel • Recruitment of competent personnel
• Participatory planning
• Inadequate financial resources • Increase budget for planning
Programming
• Lack of transport • Realistic budget provision
• Untimely release of funds • Look for alternative sources of funding.
Program produced should be marketable to
sponsorship
• Lack of commitment from partners • Establish a memorandum of understanding
Budgeting
• Inability to balance our budget • Guideline for budgetary assessment
• Lack of adequate input from departments • Establish a format for budget preparation.
Departments must be made to provide
input
• Lack of adequate budget to operate. Lack • Train personnel to operate budget.
of skilled personnel to operate budget

Annex I-II
Monitoring & Evaluation

• Lack of specific program for monitoring • Institutionalize programs for monitoring
and evaluation and evaluation. Design reporting format
and assign an officer responsible for that
Administration of human, financial, and physical resources (Group C)
• Limited funds • Submit proposals to donors
• Limited qualified personnel • Hire/recruit more qualified workers
Human resources development
• Under qualified and limited qualified • On-job training
personnel
• Poor interaction • Decentralization
• Lack of program for developing human • Prepare a program for developing human
resources resources
• Lack of staff motivation • Promote staff
• Inadequate equipment, especially computer • Allocate resources to buy new and
and digital devices adequate equipment
• Lack of skilled human resources • Training in leadership and management
skills
• Lack of public relations • Establish public relations so that
information can flow
• Lack of relevant literature and databank • Solicit funds to subscribe to Internet,
journals, software, databank, etc.
Organizational culture and values (managers’ attitudes and behavior)
• Conservatism • Needs to be trained to show concern and
motivation to the staff
• Lack of commitment • Use training to increase commitment
C. OPERATIONAL LEVEL (Group D)
Technology development (production)

• Lack of adequate funds • Practice good financial control
• Lack of appropriate skilled staff • Identify training needs
• Expose researchers to managerial skills
• Employ strategies to return staff (post-
training)
Researchers’ competency and leadership
• Lack of experience and exposure • Expose staff to regular training,

Annex I-II
conferences, workshops, etc.

• Lack of motivation • Motivate staff in order to reduce turnover
• Give deserved respect to staff
• Lack of appropriate training • Conduct continuous refresher courses for
staff
Research support service
• Poor library and information facilities • Equip library with relevant printing and
electronic facilities
• Poor laboratory facilities • Equip laboratory with relevant facilities
• Lack of operational equipment • Provide, maintain, and service equipment
regularly
Inter-/intra-institutional relationships/links including extension officers and farmers
• Lack of clear-cut policy • Institute a policy on effective collaboration
• Lack of existence of possible • Encourage staff to cultivate culture of
collaborations collaboration
• Identify institutes with similar mission
• Develop partnership with stakeholders

Annex I-II
Annex J
Participants’ Personal View On Training
Average Scores
(scale: 1 = strongly disagree to 5 = strongly agree)
I. PERFORMANCE AND PRODUCTIVITY IMPROVEMENT
1. Training will improve my 5.0 4.4 4.7

understanding of management
2. I would be more productive if I 4.9 4.3 4.6

understood management principles
and procedures better.
3. Advanced training should be made 4.9 4.0 4.4

available as my performance
improves.
4. New knowledge will help me improve 4.9 4.6 4.7

my job performance.
5. Improved instructions or job 4.6 3.7 4.1

assignments will improve my
performance on the job.
6. Training will reveal my shortcomings. 4.6 4.1 4.4
II. TOP MANAGEMENT’S AND SUPERVISORS’ VIEW ON TRAINING,

ENCOURAGEMENT, AND APPLICATION OF INNOVATION
7. My supervisor approves of and 4.7 4.4 4.6

encourages training for me.
8. I am encouraged to apply new 4.6 4.1 4.3

ideas/knowledge developed in
training.
Total average 4.7 4.3 4.5
*
Average of all scores
Annex K-III
clxx Training Needs and Organizational Constraints Assessment

Annex I-II
II. PLANNING, COORDINATION, AND ORGANIZATION OF TRAINING EVENTS
9. Training programs are mandated by 4.0 3.4 3.7

top management.
10 I feel that I am expected to go to 1.9 1.5 1.7

. training programs whether I need it or
not.
11 Top management understands the 4.1 3.0 3.6

. training-related needs of lower
management.
12 Training is available on an adequate 3.7 2.3 3.0

. basis.
Total Average 3.4 2.3 3
IV. MANAGERS’ ROLE, COACHING, AND IDENTIFYING SUBORDINATES’

NEEDS FOR TRAINING
13 As manager, a critical part of my job 4.0 2.3 3.2

. is “coaching” subordinates.
14 It is my responsibility to meet the 4.6 3.7 4.1

. training needs of my subordinates.
V. TIME AND MONEY SPENT ON TRAINING ACTIVITIES
15 The time and money spent on training 1.1 1.0 1.1

. could be spent on something else.
16 Training activities consume time at 1.6 1.0 1.3

. work that cannot be made up.
VI. INDIVIDUAL LEARNING

Annex K-III
17 I learn better on my own with manuals 2.1 1.9 2.0

. and study materials.
clxxii Training Needs and Organizational Constraints Assessment

Annex I-II
VII. LEARNING IN SMALL GROUPS WITH INSTRUCTORS & INSTRUCTIONAL

AIDS
18 I learn better in a small group. 3.7 4.0 3.9

.
19 I prefer audiovisual training aids when 4.0 3.3 3.6

. I participate in training.
20 I prefer printed training aids when I 4.4 4.1 4.3

. participate in training.
VIII. UNDERSTANDING OF TASKS
21 I have an adequate understanding of 4.1 4.4 4.3

. the tasks associated with my job.
IX. TRAINED STAFF
22 Well-trained staff can replace the 3.9 3.3 3.6

. assistance of experienced experts in
the organization.
X. SALARY RAISE AND PROMOTION
23 Increased training will improve my 4.7 3.4 4.1

. chances of getting a raise or a
promotion.
XI. INTEREST IN TRAINING

Annex K-III
24 Overall, there is little interest in 1.4 1.3 1.4

. training in my work group/ division.
clxxiv Training Needs and Organizational Constraints Assessment

Annex I-II
ANNEXES PART III
ANNEX K TNA Exercises – Key Instruments for the

Training Needs and Organizational Constraints
Assessment for Linking Agricultural Research and
Rural Radio
Exercise 1 - Interactive Exercise
Six Steps of the TNA Process
Exercise 3 - Job, Duty and Task Analysis
Exercise 5a.1 - Manager Skills Questionnaire

Exercise 5a.2 - Self- and pair Assessment
Exercise 5b.1 - Reflections on the Role of Managers-

Leaders
Exercise 5b.2 - Requirements in Managerial

Knowledge and Attitudes and Technical Knowlede
and Specific Skills
Exercise 6 - Assessment of Managerial Knowledge

and Attitudes
Exercise 7 - Assessment of Technical Knowledge and

Specific Skills
Exercise 8 - Organizational Constraints
Personal View of Training Programs

I rac i rci
Annex K(a)-III
Annex K (a)
FORMS FOR INTERACTIVE EXERCISE
Note to trainer:
Each of the following forms has a different question for participants. Be sure
to photocopy and cut the forms as indicated before session 1 begins.

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I feel motivated to link agricultural research and rural radio __________________________
__________________________________________________________________________
Especially when ____________________________________________________________
__________________________________________________________________________
My major expectation for this workshop is _______________________________________
__________________________________________________________________________
The trainer will ask you to introduce yourself through this information to the audience
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I feel disappointed with myself when I consider the linkage between agricultural research and
rural radio__________________________________________________________________
__________________________________________________________________________
However, my reaction is ______________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
If I were to describe myself in one sentence I would say ____________________________
__________________________________________________________________________
This characteristic would influence how I might create linkages between agricultural research
and rural radio because _______________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
My best personal quality for linking between agricultural research and rural radio ________
__________________________________________________________________________
This helps me ______________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I perceive myself as a person who ______________________________________________
This might help me with working on the linkage between agricultural research and rural radio
because____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
My perception of my present or future work relevant to rural radio is that _______________
__________________________________________________________________________
because ___________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I think that my colleagues at work perceive me as __________________________________
__________________________________________________________________________
They would say my involvement in an agricultural research and rural radio project is______
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
When I deal with my colleagues at work I ________________________________________
__________________________________________________________________________
This can help me address the linkage of agricultural research and rural radio _____________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
People who really get to know me think my commitment to communicating agricultural
information is _______________________________________________________________
__________________________________________________________________________
because ___________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I think my colleagues at work see me as __________________________________________
__________________________________________________________________________
However, in relation to communicating agricultural information ______________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I perceive my peers like me when ______________________________________________
__________________________________________________________________________
This might influence my involvement in linking agricultural research and rural radio because
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I like myself when ___________________________________________________________
__________________________________________________________________________
If I could influence agricultural research and rural radio linkages I would _______________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I feel frustrated at work with ___________________________________________________
__________________________________________________________________________
If I am more involved in the topic of agricultural research and rural radio linkages it would be
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I like to ___________________________________________________________________
__________________________________________________________________________
This might affect my thinking about linking agricultural research and rural radio because __
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
When I am in my work environment, I like myself _________________________________
__________________________________________________________________________
When considering the communication of agricultural information, I would use this attribute to
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
When I am among unfamiliar people, I __________________________________________
__________________________________________________________________________
This might influence my work on linking agricultural research and rural radio by _________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
When I am participating in a group process, I tend to be _____________________________
__________________________________________________________________________
That is why I expect that in linking agricultural research and rural radio ________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I am sure I could do a better job if ______________________________________________
__________________________________________________________________________
When working on linking agricultural research and rural radio I would _________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................

Annex K(a)-III
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I dislike being frustrated. That is why I improve my morale by________________________
__________________________________________________________________________
This can benefit agricultural research and rural radio linkages because__________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
During this sharing exercise I feel ______________________________________________
__________________________________________________________________________
because____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
..............................................................................................cut here .............................................................................................................................................................
Name: ____________________________________________________________________
Institution: _________________________________________________________________
Area of work: ______________________________________________________________
I feel motivated to link agricultural research and rural radio because ___________________
__________________________________________________________________________
During this workshop I expect _________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Annex K(b)-III
Annex K (b)
Six Steps of the TNA Process

Step 1: The analytical framework for linking agricultural
research and rural radio
Step 2: Job, duty, and task analysis
Step 3: Review of job description
Step 4: Identification of gaps in knowledge, attitudes,
and skills to link agricultural research and rural radio
Step 5: Priority setting based on TNA results

Step 6: Identification of constraints within the
organization that affect linkages between agricultural
research and rural radio

Annex K(c)-III
Annex K(c)
Exercise 3. Job and duty analysis

(take three for better brainstorming: a modified technique)
Phase 1. Individual preparation (20 minutes)

Use worksheet 1 (handout 1.3.3) to answer the following questions.
What are your major technical and managerial activities related to the linkage between
agricultural research and rural radio?
How well has your performance been assessed by your supervisor or colleagues? Or
how well do you assess your own performance?
Are there opportunities for improvement of your performance?
What are the constraints on your performance?
Think about the different duties and tasks performed by you to link agricultural research and
rural radio.
Identify and write down three major duties, with their respective tasks, which enable you to
accomplish your goals related to linking agricultural research and rural radio. Use
worksheet 2 (handout 1.3.4).
Phase 2. Working in small groups (30 minutes)

Form groups of four participants, each group electing a rapporteur to write down carefully the
group’s contributions. Keep in mind that the rapporteur should include his/her own
contributions as well.
Discuss the individual lists and write a long list of duties using your own ideas. Use
worksheet 3 (handout 1.3.5).
As a group, identify the three major duties and write them on the flipchart to report to the
whole group.
Phase 3. Reporting (10 minutes)

The rapporteur of each group reports their group’s three major duties.
Please hand in the results of the individual and teamwork exercise (worksheets 1, 2, and
3) to one of the trainers.

Annex K(c)-III
Exercise 3. Worksheet 1
(individual work)
Name: _____________________________________________________________________
Position/Job: ________________________________________________________________
Name of Organization: ________________________________________________________

Attention: Remember to analyze your activities that are related to agricultural research and
rural radio
What are your major (cite two of each)

technical activities:
_________________________________________________________________
_________________________________________________________________
managerial activities:
_________________________________________________________________
_________________________________________________________________
How well is your performance assessed?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Are there opportunities for improvement?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Annex K(a)-III
4. What are the constraints on your performance?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Please give this completed exercise to one of the trainers.

Annex K(c)-III
(individual work)
Name:
Position/Job: ________________________________________________________________
Major duties and tasks performed by you (currently, or in the future) to link agricultural
research and rural radio:
DUTIES TASKS
(a) 1.
2.
3.
(b) 1.
2.
3.
(c) 1.
2.
3.

Annex K(c)-III
(group work)
Name:
Position/Job: ________________________________________________________________
Major duties performed by agricultural research managers or radio broadcasters in working

together.
Discuss the duties and the respective tasks and then compile a long list of DUTIES (group
decision)
DUTIES
As a group, identify the three major duties to report back to the whole group. Write them here
below and on the flipchart.
Three major duties: Group _____

1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________

Annex K(d)-III
Annex K(d)
ATTENTION !
Do not forget to transfer the numbers to the

scoring sheet.

Annex K(d)-III
Exercise 5a.1
Please fill out this questionnaire before attending the first session.
The items on this questionnaire are designed to help you to think about how effectively you
carry out management functions.
There are 50 statements below and on the following pages. To the right of each statement is a
1-2-3-4-5 scale to use to rate how effective you are at fulfilling that function.
For your own learning, please try to be as objective and candid with yourself as possible.
Circle the number on each scale which you believe best describes your effectiveness in
carrying out this function. Use the following scale:
1… Rarely effective
2… Occasionally effective
3… As effective as most people around me
4… More effective than most people around me
5… Highly effective
After completing the questionnaire, transfer the numbers to the scoring sheet on the last page.
How effective are you at….. ?
Influencing others to accept your point of view. 1 2 3 4 5

Describing organizational direction to y our staff in a way that they 1 2 3 4 5
understand the direction and are motivated.
Working with your subordinates to develop and gain agreement on 1 2 3 4 5
work objectives
Following up on tasks you have asked others to do. 1 2 3 4 5
Taking the initiative to identify and solve organizational problems. 1 2 3 4 5
Helping work groups achieve good results whether you are the 1 2 3 4 5
group leader or a group member.
Ensuring that your point of view is considered in larger 1 2 3 4 5
organizational decisions.
Securing additional resources when it is necessary to get an 1 2 3 4 5
important job done.
Being a technical authority. 1 2 3 4 5

Annex K(d)-III
Seeking and getting feedback about your own performance. 1 2 3 4 5

Maintaining open communication with your colleagues. 1 2 3 4 5
Establishing a sense of direction in your unit. 1 2 3 4 5
Setting work standards and time frames collaboratively with your 1 2 3 4 5
staff.
Giving clear, understandable feedback to your staff in a way that 1 2 3 4 5
results in real improvement in performance.
Getting others involved to help solve problems that you see as 1 2 3 4 5
important.
Carrying out initial planning with new work teams to establish roles 1 2 3 4 5
and performance expectations.
Being clear to your staff about decisions you have made and why 1 2 3 4 5
you made them.
Developing a relationship with your own supervisor that considers 1 2 3 4 5
both persons’ needs.
Providing the day-to-day technical support and guidance needed by 1 2 3 4 5
your people.
Counseling your staff on career decisions. 1 2 3 4 5
Ensuring that all your staff members know what is going on. 1 2 3 4 5
Helping the larger organization define its goals and deciding what 1 2 3 4 5
part your unit can play.
Delegating responsibility and authority. 1 2 3 4 5
Consistently acknowledging good performance by telling your staff 1 2 3 4 5
when they have done a good job.
Getting people to trust you in organizational conflict situations. 1 2 3 4 5
Using other staff members as resources without regard to 1 2 3 4 5
organizational status, formal positions, or your personal feelings
about them.
When in meetings, helping everyone focus on the key decisions that 1 2 3 4 5
need to be made.
Making realistic commitments on behalf of your unit—neither more 1 2 3 4 5
than your unit can accomplish nor less than it should be able to
contribute.
Balancing technical responsibilities with other parts of your 1 2 3 4 5
management responsibilities.
Helping a staff member learn new responsibilities. 1 2 3 4 5

Annex K(d)-III
Actively listening to others and being able to empathize with 1 2 3 4 5

opposing views.
Stepping away from immediate tasks when necessary to reconsider 1 2 3 4 5
how your unit’s resources ought to be used.
Assigning adequate resources to tasks. 1 2 3 4 5
Reviewing staff work in a way that encourages open and honest 1 2 3 4 5
discussion.
Taking initiative in solving problems when you are part of the 1 2 3 4 5
problem.
Supporting a team approach to a task even if some don’t see the 1 2 3 4 5
value of working as a team.
Making tough decisions in a timely way. 1 2 3 4 5
Describing how your unit contributes to accomplish the overall 1 2 3 4 5
goals of the organization.
Giving technical leadership to an overall project, even if some of the 1 2 3 4 5
contributors have more specialized knowledge.
Taking action when one of your staff needs training. 1 2 3 4 5
Building informal communication networks. 1 2 3 4 5
Taking on and accomplishing tough conceptual tasks and solving 1 2 3 4 5
them with other people.
Explaining to others specifically what is required when planning 1 2 3 4 5
work.
Responding to staff requests for your input on in-progress tasks. 1 2 3 4 5
Resolving conflicts between your unit and other parts of the 1 2 3 4 5
organization.
Getting work teams to function really well. 1 2 3 4 5
Getting input from your staff on decisions you make. 1 2 3 4 5
Helping higher level management understand what can realistically 1 2 3 4 5
be expected from your unit with a given set of resources and
time frames.
Providing technical insights to those who work with you. 1 2 3 4 5
Assisting staff members in learning from their job experiences. 1 2 3 4 5

Annex K(d)-III
Scoring Sheet
Transfer the numbers from the questionnaire to the appropriate space below. Add each line
across and write sum in “Total” column.
Total
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____

Annex K(d)-III
Exercise 5a.2. Self- and pair assessment, using management functions

(individual and pairs)
Phase 1. Individual work (5 minutes)

List two strongest areas of your performance related to management functions. Briefly justify
your answers.
(1)
Why? ______________________________________________________________________
(2)
Why? ______________________________________________________________________
List two weakest areas of your performance related to management functions.

(a) _____________________________________________________________________
Why? ___________________________________________________________________
(b) _____________________________________________________________________
Why? ___________________________________________________________________
Phase 2. Work in pairs (40 minutes)

Pair up with a participant and exchange the scoring sheet from “management skills
questionnaire.” (handout 1.5a.2)
The trainer will provide you with the worksheet 1.5a.4 “functions of a manager.” Take the
total scores from handout 1.5a.1 and list them in the right-hand column of handout 1.5a.3.
In the left-hand column of handout 1.5a.3, write the numbers 1 through 10. These
numbers correspond to the 10 management functions listed in handout 1.5a.4. The higer
the score, the stronger the performance in that specific management area.
Invite your partner to share with you the responses of the questions 1 and 2 above, i.e., the
strongest and weakest areas of his/her performance related to management functions.
Compare the results of the sections 1 and 2 with the results of the worksheet 1.5a.4. Go over
the statements on the questionnaire to understand better your scores. Discuss and point out
the similarities and differences of the outcomes.
The trainer delivers the handout 1.5a.5 “ten functions of a manager.” Read it together with
your partner.
Decide on a rapporteur between you two to write down and read to the audience two lessons
learned from this exercise without mentioning names and information. Use the last page of
the worksheet 1.5a.4 to record the results.
Phase 3. Plenary (10 minutes)

The trainer invites participants to state the lessons learned, invites feedback on this exercise,
and closes the session.

Annex K(d)-III
Exercise 5a.1 Functions of a manager
10 functions of a manager Total score of your points

Annex K(d)-III
Lessons learned
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Annex K(d)-III
Ten Functions of a Manager3
Note: This handout serves as the interpretation sheet for the scoring on the Management
Skills Questionnaire completed by participants before the course. The totals in the right-hand
column of the score sheet correspond, in order, to the management functions listed here. For
example, the top line on the score sheet lists all those items relating to the management
function of communication; line 2, conceptualizing; line 3, collaborative work organization,
and so on down the list.
Communication
information.
Conceptualizing
Collaborative Work Organization
Monitoring/Performance Feedback
Check work progress at agreed times. Provide both positive and negative performance
Problem Solving/Conflict Resolution
Team Effectiveness
Decision Making
3
Extracted from: Training Guide for a Management Development Program in Water and Sanitation Institute.
WASH Technical Report No. 59. USAID. July 1979.

Annex K(d)-III
resulting action.
Representational

and work. Negotiates unit responsibilities, workload, and time frames with higher level
management.
Technical Leadership
of view.
Staff Development
Assists others in personal and professional skill development. Coaches and counsels. Pays
attention to developing own skills and improving own job performance.

Annex K(d)-III
Domains of Human Learning1
(summary of presentation)
The conceptual basis for this session was provided by the basic domains of human learning
and the concepts of knowledge, attitudes and skills as related to managerial performance.
The three basic domains of human learning are:

the cognitive, theoretical or intellectual domain;
the affective or humanistic domain; and
the psychomotor, manipulative or skill development domain.
The level of competence of a manager is assessed by taking into account his or her level of
development in these three domains. For example, there is a variety of abilities or skills
(using the term in its general sense) which belongs to the cognitive domain, such as how to
make decisions, how to establish criteria, and so on. This domain involves remembering or
reproducing something which has been learned. Knowledge therefore belongs to this domain.
The affective domain includes attitudes, values, appreciation, and so on. This domain
involves feelings and emotions. As professionals we are expected to be committed to
achieving good performance, to be honest in taking and reporting information, and so on.
The psychomotor domain includes manipulative performance or actions requiring neuro-

muscular coordination such as using computers, operating equipment and so on.
The affective domain is recognized as the most sensitive one, which makes its development
more difficult. Research shows that among most professionals there is a lack of human
relation skills, which belong to this domain. In their dealings with others they may be false
rather than genuine; may fail to show basic warmth and respect for others; and so on.
Most professionals from technical areas such as radio broadcasting and agricultural science
have not been exposed to the development of the affective domain at all. Their formal
education has failed to stimulate them to grow in this respect. Therefore, it is necessary to
provide special exercises designed to help them to develop this domain, in terms of positive
attitudes, motivation, self-confidence, and so on, in addition to the managerial knowledge and
manipulative skills which are also necessary for improving their job performance.
In the context of such an exercise, knowledge, attitudes, and skills (Kuber 1989), are defined
as follows:
Knowledge is retained information concerning facts, concepts, and relationships. For
example, knowledge of methods of farming systems; definition of decision-making
process; and so on.
1
Extracted from: França, Zenete Peixoto. 1994. Irrigation Management Training for Institutional Development.
A Case Study from Malaysia. Sri Lanka: IIMI.

Annex K(d)-III
Attitudes consist of feelings or statements for or against certain issues; they reflect the
predisposition of individuals to view their jobs, other people, and the work in a certain
way, and they are reflected in people’s behavior, for example, in terms of responsiveness,
flexibility, self-confidence, adaptability, tact, etc.
Skills are the abilities to do things effectively. This is the application of knowledge and
personal aptitude and attitudes in work situations. These are known as “soft skills”
(humanistic skills) for example, conducting meetings, giving and receiving feedback,
listening skills and so on.
Skills can be developed during training programs and improved little by little as the
participants apply a new behavior repeatedly in life. Affective domain exercises, therefore,
focus on knowledge and attitudes, expecting that necessary skills will be developed by the
use of proper knowledge and attitudes continuously in life; subsequently, the manager or
individual will become a skillful professional.

Annex K(e)-III
Annex K(e)
Exercise 5b.1 Reflections on the role of managers-leaders
(trip around the tables)
Phase 1. Group work (15 minutes)

Form four groups of participants, each group electing a rapporteur.
Work on the questions assigned to your group below. You have 15 minutes to discuss and
respond to the questions. The rapporteur compiles the group’s responses on the attached
worksheet (handout 1.5a.3).
Group Assignments:
GROUP A: What are the major qualities or attributes of agricultural researchers and rural
radio broadcasters as managers-leaders? (Two contributions from each group
member.)
GROUP B: What are the problems that prevent managers-leaders from being good leaders
within agricultural research and rural radio organizations? (Two contributions
from each group member.)
GROUP C: Name conditions which are favorable to managers-leaders from the fields of
both agricultural research and rural radio for them to demonstrate their
leadership skills. (Two contributions from each group member.)
GROUP D: What are the major responsibilities of agricultural research and rural radio
professionals as managers-leaders? (Two contributions from each group
member.)
Phase 2. Trip around the tables (25 minutes)

The rapporteur begins the “trip around the tables.” They present their group’s inputs to the
new table and collect contributions to improve the list of responses. The rapporteur has
five minutes to visit each table.
After visiting the three other tables, the rapporteurs go back to their own groups. They share
the contributions collected during the “trip.” The groups decide on the five major
priorities. The rapporteurs write the results on flipcharts. You have 10 minutes to
complete this part of the task.
Phase 3. Reporting and discussion (25 minutes)

Annex K(d)-III
The rapporteurs present the groups’ responses to the audience. Each rapporteur has five
minutes to present.

Annex K(e)-III
Exercise 5b.1. Worksheet
Answers of group: _____

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Annex K(f)-III
Annex K(f)
Exercise 5b.2 Requirements in Managerial Knowledge and

Attitudes and Technical Knowledge and Specific Skills
(Brainstorming Exercise)
Phase 1. Group work (1 hour 15 minutes)

Based on the concepts and roles, you have learned in sessions 5a and 5b, review the major
duties identified in Exercise 3. These duties are already posted on the wall.
Analyze each of the duties identified in Exercise 3. Do not repeat duties that are listed more
than once. The trainer will ask you “what are the managerial knowledge and attitudes
required for the duty to be performed well and to make you more effective in your job
performance”. Phrase your answers as “How to …” – these are listed on a flipchart.
Next, brainstorm the attitudes you demonstrate, in relation to the managerial knowledge they
identify as needed. These are listed on a separate flipchart.
Continue to brainstorm managerial knowledge and attitudes needed for each duty listed.
Brainstorm in the same way the technical knowledge and specific skills needed for each duty.
The needs (technical knowledge, specific skills) are listed on separate pieces of flipchart
paper.
Phase 2. Group work (1 hour)

In all, there will be long lists on flipcharts for four areas of needs identified through this
process of brainstorming and analysis:
Managerial knowledge
Attitudes
Technical knowledge
Specific skills
The trainer will ask participants to clean the list by removing any repeated items or clarifying
confusing items. These long lists will be used in Session 6 to identify and rank gaps in
managerial knowledge and attitudes and Session 7 to identify the rank gaps in technical
knowledge and specific skill through the nominal group technique.
After the lists are complete, each item on the separate lists is given a number (e.g. 1
through…).
The trainer closes the session.

Annex K(f)-III
Exercise 5b.2. Worksheet
Answers of group: _____

_________________________________________________________________________________________
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Annex K(g)-III
Annex K(g)
Exercise 6. Assessment of managerial knowledge and attitudes

(modified nominal group technique)
Phase 1.
Write down the gaps that you feel exist in managerial knowledge and attitudes on the
attached list (handout 2.6.5). You can use only the number (you don’t have to write out the
item).
Phase 2.
The trainer asks you to cite the gaps on your list, one by one. If another participant has the
same gap as yourself, then cross that one out. The trainer records your responses on the
flipchart to make a group list of gaps, without repetition.
Phase 3.
The trainer quickly reads aloud the group’s list, and invites you to identify the gaps which are
not stated clearly and need improvement. The trainer allows a brief discussion in plenary.
This exercise may allow additions and/or improvements to the list of gaps.
Phase 4.
Individually, rank the 10 most immediate needs for your job improvement on the worksheet.
Use handouts 2.6.6 and 2.6.7 to carry out this priority setting exercise.

Annex K(g)-III
Exercise 6. Worksheet phase 1

(individual exercise)
Managerial Gaps
Knowledge Attitudes

Annex K(g)-III

Gaps in managerial knowledge to be considered when designing a

training program
Rank Managerial Knowledge

st
1
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
Please give this completed form to one of the trainers.

Annex K(g)-III

Gaps in managerial attitudes to be considered when designing a

training program
Rank Managerial Attitudes

st
1
2nd
3rd
4th
5th
6th
7th
8th
9th
10th

Annex K(h)-III
Annex K(h)
Exercise 7. Assessment of technical knowledge

and specific skills
(modified nominal group technique)
Phase 1.
List the gaps that you feel exist in technical knowledge and specific skills. Fill in the list on
the attached sheet (handout 2.7.3).
Phase 2.
The trainer asks you to cite the gaps on your list, one by one. If another participant has the
same gap as yourself, then cross that one out. The trainer records your responses on the
flipchart to make a group list of gaps, without repetition.
Phase 3.
The trainer quickly reads aloud the groups’ list, and invites you to identify the gaps which are
not stated clearly and need improvement. The trainer allows a brief discussion in plenary.
This exercise may allow additions and/or improvements to the list of gaps.
Phase 4.
Individually, rank the 10 most immediate needs for your job improvement on the worksheet.
Use handouts 2.7.4 and 2.7.5 to carry out this priority setting exercise.

Annex K(h)-III

Gaps in
Technical knowledge Specific skills

Annex K(h)-III

Rank Technical knowledge

1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th

Annex K(h)-III

Rank Specific skills

1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th

Annex K(i)-III
Annex K(i)
Exercise 8. Organizational constraints
(trip around the tables)
Phase 1. Group work (25 minutes)
1. Form four groups of participants
Each group elects a rapporteur.

Each group works on assessing constraints as follows:
Group A: National and institutional levels
Group B: Institutional level
Group C: Institutional level
Group D: Operational level
The rapporteurs summarize the group’s inputs on the worksheet.
Phase 2. Trip around the tables (40 minutes)

The rapporteurs begin their “trip around the tables.” They have 10 minutes to visit each table.
They present their group’s inputs and collect contributions to improve their plans and
sketches. (30 minutes)
The rapporteurs return to their own group. They share the contributions collected during
the “trip,” and decide on the major constraints and reflective recommendations to briefly
present to the audience and deliver to the trainer afterwards. (10 minutes)
Phase 3. Reporting and Discussion (15 minutes)

The rapporteurs present the results to the audience. Three minutes are available for each
presentation. (15 minutes)
The trainer collects the forms for compilation.

Annex K(i)-III
Exercise 8. Worksheet. Organizational constraints
GROUP A: AT NATIONAL, INSTITUTIONAL, AND OPERATIONAL

LEVELS
a. NATIONAL LEVEL
1. Political and financial support
2. Determination of sectoral goals and

objectives
b. INSTITUTIONAL LEVEL
3. Direction of management and leadership

Annex K(i)-III
GROUP B: AT NATIONAL, INSTITUTIONAL, AND OPERATIONAL

LEVELS
b. INSTITUTIONAL LEVEL
4. Planning
5. Programming
6. Budgeting
7. Monitoring and evaluation

Annex K(i)-III
GROUP C: AT NATIONAL, INSTITUTIONAL, AND OPERATIONAL

LEVELS
OVERCOMING THESE
CONSTRAINTS
c. INSTITUTIONAL LEVEL
8. Administration of human, financial, and
physical resources
9. Human resources development
10.
11. Organizational culture and values

(attitudes and behavior in the workplace)

Annex K(i)-III
GROUP D: AT NATIONAL, INSTITUTIONAL, AND OPERATIONAL

LEVELS
d. OPERATIONAL LEVEL
12. Technology development (production)
13. Competency and leadership
14. Support service
15. Inter/intra-institutional relationships/links

including extension officers and farmers

Annex K(j)-III
Annex K(j)
Personal View of Training Programs
(individual)
Job: ______________________________________________________________________
Age: _______
Gender: Male Female
Number of years experience as a researcher/broadcaster? ____________________________
Level of education (check the highest level you have obtained):
Graduate: PhD
Graduate: MSc
Undergraduate:
Secondary:
Elementary:
The following statements are related to how you feel about training. There are no right or
wrong answers. Please give only one answer for each statement.
If you feel that a statement is true, circle 5 for “strongly agree”.
If you feel that a statement is more true than false, circle 4 for “agree”.
If you are undecided about a statement, circle 3 for “undecided”.
If you feel that a statement is more false than true, circle 2 for “disagree”.
If you feel that a statement is definitely false, circle 1 for “strongly disagree”.
Strongly Strongly
agree disagree
Training will improve my understanding of management 5 4 3 2 1
I would be more productive if I understood management 5 4 3 2 1
principles and procedures better.
Advanced training should be made available as my 5 4 3 2 1
performance approves.
New knowledge will help me improve my job 5 4 3 2 1
performance.
Improved instructions or job assignments will improve 5 4 3 2 1
my performance on the job.
Training will reveal my shortcomings. 5 4 3 2 1

Annex K(j)-III
Strongly Strongly
agree disagree
My supervisor approves of and encourages training for 5 4 3 2 1
me.
I am encouraged to apply new ideas/knowledge 5 4 3 2 1
developed in training.
Training programs are mandated by top management. 5 4 3 2 1
I feel that I am expected to go to training whether I need 5 4 3 2 1
it or not.
Top management understands the training-related needs 5 4 3 2 1
of lower management.
Training is available on an adequate basis. 5 4 3 2 1
As manager, a critical part of my job is “coaching” 5 4 3 2 1
subordinates.
It is my responsibility to meet the training needs of my 5 4 3 2 1
subordinates.
The time and money spent on training could be spent on 5 4 3 2 1
something else.
Training activities consume time at work that cannot be 5 4 3 2 1
made up.
I learn better on my own with manuals and study 5 4 3 2 1
materials.
I learn better in a small group. 5 4 3 2 1
I prefer audiovisual training aids when I participate in 5 4 3 2 1
training.
I prefer printed training aids when I participate in 5 4 3 2 1
training.
I have an adequate understanding of the tasks associated 5 4 3 2 1
with my job.
Well-trained staff can replace the assistance of 5 4 3 2 1
experienced experts to the organization.
Increased training will improve my chances of getting a 5 4 3 2 1
raise or a promotion.
Overall, there is little interest in training in my work 5 4 3 2 1
group/division.

Annex K(j)-III
Training Needs and Assessment Workshop Evaluation

(individual)
(You need not sign your name)

The objectives of this workshop are listed below. Please mark the number that most closely
indicates how you feel each objective has been achieved. The scale is from 1 (low, objective
not achieved) to 5 (high, objective achieved).
Discussion of the context of rural radio 1 2 3 4 5

in Africa and an analytical framework
for linking agricultural research rural
radio.
Analysis of job and duties: technical and 1 2 3 4 5

management components
Analysis of role of managers-leaders. 1 2 3 4 5
Identification of managerial knowledge, 1 2 3 4 5

attitudes, and skills required to perform
major duties.
Identification of gaps in managerial 1 2 3 4 5

knowledge, attitudes, and skills required
to perform major duties.
Identification of organizational con- 1 2 3 4 5

straints.
Establishment of priorities of the 1 2 3 4 5

training needs assessed.
Training Needs and Organizational Constraints Assessment ccxlvii

Annex K(j)-III
Opinion and Feedback

What is your overall rating of the TNA workshop for each of the following items? Please
circle the appropriate number.
Very low Low Average High Very high
Orientation 1 2 3 4 5
Group atmosphere 1 2 3 4 5
Interest and motivation 1 2 3 4 5
Participation 1 2 3 4 5
Productiveness 1 2 3 4 5
Physical arrangements and comfort 1 2 3 4 5
Please answer the following questions

How would you rate this meeting?
Poor Fair Good Excellent
What were three strong points
1.
2.
3.
What were three weak points?
1.
2.
3.
What three improvements would you suggest?
1.
2.
3.
ccxlviii Training Needs and Organizational Constraints Assessment

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FINAL REPORT

TRAINING NEEDS AND ORGANIZATIONAL

LINKING AGRICULTURAL RESEARCH

TABLE OF CONTENTS ..............................................................................................................................iii

LIST OF TABLES ......................................................................................................................................... v

LIST OF FIGURES .....................................................................................................................................vii

Executive Summary ...................................................................................................................................xvii

2. Overview of the Training Needs and Organizational Constraints Assessment..............................9

3. Introduction and Interactive Exercise........................................................................................ 19

4. Analytical Framework for Linking Agricultural Research and Rural Radio............................... 21

6. Job Descriptions: Suggestions for Improvement ...................................................................... 33

Training Needs and Organizational Constraints Assessment iii

8. Organizational Constraints ....................................................................................................... 45

PART III ........................................................................................................................................ 47

10. Recommendations .................................................................................................................... 55

11. Evaluations .............................................................................................................................. 59

Table 1. Researchers and Broadcasters Participating in the TNA Workshop

Training Needs and Organizational Constraints Assessment v

Figure 1. ISNAR Training Cycle

Training Needs and Organizational Constraints Assessment vii

Front row: from left to right

Not present: Michelle Owens (FAO)

“Right from the word

Training Needs and Organizational Constraints Assessment xi

Training Needs and Organizational Constraints Assessment xiii

Training Needs and Organizational Constraints Assessment xv

The basic framework of the TNA comprises six steps:

1.2 The International Service for National Agricultural Research (ISNAR)

1.2.1 ISNAR is an international organization mandated to help bring about innovation in

1.2.3 ISNAR’s training work is designed to strengthen the institutional development of

1.3 Project Partners: UoG, DCFRN, FAO

Training Needs and Organizational Constraints Assessment 21

1.3.3 The Developing Countries Farm Radio Network is a Canadian not-for-profit

1.3.4 The Canadian International Development Agency (CIDA) is an important partner in

22 Training Needs and Organizational Constraints Assessment

meeting and its presentations are available at the following website:

1.4 Project Partners in Cameroon, Ghana, Mali, and Uganda

Training Needs and Organizational Constraints Assessment 23

media through which agricultural information can be communicated across long

24 Training Needs and Organizational Constraints Assessment

2. OVERVIEW OF THE TRAINING NEEDS AND ORGANIZATIONAL

Evaluation and Training Needs and Organizational

Monitoring Imple mentation of Training Plan and

Production and Delivery of

Figure 1. ISNAR Training Cycle

2.3 Objectives of the TNA

a) Better understanding of new concepts, including differentiation between

2.5 Basic Framework of the TNA

2.5.1 The basic framework of the TNA comprised the following:

Step 1. presentation and discussion of the analytical framework for linking

Step 2. analysis of job, duties, and tasks

Step 3. review of job descriptions and suggestion of improvements with regard

Step 4. identification of the knowledge, attitudes, and skills needed to perform

Step 5. identification of gaps in the performance of the technical and

Step 6. identification of the organizational constraints that affect technical and

assessment questionnaire to facilitate analysis of the technical and managerial aspects

2.6.8 Following a review of the concepts of leadership and management, participants

2.6.13 The participants answered a questionnaire entitled “Personal view of training

2.7 Coordination of the Workshop

2.8 Participants and Sessions

Table 1. Researchers and Broadcasters Participating in the TNA workshop

Country Researchers Broadcasters Total

Process and Findings