GROUP3_TRAINING-PLAN-1chuvar2.3.pdf

TRAINING PLAN I. TITLE: "Revitalizing Land: Igniting Research and Innovation in Agrarian Reform and a Progressive Methodology to Cope up with Trends" II. TRAINING PROPONENT/S The Provincial Human Resource Management will collaborate with the Research and Extension Team and students of...

TRAINING PLAN I. TITLE: "Revitalizing Land: Igniting Research and Innovation in Agrarian Reform and a Progressive Methodology to Cope up with Trends" II. TRAINING PROPONENT/S The Provincial Human Resource Management will collaborate with the Research and Extension Team and students of Bachelor of Science Major in Psychology 4A from Carlos Hilado Memorial State University- Talisay. These focal persons will share their knowledge and expertise when it comes to the methodologies and approaches involve in research. Hence, this collaboration will help the DAR to improve and establish a well facilitated research and innovation strategies to not just subsist with trends but to also progress and excel. III. TRAINING LOCATION/VENUE The training session will take place in front of Villa Carmela Phase 1, Zone 12-A, situated at the Talisay City Hall on the 3rd floor of the Dela Rama New City Hall Building, in Talisay City, Negros Occidental. The venue will only be utilized for the first and third part of the training. The second part of training which is the Practical application of research and innovation will be conducted in their office as this may consume a longer period of time. The location of the training is easily accessible to all individuals and can accommodate a maximum of 50 participants simultaneously. Additionally, the venue is equipped with a comprehensive set of resources, including chairs, tables, speakers, a microphone, and other necessary tools for conducting the training. As the training will span a considerable duration, it is crucial for the venue to offer comfort and convenience to the participants. To ensure this, the organizers of this training program have made certain that there are readily available restrooms and an ample supply of utilities. IV. TARGET PARTICIPANTS The training program will be attended by a group of eleven (11) Senior Agrarian Reform Technologies who are currently employed at the Department of Agrarian Reform (DAR). Their primary responsibilities involve providing services related to disseminating information, formulating policies, creating plans, developing programs and projects, as well as addressing public inquiries regarding the implementation of the agrarian reform program. During this training, the participants will acquire knowledge regarding current trends and advancements, with a specific emphasis on research and innovation. Furthermore, these participants play a crucial role in shaping and establishing an effective strategy and structure for research within their workplace, aiming to cultivate a more efficient and outstanding work environment. V.TRAINING PERIOD/DURATION  The overall training will be 2 weeks and 2 days of seminars/ workshops for employed Senior Agrarian Reform Technologies. The training will start on June 05, 2023,the second activity will resume the next day, from June 6 to June 23, 2023. The Research Colloquium focusing on fostering research and innovation related to trends in agrarian reform will be conducted Monday, June 26, 2023 on the same venue. VI. COMMITTEE 1. Program Committee (Person-in-Charge: Ana Fatima A. Paloma) This team is in charge of creating instructional materials, including visual aids, lectures, and activities that encourage communication, social collaboration, and intellectual engagement. 2. Audit Committee (Person-in-Charge: Jessa Mae B. Abacaro) This team is responsible for monitoring the accounting procedures and handling the financial reporting to ensure that the financial statements are understandable and reliable. 3. Finance Committee (Person-in-Charge: Mariel Angel T. Cabatuan) This team is in charge of creating and upholding a balanced budget that accounts for all projected costs. 4. Food and Beverage Committee (Person-in-Charge: Chessa M. Egualan) This team is in charge of ensuring that there is a sufficient and timely supply of food and beverages in the training setting. 5. Technical Committee (Person-in-Charge: Angiela B. Blancia) This team is in charge of the physical and technical arrangements of the training venue that includes the seating arrangements, furniture, and needed equipment such as sound systems, projectors, etc. VII. RATIONALE Senior Agrarian Reform Technologies are the ones who provide direct supervision in disseminating information by gathering data in different reform activities ( land transfer, and conversion ) in technical and functional agrarian reform technologies with other government and private agencies. The purpose of this seminar/ workshop is to give the participants new knowledge, insights, and information that is related to research and innovation. Also, through workshops and training intended in developing specific research skills, new methods, and strategies. That will enhance the senior agrarian reform technologies expertise and knowledge through trends and innovations that are direct to the major challenges and difficulties in the field of agrarian reform. In this way, senior agrarian reform technologies increase their understanding and awareness of their job/ work.  VIII. CONCEPTUAL FRAMEWORK INPUT PROCESS OUTPUT OUTCOME 1. Needs Assessment 1. Delivery of Programs/ 1. Innovation of 1. Increased Survey Program Activities organization's system knowledge and 2. Needs Assessment 2. Teaching and 2. Development utilization of Report demonstrating research through social, research 3. Training and service to society setting environmental, and 2. Increased seminar that will be covered as part even economic awareness to the 4. Training of the second activity. dimensions. importance of Committees 3. Convenient approach to 2. Degree of research in agrarian 5. General and the balance of activities. innovation and quality reform specific goals 4. System of Feedback performance 3. Efficient 6. Materials and employees Equipment 4. Improved community services 5. Employee’s needs are met IX. GENERAL OBJECTIVE: Introduce participants to the concept of research innovation and its importance in the field of agrarian reform. Give an overview of the current situation of agricultural reform in the Philippines and identify the difficulties and potential for innovation in this area. Introduce participants to multiple research approaches and tools that can be utilized to examine and address agricultural reform concerns. Develop participants' abilities to identify research gaps, generate research questions, and plan research studies relevant to agricultural reform. Provide insights into how distinctive research findings might be transformed into practical solutions to improve the lives of agricultural reform recipients. Facilitate relationships among participants and stimulate cooperation in agrarian reform technological advancement and research programs. Involve subject matter experts who can share their knowledge and best practices for fostering and incorporating research innovation into agrarian reform efforts. X. SPECIFIC OBJECTIVES Introduce the most recent developments, innovations, and technical advancements in the field of agricultural reform by identifying potential research gaps—create fresh research concepts that address present and future agrarian reform concerns.  Improve participants' knowledge on research and innovation through seminars and training, useful in addressing associated agrarian reform concerns. Create lucrative agrarian reform policies through assessments in order to generate effective reforms that promote long-term agricultural development. Influence participants on how novel research findings can be utilized into practical solutions through experts' shared knowledge to improve the lives of those who will benefit from agricultural reform sector. XI. METHODOLOGY This chapter represents the step by step explanation of the Training plan. The data and information were gathered using the Needs Assessment Form, a form created by the members of the committee that covers topics about program development, stakeholder engagement, policies, and the overall work environment. The questionnaire consists of 20 questions that can be answered by rating each question on a 5-point likert scale that ranges from "No knowledge" to "Fully knowledgeable." The survey questionnaire also includes a consent form for the participants. The data was gathered through the use of Google Forms, a free online tool from Google that allows users to create forms and surveys. In gathering the relevant data, the members created a Google Form in which the consent letter and the survey questionnaire were included. The survey questionnaire also consists of instructions and procedures for answering the survey questionnaire and a short introduction to the training plan. On the survey form, the instructions were quickly presented, and their voluntary participation was taken into account. The committee members provided consent to participants because the principle of consent requires providing individuals with enough information and assurances about participation so that they are fully informed, considered, and freely given decisions about whether or not to participate without the use of coercion. It was also included on the survey questionnaire the relevance of conducting the survey. The Google Form was administered by communicating with the participants through Messenger. The distribution of the survey questionnaire was forwarded after the targeted participants were allocated and after approval from the participants. After gathering the data, the raw data was tabulated. Lastly, the processed data were interpreted, and a report analysis was formulated.  XII. TRAINING MATRIX Project/ Activity Persons Logistics/Budgetary Indicators/Output Time Frame Program responsible Requirement (Php) A seminar Joshna R. Php 5,000 This seminar is 1 Day entitled, "Beyond Paron designed to provide Boundaries: Jessa Mae B. participants with new 8:00 am - Exploring the Abacaro knowledge, insights, 12:00 noon Frontiers of Chessa M. and information Research and Egualan related to research and Lunch Innovation" Kimberly innovation. The output Claire T. can be an increase in 1:00 pm - 5: Doria participants' 00 pm understanding and In collaboration awareness of the said with the Research subject matter. and Extension of Carlos Hilado This seminar will Memorial State include workshops University- Talisay and training sessions aimed at developing specific research skills or methodologies. The output is the enhancement of participants' skills and knowledge in innovation and trends directly proportional to face the major challenges in the field of agrarian reform. Practical Angela B. Php 10, 000 This activity will help 2 weeks application of Blancia in formulating research and Reyjen effective agrarian innovation Xilyn H. Exito reform policies by Maila Kharen identifying and A. Bayog analyzing key issues, Angel Mae L. understanding the Baldeviso needs and aspirations of farmers, and assessing the socioeconomic and environmental implications of various policy options. It provides a solid foundation for evidence-based decision-making, enabling policymakers to design reforms that are tailored to local  contexts and promote sustainable agricultural development. Research Gio Franco P. Php 7,500 This research 2 Days Colloquium Gutana colloquium will focusing on Ana Fatima A. expose researchers and First Day fostering research Paloma participants to the and innovation Mariel Angel latest developments, 8:00 am - related to trends T. Cabatuan trends, and emerging 12:00 noon in agrarian reform technologies in the field of agrarian Lunch reform. By staying abreast of cutting-edge 1:00 pm - research, researchers 5:00 pm can identify gaps in current knowledge and Second Day explore uncharted areas. This exposure 8:00 am - can inspire innovative 12:00 noon thinking and encourage researchers Lunch to push the boundaries of their research, 1:00 pm - resulting in novel 5:00 pm insights and discoveries that will act up as a guide in terms of providing solutions to conflicts related to the field. XIII. BUDGETARY REQUIREMENTS No. Unit Description Quan Total tity 01 Php 95 Program kit 11 Php 1,045 Php 70 Small bag Php 10 Marker Php 15 Spiral notepad 02 Php 2,500 Honorarium for Resource speakers 2 Php 5,000 03 Php 500 Traveling allowance for Resource 3 Php 1, 500 speakers (Gasoline expenses)  04 Php 1,000 Training venue charges 1 Php 3,000 (Chairs and tables included) ( 3 days ) 05 Php 2,000 AV Equipment Rental Package (Projector, 1 Php 2,000 White Screen and Speakers Laptop) 06 Php 30 Food Charges (One Coffee and Two 13 Php 6,240 pieces Bread per participant and resource speaker) ( 2 weeks & 2 days ) Single- course lunch for resource speakers and committees ( 2 days ) Php 70 24 Php 3,360 07 Souvenirs and other Miscellaneous Php 455 Expenditure Total Php 22,500 Attachments: A. Needs Assessment Survey Sample Questionnaire Please rate your degree of knowledge/skill in each of the competencies sections below using a scale of 1-5. 1 = No knowledge/skill 2 = A little knowledge/skill but considerable development required 3 = Some knowledge/skill but development required 4 = Good level of knowledge/skill displayed, with a little development required 5 = Fully knowledgeable/skilled – no/very little development required Needs Assessment Statement (1) (2) (3) (4) (5) Categories Stakeholder 1. Actively engage and manage Engagement relationships well with stakeholders such as farmers, agricultural organizations, communities, and government agencies. 2. Address the needs and concerns of diverse stakeholders in agrarian programs. 3. Communicates professionally to the stakeholders during work time  and work-related conversations, including daily information about the changes or revisions in policies and regulations related to agrarian reform. Professional 4. Well informed about the latest Networks trends, advancements, and opportunities in the agrarian sector. Research and 5. Involved in the development and Innovation implementation of policies and regulations related to agrarian reform. 6. Promote a culture of research and innovation within the agrarian program team 7. Incorporate research findings and innovation within the agrarian program team. Interpersonal 8. Leadership and management skills are utilized effectively. 9. Able to engage effectively when dealing with people. Time Management 10. Able to disconnect from work during personal time. 11. Able to manage time effectively to meet deadlines. Adaptability 12. Promotes diversity and inclusion. 13. Working more effectively in changing environments. Knowledge 14. Respond to public queries related to the implementation of the agrarian reform program 15. Knows a lot about agrarian reform policies, plans, programs and projects  16. Understands financial fundamentals such as interpreting financial data, valuable assets, budgets, etc. Conflict Resolution 17. Knows how to think of alternative solutions to resolve conflicts. 18. Knows how to deal with client grievances. Decision-making 19. Analyzes information well and weighs options rationally and objectively. 20. Collaborative discussion and evaluation to come up with an agreement.  B. Need Assessment Survey Report Introduction: The purpose of this survey was to gather data and information on employees' knowledge and experiences when it comes to agrarian reform. The survey covers topics including program development, stakeholder engagement, policies, and the overall work environment. We received 11 responses from 11 employees, and the result is presented below. QUESTIONS 1 2 3 4 5 1. Actively engage and manage relationships 1 6 4 well with stakeholders such as farmers, agricultural organizations, communities, and (9.1%) (54.5%) (36.4%) government agencies. 2. Address the needs and concerns of diverse 1 5 5 stakeholders in agrarian programs. (9.1%) (45.5 %) (45.5 %) 3. Communicates professionally to the 4 7 stakeholders during work time and work-related conversations, including daily (36.4%) (63.6%) information about the changes or revisions in policies and regulations related to agrarian reform. 4. Well informed about the latest trends, 3 8 advancements, and opportunities in the (27.3 %) agrarian sector. (72.7%) 5. Involved in the development and 3 5 3 implementation of policies and regulations (27.3 %) related to agrarian reform. (45.5 %) (27.3 %) 6. Promote a culture of research and 1 3 4 3 innovation within the agrarian program team (27.3 %) (9.1%) (36.4%) (27.3 %) 7. Incorporate research findings and 1 2 7 1 innovation within the agrarian program team. (9.1%) (18.2%) (63.6%) (9.1%) 8. Leadership and management skills are 2 6 3 utilized effectively. (18.2%) (54.5%) (27.3 %) 9. Able to engage effectively when dealing 5 6 with people. (45.5 %) (54.5%) 10. Able to disconnect from work during 2 6 3 personal time. (18.2%) (54.5%) (27.3 %) 11. Able to manage time effectively to meet 8 3 deadlines. (72.7%) (27.3 %) 12. Promotes diversity and inclusion. 1 9 1 (9.1%) (81.1%) (9.1%) 13. Working more effectively in changing 1 7 3 environments. (9.1%) (63.6%) (27.3 %) 14. Respond to public queries related to the 2 3 6 implementation of the agrarian reform program (18.2%) (27.3 %) (54.5%) 15. Knows a lot about agrarian reform 2 7 2 policies, plans, programs and projects (18.2%) (63.6%) (18.2%) 16. Understands financial fundamentals such 1 4 6 as interpreting financial data, valuable assets, budgets, etc. (9.1%) (36.4%) (54.5%) 17. Knows how to think of alternative 1 9 1 solutions to resolve conflicts. (9.1%) (81.1%) (9.1%) 18. Knows how to deal with client 2 6 3 grievances. (18.2%) (54.5%) (27.3 %) 19. Analyzes information well and weighs 2 6 3 options rationally and objectively. (18.2%) (54.5%) (27.3 %) 20. Collaborative discussion and evaluation 8 3 to come up with an agreement. (72.7%) S(27.3 %) Conclusion From the survey's findings, it can be inferred that employees have a high level of expertise in a variety of agrarian reform-related areas. Most respondents showed enough or complete knowledge in a number of areas, including program development, stakeholder involvement, communication, leadership and management, and engaging with people successfully. To improve the skills of the staff, however, some sectors still need more work and training. Respondents typically demonstrated a decent awareness of agricultural reform programs and plans, at least with regard to certain details. Agrarian reform program implementation-related public inquiries were addressed by them in a professional manner, and they demonstrated skill in doing so. A good level of knowledge and expertise was also demonstrated by the staff when promoting a culture of research and innovation, effectively managing time to meet deadlines, and promoting diversity and inclusion within the organization. However, several areas still require improvement. In order to operate effectively in a changing environment, resolve disagreements, handle client complaints, analyze information objectively, and consider alternative options, several staff felt that they needed more training. To make sure that personnel have the abilities to excel in their positions, these areas need attention.  Based on the information provided, the lowest score given by the workers in the survey that needs improvement to make a training plan can be determined by looking at the percentage of respondents who indicated that they have "less knowledge or skill" in a particular aspect and require further development or training. Based on the given information, the lowest scores given by the workers that need improvement for training plans are related to research and innovations with the total average of 91% of the team members have a little knowledge/skill in promoting a culture of research and innovation, and considerable knowledge development is required.In addition,stakeholder engagement ,time management,interpersonal, adaptability, decision making,all of this category received a total average of 18.2 % and need training or development in this aspect. On the other hand,conflict resolution which means dealing with client grievances and for professional networks category,both received a total average score of 27.3% , respondents need further development or training in dealing with client grievances and networks since they have some knowledge or skills displayed in this area.Other areas also showed a need for development with an average score of 81% in the knowledge category which means analyzing information well and weighing options rationally and objectively, respondents indicated that they cannot clearly analyze information rationally and need training or development in this aspect.These are the areas where the workers have indicated a need for further development or training. Improving in these aspects would be beneficial for the workers and can be considered for inclusion in the training plan.In a nutshell,the highest total average score given by the workers in the survey that needs improvement to make a training plan is in the aspect of research and innovations with the total average score of 91% which means respondents indicated that they have less knowledge or skills in this area and require further development. Therefore, training and development efforts should focus on enhancing their ability for research and innovations to perform effectively in a changing work environment. The survey results show both the areas where the employees' knowledge and abilities connected to agricultural reform are strong and where they might be improved. To meet the identified needs and further develop the employees' skills, it is advised that focused training and development programs be put into place. The organization can improve its staff and achieve greater results in the area of agricultural reform by making an investment in their professional development.  TRAINING PLAN RUBRICS: CRITERIA EXCEEDS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS (3) (2) EXPECTATIONS (1) Training aligns Clearly articulates the Somehow articulates the Fails to clearly with organization/personnel's need organizational need that is articulate organization/pers that is driving training. driving training. Determines organizational need onnel’s need(s) Determines if the proposed if the proposed training that is driving training, training supports the supports the organizational and does not justify organization’s need, and need, and justifies that training in terms of justifies that determination by determination by drawing training needs. drawing clear connections clear connections between between training & training & development development needs and needs and strategic strategic organizational goals organizational goals and and objectives. business objectives. Conduct a needs Correctly identifies all training Correctly identifies all Does not identify all assessment (or requests or opportunities in a training requests in a given training requests in a should this be given scenario. Performs a gap scenario. Identifies at least given scenario, and/or “Perform a gap analysis. Describes both the 80% of training identifies less than analysis”? current state and desired state opportunities is a given 80% of training of performance or skills using scenario. Performs a gap opportunities in a terms or metrics that are analysis. Describes both given scenario. Gap observable and/or measurable. the current state and desired analysis does not state of performance or skills adequately describe using terms or metrics that both the current state are observable and/or and desired state of measurable. performance or skills using terms or metrics that are observable and/or measurable. Objectives (Both The following are met 100%. Composes both general and Only few of the general and Composes both general and specific training objectives general and specific specific) specific training objectives that that is mostly specific, training objectives is is specific, measurable, measurable, attainable, specific, measurable, attainable, result-oriented and result-oriented and attainable, timebound. Training objectives timebound. Most of the result-oriented and are aligned to the goals and training objectives are timebound. Few of the needs of the organization. aligned to the goals and training objectives are needs of the organization. aligned to the goals Few errors are evident on and needs of the both general and specific organization. Many training objectives. errors are evident on both general and specific training objectives. Creates a All elements in the training Most of the elements in the Few of the elements in Training Matrix matrix are substantially training matrix are identified the training matrix are identified and defined. Careful and defined. Careful identified and defined.  planning is evident in the planning is somehow evident Careful planning is not training matrix in the training matrix evident in the training matrix Creates training The training schedule, target The training schedule, target The training schedule, Schedule and participants and venue/training participants and target participants and identified target location is completely and venue/training location is venue/training location participants and reasonable given the learning reasonable given the learning is incomplete or venue/training objectives, instructional objectives, instructional inconsistent with the location strategies, and time and budget strategies, and time and learning objectives, constraints. budget constraints. instructional strategies, and time and budget constraints. Budgetary Budgetary requirements are Budgetary requirements are Budgetary Requirements clearly itemized. Budget somehow itemized. Budget requirements are not allocated is totally reasonable allocated is somehow clearly itemized. with the training plan. reasonable with the training Budget allocated is not plan. reasonable with the training plan. Completeness All other parts of the training The submitted output missed matrix is completely defined, to define, illustrate and illustrated and included in the include in the training plan. training plan.