human resource development strategy - nafrilad.nafri.org.la/fulltext/lad010320040660.pdf · nafri...

Ministry of Agriculture and Forestry ------------------------------

National Agriculture and Forestry Research Institute (NAFRI)

Human Resource Development Strategy

2003 - 2010

(Final DRAFT)

Administration, Personnel, Planning, Finance and Cooperation Division

27th March 2003

NAFRI HRD Strategy 2003-2010 (Final Draft) _______________________________________________________________

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Table of Contents

1. Introduction ........................................................................................................... 3 2. National Human Resource Development Policies and Programme................. 5 3. Human Resource Development Policies and Programme in the Ministry of Agriculture and Forestry .......................................................................................... 6 4. NAFRI strategic plan 2001-2005........................................................................... 7 5. Staff situation at NAFRI in August 2002 ............................................................. 9 6. Human resource planning and staffing needs ................................................. 11 7. Staff training needs............................................................................................. 11 8. The implementation of the NAFRI HRD strategy.............................................. 14 9. Non-Formal Training & Development activities .............................................. 15

9.1 On-the-job training & development ............................................................. 15 9.2 Technical Attachment ................................................................................... 16 9.3 International Conferences, seminars, workshops and study tours ......... 17 9.4. Conferences, seminars, workshops and study tours in Laos ................. 18

10. Formal Training and Development activities.................................................. 18 10.1. Long-Term in-house Training.................................................................... 18 10.2. Short-term in-house training ..................................................................... 19 10.3. Long-term academic training abroad ....................................................... 20 10.4. Long-term academic training in Laos....................................................... 21 10.5. Short-term training abroad ........................................................................ 22 10.6. Short-term training in Laos ....................................................................... 22

11. Special considerations ..................................................................................... 23 Table 1: Number of permanent staff at NAFRI by centre and by education level in 2002.... 24 Table 2: Number of female permanent staff at NAFRI and its centres in 2002................... 24 Table 3: Number of contracted staff at NAFRI and its centres in 2002.............................. 25 Fig. 1: Organisational Structure of NAFRI................................................................. 26 Fig. 2: The training cycle or the “Training Wheel” ..................................................27\\ List of selected definitions for Human Resource Development................................. 28 BIBLIOGRAPHIC REFERENCES............................................................................. 31 This HRD strategy has been prepared by the APPFC Division of NAFRI between July 2002 and March 2003, with the support of the Capacity Building Component of the Lao-Swedish Upland Agriculture and Forestry Programme. Consultations were held through 3 workshops, field visits and discussions with various stakeholders.


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NAFRI Human Resource Development Strategy

2003 - 2010

1. Introduction

Human Resource Development (HRD), and in particular personnel Training

and Development (T&D), are perceived as crucial processes for Capacity Development in NAFRI and other institutions by the Lao government. HRD is a continuing and long-term process ensuring that NAFRI will have adequately trained manpower and staff capable of fulfilling the NAFRI’s mandate now and in the future. Its main aims are to strengthen the competence and the capacity of all categories of staff working at NAFRI and to improve the performance of NAFRI.

HRD is a relatively young academic discipline but an old well-established field of

practice1. Many definitions of HRD exist in the literature. Two of the most recent ones are given in Box 1 below:

Box 1: Definitions of Human Resource Development “HRD is a process for developing and unleashing human expertise through organisation development and personnel training and development for the purpose of improving performance” (Swanson, 1997; Swanson and Holton III, 2001) “ HRD is any process or activity to develop adults’ work-based knowledge, expertise, productivity, and satisfaction, whether for personal or group/team gain, or for the benefit of an organisation, community, nation, or ultimately, the whole of humanity” (McLean & McLean, 2000)

HRD is closely associated with organisational change and organisation development. Institutional capacity development (or capacity building) and HRD are also closely interlinked and are continuous, complex and long-term processes. The practice of HRD is not new for NAFRI. In fact NAFRI was established in 1999 thanks to the various personnel Training & Development activities already undertaken by the Ministry of Agriculture and Forestry (MAF) during the last fifteen years with support from various donors. However, until the preparation of this strategy, NAFRI didn’t have any formal HRD strategy for its whole institution. Therefore, an important objective of the present NAFRI HRD strategy 2003-2010 is to fill this gap and provide an operational framework with guidelines and directions ensuring that the various personnel Training & Development activities undertaken at NAFRI are systematically consistent with its mandate and its priority needs. Another important aim of this strategy is to ensure that the significant amount of money disbursed by the donor community to support HRD at NAFRI is spent in the best possible manner.

A research institution is also a “learning organisation” undergoing frequent

organisational changes to remain competitive in an ever-changing environment. In this perspective, this first NAFRI HRD strategy is also considered as part of a learning process, which will inevitably evolve and change with its context. This is

1 The term “Human Resource Development” was introduced to the 1969 Miami Conference of the American Society of Training and Development (ASTD) by Leonard Nadler and he subsequently provided a definition in 1970. He defined HRD as “a series of organised activities conducted within a specified time and designed to produce behavioural change. HRD is about human beings functioning in productive systems”. Since that time HRD theories and practices have very much evolved. (More terms are defined in “List of selected definitions for HRD”).


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particularly important because in HRD there is no preconceived recipe for success. Every HRD process has to be designed, implemented, monitored and evaluated according to its specific environment, which is NAFRI and its overall context of operations in our case. “Learning organisations are possible because, deep down we are all learners. No one has to teach an infant to learn … Learning organisations are possible because not only it is our nature to learn but we love to learn” (Peter Senge, 1990).

All categories of staff under NAFRI (managers, researchers, technicians or support service staff; university or non-university educated staff; central or provincial/district staff) are in principle eligible for benefiting from this HRD strategy. Although the emphasis of this strategy is put on the permanent employees of NAFRI there are also possibilities of training & development under this strategic framework for the non-permanent staff and the research staff of selected institutions in the Agriculture & Forestry sectors closely collaborating with NAFRI. In number of people this strategy covers about 295 NAFRI permanent employees, about 80 NAFRI temporary employees (or “contracted staff”) and about 100 additional peoples from partner institutions. The timeframe for this strategy is the period 2003-2010 but due to its dynamic nature it is obvious that this strategy could be revised and refined whenever important new elements are emerging (policy changes, organisational changes, staff turnover, learning from experience, etc.).

Financial support is a crucial element for the implementation of any HRD process. About 90 % of the current financial support to HRD at NAFRI and local research partners is from foreign origin. It is thus expected that most of the personnel training & development activities will still be undertaken with the support of various international collaborative programmes and projects. It is thus very important that, from now on, all the relevant HRD elements become fully integrated in any new programme or project being negotiated between NAFRI and an international partner in order to ensure that this HRD strategy is properly supported and implemented.

The HRD process in NAFRI is mainly based on the implementation of various personnel Training & Development (T&D) activities. However, it is important to keep in mind that T&D is only one among various aspects covered by an HRD process within an organisation. Training & Development (T&D) is here defined as “a process of systematically developing work-related knowledge and expertise in people for the purpose of improving performance” (Swanson and Holton, 2001). This strategy is also based on the concept of lifelong learning, which is defined as “a process where individuals will continually seek to acquire new skills and update old ones with the active help of the state and employers” (MacLachan, 1998). “Through learning we re-create ourselves. Through learning we become able to do something we were never able to do. Through learning we extend our capacity to create, to be part of the generative process of life” (Peter Senge, 1990).

The umbrella term “Human Resources” (HR) is generally divided by HR specialists and practitioners in two sectors: (1) Human Resource Development (HRD), and (2) Human Resource Management2 (HRM). This document is primarily

2 HRM is generally more concerned with personnel management activities such as recruitment, salaries, compensation, personnel compliance issues, etc. whereas the HRD function of an organisation focuses more on training & development matters: individual development, group development, organisational development, organisation design, etc. However both HRM and HRD are overlapping for the following activities: job design, human resource planning, performance management and recruitment, and staffing.


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concerned with HRD and not with HRM, except for those areas where there is an overlapping between the two concepts.

Several elements of personnel training, education and development have been

identified and are listed in this document as the main activities to be sponsored for contributing to a more structured HRD process in NAFRI and its research partners. For the specific purpose of this strategy, training & development activities are presented under the two major categories of “non-formal training” and “formal training”, as shown in Box 2 below:

Box 2: Main personnel Training & Development types at NAFRI

Non-formal training includes the following: (i) on-the-job training, (ii) technical attachment (= on-the-job training abroad), (iii) participation in international conferences, seminars, workshops and study tours and (iv) participation in conferences, seminars, workshops and study tours in Laos.

Formal training includes the following: (i) long-term in-house training, (ii) short-

term in-house training, (iii) long-term academic training abroad, (iv) long-term academic training in Laos, (v) short-term training courses abroad (vi) short-term training courses in Laos.

Before going further into the core aspects and activities to be undertaken under the framework of this NAFRI HRD strategy it is important to present the key HRD policies and programmes at central government level, at MAF level and at NAFRI level. This is done in the next three sections of this document (sections 2, 3 and 4).

2. National Human Resource Development Policies and Programme

Human Resource Development evolved as a Government policy after the party

resolution of 20th September 1993, which advocated a multi-disciplinary and inter-sector approach to foster “holistic and integrated“ development. In November 1993 a Leading Committee of Human Resource Development (LCHRD) was established to identify needs, draw up plans, policies, projects and measures to implement HRD, to monitor and direct the implementation and to study, analyse and solve problems of implementation.

By 1995, HRD had become one of the eight national priority programmes, which has been encapsulating the Lao PDRs main development efforts. These eight priority programmes are in fact generally considered as strategic approaches to the most urgent intervention areas. They are not rigid or precise definitions of well-delimited targets of intervention. They rather serve as a reference and a constant reminder of the vital tasks facing the Lao society and its Government in the present years.

The Lao Government recognises that there are still shortages of skilled technical and managerial manpower severely handicapping the conception and the implementation of programmes/projects in practically every area under public responsibility. Therefore a HRD Programme focusing on the specific needs of capacity building for public administration and community development was finalised in 1998 and presented to the donor community.

The general concept for HRD of the Government is to develop national core values, train civil servants, provide quality education and training of children, build an


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efficient and skilful labour force, preserve Lao culture, disseminate knowledge and information, and mobilise mass organisations. The Lao HRD programme 1998-2001 also states that for the government, HRD is a holistic concept, expressed in the following national vision statement: “All Lao citizens will possess high moral values, knowledge, attitudes, skills and a good quality of life”. In addition, the following statement is in the Lao HRD Programme 1998-2001: “With knowledge provided, commensurate with the individual’s aspirations and capacities, attitudes will change, and with changed attitudes, the acquisition of skills becomes a necessity. Skills acquisition leads to capabilities, which, with experience and practice, make up competency.”

“The aim of the Lao PDR is to quit once for all the status of least developed

country by the year 2020” (Lao Government, 2000)

3. Human Resource Development Policies and Programme in the Ministry

of Agriculture and Forestry

In the Agriculture Vision 2020 (MAF Vision 2020), the HRD programme focuses on training of more qualified technicians and engineers needed for the agricultural and rural sectors. The strategy is to eventually have district-based farming systems generalist workers go to the grassroots to provide adaptive research-based extension services and on-the-job training to farmers and also sustainable adaptive technologies to shifting cultivators, particularly in the intensive rural development areas.

The HRD strategy of the MAF consists of:

(1) The implementation of Prime Minister Decree No. 1/PM on decentralisation, which requires reallocation of staff within the structure of the agriculture and forestry sector from MAF to the provincial and district authorities. Based on the decentralisation policy, in-service training should be provided to administrative/regulatory staff and extension staff at grassroots level.

(2) Strengthening existing and development of future training and research

institutions in agriculture and forestry, including the improvement of field research centres and stations, training facilities and experimentation/demonstration plots.

As of August 2002, a draft strategy for Human Resource Development within the

Ministry of Agriculture and Forestry is being finalised under its HRD programme. Some of the elements of that draft strategy are summarised in the two following paragraphs.

MAF will continue to improve its organization from the central to the local levels. A review will be conducted to modify some structures if necessary. Attention is given to strengthening of the existing structures. More qualified staff will be selected. Staff regulations and management will also be improved as mechanisms. The decentralisation policy is going to be applied by transferring staff to the districts. Incentives will be found for those working in hard conditions. In parallel, MAF will try to upgrade its education system as well. Research stations will be established according to need. Other activities include the review of the current staff belonging to the MAF and a monitoring & evaluation be established for the implementation of the


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HRD plan. In addition to central institutions such as NAFRI, NAFES and others there will be incentives to establish local level institutions.

There are 3 categories of staff considered under the MAF HRD programme: (i) senior managers and policy makers; (ii) managers & administrators, and (iii) technical staff. The development of the technical staff should be done according to the needs. The focus of training will be on Subject Matter Specialist (SMS) development. Foreign languages and computer skills are recognised as important aspects to be considered. The senior staff members who do not have opportunities to study abroad should also be upgraded. For training abroad, the focus will be on MSc and PhD, while BSc should be done in Laos as much as possible except for subjects and disciplines not covered by the National University of Laos (NUOL).

4. NAFRI strategic plan 2001-2005

The NAFRI strategic plan 2001-2005 was developed as its first medium term plan in 2000 and its elements are presented in the Lao language document “Agriculture and Forestry Research Strategy for 2001 – 2005 and Vision to 2010” (also available in English). In addition, a NAFRI “Long-term strategic plan for natural resource management in Lao PDR” was also drafted in English during the years 2000-2001 by the Forestry Research Centre in consultation with the other research centres.3

The NAFRI medium term strategic plan 2001-2005 is based on the NAFRI mandate (Ref. No 1118/MAF, 30th April 1999, revised in July 2002) and specifies that NAFRI will focus on research for development. The mandate of NAFRI states that, with regards to its main functions, NAFRI shall:

• Organise natural resources assessments, socio-economic studies within agriculture, forestry, livestock and fisheries in order to support land use master plans and their development for production in accordance with the potential of the agro-ecological zones;

• Manage plant and animal genetic resources with selection, multiplication and production of plant varieties, animal breeds, fish species and forestry varieties to accelerate food and commodity production and establishment of processing industries;

• Produce and provide information on agriculture, forestry, livestock and fishery production techniques and technologies for implementation of government priority programmes and line department extension activities;

• Test machinery and equipment for agriculture production and conduct research on agriculture and forestry processing techniques and technologies, which combines local knowledge with global technological knowledge;

• Undertake research on forages and fodder trees, improved use of feed from locally available resources and manufactured feed to improve smallholder’s production and promote industrial processing of livestock and fishery products for domestic consumption and future export;

• Adopt agriculture, forestry, livestock and fisheries research strategies with due consideration to the potentials of different agro-ecological zones and the government economical development programmes.

• Contribute to the development of norms and regulations, and extension policies with the organisations involved.

In addition the mandate of NAFRI states that NAFRI has the following rights:

• To implement research plans aiming at sustainable and efficient utilisation of natural resources based on multidisciplinary research approaches to make sure that proposed technologies are suitable for natural conditions and potentials of individual areas;

3 See the document in English “Long term strategic research plan for natural resources management in Lao PDR”, NAFRI, 2nd Draft, March 2001, 27 pages + annexes. It appeared that the main function of this document, produced with TA support from the Lao-Swedish Forestry Programme, was to serve as an important background document for the design of the Lao-Swedish Agriculture and Forestry Research Programme 2001-2005. However, that document also contains useful elements for a much broader use by NAFRI.


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• To co-ordinate, facilitate and manage crop, livestock, fisheries, water resources and forestry research to be carried out systematically throughout the country. To coordinate and organise technical meetings to disseminate information and research results both nationally and internationally;

• To develop agriculture, forestry, livestock and fisheries research programmes for international cooperation to be submitted to and approved by the Ministry of Agriculture and Forestry, and make proposals for externally funded research projects;

• To collaborate with international organisations and research centres on information exchange and research on topics as approved by the Council of Agriculture and Forestry Sciences;

• To engage in human resource development within the country by cooperation with the Faculties of Agriculture & Forestry of the National University of Laos and collaboration with international organisations, research centres and neighbouring countries to train the NAFRI staff to become researchers on different subjects in accordance with the role and functions of the institute;

• To determine farming systems research and agriculture and forestry development strategies regarding the potential and socio-economic environment in the different agro-ecological zones for poverty alleviation and income generation of the farmers without environmental degradation;

• To regularly consult with the Council of Agriculture and Forestry Sciences.

The NAFRI strategy further states the following: “NAFRI will focus on research for development. It will avoid the conservative approach of research for just increasing knowledge carried out in isolation from the actual socio-economic conditions of the country and society. Research will be aimed at overcoming specific problems limiting production and causing degradation of natural resources. Adoption of adaptive research, which will increase the efficiency of Lao farmers’ production activities, is currently a major mission in the agricultural and technical revolution taking place in the country”.

The NAFRI medium term strategy also recognises the importance of: - emphasizing integrated farming systems for food production; - developing more intensive production systems combined with extension of production

areas and more diversification; - promoting commercial crop production for rural income generation; - developing agricultural production infrastructure; - integrating indigenous knowledge and the creativity of farmers in the research and

development process; - developing agriculture and forestry production to supply food for a growing

population; - increasing the people’s capacity at all levels; - increasing research capacity in biology, biotechnologies and agro-industrial

processing for food security and commercial production; - recognising that priority areas for food security and increased commercial production

are: rice production with maize, tubers, crop legumes, vegetables, fruit crops, aquaculture, livestock and industrial crops;

- ensuring sufficient food with surplus for reserve and sale through agriculture and forestry research initially aiming at increasing smallholder production;

- ensuring more efficient use of agricultural and industrial by-products and natural grasslands for increased livestock production.

Research policy for sub-sector priorities is given for (i) crops, (ii) livestock, (iv)

fisheries and wetland, and (v) forestry. Targets are given for agricultural and forestry research in 2001 – 2005 and a vision to 2010, based on genetic improvement and management of biological materials, conservation and use of natural resources, integrating agriculture and forestry for land use, increasing the effectiveness of use of production inputs, improving the effectiveness and use of farm machinery, improving product and food processing techniques and strengthening the capacity for applied research.

Agricultural and forestry research strategies are also given for 2001-2005, with emphasis on the following aspects: (i) natural resources management, (ii)


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scientific and technical research of varieties (crop varieties, animal breeds, fish species and forestry species), (iii) research of scientific and technical measures, and (iv) research on agricultural machinery. More concrete expected outputs from agricultural and forestry research are given for the period 2005 – 2010. Outputs are defined in relation to crop varieties, animal breeds, fish species, tree species, fertilisers, animal feeds, agricultural machinery and agricultural and forestry products’ processing.

The NAFRI strategic plan also states: “Therefore, investment in physical and technical research infrastructure and human resource development in each aspects are of utmost importance and an urgent necessity which should be addressed from 2001-2005 and until 2010 to ensure sufficient and firm support to our country’s progress in scientific and technical revolution in the sectors of agriculture and forestry in the forthcoming decade.” With regards to capacity building the NAFRI strategy recognises that due consideration should be taken “to increase people’s capacity at all levels in order to more efficiently implement the plan of increased productivity of priority crops, livestock and fisheries within an integrated farming systems and agro-forestry framework. This will ensure sufficient food and improved living conditions for the multi-ethnic rural communities, and from 2005-2010, a supply of raw materials for processing industries that will increase exports of agricultural and forestry products.”

5. Staff situation at NAFRI in August 2002

Established in 1999 by merging several pre-existing research centres, NAFRI is a new multidisciplinary research institution. It is the single largest research institution of the country by its number of staff, by its geographical coverage and by its network of partnerships. It has a staff of 295 permanent employees (including 48 women representing 16%) and 82 contracted people. This is by far the largest number of staff in any “department” of the Ministry of Agriculture and Forestry. The permanent staff are distributed as follows across the centres: 87 in FRC, 44 in ARC, 30 in SSLCC, 28 in LARReC, 21 in LRC, 21 in HRC, 18 in NAFRC, 14 in CRC, 7 in AMRP and 25 in NAFRI headquarters. Contracted staff members are distributed as follows: 15 in FRC, 22 in ARC, 5 in SSLCC, 3 in LARReC, 7 in LRC, 9 in HRC, 13 in AMRP and 8 in NAFRI headquarters. Details about staff numbers by centre are given in Box 3, Table 1, Table 2, Table 3 and Figure 1.

It is worth keeping in mind that among the 295 people listed as permanent

employees of NAFRI about 50 of them are based in provincial research centres and stations of Luang Prabang and Pakse provinces. These people are “administratively” belonging to their respective provinces but “technically” attached to NAFRI. This also means that, in their case, their respective PAFOs4 are primarily responsible for their HRM issues (recruitment, salaries, compliance with staff regulations, etc.) while NAFRI is primarily responsible for their HRD issues (mainly training & development). In other words their corresponding HRD function is operated at NAFRI level while their HRM function is operated at provincial level. In addition about 100 other people belonging to various provincial and district offices are also involved in research partnership with NAFRI under various programmes (Lao-IRRI Project, CIAT Livestock Farming Systems Project, Lao-Swedish Upland Agriculture & Forestry Research Programme, etc.). This shows that the HRD function of NAFRI is actually involving a much larger number of people than its HRM function.

4 PAFO = Provincial Agriculture and Forestry Office.


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The level of education and experience of the permanent staff is very diverse within NAFRI and its centres. In each centre there is a mixture of senior and experienced researchers together with an important number of younger and less experienced staff. The total number of staff members with university-level of education is 77 (5 PhD, 45 MSc and 27 BSc) corresponding to 24 % of the total. There are 17 women with university education (1 PhD, 9 MSc and 7 BSc). The total number of staff with a non-university education level is 218 (62 Diploma, 98 Technical and 58 Low level). A total of 31 women belong to the category of non-university levels (3 Diploma, 20 Technical and 8 Low level).

Box 3: summary of permanent staff numbers at NAFRI in August 2002

UNIVERSITY LEVEL: 77 persons (17 women)

PhD 5 (1 woman) MSc 45 (9 women) BSc 27 (7 women)

NON-UNIVERSITY LEVEL: 218 persons (31 women)

Diploma 62 (3 women) Technician 98 (20 women)

Low level 58 (8 women)

TOTAL NAFRI STAFF: 295 persons(48 women)

The majority of the research staff has studied life sciences and there is an

important shortage of staff with background education in social sciences. Many of the research staff are not experienced in modern research methodologies. Among the staff with managerial responsibilities only a few people have been trained in administration and management. The staff members with university level education have been educated in more than 10 different countries.

The organisational environment in which the NAFRI staff members are working is

very much influenced by the fact that NAFRI is still a young institution. NAFRI is undergoing various organisational changes. A relatively high turnover of staff number has been observed during the first two years of NAFRI existence for various reasons. Management systems and procedures are progressively being modified and improved. The HRD function of NAFRI is being developed in a more structured way, mainly through the present HRD process. The HRM function is also being gradually improved. Job analyses and job descriptions have started to be developed in some parts of NAFRI. The knowledge management function of NAFRI is also being improved. As a public institution, NAFRI is also modifying its working relationships with provinces and districts to adapt itself to the realities of the ongoing decentralisation process in Lao PDR. Monitoring and evaluation procedures are being developed. Efforts are also made to promote a stronger culture of research within NAFRI. In view of all this it seems extremely important for NAFRI managers and staff members to integrate the concepts of “organisational change”, “organisation development” and “learning organisation” into their attitude at work. This is particularly relevant for the younger generations since most senior staff members are already quite familiar with the impacts of these concepts on their work.


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6. Human resource planning and staffing needs Human resource planning for research has generally taken place at the level of

the Ministry of Agriculture and Forestry (MAF) according to the needs of each individual research centre because NAFRI was established after most of its centres. Required numbers of staff have generally been estimated in a flexible and pragmatic manner due to several factors. Important factors include the following: the government policy to reduce the number of public servants, the decentralisation policy encouraging central government agencies to re-deploy their staff with more staff to be located at provincial and district levels, the competition for employment opportunities between public institutions, private enterprises and international organizations, and, the high level of dependency on the donor community for funding research programmes. However, during the last two years, NAFRI has been allowed to recruit some young temporary staff (generally known as “contracted staff”) to compensate for the shortage of permanent staff in order to be able to implement specific programmes supported by donors. In most cases the salaries of these temporary or contracted staff have been paid with donor money.

This means that NAFRI doesn’t necessarily have the power and the comparative

advantage to systematically identify, attract, select and recruit the best people available from the job market. In fact a major part of the Human Resource Management function within NAFRI is still controlled by the Ministry of Agriculture and Forestry and its Department of Personnel. In this particular context there is little room left for manoeuvring at NAFRI level in terms of staff selection and recruitment, except for temporary employees. It means that, in general, required staff numbers can only correspond to the numbers presently available at NAFRI since ceilings of permanent staff numbers have already been established by the MAF. However, NAFRI has the flexibility to directly recruit additional temporary staff, usually young graduates, who may eventually become permanent employees after some years.

Although the HRD function of NAFRI is managed at NAFRI level, its HRM

function is still mainly managed at the level of the Ministry of Agriculture and Forestry (MAF) because NAFRI is considered as one of the various departments of the MAF5. As explained earlier it is also important to keep in mind that the HRM function for the provincial research centres is managed by the relevant PAFOs while their respective HRD functions are mainly managed by NAFRI.

It is generally admitted that there is a shortage of experienced permanent staff at

NAFRI and its centres, which puts severe constraints on some of the research programmes. The shortage in numbers of experienced staff is partially compensated by some young contracted staff and the provision of technical assistance through various collaborative projects with foreign institutions. It is also admitted that one of the most important initiatives to be undertaken for research capacity development is to implement various personnel Training & Development activities in a structured manner, ensuring that the right people go to the right training at the right moment.

7. Staff training needs

Staff training needs must generally be assessed in line with the jobs, profiles, skills, competence and knowledge required for running a research programme. Before preparing this HRD strategy some centres such as LARReC have analysed 5 See also Footnote 3 for the distinction between HRD and HRM.


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and fully documented their training needs in a training plan while other not. In the case of ARC a training needs assessment was conducted by the Lao-IRRI project in early 2002 but only for the staff associated to the national rice research programme. A few centres have been using the HRD elements found in the NAFRI medium term strategic plan 2001 – 2005 as general guidelines6. The most important training requirements are generally well known by NAFRI managers because they know their people and they know the priorities of their programmes. Due to the need to update and improve the training needs assessment process at NAFRI a training needs analysis for all categories of staff was initiated in October 2002. Preliminary results are already available in both Lao and English languages. Detailed data have been compiled in separated tables and are available from the NAFRI APFC Division.

Regarding the overall distribution of staff by education level, NAFRI would like to

have more university-level staff (BSc, MSc and PhD) mainly by upgrading some of the existing non-university level staff. Box 4 below gives an overview of the indicative numbers of permanent staff NAFRI would like to see by level of education in the year 2007, assuming that the total number of permanent staff would remain the same. These target figures were discussed during the third HRD workshop at NAFRI in January 2003 and appear achievable for the first five-year period of this current strategy. With this scenario the number of PhD levels would increase from 5 to 12 people. The university levels would increase from 77 to 87 people or from 26 to 29% of the total.

Box 4: NAFRI staff upgrading plan between 2003 and 2007

(present and projected numbers of people by education level) Education levels 2003 2007 PhD 5 12 MSc 45 42 BSc 27 33 Diploma 62 52 Technical 98 98 Low 58 58 Total: 295 295

In the specific case of NAFRI a formal Training Needs Analysis (TNA) could not

be undertaken by using “standard” methodologies because job analyses and job descriptions are not yet systematically used at NAFRI. Most of the permanent staff members of NAFRI don’t have any written job description or terms of reference. The lack of individual job descriptions is explaining why when the staff are asked to

6 The NAFRI medium-term plan 2001-2005 contains annexes with tables showing the numbers of researchers to be upgraded through training abroad by centre, by discipline, by year and by level (BSc, MSc and PhD). Unfortunately, these tables are now out-of-date due to many changes which occurred in NAFRI between 2000 and now. Also, these tables didn’t cover all the categories of staff in NAFRI, they didn’t include the staff of the NAFRC, the CRC and the NAFRI divisions, and they were only focusing on one type of training, the long-term academic training abroad at BSc, MSc and PhD levels.


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identify by themselves their training needs they often propose something rather inconsistent with the real priority needs of their organisation. In some research programmes there are also some strategic gaps, at least in a clear written form. In this context, it is thus not surprising that most staff members have difficulties to identify their priority needs for training and development. This means that training gaps and training needs could only be identified through common sense and pragmatic approaches relying on a consensual participatory assessment of the situation by NAFRI “line managers” (the directors and the heads of division in this case) and foreign advisers. Organisational improvements in terms of job analysis and job description are essential for NAFRI in the long term and should gradually be implemented as part of this HRD process.

It is also important to keep in mind that each training proposal - especially for

the most expensive types of training abroad – will be thoroughly screened and assessed on the basis of a well-documented file before approval. In addition, each individual file will include a one-page summary form called “justification for training”. These forms are available as separate documents from the NAFRI APPFC Division. Their format and contents depends on the type of training they cover. Two types of “Justification for training” forms are discussed in the next two paragraphs.

The format to be used for the justification form for participation in short-term

training courses, study tours and conferences abroad will at least include the following elements: (1) Name/number of persons; (2) Centre/division/service and present position(s); (3) Subject, place and name of event; (3) Duration and dates; (4) Purpose; (5) Topics to be covered; (6) Relevance to present work at NAFRI or partner organisation; (7) Reporting procedures or other follow-up action; (8) How will the training be evaluated?; (9) Name of sponsor and costs involved.

The format to be used for the justification form for participation in long-term

academic training abroad or in Laos will at least include the following elements: (1) Name of person; (2) Centre/division/service and present position(s); (3) Date of birth; (4) Purpose of study; (5) Place and name of event; (6) Duration, dates, expected date of return; (7) Previous higher education; (8) Short training courses abroad already undertaken; (9) English proficiency test level; (10) Topics to be covered; (11) Relevance of topic to present work at NAFRI or partner organisation; (12) Institutional status of the applicant; (13) Reporting procedures or other follow-up action; (13) How will the training be evaluated?; (14) Name of sponsor and costs involved.

Regarding the topics for training, preliminary information recently recorded from

various research managers allows to state that there is a generalised need for training in English language throughout NAFRI and all its centres. English is indeed the most important international language for the NAFRI employees to be able to constantly upgrade their knowledge from international scientific literature, to collaborate and exchange information with international institutions, and to further complete some graduate and post-graduate studies abroad. Due to the extreme heterogeneity in the levels of English knowledge among the NAFRI staff it is important that the level of each individual be accurately assessed by professional teachers in English before enrolling in any training programme.

Another topic often mentioned is also training in research methodologies. There are some standard similarities in research methodologies but there could also be some differences. In the Lao NARS, due to the diverse number of collaborative arrangements with foreign institutions there is a wide range of research methodologies being used, which are usually brought in together with the package of technical assistance of a given project.


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Regarding the expertise required in Human Resource Management and Human

Resource Development within NAFRI there is a need for training & development activities to be gradually undertaken at various levels of the institution to ensure that there is a common understanding about the theory and practice of HRD within NAFRI. As a matter of fact it is recommended that all the NAFRI staff members who have a responsibility in managing groups of people should be trained in key concepts of HRD. However, priority should be given to the directors and heads of division who have not yet been exposed to any training in HRM or HRD.

In general, training in management techniques appears to be necessary for most NAFRI employees having managerial responsibilities. Provincial authorities also perceive the need for training researchers in extension methodologies. Many more specific training needs could be added here, but they all depend on the specificity and priorities of each research programme, each unit, each division and each centre. More detailed information about the various training needs could be found in the separate tables compiled by the NAFRI APPFP Division.

8. The implementation of the NAFRI HRD strategy

The implementation of the HRD strategy at NAFRI is mainly based on various personnel Training & Development activities, combining on-the-job training with various elements of short and long-term formal training. Formal training often involves academic training abroad or in the country, depending on the training contents and levels required. Participations in national, regional and international conferences, workshops and seminars are also important elements of the HRD strategy. In addition, it is expected that various organisational changes will also take place according to need.

NAFRI doesn’t have any strong “HR department” or “HR division” or “HR unit”

because there is a Department of Personnel at the level of the Ministry of Agriculture & Forestry dealing with Human Resource Management (HRM) for the whole ministry. At NAFRI level, for the time being the HRD function is partly in the hands of the “line managers” (i.e. directors of centre and heads of division in this case) while the NAFRI Administration, Personnel, Planning, Finance and Cooperation (APPFC) Division has been gradually increasing its role in HRM and HRD matters for the whole institute. The present NAFRI HRD strategy has been developed under the APFC Division.

For the implementation of this strategy it is expected that the NAFRI APPFC

Division will continue to play a key role in many ways by: (i) coordinating and supporting the NAFRI HRD process with all stakeholders, in line with the NAFRI mandate and its strategic plan, (ii) centralising the information on HRD related matters and systematically recording training & development activities in a central data base, (iii) setting rules, guidelines and procedures for the implementation of personnel Training & Development plans under the overall framework of the NAFRI HRD strategy, (iv) screening proposals for off-the-job training & development before approval by NAFRI top managers (General Director and Deputy-directors) based on adequately documented individual files and appropriate “justification for training” forms, (v) undertaking participatory monitoring and evaluation of the NAFRI HRD process, (vi) facilitating and coordinating processes of human resource planning in a participatory manner with the various centres and divisions, (vii) facilitating and coordinating processes of training needs analysis in a participatory manner with the various centres and divisions, (viii) ensuring quality and consistency especially for the most expensive types of training (formal training abroad), (ix) ensuring that equal


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opportunity for training & development are offered to both men and women, to both university and non-university level staff, to both research and non-research staff and to staff from all different ethnic origins, (x) maintaining a permanent dialogue with the donor community on HRD issues, (xi) maintaining a permanent dialogue with all the various research partners of NAFRI at central, provincial and district level for all matters related to HRD, (xii) revising the HRD process, updating the strategy and plans according to needs and experience, and, (xiii) reporting and documenting all training & development activities undertaken at NAFRI.

Due to the important volume of work needed for undertaking an HRD process at

NAFRI in a more structured manner it is expected that most of the groundwork required for personnel Training and Development will still remain the responsibility of the NAFRI centres and the divisions but under the overall guidance and coordination of the NAFRI APFC division. The importance of using the “Justification for training” forms for training proposals has already been explained in the previous section of this document (see Section 7).

All personnel Training & Development activities at NAFRI should be organized

according to a consistent training cycle based on the steps of the “Training Wheel”: (1) understanding organisational needs, (2) identifying training needs, (3) prioritising training needs, (4) planning and designing training, (5) delivering training, and (6) evaluating training (see also Figure 2: The training cycle or the “Training Wheel”).

It is also proposed that, in parallel with the development of individual job

descriptions, each centre and each division draw up a career development plan for each staff member, which will also comprise a “Document of Training Intent” signed by the centre or the division and the individual staff. The document will specify the long-term Training & Development activities in which the individual will be involved over the HRD Plan period.

Regarding gender aspects, the principle of equal opportunity for training will

be applied by NAFRI for both men and women during the implementation of this strategy. Equal opportunity for training will also be applied to all categories of permanent staff (managers, researchers, technicians, support service staff, etc.). Equal opportunity for training will also be ensured for all employees regardless of their ethnic origin. Equal opportunity for training will be applied to both central-level and local-level staff (province and district) working for NAFRI or closely collaborating with NAFRI.

With regard to linkages between NAFRI and education & training institutions it

is expected that the students who are involved in collaborative field research with NAFRI will also benefit from some types of training (on-the-job training, short-term training, etc.). These students often play an important role in several NAFRI-led research programmes and the best of them could eventually be recruited by NAFRI after having worked in one of its programmes during their practical training period.

The following sections of this document (sections 9 and 10) are devoted to more

detailed descriptions of the different types of Training & Development activities to be supported by this HRD strategy. For each type of activity the following elements are given: (i) definition, (ii) objectives, (iii) implementation guidelines, (iv) monitoring and evaluation, (v) training records, and (vi) specific considerations. 9. Non-Formal Training & Development activities 9.1 On-the-job training & development


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Definition: on-the-job training & development is a continuous process of gaining experience, of increasing competence and knowledge while working with others. It is a process of learning something from someone else in an informal way through professional interaction and collaboration. It is also a “learning by doing” process with appropriate supervision. Objectives: the main objective is to increase the individual professional capacity while immediately and systematically translating any new knowledge and personal changes into action at work. It enables to broaden the scope of work and the tasks to be performed while learning from more senior and more experienced staff. Implementation guidelines: topics for on-the-job training are to be identified and selected by supervisors and foreign advisers of the trainees on the basis of a participatory assessment of each individual, in line with the priority objectives and activities of the corresponding NAFRI unit. Beneficiaries of this type of training could be both NAFRI staff or staff from collaborating partner agencies at central, province and district levels. The selection of the trainees is the responsibility of the relevant supervisors and advisers. On-the-job training and development activities should be planned and budgeted in annual work plans. The scope and the specific objectives of an on-the-job training should be defined on the basis of the present status and the targets to be achieved. There is no formal certificate to be delivered for this type of training & development but it has to be integrated in the CVs of the trainees as part of their professional experience. Monitoring and evaluation: the person providing on-the-job training - the “trainer” (or the “coach” or the “mentor”), is responsible for monitoring, evaluating and reporting the progress made by any individual under his/her Training & Development responsibility. A participatory M&E process involving a continuous dialogue between the “trainer” and the “trainee” is recommended. Training records: names of “trainees”, topics, dates and duration, location, supervisor and sponsor of on-the-job training activities need to be properly documented and systematically recorded by supervisors/advisers and by the trainees themselves. Training records should be forwarded to the NAFRI APPFC Division. Specific considerations: on-the-job training enables a person to consider working as part of a never-ending learning process, a “lifelong learning” process, regardless of his/her level of knowledge and competence. Nobody knows everything and everybody has something to learn from others. A continuous increase of individual competence and skills is particularly important in research. Professional interactions and collaborations play an important role in the process of on-the-job training & development. A NAFRI “trainee” can benefit from on-the-job training from an experienced supervisor, from a colleague or from an outside person. It is assumed that foreign advisers are systematically involved in on-the-job training activities. A good way for maximising the interactions with foreign advisers for on-the-job training of NAFRI research staff is actually to travel and work together in the field and “practice” there while interacting with other partners such as PAFO staff, DAFO staff and farmers. 9.2 Technical Attachment Definition: this is a variant of on-the-job Training & Development during which a NAFRI staff member is sent abroad to work for a few weeks in another institution, under the supervision of the host institution. It could also be considered as a variant of secondment. It is partly based on the on-the-job training concept of “job rotation”. Objectives: the main objective is to provide individual staff members of NAFRI with the opportunity to benefit from an on-the-job training & development experience in a foreign institution.


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Implementation guidelines: training topics and foreign institutions should be identified by supervisors, programme leaders and foreign advisers according to the priorities set in their programmes. Candidates should be selected by the supervisors. Proper planning and budgeting is required. Approval is required from NAFRI management, MAF and the sponsor. All categories of staff are eligible for this type of training. “Justification for training” forms are required. Monitoring and evaluation: a system of monitoring and evaluation should be established by the supervisors of the trainees. Indicators of achievements should be linked to the NAFRI HRD plan. The trainee should also participate in the evaluation of the training. Training records: all training activities of this type should be recorded. Records should include the following: names of participants, objectives, dates, country, location, institution, sponsor and costs involved. Training records should be ultimately sent to the NAFRI APPFC Division. Specific considerations: this type of training is particularly relevant for some technical training but could also be applied to management training. For example this formula of training has been applied by the FRC and the NAFRI-DANIDA Lao Tree Seed Project when sending some FRC staff for technical attachment in host institutions of Thailand. 9.3. International Conferences, seminars, workshops and study tours Definition: this is a particular category of training abroad, which generally lasts only a few days. It has more than a personnel training & development function since it combines some informal short-term training with other important aspects of work required to actively participate in the life of a research institution, such as networking, collaborating and exchanging information. Objectives: the precise objectives vary from one activity to another. In general, the main objective of this type of activity is to learn from other international partners while also contributing to their knowledge by reporting any relevant experience specific to Laos. Other objectives could also include the reinforcement of international cooperation. Implementation guidelines: topics are generally proposed by foreign institutions abroad except for study tours where it is possible for NAFRI to decide about the contents of the programme in consultation with the collaborating institution abroad. Participants are often research leaders or senior research managers but other research staff could be involved. They are often required to make a presentation in case of seminars, conferences or workshops. Candidates should be adequately selected according to the objectives of the activity. Planning and budgeting should be carefully prepared. Approval is required from the NAFRI Director General, the MAF and the sponsor. For activities where a presentation is required it is important to allocate enough time well in advance for the preparation of the presentation. In case a research paper is required from participant in view of future publication, it is also important to respect the guidelines and the deadlines imposed by the organisers. “Justification for training” forms are required. Monitoring and evaluation: although it is not easy, a system for monitoring and evaluating this type of activity should be established by the NAFRI APPFC Division. It would be extremely useful to be able to measure the impacts of this type of activity on the NAFRI staff. Training records: this type of activity should be properly recorded by the research centres and NAFRI on the basis of the information provided by the participants. Records should at least include the following: names of participants, topics, objectives, dates, country, location, institutions and places visited, presentation (if any), sponsor and costs involved. Training records should ultimately be centralised at the NAFRI APPFC Division.


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Specific considerations: participation in international conferences, seminars, workshops and study tours abroad are encouraged provided that the subjects are relevant to the research work of the participants in Lao PDR. It is important to remind that this type of participation would normally require that the NAFRI staff give a presentation (generally in English language). It is also important to remind that any participation of some NAFRI staff members in those events offers a good opportunity for NAFRI to establish or reinforce linkages with other institutions. 9.4. Conferences, seminars, workshops and study tours in Laos Definition: this is a category of in-country training, which generally lasts only a few days. It has more than a personnel training & development function since it combines some informal short-term training with other important aspects of work required by the life of a research institution such as networking, collaborating and exchanging information. Objectives: the precise objectives vary from one activity to another. In general, the main objective of this type of activity is to learn from other international partners while also contributing to their knowledge by reporting any relevant experience specific to their work. Other objectives could also include the reinforcement of institutional cooperation. Implementation guidelines: topics are generally proposed by organising institutions except for study tours where it is possible for NAFRI to decide about the contents of the programme in consultation with the collaborating institution. Participants are often research leaders or senior research managers but other research staff could be involved. They are often required to make a presentation in case of seminars, conferences or workshops. Candidates should be adequately selected according to the objectives of the activity. Planning and budgeting should be carefully prepared. Approval is required from the NAFRI Director General and the sponsor. For activities where a presentation is required it is important to allocate enough time well in advance for the preparation of the presentation. In case a research paper is required from participant in view of future publication, it is also important to respect the guidelines and the deadlines imposed by the organisers. Monitoring and evaluation: although it is not easy, a system for monitoring and evaluating this type of activity should be established by the NAFRI APPFC Division. It would be extremely useful to be able to measure the impacts of this type of activity on the NAFRI staff. Training records: this type of activity should be properly recorded by the research centres and NAFRI on the basis of the information provided by the participants. Records should at least include the following: names of participants, topics, objectives, dates, location, institutions and places visited, presentation (if any), sponsor and costs involved. Training records should be ultimately be centralised at the NAFRI APFC Division. Specific considerations: participation in national conferences, seminars, workshops or study tours should be encouraged and is generally beneficial for NAFRI as a whole. It is worth reminding that if there are also international participants in one of these events English could be the main language of work during the sessions. Study tours in Laos are important for NAFRI staff because of the high level of diversity in farming systems throughout Laos and because of the important network of provincial and district research & development partners collaborating with NAFRI in Laos. 10. Formal Training and Development activities 10.1. Long-Term in-house Training


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Definition: long-term in-house training is a formal training activity during which the trainees are attending regular formal classroom training sessions organised in their duty station, generally during working hours. It is a group training activity during which a trainer, often from the outside, comes to teach for several months where the trainees work. An examination or a test could be organised at the end of the session by the trainer or the lecturer, depending on the topic. Objectives: the main objective is to increase the NAFRI staff capacity and knowledge in a specific topic through provision of formal training activities within the workplace. Implementation guidelines: topics should be identified and selected through appropriate training needs assessment under the responsibility of the directors of the centres and heads of NAFRI divisions. Topics should correspond to group training requirements (for various people in the same time). Trainees should be selected by centre directors and by division heads, in line with the corresponding priority programmes and objectives. Trainees could come from various programmes and units. Long-term in-house training activities should be properly planned and budgeted. They should be integrated in annual work plans. Certificates should be delivered to the trainees at the end of the training cession. The use of “Justification for training” forms is recommended. Monitoring and evaluation: the director of each centre should ensure that proper monitoring and evaluation procedures are organised for this type of training. Training sessions should also be evaluated by the trainees in order to draw lessons and if necessary to improve the following training sessions. Training records: training topics, duration, location, sponsors, costs involved and names of participants should be properly recorded by centre directors on a group basis and by each trainee on an individual basis. A certificate of participation should be delivered to each participant. Training records should be sent to the NAFRI APPFC Division. Specific considerations: this type of group training requires that the trainees are forming a rather homogenous group. It means that the levels of the trainees has to be properly assessed. In the case of English training it is particularly important to assess the correct level of a given student and to ensure that a given student is attending a training module corresponding to her/his level. Therefore, the decision regarding the level to be attended by a student should be taken by a professional English teacher and not by his/her boss. Computer training, research methodologies, English and management techniques are among possible priority topics for long-term in-house training at NAFRI as it is already the case in some of the centres. 10.2. Short-term in-house training Definition: it is a formal group training activity during which a number of persons are attending a specific training course organised in their duty station. The duration could vary from several hours to several days. A certificate of participation could be delivered to each trainee. Objectives: the main objective is to increase the capacity of a group of persons at the same time in a given specific area identified as a priority of training for various people. Implementation guidelines: topics for short-term in-house training should be identified and selected by the directors of the centres and the heads of NAFRI divisions through appropriate training assessment in line with their priority programme objectives. Trainers should be identified and properly selected according to their competence and experience in relevant training topics. Trainees could be from any category of staff within the NAFRI system, depending on the objective and the topic of the training. The directors of the centres are responsible for ensuring that


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the right candidates are selected for the training sessions. Some trainees from the outside could also participate in this type of training. Planning and budgeting for this type of training should be properly done and preferably integrated into annual work plans. Monitoring and evaluation: each centre director or division head is responsible for ensuring that a system be in place for monitoring and evaluating this type of formal group training. It is strongly recommended that each short-term in-house training session be evaluated by the trainees themselves in order to draw lessons for the future. Training records: the centres directors and the division heads are responsible for establishing proper records of each short-term training session. Topics, names of participants, location, dates and duration, sponsor and costs involved should be recorded. Training records should be communicated to the NAFRI APPFC Division. Specific considerations: short-term in-house training is one of the most common types of training organised in the various centres of NAFRI. Many different categories of training sessions have already been organised throughout the past years. For instance in agricultural research many specific short-term training courses have been organised at the agricultural training centre of Naphok with the support of the Lao-IRRI project, the ACIAR rice project and others (English for agriculture, experimental design for annual crop experimentation, statistical analysis, writing research reports, etc.). This often involves the design of customised courses for the corresponding Lao scientists. 10.3. Long-term academic training abroad Definition: this type of training corresponds to long-term studies outside Lao PDR at university level. It involves individual academic training at BSc, MSc and PhD levels. Other special programmes of post-graduate studies are also envisaged. This type of training requires a long-term commitment from the trainee and a careful selection. It is a form of high-level education. It is usually the most expensive type of training. Objectives: the ultimate objective of the long-term academic training abroad is to upgrade the education level and the individual capacity and knowledge of the NAFRI staff members who qualify for university level education abroad. During this process a professional becomes a student again and can concentrate on a long-term learning process far away from his/her workplace. Implementation guidelines: for this type of training a well-documented file has to be prepared for each proposed candidate in order to facilitate the appraisal and the approval processes. The file should contain all the convincing elements required to demonstrate the adequacy of the proposed training. These elements should be summarised in a “justification for training” following guidelines from the NAFRI APPFC Division. Proper planning and budgeting should be integrated in the file. Topics for long-term training abroad have to be carefully chosen and selected in consultation with the centre directors, relevant foreign advisers and the head of the NAFRI APPFC Division. Approvals from the NAFRI Director General, the international sponsor and the MAF are required. Topics for training should be highly consistent with the training priorities set by NAFRI and not only based on individual preferences. Age of candidates for long-term training abroad should not exceed 47. Research and non-research staff could apply for this type of training provided they have the required academic and language qualifications. Candidates to this type of training should sign a letter of intent with NAFRI, stating that they will return to work with NAFRI after graduation for the double of the number of years spent abroad (in accordance with rules of the MAF). It is the responsibility of the NAFRI management to ensure that the right candidates are selected at the right moment for the right academic training abroad, in line with the HRD priorities of NAFRI. It is the responsibility of the NAFRI management to ensure that any staff member coming


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back from long term training abroad is properly reintegrated within NAFRI at the right position. Participation in any long-term academic training for a NAFRI staff member should also be organised in close consultation, coordination and collaboration with all national and international stakeholders of the programme where he/she is involved in. This is important for cases where the study leave of a key person may jeopardise the chance of success of the programme or project in which he/she is working. “Justification for training” forms are required. Monitoring and evaluation: a system for monitoring and evaluating long-term training abroad should be established by the NAFRI APPFC Division. Indicators linked to the implementation of the NAFRI HRD strategy should be established. Training records: all long term training activities abroad should be recorded by the centre directors and information should be centralised in the NAFRI APPFC Division. Records should at least include the following information: name of participant, topic of training, level of education, dates of training, country, location and institution, brief evaluation, sponsor and costs involved. Specific considerations: for economic reasons, long-term academic training will mainly take place in the region. However when possibilities and needs arise, long-term academic training could also take place outside the region. Fieldwork for thesis should preferably be undertaken in Lao PDR and thesis subjects should be relevant to the priorities and needs of the Lao NARS. Fieldwork for NAFRI staff on study leave could also be organised in conjunction with the fieldwork conducted by foreign students in Laos as it is already the case in some research programmes. It is not the strategy of NAFRI to send staff abroad for non-university academic training (Diploma, Technical and Vocational), which is available in the country. 10.4. Long-term academic training in Laos Definition: this type of training refers to long-term studies in Lao PDR. Levels of education include Technical, Diploma and BSc. It is important for the non-university level staff members who do not possess the academic and language qualifications for academic training abroad. Objectives: the main objective is to upgrade the individual capacity and knowledge of the staff members who do not have a university level of education. Implementation guidelines: applications should be considered on the basis of well- documented files. Justification for training forms should be dully prepared. All categories of NAFRI staff are eligible for this type of training provided that they have the qualifications required for the level of studies to be attained. Applications should be identified and approved by centre directors and NAFRI management, in line with the priority training objectives of NAFRI. Approval is needed from the NAFRI Director General, the MAF and the sponsor. Candidates from provincial and district services working in partnership with NAFRI are also eligible for this type of training. Topics of training and host institutions should be selected in consultation with the supervisors of the candidates and with their sponsors, including the relevant foreign advisers. Training topics should be highly relevant to the priorities of the corresponding NAFRI programme. Study leaves and reintegration of the candidates for this type of training should be carefully planned with all the relevant stakeholders of the programme in which the candidate is working. Planning and budgeting of academic training in Lao PDR should be carefully prepared. Age of candidates should not exceed 47. The candidates should sign a letter of intent stating that after graduation they will continue to work as government employees for the number of years required by MAF regulations. NAFRI and its partner institutions should ensure that after graduation, the newly educated staff members are being reintegrated in the right position. Monitoring and evaluation: a system for monitoring and evaluating this type of training should be established by the NAFRI APFC Division. Indicators of


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achievement should be linked to the NAFRI HRD plan. Trainees should participate in the assessment of the training as well. Training records: every long-term training in Laos should be recorded by the relevant centre directors and heads of division. Information should be centralised in the NAFRI APPFC Division. Records should at least include the names of participants, topics, location and institution, level of studies, dates of training, brief evaluation, sponsors and costs involved. Specific considerations: this type of training is particularly relevant for research technicians, field assistants and some of the persons involved in administration and management. Long-term academic training in Lao PDR could also be very relevant for most of the staff working in research stations located away from Vientiane. Indeed, most of them cannot have access to education opportunities abroad because their education level is often too low and their knowledge in foreign language is also very limited. 10.5. Short-term training abroad Definition: this type of training corresponds to any specialised training course abroad for which the duration varies from a few days to a few months. Certificates should be delivered to the participants of this type of training. Objectives: the main objective is to upgrade the individual capacity and knowledge of a NAFRI staff member in a specific topic or discipline highly relevant for his/her work. Implementation guidelines: proposed topics and training institutions should be identified and selected in consultation with supervisors, centre directors and foreign advisers. Applications should be supported by convincing “justifications for training”, in line with the priorities of the relevant programme. Approval is required from the NAFRI Director General, the MAF and the sponsor. Planning and budgeting should be properly organised. It must be noted that opportunities for this type of training depends a lot on the timing of the advertising of the course made by the foreign institution organising the training. Therefore a certain level of flexibility will be required for planning and budgeting this type of training because sometimes opportunities will be identified with a relatively short notice and it might be difficult to specify the training well in advance in an annual work plan. The sponsor of this training type should also integrate this element of flexibility in its training plans. In principle all categories of staff within NAFRI and its close research partners are eligible for this type of training provided that they have the required level of education and the required foreign language skills. Monitoring and evaluation: this type of training activity should be monitored and its impacts evaluated by each relevant centre and at NAFRI central level by the APPFC Division. Training records: all short-term training activities abroad should be properly recorded by the relevant centres and the information should be centralised at the NAFRI APPFC Division. The following information should be recorded: names of participants, topics of training, dates of training, country, location and institution, evaluation, sponsor and costs involved. Specific considerations: participation in short-term training courses outside Lao PDR is encouraged for the NAFRI employees who meet the language and other qualifications, provided that the training offered is relevant to the research work in which the individual is involved at the time the course takes place. 10.6. Short-term training in Laos


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Definition: this definition refers to any in-country training course or lecture organised outside the workplace and lasting a few days or a few weeks. It is a group training activity which could take place either at central, provincial or district level. Objectives: the main objective is generally to upgrade the knowledge and the capacity of a group of staff members in a specific area required for their work. Implementation guidelines: topics are generally identified and selected by programme leaders and foreign advisers according to programme or project priorities. When a training session is organised by NAFRI that training session could generally be tailored to the specific needs of the trainees. If a training session is organised by another institution, NAFRI participants should be carefully selected according to the relevance of the training for them. This type of training is also often organised by a project or a programme component and therefore is very specific to the objectives of that programme or that project. Participants could also be coming from partner institutions such as PAFOs and DAFOs. Classroom theory is often complemented with field visits or field practice in this type of training. Planning and budgeting should be properly organised. Monitoring and evaluation: a system for monitoring and evaluating this type of training should be established by the relevant programme or component leader. Participants should be asked to evaluate the training session as well. Training records: records should be systematically kept, including the following: names of participants, objectives, summary of the contents, dates, location, sponsor and costs involved. Training records should be sent to the NAFRI APPFC Division. Specific considerations: this is a quite common type of training organised in the context of various projects associated with NAFRI. For instance every years there are several training courses organised by the ARC in its training unit at the Naphok agricultural training centre (topics include: rice production for researchers, nutrient management & soil improvement, integrated farming systems on rice-based cropping, research management, scientific writing, English for agriculture, etc.). 11. Special considerations This HRD strategy is interlinked to the other strategies recently developed at NAFRI such as the Farming Systems Research & Extension Strategy for NAFRI, the Socio-Economic Vision of the Socio-Economic Unit of NAFRI and the Information Management Strategy for NAFRI. All these strategies are coordinated by NAFRI with the support of the Lao-Swedish Upland Agriculture & Forestry Research Programme. They are all dealing with some elements of personnel Training and Development and Organisational Development. They all seek to contribute to the improvement of the overall performance of NAFRI. During the preparation of this HRD strategy various forms of fruitful interactions have taken place with the key people involved in the preparation of the other strategies. This kind of interactions should also continue during the implementation of this NAFRI HRD strategy 2003-2010.


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Table 1: Number of permanent staff at NAFRI by centre and by education level in 2002 Institution Location

Low level

Technical Diploma BSc MSc PhD Total

NAFRI Hqs

1 6

4 4 8 2 25

Soils SSLCC

3 16 0 5 5 1 30

Crops ARC

6 10 12 2 14 0 44

Crops NAFRC

5 10 0 1 2 0 18

Crops CRC

3 9 2 0 0 0 14

Fisheries LARReC

2 5 8 4 9 0 28

Livestock LRC

5 4 6 3 2 1 21

Horticulture HRC

6 7 5 2 1 0 21

Forestry FRC

25 30 23 6 3 0 87

Machinery AMRP

2 1 2 0 1 1 7

Total:

58 98 62 27 45 5 295

(Sources: NAFRI headquarters and centres, August 2002) Table 2: Number of female permanent staff at NAFRI and its centres in 2002 Institution Location

Low level


NAFRI Hqs

0 3

2 1 0 1 7

Soils SSLCC

0 3 0 1 0 0 4

Crops ARC

1 1 0 1 7 0 10

Crops NAFRC

0 3 0 0 0 0 3

Crops CRC

0 2 0 0 0 0 2

Fisheries LARReC

0 2 1 1 0 0 4

Livestock LRC

0 2 0 0 0 0 2

Horticulture HRC

1 0 0 0 0 0 1

Forestry FRC

6 7 0 3 2 0 18

Machinery AMRP

0 0 0 0 0 0 0

Total:

8 20 3 7 9 1 48

(Sources: NAFRI headquarters and centres, August 2002)


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Table 3: Number of contracted staff at NAFRI and its centres in 2002 Institution Location

Low level


NAFRI Hqs

4 0

0 4 0 0 8

Soils SSLCC

2 0 3 0 0 0 5

Crops ARC

3 6 6 7 0 0 22

Crops NAFRC

0 0 0 0 0 0 0

Crops CRC

0 0 0 0 0 0 0

Fisheries LARReC

0 0 1 2 0 0 3

Livestock LRC

1 5 1 0 0 0 7

Horticulture HRC

3 5 0 1 0 0 9

Forestry FRC

12 3 0 0 0 0 15

Machinery AMRP

10 3 0 0 0 0 13

Total:

35 22 11 14 0 0 82

(Sources: NAFRI headquarters and centres, August 2002)


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Fig. 1: Organisational Structure of NAFRI (with numbers of permanent staff, contracted staff and staff on study leave)

NAFRI 1 Director a.i. 1 Deputy Director

APFC Division Administration, Planning, Finance and Cooperation 13 persons (+ 4 contracted)

RM Division Research Management3 persons (+ 2 contracted)

IMPSP Division Information Management, Policy & Strategy Planning 8 persons (+ 2 contr.)

ARC (Agricultural Research Centre) 44 persons (+ 22 contracted and 10 on study leave)

SSLCC (Soil Survey and Land Classification Centre) 30 persons (+ 5 contracted and 5 on study leave)

HRC (Horticulture Research Centre) 21 persons (+ 9 contracted)

CRC (Coffee Research Centre) 14 persons

NAFRC (Northern Agriculture & Forestry Research Centre) 18 persons

LRC (Livestock Research Centre) 21 persons (+ 7 contracted)

LARReC (Living Aquatic Resources Research Centre) 28 persons (+ 3 contracted and 4 on study leave)

FRC (Forestry Research Centre) 87 persons (+ 15 contracted and 4 on study leave)

AMRP (Agricultural Machinery Research Project) 7 persons (+ 13 contracted)


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Fig. 2: The training cycle or the “Training Wheel” All training activities covered by the NAFRI HRD strategy 2003-2010 should be organised according to a training cycle which follows the steps of the “Training Wheel”, as shown in the diagram below.

NAFRI Organisational needs

Identifying training needs Evaluating training

Prioritising training needs Delivering training

Planning and designing training

People


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List of selected definitions for Human Resource Development

Remark: for a more complete list of definitions, please refer to “A Glossary of Terms for Human Resource Management (HRM) and Human Resource Development (HRD)”, compiled by Dirk Van Gansberghe, January 2003 (First Draft), 57 pages, NAFRI/LSUAFRP. Capacity development: the process by which individuals, groups and organisations improve their ability to carry out their functions and achieve desired results over time (Peter Morgan 1997). (Capacity building typically refers to improving national institutions to improve governance and economic management – UNDP 1998, Picciotto and Wierner 1998). Career Development: the process of obtaining progressive work experience and training relevant to the way in which people wish to develop. Employers may also promote career development (Swanson and Holton III, 2001). Coaching: a method to increase the experience and ability of trainees by giving them tasks coupled with appraisal, advice and counselling if applicable (Swanson and Holton III, 2001). Competence: ability to perform a particular activity to a prescribed standard involving a variety of skills (Hargreaves and Jarvis, 1998). Continuous education: this relates to the concept that adults should be able to return to education and training as necessary throughout life as a lifetime’s supply of appropriate knowledge and skills cannot adequately be provided by school and immediate post-school tuition (Swanson and Holton III, 2001). Counselling: a direct relationship in which the counsellor’s friendliness, experience and special knowledge are made available to another person (Swanson and Holton III, 2001). Development: a long-term process designed to enhance potential and effectiveness. (Megginson, Banfield and Joy-Matthews, 1999) The growth or realisation of a person’s ability, through conscious or unconscious learning. Development programmes usually include elements of planned study and experience, and are frequently supported by a coaching or counselling facility (Manpower Services Commission, 1981). The growth or realisation of a person’s ability through learning, often from planned study or experience (Swanson and Holton III, 2001). The planned growth and expansion of the knowledge and experience of people beyond the present job requirements. This is accomplished through systematic training, learning experiences, work assignments, and assessment efforts (Swanson and Holton, 2001). Education: a highly structured exposure to planned learning, the objective of which is to train the mind (Megginson, Banfield and Joy-Matthews, 1999) Activities which aim at developing the knowledge, skills, moral values and understanding required in all aspects of life rather than a knowledge and skill relating to only a limited field of activity. The purpose of education is to provide the conditions essential to young people and adults to develop an understanding of the traditions and ideas influencing the society in which they live and to enable them to make a contribution to it. It involves the study of their own cultures and the laws of nature, as well as the acquisition of linguistic and other skills which are basic to learning, personal development, creativity and communication (Manpower Services Commission, 1981). Expertise: the human state, acquired through a combination of knowledge and experience, that enables individuals to consistently achieve performance outcomes that meet or exceed the performance requirements (Swanson and Holton 2001). Human Resources (HR): the potential available to an organisation from its employees (Hargreaves and Jarvis, 1998) Human resources is generally sub-divided into three sectors: (i) human resource development, (ii) human resource development and human resource management, and (iii) human resource management. Human Resource Development (HRD): an integrated approach and holistic approach to changing work related behaviour, using a range of learning techniques and strategies (Megginson, Banfield and Joy-Matthews, 1999). HRD is a series of organised activities conducted within a specified time and designed to produce behavioural change (Nadler, 1970). HRD is the integrated use of training and development, career development, and organisation development to improve individual and organisational effectiveness (McLagan and Suhadolnik, 1989).


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HRD encompasses activities and processes which are intended to have impact on organisational and individual learning (Stewart and McGoldrick, 1996). HRD is a process for developing and unleashing human expertise through organisation development and personnel training and development for the purpose of improving performance (Swanson and Holton III, 2001). Human Resource Management (HRM): a range of strategies, processes and activities designed to support corporate objectives by integrating the needs of the organisation and the individuals that comprise it (Cushway 1999). Human Resource Planning: the systematic and continuing process of analysing an organisation’s human resource needs under changing conditions and developing personnel policies appropriate to long-term effectiveness. It is an integral part of corporate planning and budgeting procedures since human resource costs and forecasts both affect and are affected by long-term corporate plans (Cushway 1999). Knowledge: the intellectual mental components acquired and retained through study and experience (Swanson and Holton 2001). Knowledge management: is capturing, sharing, making meaning from taking wise action in the light of, the knowledge available to people in an organisation (Megginson et al. 1999) An organisation where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspirations is set free, and where people are continually learning how to learn together (Senge, 1990). Job: the tasks carried out by a particular person for her/his employers (Hargreaves and Jarvis, 1998). Job analysis: identification of component tasks required in a given job – often applied to training requirements (Hargreaves and Jarvis, 1998). Job description: a written statement of the content of any particular job derived from the analysis of that job (Cushway, 1999). Lifelong learning: a concept referring to a process where individuals will continually seek to acquire new skills and update old ones with the active help of the state and employers. (MacLachan, 1998). Learning: the never-ending process of becoming different from what we were. (Megginson, Banfield and Joy-Matthews, 1999) A process of constructing and transforming experience into knowledge, skills, attitudes, values, emotions, senses and beliefs (Swanson and Holton III, 2001). A relatively permanent change in behaviour due to past experience (Coon, 1983). Learning organisation: an organisation which facilitates the learning of all its members and continuously transforms itself and its context (Pedler et al. 1996). This management concept is particularly important and relevant to NAFRI, which is a learning organisation. Mentor: a guide, counsellor or advisor of persons with less experience in a particular area of work (Swanson and Holton III, 2001). Module: separate units of learning designed as part of a series to lead to a given level of attainment (Swanson and Holton III, 2001). On-the-job Training: training given in the normal work situation. Similar to at-the-bench or desk training (Hargreaves and Jarvis, 1998). Off-the-job Training: training which normally takes place away from the normal work situation and day-to-day pressures. It may be combined with on-the-job training or further education (Hargreaves and Jarvis, 1998). Organisational change: any form of change that affects an organisation or sections of it. HRD is itself a change process and this is why HRD consultants are generally considered as “change agents”. This management concept is very important for NAFRI as well as many other institutions. Organisation development (OD): a range of strategies, techniques and approaches, based on behavioural science research, aimed at individuals, groups, teams and the whole organisation and designed to change the culture of that organisation (Cushway 1999). Strategies and associated techniques centred on the long-term development of an organisation as a whole (Swanson and Holton III, 2001). A collection of planned change interventions, built on humanistic-democratic values, that seek to improve organisational effectiveness and employee well-being (Robbins, 1993). Skill: an organised and co-ordinated pattern of mental or physical activity in relation to an object, person, event or display of information (Swanson and Holton III, 2001).


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Strategy: is the direction and scope of an organisation over the long term; ideally, which matches its resources to the changing environment, and in particular its markets, customers or clients so as to meet stakeholder expectations (Johnson and Scholes 1993). Strategic HRD: can be viewed as a proactive, system-wide intervention, with it linked to strategic planning and cultural change. This contrasts with the traditional view of training and development as consisting of reactive, piecemeal interventions in response to specific problems. HRD can only be strategic if it is incorporated into the overall corporate business strategy. It is in this way that the HRD function attains the status it needs to survive and to have a long term impact on overall business performance and response to significant competitive and technological pressures (Beer and Spector 1989). Training: a relatively systematic attempt to transfer knowledge or skills from one who knows or can do to one who does not know or cannot do. (Megginson, Banfield and Joy-Matthews, 1999). A planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current and future needs of the organisation (Manpower Services Commission, 1981). The process of developing knowledge and expertise in people (Swanson and Holton 2001). Training function: activity of training within a working organisation, ie identification of training needs; the formaulation of training objectives; implementation and evaluation of the training process (Hargreaves and Jarvis, 1998) Training objective: a statement of what a trainee must be able to do at the end of training (Swanson and Holton III, 2001). Training programme: a schedule of training set out in terms of units of instruction or learning experience often arranged in date sequence and showing the time allowed for each, and broad method of instruction (Swanson and Holton III, 2001). Training gap: the difference between a person’s actual performance in a job and the desired performance, which can be bridged by training (Cushway 1999). Training needs assessment: a continuous process of identifying training gaps and prioritising the training requirements to bridge those gaps while also taking into consideration other personnel elements such as the age and the aspirations of the individuals. Training and development: a process of systematically developing work-related knowledge and expertise in people for the purpose of improving performance (Swanson and Holton, 2001).


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BIBLIOGRAPHIC REFERENCES

(a) Selected References on HRD Theory and Practice: Abe L. and Marcotte P., (1990). Strategic Planning for Human Resources in National Agricultural Research Systems. SACCAR and ISNAR, The Hague (www.isnar.cgiar.org). 10 pages. Armstrong M., (2001). A Handbook of Human Resource Management Practice. Kogan Page, London (www.kogan-page.co.uk). 981 pages. Softcover. ISBN 0-7494-3393-0. Bee F. and Bee R., (1994). Training Needs Analysis and Evaluation. Chartered Institute of Personnel and Development, London (www.cipd.co.uk). Reprinted in 2002. 301 pages. Softcover. ISBN 0-85292-547-6. Chambers R. (2002). Participatory Workshops. A sourcebook of 21 sets of ideas & activities. Earthscan, London (www.earthscan.co.uk). 220 pages. Softcover. ISBN 1-85383-863-2. Cushway B. (1999). Human Resource Management. Published in association with PricewaterhouseCoopers. Kogan Page, London (www.kogan-page.co.uk). Revised edition. 232 pages. Softcover. ISBN 0-7494-1172-4. Hargraeves P. and Jarvis P. (1998). The Human Resource Development Handbook. Kogan Page, London (www.kogan-page.co.uk). 212 pages. Hardcover. ISBN 0-7494-2429-X. Havard B. (2001). Performance Appraisals. Kogan Page, London (www.kogan-page.co.uk). 164 pages. Softcover. ISBN 0-7494-3319-1. Heery E. and Noon M., 2001. A Dictionary of Human Resource Management. Oxford University Press, Oxford (www.oup.com). 449 pages. Softcover. ISBN 0-19-829619-3. Horton D. (2002). Planning, Implementing, and Evaluating Capacity Development. Briefing Paper No 50 - July 2002. International Service for National Agricultural Research (ISNAR), The Hague (www.isnar.cgiar.org). 8 pages. ISSN 1021-2310. ISNAR (1988). Human Resource Management in National Agricultural Research. Report of a workshop. ISNAR, The Hague (www.isnar.cgiar.org). 270 pages. Kay D. and Hinds R., (2002). A Practical Guide to Mentoring. Howtobooks, Oxford (www.howtobooks.co.uk). 132 pages. Softcover. ISBN 1-85703-812-6. MacKay R. and Horton D. (2002). Capacity Development in Planning Monitoring, and Evaluation: Results of an Evaluation. Briefing Paper No 51 - July 2002. International Service for National Agricultural Research (ISNAR), The Hague (www.isnar.cgiar.org). 8 pages. ISSN 1021-2310. Megginson D., Banfield P. and Joy-Matthews J. (1999). Human Resource Development. Published in association with PricewaterhouseCoopers. Kogan Page, London (www.kogan-page.co.uk). Revised edition. 198 pages. Softcover. ISBN 0-7494-2916-X. Swanson R.A. and Holton III E.F. (2001). Foundations of Human Resource Development. Berrett-Koehler Publishers, San Francisco (www.bkconnection.com). 439 pages. Hardcover. ISBN 1-57675-075-2. Thomson R. (2002). Managing People. Butterworth-Heinemann, Oxford (www.bh.com). 235 pages. ISBN 0-7506-5618-2. Softcover. Wilson J. (Ed.) (1999). Human Resource Development. Learning & training for individuals and organizations. Kogan Page, London (www.kogan-page.co.uk). Softcover. ISBN 0-7494-3050-8. (b) References on NAFRI and Lao PDR Frykman Bengt, 1999. Final Report of Bengt Frykman, Forestry Research Management Advisor (March 1997 – November 1999), Vientiane, November 1999. Forestry Research Centre, National Agriculture and Forestry Research Institute, Lao Swedish Forestry Programme. 32 p. + various appendices. Gibbon D., 2002. Farming Systems Research within the Lao-Swedish Upland Agriculture and Forestry Research Programme. Report on first advisory mission to LSUAFRP by the Senior Farming Systems Research Advisor April 18th to May 1st 2002. Vientiane, April 2002. 24 p. ISNAR, 1988. Etude et propositions de renforcement du système national de recherche agronomique en RDP Lao. ISNAR R41f. 82 p.


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JICA, 2001. Master Plan Study on Integrated Agricultural Development in Lao People’s Democratic Republic. Volume 1. Main Report, October 2001. LSFP, 1998. Human Resources Development in LSFP. Strategy and Plan for 1998/99. 26 p. + annexes. LSFP, 2001. Research Capacity Development. A Component Description. (By Khamphay Manivong, John Raintree and Paul Overgoor). Forestry Research Centre – NAFRI. Lao-Swedish Forestry Programme, February 2001. 17 p. LSFP, 2001. Research Report. Summary of On-station Research at Thong Khang Research Station 1992 – 1999. (by Vilapong Kanyason, Prasith Vonesonephet, Saysanna Inthavong, Outhai Sisavath, Viengsay Phommasy and Paul Overgoor). Shifting Cultivation Research Sub-programme, Lao-Swedish Forestry Programme, Luang Prabang. 67 p. LSUAFRP, 2002. Monthly Report May – June 2002. LSUAFRP, 2002. Draft Interim Report on the Diagnostic Fieldwork and Research Planning Process for Phonsay and Namo districts. NAFRI, May 15, 2002. 29 p. LSUAFRP, 2002. Monthly Report May-June 2002. Lao-Swedish Upland Agriculture and Forestry Research Programme. LSUAFRP, 2002. Report on Village Research Planning in Phonsay & Nam Mo Districts and Follow-up. Farming Systems & Forestry Research Components, National Agriculture and Forestry Research Institute. June 2002. 14 p. LARReC, 2000. LARReC Medium Term Research Plan 2000 – 2005 (October 2000 to September 2005). NAFRI – LARReC, March 2000. 18 p. + annexes. LARReC, 2000. LARReC Human Resources Development Plan 2000 – 2005. NAFRI – LARReC, March 2000. 15 p. MAF, 1991. National Agriculture & Forestry Research Master Plan. Volume 1 – Policy, Strategy, Programs & Institutional Framework. Coordinated by National Agricultural Research Center, Vientiane, July 1991. 116 p. MAF, 1991. National Agriculture & Forestry Research Master Plan. Volume 2 – Detailed priority research program elements. Coordinated by National Agricultural Research Center, Vientiane, July 1991. 235 p. MAF, 1999. The Government strategic vision for the agricultural sector. Ministry of Agriculture & Forestry, Vientiane, December 1999. 75 p. MAF, 1999. Ministerial decree on the role, functions, rights and organizational structure of the National Agriculture and Forestry Research Institute (REF: No 1118/MAF). 4 pages. Vientiane, April 1999. NAFRI, 2000. Agricultural and Forestry Research Strategy for 2001-2005 and Vision to 2010. 18 pages + annexes. NAFRI, 2000. Forestry Research Strategy 2000 – 2005. Vientiane, September 2000. 36 pages. NAFRI, 2001. Long term strategic plan for natural resource management in Lao PDR (2nd draft, March 2001). NAFRI, 2002. Lao-Swedish Upland Agriculture and Forestry Research Programme 2001-2005. Work-plan 1st February 2002 – 30th September 2002. 62 p. NAFRI, 2001. National Rice Research Program and Lao-IRRI Project. Staff Development 1991 – June 2001. Lao-IRRI Project, supported by the Swiss Agency for Development and Cooperation. 145 p. Sophathilath Phouthone, 2002. Second Workshop on HRD at NAFRI. Powerpoint presentation. Van Gansberghe D., 2002. NAFRI Human Resources Development Workshop, Dong Dok, 13th August 2002. With the support of the LSUAFRP. Overhead presentation. 55 pages.


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Van Gansberghe D., 2002. Second Workshop on Human Resources Development at NAFRI. Dong Dok, 12th November 2002. With the support of the capacity building component of the LSUARP. Overhead presentation. 19 pages. Van Gansberghe D., 2002. Proposed steps for moving from the Draft Strategy to the HRD Strategic Plan. LSUAFRP. 4 pages. 25th November 2002. Van Gansberghe D., 2003. A Glossary of Terms for Human Resource Management (HRM) and Human Resource Development (HRD). First draft January 2003. 57 pages. NAFRI & LSUAFRP. Van Gansberghe D., 2003. Third Workshop on Human Resource Development at NAFRI. Dong Dok, 20th January 2003. Powerpoint presentation. 15 pages. Supported by LSUAFRP. Van Gansberghe D., 2003. NAFRI-LSUAFRP: Action Plan for Personnel Training & Development during the year 2003-2004. (Draft) 3rd March 2003. 11 pages. Zarsadias G.E., Marcotte P.L., 2002. Training Needs Assessment (TNA) Report. Lao-IRRI Research and Training Project (LIRRTP) 9-28 February 2002. 76 p. (+ Annex 10, Training records for 2001).

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