Developing and Testing Entrepreneurship Development Training Capsule For Farmers

l I, BRA iR. Y.
. New DeJh'·.·
DEVELOPING AND TESTING ENTREPRENEURSHIP DEVELOPMENT
TRAINING CAPSULE FOR FARMERS
GHARU RAM BHAGAT
DIVISION OF AGRICULTURAL EXTENSION
INDIAN AGRICULTURAL RESEARCH INSTITUTE
NEW DELHI- 110 012
199 2
DEVELOPING AND TESTING ENTREPRENEURSHIP DEVELOPMENT
TRAINING CAPSULE FOR FARMERS
BY
GHARU RAM EHAGAT
A thesis submitted to the Faculty of Post-Graduate School,

Indian Agricultural Research Institute, New Delhi,
in partial fulfilment of the requirements,
for the degree of
DOCTOR OF PHILOSOPHY
IN
AGRICULTURAL EXTENSION
1 9 9 2
Approved by
Advisory Committee
Chairman
Members
(Dr.
(Dr. A. +Ramesh Babu)...19Tol)Q3
~P
(Dr. (M~~~a Aggarwal)
DIVISION OF AGRICULTURAL EXTENSION
INDIAN AGRICULTURAL RESEARCH INSTITUTE
NEW DELHI- 110 012
Prof (Dr.) Y.P. singh

Head, Extension
CERTIFICATE
I hereby certify that the thesis entitled "Developing and
Testing Entrepreneurship Development Training capsule for
Farmers" submitted in partial fulfilment of the requirements, for
the award of the degree of Doctor of Philosophy in Aqrioultural

Extension to the Post-Graduate School, Indian Agricultural
Research Institute, New Delhi" is a record of bona fide research
work carriod out by Shri Gharu Ram Bhagat under my guidance and
supervision. No part of the thesis has been submitted for any
other degree or diploma.
I further certify that such help or source of information,
as has been availed of during the course of this investigation,
has been duly acknowledged by him.
New Delhi
December ,1992
ACKNOWLEDGEMENTS
I express my esteemed and profound sense of gratitude, to
Prof. (Dr.) Y.P. Singh, Chairman of my Advisory Commeitee and Head,
Division of Agricultural Extension, Indian Agricultural Research
I nsti tute (IARI), New Delhi, for his inva luablE'; guidance,
sustained encouragement and critical analysis of the manuscript
which were indispensable for the completion of the present study.
His affectionate dealings and generosity towards me during my stay
at IARI has instilled in me the needed confidence in undertaking
this study, for which I am deeply touched and indebted to him.
I record my sincere appreciation and gratefulness to Dr. R.P.

singh, senior Training Specialist, Dr. A. Ramesh Babu, scientist,
Division of Agricultural Extension and Dr. (Mrs.) Ranjna Aggarwal,
Senior Scientist, IASRI, the members of my Advisory Committee, for
their encouragement and expert suggestions and advices during the
course of this study.
My profound sense of thanks are due to the staff members of

the division of Argicultural Extension for their non-hesitating
response and willing co-operation throughout the period of study.

\
I wish to accord my appreciation and sincere thanks to the
Nationa 1 lnst i tute for Entrepreneurship and Small Business
Development (NIESBUD), New Delhi, for providing me trainers
trainin9 to develop my understanding and skill in entrepreneurship

training.
I am extremely thankful to Rural Development and Self
Employment Training (RUDEST) Institute, Gurgaon for providing
necessary physical facilities and resource personnel for

conducting training for farm entrepreneurs.
Words perhaps, are insufficient to express my profound
indebtedness to my beloved father Late She Tulsi Ram Bhagat. He

left his heavenly abode, just few months after I joind IARI for
Ph.D. programme. I feel, genuinely proud, that I was fortunate to

receive his guidance, affection, blessings and all that which are
still sources of inspiration to me. "Father" I miss you. r resolve
to abide by your techings and aspirations. may god almighty bestow
eternal peace to you. Also, lowe all that I am to my affectionate
mother Smt. Indira Bhagat who gave me the strength and courage at
every moment of my life.
My wife, Mohindra', deserves special mention as she not only
patiently and cheerfully endured the neglect but also courageously
managed the family during the period of study. I am extremely
grateful to my loving children" Sonika and situ for their
sacrifice being devoid of fatherly affection during prime of their
tender life.
My friends and relatives deserve the deepest gratitude to

having stood by me in multitude ways to nurture this edeavour to
fruition. I am especially thankful to Shri Jagdish Chander, S80-I,

and Shri VK Chaturvedi for their immense help and critically
examining this manuscript.
I acknowledge the support received from Director, IARI,
during the period of my studentship.
Shri Ranj it deserve a mention for very nicely typing this
Thesis.
New Delhi G.R. BHAGAT
Dated: 12.1992
CONTENTS
Page
1. INTRODUCTION 1
2. REVIEW OF LITERATURE 21
3. DEVISING ENTREPRENEURSHIP DEVELOPMENT 44
TRAINING (EDT) CAPSULE FOR FARMERS
4. METHODOLOGY 77
5. FINDINGS AND DISCUSSION
i) socia-personal profile of farm entrepreneurs 174
ii) Entrepreneurship motivation training (EMT) lab. 193

iii) Entrepreneurial qualities of farm entrepreneurs 211
iv) Knowledge of farm entrepreneurs 242
v) Reactions about EDT capsule of: 244
(a) Trainees
(b) Trainers
(vi) Follow-up evaluation 254
6. SUMMARY AND CONCLUSION 256
7. BIBLIOGARAPHY ( i)-lxiii)
8. APPENDICES (i) - (.ctcxix)

LIST OF TABLES
Table Title Page

No. No.
1. Variables studied by various researchers as cor- 61

relates of farm entrepreneurship.
2. List of some important character ist ics des ired to 62
be fanned up and nurtured among farm
entrepreneurs.
3. Details with regard to topics, duration and met- 72
hodology adopted during the training programme.
4. Profile of Gurgaon district at a glance. 79
5. Final computation of scores obtained through 89

different methods of selection.
6. Detai Is of vi llages and respondents selected for 91
study.
7. Variables and instruments used for their 93
measurement.
8. Factors responsible for choice of product. 190
9. Type of non-crop-allied-agricultural projects 192

taken by the respondents.
10. The data regarding 'Ring Toss' exercise. 196
11. Data regarding 'Tower-Building' exercise at indi- 201

vidual level.
12. Data regarding 'Tower-Building' exercise at group 202
level.
13. APO exercise record - - - - - Boat making. 206
14. APO exercise record Moon-tent making. 207
15. Data regarding 'Convince and Crown' exercise. 210

16. Presence of achievement imagery in four stories 211
expressed by farm entrepreneurs before and after
training intervention.
17. Distribution of farm entrepreneurs before and 213
after entrepreneurial training intervention by
presence of different needs.
18. Comparison of entry and exit behaviour of respon- 215
dcnt~; .

level of personal achievement motivation.
after entrepreneurial training intervention b~
level of social achievement.
21. Distr ibution of farm entrepre neurs be for e and 218
level of influence.

level of personal and social achievement.
level of personal achievement oriented influence.
level of social achievement oriented influence.
level of personal and social achievement oriented
influence.
score level of different imageries.
score level of different sub-categories.
different level of 'Risk A".

different level of 'Risk B'.
different level of 'locus of control'.
different level of 'adoption propensity'.
presence of different components of 'personal
efficacy'.
different level of 'personal efficacy'.
differnet level of 'communication skill'.

different level of 'feedback'.
different level of their knowledge about selected
aspects of entrepreneurship.
37. Relevance, coverage and presentation of topics 250
covered during the training programme.
LIST OF FIGURES
j-rg-ure------- Title
----------------
Pa.ge
No. No.
1. Bar diagram showing distr ibution of respondents 174

according to age category.
2. Bar diagram showing distribution of respondents 175

according to education level.
according to caste.
according to marital status.

according to family background.
,
according to size of land holding.

according to social participation.
8• Bar diagram showing distribution of respondents 183
according to past experience.
according to potentiality to realise opportunity
(PRO) •

according to dissatisfaction with the present
job.

according to perception of future.

according to motivational aspects.
according to overall reaction about the training
programme.
according to duration of the training programme.

according to facilities offered to them .
-_ .-,,- .. --," -_.- ._,,--------------- .-._. __._--.------,

INTRODUCTION ~ SS~ R
"What accounts for the rise in civilization
is not the external resOurces such as
markets( minerals or factories but the

entrepreneurial spirit which exploits the
resources - a spirit found most often among
businessmen."
- D.C. McClelland
History is fully replete with spectacular rise and
ignominous fall of societies or the lack of the spiri t of

enterpr ise among the populace. It is the supply of people with
entrepreneurial thrust that makes a nation to march ahead or lag
behind in the process of development. Thus, given the material
resources, economic development is widely considered to b,e the
function of entrepreneurship. Lessons from developed nations make
it abundantly clear that entrepreneurship is a vital ingredient

for economic development. As such, the part played by
entrepreneurs in the western countries has made the people of
developing nations very much conscious of the importance of
entrepreneurship in the growth process. The vis ion of social
scientists who are bogged down for decades and decades together
in search of answers for economic development appears to have
narrowed down on entrepreneurship the pivotal force which
makes a difference.
-
2
1.1 Concept of Entrepreneurship
The concept of entrepreneur or that of entrepreneurship has

long been debated. It has been used to connote various meanings
and senses. The ambiguity in regard to its exact meaning and as
to who is an entrepreneur has aptly been summed up by Peter Kilby
(1971) who likened the entrepreneur with a large and very
important animal called 'Heffalump' hunted by many individuals,
but all unable to capture him. All claim to have seen him and
have variously described him, but wide disagreements still exist
among them on his particularities. similarly, the term
entrepreneurship has a plethora of description but no consensus
has to date emerged on what skills and abilities a person should

possess to become an entrepreneur, how an entrepreneurial class
can be deve loped, or how the supply of entrepreneurs in a
particular society can be increased. It is quite disheartening to
note that despite the subject having been under discussion for
about two centuries, the concept still remained clouded.
The concept of entrepreneurship is not of a fixed type; it

differs depending upon the state of economic development in a
country. Looking at it historicallYI one finds that this concept
has undergone a gradual change especially with the onset of
industrialisation. In the early stages of development, the term

entrepreneur simply meant the businessmen dealing in country
wares and facing uncertainty of prices in the then limited
markets. with technological change and industrial advancement the

concept is being associated with innovating individuals, and more
3
recently with innovating organisations. Joseph A. Schumpeter

(1934) thus writes, "The entrepreneur in an advanced economy is
an individual who introduces something new in the economy - a
method of production not yet tested by experience in the branch
of manufacture concerned, a product with which consumers are not

yet familiar, a new source of raw material or of few markets and
the like". Schumpeter further states that his function is "to
reform or revolutionize the pattern of production by exploiting
an invention or more generally an untried technological

possibility for producing a new commodity ..... "
In case of a developing economy, like our own, the concept

is being understood differently. Entrepreneur in a developing
economy is one who starts industry (old or new), undertakes
risks, bears uncertainties and also performs the managerial
functions of dncisinn mRkinq ~nd coorctinntion. Hp ~lso puts the
new process based on technical research into operation. Even if

he ini tiates any technique of production from a developed
economy, he is called an entrepreneur. In point of fact,
entrepreneurship in developing economies is one form of labour
that tells the rest of labour what to do and sees that it gets
done. Unlike the developed industrial world, emphasis is not put
(nor there is need for it) only on 'Schumpeterian innovations' in
case of developing countries.
This difference stems in context of the peculiar problems of

the developing world. The scarcity of capital, shortage of basic
4
raw materials, low return on new investment, inadequacy of the

means of transportation and other infrastructure facilities,
limited market outlets, unpreparedness for an industrial change

due to severa 1 socia-po 1 i tica-economic constraints and the
consequential reluctance in the adoption of high-tech processes
of production are some of the important problems of developing
countries that result in increasing the risks associated with
trade and industry. With poor education, social mobility is
minimum and the business is mostly a drone entrepreneur. There
is, thus, an urgent need to activise the drone entrepreneurs by a
massive effort and to develop new men and/or organisations who
can adopt the technologies and products of the developed world to
the particular conditions of their own countries.
The word entrepreneur has an" interesting history and it

appears first in French long before the emergence of any general
concept of entrepreneurial function. In the early sixteenth
century men engaged in leading military expeditions were referred
to as entrepreneur. In simple term it can be explained as that
the term entrepreneur was used for army leaders. In the 17th
century it was extended to cover civil Engineering Activities
such as construction of road, bridge and harbour and
fortification contractors. The same term was latter applied to
architects. seeing such activities as the entrepreneurial
fucntion Bernand F. De Bolider, says Hoselit~
* defind
-----------------------------------------------------------------
* cited in Gautam V, (1979) "Enterprise and Society" P,31.
5
entrepreneur as bringing labour and material at certain price and

selling the resultant product at a contracted price.
As to the origin of the concept, it appears that Richard

Cant i lIon
* was the first to have coined and used the term
'entrepreneur' in the early 18th century. He claimed to be the

first to have identified the 'entrepreneur' and his risk-bearing
function and according to him, the entrepreneur buys fator
services at 'certain' prices with a view to selling their product
at 'uncertain' price in the future. Thus, the entrepreneur was
defined by a unique consti tuti ve function: the bearing of non-

insurable risk. Ri.ght from R. Cantillon down to the social
scientists of the day, the emphasis in varying degrees has been
on one function or the other of the entrepreneur. A few decades
later, one of the classical economists, J.B. Say (1815) described

the entrepreneurial function in broader terms, emphasising an
'entrepreneur' as the econom i c agent who unites a 11 means of
production, the labour force of the one and the capital or land
of the others and who finds in the value of the products which
resu 1 ts from the ir employment I the reconsti tut ion of the entire
capital that he utilises and the value of the wages, the interest
and the rent which he pays as well as profit belonging to
himself. He emphasised the functions of coordination,
organisation and supervision. Further, it can be said that the
-----------------------------------------------------------------
* Cited in sami Uddin (1989) "Entrepreneurship Development in
India" pp.29-30
6
entrepreneur is an organiser and speculator of business

enterprise. Then J.S. Mill, taking his clue from Cantillon and
Say repeated the entrepreneurial function (the payment for which
is profit) from that of capital (the payment for which is

interest); but the usefulness of this distinction was largely
lost when Marshall reaffirmed the smith - Recardian tradition of
treating profit as a single undifferentiated income-flow,
relegating entrepreneurship to management; a special veriety of
skilled labour.
Joseph Schumpeter's work in 1911 1 is an exception to the

above generalisation who first recognised the importance of
entrepreneur (human agent in economic development). According to

him, entrepreneurship is essentially a creative activity, the
entrepreneur being an innovator who introduces something new into
the economy: a method of production not yet tested by experience
in the branch of manufacture concerned, a product with which the
conuumers arc not familiar, a new source of raw-material or of a
new market, hither to unexploited and other similar innovations.
Accordlnq to him, however, innovators of this type are rare in
society and they appear on the scene of development periodically.
The spurts in economic growth, therefore depends upon the

emergence of such innovating individuals. Max Weber (1930)
stressed the view that creative and entrepreneurial energies are
generated by the adoption of exogeneously supplied beliefs which
in turn produce intense efforts in occupational pursuits and the

accumulation of productive assets leading to manufacture of goods
7
and services. According to him, entrepreneurs are a product of

the particular social conditions in which they live and it is the
society which shapes the personality of individuals as
entrepreneurs. Tn recent ti.mes, three psychologic~l theories put
forward by David McClelland (1971), Everret Haggen (1971) and

John Kunkel (1970) and sociological theories by Thomas cochran
and Frank Young are worthnoting. While McClelland emphasised the
importance of achievement motivation as the basis of
entrepreneur ial personality and a cause of economic and social
development, the emergence of a group of creative individuals
consequent on wi thdrawl of status in society is identified by
Haggan as .the factor causing the development of entrepreneurs and

the starting point of economic development. John Kunkel believes
that the behaviour pattern of individuals is important for
development and such a pattern can be influenced by external
stimulus so as to alter it in the manner we want it. Like Weber
(1930), Cochran and Yaung (1971) underscore the importance of
society in shaping the entrepreneurial personality and consider
that the key ingradient in the emergence of entrepreneurs are
agricultural values, role expectations, social sanctions and
inter-group relations in socieity.
From the foregoing analysis the concept entrepreneurship has
many dimensions and conf irming it to single factor only is

erroneous. Entrepreneurship has been recognised as an essential
ingredient of economic development. The basic concept of
entrepreneurship connotes an effectiveness, an urge to take risk

8
in the face of uncertainties and an intuition, i.e., a capacity

of showing things in a way which after-wards proves to be true.
Various concepts and theories propounded by researchers seem to
indicate that the emergence of entrepreneurs, in a society,
depends upon closely inter-linked economic, social, cultural,
religious and psychological variables.
1.2 Entrepreneurship Development - A Necessity
Entrepreneurship constitutes an important input in the

process of economic development, Economic growth draws its vital
nour ishment from a stream of fresh ideas, inventions and
innovations. without entrepreneurial functions perception of the
opportunity based on an invention, promotion of a business
organisation capable of embodying the innovation and running the
bus iness uni t and grow ing in are entrepreneurial motivation in
general, the modern development would have been inconceivable.
There must be some element which combines various factors viz.
land, labour, capital in right proportions, sets the task and
sees to its accomplishment. This very element transforms
technological possibility into technological facts. For healthy
development in agriculture, industry or any other sphere of an
economy, there must be men and/or women who possess drive,
ambition, foresight and imagination to break through traditional
barriers, overcome social inertia and transform theory into
practice. Individuals performing these functions are the
entrepreurs and their enterprising ability and skill can
correctly be understood as entrepreneurship.
8
capital assets alone would not bring about the much needed
economic progress. There is need for giving an important role for
human resources development in the planning process. 'rhe Third
World Countries are having plenty of resources but in absence of
adequate entrepreneurs, these remain unused. They can not achieve

proper economic development until they develop the
entrepreneurial skills in the citizens.
One can notice some attempts by the Government's

Developmental Agencies and other institutions to undertake the
task of entrepreneurial promotion. Most of the promotional
activities are directed around the financial and physical

1il.ci.llUu:.. wlt.tl d ~tt'ony beJi(..!l LlluL tlwn! will lH.~ LlllLol\)I\L.i.1.; l.luw
of entrepreneurs if such facilities are created in backward

states of India. Financial and physical facilities are not the
only crucial inputs in the development of entrepreneurship. There
are other inputs also which one has to consider in any model of
entrepreneurial development. In spite of abundant natural
resources, the pace of industrial and entrepreneurial development
is slow not only because of lack of basic facilities and
financial institutions, but due to untapped entrepreneurial
talent in the country and it is suggested that timely action by

the Government and other agencies should be taken for the
entrepreneurship development in India.
1.3 The Dynamic Need for Entrepreneurship Development in the
Indian context
The development of entrepreneurship is generally considered

10
panacea of many economic evils in most of the developing

countries. But under Indian perspective, its need has been
dynamic and ever increasing to encompass much wider areas than
merely economic problem - areas. Presently, the entrepreneurship
development in India is very much need for solving the problems
related to:
a. National production;
b. Balanced area (regional) development;
c. Dispersal of economic powerj
d Reinvestment of profit for the welfare of the area of profit

generation;
e. Unemployment (particularly educated) ;
f. Ensure optimum utilization of available local resources; and
g. Harnessing youth vigour.
Thus entrepreneurs play crucial role in the growth of any

society particularly in developing countries lik~ India.
Incidentally, the entrepreneurs are not necessarily born but can
be d~veloped. Although the economists, the sociologists and the
psychologists have disagreement about the ways and means of
entrepreneurial development, yet they all agree with one thing
that entrepreneurship can be developed through human efforts.

Realising its role/ importnace in the context of a developing
nation like India which is poised to make a big leap in the
socio-economic fronts, the concept of entrepreneurship and its
development has not only aroused a lot of interest but also

received tremendous administrative attention by the government in
the recent years.
11
1.4 Genesis of Entrepreneurship Development in India
Importance of entrepreneurship as an ingredient of economic

devlopment has been recognised since long. It was as early as
1950, that the need for entrepreneurial development was first
felt and since then substantial amount of research has
undertaken. But concerted efforts in the development of
entrepreneurship were started only in the sixties. The
entrepreneurial development programmes (EDPs) became a novel
approach for harnessing vast untapped human resources. The EDPs

are presently one of the most talked about social development
activities which many organisations have taken up in right
earnest. It strikes a welcome note in respect of change in
perception and recognition of the critical role the entrepreneurs
play in industrial devlopment and creating avenues for self-
employment.
The germ of the idea behind entrepreneurial development

programmes was rightly realised that the entrepreneurship is not
only inborn, hereditary, confined to a few class but it can be
developed as well, for potential entrepreneurship exists in all
regions and communities; and if sincere efforts are made, the
latent or potentia) entrepreneurshi.p might be brought out. In the
sixties, social scientist like David C. MCClelland observed that
wi th proper training to right kind of person, entrepreneurship
could be developed.
12
1.5 Training and Entrepreneurship Development.
Till 50's there was no empirical evidence either in favour

or against the contention that entrepreneurship can be developed
through training and planned efforts. To study the impact of
achievement motivation training for increased entrepreneurial
performance in particular and growth of community in general, the

first field experimentation was laid down during 1964-65 at
Kakinada and Rajmundri of East Godavari District of Andhra

Pradesh, India: The team engaged in designing and conducting
interventions included Dr. David C. McClelland of Harvard
University, Sri Manohar Nadkarni and Dr. Udai pareak of SIET (now
known as NISIET) Institute, Hyderabad. Others who ably assisted
the project included Dr. Aziz Pabaney, Dr. A.K. Pal, Dr. Ralf
Linton, Dr. Somnath chattopadhyay, Dr. K.J. Christopher, Dr. S.
Dasgupta and Dr. Prayag Mehta.
The result of this experimentation for the first time

established the positive linkages between training and
development of entrepreneurship. This cleared the Myth and
established that entrepreneurship can be developed. through
training and planned efforts.
The result of this experimentation helped designing

elaborate courses for developing entrepreneurship among young
engineers and technologists (TYE Programme) during 1969-70 and

entrepreneurship development programme in Gujarat 1970-71. Later
13
on during 70's varieties of strategies and other models like

cujarat and SIET Integrated Models of Entrepreneurship
Development were designed and field tested. These were further
repeated and replicated very widely with suitable adaptation and
variations. With growing emphasis by government and matching
enthusiasm by NGO' s, entrepreneurship development in India

attained the status of a movement.
According to McClelland, entrepreneurial growth could be
explained in terms at the need lor achievement which was 'a major
determinant of industr ial and economic growth. People respond

differently to similar conditions due to differences in
achievement motivation. Merely providing financial and other help

can not bad to development unless achievement motivation is high.
Throgh proper training programme, prospective candidates can be

motivated tor high achievement.
Several stu~les* revealed that training played an impartant

role in initiating .
and accelerating the process of
entrepreneurship deVelopment. The crucial part of the training
was found to be the development of human factor which referred to
attitude, desire and motivation of the individual, his capacity
to perceive the environmental changes and opportunities and his
abilities to solve problems. Another important part was the
development of environment in which entrepreneurial activities

can flourish and grow. It has been accepted that managers are
* Salient feature of this study has been given under Review

chapter
14
born and made. So also, entrepreneurs are born and can be made.
\ Made' in the sense that thi s qual i ty can be developed.
Entrepreneurship can be planned and developed and the need for
providing appropriate environment to promote entrepreneurship is
of vital importance. It is possible to identify individuals in
all communities who have the entrepreneurial talent, motivate
them and train them through properly organised programmes for
undertaking. risk bearing activities and for being increasingly
self-relaint.
According to recent study conducted by the NIESBUD, at

present there exist as many as 686 organisations (including 70
non-government voluntary organisations) engaged in a variety of
training (and research) activities directed toward developing
entrepreneurship in urban as well as rural areas. (NIESBUD NEWS
Letter, May-~une 1987).
1.6 possibility of Entrepreneurship Development in Agrioulture
In Indian situation the world entrepreneur can be used for a

person who on ~ his own undertakes an economic' activity which
traditionally was not undertaken in his immediate social circle.
The concept of entrepreneurship has emerged out of several
studie~ conducted in the area of industrial entrepreneurs by and
large. The asstimption that the same concept of entrepreneurship

can be applicable in case of farm entrepreneurs too, has been
clearly defined by Gapeek and Nadkarni (1978) when they stated

entrepreneursh'ip should not be mistaken for only adoption of a
15
new idea or a new practice. A former by merely adopting a new

variety of rice or wheat, a new pesticide, or a new type of
fertilizer does not become an operator of farm business. A
business involves deliberate decision or investment, after
assessing risk, and possibilities of profit and loss, a
proportion of which is distinct from the practice where
agricul ture serves merely as a means of livelihood or a
hereditary vocation. What is significant here is the change in
the identity of the person from a farmer to that of a farm
business operator. In this sense, entrepreneurship is not simply
adoption of a new activity or a practice. It is tranformation of
a person, his acquiring a new identity."
Singh (-1970) reported that the successful agricutural

entrepreneurs had a positive rating of their economic progress,
liking for their present occupation, preference for agriculture
as profession for their sons if they so desired, a positive

attitude towards modernis·ation and individual farming for the
growth of agriculture in this country in contrast to traditional

and unsucceSsful agricultural entrepreneurs, thus clearly
indicating the'role played by entrepreneurship in developmental
activities of farmers.
Marriott (1971) pointed out that "adequate CUltivation as it
is understood of the farmers today requires not stable faith and

customary techniques but a Or i tical attitude and frequent
innovation. The profitability of agriculture and the challenge of
the developing technology have attracted the skilled, the

16
knowledgeable and the enterprising to turn to the village and to
the farm."
The following characteristics of entrepreneurship have been

tested under, farming situations. Achievement motivation have been
found to be directly and positively related to the economic
development in general (Atkinson, 1958; Mc Clelland, 1969) and
excellence in farming, in particular (Rogers and Svenning, 1969).
It has also been found that farmers with high achievement

motivation were more prone to adoption of agricultural innovation
than their counterparts with low achievement motivation (sinha,
1970; Mc Clelland, 1971; singh, 1972). While studying the risk
taking behaviour of agricultural entrepreneurs, singh (1970)
stated that the extreme (high or low) risk taking was found only
in case of unsuccesssful traditional agricultural entrepreneurs.
Whereas the progressive ones should moderate risk taking scores.
Emphasizing the importance of entrepreneurial characte-

ristics of the farmers in farm development, Mishra (1979) in his
study on farm entrepreneurship conducted in a backward district
of Bihar reported that motivational faotors like personal
achievement motivation and social achievement motivation were
very poor whereas influence motivation was little hiCJher. He
further stated that lack of off farm income, lack of credit
facilitie~ and lack of humn resources like personal need,

achievement motivation, personal efficacy and owning'
responsibility contributed significantly to the farm

entrepreneurial behaviour.
17
It is assumed that agriculture advancement is a function of
entrepreneurial traits of the farmers and the governmental
support, the p~oductivity target would not be achieved unless the

entrepreneurial qualities of those engaged in farming are
developed and strengthened. Despite of the importance that
entrepreneurship qualities can contribute in agricuture
development, research and action in this area is perfunctary. A
few studies which have tried to touch this field are ex-post
facto. None to our knowledge has tried to take up steps to
develop the latent and, potential entrepreneurship qualities.
Questions like what training modules can be devised and how the
potential farm entrepreneurs are properly guided, trained,
motiy-at-ed and helped to diversify their parental crop to non-
crop-agricultural allied enterprises and how to chalk out an
appropriate strategy for their growth and development has
remained untouched.
'Therefore, the present study was undertaken to enlighten

,this shadow area with the following specific objectives:
2. Objectives
2.1 To study different training modules being carried out by the
selected organisations engaged in the task of .promoting

entrepreneurship.
2.2 To Develop Entrepreneurship Fevelopment Training (EDT)
capsule for farmers.

18
2.3 To test the thus formulated Entrepreneurship Development
Training (EDT) capsule on farmers.
2.4 To study the farmers on-going and post training reactions

about the EDT capsule.
2.5 To study the effectiveness of EDT capsule in terms of change

in entreprenurial behaviour of respondents after undergoing
training programme.
3. Limitations of the study
Like any other student research project, this study suffers
from some of the following limitations:
3.1 Since the study has been conducted in one cluster of a
developed district where there is a good infrastructural
facilities and maximum government help, the findings

emanating from the study would be readily applicable to
areas having similar conditions.
3.2 The findings of this study are based on the ability of the
respondents to recall and on their verbal expressions. The
findings, are, therefore, conditioned by the extent of frank

and fair expression of the respondents.
3.3 The study would have revealed more interesting findings, had
more number of respondents as well as a large area included.
This could not be possible because of obvious limitations
with 'the researcher.

19
3.4 The study being longitudinal and multifaceted in nature,
requires a great deal of time money and team work efforts.
Its tangible outcomes, in terms of how many participants
have actually plunged into business venture, can not be seen
immediately after the completion of training. Results would
have been more rewarding, had there been a proper provision
of maintaining continuous liaison with the trainees through
follow-up meetings at frequent intervals. However, being a
students reasearch project, dimention of post training
phase could not be continued because of obvious limitations
on the part of the inv~stigator.
4. organisation of the Thesis
The dissertation is divideq into six chapters.
The introduction chapter deals with the concept of

entrepreneurship, development, its historical background, present
scenario, scope in farm sector and highlights objectives and,
limitations of the study.
The'second chapter gives a comprehensive review of relevent

literatures having a bearing on this study.
In the third chapter, neccessity and desirability,
objectives, logic involved in devising the entrepreneurship
development training capsule for farmers, have been given.
Research methodology together with the micro-environment of

20
the respondents have been described in the fourth chapter. This

chapter deals with locale, sampling procedure, operationalisation
of concepts, variables and their measurements, data collection
and statistical analysis. The micro-environment has been
described with respect to physiography,. demography, agriculture,
Government programmes, institutions, etc.
The findings and discussions have been presented in fifth

chapter objectivewise.
The last chapter deals with summary and conclusions and
suggestions.
21
CHAPTER II
REVIEW OF LITERATURE
A comprehensive and systematic review of the past relevant

literature is a pre-requisite for .carrying out any research in a
scientific manner. A reference to the past studies provides
guidlines not only to frame future areas of research tq be
covered and methodology to be adopted but also to conf irm and
repudiate research outcome with possible reasons. The present
investigation "Developing and Testing Entrepreneurship
Development Training (EDT) capsule for Farmers," however, covers
almost a new ground. There is hardly any study available in the
field of extension education directly related to the present one.
However, peripherial studies have been covered. The relevant
literature has been reviewed under the following sub-heads:
1. Studies re~ated to entrepreneurship development training.

2. Studies related to non-crop/off-farm enterprises.
·3. studies related to personal and socio-economic profile of
entrepreneurs.
4. studies related to psychological profile of entrepreneurs.
1. studies Related to Entrepreneurship Development Training
Chopra (1973) has added the motivational concept in the
entrepreneurial development. He felt that one of the most

essential prerequisities for the entrepreneurial development
among non-traditional businessmen is the identification of "man l ••
22
He was of the view that motivational training helps in changing
the response of an individual so that he may react with

confidonce to the exi.sting aconomi('l situfltion. He further felt
that an entrepreneurship - oriented education at the gross - root
level is must to motivate the prospective entrepreneurs. The
prospecti ve entrepreneurs must be guided and training must . be
provided to him.
Rao and Nafzinqer (1975) conducted a study of 57 firms in

Andhra Pradesh to find out the factors determining the supply and
success of industrial entrepreneurship. The analysis established
that the socio-cultural features of the traditional Indian
society are no longer standing in the way of development of
modern entrepreneurship. The study underlined the crucial
importance of education, training and work experience for
successful development of modern entreprenourship.
Durang (1983) describes need for achievement training (nAch)
training has been limited to programmes persons who could efford

the time and monetary costs of the longer training sessions. A
substantially shortened training design when combined with skill

training demonstrated many of the effects and benefits of the
original nAch training among 13 Austral~an investors. In a 2 year
follow up study, nAch trained Ss engaged in significantly more
business activites than they did before the training.
Akhouri (1987) describes that first generation of entre-

preneur requires to develop;
23
a. Entrepreneurial quality/motivation;
b. Capability of enterprise launchin~/resourcingi
c. Ability for enterprise management; and

d. Social responsibility and entrepreneurial discipline
a. Entrepreneurial Quality/Motivation:
Generally, we find people opting for wage-earner career.

Society, . by and large, spread ·and popularise such orientation.
social institutions such as the family as well as school, more or
less supports development of qualities like conformity and
compliance which are anti-entrepreneurial. As a result of which
the creativity, risk taking perseverance and innovativeness which
are some of the accepted entrepreneurial qualities are not
encouraged. Whenever the efforts are made to induct people to
entrepreneurial career, such entrepreneurial qualities are

generally found lacking or dormant. These are required to be
aroused to an extent that people may start opting for
entrepreneurial career. This is basic requirement and a force

which drives people to this new venture. Left to itself, such
quality and motivation will be developed to only a very few.
Accordingly, as the part of the planned programme of EOPs, the
inputs have to' be thought out and administer~d effectively to
ensure development of the minimum entrepreneurial quality/
motivation sufficient enough to drive them to entrepreneurial

persuits.
24
b. capability of Enterprise Launching/Rasouroing
The opportunity exists in the society but not all of us are

sensitive to it. Large group in the society can perceive only the
apparent and traditional openings of earning. Similarly, the
resources are also available but very few make the efforts to
make use of these resources. Besides economic insight for sensing
opportunities in the area, prospective entrepreneurs may have to

develop capability of selecting sui'table project, formulating
project reports I arranging plant machinery etc. and availing

available facilities and resources relevant to launching his
enterprise. These are to be developed through training
interventions.
c. Ability for Enterprise Management
The enterprise may be small or big but it demands management

abilities in its owner/manager. The various facts of management
such as production, marketing, financial management etc. are
crucial for entrepreneurs. These influence the result directly
and therefore are necessary determinates for sustenance of
enterprise. The management inputs to the potential entrepreneurs
also raise their expectancy for success. However, these may be

more or less intensive, depending on the size of the enterprises
that the selected entrepreneurs are going to set up.
4. Social Responsibility and Entrepreneurial Discipline
The entrepreneurs who are developed and promoted at the

25
social cost, has certain responsibility to the society that

promotes and supports them. The government and other public
institution that invest on them also expect something in return.

In order to sustain the efforts of developing entrepreneurship,
it is necessary that the sense of responsibility towards the
society in general and towards the entrepreneurial movement in
particulars needs to be developed among the potential
entrepreneurs. These entrepreneurs require to follow certain
discipline which are useful for entrepreneurial career. Such
discipline may cover the subjects like repayment behaviour,
response to tax and statutory requirements, progressive outlook
towards labour and above all care to ecology and environment.
These aspects related to individual personality abilities

and capabilities follow the logical sequence of development which
ultimately drive the prospective entrepreneurs to actual
entrepreneurial career.
Anonymous (1981), has reported that the most commonly

adopted approach to entrepreneurship development is training. Any.
training programme for entrepreneurship, however must face up to

a paradox:
"It takes an optimist, a agreat optimist, to start a

new business; anyone Who thoroughly understands the
odds against his will not take the gamble. Yet, the
potential entrepreneur must be helped to understand the
problems that cause so many failures among new
26
ventures; if he is most trained to analyse these

problems, and to cope with them, he will almost surely
fail."*
In the light of this paradox, the training intervention

becomes all the more crucial. The individuals, therefore, who
will lead and help the entrepreneur as he goes through the
learning process are expected to be very skillful and capable.
Apart from the big task of motivating and stimulating
entrepreneurial potentials, these individuals - the trainers -

must provide continuing guidance as long as the entrepreneur may
need it.
Anuradha (1983) conclUded that the village youths selected

under TRYSEM programme were generally found to be poor in human
resource characteristics especially achievement motivation,
influence motivation and risk taking willingness for achieving
excellence in an enterprise. They were completely lacking in risk
taking willingness in taking up a new enterprise. This was
obviously not recognised by the authorities as there was

absolutely no attempt made in the training programme to develop
these qualities in them. It is, therefore, necessary that in the
training imparted to TR~SEM'candidates, adequate emphasis should

be laid on the development of human resources in whiCh they were
found to be particularly deficient. Fortunately, the training
technology for this is available in sufficient measure which
-----------------------------------------------------------------
* (Buchele, The Development of Small Industrial Entrepreneurs as
a Tool of Economic Growth, 1979)
27
should be liberally used during the training programme for TRYSEM

candidates.
Hina Shah (1990) concluded that most of the potential women

entrepreneurs when selected had entrepreneurial abilitiea which
developed considerably as a result of training.
Further I she concluded that most important aspect of

becoming successful entrepreneur is having necessary
entrepreneurial characteristics. This can be very well developed
through' training and therefore should be included in the
curriculum of all EDPs.
Anonymous (1991) * has emphasised that Government will

continue tQ support first generation entrepreneurs through
training and will support their efforts. Large number of EDP
trainers and motivators will be trained to significantly expand
the Entrepreneurship Development Programmes (EDPs). Industry
Associations would also be encouraged to participate in this

venture effectively.
EDP would be built into the curr icula of vocational and

other degree level courses.
Women .entrepreneurs will receive support through special

training programmes. Def ini tion of "Women Enterpr ises would be
simplified. The present stipulation regarding employment of
------~----------------------------------------------- -----------
* Policy Measures For Small, Tiny And Village Units. Yojana,
oct. 31, 1991 Vol. 35: No. 19 PP 11-15.
28
majority of women workers would be dispensed with and units in

which women enirepreneurs have a majoiity shareholding and
management control, would be defined as women Enterprises".
Additional employment opportunities would be generated
through training of multidisciplinary 'barefoot' managers to suit

the special requirements of the small scale sector.
Sadangi (1991) concluded that even after a decade of
implementation of various rural development programmes and with
maximum physical and financial achievement and good
infrastructure, majority of the youth are still wage earners and

unemployed. This shows that the rural development programmes have
not made much headway in providing self employment. It is,
therefore, important that in adition to creating infrastructural
facilities and providing working capital and subsidy, some other
activities like training and consultancy should be undertaken
vigorously in the locality after identifying the potential
en"t;repreneurs.
He further noted that although in many human resource
factors the non-diversifiers are found at lower level, proper
training exclusively on motivational aspect can make-up such

deficiencies.
2. studies related to Non-crop/ott-Farm Enterprises
Mahanth (1988) pointed out that rural industrialisation can
bridge the rural urban income difference and ascribed excessive

dependence of rural people on agriculture as the main reason for
29
such low income. It was contented that if there is no
occupational diversification, productivity per worker in

agriculture will progressively decline and there will be an
increase in unemployment.
Parida (1988) considered number of workers in non-

agricultural activities as an indicator of rural development and
'found that this variable had contributed 16.9 per cent in 1971
and 18.9 per cent in 1981 to rural development in Orissa. He
concluded that the rise in the percentage contribution o~ non-
farm activities is a healthy indication of development. So
expansion of non-farm activities is the urgent need for
accelerating the pace of rural development.
The role of livestock rearing particularly dairy as a

potential rural occupation has been highlighted by Gaur (1982),
George (1984), Krishnan (1984), Throve and Galgalikar (1985),
Satheesh et al. (1985), Singh and Singh (1988) and Kulkarni et
g_L_ (1989) in providing employment and income to different

categories of farmers~
The impact of IRDP on diversification of rural economy was

studied by Rao (1987) in Karnataka state. The author observed
that nearly 70 percent of the beneficiaries received schemes
falling in land linked sectors of animal husbandry and
agriculture. Village industry and servic~s accounted for only 13
percent of the beneficiaries. It came as a surprise to many that
trading activities like petty shops, tea stall,. etc. absorbed
30
more beneficiaries than village industry. Similar finding has

also been reported by Maithani (1988).
Muthlaya et ~ (1988) studied the occupational structure of

271 IRDP beneficiaries of Tamil Nadu and found that a higher
percentage of the respondents (45%) were enagaged in agriculture.
'l'he majority of respondents (69-%) were not engaged in any
secondary occupation. The majority of respondents (71%) were
beneficiaries of schemes under prill)ary sector followed by
tertiary (17.5%) and secondary sector (11.5%). The analysis of
Kurian (1987) at the national level on the sectoral distribution

of assets under IRDP depicted some improved trends towards
diversification. He obserbed that 55 per cent of the
beneficiaries had assets to the primary sector as compared to 10
percent in secondary and 35 percent in the tertiary sector which
he considered as more even in comparison to early years of 6th
plan. Rao et al. (1989) also concluded that non-farm occupations
provide year around employment and significant income to small

and marginal farmers.
The prospect of agro-industries in Indian Villages has been

studied by Verma and Kesavan (1986), Rehman (1988), Misra (1989)
and Kachru and Srivastava (1990). They suggest that village

industries related to agricultural processing, bee keeping,
poultry keeping, dairy, fish culture and processing, production

of ready-to-eat snacks, utilisation of a9ricultural wastes and
bio-products for fuel, feed and building materials, separation of
fibre and their utilisation, etc., should be established more and

31
more to make their occupation more remunerative.
Ghayur (1989) concluded that certain off-farm activities

could be productively undertaken, as they ,had greater scope for
promoting employment, self employment and increasing incomes. In

the non-agricultural sector, there are a number of small-scale,
agro-based and cottage industries and handicrafts which could be
easily started in rural areas generating gainful employment.
Sadangi (1991) concluded that farm youth can also diversify

and take up non-crop activities but more guidance and follow-up
services need to be provided to them for success. Those farm
youth who are fully employed in farming due to possession of more
farm power and more area under cash crops can very well diversify
in agro-industry, dairy, poultry, sheep and goat rearing to
supplement their income.
3. Studies related to Personal and Socia-Economic Profile of
Entreprenurs
Several studies undertaken at the regional levels showed

predominance of certain caste among entrepreneurial class. Berna
"
James (1960) reported that over 78 per cent of medium scale

engineering units in the cities of Madras and Coimbatore belonged
to Naidu (40%), Brahman (23%) and Chettiar (15%) communities. The

UNESCO made a similar observation while studying small
industrialists of Hyderabad, where 44 percent of the Hindu
industrialists belonged to Vysya caste. Guha (1970) stated that

in India, some religious communi ties like the Pars is , Marwaris
32
and Sindhees had an affinity for industrial activities. Gupta and
Baijal (1990) studied the entrepreneurs of small scale sector

located in three urban centres of uttar Pradesh and found that
56.67 per cent entrepreneurs represented Vaisya community
followed by khatris and Kayasthas. out of 60 entrepreneurs, 40
belonged to the family of businessman and industrilist. But the

study of Murthy (1983) made a different observation. He remarked
that the hold of caste structure on occupation in India is
getting loosened throughing the doors of entrepreneurial
opportunities wide open to people who are willing to take risks
irrespective of their caste origin.
The study of small entrepreneurship in Tanuku region of west

Godavari district by Gaikward and Tripathi (1970) revealed that
all the entrepreneurs were persons with initiative, drive and
hard work. With regard to their mobility, Bogaert et al. (1973)
found a marked mobility among tribal entrepreneurs.
Christopher (1974) on the basis of his study of 61
entrepreneurs, who started small manufacturing units between 1964

. and 1967 in the twin city of Secunderabad and Hyderabad found
that a typicai entrepreneur was young in age with characteristics
like formal educ.ation, urban background and experience in

industry. He further reported that factors like technical
education, contact with influential and membership in
organisations were not found to be associated with
entrepreneurship.
Subramanian and Shivkumar (1975) in their study at Madurai

33
city found that the mean age of an entrepreneur age entry was 33
years. Maximum entrepreneurs were found in the age group of 28-
32. Sixty percent entrepreneurs were married at the time of

starting and the majority belonged to merchant class because they
are reputed for business and enterprising skill.
The study Qf Moulik et a1. (1978) which covered 100

respondents (rural entrepreneurs) revealed that Patel as an
exclusive community was found to be in majority amon~ the sample
respondents. However, there were sizeable concentrations of
Banyas/Rajputs among entrepreneurs involved in processing sector.

An overwhelming maj or i ty of the sample entreprenurs were young
(under 40 years of age group). Almost all the sample respondents
except one in the processing sector, were literate and had a
schooling of at. least middle level.
Mishra (1979) and Sethy (1982) compared the profile of the
farmers with deversification and farmers without diversification.
In the former study, diversifiers had significantly higher level
of formal education and social participation, whereas in the

latter study conducted in an advanced district, the diversifiers
were significantly higher in age, education, total land, off-farm
income and credit orientation.
The profile of the entrepreneurs belonging' to two small
town~ of Andhra Pradesh was studied by Murthy (1983) who made the
following observations.
(i) Majority of the entrepreneurs had school education followed

34
by those having college, professional and informal education. He

concluded that education is complementary and not compulsory for
entrepreneurship.
(ii) Highest number of entrepreneur, 1. e. , 56.2 percent were
living in independent family and 43.8 percent in joint family.
(iii) Majority of farm entrepreneurs started their enteprise at

20 or below 20 years of age, whereas the majority in other areas
started after 20 years of age. Similarly, Nadakarni (1982)
observed educational attainment of family members and

occupational background as two important favourable elements in
entrepreneurial family.
Subbi Reddy and Sobha Reddy (1984) oollected data from 105
small scale entrepreneurs covering 10 districts. The result
revealed that highest percentage of entrepreneurs belonged to
business family background (49.5), age group of below 30 years
(38.1) and secondary education level (40.9) having experience in

industry (34.3).
Singh and Sengupta (1985) interviewed 45 women entrepreneurs

by and large settled in and around Delhi to study their profile.
The st'udy revealed that majority of the potential women
entrepreneurs were aged between 21 to 30 years and bulk of them
were graduate and belonged to lower middle income group •
. Dipak De (1986) found positive and significant association

of entrepreneuri~l characteristics of farmers with their 60010-
35
economic status and educational level.
Dash (1989) observed that the educational level of rural

entrepreneurs ranged from no education to college education with
majority having primary education. In land holding status,
entrepreneurs were distributed from landless to big land owner
but majority of them were small farmers.
Dahiwale (1989) studied occupational mobility among

scheduled castes of contemprary India in Kolhapur city and
observed that persons belonging to young age group gave away
their caste occupation and preferred to adopt modern occupations.
Anna (1990) characterized the profile of 102 women

entrepreneurs in Kerala state and found that 49.02 percent of
them started their units between 26-35 years of age and majority
(44.12%) of them were matriculate and only 13.73 percent non-
matriculate. Nearly 82 percent and 91.20 percent women
entreprenurs we+e from independent and farm family background.
Sadangi (1991) revealed that among the socie-personal

veriables tested for their association with diversification, it
was found that age. at entry, education of self, educational
status of family, self-learning in diversified activities, family
type, social participation, Urban contact and non-crop
occupational status of the family were significantly associated
with di versif ication. From the percentage distribution of
diversifiers and non-diversifiers in different classes of the
said variables, it could be inferred that higher age, education
36
of self, fami ly education, se 1 f learning, social participat ion,

urban contact, non-crop occupational status and joint family
system promote diversification. He further found that variables

like caste, marital status at entry, youth composition of family,
family size, and primary occupation of father were not found
associated with diversification.
Based on the studi~s made so far, it can be concluded that

by and large, entrepreneurs are younger, in age, better educated
and more experienced. Their own previous experience is a
contributory factor in entrepreneurship development. The past
researches have divergent opinion as to the effect of caste on
entrepreneurship. Similarly, studies on other soica-economic

,f'
variables are limited and sporadic. It is difficult to arr~ve at

definite conclusions.
4. studies related to Psychological Profile of Entrepreneurs~
Psychological factors like motivation, risk taking
willingness'~ l,o'ous of control, adoption propensity etc. a,pe .

i'"
essentially human resource development factors. They are pre-,

H
requisite to socio-economic development of people. It is not that
one is endowed with psychological traits by birth. The same can
even be acquired depending upon how permissive and congenial the
environment around an individual is.
4.1 Achievement Motivation
Achievement motivation has been found to form the basis of

37
entrepreneurship. McClelland (1961)' stated that an essential

ingredient of entrepreneurship leading to economic development is
achievement motivation. He further concluded in 1969: "What is

clear is that high achievement motivation leads to
entrepreneurial activity". According to Rao and Mehta (1978) I
achievement motivation leads one into the parlour of

entrepreneurship (though it may not be adequate to secure
success) .
Achievement motivation as an important characteristic of
entrepreneurship has been reported by Atkinson (1957), Me Clelland

and Winter (1969) and Hagen (1971). It has been supported in
Indian context by Singh (1970a), Mohiuddin (1971), Singh and
Singh (1971), Handal (1971), Nandy (1973), Bhattacharjee and
Akhouri (1975), Patel (1977), Singh (1979), Sethy (1982), Singh
(1982a) and singh (1983).
Even Santhanam et al. (1984) concluded that persons having
high degree of need for achievement are prone to participate in
rural deve,lopment programme irrespective of socio-economic

status.
4.2 Influence Motivation
It has been defined as the desire for influencing other
people and the surrounding environment (Mehta, 1977). Though
achievement has been proved to be essential for entrepreneurship,

it need not be the only factor makinq hin\ successful an
entrepreneur has to play the role of manager (Rao and Mehta I
JB
1978). Mohiuddin (1971), Nandy (1973) and Bhattacharjee and
Akhouri (1975) found power as a significant characteristics for
entrepreneurial success.
4.3 Risk - taking Willingness
To be personally responsible for the risks involved in the
establishment of an enterprise/ occupation may be considered as
one of the important dimensions of an entrepreneur ial behaviour

(Nadakarni and Rao, 1978).
According to Mathai (1978), the risk taking of a rural

entrepreneur could be viewed in relation to four aspects:
(a) Technical risks: The risk involved in not knowing the

technical details.
(b) Economic risks: The risk of market fluctuation and changes.
(c) Social risks: The risks inherent in development of new inter
- and intra group relationships.
(d) Environmental risks: The risks which result from
environmental changes in the villages work as an outcome of
the new activity.
In rural areas, people perception of risk is a critical

factor in taking up some new independent occupations and they
always consider a new economic activity in terms of prevailing

circumstances and their capability to bear loss in case of
failure. So an individual well versed with the circumstances and
knowledge about future activity will come up to take up higher

level of risk. By and large, the entrepreneurs take up higher
, .
11)
risk as reported by Me Clellilnd (1961), Christopher (19'/4),
Bhattacharjee and Akhouri (1975), Sethy (1982), Sagar and. Ray
(1985). Moderate risk taking as a characteristic of successful

entrepreneurs has been reported by Me Clelland and Winter (1969),
singh (1970), Singh and singh (1971), Chaubey (1974), Khandawala
(1976), Rao and Mehta (1978) and Sadangi (1991).
4.4 Locus of Control
The concept of locus of control developed by Rotter (1954)
is an extension of his social learning theory. Locus of conrol

describes whether individuals attribute responsibility for events
that occur in their lives to factors within themselves and their
control or the factors outside their control. Factors within

one's control include one's abilities, efforts and the like.
Factors outside one I s control include luck, influence of other
powerful people and the like. People who believe that they· have
some control over their destinies are referred to as internal
locus of control oriented \ internal'. People who perceive an
external locus of. control, who believe that· their outcomes are
determined by factors extrinsic to themselves are called

'external'.
Internals are quicker than externals to adopt innovations

and new practices. So people with small family size norm also
tend to be internals (Pareek and Rao, 1974). Gupta ( 19 a 9)
measured the locus of control of 60 industrial entrepreneurs of
Okhla, Delhi and found that none of the entrepreneurs had
external locus of control.

40
4.5 Adoption propensity (AP)
The readiness on the part of the individual to change and

adopt the best means availabe at a particular time makes him more
dynamic and efficient in managing the situation. Schumpeter has
placed innovator in the centre in the whole process of economic
development. The proneness to change or to adopt new ideas is an

important trait that initiates from within an individual. A
higher level of adoption propensity or innovativeness of the
entrepreneurs has been reported by christopher (1974) I Mishra
( 1979), Sethy (1982) I Singh (1982a), Murthy (1983), and Singh
(1983) .
4.6 Motives and Sources of Motivation
The behaviour of a youth who strives to be an entrepreneur

is driven and pulled towards his goals. The term 'motive' is
referred to indicate the driving or pulling forces which result
in persistent behaviour directed towards a particular goal. In

short, it is an energising component within an organism that
drives the organism towards a particular goal. The analysis of

motives enable the researcher to make prediction about behaviour
of an organism in different situations. similarly, the
identification of sources that arouse the internal driving state
is also important from programme execution point of view. The
research stUdies pertaining to the motives for entrepreneurial
activity are reviewed here in tabular form.
41
-----------------------------------------------------------------
Author Type of Entrepreneur Important motives in order
-----------------------------------------------------------------
Murthy Entrepreneurs of i) Continuing family
(1983) small towns.
activity
ii) Securing self

Ambi-
employment tion
iii) To fulfil ambition

of self/parent/wife
i) To make use of Icompell-

technical and ling mo-
professional skillitive
i) Previous associa-
tion in the same Fcilita-
line tion mo-
tive
ii) Previous employment
in the same line I
Reddy and Small scale i) Economic gain
Reddy (1984) Entrepreneurs ii) Ambition of the father
(2nd least important
motive)
iii) Having enough money
(least important
motive)
Singh and Women entrepreneur i) Economic gain
Sengupta ii) To keep busy
(1985) iii) To pursue own interest

42
Singh etal -do- i) To keep busy

(1986) ii) To fulfil own ambition
iii) To pursue own interest
Rani(1986) -do- i) Desire to do some-
thing independ~ntly
ii) To keep busy

iii) To earn money
Muthayya IRDP beneficiaries i) Fulfilment of economic
et al. (1988)
needs
ii) Fulfilment of personal
needs
iii) Fulfilment of social
needs.
Rao Raymond General study i) Self employment
(1990) ii) To provide jobs to
family members
iii) To realise a dream
iv) To control his/her
destiny
v) To be rich and famous

Sadangi occupation diversi- i) To earn money
(1991) fication ii) To do something
independent
iii) To get employment round
the year
iv) To do something scien-
tific and prestigious

43
v) To utilize the know-

ledge of the occuption
vi) To establish relation-
ship with outside
people.
Harrper (1990) reported that in soviet Union, the important
moti ves in starting non-farm enterprises are: (1) to add more
value to its crops through canning and bottling of fruits, jam,
fruit juice, etc, thus to earn more surplus for further

investment, (ii) to be self -reliant in some product or services
which would normally be prbvided by outside organisation where

the level o.f quality, reliability, price ·or some other aspects
are unsatisfactory (these include the manufacture of farm
machinery) and iii) to employ more people in lean season in

activities like brush making, garment manufacture, electronics
sub-assembly and plastic moulding.
The studies conducted by Christopher (1974) I Oespande
(1979), Nadakarni (~982) I Muthayya et al. (1988), Thangamuthu and,
Manimekalai (1989), Sharma (1990) and Sadangi (1991) to locate
the sources that motivated or stimulated the entrpreneurs or
beneficiaries revealed the following:

i) Majority of th~ entrepreneurs/beneficiaries were self
motivated.
ii) The family, close relatives and friends were found

motivating to some extent.
iii) The Govt. officials role was found to be negligible.

44
CHAPTER III
DEVISING ENTREPRENEURSHIP DEVELOPMENT TRAINING (EDT) CAPSULE FOR

FARMERS
An effort has been made to evolve the EDT capsule for

farmers, keeping in view the following important aspects of farm
entrepreneurship.
1. Necessity and Desirability

1.1 Farm - an indispensable sector
1.2 Combating rural atmosphere
",
,I' .,
1.3 Break;ing the myths
2. Objectives to be Accomplished
2.1 To encourage the breeding of more enterprising
individuals in agricu1atural sector
2.2 To enable farm entrepreneurs to set up and run
successfully non-crop-agricultural allied ventures
(NCAAV) to generate income and employment opporunities
for their families.
2.3 To get indulge farm entrepreneurs concentrate on
producing high-value added crops (HVAC)
3. Entrepreneurial Training - a different approach.
4. Rationale behind EDT capsule for Farmers
5. Entrepreneurial Traits to be Developed through EDT capsule
6. Model of EDT capsule for Farmers.

45
6.1 Training focus

6.2 Training phases
6.3 Training duration

6.4 Training methodology
6.5 Training faculty
Devising Entrepreneurship Development Training (EDT) capsule
for Farmers
1. Necessity and Desirability

1.1 Farm - indispensable sector
Entrepreneurship, till now, is mostly identified with
business and industry. Of course, the fact that industry is a

field where results can be immediately seen and measured can not
be denied. But at the same time the role an·d importance of
entrepreneurship in the farm sector should not be lost sight of.
This is no more particularly, in a country like India, where main
vocation of people for ages has been agriculture. Further,
agriculture forms the backbone of the Indian economy and despite

concerted industrialisation in the last over two decades,
agriculture occupies a place of pride.
An overwhelming majority of the people are occupied as

cultivators, agricultural labourers and are engaged in activites
such as livestock, forestry, fishing, sericulture, etc. Despite
its obvious importance, it is distressing to find that

agriculture is the most backward sector in the Indian economy. In
other words, in India, 70% of the workers produce 40% of the

46
aggregate national income, and the remaining 30% of the workers

produce 60% of the income.
So much is yet to to achieved in this sector if India is to

join or at least to stand near the advanced nations of the world
in terms of yields and advanced sophisticated practices of
farming. All this, in turn, requires promotion of entrepreneurial
spirit among the farmers. Paramount importance may be given to

the farm enterprise, for, the days of second 'Green Revolution'
are not far away.
1.2 Combating rural atmosphere
Except for a small group of enlightened farmers who adopted

quickly modern techniques of production, vast majority of farmers
are not motivated by considerations of ecnonomic progress.

Besides, they are so poor that they did not have the means to
improve their economic condition. Unless this atmosphere which

supports backwardness and stagnation is changed, there is no
possibility of agricultural progress.
The focus of our efforts is, therefore, on creation of
a climate of entrepreneurship among farmers in order to get above

undesired conditions changed fast.
1.3 Breaking the myths
Entrepreneurship development is deliberate attempt in a pid

to ameliorate certain myths currently prevalent in Indian society
47
in general and in farming community in particu lar. The myths

which emerged to be delt with firmly through entrepreurial
education are as under:
* Entrepreneurship can not be taught or acquired. Either one

had it or one did not. Thus, it was an inborn personality
trait.
* Entrepreneurship is enormously risky.
* Entrepreneur is one who starts a new/small business.
* only "hi-tech" offers great oppottunities.
* Entrepreneur must either invent or deal with some new
product ( s) .
* Entrepreneurship ~an flourish only in a booming economy and
not in a declining economy.
The above myths certainly hamper the healthy growth of

entrepreneurial culture in our society and call our immediate
attention to wipe these out. It is possible, and indeed does

happen, that some may remain prisoners of their background and
other social environmental factors and thus may not succeed in.
bringing into full bloom their latent faculties. Appropriate
training, counselling, motivation and guidance can go a long way
in mitigating the handicap of family and societal background and
it is precisely this belief that constitutes the logic behind
the basic training programme developed for farmers.
2. Objectives to be accomplished
The labour put in developing this capsule would be more than

48
compensated, if it explores (promotes) an anticipated rise in

entrepreneurship and small business creation both as a medium for
economc growth and, more importantly, a mode of employment
generation. In the context of agriculture is a commercial
activity and, however, there is still a vast uneKploited
potential for growth, the capsule is expected to accomplish a
couple of objectives:
2.1 To enoourage the breeding of more enterprising individuals

in agricultural sector
The' capacity of a country for economic growth and

development is determined by three Key factors - human, physical
and financial. Of these, human resource factor appears to be in
the final analysis, the most strategic and critical in the
absence of which even an abundance of natural and physical
resources, machinery and capital, may go grossly underutilised or
misused. Thus one of the major tasks confronting the developing
countries is the building of human capital. There is a growing
realisation that a rapid rate of human capital formation is as
important a precondition of economic growth as is the rapid rate
of physical and capital formatfon. Th~ human capital would
operationaly mean here the 'entrepreneur'.
In the context of foregoing discussion, it is almost

imperative to devise any specific schemes and programmes to
develop and augment the supply of competent, well rounded t highly
motivated entrepreneurs in the society. The strengthening, of this
49
entrepreneurial power will undoubtedly give a major fillip to the

industr ialisation of the country in general, and of the
agricultural sector in particular.
2.2 To enable farm entrepreneurs to set up and run suooessfully

non-crop agricultural allied ventures (NCAAV) to qenerate
income and employment opportunities for their families
In order to tide over the present diff icul ties as to low
income and unemployment, it is very much desirable to shift from

farm to non-farm occupation or taking a multi-occupational
approach, i. e., both farm and non-farm occupations for higher
productivity. Non-crop enterprises means departure of the rural
house hold from traditional crop cUltivation to animal
husbandry, poultry, forestry, fishery, etc.
2.3 To indulge farmers concentrate on producing high value added

crops (HVAC)
High value added crops implies production of crops for sale

rather than for family consumption. These include crops like
horticulture, vegetables, floriculture, sugar cane and the like.
At every stage of the economic history of the nation, a part of
the agricultural output is produced for the market. This,

unfortunately, is still of only limited importance, and its
enormous potential has not yet been adequately exploited. It
still has a minor role assigned to it, even though it is of great
50
significance as an income-earner and large scale employment for

the farmers.
The' world Bank has, in a recent report - India: country
Economic Memorandum, 1991 Vol. II - said that the future growth
will come from intensifying production, increasing efficiency and
shifting to higher-value crops.
3. Entrepreneurial Training - a different approach
The entrepreneurial training differs with other type of
training in terns of its nature, scope, result, target group, post
training activities etc. Promoter of training to the small

business requires to undertake a business like approach. This
business like approach to training must also I however I be

entrepreneurial in delivery and marketing. An wholistic view of
entrepreneurial approach in training in contrast with traditional
approach can be depicted here in tabular form.
S.No. Conventional Approach Entrepreneurial Approach
-----------------------------------------------------------------
i. Major trainer focus on Major focus on process of
content delivery
ii. Led and dominated. by ownership of learning by

trainer participant.
51
iii. Training expert hands Trainer as fellows learner
down knowledge. facilitator.
iv. Emphasis·upon 'know that' Emphasis upon 'know-how and
'know-who'.
v. Partiipants passively Participants generating

receiving knowledge. knowledge.
vi. sessions heavily Sessions flexible and

programmed. responsive to needs.
vii. Learning objectives Learning objectives

imposed. negotiated.
viii.Mistakes looked down Mistakes to be learned from.

upon.
ix. Emphasis upon theory Emphasis upon practice.
x. Subject/functional focus problem/multi-disciplinary.
-----------------------------------------------------------------
4. Rationale to Evolve EDT Capsule for Farmers
Realising the ample scope and immense urgency of

entrepreneurship development in farm sector, the need was,
therefore, obviously underlined to launch a specially designed
programme of entrepreneurship development among farmers. The
programme is termed as 'Entrepreneurial Devlopment Training
Capsule for Farmers'. The salutary effect of this EDT capsule in
terms of augmenting the supply of first generation, potential
JAN 1993
52
farm entrepreneurs (with proven sk i 11 but without capital or
business background) can be sought on the basis of untested
hypotheses that entrepreneurial talents may be found to exist in

any person irrespective of sex, caste, community, reg ion,
relegion or family background and that through proper training
such traits could be fanned up, nurturned and materialised into
prosperous entrepreneurs.
The farm entrepreneurial development needs slightly

different approach though basic issues will remain the same.
Farmers generally are socially, economically and culturally
backward. In this situation, it is considered necessary that
programme for entrepreneurship development need to be designed
systematically covering entrepreneurial knowledge and skills in a
simplified form to suit the specific requirements of farm
population.
Before evolving the basic features and distinct phases of
the EDT capsule and to ensure rationality/logic concerning its

duration, content, methodology, consistency, theme and focus, it
was found ligitimate to undertake some sort of systematic

procedure. The procedure adopted was as follows:
4.1 Review & examination of different course modules of iDTPs
At present there exists as many as 686 organisations engaged'
in a variety of training (and research) activites directed toward

developing entrepreneurship allover India (NIESBUD News Letter,
May-June 1987). For the purpose of this study 15 leading
53
organisations, exclusively committod in tho task of fostering

entrepreneurship, were purposively selected. The organisations
selected included. National Institute of Entrepreneurship and

small Business Development (NIESBUD), Delhi; National Science and
Technology Entrepreneurship Development Board (NSTEDB), Delhi;
National Productivity Council (NPC), Delhi; Small Industries
Development Organisations (SIDO), Delhi; National Small
Industries Corporation (NISC), Delhi; Small Industries Service
Insti tutes (SISIs), Delhi i state Bank of India (SBI), Delhi;
National Alliance of Young Ent~epreneurs (NAYE), Delhi; National
Institute of Small Industries Extension Training (NISIET),
,
Hyderbad; Entrepreneurship Development'Institute of India (EDII),
Ahmedabad; National Institution of Motivational and Institutional
Development (NIMID), Bombay; Indian Institure of Management
(lIM), Ahmedabad; Industrial Entrepreneurship Development (IED) ,
Lucknowi Rural Development and Self Employment Training (RUDSET)
Insti tute, Gurgaon; PHD Chamber of Commerce and Industry
(PHDCCl), New Delhi.
The fact that majority of the organisations were selected in

Delhi could genuinly be attributed to twin reasons. Firstly,
these agencies are di~ectly involyed in and have national repute
in coordinating an~ organising programmes that help developing
entrepreneurial culture in the society. Secondly, as the
researcher was putting up at Delhi during the course of present

study, the access to these organisations was easy and convenient
to ,him'.
54
The ongoing course modules and approaches being carried on

by these (selected) organisations were collected through personal
visits as well as mails. During the course of collection of
modules it had come to light that certain organisations, despite
being engaged in conducting and coordinating training I had not
evolved any standard syllabii for EDTPs. Hence, from such

agencies the contents of last EDTPs conducted by them were
selected for further scrutiny. The course modules/ syllabi i so
collected were subjected to 'critical content Analysis'.
The content analysis was done with a view to get first hand
comprehension and rich insight into various aspects of EDPs
including objectives, strategies, approaches, duration, content,

methodology, sequence, emphasis, success rate etc.
In light of the scrutiny and perusal of EDP strategies being

adopted by these agencies, some commonalities/generalisations
were drawn. These are summed up below:
4.1.1 Objectives of EDPs
The obj ecti ves of EDPs undertaking by these var ious

institutions/organisations are more or less the same. These
are given as under: (1) to let the entrepreneur set or reset
the objectives of his business and work individually and
along with his group for the realisation of them; (2) to

prepare an entrepreneur for accepting totally unforeseen
risks of business for a long time after training; (3) to

enable the entrepreneur to take strategic decisions; (4) to
55
enable the entrepreneur to build an integratod toam equal to

the demands of tomorrow; (5) to develop a broad vision to
see the business as a whole and to integrate his function
with it; (6) to make the entrepreneurs subscr ibe to
industrial democracy; and (7) to strengthen his passion for
integrity, honesty, and compliance with the law which is the
key to success in the long run. EDPs have great scope in
increasing the supply of new entrepreneurs to accelerate the
process of industrialisation. Training makes a lot of
difference in the performance of the entrepreneurs.
4.1.2 Basic features of the EDPs
The basic features of the Entrepreneurship Development
Programmes are listed out below: (1) identification and

careful selection of entrepreneurs' for training; (2)
development of the entrepreneurial capabilities of the
trainees; (3) equipping the trainees with basic managerial
understanding; (4) ensuring a viable industrial project for
each potential entrepreneur; (5) he lpinq him to secure
necessary financial, infra structural and related assistance.
4.1.3 The distinct Phases of EDPs
The distinct phases of Entrepreneurship Development

Programmes are summed up below: (1) ini~iation and
preparation, i.e., pre training preparation; (2) development
of the actual training; and (3) support and follow up, i.e.,
post training. The first phase includes the creation of a
56
proper atmosphere and awareness among the people through

publici ty and p;romotional efforts about opportunities
available for which "a prerequisite will be the preparation
of distinct dossiers highlighting the individual potential.
The second phase generally consists of the following three

modules (or inputs):
4.1.3.1 Entrepreneurial motivation traininq (EMT)
The aim of EMT is to strengthen the acheivement need, self

awareness and other entrepreneurial qualities with the help
of various methods of behavioural psychology.
4.1.3.2 Business opportunity guidance (BOG) and selection
of project
The trainee is given information and counselling about the

various business opportunities in the area where EDP is
conducted. Through field visits to existing successful
enterprises in the surrounding area and interaction with
their owners they are given exposure to the problems and
prospects of actually running a business enterprise. After

he has selected a particular business opportunity on the
basis of technical advice, a quick market survey and talks
with similarly situated businessmen, the trainee prepares
the project (feasibility) report for submission to the bank
and/or financial institutions.
57
4.1.3.3 Management
The potential trainee entrepreneur has not only to start a

business venture but also to make it profitable through
sound management. The EOP trainees are therefore, introduced

to the basics of financial, production, marketing and labour
management.
The third phase refers to the support for establishment
of the unit and would include provision of finance,

infrastructure, raw materials, machinery, etc. Merely
providing the support and leaving the entrepreneur to his
own decision will defeat the objectives of the programmes.
Therefore, adequate follow up and consuselling of the
entrepreneur is also essential both during the

implementation stage and when the unit starts commercial
production. In all such programmes, the support system plays
a crucial role.
4.1.4 Duration of BOPs:
Duration of Entrepreneurship Development Training

Programmes conducted by these organisations may range from 3
months to just 7 days. Such a wide range in duration may

conspicously depend on the objectives to be accomplished,
devers i ty in backgroud and experiences of the target

audience, availability of faculty and orientation of the-
organising agencies. Though there could not ba a point to
have same duration for all the EOPs, the duration may be so
58
adjusted that it suit effectively to bring about balanced

emphasis on all relevant areas such as motivational,
economic and management.
4.1.5 Methodology of the EDPs
Maj or i ty of the selected organisations employed the

combination of two or more methods like lectures,
discussions, case studies, experiential learning and field
trips.
s. Entrepreneurial Traits to be Developed through EDT capsule
A considerable amount of research about the personal

qualities and behaviour of entrepreneurs has been conducted in
recent years but the precise identification of entrepreneurial
talent remains elusive. Rao (1976) in a survey of the opinions of
trainers and from other researches on entrepreneurs, obtained and
presented 57 personality character istics of entrepreneurs.
Nonetheless, an entrepreneur would certainly be different from
the non-entrepreneur in terms of his psychological and social

dispositions. But he need not have all these characteristics
together. There is no avidence to indicate that an entrepreneur
can not be suoceasful without some of these characteristics.
Entrepreneurs with strengths in creative abilities may emerge
~uccessful without possessing many of these characteristics.

Answers to questions like what are the optional combinations of
Characteristics needed to be an entrepreneur are not clearly
59
available. The evidence only points some dominant traits in

successful entrepreneurs.
Researchers have also found that entrepreneurial responses

can take place in any field of social endeavour business,
industry, agriculture, education, social work and the like. But
all entrepreneurs have their own individual styles of owning and
managing their activities. Question, however, arises that \what
personal qualities and behaviour required to be nurtured and
strengthened among agricultural entrepreneurs'? To seek relevant
answer to this pertinent question, some research studies
undertaken on agr icul tura 1 entrepreneurs were reviewed and
examined. Though most of the studies analysed were taken from
Indian Agricultural Research Institute (IARI), New Delhi, it was
tried as well to collect related studies conducted in the
agricultural universities of national repute. Ironically, the
number of relevant studies which could be made avialble were
rather scanty. The detail of studies examined and the list of
entrepreneurial qualities found exhibiting association with
entrepreneurial activity in farming is given in Table 1.
In view of the perusal and understanding of above studies,

an immense thought was putforth to choose certain personal
aspects which need to be developed in farm entrepreneurs, over a
period of time, through our proposed Entrepreneurship
Development Traning (EDT) Capsule. The yardstick identified to
help retain characteristics could, however, be explained as 'only

those characteristics were selected which found appeared common
60
in majority of the studies under review and have shown their

association with entrepreneurial activity in farming'. A few
more characteristics, suggested essential by the experts in the

area, were added up in the list. The following list of
characteristics and traits was finally worked out which can
provide a working profile of farm entrepreneurs. (Table 2)
The list includes traits which farm entrepreneur should

possess, or have potential to develop, if he wishes to fit with
the entrepreneurial task. Farm entrepreneur may not need all
these traits; but th~ more he have, the greater chance there is
of his being an entrepreneur.
6. Model of EDT Capsule for Farmers
The capsule is likely to be . compatible with the farmers

environment and have a sufficiently broad impact in
entrepreneurisation of the farming society. The generl frame of
the traning capsule can well be presented under the following
distinct components:
6.1 Foous
The EDT capsule endeavours to change, educate and equip a

person to become a successful entrepreneur. The whole
process envisages developing the participants latent
qualities, motives and skills as also equiping him with
other capabilities. By the end of the programme, the
61
Table 1: Variables studied by various researchers as correlates

of farm entrepreneurship
------------------------------------------------------------------
\
Researchers
S.No. Variables Mishra Sethy Anuradha Raghava- Sadangi

(1979) (1982) (1983) charya (1991)
(1983)
---------------------------------------------------------------------
1. Achievement motivation
2. Personal achievement v v
motivation
3. Social achivement v
motivation
4 . Influence motivation v v
5. Risk taking willingness V'
6. Personal efficacy v V
7. Aspiration v
8. Psychological modernity
9. owning responsibility
10. Feed back
11- Innovative proneness/

Adoption propensity
12. Decision-making v
13. Assistance of management
services
14. Locus of control v
15. communication v
----------------------------------~------------------- ------------
62
Table 2: List of some important characteristics desired to be
fanned up and nurtured among farm-entrepreneurs
-----------------------------------------------------------------
No. Characteristic Trait
-------------------------------------~---------------- -----------
The Need for Goal-oriented, Responsibility, Task

Achievement
-result oriented, Excell in work,
competitive, Long-term involvement,

Tolerance to ambiguity, Future-
oriented, Persistent, Perseverence,

Adventurous.
2. Risk-Taking Moderate/Calculated risk taking

ability, Likes Challenge.
3. Self-confidence Independence, Determination, opti-

mism, Courageous, expertise
4. Problem-Solving Decision-making, Resourceful, Help

seeking.
5. Internal Locus of Personal control and influence
Control (Not dependent on luck)
6. Effective Communication communication skill
7. Leadership Ability to exploit situation, Inte-

grity and reliability, Pleasant
pe~sonality, Initiative, Commit-
ment, Influencing (behaviour of
individuals), Enthusiasm.
63
8. Originality Innovative, creative, Flexible

(openness of mind), Versatile.
9. Use of Feed back Learn from experience, Recognising
errors, Performance-oriented.
10. Profit oriented Earn money, Family and freinds

second to bus iness, Opportunity
seeker.
11. Personal Efficacy Degree of introspection.
participant is in a position to crystallise his vision

into action and launch and manage his enterprise with
competence.
6.2 Phases
Broadly, the training model consists of three distinct
interlinked phases:
6.2.1 Pre-training phase
This phase is also known as Initiation phase and

includes the following activities:
6.2.1.1, Motivational campaign for attracting and

identifying potential entrepreneurs
In the context of farming society where the socio-

64
economic ethos is still rigidly anti-enterprise, it is

considered imperative to adopt well planned and effective
campaign in the area wi th a view to create awareness
regarding the entrepreneurial opportunities and the role and
support of various agencies involved. The campaign will
comprise using various c,ornmunication media including
preparation of some pamphlets, posters to be distributed

through various channels such as Block office, panchayat,
Ole, educational institution, extension agency and other
promotional organisations. Announcement in the local
newspaper, circular to various off ices even personal
contacts with local leaders etc. for giving wide coverage to
the programme and attract potential people for the
programme. Response to such organised campaign itself is an
indication of interest a person might be having towards
enterpr&neurship. Such identified people, infact, form the
base of selection of a limited number for the training
programme.
6.2.1.2 Selection of potential entrepreneur
Selection of prospective entrepreneurs assumes greater

importance in the context of identifying right type of
participants with potential entrepreneurial skill. Basic
researches have established that entrepreneurs have a
distinct set of socio-personal, economic and psychological
characteristics related to the pu~suit of economic
activities. This suggests that anyone having these
65
charaoteristics at a particular level may succeed in an

entrepreneur ial venture. Identify ing such potent ial among
the general mass I therefore, has become an increasing

concern to all the agencies promoting entrepreneurship. In
case the entrepreneurs are not properly selected (i.e.
overlooking the norms presoribed due to various pulls and
pressures), the resources used for developing such persons
often go waste, have undesirable effect on aspiring
potential entrepreneurs and has a direct bearing on the
success rate.
Therefore I sufficient care need to be taken to
correctly identify perspective entrepreneurs. For this

purpose we should think of ways and means and new techniques
to make the process of selection more appropriate and
unbiased.
6.2.1.3 Identifying training needs of the target groQP
When the selection of candidates is over, it is

4esirable to assess their training needs (training need
impl,ies, the gap between 'what is' and \ what ought to be I • )
pased on their backgrounds, experiences, aptitude and entry

behaviour in terms of their awareness, understanding,
competencies and skill in diverse areas. This provides a
base to formulate a training strategy for identified group.
The assumption is that all the target groups are not the same
and the training treatment requires different approach to
help achieve the basic objective of 'Transformation'.
66
6.2.1.4 Identifying trainig venue and resouroe persons
The Entrepreneurship Development Programme should be
conducted in places where necessary infrastructure for
training is avialable and proximity of support agencies is
assessed. It can not be possible and advisable as well to

conduct entrepreneurship development training by a single
trainer. Making suitble arrangement of adequate, competent,

dedicated resource persons from various offices, therefore,
deserve serious consideration in the context of bringing
about desirable and effective training impact on developing
participant for entrepreneurial career.
6.2.2 Training Phase
This phase is also known as Developmental phase which

manifest development of latent entrepreneurial traits,
motivation, confidence, economic insight and technical and
management skills through a well designed training
programme. Participant continues to pass through a series of
learning opportunities, he starts exploring and assessing

his own identity by acquiring knowledge, competencies,
motives and attitude towards his set goal. The formation of
new identity is established by internalising what he has
learnt and how he is going to trans late the learned

behaviour into actual practice. The training phase includes
the following majo~ aspects:

70
skills imparted during the course of training. This, it is

hoped will sensities the participant enough to identify
problems and arrive at appropriate solutions.
6.3 Duration
with a view to ensuring that the activities/training

inputs enumerated in EDT capsule are carried on in the most
efficient and effective manner, the duration of the 10
continuous days was fixed. On each working day the programme
was held on whole-time basis, working hours being from 9.30
AM to 5.30 PM.
6.4 M,ethodology
In order to stimulate interest among participants for

the programme and with a view to harnessing their latent
entrepreneurial competencies in an effective way, a

combination of the following methods was employed in the
programme.
Lectures, discussion, role play/experiential learning,

problem oriented exercises, entrepreneurship motivation
development, documentary/films. Participants were also taken

to practising entrepreneurs in the locality for on the spot
observation and discussion. Appropriate trainig material was
supplied to participants as background information. Audio-
visual equipments were extensively pressed into service. The
emphasis, throughout the entire programme, was on analytical

71
discussion. Alongwith other trainig material, some practical

examples were also included.
6.5 Faculty
The following faculty conducted the training:

1. Researcher himself: Trained through "Accreditations
programme for EMT trainers" in
NIESBUD, New Delhi
2. Director and other faculty of RUDSET Institute, Gurgaon.
3. practising entrepreneur having experience of running his

enterprise successfully in the locality.
6.6 Topics selected for Training
On the basis of, review and examination of different
course modules of EDTPs being followed by selected

organisations of entrepreneurship development and discussion
with a few experts on the subject, various topics/areas of
training were conspicously identified in the proposed EDT
capsule for farmers. The relevancy and adequacy of these
various components of traning capsule were critically
examined in terms of its suitability from farmers point of

view. A final draft of different training inputs, including
duratin and methodology to be employed, have been given in
the table 3.
72
Table 3: Details with regard to topics, duration and methodology

adopted during the training programme
---------------------------------------------------------------------
S.No. Topic Duration Methodoloy
(hours)
---------------------------------------------------------------------
Entrepreneurial Motivation Training (EMT)
1. Need and scope of entrepreneurship 1 Lecture-cum-discussion
development in agricultural sector.
2.'Microlab 2 Exercise and discussion
3. Entrepreneurial motivation and its 2 Lecture-cum-discussion
application:Role/application of with examples.
motivatin in stimulating and
harnessing latent entrepreneurial
spirit.
4. Ring Toss: An exercise on risk 3 Game and discussion
taking behaviour and learning
from success and failure.
5. Entrepreneurial motivation: 2-1/2 Lecture-cum-discussion
competencies and qualities of with anecdotes &
successful ,entrepreneurs. examples
6. Tower-Building:Exercise on the 3 Game, role playing
potential assessment. followed by discussion.
"7. Achievement Planning Orientation 3 Exercise, role playing

,
(APO) - Boat/Moon Tent making fallowed by discussion.
~~ Convince and Crown 1-1/2 -do-

73
Enterprise Buildinq Process (EBP)
9. Project formulation process:
* steps in planning a small 1 . Lecture-cum-discussion.

scale enterprise
* Consideration for product selection 1 -do-

* Techno-economic feasibility of 1 -do-
.the project
* Assessing financial requirements I -do-
* Prepatration of project report. 2-1/2 Actual doing and

practice
lo.Special programmes and incentives 2 Lecture-cum-discussion
for farm entrepreneurs. and awareness
11.Financial assistance to farm 2 -do-
entrepreneurs from DIC, DRDA,
commercial Banks and other
financial agencies.
I2.Identifcation of various business 2 Actual doing and
opportunities in the agriculture practice.
allied sector (BOG).
I3.Resource mobilisation: whom to 1 Lecture-cum-discussion.
approach for what?
14.Pannel discussion: with practising 3 Discussion-participation
entrepreneurs. problem solving.

74
15.Market survey: its importance, 3-1/2 Lecture-cum-discussion
technique and processes. followed by personal
visits.
Enterprise Management Skills (EMS)
16.Resource management: men, machine 1 Lecture-cum-discussion.
and mateials.
17.Elements of marketing and 1 -do-

sales management
IS.Finance management including 2 -do-

basic accounting practices.
19.Productivity & quality improvement 1 -do-
20.Effective communication: Problem 2 Lecture-cum-discussion

solving communication process with examples & anecdots.
21.Field visits to successful farm One On the spot discussion

day
entrepreneurs in the locality and observation.
22.General discussion, collection of One

day
feedback, evaluation of programme
and valediction of programme.
-------------------------------~---------------------- -----------
Note: - Approapriate use of audio-visaua-aids was made to make
sessions intersting and meaningful.
It was suggested that literature on facilities and
incentives offered by different agencies should also be

made available to the participants.
75
6.2.3 Post Training phase
This phase is also called as follow-up support. The traiinng

of an individual in entrepreneurship in itself is not enough. If
training programme is to pay rich dividends, it is necessary that
emphasis is placed on adequate follow-up support. Many

entrepreneurs, after undergoing trainig, derive frustration and
give up thier desire for starting an independent venture due to
the absence of timely and effective counselling, and the
indifferent/go-slow approach in extending desired support by the
agencies concerned.
The post training phase is however, ostensibly earmarked in
the EDT capsule mainly to ensure that the trained farm
entrepreneur after being given the strong dose of motivation and

training is not left in the lurch (doldrom) and to ,fend for
himself. Being a small man with little capital and no business
exper ience, the trainee needs an great deal of help, guidance I
pep talk, and informative supportive intervention from the
trainer-motivator between the decision to start an entreprise and
actually establishing it. Thus the post training input of EDT
capsule mainly consists of follow-up support, guidance and

consuelling to be provided for prepar ing applications for
financial assistance, getting sanction of loans, selection and
securing of suitable location, getting governmental approvals,
registration under various statutes, etc.
In India, more particularly in agricultural sector Where

I (J
farm entrepreneur is still riddled with myrid problems, the
follow-up input of the EDP is as crucial as the entrepreneurial
motivation training input. In the absence of this input even the

most highly motivated tranee entrepreneur is very vulnerable to
loss of confidence and hope while struggling against not only the
callous, corrupt, lethargic and faceless bureaucracy in the
governement departments, financial institutions and nationalised
banks but also against the secur i ty conclou:::ine::>::> and 'no olldnge I
attitudes of family members and relatives.
It is this follow-up input which ensures that the dogmatic,
morale-boosting effect of motivation and other variety of

training inputs is not nullified by the restrictive, discouraging
environment that controls the world of small businessmen and
suppresses his spirit of entrepreneurship. It has been felt that
the counselling and support assist the entrepreneur to sustain
his enthusiasm and makes his movement much faster in reaching his
goal.
77
CHAPTER IV
METHODOLOGY
This chapter is devoted to the methods and techniques
adopted for the research work carried out. The various aspects
included in this chapter have been organised under the following

sections:
1. Locale and Sampling

2. Operationalisation of concepts
3. Variables and their Measurement
4. Socio-Personal Profile of Farm Entrepreneurs

5. conducting Entrepreneurship Motivation Training (EMT) lab
6. Entrepreneurial Qualities and their Measurement
7. Knowledge Test for Farm Entrepreneurs.
8. Reactions about EDT capsule of:

7.1 Trainees
7.2 Trainers
9. Follow-up Evaluation
1. Locale and Sampling
The locale selected for conducting this study was Gurgaon
district (Haryana). Major considerations for choosing Gurgaon as

the universe of the study was that:
* it was comparatively highly endowed with

infrastructural facilities;
* owing to one of the progressive satellite towns around
Delhi and agricultural advanced districts of Haryana, a

78
reasonable number of would be farm entrepreneurs were

expected;
* Since various special schemes were being formulated and
implemented to ameliorate the socia-economic conditions
of rural masses in the district. An abundant
availabili ty of infrastructural facilities and other
technical and financial assistances were assured. There
was, therefore, comparatively a wider scope for farm
entrepreneurs of getting diversified to non-crop
business ventures after completing their EDT programme
successfully;
* in order to carry out EDT programme effectively, it
required an adequate number of eff icient resource
persons with accumulated experiences. RUDSET Institute
being situated in Gurgaon, despite provided ,training

venue and other facilities, could emerge as an
instrumental to make up this deficiency in our
programme; and
* it served a great deal of convenience on the part of
research worker in terms of time I money, efforts and
distance.
1.1 District profile
District Gurgaon is located in the southern parts of

Haryana. The district comprises four Tehsils namely Guroan,
Pataudi, Nuh and F.P. Jhirka. Gurgaon tehsil has 226 villages,
Pataudi Tesil has 62 villages, Tehsil Nuh has 191 villages
whereas Tehsil F.P. Jhirka has 242 villages.
79
With a population of 8,49,598 as per 1981 census Gurgaon
ranks loth among the district with 6.57 percent of total
population of Haryanan. With a geographical area of 2716 sq. Km.

Gurgaon district. occupies 6.14 percent of the total area of the
state. The density of population works out to 313 persons per sq.
Km.
For administrative purpose the district has been divided into
3 sub-divisions viz. Gurgaon, Nuh and F.P. Jhirka. The district

also comprises 9 blocks viz. Gurgaon, Farrukh Nagar, Pataudi,
Tauru, Sohna, Nuh, Nagina, Punhana and F.P. Jhirka. The profile
of the district may be presents as in table no. 6.
Table 4: Profile of Gurqaon District at a Glance
1. Geographical area: 2716 sq. k.rn.
Rural Urban Total
2. Population 680409 169184 849598
3. No. of Households 98372 28575 126947

• j.
4. Workers
i) Main workers 190573 45563 236136
ii) Marginal workers 31978 915 32833
iii) Non workers 457858 122711 580569
5. Sub 9aste population 94459 26222 120681
6. Popul~tion by religion
Hindu sikhs Muslims Christians Jain Buddhists

580092 4032 261645 658 3057 94
other Religion Total

20 849598
80
7. Area under cultivation(1988-89)

i) Total cultivable area 218000 haw
ii) Net area sown 187000 haw
iii) Net irrigated area 90000 haw
iv) Total cropped area 294000 haw

v) Major crops sown:
Area (000 ha)
Wheat Bajra oil seeds Pulses Jowar Barely Fruits & Veg.
101 60 45 14.3 19.8 8 2.6
8. Source wise irrigated area (000 ha)

(1988-89)
Govt.\canal Tubewells other sources Total
8 80 2 90
9. Livestock (1988)
No. in (000)
cattle Buffalloes Sheep Goats Camels Pigs Poultry
129 268 34 94 3 16.9 1185
10. Infrastructure
A. Power Rural Electrification All villages in
No, of village already Gurgaon District
covered
B. Roads i Communications
Telegraph office : 9
i) Total, length of metalic roads: Total for Gurgaon

distt:1412 K.M.
81
ii) No. of villages/towns : All the 724 villages
(inhabited 673)
connected by pucca roads in Gurgaon district.
iii) Total length of Rly. tracks: 47.3 km (in distt. )
iv) No. of exsiting post office: 125
11- Industries
S.No. Type of units Gurgaon Distt.
i) Agro Based units i. e. oil & oil cakes, 2099
wheat Grinding & Dall etc.
ii) Forest based units wooden Articles & 462
wooden Doors, Windows & Furniture
iii) Mineral based units i.e. stone Crushers 261

Lime kiln etc.
iv) Textile units 465
v) Engg. & Allied Industries i.e. Engg. 2179
item, sheet metal components & Fab.

vi) Chemical units i.e. sodium Silicate 972
vashing soap, etc.

vii) Animal Husbandry/Leather Goods i.e. 2076
Shoes leather tanning etc.
viii) ceramics i.e. potteries 65
ix) Electronics 49
x) Others i.e. Readymade Garments, Potters
pharmacluticals, Mudha making etc. 2293
10921
82
12. Bank Branch Network

i. No. of Rural bank branches 7B
ii. No. of semi Urban branches 29

Commercial Banks 44
R;R.B. 44
Cooperatives 20
1.2 Selection of villages
It was pre-determined that physical facilities (including

venue and resource per~ons etc.) needed for entrepreneurial
training interevention, would be got arranged at Gurgaon town. It

was, for convenience and easy access of farm entrepreneurs to
training cente, thus mooted to select purposely a cluster of
villages with in the radius of 10 kms. around or nearby Gurgaon
town. Accordingly, in all 6 villages were. finally included in the
cluster for drawing the desired sample (Table 9). All the
villages so taken fall in the jurisdiction of Gurgaon block.
Guragoan district comprised' 8 blocks. Among these, Gurgaon block
was reported to be ahead in physical and/or financial
achievements underrhe major rural development programmes, namely,

IRDP, SEEUY, etc. In the same block maximum achievements had also
been made in the wake of promotion and nursing of different
economic activities. Its infrastructural facilities and

achievements in all other dimensions were also above' the block
averages.
1.3 Selection of Sample
Efforts were made to identify and select the desired sample

83
as objectively as feasible to avoid the possibility of prejudice,

personal bias and predilection. The detailed scientific procedure
adopted for identification and selection of farm entrepreneurs is
given as below:
:1.3.:1 Mot ivational campaign for attractinq and ident ifying
potential entrepreneurs
It was considered necessary to organise a well planned and

effective campaign in the area in order to create a proper
atmosphere and awareness about the entrepreneurial opportunities
and the role and support of various agencies. Depending on the
target group, existing situation and availability and suitability

of various means of publicity, the following approaches, to
arouse cruisity and orientation towards the programme, were

employed in this study:
circular letter (Appendix-ix)
Posters
Meetings with local leaders/key persons in the area
utilizing extension functioneries including staff of KVK
sikhopur (Gurgaon) and KGK (Gurgaon)
Oral propaganda through personal visits to potential farm
entrepreneurs
1.3.2 Selection of Farm Entrepreneurs
1.3.2.1 Assumptions involved in selection of farm entrepre-

neurs
* Although entrepreneurship is not an exclusive, intrinsic
privilege of any particular sex, caste, community or race,

84
every person can not become an entrepreneur unless he

possess certain entrepreneurial traits (or competencies).
* The traits which a person should possesses in order to

become a successful entrepreneur are identifiable and
measureable through application of certain psychological
(i. e., behavioural) tests, indepth interviews and related
socio-cultural indices (characteristics).
* Persons showing evidence of possessing entrepreneurial

traits can be developed to become successful entrepreneurs
through a specially designed package of training inputs.
1.3.2.2 Methods for selection of Farm Entrepreneurs
For the purpose of this study a three tier system followed

by NIESBUD I with certain necessary modifications, was used for
assessing the entrepreneurial orientation of the would be farm

entrepreneurs. The following techniques and tools were employed:
i) Analysis of application blanks - I tier
ii) Psychological tests II tier
iii) Group planning exercises
iv) Personal interview - I I I tier
a) First Tier Method (Analysis of application blank)

The application blank consists of the questions related to
educational background, family background, previous experiences,
socio-economic status, and level of aspiration. In this method

scoring of each of these dimensions have also been devised.
Format of the application blank is given in the Appendix-I. The
total obtainable score was 33.

85
As a result of previous campaingn 32 young farmers got

enthused and applied to join EDT Programme. Earlier even more
number of farmers were expected but this poor response could have
been because of couple of reasons viz: they were engaged with
irrigation op~ration of existing crops (particularly sarson) and

could not find spare time (or bother) to attend the whole day
programme; eligibility criteria could have deprived certain
otherwise interested farmers of getting opportunity of
participation in the programme; no assured transport facilities
could have possibly been provided to reach the training venue.
b) Second Tier Method
All the 32 applicants were exposed to the following tests:
I sentence completion Test (SCT)

The test is scored for behaviour related to achievement
motivated syndrome. Se-Test is given in the Appendix-II. The test

consisted of 11 multiple choice questions the respondents were
asked to complete the sentence (question) with appropriate answer
from the various choices given with each sentence. Each correct
answer was given a score of one and incorrect answer a score of
zero. The total score of a respondent was obtained by summing the

scores on individual questions. The total obtainable score in the
test was 11 (Appendix -V).
II. Group Pla.nn.inq Exercise

An exercise had been simulated in which respondents were
assigned a task. Fore this study Tower-Building Exercise was

used. The details of the exercise is given else where in this
86
thesis. The objectives to be accompjished were explained to the

participants. Resources available were described and the time
frame was provided to them to perform the task. The task in the
exercise was so designed that its performance elicited observable
behaviour of the participants. While the respondents participated
in the game, two experts were asked to score the observed
behaviour related to: (i) leadership, (ii) planning and
organising ability (iii) decision making (iv) team spirit, (v)

commitment to task and (vi) task performance (i.e. building tower
in terms of number of blocks raised). Two judges were engaged to
bring objectivity in scoring. Score one was assigned to each of
above six components. Thus, the total obtainable score in the
exercise was 6. To the sixth component (i. e. task performance)
score one was assigned to the tower made of more than 7 blocks.
c) Third Tier Method (Personal Interview)
The personal interview was conducted to assess the

knowledge, interest and skill required by the potential
entrepreneurs. It was decided in advance as to what to look for

in the areas of activity knowledge and the required skills, at
the time of interview. Efforts were also put in to find some
required personal qualities like initiative, persistence, problem
solving I self confidence, risk taking abilities, effective
communication, management competencies, etc. A panel of three
persons was resorted to dig out entrepreneurial co~petencies.
Keeping in view: first, that the number of applicants were

scanty and second, that interested farm youths would not feel
87
reluctant of appearing in different tests at different point of
time, i. e., to avoid inconvenience in terms of time and
discomfort, if the respondents would asked to appear in \first-
tier' in one day and in second and third tiers at some other days
with some time gap, all the 1st, lInd and lIIrd methods were used
simultaneously on the same day.
Screening
Besides giving individual is coming to the tests that were

used, the total scoring in hundred (100) is divided as follows:
First tier i.e. Application blank 33

Second tier:
sentence Completion 11
17
Group Planning Exercise 6
Third tier:
Personal Interview 50
Total 100
The consistency amongst the various components has to be

observed. These score can be ,mapped in order to see the
consistency in scores.
1.3.2.4 Mapping and computation of Final Scores
since an entrepreneur requires potentialities on all aspects

of his behaviour, it is not advisable to rank the entrepreneurs
on the basis of the total scores obtained by them. In doing so,

one is likely to pick up persons who are extremly good on one or
S8
two dimensions but at the same time poor on other dimensions. The
absence of anyone of these quali ties are 1 ikely to cause
failure. In drder to avoid this pitfall, -it was decided to devise
some criteria helpful in bringing consistency in final selection
of the respondents. To achieve this objective, 60 per cent of the
score in each of the three methods was fixed as a cut-off point.

It implies that all the respondents scored more than 60 per cent
were choosen for EDT programme, on the other hand, those who
secured less than 60 per cent were dropped. Based on this

criteria 21 farm youths were found of it to be selected. Two more
individuals who, though, below 60 percent cut off point but very
near to this deciding percentage, were' also called for joining
the programme. In this way, in all 23 (20 + 3) young farm
entrepreneurs were finally picked up nd called for participating

in the training programme. Three respondents in excess were got
selected to cover any risk of loosing participation of the 20
selected entrepreneurs in training programme. Subsequently, the
three respondents in excess were dropped as the stipulated sample
of 20 respondends turned up to join the training programme. The
data regarding selection procedure is given in the Table 5.
89
Table 5: Final computation of scores obtained through different
methods of selection
-----------------------------------------------------------------
Respondents First-tier second-tier Third-tier status
(Total (Total (Total of
score=33) scores=17) scores=50) selec-
[Se=11 tion
Tower
Building=6]
se TB Total
(1) (2) (3) (4) (5) (6 ) (7)
1. 21(63.63) 9 2 11(64.70) 40(80)
2. 15(45.45) 3 2 5(29.41) 25(50) x

3. 24(72.72) 7 4 11(64.70) 30(60)
4. 20(60.60) 8 4 12(70.59) 32(64)

5. 1~(54.54) 7 3 10(58.82) 25(50) +
6. 17(51.51) 5 1 6(35.29) 15(30) x
7. 26(78.78) 8 3 11(64.70) 36(72)
8. 9(27.27) 4 4(23.53) 25(50)
9. 21(63.63) 9 4 13(76.47) 35(70) v

10. 25 (75.75) 9 3 12(70.59) 35(70) V
11. 22(66.66) '7 5 12(70.59) 30(60) \I
12. 11(33.33} 4 3 7(41.17) 15(30) x
13. 20(60.60) 8 3 11(64.70) 40(80) x
'14. 8(24.24) 9 3 12(70.59) 15(30) v
15. 25(75.75) 8 5 13(76.47) 35(70) v
16. 23(69.69) 9 5 14(82.35) 30(60) v
17. 19(57.57) 7 4 11(64.70) 25(50) +
18. 24(72.72) 6 5 11(64.70) 40(80)
90
19. 21(63.63) 8 4 12(70.59) 30(60) V

20. 14 (42.42) 7 7(41.17) 15(30) X
21- 27(81.81) 8 4 12(70.59) 35 (70) V

22. 22(66.66) 7 4 11(64.70) 38(76) V
23. 21(63.63) 7 5 12(70.57) 34(68) V
24. 21(63.63) 9 4 13(76.47) 39(78} V
25. 11(33.33) 5 1 6(35.29) 10(20) 'X
26. 25(75.75) 6 5 11(64.70) 32(64) V

27. 23(69.69) 6 5 11(64.70) 35(70) l/
28. 9(27.27) 4 4 8(47.00) 15 (30) X
29. 26(78.78) a 4 12(70.59) 30(60) V

30. 8(24.24) 4 1 5(29.41) 20(40) X
31- 20(60.60) 7 4 11(64.70) 35(70) V

32. 20(60.60) 9 2 " 11(64.70) 34(68) V'
-----------------------------------------------------------------
(Figures in parentheses indicate percentages)
V: Respondents got selected
+ .• Respondents in addition to selected ones.
X •. Respondents not selected.

91
Table 6: Details of villages and .respondents selected for study
-----------------------------------------------------------------
Name of the No. of respondents No. of respondents
village applied for selected and
training retained for
training.
1. Gurgaon 6 4
2. Dhanwapur 6 5
3. Fazilpuro 4 2
4. Chandu
5. Shikohpur 12 9
6. Dhankot 4
Total 32 20
2. Operationalisation of some key Concepts
contrary to the observations made by some scientists,
Kerlinger (1973) pointed out that operational de! ini tions are
indispensable ingradients of scientific research because they
enable researchers to measure variables and because they are
bridges between the theory-hypothesis - level and the level of

observation. Given below are operational definitions of some key
concepts used in this study.
2.1 Farm Entrepreneurs

Are persons whose primary occuption and main source of
92
livelihood, is farming but who are willing to take up non-crop-

agricultural-allied enterprise (like Dairy, Poultry, Mushroom
cultivation, Bee keeping, Fishery, Flower cultivation, etc.) that
will provide gainful employment and help supplement their income.
2.2 First - Generation - Potential Entrepreneurs
Are farm entrepreneurs who though do not possess business
background but entrepreneurial talents may be found to exist in
them and through proper training such traits could materialise

into successful businessmen.
2.3 EDT Capsule
A specially designed package of various training inputs to

develop farm-persons showing evidence of possessing
entrepreneurial traits in order to become successful entrepreneur
in life.
2.4 Non-crop Agricultural - allied Ventures (NCAAV)
setting up enterprises which have definite complementary
effect on the main occupation (farming) and vice-versa meant to

efficient utilizatiqn of surplus time and to increase the income
of the farm entrepreneurs. Such enterprises includes, dairy,
poultry, bee-keeping, fishery, mushroom cUltivation etc.
2.5 High value Added Crops (HVAC)
Conceived as production of crops for sale rather than for
family consumption to fetch extra income. These includes crops

93
like horticulture, vegetables, floriculture, sugarcane, oil seeds

and the like.
3. Variables and their Measurement
variables included in the study were selected on the basis
of extensive review of literature, discussion with experts in the
field.
A list of variables studied along with instruments used for

their measurement are given below:
Table 7: Variables and instruments used for their meansure-
ment
Variables Instruments
1. Age
2. Education
3. caste
4. Marital status
5. Primary occupation of family Schedule

Developed.
6. Size of land holding
7. Social participation
8. Past experience
9. Potentiality to realise opportunity
10. Motives of farm entrepreneurs

11. Sources of motivation
12. Dissatisfaction with present job
13. Perception of future

94
14. Factors responsible for choice of product
15. Type of non-crop allied agriculture projects
16. Motivation level Mehta (1987)

somi-projective
(i) Personal, achievement type TAT
(ii) Social achievement
(iii) Influence
(iv) Personal and social achievement
(v) Personal achievement oriented influence
(vi) Social achievement oriented influence
(vii)Personal and social achievement oriented
influence.
17. Risk-taking willingness Prasad (1988)

Risk A
Risk B
18. Locus of Control Rao (1985a)
19. Adoption Propensity Christopher(1974)
20. Personal Efficacy
21. Communication skill Pareek & singh(1966)
22. Feed back Mishra (1979)
23. Knowledge test of farm
entrepreneurs: Schedule Developed
24. Reaction of participant Shedule Developed
3. socio-personal Profile of Respondents
Besides the personality characteristics that determine
entrepreneurs, their background also indicates their propensity
towards entrepreneurship. However, in the case of farm

95
entrepreneurs their background plays a significant role in their

decision to become entrepreneurs due to the various contraints
imposed upon them by virture of their traditional value system.
Hence there is need for counting the factoral aspects, social and
cultural variables, in order to identify the influencing factors

of entrepreneurship.
In the present context, the following parameters, which tend

to influence entrepreneurship in a combination and interaction,
were given some weightage while selecting farm youths to get
entry into the training programme. These parameters were studied
throughh an application blank. The appl ication form and scoring

key thereof is given in Appedix I and Appendix V, respectively.
3.1 Age: Age was measured as the number of full years completed
by the respondents at the time of their selection for
entrepreneurial training programme. This was determined by asking
them an open ended question. Later, it was classified into two
groups, i.e., group first "(upto 25 years) and group second (26-35
years) .
4.2 Education: It is operationally defined as the number of

years of formal education completed by a respondent. On the basis
o~ education~ the respondents, were divided into two categories
viz., 'matriculates' and \graduates'.
4.3 Caste: It relates to the status of an individual' in the
society by birth. The respondents were categor ised into three

96
classes viz., 'general', 'backward' and scheduled castes/tribe.
4.4 Marital status: This profile variable was dichotmized into

'married' and 'un married'
4.5- Family Background
4.5.1 Family type: the family type was dichotomized into

'Joint' and 'Nucleus' families.
4.5.2 priary Occupation of the Family: Primary occupation
was broadly classified into two groups, i.e., 'farming' and
non-farming (business) occupation.
4.6 size of Land Holding: It refers to the total acres of land

owned by the family of the respondent excluding orchard, house,
waste land and land leased in. It was put into two classes
namely, 'upto 5 acres' and above 5 acres.
4.7 Social Participation: It refers to the degree to which a

farm entrepreneur is involved in some formal organisation as a
member or office bearer.
3.8 Past Experience
4.8.1 Lenqth of experience: It was conceptualised as the
number of years the respondent had spent in the proposed

work-experience (non-crop-allied-agricultural venture).
4.8.2 Type of experience: It means aquisition of knowledge
and skill technical/or non-technical pertaining to proposed

non-crop enterprise.
97
4.9 potentiality to Realise opportunity (PRO) It was opera-
tionally defined as the ability to forsee one's future level of
occupational growth in terms of money requirement and ability to

arrange money to reach that level.
PRO =.Resource mobilisation potentiality X X

Where resource mobilisation potentiality was operationlised
as the ratio of the total money the respondent could arrange and
borrow for setting up a new enterprise to the amount he needed.
It varied from 0 to 1.
X = the score assigned to a particular opprotunity class.
The opportunity classes were determined in terms of money

requirement as presented in Appendix-V. The index varied from 0
to 12.
4.10 Motivational Aspect
4.10.1 Motives of farm entrepreneurs: It refers to
reasons/rationale for which perspective farm entrepreneurs
are interested to set up their own non-crop enterprises. In
this context, the respondents were classified into, two

groups namely, 'achievement motives' and 'non-achievement
motives'.
4.10.2 Sources of motivation: These are the sources from
which farm entrepreneurs get motivation and stimulation to

enter into non-crop-agribased business. It was divded into
two categories, viz., 'self motivated' and 'by others'.
'Other sources includes friends and relatives, developmental

agencies, mass media', etc.
98
5. Conducting Entrepreneurial Motivation Training (EMT) La~.
The major focus in EMT, as stated earlier (Chapter II), is

to strengthen and highten a set of entrepreneurial characteris-
tics among the potential'entrepreneurs. In the present investiga-

tion the EMT laboratory was devised for the first three and a
half days of the entire training programme. Depending upon the
target participants, the type of behavioural outcome desired and

time limitation etc., the different exercises used in the present
EMT lab, were; 'Microlab', 'Ring-Toss', 'Tower-Building', 'Achie-
vement Planning' and convinge and crown I . (The source of all
these exercises is: Akhouri, M.M.P., Mishra , S.P. and Sengupta,

Rita (1991). Trainers Manual on Developing Entrepreneurial Moti-
vation. NIESBUD, New Delhi). The details of the exercises are
given as under:
5.1 Microlab
A microlab is a process-oriented package of experience which
is used to prepare the participants to learn psychologically. It

helps them to motivate, get involved in the programme, make them
aware of the importance of learning through experience and open
their vision for the programme in totality. Laboratory training
has been found to be useful as it provides a preamble to such
programmes in terms of machanics of the participant's involvement

and the philosophy of experiential learning as compared to lear-
ning through other training methods.

99
5.1.1 objectives
(a) To help participants familiarise themselves with each

other;
(b) To build up and break the participants' expectations

for the programme; and
(c) To highlight an integrated process-oriented training
wi th dif ferun l muuulutJ u I Lhu tH'UlJ t'dlllllH..!.
5.1.2 Group Size

Unlimited
5.1.3 Time Required
It depends on the objectives of the microlab. However, one

hour to one-and-a half hours may serve the purpose for an entrep-
reneur's training programme.
5.1.4 Physical setting

It requires enough unstructured space for the participants
to move around freely.
5.1.5 A Sample Microlab for Potential Entrepreneurs

1. Walk around.
2. Form into pairs with a person whom you have not met till
now. Tell each other something about yourself. (2)
3 . Walk around.
4. Form into new pairs with someone you have not met. Share
with each other something about yourself which makes you

think that you can be an entrepreneur.
100
5. Walk around.
6. Form into new pairs. Share with each other two reasons
why you are here.

7. Walk around.
8. Form into new pairs. Talk to each other about hobbies.(2)

9. Walk around.
10. Form into triads. Share with each other two things you
like the most and two things you dislike the most. (2)
11. Walk as fast as you can.
12. Form into new pairs. Share with each other three things
you considered to be your strenghts and two things you
considered to be your weaknesses.

1.3. Move around.
14. Form into triads. Share with each other one significant
experience you can recollect from your childhood. (4)
15. Walk slowly; when you walk, greet each other non-
verbally.
16. Form into triads.· Think of an entrepreneur you came
across whom you consider as very effective. Share with
each other his qualities and what impressed you about
him. (5)
17. Think of an entrepreneur whom you do not consider to be
successful. share with each other what has made him
unsuccessful. (5)
18. Walk around.

19. Form into pairs. Tell your partner two things which you
1 ike in him and two things in which you think he can
improve. (2 )
20. Walk around.
21. Form into triads. Share with each other something you
consider to be significant in your family. (3)
22. Walk around.

23. Form into new pairs, share with each other two of your
dreams or two of your goals in life. (3)
24. Walk around.
25. Form into new triads. Think of an experience where you
did something wonderful or an experience when you felt
'great'. Share with others the details of this experi-

ence. (5)
26. Walk around.
27. Form into new triads. Tell a story what you learnt from
your parents or in the school which had impressed you.
Share with others the story and why it had impressed
y~u. (5)
28. Form into groups of four. Discuss the general problems

of entrepreneurs and make a list of the problems. One of
you may present it to the total group. (5)
29. Presentation by groups on problems. (5)
30. Walk around. Close your eyes while you walk. (1)
31. stop and open your eyes. Pair with the person closest to
you. Share with each other your experience of anyone

102
occasion when you faced a problem and could solve it
successfully. (3)
32. Re-arrange into groups of four. Discuss the characteris-
tics of entrepreneurs. One of you may present them after
five minutes to the total group. (4)
33. Presentation by groups on characteristics. (4)

34. Walk around.
35. Form into pairs. Tell your partner the qualities you
would like to develop in yourself to become an entrepre-
neur. Share with each other how you feel being here and
participating in this exercise. (3)
36. Form into groups of four. Each of you will give a new
project idea to the group. When you are doing this, the
others will ask you one question each on the idea. (1)
(Figures in brackets indicate the duration, in minutes, for
the activity.)
5.1.6 Some Lead Questions tor Processing Micro1ab
After the activities are completed, the facilitator may help

the participants to find some meaning in them. For this, he needs
to generate data and put it in such a way that the participants
develop a link between what has happened and how useful it is for
further learning. The following questions may help the facilita-
tor to process the data generated during the microlab:
(a) How do you feel now?
(b) How deeply were you involved in activities?

103
(c) Why did you do it?
(d) Do you consider these activities meaningful to you?
(e) What did you get out of it?
(f) Do you think that this session is useful for the
programme?
5.2 Ring-Toss Exercise
This exercise is a game of setting challenging goals.

McClelland first uses it in a study for finding out the risk-
taking behaviour amongst children. In 1964, it was used in trai-
ning for developing achievement motivation in adults. Since then
it is being widely used in entrepreneurial motivation training.
It is a simple and well-structured exercise, which generates here
and now data in the classroom on various aspects of risk-taking
behaviour.
5.2.1 Objectives
(a) To enable the participant to examine his own risk-
taking behaviour.
(b) To help the participant examine the tendency to receive
and use feedback.
(c) To help the participant examine his tendency to take

personal responsibility in accomplishing the task.
(d) To examine one's attitude towards success or failure.
(e) To enable the participant to examine the dynamics of
achievement motivation (or affiliation or power motives)

as they operate through his goal-setting behaviour.
104
5.2.2 Material Required
(i) A 'peg' mounted on a stable base. The height of the peg

is about 18 inches.
(ii) Four light-weight rlngs with a diameter of about 8

inches.
(iii) Distance markers (from 1 to 10 or 12) to facilitate free
choice of positioning for throwing the rings.

(iv) Scoring and recording forms.
5.2.3 setting
The game is to be played in an open space. It should be
separated from the classroom. There should be no tables, chairs,
etc., which can obstruct movement. The peg should be kept at one
end from where the distance should be marked at intervals of one
foot.
5.2.4 Time Required
The time taken for this game largely depends on the number
of participants. However, a group of 15- 20 participants take
about 3 hours.
5.2.5 Size of the Group
A group of 15-20 participants is desirable for this eXer-

ci~e. The facilitator is required to pay individual attention in
order to process the data and watch carefully the movement of an
individual in the group. Thi~ is possible only when the group is

105
relatively smaller maintaining an optimum number as stated ear-

lier. In case the group is large, a second trainer and another
set of the kit can be used for the exercise, in such situations,
the exercise may be done at two different places but the proces-
sing or analysis of data can be done for the whole group at a
time.
5.2.6 Procedure
The exercise is generally conducted in three rounds and each

round has its modified set of rules which are designed to bring
to the surface specific behaviours. However, it is up to the
trainer to decide the number of rounds depending upon the speci-
fic objectives he has decided.
The first round of the game is played by every participant
individually. The second and third rounds are played in the
presence of all participants.
The facilitator may initiate the exercise while saying, "Let
us do something interesting." Or "Let us break the monotony. II
The following intructions could be used: "Now we are going to

participate in a 'Ring-toss' game. In this game you are required
to go out one by one, play the game and return to your seat.
Detailed instructions will be given where you would play the

game. Please do not talk or communicate on what you did".
5.2.6.1 First Round
The participants are called one by one to the next room/

outside and the following instructions are givn to them.
106
liThe peg you can see there, and there are four rings with
you. The distance has been marked for you. All you have to do is
to choose anyone of the marked distances where you would like to
stand and throw the rings on the 'peg'. Once you choose the
distance you can not change.
"All the four rings have to be thrown from the same dista-
nce. No trial is allowed. Before throwing the rings please tell
me the distance from where you would like to throw. "Before
actually thawing the ring, the participant fills the proforma
(Annexure-I). He then throws the rings. The distance chosen by
him and each successful throw are recorded by the participant on
the given proforma. After he completes the first round, the
participant is asked to go back to the classroom and fill the
remaining columns of the proforma. He lTIay be requested not to

discuss any thing with others. The trainer records the distance
and number of successful throws.
5.2.6.2 Second Round
For the second round, all the participants are called. They
are asked to stand on the other side of the marking as observers.
Some space should be left for free movement of the player. Inst-
ructions are the same as in the first round, except that in the
second round, they are free to change the distance. The trainer
~ecords the distance and number of sucessful throws.
5.2.6.3 Third Round
Before starting the third round, the participant may be

107
asked, "How did you like this game? Would you like to play once
again? Fine. If you agree, Let's start the game. This time you
have to pay an entry fee of Re. 1/- (amount can vary). Those who
do not wish to participate, are free not to. This time the suc-
cess of payoff will be given if two rings go around the peg.
"The trainer here can decide the pay-off for.various distances.

He selects the cashier from among the participants. He collects
the money and gives it to those who get the payoff. The trainer
records again the distance and number of successful throws. The
trainer then transfers the data of all the three rounds of every
participant on the flipchart/blackboard.
5.2.7 Processing
Discussing the data is the most important part of this

exercise. Till the time the discussion takes place, the partici-
pant may not be aware of the significance of the data they gene-
rated for themselves. The processing can be done by initiating
questions like: "How did you feel", "What did you feel while
doing the exercise". The response would vary. The participant
might say "nothing", "enjoyed", funny", etc. The trainer could
further ask the respondents to clarify the responses. The trai-

ners might ask, "What did you feel as I made the simple task
difficult. "The answer could be "To have more fun." Or, "Making
it more challenging".
The trainer may remember that the data generated by the game
and the behaviour shown by the participants are to be treated as

108
suggestions rather than conclusions. (The trainer should not
force any of his conclusions on the participant but should help
them raise questions about themselves). When a participant expre-
sses that the task was challenging, the trainer might ask him to
elaborate further or ask what "challenge" means to him and so on.
The trainers can pick up some typical as well as exceptional

cases from the data from the blackboard.
They can be asked to narrate their whole experience about

the game they played. The following questions may generate
meaningful discussions:
1. Which round did you enjoy the most? Why?
2. How did you feel when others were watching you?
3. Why did you choose the particular distance to throw the

rings in the second round?
4. What did you play for? What was your goal? Distance or
throwing the rings on to the peg?
5. How did you set your goal?
6. Why did you throw all the rings together?
7. When the first three were lost, why did you not throw the
other one?
8. What did you think after the first throw?
9. What did you think after all the four throws?
The answers given by the participants may be indicative of
the following: avoidance of failure, low risk-taking, high risk-
taking, a very planned way of approaching the task I calculated
goal-setting, interest in taking challenge, etc.

109
Some of the hypothetical answers are given which might corne
when the questions are put to them:
1. I fell I can throw all the rings from there.

2. I am a sports person and therefore I felt I should be
able to do so.
3. I prefered to throw from position 10 as I want to throw
from the maximum.
4. I wanted to throw all the rings and therefore I 'chose
2.
5. No reason, I just chose the distance.
6. The position from 6 seemed to be optimum and therefore
I chose to stand there.
7. I estimated the best possible distance and tried to
throw all the rings.

8. Four was the position which was moderate, not very far
and not very near.
9. I would always stand at 10, no matter how many trials
are given to me.
10. No reason in particular, I thought I will succeed from
there.
Responses (1), (5) and (10) are some what similar. It is
quite pO,ssible that these participants select their goals at
random. They even perform the test blindly. They need to explore
,whether in their own real life behaviour they are doing the same
• thing by ignoring their surroundings when they set their goals.
Responses (2) and (6) indicate that they have utilised the
information and their capability in setting their goal. This
indicates a careful planning on the part of the participants.

Responses (7) and (8) opted for challenges without much
planning. There seems to be a lot of chance for further
explorations.
Responses (3) and (9) did not make a realistic estimate and
forgettig their own capability they want to prove themselves as a
hero, knowing they cannot win.
Response (4) indicates that the individual wants to avoid a
sense of failure. He makes sure that he does not fail, in front
of others. As a consequence, the goal setting is done by
understanding one's own capability.
5.2.8 Learning Note
The issues and the concept underlying this game have to be

brought into focus through processing, in which the participants
have to internalise them. They have to find a meaning to it and
should be able to relate this to their day-to-day behaviour. Some
of the issues which have to be highlighted in this exercise are:
1. Hope of succes vs. fear of failure.
2. Goal-setting by keeping in mind the environment.
~. Moderate risk-taking behaviour.

4. Goal-setting and concern for excellence.
5. Learning from feedback and others.
6. Incentive and goals.
7. Taking personal responsibility for success or failure.

111
After processing I the lessons to be learnt from this

analysis are varied. The participants have to see their
behaviour, 'here and now' and subsequently modify it on their
future decisions. Some of the issues are:
I
(i) What does success mean to me? Are all successes equally
satisfying? The successes Which are easily attained do not give
satisfaction and therefore do not motivate to improve.
(ii) What does failure mean to me ? Do I learn anything out

of may failure in accomplishing a task which beyond my capabil-
ity? And therefore, it does not generate any sense of
disappointment or dissatisfaction.
(iii) Do I get any satisfaction after attaining a goal which

does not involve in exerting my capabilities? My capabilities
remain in the dark.
(i v) When the consideration of prestige/ status and image
presentation decides the goal, it tends to keep a person away
from taking personal responsibilities.
(v) Effort guided by the hope of success rather than fear
of failure, remains open to risk-taking and one tries more to
test one's own capabilities.
(vi) Am I taking a feedback from my own action and lerning
something from it?
5.2.9 Variations
The ring-toss exercise can be used in different ways to meet
different purposes. The basic component of this game includes a

112
target of varying goals, estimating one's own capabilities

through the choice of goal and an introspective report about
one's own performances. Financial incentives make it more
realistic and en chance the value of goal.
Variations include:
(a) Change in the number of rings;

(b) Change in the number of rounds;
(c) Flexibility of the distance chosen;

(d) Change in pay-off or points given.
(a) The number of rings can be changed in subsequent
trials. The idea would be to given more allowance in the initial

trials as the participant do not have enough' practice. som.etimes
extra rings could be given to the particpants, as a trial where
the ring-toss game is culturally new.
(b) The number of rounds can be increased. There could be
trial rounds; which could generate more data to the participants
about themselves. The fourth round can also be introduced to get
more data from the group.
(c) Instead of the rigidity of throwing all the rings from
the same distance, the participants may be allowed to change
distance in-between, thus increasing their flexibility to
undertake certain risks, and thereby increasing their learning
process.
(d) When money is introduced, as an incentive, the dicision

regarding pay-off is left to the trainers. The cut-off point can
be varied depending upon the group performance.
114
Annexure I
Ring-Toss Game (Data Sheet)
This game involves throwing rings over a peg. you will pee a
peg on the floor and various distance marked away from it. You
will be required to throw the rings three times.

After each attempt make your notes:
TABLE I TRIALS
I II III
1) Where did you stand?
2) How many rings you think
you will be able to put
3) How much confident you
were (in term of per-
centage)
TABLE II
Trial What you consider is responsible How do you feel about

for your success/failure your performance
II
III
-~---------------------------------------------------- ----------
115
5.3 Tower-Building
This is an important exercise extensively used in EMT not
only in India but in other countries also. The efficacy of
exercise was established in 1959 by Rosen D'Andrade who used it
to study the relationship of child-rearing practices with
achievement motivation. since then, it has been used in various

contexts and, more specifically, in developing entrepreneurs. The
focus of the exercise is to highlight the concept of help,
encouragement, confidence, value orientation, insight into goal
setting, self-study, etc. The specific objective of using this
exercise in EMT is, however, confined to few aspects only.
5.3.1 Objectives
To help the participants:
(a) to understand the goal-setting behaviour in task

performance;
(b) to internalise the process of helping behaviour and its
consequences on performance;
(c) to understand value orientation and its relation to
entrepreneurial performance; and
(d) to understand the factors in the decision-making

process.
5.3.2 Time Required

One hour to two and a half hours.
(i) About 25 wooden blocks (cube-shaped), with plain

116
surface of 5 sq. em. each.
(ii) Blind-fold or clean handerkerchief.

(iii) Observation sheet.
5.3.4 Procedure
Activities followed in the exercise are presented
systematically in the following order:
(A) Invite the participants by generating interest to join
the game without disclosing the underlying purpose.

(B) (i) composition of the group: The exercise requires
three persons to perform the activities. Three or four
sub-groups, comprising three persons each, are deli-
neated from the main group dep.ending on the partici-
pants' reaction and interests. The other members remain
as observers.
(ii) Role division and role briefing: The exercise
requires three participants to assume three different
roles and function according to the instructions given
by the trainer. The three different roles may be: fa-
ther, mother and adolescent child; manager, assistant
manager and entrepreneur, or manager, assistant manager
and worker, etc. The participants are asked to volunteer

for these roles and form three to four sub-groups. This
is followed by role briefing, where the trainer gives
them the liberty to visualise their role according to
their own perception about the character. The remaining
participants are made observers and may be divided depe-

117
nding on the number of sub-groups involved in the

exercise. (Hereafter, the person engaged in tower-
building will be referred to as the subject, and the
other two persons with him as associate members) .
(C) conditions: The trainer now imposes the following
restrictions:
- The subject will be blind-folded and will perform the

task with his wrong hand;
- The associate members will not be allowed to touch
the subject or the wooden blocks. However, They may do
anything of their choice;
- Time allotted: five minutes only.
(D) Additional Information: The performances of other
subjects who have previously pariicipated in the game is
also mentioned. It is also mentioned that on an average,
a person is able to pile up ten blocks.
A typical "model", which is useful in following the various

stages of the game, in the form of instructions, is as follows:
"Let us involve ourselves in an interesting game. All of us
are going to participate in it. We may form three or four groups
comprising three persons in each group. One person will play the
role of father/manager; another person will be mother/assistant

manager, and the third person will play the role of a
child/entrepreneur/worker. The remaining participants will act
as observers. The child/worker/entrepreneur will build a single
column, vertical tower with his wrong hand and will be blind-
118
folded. The father/mother or manager/assistant manager can extend
any help except touching the block and body of subject. The group
performance will be recorded on the basis of number of standing

blocks in the form of a tower. If the tower falls and the time is
over, then the number of standing blocks will be counted up to
one at which the tower topples. For instance, if the tower falls
while putting the tenth block, the height will be considered as
nine blocks only. Accordingly, the group will score nine points.
I wish to provide you information about the performance of

others on similar tower building. It has been found that a person
with average ability can build up a tower up to ten blocks with
the same restrictions as indicated earlier.
You may also remember that no practice is allowed and you
will start only when I ask you to start. However, you may discuss
anything in your group. Meanwhile you can decide the role in your
sub-group.
5.3.5 Guidelines to Observer

All observers may' be asked to assemble temporarily in
another room. The trainer may divide the total number of obser-
vers according to the number of sub-groups of role players.
5.3.6 Instructions to Observer
"You have assumed an important role as a silent observer.
Please do not interact with the participants in any other way.

You may record your observation in relation to all the three
. players. Later on you will get an opportunity to share your
observations in group".
119
5.3.7 What is to be observed
The trainer briefly outlines the process and mechanism of

recording the observation, which is narrowed down to the
following five aspects:
(1) Decision-making: This issue can be observed when the
role players will be involved in arriving at a consensus about
their target in terms of the number of blocks to be piled up by
the subj ect. The following points may help to observe the
decision-making:
-frequency and duration of speaking by the members of the

sub-group.
- who tries maximum to influence the group decision?
- who is most active?

- how is the group taking the decision? (that is through a
democratic process, or some one takes the lead and it be-
comes a group decision, etc.)
- agreement/disagreement in taking a decision by the members

during the discussion.
(2) Help/encouragement: When the subject is involved in
tower-building, the associate members will possibly try to assist
the subj ect to achieve the target. Help or encouragement comes
very clearly with expressions like: "very good", "doing well",
"everything is fine", lithe tower looks good and is gaining its
height", "You are nearing your target", lIAlready you have put up
the blocks", etc.

120
On the contrary they may also discourage the worker or put
the worker under strain with statements, like nit is difficult",
"tower may fall any time lt , "you are not getting me", "do it as I
sayll, etc. such statement may also be recorded to indicate
whether the worker was helped or not.
(3) Confidence of Worker: This may be observerd by his

behaviour and postures like the steadiness of his fingers and the
hand, the case of his bodily posture, the calmness with which he
receives the instructions, etc.

(4) Confidence of direction: Generally, guidance is given
by the associate members with instructions like IItowards your

side", 1Ilittie towards me", nmove your hand to the right", etc.
It is important to observe:
-What sort of guidance is given by whom?

-Who gives the maximum guidance?
-What is the emotional reaction of the subject receiving

guidance?
-Level of anxiety in giving guidance, etc.
(5) Planning and searching environment: This may be
observed at a point when the three players arrive at a consensus
about their target and the trainer asks them to be ready for the
activity. They may discuss the plan: how to build the tower; hoW
the movement of the workers' hand will be guided; in which side
the blocks should be arranged to facilitate the lifting of blocks

by the subject, etc., to collect relevant data to reflect on the
planning and awareness about the prevailing environment.

121
5.3.8 setting the stage
Before starting the game:
(1) All the participants assemble in the class room.
(2) The trainer asks the participants assuming the role of

associate members to record independently on a piece of paper,
their own estimate about the likely performance of their
subjects, that is according to them, what would be the height of
tower in terms of the number of blocks they expec~ their respec-
ti ve subjects to build up. Similarly, the subject of different
groups are also asked to estimate their own expectation in terms
of the number of blocks they think they would be able to pile up.
(3) The estimate made by the participants is collected and
arranged group-wise.
(4) One sub-group, comprising two associate members and one
subj ect, is called to occupy a place already set up by the
trainer. Generally, a table and three chairs are kept in such a
way that the others can see them clearly.

(5) The trainer indicates on the board the estimates of all
the role players of a sub-group.

(6) In case of differences ln the estimates among the three
role players, which is common, the trainer askes them to arrive
at a consensus regarding the estimate.
(7) The sub group discusses and decides upon the agreed
estimate, which becomes their target.

5.3.9 Playing the Games
The stage is set for the game. The trainer instructs other
122
participants to maintain silence while the game is on. He askes
the players whether they require any time to start the game.
If the players need time to discuss among themselves, the
trainer may allow some time for the same. When they are ready,
the subject is blind-folded and the trainer ensures that nothing

is visible to him. The trainer sets his watch, and gives them the
"go-ahead" signal.
Now the game is on, and the subject starts building the
tower. The trainer announces the time at regular intervals. After
five minutes, the players are told to "stop". The blind-fold is

removed and the performance, in terms of the number of blocks
piled up by the subject, is recorded. The same set of exercise is
repeated for the other sub-groups one by one.
5.3.10 processing
The main purpose of processing is to help the participants
examine their experiences and analyse them for some significant
learning. It becomes more meaningful when they find a practical
implication of certain experiences generated during the exercise.
These periences bring forward some attributes which they may find
desirable to look at and acquire.
The processing depends on the trainer's style, experience
and human-relations skills. However, the trainer should always
remember the obj ecti ves of the exercise and the da ta generated
.during the exercise to highlight the learning experiences. The

Narious stages of processing this exercise are:
123
5.3.10.1 projecting the data of all the sub-groups: The trainer
collects all the data and writes on the black-board in a tabular
form (annexure-I). In fact, the data provides a statement of
comparati ve performance by the groups. The basic idea behind
recording the data on the board is to bring the participants in
to a "here and now" situation, that is, what we have done now.
5.3.10.2 Begining of the process: The processing may begin with

questions such as:
-What do you feel now?
-To what extent were you involved during the exercise?
-How do you find this exercise? etc.
5.3.10.3 step-wise processing: The exercise mainly indicate five

differnt points of experiential sharing and data generation:
-Initial estimate made by all the three persons playing the
game for different sub-groups;
-Arriving at a consensus about their estimatesj
-Planning to achieve the target just before the game starts;
-While the exercise is in progress; and
-Participants' reaction after the experience.
5.3.10.4 Emerging issues in processing: Some of the following
issues may be found emerging in almost all the cases:
a) Goal setting: Major issues related to this are either under

or overestimating of the subject by the two associate members,
and the subject over/under-estimating himself against the average
figure given by the trainer. The trainer may ask questions like:
-How did you choose a particular estimate?

124
-Did your consider the average figure given by me to decide
your estimate?
-How could you under/over-estimate your subject?
-What prompts you to say that you arc above average?
-What prompted you to rate your subjects as being above
average?
-What may happen if we under/over-estimate a person?

The trainer may receive varied responses on the basis of
which the implication of these expectations in relation to
performance is discussed. He may also emphasise the role of
expectations in heightening the level of achievement motivation.
b) Decision-making: Importance is given to the process of
arriving at a decision. The trainer may remind the participants
in a particular stage of the exercise that the sub-group was
asked to give a common figure about the estimate. The following
question may help the trainer to elicit relevant information to
drive them towards meaningful learning, and may be asked group-
wise:
-Are you fully satisf ied with the consensus about the
estimate?
-What happened in making the final decision?
-Do you think that the group's resource were fully made use
of in making the decision?
-What happens when someone dominates in the group?
It may be highlighted on the basis of discussion that when
the decision is not made about the goal by the subject performing
the activity, he does not feel fully involved in achieving the
125
goal. However there are possibilities to help the subject to set

a realistic goal, where he accepts a goal of his own.
c) Help/Encouragement: This is one of the important issues which
emerges during this exercise. Generally, help and encouragement
are considered in the form of instruction and directions by the
participants. While the subject is performing the task, the two

associate members think that they are helping the subject perfor-
ming the task by saying "towards me", "towards you", "more
towards the right", etc. It may be emphasised here, that the

directions are normally given to people when we do not trust
their ability to do things. However, directions become positive

when the task is complicated and specific directions are re-
quired. In this exercise, the subject building the tower may not
need much guidance initially, but as he approaches the target, he
may like to know how much he is to move to place the block
correctly.
On the other hand, the subject might also feel encouraged by
the associate members. What encourages the subject, and what

happens when he is encouraged, are questions which are to be
probed in detail. It may be found that some cue words like "very
good", "well done", "perfectly all right", "go ahead', etc.,

create a situation where the subject feels emotionally attached
to the associate members and the achievement of the task.
Blocking the· initiative of the subject, showing unconcern about
his attempts in achieving the task, making him more dependent and
doubting his abilities may discourage the subject, create anxiety
and a fear of failure, rather than any hopes for success.
126
consequently, he may underrate his abilities and the performance
of the task becomes more difficult. Some statements like: "tower

will fall down", "you are not getting my direction", lido what I
say", etc., may be discouraging to the subj ect. A deep probing
with the subject may reveal an understanding of what discourages
him and what happens as a result of it. Help is to be understood
in terms of strengthening assistance and not showering sympathy.

Questions like: what really assists the subject to achieve the
target may help the participants understand about giving help to
others. When the subject indicates that he is not being helped,
then a question becomes relevant as to how he sought the help
from the associate members. The implication of seeking and giving
help in an entrepreneurial career can further strengthen the
understanding of the concept based on the experiences generated
during the exercise.
d) Confidence: In most of the cases, it has been found that the
participants are not able to articulate what confidence means to

them. In an answer to a question as to why you chose a particu-
lar target, the answer is that he felt confident of achieving it.
In such a situation the participants may be helped to articulate

as to what made them confident about achieving the target. It is
desirable to indicate here, based on certain observations and
experiences of the participants, that building a tower mainly

requires the feel of touch. Those who could see only the negative
aspects, like, working bling-folded with the I1wrong" hand may
lose faith in himself, while others, who coula plan the activi-
ties properly, depended on "touch and go" to build up the tower,
127
and sought help in terms of number of blocks to be put up, time
left, etc, were really able to lay the foundation of confidence.

e) using Observers: The observations made by the observers on
different issues help the trainer in probing the participants and
generates meaningful experiences at various stages of processing.
The observers of each group can be asked to ref 1 ect the ir own
observation either in the beginning, or at different stages,
depending on the suitability of making use of their observations
by the trainer. They may also be encouraged to indicate their own

views based on the observations.
f) Reinforcinq participants: Learning is further reinforced by
providing opportunities to the participants who are willin9 to
build up the tower alone, or with associate members. Even the
trainer may select one or two participants, whose expectations
were low, and ask them to build the tower again. Most of the
time, it is astonishing to see that such persons perform better

than their own expectations. They are amazed at their
performance, and may comment: "I underestimated myself", "It is

meaningful learning to me", "I can do something more than what I
think about myself", etc. These experiences add to the learning
of the participants from the exercise.
5.3.15 Variations
(1) The exerci~e may be played using either one group at a

time, or all groups at the same time.
(2) Different groups be given a different set of roles: one
group may comprise father, mother and child, while anot-
128
her group may take up the role of manager, assistant

manager, and worker, etc. Depending on the situation,
two players can also play the games.
ANNEXURE - I
Data Recording
------------------------------------------------------------------
Group I II III IV
(A) Goal-setting (target)

Associate member (1)
Associate member (2)
Subject.
(B) Consensus
(C) Performance
(target achieved)
5.4 Achievement Planning

(Achieving Results)
The exercise has more closeness to reality in relation to

entrepreneurial life. It has direct relevance to the
entrepreneurs' action and affects the outcome while he is planning
for a challenging task.
5.4.1 Objectives
(a) To help the participants to internalise the thought
process related to high need for achievement.

129
(b) To analyse the thinking process in relation to

achievement planning.
(c) To help the participant understand his own goal

setting.
(d) To enable him to understand his behabiour under pressure

of time and results.
(e) To make him aware of the environmental factors which

influence the outcome.
(f) To help him to analyse his behaviour in competitive
situation.
5.4.2 Time Required
For two rounds of play and discussion l the exercise requires
about two and-a-half to three hrs for 20 participants.
(i) Glossy one side coloured paper or one side printed white
paper cut into squares of 4 inches length. About 20 such
4 inches paper required for every participant.
(ii) Data record sheet for the exercise.
(iii) Black-board/flipchart.
5.4 • 4 Procedure
Overview
The exercise consists of manufacturing two units almost
similar in nature. The prototype of these units are presented to
the participants. In order to make these products, the
130
participants initially make an estimate of their ~np~city on the
basis of a set of information regarding cost of the input, pur-

chase price, average time to build up a model, etc., given to
them. The participants are given a trial run for which time is
noted by the trainer in order to check the early estimate and

revise the same if he desires so. He however pays, penalty for
the difference in estimate. Subsequently, he buys the raw
material, the price chart for which is given. An actually manufa-
ctured unit in the time frame, with prescribed quality standard
sold at the prescribed price. Thus the difference of his inves-
tment and income determines his profit or loss.
This overview has to be presented to the participant in

three steps.
step :r
To familiarise the participants with the model in order to
make the first estimate. The trainer is required to have a
thorough understanding of the prototype before administering the
model. The following instructions can be given to the
participants:
"Imagine yourself as an entrepreneur. You are the boss,
manager, worker, salesman all in your company. It is a single man
enterprise. You have to make paper boats known as "SWCC" (Shallow
Water Cargo Carrier) for defence purpose. Your instructor is the
sole supplier of raw material. As the production will be used for
defence purposes, the instructor is a sole buyer too. You can buy
only from him and can sell finished products only to him. The raw
material once bought by you does not have a sale value. You can
131
make a profit by selling your products as the cost of raw mate-
rial is less than the finished product for sale (Annexure - II).
The contractor would give you the technical know-how for making
. the boat. After seeing the demonstration you would make the
initial estimate in the data sheet given to you". (Annexure - I).
The trainer now demonstrates steps for manufacturing the

prototype. He then prescribes the specific quality required by
the contractor.
Points to be considered for meeting the quality standard
are: the two side corners of the boat should be pointed and
printed letters SWCC (or the coloured side) should be visible on
both the sides of the boat. He further says, "For your

information the average time taken by fast makers, average speed
takes and slow makers for making similar boats are 30-40 seconds,
40-50 seconds and 50-60 seconds respectively per boat." The
trainer may write this on the blackboard.
step I I
Practice manufacture or timed trial by the participants and
revision of estimate if necessary. Each and every participant is
given a boat-making sheet for having a trial. The following
instructions are given:

lIThe contractor (that is the trainer) is going to provide
raw material which is free of cost for practice. Are you ready?"
Here the trainer might announce the time loudly after every five
or ten seconds while the participants are busy making the boat.
The suggestions for announcing the time may be taken from the
group. After they have taken by each of them and fills column 'B'
132
in the record sheet and subsequently fills the column 'C'. If
there is difference between columns A and B, the column 'D' is
also filled in by them.
step I I I
This involves production within specified times, sale of
manufactured unit, computation of profit or loss, and appraisal

of overall performance.
The trainer distributes material (square papers) to each

participant as mentioned in C-2. He then says, liDo not start
until I signal and please stop when I say stop".
During the process of making the boat, if a participant
forgets the process of making the boat, the trainer might help
him to do it. When everything is set for the final or actual

production, the trainer gives a "go" signal for making the units
and notes the starting time~ At the end of 5-6 minutes (as
decided by the trainers) he says "stop'. If the participants
desire, he can announce the time at an interval agreed to them.
After the production time is over, the participants are asked to
display their products. The trainers (co-trainers also) act as a
buyer, inspect the units and buy the units which meets the
quality standard. The participants fill the column under section
'E' and work out loss or profit by adding the penalty. After all
the entries are over the trainers ask, "Would you like to work on
another model!"
The working space is thus cleaned and preparation of other

model is taken under the same guidelines as indicated for Model-I.
133
Once the entire group is through this process, that trainer

records the performance of all in both the models (in terms of
profit or loss) on the blackboard.
5.4.5 Processing
processing the data is very important. Through processing,

each and every participant is helped to understand his own goal-
setting or risk-taking behaviour, sensitivity to the data, the
ability to learn from feedback, etc.
Once the participants calculate their profitt loss, an
informal discussion amongst them may be generated by picking up
one or two typical cases such as: where there is remarkable shift
of goals or there is a least shift of goals. Some of the

following questions may help. the trainer to initiate the
discussion.
·1. How did you like the exercise? Did you involve yourself
in performing the task? what made you feel so involved or
uninvolved?
2. How did you decide your first goal/estimate? What
helped in deciding the estimate? Did the "average figure"
make any impact on your decision? What does it mean to

you? Why?
3. How did you set your revised goal? What factors led to
determine the revised goal? Does this tell you something
about yourself?
4. While you were performing the task, what were you
experiencing? were you tense, anxious or nervous? Did you
134
feel the pressure? Did your fingers shake while you were
making the models.
5. When the trainer announces "one minute left.11 Did it
affect your work? Did it create any kind of tension in
you? How many of you ~xperienced this kind, of tension?
6. How does tension help you in your day-to-day life? Can
you work more under tension or does it hamper your perfo-
rmance? Are you aware of this block?
7. When you set your goal, with whom were you competing or
comparing? for your first model? For your second model?
8. Did you gain? Did you lose? Why? What are the factors
responsible for profit or loss?
9. What are your thoughts at this moment? What did you feel
about your failure? Whom did you hold responsible? Did
this experience influence your performance in the second

model?
The questions suggested above may be helpful for generating
in-depth discussions. The interventions by the trainer may help
the group to generalise the behaviour at conceptual level~
Generally, most of the participants get involved in this exercise
and exhibit a desire to learn from the experience. But to some,
it is nothing more than fun. Such people normally find difficulty
in accepting their failure. The trainer may avoid probing them by
saying that they were involved (as from behavioural cues while
making the model were seen) as it might develop a defence in them

thus resulting in a block in learing.
135
While processing, the trainer moves step by step and many
find relevant data to highlight the following aspects.
Sensitivity to the surrounding: Some participants use the data
given by the instructor in performing the task. These type of
people might ask repeatedly about the time taken by other group
members doing similar kind of task. After the game is over, such
individuals may again' become restless and check their data with
those of others. They try to analyse the task mentally. They
change their estimate in the subsequent trials on the basis of

their previous estimate.
Calculated risk-taking is reflected by careful analysis of
the situations and aiming at a task which is nei ther too
difficult nor too easy. Each time the person calculates the
probability of his success, probable profits/losses, etc., before
taking his decision.
To take personal responsibility for his profit or loss, the
individual often reflects more on his personal factors that
influence his goal. He tends to realise that they were over-
ambitious, or confident I realistic is setting their goal, used
the information I etc. They do not blame the quality of paper,
uneven surface of table I announcement by the trainer, average

time given, etc. Feelings such as happiness, disappointment, etc.
also get expressed by the participants. A person who fails would
analyse why he failed. Success for him also will have a diferent
meaning. It would make him aspire for still higher standards.
Time as a resource, allows him to make the best use of the

time available. He ensures that the task required by him, engages
136
him suff iciently. While making the model he invests only that
much wich he can produce within the given time. For some, stress
was an incentive as they worked very well under stress. But for
some, it was a block as they become anxious and nervous. As a
result, their performance ~ould suffer.
How do I see Myself: The concept of average time tends to influe-
nce different persons in different ways. Some might tend to put

themselves high or low. The trainer may explore to find out what
makes them decide so. A check on one's self image and what it
means to him has deep relevance while setting the goal. Some tend
to work and like to live under influence. Through more realistic
self-analysis which helps the person to his strengths and subse-
quently, the reorientation for his goal-setting behaviour can be

obtained.
"Confidence Level": Usually the word is used very loosely. The
trainer should be persistent in probing into individual data on
confidence recorded at various lC'vols from model t.o modal. To
have 100 percent confidence would mean undertaking the job which
is well within the individual's capacity and also when the
individual does not have any scope for 'stretching'. Some parti-
cipants might say that they wrote "just like that" which
virtually has no meaning.

The tendency here is to keep away all those considerations
which could have provided the basis for assessment. A striking
awareness that confidence level has relevance to feedback from

past experience or to assess knowledge and skills constitute
important learning. The trainer should elaborate this concept as

137
it is significant to goal-setting process.
5.4.6 Variations
variations within the exercise is possible in relation to:
(1) the product to be manufactured;
(2) the penalties;
(3) the profit-loss table; and
(4) the instruction sheet.
Any product which involves following a particular prototype

and manual work can be introduced, provided the same product is
tested on a group of students.
The penalty or profit-loss table can be altered depending

upon the product chosen. While making the profit-loss table, the
trainer should follow a standard formula. For example, the profit

should not exceed twenty percent of the raw material cost and the
rate of profit should progressively increase with the number of

items.
The instructions written on the sheet could be distributed
along with the record sheet and profit-loss/penalty chart.
Other-wise the trainer can give instructions verbally.

138
ANNEXURE - I
APO Exercise Reoord Sheet
A. First Estimate:
How many units can you make in five

minutes
2. How confident are you about this (express

you confidence in terms of percentage)
3. Why do you think so?
B. Time Trial:
Time taken by you to manufacture one unit

C. Revised estimate:
1. How many units can you make in five

minutes?
2. What is your investment?
3. How confident are you about this

capacity?
4. Why do you think so?
D. Penalty:
1. What was the difference (in units) between
"First" and "Revised" estimates?
2. What is the penalty? (the difference in

"First" and "Revised" estimates X 500)
E. Performance on production run:
1. How many units did you make?

2. How many units did you sell?
3. What was your income? (unit sold X 15 1 000)
4. What is your profit/loss, difference Profit Loss

between C (2) and E (3)
5. What is your profit/loss after penalty? Profit Loss

F. What factors contributed to the
profit or loss?
139
ANNEXURE - II
Penalty Chart
Penalty of the difference between IIFirst" estimate

and "Revised" estimate
------------------------------------------------------------------
Difference in estimate Penalty @
------------------------------------------------------------------
By 1 more or 1 less 500
By 5 'more or 5 less 2500

---------------------------------------------------------------~
Investment/profit/loss Chart
Prices of raw material cost of raw Selling Profit
material price
First slab
@ Rs. 10,000/- 1 sheet 10,000 15,000 5,000
per sheet
2 sheet 20,000 30,000 10,000
3 sheet 30,000 45,000 15,000

Second slab
@ Rs. 9,500/- 4 sheet 38,000 60,000 22,000
per sheet
5 sheet 47,500 75,000 27,500
6 sheet 57,000 90,000 33,000
7 sheet 66,500 1,05,000 38,500

Third slab
@ Rs. 9,000/- a sheet 72,000 1,20,000 48,000
per sheet
9 sheet 81,000 1,35,000 54,000
10 sheet 90,000 1,50,000 60,000

----------------------------------------------------------------
140
5.5 Convince and Crown
5.5.1 Objectives
(a) To provide an understanding of the process of
influ~ncing others.
(b) To understand one' 5 own need to inf luence in an
organisational setting and experience its consquences

in terms of one's own and organisational goal.
(c) To experience the subordinate goal and to modify the
intensity of self goal.
Participants are introduced to the idea that often one is
require to influence others and entrepreneurs are often engaged
in influencing the members of support and service agencies. They
are also required to influence workers of their organisations. It
may therefore be important to understand the process of

influencing and experience success by practising the known
methods/process.
5.5.2 Time Required

Approximately fifty minutes.

A small 'model mike'.
5.5.4 Procedure
The facilitator divides the whole group into small groups of
six to ten persons. out of these groups, one group is brought to
the centre and its members asked to sit in a circle. The members
of the other groups become the observers. They are asked to note,
141
but are advised not to speak. The facilitator then explains the
game as follows:
"Your group will discuss the topic announced to you. (A
debatable topic selected should be related to the job/area of
work of the participants. For example, in an EMT laboratory, the
topic can be 'Banks are one real hurdle in developing
entrepreneures I .) While discuss ing the topic, you have to
convince your colleagues about your view-point. For your effort
to convince others, each one of you are going to be awarded.

These awards will be in the form of red stars given to each
speaker. The system of awards is as follows:

For speaking first time in the group -5 stars
For speaking second time in the group -4 stars
For speaking third time in the group -3 stars
For speaking fourth time in the group -2 stars
For speaking fifth time in the group -1 star
After the fifth time, you will not get any stars, but the
frequencies of'speech will be counted.

The member with the maximum stars will be elected as the
leader of the group. According ly , the tot a 1 number of stars
obtained by eaoh group will be counted. The group with the
maximum stars will be declared as the winning group and the
leader of that group will be crowned.
5.5.5 Instructions to be Followed
There are some rules which every member has to follow:

(1) One can speak only when the 'model mike' is in his hands
(2) One can give this model mike to anybody he likes but
142
can I t ask for it either verbally or through non-verbal
signals.
(3) One can snatch away the model mike from the hands of
others. However, in that case, the group loses two stars
for each snatching, but there is no loss in the number
of stars allotted to individuals.

5.5.6 Variations
It is possible that in one group more than one person gets
the same number of stars. In such a case, the facilitator
allocates more time to those members only and counts of frequency
of speaking by each member in the given period of time. On the
basis of the number of times one speaks I (taking the model mike
in hand), the leader will be decided. The rule of snatching will
continue in this later case.
In case two groups get the same number of stars, the leader
of these groups will be called for further discussion and on the
basis of frequency count of speaking, the final leader will be
decided and the group will be crowned.
5.5.7 Background Notes

The exercise provides opportunities to develop one's ability
to convince and leadership qualities. It also helps the
participants to get some insight into the positive ways of

influencing others.
A sucessful leader always has a positive way of approaching
others. The positive approach is only possible when a leader
possesses and demonstrates the following:

Sincerity of purpose: This shows concern and gets communicated to
143
the audience. Leader starts the pr~cess of listening and also
presents his/her view-points clearly.
positive Listening: Another feature which is necessary is to
understand the others' view-point and then present one I sown
view-points. This helps in convincing.
Empathy: A unique quality that helps in understanding others. Any

evidence of empathy displayed by the leader has a magical effect
on listeners. They are impressed by such observations.
Assertive: The leader should be able to present his point of view
by taking the initiative and should be able to convince by being
logical.
Factual and logical: In order to convince, the leader may have to
quote facts and present his view-points in a logical way based on
factual data. This helps the listeners to decide in favour of the

leader's stand.
Respect/acceptance of other view points: The leader should have
respect for the view-points of others and demonstrate tolerance
and patience to accept their ideas though he might disagree with
them. This starts a process of change in the group.
Mutual concern: A leader is effective if he can display a concern

of superordinate goal for which the group is discussing of
working. This makes him acceptable even if people disagree with
his ideas or logic.
All these qualities are demonstrated in this exercise. The
facilitator should be able to conduct the exercise in such a way
that all these aspects of leadership and influencing process are

demonstrated and also by picking up the participants' own
experiences during the exercise.
144
6. Enterpreneurial Qualities and their Measurement
The major thrust in the present investigation was to
inculcate certain psychological characteristics among the farm
entrepreneurs. These dimensions compr ise what we currently

believe are the most dominant aspects of entrepreneurial
behaviour. A specially designed training programme was organised

to achieve this objective. In order to assess the effectiveness
of training programme with respect to development of these
character istics, an attempt was made to measure the level of
these qualities before and after training intervention. The
entrepreneurial qualities and their measurement is given as

under:
6.1 Achievement Motivation
Motivation in general is an important determinant for entre-
preneurial growth and development in society. However, under the
broad spectrum of motivation, certain social motives have been
found to be significantly related to entrepreneurial behaviour;
such as the need for achievement, power affiliation, dependency,
extension, personal achievement, social achievement, influence,
etc. Among these motives, the achievement motive acquires a

strategic dnd important position, and tox: this _['edSOn .it il::i
often equated with entrepreneurial motivation which is quite

close but is not the same.
Achievement motivation is also termed as lin Ach", the need
to achieve, the "urqe to improve" in common pnrnlcmce. Tf n man

145
spends his time thinking about doing his job better,

accomplishing something unusual and important or advancing his
career, the psychologist says he has a high need for achievement.

He thinks not only about the achievement goals but also about how
it can be attained, what obstacles or blocks might be encountered
and how he would take up to overcome the obstacles in achieving
his goal. In short achievement motivation refers to the predispo-
si tion or inclination 01 an inul vidual to <lccolll.I:Jllsh sOll\~t.hing
important and unique in a competitive situation.
6.1.1 Measurement of Motivation
We come across a wide range of methods developed by the

psychologists for measuring motivation. According to McClelland
(1958), there are mainly three methods. These are (i) asking the
subjects either directly or indirectly, (ii) obtaining an overall
judgement by outside observers, and (iii) recording specific
behaviour signs of motivation in psychological response, in per-
formance, in percerption, in association or in expressive move-
ments. Further, he revealed that these methods of measuring human

motivation yield essentially uncorrelated results.
Many psychologists like Morrison (2962) and Neil srt. al-

(1963) used sentence completion test (SeT) to measure the n
achievement. But McClelland and winter (1969) while questioning
the validity of seT as a measure of achievement motivation f
argued that n achievement score is 'operant' and not 'respondent'
measure as it records how often a person spontaneous ly thinks
about things, not how interested he is in improvement in response

146
to other's questions. The distinction is not trivial one in

psychology as correlation between operant and respondent is near
zero. Moreover, the seT has very little application for the rural
people who lack education. In order to overcome the limitations
of SeT, the only response system to replace it for unique motiva-
tional effects is organised fantasy in stories. According to
McClelland (1958), this method has two points to its success; (i)
fantasy is easily influenced by induced motivational states and
that motives measure bases on such alterations in fantasy satisfy

the criterion of rational fertility and (ii) it is perhaps not
sufficiently clear that fantasy also has its weakness (as a
method of measurement) directly related to uniqueness and relia-
bility. Bhargava (1984) while studying in Indian situation,
expressed the opinion that Thematic Appreception Test (TAT) and
other non-verbal devices are better and provide dependable and
reliable material for measuring personality and motivation.
It was, therefore, decided to use 'l'A'1' type instrument to

measure personal, social and influence motivation and their com-
binations in the present investigation. The instrument consisted
of four TAT type pictures developed by Mehta (1976). Based on the
prescribed criteria for TAT, Sethy (1982) and Sadangi (1991) used
the same pictures to measure the motivation of the farmers and

rural occupational diversifiers respectively of two different
coastal districts in orissa.
As the present study (concerned with farm entrepreneurs) is

of similar nature, all the four pictures used by these
147
researchers were also considered appropriate for this study. A
brief description of the selected pictures is as follows:
picture NO. 1- People standing in queue.
picture NO. 2- A boy reading a book and a man sitting besides him
on a cot.
picture NO. 3- A machine shop with some workers in action.
picture NO. 4- A group of persons discussing among themselves.
6.1.2 Administration of the Test
Before starting the exercise, an instruction sheet was
distributed to the respondents. They were instructed as follows:
"For 20 seconds, you will see a picture on the screen. Then
you will be given five minutes to write a story about what you
have seen. While writing, you may consider the following
questions to build up the story".
(i) What is happening? Who are the people?

(ii) What has happend in the past that led up to this
situation?
(iii)What is being thought? What is wanted? by whom?
(iv) What will happen? What will be done?
You should try to make the stories interesting and dramatic
and relate them to a human situation instead merely describing
the picture".
6.1.3 scoring
The stories so obtained were scored following the scoring
system developed by Mehta (1987). stories were first scored for

148
achievement imagery (AI) on the criteria developed separately for
personal achievement imagery, social achievement imagery and

influence imagery. Broadly, Mehta (19B7) described three
imageries as under:
(i) Personal achievement imagery (PAl) refers to concern
for some standard of excellence in performance (work) related
situation and also include concern for standard or excellence in
one's living conditions.
(ii) social achievement imagery (SAl) when any character in

the story shows a concern for success in relation to standard to
excellence in some group work/ activity or for improvement of
group/social community life, it is scored for social achievement
imagery.
(iii) Influence (Inf) is scored when anyone character in
the story as a whole shows a desire for influencing other persons
or on ongoing situation. The stories in which there was no
reference to achievement goal were scored as unrelated imagery
(UT) and assigned zero. The scoring procedure developed by Mehta
(1987) is an improvement over the procedure developed by him in
1976 in the sense that in the new pattern, an achievement imagery
(AI) may indicate presence of any single motivation or
combination of any two motivations or combination of all the
three motivations. He argued that the motivational level of an
individual is definitely higher and different in nature when
subject's imagery shows two or more motivations in a combined
state than motivations occuring singly in different achievement

imageries.
149
Once the stories containing AI were identified the resear-
cher moved to score the sub-categories. The eight sub-categories
of AI are: personal action (AP) , social action (As), anticipated

action (Aa) , strenght (St), hope (H), personal and social aware-
ness (PSA) , vigilance (V) and thema (Th.). So each AI story was
scored for the three main categories, i.e., personal achievement
imagery (PAl), social achievement imagery (SAl) and influencey
imagery (Inf) and eight sub-categories. A score of one was given
to each main category and sub-Category (excluding thema which was
not scored when the story contained more than one main category).
Theoretically, therefore, scores on any story could range between

o and 10. However, the total score for a story containing only
PAl or SAl or Inf. whould range between 0 and 9 and the compined
score of any two of these categories whould also range between 0
and 9 (as thema was not scored) .
The relevant scores for categories and sub-categories were
entered in a scoring sheet. This was done for all the four
stories for a given respondent. The obtained scores were then

used for identifying a need-profile for the given individual, as
illustrated in the Appendix VP, with the help of three cases from
the study in the specimen scoring for need profiles. The diffe-
rent needs which were scored are: Personal Achievement (PA) ,
Social Achievement (SA) I Influence (Inf.), Personal and Social
(PA+SA), Personal Achievement Oriented Influence (Inf+PA) I Social
Achievement Oriented Influence (Inf+SA) and Personal and Social
Achievement oriented Influence (Inf + FA +SA) .

150
6.1.4 Reliability of scoring
Though, the investigator himself, being trained, got some
deal of skill and expertise in scoring the stories, the scoring
was also subjected to inter-scorer reliability test with scoring

done by experts. For this, 30 per cent of the total obtained
stories, i.e., 48 stories were randomly selected and scored by

the experts. The scores of the investigator for a given
category/sub-category was then compared with those given by the
expert scorer in order to check the objectivity and reliability
of his scoring. The formula suggested by Smith and Feld (1958)
was used here:
2C 12
R= --------
C~ + C2
Where, R= Inter-scorer reliability coefficient
Cl2 = Number of times the investigator and the expert
agreed on the presence of a category or a sub-
category.
Cl = Number of times the investigator scored a
category or a sub-category
and C2 = Number of times the expert scored a category or
a sub-category.
The agreement of the ,investigator with expert, exepressed by
'R' worked out to be more than 0.88 which was considered very
satisfactory.
151
6.2 Risk Taking Willingness
Entrepreneurs are calculated risk-takers. They enj oy the

excitement of a challenge, but they don't gamble. Enterepreneurs
avoid low-risk situations because there is a lack of challenge
and avoid high-risk situations because they want to succeed. They
like achievable challenges.
A risk situation occurs whEm one is required to make a
choice between two or more alternatives whose potential outcomes
are not known and must be subjectively evaluated. A risk situa-

tion involves potential success and potential loss. The greater
the possible loss, the greater the risk involved.
Risk is an inevitable factor involved in either
establishment of an enterprise or adoption of new technology.

This becomes the bigest venture of an entrepreneur in taking up
any activity. The term risk refers to an outcome which leads to

losses or deviations of realization from expectations (Heady gt
at., 1952). However, risk taking willingness in case of an entre-
preneur indicates a challenge in his activity where there is
where there is a reasonable chance of success. Success depends
not on chance but on ones own efforts. An entrepreneur likes to
exert and stretch. The challenge of moderately risky task pro-
vides such stretching situations. He tries to take moderate risk

and challenging situations. According to Rao and Nadkarni (1978)
the concept of taking a challenge or stretching explains better

the concept of moderate risk taking. "One takes a challenge if
the goal is personally meaningful, the outcome is dependent on
152
'one's efforts and the goal is u little lJeyoned ones CdlJdcities.
The same is true of the concept of 'Stretching', One is likely to
stretch oneself if the goal appears a little beyond one's reach
it has personal marginal utility, and if its attainment largely
depends on one's efforts. Stretching results from hope of suc-

cess. A person operating from hope of sucess, however, is likely
to increase his capacities because of his inclinations towards
stretching".
Risk taking style of entr~preneurs also differs among them-

selves. Beal and Sibley (1967) had pointed out that individual
vary in willingness to take risk. Same is the case with entrepre-
neurs also. While some of them want to invite great risk without
even caring for the information to be collected others seem blind
to information. Those who are either careless about or blind to
information may be termed as indulging in impatient risk taking,
whereas those who choose amongest alternatives and opt for ones
with promise of high returns may be indulging in high risk ta-

king. Their behaviour is almost like the one of a gambler.
Several rerearches on risk taking willingness in relation to
entrepreneurs have conclusively indicated that entrepreneurs
mostly take moderate risk in their goal oriented activity. Based
on the previous researches McClelland (1958) agreed "achievement
motivation is a key factor in accounting for the behaviours of

entrepreneurship, one of the striking characteristics of such
entrepreneurs is their willingness to take calculated risk to
innovate in ways that have reasonable chance of success. Further

153
this have been supported by empir ieal studies as reported by
several researchers like Atkinson (1958), Litwin (1958), vitz

(1967), Atkinson and Litwin (1960), Atkinson; Bastain; Earl and
Litwin (1960) McClelland ( 1961), McClelland and winter (1969),
Rao and Mehta (1978). As an entrepreneur ,one should not take
unnecessary risks. One must have control over his emotions and
accept risks only when the benefits are equal to or greater than
the risk involved.
His first task must be to decide whether the goal is

important enough to justify the risk. The entrepreneurs under-
stand their goal clearly and define their desired outcomes in
definite terms. They assess the various alternatives available to
reach the goal,or to at~ainl the desired outcome they calculate
the cost of each alternatives, and assess the probability of
achieving the goal or desired outcome. Their choice of the means
or alternatives is generally governed by moderate or at least 40

to 60 percent probability of achieving the desired outcome.
Effective entrepreneurs, therefore are calculated risk-takers.
Singh (1970) reported that the extreme (high or low) risk

taking scores were found in successful or unsuccessful traditio-
nal agricultural entrepreneurs. The progre~ve ones showed mode-

rate risk taking scores.
The study conducted by Mishra (1979) on farm en~preneurship
in a backward district of Bihar reveals that the person with risk

taking behaviour stakes and expects but continuously intervenes
to effect the outcome rather than the payoff only.

154
Sethy (1982) in his study on the entrepreneurial characteri-
stics of the farmers of an agriculturally advanced district of
Orissa, found that 64 percent of the respondents were moderate
risk takers and the remaining 36 percent were almost evenly
divided into high and low risk takers.
Sadangi (1991) concluded that the diversifiers preferred
more calculated risk than the non diversifiers.
6.2.1 Measurement of Risk Taking Willingness
As already discussed that risk-taking willingness is the

ability of taking up challenge in a given situation, where a
person not satisfied with the present outcome, strives for some
additional payoff. Prasad (1988) by adopting choice-dilemma
procedure developed a semi-projective instrument to measure risk-
taking willingnss. The same was used in this rerearch study
(Appendix-III). The scale consists of 5 stories which present
. hypothetical situations with varying degree of probability of
success. The respondents were asked to choose a course of action

which best represented their desire to achieve success in the
given situation. For quantification of the response, a scoring

key according to the extent of risk involved was used and has
been presented as under.
Risk levels fil. Weightage
0-20 1
21-40 2
41-60 3
61-80 4
155
The five stories comprised two types of risks. The stories
2,3,4 and 5 contained clues for excelling in a given profession,
job or occupation and the risk involved in achievement of
excellence. This was abbreviated as 'Risk A' and had a score
range of 4 to 16. The other set, i.e., 1 and 3 contained setting
up of a new business enterprise as the major theme and there was
risk involved in setting up a new enterprise after destabilising
the existing less-paying enterprise or occupation. This was

abbreviated as 'Risk B' and had a score range of 2 to 8.
I-E (Internal/External locus of control) refers to the

degree to which an individual perceives that the events that
happen to him are dependent on his own behaviour or are the
result of fate, luck, chance or power beyond one's personal

control and understanding.
The entrepreneur does not believe the success or failure of

a new business venture depends mostly upon luck or fate, or other
external, personally uncontrolable factors. Rather, the entrepre-

neur tends to believe that ones personal accomplishments as well
as setbacks lie with in one's personal control and inflnence.
The sense of personal causation as the determinant of success or

failure is linked to the entrepreneur's achievement motivation
and preference for moderate risk-taking, Several researches have
reported a positive oorrelation between one's entrepreneurial
activity and the entrepreneurs belief that the locus of control
156
over these entrepreneurial events is internal rather than exter-
nal and just a matter of luck or circumstances.
Characteristics of internal and externals have been
identified. Internals are likely to describe themselves as
active, striving, achieving, powerful, independent and effective.
They would like to experience that they can make things happen
rather than see things happening by themselves. This also helps

them to accept their mistakes and improve on them. Externals
might possibly describe themselves this way but will more likely
describe themselves in opposite terms.
Internality was found to be positively associated with

indexes of social adjustment and personal adjustment. Evidence
also demonstrates that internals, in contrast to externals, are
more achievement oriented, less anxious, less dogmatic, more
trusting and less suspicius of others, less apt to use
sensi tizing modes of defences and more self-confident and
insightful. Internals however, were found to resort to more self-
blaming behaviour than externals. This is logical since external
do not perceive outcomes as being a result of their actions; and,
consequently, they assume less responsiblili ty or blame. In a
betting situation, internals were found to be more cautions and
conservative than externals in an attempt to control events. They
are "percentage players" in risk situations.
Rotter (1966) states that "theoretioally, one would expeot
some relationships between internality and good adjustment in our

culture but such a relationship might not hold for extreme
157
internal scores". The extreme internal person might well be self-

flagollating in blaming himself while the extremeinternal person
may use factors outside himself as defences against real inade-
quacies. Extreme external people may be passive in the fact of
environmental difficulties which would result in maladjustment in
our society. It is generally agreed, however, that a person of
increased internal control is positively related to a wide
variety of competence and adjustment behaviours.
6.3.1 Measurement of Locus of control
Rao's (1985) Entrepreneurial Orientation Inventory measures
the extent to which a person is internally or externally oriented
in relation to various entreprenenrial activities. The instrument
is intended to assess respondents externalism or internalism.
Those who score high on entrepreneurial internality are

those who believe that entrepreneurs can shape their own
destinies through their own effort. Those who score high on
entrepreneurial externality are those who believe that the
success of entrepreneurs depends on factors, such as I chance,
political climate, community conditions and economic environment-
factors beyond their own capabilities and control.
There are twenty pairs of items in the inventory. For each
pair, the respondent was instructed to distribute five points
between the two items, depending on the extent to which he agreed
with each item. For example, if ~ny, respondent agreed slightly
more with statement "a" than "bl! than three points assigned to
158
"a" and two to lib". But in no case, points were equally (i. e. ,
2.5) divided be.tween the pair. The scores for internal items Vlere
then separated from those for eKternal items over twenty sets as
given in the scoring sheet (Appendix-VII) to give two scores
(internal and external) for each respondent. The two scores add
upto one hundred points.
The ratio of internal/external locus of control scores was
calculated by dividing the total internal score by total external
score. The internal/external ratio above 3.00 indicate a high

level of internality, rations below 1.00 indicate that the
respondent has a more external (less entrepreneurial) locus-of-
control orientation. Ratios above 1.00 indicate possible
entrepreneurs. The higher the ratio (above 1.00) I the more
internal the respondent is.
6.4 Adoption propensity CAP)
It refers to the degree of favourable inclination of an
individual towards new ideas and practices and tells individual's
readiness to adopt more and more new ideas in future.
6.4.1 Measurement of AP
The scale developed by Christopher (1974) was used in this
study which is given in Appendix-III. The scale consists of 32

items, some express favourable attitude towards new ideas and
practices and some negative attitude. Each item had two response
categories, "True" and "False". The respondents were asked to
choose any of the two. "True" responses for favourable items and
159
"False" responses for unfavourable items were scored 1 and the
other responses were scored zero.
6.S Personal Efficacy
Personal efficacy has been perceived as an important factor
contributing to entrepreneurial behaviour of a person. I t has
been defined as the general senSB of adequilGy in a person (Pareek

& Rao, 1978). It refers to the potential effectiveness present at
the covert (inner) level. It influencesd the individual's general
orientation and life style by virtue of which effectiveness in
working for a task related goal is likely to increase.
In this study personal efficacy of a re~poudcnt was
determined in terms of realisation of his own worth in
influencing decision and functions oriented towards general style
of life.
6.S.1 Measurement of Personal Efficacy
Personal efficacy was measured through the methods of
analysis of self-descriptive and reflective essays on "Who aIll I"?
The answer to this exercise was coded to yield Pizer's (1969)
efficacy score reflecting the extent to which an individual
described himself as interested in activity rather than essence

goal, as relying on internal rather than external resources, as
taking initiative rather than complying, as solving problems
rather than avoiding them.
The response to the "Who am I" exercise, according to

160
McClelland and Winter (1969) is a picture of a person's ego,

ideal or self-image. As he thinks quickly back over his life, be
tends to introduce those characteristics or actions which fit
best to his self-image describing himself in ways that shows him
to be more or less of an autonomous individual, depending on how

important or salient this characteristic is to his self-image".
Pareek and Rao (1978) stated that this method comprises an answer
to "Who am I" with an assumption that self-description reveals

significant aspects of individuals's psychic dynamics. They
further say that the "Who am I" exercise is a combination of
reflective introspection and retrospection with protospection (of
future). It incorporates self-presentation.
6.5.2 Scoring
Pizer (1969) proposed five dimensions of personal efficacy

and formulated a scoring key for quantifying them. out of the
five dimensions I four of them were selected for the present

study. The selection of these dimensions were made keeping in
view the area of the investigation and background of the
respondents. The selected four dimensions and their brief descri-
ption is as follows:
(i) Goal setting Tendency
Analysis of goals suggest that entrepreneurs tend to set

goals which are obtainable by dint of their efforts. Persons
tending to think of spiritual goals (essence goal) can not be an
entrepreneur. Entrepreneurship requires a person to come to grips
161
wi th the problem of life and environment. According to Mehta
(1976) "entrepreneurs have a tendency to think of smaller goals
which can be achieved by their actions. They think of obtainable

activity goals".
Activity goal: A statement of an end-state where one is conti-

nuously engaged in some activity and usually introduced by words
indicating want, wish, interest in life, desire, cherish, etc. ,
e.g. He wants to set up an enterprise.
Essence goal: It indicates, a label, an identity. a state of
mind, a position in life, a change of state, etc. e.g. he wants
to be a founder of a business.
(ii) Locus of resources
For the achievement of activity goals,. the problem of

resource creates hindrance to make it attainabl. An entrepreneur
needs money, expertise, raw materials and a host of other things.
All these have to come from some outside resources and
opportunities is not possible with having some internal resource.
The person has to feel cipable and competent in order to act and
make use of the outside resource. A "defeated II and dependent
person, therefore, cannot be an entrepreneur.
Internal resources: Expression of resources within a person such
as able, competent, prepared, exper ienced, spec if ic power,
capabilities, counteractions of weaknesses relevant to the
present situation, etc. e.g. with adequate qualification,
experience and determination, no wonder he can be successful in

his job.
162
External resouroes: It indicates the dependency on the outcome of

the resources of others. e.g. I will start an industry provided I
get financial aid and full support from the promotional agencies.
Laok of resources: Presence of a statement indicating e~plicitly
the lack of specific capabilities relevant to the situation at

hand will be score for this component. e. g. I am trying for a
small scale industry.
(iii) Initiative Vs compliance
It is obvious that an entrepreneur is one who takes

initiative in starting a chains of activities. One who tends to
react to instructions and orders of others can not be a good
entrepreneur. High degrees of compliance behaviour tends to make
a person more and more dependent on others and less and less
creative.
Initiative: When the character defines the task for himself,
becomes the source of origins for any activity under mention, and
a tendency to be proactive, one would infer the presence of this
element. Some words which may help in scoring the element are
decide, initiative, resolves, focuses, determines, creates, etc.
e.g. After consdering various factors, I made up my. mind to
change the job.
Compliance:ln this case, problems are defined by someone for the
character. Work is entrusted to him rather than taken by him, and

is directly responsive to the demands of others. e.g. I am under
the complete control of my father.
163
(iv) Problem solving Vs Problem avoidance
Problems are bound to occur in any activity. People who feel
oppressed by these problems, tend to avoid them instead of trying
to sol ve them. An entrepreneur would try to do something to

tackle such problems. It does not means that he could always
succeed. He certainly shows a problem solving approach. He does
not magnify problems nor does he deny them. Problems are always
there and he sees it as a part of reality. Since he tends to set
realistic goals, feels competent and confident, has initiative
and tend to be innovative by adopting problem-solving approach.
An entrepreneur is likely to succeed in solving some of such
problems and go ahead.
Problem solving: This is indicated by a tendency to solve prob-

lems rather than yield to the pressure of the problems. e.g. If
he plans well and keep his balance, Ramesh is likely to succeed.
Problem avoidance: Here, there is a tendency to avoid problems,

becoming depressed in the face of a problem, giving up the search
for a solution and remaining in a state of unhappiness by holding
on to problems. e.g. Well, what is the use of thinking about it.
6.5.3 scorinq
The scoring key developed by Pizer and referred to by

McClelland and Winter (1969) was made use of to score the data.
The details are as follows:

1. Goal Score
Active goal (+1)

164
Essence goal (-1)

2. Locus of resource
Internal locus of resources (+1)

External locus of resources (-1)
Lack of resources (-1)
3. Initiative versus compliance
Initiative (+1)
Compliance (-1)
4. Problem solving versus problem avoiding
Problem solving (+1)
Problem avoiding (-1)

A respondent can get a maximum score of four and a minimum
of -5.
6.6 communication skill
It refers to the skill of ern individual with which the

information and understanding of the intended message is received
from as we1las conveyed to other individuals in an effective way.
Communication may be through words, symbols, letters, or actions.
Communication is all pervasive and influences every function of
entrepreneurial pursuit. In order to get the things done through
and with the effort of other every entrepreneur must be good in
communication. Both ends (individuals) must understand the

information if there is to be proper implementation and
compliance with the communication. It is only with effective
communication that different policies and programmes can be

properly formulated and executed. Good communication is also very
165
useful in ironing out differences and misunderstandings and thus

brings forth confidence. The entrepreneur has to confront variety
of ifs and buts both in and outside his business environment. He

must have the capacity to influence overcome all these pitfalls
if he ~esires to run his business successfully. Thus
communication is a vital to all phases of management and deserves
the fullest attention of entrepreneur managers.
6.6.1 Measurement of communication skill
paying full attention to what is being said, allowing others

to state their view points without premature evaluation or
judgement are the pre-requisites of effective communication.
The communication skill of farm entrepreneurs was quantified
by employing the scale constructed by Pareek & Singh (1966). The
'Communication skill Rating scale' is comprised seven items
(Appendix-III). Each item is placed against a 5- point scale
ranging from always to never. Scores assigned for the statements
were: always-5, most often -4, often -3, sometimes -2 and never -
01. In this way, score for each item ranged from 1-5 and the
total obtainable score in the scale was 35. On the basis of total
scores obtained by each individual, the respondents were classi-
fied into three categories,' viz., 'low', 'moderate', and 'high'

communication skill.
6.7 Feedbadk
Feedback is considered as an important attribute of entrep-
reneurship. Successful entrepreneurs lTIodify their goals on the

166
basis of the feedback they receive from the environment. Pareek

(1977) stated. inter-personal feedback as lithe communication of
J
feeling and perception by an individual to other individuals

about the latter's behaviour and style of working".
Entrepreneurs, as high achievers, are very concerned about

their performance, especially about doing well. This concern is
responsible in part for this entrepreneurial characteristic: use
of feedback. without information or feedback about performance
the entrepreneur can not know how well or poorly sJhe is doing.
Successful entrepreneurs demonstrate a capacity to seek and use
feedback on their performance in order to take corrective action
and to improve. The entrepreneur want some measure of how slhe is
doing. SIRe prefers this be objective, and that it be available
soon after he has taken action. Not only is this 'feedback'
stimulating and satisfying to him, he uses it to adjust and
improve his efforts.
6.7.1 Measurement of feedback
Feedback in this study was measured with the help of a semi-

projective test consisting of three stories and one open-ended
question (Appendix-III). Each story has an ultimate question

alongwi th a number of possible answers. One of the answers in
case of each story reflected feedback. Endorsement to this answer
indicated ones desire to receive feedback.
Three stories were developed by Mishra (1979) keeping in
view the farming situations so that the respondents could

identify themselves with the story. Each story at the end was
167
accompanied by question and a set of 3 or 4 given answers. Later

on Sethy (1982) used these three stories with little
modifications and an open ended question"How do you feel.if some
one criticises your farming".
6.7.2 Quantification ot data
As indicated earlier, at the end of each story a question

was posed which had several suggested answers one of which was
indicative of the feedback tendency of the respondents. The
respondents who endorsed this answer were given a score of one
for each of the three stories. In case of the open ended question
the responses were content analysed to find out whether the
respondents had tendency or pre-disposition to accept feedback as
a tool to improve his performance. In case of such a positive

response a score of one was assigned. Thus a total feedback score
that a respondent could obtain was 4.
7. Knowledge ot Farm Entrepreneurs
In the present study I the measurement of effectiveness of

training programme, with respect to· behavioural competency I
enterprise launching competency and enterprise management
competency of the respondents, was one of the rnaj or concerns.
This was I however I undertaken by measuring and comparing the
outcomes of these competencies before and after training
treatment. Changes in behavioural aspects were virtually
quantified by applying different psychological test. Whereas for
measuring the impact of training, in terms of growth in enterprise
168
launching and enterprise management parameters, a knowledge test
was devised. The methodology adopted here in is given as under:
7.1 Knowledge
Knowledge is genera~ly understood as an intimate acquintance
of an individual with facts. English and English (1958) has

defined knowledge as a body of understood information possessed
by an individual or by culture. A knowledge test has been defined
by Bloom et a1. (1956) as a test which refers to those behaviour
and test situation which emphasises the remembering by recall of
ideas, material or phenomena.
Measurement of knowledge in the present study included the
test situation which emphasised the recalling of ideas or infor-

mation
,.
rece~ved so far by the respondents with respect to availa-
bility of schemes, incentives and services around them and also
about various aspects of 'getting start' of a unit and its mana-
gement. To measure the level of knowledge of farm entrepreneurs
about above mentioned aspects, a battery of 35 questions was
prepared (Appendix-III). The questions were formulated on the
basis of available literature, discussion with experts in the

related field, and personal experience. The questions contained
in the knowledge test were of various types like: multiple choice
questions, true-false questions, sentence completion tests (fill

in blanks) and matching items (in which participants match the
right answers to given questions). These questions were so edited
and selected that each is suitable, relevant, simple, precise and

capable of indicating knowledge of the respondents to be inten-
169
ded. Questions were framed not only to get the factual informa-
tion from the respondents but a 1 so to get the response about
their understanding of the desired aspects.
7.2 Quantification
Each 'yes', 'true' and 'correct' response was given a score

of one and 'No' and \Incorrect' answer a score of zero.
Altogether, there were 35 questions and 50 responses included in
the test. Therefore, the total possible score that a respondent
could obtain, would vary from zero to 50 . Reliability of this

test was tested by test-retest method and the \r' value was found
to be 0.86 which was significant at 0,01 level of probability.
Thus it indicated that the scale was dependable.
7.3 Validity of the Test
The validity of the present test was obtained through

content validi ty which refers to the representativeness or
sampling adequacy of the content of a measuring intrument. The
content of the knowledge test were divided from the content
analysis of the literature concerned and advice of experts in the
related area. Therefore, it was assumed that the scores obtained
by administering these tests measured what was intended to
measure.
8. Participants Reactions about EDT capsule
Participants reaction is an essential component of the

en.trepreneurship training programme. 'l'he trainer should be. able
170
to assess the results and impact of his training effort against
programme goals and objectives. There are number of evaluation
tools and procedures which the trainer can use to collect data
for purposes of evaluation. These include reaction scales,
questionnaires.
Training is an investment from which both trainers and
trainees expect returns proportional to the time and effort they
put in. This is why every care must be taken so that one can
readily assess whether these returns are forth corning. In this
respect, one should be continuosly aware in a judgemental sense
as to whether the programme is proceeding as planned. With eva-
luation as feedback loop, one feed training system with negative
to positive data as to what must and what need not be changed as
programme progresses. It also tells what can be kept and what

needs to be changed for subsequent programmes.
In the present investigation both 'unstructured' as well as
'structured' reactions of the participants were recorded, at the
end of the training programme.
8.1 Unstructured Reactions
The participants were asked to give their reactions/feelings
about the programme they had been put in, in terms of learning
acquired, experience gained and behaviour modified. A sincere
attempt was made to elicit frank and independent
opinions/feelings of the respondents. Some tricky-questions were
raised to impel the trainees to deliberate on each querry rather
than respond thoughtlessly or spontaneously.

171
8.2 structured Reactions

For"'this purpose, a reaction evaluation scale, comprised-
questions was devised (Appendix-IV). The scale was designed to
know respondents reactions about various aspects of programme,
like: subj ect matter taught, Physical facilities and other
services made extended, trainer's profeciency and some other
aspects of alike. The scale was administered to the participants
at the completion of the training programme.
It is essential to carry out follow-up as post training
strategic intervention, since the objective of an
entrepreneurship development programme is not only to strengthen
entrepreneurial characteristics but also to help the trainees
launch their ventures. The trainees submit their business plans
to the funding agencies for financial assistance after completing
necessary procedural formalities and haviryg decided various
project parameters. At this stage, the trainees need guidance and
support from trainers for linking up necessary facilities to
different aspects of their proj ect implementation. A part from
counselling the trainers need to act as trouble shooters what

ever the trainees encounter formidable problems in clearing
certain statutory procedures/formalities as also availing
benefits under various schemes and assistance available from the

Govt. to set up their enterprises. Spoon-feeding is, in no case,
aimed at as it is here that a trainer assumes the role of e~ten-
sian officer and counsellor. other objectives of the follow-up

phase are:
172
(i) To collect data to monitor the progress of enterprise

setting by the trainer.
(ii) To assist trainees in getting technical support.
(iii) To help in business plan preparation.

(iv) To help acquire infra-stuctural facilities by the
trainees.
(v) To provide escort services at the support system

level.
In the present investigation the follow-up was carried out

through RUDSET Institute, Gurgaon, by organising camps,
oocasional visits or written correspondence at a certain
intervals.
Noteworthy to mention here is the success rate of an EDP can
not be determined merely on the basis of results obtained in a
few months or in the very first year after the completion of an

EOP. If a person trained through an EOP fails to set up his or
her enterprise within a year it does not mean that he or she can
be written of an entrepreneur for ever. It is possible that
despite best motivation, skill and knowledge, he is unable to
setup his enterprise because of unfavourable personal, domestic,

enviromental and other problems during the first year. It WOUld,
therefore, be very much desirable that (i) follow-up exercise is
continued well beyond one year and at least upto three years
after the completion of an EDP, and (ii) the success rate of an
EOP, is determined on the basis of results obtained towards the
end of the third year from the completion of an EDP. (Jyoti
Gulati, 1990-91).
173
10. Field Procedure and statistical Analysis
Data Collection
The data were collected with the help of a schedule
specially constructed for the purpose of this study, keeping in
view the objectives and variables. The schedule consisted of
three parts. The first part included some common personal, socio-
economic variables. It was administered to the young farmers in
the selected villages at the time of identification and selection
of perspective farm entrepreneurs for entrepreneurial training.
The second part was to be adminstered to the sample of 20
respondents, finally selected for training, one week before as
well as just after the training programme. Whereas the third part
of the schedule was meant to asses the reactions of the
respondents about the training programme.
The data collection was carried out during Octorber through
December, 1991. The ass istance of sta ff of KVK, Sikohpur
(Gurgaon) and unit of Transfer of Technology (UTT), Division of
Agricultural Extension, IARI, New Delhi was availed to establish
rapport with the respondents. The schedule was translated in
Hindi to obtain easy responses of the respondents.
statistical Analysis Used
Dependig on the nature of data and type of inference

required, the statistical methods used in this study ~ere:
Frequency, Percentage, Means, standard Di via ticn, the Wi lcoxon

singned Ranks Test.
174
CHAPTER V
FINDINGS AND DISCUSSION
In keeping with the specific objectives the findings of the
study have been presented and discussed in this chapter under
different sections. Each section comprising sUb-sections covers a
particular objective.
1. socio-personal Profile of Respondents
1.1 Age
The distribution of respondents according to age category is
shown in the bar diagram given in Figure 1.
Figure 1: Bar diagram showing distribution of respondents accor-

ding to age category
80%
20%
upto 25 yrs. 26-35 yrs.
From the bar diagram (Fig. 1) it is evident that a majority
(80%) of the potential farm entrepreneurs come from the age group
of 25 years. All the respondents were found between the ages of

175
19-35 years. Research studies reviewed earlier are also in tune
with the fact that successful entrepreneurs mostly hail from
young age group (i.e. below 35 years). It is al~o inferred that
youths who are embodiment of many strategic and critical resour-
ces can perceive the diverse vocational, social and economic

opportunities around them and undertake new off-farm occupations.
Elias (1949) observes that a youth of today is likely to have

made more decisions by the time he or she reaches twenty than
were required by his grand-parents in their whole span of life.
Kar (1989) made an exhaustive list of the new avenues for rural
youth outside agriculture. So it is now the turn of the youth to
react and take a leadership role in the rural reconstruction.

1.2 Education
Education is decidedly the most potent instrument for human
Figure 2: Bar diagram showing distribution of respondents
according to education level
95%
5%
Matriculates Graduates
176
resource development. It develops the inner capacities and capa-

bilities of the individuals which result in accelerated pace of
development in any field. It is in this context that formal

schooling assumes significance.
The educational level of the respondents is presented in the

diagram (Fig. 2) which indicate that all the respondents were
matric and above i.e., 95 percent matric and 5 percent graduates.
1.3 Caste
No reservation regarding caste of respondents was kept for

their getting participation in the training programme. This was
on the assumption that the entrepreneurship is not only a born
quality but it can be developed as well, for potential entrepre-
neurship exists in all communities/castes; and if sincere efforts
are made, the latent or potential entrepreneurship might
according to caste
85%
15%
NIL
General SC/ST Backward
177
be brough out. However, from the data presented in figure 3 it
can be witnessed that Vast majority (75%) of respondents belonged
to upper castes (Hindus) and only 25 percent belonged to sche-
duled castes.
Sadangi (1991) found that occupational diversification is
independent of caste. This observation falls in line with what
Murthy (1983) and Kaptan (1987) found. These findings lend sup-
port to above cited assumption.
1.4 Marital status
It can be inferred from many researches that marriage had
very or no effect on entrepreneurship. However, a value that one
should carry after being independent persists in urban areas. But
Figure .. : Bar diagram showing distribution of respondents

aocording to marital status
85%
15%
Unmarried Marr1.ed
178
this has not been realised very much in rural areas. It is belie-
ved that marriage compell the youth to assume responsibilities so
as to stand on their own legs. In the present study no wieghtage,

however, was given to this parameter, but undertaken only from
the point of view of added information.
The marital status of the farm entrepreneurs has been

indicated in figure 4 which depicts that as many as 85 percent
of the respondents were unmarr i.ed and only 15 percent were
married.
1.5 Family Background
Family background help create entrepreneurial environment
and occupational awareness for the entrepreneurs. Family backg-

round was studied under the following two aspects:
1.5.1 Family type
The data presented in the graph (Fig. 5) clearly explain that

majority (70%) of respondents belonged to 'nucleus family' and
merely 30 percent of them did come from 'joint family' type. It
clearly indicates that despite the common belief that joint

families would be more supportive to individuals who want to
branch off on their own and enter business, we find that it is
the nuclear family which can also produce entrepreneurs. This may
be due to the fact that in nuclear set up, the individual fir-
stly, has an equal say and i.s more open to new ideas; and
secondly, it is easier to convince only a few persons rather than
large number of members in a joint family.

179
according to family background
100%
70%
30%
NIL
Nucleus Joint Farming Business
family family
Family type Family occupation
1.5.2 primary occupation of the family
Farming as a primary occupation of the family though consi-
dered one of the major discouraging factors to the entrepreneuri-
al efficacy of its children, a change in perception in tune with
the changing socio-economic condition is a natural phenomena. It
suggests that the youth do not always stick to 'the primary occup-
ation of their family. Even the youth whose family's primary occ-
upation is farming can diversify his occupation. various studies
have been emerged with substantial amount of evidence that pri-
mary occupation of family had nothing to do with diversification.

180
It is interesting to note from the Fig. 5 that all the
respondents (100%) had farming as the primary occupation of their
families. This fact is also in confirmation with the precondition
to be fulfilled by the respondents to get entry into the training
programme.
1.6 Size of Land Holding
Unfortunately, we still believe that the sons of only land-

lords could venture for some new enterprises and the sons of
landless people are left for wage employment. The modern concept
on the development of entrepreneurs dispell this traditional
notion and lead to remove this feeling that entrepreneurship is
only for well-off landlords as even the youth belonging to land-
less or land poor families could diversify their. occupation if
properly guided, motivated and patronised.

according to size of land holding
70%
30%
upto 5 acres Above 5 acres

181
In the present study, as perspective l~rm entrepreneurs had
to be trained and motivated to set up allied-agriculture enter-

prises, some reservation regarding land was kept. It was presumed
that land might be supportive in the successful and easy run of
these agribased enterprises.
The data regarding size of land holding of re.spondents is
displaye.d in the bar diagram (Fig. 6) which indicates that vast
majority (70%) of respondents had possessed land upto 5 acres
that is to say majority of respondents were either marginal or

small farmers. Whereas only 30 percent had land more than 5 acres
and called big farmers.
1.7 social Participation
social participation provides individual ample opportunities

to know the outside world and the opprotunities available around
him and to make decisions on his own or in consultation with
others for the well-being of his own family or society.
Just a glance to graph (Fig. 7 ) brings out that a vast
majority (65%) of the respondents were not even a member of any
organisation. Only 25 percent of the respondents were member in
single organisation which further substantiates that they were

very low in social participation, so to conclude, this fact is
not in coincidence with inferences drawn by some researcheres

that social participation is significantly associated with occu-
pation diversification. Sadangi (1991) could observe that the
182
ding to social participation
65%
25%
10%
Member in
'-I
Member in
NIL
Office No Partici-
one organi- two or more bearer pation
sation organisations
youth participating in non-crop professional organisations were

more prone to diversify than those participating in primary
cooperative societies, youth clubs, etc.
1.8 Past Experience .
Several studies support the view that an entreprneurs who

has thorough and proven operating knowledge of the business they
intend to launch, are more successful in their objectives. Formal
education has not been a distinguishing requirement for success-
ful entrepreneurship and some believe that more education versus
less can be liability. But when it comes to technical and scien-

tific based entrepreneurship, formal education related to the
kind of business one intends to start does appear to be a
requirement.
183
In a traditional society with a limited tehnical horizon,

the farmer, for example, is more likely to improve his lot by
working with experiences he is familiar with, than by suddenly
switching to entirely new experiences, using modern and unfami-
liar inputs which may not be an economic success in the early
stages owing to lack of experience.
The data indicating past experience is given in the fo1lo-
wing graph (Fig. 8).
Figure 8: Bar diagram showinq distribution of respondents
according to past experience
60%
40%
NIL
Technical Non-technical No Experlence
Experience Experience
It is depicted from the Fig. 8 that only 40 percent of the
respondents had some experience that too non-technical. None of
them had acquired any technical training or experience in the

business track they intend to start with. Non-technical experi-
ence might be spelt out here the experience by virtue of informal

learning in the family or neighourhood. This kind of experience,
though, casual, incidental, unstructured, and unsystematic, some-

times may also energise the individual to resort to business.
184
1.9 potentiality to Realise opportunity (PRO)
It can be seen from the bar diagram (Fig. 9) given below

that large chunk of respondents (85%) were in moderate class of
potentiality to realise opportunity. It is an interesting revea
according to potentiality to realise opportunity
(PRO)
85%
15%
NIL
LoW Moderate H1gh

(upto 0.39) (0.40-4.09) ( 4 • 10 & above)
lation that high class of potentiality though is negligible
(15%), at the same time none of the respondents possess low
potentiality to realise opportunity. Potentiality to realise
opportunity, as reported by some researchers, is considered one
of the prime attributes playing pivotal role to accomplish entre-
prneurial objective. Persons with adequate potentiality to rea-

lise opporunities visualise more the future of thier
185
occupations and thus plan for the resources to translate their

dreams into reality. Sadangi (1991) observed his findings on the
same line that non-diversifiers were more close minded and the
diversifiers had the intensions to liberate.
1.10 Dissatisfaction with the Present Job
It is the degree to which an individual is not disirous of
continuing with the present activity (agriculture) rather he is
highly perceptive and keen in locating economic opportunities
(non-crop enterprises). Because of the tendency to take risk,
entrepreneur is tempted to try something new either in terms of
ideas, activity, location and time. Accordingly, entrepreneurship
essentially means a catalyst of change, able to carry out new
according to dissatisfaction with the present
job
65%
35%
Nil
strongly Moderatly satisfied

Dissatisfied Dissatisfied
186
combinations, intrumental in discovering new opportunities and

commitment to expand and grow.
To have a peep on above diagram (Fig. 10) one can make

affirmation with above discussion in the sense that all of the
respondents were dissatisfied, though with varying level, with

sticking to traditional agriculture activities. This fact certai-
nly proximate us to confirmation that respondents were bestowed
with entrepreneurial traits impelling them locate ideas and put
them into effect in the process of economic development.
1.11 peroeptions of Future
It means how the respondents perceive/feel about their life

in the context of present situation and in the times to come. In
order to draw an assessment of this aspect, the respondents were
asked to describe in about 15-20 lines how he evaluates his
according to perception of future
55%
30%
15%
High Percep- Moderate No Perception

tion Perception (0)
(>2) (1-2)
187
present life and how he foresees his life in near future. The
responses so elicited were categorised to get an objective asses-
sment of the magnitude of their anticipation about life. The
score was assigned to each category (Appendix-V).
The score which the respondent could get ranged from 0 to 4.

Based on the total scores obtained by each individual, 'percep-
tion of future' was classif ied as 'High perception' (>2),
. 'Moderate perception' (1-2) and 'No perception' (0). The data
were presented graphically (Fig. 11) which reveal that there was
a small majority (15%) of the respondents having no perception of
their future life in terms of entrepreneurial persuit. However,

on the other hand major portion of them had either high (55%) or
moderate (3?%) level of perception.
The individual, oriented towards the future, while he may

not necessarily have a clear idea of his long-term goal, he
addresses himself with maximum effort to his task of the moment,
feeling that in some way, his successful accomplishment of the
task will prepare him for more important activities in the

future. perhaps we can say that he has some sense of destiny i
that bigger things are yet to come.
1.12 Motivational Aspect
1.12.1 Motives of farm entrepreneurs
The studies of McCelland reveal that the need for achieve-
ment is a distinct hUman motive that can be distinguished from

other needs. A society constituting individuals with a high level
188
of need for achievement would come up as entrepreneurs. Entrepre-

neurship involves task accomplishement that embodies a reasonable
challange to the individuals, competence. That which is lightly

got is little valued, and is therefore not motivating.
"Need for achievement" is simply the desire to do well not
so much for the sake of social recognition or prestige, but for
the sake of an inner feeling of personal accomplishment. It is

this motive of need for achievement that guides the actions of
entrepreneur. "People with high need for achievement behave in an
entrepreneurial way".
The data regarding motives of respondents is presented in
the bar diagram (Fig. 12) which shows that as many as 70 percent
of respondents had developed an inner urge for setting an enter-
prise to do something new, something unique, and to make the
optimum utilisation of reasources, etc. whereas merely 30 percent
of them were interested to start business because of non-
achievement motives like to earn lot of money, to get social
recognition or prestige, etc.
1.12.2 Sources of motivativation
So far as source of motivation is concerned, the data is

presented in the figure 12 which reveal that vast majority of
respondents (85%) were self motivated, that is, they need force,
drive and energy from their-selves to pursue the path which

provides direction and tendency to act start buiness venture.
While, on the other hand hardly 15 percent of them believed to be

guided and motivated by others (i.e., relatives, friends, develo-
pment agencies, etc.)
189
according to motivational aspects
85%
-
70%
-
30%
-
15%
-
Achl.eve- Non-Achleve- Self By others

ment ment motivated
motives motives
This is considerable agreement among researchers and practi-

tioners alike that self motivated entrperneurs actively seek and
take initiative. They willingly put themselves in situations
where they are persoally responsible for the success or failure

of the operation they like to take the initiative to solve a
problem or fill a vacuum where no leadership exists. They also
like sitpations where their personal impact on problelTls can be
measured.
1.13 Factors Responsible for Choice of Product
It refers to those environmental factors primarily responsi-

ble to impell the farm entrepreneurs to venture into non-crop
190
business. A list of 11 possible factors was presented to the

respondents and were asked to accord their choice for their
product line. (Table 8)
A glance at the first four factors projects a clear headed-

ness and environmental awared attidue towards selection of the
product line. This is further reinforced by the fact that very
low or even nil priorities have been given to factors like,

'family business', 'past experience in line', easy availability
Table 8: Factors responsible for choice of product
Factor Percentage
1. High demand 70
2. Ready market 60
3. High rate of return 55
4. Future prospects 45
5. Short gestation period 30
6. Socially accepted 25
7. Low investment 15
8. Low skilled 10
9. Easy availability of capital 10

10. Past experience in line Nil
1L Family business Nil
12. Any other Nil
-----------------------------------------------------------------
Note: These responses are multiple choice, as such the total of
various percentage may not add upto 100.
191
of capital' etc. At the. same time low priority has also been
given to factors like 'socially accepted', and \low investment'

activities. As 'high rate of return' has been emerged among the
high priority factors.
1.14 Type of Non-crop Projects
It is interesting to note (Table 9) that in a list of 14

possible products, only two were selected by the respondents from
business point of view. A vast majority (65%) of respondents
opted for dairy and 35 percent desired for poultry to be taken as
a business unit.
Farm entrepreneurs might have also selected these two
products because first, these have very close proximity to agri-

culture due to being complimentry and supplimentry to each other.
Second, since long these two non-crop enterprises have been

highly prefered activities to be undertaken by the farmers along
with traditional crop cultivation. These are often prefered be-
cause even family members not possessing suficient sk.ills and
expertise can run them with some amount of success. Third, compa-
ritably both of them are able to generate full time employment

for the whole family and supply income to improve their living
standard. Farmers seldom feel these two activities as separate

from agriculture. Last but not the least, these are market demand
oriented trades and have tremendous market potential in and
around the area.

192
Table g: Type of non-crop-allied-aqrioultural projects taken by
the respondents
Type of product % of total
1. Poultry 35
:2 • Dairy 65
:3 • Piggery
4. Fishery
5. Bee keeping
6. Sericulture
7. Sheep rearing
8. Goat rearing
9. Floriculture
Cash crops
10. Vegetables
11. Fruits
12. oil crops
13. Pulses
14. Sugar-cane
15. Any other
193
2. Entrepreneurial Motivation Training (EMT) Lab.
2.1 Microlab
Soon after the tea break after inauguration function, the
microlab exercise was conducted outside the class-room. In the

beginning of the exercise the participants were looking
harbouring reluctance in taking initiative. Indications of
shyness and hesitation were their clear gestures and they were
unable to speak or interact with one another. The trainer
promptly got some clues in understanding their psychological
state of mind and stopped the exercise for a while. On being
querried their cause of not taking the exercise seriously, it was

elucidated that the game might have made them look stupid/odd by
the onlookers. Their lack of interest could also be attributed to
one of the reasons that most of them were not aware of the
intericacies of the programme. The trainer, having skillfully
handled the situation, emancipated the participants from this
fear-psychosis and encouraged them resumed the activities. The
participants started getting involved in the microlab as it would
be expected and desired.
The participants enjoyed the various activities performed

during the exercise. It could be well seen that they were able to
communicate well and were becoming closer to each other. This
itself indicated a progress in their communication skills which
continued with each and every exercise the participants took part
in.
194
At the end of exercise, participants reactions were

extricated in terms of its meaning and usefulness for further
learning. The feedback received is summed up as under:
Initially, when we started with the exercise, we were

unaware of what it was all about? But now we feel that micro lab
helped us over coming our fear/shyness and we came to know one
another better. The outcomes were rewarding in developing our

ability for effective communication and social adaptability. It,
no doubt, brought marked improvement in our self confidence and
instilled sense of keenness to pursue the whole EDT programme.
We enjoyed the game very much. The microlab helped harness

sensitivity which could do miracles to understand people around
us. It served as an intrument to assess peoples emotinal

strengths and weaknesses as well as made them aware of how people
feel about themselves and others.
2.2 Ring Toss
The game was conducted in accordance with the objectives and

conditions enumerated in the procedure of the ring toss. The data
obtained from the exercise is given in the Table 10. The data
itself proved very interesting indeed which c'ontributed a lot in
the escalation of meaningful learning and behaviour modification.
The data was processed asking several questions to the

participants, and highlighting the relevant examples. The aspects
viz., risk-taking behavriour, goal-setting, challenge and
.. 1.::J ::>
behavioural change were emphasised more particularly when factors

like success, failure or money was involved. An attempt was made
to remove participants confusion wi th regard to the terms
'entrepreneurship' and 'gambling'. During the discussion the
concepts such as: blind-risk takers, moderate or calculated risk-
takers and low risk-taters were deeply focussed. The particpants
were also encouraged and provided ample opportunity to share
their own experiences to make learning more ~eaningful and

effective.
The entire information presented in the Table 10 can lead

to a significant observation that though in the beginning of the
game (first round) the participants displayed blind risk-taking
behavrious (i.e., either very near to the peg or much away from
it), in the successive trials (second or third round) they showed
tremendous improvement over their previous mistakes. This fact
verily led us to one nice consideration that the participants

held themselves responsible for their own failures as well as
weighed past experiences of others in the group as good teachers.
A look on the third round showed that a majority of trainees had
choosen distances between 4 to 7 which assumed to be an
indication of moderate risk-taking behaviour - one of the most
desired characteristics of successful entrepreneurs.
Another interesting observation was putforth that, during

the third round when money factor came into play, a few of the
partcipants opted to remain away from the game. On being

questioned, the subjects brought into foro tho reason of their
196
Table 10 : The data regarding Ring Toss exercise
-----------------------------------------------------------------
Participant 1st 2nd 3rd
Trial Trial Trial
-----------------------------------------------------------------
1- 3 (4) 5 (2) , 6 (0) 5(4)
2. 1(4) 4 (2) 5(2)
3. 4 (2) 4 (2) , 5(2} 6 (2) , 7 (0)
4. 2 (4) 4 (1) , 5 (0) 4(2)
5. 5(2) 6(2) 5(3)
6. 6 (0) 5(2) Not Participated

7. 9 (0) 8(0) 5(2)
8. 1(4) 5(0) 4(2)
9. 3 (2) 4 (3) 5(3)
10. 7 (0) 7 (1) , 6 (0) 4 (2)
11. 1(4) 4 (3) , 5 (0) 5(3)
12. 7 (1) 6(1) Not participated

13. 10(0) 7 (0) Not participated
14. 3 (4) 5(0) 4 (3)
15. 5 (2) 5 (2) 5 (0)
16. 1(3) 4 (3) 5(2)
17. 4 (4) 5 (2) , 6 (1) 5 (3) I 6(0)
18. 3 (3) 6 (0) I 4 (2) 5(2)
19. 5 (1) 5~ 2) I 7 (0) 8 (0) , 7 (1)
20. 8 (0) 6(1) 5 (2) , 7 (0)
------------------------------------------------------ ---------~-
197
skip-away behaviour that they had no longer been willing to sink

their money in activities unless gurantee of sure turn over. In
other words it could be advocated that in actual life situation
they were less investment-oriented and did not wish to install
enterprise unless sure of success in future.
While discussing, the participants verbal reactions/comments

were also recorded as: Though initially the game appeared to be
very childish and plaY-like, later when we analysed as to why we
had choosen one particular distance, what was responsible for our
success/failure and how confident we were, we came to realise
that it was something more than a child's play. We enjoyed the

game very much indeed. The ring toss helped us realise that even
though we were ambitious to venture in to bu~inessl according to

our capability, we found overselves unable to undertake any risk.
The practice of this game has mastered our risk-taking skill
which would assist calculation of risk to opt in favour of
moderately difficult but attainable goal. (Calculated or moderate
risk-taking meant involving some efforts and some chance).
During he game, non-verbal reactions, i.e., facial

expressions, gestures etc., were also taken note of. These
indicants tend to enhance valuable learning during the process.
2.3 Tower- Building
Before the game began, the terms and conditions as laid down
for it were clearly spelt out to the participants. Firstly each

individual was put to task one by one. secondly, the entire group
198
of participants was divided into different sub-groups. Each sub-

group comprising three members (Manager, supervisor and worker)
was asked to perform the task of building up a tower. The entire
data, both at the individual as well as group levels, are
presented in Table 11 and Table 12 respectively.
The data so obtained were thoroughly analysed and discussed
in the class. The concepts of goal-setting, decision-making,

help, confidence and group dynamics were profoundly highlighted.
The non-verbal reactions (i.e. gestures and bodily expressions)
as well as observations and views made by the observers on
different issues were fully considered to generate meaningful
experiences at various stages of processing. Each case, either at
individual or sub-group level was, though, discussed in details,
some typical cases, showing a wide range of change in behaviour
were delt much thoroughly higlighting probable reasons of change.
Table 11 respresent the data of the part ic ipants who

performed the game at individual level. The data vividly
portrayed the alteration in dccision-m~king ann goal-setting
behaviours when they confronted with different situations of
uncertainty and challenge. Majority of them reduced first
estimate when they were asked to perform the task 'with non-
operative hand', followed by further reduction when were

conditioned to build the tower 'with blind folded eyes'. But they
felt proud and satisfied when made the tower bigger than what
they had anticipated. It was thereby an indication of harnessing
199
their capacity to work with more confidence under more uncertain

situations.
The individual (at Sr. No. 17) on being questioned how he

felt of building tower of 8 blocks against his previous estimate
of merely 4 blocks, expressed his happiness and satisfaction over
that unexpected achievement. He further viewed that he had
underestimated/miscalculated his otherwise productive
entrepreneurial potential and he could have not been benefitted
by his capability, had it remained hidden or untapped.
It was also shown that Sr. No. 19 built his tower of 5
blocks against his revised estimate of 4 blocks. At the wrap of

the game, if he wished, was let to perform his tasks once again.
As a secod attempt, he was able to made the tower to the height
of 8 blocks, just double of his first performance. The
achievement so attained made him feel delighted and confident. He
further clar if ied that in his first attempt he became nervous
because of fear of be~ng ridiculed by fellow members if the tower

would fall before it reached a good height. He did not want risk
whatever height he had maintained because, if by chance, tower
happened to fall, he doubted his ability to regain the same
height within the left over time.
The data pertaining to the activity carried out at a group
level is presented in Table 12 through which it can mirror that
the actual performance of almost all the groups was very close
(neither too high nor too low) to the group estimate. Similarly,
there was not appreciable variability between group estimate and
200
individual estimates with in the same group. It was a clear

indication that the participants have gained a tremendous,
improvement in various entrepreneurial faculties like: goa1-
setting, decision-making, planning I task achievement, learning
from past experiences and time management etc.
As observed, the members in group 1st had been conflicted

over reaching to their common estimate. The altercation aroused
because of influence of their respective positions in the group.
The member in the role play of supervisor was found some what
adament that his decision should be accepted. On being asked, he
uncovered one interesting reason that having had some authority

he wanted his dominance over the worker.
Similar other significant observations were made and

discussed in the class.
At the end, the reactions of the participants about the game

were sought out. They acknowledged that the game made them share
and acquire wide var iety of exper iences . They expressed their
satisfaction, happiness, confidence and deep involvement in the
game. The exercise helped them in improving self-confidence,
interpersonal relations as well as in learning the operational
meaning of help and encouragement. They were able to analyse as
to how successful they were as an entrepreneur especially with

regard to motivation, challenge and risk-taking. The exercise
helped them work as a team and increased sensitivity towards
others which could assist in resolving minor conflicts and work
together.
201
Table 11: Data regarding Tower- Builing exercise at individua1
level
-----------------------------------------------------------------
Participant with non- with blind Tower
Ist
estimate operative Folded made

hand eyes of
-----------------------------------------------------------------
1 12 9 9 11
2 10 10 8 9
3 10 8 6 6
4 11 7 5 11
5 9 4 3 7
6 10 6 6 8
7 12 5 5 11
8 10 6 6 11
9 10 10 6 11
1.0 12 10 7 10
1.1 13 10 6 8
12 12 12 11 15
13 10 6 6 9
14 16 12 6 8
15 11 5 3 8
16 15 11 11 10
17 6 6 4 8
18 8 6 6 13
19 7 5 4 5(8)
20 10 6 4 9
-----------------------------------------------------------------
202
Table 12: Data regarding Tower-Building exercise at group level
-----------------------------------------------------------------
Participant Designation Individual Group Actual
Estimate Esti- perfor-
mate mance
-----------------------------------------------------------------
1 W 12
2 S 14 12 11
3 M 12
4 W 10
5 S 10 10 12
6 M 10
7 W 13
8 S 11 12 12
9 M 14
10 W 10
11 S 12 14 13
12 M 15
13 w 14
14 s 12 13 11
15 M 15
16 w 12
17 s 14 13 15
18 M 16
-----------------------------------------------------------------
203
2.4 Achievement Planning
The participants were asked to perform the game in

accordance with the procedure as already explained in the chapter
concerning methodology. In the exercise the participants were let
to make two units simultaneously in the same session, i.e., boat

making followed by moon tent making. The data received from both
the activities are presented in Table 13 and Table 14

respectively.
The data had thrown up a number of interesting and
noteworthy observations which had been discussed at length in the
class. with a view that the participants should share and acquire
wide variety of experiences, the activities of individual subject
were highlighted with special emphasis on every typical change in
their behariour. By and large the efforts were made to adjust
learning in tune with the predetermined obj ecti ves of the
exercise.
A perusal of the table (13) indicates that all most all the
participants, after they practised on trial basis, altered
(either increased or decreased) their first estimate of boats to

be built in 5 minutes. Even, in some cases, a considerable gap
between first and revised estimates was observed which advocated
that unless an individual practice a thing on his own, he could

not be certain to make ,correct judgement of his ability to do
that thing in a specific period of time. A look on the table
further shows that 10 (50%) trainees were unable to make as many

204
units as equal to the revised estimate (i.e. after time trial).
Also, 13 number (65%) of them were not in a position to sell as
many units as they actually built. The trainees, either whole or
some, ready-for-sale stock was judged rej ected because of poor
quality. They, it seemed, did not give due attention to maintain

quality standard and as a result they faced heavy economic loss.
On the whole, because of poor quality and penality factor, a

thick majority, Le., 13 (65%) of them incurred loss and only
rest of 35 percent could earn profit.
In second activity (moon-tent making) on the other hand,
data regarding displayed in the table (14), the trend was looked
in opposite. As found, after time trial, the revised estimate was
either equal or just increased to the first estimate.
comparitably, they took less time when practised on trial basis.

It implied that experience or repeated doing of a thing enhanced
their expertise in the task. Further, in the second activity, the
units actually made were not as much rejected as in the first
activity (boat making). With the result as many as 14 (70%)
participants earned profit whereas, only 30 percent incurred
loss. Also, as compared to first activity, the magnitude of
profit was much higher and magnitude of loss was much less in
second activity. In this context the entire picture lead us to
the conclusion that the participants had profoundly improved upon
their previous shortcomings. They had also tried to maintain
high quality standard to fetch good profit.
At the end, the participants were asked how they felt about
205
the AP games? As replied, they felt the game enjoyable, learning

while doing and very much close to the real entrepreneurial
career. The game enabled them to understand their behaviours

under pressure of time and results. It assisted to enhanse their
abilities to comprehend goal setting, decision making in
competitive situation. They utilized their own as well as other's
experiences to modify and improve their behaviour to the
considerable extent.
2(l1!
Table 13: flO exen:ise record - Boat ..king
)articipant 1st Tile Revised Penaht'l Cost Unit Unit Selling Profit loss After l!enalii;1
Estilate Trial Estilate (Rs) Price lade sold price (Rs) (Rs) Proti t Loss
(linutE!s) (Rs) (Rs) (Rs) (Rsl
1 2 2 3 500 lO,OO() 3 30,000 30,500
2 :; 2 3 1000 30,000 2 2 30,000 1,000
3 '3 2-112 2 500 2\i,{JQ{J 2 20 ,MO 20,000
4 3 2 3 30,000 3 1 15,000 l~,OOO 15,000
5 4 '3 2 tooo 20,i)()O 2 1 IS,OM 5,OQO 6,000
b 6 1-114 4 li)oo 38,000 4 3 45,000 7,00{) 6,000
7 1 2 2 500 20,000 2 2 30,000 10,000 9,500
B '3 2-112 2 500 20,000 'I

L 2 lO,OOO 10,000 9,500
9 4 2 3 500 30,000 2 1 15,000 15,000 15,500
10 3 1-111 3 30,000 3 1 15,000 15,000 15,000
11 5 1-114 5 47,500 .. 3 45,000 2,5<JO 2,500
12 2 1-31-4 1 500 30,000 ..

i- 2 30,000 500
n 3 1 :; 1000 -47,500 .. 4 00,000 12,500 11,500
14 5 i-til :; 1,7,500 3 41,500 47,500
15 1 5 17,500
16
"
2 1 4
500
1000
47,500
38,000
4
4
2
4
30,000
60,000 32,000 :H,OOO

18,000
17 3 31-4 II 1500 57,000 5 .. 60,000 3,000 1,500
IS 4 1 .. 38,000 .. 4 60,000 IB,OOO 1,8M
19 3 1-112 4 500 38,000 4 2 30,000 B,OOO 8,5()o
20 2 '3 151J() 3<t,MO 2 30,000

" ll,500
207
Table 14: N'O exercise record - "-t"t laking

Participant 1st Tiae Rivsed Penality Cost Unit Unit Selling Profit lD~S Profit less lDss plus
Estilate Trial Estiaate (Rs) Price aade sold price (Rs} (Rs) penality penality
(Iinutes) (Rs) (Rs) (Rs) (Rs)
3 2-112 3 30,000 3 3 4~,00{) 15,000 15,000
2 5 1 5 47,500 -4 -4 bO,OOO 12500 12,500
3 4 1-114 :; 500 47,500 :; 2 30,000 17,500 18,000
4 4 4 38,000 -4 '3 45,000 7,000 7,000
5 3 1-1fo4 -4 :;00 38,000 4 4 bO,QOO 22,000 - 2t,500
b is 314 6 51,000 5 5 75,000 18,000 18,000
7 5 1-112 4 500 38,000 -4 3 45,000 7,000 b,~OO
8 5 1 :; 47,500 5 3 45,000 2,500 2,500
9 3 1 :; 1000 47,500 5 4 bO,OOO 12,500 11,500
10 4 3/4 6 1000 57,000 4 4 bO,OOO 3,000 2,000
11 5 1/2 7 1000 66,500 6 4 bO,OOO 6,500 7,500
12 4 1 -4 38,000 4 4 bO,OOO 22,000 22,000
13 -4 112 7 1500 66,000 6 6 90,000 23,500 22,000
14 3 3/4 b 1500 51,500 5 3 45,000 12,000 13,500
15 5 1 5 41,000 :; :; 75,000 27,500 27,500
16 4 1-114 5 500 41,000 5 '3 45,000 2,500 3,000
17 b 112 a 1000 72,000 b 6 90,000 19,000 17 ,000 -

18 7 1-1/4 6 500 57,000 4 3 45,000 1,200 12,000
19 b 1 5 500 47,500 5 :; 75,(J00 27,500 27,000
20 :; 3/4 b 500 57,000 :; 4 60,000 3,OM 2,500

208
2.5 Convince and Crown
Before the activity actually began, the whole group of

participants was divided into four small groups with five members
in each group. A debatable topic, "should farmers diversify for
non-crop-allied-aqriculture enterprises?", was given to each sub-
group for discussion. The topic chaosen was relevant and of great
interest from the perspective of farm entrepreneurs. As observed,
large part of the discussion went in favour of the topic and only
a fraction of the participants spoke against it (topic).
The data generated from the game is recorded in the table
15, which in turn helped to resume meaningful discussions. During
the processing of the data the responses of the participants
about the significance of the exercise were elicited. As they

expressed, the exercise was very funny and enjoyable. Each and
every participant was encouraged to narrate their whole
experience about the game they played. The trainers picked up
some typical as well as exceptional cases from the data to
discuss in particular. For instances persons who spoke either
less or frequently were the cases of special attention. The
observations made by the watching participants about the group in
operation were duly shared in the class. Those observations were
found helpful in further eleborating the behaviour of each member

in the particular group with respect to initiative, leadership,
listening others view points, influencing and convincing others,
etc. '
209
From the table 15 it is found that group 'C' got the

opportuni ty of earning maximum number of stars, whi 1e , on the
other hand, group 'A" scored only 37 (i.e. minimum). As a result,

group 'C' being highest scorer was declared winner and its leader
by virtue of highest performance was crowned. When, the crowned

leader was interviewed, h~ felt happy and confident. He further
expressed that he had been succeeded because of part of,
his efforts and part of others efforts in the group. All members
in the group listened my view points patiently and equally I also
encouraged others view points in the group. Similar feelings were
acknowledged by other members in the same group.
In group 'A', the members felt that being maiden in the
activity, the group was unaware o~ experiences of taking part in
such discussions and thereby affected our performance.
Even other groups, when asked about the relative importance

of the game, recognised that the game certainly had a landmark
effect in inculcating leadership abilities. The game had exposed
us to encounter such valuable experiences which otherwise, would
have remained devoid of.

no
~Je 15: Data rl!ijarding 'Convince and trDllfl' exercise.
Stars given for speaking - _ _---

- ..---...---- ----. . _-- ...
Frequenc i l"5 5noiltctllng Tohl StMs obtiunfll 5tdrs Lost Total stars
of speech of nil~e stars by the group tor snat- lett with the
~p Participants 1st 2nd lrd 4th 5th after 5th ching group
tiR tile tilM! tiae tile tile
-~---~-----
1 5 5
2 5 -4 1 '1 ?
L 14 43
- 6
J
n
~ u 5 -4 3 'l 1 2 1 15
5 5 4 q
II 5 -4 1 12
7U 5 4 3' 2 1 2 3' 15 61 10 51
B 5 5
9 5 -4 3' 2 2 14
10 5 -4 3' 2 1 1 15
11 t 5 -4 3' 2 1 3' 2 15
12 5 -4 9 68 6 62
13 5 -4 3 2 1 1 15
14 5 -4 3' 2 1 1 1 15
15 5 -4 3 2 14
16 5 -4 ~
17 5 -4 1 2 1 1 15
r,,"
18 U 5 -4 "3 2 1 2 15 59 53
ie'
/'
J)",',
19 5 5
I'"
Fl ', '
:i: 20 5 -4 3' 2 1 1 2 15
~,:;I,I'\
~II',';
~:;Whl! participant r;:roNned
~~Jhl! participant declared elected leader of the group.
~,)r~
3. ' Entre'preneurial Qualities of Farm Entrepreneur 211
3.1 Achievement Motives
Achievement motive as an important ingredient for entrepre-

neurship has been acclaimed ~y reputed psychologists of the
world. The development of human beings in different walks of life
without achievement motive is bound to fail. In short, the strive
to excell in one's personal, community, or social work and to

influence the environment is very much needed to achieve develop-
mente The comparison of same group of potential farm entrepre-
neurs before Vs after entrepreneurial training intervention on

this variable was made to see the difference in their achievement
motive. The data in this regard are presented in table 16.
Table 16: Presence of achievement imagery in four stories expres-

sed by farm entrepreneurs before and after training
intervention
Frequency of Before training (n=20) After training (n-20)

Presence
Frequency Percentage Frequency Percentage
N~l (all unrelated 03 15
imagery)
In one story 04 20
In two stories 08 40
In three stories 04 20 04 20
In all stories 01 5 16 80
The table 16. shows the proportions of a group of farm
entrepreneurs, before and after they subjected to entrepreneurial

training intervention, at different frequency levels of presence
212
of achievement imagery in a group of four stories written by
them. It is observed that 15 percent of the respondents before

having put to entrepreneurial training had no achievement imagery
in any of the four stories whereas after getting training none
in same set of respondents showed nil achievement imagery or
unrelated imagery (UT) in any of the four stories. 20 percent of
respondents after training had achievement imagery in three
stories and highest percentage (80%) in all the four stories.
This compar ison clearly manifests the superiority of trained
farm entrepreneurs over when they were untrained in terms of

achievement imageries.
The presence of personal, social and influence motivation

and their combinations in the respondents as evidenced from the
four written stories has been shown in table 17. In the need
profile, personal achievement oriented influence (Inf+PA) was
found present in 70 per cent of farm entrepreneurs after they
were trained and next to it was social achievement oriented
influence (Inf+SA) observed in 65 percent of the respondents

after their training.
Similar was the trend of the above two needs even in case of
before training of farm entrepreneurs. The important point to
note is that the respondents after completing training were found
attributed with the need of personal social achievement influence
(Inf+PA+SA) which was observed altogether absent in the same
group of respondents before joining their training programme. The

percentage of trained farm entrepreneurs was more than when they
213
Table 17: Distribution of farm entrepreneurs before a.nd after
entrepreneurial training intervention by presence of

different needs
Before training (n=20) After training (n=20)
Needs Frequency percentage Frequency Percentage
Personal Achiev- 9 45 9 45
ement (PA)
Social Achieve- 10 50 11 55
ment (SA)
Influence (Inf) 8 40 4 20
Personal and Soc- 1 5 8 40

ial Achievement
(PA+SA)
Personal Achiev- 3 15 14 70
ement oriented
Influence (Inf+PA)
Social Achievement 1 5 13 65
oriented Influence
(Inf+SA)
Personal and 50C- 6 30

ial Achievement
oriented Influence
( Inf+PA+SA)
were untrained in all other needs except in case of influence
(Inf) need which is higher (40%} before training than (20%) after
training. So it can be concluded that all the needs except the
influence (Inf) one of the profile were present in higher percen-
tages of respondents after training. This difference· has also
been reflected in the 'Z' value (Table 18), the training treat-
ment brought about significant changes among the trainees on six

214
needs of the profile. This finding is in line with the findings

of Atkinson (1957), MCClelland and winter (1969), Bhattacharjee
and Akhouri (1975), Singh (1979), singh (1982) and Sadangi

(1991) .
215
Table 18: Comparison of entry and exit behaviour of responaents

(The Wilcoxon Signed Ranks Test)
Mean Score
variables
Before training After training \ Z'
(n=.20) (n=20) Value
Personal Achievement CPA) 2.20 4.30 2.130
'Ie
social Achievement (SA) 2.00 4.20 2.136
Influence (Inf) 1. 30 1.35 0.302
Personal and Social Achiev- 0.25 2.25 2.251

*
ment (PA+SA)
Personal Achievement Orie- 0.50 4.45 3.179

**
nted Influence (Inf+PA)
Social Achievement Oriented' 0.20 3.70 3.179
**
Influence (Inf+SA)
Personal and Social Achie- 2.05 2.200
*
ment Oriented Influence
(Inf+SA+PA)
Risk (A) 5.70 9.40 3,740
**
Risk (B) 2.95 4.65 3.480
**
**
Locus of Control 0.73 2.13 3.920
**
Adoption Propensity 15.30 19.40 3.723
**
Personal Efficacy 0.45 1. 75 3.620
**
Communication Skill 19.75 20.90 3.920
**
Feed Back 1.BO 2.65 3.180
**
Knowledge of farm Entre- 15.45 38.40 3.920
preneurs
* Significant at 0.05 level of probability
** significant at 0.01 level of probability.

216
3.1 comparison of Need Profile Score
3.1.1 Personal Achievement (PA)

The personal achievement score serves as the evidence for
the presence of one's concern in personal performance (work)
and/or life. With this need, an individual tries for standard of

excellence, unique accomplishment and long term involvement.
Table 19: Ditribution of farm entrepreneurs before and after

entrepreneurial training intervention :by level of
personal achievement motivation
Levels of Before training (n=2 0) After training (n=20)

Personal achiev-
ement motivation Frequency percentage Frequency percentage
(PA)
Nil 11 55
Low (1-3) :3 15 4 20
Moderate ( 4-5) 4 20 7 35
High (6 & above) 2 10 9 45
Mean 2.20 4.30
S.D. 2.856 4.201
A look at table 19. showed that as high as 45 percent of

respondents before and cent percent after training treatment had
personal achievement need. A majority (45%) respondents after
training were in high class, whereas 20 percent of them before
training had moderate level of personal aChievement. The differe-

nee observed between the two situations was found to be signifi-
cant (Table 18 ) represented a judgement that trained respondents
217
had significantly higher personal achievement motivation against
when they were untrained. High personal achievement motivation
would help keep them in emotional state to be independent and to
do something different. The respondents would evince determina-
tion and intense involvement in long hours of work.
3.1.2 Social Achievement (SA)
Table 20. indicate that among 50 percent of untrained res-

pondents, having social achievement, 25 percent was categorised
as low, whereas on the contrary, among all (100%) respondents
after training 45 percent were moderate as well as high social
achievement. In the view of this finding it can be concluded that
training intervention had made a dent in nurturing this psycholo-
gical trait among the participants. This fact was further stren-
gthened as the difference between mean scores under two different
situations had been found statistcally significant (Table ~8).
Table 20: Distribution of farm entrepreneurs before and after

entrepreneurial training intervention by level of 50-
cial achievement
Before training (n==20) After training (n::::20)
Level of
social achiev- Frequency Percentage Frequency Percentage
ement (SA)
Nil 10 50
Low (2-3) 5 25 2 10
Moderate (4-5) 4 20 9 45
High (6 & above) 1 5 9 45
Mean 2.00 4.20
S.D. 2.302
218
3.1.3 Influence (Inf)
It is evident from Table 21. that only 20 per cent of
respondents when trained had influence need and on the other hand
while they were untrained, had this need in 40 percent of them.
The mean values under two situations was also found almost
similar.
It was interesting to find that maj ori ty under both the
conditions i.e. 60 percent before training and 80 percent after

training did evoke a nil response to this category of need.

entrepreneurial training intervention by level of
influence
Before tra~ning (n=20) After tra~ning (n==20)
Level of
influence (Inf) Frequencey Percentage Frequencey Percentage
Nil 12 60 16 80
Low (2-3 ) 5 25
Moderate ( 4-5) 3 15
High (6 & above) 4 20
Mean 1. 30 1.35
S.D. 1. 705 2~761
3.1.4 personal and Social Achievement (PA+SA)
Personal achievemt coupled with social achievement enables

the individual to have unique accomplishment for himself and his
society.
219
As Table 22. shows. the mean score of trained respondents on

personal & social achievement was 2.25, whereas same respondents
when untrained did have negligible mean score (0.25) on this
need. The difference between these two mean scores was found
significant (table 18). It implies that training might have

inculcated among the respondents some degree of concern for
better service to the community while pursuing their activities.
entrepreneurial training intervention by level of per-
sonal and social achievement (PA+SA)

Level of personal
& social achieve- Frequency Percentage Frequency Percentage
ment (PA+SA)
Nil 19 95 12 60
Low (2-3)
Moderate (4-5) 1 5 5 25
Mean 0.25 2.25
S.D. 1. 089 2.826
3.~.S Personal Achievement oriented Influence (PA+Inf)
It means the individual's motivational strength to modify or
influence the environment around him to excel in his own work.

220

entrepreneurial training intervention by level of per-
sonal achievement oriented influence
Table 23. reveals that only 15 percent of the respondents
when untrained had personal achievement oriented influence, whe-
reas against this, when they underwent training, 70 percent had
developed this need. As high as 45 percent of respondents after
training had high level of personal achievement oriented influe-
nee whereas none of the same respondents did fall in this
category when they were untrained. A huge gap was reflected
between the mean achievement oriented influnence scores of respo-

ndents. Th is w.a s further sUbstant ia ted with the fact that
comparison between scores of the group of respondents under two
different conditions i. e. before-after training treatment, was
found to be significant (table 18).

221
This was probably because the entrepreneurs, while doing
their activities, were found having quite a good number of well-
wishers whose efforts were channelised for their own accomplish-

ments. They have sometimes, to influence different developmental
agencies and their work force through their efficiency and hard
work, thereby ensuring needed support for their own personal
ends.
3.1.6 social Achievement Oriented Influence (Inf+SA)
Table 24. reveals that amidst untrained respondents only 5
percent had this need with llloderate level, on the contarary 65
percent had this need with 35 percent in the moderate level after
training. Big gap between mean scores under two situations was
found. This fact was further strengthered as the difference was

found to be significant (Table 18).
Table 2 .. : Distribution of farm entrepreneurs :be fore and after
entrepreneurial training intervention by level of so-
cial achievement oriented influence

Before training (n=20) A.fter tralning (n=20)
Level of social
achievement orien- Frequency Percentage Frequency Percentage
ted influence
(Inf+sA)
Nil 19 95 7 35
Low (2-3)
Moderate (4-5) 1 5 7 35
Mean 0.20 3. 70
S.D. 0.871 2. 812

222
3.1.7 Personal and Social Achievement oriented Influence

(Inf+SA+PA)
It is clear from table 25. that mean score of respondents
when trained on this need was 2.05. The same respondents when
untrained did not have any score on this dimension. It was also
interesting to note that as high as 70 percent respondents after
training did not show personal and social achievement oriented
. influence whereas all the rest of 30 percent showed this multifa-
cet need and that too in higher category. The mean differences of
respondents under two varying situations was observed to be
significant (Table 18).
Table 25: Distribution of farm entrepreneurs before and after en-
trepreneurial training intervention by level of perso-
nal and social achievement oriented influence
Before training (n=20) After training (n~20)

Level of personal
& social achieve- Frequency Percentage Frequency Percentage
. ment oriented in-
fluence Inf+SA+PA)
Nl.l 20 100 14 70
Low (2-3)
Moderate (4-5)
Mean 2.05
S.D. 3.138
223
comparison on sub-categories
The farm entrepreneurs before and after their entering en-
trepreneurial training programme were further compared on each
sub-category with the help of percentage distribution at diffe-
rent score levels of each sUb-category and mean scores. The data
with regard to the above aspects have been presented in table 27.
(i) Personal Action (Ap)
It refers to personal activities undertaken in persuance of
some stated goals (PAl, SAl, Inf) Personal action was attributed
in all the respondents after training with maximum percentage

i.e. (54%) in two out of four stories whereas 55 percent of the
same respondents before training showed no concern with this sub-
category. A considerable difference was noticed between the mean

scores of respondents before joining and after completing the
training programme. The mean scores of personal action (Ap) when
compared with the mean scores of other sub-categories revealed
that personal action was relatively more frequent than other sub-
categories.
224
entrepreneurial training intervention by score levels
of different imageries

Name of the Score
Imagery Level Frequency Percentage Frequency Percentage
Personal 0 8 40
Achievement
Imagery (PAl) 1 9 45 2 ~o
2 2 10 II 55
3 1 5 6 30
4 1 5
Mean 0.75 2.30
S.D. 0.829 0.714
Social Achie- 0 10 50 2 10
vement Imagery
(SAl) 1 7 35 5 25
3 15 6 30
3 6 30
4 1 5
Mean 0.65 1. 95
S.D. 0.726 1.071
Influence 0 10 50 3 15
Imagery (Inf)
1 7 35 3
2 3 15 6 30
3 7 35
4 1 5
Mean 0.65 2.0
S.D. 0.726 1.140

225
entrepreneurial training intervention by score levels

of different sub-categories

Name of the Score
sub-category Level =---------~~----~----
Personal o 11 55
Action (Ap)
1 8 40 6 30
2 1 5 9 45
3 4 20
4 1 5
Mean 0.50 2.0

S.D. 0.591 0.836
social Action 0 13 65 3 15
(As)
1 6 30 6 30
2 1 5 9 45
3 1 5
4 1 5
Mean 0.40 1. 55
S.D. 0.583 0.973
Anticipated o 15 75 4 20
Action (Aa)
1 5 25 7 35
:2 7 35
3 :2 10
Mean 0.25 1. 35
S.D. 0.433 0.91

226
strength (8+)- 0 12 60 1 1
1 3 15 3 15
2 5 25 5 25
3 9 45
4 2 10
Mean 0.65 2.40
S.D. 0.853 1. 02
Hope (H) 0 13 65 4 20
1 6 30 10 50
2 1 5 4 20
3 2 10
Mean 0.40 1.20
S.D. 0.583 0.871
Personal and 0 ~6 80 5 25
Social Aware-
ness (PSA) 1 4 20 4 20
2 5 25
3 4 20
4 2 10
Mean 0.20 1. 70
S.D. 0.40 1.307
Vigilance (V) 0 12 60 4 20
1 6 30 :2 10
2 2 10 6 30
3 6 30
4 2 10
227
Mean 0.50 2.00
S.D. 0.670 1.265
Thema (Th) 0 3 15 4 20
1 7 35 5 25
2 9 45 6 30
3 4 20
4 1 5 1 5
Mean 1.45 1. 65
S.D. 0.920 1.152
This is quite desirable phenomena, since the entrepreneurs
have to invariably strive for achieving their determind goals.
(ii) Sooial Aotion (As)
After training, all the respondents virtually displayed this

element in their stories where previously before trai'ning this
sub-category was lacking in 65 p0.rccnt or T.lle f1<'lmc group of
respondents. Presence of this component in entrepreneurs serves a

great deal of faith in collective action for accomplishing stated
goals.
(ii) Antioipated Action (Aa)
The presence of this component make the entrepreneurs well
foresighted and apprehensive of impediments or blocks (both wor-
ldly as well as personal) in their goal-directed hehaviour.
Third-fourth (75%) of the respondents were deprived of presence
of this element in their behaviour pattern, but when exposed to

228
entrepreneurial training programme all the same respondents figu-
red this sub-category in stories.
(iv) strength (8+)
There was quite a large difference between mean scores on

this component. Personal strengh was visualised in three out of
four stories in 45 percent of farm entrepreneurs before training
but no respondent before training could be able to e~press to
that extent. The persistence of personal strength in entrepre-
neurs exhibit the sense of hard work and sincerity to gain great
success in their new ventures and this create confidence in them.
(v) Hope (H)
This is the anticipation of success in the stated goals or

is indicative of optimism. Cent percent of the respondents after
training exposure were hopeful about attaining their goals as
against only 35 percent before training. This illustrates that

trained farm entrepreneurs were more optimistic than when they
were untrained about their future. The positive outlook of
trained respondents regarding things around them was reflected in
their imagery.
(vi) Personal and Social Awareness (PSA)
This refers to awareness regarding cause and effect relatio-
nship about events. The mean score of respondents after training
was much higher than when they were untrained. 80 percent of
respondents before training did show no concern about this e1e-

229
mentA The entrepreneurs bestowed with this component try to
realise their own short comings rather than preoccupied in sol-
ving their own problems. Due to more social participation, the
entrepreneurs could, however, be able to pin-point various
lacunae with different social organisations.
(vii) Vigilance (V)
In short, it refers to the awareness of certain conseqences
if problems are not effectively tackled in advance. This element
was also found in quite a varying degree in both the cases. It
was also observed that trained entrepreneurs had much concern for
the consequences of some obvious problems or fear of failure and
showed great sign of anxiety for the outcome of their efforts.
(viii) Thema (Th)

..
As thema only indicates the single minded theme of a story
and does not depict any other character, the facts given in table
32 need no discussion.
3.2 Risk Taking Willingness
As described in methodology chapter, the scale measuring

risk taking willingness consisted ,of 5 stories divided into two
sets, namely I 'Risk A" consisting of stories depicting cues for
excelling in a given job and the risk involved in achieving
excellence and 'Risk B' having as major theme stories of setting
up new business enterprise and the risk involved in doing so

especially after having destablished the less paying existing
one.
230
The intra-group comparison in respect of 'Risk A' and 'Risk

B' as reported in Table reveals that the farm entrepreneurs
before and after their exposure to training did differ significa-
ntly from each other in respect of any of the two risks, that is
the farm entrepreneurs after training exposure had more risk
taking willingness than when they were untrained.
entrepreneurial training intervention by different
levels of 'Risk A'
Before training (n=20) After tra1ning (n=20)

Level of risk
Low (3-6) 14 70
Moderate (7-12) 6 30 20 100
High (13 & above)
Mean 5.70 9.40
S.D. 1.053 0.837
From the perusal of the above table 28 a very interesting

finding had come up that cent percent of the farm entrepreneurs
after completing their entrepreneurial training were willing to
take moderate level of risk, whereas majority of them (70%)
before training were at low level of risk taking willingness.
The standard deviation reveals that the group of farm

entrepreneurs after training were more homogenous in risk taking
than when they were not subjected to training programme.

231

levels of 'Risk B'
Before training (n=20) After training (n==20)

Level of risk
Low (2-3) 17 85 1 5
Moderate ( 4-6) 3 15 19 95
High (7 & above)
Mean 2.95 4.65
S.D. 0.864 0.653
Similar was the trend of risk-taking willingness even in'

case of 'Risk B' at moderate level, the percentage of respondents
after training exposure was quite higher than when they were not
exposed to training. Majority (85%) of untrained farm
entrepreneurs preferred a low 1 evel of risk. The standard
deviation was found here again less in case of trained
entrepreneurs as compared to untrained ones.
Considering the percentage distribution and nature of risk
on 'Risk A' and 'Risk B', it can be concluded that the potential
entrepreneurs preferred more calculated risk which provide a

reasonable and challenging chance of success. So it is beyond any
doubt that the training can playa vital role in inculcating this
trait among the entrepreneurs. The entrepreneurs prefers to take

moderate, calculated risks where the chances of wining are
neither so small as to be a gamble nor so large as to be a sure

232
thing. They seem to be very much aware of the no risk-no return,
high risk-high return continum, and to take moderate, challenging

risks where moderate returns are attainable and more influenced
by their abilities and decisions. Several studies have identified
or confirmed the importance of this achievement motivated

characteristic.
The same group of farm entrepreneurs before and after its

exposure to entrepreneurial training programme, was compared on
this psychological variable. The inter-group comparison as exhi-
·bited in table 18 reveals that the trained farm entrepreneurs had

significantly higher mean value than the untrained ones. Further,
the distribution of respondents in both the cases on different

classes as shown in Table 35. brings out that whereas the entire
group (100%) of respondents after training had internal locus of
control, as high as 70 percent of respondents before subjected to

training programme were externals. It was also observed that 30
percent of respondents even before joining training programme
were above 1.00 ratios of internal/external locus of control i.e.
they were endowed with some internality. The training had certai-
nly increased the degree from low to moderate internality. A low
standard deviation of respondents when untrained speaks that the
group was almost homogenous on external oriented behaviour.
An overall internal lodus of control for farm entrepreneurs
was very logical and of paramount importance in a way that in
rural areas, starting a new non-crop-agriculture-allied

233
occupation requires nbundnnt of indppC'nrt(>nt tho\lqhts rind
potentialities to control over the outside factors. Most
level of 'locus of control'
Before training (n=20) After training (n~20)

Level of locus
of control Frequency Percentage Frequency Percentage
Moderate extern- 8 40
ality (0.20-0.59)
Low externality 6 30
(O.60-0.99)
Low Internality 6 30 5 25
(1.00 - 1.39)
Moderate internality 15 75
(1.40 - 3.00)
Mean 0.73
S.D. 0.286 0.584
respondents before training were either externals or had very low
internali ty might because they were dependent on their pa:J:'ents
and relatives for choosing their ventures. This fact obviously
indicated by low average (O.73) score. This finding is at par
with the finding of Gupta (1989) and Sadangi (1991).
3.4 Adoption Propensity
Innovation is decidedly a key input for development and
innovativeness is an important characteristic for any career

development. A change-prone individual quickly adopts innovations
234
and is more dynamic and effective in achieving his goals. The
adoption propensity score of an individual is indicative of his
inclination or favourableness towards adoption of an innovation.

The comparison of mean adoption propensity scores of a group in
both the situations as furnished in table 18 depicts that farm
entrepreneurs after training had significantly higher mean

levels of 'adoption propensity'
Before ,training (n=20) After training (n-20)

Level of adoption
propensity (AP) Frequency Percentage Frequency Percentage
Low (1-14) 7 35
Moderate ( 15-20) 13 65 15 75
Mean 15.30 19.40

S. D. 3.00 2.154
score than when they were untrained. When the respondents in both
the cases were compared on the basis of percentage distribution
in different clas ses, 75 percent of the respondents after

training were found in moderate class of adoption propensity as
against 65 percent of same respondents before their entering
training programme. On the whole, the percentages of trained farm
entrepreneurs in upper classes were more than those of untrained
cases (Table 31).

235
significantly higher mean adoption propensity score of farm

entrepreneurs, after completion of training provides a sound
logic for effectiveness of EDT capsule with a view to harness
this one of the essential entrepreneurial faculties.
Entreneurship and adoption propensity are so much bound that one

can not stand alone.
3.5 Personal Effioaoy
In the present study, the variable personal efficancy was

measured with the help of a scale developed for the purpose which
took adequate care of the four components discussed above. The
data so collected have been reported in table
3.S.1 Goal: 45 percent of the respondents before training were
found to verbalise essence goal and followed by hardly 35 percent
of them were such who showed tendency to verbalise activity goal

and only 20 percent could verbalise both activity and essence
goal whereas the same group of respondents, after successfully
completing their entrepreneurial training programme, fall in
three categories so far their goal setting beha v i our is
concerned- (a) 55 percent were such who had a tendency to set
only activity goal, (b) about 25 percent were such who could
verbalise only essence goal and 20 percent were such who had a
tendency to set both activity as well as essence goal. In both
the cases i.e. before and after training, none of the respondents
showed essence of goal.
3.5.2 Loous of resources: As many' as 45 percent untrained

\
respondents exhibited the presence of both internal as well

236
Table 32: Distribution of farm entrepreneurs before -and after
entrepreneurial traininq intervention by presence of

different components of personal efficancy
Personal Efficacy
component Frequency Percentage Frequency Percentage
1. Goal
Activity goal (+1) 7 35 11 55
Essonce goal (-1) 9 45 5 25
Both goals present 4 20 4 20
Both goals absent

2. Locus of resources
Internal (+1) 5 25 12 60
External (-1) 6 30 :2 10
Lack of locus of
resource (-1)
Internal + External 9 45 6 30
All absent
3. Initiative Vs.
Compliance
Initiative (+1) 4 20 13 65
Compliance (-1) 5 25
Both present 11 55 • 7 35
Both Absent
4. Problem Solving Vs.

Problem avoidance
Problem solving (+1) 6 30 10 50
Problem avoidance(-l) 8 40 :2 10
Both present 6 30 8 40
Both absent
237
external locus of resources, ~bout 30 percent external and only
25 percent internal locus of resources separately. In case of
trained respondents, majority, 60 percent, of them showed

internal resources, 30 percent both internal as well as external
and only 10 percent verbalised external resource.
3.5.3 Initiative Va compliance: Before training exposure, so far
initiative is concerned, it was found that 55 percent of the

respondents had verbalised both initiative and compliance. 25
percent could verbalised compliance and the remaining 20 percent
verbalised initiative. On the contrary, after they got
entrepreneurial training, as many as 65 percent of them were
obserbed inclined to ini tiati ve and 35 percent developed both

initiative and compliance. So far as compliance is concerned, it
was not witnessed at all.
3.5.4 Problem solving vs problem avoidance: In the first glance
of the table 32 it was revealed that 40 percent of respondents,
before subjected to training, verbalised problem avoidance trait,

30 percent of them were oriented to problem solving and the same
percentage (30%) were found to possess both problem solving as
well as problem avoidance. As the opposite case it may be, majo-
rity (50%) of them, after training, showed problem solving
behaviour. 40 percent had both problem solving as well as problem
avoidnace and only 10 percent of them verbalised problem avoida-
nce behaviour.
The respondents were further compared on the basis of level

of personal efficacy. The data regarding this variable is prese-
238
nted in table 33. Which depicts that the respondents after having
acquired entrepreneurial training had increased their

level of personal efficacy

Level of personal
efficacy Frequency Percentage Frequency Percentage
Low (-5 to 0) 16 80 2 10
Moderate (1-2) 4 20 12 60
High (3-4 ) 6 30
Mean -0.45 1.7r:l
S.D. 0.740 0.973
potential effectiveness from low to higher level. A large majo-
rity (90%) of respondents after they have undergone training
programme had a moderate to high level of personal efficancy
whereas, on the contrary, almost equal majority (80%) of the same
respondents before training had a low level of this trait. This
fact was further strengthened to found that the difference
between mean scores of respondents before and after training
treatment was highly significant (Table 18).
From the foregoing discussion, it can be ascertained that
training had played a significant role in includings this psycho-

logical characteristic among the farm entrepreneurs. The indivi-
dual, possessing this trait l is capable of introspecting himself
and identifying his goals, strengths and weaknesses.

239
3.6 communication skill
The respondents, before and after they have been put in

entrepreneurial training programme, were compared by their commu-
nication skill. The data pertaining to this characteristic is
exhibited in table 34.
A perusal of the table 34. indicates that all the respon-
dents before training seemingly, had either 'low' (40%) or
'moderate' (60%) level of communication skill. None was visua-
lised in the category of 'high' communication skill. Whereas, on
the other hand, when the same group of respondents encountered
with training treatment, their communication skill was observed
to have appreciable improvement. So much so that majority of the

sample (55%) was in the 'high' category while, as compared,
before training there was not a single respondent spoted in this

class of communication skill. This fact was further SUbstantiated
when the difference was found statistically significant (Table

18) •
One more worth noting observation was that the respondents

even before joining training programme had not been so bad in
their communication skill as mel. j or i ty of them (GO 'l.) found mode-
rate skilled in communication.
The whole probe thus, led to one important conclusion that
there had been a definite impact of training input specially
designed for enhancing communication skill. The remarkable impro-
vement in this behaviour even observed in their day-to-day
activities during training programme. Their verbal reactions also

confirmed this fact.
240
entrepreneurial training intervention by ditterent

level of communication skill
Before training (n=20) After training (n:=:20)

Level of
communication Frequency Percentage Frequency Percentage
Low (upto 19) 8 40
Moderate (20 - 27) 12 60 9 45
High (above 27) 11 55
Mean 12.75 20.90
S.D. 1. 895 1. 920
3.7 Feedback
It is also one of the important attributes of entrepre-

neurship. Entrepreneurs like to do things well and also like to
know how well they are doing. In case of business sales product,
sometimes profits and appreciation of work by others act as
source of feed-back for them. He likes to get such feedback on

his own performance. However, things may not be always good.
There may be lapses, short comings and various other such reasons
for failures. In such a situation, he would also like to get
feedback on such negative aspects of his performance and he would
use such feedback as learning experience~ Rao and Mehta (1978)
stated that successful entrepreneurs continuously modify their
goals on the basis of the feedback they receive from their envi-
ronment. Entrepreneurs are basically inclined to test out their
capabilities whenever an opportunity arises. McClelland & Winter
241
(1969) stated that limen with high achievement motivation like to
get feedback as to how well they are doing, and are responsive to
that concrete feedback".
Table 3S: Distribution of farm entrepreneurs before and after

level of 'feedback'
Before train~ng (n=20) After training (n=20)

Level of
feedback Frequency Percentage Frequency Percentage
Nil
Low (0 -1) 6 30
Moderate (2-3) 14 70 19 95
High (above 3) 1 5
Mean 1. 80 2.65
S.D. 0.600 0.572
As depicted from the table 35. majority of respondents in
both the cases i.e, before & after training treatment had been
found to moderate level of feedback that was to say 70 percent
before and 95 percent after training . Before training none of

the respondents did come either in the zero level or in high
category of feedback. Same trend exixted even after training
except only 5 percent hand high level of feedback. Under moderate
category, the percentage of respondents on their feedback ability
was appeared increased from 70 percent before training to 95

percent after training. Further, none of the respondents, after
completing their training programme, was noticed in the low level
of feedback. It was also found that mean score of 1.8 after

242
training. This difference in mean scores was also found statisti-

cally significant (Table 18).
4. Knowledge of Farm Entrepreneurs
Diffusion scholars have long rocogni~cd that the decision by
an individual to adopt new ideas or practices is not an instanta-
neous proposition. Rather, it is a process which is initiated by
the individual to gain awareness knowledge about the new ideas
and its related aspects. Awareness on the part of farm entrepre-
neurs about different aspects of entering business venture was
studied considering that it is an important factor which effects
their entrepreneurial mission. A person may feel tempted to
business unit if he is aware enough of kind of policy environment
for the promotion of enterprises, in particular availability of
government assistance and incentives, facilities for obtaining

finance & service from term lending institutions, and role played
by commercial banks in meeting working capital needs of small and
medium enterprises. In formulating projects, aspects such as

technical viability, availability of inputs, financial viability
etc. have to be carefully weighed. Enterprise management aspects
like problem solving strategy in personnel management l techniques
in production, materials and time management, decision making in
determining costs and pricing, effective communication, accoun-
ting, marketing, etc., need to be emphasised. All these aspects
help in taking a rational decision. Many social scientists are of
the view that many developmental programmes are bound to run. into
difficulties or totally flop, in case the people involved lack
proper desired knowledge.

243
Having these issues in mind, respondents' level of knowledge

about these specific areas, was assessed before they put into
training programme. This measurement helped to ascertain the
entry behaviour (training needs) of respondents regarding aspects
proposed to be taught or instil in them during training course.
The results of pre-training test could also prove to be of use to
adjust the programme to meet the trainees actual level . of know-
ledge. The same version of test was also administered to the same
set of trainees after they completed their training. The pre-test
outcomes were compared with post test outcomes and determined

that difference led to a significant increase in the learning of
trainees.
As it appears from table 36, the level of knowledge on the
part of all the participants after they completed their training

successfully was either medium or high. 75 percent of them fall
in the high level of knowledge and none of them come under cate-
gory of low level.

The situation in case of same set of respondents, before
training was far from satisfactory in the sense that as high as

70 percent of them were at low level and none in high level of
knowledge. The significant difference in knowledge of same set of
respondents under two different situations, as resported in table
18. led to the conclusion that training intervention had cer-
tainly played an overwhelming effect to make the trainees to
learn and acquire necessary knowledge/skills required for succes-

sful business.
244
Table 36: Distribution of farm entrepreneurs before And after

level of their know~edge about selected aspects of
entrepreneneurship
Before tra1ning (n=20) After training (n=20)

Level· of
knowledge Frequency Percentage Frequency Percentage
Low (5-20) 14 70
Medium (21-35) 6 30 5 25
High (36 & above) 15 75
Mean 15.45 38.40
S.D. 5.731 5.678
5. partioipants Reactions about EDT Capsule
Apart from measuring the effectiveness of EDT capsule with

respect to change in different entrepreneurial competencies among
farm entrepreneurs, their reactions/feelings about the training

programme were also recorded.
5.1 unstructured Reactions
The reactions emerged from some of the participants are set
out below:
* The apportunity to participate in this training programme
was a new experience of internalising the entrepreneurial
concept and helping to assess and develop our own strenghts
in relation to accepting economic activity as an alternative

career.
245
* The training programme gClVc us "" lot of inspirnt.ion t.o do
something of our own. It has forced us to think that it is
of no use to stick to traditional crop growing rather we
should explore some innovative ways which may resort us to
live a better life in the present scenario of competition.
* The most striking feature of the training, as perceived by
the majority, was its impact in personal develop~ent and the
change in outlook in relation to development activities.
* The programme was very useful. We learnt a lot of new things
for starting a unit.
* If farm entrepreneurs are inclined to actuate and venture
into business, such programmes will really assist them.
* The course was really an eye-opener for the new :business
e,nthusiast.
* The trainers/programme organisers had been very cooperative
and helping. So much so we wish they keep the correspondence
on with us and help with their guidance and services.
* Though training intervention has been realised as a crucial
factor before setting up non-crop enterprises, availability
of finance and other services as required should be made
assured in implementing the project.
* The present training programme suffered from a great handi-
cap that it CQuid not have concern for imparting training
regarding technical aspects of intended projects.
'It Such programmes should be organised in village situations
and tried to adopt regional languages in order to extend the
benefit of the programmes to rural prespective entrepreneurs.

246
5.2 structured Reactions
The analysis and discussion with regard to the feedback

obtained from the respondents is given as under:
5.2.1 Overall Reaction
It means how the respondents felt, as a whole and in gene-

ral, about the training treatment they had undergone. The graph
(Fig. 13) is self explanatory and very clearly give the
details with regards to over all reaction of respondents about
programme. As many as 80 percent of respondents felt the prog-
ramme very useful. The fact that the programme was well accepted
was further strength ended in the sense that none of them respon-
ded negative.
Figure 13; Bar diagram showing distribution of respondents
according to over all reactions
80%
20%
--+---I-_.Jl___
Very Useful
Nil _. _Nil _. _
Somewhat Not useful
useful useful
247
5.2.2 Duration of the programme
It refers to the time span in days under which the respon-

dents were called to attend the programme intended for them. The
duration of the programme was of 10 days in continuation. The

duration may vary depending upon the objectives to be accompli-
shed.
according to duration of training programme
75%
25%
Nil
Short Long Right
duration duration duration
Our data (Fig. 14) indicate that a large majority (75%) of
respondents were of the view that training was of right duration.

contrary to it 25 percent of them accorded their opinion about
duration as short. The feelings being that the duration should be

increased for few days more and should include topics of higher
levels pertaining to financial management, accounting & technical

aspects, etc.
248
An interesting conclusion can be derived from data presented
above that none of the respondents felt that training duration
should be reduced to less than 10 days. FQr the be.st of such
programmes to be effective & appropriate in future, the duration
should be of 10 days or more.
In response to the querry what other type of adjustment
would have made the course more effective, the suggestions being
that one week more programme should be incorporated in this

programme which deal exclusively on technical aspects. Skill-
oriented programme would sufficiently equipe the participants to
run their enterprise efficiently & successfully. More visits to
successful entrepreneurs in the area should be organised. Another
striking suggestion poured was, more & more competent officials
from various support and service organisations should be called
in the programme. In this way, trainees may get opportunity to

sit analyse & discuss problems that may arise in a given business
area and then to chalk out ways and means for dealing with them.
Few more suggestions drawn were that, programme should have been
made fully residential in which necessary facilities, like
lading, boarding, reading material, arrangement of visits, etc.,
were made available in sufficient amount. such programmes, if
possible , should essentially be undertaken in the village itself.
This would help avoid wastage of valuable time of farms and they
would also feel being specially treated. This may also inculcate
the sense of belongingness arouse interest in them.
249
5.2.3 Relevance, coverage' Presentation of Topics covered dur-
ing the Proqramme
Data regarding relevance, coverage and presentation of
topics were gathered by asking the respondents to rank each of
the three aspects in order of priority. Scores 3, 2 and I was
assigned to first, second and third preferences, respectively. A
look at the table 37 shows that the frequencies for each
selected area of training were comparatively more under first,

less under second and no under third preference. Noteworthy, the
same trend existed against all the topics under each aspect. This
drew an impression beyond any doubt that all the inputs of trai-
ning fed to the participants were substantially accepted in terms
of their relevance, coverage and presentation. An inference stem
from was that all these topics should considered retained for
subsequent programmes under identical conditions.

250
Table 37 : Relevance, toyerage ~ prtseDtation of topics covered d~ring the prograllf
S.No. Topic Relevance Coverage Presentation

Very SoleMhit Not Adequately SOle.hat Mot Very SOlewhat Hot
relevant relevant relevant Covered Covered adeq~ate effective effective effective
(3) (2) (1) (3) (2) m (3) (1) (1)
1. Need l scope of entrepreneur- 14 (701 6 (301 18 (90) 2 (10) 15 (75) 5 (25)

ship develop.ent in agricul-
tural sedor
2. Kicroblilb 16 (00) 4 (201 12 (60) 8 (40) 14 (701 6 (30)
3. Entrepreneurial IDtivation 13 (65) 1 (35) 11 (55) 9 (45) 14 {71 b !3Q~

and its application
4. Ring Toss 20 (lOO) 20 (lOG) 10 (lOO)
5. CDipetencies aDd qualities of 20 (100) 18 (9()) 2 (10) 15 (75) 5 (25)

successful entrepreneurs
b. Tower~Buildin9 11 (85) 3 (151 16 (80) 4 (20 I 16 (BO) 4 (20)
7. Boat/Itoon Tent llaking 20 (100) 20 (100) 20 1100)
8. ConVince and Cru.n 12 (60) 6 (40) 14 (10) {, (30) 16 (801 4 (20)
,q. Project fOflUlation process 20 (tOO) 14 (70) 6 (30) 12 (60' a (40)

including: steps in planning
an entreprisl!, consideration
for product selection, prep-
aration of project report,
teehno-eeonolic feasibilty of
the project, assessing finan-
cial requirelents
10. Special progralles and ince- 20 (1001 18 (901 2 (10) 16 (80) 4 (20)
ntives fDr farl entreprefleurs
11. Financial assistance to far. 20 (1001 18 (90) 2 (to) 17 (85) 3 (15)

entrepreneursfrol Ole, DRDA,
cD ••ercial banks and other
financial agencies
12. Identification Df ~ariUU5 14 (70) 6 (30) 15 (75) 5 (20) 16 (80} 4(20)

business oppertunities in the
agricultural-allied sector
13. Resource lobilisation --when 13 (65) 7 (35) t2 (60) 8 (40) 13 (65) 7 (35)
to approach for _hat?
251
H. Pannel dl!>CU5!liOn --'11 th prc- 17 (8~) 3 (IS) 18 (90) 2 (10) 10 (90) 2 (20) ,
Using entrepreneurs
15. "arket slIrvey --its ilporta- 16 (001 4 {WI 17 (85) l (15l 16 (BO) 4 (20)
nee, techniques and processes
Enterprise KanageIfRt Skills
16, Resource lanalJHellt -leD, 13 (651 7 (35) 14 (701 6 (301 12 (M) 6 (40 I
lachine, I laterial
17. Eletents of larketing and 10 (SO) 10 (SOl 12 (60) 8 (401 13 (65) 7 135)
sales lanage.ent
IB, Finance lanagetelJt --basic 12 (60J 8 (40) 13 (65) 7 (35) 12 (60) B (40)
accounting practices
[q. Praduci ti vi ty ilnd quality 11 (551 q (45) l3 (bS) 7 (3S) 14 (70) 6 (3~)
ilprovelents
W. Effective cDIIUnication 17 (85) 3 (lS) 16 (SO) 4 (20) U (65) 7 (351
11. Field visits 20 (1001 t6 (80) 4 (20) H (701 6 (30)

252
5.2.4 Facilities Offered to the Participants
It means the physical material facilities or seri ves made
extended to the participants during training programme. The

facilities include lodging, boarding, transport, classroom,
reading material, audio-visual aids etc. since our programme was
not fully residencial, only transport, training vanue (included
reading material, teaching aids etc) and foold/snacks were
povided. The data presented in below given graphs were self
explanatory and clearly speaks about whatever facilities made

ding to facilities offered,to them
100%
-
85% .
-
60%
-
40%
-
15%
-
, Nil Nil ,
Nil Nil
Good Fa~r Bad Good Falr Bad Good Falr Bad
4.-"-- Venue ___~~ 4---Transport~ ~Meals/snackS~
available during the programme. Despite the data available from
respondents, the programme organisers/trainers themselves felt

253
let down in view of the facilities provided. The facts led to

realization that programmes in future should be adequately
supplemented with the desired/required facilities and services.
The extraneous physical facotors contr ibute a lot toward
effectiveness of the programme.
5.2.5 Trainers Reactions
To made this programme a success, the trainer motivators

played a significant role right from the beginning to the
completion of the programme. The main inpacts that emerged as an
outcome of this programme was expressed by the trainers at the
end of the programme. They observed a marked difference in the
entry and exit behaviours of the participants. In the beginning
of the programme I the participants were looking shy/feared and
were unable to speak or interact with one another. Most of them
were not aware of the intericacies of the programme, hence the
first few activities were not taken seriously. But during the
discussions on the various exercises, the participants were.
deeply involved in the programme. They noticed remarkable changes
in the personality of the trainees who seemed much attentive and
responsive in the class-room. The programme, besides motivating
the participants to become entrepreneurs, also gave them ~n
opportunity to enlarge their scope of thinking and broadening

their mental horizons.
similarly, they observed a profound improvement in their

self-confidence, planning ability, effective communication and
254
aptitude towards self~employment. There is every reason to

. believe that the programme was highly useful, practical,
stimulating and developing the personality in totality.
The extent of involvement and interest of participants could

be well judged from the regularity and sincerety with which they
attended the entire programme, not missed even a session or a day
of the whole programme. They further elaborated that it would be
premature to evaluate as to how many of the participants would be
finally setting up enterprises of their own interest. Since
training could not be the only deciding factor but there were so
many other contributing variables which need to be taken care of
to start an enterprise. it was a long process and eventually take
even more than two .years after acquiring training. However, it
appear certain that score of the·m will retain their thought and
set up their enterprises .. They were very hopeful of encouraging
outcomes, if such programmes would be launched for farmers on a
regular basis. They felt that agriculture extension agency could
take a lead to organise and conduct such programmes for farmers
on a regular and efficient manner.
After completing the training programme, the investigator,

alone as well as along with RUDSET Institute staff, had
undertaken a series of personal visits and written correspondence
with the respondents. The objective behind this post-training
phase was mainly to assist and guide the trained farm
entrepreneurs .in implementing their intended projects. The
255
result was rewarding in that four, out of the total :2 0 trained
respondents, not only accepted the ideas but finally set up small
units (dairy) along with farming. They did not try to get
financial help from Bank etc. but arranged investment money from
their own. The farm entrepreneurs who started their enterprises
are named as (i) Daya Nand S/o Sh. Ram Swaroop, R/o Shikohpur,
(ii) Sao Raj S/o She Deep Chand, R/o. Shikohpur, (iii) Dharma Pal
5/0 Sh. Pratab Singh R/o. Shikohpur and (iv) Manoj Kumar S/o She
Hari Ram R/o. Dhanwapur.
It had also come to the notice that a few more respondents

namely Malkhan singh S/o Sh. Daulat Ram, R/o. Shikohpur, Naresh
Kumar S/o Sh. Balbir Singh R/O. Dhanwapur and Yashvider kataria
S/o Sh. Joginder Singh R/o. Gurgaon, ha~ completed all the
initial formalities and were about to start their units in the
areas of poultry, dairy and poultry respectively.
It was interesting and worthwhile to find that all the

remaining (13) respondents still retained the idea of setting up
their enterprises. One of the major constraints that inhibited
enterprise setting, as reported by respondents, lies in acquiring
financial assistance from commercial banks. The follow-U;p
programme is still continuing and is being carried out by the
RUDSET Institute Gurgaon. It is hOied that the follow-up will

yield desirable results in terms of setting up of enterprises by
these respondents.
256
CHAPTER VI
SUMMARY AND CONCLUSION
Several ~mpirical studies show that the entrepreneurs as the
human capital has grown in the societies at a most faster rate

than conventional capital and has made a much large contribution
to economic growth than non-human capital.
The basic philosophy enshrined in the development of

initiative and enterprising spirit among individuals is that it
can help a society in achieving a degree of self-reliance and
optimal development and growth. Small and medium enterprises are
important in this context, not merely because do they give
expresssion to entrepreneurial qualities as such, but also

because they can help in realising other economic and social
objectives of development. Such as employment generation,
harnessing of local and regional resources for productive
endeavours, reduction in regional in-equalities, distributive
justice and inculcation in the community as a whole sense of
freedom, individuals dignity and self-propelled decision making

spirit.
It is possible for any and every person to develop

entrepreneurial faculties and if so how? The anser is that given
will, concerted efforts and proper guidance l there is no reason
why some of these faculties can not be sharpened by an ordinary

person.
257
One of the myths that has been happi iy exploded by
developments in the. Western World as also by developments in
countries like India is that entreprneurs are born and there is
no way by which one can convert an ordinary person into an
entrepeneur. At one time there was a mistaken belief in India

that persons belonging to certain castes or reg ions alone were
capable of becoming successful entrepreneurs. Happily, such
mistaken notions are now things of the past. Each person does
possess traits and faculties that can make one an entrepreneur.
However, it is possible, and indeed does happen, that some may
remain prisoners of their background and other social

environmental factors and thus may not succeed in bringing into
full bloom their latent faculties. Appropriate training,
counselling, motivation and guidance can go a long way in
mitigating the handicap of family and societal background an~. it
is precisely this belief that constitutes the logic behind the
basic training programmes organised by varous agencies.
since the inception of entrepreneurship development
programme in India though, sUbstantial amount of research and
development has been undertaken for entrepreneurisation of t;he
society, there is unpleasantly unbalanced growth in
entrepreneurship development. The entrepreneurial field is still
dominated by a few individuals and organisations. Literature on

entrepreneurship generally discusses the problems in the
industrial sector without analysing this in the agricultural
sector. Agricultural sector at any point of time is claimed to be

258
the backbone of our society. Yet one finds that there is lack of
focus, given to this vital sector. While planned efforts have
been made to auqment national production and provide better
employment opportunities by encouraging entrepreneurship, no
serious attention has been paid to inculcate en,trepreneurship
among farmers.
In recent times, through various committees, and new

agricultural policies, attention is being immensely paid that
,farmers, besides growing food crops, should opt to diversify to
other non-crop farm enterprises. This kind of contemplation
derive tremendous scope to revitalise the farm front economy and
is more likely to enhance the better living standard of farm
population. An abundance of serious attempts need to be made in a
bid to seek a new spirit of enterprise prevail in the farm

sector.
It is opined by many experts that this transformation of

tradi tional agriculture to agribusiness, is by and large,
attributed to entrepreneurial spirit among the farmers. Varous
research studies have propounded that entrepreneurial skills and
principles can be learned and applied by farmers too.
Entrepreneurship in agriculture is not different from
entrepreneurship in other business areas. Having this in It\in~,
the present study " Developing and Testing Entrepreneurial

Development Training (EDT) Capsule for Farmers" was dssigned with
the following specific objectives:
259
1. To study different training modules being carried out by the
selected organisations engaged in the task of promoting
entrepreneurship;
2. To develop Entrepreneurship Deve lopment Tra ining (EDT)

Capsule for farmers;
3. To test the thus formulated Entrepreneurship Development
Training (EDT) Capsule on farmers;
4. To study the farmers on-going and post training reactions
about the EDT Capsule and
5. To study the effectiveness of EDT Capsule in terms of change
in ent~epreneurial behaviour of respondents after completing
their training programme.
The study was conducted in Gurgaon district of Haryana.
Owing to the availability of highest infrastructural facilities

and other abundant physical facilities required to facilitate
smooth conducting of training programme, Gurgaon city was
purposely selected. Further, a cluster consisting of 6 villages,
within the radius/distance of 10 km around Gurgaon city was
choosen for drawing the desired sample. In all, 20 number of
would be farm entrepreneurs were finally selected for joining the
proposed training programme. The selection of potential farm
entrepreneurs was made by employing three tiers method, of
identification and selection. The method consisted by 1st tier,

i.e., analysis of application blank; lInd tier, i.e.,
260
psychological tests and group planning exercises; and IIIrd tier,

i.e., personal interview. The various dimensions with respect to
selected respondents were studied in details.
For measuring the variables, certain instruments were

developed and some of the valid scales designed by earlier
workers were also used.
The data were collected by researcher himself interviewing

the respondents with the help of schedules especially constructed
for the purpose. The statistical methods employed were: frequency,
percentage, means, standard deviation and Wilcoxon-signed-Ranks
Test. The salient features emanating out of the study were as
given under:
1 Socio-personal profile of potential farm entrepreneurs
1.1. All the respondents were found between the ages of 19-
35 years. Majority (80%) of them were in the age group of
upto 25 years.
1.2. All the potential farm entrepreneurs were above 10th

standard with break up as 95% matriculates and 5 percent
graduates ..
1.3. It was witnessed that vast majority (75%) qf
respondents belonged to upper castes (Hindus) and only 25

percent belonged to Scheduled Castes.
1.4. with regard to ,marital status, the majority (85%) of

the respondents were unmarried and only 15% were married.
261
1.5. So far as family background of the farm entrepreneurs

was concerned, majority (70%) belonged to nucleus family and
merely 30 percent come from joint family type. Further, cent
percent of the respondents had farming as their primary
ocupation.
1.6. The data regarding size of land holding of respondents
indicated that vast majority of them (70%) had possessed

land upto 5 acres (i.e. they were either marginal or small
farmers). Whereas only 30 percent had land more than 5 acres.
1.7. It was found that the respondents were very low in

social participation. Majority (65%) of them were not even a
member of any social organisation, only 25 percent were
member in single organisation.
1.8. Past experience of the respondents in the proposed

enterpr ise showed that 60 percent of them had no any
experience whereas 40 percent had some experience and that
too non-technical.
1.9. As regard to potentiality to realise opportunity (PRO),

vast majority (85%) has moderate level and a very thin
majority (15%) had high level of potentiality to realise
opportunity.
1.10. The motives to adopt non-crop enterprises showed that

as many as 70 percent of respondents had achievement motives
(i.e., to do something new, somGthln~ unique, etc.) whereas
262
merely 30 percent of them were interested to start business

because of non-achievement motives like to earn lot of
money, to got social recognition or prestige, etc.
1.11. It was found that among the sources which motivateq
the farm entrepreneurs to plunge into business, 'self' was

found in majority of respondents. While on the other hand
only 15 percent of them believed to be motivated by others.
1.12. It was found that cent percent of the farm

entrepreneurs wer dissatified with their present job of
growing traditional crops.
1.13. There was a thin majority (15%) of the resppndents had
no perception of their future life in terms of

entrepreneursial pursuit. However, major portion of them had
either high (55%) or moderate (30%) level of perception.
1.14. Out of 11 factors responsible for choice of product,
'high demand', 'ready market', 'high rate of return' and

'future prospects' have been emerged among the high priority
factors. Very low or even nil priorities have been given to
factors like 'family business' I 'past experience in line',
'easy availability of capital' etc.
1.15. with regard to type of product taken up by the

respondents, out of 14 possible products, only two were
choosen by the respondents from business point of view. A
vast majority (65%) opted for dairy and 35 percent disired
for poultry.
263
2. comparison of Entry and Exit Behaviour of Farm Entrepreneurs
2.1 Entrepreneurial qualities
2 . 1. 1 When the group of potential farm entrepeneurs
compared between before and after training treatment on
psychological variables. It was revealed that the mean
scores of respondents, after training on personal
achievement, social achievement, personal and social
achievement I personal achi evement oriented inf 1 uence,
'social achievement oriented influence', personal and social
achievement oriented influence, 'risk (A) and risk (B) I ,
'locus of control', 'adoption propensity', \ communication
skill', 'feedback' and knowledge were uignificantly higher
than. those of s~me group of respondents before training.

only 'influence' need was found non-significant together
with negligible difference, between mean scores uder two
varied situations. The respondents before training did not
have any score on 'personal and social achievement oriented
influence', also before training their mean scores on
'personal and social achievement', 'personal achievement
oriented influence', 'social achievement oriented influence'
and 'locus of control', was found to be negligible.
2. ~. 2 The respondents after completing their training
secured higher scores on 'personal achievement imagery
(PAl)', 's~cial achievemtn imager (SAl)' and 'influence

imagery (Inf) , than when they were untrained. But the gap
between the mean scores of the respondents before and after

264
joining their training was found to be maximum in 'personal

achievement imagery' followed by 'influence imagery' and
'social achievement imagery'.
2.1.3 The mean scores of the respondents, after completing

their training, on all the sub-categories of motivation like
'personal action', 'social action (As)', 'anticipated action
(An) " 'strength (S)', 'hope (H) ~, 'personal and social
awareness (PSA)", 'vigilance (V)" and 'thema (Th) t were

found more than before they joined training programme. But
the difference between the mean scores was ma~imum in
'strength (8)' followed by 'personal action (Ap)', 'personal
and social awareness (PSA)', 'Vigilance (V)', 'social action
(AS)' and 'anticipated action (Aa)'. The differnce was found
minimum in 'thema (Th)' followed by 'hope (H) '.
2.1..4 The difference between mean scores of respondents

before and after their entering training programme on 'Risk
A' and 'Risk B', was found highly significant. The
distribution of the respondents on various levels of 'Risk
A' and 'Risk B' yielded some meaningfull results. In 'Risk
A' cent percnet of respondents after training treatment were
willing to take moderate level of risk, whereas, 70 percent
of same group of respondents before training were at l<;>w
level of risk taking willingness. So far as 'Risk B' was
concerned, majority (95%) of trained respondents were of
moderate level of risk taking willingness, while 85 percent
when they were untrained has low level of \risk B'. it can
265
be concluded that training treatment had inculcated
calculated risk taking ability among the potential farm

entrepeneurs.
2.1.5 The respondents after training treatment were found

having significantly higher mean scores over the same group
of respondents when untrained on their 'locus of control'.
It was noteworthy to found that entire group (100%) of
respondents after training had internal l6cus of control (75
percent with moderate and 25 percent with low internality),
whereas, 70 percent of "respondents before subjected to
training programme were externals. It was also observed that
30 percent of them even before joining training were endowed
with some internality. It means training had certainly
increased the degree from low to moderate internality.
2.1.6 with regard to adoption propensity of respondents, it
was observed that farm entrepreneurs after training had

signi f icantly higher mean score than when they were
untrained. As high as 75 percent of the respondents after
training were found in moderate cla~s of adoption propensity
as against 65 percent of same respondents before their
entering training programme. On the whole, the percentages

of trained farm entrepreneurs in upper classes of adoption
propensity were more than those of untrained cases.
2.1.7. When the respondents were compared on the basis of

level of personal efficacy, it was found that after having
acquired training their potential effectiveness had

266
increased from low to higher level. A large majority (90%)
of respondents after training had a moderate to high level
of personal afficacy whereas, on the contrary, almost equal
majority (80%) of the same respondents had a low level of
this trait. This fact was further strengthened to found that
the difference between mean scores of respondents before and

after training treatment was highly significant.
2.1.8. So far as communication skill is concerned, it was
found that respondents before training had either low (40%)
or moderate (60%) level of communication skill. Whereas
after training majority of the sample (55%) was in the high
category. The mean difference was also found statistically
significant.
2.1.9. With regard to feed back, majority of respondents in
both the cases i.e., 70 percent before and 95 percent after
training had moderate level of this trait. before training

none of the respondents did come under either in the zero
level or in high category .. Same trend existed even after'
training except only 5 percent had high level of feedback.
It was also found that mean score of 1.8 before training was
increased to 2.65 after training. This difference was also

found statistically significant.
3. Knowledge of Farm Entrepreneurs
The knowledge of participants, about selected aspects of

entrepreneurship, after they completed their training success-
267
fully was either medium or high. 75 percent of them fall in the
high level of knowledge and none of them come under category of
low level. The situation in case of same set of respondents
before taining was far from satisfactory in the sense that as
high as 70 percent of them were at low level and none in high

level of knowledge.
4. Reactions about Training Programme
4.1 Reactions of participants
When, at the end of the training programme, the participants
were asked to give their reactions/feelings about the programme

in terms of behavour modified, subject matter taught, physical
facilities, trainers profeciency, etc., it was found that over
all reaction of all the respondents appeared favourable about the
programme with responses 'very useful' (80%) and 'useful' (20%).
Regarding duration of the programme majority (75%) of them
felt the training was of right duration. Only 25% of them acorded
their opinion about duration as short. They stressed the duration
should be increased for few days more and should include topics
of higher levels pertaining to financial management, accounting
and technical aspects, etc.
When data regarding relevence, coverage and presentation of
topics were gathered by asking the respondents to rank each of
the three aspects in order of priority (first, second and third
preferences), it was found that the frequencies for slected area

268
of training were comparatively more under first, less under

second and no under third preferece. Noteworthy, the same trend
existed against all the topics under each aspect. This drew an
impression beyond any doubt that all the inputs of training fed
to the participants were substantially accepted in terms of their
relevance, coverage and presentation.
with regard to facilties extended to the participants, the

reactions were ovserved like 'good' to venue (85%), 'fair' to
transport (60%) and also \fair to meals/snaks(lOO%).
4.2 Reaction of Trainers
Seeing the impact of the training in a bid to the desired

modifications brought about in entrepreneurial behaviour of the
respondents and their aroused interest to plunge into non-crop
enterprises, the trainers vehmently envisaged that agriculture
extension agency should take a lead to organise and conduct such
programmes for potential farm entrepreneurs on regular and
efficient manner.
CONCLUSION
since fostering farm entrepreneurship assumes a significant

role in the context of the problems of inadequate growth, un-
employment and economic disparities, the findings of this study
may be of prime imporatance for making a planned effort to
motivate and train young potential farm entrepreneurs to come
forward and undertake entrepreneurial activity. More we are able
269
to identify prospective agricultural entrepreneurs who are
capable of taking challenging' initiatives commonly associated
with stalling farm enterprises and to use them through proper
plans and programmes for them with timely sufficient credit, and
support facilities etc. in the march for going ahead with farm
income, output and employmnt, needless to mention, however,
better would be the prospect of improving the farm sector in the
nation.
As more and more opprotunities for providing other means of
earning besides farm~ng are being available, the study focusing
on non-crop entrepreneurial activities of the farm youth has the
following impl icat ions for the planners, po 1 icy makers and
agencies activily concerned with rural entrepreneurship and youth
policy.
~ . Literature on entrepereneurship generally discusses the
problems in the industrial sector without analysing this in the
agricultural sect,?r. The inculcation of entrepreneurisation in
farm front is very essential if the farmers need to be converted
from traditional farming to ~gribusiness for higher productivity.
In the context of foregoing discussion, it is almost imperative
for the policy-makers, in addition to directing promotional
activities around financial and physical facilities, to devise
an,Y specific schemes and programmes to develop and augment the
supply of competent, well rounded, highly motivated entrepreneurs

in the farming society.
270
2. Since it is possiible to identify and select individuals,
even among farming communi ty, seemingly p~ssessing higher

entrepreneurial potentiality, the need is, therefore, envisaged
to put such first generation farm entrepreneurs under intensive
training input with an appropriate blend of entrepreneurial
identity building instead of sheer enterprise building.
3. The experience of this studyindicates that if

entrepreneurial training programme is planned to conduct during
the time the farmers are pre occupied with their unavoidable farm
activities, we will certainly not get as many applicants as we
hope for even after organising an intensive motivational
campaign. There is even a risk of loosing otherwise interested
farmers with desired entrepreneurial aptitude. It is; however,
well to note worth noting that such programmes indeed, be
undertaken when the larmers atLoru to have enough leisure time to
attend the programme and feel liberated from drudgery of farm

operations.
4. One very encouraging trend in the farming community is that
caste, size of land holding, marital status, family background
(including family type and family occupation) and past experience
are no longer deciding factors for entry of farm youth in new
non-crop enterprises. So youth belonging to low caste, land poo~,
without business experience families can be motivated, guided and

assisted for entrepreneurial activities.
5. The study brings to light one major finding that there is a

significant difference between participants entry and exit
271
behaviour in terms of motivation, knowledge, skill and attitude.
This drastic modif ica tion in behaviour complex, would by and
large influence the entrepreneurial commitment and, therefore,
will have an added advantage of long term induction influence in
the client system. Hence, to influence the behavriour of farm

youth to make them seek for entrepreneurial pursuits, one of the
measures necessary ,is to strengthen their urge to improve and
achieve success by putting them through appropriate training
programmes. Three major inputs are involved in the development of
. entrepreneurship among individuals, and these have to be applied

in combination of motivation-cum~managerial training; information
and consultancy; supporting facilities and follow-up services .
. 6. An impression is also drawn from the study that all the

selected areas of training are' substantially accepted by the
participants in the context of their relevance, coverage and
presentation. It should be utmost desirable to evolve course
curriculum which include topics already selected under each of

behavioural competency, enterprise launching competency and
enterprise management competency.
7. Some proportion of farm entrepreneurs feel training duration
as short. They suggest that existing duration of 10 days should
be increased to at least three weeks. More visits of local
successful entrepreneurs and officials of developmental agencies,

technical training about the proposed project should be blended
with the existing training programme.
272
8. The participants feel not fully satisfied with the servioes
(more particularly transport and meals) made extended to them. In
this context they sugggest that such programme in future should
be made fully residencial with adequate provision of lodging,
boarding facilities.
9. In view of the significant· dividends, brought in by the

training capsule, notably in terms of entrepreneurial identity-
building I both trainees and trainers can legitimately look
forward to or9anise such programme for potential farm
entrepreneurs on a more regular basis in their own locality.
Agricul ture extension agency can certainly take a lead in this

demanding direction.
As the findings obtained from this stdudy are location
specific, this type of resea~ch needs to be replicated at micro

and macro levels in diverse agroclimatic and socio-cultural
situations to develop a comprehensive idea about fostering
entrepreneurship in farm community.
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* original not seen.

APPENDIX-I
Date
S.No----- -----
(Application Form)
1. Name in Full:
2. Permanent Address:
3. Age (completed years):
4. Caste/Religion:
5. Marital status: Married/Single
6. Education (Indicate highest
qualification acquired:
7. Family Background:
a) Type of family- Nuclear/Joint
b) occupation of family- Farming/Business/Other

8. Land Holding (in acres):
9. Past Experience (in the proposed activity):

a) years of experience
b}Type of experience - Technical/Self learning/No experience
10. Social Participation:
--~-----------------------~--------------~-----------~--~--------
Nature of Yes/No Member Office
Organisation bearer
-----------------------------------------------------------------
Political
cultural
Social/Religious
Professional
--------------------~--------------------------------- -----------
( ii)
11. What are you doing at present?
12. Are you satisfied with your present occuption? if no, give
reasons.
13. Do you have any close relatives/friends running a business

unit? Yes/No.
If yes, (a) please tick mark ( ) the type of unit
Small Business
Trade
Industry
Export Business
(b) Had you been any way was associated with your friends'
units ? Yes/No
If yes, what way?
14. How did you get the idea for establishing the enterprise?
Own desire (self)
Advice from family members/relatives/friends
Advice from Govt. Officials
During studies
Availability of finance
Any other (Please specify)
15. What kind of non-crop-allied-agriculture enterprise you

propose to start?
Poultry
Dairy
(iii)
PiggeryjSheep rearing/Goat rearing
Bee keeping
Sericulture
Floriculture
Cash Crops
Vegetables
Fruits
Oil cops/pulses
Sugar-cane
16. How much capital does the proposed unit require

approximately? Rs __________
17. What percentage of the total investment on project you can

invest?
(a) On your own Rs __________
(b) Raise from others except financial organisations

Rs
-----
18. Why you want to set-up your own business?
To per sue your interest
To be able to offer employment to others
To earn enough to provide comfort to family
To do something challenging, not routine
To earn money to live better
To be independent
To earn a status.
(iv)
19. What are factors responsible for the choice of your proposed
product line?
High demand
Ready market
High rate of return
Future prospects
Short gestation period
socially accepted
Low investment
Low skilled
Easy availability of capital
Past experience in line
Family business
-----------------------------------------------------------------
20. How do you spend your leisure time?
---------~--------------------------------------------------
------------------------------------------------------------
21. Perception of your future.
Describe in about 15-20 lines:

"I may life and would around me today, and I, my life and
world around me as it would be 5 years hence, and my journey
towards that would during these 5 years.

(v)
APPENDIX-II
SELECTION TEST NO. 1 TIME: 5 MINUTES
SENTENCE COMPLETION TEST
1. To succeed in life, one needs

a) money
b) friends
'c) self-confidence
d) good luck
e) skill
2. If there is a good demand f it requires .. _ •....... to earn

in business.
a) proper instructions
b) quality product
c) intensive and good advertisements
d) capacity to store goods
e) own control over market.
3. My main aim in run~ing industry should be

a) to keep workers happy
b) to earn good profit
c) to improve quality of products
d) to remain undistrubed by strikes and unrest.
e) to work hard.
4. To continue progress, it requires

a) hard work
(vi)
b) new and progressive ideas
c) honesty and trustworthiness
d) education
e) work systematically and thoughtfully
5. He became a successful industrialist because

a) he know how to maintain relations
b) he has dependable friends and relatives
c) he has vision and enterprising nature

d) market fluctuations were favourable
e) he is a gentleman and a good businessman.
6. He is successfull because he
a) is highly educated
b) knows value of time and makes plans accordingly
c) has tact to get work done by others
d) has large group of known people

e) has sufficient assets/wealth.
7. He was unsuccessful because

a) his friends/acquaintences did not cooperate.
b) he did not learn from failures
c) he is extravagant
d} his planning was defective
e) he was a good and gentle person.
8. I want to start a new business because

a) I should earn
b) I would be popular in society
(vii)
c) I want to do something new
d) the state wishes that we should do something.
e) I want to serve my caste and society.
9. Slow economic progress of country is because of

a) faculty policies of the government
b) lack of good facilities
c) lack of our own venture
d) labour unrest
e) lack of increasing opportunities.
10. If I will face difficulties in my work then

a) I will leave it and will start a new work.
b) I will take advice of known and proper person.
c) I will think why it happened, and then again will work
with new enthusiasm.

d} I will blame my collegues.
11. If business fails or there is a loss then

a) I shall try to pay less tax to reduce the loss
b) I will accept it with sportsmanship and try again.
c), I will sell goods at cheaper price so that everything

is s'old out.
d) I will join with somebody in partnership
e) I will try to find out who is responsible for the
failure.
(viii)
APPENDIX-III
Measurement of Entrepreneurial Qualities
(For Farm Entrepreneurs Before and After Training Treatment)
1. Achievement Motivation (instructions)
This is a test of your creative imagination. Four pictures

will be shown to you. You will have 20 seconds to look at picture
and then about 6 minutes to tel~ a story about it. While telling
a story please keep in mind the following four questions.
- ' ( i) What is happening?
(ii) What has led to this situation, that is, what has
happened?
(iii) What is being thought? What is wanted? by whom?
( iv) What will happen? What will be done?
You do not have to answer the questions directly. They are

simply to help you think and· build a story in 4 parts. Please
plan to spend a minute and a half on each part. There are no

right and wrong answers so you may feel free to make up stories
interesting as this is a test of your creative imagination. Do
not merely describe the picture you see, which would not reveal
your creative thinking.
1. Imagery for TAT picture - 1


(ix)
2. Risk taking Willingness
Given below are a few situations which most of us go through

in life. Putting yourself in the particular situation I please
state decision from the given choice.
1. Gopal has a job which gives him an income of Rs 400/- per

month. A friend advises him to take up a business which does not
require much investment. If the pusiness does well he will earn
Rs.1000/- per month. If it fails he would not earn anything and
would also forgo his job.
i) If the chances of failure are 20 percent, should Gopal take
up the business. Yes/No.

ii) If the chances of failure are 40 percent, should Gopal take
iii) If the chances of failure are 60 percent, should Gopal take
iv) If the chances of failure are 80 percent, should Gopal take
2. Vir singh is a potter who earns Rs 2400/- every year by
making 200 pots per month. He does not make pots in July because
of the monsoon. Once he gets an order to supply 4000 pots to a
firm in the month of July. If he is able to meet the order he
would earn a total income Rs 3000/- in that month. This is
possible only if he replaces his old wheel with a new ball
bearing potters wheel. with the new wheel he would earn extra
income and can also repay the loan and thus own the wheel. This
,(x)
would also increase his earnings. But there is a risk in it. The
months of June-July is the monsoon period. If it rains at the
time of putting the mud pots in the furnace the pots will be
completely destroyed. In that case it will be difficult to repay
the loan and his business would also fail.
i) If the chances of rains destroying pots is 20 percent should

he take up the order. Yes/No.
ii) If the chances of rains destroying pots is 40 percent should

iii) If the chances of rains destroying pots is 60 percent should
iv) If the chances of rains destroying pots is 80 percent should
4. Gaje Singh earns Rs.500/- per month by hiring out his bulloCK
cart for transporting goods of merchants. As this income is
hardly sUfficient for his family he would like to increase his
earnings by purchasing a tempo. He has to invest Rs.40 t OOO for
purchasing the tempo. He can raise the amount by mortgaging his
land to the bank. But there is a risk of meeting with an accident
on the crowded highway where he will be running his tempo. In
case of an accident instead of earning more he may have to face a
huge loss. If Gaje Singh was your close ralative what would you
advise.
i. He should not think about the tempo and should continue with
his bullock cart.
or
(xi)
ii) He should purchase a tempo if the expected loss will not
exceed percent.
5. Five farmers grow vegetables in their respective fields and

sell it in the mandi. But this does not give them a very good
earning. Therefore, they collectively decide to open a vegetable
shop in town and share the earnings. They would earn a profit if
all the vegetables are sold. If not they would face a loss.
i) Should they go ahead with opening a shop? Yes/ No.

ii) If yes, to what extent should they be ready to face a loss?
3. Locus of Control
(The Entrepreneurial Orientation Inventory)
The inventory contains twenty pairs of statements. In each

pair you may agree with one statement more than the other. You
have five points to distribute between the two statements in each
pair, to indicate the extent to which you agree with each of the
statements. You may distribute the five points in any combination
(0-5, 1-4, 2-3, 3-2, 5-0). If you agree slightly more with
statment "a" than with "b", then assign three points to "a" and
two points to "b". If you agree completely with "a" but do not
agree at all with lib', assign five points to "a" and zero to lib'.
You may not divide your points equally (i.e., 2.5) between
the two choices. You must choose one statement with which you
agree more and then distribute the points.
(xii)
Points
1. a. How successful an entrepreneur one will be
depend on a number of factors. One I s

capabilities my a have very little to do with
one's success. ·.....

b. A capable entrepreneur can always shaps his
or her own destiny. ·.....

2. a. Entrepreneur are borne, not made
b. It is possible for people to learn to become

more enterprising even if they do not start out
that way. · .....

3. a. Whether or not a selesperson will be able to
sell his or her product depends on how effective

the competitors are. . .....
b. No matter how good the competitors are, an
effecti ve sales person always will be able to
sell his or her product. . .....
4. a. Capable entrepreneurs believe in planning
their activities in advance.
b. There is no. need for advance planning,
because no matter how enter~rising one is, there
always will be factors that influence success. .. ....

5. a. Whether or not a person can become a
successful entrepreneur depends on social and
economic conditions.
(~iii)
b. Real entrepreneurs can always be successful,

irrespective of social and economic conditions. . .....
6. a. Entrepreneurs fail because of their own lack
of ability and perceptiveness.
b. Entrepreneurs are bound to fail at least half
the time, because success of failure depends on
a number of factors beyond their control.
7. a. Entrepeneurs are often victims of forces they

can neither understand noe control. ......
b. By taking an active part in economic social
and political affairs, entrepreneurs can control
events that effect their business. . .. " ..
8. a. Whether or not you get a business loan
depends on how fair the bank officer you deal
with is.
b. Whether or not you get a business loan
depends on how good your project plan is. . .....
9. a. When purchasing raw meterials or any other
goods, it is wise to collect as much information
as possible from various sources and then to
make a final choice. ......
b. There is no point in collecting a lot of
information; in the long run, the more you pay,
the better the product is. ......
(xiv)
10. e. Whether or not you make profit in business
depends on how lucky you are. . ... " .
b. Whether or not you make a profit in business
depends on how capable you are as an

entrepreneur. . . .. ...
11. a. Some types of people can never be successful
as entrepreneurs.
b. It is possible to develop entrepreneurial
ability in different types of people ..
12. a. Whether or not you will be a successful
entrepreneur depends on the social environment

into which you were born.
b. People can become successful entrepreneurs
with effort and capability irrespective of the
social strata from which they originated.
13. a. These days, people must depend at every point
on the help, support or mercy of others
(government agencies, bureaucracies, banks, etc.) " " ... ,

h. It is possible to generate one's own income
wi thout depending too much on the bureaucracy.
What is required is a knack in dealing with

people. " .....
14. a. The market situation today is very
unpredictable. Even perceptive entrepreneurs
falter quite often. • • 'ill • " •

(xv)
b. When an entrepreneurs's prediction of the
market situation is wrong, that person can blame
only himself or herself for failing to read the
market correctly.
15. a. With effort, people can determine their

own destinies. ......
b. There is no point in spending time planning
or doing things to change one's destiny. What is
going to happen will happen. .. ......
16. a. There are many events beyond the control of
entrepreneurs. · ......
b. Entrepreneurs are the creators of their own
experiences. · .. . . . .
17. a. No matter how hard a person works, he or she
will achieve only what is destined. · . . . ..
b. The rewards one achieves depend solely on the
effort one makes. · ......
18. a. Organisational effectiveness can be achieved
by employing competent and effective people.
b. No. matter how competent the employees in a

company are, if socia-economic conditions are
not good, the organisation will have problems.
19. a. Leaving things to chance and letting time

take care of them helps a person to relax and
enjoy life. ........
(xvi)
b. Working for things always turn out better
than leaving things to chance. · .....

20. a. The work of competent people always will be
recognized. ·.. . . .
b. No matter how competent one is, it is almost
impossible to get ahead in life without
contacts. • II •• It •
4. Adoption propensity
Among the following statements, some may coincide with your
thinking or with your own description of your-self. If you find

that a statement describes you accurately or reflects your
.thinking marke "T" (for true) against it and it if does not, mark
"F" (for false) against it.
1. I am completely satisfied with what I am doing in my

profession. ( )
2. I am always eag·er to know about new developments )
3. If I know that there is risk in implementing a new practice,

then I do not like to try the practice. )
4. The traditional ways of our elders always contained a lot of

good. )
5. Caution is the most important thing when trying a new

practice. (
6. As soon as I hear something new from somebody, I like to try
it. (
(xvii)
7. Before I tryout a new thing, I usually wait to see what
results others have obtained. (
8. Launching upon a new practice inevitably carries its own
problems. (
9. Trying out new methods is really a luxury & very few people
can afford it. )
10. I try to keep myself up-to-date on information pertaining to
my professionai field. (
11. In these days of rapid progress all around us I we can not
afford to be slow to learn new ways of doing things. )
12. If I hear about a new practice in my field, I feel restless
till I try it. (
13. These days, there is no end to new techniques, coming up. In
the circumstances, the best policy is to wait and see. ( )
14. I just do not have the time necessary to meet specialists in
my field to discuss new ideas or improvements. (

15. It is a most satisfying experience to tryout a new idea or
practice. (
16. In a competitive market, one cannot survive for any length
of time without applying new tchniques and methods. ( )
17. To accept new methods & techniques in a hurry is dangerous.
18. For sentimental reasons, I do not want to introduce any

changes in my occupation. )
19. Old practices are generally more economical than the new
ones. ( )
20. I adopt only inventions which promise a high return.
(xviii)
21. I like to do anything which is new and out of the way. ( )
22. The greater the prize, the greater the risk. (
23. I think it is a waste of time to keep on trying new

practices. (
24. When it comes to adopting new techniques, I prefer to be a
follower than a leader. ( )
25. I always rely on hings that have been tried out successfully
before. (
26. To invent a new thing is certainly no mean achievement. (
27. Any number of new techniques and methods are available for
those who are prepared to accept them. ( )
28. Generally, I prefer to be slow in accepting new ideas. ( )
29. I always look out for new methods and techniques so that we
can produce more in a shorter time. (
30. In implementing new ideas I seek expert advice wherever
necessary. (
31. The older we grow, the more we realise how little we know.
( )
32. In this fast-changing world, one should be able to adjust to
changing conditions and ideas. (
5. Personal Efficacy (Who Am I?)

Every .body has certain principles, values; and aspirations
.in life and this vary from person to person. Today I would like to
know something about your principles, values and aspirations in

life.
1. First of all, you tell me something about yourself such

as your introduction, your general views etc.
(xix)
2. Are your the same or something different today as you
were in the past? If different then in what way?
3. Tell me something about your likings i. e., something

which you like.
4. Tell me something about your dislikes i.e., all those

things which you do not like.
5. Please tell me something about your ambitions in your

life.
6. What do you plan to take up in the near future?
7. What would you do if some hardles come in i~plementing
the plan you are proposing to take up for action?
8. At present what are you doing to make improvement in
farming?
9. Please say something more if you so like.
6. Communication Skill
-,
A set of 7 items designed to measure the concept of

communication skill, are given with the following response
qategories. Please indicate the degree of response as Never,
sometimes, Most-often, Often, Always.

(xx)
------------------------------------------------------ ~----------
S.No. statement Never Some- Most Often Always

times often
-----------------------------------------------------------------
1. Listens patiently to what
others say.
2• Encourages others to '

ra~se
.
questions.
3• Initiate discussion.
4. Illustrates a point by
example and anecdote.
5. Summarises points made

6~ Analyses and evaluates
the problem.
7. Take in pervasive tone
with moderate pitch and
with proper gesture.
7. Feed Back
1. Ram is a good middle class farmer. He had 10 acres of good

land but he was not able to take good crop as there was no
irrigation facility. So he sold out his 2 acres of land and
installed a tubewell and started improved farming in the
remaining 8 acres of land. But unfortunately he failed. There can
be many reasons'of his failure. From your experience please tell
me which of the following reason is appropriate .
(xxi)
a) His own people did not cooperate with him.

b) He did not learn anything from his mistake.
c) He spent more than what he should have.

d) It was his mistate to adopt improved farming.
2. There were three farmers in a village. One year they had
grown potato. But the crop was all most destroyed due to heavy
infestation of diseases. Aft~r this l
a) The first farmer decided to take other crop instead of

growing potato from next year.
b) The second farmer decided to apply less amount of fertilizer
and irrigation in potato next year so that the loss may be

bearable if the crop again fails.
c) The third farmer decided to know about the diseases and

,
their control measures so that he can control the disease
and grow a good crop of potato next year.
If you happen to be one among them what decision would you

have taken?
3. How do you feel if some one criticises your farming?
4. There are two farmers in a village. One is progressive and
the other one non-progressive. The non-progressive farmer adopted
improved farming by seeing the good crop of progressive farmer
but he could not succeed. What is your opinion about what a nan-
progressive farmer should do?
a} He should not initiate a progressive farming.
b) If the progressive or any other farmer tells him that he has

(xxii)
committed some mistake in farming then he should appreciate
and try to understand them.
c) If people tell tha t he has commi tted some mistake in
farming then he should ignore them since their intention
may not be good.
8. Knowledge Inventory
1. Enlist any three non-crop-allied-agriculture enterprises you

are aware of:
1. _ _ _ _ __ 2
-------- 3 --------------------
2. Can you name a cash crop grown extensively in your locality
for sale rather than consumption in the family? __________
3. Name two official change agents which help and guide to
establish non-crop enterprise:
1 2
---------------------
4. Where is Ole office situated?
5. What is the basic objective of DIe?
6. Where is DRDA office situated?
7. Where is the nearest commercial bank situated?
8. HoW can banks help you establish non-crop enterprise:

9. Which of the following organisations is concerned directly
with imparting entrepreneurship development training in your
locality?
(i) KGK, (ii) RUDSET Institute, (iii) DIe, (iv) DRDA.
10. What are primary sourCes of credit?
1. 2. 3. _ _ _ _ _ _ _ __
(:xxiii)
11. Banks sanction only either of the following
(i) unit cost less subsidy or
(ii) unit cost plus subsidy.
12. As soon as the loan sanction are intimated, the DRDA

releases advance subsidy on the pattern noted below: (match) I
(1) .Small farmers 50%
(ii) Marginal farmers/Agril.labour/

Non-Agril. labour/Rural artisans 25%
(iii) SC/ST 33.3%
13. Under SEEUY (Self Employment Scheme for Educated Unemployed

Yourth) maximum limit of loan amount is: (match)
(i) Industrial venture Rs. 15,000/-
(ii) Service Ventures Rs . 35 , 000/ -
(iii) Business ventures Rs. 25,000/-
14. Shyam is to debit Rs. 25,000/- from commercial bank, What

rate of interest he has to pay?
(i) 11 .... 1/2% (ii) 13% (iii) 13-1/2% (iv) 15%
15. Shyam wants to start an enterprise with project cost of RSI
1,00,000/- He can invest Rs 20,000/- His investment of Rs

20,000/- in the project is termed as.
-----------------------
16. Name any two Govt. programmes under which facilities for
establishing allied agricultural enterprises are provded:
1. ______________ 2. _______________
17. state any three essential factors to be taken into account

while selecting enterprise:
1 2___________________ 3
----------------~--
(xxiv)
18. It is advisable to start with a proj ect only because some
one else is doing well or someone has assured you to decide
your project. Correct/lncoorect
19. Which of the following statement is not an essential
characteristics of business:
(i) Profit motive
(ii) Dealing in goods and services
(iii) Black-marketing
(iv) Elements of risk.
20. If return on investment is lower than bank rate of interest
then money should be kept in bank rather using in a business
enterprise. True/False. '
21. If return on investment in project 'A' is 18% and in project
'B' is 32% which is preferable from financial point of view?
22. Capital required for acquiring permanant/fixed assets is

called:
Fixed capital/variable capital.
23. 'Which of the following items shall be considered as working
capital?
24. Which of the following is used to determine the 'Return on
Investment'?
(i) Net profit x lOO/sale (ii) Net profit x lOO/capital
employed.
25. For product 'A', raw material is important which is
available in place 'X', and for product 'B' market is
important which is available in place 'Y'
If the entrepreneur establishes his unit for

(xxv)
manufacturing product 'A' at place 'Y/, will the unit

succeed or fail?
26. Can profitability of the unit be improved if the location of

the unit is near the source of various inputs and market?
Yes/No.
27. One of the distinguishing features of market concept is

profit by consumer satisfaction. yes/No.
28. Market analysis determines whether the product can be sold

in the market being analysed. True/ False.
29. Name three important faotors to be studied while conducting

market survey:
1___________________ 2 ________________ 3 _ _ _ _ _ _-
30. Main goal of an entrepreneur manager is to establish the

environment for group effort in such a way that individuals
will con~ribute to group objectives with the

amount of such inputs as money, time, effort, discomfort and
materials. (Fill more/least)
31. To have a competitive sale price, the entrepreneur should

ensure that the production cost is: lessl more
32. A majority of the reasons that cause failure can be avoided

if you have, in advance Surplus finance/
proper planning
33. which of the following statements is of least concerned with
effective decision-making:
(xxvi)
(i) Seek opinions/advice of others
(ii) analyse and understand problem in its entirety
{iii} Learn from previous IDistakes

(iv) avoid or run away from problem which appear unpleasant.
34. Which of the following statements is not an objective of

accounting?
(i) To provide information about the enterprises assets,
liabilities and capital
(ii) To provide information on the personal assets and

liabilities of the owner of an enterprise.
(iii) To maintain records of business
(i v) To provide information on the performance of an
enterprise.
35. Name at least two important account books required to be

maintained in business
1 2________________
--------
(xxvii)
APPENDIX-IV
REACTION SHEET
(For Farm Entrepreneurs)
Name of he participant :
--------__----__--------------
Your feedback will help improving future programme and
accordingly one value your comments.
Q.1 What is overall reaction very useful

•
useful
somewhat
useful
Not useful
Q.2 Several topics have been convered during the programme.

These listed below. We request you to rank them in terms of
relevance, coverage and presentation by writing 1,2 or 3 as
indicated under each column.
S.No. Topic Relevance Coverage Presentation

by trainer
Not relevant(l) Not adequate Not effective
(1 ) ( 1)
Some what some what some what
relevant ( 2 ) adequate (2 ) effective (2)
very relevant adequately very effect-
(3) covered (3) ive ( 3 )
· (xxviii)
Q.3 What is in your view, the programme was
Sheet Long or right duration
a. In cas.e you find the programme was short, what topics you
would have liked to be added/discussed in addition to

already included ones.
----------------~---------------------------------------~---
b. In case you find the programme was too long, please indicate
which specific topic you would like to be deleted/allotted
to less time?
c. Please mention' if any other type of adjustment would have

made the course more effective.
_______________________________________________________ w ___ _
Q.4 . Keeping your p'resent job and future assignment on view what
topics covered this programme will be really useful to you?
------------------------------------------------------------
(xxix)
Q.5 How do you rate the following facilities offered to the
participants of this course?
Good Fair Bad
I I
I I
Classroom: I I
Meals/snacks I I
Transport: I I
Q.6 As a follow up of this programme what do you propose to do
after goin~ back to your place.
-------------------------_---------------------------- --~---
Q.7 How do you feel while writing this feed back sheet?
------------------------------------------------------------
signature
(xxx)
APPENDIX-V
SCORING KEYS
APPLICATION FORM
--~-------------------------------~----------------~----~--------
S.No. Particulars Response Score Max. Score
-----------------------------------------------------------------
1. Age upto 25 yrs 1 2
26-35 yrs 2,
2. Education Matriculates 1 2
Graduates 2
, 3. Family type Nuclear o 1
Joint 1
4. Family occupation Farming 1
Business 2
5 .. Size of land holding upto 5 acres 1 2
above 5 acres 2
6. Social Participation Member in one
organisation
Membe in two 1
organisations 2
Office bearer 3 3
No participa- 0
tion
7. Past experience
- length of experience 1":3 years 1
3"'5 years 2 3
Above 5 yrs 3
- type of experience Technical 2
(xxxi)
Non-technical 1 2
No experience 0
8. Potentiality to realise High potenti-
opportunity ality 3
Moderate pot-
entiality 2 3
Low potenti-
ality 1
9. Reasons for setting up To per sue

an enterprise interest 1
To do something
challenging 1 3
To do something
independent 1
10. Sources of motivation Self (by experience

& proper thinking) 1 1
By others o
11. Present activity Traditional crop
growing o 1
Business in related
Line 1
12. Satisfaction with strong desire to
the present job change occupation 2 2
Mode.rate desire 1
Satisfied with
present job 0
13. Perception of future High perception 2
Moderate perception 1 2
No perception 0
14. Project intended to Allied agriculture 1 1
launch others o
(xxxii)
15. Business connections Having business
connection and 1 1
association to gain
meaningful experience
16. project plan Awareness about what

he wants to do and
how he wants to do 1 1
17. Liesure time Thinking, planning

workship related to
business activity 1 1
-----------------------------------------------------------------
Total 33
-------------------------------------------------~------~--------
opportunity Classes Weightage
upto Rs. 10,000 1
Rs.10,OOO-20,000 2
Rs.20,OOl-30,OOO 3
Rs.30,OOl-40,OOO 4
Rs.40,OOl-50,OOO 5
Rs.50,OOl-60,OOO 6
Rs.60,OOl-70,OOO 7
Rs.70,OOl-80,OOO 8
Rs.80,OOl-90,OOO 9
Rs.90,OOl-1 lakh 10
Rs.l,OO,OOl-l,lO,OOO 11
Rs. 1,10,001 and above 12

(xxxiii)
Scorinq manuals for 'sentence completion Test'
1. To succeed in life, one needs: Self-confidence (c)

2. If there is a good demand, it requires, Quality product (b)
to earn in business
3. My main aim in running industry should be to earn good
profit (b)
4. To continue progress, it requires ~ and progressive ideas
(b)
5. he became successful industrialist because he had vision and

enterprising nature (0)
6. He is successful because he knows value of time and makes
plans accordingly (b)
7. He was unsuccessful because he did not learn from failures
(b)
8. I was to start new business because I want to earn (a)

9. Slow economic progress of country is because of lack of QYk
rum venture (c)
10. If I will face difficulties in my work, then I will take
advice of known and proper persons (b)
11. If business fails or there is loss then .I. will accept it
with sportmanship and try again (b)
(xxxiv)
APPENDIX-VI
specimen scoring for need profile of farm entrepreneurs

a.fter training
-7-~-----------------~----------------~-------~----------~-----~-
Code S'tory.Ur PAl SA In! Ap As Aa S+ H PSA V Thema Total

-----------------------------------------------------------------
1 7
------------------------------------------------------------
2 v V 8
01 ----------------------------------------------~----~-----~-~
3 v v 8
------------------------------------------------------------
" V
4 v v v I( 6
-----------------------------------------------------------------
Total 2 2 3 4 2 3 4 3 2 4 29
------------------~----------------------------------- ------
1 \f 1/ v 6
--------------------------------------------------~~-- ------
2 5
02 ------------------------------------------------------------
3 6
v "
--------~-~-----~-------------------~----------------- ------
4 v 1/ I/' V 6
-----------~------------------------------~---------~-------~----
Total 1 3 2 1 4 2 2 1 322 23
1 7
2 V l/' v 6
03
3 6
4 I( if 7
------~~----~-------~---~-----~~---~~-------------------------~--
Total 3 1 1 3 2 2 4 2 143 26
---- ----------------------------------------------~------- ------
Need profile score

Score
01 02 03
1. Personal Achievement (PA) 0 0 13
2. Social Achievement (SA) 0 6 7
3• Influence (Inf) 6 6 a
(xxxv)
4. Persnal Social Achievement (PA&SA) 8 6 0
5. Personal Achievement Oriented

Influence (Inf + PAl 7 0 6
6. Social Achievemetn Oriented

Influence (Inf + SA) 8 5 0
7, Personal and Social Achievement

oriented Influence (Inf + SA +- PAl 0 0 0
(xxxvi)
APPENDIX-VII
The locus of Control Scoring Sheet
Name Date .......................... .
Instructions: Transfer your point allocations from the inventory

form into this scoring sheet.
Internal locus External locus

of Control of Control
lb ............. . la ........... It _"
2b. " .. '" ....... . 2a ........ '" ........ ,. .
3b ... " ........... . 3 a ..... '" ............ .

4a ........... " ... . 4b ......... " , .... " ......
5b ............. ,. ... 5a II ................ '" •
6a ............... .. 6b ........ I ......... .
7b .............. .. 7 a ..................... .
8b ...... III ...... Sa .......... I .......... ..
9a ............ .. 9b .................... .
lOb . . • • . . . • • lOa . . . . • . • • . . . •
l1b ............... . 11a ................ ..
12b ............. *I ... . 12a ................. ..
13 b ........... " .. . 13 a ....... " ......... ".
14 b ................. . 1.4 a . " .............. .
15a .............. . 15b ................ .
16b .... " ...... ,., . " . 16a __ .............. .
17 b .. " ..... " . ,. 17a . . . . . . . . . . ,.
18 a ......... . l8b. " .. III' •••••••

(xxxvii)
19b" ... " ..... 19 a" .••. " " • " .•••
2 Oa" . " " . " .. " •• 2 Ob" " " •. " " " " " ••
Total Internal ...............•.. Total External ..••......•....
Determine the ratio of internal/external locus of control,
scores by dividing the total internal score by the total external
score.
Record the amount here ...................•.....

(xxxviii)
APPENDIX-VIII
scoring Sheet: Adoption propensity
1. F 11 T 22 T
2. T 12 T 23 F
3. F 13 F 24 F
4. F 14 F 25 F
5. T 15 T 26 T
6. T 16 T 27 T
7. F 17 F 28 F
8. T 18 F 29 T
9. F 19 F 30 T
10. T 20 T 31 T
21 F 32 T
(xxxix)
APPENDIX-IX
(circular Letter)
We are happy to announce 10 days entrepreneurship
development programme, being conducted at RUDSET Institute,
Gurgaon from 2.12.91 to 11.12.91 for 20 enterprising and
deserving young farmers. The programme aims at imparting training
for equipping them to successfully set up non-crop-al1ied-

agriculture enterprises.
Any farmer who possess the minimum qualification of loth

standard with land holding of more than 3 acres, will be eligible
to apply for admission to the programme. The upper age limit is
35 years.
Those selected for the programme will have to devote full
time for the programme. They will be provided with lodging,

boarding and other necessary facilities.
Farm entrepreneurs successfully completing this programme
will be, as a follow-up strategy, guided and supported for

implementing their intended projects.
(xxxx)
APPENDIX-IX
(List of Participants)
1. Yashvinder Kataria 12. Sao Raj

S/o Sh. Joginder Singh S/o She Deep Chand
R/o. Gurgaon R/o Shikohpur
2. Narinder Kumar. 13. Nihal Singh
S/o Sh. Om Parkash S/o Sh. Ram Singh
R/o Guargaon R/o Shikohpur
3. Sukhvinder Singh 14. Dharam Singh
5/0 She Joginder singh S/o Sh. Chattar Singh
R/o Gurgaon. R/o Shikohpur
4. Dhararn Paul 15. Jai Baghwan Sharma
Sio She Partap Singh s/o She Jai narain Sharma
R/o. Gurgaon R/o Shikohpur.

5. Ramesh Kumar 16. Khajan Singh
S/o Sh Dharam Pal S/o Sh. Mangat Ram
Rio Dhanwapur R/o shikohpur
6. Manoj Kumar 17. Malkhan Singh
S/o Sh Hari Ram s/o Sh. Mangat Ram
R/O. Dhanwapur Rio Shikohpur

7. Naresh Kumar 18. Sat ish Kumar
S/o She Balbir Singh S/o Sh. Datta Ram
RIo. Dhanwapur Rio Shikohpur
8. Yash Paul 19. Jai Bhagwan
S/o She Hari Singh S/o She Ram Singh
RIo Dhanwapur Rio Shikohpur

(xxxxi)
9. Azad Singh 20. Daya Nand
S/o Sh. Rattan Singh S/o Sh. Boru Ram
RIo Dhanwapur R/o Shikohpur
10. Jai Chand

S/o Sh. Chattar Singh
R/o Fazilpur
11. Bir Singh
S/o Sh. Ram Saroop
R/o Fazilpur
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Developing and Testing Entrepreneurship Development Training Capsule For Farmers

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Developing and Testing Entrepreneurship Development Training Capsule For Farmers

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l I, BRA iR. Y.

TRAINING CAPSULE FOR FARMERS

GHARU RAM BHAGAT

DIVISION OF AGRICULTURAL EXTENSION

INDIAN AGRICULTURAL RESEARCH INSTITUTE

NEW DELHI- 110 012

TRAINING CAPSULE FOR FARMERS

GHARU RAM EHAGAT

A thesis submitted to the Faculty of Post-Graduate School,

(Dr. A. +Ramesh Babu)...19Tol)Q3

INDIAN AGRICULTURAL RESEARCH INSTITUTE

NEW DELHI- 110 012

Prof (Dr.) Y.P. singh

I hereby certify that the thesis entitled "Developing and

Testing Entrepreneurship Development Training capsule for

Farmers" submitted in partial fulfilment of the requirements, for

the award of the degree of Doctor of Philosophy in Aqrioultural

Research Institute, New Delhi" is a record of bona fide research

other degree or diploma.

I further certify that such help or source of information,

as has been availed of during the course of this investigation,

has been duly acknowledged by him.

I express my esteemed and profound sense of gratitude, to

Prof. (Dr.) Y.P. Singh, Chairman of my Advisory Commeitee and Head,

Division of Agricultural Extension, Indian Agricultural Research

sustained encouragement and critical analysis of the manuscript

which were indispensable for the completion of the present study.

His affectionate dealings and generosity towards me during my stay

at IARI has instilled in me the needed confidence in undertaking

this study, for which I am deeply touched and indebted to him.

I record my sincere appreciation and gratefulness to Dr. R.P.

their encouragement and expert suggestions and advices during the

course of this study.

My profound sense of thanks are due to the staff members of

response and willing co-operation throughout the period of study.

Nationa 1 lnst i tute for Entrepreneurship and Small Business

Development (NIESBUD), New Delhi, for providing me trainers

trainin9 to develop my understanding and skill in entrepreneurship

I am extremely thankful to Rural Development and Self

Employment Training (RUDEST) Institute, Gurgaon for providing

necessary physical facilities and resource personnel for

Words perhaps, are insufficient to express my profound

indebtedness to my beloved father Late She Tulsi Ram Bhagat. He

Ph.D. programme. I feel, genuinely proud, that I was fortunate to

to abide by your techings and aspirations. may god almighty bestow

eternal peace to you. Also, lowe all that I am to my affectionate

every moment of my life.

My wife, Mohindra', deserves special mention as she not only

patiently and cheerfully endured the neglect but also courageously

managed the family during the period of study. I am extremely

grateful to my loving children" Sonika and situ for their

sacrifice being devoid of fatherly affection during prime of their

My friends and relatives deserve the deepest gratitude to

fruition. I am especially thankful to Shri Jagdish Chander, S80-I,

examining this manuscript.

I acknowledge the support received from Director, IARI,

during the period of my studentship.

Shri Ranj it deserve a mention for very nicely typing this

New Delhi G.R. BHAGAT

3. DEVISING ENTREPRENEURSHIP DEVELOPMENT 44

TRAINING (EDT) CAPSULE FOR FARMERS

5. FINDINGS AND DISCUSSION

i) socia-personal profile of farm entrepreneurs 174