Awards won by the Faculty

Important Achievements

• The department has made a significant contribution in diffusing the production technology of high yielding Mexican wheat amongst the farmers of Punjab ultimately leading to green revolution in the State.
• In 1971, the department took a lead in diversifying its activities by providing training in scientific agriculture and allied areas in Punjab through one year correspondence course in integrated agriculture. (Now discontinued)
• A course in home management and family life for farm women was also introduced in 1974. (Now discontinued)
• A special integrated course in agriculture for small and marginal farmers was launched in 1976. (Now discontinued)
• One of the outstanding endeavour of the department was the birth of Adult Farmers Club with a meager strength of 12 members from village Barewal in Ludhiana district (1965) which later on blossomed into PAU Kisan Club with a present membership of 6344 farmers.

Elevation of Faculty

• Dr.B S Samundhri served as Vice Chancellor, GNDU, Amritsar, from 1969-1975.
• Dr.A.N.Shukla seved as ADG (KVKs) ICAR from 1987-2003.
• Dr.B S Hansra served as ADG (KVKs), ICAR from 1994-2005 and as Director School of Agriculture, IGNOU, New Delhi from 2006-2009.
• Dr.Rajinder Prasad served as ADG (Agri.Ext.) ICAR from 2003-2007.
• Dr.Ram Chand served as Head, Division of Dairy Extension, NDRI, Karnal and as ADG (Agri.Ext.) ICAR from 2005-2009.
• Dr.R S Tamber served as ADEE (Communication) PAU from 1983-1998
• Dr. S S Gill served as ADEE (Communication) PAU from 1998-2004 and DEE PAU from May 2005 to December 2006.
• Dr.D S Dhillon served as DEE PAU from March 2009 to August 2009.
• Dr R.K. Dhaliwal is served as Director Students Welfare, PAU, Ludhiana from 2014 to 2022

Department offers Diploma, Undergraduate, M.Sc. and Ph.D. Programmes with Following Fields of Specialization:

• Extension Training
• Farming System Approach
• Entrepreneurship Development
• Mass Communication and Journalism
• Information Communication Technologies
• Dissemination and Adoption of Innovations
• Sustainability and Commercialization of Agriculture
• Organizational Development
• Human Resource Development
• Evaluation and Networking of Research and Extension Programmes
• Impact and Evaluation of farmers’ Training
• Evaluation of Farmers; Training and Rural Development Programme

Diploma Course

Ext. 51 Elementary Extension Education

Theory Syllabus

Meaning and Principles of Extension Education, Elements of communication process, Classification, Selection and use of extension teaching methods and audio-visual aids, Principles and procedure of extension programme planning and evaluation. Qualities and abilities of good extension worker, Interpersonal perception and social behaviour. Group-meaning, type and functioning

Practical Syllabus

Conducting individual contact, Method demonstration, Group meeting and campaign, Skill in preparation and use of graphic aids. Speaking to group and mass.

Undergraduate Courses [B.Sc. Agri. (Hons.) / Horti (Hons.)]

Ext. 101 Agricultural Heritage

Theory Syllabus

Introduction of Indian agricultural heritage, status of farmers in society; advice by sages to kings on their duties towards farmers, soil management in ancient, medieval & pre-modern India and its relevance in modern day sustainable agriculture, heritage of crop & water management, plant growth and development & plant protection through vrikshayurveda and traditional knowledge. Heritage of medicinal plants and their relevance today, seed health in ancient & medieval history and its relevance to present day agriculture, description of Indian civilization and agriculture by travelers from China, Europe and United States, our journey in agriculture, green revolution and its impact and concerns, vision for the future.

Ext. 201 Fundamentals of Agricultural Extension Education

Theory Syllabus

Education - definition and types. Extension definition, scope, process, principles. Extension programme planning - meaning, process, principles and steps. Extension systems in India - extension efforts in pre- (Sriniketan, Marthandam, Firka Development Scheme, Gurgaon Experiment) and post-independence era Project, Nilokheri Experiment). Various extension/ agricultural development programmes of ICAR and Govt. of India (IADP, IAAP, HYVP, KVK, IVLP, ORP, ND, NATP, NAIP). New trends in agricultural extension- privatization of extension, cyber extension/e-extension, market-led extension, farmer- led extension, expert systems. Rural development–concept and programmes. Community development-concept, definition, principles and philosophy. Rural leadership - concept and definition, types of leaders in rural context. Programme Planning- concept, meaning and importance Extension administration– meaning, concept, principles, functions. Monitoring and evaluation of extension programmes. Transfer of technology – concept, models and capacity building of extension personnel. Extension teaching methods -, meaning, classification, individual, group and mass contact methods, ICT applications in TOT (new and social media), media mix strategies. Communication – definition, principles and functions, models and barriers. Agricultural journalism. Diffusion and adoption of innovation – concept, meaning, process and stages of adoption, adopter categories.

Practical Syllabus

Acquaintance with university extension system. Group discussion exercise. Handling and use of audio-visual equipment - digital camera and LCD projector. Preparation and use of AV aids. Preparation of extension literature – leaflet, booklet, folder, pamphlet, news stories and success stories. Presentation skills and microteaching exercises. Visit to village to understand the problems of villagers/farmers. Understanding PRA techniques and their application in village development planning. Study of organization and functioning of DRDA and other development departments at district level. Visit to NGOs and learning from their experience in rural development. Exposure to mass media - visit to community radio and television studio for understanding the process of programme production. Script writing, writing for print and electronic media, developing script for radio and television.

Master's Programme (M.Sc. Extension Education)

The department has 9 M.Sc. [7+2 (ICAR Nominee)] seats

PG Courses Being Offered (M.Sc.):

*Core Courses/Compulsory Courses

Ext. 501 Extension Landscape

Theory Syllabus

Block 1: Globally, What Is New in Extension?

Unit 1: Challenges before Extension and Advisory Services (EAS)

Extension and Advisory Services (EAS)- Meaning (embracing pluralism and new functions) New Challenges before farmers and extension professionals: Natural Resource Management-Supporting farmers to manage the declining/deteriorating water and soil for farming. Gender Mainstreaming- How extension can enhance access to new knowledge among women farmers. Nutrition- Role of extension in supporting communities with growing nutritious crop and eating healthy food. Linking farmers to markets- Value chain extension including organizing farmers, strengthen value chain and supporting farmers to respond to new standards and regulations in agri-food systems. Adaptation to climate changes-How extension can contribute to up-scaling Climate Smart Agriculture. Supporting family farms strengthening the capacities of family farms. Migration-Advising farmers to better respond to opportunities that emerge from increasing mobility and also supporting migrants in enhancing their knowledge and skills. Attracting and Retaining Youth in Agriculture including promotion of agripreneurship and agri-tourism. Urban and peri-urban farming- How to support and address issues associated with urban and peri-urban agriculture. Farmer distress, suicides- Supporting farmers in tackling farm distress.

Unit 2: New Functions and New Capacities

Beyond transfer of technology: Performing new functions to deal with new challenges. Organising producers into groups-dealing with problems that need collective decision making such as Natural Resource Management (NRM) and access to markets. Mediating conflicts and building consensus to strengthen collective decision making. Facilitating access to credit, inputs and services-including development of service providers. Influencing policies to promote new knowledge at a scale Networking and partnership development including convening multi-stakeholder platforms/ innovation platforms. New Capacities needed by extension and advisory services at different levels –at the individual (lower, middle management and senior management levels), organizational and enabling environment levels; –Core competencies at the individual level. Varied mechanisms for capacity development (beyond training).

Unit 3: Pluralism in EAS

Pluralism in Extension Delivery: Role of private sector (input firms, agri-business companies, consultant firms and individual consultants)- Trends in the development of private extension and advisory services in India and other countries; challenges faced by private extension providers; Role of Non-Governmental Organizations (National/International)/Civil Society Organizations (CSOs) in providing extension Experiences from India and other countries. Producer Organizations- Role in strengthening demand and supply of extension services; their strength and weaknesses-experiences from different sectors. Role of Media and ICT advisory service providers; global experiences with use of media and ICTs in advisory services provision.

Block 2: Insights from Innovation Studies and New Extension Approaches

Diffusion of Innovations paradigm - strengths and limitations. Multiple sources of innovation-farmer innovation, institutional innovation. Farmer participation in technology generation and promotion - strength and limitations. Agricultural Knowledge and Information Systems (AKIS) - strength and limitations. Agricultural Innovation Systems (AIS). Redefining Innovation - Role of Extension and Advisory Services in AIS-From information delivery to intermediation across multiple nodes. Role of brokering. Innovation Platforms, Innovation Management. Strength and weaknesses of AIS. Rethinking Communication in the Innovation Process – Network building, support social learning, dealing with dynamics of power and conflict.

Unit 2: Evolving Extension Approaches

Evolution and features of extension approaches: Transfer of technology approach, educational approach, farmer participatory extension approach, demand-driven extension, market led extension (value chain extension), extension for climate smart agriculture, gender sensitive extension, extension for entrepreneurship. Extension systems in different regions: Asia-Pacific, Europe, Latin America, Australia, North America Networking for Strengthening EAS: GFRAS (Global Forum for Rural Advisory Services) and its regional networks.

Block 3: Extension Reforms and Policy Challenges

Unit 1: Changes in Governance, Funding and Delivery

Reduction in public funding: Public withdrawal from extension provision (partial/ full); Examples/Cases; Privatization: Public funding and private delivery; cost sharing and cost recovery; Examples/Cases; Decentralisation of extension services; Examples/ Cases; Lessons from extension reforms in different countries; Extension and Sustainable Development Goals (SDGs).

Unit 2: Challenges in Managing Pluralistic Extension Systems

Pluralism: Managing pluralism and Co-ordination of pluralistic extension provision; Public private partnerships in extension (including the role of local governments/ panchayats and producer organisations); Examples, challenges in co-ordination; Achieving convergence in extension planning and delivery, Financing Extension: Mobilising resources for extension: public investments, donor support (grants/loans); Monitoring and Evaluation of Extension: Generating appropriate data for Assessment and Evaluation of pluralistic extension; Strengthening extension policy interface; generating evidence on impact of extension and policy relevant communication.

Ext. 502 Applied Behaviour Change

Theory Syllabus

Ext. 502 Applied Behaviour Change

Block 1: Foundations of Behaviour Change

Unit 1: Foundations of Human Behaviour

Human behaviour – Meaning, importance and factors influencing human behaviour; Biological bases of human behaviour – Nervous system, brain, endocrine system and genes; Individual variations – intelligence, ability and creativity– foundations and theories, personality and temperament - foundations, approaches, theories of personality, measuring personality (traits, locus of control, self-efficacy; Personal, social and moral development – meaning, concepts – self-concept, self-esteem and self-worth and theories. Motivation – foundations, approaches, theories, managing human needs and motivations; perceiving others – impression, attitude, opinions; Emotions - foundations, types and functions, measuring emotional intelligence.

Block 2: Cognitive Processes and Learning

Unit 1: Cognitive Processes affecting Human Behaviour

Sensory organs and their role cognition; Cognitive processes – Attention, perception, remembering and forgetting, knowledge and expertise – foundations and theories; Principles and processes of perception; Consciousness – meaning, types, sleep and dreams; Learning and Memory – Memory - meaning, types and mechanisms of storage and retrieval of memories in the Human brain; Complex cognitive processes - Concept formation, Thinking, Problem solving and transfer – foundations, theories and approaches.

Unit 2: Information Processing

Information processing – meaning, principles; Models of information processing - Waugh and Norman model of primary and secondary memory; Atkinson and Shiffrin’s stage model of memory; other models including blooms taxonomy and Sternberg’s Information Processing Approach; Attention and perception – meaning, types, theories and models; Consciousness.

Unit 3: Learning

Learning – foundations, approaches and theories; Cognitive approaches of learning – meaning, principles theories and models; Memory – foundations, types; Behavioural approaches of learning – foundations and theories - classical conditioning, operant conditioning, applied behaviour analysis; Social cognitive and constructivist approaches to learning – foundations and theories – social cognitive theory, Selfregulated learning; learning styles – meaning, types and applications in learning.

Unit 4: Judgement, Choice and Decision-making

Human judgement – meaning, nature, randomness of situations, theories and models; Choice – meaning, criteria for evaluating options; theories and models of human choice; Choice architecture; Decision-making – Meaning, problem analysis; steps and techniques of decision-making under different contexts.

Block 3: Human Behaviour in the Society

Unit 1: Attitudes and Influence

Attitudes - meaning, assumptions, types, theories and models of attitude formation; methods of changing attitudes, relating to others - liking, attraction, helping behaviour, prejudice, discrimination and aggression; Liking / affect – meaning, types and theories; Attraction – meaning, types and theories; Persuasion – meaning, theories and techniques; Social influence and groups – conformity, compliance and obedience.

Unit 2: Social Judgement, Social Identity and Inter-Group Relations

Social judgement – meaning, frame of reference, stereotyping; The judgement of attitude models; Attribution – meaning, theories; Rational decision making; Social identify – meaning, types; assessment; Groups – meaning, types, group processes; sustainability of groups; Inter group processes and theories social learning.

Practical Syllabus

Understanding perception – Attentional Blink and Repetition Blindness exercise. Understanding attention - Testing selective attention capacity and skills and processing speed ability through Stroop test. Hands-on experience in the techniques for assessing creative thinking – divergent and convergent thinking • Lab exercise in applying Maslow’s need hierarchy to assess motivation. Learning - Classical conditioning and operant conditioning. Assessing learning styles through Barsch and Kolb inventories. Practical experience in building self-esteem. Assessment of emotional intelligence. Exercises in problem solving. Exercises in visual perception. Measuring self-concept using psychometric tools. Experiment on factors influencing information processing. Assessment of attitudes. Hands on experience in methods of persuasion. Field experience in assessing social judgement. Simulation exercise to understand decision-making under different situations. Exercise in rational decision-making.

Ext. 503 Organizational Behaviour and Development

Theory Syllabus

Block 1: Organizational Behaviour

Unit 1: Basics of Organization

Introduction to organizations-concept and characteristics of organizations; Typology of organizations; Theories of organizations: nature of organizational theory, Classical theories, Modern management theories, System Theory - Criticisms and lessons learnt/ analysis.

Unit 2: Basics of Organizational Behaviour

Concepts of Organisational Behaviour, Scope, Importance, Models of OB.

Unit 3: Individual Behaviour in Organizations

Introduction, Self-awareness, Perception and Attribution, Learning, Systems approach to studying organization needs and motives – attitude, values and ethical behavior, Personality, Motivation-Concept & Theories, Managing motivation in organizations.

Unit 4: Group Behaviour in Organization

Foundations of group, group behaviour and group dynamics, Group Development and Cohesiveness, Group Performance and Decision Making, Intergroup Relations; Teams in Organizations-Team building experiential exercises, Interpersonal Communication and Group; Leadership: Meaning, types, Theories and Perspectives on Effective Leadership, Power and Influence, managing Conflict and Negotiation skills, Job/ stress management, decision-making, problem-solving techniques.

Unit 5: Productive Behaviour and Occupational Stress

Productive behaviour - Meaning, dimension; Job analysis and Job performance –meaning, dimensions, determinants and measurement; Job satisfaction and organizational commitment - meaning, dimensions and measures roles and role clarity; Occupational stress – meaning, sources, theories and models, effects, coping mechanism, effects and management; Occupational stress in farming, farmer groups/organizations, research and extension organizations.

Unit 6: Organizational System

Organizations Structure- Need and Types, Line & staff, functional, committee, project structure organizations, centralization & decentralization, Different stages of growth and designing the organizational structure; Organizational Design Parameters of Organizational Design, Organization and Environment, Organizational Strategy, Organization and Technology, Power and Conflicts in Organizations, Organizational Decision-Making; Organizational Culture vs Climate; Organizational Change; Organizational Learning and Transformation.

Block 2: Organisational Development

Unit 1: Overview of Organizational Development

Concept of OD, Importance and Characteristics, Objectives of OD, History and Evolution of OD, Implications of OD Values.

Unit 2: Managing the Organizational Development Process

Basic Component of OD Program-Diagnosis-contracting and diagnosing the problem, Diagnostic models, open systems, individual level group level and organizational level diagnosis; Action-collection and analysis for diagnostic information, feeding back the diagnosed information and interventions; Program Management- entering OD relationship, contracting, diagnosis, feedback, planned change, intervention, evaluation.

Unit 3: Organizational Development Interventions

Meaning, Importance, Characteristics of Organization development Interventions, Classification of OD Interventions-Interpersonal interventions, Team Interventions, Structural Interventions, Comprehensive Interventions.

Unit 4: Organizational Development Practitioner or Consultant

Who is OD consultant? Types of OD consultants and their advantages, qualifications, Comparison of traditional consultants Vs. OD consultants, Organizational Development process by the practitioners skills and activities.

Practical Syllabus

Case Analysis of organization in terms of process – attitudes and values, motivation, leadership. Simulation exercises on problem-solving – study of organizational climate in different organizations. Study of organizational structure of development departments, study of departmentalization, span of control, delegation of authority, decision-making patterns. Study of individual and group behaviour at work in an organization. Conflicts and their management in an organization. Comparative study of functional and nonfunctional organizations and drawing factors for organizational effectiveness. Exercise on OD interventions (Interpersonal, Team, Structural, Comprehensive) with its procedure to conduct in an organization.

Ext. 504 Research Methodology in Extension

Theory Syllabus

Block 1: Introduction To Behavioural Research

Unit 1: Nature of Behavioural Research

Methods of knowing; Science and scientific method; Behavioural research – Concept, aim, goals and objectives; Characteristics and Paradigms of research; Types of behavioural research based on applications, objectives and inquiry; Types of knowledge generated through research – historical, axiological, theoretical and conceptual knowledge, prior research studies, reviews and academic debate; Role of behavioural research in extension; Careers in behavioural research.

Unit 2: The Behavioural Research Process

Basic steps in behavioural research – Formulating a Research Problem; Reviewing the Literature; Identifying the variables and hypotheses; Formulating research designs, methods and tools; Selecting sample; Collecting data; Analyzing and Interpreting the Data; Reporting and Evaluating Research; Skills needed to design and conduct research; Writing research proposals.

Block 2: Steps in Behavioural Research Process

Unit 1: Formulating a Research Problem

The research problem and research topic - definitions; Importance of formulating a research problem; Sources of research problems; Characteristics of a good research problem; Research problems in quantitative and qualitative research; Steps in formulating a research problem; Strategies for writing research problem statement; Research purpose statement; Research questions – Types, Criteria for selecting research questions, techniques for narrowing a problem into a research question; Objectives - Meaning, types and criteria for judging the objectives.

Unit 2: Reviewing the Literature

Review-meaning and importance; Types of literature review – Context, Historical, Integrative, methodological, self-study and theoretical; Literature review for quantitative and qualitative studies; Steps in conducting literature review – Identify key terms, locate literature, critical evaluation and selection; organising literature and writing literature review.

Unit 3: Identifying Variables and Hypotheses

Developing theoretical, conceptual, empirical frameworks; Approaches for identifying concepts, constructs and variables; Role of theory in behavioural research; Steps in identifying variables – Domain, Concepts, Constructs, Dimensions; Indicators; Variables, Definitions, premises, propositions and hypotheses; Techniques of identifying concepts, constructs and variables - Types of concepts; Types of variables –causal relationship, the study design; and the unit of measurement; Types of definitions-Types of propositions and hypotheses. Characteristics of good hypotheses; Measurement – Meaning, levels of measurement – nominal, ordinal, interval and ratio; Criteria for choosing measurement levels for variables.

Unit 4: Formulating Research Designs, Methods and Tools

Research designs – Definition, purpose and functions; Research Design as Variance Control - MAXMINCON Principle; Criteria for selecting a suitable Research Design; Classification of research designs: Quantitative designs - experimental, descriptive, comparative, correlational, survey, ex-post facto and secondary data analysis; Qualitative designs - ethnographic, grounded theory, phenomenological and Narrative research; Mixed method designs – Action research design; Translational research; Elements of research design - Research strategies, Extent of researcher interference, Study setting, Unit of analysis and Time horizon. Sources of errors while specifying research designs. Internal and external validity; Choosing right research design; Triangulation - Importance in behavioural research, Types of triangulation. Research methods: Designing research Instruments – questionnaires, interview schedules; tests – knowledge tests, behaviour performance tests; scales – scales and indexes, checklists, focus groups; Steps in developing and using research methods and tools; participatory rural appraisal.

Unit 5: Selecting Sample

Sampling - population, element, sample, sampling unit, and subject; Sampling strategies for quantitative and qualitative research; Principles of sampling; Factors affecting the inferences drawn from a sample; Types of sampling, Methods of drawing a random sample, Sampling with or without replacement, Types of sampling - Probability Sampling - Simple random sampling, Cluster sampling, Systematic sampling, Stratified random sampling and Unequal probability Sampling; Nonprobability Sampling - Reliance of available subjects, Purposive or judgmental sampling, accidental sampling, expert sampling, Snowball sampling, and Quota sampling; Sample size requirements for quantitative and qualitative studies. Methods for estimating sample size; Generalisation – Importance, Types of generalisations.

Unit 6: Collecting Data

Sampling - population, element, sample, sampling unit, and subject; Sampling strategies for quantitative and qualitative research; Principles of sampling; Factors affecting the inferences drawn from a sample; Types of sampling, Methods of drawing a random sample, Sampling with or without replacement, Types of sampling - Probability Sampling - Simple random sampling, Cluster sampling, Systematic sampling, Stratified random sampling and Unequal probability Sampling; Nonprobability Sampling - Reliance of available subjects, Purposive or judgmental sampling, accidental sampling, expert sampling, Snowball sampling, and Quota sampling; Sample size requirements for quantitative and qualitative studies. Methods for estimating sample size; Generalisation – Importance, Types of generalisations.

Unit 7: Analyzing and Interpreting the Data

Data coding, exploration and editing; Methods of data processing in quantitative and qualitative studies; Quantitative data analysis - parametric and non-parametric statistical analyses; Parametric analysis – Descriptive and inferential statistics, Hypothesis testing - Type I and Type II errors. Concepts in hypothesis testing - Effect Size, á, â, and Power, P Value; Multivariate data analysis – regression, factor analysis, cluster analysis, logistic regression and structural equation modelling. Guidelines for choosing appropriate statistical analysis; Statistical packages for data analysis; Methods of interpreting data and drawing inferences - The Ladder of Inference; Methods of communicating and displaying analysed data.

Unit 8: Reporting and Evaluating Research

Writing reports and research publications; Evaluation Methodology

Unit 8: Reporting and Evaluating Research

Writing reports and research publications; Evaluation Methodology

Practical Syllabus

Selecting a research problem and writing problem statement. Narrowing down research problem to purpose, research questions and objectives. Choosing, evaluating and reviewing research literature. Selection of variables through construct conceptualisation and defining variables. Choosing research design based on research problem. Choosing right sampling method and estimating sample size. Developing research methods and tools – questionnaires, interview schedule, check lists and focus group guides. Writing a research proposal. Field data collection using research methods and tools. Testing reliability and validity of research instruments. Hands on experience in using SPSS for coding, data exploration, editing, analysis and interpretation Formulation of secondary tables based on objectives of research. Writing report, writing of thesis and research articles. Presentation of reports.

Ext.505 Capacity Development

Theory Syllabus

Block 1: Introduction to Capacity Development

Unit 1: Capacity Development–An Overview

Training, capacity building, capacity development and HRD-Meaning and differences; Need and principles of capacity development; Types and levels of capacities - Institutional capacities (include the rules, regulations and practices that set the overarching contextual environment), Organisational capacities (how various actors come together to perform given tasks), Individual capacities (technical, functional and leadership skills). Types of capacity building - Based on structure (structured, semi-structured &unstructured), Based on context (orientation, induction and refresher), and other categories (online, Webinar, distance etc.). Components of capacity development; Capacity development cycle.

Unit 2: Capacity Development- Approaches and Strategies

Capacity Development Dilemma- Theory versus Practice, Trainee versus Task, Structured versus Unstructured, Generic and Specific; Approaches in Capacity Development -Informative approach, Participatory approach, Experimental approach/Experiential, Performance based approach; Capacity Development Strategies - Academic strategy, Laboratory strategy, Activity strategy, Action strategy, Personal development strategy, Organizational development strategy.

Unit 3: Planning and Organization of Capacity Development Programmes

Steps in Designing and Planning of Capacity Development- Step 1. Select the participants, Step 2. Determine the participants’ needs, Step 3. Formulate goal and objectives, Step 4. Outline the content, Step 5. Develop instructional activities, Step 6. Prepare the design, Step 7. Prepare evaluation form, Step 8. Determine follow-up activities; Organising capacity development programme; Operational arrangements at different stages- Before the programme, During the programme, Middle of the programme, At the end of the programme, After the programme, Follow up; Stakeholders’ responsibilities.

Block 2: Capacity Development Needs Assessment

Unit 1: Planning and Organization of Capacity Development Programmes

Concept of Need Assessment; Approaches in Need Analysis- Performance Analysis, Task Analysis, Competency Study; Needs Survey.

Unit 2: Capacity Development Needs Assessment Methods

Data Collection Methods in Identifying Needs - Rational Methods (Observation, Informal talks, Complaints, Comparison, Analysis of report, Opinion poll, Buzz session, Analysis of the new programme), Empirical Methods (Job analysis, Performance evaluation, Checklist or Questionnaire Method, Tests, Critical Incident Technique, Card Sort Method, Focus Group Discussion, Interview, SWOT Analysis); Information and Skills required in Need Analysis; Identification of Needs through Task Analysis - Task identification, Task Analysis, Gap Analysis.

Block 3: Capacity Development Institutions and Managemen

Unit 1: Capacity Development Institutions

Capacity Developer (Trainer): Meaning and concept; Types of Capacity Developers (regular, ad-hoc, part time, guest and consultants); Roles of Capacity Developer (explainer, clarifier, supporter, confronter, role model, linker, motivator, translator/ interpreter, change agent); Good Capacity Developer – Qualities, skills and roles Qualities, Skills (Intrapersonal & Inter personal), Roles (Manager, Strategist, Task Analyst, Media Specialist, Instructional Writer, Marketer, Facilitator, Instructor, Counsellor, Transfer Agent, Evaluator); Capacity Development Centres and Locations; Organisation’s Role in Capacity Development.

Unit 2: Capacity Development Project Formulation

Project Proposal: Concept and Meaning; Steps in Project Formulation- Review of past proposals, Consulting experts, consultants, and previous organizers, Review past project evaluation reports, Interact with the prospective beneficiaries; Format for Writing Project Proposal (LFA).

Block 4: Capacity Development Process and HRD

Unit 1: Capacity Development Methods and Tools

Capacity Development Methods –Lecture, Discussion, Syndicate, Seminars, Conference, Symposium, Role Play, Case study, Programmed Instruction, T - group/Laboratory methods; Factors Determining Selection of Methods – Capacity development objectives, subject matter, categories of participants, and the available resources like time, location, budget; Capacity Development Aids.

Unit 2: Evaluation

Capacity Development Programme Evaluation - Meaning & Importance; Purpose of Evaluation; Principles of Evaluation; Types of Evaluation – Formative, Summative, Kirkpatrick’s four levels of evaluation; Process of Evaluation- Evaluation at the beginning, Evaluation during the programme, Evaluation at the end; Use of evaluation findings; Statistical Tools for evaluation.

Unit 3: Impact Assessment

Impact Assessment- Meaning, Need, Features, Benefits, Concepts; Indicators for Impact Assessment - Direct indicators, Indirect or proxy indicators, Quantitative indicators, Qualitative indicators, Result chain / hierarchy of indicators; Methods of Impact Evaluation- Learning retention of participants (KOSA), Impact on the job performance, Impact on organizational effectiveness, Impact on stakeholder’s competency.

Unit 4: Human Resource Development

HRD: Meaning, Importance and Benefits; Types of HRD Systems & Sub-systems Career system (Manpower planning, Recruitment, Career planning, Succession planning, Retention), Work system (Role analysis, Role efficacy, Performance plan, Performance feedback and guidance, Performance appraisal, Promotion, Job rotation, Reward), Development system (Induction, Training, Job enrichment, Self-learning mechanisms, Potential appraisal, Succession development, Counselling, Mentor system), Self-renewal system (Survey, Action research, Organisational development interventions), Culture system (Vision, mission and goals, Values, Communication, Get together and celebrations, Task force, Small groups); Components of HRD System - Performance Appraisal, Potential Appraisal, Task System, Development System, Socialisation System, Governance; Functions of HRD-Organisational Development, Career Development, Capacity Development.

Practical Syllabus

Capacity development needs assessment exercise. Capacity development project formulation exercise. Planning organizing and conducting an extension capacity development programme. Designing a programme. Writing learning objectives. Developing objectives into curriculum. Training plan. Organizing capacity development workshop. Evaluation with pre- and post-training tests. Training methods – Practicing each method mentioned in contents as group exercise.

Laboratory facilities are available for conducting practical of different courses :

• Placing students with the farmers in the village for practical training under real life situations.
• Providing audio-visual support to classroom teaching/workshops/seminars
• Training of faculty in innovative teaching and training techniques.

Laboratory facilities for classroom based practical

• Multipurpose Training Laboratory

PG Classroom	Multimedia Laboratory
Departmental Library	Audio-Visual Aids Laboratory
Departmental Museum