Motivation, Perception and Extension Theories

UNIT: 3. MOTIVATION AND PERCEPTION
1. Motivation:
 Willingness of someone to do something.
2. Perception:
 Understanding, or interpreting something.
By: Deepak Gautam, TU, IOF. 1

3.2 Maslow’s Hierarchy of needs or Ladder of Needs.
3

1. Physiological Needs: Physiological needs are the physical (primary)
requirements for human survival such as food, water, clothing,
shelter ,sex etc. (basic needs).
2. Safety needs: They consists (protection and security.)
• Financial security, Health and well-being
• Safety net against accidents/illness and their adverse impacts
3. Social Needs: Involve in social activities.
 Involves feelings of belongingness and affiliation.
 Social groups may include clubs, co-workers, religious groups,
professional organizations, sports teams, and gangs.
4. Esteem needs: This includes the need to have self-respect. Status,
recognition, appreciation etc.
5. Self Actualization: Represents the growth of an individual toward
fulfillment of the highest needs.
 Expressing one's creativity.
 Realized the potentiality of his/her talent and capabilities for self
development.
 Positively transform society are examples of self-actualization

3.3 Theories of motivation
3.3.1 McGregor’s X and Y theory.
3.3.2 Contingency theory (z theory)
3.3.3 Hygiene maintenance theory of Herzberg.
(two factors theory)

• 3.3 Theories of motivation
3.3.1 McGregor’s X and Y theory.
According to Douglas McGregor, there are two sets of
assumptions about how people are motivated to work.
Theory X:
In traditional view, people work only for survival and avoid it
as far as possible.
It is based on pessimistic assumptions of the average worker.
The average person dislikes work and will avoid it he/she can.
The average person is lazy, prefers to be directed (guided by
others), wishes to avoid responsibility, has relatively little
ambition and wants security.
Therefore, threat of punishment must be given to the people
to achieve organizational objectives.

Theory Y
People work naturally and enjoy it.
 It is based on optimistic assumptions of the worker.
People are self motivated to achieve the organizational
objectives without external rewards.
 They show high degree of commitment and creativity on
solving organizational problems widely.
The average person is creative, responsible to work,
ambitious and have ability to solve the problems.
Therefore, committed people on the organizational
objective will be rewarded.
Conclusion: Theory X: People are lazy and will avoid work
whenever possible. Theory Y: People are creative and
enjoy work. 10

3.2 Contingency theory ( Z ).
 Also called Z theory.
 Developed by Dr. William Ouchi’s
 It states that “ On increasing employee loyalty to the company by
providing a job for life with a strong focus on the well-being of the
employee, both on and off the job”.
 According to Ouchi, Theory Z management tends to promote stable
employment, high productivity, and high employee morale and
satisfaction.
Characteristics of the Theory Z
 Long-term employment and job security
 Individual responsibility
 Implicit control with explicit mechanisms.
 Collective decision-making
 Slow evaluation and promotion
 Moderately specialized careers
 Concern for a total person, including their family

3.3 Hygiene maintenance theory of Herzberg
 It was developed by psychologist Frederick herzberg.
 Also called two factor theory or dual factor theory.
 It states that there are certain factors in the workplace
that causes job satisfaction or dissatisfaction.
 He concluded job satisfaction and job dissatisfaction act
independently of each others.
Factors affecting job dissatisfactions:
 Company policy
 Supervision
 Relationship with Boss
 Work condition
 Salary
 Relationship with peers.
14

• Factors affecting job satisfactions:
 Achievement
Recognition
 work itself
Responsibility
Advancement
Growth
15

What extension do?

 Objectives of extension education:
The basic objectives of the extension education are the
overall development of the rural people.
To bring about desirable changes in the human behavior,
which includes change in knowledge, skill and attitude.
The dissemination of useful and practical information
relating to agriculture, including improved seeds, fertilizers,
implements, pesticides, improved cultural practices,
dairying, poultry nutrition etc.
To make the people aware that agriculture is a profit table
profession.
To create an environment for rural people so that they can
show their talent, leadership and efficiency.
To provide appropriate solution of the farmer’s problems.
To bring the scientist closer to the farmers.

SFM 355. FOREST EXTENSION AND EDUCATION
B.Sc. 1st Year 2nd Semester
Full mark (Theory 60; Internal Assessment 15)
==========================================================
 Extension education is education for the betterment of people and
for changing their behavior i.e. knowledge, skill and attitude.
 To bridge the gap between the researcher and farmers.
 Extension education is the dissemination of useful research findings
and ideas among rural people to bring out desirable changes in their
social and cultural behavior.
 The extension-teaching methods are the tools & techniques used to
create situations in which communication can take place between
the rural people & the extension workers.
 Extension teaching methods are the basic and proven devices used
to create situation in which communication take place between the
instructor and the learner.( Legans, 1961)
 Simply, A method of diffusion (circulation/transmission)
18

UNIT: 4. FOREST EXTENSION METHODS

UNIT: 4. FOREST EXTENSION METHODS
4.1 Individual method 4.2 Group method 4.3 Mass method
======================================================
4.1 Individual method: (Personal contact method):
 Individual contact method is a direct contact by extension worker
with an individual client (farmers, farm-women, youth etc).
 General objective of individual contact method are:
• To develop good relation with farmers and to create
confidence in them.
• To discuss individual or village problems.
• To find out problems of which he/she is not aware of and to
prepare for suitable action.
• To obtain or give information.
• To teach skill.
20

Some of the individual contact methods are:
 Farm and home visit
Office call
Telephone call
Personal letter
Informal contact
Counseling
Video calling
Electronic mail (E-mail ) etc.
21

4.2 Group method:
 It is also a direct contact of extension workers with a group of individuals
for a definite purpose. As compared to individual contact, it can reach
more people at a time in a lesser amount of time.
Some of the group contact methods:
 Demonstration (Method demonstration, Result demonstration)
 Observation Plot (District trail)
 Field trip/Tour
 Group meeting/ group discussion
 Lecture
 Panel discussion
 Seminar
 Workshop
 Symposium
 Buzz session
 Forum
 Extension talk.
 Role playing 28

Some of the group contact methods:
• Panel discussion (A panel discussion, or simply a
panel, involves a group of people gathered to discuss a
topic in front of an audience, typically at scientific,
business or academic conferences, fan conventions,
and on television shows.)
• Seminar (a meeting in which you receive information
on and training in a particular subject)
• Workshop
• Symposium (a conference or meeting to discuss a
particular subject.)
• Buzz session (a small informal group discussion/focus
group discussion)
• Forum ( discussion where people can hold
conversations in the form of posted messages )
29

4.3 Mass method
 Mass contact methods are all those means of imparting information
to a large number of people quickly by a single source.
 These methods are particularly useful in making enormous members
of people aware of new ideas and practice or awakening them to
sudden happening. Mass media will serve in stimulating farmer’s
interest in new ideas, even-though the amount of detailed
information transmitted by these media is limited.
 Mass media may be used singly or in combination, as required, to
achieve the propose objectives.
31

Some of the important mass contact methods are described below:
 Book
 Hand out
 Pamphlet
 Leaflet
 Circular letter
 News paper
 Wall Newspaper
 Magazine
 Poster
 Radio
 Television
 Films
 Audio cassettes
 Models and Exhibits
 Electronic mail etc.
UNIT FOUR-THE END
32

UNIT:5. TEACHING AIDS

5.1 Definition and importance of teaching aids.
5.2 Types of teaching aids.
============================================
5.1 Definition and importance of teaching aids.
 Teaching aids are the materials that are used in teaching-learning
process or teaching activities which increase the efficiency of
teaching and learning.
 Some of the teaching aids are flip charts, posters, white/black
board, markers, chalks, overhead projector, slide projector,
computer, television, video recorder, radio etc.
34
Flip charts

Importance of Teaching Aids (TAs): Teaching aids play an very
important role in Teaching- Learning process. Importance of Teaching
aids are as follows:
1. Motivation: TAs motivate the learners
So that they can learn better.
2. Clarification: Through teaching aids,
the teacher/extension worker clarify
the subject matters more easily.
3. Discouragement of cramming:
Tas can facilitate the proper
understanding to the learners
which discourage the act of cramming.
35

4.Increase the vocabulary: TAs help to increase the vocabulary of the
learners more effectively.
5. Save time and money:
6. Class live and active:
Tas makes the class live & active.
7. Avoid dullness:
8. Direct experience: Gives direct experience
to the learners. 37

5.2 TYPES OF TEACHING AIDS:
1.Visual aids: The aids which use sense of vision are
called Visual aids. For example :- actual objects,
models, pictures, charts, maps, flash cards, flannel
board, bulletin board, chalkboard, overhead
projector, slides etc. Out of these black board and
chalk are the commonest ones.

2. Audio aids:
The aids that involve the sense of hearing are called
Audio aids. For example :- radio, tape recorder,
gramophone etc.

3. Audio visual aids: The aids which involve the sense
of vision as well as hearing are called Audio- Visual
aids. For example :- television, film projector, film
strips, vedios etc.

5.3 Kind of instructional aids:
1. Written and Printed Media/materials.
(a) Textbooks
(b) Supplemental materials:(hands outs, Pamphlets, Magazine, Newspapers etc.)
2. Audio media (Radio, Phonograph, Tape-recorder)
3. Visual media
(a)Chalk board
(b)Still pictures (Photographs, slides etc)
© Graphic materials (Charts, Graphs, Maps, posters etc.)
(d) Exhibits: ( Museum, specimen, model etc)
4. Audio-visual media
(a) Motion picture
(b) Televisions
© Videos/films
5. Others: (a) Demonstration (b) field trip © laboratory etc. 44

UNIT: 6. PROGRAM PLANNING
6.1 Definition and importance of planning:
 Program: ( Pro + graphein), where pro means write and graphein
means a plan of procedure.
 Program means: A plan of things that are done in order to achieve a
specific result.
 Planning: The process of making plans for something.
 Program planning: Program planning is the process by which
people, usually by means of a committee (s), extension workers and
other resource persons determine a program.
 In fact the program planning answers the questions of six WH i.e.,
what, why, how, when, where and whom.
 It refers to the art of designing and implementing a course of action
to achieve an effective program.
45

6.2 Importance of planning:
 Helps to decide short term and long term goals.
 Avoid wastes of resources.
 Provides guidance
Provides continuity
 Provides reliable information
Helps in leadership development
Institutional support
Local support
Minimize conflicts
Provides evaluation of results
 Provides balanced development.

6.2 Principles of program planning:
1. It must be based on the interest of the people.
2. It should be based on the careful analysis of the situation.
3. It must be developed through the joint participation of all
stakeholders.
4. It must be in line with local as well as district and national needs.
5. It must have objectives that are attainable.
6. It must be developed on the basis of needs and problems of the
people concerned
7. It should be made with people and not for them.
8. It should have a plan of action.
9. It is a continuous process.
10. It is a teaching-learning process
11. It should be balanced and comprehensive in nature.
12. Provides for Evaluation of results. 47

6.3 EXTENSION PLANNING CYCLE/PROCESS
Collect facts
(data)
Analyze the
situation
Identify
problems
Decide on
objectives
Develop plan of
work
Implement the
plan
Evaluation
process
Re-
consideration

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