PERCEPTION OF ORGANIZATIONAL CLIMATE BY SCIENTISTS OF UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD

Thesis submitted to the University of Agricultural Sciences, Dharwad in partial fulfillment of the requirements for the Degree of

MASTER OF SCIENCE (AGRICULTURE) In AGRICULTURAL EXTENSION EDUCATION

By KIRAN.T.R

DEPARTMENT OF AGRICULTURAL EXTENSION EDUCATION COLLEGE OF AGRICULTURE, DHARWAD UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD 580 005 AUGUST, 2007

ADVISORY COMMITTEE

DHARWAD AUGUST, 2007 Approved by :

(S.V. HALAKATTI) CHAIRMAN

Chairman : ________________________________ (S.V. HALAKATTI) Members : 1. ______________________________ (L. V. HIREVENKANAGOUDAR) 2. ______________________________ (K.A. JAHAGIRDAR) 3. ______________________________ (Y.N. HAWALDAR)

CONTENTS

SL. NO CERTIFICATE

CHAPTER PARTICULARS

ACKNOWLEDGEMENT LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES 1 2 INTRODUCTION REVIEW OF LITERATURE 2.1 Concept of perceived organizational climate 2.2 Concept of perceived organizational commitment 2.3 Personal, socio-economic and psychological characters of scientists 2.4 Relationship between dependent variables and independent variables 2.5 Problems encountered by scientists 3 METHODOLOGY 3.1 Locale of the study 3.2 Brief description of the study area 3.3 Description of UAS Dharwad 3.4 Research design 3.5 Selection of respondents 3.6 Selection of variables 3.7 Operationalisation` and measurement of variables 3.8 Method of data collection 3.9 Statistical tools used 4 RESULTS 4.1 organizational climate as perceived by scientists 4.2 organizational commitment as perceived by scientists

Contd

SL. NO

Chapter Particulars 4.3 Personal, socio-economic and psychological characters of scientists 4.4 Relationship between perceived organizational climate and organizational commitment 4.5 Relationship between independent variables dependent variables and

4.6 Problems encountered by scientists 5 DISCUSSION 5.1 organizational climate as perceived by scientists 5.2 organizational commitment as perceived by scientists 5.3 Personal, socio-economic and psychological characters of scientists 5.4 Relationship between perceived organizational climate and organizational commitment 5.5 Relationship between independent variables dependent variables and

5.6 Problems encountered by scientists 6 SUMMARY AND CONCLUSIONS REFERENCES

LIST OF TABLES

TABLE NO. 1. 2. 3. 4. 5.

TITLE

Sample institution and distribution of respondents Distribution of Respondents according to their perceived organizational climate: Distribution of Respondents according to their perceived organizational commitment: Distribution of Respondents staff according to their age group Distribution of Respondents according to their education level

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Distribution of Respondents according to their level of experience Distribution of Respondents according to their level of annual income Distribution of Respondents according to their level of job involvement Distribution Respondents according to their level of job satisfaction Distribution of Respondents according to their level of attitude towards job: Distribution of Respondents according to their level of job performance Distribution of Respondents according to their level of achievement motivation: Distribution of Respondents according to their level of job stress Relation ship between organizational climate and organizational commitment: Relation ship between organizational climate and independent variables Relation ship between organizational commitment and independent variables Problems Encountered by Respondents

LIST OF FIGURES
Figure NO. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Map indicating study area Distribution of Respondents according to their perceived organizational climate Distribution of Respondents according to their perceived organizational commitment Distribution of Respondents staff according to their age group Distribution of Respondents according to their education level Distribution of Respondents according to their level of experience Distribution of Respondents according to their level of annual income Distribution of Respondents according to their level of level of job involvement Distribution of Respondents according to their level of job satisfaction Distribution of Respondents according to their level of attitude towards job Distribution of Respondents according to their level of job performance Distribution of Respondents according to their level of achievement motivation Distribution of Respondents according to their level of job stress TITLE

LIST OF APPENDICES
Appendix NO. 1. Interview Schedule TITLE

1. INTRODUCTION
Agricultural education existed in India even during medieval period. Agriculture was included in curricula of Nalanda and Takshila Universities as one of the eighteen arts. However, organized courses in agricultural education were started in the beginning of 20th century where six agricultural colleges were established at Kanpur, Lyalpur, Coimbatore, Nagpur, Pune and Sabar (Bihar) India. Education plays the role as a means for human development, for sensitizing one's perceptions, awareness and for motivating and changing one's behavior to suit arising needs, demands and opportunities for survival, growth and development. A University stands for humanism, for tolerance, for reasons, for the adventure of ideas and for the search of truth. It stands for the onward march of the human race towards even higher objectives. If the universities discharge their duties adequately, then it is well with the nation and the people. In 1948, there were only seventeen agricultural colleges in the country under the control of state departments of agriculture and animal husbandry to look after teaching activity. Research and extension programmes were not sufficient to meet the needs of farming community and food security of the country. Therefore, the need to reorganize the agricultural education system to increase food production through more efficient application of science and technology was felt in the period. Then the Government of India appointed an education commission in 1948, under the chairmanship of Dr. S. Radhakrishnan, which recommended the establishment of rural University in the country In 1960 the Government of India appointed the agricultural University committee, headed by Dr. Ralph Cummings from United States. Which prepared blue print and guidelines for the established of agricultural Universities in different states in India. The first Agriculture University was established at Pantnagar (Nainital) in 1960. It was a turning point in the higher agricultural education system of the country. During 1968, there were eight Agricultural Universities in India. And presently, there are 29 state Agricultural Universities, four Deemed Universities and a central agricultural University. During the period of 42 years since the inception of the Agricultural University system, the different institutions have been able to provide required manpower for teaching, research and extension programmes under overall guidance of ICAR. These Agricultural Universities have made significant contribution in the field of education, research and extension justifying the investment of public fund in them. The scientists working in Agricultural Universities performs three fold functions namely teaching, research and extension. The contribution of the scientific community is not always steady since there will be several ups and downs due to multi dimensional personal, socio psychological and organizational factors. In other words, the academic contribution of the farm scientists in the field of teaching, research and extension is greatly determined by his/her surroundings, promotional opportunities, procedures followed for recognizing good work freedom enjoyed, superior subordinate relationship, loyalty to the institution, its security, respect in the society and so on so forth (Jhansi, 1985). Organization is a social arrangement consisting of a number of individuals, with different tasks for each individuals, interdependence and interaction of these individuals, aiming at the achievement of prefixed objectives. The behavioral scientists had a longstanding concern with the impact of specific behaviour of individuals and groups on the effectiveness of the organization. According to Hammer and Organ (1978) as any organization grows and develops, more and more problems are manifested as peoples problems such as power struggles, interpersonal conflicts, low job motivation, union management relations etc. Because of this reason, studies on organizational climate have become an inevitable part of theory and research in management.

According to Pyne Paugh (1976), discovering how the organization is a psychologically meaningful environment for its member has lead to the concept of organizational climate. The essence of the meaning and usefulness of this term, as Massie (1985) has quoted is the degree and quality of environmental factors, essentially reflected by members perception .The climate that characterizes any situation reflects the type of workers behaviour. Hammer and organ stated that the capacity to influence organizational climate is perhaps the most powerful leverage point in the management system. Because climate properties could have profound effect on performance and satisfaction of employees. Organizational commitment is defined as the extent to which an extension worker has strong belief in and acceptance of organizational goals and values is willing to exert considerable effort on behalf of the organization and has a strong desire to stay in the organization. Any organization small or big needs constant studies and evaluation with a view to ascertain the measure necessary to improve areas of deficiency. So as to attain faster rate of growth and development towards achieving goals. Need for the study Management of human resources involves several important and complex issues in the form of multidimensional reactions involving employees perception of the organization climate, their personality background, the objective realization of organization culture, leadership systems and intergroup relationship. This concept has changed drastically since the days of scientific management (Heyel, 1973). Today the impact of modern behavioral sciences has new insights and approaches to the management of human resources. This new insight has highlighted the concept of motivating people in the organization as an important strategy. The main concern in the management of human resources is the improvement in the performance of the people working in the organization with a view of increasing their efficiency through motivation. The scientists working in the Agricultural Universities performs three fold functions, viz., teaching research and extension and responsible for managing under graduate, post graduate, doctoral programmes, research programmes and extension programmes. Scientific studies on scientists and their working environment may prove to be not only the most basic but also among the most fruitful that can be accomplished in Science, since it can yield important implications for the entire scientific venture. Specific objectives of the study 1. To study the organizational climate as perceived by scientists. 2. To study the organizational commitment as perceived by scientists. 3. To analyse the socio economic, psychological and job related variables of scientists. 4. To study the relationship between dependent variables and independent variables. 5. To know the problems encountered by scientists.

Scope and importance of the study There has been dearth of research studies dealing with organizational aspect and problems of scientists in Agricultural Universities in India particularly in Karnataka state. Therefore, the present study would be one of the pioneering attempts for providing basic information and findings on the above lines in Karnataka state. The outcome of the study might act as guidelines for scientists to perform their job duties more effectively and help officials of the Universities in understanding the psychology of scientists. This study would enable the programme planners and policy makers to gear up their activities towards improving perceived organizational climate of the scientists. The different activities in which scientists are participating more activity and also the activities for which they are not contributing much will be known so as to facilitate policy makers and programme planners act suitably.

In addition, this study will facilitate in knowing the organization related characteristics which will serve as guideline for policy makers and programme planners in choosing the scientists for various posts in University of Agricultural Sciences, Dharwad and to formulate effective programmes to implementation in future. Besides, the study will also contribute in evolving a criterion for classification of scientists and a methodology for ranking, classifying and comparing the group of their scientific productivity. In future, the findings would have a wider application to other Agricultural Universities, since the nature of the job of scientists is more or less similar in all Agricultural Universities. Limitations of the study The limitation of the study is inadequate time and other resources available at the disposal of a single investigator. The area of the study was restricted to only one Agricultural University. As such generalization of the study could be extended to the area only where similar conditions exist. As the study was based more on individual perception and expressed opinion of respondents under study, Personal bias and prejudice of respondents might have crept in several points though all possible precautions were taken to avoid them.

2. REVIEW OF LITERATURE
In order to develop a proper understanding of the research problem and to develop a conceptual framework to conduct the study, it is very essential on the part of the researcher to review the efforts made in the past by earlier researchers. In view of this fact the available literature was reviewed and is presented in this chapter under the following heads. 2.1 2.2 2.3 2.4 2.5 Concept of Perceived organizational Climate Concept of Perceived Organizational commitment Personal, socio-economic and psychological characters of scientists Relationship between Dependent variables and independent variables Problems encountered by scientists

2.1 Concept of Perceived Organizational Climate

2.1.1 Operationalization of Organizational Climate
Forehand and Gilmer (1964) defined organizational climate as the set of characteristics that are specific to a particular organization that may be induced from the way that organization deal with its members and its environment. For the individual members within the organization, climate takes the form of a set of attitudes and expectancies, which describe the organization in terms of both static characteristics and behaviour outcome and outcome-outcome contingencies. Taylor and Bowers (1970) defined organizational climate as the perceived traits of organizational stimuli which become group property through interpersonal interaction and which modify overall behaviour within the organization. Koehler et al. (1976) felt that individuals can respond to the organizational climate only in terms of their perception of it, whether or not the perception is accurate. Chattopadhyaya and Agarwal (1979) tried to understand the concept of organizational climate by examining the various available models. They explained organizational climate as a psychological environment prevailing in the organization, which is an outcome of a number of variables in the social system, organization and also of the individual members. According to Chung and Megginson (1981), organizational climate refers to the psychological make up of a group or an organization and is composed of members perception of various group dimensions. The essence of the meaning and usefulness of organizational climate, as quoted by Massie (1985) is the degree and quality of the environmental factors essentially reflected by members perceptions. Poole (1985) explained that the construct implied by the term organizational climate is important for organizational theory, because it represents the linkage between the organizational situation and members cognitions, feelings and behaviours. Prakasam (1986) defined organizational climate as the shared perception of the employees who work and live together in the organization. It is the sum total of individual perceptions regarding organizational procedures, policies, practices and it represents the psychological environment in the organization consisting of individual perceptions and opinions framed upon the micro events that happen to them as well as to others over a period of time. Gogoi and Talukdar (1992) in the research study on organizational climate of the State Department of Agriculture, Assam considered the organizational climate as the measurable property of work environment prevailing in that organization.

Meti (1992) in his study on organizational climate perception and job satisfaction of Agricultural Assistants in NAEP, Karnataka state operationalized the term organizational climate as the level of perception of Agricultural Assistants about the work place, facilities, coworkers and leadership. Sontakki (1995) in his study on organizational climate of KSDF by its taluk level personnel operationalized the term as the level of perception of fisheries extension personnel working at taluk level about the degree of favourableness or unfavourableness of the identified organizational dimensions namely programme planning, communication, decision making, supervision and guidance, programme implementation, organizational structure and personnel management prevailing in the Karnataka State Department of Fisheries. Prasad (2000) revealed that organizational climate serves as the guideline for dealing with people and has a major influence on motivation and productivity of individuals as well as total work group. Further he explained that factors in organizational climate are organizational structure, individual responsibility, rewards, risk and risk taking, warmth and support, tolerance and conflict. Above review on the concept of organizational climate would give numerous definitions. While, majority of the concepts indicated that various element dimensions of the organizational climate viz., organizational situation, members cognitions, attitudes, feelings, behaviours, facilities, co-workers, leadership, organizational procedures, policies, practices, programme planning, communication, decision making, supervision and guidance, programme implementation, organizational structure and personnel management etc.

2.1.2 Review of Studies on Organizational Climate

Scheinder and Snyder (1975) pointed out that each individual perceives or conceptualizes his organization in any number of ways depending upon his context and the set of information about the organization which is operative for the individual. Koehler et al. (1976) felt that employee may experience the same climate differently at different times or different employees may perceive the same climate differently depending upon seniority, age or position in the hierarchy. It is therefore seen that perception of organisational climate is dynamic and variable. Ramakrishna Rao (1985) in his study on Assistant Agricultural Officers working under Agriculture Extension Project in Karnataka reported that 50.91 per cent of Assistant Agricultural Officers were in high organisation environment category while 49.01 were in low organisation environment category. Prasannakumar (1985) reported that 36 per cent of the Assistant Agricultural Officers working under Training and Visit system in Karnataka perceived the organisational climate as good. Equal number (32%) perceived it as average and very good. Jahagirdar (1987) in his study observed that majority (69%) of Subject Matter Specialists working under Training and Visit system in Karnataka perceived the organisational climate as good, whereas remaining 31 per cent perceived the organizational climate as average. Srinath (1987) reported that 54 per cent of District Horticultural Officers and 57 per cent of Assistant Directors of Horticulture were in high organisation environment category and remaining were in low organisation environment category (46 and 43%, respectively). Rajeev (1988) found that 40.91 per cent of researchers in Kerala Agriculture University perceived the organisational climate as facilitating, while 31.82 and 29.27 per cent of the researchers perceived it as most facilitating and least facilitating, respectively. Manimegalon (1990) in his study on Assistant Directors of Agriculture working under National Agriculture Extension Project in Karnataka reported that 78.72 per cent of the Assistant Directors were satisfied with the organisational environment, while 8.51 and 12.77 per cent of Assistant Directors had high and low satisfaction respectively with regard to the organisational environment.

Meti (1992) reported that 59 per cent of the Agricultural Assistants working under National Agriculture Extension Project in Karnataka found the organisational climate to be facilitating, 23 per cent felt that the organisational climate was highly facilitating whereas 18 per cent found it to be least facilitating. Mohan (2000) found that 73.17 per cent of AAOs perceived the organisational climate as facilitating while 12.15 and 14.63 per cent perceived it as highly facilitating and not facilitating respectively. Souvik and Vijayaragavan (2001) revealed that majority of the extension personnel perceived existing organizational climate as below average or poor and they were hardly satisfied with their job. Manjunath (2004) in his study revealed that majority (66.67%) of extension workers belonged to medium level of organizational climate, while 23.81 and 9.52 per cent of them experienced high and low level of organizational climate ; respectively. Nagananda (2005) in his study on organizational climate perception of Assistant Directors of Agriculture and Agricultural Officers of Karnataka state Department of Agriculture (KSDA), found that majority of the Assistant Directors of Agriculture (73.30%) and around fifty per cent of Agricultural Officers (53.30%) perceived the organizational climate as favorable, while 40.00 per cents of Agricultural Officers and 8.30 per cent of Assistant Directors of Agriculture perceived less favorable. Sandic (2006) in his study revealed that majority (55.00%) of VOs belonged to medium level of organizational climate, while 15.00 and 30.00 per cent of them experienced high and low level of organizational climate ; respectively

2.2 Concept of Perceived Organizational commitment and its operationalization

2.2.1 Operationalization of Organizational commitment:
Sheldon (1971) viewed organizational commitment as an attitude or an orientation towards the organization which links or attaches the identity of the persons to the organization Buchanan (1974) defined it as willingness of an employee to exert high levels of efforts on behalf of the organization, strong desire to stay with the organization, further he indicated that the commitment to the organization, profession and role has wide attention in recent organizational behavior literature . Most of the scholars cited commitment as means of involving some form of psychological bond between people and organization.

2.2.2 Reviews of studies on Organizational commitment

Porter et al. (1974) indicated that organizational commitment as the relative strength of an individuals identification with and involvement in particular organization. It can be characterized by at least three factors such as a strong belief in and acceptance of the organizational goals and values, willingness to exert considerable effort on behalf of organization and a strong desire to maintain membership in the organization. Smith et al. (1983) had slightly modified the definition of Porter et al. (1974) and stated that commitment means dedication and defined as the extent to which an employee has strong belief in and acceptance of organizations goals and values, is willing to exert considerable effort on behalf of the organization and has a strong desire to stay in the organization. Malvia and Kumar (1984) conducted a study on Home Science Teachers of Agricultural University and Traditional University and found that Home Science Teachers in Agricultural Universities had higher commitment than those in Traditional Universities and functionally concluded that irrespective of the fact to which University system the faculty belonged, the commitment towards rural orientation of home science education did not seem to vary so much.

Prasannakumar (1985) found that 44 per cent of Assistant Agricultural Officers under Training and Visit system in Karnataka had medium level of commitment while, 27 per cent and 29 per cent of Assistant Agricultural Officers had low and high commitment respectively. Mohan (2000) reported that 73.17 per cent of AAOs had medium level of organizational commitment whereas 12.19 and 14.63 belonged to high and low category of organizational commitment. Manjunath (2004) in his study revealed that majority (80.96%) of extension workers belonged to medium level of organizational Commitment, while 14.29 and 4.76 per cent of them experienced high and low level of organizational Commitment, respectively

2.3 Personal, socio-economic and psychological characters of scientists

2.3.1 Age
Chhabra (1979) reported that scientists who were younger in age were found to be more satisfied with their jobs. Hegde (1984) in his study found that 41.3 per cent of Agricultural Assistants working under Training and Visit system in Karnataka were in the age group of less than 36 years, closely followed by 37.5 per cent and 21.75 per cent of Agricultural Assistants in middle age (36-45 years) and high (above 45 years) age group, respectively Jahagirdar (1987) reported that 61 per cent of Subject Matter Specialists working under Training and Visit system in Karnataka were in the lower age group, while 39 per cent were in higher age group. Srinath (1987) in his study revealed that 57 per cent of District Horticultural Officers and 74 per cent of Assistant Directors of Horticulture in Karnataka belonged to the middle age group (36-50 years), while 34 per cent of District Horticultural Officers and 20 per cent of Assistant Directors of Horticulture belonged to the old age group (above 50 years). Only 9 per cent and 6 per cent of District Horticultural Officers and Assistant Directors were in young age group (35 years and below) respectively. Manimegalon (1990) observed that 46.88 per cent of Assistant Directors of Agriculture under National Agriculture Extension Project in Karnataka were in the higher age bracket followed by 40.43 in middle age group and rest (12.69%) in the young age group. Girija et al. (1994) found that 30 per cent of Agricultural Officers in Karnataka belonged to younger age group (less than 26 years), while 39 per cent were in the age group of 27-29 years and 31 per cent of Agricultural Officers were above 30 years of age. Patel et al. (1994) reported that 49 per cent of Rural Agricultural Extension Officers working under Training and Visit system in Madhya Pradesh belonged to the age group of 3145 years, while 37 per cent were below 30 years of age and 14 per cent were above 35 years of age. Mohan (2000) revealed that 51.21 per cent of AAOs were in the age group of 35-50 years while 12.68 per cent were above 50 years of age. Remaining were below 35 years of age. Nagananda (2005) in his study on organizational climate perception of Assistant Director of Agriculture and Agriculture Officers of KSDA found that 40.00 per cent of Assistant Directors of Agriculture as compared to Agriculture Officers (23.30%) were in young age group. But, more percentage of Agriculture Officers (50.00%) than Assistant Director of Agriculture (30.00%) belonged to middle age group. Sandic (2006) in his study revealed that majority (54.00%) of VOs belonged to middle age group, while 12.00 and 34.00 per cent of them high and low level of age group

2.3.2 Education
Chhabra (1979) revealed that the researchers having higher formal education had a lot of say in the affairs of the institute. It seems that the researchers having high education

and better involvement in research work were heard more honorably and effectively in the institute. Hegde (1984) reported that 58.75 per cent of Agricultural Assistants in Dharwad district of Karnataka had education upto SSLC and 41.25 per cent had education upto PUC and Bachelors degree. Ramakrishna Rao (1985) in his study pointed out that 52.73 per cent of Assistant Agricultural Officers working under Agriculture Extension Project in Karnataka were with the qualification of SSLC with gramsevaka training, while 42.27 per cent of Assistant Agricultural Officers were either B.Sc. or M.Sc. (Agri.) graduates. Srinath (1987) reported that 60 per cent of District Horticultural Officers and 50 per cent of Assistant Directors of Horticulture in Karnataka were agriculture graduates. Manimegalon (1990) found that 46.48 per cent of Assistant Directors of Agriculture working under National Agricultural Extension Project in Karnataka had either diploma or licentiateship in agriculture followed by graduates (40.03%) and rest (12.69) were post graduates. Patil et al. (1994) in their study revealed that 67 per cent of Rural Agriculture Extension Officers working in Training and Visit system in Madhya Pradesh had low level of education qualification (upto higher secondary level), while 33 per cent had high educational qualification (graduation and above). Girija et al. (1994) reported that a high majority of (93%) Agricultural Officers in Karnataka were graduates, while the remaining seven per cent were post graduates. Mohan (2000) revealed that a majority (60.97%) of the AAOs were matriculate, 3.65 per cent had received education upto pre university level while 6.09 per cent were basic arts/science graduates, remaining were either B.Sc.(Agri.) or M.Sc.(Agri.) graduates. Manjunath (2004) from the study on analysis of job perspective and scientific productivity of scientists reported that majority (71.43%) of extension workers belonged to medium education category, whereas, 23.81 per cent and 4.76 per cent of them belonged to low and high educational categories, respectively. Nagananda (2005) reported that the majority (70.00%) of Assistant Director of Agriculture as compared to Agriculture Officers (30.00%) were M.Sc. Graduates. Sandic (2006) in his study revealed that majority (51.00%) of VOs belonged to medium level of educational qualification, while 20.00 and 29.00 per cent of them high and low level of educational qualification.

2.3.3 Experience
Chhabra (1979) reported that scientists with less experience were found to be more satisfied with their job. Rao and Sohal (1982) reported that 32, 35 and 33 per cent of Veterinary Assistant Surgeons in Andhra Pradesh were equally distributed in low (below 4 years), medium (4-11 years) and high (above 11 years) experience groups respectively. Hegde (1984) in his study on Agricultural Assistants under Training and Visit system in Karnataka found that 42.5 per cent of Agricultural Assistants had less than 10 years of experience and 57.5 per cent had more than 10 years of experience. Ramakrishna Rao (1985) found that 67.27 per cent of Assistant Agricultural Officers under Agriculture Extension Project in Karnataka had high experience, while 36.36 per cent had low level of experience. Prasannakumar (1985) in his study on Assistant Agricultural Officers working under Training and Visit system in Karnataka found 27 per cent of Assistant Agricultural Officers had medium service, while 26 per cent and 47 per cent had low and high service respectively. Jahagirdar (1987) reported that 60 per cent of Subject Matter Specialist working under Training and Visit system in Karnataka had less experience in their present position, while 40 per cent had more experience.

Manimegalon (1990) in his study of Assistant Directors of Agriculture working under National Agriculture Extension Project reported that 36.17 per cent of Assistant Directors belonged to the medium experience category. While, 40.81 and 17.02 per cent belonged to high and low experience category respectively. Aqumaqu (1995) showed that the principal component of job satisfaction was work experience factors with need satisfaction exercising the greatest predictive ability. Lindholm (1997) revealed that years of teaching experience was a great motivating factor to provide satisfaction. Mohan (2000) reported that majority (75.66%) of the AAOs had medium level of experience, while 14.63 and 9.75 per cent had high and low experience. Manjunath (2004) reported that majority (95.24%) of extension workers belonged to medium experience category, whereas, only 4.76 per cent of them belonged to high experience category. It was found that none of the extension workers belonged to low experience category. Nagananda (2005) found that majority of the Assistant Directors of Agriculture (58.30%) belonged to medium job experience category as compared to Agriculture Officers (50.00%). Sandic (2006) in his study revealed that majority (71.00%) of VOs belonged to medium level of experience category, while 10.00 and 19.00 per cent of them high and low level of experience category.

2.3.4 Annual Income

Anonymous (1970) found that salary was reported to act as satisfier. Chhabra (1979) reported that scientists with higher income were found to be satisfied with their job. Vinod Kumar (1984) reported that pay scale had significant relationship with job satisfaction. Alka et al. (1994) reported that experience, annual income and annual turnover have indicated their association with job satisfaction on the part of entrepreneurs, but it appears that entrepreneurs were expecting and putting efforts for something more than that. This may be due to the fact that women entrepreneurs in view of their ambitious nature and level of aspirations were after the name and fame in the area of their work. Shankara Rao and Sudharshana Rao (1998) found that VEOs were dissatisfied due to negative factors like meager incentives provided in their jobs. Michels (2004) in his study revealed that majority (83.00%) of teachers belonged to medium level of annual income category, while 7.00 and 10.00 per cent of them high and low level of annual income category.

2.3.5 Job involvement

Job involvement is the degree of which an individual is identified psychologically with the work or the importance of work in his total self image. Agarwala (1980) indicated that a very much involved person is regular, punctual, stick to work and a willing worker. He is technically sound, innovative and for him work is a very centre of his life. The characteristics of the least involved person are just opposite. Ramakrishna Rao (1985) in his study on Assistant Agricultural Officers working under Agriculture Extension Project in Karnataka found that 52.23 per cent and 47.27 per cent of Assistant Agricultural Officers had low and high level of job involvement respectively. Jahagirdar (1987) reported that 60 per cent of Subject Matter Specialist working under Training and Visit system in Karnataka had high level of job involvement, while 40 per cent had low involvement in their job. Manimegalon (1990) found that 68.68 per cent of Assistant Directors of Agriculture under National Agriculture Extension Project in Karnataka had medium level of job

involvement, 17.02 and 14.90 per cent of Assistant Directors had high and low involvement in job, respectively. Senthil et al. (1998) in their study found that 43.3 per cent of Assistant Agricultural Officers working under Training and Visit system in Tamil Nadu belonged to the medium job involvement category, while 37.33 per cent and 19.34 per cent belonged to high and low level of job involvement respectively. Mohan (2000) found that 74.39 per cent of AAOs had medium level of job involvement while 12.19 and 14.63 per cent had high and low job involvement. Manjunath (2004) in his study revealed that majority (66.67%) of extension workers belonged to medium level of job involvement, while 23.81 and 9.52 per cent of them experienced high and low level of job involvement , respectively Nagananda (2005) found that high per cent of both Assistant Directors of Agriculture (70.00%) and Agriculture Officers (78.30%) belonged to medium job involvement category. Sandic (2006) in his study revealed that majority (66.00%) of VOs belonged to medium level of job involvement category, while 16.00 and 18.00 per cent of them high and low level of job involvement.

2.3.6 Job satisfaction

Hegde (1984) reported that 42.5 per cent of the Agricultural Assistants working under Training and Visit system in Karnataka had medium level of job satisfaction, 25 per cent had low and 32.5 per cent had high level of job satisfaction, respectively. Ramakrishna Rao (1985) reported that 45.45 per cent of Assistant Agricultural Officers working under Agriculture Extension Project in Karnataka belonged to the low job satisfaction category and 54.55 per cent belonged to high job satisfaction category. However, rank ordering of tasks by the two categories of respondents did not differ significantly. Ravindra Sharma (1985) in his study on Village Extension Workers in Rajasthan found that 83.41 per cent of the Village Extension Workers observed that the post was according to their taste and choice. They were satisfied with the post they held. On the contrary 14.21 per cent were not fully satisfied with their job. Dhakhore and Bhilegoankar (1987) in their study found that 68.33 per cent of Veterinary Extension Personnel in Maharashtra had moderate level of satisfaction, whereas 15 per cent expressed high satisfaction and 16.67 per cent were dissatisfied with their job. Radhakrishnamurthy (1988) in his study on the job satisfaction among Village Extension Officers in Andhra Pradesh indicated that only 47.48 per cent of them were having high job satisfaction. Narsimhagowda (1989) reported that 51.22 per cent of Assistant Horticultural Officers in Karnataka had high job satisfaction, whereas 48.78 per cent had low job satisfaction. Thippeswamaiah (1991) in his study found that 72 per cent of subject matter specialists working under Training and Visit system in Karnataka had medium level of satisfaction, 18.4 per cent of the Subject Matter Specialists had low level of satisfaction, whereas only 9.6 per cent of them had high level of job satisfaction. Menasinhal (1992) in his study on job satisfaction of Agricultural Assistants working under National Agriculture Extension Project in Karnataka state found that 45.33 per cent of Agricultural Assistants had medium level of satisfaction. About fifty five per cent of the Agricultural Assistants belonged to low satisfaction category while only 19.34 per cent had high level of job satisfaction. Meti (1992) reported that 64 per cent of Agricultural Assistants working under National Agriculture Extension Project in Karnataka had medium level of job satisfaction. Seventeen per cent and nineteen per cent of Agricultural Assistants had high and low level of satisfaction respectively. Sundaraswamy and Perumal (1992) identified job satisfaction as one of the important variables which influence job performance of Assistant Agriculture Officers in extension.

Girija et al. (1994) in their study on Agricultural Graduates employed in different sectors reported that 46 per cent of them were satisfied with their job, while 25 per cent and 29 per cent were less satisfied and highly satisfied respectively. According to Huli and Tyagi (1994) job satisfaction was predominantly low, where opportunity to use idea was low i.e., where employees were not involved in decision making. Keregero and Mthupha (1997) established that extension workers perceived their job as non-satisfactory with respect to supervision and performance appraisal. Halakatti and Sundaraswamy (1998) indicated that job satisfaction significantly explained the variation in job performance. They also identified that job satisfaction had positive effect on job performance. Shankara Rao and Sudharshana Rao (1998) found that majority (82%) of Village Extension Officers in Andhra Pradesh had moderate to high level of job satisfaction. Billikopt (1999) suggested complete job instruction could improve the working conditions of agricultural labourers. Mohan (2000) reported that majority (67.07%) of the Assistant Agriculture Officers (AAOs) had medium job satisfaction, whereas 20.73 and 12.19 per cent of the AAOs were having low and high job satisfaction respectively. Manjunath (2004) reported that majority (95.24%) of extension workers belonged to medium job satisfaction, whereas, only 4.76 per cent of them belonged to high job satisfaction category. It was found that none of the extension workers belonged to low experience category Nagananda (2005) found that 65.75 per cent of Assistant Directors of Agriculture and 75.70 per cent of Agriculture Officers perceived medium level of job satisfaction, while 16.7 per cent of Assistant Directors of Agriculture and 5.00% of Agriculture Officers perceived high level of job satisfaction. Sandic (2006) in his study revealed that majority (70.00%) of VOs belonged to medium level of job satisfaction category, while 12.00 and 18.00 per cent of them high and low level of job satisfaction. 2.3.7 Attitude towards Job

Prajapati and Patel (1984) revealed the overall attitude of extension worker in Jaipur district of Rajasthan that only 15 per cent of respondents had unfavourable attitude towards training and visit system, while the majority 62.5 per cent of the respondents were neutral Halakatti (1991) reported that by and large majority of AAs of Karnataka were found to have medium job attitude. The percentage of AAs who were in the low and high categories were almost equal Brewer (2003) revealed that (54.00%) of the respondents were found to have medium level of attitude towards job ,while 18.00 per cent and 28.00 per cent of them were in high and low level of attitude towards job category. Michaels (2004) revealed that (76.00%) of the teachers were found to have medium level of attitude towards job ,while 6.50 per cent and 17.50 per cent of them were in high and low level of attitude towards job category

2.3.8 Job performance

Dhakhore and Bhilegoankar (1987) found that 69.17 per cent of the Veterinary Extension Personnel in Maharashtra had medium level of job performance, whereas 15.83 per cent and 15.00 per cent of the Veterinary Extension Personnel were found to have high and low level of performance respectively. Siddaramaiah and Shivalingegowda (1987) reported that fifty per cent of Extension Guides working under the university extension system in Karnataka belonged to the high performance category. Hegde and Channegowda (1989) in their study concluded that a large number (68.7%) of Agricultural Assistants working under Agricultural Extension Project in Karnataka

had medium level of job performance, while 15.00 per cent and 16.30 per cent had high and low performance respectively. Narasimhagowda (1989) reported that 52.22 per cent of Assistant Horticultural Officers in Karnataka belonged to the high job performance category, while 48.78 per cent belonged to low performance category. Nataraj (1989) studied the job performance of Assistant Directors of Agriculture in Karnataka and concluded that 72.00 per cent of the Assistant Directors were in medium job performance category. Nagi Reddy (1990) reported that 63.33 per cent of Agricultural Officers working under Training and Visit system of Andhra Pradesh belonged to the medium category of job performance, whereas 20.00 per cent belonged to high and 16.67 per cent belonged to low performance category. Thippeswamaiah (1991) reported that 60.80 per cent of subject matter specialists working under National Agriculture Extension Project belonged to medium job performance category followed by 21.60 per cent in low and 17.60 per cent in the high performance category. Halakatti (1991) in his study on job performance level of Agricultural Assistants working under Training and Visit system concluded that 71.85 per cent of the Agricultural Assistants belonged to medium job performance category, while only 13.59 per cent and 14.56 per cent of the Agricultural Assistants belonged to low and high category respectively. Venkateshprasad and Hanumanthappa (1992) in their study of job performance of Seed Farm Managers in Karnataka found that 54.00 per cent were in low performance category and 46.00 per cent in high performance category. Rath (1992) reported that 78.00 per cent of the Subject Matter Specialists under Training and Visit system in Orissa were in medium job performance category, while 21.00 per cent in high job performance and only one per cent of the Subject Matter Specialists were in low job performance category. Ram Bhal et al. (1993) reported that female extension personnel are inadequate. The results of multiplicative effect indicated that in all the tests more than 12.00 per cent of female extension personnel increased cereal yield by 29.58 per cent, farmers income by 159.61 per cent, agricultural income and fertilizer consumption by 113.89 per cent. Less than 12.00 per cent of extension female personnel of total extension personnel may not be significant for agricultural development. Vijayalakshmi (1997) reported that, majority (63.12 per cent) of the Anganwadi workers had medium level of job performance while there was more or less equal percentage of respondents (18.15 and 18.75) with low and high level of performance. Rahad et al. (1995) found that none of the Village Extension Workers working under Training and Visit system in Maharashtra performed poorly, whereas 3.42 per cent, 10.83 per cent, 40.92 per cent and 34.73 per cent of Village Extension Workers were found to perform either below average, average, good and excellent, respectively. Jaiswal et al. (1997) in their study indicated that 59 per cent of the Rural Extension Officers in Maharashtra belonged to medium category of job performance, followed by 22 per cent in low and 19 per cent in the high job performance category. Sandhu and Raghbir (1997) reported that characteristics namely; rural background and field work orientation were strongly related to job performance. Agriculture Extension Officers posted at a distance of 60 km from their home were found to have the highest performance. There is need to make provisions for more opportunities in the job with regard to recognitions and rewards like certificates, appreciations etc. Need for time to time inservice training and reference courses for the AEO. Prabhakar et al. (1998) reported that a majority (60%) of Horticultural Assistants in Karnataka were under low performance category, while remaining 40 per cent were under high performance category.

Lipi Das and Mishra (1999) reported that efforts are needed to educate and train women according to the employment category. This obviously requires rational and major changes in the national educational policies for the women in our country. Emphasis was given by the respondents to self employment. A realistic planning for the nature of education and training required for women need to be done which will best serve the interest of all concerned i.e., the working women, the concerned institutions and hopefully the whole country. Mohan (2000) reported hat majority (85.36%) of AAOs working under KSDA belonged to medium performance category, while 14.63 per cent were in medium performance category Subbarao (2001) referred job performance as the degree of accomplishment of the tasks that make up an individuals job. It indicates how well an individual is fulfilling the job demands. Sharma (2002) explained that performance is two things (i) it is the results that people get on the job and (ii) it is whatever they do that affects these results. Performance is the outcome of actions on the job and it is also the actions that produce that outcome. Nagananda (2005) studied organizational climate perception of Assistant Director of Agriculture and Agriculture Officers of KSDA and found that the high per cent of Assistant Directors of Agriculture (76.70%) and Agriculture Officers (63.30%) belonged to medium job performance category.

2.3.9 Achievement motivation

Reddy (1983) classified 50 per cent, 35 per cent and 15 per cent of the Village Extension Officers working under Intensive Agriculture Extension Programme in Andhra Pradesh as having high, average and low achievement motivation in that order. Ramakrishna Rao (1985) reported that 55.45 per cent of Assistant Agricultural Officers under Agriculture extension Project in Karnataka had high achievement motivation, while 44.55 per cent had low motivation. Mohankumar (1987) in his study on achievement motivation of Assistant Agricultural Officers working under National Agriculture Extension Project in Karnataka reported that 50.57 per cent and 49.43 per cent of Assistant Agriculture Officers had low and high achievement motivation, respectively. Sundaraswamy (1987) reported that 27.28 per cent of Assistant Agricultural Officers working under Training and Visit system belonged to the low level of achievement motivation category, whereas 51.24 per cent and 21.42 per cent of Assistant Agricultural Officers had medium and high level of achievement motivation. Nataraj (1989) found that 59 per cent of Assistant Directors of Agriculture under National Agriculture Extension Project in Karnataka had low achievement motivation, while 41 per cent had high motivation. Mohan (2000) reported that the AAOs having high, medium and low achievement motivation were 19.21, 69.51 and 12.19 per cent respectively. Manjunath (2004) reported that majority (66.67%) of extension workers belonged to medium Achievement motivation category, whereas, only 28.57 per cent of them belonged to high Achievement motivation category and 4.76 per cent belonged to low Achievement motivation category.

2.3.10 Job stress

Srivastava (1982) found that the employee potentiality for better job performance influence their perception of workload, ambiguities and conflict relating to their job. The employees producing more by virtue of their high coping capacity and motivation perceive lesser role stress as compared to those maintaining low production level. Therefore, it may be established that only the perceived role stress influence employees job performance but their performance level also determine their perception of role stress to considerable extent.

Igodan (1987) reported that 80 per cent of the county agents in the Ohio state experienced moderate level of job stress and burnout and 20 per cent of the agents experienced high level of burnout. Madhu et al. (1990) stated the role stress is a natural phenomenon in organization, linking position is usually of two types, such as role conflict and role ambiguity. Role conflict occurs when an incumbent is torn between conflicting expectation or when he feels he does things he does not want to do or when he thinks they are not a part of his role specification. Role ambiguity exists when the incumbent had inadequate information about the role and its objective or a lack of feed back from others. Girija et al. (1994) in their study found that 24 per cent of Agricultural Officers in Karnataka experienced low level of stress, 53 per cent experienced average while 23 per cent experienced high level of stress. Mohan (2000) observed that 20.73, 64.63 and 14.63 per cent of AAOs were found to experience high, medium and low level of job stress. Adesope and Agumagu (2003) reported from the study conducted in Nigeria that most of the respondents have considerable work experience on the job but income level is considerably low. Agricultural extension agents in the study area have medium job stress. Work experience was found to be the most significant factor related to job stress. Other factors such as age, education, income, gender marital status were not significantly related to job stress. Manjunath (2004) in his study revealed that majority (80.95%) of extension workers belonged to medium level of organizational stress, while 14.29 and 4.76 per cent of them experienced high and low level of organizational stress, respectively. Sandic (2006) in his study revealed that majority (62.00%) of VOs belonged to medium level of job stress category, while 24.00 and 14.00 per cent of them high and low level of job stress category.

2.4 Relationship between Dependent variables and Independent variables

2.4.1 Relationship between organizational climate and Independent variables
Name of the authors and year Age with organizational climate Balasubramanian and Perumal (1991) Meti (1992) Nagnur (1992) Patil (1994) Sontakki(1995) Bosco (2000) Nagananda (2005) Sandic (2006) Education with organizational climate Balasubramanian and Perumal (1991) Meti (1992) Nagnur (1992) Patel (1994) Sontakki (1995) Bosco (2000) Nagananda (2005) Sandic (2006) Experience with organizational climate Nagnur (1992) Meti (1992) Patil (1994) Sontakki (1995) Anganwadi Workers Agriculture Assistants Extension personnel Assistant Director of Fisheries Non significant Non significant Non significant Non significant Extension personnel Agricultural Assistant Anganawadi workers Extension personnel Assistant Director of Fisheries Assistant Agricultural Officers ADAs and AOs VOs and VLIs Significant Non significant Non significant Non significant Non significant Non significant Non significant Significant Extension personnel Agricultural Assistant Anganawadi workers Extension personnel Assistant Director of Fisheries Assistant Agricultural Officers ADAs and AOs VOs and VLIs Non significant Non significant Non significant Non significant Non significant Non significant Non significant Significant Respondents Relationship

Babykumari (1998) Nagananda (2005) Sandic (2006) Annual Income with organizational climate Horrichi (1973) Schneider and Synder (1975) Rao (1982) Sharma and Sharma(1989) Michels (2004) Job involvement with organizational climate Meti (1992) Nagnur (1992) Patil (1994) Sontakki (1995) Bosco (2000) Nagananda (2005) Job satisfaction with organizational climate Nagnur (1992) Patil (1994) Sontakki(1995) Bosco (2000) Nagananda (2005) Attitude towards job with organizational climate Karami (1981) Laharia and Talukdar (1987) Malik And Patel (1990) Brewer (2003)

Farm scientists ADAs and AOs VOs and VLIs

Non significant Non significant Non significant

Rural scholars at hawai Agencies workers Members of school Officers Higher education teachers

Significant Significant Nonsignificant Significant Significant

Agricultural Assistant Anganawadi workers Extension personnel Assistant Director of Fisheries Assistant Agricultural Officers ADAs and AOs

Significant Significant Significant Significant Significant Significant

Anganawadi worker Extension personnel Assistant Director of Fisheries Assistant Agricultural Officers ADAs and AOs

Significant Significant Significant Significant Significant

Agriculture Extension Agents Scientists Teachers Employees

Significant Significant Significant Significant

Michels (2004) Job performance with organizational climate Nagnur (1992) Patel (1994) Sontakki (1995) Bosco (2000) Nagananda (2005)

Higher education teachers

Significant

Anganawadi workers Extension personnel Assistant Director of Fisheries Assistant Agricultural Officer ADAs and AOs

Significant Significant Significant Significant Significant

Achievement motivation with organizational climate Iyengar (1972) Hosur (1977) Malik and Patel (1990) Manjunath (2004) Job stress with organizational climate Meti (1992) Nagnur (1992) Patel (1994) Sontakki (1995) Bosco (2000) Nagananda (2005) Sandic (2006) Agricultural Assistant Anganawadi workers Extension personnel Assistant Director of Fisheries AssistantAgricultural oficers ADAs and AOs VOs and VLIs Significant Significant Significant Significant Significant Significant Significant Student and Teacher of KUD Gramsevaks GAU Teachers Scientists Significant Non significant Significant Significant

2.4.1 Relationship between organizational commitment and Independent variables

Name of the authors and year Age with organizational commitment Prince (1973) Steers (1977) Fukami and Larson (1983) Mottaz (1998) Michaels (2004)

Respondents

Relationship

Hospital employees Hospital employees Scientists and Agri agents Lawyers Higher education teachers

Significant Nonsignificant Significant Nonsignificant Significant

Education with organizational commitment Steers (1977) Fukami and Larson (1983) Bateman (1984) Mottaz (1998) Michaels (2004) Hospital employees Scientists and Agri agents Nursing employees Lawyers Higher education teachers Negatively Significant Negatively Significant Non significant Non significant significant

Experience with organizational commitment Porter et al (1974) Buchman (1974) Fukami and Larson (1983) Mottaz (1998) Michaels (2004) Employees Managers Nursing employees Lawyers Higher education teachers Significant Non Significant Significant Non Significant Significant

Annual Income with organizational commitment Steers (1977) Hospital employees Non Significant

Smith (1983) Mottaz (1998) Michaels (2004)

Scientists and Agri agents Lawyers Higher education teachers

Non Significant Significant Significant

Job involvement with organizational commitment Steers (1977) Smith (1983) Kratina (1990) Mottaz (1998) Brewer (2003) Michaels (2004) Hospital employees Scientists and Agri agents Hospital workers Lawyers Employees Higher education teachers Non Significant Non Significant Significant Significant Significant Significant

Job satisfaction with organizational commitment March (1977) Bateman (1984) Kratina (1990) Scientists Nursing Hospital workers Workers Significant Significant Significant

Mottaz (1998)

Lawyers

Significant

Brewer (2003)

Employees

Significant

Michaels (2004)

Higher education teachers

Significant

Attitude towards job with organizational commitment March (1977) Steers (1977) Smith (1983) Scientists Hospital employees Scientists and Agri agents Significant Significant Significant

Kratina (1990) Mottaz (1998) Brewer (2003) Michaels (2004)

Hospital workers Lawyers Employees Higher education teachers

Significant Significant Significant Significant

Job performance with organizational commitment Sundaraswamy (1987) Rayappa Reddy and Jayaramaiah (1990) Nagi Reddy (1990) Halakatti (1991) Kratina(1990) Mottaz(1998) Brewer(2003) Michaels(2004) Assistant Agricultural officer Significant

Village Extension Officers

Significant

Agricultural Officers Agricultural Assistants Hospital workers Lawyers Employees Higher education teacher

Significant Non-significant Significant Significant Significant Significant

Achievement motivation with organizational commitment Porter et al(1974) Buchman(1974) Fukami and Kratina(1990) Ottaz(1998) Brewer(2003) Michaels(2004) Employees Managers Significant Non Significant

Nursing employees

Significant

Employees Higher education teachers

Significant Significant

Job stress with organizational commitment Steers(1977) Hospital employees Negatively Significant

Smith(1983) Kratina(1990) Mottaz(1998) Brewer(2003) Michaels(2004)

Scientists and Agri agents Workers Employees Higher education teachers

Negatively Significant Significant Significant Significant

2.5 PROBLEMS ENCOUNTERED SCIENTISTS

Thippeswamaiah (1991) in his study on Subject Matter Specialists working under National Agriculture Extension Project reported that the important problems faced by them were non availability of vehicles for movement, inadequate working facilities and lack of direct control over field functionaries. Manohari and Perumal (1996) reported that the Women Farm Graduates in Tamil Nadu faced the problems of inadequate conveyance facilities, lack of guidance from supervisors, target oriented work, need to work during odd hours and no faith shown on them by the farmers. Kurbeti et al. (1997) in their study on barriers faced by Village Extension Workers in Training and Visit system in Maharashtra reported that three fifth (64%) of Village Extension Workers had medium barriers. An equal number that is 18 per cent had low and high extent of barriers in role performance. With regard to barriers in communication of messages, it was found that lack of farmers participation in various extension programmes (47.33%), language barriers (44.66%) non availability of literature on location specific technology (64%) and lack of skill in preparation and use of audio video aids (50.66%) were somewhat severe barriers. Jaiswal et al. (1997) reported that the major problems faced by Rural Agricultural Extension Officers working under Training and Visit system in Madhya Pradesh were absence of contact farmers on the day of visit, tribal farmers are habitual in drinking country wine, lack of training inputs and audio visual aids, non settlement of present claims in time, lack of interdepartmental coordination and interference of local leaders. Ashalatha et al. (1999) found that the major constrains faced by Agricultural Assistants working in Krish Bhavans in Kerala were frequent transfers, too much workload, lack of promotional opportunities lack of conveyance facilities, poor supply and services, low salary, area of operation too large, supply of spurious inputs like damaged seeds, adulterated fertilizers and pesticides etc. Mohan (2000) reported that the important problems expressed by AAOs were nonavailability of transport (28.12%), lack of co-operation and interest from farmers (28.12%), political interference (21.87%), interest of farmers in physical inputs rather than technology (21.87%), lack of interest in adoption of technology by the farmer (15.62%), lack of freedom for decision making (12.50%), Whereas 6.25 per cent of the AAOs expressed the problems as lack of support from seniors, urgency to get the work done and non-availability of inputs on time. Nagananda (2005) in his study on organizational climate perception of Assistant Directors of Agriculture and Agriculture Officers of KSDA, revealed that inadequate conveyance facilities, lack of promotional opportunities and political interference in implementing programmes, lack of recognition for good workers, discrimination between different cadres of officers as important problems expressed by both officers in the departments. Further, three fourth of Agriculture Officers had expressed the problem of inadequate field functionaries to carry out extension work.

Sandic(2006) reported that major constraints expressed by the VOs were inadequate training (85.71%), inadequate facilities such as chemicals, medicines and other facilities (85.71%). Further, VOs had indicated that lack of reward, recognition and appreciation for special achievements (71.42%), relatively low salary increment and salary (62.85%) and lack of appropriate promotion scheme (57.14%) as other major constraints.

3. METHODOLOGY
This chapter deals with methods and techniques employed to collect and analyze the data. This chapter is divided into eight sections. The study was conducted involving the scientists of University of Agricultural Sciences, Dharwad with the main objective of analyzing their perception of organizational climate and organizational commitment. 3.1 Locale of the study 3.2 Brief description of the study area. 3.3 Description of UAS, Dharwad 3.4 Research design 3.5 Selection of the respondents 3.6 Selection of Variables 3.7 Operationalization and measurement of variables 3.8 Method of data collection 3.9 Statistical tools used.

3.1 Locale of the study

The study was conducted in eight campuses which carried out the three fold activities; namely teaching, research and extension, under the University of Agricultural Sciences, Dharwad. The University of Agricultural Sciences, Dharwad was purposively selected considering the following reasons. i. ii. iii. There are two Agricultural Universities in Karnataka state of which UAS, Dharwad is the only Agricultural University in North Karnataka region. The University is performing all three fold functions since its inception in North Karnataka region. Familiarity with University, as a student of University of Agricultural Sciences, Dharwad.

3.2

Brief description of the study Area

Karnataka state is situated between 11 31 and 18 45 North altitude and between 74 12 and 78 40 East longitudes in Southern plateau of India. It is the eighth largest state in India with an area of 190 lakh ha. The average normal rainfall of the state is 1139 mm. The study was restricted to only eight campuses of UAS Dharwad in northern part of Karnataka comprising of 12 districts viz. Bijapur, Belgaum, Bagalkot, Dharwad, Raichur, Koppal, Bellary, Gadag, Haveri, Bidar and Gulbarga. North Karnataka is having geographical area of 118.98 lakh ha .It receives an average rainfall of about 941mm from both south west and north east monsoons. The temperature ranges from 21.5 to 45.2C.

3.3

Description of UAS, Dharwad

The University of Agricultural Sciences, Dharwad came into existence on 1st October 1986 as the second Agricultural University of Karnataka with the bifurcation of University of Agricultural Sciences, Bangalore. Its jurisdiction extends over north Karnataka comprising 12 districts viz., Belgaum, Bagalkot, Bijapur, Bellary Bidar, Gadag, Dharwad, Haveri, Gulbarga, Raichur and Uttar Kannada. The University is performing its threefold mandatory function in different area of Agricultural Sciences, such as agriculture, agricultural engineering, rural home science, forestry, horticulture and Agricultural marketing and co-operation through teaching, research and extension services.

Fig. 1. Map indicating the study area

The University of Agricultural Sciences, Dharwad is offering six degree programmes viz., B.Sc (Agri.), B. Sc. (Ag. Maco.), B.H.Sc., B.Tech (Ag. Engg), B.Sc. (Forestry) and B.Sc. (Hort) in six teaching campuses. Apart from that it is providing masters programme and doctoral programme. The transfer of technology of the farming community is under taken through KVKs, Extension Education Units and Publication Centre etc. These institutions are serving the farming community by providing them timely technical guidance through training, publications, demonstrations, field days, field visits, krishimela, seminars, workshops and letter correspondence. Eight constituent colleges under the control of UAS, Dharwad were selected for the study. The map of the selected institutions for the study is depicted in fig 1.

3.4

Research Design

The main objective of the study was to find out the perceived organizational climate and organizational commitments by scientists of UAS, Dharwad, which are influenced by several personal, socio psychological and job related characters. According to Kerlinger (1964), ex post facto research is a systematic empirical enquiry in which the scientists does not have any direct control on independent variables because their manifestations have already occurred or because they cannot inherently be manipulated. Thus, the inferences about the relationships among the variables are made without direct intervention from concomitant variation of independent and dependent variables. Since the things have already occurred and are out of manipulation of the researches, the ex-post facto research design was employed for conducting the proposed study.

3.5

Selection of the respondents

With regard to selection of respondents, A list of scientists working in teaching, research and extension field under the control of UAS Dharwad was obtained from the office of the Registrar, UAS, Dharwad. Among the 52 institutions of UAS, Dharwad, eight institutions were identified based on a criterion that carried out all the three fold mandatory functions namely teaching, research and extension. A total of 160 respondents comprising of teachers, researchers and extension workers constituted the sample. The samples were selected by following stratified proportionate random sampling method (Table 1).

3.6

Selection of variables

3.6.1 Dependent variables

Considering the objectives, organizational climate perception and organizational commitment were taken as dependent variables. The dependent variables, organizational climate perception of the scientists and organizational commitment were measured with the help of scales developed and standardized by Pareek and Chattopadya (1979) and Matteson and Ivancevich (1982).

3.6.2 Independent variables

Independent variables that were supposed to be related with the dependent variables were identified by review of relevant literature and discussion with experts in the field of Extension Management and Administration. The selected independent variables were age, education experience, annual income, job satisfaction, job performance, achievement motivation, job involvement, attitude towards job and job stress

Table 1. Sample institution and distribution of respondents Total no. of technical staff selected Sl.No. Name of the institute Extension Workers (n=14)

Teachers (n=98)

Researchers (n=48)

College of Agriculture, Dharwad College of Agriculture, Bijapur College of Agriculture, Raichur College of agriculture, B.Gudi Rural Home Science college, Dharwad College of forestry, Sirsi College of Horticulture, Arabhavi College of Agri. Engg., Raichur Total

35

24

2 3 4

12 12 11

6 9 1

4 1 1

10

4 98

1 48

0 14

3.7
follows.

Operationalization and measurement of variables

The methods followed for operationalization and measurement of variables are as

Dependent variable Organizational climate Organizational commitment Independent variables Age Education Experience Annual income Job satisfaction Job performance Achievement motivation Job involvement Attitude toward job Job stress

Measurement Scale developed Pareek and Chattopadya (1979) Scale developed by Matteson and Ivancevich (1982) Measurement Scoring procedure followed by Chandargi (1996) Scoring procedure followed by Chandargi (1996) Scoring procedure followed by Chandargi (1996) Scoring procedure followed Joshi (1992). Scale developed by Kherde (1971) Tool developed for the study Scale developed by Prasad (1983) Scale developed by Lodhal and Kejner (1966) Scale developed by Hafeez and Subbaraya (1974) Scale developed by Matteson and Ivancevich (1982)

3.7.1 Dependent variables

3.7.1.1 Organizational climate It refers to the perception of an employee about his work place, facilities, co-workers etc. This variable was measured by adopting the scale developed by Pareek and Chatopadya (1979) and used by Rajeev (1988) with a slight modification. The scale consisted of 32 items representing seven organizational climate dimensions, which were assessed on five point continuum with a weightage of 5,4,3,2 and 1 respectively for always true, usually true, some times true, rarely true and never true for positive statements and 1,2,3,4 and 5 for negative statements respectively. The responses obtained from the respondents were then multiplied by the scale values of respective items and summed up to obtain the final score of organizational climate perception of individual respondent. The respondents were categorized into three groups based on the mean and standard deviation as follows Less favorable Favorable Most favorable Below (mean 0.5SD) Between (mean 0.5SD) Above (mean + 0.5SD)

3.7.1.2 Organizational commitment This was related to the extent to which an employee has a strong belief in acceptance of organizations goal and values and is willing to exert a considerable effort on behalf of the organization and has a strong desire to stay in the organization. For quantifying this variable, the scale developed by Porter et al. (1974) and used by Chandargi (1996) was used. The scale consisted of 13 items of which 5 statements (3, 7, 9, 11 and 12) were negative and all other statements were positive. The scale was presented to the respondents on 5 point continuum. The possible score ranges from 13 to 65. The scores against all the statement were pooled to get individual score of the respondent. The higher score reveals greater organizational commitment of the respondents. Further, the respondents were classified into three categories based on mean and standard deviation as follows Less favorable Favorable Most favorable Below (mean 0.5SD) Between (mean 0.5SD) Above (mean + 0.5SD)

3.7.2 Independent variables

The independent variables selected for the study and their quantification procedure are as fallows: 3.7.2.1 Age: It was referred to the chronological age of the respondents in completed years at the time of investigation .A score of one was assigned for each completed year. Further, the respondents were classified into three groups based on the procedure followed by Chandargi (1996), which is given below. Category Young Middle Old Age (in Years) Below 35 35-50 Above 50

3.7.2.2 Education: It was operationalised as the extent of formal education undergone by the respondents .one score for each year of formal education was given to quantify the variable. Further the respondents were categorized based on procedure followed by Chandargi (1996), which is given below. Category B.Sc. M. Sc. M. Sc., Ph. D + Additional qualification Score 1 2 3

3.7.2.3 Experience: Experience refers to the number of years of service of the respondent in the university. It was quantified by giving one score for each year of service. The scoring pattern followed by Chandargi (1996) was used in the study. Based on the mean and standard deviation of the scores obtained, the respondents were categorized into low, medium and high categories. Less favorable Favorable Most favorable Below (mean 0.5SD) Between (mean 0.5SD) Above (mean + 0.5SD)

3.7.2.4 Annual income Annual income of each respondent was determined by considering the total income earned from all the sources in one year and expressed in terms of rupees. Further, the respondents were classified into three groups based on the procedure followed by Malagi (1985) and Joshi (1992). Category Low Medium High Income in lakh <2.3 2.3 to 3.1 >3.1

3.7.2.5 Job Satisfaction This variable refers to the degree to which the scientist was satisfied or dissatisfied with different aspects of his /her job. This variable was measured by using the scale developed by Kherde (1971) and followed by Halakatti (1991) and Chandargi (1996). The scale consisted of 9 statements. The scale was presented to the respondents on a five point continuum namely, very much satisfied, much satisfied, satisfied, less satisfied and not satisfied, with weight age of 5,4,3,2 and 1 for all the statements. The scores against all the statements were added to get individual respondent scores. The maximum and minimum scores for each respondent were 45 and 9, respectively, the higher score means higher job satisfaction of the respondent. Further, the respondents were classified into three categories based on mean and standard deviation as follows Low Medium High Below mean 0.5 SD Between mean 0.5 SD Above mean + 0.5 SD

3.7.2.6 Job performance A tool was developed to measure job performance of scientists. A total of 36 statements were collected from job chart of scientists and relevant reviews on job performance. Out of 36 statements, 30statements were retained for construction of the scale by consulting experts. Against each statement five response categories were provided namely most relevant, relevant, un-relevant, less relevant and not relevant. Then it was sent 50 judges for rating the statements. Of the 50, 43 judges were sent back. Then it was

analyzed with a scoring procedure of 5,4,3,2 and 1for positive statements and reverse for negative statements. Sum and percentages for each statement was computed individually. Those statements with total score of 75 per cent and above were included to asses the job performance of scientists. Like wise 14 statements were considered and included in the scale. Against each statement five response categories were provided namely strongly agree, agree, un decided , dis-agree and strongly dis-agree with a scoring procedure of 5,4,3,2 and 1 for positive statements and it was reverse for negative statements. The maximum and minimum obtainable score was 70 and 14 respectively. Further, the respondents were classified into three categories based on mean and standard deviation as follows Low Medium High 3.7.2.7 Achievement motivation It refers to the social value associated with an individual, which drives him/ her to excel in his/ her activities and there by attains a sense of professional accomplishment. This variable was measured by adopting a scale developed by Prasad (1983). The scale consists of 6 statements and possible score ranged from 6 to 30 and the respondents were asked to indicate their degree of agreement or disagreement on five point continuum. The scores against all the statements were added to arrive at the total score of the individual. The higher score reveals the higher achievement motivation of the respondents. Further, the respondents were classified into three categories based on mean and standard deviation as follows Below mean 0.5 SD Between mean 0.5 SD Above mean + 0.5 SD

Low Medium High

Below mean 0.5 SD Between mean 0.5 SD Above mean + 0.5 SD

3.7.2.8 Job involvement This variable was operational as the degree to which a person has identified himself / herself psychologically with his/ her work, or the importance of work in his/ her total self image. The variable was measured by using the scales developed by Lodhal and Kejner (1966) and used with slight modifications by Chandargi (1996) was followed in this study. The scale consists of 19 statements, against each statement five response categories are provided namely, Strongly agree, agree, undecided, disagree and strongly disagree with the scores of 5, 4, 3, 2, and 1 for positive statements. The scoring system was reverse for negative statements (10, 13, 14, 16, 17 and 19). The maximum and minimum scores an individual could obtain were 95 and 19, respectively. The higher the score levels the greater the job involvement of the respondent. Further, the respondents were classified into three categories based on mean and standard deviation as follows

Low Medium High

Below mean 0.5 SD Between mean 0.5 SD Above mean + 0.5 SD

3.7.2.9 Attitude towards job This was operationally defined as the degree of affect that individuals associate with his work. This was measured by the workers attitude scale developed by Hofeez and Subbaraya (1977) with slight modification. The scale consisted of eight statements, the responses for which were obtained on a five point continuum. The response alternatives used in the scale were strongly agree, agree, undecided, disagree, and strongly disagree with weight ages of 4, 3, 2 ,1 and 0, respectively for positive statements and 0, 1, 2, 3, and 4 for negative statements. The maximum obtainable score was thirty two. Further, the respondents were classified into three categories based on mean and standard deviation as follows Less favorable Favorable More favorable Below mean 0.5 SD Between mean 0.5 SD Above mean + 0.5 SD

3.7.2.10 Job stress It was operationalised as the degree to which an individual feels psychological and physical pressure in his/ her job. The job stress was measured by using the scale developed by Matteson and Ivancevich (1982) and used by Chandargi (1996). The scale consisted of 19 statements. The respondents were asked to indicate their degree of stress on a four point continuum namely, not a source of stress, rarely a source of stress, sometime a source of stress and always a source of stress with score of 1,2, 3 and 4 respectively. Job stress score of the respondent was calculated by adding the scores of all 19 statements given by the individual. The maximum and minimum scores that could be obtainable by a respondent were 76 and 19 respectively. The higher scores reveal higher job stress of the respondent. Further, the respondents were classified into three categories based on mean and standard Low Medium High Below mean 0.5 SD Between mean 0.5 SD Above mean + 0.5 SD

3.8 Method of Data collection

A draft schedules were initially prepared keeping in view the objectives and information requirements of the present investigation. The schedule was pre-tested and then based on pretest response the modification were made. Then the data collection was done through personal interview method. A copy of the schedule is given in Appendix.1

3.9 Statistical tools used

The data collected were coded, compiled and analyzed using relevant statistical tools and techniques such as i) frequencies ii) percentages, iii) t test, iv) Simple correlation coefficient . The mean and standard deviation were used to classify into three categories for different characteristics as follows

Low group = < (mean 0.5 SD) Medium group = (mean + 0.5 SD) High group = > (mean = 0.5 SD)

To make simple comparison percentage analysis was followed Thet test was used to know the mean difference between two dependent variables and independent variable. Simple correlation co-efficient was used to find relationship between dependent variables and independent variables.

4. RESULTS
The results of the study are presented under the following headings. 4.1 4.2 4.3 4.4 4.5 4.6 Organizational climate as perceived by scientists Organizational commitment as perceived by scientists Personal, socio-psychological and job related characteristics of scientists Relationship between perceived organizational climate and organization commitment of scientists Relationship between dependent variables and independent variables Problems encountered by scientists

4.1

Organizational climate as perceived by scientists

The overall perception of organizational climate by scientists of UAS, Dharwad presented in Table 2 and Fig 2 revealed that 57.53 per cent of the total respondents perceived organizational climate as favourable while 25.60 per cent and 16.87 per cent of them perceived it as most favourable and less favourable respectively. It was further observed that majority of teachers (70.42%) perceived organizational climate as favourable as compared to researchers (39.58%) and extension workers (28.57%). Whereas most favourable organizational climate perception was observed with 50 per cent of extension workers followed by 43.75 per cent of researchers and 13.26 per cent of teachers. Surprisingly less favourable perception was also noticed with more number of extension workers (21.42%) as compared to researchers (16.67%) and teachers (16.32%).

4.2

Organizational commitment as perceived by scientists

The results of distribution of respondents according to their perceived organizational commitment presented in Table 3 and Fig 3 indicated that majority of the respondents (51.87%) belonged to medium level organizational commitment, 29.38 per cent and 18.75 per cent of respondents belonged to high and low level of organizational commitment category respectively. A close observation showed that more number of teachers (58.16%), researchers (41.66%) and 28.51 per cent of extension workers belonged to medium level of organizational commitment, whereas 35.71 per cent of extension workers, 29.16 per cent of researchers and 28.57 per cent of teachers belonged to high level of organizational commitment, while of 29.16 per cent of researchers, 21.49 per cent of extension workers and 13.27 per cent of teachers belonged low level of organizational commitment.

4.3

Personal, socio-psychological and job related characteristics of Scientists

4.3.1 Age:
It was observed from Table 4 and Fig 4 that majority of the scientists (58.13%) belonged to middle age group followed by 21.25 per cent and 20.63 per cent belonged old and young age group respectively. The table further indicated that majority of the teachers (64.29%) followed by extension workers and researchers of (50.00%) and (47.92%) belonged to middle age group and 28.57 per cent of extension workers followed by 25.00 per cent of researchers and 18.36 per cent of teachers belonged to old age group, while 27.08 per cent followed by 21.43 per cent and 17.35 per cent of researchers, extension workers and teachers belonged to young age group respectively.

Table 2.Distribution of Respondents according to their perceived organizational climate

Teachers Category (n=98)

Researchers (n=48)

Extension Workers (n=14)

Overall (n=160)

Frequency

Percent

Frequency

Percent

Frequency

Percent

Frequency

Percent

Less Favorable

16

16.32

16.67

21.42

27

16.87

Favorable

69

70.42

19

39.58

28.57

92

57.53

Most Favorable

13

13.26

21

43.75

50.00

41

25.60

Mean SD

85.89 11.89

78.93 11.27

82.92 11.09

83.55 11.86

80

70

60

50

P ercentage

40

30

20

10

0 T eachers Researchers Respondent s Ext ension Workers Overall Less favourable Favorable Most Favourable

Fig.2: Distribution of respondents according to their percieved organisational climate

Fig. 2: Distribution of respondents according to their perceived organizational climate

Table 3. Distribution of Respondents according to their perceived organizational commitment

Teachers Category (n=98)

Researchers (n=48)

Extension Workers (n=14)

Overall (n=160)

Frequency

Percent

Frequency

Percent

Frequency

Percent

Frequency

Percent

LOW

13

13.27

14

29.16

21.49

30

18.75

MEDIUM

57

58.16

20

41.66

28.51

83

51.87

HIGH

28

28.57

14

29.16

35.71

47

29.38

Mean SD

52.35 4.03

50.33 4.50

49.64 5.35

51.50 4.40

60

50

40 Percentage

30

20

10

0 T eachers Researchers Respondent s Ext ension Workers Overall

Low Medium High

Fig 3. Distribution of respondents according to their percieved organisational commitment

Fig. 3: Distribution of respondents according to their perceived organizational commitment

Table 4. Distribution of Respondents according to their age group

Teachers Category (n=98)

Researchers (n=48)

Extension Workers (n=14)

Overall (n=160)

Frequency

Percent

Frequency

Percent

Frequency

Percent

Frequency

Percent

Young (<35)

17

17.35

13

27.08

21.43

33

20.63

Middle (35-50)

63

64.29

23

47.92

50.00

93

58.13

Old (>50)

18

18.36

12

25.00

28.57

34

21.25

70

60

50

P ercentage

40

30

20

10

0 T eachers Researchers Respondent s Fi g.4: Di stri bu ti on of re s pon de n ts accordi ng to th e i r age grou p Ext ension Workers Overall Young Middle old

Fig. 4: Distribution of respondents according to their age group

Table 5. Distribution of Respondents according to their education level

Teachers Category (n=98)

Researchers (n=48)

Extension Workers (n=14)

Overall (n=160)

Frequency

Percent

Frequency

Percent

Frequency

Percent

Frequency

Percent

Master degree

6.12

13

27.10

21.40

22

13.75

Doctorate and others

92

93.88

35

72.90

11

78.60

138

86.25

100 90 80 70 60 50 40 30 20 10 0 T eachers Researchers Respondent s Ext ension Workers Overall Mast er degree Doct orat e and ot hers

P er centage

Fi g. 5. Di tru bi ti on of re spon de n ts accordi n g to th e i r e du cati on al qual i fi cati on

Fig. 5: Distribution of respondents according to their educational qualification

Table 6. Distribution of Respondents according to their level of experience Teachers Category (n=98) Frequency LOW MEDIUM HIGH 23 56 19 Percent 23.47 57.14 19.39 Researchers (n=48) Frequency 14 21 13 13.81 Percent 29.17 43.75 27.08 Extension Workers (n=14) Frequency 3 7 4 14.07 Percent 21.43 50.00 28.57 Overall (n=160) Frequency 40 84 36 14.78 Percent 25.00 52.5 22.5

Mean SD

15.37 6.00

5.71

6.12

5.93

60

50

40 P ercentages

30

20

10

0 T eachers Researchers Repondent s Fi g. 6. Di stri bu ti i n of re spon de n ts accordi n g to th e i r l e ve l of e xpe ri e n ce Ext ension Workers Overall

Low Medium High

Fig. 6: Distribution of respondents according to their level of experience

4.3.2 Education
The data is Table 5 and Fig 5 revealed that majority of the scientists (86.25%) possessed Doctorate or other equivalent and the rest of them (13.75%) possessed Master degree. It was also inferred that 93.88 per cent of teachers possessed Doctorate, followed by 78.60 per cent of extension workers and 72. 90 per cent of researchers, whereas 27.10 per cent of researchers possessed Master degree followed by 21.40 per cent and 6.12 per cent of Extension workers and teachers respectively.

4.3.3 Experience
The results in Table 6 and Fig 6 depicted that 52.50 per cent of the respondents were in medium category of experience, while 25.00 per cent and 22.50 per cent of respondents were in low and high category of experience respectively. Among the scientists 29.17 per cent of researchers were noticed in low category of experience followed by 23.47 per cent of teachers and 21.43 per cent of extension workers. While, 28.57 per cent of extension workers were in high category of experience followed by researchers 27.08 per cent and 19.39 per cent extension workers.

4.3.4 Annual income

A perusal of the data in Table 7 and fig 7 showed that majority of the scientists (65.00%) of them were having medium annual income while 20.00 per cent of the respondents had high annual income followed 15.00 per cent of the respondents with low annual income. The close observation of the table further revealed that majority of the researchers (70.83%) had medium annual income as compared to teachers (65.30%) and extension workers (42.87%). Whereas 35.71 per cent of extension workers were having high annual income followed by 19.40 per cent of teachers and 16.67 per cent of researchers, and the least 21.42 percent of extension workers were having low annual income followed by 12.50 per cent of researchers and 15.30 per cent teachers with low annual income.

4.3.5 Job involvement

A critical look at Table 8 and Fig 8 showed that nearly half of the respondents (51.88%) belonged to medium category of job involvement followed by 28.12 per cent and 13.13 per cent belonged to high and low category of job involvement respectively. It was further evident that comparatively more number of researchers (60.42%) belonged to medium level of job involvement category as compared to teachers (58.16%) and extension workers (57.14%). The data further implied that more number of researchers (29.16%) were noticed with high level of job involvement compared to teachers (28.58%) and extension workers (21.43%), On the other hand 10.42 per cent of researchers were noticed with low level of job involvement category when compared to extension workers (21.43%) and teachers (13.26%).

4.3.6 Job satisfaction

The data presented in Table 9 and Fig 9 indicated that majority of the scientists (62.50%) had medium level of job satisfaction, while 20.00 per cent had high level of job satisfaction and the rest 17.50 per cent of them had low level of Job satisfaction. It can also be observed that more number of researchers (64.59%) and teachers (63.27%) were noticed in medium level of job satisfaction category compared to extension workers (50.00%), where as (28.58%) of extension workers, 22.91 per cent of researchers and 17.34 per cent of teachers were observed with high level of job satisfaction category.

While 21.42 per cent of extension worker, 19.39 per cent of teacher and 12.50 per cent of researchers were observed under low level of Job satisfaction category.

4.3.7 Attitude towards jobs

It is evident from Table 10 and Fig 10 that 60.63 per cent of the scientists were having favourable attitude towards job and 20.00 per cent were having less favourable attitude towards job and the rest 19.37 per cent of them had most favourable attitude towards Job. The data further indicated that 68.75 per cent of researchers, 59.19 per cent of teachers and 42.86 per cent of extension workers had favourable attitude towards Job. Whereas 21.42 per cent of extension workers, 21.42 per cent of teachers and 16.66 per cent of researchers had less favourable attitude towards job. Similarly 35.72 per cent of extension workers, 19.39 per cent teachers and 14.58 per cent of researchers had most favourable attitude towards Job.

4.3.8 Job performance

The results in Table 11 and Fig 11 showed that majority of the scientists (55.00%) per cent belonged to medium level of job performance, followed 30.00 per cent of the respondents belonged to high level of job performance and 15.00 per cent of them belonged to low level of job performance. Medium level of job performance was observed with 65.30 per cent of teachers, 50.00 per cent of extension workers and 35.41 per cent of researchers. Whereas 37.50 per cent of researchers, 28.58 per cent of extension workers and 26.53 per cent of teachers belonged to high level of job performance. On the contrary low level of job performance was noticed with more number of researchers (27.09%) followed by 21.42 per cent of extension workers and 8.17 per cent of teachers.

4.3.9 Achievement motivation

The results pertaining to achievement motivation Table 12 and Fig 12 revealed that majority of scientists (80.63%) had medium level of achievement motivation where as 11.87 per cent of them were in high achievement motivation category and the 7.50 per cent of them were in low level of achievement motivation category. It can be found from the data that majority of teachers (84.70%), researchers (77.08%) and extension workers (64.29%) belonged to medium level of achievement category. While extension workers (21.42%), researchers (16.77%) and teachers (8.16%) belonged high level of achievement motivation category and the remaining 14.29 per cent of extension workers, 7.14 per cent of teachers and 6.25 per cent of researchers belonged to low level of achievement motivation category.

4.3.10 Job stress

The results on distribution of respondents according to their job stress presented in Table 13 and Fig 13 depicted that a high per cent of 73.80 per cent of the respondents experienced medium level of job stress, while only 18.12 per cent and 8.13 per cent of them experienced high and low level of job stress, respectively. Majority of the researchers (81.25 %), 73.47 per cent of teachers and 50.00 per cent of extension workers experienced medium level of job stress whereas high level of job stress was observed with 35.71 per cent of extension workers and almost similar percentage with researchers (16.67%) and teachers (16.33%), on the other hand high percentage of extension workers (14.29%) were noticed in low level of job stress category compared to teachers (10.20%) and researchers (2.08%).

Table7. Distribution of Respondents according to their level of annual income Teachers Category (n=98) Frequency LOW (<2.3 lakh) MEDIUM (2.3-3.1 lakh) HIGH (>3.1 lakh) Percent Researchers (n=48) Frequency Percent Extension Workers (n=14) Frequency Percent Overall (n=160) Frequency Percent

15

15.30

12.5

21.42

24

15.00

64

65.30

34

70.83

42.87

104

65.00

19

19.40

16.67

35.71

32

20.00

80

70

60

50 P ercentage

40

30

20

10

0 T eachers Researchers Respondent s Ext ension Workers Overall Low Medium

Fig.7. Distribution of respondents according to their level of annual income

High

Fig. 7: Distribution of respondents according to their level of annual income

Table 8. Distribution of Respondents according to their level of job involvement:

Teachers Category (n=98)

Researchers (n=48)

Extension Workers (n=14)

Overall (n=160)

Frequency

Percent

Frequency

Percent

Frequency

Percent

Frequency

Percent

LOW

13

13.26

10.42

21.43

21

13.13

MEDIUM

57

58.16

29

60.42

57.14

94

51.88

HIGH

28

28.58

14

29.16

21.43

45

28.12

Mean SD

71.77 6.21

73.41 5.77

69.5 8.45

72.06 6.36

70

60

50

P ercentage

40

30

20

10

0 T eachers Researchers Respondent s Fi g.8. Di stri buti on of re spon de n ts accordi n g to th e i r l e ve l job i n vol ve me n t Ext ension Workers Overall Low Medium High

Fig. 8: Distribution of respondents according to their level job involvement

Table 9. Distribution of Respondents according to their level of job satisfaction Teachers Category (n=98) Frequency LOW MEDIUM HIGH 19 62 17 Percent 19.39 63.27 17.34 Researchers (n=48) Frequency 6 31 11 Percent 12.50 64.59 22.91 Extension Workers (n=14) Frequency 3 7 4 35.71 Percent 21.42 50.00 28.58 Overall (n=160) Frequency 28 100 32 35.75 Percent 17.5 62.5 20

Mean SD

37.08 4.88

33.04 7.54

4.99

6.06

70

60

50

P ercentages

40

30

20

10

0 T eachers Researchers Respondent s Ext ension Workers Overall

Low Medium High

Fi g.9. Di s tri bu ti on of re spon de n ts accordi n g to the i r l e ve l of job sati sfacti on

Fig. 9: Distribution of respondents according to their level of job satisfaction

Table 10. Distribution of Respondents according to their level of attitude towards job Teachers Category (n=98) Frequency Less favourable Favourable Most favourable Percent Researchers (n=48) Frequency Percent Extension Workers (n=14) Frequency Percent Overall (n=160) Frequency Percent

21

21.42

16.66

21.42

32

20.00

58

59.19

33

68.75

42.86

97

60.63

19

19.39

14.58

35.72

31

19.37

Mean SD

26.87 3.22

23.43 4.51

24.28 4.02

25.42 4.02

70

60

50

P ercentage

40

30

20

10

0 T eachers Researchers Respondent s Ext ension Workers Overall Less favourable Favourable Most favourable

Fi g.10. Di stri bu ti on of re spon de n ts accordi n g to the i r l e ve l of atti tude towards job

Fig. 10: Distribution of respondents according to their level of attitude towards job

Table 11. Distribution of Respondents according to their level of job performance Teachers Category (n=98) Frequency LOW MEDIUM HIGH 8 64 26 Percent 8.17 65.30 26.53 Researchers (n=48) Frequency 13 17 18 Percent 27.09 35.41 37.50 Extension Workers (n=14) Frequency 3 7 4 Percent 21.42 50.00 28.58 Overall (n=160) Frequency 24 88 48 Percent 15.00 55.00 30.00

Mean SD

61.16 5.48

59.16 5.66

57.78 6.15

60.26 5.68

70

60

50

40 P ercentage

30

20

10

0 T eachers Researchers Respondent s Fi g.11. Di stri bu ti on of re spon de nts accordi n g to th e i r l e ve l of job pe rform ance Ext ension Workers Overall Low Medium High

Fig. 11: Distribution of respondents according to their level of job performance

Table 12. Distribution of Respondents according to their level of achievement motivation Teachers (n=98) Category Frequency LOW MEDIUM HIGH 7 83 8 Percent 7.14 84.70 8.16 Frequency 3 37 8 Percent 6.25 77.08 16.67 Frequency 2 9 3 Percent 14.29 64.29 21.42 Frequency 12 129 19 Percent 7.50 80.63 11.87 Researchers (n=48) Extension Workers (n=14) Overall (n=160)

Mean SD

22.61 4.16

17.22 3.74

22.0 5.56

20.94 4.82

90 80 70 60 Percentage 50 40 30 20 10 0 T eachers Researchers Ext ension Workers Overall

Low Medium High Respondent s Fi g.12. Di stri buti on of re spon de n ts accorn di n g to the i r l e ve l of achi e ve me n t moti vati on

Fig.12: Distribution of respondents according to their level of achievement motivation

4.4 Relationship between organizational commitment

organizational

climate

and

The results of correlation between perceived organizational commitment with the organizational climate is presented in table14. It was clear from the table that positive and significant relationship existed between organizational commitment and organizational climate perception of overall respondents as well as teachers, researchers and extension workers.

4.5 Relationship between dependent variables and independent variables

4.5.1 Relationship between organizational climate and independent variables
The results of correlation between personal socio-economic, psychological and job related characteristics of scientists and their level of organizational climate perception are presented in Table 15. The results revealed that out of 10 selected independent variables five variables namely job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positive and significant relationship with organizational climate perception of overall scientists. Where as age, education, experience and annual income did not show any relationship while job stress showed negatively significant relationship with organizational climate perception of scientists. The results also reveled that four variables namely age, education, experience and annual income did not show any relationship with organization climate perception of teachers, Whereas job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positively significant relationship. While Job stress exhibited negatively significant relationship with organizational climate perception of teachers. In case of researchers similarly the four variables age, education, experience and annual income did not show any relationship with organizational climate perception. Job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positively significant relationship. While Job stress exhibited negatively significant relationship with organizational climate perception of researchers. Similarly, the results revealed that, out of the selected 10 independent variables, four variables namely age, education, experience and annual income did not reveal any relationship with organizational climate perception of extension workers. Whereas five variables namely job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited significant relationship with organizational climate perception of extension workers. On the contrary Job stress expressed a negatively significant relationship with organizational climate perception of extension workers.

4.5.2 Relationship between organizational commitment and independent variables

Correlation results of personal, socio-psychological and job related characteristics of scientists and their level of organizational commitment are presented in table 16. The correlation results revealed that two variables namely age and education didnt exhibited any significant relationship with organizational commitment of scientists as well as its categories, teachers, researchers and extension workers. Whereas seven variables namely; experience, annual income, job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited significant relationship with organizational commitment of overall scientists as well as its categories, teachers, researchers and extension workers. On the contrary job stress expressed a negatively significant relationship with organizational commitment of overall scientists as well as e as its categories, teachers, researchers and extension workers.

Table 13. Distribution of Respondents according to their level of job stress Teachers Category (n=98) Frequency LOW MEDIUM HIGH 10 72 16 Percent 10.20 73.47 16.33 Researchers (n=48) Frequency 1 39 8 Percent 2.08 81.25 16.67 Extension Workers (n=14) Frequency 2 7 5 49.85 Percent 14.29 50.00 35.71 Overall (n=160) Frequency 13 118 29 46.83 Percent 8.13 73.8 18.12

Mean SD

46.96 9.60

45.70 10.60

12.47

10.16

90 80 70 60 P ercentage 50 40 30 20 10 0 T eachers Researchers Ext ension Workers Overall Low Medium High

Respondent s Fi g.13. Di stri buti on of re spon de n ts accordi ng to th e i r l e ve l of job s tre ss

Fig.13: Distribution of respondents according to their level of job stress

4.6

Problems encountered by Scientists

For the critical analysis of improving the organizational climate, it is imperative to enlist the problems encountered by scientists. Hence, an attempt has been made to enlist the problems encountered by scientists (Table 17). Regarding the problems faced by overall scientists it was found that overload of work in the area of corporate objectives of the university was the major problem reported by 57.5 per cent, followed by non availability of class rooms with 52.5 per cent and indifferent attitude of administrators with 47.5 per cent. In case of the problems faced by teachers non availability of well equipped class rooms ranked first with 67.34 per cent followed by lack of laboratory facilities with 55.10 per cent and overload of unrelated work in the area of corporate objectives of the university with 52.04 ranked third position. Overload of work in the area of corporate objectives of the university was reported to be the first important problem faced by 62.5 per cent of researchers and 78.57 per cent of extension workers followed by indifferent attitude of administrators by 50 per cent of researchers and 64.29 per cent of extension workers. Absence of cordial atmosphere with 31.25 per cent was the third important problem faced by researches and Lack of convey facility for field and institutional visits with 57.14 per cent was the third important problem faced by extension workers.

Table 14. Relationship between organizational climate and organizational commitment Category Teaching n=98 Research n=48 Extension n=14 Overall n=160 r value 0.316 t value 3.263**

0.298

2.117*

0.532

2.176*

0.186

2.37*

Note: ** and * indicates significance at 1 and 5 per cent respectively

Table 15. Relationship between independent variables and organizational climate Teachers (n=98) r value 1 2 3 4 5 6 7 8 9 10 Age Education Experience Annual income Job Involvement Job Satisfaction Attitude Towards Job Job Performance Achievement Motivation Job Stress 0.121 -0.169 0.192 0.056 0.242 0.283 0.202 0.249 0.415 -0.247 t value 1.20
NS NS

SL. No

Independent variables

Researchers (n=48) r value 0.094 -0.0421 0.249 0.0289 0.321 0.340 0.534 0.611 0.570 -0.364 t value 0.64
NS NS

Extension Workers (n=14) r value 0.367 -0.503 0.416 0.399 0.505 0.567 0.534 0.581 0.609 -0.553 t value 1.34
NS NS

Overall (n=160) r value .0983 -.0863 .0294 .0625 0.214 0.238 0.417 0.263 0.457 -0.183 t value 1.24
NS NS

-1.58 1.90

-0.28 1.74

-1.99 1.58

1.046 .368

NS

NS

NS

NS

0.44NS 2.42* 2.84** 2.00* 2.44* 4.45** -2.43*

0.19NS 2.29* 2.45* 4.28** 5.23** 4.70** -2.65*

1.45NS 2.00* 2.34* 2.18* 2.47* 2.60* -2.28*

.780 NS 2.753** 3.092** 5.766** 3.38** 6.46** -2.33*

Note: ** and * indicates significance at 1 and 5 per cent respectively

Table 16. Relationship between independent variables and organizational commitment SL. No Independent variables Teachers (n=98) r value 1 2 3 4 5 6 7 8 9 10 Age Education Experience Annual income Job Involvement Job Satisfaction Attitude Towards Job Job Performance Achievement Motivation Job Stress 0.175 0.207 0.248 0.340 0.211 0.237 0.384 0..481 0.228 -0.407 t value 1.67 1.95
NS NS

Researchers (n=48) r value 0.251 0.195 0.346 0.410 0.351 0.348 0.290 0.323 0.671 -0.461 t value 1.94 1.34
NS NS

Extension Workers (n=14) r value 0.463 0.517 0.366 0.538 0.574 0.618 0.540 0.695 0.541 -0.607 t value 1.78 2.07
NS NS

Overall (n=160) r value 0.019 0.023

NS

t value 0.233 0.289

NS NS

2.43* 3.54** 2.10* 2.32* 4.02** 5.36** 2.29* -4.37**

2.50* 2.60* 2.55* 2.46* 2.06* 2.13* 6.15** -3.51**

1.34NS 2.18* 2.40* 2.67* 2.22* 3.30** 2.22* -2.60*

0.204 0.196 0.253 0.281 0.229 0.350 0.191 -0.252

2.57* 2.151* 3.28** 3.68** 2.96** 4.69** 2.43* -2.99**

Note: ** and * indicates significance at 1 and 5 per cent respectively

Table 17. Problems Encountered by Respondents Sl. No Teachers (n=98) Frequency 1 2 3 4 5 6 7 Non availability of well equipped class rooms Lack of laboratory facilities Overload of work in the area of corporate objectives of the University Indifferent attitude of administrators Absence of periodical checks and objective assessment of work Lack of convey facility for field and institutional visits Absence of cordial atmosphere Dominance of isms (casteism, nepotism etc) 8 while extending special privileges Inordinate delay in proper settlement of service matters Absence of mutual trust and respect of each other 14 66 54 51 43 48 27 26 percent 67.34 (I) 55.10 (II) 52.04 (III) 43.87 (V) 48.97 (IV) 27.55 (VI) 26.53 (VII) 14.28 (VIII) 4.08 (IX) 3.06 (X) Researchers (n=48) Frequency 13 14 30 24 12 11 15 Percent 27.08 (VI) 29.17 (IV) 62.5 (I) 50 (II) 25 (V) 22.92 (VII) 31.25 (III) 12.5 (VIII) 10.42 (IX) 4.16 (X) Extension Workers (n=14) Frequency 5 4 11 9 6 8 7 Percent 35.71 (VI) 28.57 (VII) 78.57 (I) 64.29 (II) 42.86 (V) 57.14 (III) 50 (IV) 21.43 (VIII) 7.14 (X) 14.29 (IX) Overall (n=160) Frequency 84 72 92 76 66 46 48 Percent 52.5 (II) 45 (IV) 57.5 (I) 47.5 (III) 41.25 (V) 28.75 (VII) 30 (VI) 14.38 (VIII) 6.25 (IX) 4.375 (X)

Problems

23

9 10

4 3

5 2

1 2

10 7

5. DISCUSSION
The results of the study are discussed in this chapter under following headings 5.1 5.2 5.3 5.4 5.5 5.6 Organizational climate as perceived by scientists Organizational commitment as perceived by scientists Personal, socio-psychological and job related characteristics of scientists Relationship commitment between perceived organizational climate and organizational

Relationship between dependent variables and independent variables Problems encountered by scientists

5.1

Organizational climate as perceived by scientists

The overall perception of organizational climate by scientists of UAS, Dharwad presented in Table 2 and Fig 2 revealed that 57.53 per cent of the total respondents perceived organizational climate as favourable while 25.60 per cent 16.87 per cent of them perceived it as most favourable and less favourable respectively. It was further observed that majority of teachers (70.42%) perceived organizational climate as favourable as compared to researchers (39.58%) and extension workers (28.57%). Whereas most favourable organizational perception was observed with 50 per cent of extension workers followed by 43.75 per cent of researchers and 13.26 per cent of teachers. Surprisingly less favourable perception was also noticed with more number of extension workers (21.42%) as compared to researchers (16.67%) and teachers (16.32%). The collegial theory of organizational behavioural (applicable to scientists and professional workers) states that the professional employees and scientists may develop a feeling that he is contributing something worthwhile to the whole and is therefore needed and wanted. Because of his feeling that others, the superiors and managers in the organization are contributing also, he is likely to accept and respect their roles and policies and procedures of the organization. Because of a likely feeling of mutual contribution among the scientists in the university studied, they might have tended to develop a favourable opinion about the environment in the organization, contributing to a higher perception of organizational climate. Apart from that, prevelance of single line command occupational prestige, job security and favourable psychological environment at their work place have contributed for favourable organizational climate. On the other hand lack of proper working condition, lack of interpersonal relationship among the scientists, lack of training facilities, absence of promotions and lack of recognition in the form of awards and rewards have tended to develop less favorable attitude towards organizational climate. This needs to be addressed by the administrators to create favourable organizational climate among the scientists. These findings are inline with the findings of Jhansi (1985), and Mohan (2000)

5.2

Organizational commitment as perceived by scientists

The results of distribution of respondents according to their perceived organizational commitment presented in Table 3 and Fig 3 indicated that majority of the respondents (51.87%) belonged to medium level organizational commitment, 29.38 per cent and 18.75 per cent of respondents belonged to high and low level of organizational commitment category respectively. A close observation showed that more number of teachers (58.16%), researchers (41.66%) and 28.51 per cent of extension workers belonged to medium level of organizational commitment, whereas 35.71 per cent of extension workers, 29.16 per cent of researchers and 28.57 per cent of teachers belonged to high level of organizational commitment, while high percentage of 29.16 per cent of researchers, 21.49 per cent of extension workers and 13.27 per cent of teachers belonged low level of organizational commitment.

The probable reason for majority of respondents to be under medium and low organizational commitment might be that they might have not accepted the organizational goals and are not willing to put efforts Herbiniak (1974) suggested that age of an employee was positively related with organizational commitment while education was negatively related. The results of the study revealed that majority of scientists were in the middle age category and this might be the reason for majority of scientists to be under medium category of organizational commitment. This result is in conformity with Prasanna Kumar (1985) and Mohan (2000).

5.3

Personal, socio-economic, psychological and job related characteristics of scientists

5.3.1 Age
It was observed from Table 4 and Fig 4 that majority of the scientists (58.13%) belonged to middle age group followed by 21.25 per cent and 20.63 per cent belonged old and young age group respectively. The table further indicated that majority of the teachers (64.29%) followed by extension workers and researchers of (50.00%) and (47.92%) belonged to middle age group and most of extension workers (28.57%) followed by 25.00 per cent of researchers and 18.36 per cent of teachers belonged to old age group, while 27.08 per cent followed by 21.43 per cent and 17.35 per cent of researchers, extension workers and teachers belonged to young age group respectively. The probable reason for majority of the respondents to be in middle age might be because of only few recruitment have taken place in the recent years and most of the posts are vacant along with retirement of older staff. Because of less new recruitments the number of respondents in young age category is less. The results are similar with findings of Mohan (2000)

5.3.2 Education
The data is Table 5 and Fig 5 revealed that majority of the scientists (86.25%) possessed Doctorate. or other equivalent and the rest of them (13.75%) possessed Master degree. It was also inferred that 93.88 per cent of teachers possessed Doctorate. followed by 78.60 per cent of extension workers and 72. 90 per cent of researchers, whereas 27.10 per cent of researchers possessed Master degree followed by 21.40 per cent and 6.12 per cent of Extension workers and teachers respectively. The probable reasons for majority of the respondents under higher education category could be, their years of service and there personal need for getting early promotions and their economic condition might have contributed for the results. The reasons for rest of the respondents to be under medium category are their recruitment with minimum qualification of masters degree to the university they are still expecting deputation facility. These findings get support from the findings of Halkatti (1991), Chandargi (1996), Nirajkumar (1997) and Manjunath (2005).

5.3.3 Experience
The results in Table 6 and Fig 6 depicted that 52.50 per cent of the respondents were in medium category of experience, while 25.00 per cent and 22.50 per cent of respondents were in low and high category of experience respectively. Among the scientists 21.43 per cent of extension workers were noticed in low category of experience followed by 29.17 per cent researchers and 23.47 per cent of teachers. While, 27.08 per cent of researchers were in high category of experience followed by extension workers (28.57%) and (19.39%) of teachers. The reasons for most of the respondents under medium category are, the recruitment of them in university service during the establishment of university in 1986 or later with one or

two years of its inception and availability of job placements during that period. Reasons which could be attributing to higher experience category may be their previous placements in T and V system, KVKs, research stations and colleges under UAS Bangalore jurisdiction prior to 1986. Reasons for low experience could be recruitment of the scientists in recent years. The findings get support form the findings of Manjunath (2004).

5.3.4 Annual income

A perusal of the data in Table 7 and fig 7 showed that majority of the scientists (65.00%) of them were having medium annual income while 20.00 per cent of the respondents had high annual income followed 15.00 per cent of the respondents with low annual income. The close observation of the table further revealed that majority of the researchers (70.83%) had medium annual income as compared to teachers (65.30%) and extension workers (42.87%). Whereas 35.71 per cent of extension workers were having high annual income followed by 19.40 per cent of teachers and 16.67 per cent of researchers, and the least 21.42 percent of extension workers were having low annual income followed by 12.50 per cent of researchers and 15.30 per cent teachers with low annual income. The reasons for most the respondents under medium annual income category might be because of their medium level of experience. Number of years of experience is directly related to the salary and perks and therefore those who had high level of experience had high annual income and those who were having low experience were coming under low annual income category. The results were similar with findings of Mohan (2000).

5.3.5 Job involvement

A critical look at Table 8 and Fig 8 showed that nearly half of the respondents (58.75%) belonged to medium category of job involvement followed by 28.12 per cent and 13.13 per cent belonged to high and low category of job involvement respectively. It was further evident that comparatively more number of researchers (60.42%) belonged to medium level of job involvement category as compared to teachers (58.16%) and extension workers (57.14%). The data further implied that more number of researchers (29.16%) were noticed with high level of job involvement compared to teachers (28.58%) and extension workers (21.43%), On the other hand 10.42 per cent of researchers were noticed with low level of job involvement category when compared to extension workers (21.43%) and teachers (13.26%). Majority of the scientists belonged to medium level of job involvement category mostly due to few opportunities to make decisions, self determination, recognition and freedom to set ones own work. These findings are in agreement with findings of Jahagirdar (1987) and Manjunath (2004).

5.3.6 Job satisfaction

The data presented in Table 9 and Fig 9 indicated that majority of the scientists (62.50%) had medium level of job satisfaction, while 20.00 per cent had high level of job satisfaction and the rest 17.50 per cent of them had low level of Job satisfaction. It can also be observed that more number of researchers (64.59%) and teachers (63.27%) were noticed in medium level of job satisfaction category compared to extension workers (50.00%), where as (28.58%) of extension workers, 22.91 per cent of researchers and 17.34 per cent of teachers were observed with high level of job satisfaction category. While 21.42 per cent of extension worker, 19.39 per cent of teacher and 12.50 per cent of researchers were observed under low level of Job satisfaction category. In general, job satisfaction depends upon the extent to which an individual derives personal socio-economic, psychological benefits from his job. If the working conditions and facilities in the organization are not up to ones expectation then the individual derives less

satisfaction from his job. If the working conditions and facilities in the organization are not up to ones expectation then the individual derives less satisfaction from his job. The results in agreement with Manjunath (2004) and Nagananda (2005).

5.3.7 Attitude towards job

It is evident from Table 10 and Fig 10 that 60.63 per cent of the scientists were having favourable attitude towards job and 20.00 per cent were having less favourable attitude towards job and the rest 19.37 per cent of them had most favourable attitude towards Job. The data further indicated that 68.75 per cent of researchers, 59.19 per cent of teachers and 42.86 per cent of extension workers had favourable attitude towards Job. Whereas 21.42 per cent of extension workers, 21.42 per cent of teachers and 16.66 per cent of researchers had less favourable attitude towards job. Similarly 35.72 per cent of extension workers, 19.39 per cent teachers and 14.58 per cent of researchers had most favourable attitude towards Job. . The probable reasons for majority of respondents to be in medium level of attitude towards job category might be mainly because majority of them perceived, medium level of job satisfaction. And those who were much satisfied had high level of attitude towards job where as those who had low level of job satisfaction had shown low level of attitude towards their job. The results are supported by investigation carried out by Halakatti (1991).

5.3.8 Job performance

The results in Table 11 and Fig 11 showed that majority of the scientists 55.00 per cent belonged to medium level of job performance, followed 30.00 per cent of the respondents belonged to high level of job performance and 15.00 per cent of them belonged to low level of job performance. Medium level of job performance was observed with 65.30 per cent of teachers, 50.00 per cent of extension workers and 35.41 per cent of researchers. Whereas 37.50 per cent of researchers, 26.53 per cent of teachers and 28.58 per cent of extension workers belonged to high level of job performance. On the contrary low level of job performance was noticed with more number of researchers (27.09%) followed by 21.42 per cent of extension workers and 8.17 per cent of teachers. . Majority of them are under medium job performance category because most of them perceived favourable and most favourable organizational climate which is directly related to level of job performance. The results are contradicting to the findings of Siddaramaiah (1987) Narsimhagowda (1989) and Mohan (2000) where majority of the respondent rated themselves in a high performance category.

5.3.9 Achievement motivation

The results pertaining to achievement motivation Table 12 and Fig 12 revealed that majority of scientists (80.63%) had medium level of achievement motivation where as 11.87 per cent of them were in high achievement motivation category and the 7.50 per cent of them were in low level of achievement motivation category. It can be found from the data that majority of teachers (84.70%), researchers (77.08%) and extension workers (64.29%) belonged to medium level of achievement category. While researchers (16.77%), extension workers (21.42%) and teachers (8.16%) belonged high level of achievement motivation category and the remaining 14.29 per cent of extension workers, 7.14 per cent of teachers and 6.25 per cent of researchers belonged to low level of achievement motivation category. The reasons for the present finding might be the low promotional opportunities and other situational factors which have put majority of scientists in medium category. Halkatti and Sundaraswamy (1977), Veeraswamy et al. (1999) and Manjunath (2004) have reported similar findings.

5.3.10 Job stress

The results on distribution of respondents according to their job stress presented in Table 13 and Fig 13 depicted that a high per cent of 73.8 per cent of the respondents experienced medium level of job stress, while only 18.12 per cent and 8.13 per cent of them experienced high and low level of job stress, respectively. Majority of the researchers (81.25 %), 73.47 per cent of teachers and 50.00 per cent of extension workers experienced medium level of job stress whereas high level of job stress was observed with 35.71 per cent of extension workers and almost similar percentage with researchers (16.67%) and teachers (16.33%), on the other hand high percentage of extension workers (14.29%) were noticed in low level of job stress category compared to teachers (10.20%) and researchers (2.08%). The possible reasons for the above findings could be the experience of respondents in the service, their hierarchical position, their relationship with higher ups and peers, their job autonomy, work load and time pressure which may be the reasons for medium level of job stress. Their finding is in agreement with study conducted by Talukdar and Lahalia (1986) and Manjunath (2004).

5.4 Relationship between organizational commitment

organizational

climate

and

The results in Table 13 revealed that a positive and significant relationship was observed in case of all three categories of respondents and with scientists. More congenial the atmosphere more cordial the relations are in organization which leads to greater organizational commitment. Greater the individual commitment greater is his perspective. The above results are in line with the findings of Manjunath (2004).

5.5 Relationship between dependent variables and independent variables

5.5.1 Relationship between organizational climate and independent variables
5.5.1.1 Age and organizational climate perception The age of over all scientists as well as teacher, researcher and extension worker did not show any significant relationship with perception of organizational climate. The duties of the scientists are clearly known and they have to perform whether young or old. There is no real difference in working environment or the type of job they are performing. The findings are in line with the findings of earlier studies Nagnur (1992), Sontakki (1995) and Nagananda (2005). 5.5.1.2 Education and organizational climate perception The results of the study did not indicate any significant relationship between education and organizational climate perception. The probable reason might be because Organization climate perception of an individual is not only based on formal education but also several other factors like integration of knowledge and skills acquired practical orientation and inbuilt enthusiasm. The findings of this study are in line with findings of Nagnur (1992), Patil (1994) and Naganand (2005). 5.5.1.3 Experience and organizational climate perception Experience of scientists or experience of teacher, researchers and extension workers did not show any significant relationship with organizational climate perception.

The probable reasons could be that all the respondents are working under similar conditions. There were no major changes in the organization over the year. The structure as well as management functions have remained almost unchanged and so the non significant results. These findings are in line with findings of Naganur (1992), Sontakki (1995) and Nagananda (2005). 5.5.1.4 Annual income and organizational climate perception The results of the study indicated that organizational climate perception did not show any significant relationship with annual income. The probable reason for the present results might be because most of them might be working under same position since long time, and might have not received periodical increments. The findings are in line with findings of Nagananda (2005). 5.5.1.5 Job involvement and organizational climate A positive and highly significant relationship was recorded between job involvement of the scientists and their level of perception of organizational climate and also a positive significant relationship was recoded between job involvement of teachers, researchers and extension workers with their level of perception of organizational climate. The job of the scientists demands more efforts in order to get acquainted with day to day developments, which calls for a greater degree of involvement. It is quite natural that those who involve more in their job may identify themselves with job and perform better. This finding was similar to the findings of Sontakki (1995), Bosco (2000) and Nagananda (2005). 5.5.1.6 Job satisfaction and organizational climate perception The positive and significant relationship of job satisfaction of respondents with their level of organizational climate perception was noticed Organizational climate affected the satisfaction of scientists in the job and their productivity. Therefore, measures need to be initiated by Government to satisfy the scientists by awarding suitable rewards, incentives and better promotional facilities to main in the employees satisfaction. Similar findings were found by Patil (1994), Sontakki (1995), Naganand (2005) and Sandic (2006). 5.5.1.7 Attitude towards jobs and organizational climate perception A positive and highly significant relationship was observed between attitude towards job and their organizational climate perception of overall respondents as well as teachers, researchers and extension workers. Employees attitude towards their job in the sense that their work is for the welfare of the people and not charity towards the people will make them work with zeal and enthusiasm. The role of the scientists might be more comfortable and tolerable itself make them feel proud of their job. The findings are similar to the findings of Laharia and Talukdar (1986) and Halakatti (1991). 5.5.1.8 Job performance and organizational climate perception A positive and highly significant relationship exhibited between job performance of overall scientists, teachers, researchers and extension workers with their respective organizational climate perception. This may be due to more freedom given to the scientists to take independent decisions as they are bound and follow the directions of their superiors at all conditions and there are constant supervisions and work pressure to accomplish assigned task before deadlines. This study is in conformity with Mohan (2000) .

5.5.1.9 Achievement motivation and organizational climate perception Achievement motivation was found to be positive and significantly associated with organizational climate perception of scientists as well as with teachers, researchers and extension workers. Achievement motivation is an inner urge to excel in all field of work or in a given task. The reasons which could be attributed are that respondents had higher aspirations to gain rewards, build their image and reputation, and excel in their respective fields. The present results are in line with findings of Veerasawamy et al. (1994) and Manjunath (2004). 5.5.1.10 Job stress and organizational climate perception It was evident that a negatively significant relationship was exhibited between job stress and perception of organizational climate of scientists as well as all three categories normally teachers, researchers and extension workers. The incidence of negative and significant relationship of the respondents was due to the fact that pressures while performing their day to day activities. This finding of negatively significant relationship gets support from the findings of Sontakki (1995), Bosco (2000) and Nagananda (2005).

5.5.2 Relationship between organizational commitment and independent variables

5.5.2.1 Age and organizational commitment The age level of scientists and its three categories, namely teachers, researchers and extension workers did not show any significant relationship with their level of organizational commitment. This may be due to the reason that as age advances; the perceived alternatives are affected and reduce attractiveness of individuals to other organizations. The results are in line with Steers (1977). 5.5.2.2 Education and organizational commitment The education level of scientists as well as its three categories, namely teachers, researchers and extension workers did not show any negatively significant relationship with their level of organizational commitment. This might be due to the inability of an organization to provide sufficient rewards to match the educational level of its employees, further, as the educational level of an individual increases he will be prone to seek jobs outside the organization in which he is working. The findings are line with findings of Bateman (1984). 5.5.2.3 Experience and organizational commitment Experience level of scientists as well as its three categories namely teachers, researchers, and extension workers showed a significant relationship with their level of organizational commitment. The probable reasons for the above findings might be because most of the employees working in same departments are well worse in their work and perform well and therefore experience level of scientists has significant relationship with perceived organizational commitment. The results are similar with findings of Porter et al. (1974), organizational commitment increased with years spent in the organization and also years of organizational service might have acted as determinant of commitment among the respondents. 5.5.2.4 Annual income and organizational commitment

Annul income of scientists had significant relationship with perceived organizational commitment similarly the annual income of teachers, researchers and extension workers had significant relationship with perceived organizational commitment. This may be because ones commitment will increase his attitude towards work and earnings from it also increase. As the earnings increases in accordance his annual income also increases. The findings are similar with findings of Porter et al. (1974) and Fukami and Larson (1983). 5.5.2.5 Job involvement and organizational commitment The job involvement of scientists as well as its categories showed significant relationship with organizational commitment. It is quite natural that one who involves more in their job feels that they are more commitment to their work. The findings are contradictory of findings of Smith et al (1983) and Steers (1974). 5.5.2.6 Job satisfaction and organizational commitment The job satisfaction level of overall scientists and job satisfaction level of teachers, researchers, extension workers was found to have significant relationship with their level of organizational commitment Organization might have recognized the good work done by the individuals. Therefore it might have influenced individuals to stay and work in the organization and thus increase organizational commitment. The findings are in line with Bateman (1984) and Prasankumar (1985). 5.5.2.7 Attitude towards job and organizational commitment Attitude towards job of scientists had significant relationship with perceived organizational commitment similarly the attitude towards job of teachers, researchers and extension worker also had significant relationship with perceived organizational commitment. As an individuals attitude towards job increases, his commitment towards organization also increases and the performance of work also increases. The findings are in line with findings Steers (1977) and Smith (1983). 5.5.2.8 Job performance and organizational commitment The job performance of teachers, researchers, extension workers and overall scientists showed a significant relationship with their level of organizational commitment .when the individuals are fully aware of their task to be performed in their organization, they would be in a better position to judge the relative importance of different tasks based on the rewards and recognitions that could be achieved by performing their tasks. This might have motivated to perform well. The findings are in line with Prasannakumar (1985) and Sundaraswamy (1987). 5.5.2.9 Achievement motivation and organizational commitment The achievement motivation of scientists as well as its three categories, namely teachers, researchers and extension workers showed a negatively significant relationship with their level of organizational commitment. The respondents who had higher aspiration to gain rewards, buildup their image and reputation excel in their respective fields and thus organizational commitment increases. The findings are in line with Prasannakumar (1984) and Manjunath (2004). 5.5.2.10 Job stress and organizational commitment The job stress of scientists as well as its categories showed significant relationship with their level of organizational commitment. It is quite natural that one who involves more in their job feels that they are more commitment to their work.

The above results might be due to the individuals might have underwent pressures while performing their day to day activities. Stress is the reaction of an individual to a stimulus that is unpleasant. People in stressful jobs may fee trapped and also feel more like machines than people. Stressed employees have less control over the jobs and are not able to reason logically.

5.6

Problems encountered by scientists

Regarding the problems faced by scientists and its categories extension workers and researchers it was found overload of work in the area of corporate objectives of the university was the major problem reported among the respondents. In case of teachers it was found that non availability of well equipped class rooms was the major problem reported. Most of the respondents reported that classrooms are not equipped with latest equipments such as LCD, OHP projector, etc. most of the rooms are old and in dark conditions. The findings of the study are supported by the findings of Jhansi (1985) and Manjuanth (2004).

6. SUMMARY AND CONCLUSIONS

Agricultural education existed in India even during medieval period. Agriculture was included in curricula of Nalanda and Takshila Universities as one of the eighteen arts. th However, organized courses in agricultural education were started in the beginning of 20 country where six agricultural colleges were established at Kanpur, Lyalpur, Coimbatore, Nagpur, Pune and Sabar (Isihar) India. Education plays the role as a means for human development for sensitizing ones perception awareness and for motivating and changing ones behavior to suit arising needs, demands and opportunities for survival, growth and development. The contribution of the scientists is not always steady since there will be several ups and downs due to multidimensional personal, socio-psychological and organizational factors. The academic contribution of scientists in the field of teaching , research and extension is greatly determined by his/her surroundings, promotional opportunities , procedures followed for recognizing good work, freedom enjoyed, superior subordinate relationship loyalty to the institution, job security and so an and so forth. The University of Agricultural Sciences, Dharwad came into existence on 1 October 1986 as the second agricultural university of agricultural Sciences, Bangalore. Its jurisdiction extends over north Karnataka comprising 12 districts viz., Belgaum, Bagalkot, Bijapur, Bellary, Bidar, Gadag, Dharwad, Haveri, Gulbarga, Raichur and Uttar Kannada. Hammer and Organ stated that the capacity to influence organizational climate is perhaps the most powerful leverage point in the management system. Because climate properties could have profound effect on performance and satisfaction of employees. Organizational commitment is defined as the extent considerable effort on behalf of the organization and has a strong desire to stay in the organization. Any organization small or big needs constant studies and evaluation with a view to ascertain the measures necessary to improve areas of deficiency, So as to faster rate of growth and development towards achieving goals. Species objectives of the study 1. To study the organizational climate as perceived by scientists. 2. To study the organizational commitment as perceived by scientists. 3. To study the relationship between dependent variables and independent variables. 4. To analyze the socio economic, psychological and job related variables of scientists. 5. To know the problems encountered by scientists. The study was conducted during 2006 2007 in UAS (D) of Karnataka state. The expost facto research design was employed for the study. Data collection was done through personal interview method with the help of interview schedule. The target population was teachers, researches and extension workers. Totally 160 respondents were selected for the study. The organizational climate and organizational commitment of scientists were considered as dependent variables and the independent variables were age, education, experience, annual income, job satisfaction job performance, achievement motivation, job involvement, attitude towards job and job stress. The depended variables, organizational climate perception and organizational commitment were measured with the help of scales developed by Pareek and Chatopadya (1979) and Matteson and Ivancevich (1982) respectively. The other independent variables were quantified by using scoring procedure developed for the purpose and the scales developed by earlier researches. The data collected were analyzed with the help of statistical fool such as frequency, percentage, correlation and t test.
st

The major findings of the study are as follows: Organizational climate perception of scientists Around 50 per cent of scientists (57.3%) perceived the organizational climate as favorable, similarly 70.42 per cent of teachers, 39.58 per cent of researches and 28.57 per cent of extension workers had perceived organizational climate as favorable. Less favorable perception was noticed among 16.87 per cent of overall scientists and its categories teachers (16.325%), researchers (16.67%) and extension workers (21.42%). And most favorable perception was noticed among 25.60 per cent of overall scientists and among them teachers (13.26%) per cent, researchers (43.75%) and extension workers with (50%). Organizational commitment Majority of scientists (51.87%) belonged to medium level of organizational commitment. Among teachers (58.16%), researchers (41.66%) and extension workers (28.51%) belonged to medium level of organizational commitment. Less favorable organizational commitment was noticed among 18.75 per cent of overall respondents and among its categories teachers (13.27%), researchers (29.16%) and extension workers (21.49%). Most favorable organizational commitment perception was noticed among 29.38 per cent of scientists, and its categories teachers (28.57%), researchers (29.16%) and 35.71 per cent of extension workers. Personal, socio-economic, psychological ad job related characteristics 1. Majority of the scientists (58.13%) belonged to middle age group followed by 21.25 per cent and 20.63 per cent belonged old and young age group respectively. The table further indicated that majority of the teachers (64.29%) followed by extension workers and researchers of (50.00%) and (47.92%) belonged to middle age group and most of extension workers (28.57%) followed by 25.00 per cent of researchers and 18.36 per cent of teachers belonged to old age group, while 27.08 per cent followed by 21.43 per cent and 17.35 per cent of researchers, extension workers and teachers belong to young age group respectively. 2. Around 13.75 per cent of overall scientists and among overall technical 6.12 per cent of teachers, 27.10 per cent of researcher and 21.40 per cent of extension workers belonged to Master degree category where as majority of overall scientists (86.25%), 93.88 per cent of teachers, 72.90 per cent of researchers and 78 .60 per cent of extension workers belonged to Doctorate and other higher education level category. 3. Majority of overall scientists (52.5%) per cent and among overall scientists 57 .14 per cent of teachers, 43.75 per cent of researchers and 50 per cent of extension workers belonged to medium experience category. 25 per cent of overall scientists and its categories teachers (23.47%), researchers (29.17%) and extension workers (21.43%) belonged to low level of experience category. And 22.5 per cent of overall scientists as well as 19.39 per cent of teachers, 27.08 per cent of researchers and 28.57 per cent of extension workers belonged to high experience category. 4. More than 50 per cent of scientists (65.00 %) and its categories teachers 65.30 per cent, researchers (70.83%) and extension workers (42.87%) belonged to medium annual income category. 15 per cent of overall technical as well as 15.30 per cent of teachers 12.5 per cent of researchers and 21.42 per cent of extension workers belonged to low level of annual income category where as 20 per cent of overall scientists, 19.40 per cent of teachers, 16.67 per cent of researchers and 35.71 per cent of extension workers belonged to high annual income category. 5. Nearly 58.75 per cent of overall scientists and its categories 58.16 per cent of teachers, 60.42 per cent of researchers and 57.14 per cent of extension workers belonged to medium level of job involvement category. Whereas 28.12 per cent of overall scientists, 28.58 per cent of teachers, 29.16 per cent of researchers and 21.43 per cent of extension workers belonged to high level of job involvement category

while 13.13 per cent of overall scientists and its categories 13.26 per cent of teachers, 10.42 per cent of researchers and 21.43 per cent of extension workers belonged to low level of job involvement category. 6. Majority of the scientists (62.50%), and its categories namely teachers (63.27%), researchers (64.59%) and extension workers 50 per cent belonged to medium level of job satisfaction category. Where as 17.50 per cent of overall scientists. 19.39 per cent of teachers, 12.50 per cent o researchers and 21.42 per cent of extension workers belonged to low level of job satisfaction category. While 20.00 per cent of overall scientists, 17.34 per cent of teachers, 22.91 per cent of researchers and 28.58 per cent of extension workers belonged to high level of job satisfaction category. 7. Favorable attitude towards job was observed among 60.00 per cent of scientists and its category teachers (59.19%), researchers (68.75%) and extension workers (42.86%). Less favorable attitude towards job was seen among 21.88 per cent of overall scientists, 21.42 per cent of teachers, 16.66 per cent of researchers and 21.42 per cent of extension workers. Where as most favorable attitude towards job was observed among 18.12 per cent of overall scientists, 19.39 per cent of teachers, 14.58 per cent of researchers and 35.72 per cent of extension workers. 8. More than 50 per cent of scientists (55%) belonged to medium level of job performance category, similarly 65.30 percent of teachers, 35.41 per cent of researchers and 50.00 per cent of extension workers belonged to medium level of job performance category. While 18.75 per cent of overall scientists, 8.17 per cent of teachers, 37.5 per cent of researchers and 28.58 per cent of extension workers belonged to low level of job performance category, whereas 26.25 per cent of overall scientists 26.53 per cent of teachers, 27.09 per cent of researchers and 21.42 per cent of extension workers belonged high level of job performance category. 9. Majority 80.63 per cent of overall scientists 84.70 per cent of teachers, 77.08 per cent of researchers and 64.29 per cent of extension workers belonged to medium level of achievement motivation category. 8.12 per cent of overall scientists, 7.14 per cent of teachers, 6.25 per cent of researchers and 21.42 per cent of extension workers belonged to low level of achievement motivation category where as 11.25 per cent of overall scientists, 8.16 per cent of teachers, 16.67 per cent of researches and 14.29 per cent of extension workers belonged to high level of achievement motivation category. 10. Majority 73.8 per cent of overall scientists, 73.47 per cent of teachers, 81.25 per cent of researchers and 50.00 per cent of extension workers belonged to medium level of job stress category while as 8.13 per cent of overall scientists, 10.20 per cent of teachers, 2.08 per cent of researchers and 14.29 per cent of extension workers belonged to low level of job stress category where as 18.12 per cent of scientists, 16.33 per cent of teachers, 16.67 per cent of researchers and 35.71 per cent of extension workers belonged to high level of job stress category. A positive and significant relationship existed between organizational commitment and organizational climate perception of overall respondents as well as teachers, researchers and extension workers. The results revealed that out of 10 selected independent variables five variables namely job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positive and significant relationship with organizational climate perception of overall scientists, Where as age, education, experience and annual income did not show any relationship while job stress showed negatively significant relationship with organizational climate perception of scientists. The results also reveled that four variables namely age, education, experience and annual income did not show any relationship with organization climate perception of teachers, Whereas job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positively significant relationship. While Job stress exhibited negatively significant relationship with organizational climate perception of teachers.

11.

12.

13.

14.

In case of researchers similarly the four variables age, education, experience and annual income did not show any relationship with organizational climate perception. Job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positively significant relationship. While Job stress exhibited negatively significant relationship with organizational climate perception of researchers. Similarly, the results revealed out of the selected 10 independent variables, four variables namely age, education, experience and annual income did not reveal any relationship with organizational climate perception of extension workers. Whereas five variables namely job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited significant relationship with organizational climate perception of extension workers. On the contrary Job stress expressed a negatively significant relationship with organizational climate perception of extension workers. The correlation results revealed that two variables namely age and education didnt exhibited any significant relationship with organizational commitment of scientists as well as its categories, teachers, researchers and extension workers. Whereas seven variables namely; experience, annual income, job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited significant relationship with organizational commitment of overall scientists as well as its categories, teachers, researchers and extension workers. On the contrary job stress expressed a negatively significant relationship with organizational commitment of overall scientists as well as e as its categories, teachers, researchers and extension workers. Overall load of work in the area of corporate objectives of the university fallowed by non availability of well equipped class rooms and Indifferent attitude of administrators were the major problems observed among overall scientists. Non availability of well equipped class rooms fallowed by lack of laboratory facilities and overall load of work in the area of corporate objectives of the university were the major problems observed among teachers. Overload of undeleted work in the area of corporate objectives of the university, Indifferent attitude the major of administrators and absence of cordial atmosphere were observed among researchers and extension workers.

15.

16.

17.

18.

19.

IMPLICATIONS OF THE STUDY

On the basis of findings of present investigation a few implications and suggestions are given below: 1. The findings of the study clearly imply that perception of scientists regarding the organizational climate of UAS, Dharwad is moderately favourable. There is scope for tuning this performance to perform better by further improving the organizational climate through better human resource development measures, by addressing their problems. This can be done by recognizing good work, through promotions and rewards. They need to provide with adequate facilities. Due consideration should be provided for suggestions given by them in the process of planning and implementation of the programme. 2. The findings clearly depicted that majority of scientists were in medium level of organizational commitment category. Hence, there is a scope to improve the level of organizational commitment among the scientists by increasing their responsibilities with authority and to make them involve them completely to achieve the organizational goals. 3. Majority of the scientists belonged to medium level category with respect to the organizational related characters, such as job involvement, job satisfaction, attitude towards job, job performance and achievement motivation. There is scope to improve these characteristics to high level category by introducing appropriate educative programmes and adequate training facilities in their respective fields

4. Non availability of well equipped class rooms, lack of laboratory facilities, and overload of work and absence of cordial atmosphere were some of the major problems experienced by the scientists. Appropriate action should be taken to eliminate these problems.

Suggestions for future research

1) More in-depth comparative studies on the significantly associated variables are needed to further authenticate or revise the findings of present study. 2) Much useful information was brought out by the present study so that it can also be implicated in all other Universities. So as to get complete picture of perceived organizational climate in all institutions and problems faced by them and to formulate suitable strategies to reduce the problems. 3) The present study only concentrated on scientists of UAS, Dharwad. Future investigation may be done by including non scientists as potential respondents.

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APPENDIX UNIVERSITY OF AGRICULTURAL SCIENCES DHARWAD COLLEGE OF AGRICULTURE SCIENCES DHARWAD

To, .... . .. Dear Sir, This is in connection with research study undertaken by Mr.Kiran.T.R, M.Sc (Agri) student, Department of Agricultural Extension Education, College of Agriculture Sciences; Dharwad. He has taken up a study on Organizational aspect of the University of Agricultural Sciences Dharwad. Considering your vast experience in the university you have been selected as one of the respondents for the survey. Here are a set of items which are believed to reflect some Personal and Psychological attributes related to your Job and Organization. You are requested to be kind enough to spare some time from your busy schedule of work to help us to complete the study in time. Thanking you Yours Sincerely (Sunil.V.Halakatti) Programme Coordinator KVK Gulbarga

Perception of Organizational climate by Technical Staff in UAS Dharwad SCHEDULE Part-I Information on Personal Characteristics 1. Name : 2. Sex :Male/Female 3. Place of work : 4. Division/unit/Department : 5. Age ( in completed years) : 6. Education : B.Sc /M.Sc/PhD/Post doctor/Others 7. Designation : 8. Experience in the university : 9. Annual Income : Part-II: Information on Dependent Variables: 1. Organizational Climate : The statements given below are to get an insight into the organizational climate or environment of your organization/University. The statements have to be answered by checking one of the alternatives provided under each item.(Where ATAlways true, UT-Usually true, ST-Some times true, RT- Rarely true and NT-Never true) Sl.No Statements AT UT ST RT NT

The main spirit of the superiors here is to guide or direct the person with respect to technical matters, professional growth, job responsibility and office work.

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Supervision/checking by the superiors are usually to check mistakes and catch the person. Superiors are concerned with the growth and development of junior/subordinate staff. The guidance given by the superiors is creating a climate of achievement and commitment Superiors try to use their formal authority in influencing junior staff/subordinate, rather than their competence and expertise. Superiors are very friendly with subordinates than stressing duties and performance. The atmosphere here is very friendly and people spend enough time in informal sound relations There are strong groups in the organization to protect their interests. Business like relation prevails here, peoples are warm, but get together mostly for work. People have great concern for each other and help others when such help is needed. People in the department feel that working on a group is not a problem. Professional jealous many times obstruct the people here from working together

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The people in the department have much confidence in others working with them. Only a few persons who are influenced are trusted here. Only close friends are trusted Both the superiors and subordinates trust each other. Here a general helping attitude creates mutual trust. Those who can achieve results are highly trusted. Communication here is always one way from top to bottom Most communications is informal and friendly and attributes to good relation at work. It is difficult to get relevant and true information from concerned authorities, which can be used to better or achieve your performance. People in the department ask for suggestions/information from those who are experts in the concerned subjects. People communicate information, suggestions and even criticisms to others. All the decisions related to your work are made at the top and communicated down the department. Most of the decisions related to work are made without consulting subordinate or colleagues in the department. Decisions related to your work are made by knowledgeable competent person or atleast in consultation with them. In personal decision-making related to your work, you consult your friends. Usually when problems arise people have to solve them individually. Problems are usually referred to seniors for consultation and solutions are sought jointly. People consult their friends while dealing with personal problems related to the work. Problems here are never solved keeping in mind the needs and benefits of the department and for clients at large. Most interpersonal and inter departmental conflicts arise out of striving for higher effectiveness of their own roles only and being less concerned with other roles.

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2. Organizational Commitment: Listed below are some statements that represent possible feelings that you might have about the university. With respect to your own feelings, please indicate the degree of your agreement or disagreement with each statement by putting tick mark in appropriate column:( where SA-strongly agree, A-agree, UD-undecided, DA-disagree, SDA-strongly disagree) Sl. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 Statements I am willing to put a great deal of effort to help the University to be successful I praise the University as a great University to serve I feel very little loyalty to the organization I would accept almost any type of job assignment in order to keep working for the UAS, Dharwad I find that my value and values of University are similar I am forced to tell others that I am a part of this University I would just as well be working for a different University as long as the type of work was similar The University really inspires the very best of me in the way of job performance It would take a very little change in my present circumstances to cause me to leave the University I am extremely glad that I chose this Agriculture University to work for over other which I was considering at the time I joined There is not too much to be gained by sticking to this University Often I find it difficult to agree with the University policies or important matters relating to its employees For me this is the best of all possible University for which to work SA A UD DA SDA

Part-III: Information on Psychological and job related independent variables 1. Job involvement: Please indicate your degree of agreement or disagreement to the fallowing statements based on your experience :( where SA-strongly agree, A-agree, UD-undecided, DA-disagree, SDA-strongly disagree) Sl. No. 1 2 3 4 5 Sl. No. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Statements I shall stay over time to finish a job even if I am not paid for it We can measure a person pretty well by how good a job he/she does Major satisfaction in my life comes from my job For me, mornings at work really go off quickly I usually go for work a little early to get the things ready Statements The most important thing that happen to me is to involve in my work Some times I keep myself awake at night thinking ahead to the next day work I am a perfectionist about my work I feel depressed when I fail at some thing connected with my work I have other activities more important than my work I live eat and breath my job I would keep working even if I do not get money Quite often I feel like staying at home instead of going for work To me my work is only a small part of my life I am very much involved in my work I used care more about my work but now other things are important to me I avoid taking extra duties and responsibilities in my work Most things in life are more important than work Some times I would like to kick my self for the mistakes I make in my work SA A UD DA SDA SA A UD DA SDA

2. Job Satisfaction: Please indicate your degree of satisfaction or dissatisfaction with regard to the fallowing statements relating to your job:(Where MS-much satisfied, VMS-very much satisfied, S-satisfied, LS-less satisfied, NS-not satisfied) Sl. No. 1 2 3 4 5 6 7 8 9 Statements How much satisfied are you : with the flexibility given by superior to do job well With your present position when you compare it to a similar other position Towards the programme you are carrying out and to the goals which you set for yourself in the present position That people of your area give proper recognition to your work With the amount of time you devote to your job With that of promotional opportunities in your job With the work you do as an employee With that of your being recognized as a professional worker in your field With the present job when you consider the expectation you had when you took up this job MS VMS S LS NS

3. Attitude towards Job: Fallowing are some of the statements, which are related to your work/job. Check your response at appropriate place on the scale given against each statement: (Where SA-strongly agree, A-agree, UD-undecided, DA-disagree, SDA-strongly disagree) Sl. No. 1 2 3 4 5 6 7 8 Statements I find real enjoyment in my work since it is very interesting My work is interesting enough to keep me from getting bored I feel that other jobs are more interesting than the work I am doing The work I am doing is best and I would not change my job for another Most of the time I have to force myself to go on with the work I definitely dislike my work This work gives me opportunities to express myself The work does not require any creative ability at all SA A UD DA SDA

4. Job Performance: The following statements are relating to your job performance please indicate your response in the appropriate column :( where SA-strongly agree, A-agree, UD-undecided, DAdisagree, SDA-strongly disagree) SL. NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 STATEMENTS Study the situation and identify the problems Involve in planning of departmental assignments and execution Involve in teaching, research sand extensional activities Communicate technical information and knowledge Utilize the university properties judiciously Assess the performance of work after completion Do not report the problems faced during work to my superiors Maintain all the prescribed records and registers neatly and upto date Not successful in getting support from my superiors Attend official meetings regularly Conduct research in my own field of specialization Prepare research proposals Loyal to job and university Capable in meeting the difficulties SA A UD DA SA

5. Achievement Motivation: Please tick mark any of the five alternatives provided against each statement to indicate your degree of agreement or disagreement: :( where SA-strongly agree, A-agree, UD-undecided, DA-disagree, SDA-strongly disagree) Sl. No. 1 2 3 4 5 6 Statements Success bring relief or further determination and not just pleasant feelings Your efforts are directed towards a goal You always seek opportunity to excel You hesitate to undertake something that might read to your failure You avoid situation in which you may be exposed to evaluation You think that you will succeed in doing work as well as you can SA A UD DA SDA

6. Job Stress: The fallowing statements related to job stress. Based on the level of stress you are experiencing in your job, please indicate your response in the appropriate column :( where NSS- not a source of stress, RSS-rarely a source of stress, STSS- some time a source of stress and ASS- always a source of stress) Sl. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Statements I work on my unnecessary job activities My job activities are unclear to me To keep up with my job I always have to take work home with me I am responsible for people I have to work hard to complete my work on time My job is boring My work area is too crowded I dont have the authority to do my job well My job is too difficult My job has become too routine There is not enough time to do my job Work conditions on my job are below satisfactory I receive conflicting requests from two or more people I am not sure of what is expected of me I am responsible for two many jobs My job is too easy NSS RSS STSS ASS

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Statements I am responsible for helping other solve their problem I dont have time to take an occasional break from the job My working conditions are not as good as working condition of others

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RSS

STSS

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Problems Experienced by the Technical Staff: Mark the problems which are being experienced by you: 1. Non availability of well equipped class rooms 2. Lack of laboratory facilities 3. Indifferent attitude of administrators 4. Dominance of casteism ,nepotism etc while extending special privileges 5. Absence of periodical checks and objective assessment of work 6. Absence of cordial atmosphere 7. Lack of convey facility for field and institutional visits 8. Inordinate delay in proper settlement of service matters 9. Absence of mutual trust and respect of each other 10. Please mention if any other: a) b) c)

PERCEPTION OF ORGANIZATIONAL CLIMATE BY SCIENTISTS OF UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD

KIRAN.T.R 2007
ABSTRACT
The study was conducted during 2006 2007 in UAS (D) of Karnataka state to asses the organizational climate and organizational commitment of scientist in UAS Dharwad. Organizational climate perception was measured by using a scale, which consisted of 32 items and Organizational commitment was measured using the scale, which consisted of 19 statements. Data collection was done through personal interview method. The target population was teachers, researches and extension workers. Totally 160 respondents were selected for the study. Around 50 per cent of scientists (57.3%) perceived the organizational climate as favorable, 70.42 per cent of teachers, 39.58 per cent of researches and 28.57 per cent of extension workers perceived organizational climate as favorable. Less favorable perception was noticed among 16.87 per cent of overall scientists and most favorable perception was noticed among 25.60 per cent of overall scientists Majority of scientists (51.87%) belonged to medium level of organizational commitment. Among teachers (58.16%), researchers (41.66%) and extension workers (28.51%) belonged to medium level of organizational commitment. Most favorable organizational commitment perception was noticed among 29.38 per cent of scientists, and its categories teachers (28.57%), researchers (29.16%) and 35.71 per cent of extension workers. The results revealed that out of 10 selected independent variables five variables namely job involvement, job satisfaction, attitude towards job, job performance and achievement motivation exhibited positive and significant relationship with organizational climate perception of overall scientists, Where as age, education, experience and annual income did not show any relationship while job stress showed negatively significant relationship with organizational climate perception of scientists. Non-availability of well equipped class rooms and Indifferent attitude of administrators were the major problems observed among overall scientists.

Dr. S.V.HALAKATTI MAJOR ADVISOR