Syllabus for
MSW Human Resources Development and Management
Academic Year  (2019)

Assessment of Electives

Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam) 

CIA III- 10 marks (Assignment)

  Attendance: 5 marks (As per University norms)

Assessment of Social Work Research Methods III

Course Code: SWH353                                                                                          Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates the performance of the students based on the components given below and produce internal marks.

CIA I- 10 marks (Practical Exam1)

CIA II- 25 marks (Practical Exam II) 

CIA III- 10 marks (Practical Exam III)

Attendance: 5 marks (As per University norms)

Assessment of Skill Lab

Course Codes: SWH151P, SWH251P, SWH351P                                      Total Marks: 50

This paper has no end semester examination. The teacher in charge of this paper will assess the knowledge on various skills through written examination (short notes/multiple choices) designed by the teacher and approved by the staff committee. The demonstration of the skills will be assessed by minimum of two teachers from the department.

Knowledge Assessment - 22 Marks

 Skills Demonstration      - 23 Marks 

Attendance: 5 marks (As per University norms)

Assessment of Practice Seminar 

Course Code: SWH471                                                                                        

This paper has no end semester examination or marks. This paper has only grades based on the assessment made by minimum of two teachers.

Categories of grades are the following.

Assessment of Service Learning

Course Code: SWH152, SWH252, SWH352,          SWH452         

This paper has no end semester examination. Evaluation of the paper is distributed throughout the semester as the students plan their service learning in any locality. Students will have to work closely with their mentors. Every semester students will be evaluated and grade will be given based on their performance. 

Orientation about the project starts in the first semester. The student will submit a report in the fourth semester on a date informed by the department and present before a panel of examiners. The evaluation criteria will be developed by the department.

Categories of grades are the following.

Assessment of Internships / Rural Camp 

Course Codes: SWH181, SWH281, SWH381, SWH481                                   Total Marks: 600 

This paper has end semester viva voce examination in all semesters.

Students have to submit all the reports mentioned in the structure of internship manual on the specific time. Students will have a viva voce at the end of each semester. Internal examiners will do mid internship evaluations at the end of January month for internships II and Internship IV (Two Months).

 Assessment of Social Work Research Project I

Course Code: SWH282                                                                                   Total Marks: 50

This paper has only internal assessments. 

CIA I- Formulation of Research Problem (20%)

CIA II- Assessment of Literature review through a presentation (25%).

CIA III- Proposal submission and presentation (50%).

Attendance:  (05%)

Assessment of Social Work Research Project II

Course Code: SWH382                                                                                         Total Marks: 50 

Each student has to submit the bounded research project at the end of third semester on the date informed by the department. 

50% of marks is given for thesis writing and 50% is given for project defense which will be conducted at the end of third semester.

Assessment of Social Work Research Project III

Course Code: SWH482                                                                                         Total Credit: 2 

Students are encouraged to participate, present, and publish the research findings during the course time. Students will get 2 Credits for this course.  

Presentation – 1 Credit

Publication - 1 Credit

This is the foundational paper which introduces students to theprofession of Social Work. The Philosophical, ideological, and the religious foundations of the profession are part of this course. It highlights how social work has come to be called a profession. All the fields in which social work can be practiced are introduced in this paper.

1.      To help students to understand the history and evolution of Social Work Profession.
2.     To develop insights into the ideologies which have shaped professional social work
3.      To understand the philosophy, goals, ideals and ethics of professional social work.
4.      To understand the fields of social work practice.

 At the end of the course students will be able to:  

1. Demonstrate proficiency in the history and evolution of Social Work Profession.
2. Critique and differentiate professional social work, social service, charity, and volunteerism.
3. Discuss the philosophy, goals, ideas and ethics of professional social work in modern context. 

Evolution of Social work as a profession in west. Attributes and Professionalization of Social Work, organized and scientific charity. Nature, Scope, Objectives, Philosophy, Goals, and Values and Ethics of Social Work. Functions and Principles of Social Work, Methods of Social Work. Understanding Social Work in view of Social Service, reforms, welfare, Security, Justice, development, empowerment and Volunteerism.

Social Services traditions and religious roots of Charity and Philanthropic approach towards person in need. Gandhian Ideologies, Human rights, Neo-liberalism and globalization, privatization Postmodernism, Feminism, Resurgence  of  the  civil  society,  Multiculturalism,  Ideology  of sustainable  and  people-centered  development,  Ideology  of  action groups  and  social  movements,  Ideology of  voluntary action  non-government organizations.

Milestones of Indian social work practices, Social work education- scope, status and prospects and challenges to social work education and practice in India and special reference to Karnataka. Fields of Social work practice. Indigenous measures of Social Work Practice

Batra, N. (2004). Dynamics of social work in India. New Delhi: Raj Publishing.House,
Bhattacharya, S. (2004). Social work: An integrated approach. New Delhi: Deep &Deep    Publications. 
Chris, L. C. (2000). Social work ethics: Politics, principles and practice. Exeter: Learning Matters.
Crawford, K. (2004). Social work and human development: Transforming social work practice.  Exeter: Learning Matters.
Desai, M. (2004). Methodology of progressive social work education. Jaipur: Rawat. Publication.
Desai, M. (2004). Ideologies and social work: Historical and contemporary analyses. Jaipur: Rawat. Publication.
Horner, N. (2006). What is social work? Context and perspectives. London: Routledge      publication.
National Association of Social Workers (2000). Policy statements 2000-2003, Social workspeaks. National Association of Social Workers Policy Statements 2000-2003. New             York: Palgrave Macmillan.
Payne, M. (2007). What is professional social work? Jaipur:Rawat Publications.
Pease, B. (1999).Transforming social work practice: Postmodern critical perspectives polity press. Jaipur: Rawat Publications. Morales, A. (2004). Social work.  Boston: Pearson Education.
Timms, N. (1970).Social work. London: Routledge publishers.
World Bank (2005). Putting social development to work for the poor: An OED review of      world bank activities. New York: World Bank.

Total Marks: 50

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7).                                                               6*5=30

Section B                                                                                                        

Answer any TWO from three questions (2/3).                                                            2*10=20

This course aims to provide the students a conceptual and analytical orientation to the society and its dynamics so that as individuals they may be able to understand the realities and identify themselves as part of the larger system.  This course also introduces the student to the study of mental processes, experiences and behavior of human beings in a socio-cultural context. This paper covers the basic knowledge behind the human behavior. The course provides knowledge and understanding of the nature and determinants of basic psychosocial processes, the development of life stages from conception to old age.

Course Objectives

1. To develop basic knowledge of concepts and theories to understand the social world around them.

2.                   2.  To know the significance of social institutions in social life.  

3.      To help the students to gain an insight into the components of general psychology.

4.      To enable the students to develop a theoretical perspective of understanding human      development across the life span.

At the end of the course students will be able to:

1. Demonstrate proficiency in concepts and theories to understand the social world around them.
2. Relate the significance of social institutions in social life.
3. Demonstrate an understanding of the dynamics of human behavior in terms of heredity and environment as shapers of personality.
4. Propose the relationship between general psychology and human development across lifespan

Individual & society; Community, Sociological Imagination; Culture; Socialization; Social stratification; Social control; Social change;  Social institutions: Family, Marriage, Education, Religion; Capability Approach by Amartya Sen.

Psychology as a Foundation to Social Work. Hereditary and Environmental Determinants of Human behaviour. Learning, Memory Process, Intelligence, Cognition, Motivation and Emotion.

Lifespan Development, Stages in the Life Span- Conception, Pregnancy and Birth; Infancy, Early and Middle Childhood, Adolescence, Early and Middle Adulthood and Old Age.

Bauman, Z. (1990). Thinking sociologically. London: Blackwell.

Berger, P. (1966). An invitation to sociology: A humanist perspective. Harmondsworth: Penguin.

Deshpande, S. (2003). Contemporary India:  A sociological view. Viking Publishers: New Delhi.

Dhanagare, D. N. (1993). Themes and perspectives in Indian sociology; Jaipur: Rawat publications.

Francis Abraham (2006). Contemporary Sociology.  Oxfordshire: Oxford University Press.

Merton, R., & Nisbet. (1966) Contemporary social problems. New York: Harcourt, Brace and World.

Mills, C. W. (1967). The sociological imagination. Harmondsworth: Penguin.

Rajan, Sethi. (2010).  Social Change: Theory and Perspective, Delhi: Educational Publishers and Distributors.

Shankar, Rao. C.N. (2004). Sociology of Indian society.  New Delhi : S Chand & Co. Ltd.

Bee, H. (1999). Lifespan development. Pearson Higher Education.

Dacey., & Travers. (1996). Human development: Across the lifespan. McGraw-Hill.

Davenport, G.C. (1994). An introduction to child development. HarperCollins Publishers.

Ian, S. (2000). The Psychology of ageing. Jessica Kingsley Publish.

Lindon, J. (1998). Understanding child development. Thomson Learning.

McMahon., McMahon., & Romano. (1990). Psychology and you. West Publishing  company.

Morgan, C. T., King, R. A., Robinson, N.N. (1970). Introduction to psychology. New Delhi: T M Hall publishers.

Neven, & Schmidt, R. (1997). Emotional milestones from birth to adulthood. Jessica Kingsley Publishers.

Norlin, J., Chess, W., Dale, O., & Smith, R. (2003). Human behavior and the social environment: social systems theory (4th Ed). Boston: Allyn Bacon.

Robert, F. S. (1990). Understanding psychology. Lindon: McGraw-Hill.

Robert, S. J. (1997). Pathways to psychology. Harcourt: Brace College Publishers.

Schimberg, L.B. (1985).  Human Development, London: Macmillan Pub. Co. 2^nd Ed.

Giddens Anthon.(2006). Sociology.  Cambridge: Polity Press.

Haralambos, M., & Heald, R.M.  (2006). Sociology: Themes and perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A down to earth approach  (10^th ed.).USA: Pearson.

Horton, P. B., & Hunt. (1990). Sociology. Singapore: McGraw-Hill Book Company.

Jayaram, N. (1988). Introductory sociology. Madras: Macmillan.

MacIver, R.M., Page, C.H. (2000).Society an Introductory Analysis. New Delhi: Macmillan Publishers India.

Becvar, D.S., & Becvar, R.J. (2006). Family therapy a systemic integration (6th ed). Boston: Pearson.

Carter, B., & Mcgoldrick, M. (1989). The expanded family life cycle: individuals, family and social perspectives (3rd edition). London: Allyn And Bacon.

Coleman, J.C. (1976). Abnormal psychology and modern life. London: Allyn & Bacon.

Hurlock, E.B. (1953). Developmental psychology. New York: Tata McGraw-Hill.

Morgan.  K., Weisz., & Schopler. (1993). Introduction to psychology. New York: Tata

Wiebke Kuklys (2005). Amartya Sen’s Capability Approach. Berlin: Springer.McGraw-Hill.

Total Marks: 50

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

Social Casework is one of the three primary methods of social work. Practitioners commonly call this method as working with individuals (Case work). It is the basis for all the other methods. This paper gives a foundational aspect of this method that orients the students about the comprehensive nature and its effectiveness in practice.

1. To understand casework as a method of social work and its practice. 

2.   To understand and learn the social case work values, principles and ethics while working with individuals. 

3.    To imbibe social case work skills for practice in various settings.

At the end of the coursestudents will be able to: 

1. Demonstrate proficiency in social casework definitions, principles, objectives and values and ethics
2. Analyze and apply social case work knowledge and skills into practice in various settings

Emergence  and  development  of  social  work  with  individuals  as  a method.  Philosophical   assumptions   and   values   of   social   casework. Circumstances   of   individuals   that   demand   social   case   work intervention. Components of working with individuals.

Principles and processes while working with individuals. Approaches to case work -Problem solving approach, Psychosocial approach, Behavioral approach, Functional approach, Solution focused approach, Client Centered Approach, Strength Based Perspective, Insight oriented therapy, Crisis intervention and Eclectic approach.

Ventilation, Reassurance, Reflective thinking, Motivation, Support, Interpretation, Education, Insight, Suggestion,

Enhancing Social Support,   Environmental  Modification, Resource mobilization,  Resource   Utilization,   Advocacy,  Reinforcement,   Limit Setting, Confrontation, Renewing Family Relationships, Externalization, Universalisation, Spirituality

 Skills Training: Assertiveness Skills, Social Skills, Communication Skills, Interpersonal Relationship Skills, Coping With Emotions

Case Work Recording: Principles, Formats: Session wise (Note Taking), Verbatim, Summary

Daniel, L. (2007). Group dynamics for teams. Los Angeles: Sage Publication.

Konopka, G. (1983).Social group work a helping process (3rd ed.). New Jersey: Prentice Hall.

Lindsay, T., & Orton, S. (2008). Group work practice in social work. UK: Learning Matters Ltd.

Lupe, A.C., & Randy, A. C. (2009). Group work: a practical guide to developing groups in agency settings. New Jercy: Wiley.

Mark, D. (2006). Using group work. New York: Routledge.

Rameshwari, D., and Ravi, P. ( 2004). Social work methods, perspectives and practices. Jaipur: Mangal Deep Publications.

Rich, R., Bender, D., & Kimberly. (2009). An experiential approach to group work. Chicago: Lyceum Books.

Trecker, H.B. (1955). Group work foundations & frontiers. New York: Whiteside Inc & William Morrow & Co.

Trecker, H.B. (1970). Social group work: Principles & practice. New York: Association Press.

Zastrow, C. H. (2010). The practice of social work: A comprehensive work text. USA: Brooks/Cole.

Bhattacharya, S. (2003). Social work an integrated approach. New Delhi: Deep & Deep Publications Pvt. Ltd. 

Dean, H. & Hepworth, R. H. (2010). Theory and skills in social   work.   New   Delhi: Cengage Learning India Private limited. 

Garvin, C. D., Galinsky, M. J., & Gutierrrez, L. M. (2007). Handbook of social work with groups.  New Delhi: Rawat Publications. 

Mishra, P., & Mishra, B. (2008). Social group work: theory and practice. Lucknow: New Royal Book Company. 

Siddiqui, H. (2008). Group work: Theories and practices. Jaipur: Rawat Publications.

Total marks 50

Hours 2

Question paper pattern

Section A

Answer any SIX from seven questions                                                              6*5=30

Section B

Answer any TWO from three questions                                                              2*10=20

This paper helps in understanding Community Organization and Social action as methods of social work. These methods are primarily seen as means to facilitate communities towards self- directed change. The practice of community organization and social action comprises of methodological process of providing, building, and enhancing opportunities for community development. This paper enables the student to organize the community to work towards problem solving. 

Course Objectives:

 1.       To impart knowledge and skills of Community Organization as a method in Social Work Practice.

2.      To learn the role of Social Worker in while working with the community.

3.   To identify and apply the critical elements of community organization practice.

4.   To impart knowledge and skills in demonstrating Social Action

1. Exhibit proficiency with regard to the relevance of community organization and social action as a method in social work practice.
2. Demonstrate the critical elements, models, approaches and theories of community organization practice and social action
3. Demonstrate an understanding the developmental issues and community development strategies adopted by Governmental and Non- governmental organizations
4. Apply the steps in community organisation cycle and enable the students learn the role of Social Worker in Social Action.

Community organization: Definition, Objectives, Principles, Skills; Approaches of CO: Community Based Approach, Social inclusion approach, Empowerment approach, Human development approach.

Community mobilization: concept, goals, community mobilization cycle; Theories of CO: Systems theory, Conflict theory, Resource mobilization theory; Similarities & differences between CO and CD.

Social action: concept, goals, principles; Social movements, contributions of  Saul Alinsky, Paulo Freire; Scope of social action in India; Role of Social Worker in social action

Boraian, M. P. (2008). Community development: An outreach approach.  New Delhi: Anmol Publications.

Joseph, S. ( 2013). Community organisation in Social Work. New Delhi: Discovery Publishing House.

Ledwith, M. (2005). Community development a critical approach. New Delhi: Rawat Publications.

Ross, M. G. (1967). Community organizations: theory, principles, and practice. New York: Harper and Row Publishers.

Siddique, H. Y. (1984). Social work and social action. New Delhi: Harnam Publications. 

Yadav C.P. (2007). Encyclopedia of social work and community organization. New Delhi: Anmol Publications Pvt.

Austin,  Michael,  J.  &  Jane  Isaacs  Lowe  (Eds.)  (1994).  Controversial  issues  in communities and organizations.  Massachusetts: Allyn and Bacon.

Brager, George, Harry Specht, & James Torczyner (1987). Community organizing.  New York: Columbia University Press.

Clarke, Stephen J.G. (2000). Social work as community development: a management model for social chang. England: Aldershot.

Dunham, Arthur, ( 1962). The new community organization. New York: Thomas Crowell Co.

Friedlander, Walter, A. (1976). Concepts and Methods of Social Work. New Jersey: Prentice-Hall.

Gangrade K. D.(1971). Community organization in India.  Bombay:  Popular Prakashan.

Hardcastle, David A., Stanley Wenocur, & Patricia Powers (1996). Community practice: Theories and skills for social workers. New York: Oxford University Press.

Harper, E. P. and Dunham, A. (Ed.) (1959). Community Organization in Action. New York:  Basic literature and critical comments, Association Press.

Kuppuswamy, B. (2010). Social change in India. New Delhi: Vikas Publishing House (P) Ltd.

Ramachandran, P. (1996). Towards  an  understanding  of  people's  movements:   History from below.  Institute for Community Organization Research.

Rivera, Felix F. & John Erlich. (1995). Community organizing in a diverse society. (2^nd  ed.). Massachusetts:  Allyn and Bacon. 

Siddique, H. Y. (1997). Working with Communities - Introduction to community work. New Delhi: Hira Publications.

Total hrs: 2

Question Pattern

Answer any SIX from seven questions (6/7).                                                               6*5=30                                                                                             

Answer any TWO from three questions (2/3).                                                            2*10=20

This course introduces social group work as amethod and practice related to the strengths, capacities and resources of individuals within groups. The course also attempts to develop skills for intervention in order to help to alleviate critical social problems and enhance group well-being.

Course Objectives

1.   To appraise the importance of groups in the life of an individual.

2.   To identify the specific characteristics of group work and its contributions as a method of social work intervention.

3.   To create an understanding about various concepts, group formation, dynamics, approaches and theories in relation to all types of groups.

By the end of this course, the students will be able to:

1. Appraise the importance of group work in the practice of professional social work.
2. Demonstrate proficiency in examining the specific characteristics of group work.
3. Discover and analyze issues of group members, needs, resources, and assets within a framework of group processes, dynamics, and developmental stages.
4. Demonstrate an understanding of various concepts, group dynamics, theory and ability to apply a variety of group approaches and theories for group interventions

Concept and Definition of Social Group Work, Characteristics of Social Group Work, Values in Social Group Work, Principles in Social Group Work, Assumptions underlying Social Group Work and philosophy of Social Group Work; Factors of group formation, Formulation of goals and identification of problems for work.

Theories applicable to group work practice; Models in group work practice;  Applications  of  group  work  in  community development  centers,  children's  institution,  hospitals,  correctional settings, schools and industries; Scope and application of group work in relation to other social work methods.

Pre-group and initial Phase, Formulation of objectives and  programme planning, Implementation, Evaluation, Termination and Follow up;  Importance  of  group  processes,  Stages  of  group development,   Bond,   Sub-groups,   Role,   Leadership,   Isolation, Decision making, Contagion, Conflict, Communication; Skills and Techniques for effective work with group/problem solving; Group Games.

Daniel, L. (2007). Group dynamics for teams. Los Angeles: Sage Publication.

Konopka, G. (1983 3rd Ed.), Social group work a helping process. New Jersey: Prentice Hall.

Lindsay, T., & Orton, S. (2008). Group work practice in social work. UK: Learning Matters Ltd.

Lupe, A.-C., & Randy, A. C. (2009). Group work: A practical guide to developing groups in agency settings. New Jercy: Wiley.

Mark, D. (2006). Using group work. New York: Routledge.

Rameshwari Devi and Ravi Prakash.( 2004). Social work methods, perspectives and practices. Jaipur: Mangal Deep Publications.

Rich, R., Bender, D., & Kimberly. (2009). An experiential approach to group work. Chicago: Lyceum Books.

Trecker, H. B. (1955). Group work foundations & frontiers. New York: Whiteside Inc & William Morrow & Co.

Trecker, H. B. (1970). Social group work: Principles & practice. New York: Association Press.

Zastrow, C. H. (2010). The practice of social work: A comprehensive work text. USA: Brooks/Cole.

Bhattacharya, S.(2003). Social work an integrated approach. New Delhi: Deep & Deep Publications Pvt. Ltd.

Dean H. Hepworth, R. H. (2010). Theory and skills in social   work.   New   Delhi: Cengage Learning India Private limited.

Garvin, C. D., Galinsky, M. J., & Gutierrrez, L. M. (2007). Handbook of social work with groups.  New Delhi: Rawat Publications.

Mishra, P., & Mishra, B. (2008). Social group work: Theory and practice. Lucknow: New Royal Book Company.

Siddiqui, H. (2008). Group work: Theories and practices. Jaipur: Rawat Publications.

Total Marks: 50

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

Social work research course covers the entire process of research, including research methods/ techniques, concepts, variables, hypotheses, and Report writing. The procedures used while drawing samples and the construction of research tools are also part of this paper.

1. To familiarize students with basic concept of social work research as a method of social work.
2. To formulate research questions for the dissertation work
3. To formulate research proposals for dissertation

1. Demonstrate an understanding the basic concepts in social work research methods
2. Formulate research questions for the dissertation work
3. Formulate research proposals for dissertation 

Social work Research: Definition, concepts (Theory -Inductive and Deductive, Data, variables), objectives, Types of research, Scope of social work Research, Social work research process, Research Design.

Population and Sampling: Concepts- Types of Sampling, Sampling Size, Errors in sampling.

Data Collection: Primary and Secondary data collection methods.

Questionnaire design: process of designing questionnaire.

Measurement and Scaling Techniques: Basic measurement scales. Attitude measurement scale.

  Problem Formulation in research. Hypothesis: Introduction, Type I Error, Type II Error,      Basics of Analysis.

Report writing: Importance of report writing, types of research report, report structure, guidelines for effective documentation.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7). 6*5=30

Section B

Answer any TWO from three questions (2/3). 2*10=20

Media has become an indispensable tool for a social workpractitioner in today‘s scenario where collective representations are necessary to high light pressing social issues and mark contemplative positive reforms. From a larger perspective the student gets to know the role of the media in resisting or bringing forth a social change and to induce social action wherever and whenever applicable. This paper consists of practical, descriptive and conceptual knowledge to promote understanding and develop skills to align media with a social prism

1. To understand the basics of media and its various forms.
2. Give in-depth knowledge of the process of print media and documentary making.

By the end of the course the student will be able to:

1. Exhibit skills and knowledge of the process of print media and documentary making. 
2. Produce media materials which focus on social issues and bring about effective social change through social action, community mobilization and participation.

Media Basics, Interface  of  Media  with  Social  Work; Different  mediums of messaging-Folk/Traditional  (folk  art,  painting,  clay  modelling)  and Modern (collage/posters, wealth from waste concepts, digital imaging), Community radio.

Constructing   a   message-Slogan,   Caption,   Prose   and   Poetry, Investigative Journalism style of reporting (5W‘s and 1H and Inverted Pyramid) on   social   issues;   Photojournalism   and   conceptual photography.

Preproduction-concept and scriptwriting; Production-camera, lighting and sound; Postproduction-rerecording, voice-over and editing.

Mathur, K. B.  (1994). Communication for development and social change. New Delhi: Allied Publications.

Melkote, S.. R., & Steeves, H. Leslie. (2001). Communication for development in the third world: theory and practice for empowerment (2nd ed.). New Delhi: Sage Publications.

Modi, B. (2007). Designing messages for development. New Delhi: Sage Publications.

Mollison, M. (1996). Producing videos: A complete guide. Australia: Allen and Unwin.

Raghavan, G. N. S. (2004). Development and communication in India: Elicit growth and mass deprivation. New Delhi: Gian Publishing House

Capila, A. (2001). Images of women in the folk songs of Garhwal Himalayas. New Delhi: Concept Publishers.

Joseph, D. (1990). The dynamics of mass communication. London: McGraw-Hill.

 Mcquail, Denis. (1994). Mass communication theory: An introduction (3^rd ed.). London: Sage Publication.

Yadav, J. S., & Mohnot, A. (1983). Advertising and social responsibility (Vol. 1), Content analyses. New Delhi: Dept of Communication Research

Total Marks: 50

 This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam)

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per university norms)

This course introduces students to the field of social entrepreneurship and the best practices of starting and growing successful mission-driven ventures. This field is rapidly garnering attention around the world from entrepreneurs, investors, philanthropists, foundations, and consulting firms. Social ventures aim to achieve a “double bottom line” with meaningful social returns, as well as sustainable or competitive financial returns --through their products, services and other business practices. Entrepreneurial solutions to education, healthcare, environment, workforce development, international development, and other large societal issues are being addressed through both for-profit and non-profit ventures.

1. To introduce the concept of entrepreneurship and social entrepreneurship.

2. To familiarise with the development of business model.

             3. To understand the strategies used by social entrepreneurs

By the end of the course the student will be able to:

1. Demonstrate entrepreneurship skill.
2. Identify various strategies used by social entrepreneurs for sustainability.
3. Develop Business models.

Concept and Characteristics of Entrepreneurship, Social Entrepreneurship, The Socio-Economic Context of Social Entrepreneurship, Opportunities, challenges, and issues facing social entrepreneurs, Learning from Real-Life social enterprises (Cases).

Social Enterprise Formation, Writing a Business Plan, Selecting an Organizational Form, Attracting Investors,Planning for Growth, Finding capital, Measuring Social Impact, Governance of Social Enterprises.

Communication Strategies. Replication Strategies, Exit Strategies, The qualities, skills and values for a social entrepreneur.

Bornstein, David (2005), How to change the world: Social entrepreneurs and the power of new ideas. New York: Penguin Books.

Gregory J Dees (2001). The meaning of social entrepreneurship. www.fuqua.duke.edu/centers/ case/ documents/dees_SE.pdf

Gunn, R.,  & Durkin, C. (2010). Social entrepreneurship: a skills approach. UK: Policy Press.

Roger, L. M., & Sally, O. (2007). Social Entrepreneurship: The Case for Definition,‖ Stanford Social Innovation Review, Spring, www.skollfoundation.org/media/skoll_ docs/2007SP _feature _martinos berg.pdf

Stevenson, H., & Jarillo, J. (2007). Ribeiro, Domingo; Roig, Salvador, eds. A paradigm of entrepreneurship: entrepreneurial management, in entrepreneurship: concepts, theory and perspective, Springer Science Business Media. pp. 5–. ISBN 978-3-540-48543-8.

Welch, Wilford (2008). Tactics of hope: How social entrepreneurs are changing our world. San Rafael: Earth Aware.

Banks, K. (2016). Social entrepreneurship and innovation: International case studies and practice. London: Kogan Page.

Ellis, T. (2010). The new pioneers: sustainable business success through social innovation and social entrepreneurship. New York: Wiley.

Kumar, S. (2013). Dynamics of social entrepreneurship. New Delhi: AK Publications.

London, M., & Morfopoulos, R. G. (2010). Social entrepreneurship: how to start successful corporate social responsibility and community-based initiatives for advocacy and change. New York: Routledge.

Praszkier, R., & Nowak, A. (2012). Social Entrepreneurship: theory and practice. New York: Cambridge University Press.

Total Marks: 50

 This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam)

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per university norms)

Natural Resource Management (NRM) is an integrated and multidisciplinary approach combining Earth-Science, Life-Science, Environmental Science, Social Science and Management Science to manage and restore natural resources and ecosystems. Natural Resource Management sustains and restores abiotic and biotic resources within wilderness, forestry, recreational, agricultural and urban areas and the skills to address management problems.

1. To introduce the concept of natural resources and its importance to ecology.
2. To familiarise the relation between resources and livelihoods.
3. To understand the management of sustainable natural resources.

By the end of the course the student will be able to:

1. Recognize and examine concept of natural resources and its importance to ecology.
2. Demonstrate knowledge of how Natural Resource Management helps to balance the needs of people and the economy with protecting the ability of ecosystems to support soil, water, forests, wildlife, fish, recreation, and other resources.

Concept of resource, classification of natural resources. Factors influencing resource availability, distribution and uses. Interrelationships among different types of natural resources. Concern on Productivity issues. Ecological, social and economic dimension of resource management.

Concepts and scope of livelihood, livelihood framework analysis, indigenous communities and traditional livelihoods, forms of natural resources and dependencies of local people, natural resource crisis impacts on the livelihood of people, ecological, socio cultural and economic dimensions, threats of traditional livelihood from globalization, urbanization, privatization, and migration, climate change impacts and mitigation. Aforestation and Social Forestry. 

SDG and NRM: Sustainable Agriculture, Water management, Sustainable energy, Sustainable management and use of natural resources, Sustainable livelihood, Sustainable natural resource management models. Organic Farming: Issues and Challenges, Programmes and Provisions of Government. Case studies on organic farming.

Chopra, K., Kadekodi, K. G., & Murthy, M. N.  (1990). Participatory development: People and

            common property resource. New Delhi: Sage Publications.

Mallik, S. (2011). Women, panchayats and natural resource management: The role of PRIs in Nayagarh district of Orissa. Jaipur: Rawat Publications.

World Bank. (2000). Natural resource management strategy: Eastern Europe and Central            Asia, Washington D C: World Bank.

Chiras, D. D., Reganold, J., & Owen, O. S. (2005). Managing water resources sustainably        (Ch.10) & Water pollution (Ch. 11) in natural resource conservation: Management for a   sustainable future (9th ed.). New Delhi: Prentice-Hall. pp. 219-298.

Chopra, K., Kadekodi, K. G., & Murthy, M. N. (1990). Participatory development: People and

            common property resource. New Delhi: Sage Publications.

Mishra, G. P., & Bajpai, B. K. (2004). Community participation in natural resource        management. Jaipur: Rawat Publications.

Murthy, V. V. N. & Jha, M.K. (2009). Land and water management (5^th ed.) New Delhi: Kalyani             Publishers.

Pandey, B. W. (2005). Natural resource management. New Delhi: Mittal Publications. 

Rogers, Perter P., Boyd, John A., & Jalal, K.F. (2006). An introduction to sustainable   development. New Delhi: Prentice Hall of India. 

Vernooy, R. (2006). Social and gender analysis in natural resource management. New Delhi: Sage Publications. 

Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam)

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per university norms)

The course will critically examine how development processes affect women and men and gender relations. The course will provide theoretical and practical experience in gender and development.

1. To understand the concepts, approaches and strategies related to gender and development.

2. To familiarise the practices and issues related to gender and development.

3. To understand the linkages of Gender and Development from regional, national and international perspectives.

At the end of the course students will be able to:

1. Demonstrate an understanding of the various concepts, approaches and strategies related to gender and development.
2. Illustrate the practical issues and practices related to gender and development.
3. Relate and modify the linkages of Gender and Development from Regional, National and International perspectives.
4. Exhibit a critical awareness of gender equity.

Concept, Approaches and Strategies. Gender Analysis. Gender-sensitive Planning and Policy Making. Gender appraisal of Development programmes and Research projects.  Third Gender: Concept, Policy and Issues

Gender Audit and Gender Budgeting. Gender Mainstreaming.  Contemporary issues in Gender and Development. Approaches in Gender and Development.

Gender and Entrepreneurship Development. Political Participation and Governance, Gender Training and Empowerment. Gender and Financial Inclusion, Gender, Law and Human Rights.

Chant, S., & Sweetman, C. (2012). Fixing women or fixing the world? “Smart economics‟, efficiency approaches, and gender equality in development. Gender & Development20 (3): 517–529. November.

Guijt, I. S., &, Meera, K. (2006). Myth of Community: Gender Issues in Participatory Development, Rugby, UK: Intermediate Technology Publications.

Kapadia, K. (2002). The violence of development: The Politics of identity, gender & social inequities in India. New Delhi: Zubaan Publications.

Krishnaraj,     M.,   Abusaleh   S.,   &   Sudarshan,   M. R. (1998). Gender, population and development, Oxford: University Press.

Nalini, V., Duggan L., & Nisonoff, L., (1997). Women, gender & development. New Delhi: Reader.

Pandey, A K.( 2004). Gender equality development and women empowerment, New Delhi: Anmol Publications Pvt. Ltd

Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam)

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per university norms)

This elective course introduces the issues facing youth.  The conceptual understanding as well as a psychosocial issue related to youth is looked into. Students of social work also get an idea of current Indian youth intervention programmes delivered both by the government and the non-government sectors.

Course Objectives

1.      To understand the status of youth in different contexts

2.       To develop insights on the status and problems faced by youths in different contexts

3.      To become familiar with the needs of youth

4.       To develop knowledge, skills and strategies how to apply youth development programmes while working with the youths. 

5.      To become familiar with the policies addressing youth issues

By the end of the course the student will be able to:

1.       Demonstrate an understanding about the concepts related to youth and youth development

2.       Illustrate insights on the status and problems faced by youths in different contexts

3.      Identify various needs of youths in different context

4.       Exhibit knowledge, skills and application of youth development programmes while working with the youths.

5.       Demonstrate proficiency in various youth policies and welfare initiatives of governmental and nongovernmental organizations.

Legal, cultural, social connotations of the concept. Needs and issues related to youth in rural and urban settings; changes in modern Indian society and challenges facing youth; patterns of youth culture in modern India, cultural gaps and generational conflicts among youth.

Needs of youth - physical, intellectual, emotional, social and religious needs. Socialization of youth -influence of the family peer, neighborhood, reference groups, religion. Issues impacting youth-unemployment, alienation, crime, health issues and substance abuse.

National youth policy, scheme and programmes for the youth, Youth counseling, vocational guidance, self employment measures, skill training for the youth, youth leadership training programmes.  Case studies of interventions of International bodies, INGOs and NGOs.

Ministry of Youth Affairs & Sports, (2014) National youth policy, New Delhi, Government of India.

Nehru Yuva Kendra Sangathan.  Government of India website: http://nyks.org/

McMichael, P. (2011). Development and Social Change: A Global Perspective. Sage Publications.

Wyn, J., & White, R. (1997). Rethinking youth.  London: Sage Publications limited. 

Gore, M.S. (1978). Indian youth: Process of socialization.  New Delhi: Vishva Yuvak Kendra.

Harper and Malcolm. (1996). Empowerment through enterprise. London:  Intermediate Technology Publications.

Kenyon, et. al.  (1996). Youth policy 2000- Formulating and implementing national youth policies: Module 9. Chandigarh: CYP. Asia Regional Centre. 

Macwan’gi M - Zambia. (1998) Promoting enterprise and economic development: Module 11.  Chandigarh: CYP. Asia Regional Centre.

Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam)

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per university norms)

This paper provides opportunity for the students to develop communication skill, soft skills and documentation skills required to begin their professional life. The units will be taken in skills labs where learning happens through practice. This course follows assessment that consists of demonstration of skills by students.

1. To familiarize basic skills, process skills and soft skills required for Human resource professionals.

 2.To develop communication skills, soft skills and documentation skills required by Human resource Professionals.

At the end of the course students will be able to:

1. Exhibit basic skills, process skills and soft skills required to practice social work.
2. Demonstrate proficiency in handling people, programmes, projects and documentation using modern means of management strategies in industry.

Public speaking skill, Presentation skill, Formal and Informal communication

Critical thinking, creative thinking, empathy, self-awareness, social awareness.

Academic writing, report writing, documentation

Excel books (2004). Effective call center training: soft skills. New Delhi:Excel books.

Hariharan, S., Sundararajan, N., & Shanmugapriya, S.P. (2010). Soft skills, communication skills, employability skills, corporate skills. Chennai: MJ Publishers.

Schwartz, B. M., Landrum, R. E., & Gurung, R. A. R. (2014). An easy guide to APA style. Los Angeles: Sage Publications.

Bradbury, A.  (2010). Successful presentation skills.  London: Kogan Page.

Kumar, P. (2010). Communication and soft skills. New Delhi: Centrum press.

Murty, G. R. K.(2008). Soft skills for success. Hyderabad: ICFAI.

Rae, L. (2005). Skills of interviewing. Mumbai: Jaico

Total marks – 50

This course has no end semester examination. The teacher in charge of this paper will assess the knowledge on various skills through written examination (short notes/multiple choices) designed by the teacher and approved by the staff committee. The demonstration of the skills will be assessed by minimum of two teachers from the department.

Knowledge assessment – 25 marks

Skills demonstration -      25 marks

Service learning provides students with opportunities to capitalize on their cognitive, affective, intuitive, and societal characteristics—those characteristics which differentiate learners from other learners.  Through service learning, students are empowered to explore their own interests and passions, attempt to solve societal problems, employ leadership skills, and examine their own sense of justice while investigating authentic community issues and concerns. The scope of this course is to provide students an opportunity to build their capacity in the areas of Service Learning. They will be trained to identify and assess the community needs and develop intervention projects in this semester.

This project will be carried out in all four semesters and the progressive outcome among the students will be assessed and evaluated. Each student will be placed under a faculty mentor for support and reflection on the service learning activities.

1.      To understand the basics of service learning

2.      To attain the basic skills such as need assessment and developing intervention project to carryout service learning projects

By the end of the course the student will be able to:

1. Apply basic concepts and skills such as need assessment, programme planning with various collaborative organizations,
2.  Develop intervention programmes to carry out service learning projects.
3. Exhibit proficiency for conducting street plays, campaigns and documentaries

Introduction to service learning; Training (Capacity Building) Programmes on Need Assessment, Programme Formulation, Programme Implementation, Impact Assessment and Documentation; Capacity building on Street Plays, Campaigns and Documentaries; Collaborative programmes and projects with partner NGOs and Government organizations.

            Butin, D. (2010). Service-Learning in theory and practice. USA: Palgrave Macmillan.

            Stoecker, R., & Tryon, E. A. (2009). The unheard voices: Community organizations and service

            learning. Philadelphia: Temple University Press.

           Berger Kaye, C. (2010). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. MN, USA: Free Spirit publishing.

This paper has no end semester examination. Evaluation of the paper is distributed throughout the semester as the students plan their service learning in any locality. Students will have to work closely with their mentors. Orientation about the project starts in the first semester. The student will submit a report in the fourth semester on a date informed by the department and present before a panel that consists of internal and external examiners. The evaluation criteria will be developed by the department. Students will be awarded grades in each semester.

Categories of grades are the following.

Internship (Social Work practice) is one of the most important aspects ofprofessional social work training. The students develop various skills in working with clients and professionals of various organizations. Students will be taken to various organizations of social relevance for exposure in the First semester. Students are allotted social welfare agencies for their Internship for a period of 25 days in a month of every semester. Also, in this semester students are exposed to rural and other backward communities through rural camp. This aims to enhance the students to develop knowledge and skills in working with people living in community. This rural camp will be conducted for one week.
Course objectives:

     1. To provide opportunity for students to integrate theory and practice.

     2. To develop positive aptitude, knowledge and competencies for practice in social work.

Rural Camp  Description: The programme is designed to introduce the living experience of the rural community in view of the social work philosophy and principles. The rural camp facilitates social work trainees to practice and integrate social work in tune with their personal and societal expectations.  

Objectives:

• To understand the community social system.
• To analyze the approaches, strategies and theories of intervention used in the community.
• To facilitate students learning about the ground realities of community living.
• To develop group dynamic and team work

• Demonstrate in an understanding client systems and their needs
• Exhibit knowledge and skills in practicing primary methods of social work (individual, group and community)
• Demonstrate proficiency in rapport building and establishing a professional
•  Exhibit proficiency in Recording and documentation
•  Illustrate Reflective processes through reports and presentations in seminars and conference. 

Internhsip in various social welfare organisations for 25 days.  

Pre camp preparation: Pilot visit, framing objectives, plan programme schedule and funds, preparation of action plan, Participatory Rural Appraisal (PRA) techniques.

Baseline survey or need assessment, programme designing, evaluation survey, engaging in community activities (interactions, home visits, campaigns, street plays, shramdan, meetings, and activities for different groups of people). Any of these strategies may be used to implement the programme in the community.

Subhedar I.  S. (2003).  Fieldwork training in social work. Jaipur: Rawat 

This paper offers knowledge on the various theoretical models ofsocial work practice. These approaches help the students to practice social work scientifically. Major theories are incorporated and its applications are discussed.

1. To understand the theories related to human development.
2. To understand the approaches that help students in working with individuals, family and group.
3. To understand the approaches that help students in working with communities.

1. Examine the theories related to human development and various approaches.
2. Analyse and interpret human behaviour and problems in work places based on the theories related to individuals and communities.
3. Apply social work theories in solving work related problems.

Stages of psycho sexual development and defence mechanisms by Freud, Stages of psychosocial development by Erickson, Humanistic approach by Maslow, Stages  of  cognitive  development  by  Piaget,  and  Moral development by Kohl Berg.

Personality theories, Crisis intervention, Psychosocial approach, Behavioural modification, Client centered approach, Task centered models, Problem solving, Solution focused approach, and Eclectic approaches..

Strength  based  practice,  Interactional  models,  Empowerment  models, Generalist perspectives, Ethnic sensitive perspective, Community change model, Self help model

padhyay R. K. (2003). Social Case Work. Jaipur: Rawat Publications. 

Yadav,C.P. (2007). Encyclopaedia of social work and community organisation. New Delhi: Anmol Publications Pvt. Ltd.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

The students of social work will understand the concept of management and its application in various fields. The concept of HRM is also introduced and the students will learn its application. The planning, organizing and controlling function followed in organizations to manage human resources is also discussed.

1. To understand the nature and functions of management.
2. To introduce the functional areas of Human Resource Management.

1. Examine the nature and functions of management.
2. Describe the functional areas of Human Resource Management.
3. Demonstrate skills in performing HR functions.

Management: Introduction, nature, purpose and functions, Taylor’s Scientific Management, Fayol’s fourteen principles of management, Recent trends in management: Managers: levels and types of managers, managerial roles, skills for managers

Management: Introduction, nature, purpose and functions, Taylor’s Scientific Management, Fayol’s fourteen principles of management, Recent trends in management: Managers: levels and types of managers, managerial roles, skills for managersPlanning: Nature of planning, planning process, objectives, MBO, strategies, level of strategies, policies, methods and programs, planning premises, decision making, process of  decision making, types of decisions, techniques in decision making.Organizing: Organization structure. Chain of command, span of control, delegation, decentralization and empowerment..Types of Organizations: Formal and Informal; Functional, Divisional, Geographical, Customer based and Matrix organizations; virtual organizations.Controlling: Controlling, importance of controlling, controlling process, types of control, factors influencing control effectiveness.

HRM: Introduction, meaning, evolution, nature, scope and importance. HR functions: Job Analysis, Role Analysis, Human Resource Planning, Recruitment, Selection, Placement, Induction/Orientation, Training and development, Performance Appraisal, Compensation, Employee Welfare, Employee Grievances, and Industrial Relations

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

The knowledge ofLabour Legislation becomes very essential to manage human resources effectively.This course enables the student to have a good base in Labour Laws. This paper focuses on various Labour Legislations pertaining to welfare and working conditions.

• To understand the significance of labour laws.
• To understand the regulatory legislations in different settings.To know the concepts and laws related to occupational health and safety

History, evolution and purposes of labour laws in India; Authorities under the labour laws in India; Classification of labour laws; laws enforced by the Centre and State Governments.

Factories Act (1948), Shops & Establishment Act, Contract Labor (Abolition & Regulation) Act (1970). The Plantations Labour Act (1951), The Mines Act (1952). The Motor Transport Workers Act (1961). The Apprentices Act (1961. Contract Labor (Abolition & Regulation) Act (1970). Special Economic Zones Act (2005).

The causes of work related ill health.  Concept of work hazards, The range of health and safety hazards. Steps in handling occupational health issues, control and prevention measures. Measures to control the hazards associated with work related ill health including; (a) Noise, (b) Repetitive strain ,injury(RSI),  (c) Display screen equipment (DSE),(d) Viral and bacterial infections. Management of disabilities. OHSAS Certification for workplaces

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

Sociologists often call modern societies as organizational societiesbecause of the predominant role organizations play in modern society. A Social worker often works/practices in organizations, or through organizations-informal or formal. It is imperative that they understand organizations and learn to lead and motivate their fellow workers. This paper gives them the necessary background for performing these functions and the modules of the paper consist of conceptual and analytical knowledge.

1. To familiarise with the genesis of OB.
2. To understand the concept of motivation as delineated in various theories.
3. To understand leadership as delineated in different theories.

• Demonstrate the knowledge of human behaviour at work places.
• Apply interpretative and application skills related to motivation.
• Exhibit interpretative and application skills related to leadership

Definition and scope- Approaches to Organizational Behaviour- Elements of Organizational Behaviour- Hawthorne studies-classical and modern approaches to Management- Human Relations movement and Behavioural systems approach to OB. Foundations of Group Behaviour-Group Behavioural Models

Meaning of   Motivation,   Motivation-Traditional Theories  of  work  Motivation;  Maslow's  hierarchy  of  needs  - Herzberg Two Factor theory, Alrerfer‘s ERG Theory, McClelland Achievement Motivation theory, McGregor‘s Theory X-and Theory Y,  Vroom‘s  Expectancy/Valence  Theory-The  Porter  and  Lawler Model-Adam‘s  Equity  Theory  of  work  Motivation.

Definition and characteristics of leadership- Classification of leadership: positive and negative leaders, Qualities of a leader, Leadership styles, Theories of Leadership, Leaders and followers, attribution approach, leaders explanation to follower‘s behaviour, Transactional and Transformational Leadership. Leadership Development

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

The course describes the process of acquiring human resources, screening and selecting the candidates and other formalities related to selection of employees. The course discusses the methodologies and techniques used for this process.

1. To gain familiarity in manpower planning and Talent Acquisition.
2. To understand the stages of Talent Acquisition.
3. To learn the process of selection.

1. Evaluate strategies of recruitment.
2. Demonstrate recruitment and selection skills.
3. Design job description and Job specification.
4. Demonstrate knowledge in employee induction and placement.

Introduction, Man power Planning: Need analysis, Cost analysis and Job analysis.Job Analysis: Meaning, definition and purpose. Methods of job analysis.  Role analysis.Hiring process & Hiring decision: Hiring internally, External Hiring. Job advertisement: drafting, size and contents. Choosing the best source.

Initial process: Application Forms, Resume, Behavioural approach.

Testing: Meaning, definition, purpose, advantages and disadvantages.

Types of test, Interviewing: Planning, Interview process, statutory requirements. Assessment Centre: Role of assessment centre in recruitment.

Recent trends in Selection Process 

Reference Checking: Meaning, definition and purpose. Verification of character: criminal antecedents, previous work behaviour and educational qualifications.

Appointment Letter: Contents of appointment letter, hard copy (or soft copy), Method of communication, Medical Examination & Acceptance of offer for joining. 

Bernardin, J. H., & Russell, J. E. A. (2010). Human resource management: An experiential approach (4^th ed.).New Delhi: McGraw-Hill.

Fisher, S. S. (2008). Human resource management. New Delhi: Biztantra print.

Goel P. (2017). Human resource management. New Delhi: Atlantic.

Naik, C. (2017). Human resource management: Managing people at work (2^nd Ed.).New Delhi: Ane Books.

Rao, S.P. (2004). Personnel and human resource management: Text &cases (5^th Ed.).Mumbai: Himalaya publishing house.

Rothwell, W. J., & Kazanas, H.C. (2005). Strategic planning for human resource. Mumbai: Jaico Publishing House

Rowley, Chris; Rowley, Chris; Jackson, Keith. (2011). Human resource management: The Key Concepts. London; New York: Routledge.

Snell, S., & Bohlander.G. (2009). Human resource management. New Delhi: Cengage Learning.

Tyson, S. (Shaun) (2015). Essentials of human resource management (6^th ed.). New York: Routledge.

Decenzo, D. A. (2013). Human resource management (11^th ed.). New Delhi: Wiley

Diane, A. (2012). Recruiting, interviewing, selection & orienting new employees (4^th ed.). PHI publication.

Gatewood, R. D., Field, H. S., and Barrick, M. (2008). Human resource selection (2^nd ed.). New York: Cengage learning.

Hunt, S. T. (2007). Hiring success: The art and science of staffing assessment and employee selection. San Francisco: Wiley.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

Social workResearch Project- I is a paper in which students prepare their researchproposal that builds a strong basis for an empirical study. Research work will be spread over a period of one year, starting from the second semester (Research project I) and ending in the third semester (Research project II). Every student is required to complete the research project under the guidance and supervision of a faculty of the department, who will guide the student on topics related to Social work education, practice or some aspects of their area of specialization. 

1. To identify research problems and the process of problematisation.
2. To develop skills in research project proposal writing.
3. To learn to review research articles.

• Conduct qualitative research.
• Exhibit qualitative research skills.
• Exhibit Data collection, report writing and interpretation skills

Qualitative Research: Objectives, theories (Ontological and Epistemological foundations), principles, application in social work, types and process. Approaches: Ethnography, Phenomenology, Narrative, Case Study & Grounded Theory. Mixed methods.

​​Interviewing: Structured, Semi-structured and Unstructured interviews. ​Participant Observation, Focused Group Discussion (FGD),​ ​Delphi method in qualitative research, Review of secondary data, Interviewing skills for qualitative researcher, Process of conducting a qualitative interview, Ethical issues.

​Steps in Qualitative data analysis, Issues in adopting data analysis approaches, Transcribing and coding, Thematic Analysis, Content analysis, Concurrent analysis, Presenting and reporting results, Introduction to Data Analysis softwares.

Denzin, N. (2005). The SAGE handbook of qualitative research (3^rd ed.). Thousand Oaks: Sage Publications.

Hahn, C. (2008). Doing qualitative research using your computer: A practical guide. New Delhi: Sage Publications.

Sachdeva, M. (2006). Qualitative research in social science. Jaipur: Raj Publishing House.

Silverman, D. (2006). Qualitative research: theory, method and practice. London: Sage Publications

Bryman, A. (1999). Qualitative research. London: SAGE.

Holliday, A. (2007). Doing and writing qualitative research. London: Sage Publications.

Janesick, V. J. (2004). “Stretching" exercises for qualitative researchers. New Delhi: Sage Publications.

Neuman, W. (2011). Social research methods: Qualitative and quantitative approaches (7^th ed.). Boston, Mass: Pearson.

Padgett, D. (2008). Qualitative methods in social work research. Los Angeles, Calif.: Sage Publications.

Seale, C. (2004). Qualitative research practice. London: Sage.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

The students learn the primary skill of HR practice. The skills relatedto use of tests and measurement tools in HR practice are taught to them. The course also focuses on management of stress and anxiety.

1. To develop skills related to the acquisitions of human resources.
2. To learn various psychological tests used in selection process.
3. To learn skills to manage stress and anxiety in work places.

By the end of the course the student will be able to:

1.      Demonstrate the skills related to talent acquisition.

2.      Apply the test for selecting candidates.

3.      Apply case studies and role play in professional settings.

4.      Develop ability to implement stress management programme.

Resume Writing, Aptitude Tests, Psychological tests.

Use case studies, role plays and business games for Strategic thinking, problem solving and decision making

Coping with stress, Coping with emotional issues

This paper has no end semester examination. The teacher in charge of this paper will assess the knowledge on various skills through written examination (short notes/multiple choices) designed by the teacher and approved by the staff committee. The demonstration of the skills will be assessed by minimum of two teachers from the department. 

Knowledge Assessment - 22 Marks

Skills Demonstration      - 23 Marks 

Attendance: 5 marks (As per University norms)

The scope of this course is to provide students an opportunity to implement the intervention programme in second semester. This project aims at developing a model to bring sustainable change in the society during the studentship, which would help students to experience outcome oriented professional practice. Students will associate with their course mentor allotted by the department and implement the project, which will be validated by participants of the study, field experts, review of literature and available models.

This project will be continuing throughout the course with fieldwork and monthly consultation with their mentor. Student will submit project progress report at the end of the semester. This project report includes the process of project implementation. 

1.      To learn the specifics of implementation of intervention process.

2.      To carry out the activities of initial phase of service-learning projects by students.

1.      Network with organizations.

2.      Develop independent action projects.

Conducting baseline and pilot testing of the intervention. Refining the intervention. Conducting pretesting of the measures, Implementation of intervention and assessing preliminary findings of the intervention and submission of the project report to the respective mentors.

Stoecker, R., & Tryon, E. A. (2009). The Unheard Voices: Community Organizations and Service Learning. Philadelphia: Temple University Press.

Categories of grades are the following.

The student during second semester undergoes the first field placement in HR setting. Thefield of Internship could be chosen from Industries, Service Providers, Hospitals or NGOs. During the two months placement the student conduct an organization study and prepares case studies related to the place of internship. Students have to complete four case studies in the areas of HR acquisition (recruitment, selection and induction) occupational health and compliance with labour laws and a mini project.

• To understand organization, its functions, structure, value systems and culture
• To understand the HR practices followed in organizations.
• To learn the basic research skill through a mini project.

•  Exhibit networking skills, observation and interviewing skills.
•  Demonstrate reflective thinking required for HR professionals.
•  Develop HR case studies.
• Demonstrate the ability to conduct mini research independently

Develop the learning contract and submit the organisational report

submit six case studies on Human resource management, Industrial relations, employee welfare, CSR

Submit a mini project.  Collect data from a small sample and analyse it according to the objectives of the mini project.

Students have to submit all the reports mentioned in the structure of internship manual on the specific time. Students will have a viva voce at the end of each semester. Internal examiners will do mid internship evaluations at the end of January month for  this internship.

Learning Contract, Attendance Report and Weekly Report, Organisational Study (10%)

5 Case Studies (30%)

Action Projects/ Mini Projects (10%

End semester Viva Voce examination (50%)

Social workResearch Project- I is a paper in which students prepare their researchproposal that builds a strong basis for an empirical study. Research work will be spread over a period of one year, starting from the second semester (Research project I) and ending in the third semester (Research project II). Every student is required to complete the research project under the guidance and supervision of a faculty of the department, who will guide the student on topics related to Social work education, practice or some aspects of their area of specialization. 

1. To identify research problems and the process of problematisation.
2. To develop skills in research project proposal writing.
3. To learn to review research articles.

1. Exhibit basic research skills such as problem identification, literature review and tool identification/development.
2. Design research proposal.

 Literature   reviews,   identifying   relevant   topics   for   research, problematization, and understanding about needs, rationale and scope of the research project. Title of the study, Introduction, Literature review: A minimum of 10 relevant literatures for proposal submission, Rationale/scope for the study, Aim of the study, Objectives of the study, Operational definitions, Hypothesis,  Research  design,  Sampling  design: sampling  procedures  including,  universe  of  the  study,  study population,  sampling  size,  method  of  sampling,  inclusion  and exclusion  criteria,  and  Planning for the data collection: setting the time lines., Tools of data collection  structured or semi structured,  self-prepared or adopted. Identify the source and the psychometric properties, Statistical tools and procedures   used   should be stated   with   rationale   and   Ethical considerations.

Sources of data, primary and secondary, methods and instruments of data collection, observation method – participant and non-participant observation, structured and unstructured questionnaire, interview: types;  Construction of tools: pre-test and pilot study; Scales: need for Scales. Some prominent scaling procedures; Secondary data: types, uses of secondary data and disadvantages. 

 Student and guide make a course work plan based on the topic under Research. Guide plays a major role to design individual syllabus for each student on the relevant areas under selected research topic.

D'Cruz, H., & Jones, M. (2006). Social work research: Ethical and political contexts. New Delhi: Sage Publications.

Lal Das, D. K.  (2000). Practice of social research: Social work perspective. Rawat Publications.

Roger G. (2008). Social research methodology; A critical introduction. New York: Palgrave Macmillan.

Babbie, E. R. (2014). The basics of social research (6^th ed.) New Delhi: Cengage Learning.

Smith, R. S. (Roger Shipley). (20

Alston, M., & Bowles, W. (2004). Research for social workers: An introduction to methods. New Delhi: Rawat Publications.

Mclaughlin, H. (2007). Understanding social work research. London: Sage Publications.

Morris, T. (2006), social work research methods: Four alternative paradigms. London: Sage Publications.

Sharma, J. K. (2013). Business statistics. New Delhi: Pearson.

Somekh, B., & Cathy, L. (2005). Research methods in the social science. New Delhi: Sage Publications.

CIA I- Formulation of Research Problem (20%)

CIA II- Assessment of Literature review through a presentation (25%).

CIA III- Proposal submission and presentation (50%).

Attendance:  (05%)

Course Description: This course enables the students to have a sound base in Labour Laws.  This paper focuses on various labour legislations governing employee relations.

Course Objectives

1. To understand the classification of labour in Indian economy.
2. To learn the laws governing employee relations.
3. To understand the process of grievance redressal and management of indiscipline.

1.       Demonstrate the classification of labour in the Indian economy and their characteristics.

2.       Interpret the laws governing employee relations

3.       Demonstrate the process of grievance redressal and management of indiscipline. 

Sectoral employment: Rural-Urban; Organised- Unorganised; Public-Private. Classification  of  labour:  Organized  and  unorganized  labour: Skilled, unskilled and semi-skilled; blue and white collar; Contract labourers.
Meaning and causes of industrial disputes. Industrial Dispute Act, 1947.

Laws relating to employment, service conditions,  Employee Relations-  Trade  Unions  Act, 1926; Industrial  Employment  (Standing  Orders) Act, 1946.

Grievance: Causes/sources of Grievances, Grievance procedure, A model  Grievance  Procedure,  Grievance  Redressal  Machineries.

Gender sensitivity: Sexual Harassment at Workplaces, preventive steps-procedures in dealing with the complaints and the employer‘s responsibility.

Legal Approach for disciplinary actions: Certified Standing Orders, Misconduct, Domestic Enquiry, procedures, Punishments, Jurisdiction of Labour Courts and Industrial Tribunals in interfering with the orders of the employer.

Garg, K. C, Sharma, Mukesh, & Sareen, V.K. (2002). Commercial and Labour Laws. Ludhiana: Kalyani Publishers, Indian Labour Law Journal.
Kumar H. L. (2016). Practical guide to contract labour: Regulation & Abolition Act & Rules. Allahabad: Universal Law Publishing.
Malik. Labour laws. Allahabad: Allahabad Law Agency.
Mathur, A. S. (1968). Labour policy and industrial relations in India. Agra: Ram Prasad.
Singh, A.,& Kaur, H.(2017). Introduction to labour & industrial law (4^th ed.).New Delhi: LexisNexis.

Justice., & Kanade, V. M. (2005). Labour Law. Mumbai: Himalaya Publication House
Malik's handbook of Labour and Industrial Law. (2016).India: Eastern Book Company.
Sreenivasan, M. R. (2006). Industrial relations and labour legislations. Chennai: Margham Publications.
Srivastava, S.C. (2003). Labour Law – I, Annual survey of Indian Law XXXIX: 511

Total hrs: 2 

Question Pattern

 Section A

 Answer any SIX from seven questions (6/7).                                                                    6*5=30

 Section B                                                                                                         

 Answer any TWO from three questions (2/3).                                                             2*10=20

The main objective of this course is to acquaint students with basic concepts in statistics and train them to use statistical applications. The course is designed to provide the necessary knowledge about the statistical applications which are essential in social work practice and education.

 Course Objectives

1.      To introduce statistics and its applications to social sciences.

2.      To learn descriptive and inferential statistics.

·       Demonstrate their understanding on the theoretical aspects of statistical measures in social work research.

·       Choose the appropriate statistical measures according to the needs of social work research.

·       Analyze and interpret the real world data using appropriate statistical measures in social work research.

Statistics: Introduction. Importance, and Scope of Statistics in the field of social work, Data- Types, Classification and Tabulation of Data, Diagrammatic and Graphical Presentations of data: (Histogram, Frequency Curve, Frequency Polygon, Ogive, Stem and Leaf Chart. Pareto diagram, Check Sheet), Levels of Measurements.

Measures of Central Tendency: Mean Median and Mode, Computation and Application.

Frequency- Percentage, Cumulative Frequency and Cross Tabulation.

Measures of Dispersion: Range, Quartile Deviation, Mean deviation and Standard Deviation, Computation and Uses: Co-efficient of Variation.

Measures of Symmetry and Peakedness: Skewness and Kurtosis. Probability Distribution, Normal Distribution, Tests for Normality and Outliers- Shapiro-Wilk test,  Histogram, Box Plot, Q-Q Plots.

Parametric and Non-parametric statistical tests, Assumptions and their uses.

Testing of Hypothesis:

Parametric statistical tests: Independent t-test, Paired t-test, One-way ANOVA, Two-way ANOVA, Pearson correlation, Liner regression and Multiple regression.

Non-Parametric statistical tests: Chi-square test for association, Mann-Whitney U test, Wilcoxon Signed rank test, Kruskal Wallis test, Spearman’s rank correlation.

Gravetter, F. (2013). Statistics for the behavioural science (9^thed.). Andover: Cengage learning.