INTRODUCTION Human Resource Development is the process of helping people to achieve their goals by providing the resources they need. It contracts with the both method of competency improvement in individuals and creation of conditions to assist individuals to apply these competencies for their required advantage and for that of others. The most important element in any organization is its human capital. Any organization is manufactured from individuals and its fulfillment depends basically on the capabilities of the human assets and on the kind of collaboration they are capable to establish. Human capital is at that point, an essential component for any organisation and the quality of it profoundly influences the comes about that the company can accomplish. Communication skills, time management, decision making, optimism, problem solving, self-awareness is a number of the essential competencies that personnel of an organisation need to own, all these constitute to represent 'soft skills'. The need for developing the Soft Skills of agrarian graduates is consequently the need of the hour. Agriculture is reforming, and with it, a revised set of capabilities is wanted to deal with new demanding situations in agriculture. As states of mind, desires and employment in agriculture have changed, there is evidence that the skills and competencies of undergraduates do not meet the needs of today's agricultural segment. The new professional ought to, for example, be higher capable to work throughout distinct disciplines and in partnership with different stake holders, recognize the value chain and capability for benefit andbusiness at distinctive stages. With increased attention to holistic and multi-disciplinary strategies to tending to challenges, agricultural professionals are expected to be able to coordinated knowledge and practices from outdoor of their discipline and work within the multi-functionalities area of agriculture. As we circulate away from "business as usual' we ought to combine this new manter of thinking into academic establishments and agricultural curricula. The modem agricultural zone needs that technical vocational faculties or institutes produce exceptionally better skilled personnel who can manipulate a variety of farms and production units, service market chains, run processing enterprises, manage and restore farm and processing equipment and so on. (Choudhary, 2011). Higher soft skills play an awfully imperative part in this energetic Agriculture growth. If one has were given soft skills then definitely, he may be capable of set up themselves as distinct amongst other job seekers. Soft skills incorporate of many abilities and skills, among these skills, problem solving plays a very essential role. Problem solving: Problem solving refers to the ability of the students to unravel farmers or client's problems/concems correctly and proficiently on the proper time. Problem solving is theframework or pattern within which imaginative thinking and reasoning take place. Problem solving is preparing coordinated at accomplishing an objective when no solution method is obvious to the problem solver. (Mayer and Wittrock, 2006) METHODOLOGY The investigation was conducted in constituent colleges of Sri Karan Narendra Agriculture University, Jobner namely SKNCOA, Jobner, COA, Lalsot, COA, Bharatpur and COA, Fatehpur. From each constituent college, students studying in B.Sc. (Ag.) Final were selected. The total number of undergraduate students was 171 (114 boys and 57 girls). Out of these 171 students, 50 per cent students i.e. 59 boys and 29 girls were selected randomly. Then the total sample was comprised of 88 students. The data were collected through structured interview schedule. The data was statistically analyzed using suitable statistical tools such as mean, standard deviation, mean percent score, percentage and correlation coefficient. To find out gaps in problem solving skills, a structured schedule developed. The gap in problem solving skills was calculated with the following formula The correlation coefficient (r value) was used to measure the relationship between dependent and independent variables. The correlation coefficient between variables was calculatedby using the following formula- Where, r-Correlation Coefficient X-Independent variable Y-Dependent variable n-Total number of respondents Hypothesis: Ho: There is no relationship between personal characteristics of the students of SKNAU, Jobner and gaps in their problem solving skills. H1: There is relationship between personal characteristics of the students of SKNAU, Jobner and gaps in their problem solving skills. RESULTS AND DISCUSSION A. Distribution of students according to their gaps in problem solving skills A look at Table-1 indicates that 21.74. 6.67. 20.00 and 16.67 per cent students were with low gaps in problem solving skills in SKNCOA, Jobner COA. Lalsot, COA. Bharatpur and COA. Fatehpur, respectively followed by 65.22. 86.66, 66.67 and 75.00 per cent of the students were with medium gaps and 13.04, 06.67, 13.33 and 08.33 per cent of the students were with high gaps in problemsolving skills. The overall gaps in problem solving skills indicate that majority of the students (70.46 per cent) of constituent colleges of SKNAU, Jobner were with medium gaps in problem solving skills. followed by low gaps in problem solving skills (18.18 per cent) and high gaps in problem solvingskills (11.36 per cent). B. Relationship between personal characteristics and gaps in the problem solving skills A look at table-2 indicates that native place, father's education, family occupation, annual income, medium of instruction and involvement in extracurricular activities found non-significant with gaps in problem skills. In case of these variables null hypothesis (Ho) was accepted and alternate hypothesis (Hi) was rejected. Whereas mother's education, library exposure and internet exposure found significant at 0.05 level of significance and academic performance and computer exposure found significant at 0.01 level of significance with the gaps in problem solving skills. In case of these variables null hypothesis (Ho) was rejected and alternate hypothesis (H) was accepted. The findings are in line with the findings of Amanollahi et al. (2016); David et al. (2017); Kanmani and Nagarathinam (2017); Mishra et al. (2020). C. Statement wise distribution of respondents according to their problem solving skills according to the mean percent score The data in Table 3 expressed that "I like to get advice from my friends and family when deciding how to solve my personal problems" (83.15 MPS) was the most important statement and "I resolve problems with time" (59.23 MPS) was the least important statement given by the students of SKNCOA, Jobner, while in case of COA. Lalsot "I value other people's help and advice when making important decisions" (91.66 MPS) was the most important statement and "In general, I do not like to ask other people to help me to solve problems(51.66 MPS) was the least important statement given by the students whereas in case of COA Bharatpur "I like to get advice from my friends and family when deciding how to solve my personal problems" (88.33 MPS) was the most important statement and "I usually prefer to ask otherpeople for help rather than to try to solve problems on my own" (51.66 MPS) was the least important statement given by the students and in COA, Fatehpur, the students had given most importance to "I like to get advice from my friends and family when deciding how to solve my personal problems" (89.58 MPS) statement and least importance to "I usually prefer to ask other people for help rather than to try to solve problems on my own" (52.08 MPS). The overall problem solving skills of students shows that "I like to get advice from my friends and family when deciding how to solve my personal problems" (86.07 MPS)" was the most important statement and "I resolve problems with time" (59.65 MPS)" was the least important statement given by the students of SKNAU, Jobner. The reason behind most important statement might be that students like to live in teams or groups and team members very close each other so they share personal problems each other and take advises for solve their personal problems and the reason behind least important statement might be due to that in final year students had busy schedule and they prepare for RAWE progamme, orientation classes, competition examination preparation etc., so they have no sufficient time to solve their problems on time. The findings are in line with the findings of Mitchel et al. (2010); Gupta et al. (2015).