Motivation

IDENTIFICATION AND EVALUATION OF LEADERS

casually interviewing many persons in the community and recording their responses by using formal questionnaires.

Other methods that can be used to identify leaders according to Williams et al. (1984) are:

1. identification of people to whom members of the community go for frequent advice

2. people who have wide contacts within the social system and are rather secured in their positions, provided they do not use their wide contacts for self aggrandisement.

3.2 Training of Leaders

Williams et al. (1984) pointed out that for the most effective leader training, extension or change agents should see that:

1) the leaders know and understand the situation, in which they will work, and the demands upon them and the group

2) regardless of the programme objectives in which the leader is to operate, the training must develop understanding of the group he serves and its aspirations, as well as the details of the subject matter he is to bring to the group

3) leaders must be provided opportunities to practice what he has learnt and must be encouraged to provide opportunity for his group members to practice same

4) leaders should be encouraged to observe and evaluate the practices used in training, as a means of feedback to the extension worker

5) consider personality factors such as enthusiasm, tact and loyalty in the village 6) give leaders adequate training and assistance, and:

a. assist leaders in planning and organising work

b. train leaders carefully in teaching methods, subject-matter, principles and skills c. provide supplementary reading materials when appropriate and available

d. assist leaders in obtaining necessary materials

e. encourage leaders to discuss leadership problems among themselves f. whenever possible, break projects into smaller meaningful units

g. encourage leaders to look for facts and figures usable in local demonstrations of practices.

7. Give leaders encouragement and recognition, and:

i. help leaders to develop strength by encouraging them and providing democratic supervision for them.

ii emphasise potentials of the project in the village and of the satisfaction of being a leader in it provide public recognition of work done by local leaders at meetings and in local press where appropriate.

3.3 Evaluation of Leaders

Leadership evaluation guidelines indicate the behaviours that can be used to evaluate a leader (Human Resources, 2006).

 Vision – He clearly and simply communicates the Strategic Plan and inspires and energises others to commit to the Strategic Plan. He leads by example.

 Ownership – He reinforces the Strategic Plan in all operational activities. He communicates organisation’s challenges in a positive manner. He uses expertise to effectively influence the behaviour/decisions of rural leadership. Accept responsibility for failures and successes.

 Accountability/Integrity – He adheres to highest standards of ethics. Follows and promotes development policies and procedures (“does the right thing”). Actions consistent with words (“walk the talk”). He is absolutely trusted by others. He delivers on commitments to constituents, leaders and employees. He demonstrates courage/

self-confidence to stand for beliefs, ideas, and people.

 Inspires excellence – He continuously seeks new ways to improve the work environment both practices and processes. He strives to improve her/his own areas of relative weakness and assumes responsibilities for own mistakes. He sets challenging standards and expectations for excellent performance. He recognises and rewards achievement. Fully utilises team members of all cultures, races and genders.

 He positively stimulates change – He creates real and positive change. Sees change as an opportunity. He questions the status quo and implements new and better ways of doing things. He promotes alternative points of view as being essential to positive change.

 Teamwork – He functions effectively both as a leader and team member and respects the talent and contributions of all team members. He creates an environment where everyone feels able to participate. He links goals of own organisation, team members with Strategic Plan. He respects diversity of opinion inn constituency, peers, and subordinates. He enthusiastically supports the team, even during bad times. He assumes responsibility for the team’s mistakes and settles problems without alienating others.

 Self-Confidence – He acknowledges strengths and limitations, candid feedback from peers. He maintains an even disposition when things are not going well and treats all others with respect, fairness and dignity. He shares problems and concerns openly and honestly. Shares information across traditional boundaries and is open to new ideas.

 Communications – He explains Strategic Plan and other rural initiatives and messages to members of the community. He communicates in an open, candid, clear, complete, consistent, interactive manner – initiates response/discussion. Listens effectively, demonstrates genuine interest in others.

 Development Skills – He structures jobs/assignments for people development and growth. He shares knowledge, information and expertise with team members.

Positively sets challenging goals that stretch current performance levels and drives

new skill development. Gives frequent, candid coaching/feedback on performance and career development. He documents results and treats everyone with dignity, trust and respect.

 Motivation – He motivates others to behave and perform at their highest level. He inspires through words and actions.

 Empowerment – He delegates important tasks, not just what she/he does not want to do. Gives authority commensurate with responsibility, and resources necessary to get the job done. Promotes visibility of staff/team members and peers, gives credit where due. Fully utilises diversity of team members to achieve success.

PROBLEM OF RURAL DEVELOPMENT