Great leadership does not mean running away from reality. Sometimes the hard truths might just demoralize the organization. But at other times sharing difficulties can inspire people to take action that will make the situation better. The country is facing leadership crisis in all most all the fields.
Great leadership does not mean running away from reality. Sometimes the hard truths might just demoralize the organization. But at other times sharing difficulties can inspire people to take action that will make the situation better. The country is facing leadership crisis in all most all the fields.
Great leadership does not mean running away from reality. Sometimes the hard truths might just demoralize the organization. But at other times sharing difficulties can inspire people to take action that will make the situation better. The country is facing leadership crisis in all most all the fields.
Journal of Social Work Vol. IV, No-1, January 2014 Contents 1. Editorial ..... 2-6 Dr. B.T. Lawani 2. Leadership for Competence: Crisis in Social Work ..... 7-14 Dr. Sandeep Jagdale 3. Leadership Development Through Cyber Communication ..... 15-28 Dr. B.T. Lawani and Chandralekha Das 4. Leadership: An Important Domain in Social Work Education ..... 29-41 Ketaki Gokhale and Geeta Joshi 5. Leadership in the Contemporary Society: Perspectives of Social Work Students ..... 42-49 Dr. Veena S. Algur and Dr. S. A. Kazi 6. People Centered Advocacy: An Effective Tool for Marginalized Leadership ..... 50-65 Prakash S. Yadav 7. Role of Non Governmental Organizations in the Political Empowerment and Leadership Development of Dalits in Gujarat ..... 66-85 R.R. Patil 2 Editorial Exemplary Leadership! Great Leadership does not mean running away from reality. Sometimes the hard truths might just demoralize the organization. But at other times sharing difficulties can inspire people to take action that will make the situation better! Leadership in a crisis situation is very different from leadership in a time of normal conditions. The country is facing leadership crisis in all most all the fields. There is a great turmoil and chaos in the Indian politics and the political leadership is at the worst of its time ever before. Social leadership, religious leadership, institutional leadership and such other fields are not exception to this. The country is known by its leaders. India once upon a time was known by its leaders such as Swami Vivekananda, Mahatma Gandhi, Babasaheb Ambedkar, Maharshi Karve etc. Today there are hardly any such leaders who have their own charisma. Gordon Meriwether writes that leadership development can be taken it as a challenge and we can produce the good leaders required for the country. He has found five ways for the leadership development that are explained here. If the leader follows these five ways and imbibed in them and tried to inculcate these among his followers there will be a tremendous change in the society. So to say that it is the exemplary leadership that helps the society to grow according to its changing situations. These five ways are as follows: By Modeling the Way: Leaders establish principles concerning the way people should be treated and the way goals should be pursued. They create standards of excellence and then set an example for others to follow. Because the prospect of complex change can 3 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 overwhelm people and stifle action, they set interim goals so that people can achieve small wins as they work toward larger objectives. They unravel bureaucracy when it impedes action; they put up signposts when people are unsure of where to go or how to get there; and they create opportunities for victory. By Inspiring a Shared Vision: Leaders passionately believe that they can make a difference. They envision the future, creating an ideal and unique image of what the organization can become. Through their magnetism and quiet persuasion, leaders enlist others in their dreams. They breathe life into their visions and get people to see exciting possibilities for the future. By Challenge the Process: Leaders search for opportunities to change the status quo. They look for innovative ways to improve the organization. In doing so, they experiment and take risks. And because leaders know that risk taking involves mistakes and failures, they accept the inevitable disappointments as learning opportunities. By Enabling Others to Act: Leaders foster collaboration and build spirited teams. They actively involve others. Leaders understand that mutual respect is what sustains extraordinary efforts; they strive to create an atmosphere of trust and human dignity. They strengthen others, making each person feel capable and powerful. By Encouraging the Heart: An accomplishing extraordinary thing in organizations is hard work. To keep hope and determination alive, leaders recognize contributions that individuals make. In every winning team, the members need to share in the rewards of their efforts, so leaders celebrate accomplishments. They make people feel like heroes. The leadership in the educational institutions, voluntary organizations, religious institutions, political arena has miserably failed in India. It came to our mind that we should bring out a special issue of the Samaja Karyada Hejjegalu on the leadership development and leadership crisis in India in different settings. It is thus an attempt has made to invite the articles from the different fields. It is in this pp. 2-6 4 context we had written to a good number of scholars to contribute their articles on the Leadership Crisis in India. Unfortunately there was a very poor response. Reasons behind are unknown even today for us. We have received very few articles even after the repeated requests to the activists, university teachers, writers and such other academicians. There are six articles in this special issue. Dr. Sandeep Jagdale has contributed an article entitled Leadership for Competence: Crisis in Social Work. He argues that after seven decades of its journey, social work still lag behind to lead people in difficult circumstances. In these decades the issues raised by developmental decisions of Indian government have put major changes needed in social work education and practice. Dr. B.T. Lawani and Chandralekha Das write that in the 21st century, the idea of leadership development is related to social networking. Society is looking for ways of changing; modifying, improving or transforming things in terms of the social, economic, structural, political and cultural causes of the problems and environment in which we live. Cyber communication gives us the opportunity to connect with people directly and indirectly. Not in just a one-way, but a two-way conversation. Leaders today are expected to be people-centric and responsive, and social media helps them to meet and exceed these expectations. Social media helps companies to find out what their customers really think. Ketaki Gokhale and Geeta Joshi have contributed an article on Leadership: An Important Domain in Social Work Education. They claim that the main objectives of professional education for social work are to prepare the type and quality of man power capable of performing the professional tasks and functions currently being performed by variety of organizations employing social workers. Further they write that the existing training does not prepare them to assume roles of leadership in planning, formulation and implementation of social welfare programs at different level of practice and administration. Leadership in the Contemporary Society: Dr. B.T. Lawani 5 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 Perspectives of Social Work Students is a contribution made by Dr Veena S Algur and Dr S A Kazi. The scientific training in social work education aims at making a career in the field of professional social work imparts necessary training to develop the basic knowledge, skill, techniques and attitudes in students to work with individuals, groups, and communities. Their study claims that the professional social work curriculum should be broadly based on needs to suit the various needs of students. Every student cannot be noted leader, can be a leader but in every one there is a desire to excel, a desire to do the best and hence a distinguishing mark of an able social work teacher is to recognize the leadership qualities in a students and make an sincere effort to encourage them, empower them, enable them to excel as future Leaders. People Centered Advocacy: An Effective tool for Marginalized Leadership is an article that focuses on the role of social advocacy in the leadership development by Prakash S. Yadav. He is of the opinion that Public and people-centered advocacy are shaped by the political culture, social systems, and constitutional framework of the country in which they are practiced. It is the practice of advocacy that determines the theory, and not vice a versa. If advocacy is not rooted in grassroots realities and is practiced only at the macro level, the voice of the marginalized is increasingly likely to be appropriated by professional elites. However, the very credibility of advocacy practitioners depends on their relationship with mass based movements and grassroots perceptions of what constitutes desirable social change. R.R. Patil based on his doctoral research study has made an attempt to examine the Role of Non Government Organizations in the Leadership Development of Dalits in the state of Gujarat. He has come out with the conclusion that the NGOs regularly conduct capacity-building and leadership development programme for community volunteers/members as local Leaders by adding value of information and awareness to their voluntarism. The NGOs also training dalits in the areas of agenda setting, planning programs and pp. 2-6 6 their implementation, impart training and awareness especially to women activists and members of the community to ensure their participation at local self-government and the society at the large. In nut shell these articles focus on the leadership development efforts made by the different organizations and disciplines. This special issue is an attempt to review the leadership issues in different arena. I hope that the issue will be most useful to the academicians, training institutes and the leadership development organizations! Dr. B.T.Lawani Editor Special Issue Dr. B.T. Lawani 7 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 7-14 Abstract Education is been considered as an effective tool of change. It is alleged that with qualitative education one can change his or her realities of life. Social work claims that it helps people to change their situations from bitter to better and work for inclusive policy, social justice and social development. After seven decades of its journey, social work still lag behind to lead people in difficult circumstances. In these decades the issues raised by developmental decisions of Indian government have put major changes needed in social work education and practice. There are theories, approaches in social work we are imparting but what is needed today is a competence. Competence is something which will make social work students to lead peoples issues. It seems that competence based education and fieldwork is dire need to resolve the crisis in social work. This reflective article is an attempt to line up the current scenario, dilemmas, new demands posed by new era of social work. Key words: leadership, competence, crisis, operationalizing, social work. Introduction World has experiencing a pace of change, which it has never seen before. We are changing by every movement, things are changing every second and nothing is going to be constant for long. The due credit of this is largely goes to the globalization policy that new world order imposed on every one of us. There is no area of human life left unreached in this process be it social or private. We cannot control, we cannot hide, and even we cannot claim that what I am doing is unique, noble. Nothing is amusing people, nothing is Leadership for Competence: Crisis in Social Work Dr. Sandeep Jagdale 1 1. Assistant Professor, Department of Social Work, Walchand College of Arts & Science, Solapur 413006 (MS). Email: sandeepmsw@hotmail.com 8 new, everything is available, and reachable which poses many human service challenges for those who claim that they are valuable, knowledgeable in serving people. What we call social work in its definition i.e. helping people to help themselves is seem quiet far from the perceived status of social work education in higher education scenario of India. We have serious issues of governance in social work education where we need a jargon free critical analysis and commitment to raise professional standards of social work (Jagdale, 2013). The present article is perceived itself as a step towards the new discourse needed in the field of social work after a decade of globalization policy. In other words the article has an intension to spotlight the crisis in social work and expecting new leadership that strives for the competence which will be instrumental for developing professional social work in India. Conceptualizing Competence If you ask a question to anyone or self i.e. what is competence all about? What response do we get? Many will tell you that it is an ability to perform well, it is a capacity to work well, it is a capability to perform better, fineness in work and expertise work etc. The word competence and competent derive from the Latin word competens meaning be fit, proper or qualified (Oxford Library of Words and Phrases, Vol.III, Word Origins). It means competence is invariably related to the qualification and the work expected to be performed by one who has that desired qualification. This description of competence will help readers to understand the considerable confusion prevailing among the students and teachers of social work. The whole dilemma that has been an issue of continuous debate in social work education in India since its beginning (Desai, 1981; Gore, 1981; Heraud, 1981; Mathew, 1981; Pathak, 1989; Siddiqui, 1989) has two sides i.e. qualification of a social worker and the competence. There is no second thought about the context we presume when we think about competence i.e. work and work performance. Dr. Sandeep Jagdale 9 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 7-14 Therefore we can conceptualize competence as a demonstration of knowledge, values and skills of ones profession (NIPQETP, 1992). We do have knowledge base, values, and skills which we try to inculcate in students of social work. In other words, social work competence is a demonstration of social work knowledge, values, and skills. And exactly we have a problem here with this demonstration, we can call it as dilemma, considerable confusion, crisis or problem spectrum in social work (Jagdale et al., 2012). Competence in Knowledge, Values and Skills To develop a new leadership in social work education in India, we have to think in different way. We must have to make our minds to throw our traditional, conventional lenses to see social work. We must adopt an objective and critical views for our profession and how one can do this? One can start with the task of operationalsing competence and developing measurable indicators of it. We must go for specifications and leave jargons because they have harmed our professional social work from all the possible ways. The pillars of social work competence as expressed by OHagan (2005) are Knowledge, Values and Skills, those make us different and will be instrumental to give us back our professional identity. The present article is an attempt to assert the competence leadership needed in social work to minimize the crisis in it. To demonstrate the competence in knowledge, values and skills in social work lets take an example of person with mental illness wandering on streets. Knowledge The knowledge needed to practice social work, to serve people in need derives from many different sources. Competence practice will depend upon knowledge of law, social policy and programmes, philosophy (ethics), sociology, psychology, social administration, organizational policies, procedures and guidelines, theories, methods of social work interventions etc (OHagan, 2005). 10 If we consider the aforesaid example, to demonstrate knowledge we must ensure that our students must have knowledge about: Mental health and its causes Social implications of mental illness Mental health Act Mental health care bill Procedure/statues to be followed Emergency numbers Legalities involved People, organizations who will help, guide Knowledge of self, theory and methods of helping Values Values are invariably related to the ethical base we have. They are formulated and evolve through social and political thought, ideologies, and dialectic processes (Rosen, 1994). To go with the example, in a demonstration of values our students must; Identify and question their own values and prejudices (they should discover what they think about mentally ill people, their attitude towards them, perceived place of such people in society etc) Acknowledge and respect (particular needs of individual without judgement) Promote his right to choose, his privacy, confidentiality while dealing with him and his situation. Help him without stigmatizing either for his illness or situation and challenging discrimination against him. Skills The word skill is often used wrongly to denote competence and technique. Skill can be considered as performance proficiency that includes ability, cleverness and understanding etc. There is significant work has already been done in social work for what skills are needed to perform social work. Many scholars (OHagan, 2005; McLaughlin, 2005; Heery, 1995; Glendinning, 1983, 1986) have shown that skills are used by social workers in different circumstances are similar in nature. Dr. Sandeep Jagdale 11 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 7-14 To demonstrate skills component of competence, we must ensure that our students must be; Attending and listening to a person (to give being heard feeling) Questioning and interpretation (appropriate questions and interpretation of words, voice, tone, gap, emotion and attitude) Empathetic Pacing with him and sensitivity (uttering words and or sounds of encouragement at the appropriate time, nodding, eye contact etc.) Reflecting, clarifying, paraphrasing and summarizing what he is telling (to build valid data) Sure of discipline and control (enabling the exercise of the above skills, continuous awareness of, and being able to respond within, the bounds of legal obligation and departmental procedures) Precise in report writing (clear, up-to-date for future consultations, case conferences, submission to courts etc.) We must ask what, why, and how kind of questions for everything we do in social work field this will surely help us to internalize the importance of conceptualizing and operationalizing competence. Crisis in Social Work: Need for Leaders of Competence In India, where the opportunities of getting higher education becoming expensive day by day, we are running with ample of social work institutes which offering higher education. I am not so sure but the number has increased to 400 social work institutes, colleges and or departments in our country. Growing is always welcomed and honoured by youth because it provides employment opportunities to them. It becomes a source of energy which makes people lead their life. But it is also needed to think about the competence of social workers to address peoples issues and serving them particularly after globalization where the private and foreign universities are strengthening their roots in Indian mass. We owe the responsibility to shape the new era of professional social work in India. The Author perceives the crisis in social work is related to the competence of social workers to establish social work as profession and honoured professional identity with legal sanctions. 12 No doubt that social work fraternity has been striving to improve its content, methodology, assessment etc. and author fairly acknowledge the work done by Indian scholars to quote some of them viz.; Desai (1981), Gore (1981), Mathew (1981), Singh (1985), Pathak (1989), Siddiqui (1989), Jaswal (1994), Subhedar (2001), Lawani (2002), Rao (2008) and Siddhegowda (2011). The contribution of these people will certainly encourage the young mind coming in social work stream. The Author strongly recommend rather request young faculties of social work that they must read what has been written by Indian scholars first before developing an insights about Indian social work. What the new mind in social work expected to do is operationalizing each component of social work, developing specific tasks for practising that component; and develop visible, measurable indicators for the same, practice it and systematically record it. It is quiet certain that it is not an easy task but there is no other way to demand fair, impartial, transparent and even democratic benefits for those who are some or other wary attached to social work in India be it NGOs, Academicians, Researchers, Consultants or social work students. In other words, if we could answer couple of questions i.e. Do we serve people? Are we human service professionals? If yes, then only competency comes in a picture. Then only we can have research on service delivery, users satisfaction, burden on human service professionals, variations in practices of social work, proficiency in practice, professional ethics which is popularly known as evidence based practice of social work. And if our answer is no then it is an issue of great debate, confrontation, introspection and collective ownership of current scenario of social work education in the country. Ending remarks The Author is of the opinion that social work academicians, perceived practitioners, critics are equally responsible for the present reality of social work in India as a whole. We could successfully manage, detained the status quo of social work education as it is till Dr. Sandeep Jagdale 13 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 7-14 now. But the era of globalization demand more transparent, more measurable evidences/ records of social work practices and research and importantly pacing other human service professions. This is only possible when we will respect the allegations posed by people outside social work stream. We should start to demonstrate social work in the context of knowledge, values and skills of social work. We need manuals for working in different situations, matrixes and worksheets for every activity we presume as social work activity. Otherwise we are welcoming a new slavery in the field of social work where our people work for our people for the benefit of our people but with foreign mind. Therefore a new dawn, new leaders are needed in social work that strive for, experiments with competence. References 1. Desai A. S. (1981). Social Work Education in India: Retrospect and Prospect. In T.K. Nair (Ed.), Social Work Education and Social Work Practice. Madras: Association of Schools of Social Work in India. 2. Glendinning, C. (1983). A Single Door: Social Work with Families of Disabled Children. London: Allen and Unwin. 3. Glendinning, C. (1986). Unshared Care: Parents and their Disabled Children. London: Routledge and Kegan Paul. 4. Gore, M. S. (1981). The Scope of Social Work Practice. In T.K. Nair (Ed.). Social Work Education and Social Work Practice, Madras: Association of Schools of Social Work in India. 5. Heraud, B. (1981). Training for Uncertainty: A Sociological Approach to Social Work Education. London: Routledge and Kegan Paul. 6. Jagdale, S. (2013). The Issues of Governance in Social Work Education in India. University News, 51 (31), August 05-11, pp. 14-17. 7. Jagdale, S. B., Jadhav, J. U., and Chougule, M.P. (2012). Is Doing Research Too Complex? Some Reflections, Social Work Chronicle, Vol-1, Issue-2, pp. 100- 106. 8. Jaswal, S. (1994). Fieldwork Manual for first year Social Work Students. Mumbai: TISS. 9. Lawani, B. T. (2002). Social Work Education and Field Instructions. Pune: Centre for Social Research and Development. 10. Mathew, G. (1981). Current Social Work Practice: Content and Dimensions. In T.K. Nair (Ed.), Social Work Education and Social Work Practice. Madras: Association of Schools of Social Work in India. 11. OHagan, K. (1996). Competence in Social Work Practice A Practical Guide for Professionals. London: Jessica Kingsley Publishers. 14 12. Pathak, S. (1989). Social Development and Social Work: Some Unresolved Issues. In R. K. Nayak and H. Y. Siddiqui (Eds.), Social Work and Social Development, New Delhi: Gitanjali. 13. Rao, N. (2008). Project Report Manual. Pune: Karve Institute of Social Service. 14. Rosen, A. (1994). Knowledge use in Practice. Social Services Review, December, pp. 560-577. 15. Siddhegowda, Y. S. (2011). Social Work Practicum Manual. Mysore: Mysore University. 16. Siddiqui, H. Y. (1989). Rethinking Social Work Education. In R. K. Nayak and H. Y. Siddiqui (Eds.), Social Work and Social Development. New Delhi: Gitanjali. 17. Singh, R. R. (1985). Fieldwork in Social Work Education: A Perspective for Human Service Profession. New Delhi: Concept Publishing Company. 18. Subhedar, I. S. (2001). Fieldwork Training in Social Work. New Delhi: Rawat Publications 19. Subhedar, I. S. (2010). Indigenous Fieldwork Training in Specialized Fields of Social Work. Agra: Current Publications. Dr. Sandeep Jagdale 15 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 Abstract In the 21 st century, the idea of leadership development is related to social networking. Society is looking for ways of changing; modifying, improving or transforming things in terms of the social, economic, structural, political and cultural causes of the problems and environment in which we live. Cyber communication gives us the opportunity to connect with people (customers, employees, leaders, friends, community) directly and indirectly. Not in just a one-way, but a two-way conversation. Leaders today are expected to be customer-centric and responsive, and social media helps them to meet and exceed these expectations. Social media helps companies to find out what their customers really think. This helps leaders make decisions that better support with customers emerging needs. Cyber communication helps leaders stay on top of trends in their industry like never before. This helps leaders see new opportunities for growth. Social media delivers news fast. This means leaders hear about issues early and can respond before they become big problems. Many leaders today feel isolated. Every day we show up and work hard, but we feel disconnected from our colleagues and peers. Cyber communication can be a simple and effective way to connect leaders across your organization and even outside it. Social media also allows you to share information before, during and after formal development activities. Its a great way to prepare leaders for development and an even better way to sustain momentum after a program ends. You can even use social media to let leaders help you design your leadership development programs. Leaders can talk about topics that matter to them and reach out to get advice from one another, and if you participate in this conversation, youll learn how to make development programs more relevant to their needs. Leadership Development Through Cyber Communication Dr. B.T. Lawani 1 Chandralekha Das 2 1. Director, YCISSR, Bharati Vidyapeeth University, Pune-38. 2. Senior Research Fellow, Bharati Vidyapeeth University, Pune-38. 16 Leadership development practitioners are increasingly interested in cyber communication as a way to strengthen relationships among leaders in communities, and organizations. Evaluating leadership networks is a challenge for leadership development. Social network analysis (SNA) is an approach that uses to represent the structure of relationships between people, organizations, goals, interests, and other entities within a larger system. In this article we describe core social network concepts and the application of them to understand the effect of cyber communication on leadership development. Key words: Leader, leadership development, cyber communication, social networking, bonding, bridging, network building, network analysis, network savvy, scalability of networking, social capital. Introduction The cyber communication provides innumerable possibilities for growth among youth, benefit such as social support, identity, exploration, and development of interpersonal thinking skills, educational benefits, academic support and worldwide cross-cultural interaction. Online social networking allows people to connect with each other. This concept arises from basic need of human beings to stay together in groups forming a community. Wikipedia defines social network service as online platform that focus on building and reflecting social networks or social relations among people who share interests and activities. Social networking sites, mobile phones email, instant messaging, video- and photo- sharing sites and comment posting are all tools that help people to communicate and socialize with each other and are the elements of reach social development. In fact little research has been conducted on the subject. Researchers have suggested that the excessive busy life of human beings made them to depend on the new technologies. This article will address the following questions: Why do cyber network and network analysis strategies deserve our attention? Why do we need network classification to understand the scalability for leadership? Dr. B.T. Lawani, Chandralekha Das 17 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 What are the activities of a network savvy leader? How views of social capital are related to leadership development? Network analysis to understand leadership development It is the process of getting useful, accurate information about leaders organization network by looking at the connections between people. It allows leaders to see the networks within their organization, identify leverage points, and assess change in networks over time. The analysis of organizational networks starts with a close look at the people-systems involved, the organizations strategy, the critical challenges facing the organization, and the boundaries that need to be spanned to enact the strategy and address these challenges. Understanding the context and what is happening in the organization (through observation, interviews, focus groups, and other qualitative approaches) provides the information needed to ask appropriate and informative questions that reveal the key network connections. Different types of connections or ties can be mapped through network analysis, including communication, leadership, energy, creativity, development, and culture. It is useful to examine a range of networks and levels to gain insight into the challenges facing the organization. In fact, strategic leadership development and organizational transformations are enhanced when leaders explore their own personal networks, plus group and organizational level networks. Although the results of a network analysis can yield immediate insights, careful interpretation based on an understanding of the people-systems and organizational strategy is required in order to make sound system. Bonding and Bridging Bonding and bridging are two different kinds of connectivity. Bonding denotes connections in a tightly knit group. Bridging denotes connections to diverse others. These terms are commonly used in the social capital literature (Putnam, 2001). In the SNA and cyber communication literature, bonding and bridging are often called closure and brokerage respectively (Burt, 2005). It also explains strong ties and weak ties are important related SNA concepts 18 that we incorporate into our bondingbridging usage (Granovetter, 1983). Analyzing network data to measure bonding and bridging helps to predict important outcomes for the leaders. The extent to which bonding or bridging occurs in a network often represents an intermediary outcome of leadership development. Dimension of Leadership Development Leaders are involved at different levels in taking care of the human person in educational sector, in the health sector, in social aid sector or in whatever other sector that directly or very concretely affects the human dimension. Here two dimensions to be cleared. a) The first one is to try to more forward and to make progress in their own way of working, communication and of tackling matters.No matter whatever their working condition and working situation. b) Another dimension is related to the experience, environment, the problems the situation they face. They are looking for ways of changing; modifying, improving or transforming things in terms of the actual social, economic structural, political and cultural causes of the problems and environment in which they live. Cyber Communication supports the Leaders The term cyber communication is freely used by everyone in modern society, including members of the general public, scholars and management practitioners. Communication is defined as the interaction, giving and taking of information, sending and receiving of messages through verbal and non verbal means. A function of cyber communication varies as one must determine the function of the communication. It is known as the primary function and in certain circumstances the situation or position may have one, two or three other secondary function. For example, informing, controlling, persuading and co-ordinating. In cyber form of communication, there is a sender and receiver of the message. The question of whether Dr. B.T. Lawani, Chandralekha Das 19 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 the message is sent and how the message is received is of vital importance in communication. Cyber communication is successful only when the receiver receives the intended message of the sender. The simplest way can be followed. Mobilize more people to your cause: A Case Study Network strategies and platforms can engage significantly more people in the democratic process. Social media is transforming how we can mobilize for social change. The 2008 Obama for President Campaign: The 2008 Obama campaign mobilized 13 million supporters and generated more than $750,000 in small donations, demonstrating the power of social networks to activate citizen leadership. Online tools made it possible for people new to leadership to raise money, find each other, and organize house parties, and coordinate canvassing and phone banks. Activities of Network-savvy Leaders 1) Improve the understanding of how the organization works Organizational charts provide a poor picture of how work actually happens. Leaders with a network perspective look beyond prescribed flows and connections to informal structures and processes. They understand how information flows through the complex web of relationships within and across departments and up and down organizational levels. This perspective reveals densely connected clusters, bridging ties, and influential people who are often not formal leaders. 2) Identify and develop hidden leaders They expand their view of people beyond the formal roles and positions. They seek the hidden leaders, change agents, and key players in their organization. A network perspective allows leaders to recognize and support the people who are crucial to the work and the culture, but whose importance is underemphasized in formal systems and structures. 20 3) Understand and strengthen the personal network They examine their current network, the opportunities and constraints it presents, and make choices to strengthen it. They see how their position in the organizational network and the position of their group or team influences whether they achieve desired outcomes. 4) Recognize network variety Multiple networks exist within organizations including communication, leadership, energy, creativity, and development networks. These networks are dynamic. Network savvy leaders focus on the networks most relevant to the strategic challenges they face and how those networks change over time. 5) Promote a leadership culture of collaboration and interdependence The cultural beliefs and behaviours of an organization determine how members interact within the network. Most organizations strive for more effective collaboration across boundaries. This process is aided by an awareness of networks and an understanding of interdependence. Leadership Network Classification 1) Peer leadership network A system of social ties among leaders who are connected through shared interests and commitments, shared work, or shared experiences. Leaders in the network share information provide advice and support learn from one another, and occasionally collaborate together. Peer leadership networks provide leaders with access to resources that they can trust. Leadership development programs often seek to create and catalyze peer leadership networks to expand the trusted ties that leaders have with one another. At other times peer networks emerge when leaders with something in common personal benefit in sharing and connecting their experiences. Dr. B.T. Lawani, Chandralekha Das 21 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 2) Organizational leadership network A set of social ties that are structured to increase performance. These ties are often informal and exist outside the formal organizational structure, such as when an employee seeks advice from a colleague other than her supervisor to help solve a problem more quickly. A network connecting leaders who share common interests. 3) Collective leadership network A self-organized system of social ties among people attracted to a common cause or focused on a shared goal. Network members exercise leadership locally. As the number of local groupings grows and there is increasing interaction, these groups begin to connect to form larger networks. These networks are often rooted in a sense of community and purpose. Theoretical perspective of Cyber communication for leaders Great man theory is well studied by political scientist, philosopher, sociologist, psychologist and management scholars. Here they have tried to pinpoint the essence of leadership. Some wits said that leadership is like pornography you know it when you see it. Although we may recognize leadership when we see it, describing what it is all about is another matter. Leadership is a complicated concept. The assumption is that certain people possess inherit ant qualities traits that make them perfect for leadership. Under this theory leadership is born. But the present society contradicts the theory. A Case study on Coaching and Mentoring The apprentice model has seen recovery for grooming leadership. Coaching and mentoring have been gaining favour as elements of succession planning programs. A 2008 American Medical Association (AMA) study, Coaching: A Global Study of Successful Practices, surveyed more than 1,000 business leaders around the world and found that nearly 60 percent of North American companies use coaching for high-potential employees frequently or a 22 great deal and that about 42 percent use coaching of executives to the same extent. These percentages were even higher in the international sample of the same AMA study. Using social media in mentoring programs is beginning to be a popular way to support external mentoring programs. On SNS we are judged by the company we keep it is based on the strength of social capital that we are related. Signalling theory and Warranting theory also propose that people assess other-generated statements as more credible compared to self-generated information. These early studies offer compelling evidence that what one puts on ones SNS profile is assessed by others and the characteristics of friends are strongly related to how one is viewed. In addition, the feedback provided by ones network in an SNS is influential in the development of the image of leader and social relationship. Social network sites provide a platform for all age group to develop personal and social relationship. Developing identities in SNS is very similar to offline contexts. Donath and Boyd (2004) observe some of the ways that individuals reflect their social identity. In the physical world, people display their connections in many ways. The leaders have parties in which they introduce friends who they think would like or impress each other. Political people drop the names of high status acquaintances casually in their conversation. Simply appearing in public with ones acquaintances is a display of connection. These are the basic background of the present social image development for the leader. There are many theories about and techniques for determining the right leadership styles for an organization. The situational leadership theory, for example, argues that the best type of leadership is determined by situational variables and that no one style of leadership pertains to all given workplace situations.6Identifying the leadership style for an organization by using this approach includes identification of the type of work, the complexity of the organization. Dr. B.T. Lawani, Chandralekha Das 23 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 Scalability of Networking from Personal to Social for the Leader A key feature of network perspective for the leader is the ability to zoom to different levels of social interaction, from the scale of ones personal network all the way up to the scale of the social networks that make up the larger society. Each scale offers its own perspective with unique applications to leadership and leadership development. Think of network perspective as a powerful zoom lens. It can be expanded or contracted to get a wide range of information and insight, like Google Maps for the connectedness of your workplace. Leaders have a 360-degree view of ground level at a specific place. This view is like their personal network. They can see the immediate surrounding environment the individuals they are directly connected. Zoom out to the neighbourhood and look down on where they were standing. They see themselves as part of their own neighbourhood. A neighbourhood view is similar to mapping a group network within your organization. From this view they begin to get a sense of how their group fit within the larger organizational community. Case study: Bring projects to scale Network strategies encourage self-organizing by giving small groups of people access to tools, models, and resources that they can use and adapt to make a difference in their communities. Projects that empower people to take action in their local communities can more easily evolve to be effective at a larger scale. The national nonprofits KaBOOM! (kaboom.org) aspires to create a great place to play within walking distance of every child. To bring their idea to scale, they used a network strategy: they posted an online do-it- yourself direction kit making it possible for more communities to access the resources needed to build playgrounds without direct support Cyber Communication Signify Supporter for Leaders Research done by the Pew Internet and American Life Project (Lenhart, Rainie, & Lewis, 2001) found that the Internet has a pivotal 24 role in the lives of American. It has been found that 87% today go online (Weiss, 2005), representing 21 million youth. Family- rescource.com states that 48 percent believe the Internet improves their friendships. With social networking sites becoming increasingly popular, people are able to stay connected to real and online friends. Estimated 13 million allow conversations with friends in social networking sites. On average, people on Facebook install apps every day. Every month, more than 500 million people use an app on Facebook or experience Face book platform on other websites to add social capital. More than 7 million apps and websites are integrated with Face book. More than 350 million active users currently access Face book through mobile. Face book has more than 800 million active users .50% of the active users log on to Facebook in any given day. Average user had 130 friends. People interact with 900 million objects like pages, groups, events and community pages. Average user is connected to 80 community pages, groups and events. On average 250 million photos are uploaded per day. Face book has 550,000,000 monthly visitors. 95,800,000 people visit Twitter every month. Monthly 50,000,000 people use LinkedIn. At the end all it means that human cannot move without the social group. Case study: Change hearts and minds Network leadership strategies can increase exposure significantly enough to encourage new thinking and behaviours on a large scale. The Story of Stuff (www.storyofstuff.org) is a narrated animated film about how our obsession with stuff is trashing our planet, our communities, and our health. Its engaging presentation, powerful message, and use of social media have made the film go viral, with 10,000 views a day and more than 12 million online views Views on Social Capital and Development of Leadership The basic idea of social capital is that ones family, friends, and associates constitute an important asset, one that can be called Dr. B.T. Lawani, Chandralekha Das 25 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 upon in a crisis. They enjoyed for own sake or leveraged for material gain. It is true for individuals to holds for groups. So social capital is essential back bone for leadership development. Case study: Build social capital Network leadership strategies connect leaders across boundaries of race, sector, and geography and create an environment that builds and fosters trusted relationships. In Boston, a diverse network of social change leaders is forming unlikely partnerships, bridging across boundaries of race, ethnicity, sector, neighbourhood, and more. New ideas, approaches, and solutions to persistent challenges are coming from leaders who break out of the silos and groupthink of homogenous networks 1) The Communitarian View This perspective is called the communitarian view, equates social capital with local level organizations, namely associations, clubs, and civic groups.This view, measured most simply by the number of these groups in a given community. This indicates that social capital is inherently good, that more is better, and that its presence always has a positive effect on a communitys welfare. This perspective gives important contributions to leaders to analyses of education, economy, and health. 2) The Networks View Here the perspective on social capital can be identified that attempts to account for both its upside and downside. This view stresses the importance of vertical as well as horizontal associations between people, and relations within and among other organizational entities such as community groups and firms. Building on the influential work of Granovetter (1973), it recognizes that intra-community (or strong) ties are needed to give leaders a sense of identity and common purpose. 26 3) The Institutional View The perspective of social capital, which we call the institutional view, argues that the vitality of community networks and civil society is largely the product of the political, legal, and institutional environment. Where the communitarian and networks perspectives largely treat social capital as an independent variable giving rise to various goods and/or bad, the institutional view instead puts the emphasis on social capital as a dependent variable. This view argues that the very capacity of social groups to act in their collective interest depends crucially on the quality of the formal institutions under which they reside (North 1990), and that emerging qualities such as high levels of generalized trust in turn correspond to superior rates of economic growth. It also stresses that the performance of states and firms themselves depends on their own internal coherence, communication, credibility, and competence, and their external accountability to civil society. 4) The Synergy View A number of scholars have recently proposed what might be called a synergy view, which attempts to integrate the compelling work emerging from the networks and institutional camps. While the synergy view traces its intellectual antecedents to earlier work in comparative political economy and anthropology, its most influential body of research was published in a special issue of World Development (1996). The contributors to this volume examined cases from India, Mexico, Russia, South Korea, and Brazil in search of the conditions fostering developmental synergiesi.e. dynamic professional alliances and relationshipsbetween and within state bureaucracies and various civil society actors. Broad conclusions In closing some vital reasons are given why developing network perspective is a 21st-century leadership imperative. Dr. B.T. Lawani, Chandralekha Das 27 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 15-28 1) Work often happens through informal channels Even after decades of restructuring, work activities often occur happen through interactions outside of formal reporting and working relationships. Understanding informal networks is especially important in flat, team-based, and agile work environments where formal structure provides little guidance. 2) Leadership occurs through relationships Direction, alignment, and commitment are created through relationships between people working on shared challenges. All people contribute to this process and thus, leadership may be shared throughout the network. Further, boundary spanning leadership requires network perspective to accurately see and build connections between groups. 3) Successful leaders develop networks of strong, diverse relationships They realize that under and over connectivity stifles performance and limits outcomes. Purposeful (strategic) and authentic networking is the key to developing healthy networks that prevent insularity. 4) Network knowledge is an asset in change efforts Relying on formal, vertical channels alone hinders capacity to adapt to emerging issues. Change efforts may be accelerated by activating informal networks and enhancing the networks capacity to span boundaries. This approach is critically important in cultural transformation because organizational culture lives largely within the connections between people. Understanding these connections provides insights into subcultures, pockets of resistance, and hidden champions of the transformation. 5) The most important challenges leaders face today is interdependent Complex challenges cannot be addressed by individuals alone. They can only be solved by groups of people working collaboratively 28 across boundaries (hierarchies, geographic regions, functional silos, stakeholder interests, and demographic differences). A network perspective is key to thriving in a world in which everything is, or will be, connected. References 1. Barr Foundation, http://www.barrfoundation.org. 2. Balkundi, P., & Kilduff, M. (2006). The ties that lead: A social network approach to leadership. Leadership Quarterly 3. Boss B.M. 1990 Boss & Stogdills handbook of Leadership Theory, Research and Application. New York, the free press 4. Coleman, J. S. (1988). Social capital in the creation of human capital. The American Journal of Sociology 5. Chesebro, James. & Bertelsen, Dale. (1996). Analyzing Media: Communication Technologies as Symbolic and Cognitive Systems.New York: The Guilford Press. 6. Day, D. V. (2000). Leadership development: A review in context. LeadershipQuarterly 7. Drath, W. H., McCauley, C. D., Palus, C. J., Van Velsor, E., OConnor, P. M. G., & McGuire, J. B. (2008). Direction, alignment, commitment: Toward a more integrative ontology of leadership. The Leadership Quarterly, 19(6), 635653 8. Dizard, Wilson. (1997). Old Media New Media: Mass Communications in the Information Age.New York: Longman 9. Fidler, Roger. (1997). Mediamorphosis: Understanding New Media.Thousand Oaks: Pine Forge Press 10. Holley, June, Network Weaver Handbook: A Guide to Transformational Networks, Network Weaver Publishing, http://www.networkweaver (2011) 11. Leadership for a New Era wiki, http://www.leadershipforanewera.org 12. Monitor Institute, Breaking New Ground: Using the Internet to Scale, A Case Study of KaBOOM! http://kaboom.org/about_kaboom/ reports_and_studies/ breaking_new_ground_using_internet_scale (June 2010). 13. Story of Stuff Project, http://www.storyofstuff.org. Dr. B.T. Lawani, Chandralekha Das 29 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 The main inspiration for the introduction of the formal training for social work come to this country from the West, especially the United States, when the first training institute was established in 1036 under the directorship an American. The program of education has basically three components: classroom courses, research project and field work. The objectives of professional education currently are to prepare the type and quality of man power capable of performing the professional tasks and functions currently being performed by variety of organizations employing social workers. Due to current political and economic changes which directly influenced on daily lives of people, contemporary social trends may prove more long-lasting than those of either political and economic nature .As a result, governments are likely to seek new approaches for dealing with human services, most acutely by welfare leaders in those developing countries in which population growth exceeds their capacity to satisfy even basic needs. Acting in cooperation with their governments, social welfare specialist will need to give leadership to the development of new public/ private partnership in the provision of human services. In social work profession social workers are particularly qualified to provide leadership on critical issues. The foreignness of social work education is so much all inclusive and pervasive as reflected in its basic organization, curricula and the teaching material that most social work graduates fail to pursue careers in professional social work. Moreover existing training does not prepare them to assume roles of leadership in planning, formulation and implementation of social welfare programs at different level of practice and administration. Leadership: An Important Domain in Social Work Education Ketaki Gokhale 1 Geeta Joshi 2 1. Asst. Professor, Department of Social Work, Tilak Maharashtra Vidyapeeth, Pune, Maharashtra, 9423035805, ketakig27@gmail.com 2. Asst. Professor, Department of Social Work, Tilak Maharashtra Vidyapeeth, Pune, Maharashtra, 9420425263, geetarajopadhye@gmail.com pp. 29-41 30 Indian social work educators must accept this challenge and forge a new strategy to transform the existing social work education to develop and use indigenous study material. In this paper the researcher wants to emphasis on the importance of professional leadership in social work profession. It will focus on the role and scope of a leader. The paper highlights on the wider perspective of leadership in social work profession. Key words: Social Work Education, Leadership, social issues Social Work - A Profession: Social work as a helping activity had been a part and parcel of our culture from the beginning. There were inbuilt systems in our society to render these services to the needy. Various approaches have been adopted in the social work helping process. Gore (1965) has identified fives approaches to social work in India: - The religious traditional approach - The liberal reformist approach - The secular missionary approach - The ethical revolutionary approach - The professional social work approach The professional social work approach commenced in the second quarter of the 20 th century. In India, imparting training in professional social work started with the establishment of the first social work institute in 1936. The description of professional social work is that it is basically a helping activity to help a person in need. Training in social work has no doubt developed from its infancy stage in late 30s and early 40s. But the extent of professionalism among social workers and the societal acceptance of the profession are debatable. There has been varying viewpoints, on a continuum, with regard to social work as a profession, starting from it is not a profession to it is a profession. Education is not for knowing more but for behaving differently Jhon Ruskin said this in the general context of education. But this applied more to helping professions, particularly the social work profession. Social work profession that evolve from the tradition of Ketaki Gokhale, Geeta Joshi 31 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 charity and concern for others long ago still continues to struggle for acceptance of its professional status social work profession is perhaps one of the most confused professions with a variety of issues and levels of interventions, different clients and administrative settings for practice which has further compounded the dilemma (Siddiqui, 1999). England (1986) captures the situation aptly: if I imagine social work as an entity I see it as a curiously puzzled and confused body. There are parts rushing off in all directions and sometimes falling over each other in the process. They are rushing to be busy and to be engaged, for to be busy and engaged is to feel assured that something worthwhile and important is being done and social workers deal with problems that cannot humanely be neglected. The profession which initially focused on individual, group and community as the major clients could not make much of an impact particularly in less developed and developing societies due to mass poverty, unemployment and illiteracy. Social Work Education: The II UGC review committee on social work education (1980) therefore emphasized that social work education should address the larger issues such as poverty, illiteracy, unemployment etc. the committee identified two categories of social work tasks: (1) developmental and (2) remedial and rehabilitative. However, the committee did not clearly define the developmental tasks and also assumed that the two can be combined. Siddiqui (2000) elaborated the developmental tasks as those of the catalytic agent for developing and or modifying current policies/ services/ institutional structures: educating people to recognize their inherent capacities for action and to identify the policies/ institutional and socio-political structures that exploit them The capacity of social work profession or for that matter any other profession to undertake the task of rebuilding the society and to replace or modify the existing macro structures is going to be very limited. It is strange to note that when medical profession hardly consider Health for All as its primary goal or educationist are not pp. 29-41 32 professionally committed to the goal of Education for All or the law profession does not lay any major emphasis on social justice as its professional objective the social work profession should consider these and many other such macro issues within the exclusive domain of the profession. Gore (1981) rightly observed that no single profession can expect to cover the whole area of social policy and social development expertly. Social Work and Societal Needs: Whitemain (1972:31) has also pointed out that social work must reflect a sharpening recognisation of these societal needs, dimensions and complexities which demand from social work profession- in correct with other service professions and occupations- new perspectives, new knowledge and new understanding of these compelling societal force. Unfortunately, despite the expiry of about six decades since its birth in India, social work is still branded as a new and emerging profession (Kulkarni 1994:25), simple because it could not make itself socially relevant and failed to provide effective services with professional competence to its clients. Mandal (1989:309) has observed: social work education in India has become irrelevant to the needs of Indian society because what is needed in Indian society is primarily preventive and micro base social work. Indian society has been increasingly becoming more and more complex, particularly because of closer contacts with the outside world which has been converted into a global village and rapid advancements in sciences and technology. In such a social set-up social work professionals will be facing a number of serious challenges from various quarters and will have to struggle hard even for their basic survival. Contemporary social work practice is increasingly becoming complex and challenging. Social workers are engaged in working with societys most vulnerable, disadvantaged and deprived sections of the population who require help with a multiplicity of needs. The situations and needs requiring social work intervention could be intra- personal, inter-personal, inter-group or inter-organizational. Those could also be psychological, social, economic, environmental or a Ketaki Gokhale, Geeta Joshi 33 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 combination of these. While some clients have the most difficult and complex needs, other needs close support. In India, social work practiced in a variety of settings and in many organisations by those who often cannot be included within the current framework of trained social workers. Even in the absence of formal training, many do bring in, and practice varying degrees of natural ability and experiences, akin to practicing trained social workers. Social Work Leadership Definition: Leadership is the capacity to work creatively, constructively, and effectively with individuals, families, groups, organizations, and communities to promote social justice, catalyze social change, and address individual and social problems. Leaders accomplish this by inspiring vision, offering direction, and supporting individual and collective action in order to obtain mutually valued results. Leadership Elements: 1. Self-Knowledge: The ability to demonstrate the professional use of self in practice, including the capacity for self-examination, insight and self-awareness. Monitor the effectiveness of ones own professional practice through the appropriate application of research techniques and evaluation methodologies. Understand and acknowledge the professions mission, values, ethnic principles, and ethical standards and practice in a manner consistent with them. Understand the importance of continued professional renewal. 2. Critical & creative thinking: Apply critical thinking skills within the context of professional social work practice. Use theoretical frameworks supported by empirical evidence to understand development, behavior and interactions across a life span. Analyze and formulate social policies. Evaluate social work research and apply it to practice. pp. 29-41 34 3. Effective communication: Understand the various modalities of communication and how contextual factors impact the effectiveness of communication with individuals, families and groups. Use verbal and non-verbal communication skills differentially with client populations, colleagues and communities. Employ communication skills to establish and maintain a relationship of mutual respect, acceptance and trust with other students, colleagues and clients. Share thoughts, ideas and feelings effectively in discussions, meetings, field placement and presentations with diverse individuals and groups. Demonstrate proficiency in oral and written communication designed to affect change in clients, groups, organizations, communities and society in the interest of social and economic justice. 4. Respect & inclusion: Practice with respect, knowledge and skills related to clients age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex and sexual orientation. Validate and enhance assets and capacities for all client systems and communities, particularly diverse populations and disadvantaged, vulnerable or oppressed groups. Respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Develop an understanding of their own personal, cultural values and beliefs as one way of appreciating the importance of multicultural identities in the lives of people. 5. Moral courage: Understand the value base of the profession and its ethical standards and principles and practice accordingly. Recognize the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change. Various Studies on Social Work Leadership: Gary Yukl (2006) defines leadership as the process of influencing others to understand and agree about what needs to be done and Ketaki Gokhale, Geeta Joshi 35 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 how to do it, and the process of facilitating individuals and collective efforts to accomplish shared objectives (P. 8). Peter Northbuse (2007) defines leadership as a process whereby an individual influences a group of individuals to achieve a common goal Influence is very essential in leadership. Having influence means that there is a greater need on the part of leaders to exercise their influence ethically. Some people are natural leaders, endowed with certain traits like ability to speak well, an extroverted personally height viewing leadership as a process implies that leadership is a phenomenon that is contextual and suggests that everyone is capable of exercising leadership. Leadership in social work have been recently revitalized by the Council on Social Work Education and its leadership initiative CSWE has recognized the need for leadership development both inside of and external to social work education (sheafor, 2006). When organisation commissioned an exploratory study to investigate leadership context in curriculum only 74 syllabi were receiver from 36 different institutions representing 6.8% of all accredited social work programs (Lazzari,2007) of the syllabi received, most were from MSW programs with a macro concentration. The author recommends further study of leadership in the social work curriculum and new models of developing social work leaders. A study by Jagadeep S Chhokar Leadership and culture in India: The globe research Project . He mentions that leadership is very popular issue in India. Mohandas Karamchand Gandhi is without doubt the most important leader of the 20th century who has shaped the destiny of modern India. His unique leadership style shows Materialistic weaknesses and spiritual and political strengths. He is referred to as the Father of the Nation due to his signal contribution to the Indian freedom movement against the British rule. His concept of Satyagraha (literal translation meaning insistence on truth) has found a permanent place in the industrial relations scenario in India as a common method of protest by unions and dissatisfied employees. It often takes the form of the employees sitting down and refusing to move unless their demands are met or satisfactory negotiations are concluded. Gandhis statues are found in almost all cities and towns, pp. 29-41 36 roads and public buildings are often named after him, his birthday is observed as a national holiday, and his philosophy and teachings are invoked on numerous public occasions, though very little of it is followed in practice. Culturally specific phenomenon such as personalized and dependency relationship, power distance, care consideration and familial attachment were found to affect leadership practices. In his research during focus groups and semi structured interview described that outstanding leaders in social work are Ela Bhat, Medha Patkar, Sunderlal Bahuguna. Bargal and Schmid (1989) provide social workers with the insight to some of the trends in leadership research outside of the social work arena. They identified several themes in leadership, including : the leader as a creator of vision and a strategic architect(P.40); the leader as the creator (and Changer) of organizational culture (P. 41); Leadership and followership (P.42); and transactional and transformational styles of leadership (P.43). The authors applied these trends in leadership to three typical internal functions of social work administrators. (Goal setting, motivation and development of human resources and maintenance and administration) & two of the external functions (resource mobilization and achievement of legitimacy) Rank and Hutchison (2000) provided some empirical evidence regarding social work leadership in their exploratory study of social work leaders. Result of the study indicated that respondents included five elements in their conceptual definitions of leadership pro-action (thinking ahead) values and ethics, empowerment, vision and communication. Most respondents (77%) believed that social work leadership is different than other professions for five common reasons: Professional commitment towards code of ethics, systematic perspective, a participatory leadership style, altruism, and concern about the public image of the profession. (Rank and Hutchison, 2000 p.493). Nine general areas of skills for leadership identified and believed were necessary were : community development skills, communication and interpersonal skills, ethical reasoning skills, risk taking skills, cultural competence/diversity skills, analytic skill, technological skills, political skills, visioning skills. 21 th century social Ketaki Gokhale, Geeta Joshi 37 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 work mission identified by respondents on four main themes: political advocacy, a clear definition for the profession itself and for the public, social reconstruction, and vision. Respondents agreed that there should be leadership development at the bachelors, masters, and doctoral level of social work education. This study provides evidence that social work leaders see leadership development as essential for social workers and the profession as a whole, and that this area may be overlooked. The authors recommend future research regarding outcomes of social work leaders and their styles of leadership (p.500). Glission (1989) found that social workers evaluate leaders on maturity, power, and intelligence. Further he found that there is a strong relationship between three dimensions and both organizational commitment and job satisfaction of social workers. This finding gives further credence to the importance of leadership and worker performance. Glisson reports that leadership development is missing in the social work curricula. Leadership Theories Theory Basic tenets of the Example theory or model Managers generally believe that workers either have a natural inclination to dislike work (Theory X) or natural inclination to be creative and productive (Theory Y) The director of the local child welfare agency takes a moment to assess whether she believes people operate under theory X or Theory Y and then compares this to what is actually going on in her department. She did not think people liked coming to work, there is evidence realizes that although to the contrary. McGrengors Theory X- Theory Y Likerts System 1- System 4 Organizations fall under one of four types (system 1, 2, 3, or 4). The lowest producing A social work manager completes Likerts tool for assessing her organization and pp. 29-41 38 Blake & Moutons Managerial Grid Using a grid system, managers can self-rate their performance in relation to task and relationship behaviors, yielding a two-number a score (i.e. 1,9). Employees can then also rate the manager and the results can be compared. Blake and Mouton provide descriptions of the types of leaders to understand more. The social services director a large nursing home rates herself on task and relationship behaviors using the managerial grid. She finds that her self-rating yields a score of 5,5. This score connotes that she places equal emphasis on tasks and relationship and perhaps does not push her employees to work harder than would be within their comfort range. Her employees complete the same assessment and she finds that she has an overall score of 7,3, which indicates that they believe she is more task oriented than relationship oriented. She presents these results to employees so they can discuss how to be more effective working together. Hersey & Blanchards Situational Leadership Workers willingness and ability are assessed in order for the leader to understand which of 4 styles of leadership will The house manager of home for adolescent girls takes a moment after performance reviews to consider the maturity level of organizations are typically System 1 (traditional bureaucracies) and the highest producing and goal for all organization is system 4. System 4 leaders work with their employees to solve problems. realizes they are operating at about a System 2 level. She then is able to see where the largest weaknesses are and work to move towards a System 3, and eventually System 4. Ketaki Gokhale, Geeta Joshi 39 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 work best. The most mature workers (high on willingness and ability) are best managed with a delegating style while the least mature (low on willingness and ability) are best managed with a telling style .Selling and participating styles are best for those workers average in maturity. each of her five social workers. After assessing their maturity level, she reviews the types of leadership that are most effective with each and begins to try to incorporate this style in her management approach. Arwater & Bass Transformational Leadership Effective leadership is based on the 4 Is: Idealized influence, intellectual stimulation, individual consideration, and inspirational motivation. Realizing that she is operating from a reward and punishment system that was not working, the leader of a team to develop an outcomes measurement framework reviews the tenets of transformational leadership and begins trying to incorporate some of these relationship building techniques. Senges Learning Organizations Learning organizations are continually self reflective and are created by careful attention to five key components: systems thinking, personal mastery, identifying and assessing mental models, building a shared vision, and team learning. These types of organization may be the most open to change and adaptable in sometimes turbulent social services environment. The director of local department of ageing sees change coming in the agency because of several reforms to medicare benefits .She has been attempting to learn more about how to create a learning organization and feels that now is the time to share these ideas with her employees and develop a plan for becoming more adaptable to change. pp. 29-41 40 Strategies: 1.Inclusion of Leadership course: As we recognizing that leadership is the process and our profession immensely required leaders to solve the social issues. Social work education and curriculum must emphasis on systematic leadership development by introducing Leadership course /subject. This is the need of time to show the professional practice effect. This subject allied with capacity building workshop will definitely show result in developing exact good social engineers. There is also need to conduct various studies to asses the leadership development in social work education. 2.As social workers are working at three levels and each level required leadership, so continuous training will be effective to develop professional leadership. Following training parallel to field work would be helpful for trainee social workers to develop their skills. Such capacity building training can be implemented constantly throughout the course with specific time interval. 3.When students are working with NGOs for field work training, many NGOs does not appointed professional social workers. It affects on practice learning of trainee social workers. NGOs treat the trainee social workers as a human source to complete their surveys. They are least bothered about students are implementing theory into practice or not. Agency supervisors always busy with their own schedule and cannot concentrate Goals Envision (Raport development, Observation) Enable (Analytical skills) Empower Awareness of self Inculcating professional values and ethics Leadership training Interpersonal communication and behaviour Goals Team work Problem solving and conflict management Group Individual Community Ketaki Gokhale, Geeta Joshi 41 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 on systematic learning of students. Due to this environment in NGOs we find very few students are able to develop professionalism and leadership after completing two years field work. In such situations Tilak Maharashtra Vidyapeeth, Department of Social Work invent an Issue Based Field Work practice in 2009 which is more leadership oriented than traditional practice. In this field work a group of around 10 to 12 students works on one issue, here they independently plan their field work as per the needs they found in their base line work in form of mini surveys and literature review. While implementing the planning in the field students come across various unread cases, groups or some time community issues. Students deal with these issued using the primary methods are case work, group work and community organization accordingly. They also implement secondary methods of social work especially research. Through this field work they reach out number of peoples and vulnerable groups. Students initiate many creative activities or programs and actively participated in advocacy. Student also covers many setting of social work and develop network at various level in this field work. Students work recognized by bureaucrats and invited student to work with them. Due to this innovative field work department is able to develop their own projects with various settings of social work. References: 1. Devi Rameshwari and Prakash Ravi, (2004), Social Work Methods, Practices and Perspectives, Mangal Deep Publication, Jaipur 2. Devi Ranjna K, (2009), Social Work Education and Action, Omega Publications, New Delhi 3. Dr. Shaikd Azahar Iqbal, (2005), Principles and Practices of Social Work, Sublime Publications, Jaipur 4. Dr. Subhedar Iqbal, (2011), Indigenous Fieldwork in Social Work, Current Publication, Agra 5. Katare P. M., (2007), Training for Social Work, Arise Publishers, New Delhi 6. Singh Krushna Kant& Singh Ram Shankar, (2010), Encyclopedia of Social Work in 21 st Century, ABD Publishers, New Delhi 7. Singh Surendra, Shrivastava S. P., (2003), Social Work Education in India Challenges and Opportunities, New Royal Book Co. Lucknow pp. 29-41 42 Abstract Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Another popular definition of Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northouses (2007, p3). Good leaders are made not born. If you have desire and willpower, you can become an effective leader .Good leaders develop through a never ending process of self study, education, training and experience (jago1982). The scientific training in social work education aims at making a career in the field of professional social work imparts necessary training to develop the basic knowledge, skill, techniques and attitudes in students to work with individuals, groups, and communities .Orientation to existing social realities social problems and strategies to deal with the knowledge and method of working with people enables social work students to grow as leaders, recognize themselves as leaders or find out leadership quality in people they come across, or can act as leader maker . To truly understand what is leadership there is need to probe what is in the mind set of the people with this view point an attempt has been made to understand the concept and perspectives of social work students about issues related to leadership, characteristics of leaders and leadership crisis . The study area, Bijapur city, is a district head quarter. It is socio economically backward district. In Bijapur Social work education Leadership in the Contemporary Society: Perspectives of Social Work Students Dr. Veena S. Algur 1 Dr. S. A. Kazi 2 1. Lecturer, Dept of Community Medicine, BLDEA;s Shri B M Patil Medical College Bijapur. 2. Chairman, Dept of Social work, Karnataka State Womens University Bijapur. Dr. Veena S. Algur, Dr. S.A. Kazi 43 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 at post graduation level has history of less than 10 years .There are only four centers which imparts professional social work education. Out of total 88 students studying in third semester. only 68(77%) students were included in the study comprising of 42(62 %)Female respondents and 26 ( 38 % )Male respondents. Key words: Social work, leaders, Students, leadership. Introduction The scientific training in social work education aims at making a career in the field of professional social work, imparts necessary training to develop the basic knowledge, skill, techniques and attitudes in students to work with individuals, groups, and communities. Orientation to existing social realities, social problems and strategies to deal with the knowledge and method of working with people enables social work students to grow as leaders, recognize themselves as leaders or find out leadership quality in people they come across, can act as leader maker . Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Another popular definition of Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northouses (2007, p3). 1 Good leaders are made not born. If you have desire and willpower. You can become an effective leader. Good leaders develop through a never ending process of self study, education, training and experience (jago1982). 2 India is the magical land which has always been a very prime attraction for several western countries and tourists from all over the world. India has cemented her place as a world power for quite a few years now. India is the proud land which host the Taj Mahal. India is the proud mother of world renowned legends like, Rabindranath Tagore, Mahatma Gandhi, Netaji Subhash Chandra Bose, Pandit Jawaharlal Nehru and many other greats. India has been a developing democracy but the rate of improvement has been appreciated by almost all countries. However, in spite of the tremendous scope and potential of the land which was once called the golden bird, the country today is facing a stiff crisis in the context of leadership. pp. 42-49 44 The country was always used to great personalities as leaders. However, the political scenario has changed a lot. The political field has been corrupted to a very huge extent and the politicians today are mainly people who have taken politics as an occupation. The main reason for this sudden crisis has been because; the best from all fields have stopped from entering the field of politics. There was a time when only the best could be a leader and that is what politics demands. When the question is of leading the nation, only a person who has an immense knowledge tank along with several other qualities can. However, the current situation is such that people, who have made a name for themselves in their own field, avoid the subject of politics. This has left such a vacant situation that people who are not apt or could not find any other work to do, join politics. Thus, naturally, the great country of India is facing a crisis in the context of leadership which is not very good news for not only India, but for the entire world. 3 Within the power structure of every society certain vital integral individuals operate within groups to promote stimulate , guide or otherwise influence members to action, such activity has been called leadership and the individuals have been referred as to leaders. power holders, man of power, power centres and power elite. According to Stegdill leadership may be considered as the process of influencing the activities of an organized group in its effects towards goal setting and goal achievement. According to this definition the minimum social conditions which permit the existence of leadership as an follow a group, common task, differentiated responsibility. Barnord states that Leader is any person who is more than ordinarily efficient in carrying psycho social stimuli to others and is thus effective in conditioning collective responses. This being the case the leader are those who are able to identify themselves socially and psychologically in the group and work in a manner that result in the fulfillment of the goals of the organized group . 4 The highest quality of leadership of all is the capacity to evoke its growth in others .Young should be encouraged to grow in social and political consciousness so as to maturely respond as citizens to the political life of the country. Mahatma Gandhi said A man of character will make himself worthy of any position he is given 5 Dr. Veena S. Algur, Dr. S.A. Kazi 45 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 Leadership is a relative concept. No person is a leader universally, in every type of situation, whether a person will become leader will, to a certain extent, depend upon how for he satisfies the needs of the group so the leader has to be extremely sensitive not only to know the needs but to satisfy them also. A leader has to be able to rise higher than level of the followers. Large difference in mental level between the two however, is unfavorable. Desirable qualities for leadership are intelligence, popularity, initiative, personal charm, expert skill and so on. 6 To truly understand what is leadership there is need to probe what is in the mind set of the people. With this view point an attempt has been made to understand the concept and perspectives of social work students about issues related to leadership, characteristics of leaders and leadership crisis . The study area, Bijapur city, is a district head quarter. It is socio economically backward district 7 . In Bijapur, Social work education at post graduation level has history of less than 10 years .There are four centers which imparts professional social work education. Out of total 88 students studying in third semester only 68(77%) students were included in the study comprising of 42(62 %)Female respondents and 26 ( 38 % )Male respondents. Objectives 1.To elicit perspectives of social work student about leadership; and 2.To know the gender of the respondents and their opinion about different aspects of leadership. Material and methodology Study area-Bijapur city Study design Cross sectional Sample size-68 students Study setup- centers imparting MSW education Study technique:- Questionnaire Statistical analysis: Percentage and chi square pp. 42-49 46 Inclusive criteria-All the students studying in third semester MSW course. Exclusive criteria- students who are absent on health grounds, who are out of station due to personal problems, and who are not interested to participate in study. Results As the study intends to make an attempt to elicit basic concept, knowledge and perspectives about leadership and need of leaders for social development. Out of total 88 students 68 (77%) have participated in study, comprising of 37 (54 %) female respondents and 31 ( 46 % ) male respondents. The respondents did not have any question about type of leaders. Findings are about basic concept of leaders. Table No 1 Opinion of respondents about need of Social development Gender Essential More Not essential Not answered Total essential No (%) Male 23 (75) 6 (19) 1 (3) 1 (3) 31 (100) Female 24 (65) 12 (32) 00 1 (3) 37 (100) Total 47 (69) 18 (26) 1 (2) 2 (3) 68 (100) X2 P=2.511 It is observed that there is lot of difference between essential and more essential need of leaders for social development .out of total respondents 69 % among male 75% and female 65% have opined that leaders are essential for social development .Where as among the total 26% and males 19% and female 32 % felt that there is more essential need of leaders for social development ,it is observed that 3% of respondents have not answered Dr. Veena S. Algur, Dr. S.A. Kazi 47 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 Table No 2 Perspective regarding need of leader for Social development Gender More Essential Not essential Not answered Total Essential Male 23 (74) 1 (3 ) 4 (13) 3 (11) 31 (100) Female 27 (73) 1 (3) 4 (11) 5 (13) 37 (100) Total 50 (73) 2 (3) 8 (12) 8 (12) 68 (100) X2 P=0.293 An attempt has made to focuses on respondents Perspectives regarding need of leader for Social development. When asked about need of leaders for social development it is found 74% among all the respondents expressed that there is more essential need of leaders at present social scenario. 3% in general all the categories opinioned that leader are essential. It can be noted that Maximum respondents have felt that there is more essential need of leaders in our society. 4% male &female respondents said that leaders are not essential for social development. 8% of respondents, 3% male and 5% female respondents have not answered . Table No 3 Awareness about Scarcity of leaders among respondents Gender Scarcity exists No scarcity Total Male 29 (94 ) 2 (6 ) 31 (100) Female 36 (97) 1 (3 ) 37 (100) Total 65 (96 ) 3 (4) 68 (100) X2 P=0.562 An Attempt is made to know the Awareness about Scarcity of leaders among respondents. Maximum respondents (96%) among the total respondents have expressed that scarcity of leaders exists in our society. only 6% of males and 3% of females opinioned that there is no scarcity of leaders. Such rational outlook itself is foundation for social development pp. 42-49 48 Table No 4 Opinion of respondents about commitment of leaders for social development Gender More committed Less committed Not Committed Total Male 2 (7) 14 (45) 15 (48) 31 (100) Female 1 (3) 16 (43) 20 (54) 37 (100) Total 3 (4) 30 (44) 35 (52) 68 (100) X2 P=657 Future nation builders need to understand social realities. With this view point opinion of respondents was collected about commitment of leaders for social development. It is found that maximum that is 52 % among total respondents (48% of male respondents and 54% of female respondents) said that leaders are not committed for social development. At same time average 44% of respondents felt that leaders are less committed for social development. A very least respondents that is 7 % male 3 % females and 4% of total respondents said more commitment is found . Table No 5 Distribution of respondents as per their like to be leaders Gender Like Dont Like Not answered Tital Male 4 (13) 27 (87) 00 31 (100) Female 15 (40) 18 (49) 4 (11) 37 (100) Total 19 (28) 45 (66) 4 (6) 68 (100) X 2 P=11.730 To find out a instinct wish, a existing passion for leadership question was asked whether they have liking for leadership. A maximum 87 % males, 49% females and 66% of the total respondents do not like to leaders, it gives researcher a hint that leadership is tough, is a complex phenomena to grow as leaders. Only 28% of the total respondents, 13 % of males and 40 % of female respondents like to be identified as leaders. It clearly gives us an idea that females have craving for leadership status . Dr. Veena S. Algur, Dr. S.A. Kazi 49 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 Major findings Out of total respondents, 69 % have opined that leaders are essential for social development It is found 74% males. 73% females and 73 % among all the respondents expressed that there is more essential need of leaders at present social scenario. The Maximum respondents 96% have expressed that scarcity of leaders exists in our society. It is found that maximum that is 52 % among total respondents 48% of male respondents and 54% of female respondents said that leaders are not committed for social development. 40 % of female respondents like to be identified as leaders. It clearly gives us an idea that females have craving for leadership status . Conclusion The issues, results related to the perspectives of social work students about leadership initiates social work educators to focus on perceptions, and concepts about social realities, burning social problems and issues related to social development among social work students. Professional social work curriculum should be broadly based on needs to suit the various needs of students. Every student cannot be noted leader, can be a leader but in every one there is a desire to excel, a desire to do the best and hence a distinguishing mark of an able social work teacher is to recognize the leadership qualities in a students and make an sincere effort to encourage them, empower them, enable them to excel as future LEADERS. References 1. http://www.nwlink.com/~donclark/leader/leadcon.html#sthash.cdhAucEm.dpuf 2. Donald clark concept of leadership http://www.nwlink.com/~donclark/leader/ leadcon.html#sthash.cdhAucEm.dpuf 3. www.proud2bindian.in 4. Dr S Guruswamy Leadership managing cooperatives ,social welfare vol XL no 4 July 1993 p 33 5. Marie Mignon Mascarenhas, Family life education Value education A Text book for college students p88 6. Shamshuddin what makes a leader Social welfare vol XL issue 4 1993 p-36 7. Dr Nanjundappa report. pp. 42-49 50 Abstract: Public and people-centered advocacy are shaped by the political culture, social systems, and constitutional framework of the country in which they are practiced. It is the practice of advocacy that determines the theory, and not vice a versa. If advocacy is not rooted in grassroots realities and is practiced only at the macro level, the voice of the marginalized is increasingly likely to be appropriated by professional elites. However, the very credibility of advocacy practitioners depends on their relationship with mass- based movements and grassroots perceptions of what constitutes desirable social change. Rights based and people centered advocacy almost always challenges power structures and can therefore be very difficult and risky work. A key concern for civil society organizations is how to deal with threats that often have to be faced by the community in the face of vibrant people centered advocacy. For example, in the case of the campaign against insecure land tenure in Nepal, bonded labourers advocated for their liberation under constant threat from landlords. The present article is based on people centered advocacy which leads to leadership among marginalized communities. It also discusses the role of marginalized communities in the process of formulation of policies. The present article will urges all concerns related to people centered advocacy and marginalized leadership. Key Words: Leadership, development, skills, democracy, transparency, people, centered, advocacy, marginalized, practice, etc. * Assistant Professor & Head, Department of Social Work, Tilak Maharashtra Vidyapeeth, Mukundnagar, Gultekdi, Pune 411037. Maharashtra, (India). Email: tmu.sw.dept@gmail.com, msw@tmv.edu.in & paks_2705@yahoo.co.in People Centered Advocacy: An Effective Tool for Promoting Marginalized Leadership Prakash S. Yadav* Prakash S. Yadav 51 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 Introduction Effective Leadership is aimed at the individual who is serious about improving his or her own leadership development capabilities. The author aims to stimulate an awareness of leadership, provide an understanding of the principles and functions of leadership, and guide the reader through the methods used to develop leadership skills, (John Adair1988). Greater democracy, transparency and the work of civil society groups to hold decision-makers accountable are more likely to achieve long term sustainable change for poor people. What is meant by being people centered? The people centered approach prioritizes empowering people to advocate for pro-poor policies themselves. Simply put, its goal is to help poor people discover and secure their rights. For this to happen people need to become empowered, organized and mobilized able to express their basic needs and negotiate them with outside actors., on the other hand advocacy work that supports and enables people to better negotiate, on their own behalf, for their basic needs and basic rights is what is becoming known as people-centered advocacy,(Jennifer Chapman andAmbokaWameyo, January 2001). Such advocacy need not just be local, and can strike to the heart of national even international policy making. With people centered advocacy, people become powerful. The people centered approach challenges the notion that the poor cannot formulate or understand policy, arguing instead that the gap between the poor and policy makers must be decreased and that states, governments and policy makers should be responsive to the voices of the excluded. People centered advocacy is work that directly involves people negotiating better, on their own behalf, for their basic rights. People centered advocacy is often, but not always, associated with local level work in which people are supported to analyze their own situations, identify their rights, make their views heard and hold decision makers accountable. Advocacy is a word that is up for grabs in public discourse, research, and policy. Journalists, activists, academicians, lawyers, 52 government officials, classifiers, non-profit managers, and others use the word differently in their professions. Advocacy describes a wide range of individual and collective expression or action on a cause, idea, or policy. It may also refer to specific activities or organizations. Sometimes a distinction is made between advocacy on behalf of others and grassroots advocacy or civic and political participation. The word is often modified to describe the venue for political action. Discussion about non-profit advocacy that reaches across academic disciplines and professions often encounters definitional problems. Does the word advocacy clarify or confuse this discourse? Does the word have negative or positive attributes? How does it compare to other words that describe civic and political engagement, words like social action, political action, and public voice, social capital, mobilizing, or organizing? Is it a useful word for research and analysis? Do regulatory constraints associated with nonprofit lobbying and political activities create confusion about its meaning and application to nonprofit practices? To lessen ambiguity in research and regulation about non-profit advocacy, it is important to define which activities are advocacy activities, what advocacy activities are regulated and why, and which organizations are advocacy groups. Sorting through definitions and use of advocacy clarifies discussions about the role and behavior of non-profits as social and political actors, non-profit impact on governance and citizen participation, and the scope and rationale of regulation for non-profit political activities. Some of the more common entanglements in defining and using the term in research and regulation are noted below. Advocacy Activities and Organizations: Advocacy activities can include public education and influencing public opinion; research for interpreting problems and suggesting preferred solutions; constituent action and public mobilizations; agenda setting and policy design; lobbying; policy implementation, monitoring, and feedback; and election-related activity. However, there is no Prakash S. Yadav 53 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 agreement on which activities constitute advocacy, and no one source gives a full account of the many kinds of activities and strategies groups use to leverage influence in the policy process. Each research project must define the activities important to the question under study. Further, there must be continual clarification about what kinds of activities are subject to regulation. Although data on organizations are available through a variety of sources, it is difficult to use them for the study of non-profit advocacy. When researchers operationalize advocacy as a broad set of activities (Boris and Mosher-Williams 1998), data collection and classification of advocacy activities can be difficult and imprecise. When research focuses on a smaller subset of activities, such as lobbying or litigation (Salamon 1995), the empirical profiles often provide only a partial picture of the wider phenomena. Internal Revenue Service (IRS) data for advocacy analysis are limited to the collection of information on lobbying expenditures. Definitional problems come into full play when data are combined from diverse sources, such as lobbying disclosure data, Federal Election Commission (FEC) data, Encyclopedia of Organizations data, and surveys. Additionally, the significance of any data set can be over stated in paper titles such as Explaining Non-profit Advocacy or Non-profit Advocacy Organizations. It is also important to clarify which groups are advocacy organizations. All non-profits build organizational capacity and infrastructure to meet their missions, although groups that engage in advocacy are likely to strengthen their organizations in ways most useful to achieving their political goals. Groups engage in advocacy activities to various extents: as the primary focus of their work, as a regular part of their overall activities, and on occasion when an issue spurs them to action. Some groups have specific organizational structures and decision making processes to accommodate their political affairs; others join coalitions or policy networks to increase their capacity to advocate effectively. 54 There are over 1.5 million non-profit organizations grouped into classification schemes of many shapes and sizes offering different windows into nonprofit advocacy. The federal tax code separates non-profits into 21-plus categories of tax-exempt organizations, and permissible political activities vary by category. Using IRS taxonomy of organizations and data helps us understand levels of expenditures for certain kinds of legislative and political activities. It also structures the use of the tax-exempt form for political purposes. For example, social welfare organizations, 501 (c) (4)s, may engage in unlimited amounts of legislative lobbying and thus serve as an organizational vehicle for citizens who wish to associate for public policy purposes. Other tax-exempt groups, such as trade and professional associations, veterans groups, and labour unions, share the same benefits of association and latitude of political action and are also active political players. Thus it is hard to get a full picture from these data and classification schemes about the extent to which groups interface with the process of policy development and policymaking. Most analysis of the non-profit sector requires a rigorous look at the links between specific activities and specific organizations. Advocacy activities are embedded in distinct organizational models, setting boundaries around the practice of advocacy and participation in the political process by insiders and outsiders alike (Minkoff 1999). Interest groups, political organizations, mobilizing groups, public interest groups, citizen organizations, multi-issue organizations, social movement organizations, and other descriptions of non-profit organizations as policy actors fill our democratic vocabulary and adopt different advocacy activities and strategies. Jeffrey Berry points out, It is not their tax status that distinguishes them from other non- profits, but rather its that they are openly and aggressively political (Berry 1999). Other social science research contributes to our understanding of organizations and activities. For example, interest groups have been studied at the national level to determine how patrons shape their advocacy practices (Walker 1991). Social movement organizations mobilize resources from their broader environment; over time, the loose alliances and protests of Prakash S. Yadav 55 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 social movements evolve into more routine advocacy in nonprofit organizations (Zald and McCarthy 1987). Some research asks which groups are effective advocates, what kinds of activities are effective, and at what stages of the policy process groups are most successful (Rees1998; Berry 1999). Representation and Participation: Non-profit organizations are intermediaries between citizens and other institutions of government and business. They deepen the ways in which people are represented and participate in democracies. Contrasting advocacy as organizational representation with advocacy as social and political participation can be a useful way to describe how non-profit organizations relate to the body politic. Non-profit advocacy as representation evokes the familiar phrase on behalf of. This interpretation draws meaning from the Latin word advocate coming to the aid of someone. A strong tradition of case advocacy exists in the United States. Advocates appeal through court action on behalf of individuals and classes of people whose interests are underrepresented in government. Case advocacy may open the political system to new voices and interests as the courts redefine the rights of individuals and the roles of state and society in addressing social problems. When advocacy is viewed as representation of interests, values, or preferences, questions may arise about the legitimacy of organizations to represent us. Non-profit its that are regular players in policy and politics may or may not include citizens in their internal organizational affairs or engage citizens in public action. Further, organizational styles of advocacy vary and the non-profit community can be divided in its approaches to social reform. Social justice advocates prefer their efforts not to be associated with special interest lobbies or inside political operators striking deals with little public consent or exploiting the political system to serve a narrow interest. Community organizers, who urge citizens to come together and speak out about their concerns, prefer not to be confused with the paternalistic styles of professional do gooders. Advocacy, examined as social and political participation, emphasizes how people take action on their own behalf. Nonprofit 56 advocacy as participation refers to collective action and social protest as well as the face-to-face contact of people and their political leaders. Language about the practice of advocacy as participation includes grassroots action, civic voice, public action, citizen action, organizing, mobilization, and empowerment. We look to participation indicators to judge the health of our democracy, but whether or not we are currently in a participatory drought depends on the indicator. If voting is a measure, we are about to die of thirst. If volunteering is a measure, we have found an oasis. If campaign donations are a measure, we are in a flash flood. Nonprofit organizations are central to civic engagement, especially churches, unions, and other groups that link citizens to governance. Social networks that develop norms of trust and reciprocity among Citizenssocial capitalmay shape the conduct of citizens in democratic decision-making (Putnam 2000). Advocacy as participation addresses the ways organizations stimulate public action, create opportunities for people to express their concerns in social and political arenas, and build the resources and skills necessary for effective action (Verba, Schlozman, and Brady1995). Professionalized advocacy organizations and political consultants may have replaced earlier traditions of civic engagement and political action (Skocpol and Fiorina 1999). The distinction between advocacy as organizational representation and as participation has led to the contradictory use of the terms direct and indirect advocacy in practice and research. In research, indirect advocacy may describe the participatory aspects of nonprofit advocacy, particularly the capacity of groups to stimulate individual citizens to take action on their own behalf. In contrast, direct advocacy may refer to lobbying and other appearances before key decision makers by organizational representatives on behalf of others (McCarthy and Castelli 1996). Adding to the confusion, the IRS calls lobbying on specific legislation direct advocacy, while community organizers call mobilization direct action. Government Centered and People Centered Advocacy: Government-centered advocacy and society-centered advocacy suggest different venues are available for building the political will to leverage policy change. In the American political system, the organization of interests is often described as an interaction of three Prakash S. Yadav 57 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 sectors government, society, and business with competition and cooperation among these sectors when matters of public concern need attention. Global advocacy in the international system refers to advocacy among organizations and their networks in civil society, international institutions, and national governments. Advocacy is often modified to describe the venue of action, and the resulting terms may be used interchangeably in law, research, and practice to describe either activities or venues. Policy advocacy most frequently refers to advocacy that influences government policymaking. But Craig Jenkinss definition of policy advocacy as any attempt to influence the decisions of institutional elite on behalf of a collective interest (Jenkins 1987) encompasses decision making in any kind of institution inside and outside of government. Administrative advocacy, judicial advocacy, and legislative advocacy can help us focus on the uniqueness of decisions and processes in the different branches of government (OMB Watch 2000). Administrative advocacy and program advocacy focus on advocacy during the implementation phase of the policy process, when rules and regulations are promulgated and service delivery systems designed and put in place, sometimes with feedback from citizen groups (Reid 1998). Program advocacy is also used to describe the everyday work of organizations carrying out their charitable missions or providing services, as long as the activities are not outside the realm of protected speech; does not refer to specific legislation; and does not become partisan activity (Hopkins 1993). People centered advocacy suggests that nonprofits have an important role to play outside government in shaping public opinion, setting priorities for the public agenda, and mobilizing civic voice and action. People centered advocacy most often describes advocacy as social action, social change, or social movements. Non-profits are vehicles for developing common visions and social missions, and advancing common interests and values collectively. They analyze, interpret, and convey information in society and thus create the context for government policy. State and local advocacy is often distinguished from national advocacy because organizational resources, opportunities, and 58 practices differ. Most grassroots advocacy takes place at the state and local level, yet national organizations are often the focus of research and media exposure. Organizational networks and practices are less formal at the local level. Advocacy may still be contentious or competitive, but the intimacy of the local setting means that activists and government officials may have more access to one another and may share social networks and contacts that mediate conflict. National- level advocacy, by comparison, involves larger, more formal organizations, structures, and practices. The links between national and local organizations may influence whether local voice has an organizational route to national decision making. Nonprofit advocacy advances the interests or values of a group that stands to benefit from action in the policy process or elsewhere. One measure of advocacy effectiveness is the extent to which a group succeeds in shaping new policy that directly benefits its constituency. Public interest advocacy makes broad public claims in the policy process on behalf of consumers and citizens. Organizations advocating for the disabled, the elderly, or an ethnic group, for example, may be more narrowly defined by their constituencies. Beneficiaries of advocacy, or those who stand to gain from policy change, may be the organizations themselves (through contracts) or groups of citizens (through public programs), or the public (through widely applicable policy). Self-defense advocacy is lobbying on issues necessary to an organizations survival. None of these definitions are much help in understanding the wide range of non-profit behaviors that make groups weak or powerful voices in policymaking. They do, however, help us locate where the advocacy is occurring and think about how advocacy used in one arena might affect outcomes in another. Although the definitions say little about how groups acquire access or influence decisions in any one arena, they do lead us to think about the processes for decision making in each arena that may affect opportunities for access or make one kind of activity more influential than another. Prakash S. Yadav 59 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 Lobbying and Advocacy: In April 1999, the General Accounting Office (GAO) issued a report on lobbying definitions in the Lobby Disclosure Act and the Internal Revenue Code Sections 4911 and 162(e). Their findings indicate that agencies use lobbying language to describe different sets of activities at the national, state, and local levels. These differences were found to affect registration and reporting requirements as well (GAO 1999). Adding to the confusion, government and private funding agencies send mixed messages to contractors and grantees about the permissibility of engaging in advocacy and about reporting it. For example, IRS guidance indicates that lobbying is permissible because it is limited but not prohibited. Some agencies and foundations discourage the use of advocacy to describe organizational mission and activities. Foundations may use restrictive grant language that unnecessarily discourages grant recipients from engaging in advocacy when they are legally permitted to do so under the law. Issue advocacy, on the other hand, is an advocacy activity that has been a source of contention in law and practice because it generally falls outside the scope of either the IRS or FEC regulation as public education. Yet it is a powerful tool for groups advocating reform and favoring candidates with positions compatible with their organizational interests. Issues of Marginalization: In the Indian context this has proved to be extremely inadequate both for understanding the processes by which minorities are created and for taking care of the disadvantages faced by them. At the time of independence, minorities were identified primarily on the basis of religious identity. Even though the Constitution spoke of linguistic and cultural minorities little attention was given to them and their problems. Shortly after independence, however, the demand for linguistic reorganization created zones within which one particular linguistic community was dominant. Linguistic minorities in the national context 60 were thus transformed into a regional majority. However, this process created new minorities for example, Bengalis in Assam, Tamils in Karnataka and Gorkhas in Bengal- who faced the same problem of marginalization within the region as the recognized regional languages had faced within the Indian union. The problems confronted by these new minorities have revealed the limitations of the concept of minority and the associated idea of minority rights. Minorities, it is evident, are context specific. A community may be a majority in the nation but a minority in a particular region. For instance, Hindus constituted the religious majority in India but in the state of Punjab and Jammu & Kashmir they represented a minority. Accordingly, in this region their educational institutions were designated as minorities institutions within the region. Further, it is perhaps equally important to note that a majority and a minority are identified with reference to an identity and, the use of diverse identities does not always yield the same majority and minority. In India, when religion is taken as the basis of differentiating the population, Hindus constitute a majority; however when language becomes the relevant index of identity then certain groups within the majority become vulnerable minorities. Indeed, in India, the tendency to identify permanent and fixed Minorities has resulted in the privileging of religious identity. It is also focused on the problems faced by Muslims and other religious minorities and their rights within the nation-state. By comparison, scant attention has been paid to the problems faced by linguistic minorities or other backward and socially discriminated communities. Minority rights, it must be noted, are best suited for preserving cultures and identities rather than countering the processes of marginalization. In India the concerns of linguistic minorities within the nation-state were addressed by reorganizing the boundaries of regions or provinces. Linguistic reorganization transformed Minorities in the national context in to majorities in a regional context. Even though specific linguistic groups remained vulnerable Minorities in a region, languages which had not been officially reorganized by the nation were now able to preserve their identity. In other words, transformation of a minority in to a majority allowed for the survival Prakash S. Yadav 61 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 of the recognized regional language. This is significant because in the discourse on multiculturalism, preserving ones cultural identity is often seen as a way of countering the marginalization faced by minorities in the nation-state. In India, by comparison, protecting cultures and diversities has not been an effective way of halting the processes of marginalization. Indeed, even the attempt to preserve a marginalized culture has left the structures that engender marginalization intact. The Indian experience obliviously tells a different story. It reveals the difficulties associated with the identification of a minority, and shows that a minority is almost entirely context dependent. Further, since minority rights generally seek to preserve cultures and community practices, they are often insensitive to the democratic need for creating a public sphere in which freedom and equality are the operative norms. In so far as the latter is, and must remain, the primary concern of all democracies, it is necessary to contextualize minority rights and analyze the conditions under which these rights are well-suited with the democratic agenda. Untouchable Movements in the Indian Context: A section of untouchables who could improve their economic condition, either by abandoning their traditional occupations, launched struggles for higher status in the caste hierarchy. They followed Sanskritic norms and rituals. They tried to justify their claim to a higher social status in the caste hierarchy by inventing suitable mythologies. All untouchable jatis, however, have not succeeded in removing civic disabilities traditionally imposed upon them. Practically they are still treated as untouchables in their places of residence (Shyamlal 1981; Brar 1985; Kumar 1985; Parmar 1987). A major anti-untouchability movement was launched by Dr. Ambedkar in the 1920s in Maharashtra. This has continued in different forms till today. Though the movement is primarily rooted in Maharashtra, it has spread to different parts of the country and acquired an all- India character. Dr. Ambedkar emerged as the leader of untouchables of the country. During the 1920s the Mahars launched 62 unsuccessful satyagrahas against untouchability in Maharashtra. Ambedkar saw the possibility of advancement for the untouchables through the use of political means to achieve social and economic equality with the highest classes in modern society (Zelliot 1970; Nath 1987). Amedkar organized the Independent Labour party (ILP) on secular line for protecting the interests of the labouring classes. Though the party was open to the labourers belonging to al the castes, it was dominated by the Mahars. It did not make much of an impact. their political movement overrode efforts to claim religious rights, failed in the attempts to represent class or labour, and took on much of the nature of caste association functioning in the political arena,(Zelliot 1970). Later, Ambedkar formed the Scheduled Caste Federation (SCF) in 1954, to fight elections and look after the interests of the SCs. Those interests were confined to reservations of jobs and political positions (Verba et al. 1972; Nath 1987). The SCF was later converted in to the Republican Party in 1956, with the intention of broadening its base by including in its fold the Scheduled Castes, Scheduled Tribes and backward castes. Assertion of dalit identity has almost become a central issue of dalit movements. This involves local-level collective action against discrimination and atrocities. Statues of Dr. Ambedkar are found not only in urban dalit localities but also in many villages where their number is fairly large. Dalits, though very poor, enthusiastically contribute to installing Ambedkar statues in their neighborhoods. They struggle to get a piece of land from local authorities to install the statue. Radhey Lal Boudh of the Dalit Panthers argued in the 1980s that installing Ambedkars statue dalits could propogate an Ambedkarite iconography, which would generate a kind of pan- Indian bahujan imagined community, apart from asserting their control over land (Pai 2002). The statues and photos of Dr. Ambedkar are an expression of dalit consciousness and their assertion for identity. There are several local movements in which dalits en mass migrate from their villages protesting against discrimination and atrocities. In the 1980s there were five such incidents. Desai and Maheria (2002) document one of the micro-level movements. In Prakash S. Yadav 63 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 protests against torture and beating, the dalits of village Sambarda undertook hijarat, i.e. en mass migration like refugees from their native village and camped in the open before the district collectors office for 131 days in 1989. Organizations and Leadership: Ambedkar formed the Independent Labour Party and Scheduled Caste Federation, and there are a number of Scheduled Caste organizations at regional levels. But there is no study focusing on the organizational set up and leadership and their efforts aimed at mobilizing the Scheduled Castes. Owen Lynch, in his study, The Politics of Untouchability (1969, gives some information regarding the organization of the Jatavas of the Agra city. Denis Von der weid and Guy Poitevin (1981) give a brief account of the organization of the RCDA, Tamil Nadu. Saurabh Dube has analyse the Satnami Mahasabha between 1925 and 1950 showing how it had undergone changes. Robert Hardgrave (1969) and A. Aiyappan (1944) give an account of the Nadars and Iravas. They are caste associations like any other caste organizations involved in the process of political mobilization. Hardgrave observed that, The Nadar Mahajan Sangam is a voluntary association, drawn from the ascriptive, reservoir of castes. Its actual membership is but a fraction of its potential in full caste recruitment, but the association claims to speak for the community as a whole, asserting virtual representation. If this claim is to be accepted as credible in the light of economic differentiation and the diffusion of political support within the community, the association must withdraw from active political involvement. The caste association has played a vital role, nevertheless, in the political mobilization of the Nadar community, serving as the agent of community integration and as the vechile for its entrance in to the political system of modern India (1969-2001). Moreover, as peasants, the harijans participated in the various peasant struggles. In a few movements they acted autonomously under the leadership of and the organization of militants drawn from among themselves (Heningham, 1981). 64 The most important leader of the dalit movement in India was Dr. Ambedkar. There are quite a few bibliographies of Ambedkar. Among them the important ones are by Dhanjay Keer (1954), W.N. Kuber (1973) and M.S. Gore (1993). Eleanor Zelliots study on Dr. Ambedkar and the Mahars is a very important contribution to the subject (1996). Gore analyses Ambedkars ideology and locates it within the broader framework of a study on social movements, on the one hand, and the sociology of idea systems, on the other. According to Zelliot, Ambedkars programmes were intended to integrate the untouchables in to Indian society in modern, not traditional ways, and on as high a level as possible. Ambedkar planned his program to bring the untouchable from a state of dehumanization and slavery into one of equality through the use of modern methods based on education and the exercise of legal and political rights. At the same time, Ambedkars modernizing ideology was tempered in practice by a clear perception of the tenacity of caste and tradition. He sought to awaken in the untouchables awareness of their debased condition and common interests that would promote the unity needed for the development of effective organizations and mass action. For such reasons, Ambedkar advocated a separatist policy accentuating caste distinctions as an initial stage in creating a society in which identities would be unimportant (Zelliot, 1972). Conclusion: In conclusion, the term advocacy has multiple meanings depending on the context in which it is used. It broadly describes the influence of groups in shaping social and political outcomes in government and society. In law and regulation, advocacy refers to types of reportable activities, but regulatory agencies may differ on their use of the term. In research, advocacy may describe both the representational and participatory aspects of groups as intermediaries between citizens and decision - makers, types of organizations and their capacity to advocate, and strategies of action in different venues. No one definition of advocacy suffices to help us understand how groups influence policymaking or how regulation can best be Prakash S. Yadav 65 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 pp. 50-65 designed to protect against political abuses yet not inhibit public engagement in the political life of the nation. Yet the term can be used broadly as an umbrella for cross-cutting discussion from different perspectives and expertise to help inform regulation and practice. If discussions about non-profit advocacy practice and regulation are to bridge discourse across academic disciplines, organizational expertise, and regulatory perspectives, participants will have to be precise about the meaning of advocacy. In general the advocacy describes both the representational and participatory aspects of groups such as untouchables and minority communities as intermediaries between citizens and decision - makers, types of organizations and their capacity to advocate, and strategies of action in different venues for the social, economic, political and cultural spheres of integrated development of these communities. Hence, it is significantly true that the people centered advocacy is the effective tool for the overall development and enhance the leadership capabilities among marginalized communities. References: 1. Berry, Jeffrey. (1999) New Liberalism: The Rising Power of Citizen Groups, D.C.: Brookings Institution, Washington. 2. Falk, Richard, (1988), The Rights of Indigenous People, Oxford University Press, New Delhi. 3. Hopkins, Bruce. (1993), Charity, Advocacy and the Law, Wiley. New York. 4. Jenkins, Craig. (1987), Nonprofit Organizations and Policy Advocacy. In The Nonprofit Sector: A Research Handbook, edited by Walter W. Powell (297). New Haven: Yale University Press. 5. J. Martinez Cobo,(1986) Study of the Problems of Discrimination Against Indigenous Populations, Volume 5,UN.Doc.,E/CN.4. 6. Parekh, Bhikhu, (1995), Cultural and Liberal Democracy, Sage Publications, London. 7. Simon and Schuster. Reid, Elizabeth J. (1998), Nonprofit Advocacy and Political Participation. In Nonprofit and Government: Collaboration and Conflict, edited by Elizabeth Boris and Eugene Steuerle (291325), D.C.: The Urban Institute Press. Washington. 8. Zald, Mayer, and John McCarthy, (1987), Social Movements in an Organizational Society, Transaction Publisher, London. 66 Role of Non-Governmental Organizations in the Political Empowerment and Leadership Development of Dalits in Gujarat R.R.Patil* 1 Abstract The present research paper attempts to examine the programme carried out by the four selected NGOs for the political empowerment of dalits in Gujarat. Each NGOs one major programme directed towards the political empowerment of dalits have been identified and analysed to find out their suitability for the political empowerment and leadership development of Dalits. The paper describes and analyses programme of NGOs, keeping in view political empowerment and leadership aspects. The researcher has considered ten categories such as basic information of programme; process of planning for programme; process of resource arrangement and utilization; programme execution process; nature of local participation in programme; Dalit empowerment aspects in programmme; decision making process; monitoring; evaluation; sustainability of programme, while analyzing, interpreting and discussing about the contribution of programme of each NGO to understand the political empowerment process of dalits. It also highlights the process of capacity building and leadership development among dalits and tries to understand the extent of NGOs contribution in the political empowerment of dalits. Key Words: Leadership, NGOs, Political, Empowerment, Programme, Dalits Introduction: The proliferation of Non-Government Organizations (NGOs) is a continuous process in India. During the last three decades, there 1*Dr. R.R.Patil, is a Professor, Department of Social Work, School of Social Sciences, Central University of Rajasthan, Ajmer, Rajasthan-305801, Email: ravi_patil72@yahoo.com (The above manuscript is the excerpt of unpublished Ph.D work of the author) R.R. Patil 67 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 has been a rapid growth in the number of NGOs in various parts of India. The studies have shown that the nature and types of NGOs are varied in India. They are involved in performing various activities such as providing educational and health services, relief, charity and welfare services, increasing peoples voice in decision making, engaging in developmental work, self-help group, human rights issues, social awakening, community development activities in urban and rural areas, etc. These NGOs have been involved in the welfare and development of poor and weaker sections of the society. However, the different aspects of NGOs and their contribution for various issues and situations remain unexplored due to lack of information and literature. The contribution of NGOs in dalit empowerment is one such unexplored area of social science discipline. The dalits problem and suffering in India are multi-dimensional due to practice of caste system and caste-based discrimination. Historically, there have been various efforts against the practice of caste system and untouchability. Similarly, the Indian government has initiated various legal and constitutional provisions for the welfare, development and protection of dalits. However, despite of government efforts, there has not been much change in the condition of the majority of dalits in India. Moreover, how NGOs are instrumental in political empowerment of dalits and creating leadership among them is unexplored area in social science literature. It is in this context; the present article highlights and examines how NGOs as a component of civil society contribute for dalits political empowerment in terms of political leadership development in three districts of Gujarat. Gujarat, one of the economically progressive States of India, has long history of voluntary movement and comparatively high proportion of NGOs. However, the state suffers and lags behind in various dimensions of human development. The estimate of below poverty line in Gujarat is 18.4 per cent and it is comparatively high among the population of scheduled castes and scheduled tribes. Similarly, the problems related to land reform, redistribution of common community resources, practice of untouchability, caste-based discrimination and atrocities committed against dalits are still a regular phenomenon in the various parts of the state (Shah, 2000; Lious, 2002). Thus, the pp. 66-85 68 present article tries to examine the contribution of NGOs in political empowerment of dalits and understand the process of capacity building and leadership development of dalits in the state of Gujarat. According to unpublished sources of NGOs, there are totally 42 NGOs addressing the issues of Dalits and twenty (20) NGOs among them work for Dalit empowerment in Ahmadabad (10), Anand (3), Banaskantha (1), Gandhinagar (1), Junagarh (1), Rajkot (1), Sabarkantha (1), Surat (1) and Surendranagar (1) districts of Gujarat ( Jan Path, 2003). Out of these 20 NGOs (universe of the study) four NGOs have been selected purposely (purposive sampling) for the study. These four NGOs such as Ashadeep Human Development Centre (AHDC), Banaskantha District Dalit Sanghatan (BDDS), Behavioural Science Centre(BSC), Navsarjan Trust (NT) have been chosen keeping in view their involvement in mitigating caste-based discriminations and atrocities committed against the Dalits, and their programmes directed towards the social, economic, educational and political empowerment of Dalits in Gujarat. These four NGOs are located in Ahmedabad (2), Anand (1), and Banaskantha (1) districts that represent more than 1/4 Dalit (Scheduled Castes) population i.e. 990734 out of total 3592715 Dalit population of Gujarat. Hence, the above four NGOs of Ahmedabad, Anand and Banaskantha districts have been selected to examine their contribution for the political empowerment of dalits in Gujarat. Methodology: The present study falls under exploratory research design for qualitative research. To justify the importance and needs of the study, the method of case study has been especially adopted to scrutinize, in detail, the profile of the selected NGOs, their programmes for the political empowerment of dalits. Keeping in view the objectives of the study, the purposive sampling has been used as sampling technique for the study. Certain criteria have been adopted for selecting NGOs as a purposive sample. The data have been collected by using both primary as well as secondary sources. The primary data regarding NGOs programmes and their relevance to the political empowerment of Dalits have been collected through semi-structured interview R.R. Patil 69 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 schedule from the Programme Coordinators of the selected NGOs. The present study is heavily relied upon qualitative analysis; however the quantitative analysis were also made for explaining some of the facts. The quantitative as well as qualitative data collected through interview schedule, interview guide and informal discussion were analyzed descriptively to understand the fact that to what extent the NGOs can contribute for political empowerment of Dalits. Finally, the analyzed data have presented through the descriptive writing to support the objectives of the study. NGOs' Programme for the Political Empowerment and Leadership Development of Dalits: In this part, one programme of each NGO related to political empowerment of Dalit community have been illustrated. The researcher has considered ten categories such as a) basic information of the programme b) planning process c) process of resource arrangement and utilization d) programme execution process e) nature of local participation in programme f) Dalit empowerment aspects in programme g) decision making process h) monitoring i) evaluation j) sustainability of programme, while analyzing, interpreting and discussing about the contribution of each NGO in the political empowerment process of dalits. The illustration of the following four case studies will help to understand the process of political empowerment of dalits and their by their leadership development in the state of Gujarat: Case Study No. 1 There are a total of four programmes of this NGO namely a) Legal Education and Awareness Programme (LEAP) b) Career Guidance Cell (CGC) c) Youth Education Service (YES) d) Community Organization and Rural Development (CORD). Out of these four programmes, CORD is directly related to the political empowerment of dalits. This programme has been studied and analyzed to find out its relevance and contribution to the political empowerment of Dalits. The details of this programme are as follows: pp. 66-85 70 The Programme of Community Organisation and Rural Development (CORD) This programme has been started with an intention to organise the Dalit community and educate them about various developmental and welfare schemes of the Government in order to ensure that all the benefits would reach those for whom the schemes are envisaged. The objectives of the CORD are as follows: a) to sensitize and educate the Dalit community about the welfare and developmental scheme of Government b) to organize Dalit to collectively demand the government authorities for the implementation of government schemes in their favor c) to form self-help and local mandals of the women and youth at the village level and d) to initiate small micro credit and entrepreneurship programmes for Dalit women. With these objectives, the CORD has been started in 1979. At present it works in the 25 villages of Anand district and targeted towards the Dalit women and Dalit youth. The CORD section is responsible for the formation of 25 village level Mahila Mandals and registered trust under the name of Stree Chetna Sangh in 1993. Each mahila mandal in the village functions under its own independent name and is affiliated to the Stree Chetna Sangh. The Stree Chethna Sangh through the CORD conducts various activities for the growth and development of the women and securing government welfare schemes in favour of Dalit community. The working committee of Stree Chethna Sangh meets regularly once in two months, where local issues affecting the community are discussed; attempts are made to solve the problems. Similarly, there are 36 Dalit youth mandals in the 36 villages of Anand district formed by the CORD. At present CORD section is mainly concentrating on the creation of new mahila mandals and youth mandals and monitoring of the existing mandals. The planning process of CORD is also in the same direction to make local mandals more effective and strengthen to resolve their problems through themselves and CORD will provide guidance. The planning is conducted among the director, programme co-ordinator and field staffs of the organization, the new strategy, methods of work and activities are planned in the direction to create R.R. Patil 71 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 new mahila and youth mandals. The resources in terms of programme co-ordinator and field staff are recruited for effective implementation of the programme. However, the special efforts are made through camps and training programme to mobilize volunteers from the target community. The intention behind this the local community and local mandal should take initiative to resolve their crisis and CORD will support from the outside. The CORD team visits regularly to the operational area and conducts meeting with the executive council of each mandal to understand the problem of Dalit community and resolve the local crisis through local mandals. For the creation of mandals in the new areas the CORD organizes the meetings, camps, training programme and guidance session to sensitize the Dalit women and youth about the importance of unity and collective struggle against the injustices. Similarly, to make the self-help groups self-reliant the CORD section organized a number of awareness and training programs in the villages in collaboration with the Khadi and Village Industries Commission (KVIC), a Government of India undertaking. Information was given on the various income generating programs that can be undertaken, and the procedure to obtain the loans offered to the beneficiaries. There is a good response of Dalit women and youth to CORD activities. They regularly attend meetings, awareness sessions and pro-actively taking action to resolve their local problems and seeking the benefits of Government schemes in their favour. The programme co-ordinator reveals, The members of Mahila Mandal and Youth Mandal took initiatives and themselves have got some Government schemes and civic amenities like widow pension, delivery stipend, etc. for their villages. The 9 villages received subsidized loans for purchase of buffaloes. In a village a co- operative society of handloom weavers is formed with the help of CORD and 21 men and 4 women have undergone 6 months handloom training for self employment. These women have taken active part in organizing women groups in other villages. The programme is directed towards the sensitization and mobilization of Dalit community and creating ability among Dalits especially women and youth to participate in the socio-political pp. 66-85 72 activities, take socio-political action for economic and social development of the communities and form an organization for action and upliftment. The CORD is doing good work in this direction to create political empowerment among Dalit community. The decisions of CORD are mainly taken by the director of the current NGO and CORD team but there is a scope for the member of different mandals to participate in the decision-making process for the better implementation of programme. The decisions for the village level mandals are taken after the prior consultation with the executive committee and member of the women and youth mandals. There is a greater involvement of women in the decision making and staffs play the role of facilitators. The monitoring is monthly process, in which programme co- ordinator takes feed-back from the field staff and personally visits the villages and interact with mandals. The regular monitoring keep CORD programme co-ordinator aware about the internal issues of the mandals and needs and issues of the community. In the annual evaluation, apart from strength and weakness of CORD, the issues related to strengthening bond among the members of mandals, effective governance, formations of new mandals and innovative measures for seeking larger participation for democratic struggle are discussed and evolved. The CORD is well-directed towards the political empowerment of Dalits through the creation of women and youth mandals. The planning, execution, decision-making processes and monitoring and evaluation are well channelised to achieve the aim of programme. The higher level participation of Dalits in every meeting and training camp shows the importance of programme in their life. The CORD shows the character of long term sustenance. In a nutshell, CORD creates awareness among Dalits about their socio-political rights and forms local organization of Dalits to initiate welfare and developmental activities and collectively struggle against the injustices. Thus, the CORD programme of this NGO contributing to political empowerment process of Dalits thereby brings them in the main stream of political leadership. R.R. Patil 73 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 Case Study No. 2 There are a total of five programmes of this NGO that works for Dalit empowerment such as a) Organization Building and Legal Aid Programme (OBLAP) b) Saving and Credit Co-Operative Society (SCCS) c) Bal Vikas Kendra (BVK) d) Panchayati Raj Initiatives (PRI) e) Developmental Programmes (DP). The Panchayati Raj Initiatives (PRI) have been selected to analyze and understand the contribution of this organisation for the political empowerment process which are as follows: The Gujarat Government amended the Panchayati Raj Act in 1961 in tune with the 73rd constitutional amendment. The purpose was to increase the participation of the Dalits, Adivasis and women in the process of self-governance. In spite of this the Dalit, Adivasi and Women Sarpanchs and Chairpersons of Social Justice Committees are unable to enjoy their power. They meet discrimination even after being elected in the Gram Panchayat. No confidence motions are misused in dismissing them. They cannot work or take decision for the welfare and development of their own community. Keeping these things in view, the Panchayati Raj Initiatives (PRI) has been started since 1999 to prevent injustices and increase Dalits participation in self-governance. The objectives of this programme are: a) to enable marginalized sections such as Adivasis, Dalits and Women to participate in the process of local self-governance b) to enable Dalits, Adivasis and Women to raise their welfare and development issues at the Gram Sabha c) to create leadership qualities among the marginalized section d) to provide guidance and training to Dalit, Women, Adivasi Sarpanchs, Panchayat members and Chairpersons of Social Justice Committees to run the office effectively e) to make facilitation groups of marginalized sections sarpanchs at taluka level to address their common concern at the higher level f) to coordinate and network with other like minded organizations for taking the issues of marginalized to higher level. The marginalized sections such as adivasis, Dalits and women are the target groups of PRI. The planning for PRI is designed by the president, secretary and programme wing staff to evolve effective measures such as methods pp. 66-85 74 of work, trainings, camps and guidance to sarpanchas/social justice committee chairman, and addressing the welfare and developmental needs of Dalit community. The special staff such as block programme co-ordinator, block in charge have been appointed to carry out regular activities of PRI such as understanding of the village dynamics, rapport formation with government officials and updating information about the government welfare and development schemes for SCs/STs. Similarly, the cadre of volunteers also developed at the village level for mobilization of support and community organization. All the activities of PRI are managed by the funding from international funding agency. The programme execution process generally starts with the survey to identify Sarpanchas and Social Justice Committee Chairman (SJCC) from the marginalized sections of the operational areas. After this, the list of Sarpanchas and Social Justice Chairman is prepared and block level meeting is conducted to aware them about the situation of Dalits in the rural areas. In this meeting, the views, difficulties and needs of Sarpanchs and SJCC are also taken into consideration and as per requirements the trainings, exposure visits and camps are conducted to enhance their knowledge and capacity building. The training programmes are mainly focused on the topic such as economic, social, political analysis; understanding of Panchayati Raj Act; understanding of government schemes; financial matters in the Panchayat; leadership skills in local self-government; role/ responsibilities of leaders in the Panchayati Raj Structure; role of Social Justice Committees in Peoples Movement; plan for capacity enhancement of Social Justice Committee; role of Peoples Organizations in Panchayati Raj; duties of Women Sarpanchs; participation of women in Gram Sabha; peoples participation in Panchayati Raj; planning, implementation & evaluation; etc. The participation of Dalits is positive and high in training programmes and they try to implement in their acquired new knowledge for better functioning of the gram sabha. The PRI especially design for the political empowerment of Dalits. It is improving the skills and knowledge of Sarpanchs and SJCC for effective functioning of local self-government for the welfare and R.R. Patil 75 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 development of the Dalits. Similarly, it also increases the ability of the Dalits to participate in the socio-political activities, take socio- political action for economic and social development of the communities and form an organization for action and upliftment of the community. The decision making of PRI is democratic and participatory. The president, secretary and the programme wing staff jointly plan for programme and evolve methods of work and activities. Due regards are also given to the views and opinions of sarpanches and SJCC in the planning and formulation process. The monitoring and evaluation are conducted on a regular basis by the programme wing staff and impact of training programme is evaluated as per initiatives taken by the Sarpanchs and SJCC for the benefits of the Dalit community. The overall evaluation of PRI conducted in sixth monthly review meeting of the NGO. The PRI is an innovative programme directed towards the political empowerment of the Dalits. It enhances capacity of the Dalit sarpanchs and SJCC to address the issues of the Dalits and run local self-government efficiently. The planning, progamme execution, decision making, monitoring and evaluation are well directed towards the political empowerment of the Dalits. However, independent funding is required for the sustainability of the programme. It has been described above that the PRI programme of this NGO has been designed for political empowerment of Dalits. PRI building capacity of Dalit sarpanches and increases their participation in the local self- government. It also promotes socio-political action to address socio- political issues of the Dalit community. Thus, the NGO through PRI programme contributing to the political empowerment of Dalits in Banaskantha district. Case Study No. 3 There are totally seven major programmes of this NGO that are: a) Antyodaya Vikas Shikshan Centre (AVSC) b) Bhal Bara Dalit Mahila Credit Co-operative Society Ltd. (BBDMCCSL) c) Child Development Centre (CDC) d) Panchayati Raj Initiatives (PRI) e) pp. 66-85 76 Resource and Support Programme (RSP) f) Human Rights Cells (HRC) g) Human Resource Development Programmes (HRDP). These programmes are run by the respective units of the NGO. In order to understand the contribution in political empowerment of dalits the Panchayati Raj Initiatives (PRI) has been selected, analysed and interpreted that are as follows: The Panchayat Raj Initiatives (PRI) of this NGO has emerged on the particular socio-political context of Gujarat. The observation and working with the Dalit and women sarpanches of gramsabha brought out the fact that although 73 rd constitutional amendment and the Gujarat Panchayat Act (GPA), 1994 opened up the new avenues for political participation of Dalit, women, and marginalized section at the local self-government but in the reality they have been excluded from political power. The working experience of this organisation shows that the Dalit, women and marginalized section sarpanchs face difficulties such as strong sense of caste-based discrimination and practice of untouchability in the village creates major detriments for the operationalisation of PRI provisions, lack of functional working relationship among the Dalit communities and inability of the Dalit communities to articulate their demands, existence of strong patriarchal set-up, lack of unity among the Dalit community, lack of awareness of the PRI and GPA provisions, higher caste ruling by proxy, dismissing the Dalit sarpanches who dared to be assertive and autonomous through engineered no-confidence motions and by controlling the local bureaucracy. Keeping the above things in view, the organization took initiatives for strengthening the political participation of the Dalit community and effective implementation of GPA started PRI programmes in the operational areas. The objectives of PRI are as follows: a) the implementation of GPA provisions for uplifting the socio-political status of SCs, STs and Women and ushering changes in social relation b) Promotion and support to the Dalit community-based organization c) capacity-building of PR representatives to address the Dalit issues in the panchayat d) to build political consciousness and attainment of political power among Dalits. The target groups of PRI are Dalit, women and marginalized section sarpanches of the gramsabha. At R.R. Patil 77 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 present, the programme is operationalised in the five districts of Gujarat covering 4000 villages of 21 talukas/blocks. The PRI planning process is participatory and democratic. The director, secretary, project co-ordinator, programme wing staff of PRI team and CBO members jointly plan for the programme. In the planning process, the strategies and methods are adopted for effective implementation of programme. The training programmes, camps, exposure visits are designed as per the needs and strengthening capacity of the Dalit and women sarpanches, social justice committee chairman and community-based organizations (CBOs). Thus, the planning process mainly strives towards capacity building of the elected Dalit and women representatives of local self-government and making them able to address the issues of Dalit community in the gramsabha and local bureaucracy. The special PRI cell has been created under the rural development team and the Project co-ordinator, Project supervisor and field staffs have been appointed for the effective implementation of programme. Similarly, the CBOs are identified and the cadres of volunteers are prepared at the taluka and village level for conducting training programme, mobilization of local support and community organization. The financial resources for the recurring and running expenditure of the PRI programme are managed through the international funding agency. The programme execution process of PRI is systematically addressing the real issues of the Dalit and women sarpanches. At the outset, the organisation organizes district wise preliminary meetings of staff of the CBOs and director and PRI cell. The main purpose of this meeting is to establish the context and relevance of the programme which the organization intended to take up, role clarification and, the activities that the organisation would be engaged in the forthcoming period. The people share their experiences related to the problems faced by Dalits and their representatives with respect to Panchayati Raj. The issues and problems such as the strategies used by the upper castes during elections to divide the Dalit votes, such as, putting up dummy candidates, lack of information regarding the procedure of filing nominations during elections, leading to rejection pp. 66-85 78 of forms, resulting disqualification from contesting the election, constant threat of no-confidence motion against Dalit and women sarpanches, if they dare to go against the vested interests of the powerful castes/leaders of the villages, non-cooperation and withholding of crucial information regarding the developmental programmes, allocation of finances and other important issues pertaining to the Panchayat by the Talati (secretary to the Panchayat, the lowest ranking revenue functionary), gram Sabha not being convened, or when convened, excluding the marginalized communities from the same, and not taking up issues of importance to those communities, social justice committees not being constituted, its chairpersons kept unaware of their roles and powers etc presented and discussed in the meeting. The decision making of PRI is participatory and democratic. The Director, Project Co-ordinator, Project supervisor, field staff and CBO members jointly plan and discuss the issues related to the implementation and governance of the programme. The decisions regarding design of the training programme, workshops, staging of protest march to government offices, implementation of welfare and development schemes for Dalits are taken jointly and in consultation with the CBOs. The monitoring is conducted on monthly basis by the Project Co-ordinator, programme wing staff and CBO members. The CBOs monitor the programme at the village and taluka level and report the impact and performance of programme to project supervisor. This is followed by the Projects supervisor leading to the Project Co-ordinator, ending up with the Director. The overall evaluation of the PRI conducted annually to assess the strength and weaknesses of the PRI. The impact of the programme is measured on the basis of the initiatives taken by the Sarpanchs and SJCC for the implementation of government welfare and development schemes for the benefits of the Dalit community. The planning process, progamme execution, decision making, monitoring and evaluation are well directed towards the political empowerment of Dalits community. However, financial self-sufficiency is required for the long term sustainability of the programme. R.R. Patil 79 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 The PRI is well directed towards the effective political participation and political empowerment of the Dalits. The training programme of PRI is strengthening capacity of CBO members as well as Dalit/women sarpanchs and SJCC for effectively running the gramsabha and social justice committee. It has been revealed by the programmme officer that the impact of PRI training programme is positive on the Dalit/women sarpanches and the SJCC of the different villages. They became efficient and confidently governing the affairs of the Panchayat. They articulate Dalits interests in the meetings and implement the government welfare and development schemes for the benefits of Dalits. Importantly, they take independent decisions for the welfare and development of village in general and Dalits in the particular. Thus, the PRI has created a team of efficient Dalit/ women sarpanches, SJCC to address the different issues of Dalits at the Panchayat as well as district levels. It is innovative programme of this organisation for effective implementation of local self government as well as political empowerment Dalits. In nutshell, it has been observed that PRI programme of the organisation is addressing the political empowerment of Dalits. PRI contributes to the political empowerment process of the Dalits. It develops capacity of Dalit/women sarpanches, SJCC to address the issues of the Dalits and runs local self-government effectively. It creates socio-political consciousness and promotes welfare and developmental initiatives of Dalits. Thus, looking at the nature and performance of PRI programme, it is evident that the organisation sufficiently contributing to the political empowerment of Dalits. Case Study No. 4 The organization under study has systematic and well-directed programmes towards the Dalit empowerment. All the programmes and activities have one common agenda of strengthening non- cooperation against the castebased discrimination and the practice of untouchability. The organisation strongly believes that caste discrimination and atrocities against the Dalits will disappear by systematic intervention and broad-based movements. There are total pp. 66-85 80 six major programmes of the organisation Viz., a) Legal Aid, Legal Education Programme (LALEP) b) Dalit Shakti Kendra (DSK) c) Educational Programme (EP) d) Campaign, Training and Mobilization Programme (CTMP) e) Abolition of Manual Scavenging and Rehabilitation of Scavengers (AMSRS) and f) Womens Empowerment Programme (WEP). Out of these, Campaign and Training and Mobilization Programme (CTMP) are directed towards the political empowerment of Dalit. The details of this programme are as follow: The organization has major program of Campaign, Training and Mobilization Programme focus on generating awareness among masses about the Dalit deprivation in India. This programme has been started since its inception of NT. The main aim of programme is to generate socio-political awareness and consciousness among Dalits and strengthen Dalit local initiatives through different means to resolve issues of Dalit deprivations. The idea of programme is also to create an atmosphere of mutual sharing and exchange of ideas, views and experiences about Dalit empowerment between the Dalit community as well as the organization. The objectives of programme are as follows: a) To train activists, community members and committed individuals in understanding society in its various manifestations and wider perspectives and be sensitive to the agenda of social justice, b) To empower local groups to increase their power and confidence through exposure to both the problems and resolutions, c) To train community volunteers as local Leaders by adding value of information and awareness to their voluntarism, d) To promote exchange of experiences between organization and the community to increase common knowledge base, e) To increase community participation in the movement in areas of agenda setting, planning programs and their implementation, f) To impart training and awareness especially to women activists and members of the community to ensure their participation at all levels. Under this programme various activities organised by the NGO under the study such as Campaign for Drinking water for the Dalits, Implementation of land reforms, Unemployed Primary Teachers from Scavenger Community, Implementation of the Minimum Wages Act, R.R. Patil 81 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 Implementation of the Atrocity Act, Ban on Manual scavenging and Rehabilitation of Scavengers, etc. Similarly, the training programs for activists, community members, volunteers, Dalit sarpanch and members of other social groups and organizations have been organised with the objective of Awareness, community organization, campaign against untouchability, local self-government power and duties under the law, legal mechanism, government schemes, etc. In the year 2003- 04, the total 212 training programs organised by the organisation and 7368 persons participated in this training programme. The organization under the study strongly believes that apart from legal measures, the community action is essential for resolving the issues of Dalits. In this regards the organization organizing mass mobilization of Dalits around the issues such as Land reforms, securing minimum wages, implementation of welfare programs, securing primary and elementary education, atrocities against Dalits, effectively banning practice of manual scavenging and the rehabilitation of scavengers etc. The planning procedure of CTMP is based on the findings of survey and research conducted by the organization on various issues related to Dalit deprivation. The planning of CTMP takes place between director, staff and founding member of the organization. The priority is always given to issue, which demands immediate concern and response. In the planning process the special emphasis is always given to the democratic and constitutional approach, strategy building, community support and resource mobilization, and long-term wider impact of the programme. The resources for CTMP are arranged by recruiting state campaign co-ordinator, zonal collaborator, taluka/block collaborator and field staff at the organizational level. The cadres of volunteers are generated at the village level and community resources in terms of cash and materials are collected and utilized for the implementation of programme. Similarly, the membership fee of the organization is mainly used to carry out the activities of CTMP and no funding agency is contacted for financial support. The CTMP execution process starts through a range of activities in the Dalit vas (quarter). In some of the Dalit vas, the preliminary pp. 66-85 82 discussions with Dalits helps for the identification of a local problems such as availability of water and electricity, discrimination in minimum wages, caste-based discriminations etc. To get more authenticity of the fact, the organization conducts survey and collects wider responses, and starts initiative by CTMP to highlight the issues. The eruption of caste violence and case of atrocity in any village also provide entry point for intervention. This is followed by a period of intensive activity by registering the case, initiating legal process, mobilizing Dalit community, preparing victim and witness for court procedure, generating mass awareness for speedy legal remedy. Where there is no direct intervention with the issues, there the organization generates awareness, trained volunteers, provides moral support and keeps the issue alive. The Dalit community response to CTMP overwhelming due to strong trained cadre of volunteers and membership based organization. The training programme has helped members of local and other organizations to further the awareness of the Dalit rights in the different areas. The Peoples participation increased including women has increased in programs of mass mobilization and campaign around the issue of drinking water, land, minimum wages, atrocities, manual scavenger or membership organization. The impact of training program of CTMP has motivated participants to set up local organizations and gave new rise to leadership among Dalit youths, who are expressing their voice against injustices and addressing issues of common facilities and their access to Dalits in the village panchayat. Thus, in real sense, the CTMP working for the political empowerment of Dalits by creating ability among Dalits to participate in the socio-political activities, take socio- political action for economic and social development of the communities and form an organization for action and upliftment. The decision making process of CTMP is democratic, participatory but hierarchical in nature. The decision of CTMP has been taken by the Director in consultation with the State co-ordinator, zonal collaborator, taluka collaborators. The decisions further passed on by taluka collaborators to field staff and volunteers. At the village level meeting and training programme, the taluka collaborator, field staff, volunteers takes views and opinion of Dalits about the issues R.R. Patil 83 Samaja Karyada Hejjegalu Journal of Social Work Vol. IV, No-1, January 2014 and initiatives of CTMP, which is communicated again to director, state co-ordinator, and zonal collaborator by the taluka collaborator. The monitoring of CTMP conducted on the monthly basis by different staff of programme. The state co-ordinator, zonal collaborator, taluka collaborator, field staff as per division of their responsibility supervise programme at different level and provides feed back to the higher authority. The director conducts meeting once in three months with the staff of CTMP and get feed-back about the impact of the programme and emerging areas of concerns. The evaluation of programme conducted in the annual review meeting in which strength and weaknesses of CTMP assessed by the board of trustees, staff of the organization and measures are adopted for effective and wider impact. The CTMP is the major programme of the organization to address the socio-political issues of Dalits through effective means and strengthen non-cooperation Dalit movement in Gujarat. The aims, objectives, process of planning, resource mobilizations, programme execution, participation of people, Dalit empowerment aspects, decision making process, monitoring and evaluation are systematically designed and implemented to give long term sustainability to programme. It is described above that the organization has CTMP programme exclusively for political empowerment of the Dalits. CTMP strives for political empowerment of the Dalits through broad-based campaigns, training and mobilization programme. It creates ability among the Dalits to participate in the socio-political activities to strengthen non-cooperation movement against the caste-based discrimination and untouchability. Thus, the organization under the study through CTMP strives to contribute to the political empowerment of Dalits in the Gujarat. Conclusion: The present study highlights that each NGO under the study has one major programme to contribute to the political empowerment of Dalits in the selected areas. The programmes of NGOs are systematically designed, executed, monitored and contributing pp. 66-85 84 sustainably to the political empowerment of the Dalits. The well- directed political empowerment programme of NGOs have been addressing various socio-political issues of dalits through the mechanism of participation, mobilization, awareness campaign, advocacy, networking, agitation, protest-march, sit-in etc. The programme of NGOs also train the activists, community members and committed individuals in understanding society and oppressive practices, and developing their perspective for the agenda of social justice. It empowers local groups to increase their power and confidence through exposure to both the problems and resolutions. The NGOs regularly conduct capacity-building and leadership development programme for community volunteers/members as local Leaders by adding value of information and awareness to their voluntarism. The NGOs also training dalits in the areas of agenda setting, planning programs and their implementation, impart training and awareness especially to women activists and members of the community to ensure their participation at local self-government and the society at the large. In conclusion, the above details highlights that the NGOs under study have systematic programmes and contributing positively to the empowerment process of the Dalits in Gujarat. However, the long term sustainability of programme and regular contact of NGOs with target group and people are essential factors for any civil society organization to create and facilitate effective empowerment process for the marginalized sections. References: 1. Baviskar, B.S. 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