Mohamed Saad Ali

i
THE IMPACT OF TRANSFORMATIONAL LEADERSHIP

AND INNOVATIVE BEHAVIOR ON JOB PERFORMANCE
OF EXTENSION PERSONNEL
MOHAMED SAAD ALI
DEPARTMENT OF AGRICULTURAL EXTENSION EDUCATION

COLLEGE OF AGRICULTURE, DHARWAD
UNIVERSITY OF AGRICULTURAL SCIENCES,
DHARWAD - 580 005
AUGUST, 2013
ii
THE IMPACT OF TRANSFORMATIONAL LEADERSHIP

AND INNOVATIVE BEHAVIOR ON JOB PERFORMANCE
OF EXTENSION PERSONNEL
Thesis submitted to the

University of Agricultural Sciences, Dharwad
in partial fulfillment of the requirements for the
Degree of
DOCTOR OF PHILOSOPHY
in
AGRICULTURAL EXTENSION EDUCATION
By
MOHAMED SAAD ALI

UNIVERSITY OF AGRICULTURAL SCIENCES,
DHARWAD - 580 005
AUGUST, 2013
iii

UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD
CERTIFICATE
This is to certify that the thesis entitled "THE IMPACT OF TRANSFORMATIONAL

LEADERSHIP AND INNOVATIVE BEHAVIOR ON JOB PERFORMANCE OF EXTENSION
PERSONNEL" submitted by Mr. MOHAMED SAAD ALI , for the degree of DOCTOR OF
PHILOSOPHY in AGRICULTURAL EXTENSION EDUCATION, to the University of
Agricultural Sciences, Dharwad is a record of research work done by him during the
period of his study in this University under my guidance and supervision and the thesis
has not previously formed the basis for the award of any degree, diploma, associateship,
fellowship or other similar titles.
DHARWAD
AUGUST, 2013 (L. MANJUNATH)
CHAIRMAN
Approved by :
Chairman :
(L. MANJUNATH)
Members : 1.
(J. G. ANGADI)
2.
(V. S. YADAV )
3.
(CHHAYADEVI A. BADIGER)
4.
(ASHALATHA K. V.)
5.
(K. V. BASAVAKUMAR)
iv
ACKNOWLEDGEMENT
No words would ever sustain the appreciation for eager involvement
and unceasing encouragement at every stage of investigation extended by
Dr. L. MANJUNATH, Professor and Dean (Agri.) College of Agriculture, Hassan,
University of Agricultural Sciences, Bangalore and the chairman of my Advisory
Committee. I must confess that it has been a rare privilege for me to work under his
guidance.
I take this opportunity to express my deep sense of gratitude to

Dr. J. G. ANGADI, Professor and Head, Department of Agricultural Extension
Education, University of Agricultural Sciences, Dharwad and member of my Advisory
Committee for his efficient guidance and constant encouragement to me during the
course of my study and research.
My sincere and heartfelt thanks to Dr. V. S. YADAV, Professor, Psychology,

Department of Agricultural Extension Education for his constant help and valuable
co-operation during the conducting my research.
As the novice runs, I greatly acknowledge to the other benevolent faces of my

Advisory Committee members Dr. CHHAYADEVI A. BADIGER, Professor,
Department of Extension Communication College of Rural Home Science, University
of Agricultural Sciences, Dharwad, and Dr. ASHALATHA K. V. Associate Professor,
Department of Agricultural Statistics, and Dr. K. V. BASAVAKUMAR, Associate
Professor, Department of Fisheries, for their fruitful advises and constructive
criticism.
I am grateful to all professors of Department of Agricultural Extension

Education for their kind cooperation and encouragement during my stay in Dharwad.
Many deep thanks to Dr. MOHD. ABDUL KAREEM, Dr. C. M. RAFEE,

Dr. H. KHADER KHAN, for helping me collect data from extension personnel. My
research would not have been possible without their helps.
v
I would like to thank Jagadajyoti Binkadakatti, who as a good friend was

always willing to help and give his best suggestions.
I would also like to thank my parents and elder sister. They were always
supporting me and encouraging me with their best wishes.
I would like to thank my wife, Lemya. She was always there cheering me up
and stood by me through the good times and bad.
Many deep thanks to The Indian Council of Agricultural Research (ICAR),

New Delhi, for the opportunity and providing financial assistance.
I extend my deep sense of gratitude to the respondents Extension Personnel,

for their kind support, co-operation, valuable information and needful help during my
masters degree data collection period.
Finally, I thank M/s Arjun Computers for neat and timely computer typing
work and M/s M. I. Kumbar Binders for their neat binding this manuscript.
Any omission in this brief acknowledgement does not mean lack of gratitude.
DHARWAD
AUGUST, 2013 (MOHAMED SAAD)

vi
Affectionately Dedicated
to My beloved
Parents, My Wife and
My sweet Sons
vii
CONTENTS
Sl. Page
Chapter particulars
No. No.
CERTIFICATE iii
ACKNOWLEDGEMENT iv
LIST OF TABLES ix
LIST OF FIGURES xi
LIST OF APPENDICES xii
1. INTRODUCTION 1-9
2. REVIEW OF LITERATURE 10-55
2.1 Leadership in agricultural extension 11
2.2 Leadership style in agricultural extension 12
2.3 Transformational leadership 13
2.4 Innovative behavior 32
2.5 Job performance 42
3. METHODOLOGY 56-66
3.1 Population for the study 56
3.2 Selection of the sample 56
3.3 Research design 57
3.4 Variables and measurement 57
3.5 Procedure of data collection 64
3.6 Statistical analysis 65
4. RESULTS 67-112
4.1 Development of transformational leadership scale 67
4.2 Development of innovative behavior scale 91
4.3 Level of selected demographic characteristics of extension 101
personnel
4.4 Level of transformational leadership among extension 104
personnel
4.5 Level of innovative behavior among extension personnel 104
4.6 Level of job performance among extension personnel 104
4.7 Differe nce of extension personnel on dimensions of 106
transformational leadership
4.8 Difference of extension personnel on dimensions of 108
innovative behavior
4.9 Relationship between independent variables and job 108
performance and extension personnel
4.10 Contribution of selected independent variables towards job 111
performance of extension personnel.
Contd.
viii
Sl. Page
Chapter particulars
No. No.
5. DISCUSSION 113-145
5.3 Demographic characteristics of the extension personnel 121
personnel
5.6 Level of extension personnel performance among 131
extension personnel
5.7 Difference of extension personnel on transformational 131
leadership dimensions
5.8 Difference of extension personnel innovative behavior 135
dimensions
5.9 Relationship between independent variables and job 138
performance
5.10 Contribution of selected independent variables to job 144
performance of extension personnel
6. SUMMARY AND POLICY IMPLICATIONS 146-152
6.3 Demographic characteristics of extension personnel 147
personnel
6.6 Level of job performa nce among extension personnel 148
innovative behavior
6.9 Relationship between selected independent variables of 149
extension personnel and job performance
6.10 Contribution of selected independent variables towards job 149
6.11 Implications of the present study 150
6.12 Recommendations 152
6.13 Future line of research 152
REFERENCES 153-176
APPENDICES 177-202
ix
LIST OF TABLES
Table Page
Title
No. No.
2.1 Dimensions of Transformational Leadership 18
2.2 Transformational Leadership qualities 22
1. Factor loading with varimax rotation and coefficient of 70
correlation between each statement of idealized influence with
its dimension and also with the scale
2. Criterion groups t-value of each item of Idealized influence 74
dimension
correlation between each statement of individualized
consideration with its dimension and also with the scale
4. Criterion groups t-value of each item of individualized 79

consideration dimension
correlation between each statement of inspirational motivation
with its dimension and also with the scale
6. Criterion groups t-value of each item of inspirational 84
motivation dimension
correla tion between each statement of intellectual stimulation
and its dimension and also with the scale
8. Criterion groups t-value of each item of intellectual stimulation 88
dimension
9. Inter -correlations among the subscales of transformational 89
leaders hip scale
10. Internal consistency estimates (Cronbachs ) of 90
transformational leadership of extension personnel of outside
and inside Karnataka state
correlation between each statement of teaching role and its
dimensions with also with the scale
12. Criterion groups t-value of each item of teaching role 95
dimension
Contd.
x
Table Page
Title
No. No.
correlation between each statement of managerial role with its
dimensions and also with the scale
14. Criterion groups t-value of each item of managerial role 98
dimension
15. Inter -correlations among the subscales for Innovative behavior 99
scale
16. Internal consistency estimates (Cronbachs ) associated with 100
the innovative behavior score of extension personnel of outside
and inside Karnataka state
17. Level of selected demographic characteristics of the extension 102
personnel
18. Level of transformational leadership among the extension 105
personnel
19. Level of innovative behavior among the extension personnel 105
20. Level of job performance among the extension personnel 105
21. Difference of extension personnel on dimensions of 107
22. Difference of extension personnel on dimensions of innovative 109
behavior
23. Correlation coefficients between selected independent variables 110
of the respondents and job performance
24. Contribution of selected independent variables to job 112
xi
LIST OF FIGURES
Figure Page
Title
No. No.
2.1 Stages of Innovative Work Behavior 41
1. Distribution of respondents according to their gender 122
2. Distribution of respondents according to their age 122
3. Distribution of respondents according to their education 124
4. Distribution of respondents according to their experience 124
5. Distribution of respondents according to their In-service 126
Training
6. Distribution of respondents according to the ir Information 126
seeking behavior
7. Distribution of respondents according to their level of 128
innovative behavior
9. Distribution of respondents according to their level of job 132
performance
transformational leadership dimensions
Innovative behavior dimensions
12. Correlation coe fficients between selected independent 139
variables of the respondents with their job performance
13. Contribution of selected independent variables to job 142
xii
LIST OF APPENDICES
Appendix Page
No. Title No.
I. Interview Schedule 177
II. Request for Scientific Assistance to Develop Innovative 188

Behavior Scale
III. Request for Scientific Assistance to Develop 191

Transformational leadership Scale
1
1. INTRODUCTION
In recent decades new cha llenges have been faced the agricultural extension
organizations such as globalization, climate change and technological advancements,
this situation required new leadership behavior and hiring personnel with the
brainpower to survive extension organizations in future. Therefore, recruiting and
developing highly competent extension professionals is become crucial to extension
organization is future success. To remain successful, extension personnel must adapt
and improve the quality and skills of extension professionals to transform extension
organization. Competencies are the knowledge, attitudes, skills and behavior that make
the organization a successful and help the organization adapt to a changing extension
performance (Stone and Bieber, 1997; Pickett, 1998; Cooper and Graham, 2001 and
Maddy et al., 2002). Knowledge and technical competence are necessary, but may not
be sufficient to prepare extension personnel for the transition their extension
organization (Olson, 2009).
In agricultural extension conte xt, the competencies of extension personnel are

leadership development, communication methods and skills , extension program
planning, implementation and evaluation, which are necessary to successfully perform
extension tasks (Ali et al., 2008). According to Radhakrishna et al. (1994),
the leadership role of extension personnel has become an increasingly critical element in
the successful performance of extension programs. Therefore, the extension personnel
must exhibit appropriate leaders hip behavior when he is administrating, coordinating,
formulating, developing, implementing and evaluating extension programs, as well as
development of farmers in rural areas.
In the last 20 years, a new paradigm of leadership has emerged that shifted
emphasis from the traditional, or transactional, models of leadership toward the
transformational leadership. Transformational leadership occurs when leaders broaden
and elevate the interests of their employees, when they generate awareness and
acceptance of the purposes and mission of the group and when they stir their employees
to look beyond their own self-interest for the good of the group (Bass, 1990).
2
The transformational leadership is often linked with managerial effectiveness

during organizational cha nge (Bass and Riggio, 2006; Pawar and Eastman, 1997).
As well as Transformational leader motivate others to do more than they originally
intended and often even more than they thought possible. They set expectations that are
more challenging and typically achieve higher performance (Bass , 1996).
Transformational leadership was initially developed by a political scientist

named Burns (1978) who was the first scholar to distinguish conceptually between
transactional and transformational leaders hip. Howell and Avolio (1993) noted that
Bass (1985) was one of the early scholars who extended the concept of transactional and
transformational leadership, based on the work of Burns, to more organizational
situations.
Bass (1985) identified four characteristics of transformational leaders:

(1) charisma in which the leader is able to provide followers with a vision, transmit a
sense mission, gain respect and trust and instill faith in followers; (2) inspiration in
which the leader provides examples and patterns for the follower through symbols and
images, emotional appeals and communicating high expectations; (3) intellectual
stimulation in which the leader stimulates followers to think in new ways, promotes
intelligence and rationality and emphasizes problem solving; and (4) individualized
consideration in which the leader provides a supportive and coaching environment such
that each follower is treated as a respected individual.
Another popular conceptualization of transformational leadership style was that

of the leadership challenge (Kouzes and Posner, 1987). Kouzes and Posner collected
over 1,000 surveys and interviewed numerous middle-level to senior-level managers
who described their personal best leadership experience and ident ified five fundamental
leadership practices of transformational leaders. When the leaders in their study moved
people beyond expectations, they: (1) challenged the process (2) inspired a shared
vision (3) enabled others to act (4) modeled the way and (5) encouraged their hearts.
The new scale for Indian Transformational Leadership (ITL) was developed by
Niti and Venkat (2007) they collected over 202; 101 managersubordinate, survey data
were collected and support was found for sound psychometric properties of the new
3
scale, including incremental, discriminant, convergent, and predictive validity. The new
scale explained significant variance over and above the variance explained by the
currently existing scale for measuring transformational leadership.
Bradle y (2009) in his study on college of agriculture deans, extension personnel

and agricultural education teachers perceived that they were more transformational in
their leadership style in contrast to transactional and laissez-faire. Within
transformational leadership, inspirational motivation and individualized consideration
received the highest scores from the respondent groups.
Singer (1985) showed that subordinates in New Zealand preferred working with
leaders who were more transformational than transactional.
Waldman et al. (1987) showed that the performance appraisals of subordinates

were higher if their leaders had been described as transformational leaders.
Avolio et al. (1988) stated that the positive effect of transformational leadership
enhances self-knowledge and increases the performance expectation value to the
financial performance of the teams.
Clover (1989) used an abbreviated version of the MLQ to correlate the

descriptions of 3,500 subordinates at the U.S. Air Force Academy of their
commissioned-officer squadron commanders and various measures of their squadrons
performance. A transformational leadership score was attained by combining the
assessments of the commanders charisma, inspirational leadership, intellectual
stimulation and individualized consideration. It was found that commanders who
received higher ratings in transformational leadership led better -performing squadrons
and were more likely to be seen as preferred role models by the cadets.
Bass and Avolio (1989) through their results of the extensive surveys of over
1,500 general managers, leaders of technical teams, governmental and educational
administrators, upper middle managers and senior U.S. Army officers that were
discussed earlier for charismatic leadership are also rele vant for transformational
leadership. Subordinates of these leaders, who described their managers on the MLQ,
Form 5, as being more transformational, were also more likely to say that the
organizations they lead were highly effective. Such transformational leaders were
4
judged to have better relations with higher-ups and to make more of a contribution to
the organization that were those who were described only as transactional. Subordinates
said they also exerted a lot of extra effort for such transformational leaders. If leaders
were only transactional, the organizations were seen as less effective, particularly if
most of the leaders practiced passive, reactive management-by-exception (intervening
only when standards were not being met). Subordinates said they exerted much less
effort for such leaders.
Bass and Avolio (1990) expressed that follower development and follower
performance is the targeted outcomes of transformational leadership.
Deluga and Souza (1991) found that performance, job satisfaction and
transformational leadership are correlated.
Bass and Avolio (1993) concluded that a style of transformational leadership can
provide a positive influence toward performance and attitude of followers.
Lowe et al. (1996) noted that transformational leadership has been shown to
have a positive relationship with performance.
In an Indian context, Rai and Sinha (2000) found that the supervisors
transformational leadership had significant relationship with organizational
commitment.
Hetland and Sandal (2003) after conducting a study on a sample of 100

mid-level Norwegian managers employed in five different companies and their
followers reported that their study yielded substantial support for the superiority of
transformational leadership practices in Norwegian organizations. Across the five
companies participating in the study, both private and public, transformational
leadership showed strong and consistent links with the three outcome variables,
independent of whether subordinates or superiors made the ratings.
Chandna and Krishnan (2009) showed varying results in their comparative

analysis of Information Technology (IT) and non-IT sector in India. While
transformational leadership was found to have a significantly positive relationship with
continuance, as well as normative commitment but significantly negative relationship
5
with affective commitment in non-IT sector, no significant relationship has been

revealed between transformational leadership and any of the dimensions of
organizational commitment in the (IT) sector.
Ramachandran and Krishnan (2009) in a cross cultural study reported that

transformational leadership was positively related to normative commitment in India
and China but not in the United States (US), while it was positively related to affective
commitment in the (US) and India but not in China.
Reviewing the previous literature on leadership and job performance reveals that
the most significant style of leadership influencing job performance is transformational
leadership.
Therefore, in the present study an attempt was made to develop

Transformational Leadership Scale by attributes perspective at lower-level managers
of extension personnel to measure the transformational leadership among extension
personnel and determine its influence on job performance of extension personnel.
The other biggest challenge to survive extension organizations in future is not

finding or hiring cheap personnel, but rather hiring individuals with the brainpower
(both natural and trained) and especially the ability to think creatively. Even in the
current economic climate, there is evidence of the increasing importance of innovation
during economic downturns innovation is the single most important condition for
transforming the crisis into an oppor tunity.
For extension organizations, innovations are important to enhance the

effectiveness of internal processes and the quality of outcomes, to achieve and maintain
a competitive advantage and to secure the organizations long-term survival. Because of
these benefits of innovation and due to more flexible work structures, extension
organization increasingly expects and need their employees to contribute to change and
improvement at work (Tidd et al., 1997). This means that employees are required to
reflect on their work practice and pro-actively deal with work-related problems and
challenges. For employees who contribute to the development of an innovation, this
engagement may bring the benefit of a better fit between conditions and requirements of
work and personal needs and competences, an improved collaboration and
communication with colleagues and higher levels of job satisfaction and well-being .
6
Innovation has been considered a human behavior since research on innovation

spread from administrative science, communications and anthropology to psychology
and sociology in the 1980s (West and Farr, 1990). First psychological works on
innovation coined the term innovative behavior. It can be defined as the intentional
generation, promotion and realization of new ideas within a work role, workgroup or
organization in order to benefit role performance, the group or the organization.
Although closely related to employee creativity, innovative behavior implies more than
being creative. Indeed, creative people are not always highly innovative (Nadin, 2012).
The innovative behavior refers to generating novel responses that are useful in
dealing with the task at hand (Amabile, 1996). Innovative behavior and performance
quality and efficiency are positively correlated (Miron et al., 2004).
Innovative behavior is intended to generate some kind of benefit and has a

clearer applied component. Innovative behavior encompasses employee creativity, i.e.,
the generation of new and useful ideas concerning products, services, processes and
procedures and the implementation of the created ideas. More specifically, innovative
behavior consists of a set of behavior opportunity exploration and idea generation
include looking for and recognizing opportunities to innovate and producing ideas and
solutions for the opportunities. Next, championing refers to promoting the generated
idea for the purpose of finding support and coalition building. Finally, application
makes the supported idea really happen. It includes developing, testing, modifying and
commercializing the idea (Nadin, 2012).
Innovative behavior can range from incremental improvements to developing

radically novel ideas that affect processes or products across the whole organization
(Axtell et al., 2000). While the latte r are rather rare and mostly only employees working
in the research and development domain are able to contribute in such a manner, the
former smaller-scale suggestions and improvements are much more common and
concern employees from all areas. Examples of innovative behavior include thinking in
alternative ways, searching for improvements, figuring out new ways to accomplish
tasks, looking for new technologies, applying new work methods and investigating and
securing resources to make new ideas happen. Usually, innovative behavior is not part
of the typical job of most employees.
7
It is identified as extra role behavior, which refers to discretionary behavior that

is not specified in the job description but nevertheless attempts to benefit the
organization (Katz and Kahn 1978) . Employees innovative behavior is crucial in many
contemporary management principles, such as continuous improvement, corporate
entrepreneurship and suggestion programs (Sharma and Chrisman, 1999 and
Fuller et al., 2006).
Amabile (1996) found that the creativity component of innovative behavior

refers to generating novel responses that are useful in dealing with the task at hand.
Miron et al. (2004) found that innovative behavior and performance quality and
efficiency are positively correlated.
Sudeshna and Anjali (2009) supportively highlighted that the overall level of
innovative work behavior of the managers of modernized organizations was moderately
high (M =40.67). The results indicated that the level of innovative work behavior of
private -sector managers was significantly higher (M-42.70, F-6.33) in the organization
than their counterparts in the public sector because their job depended on their
performance. Such innovative work behavior was an adaptive competence that was
necessary for the organizational survival in the global market.
Yuan and Woodman (2010) provided that there is empirical support for expected
positive performance outcomes being positively related to innovative behavior.
Whereas, empirical evidence suggested that innovative behavior leads to

negative outcomes in terms of conflicts with co-workers and stress reactions of
employees. These results imply that innovative behavior is rather associated with
decreased performance (Janssen, 2000).
Kaurai (2011) proven that there is a positive effect of emotional intelligence on

the performance of employees in organizations.
Niharika and Lakshmanan (2013) demonstrated that innovative behavior was

positively related to performance (outcomes and efficiency) but via positive mediated
effect of bricolage within new product development projects.
8
From the above studies, it can be concluded that he innovative behavior has
positive or negative correlation with job performance.
The present study treated innovative behavior as the independent variable.

Because most prior research has treated innovative behavior as the dependent variable
(Scott and Bruce 1994; Yuan and Woodman 2010; Basu and Green 1997). And the
present study was made an attempt to develop Innovative behavior Scale by focusing
on extension roles perspective of extension personnel to measure the innovative
behavior among extension personnel and determine its influence on job performance of
extension personnel.
In conclusion, previous researches relating to transformational leadership and

innovative behavior were focused on job performance. There are limited studies tested
influences of both transformational leadership and innovative behavior on job
performance. On the basis of this gap, the study based on the effects of both
transformational leadership and innovative behavior on job performance and the study
may be one of the first studies that apply to such kind of relation.
The problem
Prior research proved that leadership style and innovative behavior affects
employee performance. However, the process of leadership style affects and innovative
behavior on performance was not studied extensively. It is important to understand the
relationship of transformational leadership, innovative behavior compete ncies and
extension personnel performance.
Objectives
1. To develop the scale to measure transformational leadership among extension

personnel
2. To develop the scale to measure innovative behavior among extension personnel
3. To determine the influence of transformational leadership and innovative

behavior on job performance of extension personnel
9
Special features of the investigation
Study will help to identify importance of transformational leadership and

innovative behavior on extension personnel performance. It throws light on the
transformational leadership and innovative behavior profile of extension personnel
context. In addition, the finding of this thesis is very important in relation to promoting
transformational leadership and innovative behavior when reform extension
organization.
Further, it helps the planners, administrators and extension functionaries to

know the transformational leadership and innovative behavior status among extension
personnel. The study also provides insight into the influence of transformational
leadership and innovative behavior on extension personnel performance. Further, this
study will also provide suggestions for training needs for better performance of
extension organization.
Limitations of the study
The study has been confined to Dharwad district of Karnataka State and UAS,
Dharwad and UAS, Bangalore, respectively comprising varied agro climatic, socio
economic and living habits. In spite of these limitations , effort was made by the
researcher to keep the study as objective as possible, by following all the norms of
scientific research with the help of adequate sampling, using well-structured schedule
and making objective measurable .
10
2. REVIEW OF LITERATURE
The purpose of the present study was analyzing the influence of transformational
leadership and innovative behavior on job performance of officers and scientists of
Karnataka State Department of Agriculture (KSDA) and University of Agricultural
Sciences (UAS, Dharwad and Bangalore).
The purpose of review of literature is in an order to understand the concept and

studies presented by various investigators in dealing with the concepts related to subject
of present study. This review of literature has provided an adequate theoretical basis for
present study and has helped the researcher to plan the design of the study.
In this chapter, the review of literature was carried out under the following headings:
2.1 Leadership in agricultural extension
2.2 Leadership style in agricultural extension
2.3 Transformational leadership
2.3.1 Concept
2.3.2 Dimensions
2.3.3 Qualities
2.4 Innovative behavior
2.4.1 Concept
2.4.2 Dimensions
2.5 Job performance
2.5.1 Levels of job performance
2.5.2 Personal, socio -economic and psychological characters of extension

personnel
2.5.3 Transformational leadership and job performance
2.5.4 Innovative behavior and job performance

11
2.1 Leadership in agricultural extension
Paxson et al. (1993) expressed that agricultural extension leadership capacity

include; 1. Solving problems, 2. Directing projects or objectives, 3. Forming or work
with groups, 4. Planning for group action, 5. Managing meetings, 6. Communication
effectively, 7. Developing proficiency in teaching, 8. Mobilizing for group action,
9. Understanding and developing oneself, 10. Understanding financial matters,
11. Understanding leadership, 12. Understanding society and 13. Understanding social
change.
Radhakrishna et al. (1991) emphasized that the leadership role of extension

personnel has become an increasingly critical element in successful performance of
extension programs.
Ladewig and Rohs (2000) believed that extension faces three major leadership
challenges. First, many managers today are expected to address issues in areas in which
they have limited knowledge and experience. Second, with the emergence of
information technology and access to information that is contrary to most hierarchical
management structures, new management competencies and styles will be required in
every organization. Third, most managers in extension lack any professional training in
management competencies and leadership styles.
Shriberg et al. (2005) noted that leadership is crucial in agricultural extension

service.
Dubrin (2007) opined that effective organization requires effective leadership

and that organizational performance will suffer indirectly in proportion to the extent of
neglect of leadership.
Khalil et al. (2008) noted that the success of an extension service organization is
reliant on the leaders ability to optimize human resources.
In field of agricultural extension, leadership deals with developing staff and

enhances their job performance. Agricultural extension personnel serves as an
administrative leader and coordinator for formulating, developing, implementing and
evaluating agricultural extension program as well as develop farmers in managing
12
resources in rural areas. Leader guides the extension education activities for farmers as
groups or individuals towards the purposeful pursuance of given objectives within a
particular situation by means of extension communication methods.
2.2 Leadership style in agricultural extension
White and Lippitt (1960) categorized leadership styles as either autocratic,

democratic, or laissez faire.
In today's highly competitive business environment, long term organizational

success depends on the development of a stream of transformational leaders' who can
guide organizational adaptation to continually changing environments (Bass, 1985,
1998; Kuhnert, 1994).
Spotanski and Carter (1993) found that no significant differenc e in leadership

style of university agricultural education leaders by years of experience in the leadership
position.
Bycio et al. (1995) reported that the transformational leaders had strong positive
relationships with subordinates extra effort, satisfaction with the leader and
subordinate-rated leader effectiveness.
Sykes (1995) concluded that the level of education beyond a bachelors degree
not had any significant influence on the leadership style of county extension directors.
Morrison and Robinson (1997) described that leaders are needed to motivate and
inspire employees who have seen traditional expectations.
Maccoby (2000) noted that developing transformational leaders with the ability
to create, communicate and gather follower support for a compelling vision is an
ongoing concern in organizations.
Athanasaw (2003) reported that the leadership style of senior executives within
the federal government differed as a function of years employed in the government
system.
13
Northouse (2004) identified themes related to transformational leadership were:

Extension programs need to be designed around the needs of clients; agency leaders
must be visionary and inspiring; programs need to help clients maintain dignity and gain
technical skills; local leaders must be involved to guarantee program sustainability; and
a participatory approach to programming must utilize local knowledge.
Chester (2005) noted that visionary leaders will influence the future of extension
in the type of programs offered and how clientele needs are met.
Moore and Rudd (2006) determined that the highest degree earned was a
predictor of transactional leadership style among senior leaders in the extension service.
Bradley (2009) found that college of agriculture deans, extension personnel and
agricultural education teachers perceived they were more transformational in their
leadership style in contrast to transactional and laissez-faire. Within transformational
leadership, inspirational motivation and individualized consideration received the
highest scores from the respondent groups.
Leadership style refers to the characteristic manner in which an individual leads

others. In field of agricultural extension, there are many leadership styles such as
autocratic, democratic, visionary, transactional and laissez-faire. But in the last 20 years,
a new paradigm of leadership has emerged that shifted emphasis from the traditional, or
transactional, models of leadership toward the transformational leadership style.
2.3 Transformational leadership
Bass (1985) identified four characteristics of transformational leaders: (1)

charisma in which the leader is able to provide followers with a vision, transmit a sense
mission, gain respect and trust and instill faith in followers; (2) inspiration in which the
leader provides examples and patterns for the follower through symbols and images,
emotional appeals and communicating high expectations; (3) intellectual stimulation in
which the leader stimulates followers to think in new ways, promotes intelligence and
rationality and emphasizes problem solving; and (4) individualized consideration in
which the leader provides a supportive and coaching environment such that each
follower is treated as a respected individual.
14
Another popular conceptualization of transformational leadership style was that

of the leadership challenge (Kouzes and Posner, 1987). Kouzes and Posner collected
over 1,000 surveys and interviewed numerous middle-level to senior-level managers
who described their personal best leadership experience and identified five fundamental
leadership practices of transformational leaders. When the leaders in their study moved
people beyond expectations, they: (1) challenged the process (2) inspired a shared
vision (3) enabled others to act (4) modeled the way and (5) encouraged their hearts.
Howell and Avolio (1993) noted that Bass (1985) was one of the early scholars
who extended the concept of transactional and transformational leadership, based on the
work of Burns, to more organizational situations.
Yukl (1998) expressed that transformational leadership was initially developed

by a political scientist named Burns (1978) who was the first scholar to distinguish
conceptually between transactional and transformational leadership.
The new scale for Indian Transformational Leadership (ITL) was developed by
Niti and Venkat (2007) they collected over 202; 101 managersubordinate, survey data
were collected and support was found for sound psychometric properties of the new
scale, including incremental, discriminant, conve rgent, and predictive validity. The new
scale explained significant variance over and above the variance explained by the
currently existing scale for measuring transformational leadership .
Therefore, transformational leadership was developed by Burns sinc e 1978, after

that many authors have conceptualized transformational leadership in to their own view.
2.3.1 Transformational leader concept
Den Hartog et al. (1997) holed that Transformational leader aroused awareness
of followers, increased confidence and moved followers gradually from concerns for
existence to concerns for achievement and growth of group. By working harder for a
Transformational leader, his/her followers could develop their skills by using their own
decisions and taking greater responsibility.
Bass (1998) stated that Transformational leader help followers grow and
develop into leader by responding to individual followers needs by empowering them
15
and by aligning the objectives and goals of the individual followers, the leader, the
group and by the larger organization. More evidence has accumulated to demonstrate
that Transformational leadership can move followers to expected performance, as lead
to high levels of followers satisfaction and commitment to the group and organization.
Dixon (1998) outlined that Transformational leader motivates individuals to

work together for change organization.
Yukl (1998) believed that transformational leadership could be exhibited by

anyone in the organization in any type of position. Transformational lea dership can
occur in the day-to-day acts of ordinary people, but it is not ordinary or common.
Bass and Steidlmeier (1999) concluded that transformational leaders recognize

the need for change, create and share compelling visions with employees, guide them
through adaptations and inspire them to accomplish the challenging goal of
institutionalizing change.
Common themes found in Transformational Leadership research include the

leaders ability to (1) motivate subordinates by focusing on the higher-order needs of
purpose, values and morality (2) create and articulate a vision-related and (3) empower
others to move toward the shared goal and attend to the concerns and developmental
needs of followers goal (Burns, 1978; Bass, 1985; Bennis and Nanus, 1985; Robbins,
1996; Yukl, 1998).
Yukl (2002) stated that within Transformational Leadership, the followers feel
trust, admiration, loyalty and respect toward the leader and they are motivated to do
more than they were originally expected to do.
Among various leadership perspectives, transformational leadership is often

linked with managerial effectiveness during organizational change (Bass and Riggio,
2006; Pawar and Eastman, 1997).
Transformational leadership practices can be taught and learned (Bass, 1990,

1998; Kouzes and Posner, 1987).
16
Yukl (2002) defined transformational leader as ability to articulates the vision in

a clear and appealing manner, explains how to attain the vision, acts confidently and
optimistically, expresses confidence in his followers, emphasizes values with symbolic
actions, leads by example and empowers followers to achieve the vision.
In the light of the above finding some characteristics of Transformational

Leadership can be briefed as follows:
i. They are capable of having profound and extraordinary effects on people by

causing shifts in the beliefs, the needs and the values of followers, so followers
can become leaders themselves (Kuhnert and Lewis, 1987).
ii. They change the core values of followers for the benefit of the common interest
by committing people and seeing them as ends not as means (Den Hartog et al.,
1997).
iii. They create self f-confidence in followers by empowering them (Den Hartog
et al., 1997).
iv. They create fresh approaches to long-standing problems (Den Hartog et al.,
1997).
v. They transform the organization by defining the need for change, creating new
visions, mobilizing commitment to these visions and by providing awareness of
the organizational vision and goals (Den Hartog et al., 1997).
vi. They work for developing higher level of autonomy, achievement and
performance in followers. Hence, they take the risk of being replaced by the
followers they trained (Den Hartog et al., 1997).
vii. They tend to direct specific activities as much as to alter moods, to evoke
symbolic image s and expectations and to inspire desires and objectives (Egri and
Herman, 2000).
viii. They are proactive, raise follower awareness for transcendent collective interests
and motivate followers to achieve out of range goals (Antonakis et al., 2003).
17
ix. They inspire followers to go beyond their own self-interests for the good of the
organization with their vision (Avolio and Bass, 2004).
x. They heighten the awareness of followers with vision they create and the
strategies for reaching them (Avolio and Bass, 2004).
xi. They develop higher level needs for followers such as achievement, autonomy
and affiliation, which can be both work and not work related (Avolio and Bass,
2004).
From pervious, transformational leaders someone who can define and relate a
vision, has higher morality such as integrity and solidarity and develop others leadership
capacity. These attributes help others to grow and achieve higher performance.
Transformational leadership practices can be taught and learned and therefore, it

is an important consideration in the context of training and development. Therefore,
Transformational leaders are required to deal with change in management in todays
dynamic agriculture extension environment.
2.3.2 Transformational leadership dimensions
Bass (1985) identified four components: of Transformational leadership which

are as follows.
2.3.2.1 Idealized influence
Bass (1985) expressed that idealized influence ability to articulate clearly a

vision to followers and motivate them to join the vision.
According to Bass (1998) a transformational leader serves as a role model who

is admired, respected and trusted. Followers of such charismatic leaders identify with
the leaders and want to emulate them; perceive them to have extraordinary
capabilities, persistence and determination; and see them as risk takers who are
consistent rather than arbitrary.
Bargal (2000) defined idealized influence as the ability of leaders to display

conviction, emphasize trust, take stands on controversial issues, present their most
important values and emphasize the importance of purpose, commitment and ethical
consequences of decisions.
18
Table 2.1: Dimensions of Transformational Leadership
Sl. Bass and Avolio Bennis and Nanus Kouzes and Leithwood and Jantzi
No. (1994) (1985) Posner (1987) (2000)
1. Idealized influence Attention to through Challenging to Building vision and

vision process goals
2. Individualized Meaning through Inspire a shared Providing intellectual

consideration communication vision stimulation
3. Inspirational Trust trough Enabling others Offering individualized

motivation positioning to act support
4. Intellectual Development of self Encouraging the Symbolizing

stimulation through positive self- heart professional practices
regard and values
5. Demonstrating high
performance
expectations
6. Developing structure to
foster participation in
decisions
Source [Bass and Avolio (1994), Bennis and Nanus (1985), Kouzes and Posner (1987) and
Leithwood and Jantzi (2000)].
19
Stone et al. (2005) reported that idealized influence has five attributes,
1) integrity 2) respect 3) risk-sharing 4) trust and 5) vision.
Therefore, idealized influence refers to the leaders ability to articulate clearly

vision, motivate followers to join the vision, do the right things and demonstrate high
standard of ethics. In this study, idealized influence is the tendency of strong code of
ethics, involve others in taking risk and build clear expectations of organization future.
2.3.2.2 Inspirational motivation
Den Hartog et al. (1997) defined inspirational motivation as the capacity of a

leader to act as a model for subordinates. Inspirational motivation refers to the ways
leaders take to inspire the followers to achieve both personal and organizational goals.
Bass and Steidlmeier (1999) expressed that inspirational motivation is ability to

provide followers with challenges and meaning for engaging in shared goals and
undertakings.
Judge and Piccolo (2004) concluded that leaders with inspirational motivation
provide meaning for tasks, challenge followers with high standard and communicate
optimism about future goal attainment.
Stone et al. (2005) found that inspirational motivation has four attributes,
1) commitment to goals 2) communication 3) enthusiasm and 4) modeling.
Therefore, inspirational motivation refers to the way leaders inspire the

followers to achieve both personal and organizational goals, through display optimism
and enthusiasm.
In this study, inspirational motivation is defined as potentia lity to motivate and

inspire extension personnel with commitment, enthusiasm and optimism.
2.3.2.3 Individualized consideration
Bass (1985) noted that individualized consideration has been viewed as a vehicle
for developing subordinates confidence to tackle problems.
20
Bass (1999) expressed that individualized consideration is ability to

understanding and sharing with others concerns and developmental needs and treating
each individual uniquely.
Barnett et al. (2001) described that individualized consideration as occurring

when leaders develop interpersonal relationships with followers.
Dionne et al. (2004) stressed that individualized consideration refers to treating

followers as individuals and not just members of group.
Stone et al. (2005) found that Individualized consideration has four attributes,
1) empowering 2) mentoring 3) listening and 4) personal attention.
Yukl (2006) reported that individualized consideration as support,

encouragement and coaching to followers.
People are treated individually and differently based on their talents and
knowledge and with the intention of allowing them to reach high level of achievement
than might otherwise have been achieved (Shin and Zhou, 2003; Chekwa, 2001).
Therefore, individualized consideration refer to understanding each extension

personnel personality and use empowering, mentoring, listening and personal attention
skills to treating each individual uniquely. In this study, individualized consideration is
defined as the ability to pay special attention to the need and problems of each
individual of the group as well as provide empowering and mentoring.
2.3.2.4 Intellectual stimulation
Bass (1998) pointed out that the intellectual stimulation dimension of

transformational leadership in particular has been associated with challenging
subordinates to be creative, think critically and independently and find novel ways of
solving problems while seeking a wide range of opinions before deciding upon
solutions.
Leaders with Intellectual stimulation could promote rationality and carful

problem solving (Bass, 1990; Bromley et al., 2007).
21
Coad and Berry (1998) noted that followers should feel free to try out new
approaches and their ideas will not be publicly criticized because they differ from those
of the leader.
Avolio et al. (1999) described that Intellectual stimulation as getting followers

to question the tried and true methods of solving problems by encouraging them to
improve upon those methods.
Bass (1999) expressed that intellectual stimulation is ability to make others think
about new ways of performing work, new ways for looking at work and to be creative in
their own problem-solving methods.
Brown and Posner (2001) found that the intellectual stimulation referred to
leaders who challenged their followers ideas and values for solving problems.
Therefore, intellectual stimulation refer to ability to make others think about

new ways of performing work, to be creative in their own problem-solving and
encourage others try new ideas without publicly criticized.
In this study, intellectual stimulation is defined as the capacity to help extension

personnel to rethink in rational ways to examine a situation and encourage followers to
be creative in their work.
2.3.3 Transformational leadership qualities
Stone et al. (2005) found that Transformational Leadership has following

qualities :
2.3.3.1 Integrity
Becker (1998) defined integrity as demonstrating consistency in words and

actions that align with morally justifiable value system.
Simons (1999) identified that behavioral integrity is critical component of

transformational leadership.
Andy Green (2006) concluded that integrity means avoiding communication that
is deceptive, or beneath the dignity of people.
22
Table 2.2: Transformational Leadership qualities
S. No. Functional attributes Accompanying attributes
1. Idealized influence i. Integrity

ii. Respect
iii. Risk-sharing
iv. Trust
v. Vision
2. Individualized consideration vi. Empowering

vii. Listening
viii. Mentoring
ix. Personal attention
3. Inspirational motivation x. Commitment to goals

xi. Communication
xii. Enthusiasm
xiii. Modeling
4. Intellectual stimulation xiv. Problem-solving

xv. Rationality
Source [Stone et al. (2005), Bass (1990) and Bromley et al. (2007)].
23
Yukl (2010) stressed that integrity means taking responsibility for ones actions
and decisions. And he added that integrity has four indicators, 1) honest and truthfulness
2) keeping the promises 3) fulfilling the responsibilities of service and loyalty to
followers 4) can be trusted.
To summarize, integrity is critical quality and it has positively correlated with

transformational leaders which lead to improve performance of extension personnel.
In this study, integrity is the tendency to exhibit ethical standards and accountable for
his decisions.
2.3.3.2 Respect
Howell and Hall-Merenda (1999) found tha t transformational leaders ha ve a

strong positive relationship with high-quality exchange relationship between
supervisors and subordinates because of mutual respect.
Bozeman and Ellers (2008) concluded that interpersonal respect between leaders
and their followers is highly relevant for productive cooperation in organizations.
Niels and Tilman (2009) defined respect as a persons attitude towards other
people, in whom he/she sees a reason that, in itself, justifies degree of attention and a
type of behavior which create in individual a feeling of being appreciated in importance
as person.
According to Government of Southern Australia (2010) , respectful behavior

describes behavior, communications and actions that demonstrate courtesy and
collegiality. It is consistent fair treatment in a nondiscriminatory manner with regard for
peoples rights and obligations. There are three key themes to behaving respectfully.
These are:
1. Respecting differences acknowledging and valuing differences in colleagues,

whether this is their culture, beliefs, values, ideas or characteristics like gender
or age.
2. Valuing others creating a supportive and collaborative team environment

where colleagues feel valued and their professional skills and attributes are
acknowledged.
24
3. Positive communication engaging in open, clear and honest communication,

which is two-way and therefore, involves listening as well as talking.
Navid and Ahdieh (2011) defined respect as considering the idea and opinion of
each expert in leading process. A respect-oriented leader is one, who can identify the
expert people to participate, shares the related information between them and gathers
their idea and consolidates them.
In summary, respectful behavior is highly desire by followers, leaders

demonstrating consistent fair treatment in a non-discriminatory manner with regard to
peoples rights and obligations. In this research, respect is the predisposition to be
polite, promote extension personnel achievements and avoid violation right of others.
2.3.3.3 Risk-sharing
Business dictionary defined risk-sharing as risk management method in which

the cost of the consequences of a risk is distributed among several participants in an
enterprise.
Avolio and Bass (2002) believed that transformational leaders are willing to take
and share-risks with followers.
According to United State Legal Dictionary (USLD), a risk sharing partnership

is a business arrangement in which consequential costs and benefits are distributed
amongst all participating partners. In doing so, partners rely on the commercial success
of the business to receive their share of financial benefit from the enterprise while
reducing the risk of loss involved if the enterprise loses money.
In conclusion, risk-sharing is to take responsibilities of risk decisions, apply risk

management methods and involve others for face risk of change people, system or
process, to attain organizational long term benefits. In this study, risk-sharing is defined
as the ability to try new things, learn from mistakes and involve in risk with others.
2.3.3.4 Trust
Handy (1995) concluded that research supported a model of organizational trust

with five key drivers; 1) competence 2) openness and honesty 3) concern for others
4) reliability and 5) identification.
25
Rus bult et al. (1998) stated that trust is an underlying sense of interpersonal
comfort that provides the feeling that one can interact freely and express thoughts, or
opinions without fear of blame, or repercussions.
Dirks and Ferrin (2002) defined trust as an interpersonal phenomena based on

relationships between an individual and another person or group.
Trust in leaders has been associated with positive organizational outcomes, job
satisfaction and overall performance (Dirks and Skarlicki, 2004; Peterson and
Cordery, 2003).
Trust is critical to the effective functioning of groups or teams in organizations

(Jones and George, 1998; Dirks, 2000; Costa, 2003 and Peterson and Cordery, 2003).
Therefore, trust is critical component of social functioning. It is vital in any

interaction involving two or more persons. Trust could demonstrated by selfsacrificial
behavior, competency, concern of others and sharing information. Many studies found
that trust in leaders has been associated with positive organizational outcome, decrease
intention to turnover and improve performance.
In this study, trust is defined as tendency to be believable.
2.3.3.5 Vision
The Oxford advanced learners dictionary (1995) defined vision as the ability to
think about or plan the future with great imagination or wisdom.
Yukl (2006) defended vision as tomorrows solutions to todays problems.
A number of writers have attempted to describe the essential qualities of a

successful vision which include; 1) a vision should be simple and idealistic 2) a picture
of desirable future 3) the vision should appeal to the values and hopes 4) the vision
should be challenging 5) the vision should address basic assumptions about what is
important for the organization, how it should relate to the environment and how people
should be treated 6) vision should be focused enough to guide decisions and actions
(beenis and Nanus, 1985; Kotter, 1996; Kouzes and Ponsner, 1995; Nanus, 1992;
Tichy and Devanna, 1986).
26
Hackman and Johnson (2009) stated that transformational leaders communicate

visions by creating images, models and metaphors that give meaning and purpose to
their followers.
Therefore, vision is one of the most critical attribute that associated with leaders,
vision give work meaning, help guide the actions and decision. This will support radical
change. In this study, vision is defined as the capacity to provide clear achievable goals
for the future of the extension services develop strategic plan and engage an extension
program.
2.3.3.6 Commitment to goals
Mowday et al. (1982) defined organizational commitment as having three facets;

1) identification with the values and goals of organization 2) willingness to exert effort
on behalf of the organization and 3) commitment to stay in the organization.
Transformational leaders build commitment to organizational objectives and

empower followers to accomplish objectives by; 1) making follower aware of
importance of task outcome 2) orienting followers toward performance beyond
established organizational standards and 3) activating higher-order intrinsic needs.
(Bass, 1985; Yalnmarino and Dubinsky, 1994; Judge and Piccolo, 2004; Yuki, 2006).
Jamal (1990) concluded that individuals who are more committed are highly
motivated and will experience lower level of occupational stress, less emotional
exhaustion and depersonalization.
In an Indian context, Rai and Sinha (2000) found that the supervisors
transformational style had significant relationship with organizational commitment.
Meyer et al. (2002) identified that commitment is a force that binds an

individual to a course of action of relevance to one or more targets.
Herold et al. (2008) reported positive relationships between transformational

leadership and employee change commitment.
Therefor e, commitment to goal refers to giving awareness of task and outcomes

importance and orienting followers toward accomplish objectives. In this study,
27
commitment to goals is defined as the behavior which demonstrates loyalty and striving
to achieve goals by seeking cooperation between staff.
2.3.3.7 Communication
The leaders develop and empower followers by maintaining two-way

communication, delegating tasks and unobtrusively monitoring completion of tasks in
order to see if and/or when additional support is needed (Avolio and Bass, 2002; Bass,
1998; Behling and Mcfill, 1996).
Nielsen et al. (2008) explained that transformational leaders impact employee

performance through; 1) influence 2) involvement and 3) meaningfulness.
Hackman and Johnson (2009) stated that transformational leaders communicate

visions by creating images, models and metaphors that give meaning and purpose to
their followers.
Therefore, communication style of leadership would play a major role employee

perception and give meaning and purpose to their followers, thus transformational
leaders establish meaningfulness in the heart and mind of the employees. In this study,
communication is defined as the ability to interpret and present clear and consistent
idea/s though multiple channels.
2.3.3.8 Enthusiasm
According to Oxford advanced learners dictionary (1995), enthusiasm is a

strong feeling of excitement and interest in subject and desire to become involved in it.
Bass (1997) defined enthusiasm as the ability to articulate an appealing vision of

future, challenge followers with high standards, talk optimistically and provide
encouragement and meaning for what needs to be done.
Sy et al. (2005) reported that expression of strong positive emotions such as

enthusiasm and optimism about a new initiative, project, or strategy in another way for
leaders to influence follower motivation.
28
Therefore, enthusiasm is to demonstrate a strong feeling of excitement and

interest in employees initiative or ideas to fosters better performance, accomplish
difficult objectives and face obstacles, difficulties or fatigues. In this study, enthusiasm
is defined as the ability to exhibit passion and optimism through body language, voice
and words to build confidence and motivate the extension personnel.
2.3.3.9 Modeling
Kouzes and Posner (1997) defined that transformational leaders modeling the
way through; 1) setting the example 2) promoting consistence progress and 3) building
commitment.
Rafik (2012) suggested that leader lead modeling the way by;1) present clear
beliefs 2) practicing what preach 3)clarify to followers what core values and behavior
should be emulated 4) given different level of follower maturity and nature of the task
and 5) break goals down in small manageable chunks to achieve small wins.
Therefore, modeling refer to set example for staff by recognizing contributions,
celebrating small accomplishments and clarify to followers what core values and
behavior may have be emulated. In this study, modeling is defined as the act with
integrity, exhibit faith in principles, have courage to navigate difficult situations and
make tough decisions.
2.3.3.10 Empowering
Wellins et al. (1991) defined empowerment as process of delegating both the

authority and responsibility to subordinate which develops a sense of control over job
being done by the employee.
Spreitzer (1996) suggested that successful empowering leader include 1) low

role ambiguity 2) span of control 3) social support 4) access to important organizational
information 5) access to resources and 6) participative environment.
Venkat (2006) concluded that empowerment is the philosophy which believes in

enriching peoples job and giving power to exercise control over and take responsibility
for outcomes of efforts.
29
Sitaram and Chandan (2011) concluded that empowerment helps to create

autonomy for employees, allows the sharing of responsibility and power at all levels,
builds employee self -esteem and energize the workforce for better performance.
Therefore, empowering is considered as management technique such as

delegation and participative which used to build self-esteem and energize work force for
better performance. In this study, empowering is defined as the allowing extension
personnel to act and give them equal opportunity to learn and succeed.
2.3.3.11 Listening
Hunsaker and Allessandra (1986) found that listening is more than the physical
process of hearing. It is an intellectual and emotional process in which one integrates all
the three skills in the search of meaning.
Atwater (1992) identified three things a listener can do to convey empathy; 1)

show desire to understand the person 2) reflect the persons feelings or felt meaning 3)
pace the persons sensory and nonverbal behavior.
Gregory (1999) argued that active listening requires that we listen not only for
the content of the speakers message, but more importantly, for the intent and feeling of
message as well. The active listener shows the listener, both verbally and non-verbally
that they truly interested and listing. They are usually skillful questioners, but never
interrupt and are always looking for verbal and visual cues that signify the other person
has something to say.
Therefore, listening is important skill that all effective leaders need for success,
through give n time to listen wit h empathy, skillful questioners and never interrupt.
Therefore, this skill builds trust and commitment and creates an environment for
success. In this study, listening is defined as the ability to give attention, asks
appropriate questions, does not interr upt the speaker and understand as another person
feels.
2.3.3.12 Mentoring
Noe (1988) stated that mentoring provide both career development and
psychosocial support functions to protgs.
30
Yukl (1990) argued that psychosocial functions parallel leadership behavior

such as supporting, motivating and inspiring coaching, counseling and developing.
Mentors are typically defined as experienced individuals with advanced

knowledge who are committed to providing assistance and progress to their protgs
career (Hunt and Michael, 1983; Kram, 1985).
Clutterbuck (2004) noted that mentor supports and guides the individual as part
of a developmental path through; 1) helps to open doors 2) shares experience 3) provide
contact /resources and 4) widen networking opportunities.
Therefore, mentor provides both career development and psychosocial support

in formal or informal ways, through supporting, motivating and inspiring coaching,
counseling and developing. The outcome of mentoring is enhancing employee ability to
undertake calculated risks to advance their careers. In this study, mentoring is defined as
the ability to helps extension personnel to grow and develop by sharing experiences and
providing velar understanding of career requirements.
2.3.3.13 Personal attention
Avolio and Bass (1991) suggested that leader gives personal attention to
followers and makes each feel valued and important.
Howell and Hall-Menenda (1999) reported that transformational leaders need to

have considerable face time with followers to provide followers with individual
attention and develop close working relationship with them to be effective.
Hoffman and Frost (2006) concluded that leader who gives personal attention to
subordinates, reflect the behavior of treating each employee as an individ ual and initiate
an interest in the long-term development of each employee.
Therefore, personal attention refer to dealing with different people who have
different needs to keep welfare of followers, produce higher level of confidence and
overall job satisfaction. In this study, personal attention is defined as act to be a friend,
respect individual variation and dealing with extension personnel concern.
31
2.3.3.14 Problem-solving
George (2000) described that leaders who understand their own emotions and
emotions of their followers may be more skilled at solving-problems and encouraging
their followers to engage in problem-solving.
Kirton (2003) defined problem solving as an ability to solve critical, complex

problems in challenging environments.
Tiina (2005) suggested that transformational leaders tend to solve problem by

applying and adopt past experience.
Transformational leaders achieve the greatest performance from subordinates

since they are able inspire their subordinates to raise their capabilities towards success
and develop subordinates innovative problem-solving skill (Bass, 1985; Yammarino
and Bass, 1990).
Therefore, problem-solving skill is ability to define problems as well as generate

and implement potentially effective solutions through involve employee in decision
process and help them to look at old problems in new ways. In this study, problem-
solving is defined as the capacity to make logical decisions and initiates new ways to
provides solutions for both individual and organizational problems.
2.3.3.15 Rationality
Bass (1990) stated that the intellectual stimulating leader encourages followers
to try new approaches but emphasizes rationality.
Edward and Steven (2002) stressed that stereotype of the rational decision
makers is a person who can set aside his/her personal feeling (emotions) and calmly
calculate the best course of action to deal with the problem or opportunity.
Therefore, rationality refers to take calculated decision without care to emotions.

In this study, rationality is defined as the ability to demonstrate analytical skill, follow
procedures in taking decision or solving problem on the basis of reasonable evidence.
32
2.4 Innovative behavior
Scott and Bruce (1994) expressed that individuals innovative behavior in the
workplace include actions such as seeking out new ideas, championing ideas at work
and securing funds/planning for the implementation of ideas. And they reported that the
connotation of innovative behavior is to generate innovative output and benefit to the
organization. Employees behavior aimed towards making new products, processes and
services are included in such behavior.
Employees innovative behavior is crucial in many contemporary management

principles, such as continuous improvement corporate entrepreneurship and suggestion
programs (Kaizen, 1986; Sharma and Chrisman, 1999; Unsworth, 2000; Fuller
et al., 2006).
Axtell et al. (2000) emphasized that innovative behavior can range from
incremental improvements to developing radically novel ideas that affect processes or
products across the whole organization.
Janssen (2000) concluded that innovative behavior goes beyond creativity to

include the adoption, production and implementation of novel and useful ideas. And
they expanded that the ability to continuously innovate and improve products, services
and work processes is nowadays crucial for organizations. Individual employees need to
be both willing and able to innovate if a continuous flow of innovations is to be
realized.
Innovative behavior differs from creativity, which is the production of new and
useful ideas concerning products, services, processes and procedures (Farr and Ford
1990; Jong and Den Hartog, 2010).
The idea that actions of individual employees are of crucial importance for
continuous innovation and improvement is not just found in academic literature on
innovation, but also stressed in work on several other popular management principles,
such as total quality management and corporate entrepreneurship (Van de Ven, 1986;
Jansse n, 2000; Sharma and Chrisman, 1999; McLoughlin and Harris, 1997).
33
Yuan and Woodman (2010) noted that innovative behavior comprises the
introduction and application of new technologies and new work methods that are
better than existing ones.
Nadin (2012) stated that examples of innovative behavior include thinking in

alternative ways, searching for improvements, figuring out new ways to accomplish
tasks, looking for new technologies, applying new work methods and investigating and
securing resources to make new ideas happen.
Innovative behavior goes beyond creativity to include the adoption, production

and implementation of novel and useful ideas. Innovative behavior is crucial for any
organization which helps in continuous improvement, suggests programs, thinking in
alternative ways, finding new ways to accomplish task, looking for new technologies,
applying new work methods and investigating and securing resources to make new
ideas happen.
2.4.1 Innovative behavior concept
Innovative behavior (IB) refers to the individual level of innovation. Innovative

behavior can be seen as a set of employee behavior that stimulates innovation and that
in turn increases organizational performance (De Jong, 2007; Damanpour, et al., 1989).
Innovative behavior is dynamic because of the complex relations between past

work activities and outcomes and the activities carried out in present and future
(Scott and Bruce, 1994; Janssen, 2000 and De Jong and Den Hartog, 2010).
The definition of innovative behavior (IB) is described by different researchers.

They all describe some way of an individuals behavior to achieve the exploration,
generation, championing and application or implementation of new and useful ideas,
processes, products or procedures (Scott and Bruce, 1994 and De Jong and Den
Hartog, 2010).
King and Anderson (2002) expressed that innovative behavior focuses on the
actual activities that are carried out to develop a new product, service or work process
by breaking down the innovation pr ocess into a number of activities. In its most simple
form, activity-stage models distinguish between just two phases: initiation and
implementation. Initiation is a divergent phase, including activities such as the
34
recognition of problems and thinking about ways to improve things. This phase results
in more suggestions for innovations, such as new products, services or work processes.
Implementation is a convergent phase directed towards the development and launch of
innovations in order to acquire their benefits. The dividing line between the two phases
is believed to be the point of the first adoption of the innovation; that is, the point at
which the decision is made to implement the idea.
Anderson et al. (2004) identified that activity-stage models have been heavily
criticized for being simplistic. In the past decades many have stressed that innovation is
an iterative, non-linear, disjunctive, cyclical happening; often stressful for those
involved either as initiators or those affected by the implementation.
De Jong (2006) defined Innovative behavior as Individuals behavior directed

toward the initiation and intentional introduction of new and useful ideas, processes,
products or procedures within a work role, group or organization.
Some models describe the pre -adoption process in much more detail, focusing
on activities such as idea generation, screening and evaluation, others concentrate on
what happens after the decision to implement is made, finally, some researchers use
models with more detailed a ttention for both phases (Rogers, 1983; Mumford, 2000).
Jeroen and Deanne (2008) expressed that innovative behavior as individuals

behavior directed towards the initiation and intentional introduction (within a work role,
group or organization) of new and useful ideas, processes, products or procedures.
Gerhard (2012) defined innovative behavior as the sum of physical and

cognitive work activities carried out by employees in their work context, either solitarily
or in a social setting, in order to accomplish a set of tasks required for achieving the
goal of innovation development.
Yeoh and Rosli (2013) noted innovative behavior as an employees action

directed at the generation, application and implementation of novelty ideas, products,
processes and methods to his or her job position, departmental unit, or organization.
Examples of such behavior include seeking out new technologies, recommending new
strategies to achieve goals, applying new work methods and procuring support and
resources to implement nove lty ideas.
35
In conclusion, the innovative behavior is the ability to explore, generate,

champion and apply new services, work process and introduce new and useful ideas.
These activities of employees will help to accomplish a set of both organization and
individual goals, the performance of organization finally.
2.4.2 Dimensions of innovative behavior
Kanter (1988) stated three stages of innovative behavior, namely idea

generation, coalition building and implementation.
Janssen (2000) noted a slightly different name to some stages: idea generation,
idea promotion and idea realization.
Kleysen and Street (2001) distinguished five stages of innovative behavior,

namely; idea exploration, generation, formative investigation, championing and
application.
Jong and Den Hartog (2010) adopted four stages of innovative behavior namely
idea exploration, idea generation, idea championing and idea implementation.
We here propose that idea generation and opportunity recognition as distinct

dimensions of Innovative Work Beha viour (IWB). Creativity literature has repeatedly
indicated that the recognition of problems and the generation of ideas involve distinct
cognitive abilities (Runco and Chand, 1994; Basadur, 2004).
The innovative behavior has four dimensions namely; 1) opportunity exploration

2) idea generation 3) championing and 4) application. Some people contribute more to
the early stages of the innovation process and others might be more successful in the
later stages.
2.4.2.1 Opportunity exploration
Kanter (1988) sta ted that awareness of a need (opportunity) is one element;
ability to construct new ways to address the need is a second.
Kleysen and Street (2001) defined opportunity exploration as the metaphor of

travelling extensively through innovation opportunities in order to learn or discover
more about them.
36
Innovation usually starts with the detection of performance gaps - mismatches

between actual and potential performance. Literature shows that the realization of
something new begins with a person identifying opportunities (Parnes et al., 1977;
Basadur, 2004).
Opportunity exploration includes behavior such as looking for ways to improve

current product, services or processes, or trying to think about current work processes,
product or services in alternative ways (Zaltman et al., 1973; Farr and Ford, 1990).
Kleysen and Street (2001) distinguished four different behavior that are
considered as important for idea exploration: 1) paying attention to opportunity sources
2) looking for opportunities to innovate 3) recognizing opportunities and 4) gathering
information about opportunities.
Basadur (2004) stated that idea exploration refers to looking for ways in which
current problems can be solved and how the organization can capitalize on new
opportunities.
Leonard and Swap (2005) noted that the discovery of opportunities may seem
difficult, but some people do appear to be consistently lucky implying that their
exploration behavior is different.
Ozgen and Baron (2007) described that opportunities can be discovered in a

variety of sources, not limited to business contacts but also informal contacts such as
relatives.
De Jong and Den Hartog (2010) expressed that the first stage of the innovation
process normally starts with an employee who discovers an opportunity or problem to
be solved within the organization.
Yeoh and Rosli (2013) concluded that opportunity exploration is identifying

new opportunities, which usually lie in events that are nonlinear, tumultuous and
opportunistic. Thus, in the initiation stage, the role played by the knowledge workers
can be vital in the process of developing better understanding about clients and
opportunities. Opportunity exploration includes paying attention to an opportunity or
problem, then gathering related information to discover the reasons of gap.
37
2.4.2.2 Idea generation
Kanter (1988) perceived that of kaleidoscopic thinking. In a kaleidoscope a set

of fragments form a pattern that is not locked into place. If the kaleidoscope is shaken or
twisted, or the angle of the perspective is changed, the same fragments form an entirely
new pattern. It is an apt metaphor for the generation of ideas to satisfy opportunities,
because the kaleidoscope allows people to shake reality into a new pattern. Idea
generation often consists of rearranging already existing pieces of knowledge, physical
capital and other resources to create a new possibility.
In general the case with innovation, idea generation may relate to new or
improved products, procedures, services and organizational forms (Van de Ven, 1986
and Damanpour, 1991).
Mumford (2000) defined idea generation as a free flowing activity where

applications, implications and consequences are identified and then shaped through
refinement into a new idea or set of ideas. And he mentioned that ultimately individuals
are the source of all ideas. Idea generation includes behavior directed at generating
concepts for the purpose of improvement.
Kleysen and Street (2001) stated that required for idea generation and for the
additional investigation of ideas which is here seen as part of idea generation. These are
generating ideas, solutions, representations and categories of opportunities, generating
associations and combinations of ideas and information and formulating, experimenting
and evaluating ideas and solutions. Also they mentioned that idea generation occurs
when knowledge workers were able to direct their behavior towards concept generations
for improvement purpose.
The generation of ideas may relate to new products, services or processes , the
entry of new markets, improvements in current work processes, or in general terms,
solutions to identified problems (Zaltman et al., 1973; Van de Ven, 1986).
De Jong (2007) defined very clear definitions for idea generation is seen as the
combination and reorganization of information and existing concepts to solve problems
and/or to improve performance.
38
De Jong and Den Hartog (2010) described that it as the activity of generating
ideas to specific situations, which simultaneously increases specificity for new ideas.
Idea generation is the ability to look at the opportunity or problem from different
perspective of angle and apply combination or reorganization of gathered information to
existing new way to improve performance or solve problem.
2.4.2.3 Championing
Kanter (1988) identified that once a creative idea has taken shape it must be
sold. Although ideas can have some legitimacy, especially when they fill a
performance gap, it is uncertain if ideas will result in successful new applications.
Sha ne (1994) stressed that as a consequence there often is a need for coalition
building in order to implement innovations. Champions are the ones who put effort into
creative ideas. They are individuals in informal roles that push creative ideas beyond
roadblocks in their organizations.
Maute and Locander (1994) emphasized that the socio-political behavior that are
involved in the innovation process.
Kleysen and Street (2001) stated that the necessary for individuals involved in
the stage of idea championing include; 1) mobilizing resources, 2) persuading and
influencing, 3) pushing and negotiating and 4) challenging and risk-taking.
Howell and Shea (2001) concluded that once ideas are generated they need to be
promoted in the organization. Since they are usually completely new and thus unknown
territory for employees.
Jones (2004) explained that innovations are usually accompanied by new tasks
or ways of usage. When ideas are proposed, recipients will first explore how it will
affect them or their functioning. In case their current knowledge and skills would be
outdated, resistance is more likely. Second, people have a general tendency to perceive
information selectively, i.e. consistent with their existing views. This implies that
extremely innovative ideas receive no priority. A third source of resistance is a shared
preference for familiar actions and events. People have a built-in tendency to return to
their original behavior, a tendency that sabotages change.
39
Howell et al. (2005) argued that champions are individuals that in an active,
informal and enthusiastic manner promote innovations, by converting social and
political pressures imposed by an organization to its advantage.
The definition of Howell et al. (2005) included all these aspects by stating that
idea championing refers to finding support for the innovation by expressing enthusiasm
and confidence about its success, being persistent, also under adversity and getting the
right people involved.
De Jong and Den Hartog (2010) determined that championing is refer to what
extent employees try to persuade others to involve in supporting innovative ideas and
application determines to what extend an employee implements ideas. And they
expressed that most ideas have the goal of improving performance or are an interesting
opportunity for the organization, their benefits compared to the costs are not clear and
resistance will occur.
Championing includes behavior related to finding support and building

coalitions, such as persuading and influencing other employees and pushing and
negotiating (Zaltman et al., 1973; Van de Ven, 1986; Howell and Higgins, 1990; King
and Anderson, 2002).
Kheng et al. (2013) defined championing or idea promotion as a social- political

behavior that involved behavior of mobilizing resources, persuading and influencing,
pushing and negotiating, challenging and risk-taking which are essential to realizing the
potential of ideas, solutions and innovations.
Championing is the ability to getting support from right people by expressing

enthusiasm and confidence to generated ideas and give transparency detail about
benefits compared with disadvantages on performance.
2.4.2.4 Application
Bandura (1982) concluded that a characteristic that helps to get ideas

implemented is self-efficacy. This construct is defined as individuals self-perceptions
about their ability to produce and to regulate events in life.
Van de Ven (1986) argued that the implementation of innovations leads to

eliminations, replacements or transformations of existing arrangeme nts.
40
Farr and Ford (1990) stated that self -efficacy is related to individuals perception
that change can be successfully implemented in a given situation. They concluded that
those with serious doubts about their capability to succeed, on the other hand, are more
likely to avoid the activity, exert little effort and give up quickly. Since individual
innovation may involve both uncertainties about future outcomes as well as possible
resistance from others affected by change, individuals do not possess a reasonable
amount of self -efficacy are less likely to put effort into implementing innovations.
Greenwood and Hinings (1996) found that radical innovation involves the
busting loose from an existing orientation, which refers to exploring opportunities and
new ways in which problems can be solved, whereas incremental innovation is referred
to as fine-tuning an existing orientation. This means that especially for radical
innovations, first stage of Innovative Work Behaviour (IWB), idea exploration, is of
crucial importance and the other steps will follow then.
Klein and Sorra (1996) stated that the main cause of organizations that do not
reap the intended benefits from their adopted innovations, is implementation failure, not
innovation failure. This stage is therefore of crucial importance because without a
successful implementation, there is no innovation.
Kleysen and Street (2001) explained that stage consists of the activities
associated with modification of the innovation and the organization when the idea is
becoming a routine. The behavior necessary for successfully implementing ideas in the
organization are; 1) implementing, 2) modifying and 3) routinizing.
Kleysen and Street (2001) found that by stating that considerable effort and a
result-oriented attitude are crucial behavior for implementing ideas.
It often requires considerable effort from individuals to transform ideas into

practical propositions. Application means doing what is needed to transform ideas into
reality. It includes behavior such as developing new products or work processes and
testing and modifying them (e.g. Van de Ven, 1986; Kanter, 1988; West and
Farr, 1990).
41
Heidemann et al. (2006) found that the development of radical innovation was
directly connected to the proactive exploration of new opportunities in terms of new
markets, new possibilities of applications or new technologies. In contrast, incremental
innovation focuses on improving existing situations and merely skips the idea
exploration stage. However, the other stages are here important as well.
Parker et al. (2006) expressed that to be an aspect of Innovative Work

Behaviour (IWB), such behavior need to be proactive, i.e. self-starting (doing
something without being told or without an explicit role requirement) and persistent
(overcoming barriers to bring about change). Also they emphasized that strong
perceptions of self-efficacy result in individuals approaching tasks with enthusiasm,
expending great amounts of effort on task accomplishment and persistence in the face of
obstacles.
Kheng et al. (2013) defined idea implementation as developing, modifying,

commercializing and routinizing an innovative idea.
Application is the crucial stage of innovative behavior, it needs enthusiasm

expanding a great amount of effort in developing, modifying, testing and
commercializing generated idea.
Fig . 2.1: Stages of Innovative Work Behavior

[Sources; Elles, 2012]
42
2.5 Job performance
According to Davis (1949), how an individual performs in a given position as

distinct from how he/she is supposed to perform, is called his role. The role is the
manner in which a person actually carries out the requirements for his position. It is the
dynamic aspect of status of office as such is always influenced by factor other than the
stipulations of the position itself.
Cummings (1972) prefers to use the term staff assessment and thinks that overall
objectives of staff assessment is to improve the efficiency of an enterprise by attempting
to mobilize the best possible efforts from the individuals employed in it.
According to Dwivedi (1982), performance appraisal involves comparison of

performance measures of different individuals holding similar areas of work
responsibilities and relate the determination of worth of these measures for the
accomplishment of organizational goals.
Bharadwaj et al. (1989) stated that job performance is the extent of performance
of the job in view of expectations as stated in the job chart.
Subbarao and Rao (1990) stated that the purposes of perfor mance appraisal are:
1. To create and maintain a satisfactory level of performance
2. To contribute to the employee growth and development through training, self

and management development programs
3. To help the superiors to have a proper understanding about the subordinates
4. To guide to job changes with the help of continuous ranking
5. To facilitate fair and equitable compensation based on performance
6. To provide information for making decisions regarding lay off, retirement etc.
7. To ensure organizational effectiveness through correcting employees for

standard and improved performance and suggesting the change in employee behavior.
Review of literature shows that appraisal of job performance of workers in different
43
industries, firms and organizations has been done with the help of job performance chart
(McNeill, 1960; Sengupta, 1966).
Daft (1994) stated that a performance appraisal comprises the steps of

observing and assessing employee performance, recording the assessment and providing
feedback to the employee. It is the manner in which a supervisor delivers the
assessment that can have a biggest impact on the employee. The evaluation must be a
good balance between positives and negatives in order to encourage employees to
change their job performance.
According to Terry and Israel (2004), employee performance is the key to the
success of most organizations and must therefore be evaluated. Measuring job
performance is the process of determining how closely a record of behavior and/or
outcomes that could have been achieved during the period and then assigning it a
corresponding number. In relation to performance they suggest that extension agents
must develop and maintain skills in assessing and responding to the needs of clienteles,
which ca n ensure that clienteles receive the most current and accurate information.
Vijayaragavan and Singh (2006) pointed out, that performance is a process of

evaluating employee in carrying given tasks in order to guide and develop the
employees potential.
According to K-STATE (2006), performance review is an important, ongoing

process to enhance extension agent effectiveness. Work quality and productivity of
extension agent performance standards in extension work is defined by eight elements
consisting of qua lity of work, dependability, work schedule, work habits, work
allocation, poise and composure, work organization and customer satisfaction.
Chen and Silverthorne (2008) identified that there are three types of
performance measurement. One is the measure of output rates, amount of sales over a
given period of time, the production of a group of 26 employees reporting to manager
and so on. The second type of measure of performance involves ratings of individuals
by someone other than the person whose performance is being considered. The third
type of performance measures is self-appraisal and self-ratings. As a result, the adoption
of self-appraisal and self-rating techniques are useful in encouraging employees to take
an active role in setting his or her own goals.
44
Job performance is nothing but the staff assessment and to improve the
efficiency of an organization by attempting to mobilize the best possible efforts from
the individuals employed in it. There are different methods to measure job performance
such as output rating, neutral rating and self-rating.
2.5.1 Levels of job performance
Dhakhore and Bhilegoankar (1987) found that 69.17 per cent of the Veterinary
Extension Personnel in Maharashtra had medium level of job performance, whereas
15.83 per cent and 15.00 per cent of the extension personnel were found to have high
and low level of performance, respectively.
Siddaramaiah and Shivalingegowda (1987) reported that 50.00 per cent of

extension guides working under the university extension system in Karnataka belonged
to the high performance category.
Hegde and Channegowda (1989) in their study concluded that a large number
(68.70 % ) of Agricultural Assistants working under Agricultural Extension Project in
Karnataka had medium level of job performance , while 15.00 and 16.30 per cent of
them had high and low performance category, respectively.
Narasimhagowda (1989) reported that 52.22 per cent of Assistant Horticultural

Officers in Karnataka belonged to the high job performance category, while 48.78 per
cent belonged to low performance category.
Nataraj (1989) studied the job performance of Assistant Directors of Agriculture

in Karnataka and concluded that 72.00 per cent of the Assistant Directors were in
medium job performance category.
Nagi Reddy (1990) reported that 63.33 per cent of Agricultural Officers working
under Training and Visit system Andhra Pradesh belonged to the medium category of
job performance, whereas 20.00 and 16.67 per cent of them belonged to high and low
performance category, respectively.
Halkatti (1991) in his study on job performance level of Agricultural Assistants

working under Training and Visit system concluded that 71.85 per cent of the
Agricultural Assistants belonged to medium job performance category, while, 13.59 and
14.56 per cent of them belonged to low and high category, respectively.
45
Thippeswamaiah (1991) reported that 60.80 per cent of subject matter specialists
working under National Agriculture Extension Project belonged to medium job
performance category, followed by 21.60 per cent in low and 17.60 per cent in the high
performance category.
Rath (1992) reported that 78.00 per cent of the Subject Matter Specialists under
Training and Visit system in Orissa were in medium job performance category, while,
21.00 per cent in high job performance and only one per cent of the Subject Matter
Specialists were in low job performance category.
Venkateshprasad and Hanumanthappa (1992) in their study of job performance

of Seed Farm Managers in Karnataka found that 54.00 per cent were in low
performance category and 46.00 per cent in high performance category.
Ram Bhal et al. (1993) reported that female extension personnel are inadequate.
The results of multiplicative effect indicated that in all the tests more than 12.00 per
cent of female extension personnel increased cereal yield by 29.58 per cent, farmers
income by 159.61 per cent, agricultural income and fertilizer consumption by 113.89
per cent. Less than 12.00 per cent of extension female personnel of total extension
personnel may not be significant for agricultural development.
Rahad et al. (1995) found that none of the Village Extension Workers working
under Training and Visit system in Maharashtra performed poorly, whereas 0.42, 10.83,
48.92 and 48.33 per cent of Village Extension Workers were found to perform either
below average, average, good and excellent, respectively.
Jaiswal et al. (1997) in their study indicated that 59.00 per cent of the Rural
Extension Officers in Maharashtra belonged to medium category of job performance,
followed by 22.00 per cent in low and 19.00 per cent in the high job performance
category.
Sandhu and Raghbir (1997) reported that characteristics namely; rural

background and field work orientation were strongly related to job performance.
Agriculture Extension Officers posted at a distance of 60 km from their home were
found to have the highest performance. There is need to make provisions for more
46
opportunities in the job with regard to recognitions and rewards like certificates,
appreciations etc. Need for time to time in-service training and reference courses for the
AEO.
Vijayalakshmi (1997) concluded that, majority 63.12 % of the Anganwadi

workers had medium level of job performance, while there was more or less equal
percentage of respondents (18.15 and 18.75) with low and high level of performance.
Prabhakar et al. (1998) noted that a majority 60.00 per cent of Horticultural
Assistants in Karnataka were under low performance category, while remaining 40 per
cent were under high performance category.
Lipi Das and Mishra (1999) identified that efforts are needed to educate and
train women according to the employment category. This obviously requires rational
and major changes in the national educational policies for the women in our country.
Emphasis was given by the respondents to self-employment. A realistic planning for the
nature of education and training required for women need to be done which will best
serve the interest of all concerned i.e., the working women, the concerned institutions
and hopefully the whole country.
Mohan (2000) expressed that majority 85.36 per cent of AAOs working under
KSDA belonged to medium performance category, while 14.63 per cent were in high
From the previous studies, it can be inferred that the job performance level
ranged between high and medium compare with low performance.
2.5.2 Personal, socio-economic and psychological characters of extension

personnel
2.5.2.1 Age
Hegde (1984) in his study found that 41.3 per cent of Agricultural Assistants
working under Training and Visit system in Karnataka were in the age group of less
than 36 years, closely followed by 37.5 per cent and 21.75 per cent of Agricultural
Assistants in middle age (36-45 years) and high (above 45 years) age group,
47
respectively Jahagirdar (1987) reported that 61 per cent of Subject Matter Specialists
working under Training and Visit system in Karnataka were in the lower age group,
while 39 per cent were in higher age group.
Srinath (1987) noted st udy revealed that 57.00 per cent of District Horticultural
Officers and 74.00 per cent of Assistant Directors of Horticulture in Karnataka belonged
to the middle age group (36-50 years), while 34.00 per cent of District Horticultural
Officers and 20.00 per cent of Assistant Directors of Horticulture belonged to the old
age group (above 50 years). Only 9.00 per cent and 6.00 per cent of District
Horticultural Officers and Assistant Directors were in young age group (35 years and
below), respectively.
Manime galon (1990) observed that 46.88 per cent of Assistant Directors of
Agriculture under National Agriculture Extension Project in Karnataka were in the
higher age bracket, followed by 40.43 in middle age group and rest 12.69 per cent in the
young age group.
Girija et al. (1994) found that 30.00 per cent of Agricultural Officers in
Karnataka belonged to younger age group (less than 26 years), while 39.00 per cent
were in the age group of 27-29 years and 31.00 per cent of Agricultural Officers were in
the above 30 years of age group.
Patel et al. (1994) reported that 49.00 per cent of Rural Agricultural Extension
Officers working under Training and Visit system in Madhya Pradesh belonged to the
age group of 31-45 years, while 37.00 per cent were below 30 years of age and 14.00
per cent of them were above 35 years of age.
Mohan (2000) revealed that 51.21 per cent of AAOs were in the age group of
35-50 years, while 12.68 per cent were above 50 years of age and remaining were below
35 years of age.
From these studies, it can be concluded that the majority age of respondents
ranged between 31 and 50 years, which indicated that respondents are in middle group
of age.
48
2.5.2.2 Education
Hegde (1984) identified that 58.75 per cent of Agricultural Assistants in

Dharwad district of Karnataka had education up to SSLC and 41.25 per cent had
education up to PUC and Bachelors degree.
Rao (1985) in his study pointed out that 52.73 per cent of Assistant Agricultural
Officers working under Agriculture Extension Project in Karnataka were with the
qualification of SSLC with gram Sevaka training, while 42.27 per cent of Assistant
Agricultural Officers were either B.Sc. or M. Sc. (Agri.) graduates.
Srinath (1987) reported that 60.00 per cent of District Horticultural Officers and
50.00 per cent of Assistant Directors of Horticulture in Karnataka were agriculture
graduates.
Manimegalon (1990) found that 46.48 per cent of Assistant Directors of

Agriculture working under National Agricultural Extension Project in Karnataka had
either diploma or licentiateship in agriculture, followed by graduates 40.03 per cent and
rest 12.69 per cent were post graduates.
Girija et al. (1994) reported that a high majority of 93.00 per cent Agricultural
Officers in Karnataka were graduates, while the remaining seven per cent were post
graduates.
Patel et al. (1994) from their study reported that 67.00 per cent of Rural
Agriculture Extension Officers working in Training and Visit system in Madhya
Pradesh had low level of education qualification (up to higher secondary, level), while
33.00 per cent had high educational qualification (graduation and above).
Mohan (2000) revealed that a majority 60.97 per cent of the AAOs were
matriculate, 3.65 per cent of them had received education up to pre university level,
while 6.09 per cent were basic arts/science graduates, remaining were either B.Sc.
(Agri.) or M. Sc. (Agri.) graduates.
From the above studies, it can be inferred that the majority qualification of
respondents was SSLC compared by graduate and post graduates, which indicated that
respondents have low qualification.
49
2.5.2.3 Experience
Chhabra (1979) reported that scientists with less experience were found to be
more satisfied with their job.
Rao and Sohal (1982) reported that 32.00, 35.00 and 33.00 per cent of
Veterinary Assistant Surgeons in Andhra Pradesh were equally distributed in low
(below 4 years), medium (4-11 years) and high (above 11 years) experience groups,
respectively.
Hegde (1984) in his study on Agricultural Assistants under Training and Visit
system in Karnataka found that 42.50 per cent of Agricultural Assistants had less than
10 years of experience and 57.50 per cent had more than 10 years of experience.
Prasannakumar (1985) in his study on Assistant Agricultural Officers working

under Training and Visit system in Karnataka found 27.00 per cent of Assistant
Agricultural Officers had medium service, while 26.00 per cent and 47.00 per cent had
low and high service, respectively.
Rao (1985) found that 67.27 per cent of Assistant Agricultural Officers under
Agriculture Extension Project in Karnataka had high experience, while 36.36 per cent
had low level of experience.
Jahagirdar (1987) reported that 60.00 per cent of Subject Matter Specialist
working under Training and Visit syste m in Karnataka had less experience in their
present position, while 40.00 per cent had more experience.
Manimegalon (1990) in his study of Assistant Directors of Agriculture working

under National Agriculture Extension Project reported that 36.17 per cent of Assistant
Directors belonged to the medium experience category. While, 40.81 and 17.02 per cent
belonged to high and low experience categories, respectively.
Aqumaqu (1995) showed that the principal component of job satisfaction was
work experience factors with need satisfaction exercising the greatest predictive ability.
Lindholm (1997) revealed that years of teaching experience was a great

motivating factor to provide satisfaction.
50
Mohan (2000) reported that majority (75.66 %) of the AAOs had mediu m level
of experience, while 14.63 and 9.75 per cent had high and low experience.
From previous studies, it can be concluded that the experience of majority

respondents was belonged to high and middle experience between 4.5 -10 and 11 years
respectively, which indicated that respondents have minimum 5 years of experience.
2.5.2.4 Training
Jahagirdar (1987) reported that 59 per cent of Subject Matter Specialists under
Training and Visit System belonged to high training category, while 41 per cent
belonged t o the category with low training.
Nataraj (1989) in this study on Assistant Director of Agriculture working under

National Agricultural Extension Project found that 57 per cent received less training
while 43 per cent received more training.
Balasubramanian and Perumal (1991) from their studies on fisheries extension

personnel in Tamil Nadu observed that majority (66 %) of respondents attended 1-2
trainings, 29.00 per cent attended 3-4 training and only five per cent had attended 5-6
trainings.
Patel et al. (1994) reported that majority (93 %) of Rural Agricultural Extension
Officers working under T and V system in Madhya Pradesh were professionally
untrained.
Mohan (2000) showed that 14.65 per cent of AAOs had received training for
more than 6 months duration while 17.07, 29.26, 13.41 and 12.19 per cent of them
received in service training for 4 to 6 months, 2 to 4 months, 1 to 2 months and less than
1 month duration, respectively. Nearly per cent of the AAOs had not undergone any
training at all.
From thesis studies, it can be inferred that the in-service training for majority of
the respondents was low level of in-service training, which indicated that training for
respondents ranged between 1 and 2 months.
51
2.5.2.5 Information seeking behavior
Jahagirdar (1987) found that 60.00 per cent of subject matter specialists in
Karnataka had high level of mass media exposure while per cent had low exposure.
Mohankumar (1987) in his study reported that 57.47 per cent of Assistant
Agricultural Officers under National Agricultural Extension Project in Karnataka had
low exposure to mass media , while 42.33 per cent had high exposure to mass media.
Nataraj (1989) in his study on Assistant Directors of Agriculture and that 54.00
per cent of the Assistant Directors had high mass media participation and 46.00 per cent
had low mass media participation.
Mohan (2000) found that 73.17 per cent of the AAOs had medium level of
information seeking behavior.
From previous studies, it can be concluded that the information seeking behavior
of majority respondents was belonged to high and medium level of information seeking
category.
2.5.3 Transformational leadership and Job performance
Singer (1985) showed that subordinates in New Zealand preferred working with
leaders who were more transformational than transactional.
Waldman et al. (1987) showed that the performance appraisals of subordinates

were higher if their leaders had been described as transformational leaders.
Avolio and Bass (1988) stated that the positive effect of transformational
leadership is enhances self -knowledge, increasing the performance expectation value to
the financial performance of the teams.
Bass and Avolio (1989) found that the extensive surveys of over 1,500 general
managers, leaders of technical tea ms, governmental and educational administrators,
upper middle managers and senior U.S. Army officers that were discussed earlier for
charismatic leadership are also relevant for transformational leadership. Subordinates of
these leaders, who described their managers on the Multifactor Leadership
52
Questionnaire (MLQ), Form 5, as being more transformational, were also more likely to
say that the organizations they lead were highly effective. Such transformational leaders
were judged to have better relations with higher-ups and to make more of a contribution
to the organization that were those who were described only as transactional.
Subordinated said they also exerted a lot of extra effort for such transformational
leaders. If leaders were only transactional, the organizations were seen as less effective,
particularly if most of the leaders practiced passive, reactive management-by-exception
(intervening only when standards were not being me t). Subordinates said they exerted
much less effort them their leaders.
Clover (1989) used an abbreviated version of the Multifactor Leadership

Questionnaire (MLQ) to correlate the descriptions of 3,500 subordinates at the U.S. Air
Force Academy of their commissioned-officer squadron commanders and various
measures of their squadrons performance. A transformational leadership score was
attained by combining the assessments of the commanders charisma, inspirational
leadership, intellectual stimulation and individualized consideration. It was found that
commanders who received higher ratings in transformational leadership led better-
performing squadrons and were more likely to be seen as preferred role models by the
cadets.
Bass and Avolio (1990) expressed that follower development and follower
performance is the targeted outcomes of transformational leadership.
Deluga and Souza (1991) found that performance, job satisfaction and
transformational leadership are correlated.
Bass and Avolio (1993) concluded that a style of transformational leadership can
provide a positive influence toward performance and attitude of followers.
Kirkpatrick and Locke (1996) concluded that relationship between

transformational leadership and follower performance has only rarely been
demonstrated, because most prior studies have had static, correlational, or no
experimental designs.
Lowe et al. (1996) noted that transformational leadership has been shown to
have a positive relationship with performance.
53
Bass et al. (2003) data were collected from 72 light infantry rifle platoon leaders
of U. S. Army. In contrast with earlier research, both contingent reward and
transformational leadership of the platoon leader equally predicted performance. Results
with the platoon sergeant were more in line with prior research. By articulating clear
standards and expectations for performance and showing recognition to platoon
members for specific milestones achieved, platoon leaders may establish a basis for
working together that prepares the unit to function in an environment where knowing
what to do, when to do it and with whom is essential to successful performance. It is
also interesting to note that the sergeants transforma tional leadership was more
predictive of unit performance than the platoon leaders transformational leadership,
although this difference was not significance. There are several plausible explanations
for this result. First, sergeants in the U. S. Army typically have more daily contact with
platoon members and would likely have a greater effect on platoon members training
and perhaps their overall performance. Second, sergeants typically have greater tenure
in the Army than platoon leaders, as well as more experience in combat. In
combination, this may result in sergeants receiving greater respect from members of the
platoon and, in turn, having more of an impact on the platoons performance. Third,
sergeants come up through the ranks and members of the pla toon may have identified
with them more easily as compared with the platoon leader, increasing their motivation
to perform at the Joint Readiness Training center. Finally, sergeants are given more
authority to act in todays U. S. Army as compared with the past; also potentially
contributing to how predictive the sergeants leadership was of unit performance.
Hetland and Sandal (2003) a sample of 100 mid-level Norwegian managers

employed in five different companies and their followers participated in this survey.
The results of this study yielded substantial support for the superiority of
transformational leadership practices in Norwegian organizations. Across the five
companies participating in the study, both private and public, transformational
leadership showed strong and consistent links with the three outcome variables,
independent of whether subordinates or superiors made the ratings.
Judge and Piccolo (2004) explained that transformational leadership correlates

with individual- and team-level job performance.
54
A number of studies have suggested that transformational leadership has a

profound positive influence on subordinates effort and satisfaction. This positive
influence has been observed in a variety of contexts including that of health care ,
commerce, military and education (Podsakoff et al., 1990 and Hoover, 1991).
Other studies have indicated a positive effect on subordinate performance

(Howell and Frost, 1989) particularly in a group or team situation (Avolio et al., 1988;
Barling e t a l., 1996; Den Hartog et al., 1997).
Transformational leadership has been linked with enhanced individual

commitment to the group or organization (Bycio et al., 1995 and Barling et al., 1996).
Detert and Burris (2007) provided that transformational leadership pre dicted job
performance at the unit level.
Agusthina et al. (2012) found that in his research there is positive significant
founded among transformational leadership style with employee performance that
indicated with path positive coefficient. That can be seen from value of standardized
regression weight as big as = 0.185.
Min et al. (2012) found that revealed associations between transformational

leadership and task performance (g= 0.85, p <.001).
From the above studies, it can be said that the transformational leadership has
positive influence toward individual, team and unit level among different disciplines.
2.5.4 Innovative behavior and Job performance
Kanter (1988) stated that innovative behavior is bound to especially challenging

and complex tasks enfolding a broad variety of cognitive and social activities, such as
generating, promoting, discussing, modifying and ultimately implementing creative
ideas.
Amabile (1996) found that the creativity component of innovative behavior

refers to generating novel responses that are useful in dealing with the task at hand.
Miron et al. (2004) found that innovative performance and performance quality
and efficiency are positively correlated.
55
Yuan and Woodman (2010) provided that there is empirical support for expected
positive performance outcomes being positively related to innovative behavior.
From the above studies, it can be concluded that the innovative behavior has
positive correlation with job performance.
56
3. METHODOLOGY
The study was conducted during the year 2012-2013 on the extension personnel
of Karnataka State Department of Agriculture (KSDA) and University of Agricultural
Sciences (UAS), with the main objective of analyzing the influence of transformational
leadership and innovative behavior on job performance of officers and scientists of
KSDA in Dharwad district and UAS, Bangalore and UAS, Dharwad who were in the
middle and lower level management positions.
The research methods and procedures followed in conducting the study are
described under the following major heads.
3.1 Population for the study
3.2 Selection of the sample
3.3 Research design
3.4 Variables and measurement
3.5 Procedure of data collection
3.6 Statistical analysis
3.1 Population for the study
Population for the study was extension personnel of Karnataka State Department
of Agriculture (KSDA) and University of Agricultur al Sciences, who occupied the
middle and lower level management positions in Karnataka state.
3.2 Selection of the sample
There were four Universities of Agricultural Sciences, two of them were

selected purposively from Karnataka state namely University of Agricultural Sciences,
Bangalore and University of Agricultural Sciences, Dharwad. Out of 284 extension
scientists of universities of agricultural sciences, 35 per cent were of the extension
personnel, were selected by accidental meeting technique. The total sample consisted of
100 extension scientists.
57
Similarly, among the 19 districts, Dharwad district was selected purposively

from Karnataka state. Out of 171 Agricultur al officers of the KSDA, 58.00 per cent
were of the extension personnel, were selected by accidental meeting technique.
The total sample consisted of 100 extension officers.
The total number of extension personnel was 200 selected by accidental meeting
technique which formed the sample size.
3.3 Research design
The main objective of the study was to determine the influence of

transformational leadership and innovative behavior on job performance of extension
personnel. The study was conducted by ex-post-facto research approach.
3.4 Variables and measurement
For present study, selected demographic characteristics, experience, in-service

training, Information seeking behavior, transformational leadership, innovative behavior
and job performance were the variables.
The variables selected and their empirical measurement procedures adopted are
as follows.
Sl. No Variables Measurement
A. Dependent variables
1. Job performance Scale developed by Kiran (2007)
B. Independent variables
1. Gender Categorization into Male and Female
2. Age Chronological age in completed years
3. Education Scoring procedure followed by

Chandargi (1996)
4. Experience Total number of years served

58
5. In-service training Procedure followed by Mohan (2000)
6. Information seeking behavior Procedure developed by Rath (1992)
7. Transformational leadership Scale developed for the study
8. Innovative behavior Scale developed for the study
3.4.1 Independent variables
For the present study, selected demographic characteristics, experience, in-

service training, Information seeking behavior, transformational leadership and
innovative behavior were the independent variables.
Personal schedule was used to collect information from the extension personnel
of Karnataka State Department of Agricultur e (KSDA) and University of Agricultural
Sciences (UAS).
3.4.1.1 Age
Age was referred to the chronological age of the respondents in completed years
at the time of investigation.
SI. No Category Age (in years)
1 Young Below 35
2 Middle 35 50
3 Old Above 50
3.4.1.2 Gender
Gender is the classification of individual based on the biological differences as

male and female.
SI. No Category Score
1 Male 1
2 Female 2
59
3.4.1.3 Education
Education was operationalized as the extent of formal education undergone by

the respondents. One score for each year of formal education was given to quantify
education. Further , the respondents were categorized based on procedure followed by
Chandargi (1996), which is given below.
SI. No Category Score
1 Diploma 15
2 B.Sc. 16
3 M. Sc. 18
4 Ph. D 21
5 Ph. D + Additional qualification/s 22
3.4.1.4 Total experience
Total experience refers to the number of completed years of service of the

respondent in the university/agriculture department. It was quantified by giving one
score for each year of service.
Further, extension personnel were classified into three groups based on mean
and standard deviation.
Category Score
High ( + SD)
Medium ( SD)
Low ( - SD)
3.4.1.5 In-service training
In-service training was operationalized as acquisition of knowledge and skills by

the extension personnel. For the purpose of rational analysis a score of one was assigned
to each of training received by extension personnel of Karnataka State Department of
Agriculture (KSDA) and University of Agricultura l Sciences (UAS). Moreover, training
60
duration quantified by given one score for each day of in-service training. Further, total
of in-service training was calculated by summing up the training received score and
training duration score of each of the respondent.
Category Score
High ( + SD)
Medium ( SD)
Low ( - SD)
3.5.1.6 Information seeking behavior
Information seeking behavior was operationalized as the extent to which the

respondents used different mass media for acquiring the information on extension
personnel of Karnataka State Department of Agriculture (KSDA) and the University of
Agricultura l Sciences (UAS). The procedure followed by Rath (1992) was used for
empirical quantification of this variable. The description of the items and scoring
procedure is given below.
Items Score
1. Mass media
News paper
i. Read daily 2
ii. Read occasionally 1
iii. Never read 0
Radio
i. Listened regularly 2
ii. Listened occasionally 1
iii. Never listened 0
61
Items Score
Television
i. Viewed regularly 2
ii. Viewed occasionally 1
iii. Never Viewed 0
Farm magazines and other publication
i. Read daily 2
ii. Read occasionally 1
iii. Never read 0
Internet
i. Explore daily 2
ii. Explore occasionally 1
iii. Never explore 0
2. Personal cosmopolites
i. superiors out of department 2

ii. superiors in department 1
iii. friend in department 0
The scores obtained by respondents on all the above items were summed up to
obtain the Information seeking behavior score.
Category Score
High ( + SD)
Medium ( SD)
Low ( - SD)
62
3.4.1.7 Transformational leadership scale
The Transformational leadership refer to person who focus on effecting change

in organizations through demonstration ethical behavior, high communication skills,
thoughtful risk-sharing, conceder the difference of others and has a commitment to the
organizations vision.
The Transformational leadership of respondents was measured by

Transformational leadership scale. The scale was developed by the researcher to
measures four dimensions of Transformational leadership namely idealized influence,
individualized consideration, inspirational motivation and intellectual stimulation.
The Transformational leadership scale consisted 90 statements for all

dimensions. Each statement has 5 alternatives answers viz always, most of the times,
sometimes, rarely and never with scoring of 5, 4, 3, 2 and 1, respectively. There are 65
positive statements and 25 negative statements. The negative statements were reversely
scored. The score range s from 90 to 450.
The categorization of the extension personnel under Transformational leadership

scale is as follows:
Category Score
High Above 360
Medium 180- 360
Low Below 180
3.4.1.7.1 Reliability
The reliability of the scale was established by split-half method and Alpha
method. The split-half reliability of the inventory was 0.88 and was significant at 0.01
level. The Cronbach's Alpha ratio was 0.93 and was considered highly acceptable.
3.4.1.8 Innovative behavior scale
The innovative behavior refers to person who seeking out new ideas,
championing ideas at work and convince of others for the implementation of ideas.
63
The innovative behavior of respondents was measured by innovative behavior

scale. The scale was developed by the researcher to measure two dimensions of
innovative behavior namely teaching role and managerial role.
The innovative behavior scale consisted 32 statements for two dimensions. Each
statement has 5 alternatives answers viz always, most of the times, sometimes, rarely
and never with scoring of 5, 4, 3, 2 and 1, respectively. There are 17 positive statements
and 15 negative statements. The negative statements were reversely scored. The score
ranges from 32 to 160.
The categorization of the extension personnel under innovative behavior scale is

follows:
Category Score
High Above 128
Medium 65- 128
Low Below 65
The reliability of the scale was established by split-half method and Alpha
method. The split-half reliability of the inventory was 0.71 and was significant at 0.01
level. The Cronbachs Alpha ratio was 0.82 and was considered highly acceptable.
3.4.2 Dependent variable
3.4.2.1 Job performance
In this study, job performance was operationalized as the degree to which the
different job duties (activities) were performed by the respondents as the occupants of
the post. The job performance of Extension Officers was measured by using the scale
developed by Kiran (2007) considering the self -rating technique with some
modifications. The scale consisted of 19 job statements on a five point continuum
namely always, most of the times, sometimes, rarely and never, with score 5, 4, 3, 2 and
1, respectively. There are 17 positive statements and 2 negative statements.
64
The maximum and minimum scores that could be obtained by an extension officer were
95 and 19, respectively.
Further, the respondents were classified into three categories based on mean and
standard deviation as follows.
Category Score
High Above 76
Medium 38 - 76
Low Below 38
The reliability of the scale was established by Cronbachs Alpha.

The Cronbachs Alpha ratio was 0.72 and was considered highly acceptable.
3.5 Procedure of data collection
The heads of selected Karnataka state department of agriculture (KSDA) were

contacted and permission was taken for the study. The heads of (KSDA) departments
was requested to attend monthly meetings to get needed data from the extension
personnel.
To establish good rapport with the extension personnel, introduction was given
about the objectives of the study, importance of their cooperation and their sincere
response.
The questionnaire booklet consisting of demographics, transformational

leadership scale, innovative behavior scale and job performance scale was distributed to
the extension personnel during meetings.
The necessary instructions were given to extension personnel on mode of

answering the statements and necessary clarification was made whenever extension
personnel raised doubt while answering each item of the questionnaire. The extension
personnel were given enough time to answer all the questions.
65
The time taken by the extension personnel to given responses to all the items of
questionnaire was between 30 and 50 minutes. The completed questionnaires were
collected from the respondents at the end of the meeting days.
Similarly, the heads of selected (UASs) departments were contacted and

permission was taken for the data collection from extension personnel. The selected
exte nsion personnel were contacted in their offices and requested to spare time to get
their responses. The questionnaire booklet consisting of demographics, transformational
leadership scale, innovative behavior scales and job performance scale with instructions
was distributed to the extension personnel of UAS Dharwad and Bangalore.
Further more, 75 questionnaires were posted to extension personnel who are

working in Krishi Vigyan Kendras (KVKs) of UASs, Bangalore and Dharwad.
3.6 Statistical analysis
The following statistical tests were used to analyze data.
3.6.1 Frequencies and percentages
The analysis of frequency and percentage was used to interpret the personal
characteristics, status of transformational leadership, innovative behavior and job
performa nce of respondents.
3.6.2 t test
The t test of significance of mean difference was employed to see whether the
statements confirmed that each statement discriminates between the group of the
individuals who had higher level and also had the lower level. Furthermore, to see
whether the respondents level differed significantly from one another in terms of their
mean scores of level with respect to their transformational, innovative behavior and job
performance. The t value was computed by using the following formula .
S1 - S 2
t = --------------------------------
SP 2 (1/n1 + 1/n2)
66
Where,
S 1 = Mean of first series
S 2 = Mean of second series
SP 2 = Pooled variance of first and second series
(n1 1) S12 + (n2 1) S 22

= ----------------------------------
(n1 + n2 - 2)
Where,
S 12 = Variance of first series
S 22 = Variance of second series
n1 = Sample size of first series
n2 = Sample size of second series
3.6.3 Karl Pearsons correlation coefficient
Karl P earsons product mom ent correlation coefficient analysis was carried out
to assess the degree of relation between the transformational leadership, innovative
behavior, demographic variables and job performance.
3.6.4 Regression analysis
This analysis was carried out to determine the combined influence of

independent variables in explaining the variation in the dependent variable and to
identify the variables which contributed significantly towards the variation in the
dependent variable.
3.6.5 Factor analysis
To know the highest factor loading of each statement of factor in relation to

other factors. The score of 94 extension personnel on 90 statements of transformational
leadership and the score of 99 extension personnel on 32 statements of innovative
behavior scales were subjected to SPSS Version 16, Varimax rotated factor analysis
program to find out factor of each item under each dimension of transformational
leadership scale and innovative behavior scale.
67
4. RESULTS
The results of the study entitled The Impact of Transfor mational Leadership and
Innovative behavior on Job P erformance of Extension P ersonnel are presented on the
following subheadings.
4.1 Development of transformational leadership scale
4.2 Development of innovative behavior scale
4.3 Level of selected demographic characteristics of extension personnel
4.4 Level of transformational leadership among extension personnel
4.5 Level of innovative behavior among extension personnel
4.6 Level of job performance among extension personnel
4.7 Difference of extension personnel on dimensions of transformational leadership
4.8 Difference of extension personnel on dimensions of innovative behavior
4.9 Relationship between independent variables and job performance and extension
personnel
4.10 Contribution of selected independent variables towards job performance of

extension personnel.
Transformational leader is a person who defines and relates a vision, uses power
primarily for self-aggrandizement, has higher morality, ethical, integrity, solidarity and
behavior standard in front of their followers, that let the followers feel trust, admire,
loyalty and respect toward leader, help followers to grow, increase awareness of what
was right and important, work together for change organization. Therefore,
transformational leadership has positive potentiality to achieve higher performance.
68
Initially, there were 178 statements, consisted of 116 positive and 62 negative
statements, were adjudged by 45 judges who were specialized in the field of education,
management and extension education, for relevancy test of each statement.
The relevancy index of each statement was from 68.29 to 100.
The statements which had the relevancy index of 70 and above were selected.
Out of 178 statements, 174 statements were selected and relevancy index of each of the
selected statements ranged between 70 and 100.
Out of 174 statements, 60 statements were false -keyed (reversely scored)

while 114 statements were true-keyed (directly scored). Each statement rated on
5 point scale (i.e. always/most of the times/sometimes/rarely/never).
The following table depicts an account of the items constituting various

dimensions of the scale.
Number of items
Dimensions of scale
True -keyed False-keyed
Idealized Influence 34 24
Individualized Consideration 33 15
Inspirational Motivation 29 16
Intellectual Stimulation 18 5
Total 114 60
4.1.1 Sample for standardization of the scale
In order to determine the applicability and homogeneity of statements, the

prepared schedule consisted of 174 statements were administered on 109 extension
personnel of both State Department of Agriculture (SDA) and University of
Agricultura l Sciences (UAS) by accidental meeting technique. Out of 109 extension
personnel, only 94 gave responses to all the statements.
69
4.1.2 Selection of statements of the idealized influence by coefficient of

correlation
The data of 94 extension personnel of both Karnataka State Department of

Agriculture (KSDA) and University of Agricultural Sciences (UAS) were subjected to
correlation analysis and the result presented as following;
The results of Table 1 exhibited coefficient of correlation of each statement of

idealized influence dimension. The coefficient of correlation of all 58 statements with
idealized influence was significant at least at 0.05 level. The coefficients of correlation
of these statements were ranged between 0.24 and 0.71. All the statements were retained
in scale.
Similarly, the result of Table 1 demonstrated significant coefficient of

correlation between each statement of idealized influence dimension and the scale. The
coefficient of correlation of all 58 statements, were significant at least at 0.05 level.
These statement/s coefficient of correlation ranged between 0.27 and 072. Therefore,
these all 58 statements were selected for the idealized influence dimension of
transformational leadership scale for further analysis.
4.1.3 Selection of statements by factor analysis for idealized influence
The selected 58 statements on basis of coefficient of correlation were subjected

to principal component analysis with Varimax rotation.
The result of the Table 1 exhibited the principal component analysis with
varimax rotation and forced solution of idealized influence dimension of
transformational leadership. The results revealed the values of factor loading ranged
from 0.31 to 0.86. The statements having factor loading 0.5 and above were selected for
idealized influence dimension. On the basis of this criterion, 34 statements were
selected for idealized influence dimension of transformational leadership scale for
further analysis.
70
Table 1. Factor loading with varimax rotation and coefficient of correlation between each
statement of idealized influence with its dimension and also with the scale
(n=94)
Transfor
Sl. Idealized mational Factor
Statements
No. influence leadership loading
scale
1. I tell the truth (+) 0.31** 0.30** 0.54
I look for principle of ethics behind others
2. 0.38** 0.42** 0.75
decisions (+)
3. I fulfill what I have promised (+) 0.32** 0.36** 0.73
4. I present expenses of budget of extension program 0.46** 0.47** 0.55

in an open way (+)
5. I demonstrate the same priorities that I describe 0.46** 0.46** 0.47 NS

(+)
I manipulate expenses of extension program
6. 0.43** 0.43** 0.57
illegally (-)
7. I make fun of others mistakes (-) 0.56** 0.55** 0.62
I attempt to risk others to protect myself in work
8. 0.53** 0.54** 0.42 NS
matters (-)
9. I make eye contact while speaking to others (+) 0.44** 0.43** 0.44 NS
10. I address staff members by their names (+) 0.37** 0.42** 0.72
I respect personal rights of my colleagues in
11. 0.52** 0.53** 0.69
workplace (+)
12. I appreciate colleagues hard works (+) 0.44** 0.48** 0.82
13. I give equal chance to staff to speak in meeting 0.54** 0.56** 0.32 NS
(+)
14. I arrive to work on time (+) 0.37** 0.47** 0.44 NS
15. I complete my tasks in target time frame (+) 0.60** 0.60** 0.81
16. I walk away when someone is talking to me 0.60** 0.60** 0.81
I fail to keep extension personnel updated on
17. 0.45** 0.45** 0.44 NS
latest information (-)
18. I make decisions after problems become chronic 0.46** 0.47** 0.48 NS
(-)
19. I blame others for their mistakes in public (-) 0.28** 0.39** 0.86
I avoid to present colleagues achievements at
20. 0.41** 0.61** 0.80
official meetings (-)
Contd..
71
Transfor
Statements leadership
No. influence loading
scale
21. I dominate conversations with others (-) 0.39** 0.39** 0.48 NS
22. I tend to identify risks before starting project (+) 0.26** 0.42** 0.46 NS
23. I attempt to distribute impacts of risk between 0.44** 0.43** 0.83
units (+)
24. I inform other about all important matters that 0.28** 0.28** 0.48
effect extension program (+)
25. I clearly explain idea about risk impacts (+) 0.39** 0.46** 0.36 NS
26. I involve team members in decision making
0.56** 0.52** 0.58
process (+)
27. I encourage colleagues to expresses their opinion 0.56** 0.52** 0.41 NS
(-)
28. I take decisions alone in team work (-) 0.45** 0.45** 0.74
29. I attempt to create big win in short time (-) 0.45** 0.45** 0.50
30. I repeat same mistakes (-) 0.46** 0.46** 0.67
31. I try to apply new technologies in all field
0.24* 0.28** 0.59
demonstrations (-)
32. I express gratitude clearly even for small acts (+) 0.71** 0.71** 0.82
33. I give colleagues up-dated information (+) 0.71** 0.71** 0.80
34. I try to discover training opportunities to improve
0.58** 0.57** 0.64
other skills (+)
35. I allow colleagues offering different points of
0.54** 0.54** 0.48 NS
view (+)
36. I give equal training opportunities to all staff (+) 0.54** 0.56** 0.41 NS
37. I publish reports about unit performance (+) 0.52** 0.52** 0.44 NS
38. I keep personal conversation in confidence (+) 0.52** 0.53** 0.79
39. I provide the information which all needed to
0.50** 0.50** 0.62
accomplish colleagues tasks (+)
40. I break work discipline (-) 0.42** 0.41** 0.48 NS
41. I tries to hide details of annual budget (-) 0.62** 0.63** 0.44 NS
42. I try to limit other training opportunities (-) 0.62** 0.62** 0.43 NS
43. I attempt to cover my mistakes (-) 0.44** 0.44** 0.68
Contd..
72
Transfor
No. influence loading
scale
44. I spread silly gossips about colleagues
0.58** 0.57** 0.62
achievement (-)
45. I encourage colleagues to participate in the
0.60** 0.65** 0.47 NS
formulation of organizations vision (+)
46. I clearly describe expectation of future problems 0.62** 0.60** 0.70
(+)
47. I try to make required resources available to 0.62** 0.56** 0.80
accomplish team task (+)
48. I try to involve colleague in all phases of strategic
0.55** 0.64** 0.65
planning (+)
49. I identifies long-term objectives (+) 0.67** 0.67** 0.70
50. I communicate vision of the future often (+) 0.67** 0.67** 0.40 NS
51. I develop annual plan for program activities (+) 0.58** 0.68** 0.31 NS
52. I provid e opportunity for others to commit to the 0.59** 0.58** 0.39 NS
vision publicly (+)
53. I guide others for making decisions (+) 0.63** 0.64** 0.45 NS
54. I clarify the roles that each staff member should
0.63** 0.63** 0.49 NS
play (+)
55. I avoid build cons ensus for shared goals (-) 0.46** 0.47** 0.70
56. I neglect to develop annual plan activities to 0.71** 0.72** 0.47 NS
extension workers (-)
57. I fail to help colleagues to solve problems (-) 0.71** 0.72** 0.70
58. I miss to develop short-time objectives (-) 0.67** 0.67** 0.70
* Significant at 0.05 level

** Significant at 0.01 level
NS- Non significant

73
4.1.4 Selection of statements by criterion groups t-test analysis
The results of Table 2 notified criterion groups t-values. The results denoted that
the t- value of each statement was between 0.66 and 12.33. The statements having
significant at 0.05 level were selected. On the basis of this criterion, out of 34
statements, 30 statements were selected. Therefore, 30 statements were included in
idealized influence dimension.
4.1.5 Selection of statements by coefficient of correlation of the individualized

consideration

individualized consideration dimension. The coefficient of correlation of all 48
statements with individualized consideration was significant at least at 0.05 level.
The coefficients of correlation of these statements were ranged between 0.21 and 0.70.
All the statements were retained in scale.
Similarly, the results of Table 3 demonstrated signified coefficient of correlation

between each statement of individualized consideration dimension and the scale.
The coefficient of correlation of all 48 statements, were significant at least at 0.05 level.
These statements coefficient of correlation ranged between 0.33 and 0.70. Therefore,
all these 48 statements were selected for the individualized consideration dimension of
4.1.6 Selection of statements by factor analysis for individualized consideration

The results of the Table 3 exhibited the principal component analysis with
varimax rotation and forced solution of individualized consideration dimension of
0.33 to 0.87. The statements having factor loading 0.5 and above were selected for the
individualized consideration dimension. On the basis of this criterion, 30 statements
were selected for individualized consideration dimension of transformational leadership
scale for further analysis.
74
Table 2. Criterion groups t-value of each item of Idealized influence dimension
(n=94)
Sl. Gp (1) Gp (2)
No. Statements n= 25 t-value
n= 25
4.48 4.20
1. I tell the truth (+) 2.06*
(0.51) (0.41)
I look for principle of ethics behind others 4.40 3.60
2. 3.57**
decisions (+) (0.65) (0.82)
4.52 4.12
3. I fulfill what I have promised (+) 2.82*
(0.51) (0.60)
I present expenses of budget of extension 4.56 3.60
4. 3.36**
program in an open way (+) (0.65) (1.35)
I manipulate expenses of extension program 4.96 4.16
5. 4.17**
illegally (-) (0.20) (0.85)
4.40 3.52
6. I make fun of others mistakes (-) 3.36**
(0.96) (1.08)
4.60 3.64
7. I address staff members by their names (+) 1.66NS
(0.50) (0.91)
I respect personal rights of my colleagues in 4.84 3.72
8. 6.06**
workplace (+) (0.47) (1.37)
4.92 4.00
9. I appreciate colleagues hard works (+) 4.92**
(0.28) (1.26)
3.72 3.12
10. I complete my tasks in target time frame (+) 2.68*
(1.31) (0.88)
4.80 3.44
11. I walk away when someone is talking to me (-) 5.76**
(0.41) (1.16)
4.48 3.32
12. I blame others for their mistakes in public (-) 8.50**
(0.87) (0.99)
I avoid to present colleagues achievements at 2.04 2.24
13. 2.71*
official meetings (-) (1.31) (1.01)
I attempt to distribute impacts of risk between 4.68 3.72
14. -0.130NS
units (+) (0.56 (1.06)
I inform other about all important matters that 4.76 3.84
15. effect extension program (+) 4.89**
(0.52) (0.85)
I involve team members in decision making 4.20 3.08
16. 3.61**
process (+) (1.29) (1.32)
4.92 4.08
17. I take decisions alone in team work (-) 2.27*
(0.28) (0.86)
4.92 3.96
18. I attempt to create big win in short time (-) 1.84*
(0.28) (1.06)
Contd.
75
Sl. Gp (1) Gp (2)

Statements t-value
No. n= 25 n= 25
4.72 3.80
19. I repeat same mistakes (-) 4.57**
(0.54) (1.00)
I try to apply new technologies in all field 4.84 3.88
20. -3.82**
demonstrations (-) (0.47) (0.93)
I express gratitude clearly even for small 4.20 2.76
21. acts (+) 12.33**
(1.63) (1.05)
4.88 4.08
22. I give colleagues up-dated information (+) 4.4**3
(0.33) (1.19)
I try to discover training opportunities to 4.88 3.84
23. 3.46**
improve other skills (+) (0.44) (1.18)
4.52 4.12
24. I keep personal conversation in confidence (+) 4.52**
(0.51) (0.60)
I provide the information which all needed to 4.56 3.60
25. 6.54**
accomplish colleagues tasks (+) (0.65) (1.35)
4.92 4.28
26. I attempt to cover my mistakes (-) 1.21 NS
(0.28 (0.61)
I spread silly gossips about colleagues 4.96 4.32
27. 6.69**
achievement (-) (0.20) (0.95)
I clearly describe expectation of future 4.84 3.72
28. 5.15**
problems (+) (0.47) (1.37)
I try to make required resources available to 4.92 4.00
29. accomplish team task (+) 4.67**
(0.28) (1.26)
I try to involve colleague in all phases of 4.80 3.72
30. 3.07**
strategic planning (+) (0.82) (1.28)
4.16 3.76
31. I identifies long-term objectives (+) 6.58**
(1.18) (0.93)
2.04 2.24
32. I avoid build consensus for shared goals (-) 0.66 NS
(1.31) (1.01)
4.84 4.08
33. I fail to help colleagues to solve problems (-) 2.62*
(0.37) (0.86)
4.68 3.72
34. I miss to develop short-time objectives (-) 4.00**
(0.56 (1.06)

NS- Non significant

76
statement of individualized consideration with its dimension and also with the
scale
(n=94)
Transfor
Sl. Individualized mational Factor
No. consideration loading
scale
1. I involve others in making decisions that 0.32** 0.33** 0.58
affect them (+)
I get clarification from my supervisor
2. 0.57** 0.57** 0.71
about delegated work (+)
I try to involve in assessment of training
3. 0.64** 0.65** 0.67
needs (+)
4. I provide opportunities for staff members 0.57** 0.64** 0.41 NS
to involve in new tasks (+)
I look for delegating to accomplish our
5. 0.65** 0.66** 0.73
target assignments (+)
6. I try to remove unnecessary controls (+) 0.65** 0.65** 0.42 NS
7. I provide advices when requested (+) 0.46** 0.51** 0.71
8. I encourage colleagues to decide by 0.44** 0.51** 0.51
themselves how do their assignments (+)
9. I fail to remove unnecessary controls (-) 0.50** 0.55** 0.43 NS
I search for the resources needed to carry
10. 0.44** 0.44** 0.79
out our new tasks (+)
11. I attempt to forbid access to technical 0.39** 0.40** 0.43 NS
information (-)
12. I delegate only when I am busy (-) 0.39** 0.39** 0.48 NS
13. I look into the eyes of speakers (+) 0.64** 0.64** 0.76
14. I express positive facial expressions (+) 0.64** 0.64** 0.87
15. I ask questions to prompt further 0.51** 0.51** 0.75
discussion (+)
16. I make the speaker feel important (+) 0.50** 0.51** 0.35 NS
I summarize the progress of the
17. 0.46** 0.55** 0.49 NS
conversation from time to time (+)
18. I listen to opposing views without 0.33** 0.34** 0.68
expressing defensiveness (+)
I look at my watch when colleagues are
19. 0.43** 0.44** 0.77
speaking (-)
20. I change the subject too quickly (-) 0.43** 0.49** 0.44 NS
21. I involve in official papers while others 0.43** 0.58** 0.65
are speaking (-)
22. I suggest solutions before the problem is 0.50** 0.46** 0.44
fully explained (-)
23. I forget other previous conversation (-) 0.53** 0.56** 0.48 NS
24. I devote time to train colleagues to 0.64** 0.65** 0.74
improve their extension skills (+)
Contd..
77
Transfor
Sl. Individualized mational Factor
No. Statements consideration loading
leadership
scale
I aid others to acquire necessary
25. knowledge (+) 0.64** 0.64** 0.60
26. I provide helpful career advice (+) 0.62** 0.62** 0.47 NS
27. I support extension workers in taking 0.37** 0.37** 0.40 NS
risks (+)
28. I provide resources to extension personnel 0.55** 0.59** 0.49 NS
to try new ideas (+)
I avoid to criticize others when they try
29. something new and fail (+) 0.41** 0.41** 0.66
I give others regular feedback about their
30. performance (+) 0.70** 0.70** 0.63
31. I encourage colleagues to search for 0.70** 0.70** 0.77

relevant training courses (+)
32. I encourage colleagues to make 0.61** 0.61** 0.79
presentations in meetings (+)
33. I exhibit a cold welcome to others 0.36** 0.36** 0.40 NS
34. I criticize others work (-) 0.48** 0.48** 0.40 NS
35. I try to hide technical skills (-) 0.39** 0.39** 0.54
36. I consider others as having different needs 0.21* 0.39** 0.77
(+)
37. I disclose personal information about 0.38** 0.38** 0.71
myself (+)
38. I tell jokes in informal discussions (+) 0.38** 0.41** 0.77
I listen to colleagues with great courtesy
39. (+) 0.66** 0.66** 0.62
40. I ask extension workers about their 0.66** 0.66** 0.44 NS

individual interests (+)
41. I help others to clarify their private 0.55** 0.55** 0.59
problems (+)
I express compassion toward others who
42. have low performance (+) 0.53** 0.53** 0.78
I strive to help staff members to solve
43. their private problems (+) 0.55** 0.55** 0.82
I go to colleague to provide performance
44. 0.50** 0.50** 0.59
feedback (+)
45. I fail to resolve gr ievances about 0.44** 0.49** 0.42 NS
extension personnel promotions (-)
46. I am careless towards colleagues work 0.55** 0.58** 0.74
problems (-)
I fail to keep people informed about
47. actions affecting them (-) 0.55** 0.55** 0.33 NS
48. I care only about myself (-) 0.47** 0.61** 0.49 NS

NS- Non significant

78
the t- value of each statement was between 1.00 and 6.18. The statements having
individualized consideration dimension.
4.1.8 Selection of statements of the inspirational motivation by coefficient of

correlation

inspirational motivation dimension. The coefficient of correlation of all 45 statements
with inspirational motivation was significant at least at 0.05 level. The coefficients of
correlation of these statements were ranged between 0.20 and 0.67. All the statements
were retained in scale.

between each statement of inspirational motivation dimension and the scale. The
These stateme nts coefficient of correlation ranged between 0.23 and 0.67. Therefore, all
these 45 statements were selected for the inspirational motivation dimension of
4.1.9 Selection of statements by factor analysis for inspirational motivation

varimax rotation and forced solution of inspirational motivation dimension of
transformational leadership. The result revealed the values of factor loading ranged
inspirational motivation dimension. On the basis of this criterion, 26 statements were
selected for inspirational motivation dimension of transformational leadership scale for
further analysis.
79
Table 4. Criterion groups t-value of each item of individualized consideration dimension
(n=94)
Sl. Gp (1) Gp (2)
Statements t-value
No. n= 25 n= 25
I involve others in making decisions that affect 3.60 3.16
1. 1.37 NS
them (+) (1.63) (1.14)
4.80 3.72
2. I clearly delegate tasks (+) 6.18**
(0.40) (0.84)
4.80 3.76
3. I make an assessment of the training needs (+) 5.56**
(0.40) (1.01)
I delegate proper authority to accomplish our 4.84 3.80
4. 5.47**
target activities (+) (0.37) (0.82)
4.72 4.08
5. I provide advices when requested (+) 1.90*
(0.89) (0.64)
I allow others to decide their self how do their 4.60 3.68
6. 3.57*
work (+) (0.95) (0.90)
I restricts the resources needed to carry out our 4.56 3.44
7. 3.36*
new tasks (+) (1.04) (1.42)
4.84 4.40
8. I look at the speaker (+) 2.40*
(0.80) (0.58)
0.27 4.16
9. I express positive facial expressions (+) 5.72**
(4.92) (0.69)
I ask good questions to prompt further 4.68 4.04
10. 2.97*
discussion (+) (0.55) (0.79)
I listen to opposing views without expressing 4.16 3.32
11. 3.36*
defensiveness (+) (1.34) (1.41)
I look at my watch when others are 4.6 3.52
12. 3.26*
speaking (-) (0.70) (1.29)
I involve in official papers while others are 4.48 3.60
13. 3.26*
speaking (-) (1.12) (1.22)
I devote time to train staff to improve their 4.76 3.68
14. 4.90**
management skills (+) (0.43) (0.90)
I aid staff members to find ways to acquire 4.76 3.80
15. 4.61**
necessary knowledge (+) (0.43) (0.96)
I avoid punishing people when they try 4.24 3.28
16. 3.31*
something new and fail (+) (1.33) (1.31)
I give other regular feedback about their 4.68 3.80
17. 4.45**
performance appraisal (+) (0.55) (1.00)
I encourage employees to attendance at 4.76 4.08
18. 4.57**
relevant training courses (+) (0.43) (0.86)
Contd..
80
Sl. Gp (1) Gp (2)

Statements t-value
No. n= 25 n= 25
I provide opportunities for staff to make 4.80) 4.00
19. 4.32**
presentations in meetings (+) (0.40) (1.12)
4.24 3.64
20. I try to hide technical skills (-) 1.35 NS
(1.50) (1.47)
I consider others as having different needs
21. from others (+) 4.12 3.36 2.34*
(1.39) (0.99)
I disclose personal information about 3.24 3.04
22. 0.70 NS
myself (+) (1.30) (1.27)
3.44 3.08
23. I tell jokes in informal discussions (+) 1.49 NS
(1.19) (1.38)
I listen to staff members with great courtesy 4.84 3.88
24. 4.52**
(+) (0.37) (1.13)
I help staff members to clarify their private 3. 92 3.16
25. 3.67*
problems (+) (0.70) (1.25)
I express compassion toward others who have 3.4 3.16
26. 1.00 NS
low performance (+) (1.15) (1.28)
I strive to help staff members to solve their 3.64 3.20
27. 1.58 NS
private problems (+) (1.25) (1.26)
I visit each extension workers offices to 4.12 3.36
28. 2.62*
provide performance feedback (+) (0.97) (1.11)
4.92 3.48
29. I am careless towards others work problems (-) 4.09**
(0.27) (1.69)
4.68 3. 32
30. I care only about myself (-) 3.98*
(0.90) (1.57)

NS- Non significant

81
statement of inspirational motivation with its dimension and also with the scale
(n=94)
Transfor
Sl. Inspirational mational Factor
No. Statements motivation leadershi loading
p scale
1. I attend informal events that help to build 0.44** 0.44** 0.78

team cohesiveness (+)
2. I assign specific task to others (+) 0.49** 0.49** 0.48 NS
3. I establish clear priorities (+) 0.47** 0.48** 0.65
I offer assistance to colleagues before they
4. requested (+) 0.44** 0.50** 0.71
I build a common base of agreement in team

5. before moving forward with task 0.51** 0.63** 0.44 NS
involvement (+)
I set specific standards for task achievement
6. 0.59** 0.60** 0.40 NS
(+)
7. I try to resolve problems immediately which 0.53** 0.53** 0.42 NS

disrupt the work (+)
I work hard to achieve targeted extension
8. program objectives (+) 0.67** 0.67** 0.81
9. I motivate team members to work hard to 0.67** 0.67** 0.84

achieve our program objectives (+)
I make extra effort to bring benefits for
10. 0.34** 0.35** 0.44 NS
myself (+)
11. I fail to resolve problems before disrupt our 0.47** 0.55** 0.36 NS
work (-)
12. I arrive late to meeting (-) 0.45** 0.45** 0.39 NS
13. I attempt to use organization facilities to 0.50** 0.52** 0.83

achieve my personal benefits (-)
I allow other to complete their presentation
14. 0.50** 0.55** 0.53
in meeting (+)
15. I keep everyone on teamwork by commands 0.20* 0.23* 0.81

(+)
I use research results to solve extension
16. method application problems (+) 0.31** 0.44** 0.74
17. I am genuine about what other says (+) 0.41** 0.42** 0.61
18. I ask questions to clarify idea (+) 0.43** 0.43** 0.36 NS
19. I use vague words to present my opinion (-) 0.44** 0.58** 0.45 NS
20. I avoid to ask questions in meeting (-) 0.31** 0.39** 0.77
21. I give ambiguous instructions (-) 0.51** 0.52** 0.78
22. I narrate topic/s in pleasant manner (+) 0.62** 0.64** 0.54
Contd.
82
Transfor
Sl. Inspirational mational Factor
No. Statements motivation loading
leadershi
p scale
I establish clear standard of expected
23. 0.62** 0.63** 0.63
performance (+)
24. I demonstrate a passion for excellence in 0.60** 0.61** 0.71
every aspect of work (+)
I change facial expressions to correspond with
25. 0.43** 0.43** 0.46 NS
the thoughts I am voicing (+)
26. I vary tone to keep audience interest (+) 0.57** 0.57** 0.63
27. I able to express unique stories (+) 0.57** 0.57** 0.43 NS
I encourage exceptionally high standards of
28. 0.48** 0.57** 0.42 NS
performance (+)
29. I tell boring story when I present extension 0.43** 0.49** 0.46 NS
plan (-)
I read from slides when I present extension
30. 0.32** 0.32** 0.81
issue (-)
31. I fail to vary tone to keep audience interest (-) 0.41** 0.42** 0.61
32. I fail to energize staff members to do their 0.47** 0.59** 0.36 NS
best level (-)
I help others know how to work through their
33. 0.39** 0.41** 0.47 NS
achievement (+)
34. I remind colleagues that our first priority is to 0.55** 0.56** 0.61
deliver excellent services to our client (+)
35. I am willing to make difficult decisions (+) 0.40** 0.39** 0.77
36. I forgive others mistakes (+) 0.29** 0.32** 0.66
37. I help colleagues to understand their own 0.49** 0.50** 0.66
values (+)
38. I seek unanimity around shared values (+) 0.40** 0.42** 0.45 NS
I lead discussion about values in the
39. 0.59** 0.59** 0.41 NS
orientation of new members (+)
40. I work with colleagues on weekends if they 0.41** 0.41** 0.70
need (+)
41. I take responsibility for certain employees (-) 0.29** 0.29** 0.80
42. I try to hide real reasons of decisions (-) 0.57** 0.57** 0.49 NS
43. I punish subordinates when they fail to 0.57** 0.57** 0.40 NS
accomplish their task (-)
44. I say this is worst place to work (-) 0.50** 0.50** 0.74
45. I fail to promote strong norms to work hard 0.44** 0.61** 0.71
among colleague (-)

NS- Non significant

83
the t-value of each statement was between - 0.44 and 9.03. The statements having
inspirational motivation dimension.
4.1.11 Selection of statements of the intellectual stimulation by coefficient of

correlation

intellectual stimulation dimension. The coefficients of correlation of 23 statements with
stimulation dimension was ranged between 0.11 and 0.80. The statements were
significant at least at 0.05 level were selected. On the basis of this criterion, 22
statements were selected. Therefore, these 22 statements were retained in scale.

between each statement of intellectual stimulation dimension and the scale. The
These statements coefficient of correlation ranged between 0.40 and 0.80. Therefore, all
these 22 statements were selected for the intellectual stimulation dimension of
4.1.12 Selection of statements by factor analysis for intellectual stimulation

varimax rotation and forced solution of intellectual stimulation dimension of
intellectual stimulation dimension. On the basis of this criterion, 12 statements were
selected for intellectual stimulation dimension of transformational leadership scale for
further analysis.
84
Table 6. Criterion groups t-value of each item of inspirational motivation dimension
(n=94)
Sl. Gp (1) Gp (2)
Statements t-value
No. n= 25 n= 25
I attend informal events that help to build team 3.36 2.72
1. 2.42*
cohesiveness (+) (1.14) (1.24)
4.52 3.72
2. I establish clear priorities (+) 4.00**
(0.86) (0.61)
I offer assistance to colleagues before they 4.16 3.52
3. 3.02**
requested (+) (0.82) (1.09)
I work hard to achieve targeted extension 4.72 4.00
4. 5.30**
program objectives (+) (0.28) (0.64)
I motivate team members to work hard to achieve 4.72 3.84
5. 6.05**
our program objectives (+) (0.28) (0.78)
I attempt to use organization facilities to achieve 4.80 3.80
6. 4.80**
my personal benefits (-) (0.00) (1.04)
I allow other to complete their presentation in 4.64 3.44
7. 6.10**
meeting (+) (0.38) (0.93)
4.50 3.68
8. I keep everyone on teamwork by commands (+) 2.47 *
(1.19) (1.11)
I use research results to solve extension method 4.00 3.48

9. 2.06*
application problems (+) (1.20) (0.92)
4.24 3.32
10. I am genuine about what other says (+) 3.57**
(0.93) 0.83)
4.08 3.16
11. I avoid to ask questions in meeting (+) 3.25**
(0.99) (1.20)
4.80 3.56
12. I give ambiguous instructions (-) 5.56**
(0.00) (1.16)
4.52 3.20
13. I narrate topic/s in pleasant manner (+) 6.59**
(0.55) (1.09)
I establish clear standard of expected performance 4.64 3.36
14. 5.30**
(+) (0.38) (1.18)
I demonstrate a passion for excellence in every 4.60 3.68
15. 4.68**
aspect of work (+) (0.41) (0.96)
Contd..
85
Sl. Gp (1) Gp (2)

Statements t-value
No. n= 25 n= 25
4.60 3.12
16. I vary tone to keep audience interest (+) 9.03**
(0.51) (0.79)
I read from slides when I present extension 4.28 3.24
17. 3.11**
issue (-) (1.10) (1.10)
4.76 3.68
18. I fail to vary tone to keep audience interest (-) 4.84**
(0.20) (1.05)
I remind colleagues that our first priority is to 4.72 3.68
19. 5.24**
deliver excellent services to our client (+) (0.28) (0.87)
3.76 3.40
20. I am willing to make difficult decisions (+) 1.09 NS
(1.38) (0.88)
4.24 3.60
21. I forgive others mistakes (+) 3.21**
(0.72) (0.74)
I help colleagues to understand their own values 4.64 3.64
22. 7.07**
(+) (0.38) (0.59)
I work with colleagues on weekends if they need 3.96 3.00
23. 4.82**
(+) (1.08) (0.80)
(2.28 2.44
24. I take responsibility for certain employees (-) -0.44NS
(1.24) (0.66)
4.48 3.76
25. I say this is worst place to work (-) 2.82*
(0.76) (1.14)
I fail to promote strong norms to work hard 4.76 3.60
26. 5.43**
among colleague (-) (0.20) (1.07)

NS- Non significant

86
statement of intellectual stimulation and its dimension and also with the scale
(n=94)
Transform
Sl. Intellectual ational Factor
No. Statements stimulation loading
Leadership
scale
1. I express hopes about solution of problem (+) 0.52** 0.55** 0.44 NS
I break down the problem into smaller
2. 0.47** 0.48** 0.75
components (+)
I encourage staff to generate alternative solutions
3. 0.53** 0.56** 0.43 NS
to the problem (+)
I ask questions about the problem before
4. 0.37** 0.52** 0.34 NS
considering ways of solution (+)
I stimulate colleagues to find new ways to solve
5. 0.59** 0.59** 0.69
problems (+)
I hold discussion in groups to highlight
6. 0.59** 0.59** 0.46 NS
organization strengths (+)
I create benchmarks for measuring progress of
7. 0.69** 0.68** 0.86
work (+)
8. I prepare check list of solutions a problem (+) 0.69** 0.68** 0.76
9. I create trouble for others in solving problem (-) 0.37** 0.40** 0.68
I fail to find alternative solutions for targeted
10. 0.61** 0.61** 0.77
problem (-)
I fail to involve outsiders in problem-solving
11. 0.46** 0.50** 0.43 NS
discussions (-)
I allow one party to dominate the discussion of a
12. 0.56** 0.56** 0.34 NS
problem (-)
I recommend others to follow procedures to take
13. 0.43** 0.44** 0.37 NS
decision (+)
I conduct studies to identify successful methods of
14. 0.52** 0.52** 0.39 NS
extension (+)
I try new approaches to accomplish our tasks in
15. 0.68** 0.68** 0.77
target time (+)
16. I explore recent extension approaches (+) 0.68** 0.68** 0.80
I sponsor activities that help to develop new ideas
17. 0.66** 0.66** 0.34 NS
(+)
I stimulate employees to visit each others office
18. 0.54** 0.54** 0.45 NS
to provide mutual feedback (+)
I encourage others to look at problem from
19. 0.80** 0.80** 0.68
different angles (+)
I suggest new ways to complete our assignments
20. 0.80** 0.80** 0.72
(+)
21. I encourage thoughtful risk-taking (+) 0.57** 0.57** 0.70
22. I require others to solve problem quickly (-) 0.11 NS - -
23. I fail to find new ways to solve problems (-) 0.61** 0.80** 0.79

NS- Non significant

87
The results of Table 8 notified criterion groups t-values. The results denoted
that the t-value of each statement was between 2.37 and 7.46. The statements having
signif icant at 0.05 level were selected. On the basis of this criterion, all 12 statements
were selected. Therefore, 12 statements were included in intellectual stimulation
dimension.
4.1.14 Inter-correlations among the dimensions of transformational leadership
The results of Table 9 revealed the homogeneity of the scale. The inter-
correlations among different dimensions of the scale had been found to be significantly
high. The obtained correlation values indicated high construct validity of the scale. The
correlation coefficients between the dimensions of transformational leadership scale
ranged between 0.84 and 0.99 which indicated the unidimensionality of the scale.
4.1.15 Reliability
The reliability of the scale was established by split-half method and test-retest
method administered on a sample of 40 extension personnel. The split-half coefficient
was 0.91 and was significant at level 0.01. The transformational leadership scale
internal consistency reliability (Cronbachs ) are provided for the total
transf ormational leadership scale and four dimensions across two samples namely, 94
extension personnel from outside Karnataka State and 40 extension personnel inside the
state indicated in Table 10.
The results revealed that the reliability score for extension personnel outside
Karnataka State transformational leadership scale ranged from 0.79 to 0.93 and for
extension personnel inside Karnataka State ranged from 0. 64 to 0.90.
4.1.16 Content validity
In the present study, an attempt was made to develop the transformational

leadership scale at lower level of management by behavior perspective. Each dimension
is expressed in behavioral statements. The dimensions were intellectual
stimulation, inspirational motivation, individualized consideration and idealized influence.
88
Table 8. Criterion groups t-value of each item of intellectual stimulation dimension
(n=94)
Sl. Statements Gp (1) Gp (2) t-value
No. n= 25 n= 25
I break down the problem into smaller 4. 52 3.60

1. 4.12**
components (+) (0.92) (0.71)
I stimulate people to find new ways of 4.88 3.68

2. 5.36**
approaching problems (+) (0.33) (1.03)
I create benchmarks for measuring progress of 4.52 3.20

3. the problem solution (+) 6.67**
(0.87) (1.08)
I create trouble for others in solving problem 5.00 4.44

4. (-) 2.58*
(0.00) (1.08)
I fail to find alternative solutions for target 4.56 3.64

5. 2.37*
problem (-) (1.12) (1.32)
I conduct studies to identify successful 4.80 3.72

6. methods of extension (+) 6.26**
0.41) (0.68)
4.92 3.68
7. I explore new extension approaches (+) 7.46**
(0.28) (0.85)
I test new approaches for achieving objectives 4.68 3.56

8. 5.76**
(+) (0.48) (0.87)
I encourage others to look at problems from 4.96 3.68

9. many different angles (+) 7.59**
(0.20) (0.80)
I suggest new ways to complete our 4.84 3.72

10. 6.72**
assignments (+) (0.37) (0.79)
4.52 3.28
11. I encourage thoughtful risk-taking (+) 5.32**
(0.77) (0.94)
I fail to provide opportunity to find new ways 5.00 3.72

12. to solve problems (-) 4.67**
(0.00) (1.37)
* Signific ant at 0.05 level

NS- Non significant

89
Table 9. Inter-correlations among the subscales of transformational leadership scale
(n=94)
Intellectual Inspirational Individualized Idealized

Dimensions stimulation motivation consideration influence
r r r r
Intellectual stimulation
dimension
Inspirational motivation 0.98**

dimension
Individualized
0.98** 0.99**
consideration dimension
Idealized influence
0.98** 0.96** 0.97**
dimension
Transformational
0.86** 0.90** 0.89** 0.84**
leadership scale

90
Table 10. Internal consistency estimates (Cronbachs ) of transformational leadership of

extension personnel of outside and inside Karnataka state
Outside: (n=94), Inside: (n = 40)
Dimension Outside Inside Mean
Total Transformational leadership 0.93 0.90 0.91
Intellectual stimulation dimension 0.82 0.78 0.80
Inspirational motivation dimension 0.81 0.64 0.72
Individualized consideration dimension 0.83 0.70 0.76
Idealized influence dimension 0.79 0.72 0.75

91
The dimension was expressed in 178 statements. Each behavioral statement was judged
by 45 experts. The judges were requested first to read the operational definition of each
attribute and then evaluate each statement on three alternative answers viz., not relevant,
relevant and very relevant. The judges were also requested to make necessary
modification, addition or deletion of statement/s. The level of relevancy of each
statement and percentage of each statement confirm the content validity of the scale.
The degree of relevancy of each statement was calculated and it was between
68.29 and 100. The statements which had relevancy index above than 70 % were
selected. Out of 178 statements 174 were selected on criterion of highest perceived
relevancy. The degree of relevancy of each selected statement was between 70 and 100.
4.1.17 Overall summary
On the whole transformational leadership scale , internal consistency was found

to be more than 0.70, factorial validity for all the statements of each dimension was
more than 0.50 and inter-dimensional homogeneity of four dimensions of
transformational leadership scale correlated highly.
Kheng et al. (2013) defined innovative behavior as an employees action

directed at the generation, application and implementation of novelty ideas, products,
processes and methods to his or her job position, departmental unit, or organization.
Examples of such behavior include seeking out new technologies, recommending new
strategies to achieve goals, applying new work methods and procuring support and
resources to implement novelty ideas.
Initially, there were 50 statements consisted of 28 positive and 22 negative

statements. These were adjudged by 45 judges who were specialized in the field of
education, management and extension education, for relevancy test of each statement.
The relevancy index of each statement was ranged from 70.00 to 100.00.
The statements which had the relevancy index of 70.00 and above were selected.
All statements were selected and relevancy index of each of the selected statements
ranged between 70.00 and 100.00.
92
Out of 50 statements, 22 statements were false-keyed (reversely scored) while

28 statements were true-keyed (directly scored). Each statement was rated on 5 point
scale (i.e. always/most of the times/sometimes/rarely/never).
Number of items
Dimensions of scale
True -keyed False-keyed
1. Teaching role 14 8
2. Mana gerial role 14 14
Total 28 22
4.2.1 Sample for standardization of the scale
In order to determine the applicability and homogeneity of statements, the

prepared schedule consisted of 50 statements were administered on 102 extension
personnel of both State Department of Agriculture (SD A) and University of
Agricultura l Sciences (UAS) by accidental meeting technique. Out of 102 extension
personnel, only 99 had given responses to all the statements.
4.2.2 Selection of statements of the teaching role by coefficient of correlation
The data of 99 extension personnel of both Karnataka State Department of

Agriculture (KSDA) and University of Agricultur al Sciences (UAS) were subjected to
correlation analysis and the results are presented as follow s;

teaching role dimension. The coefficient of correlation of all 22 statements was
significant at least at 0.05 level. The coefficients of correlation of these statements were
ranged between 0. 25 and 0.52. All the statements were retained in scale.
Similarly, the results of Table 11 demonstrated coefficient of correlation

between each statement of teaching role dimension and the scale. The coefficient of
correlation of all 22 statements, were significant at least at 0.05 level. These statements
ranged between 0.27 and 0.55. Therefore, all these 22 statements were selected for the
teaching role dimension of innovative behavior scale for further analysis.
93
statement of teaching role and its dimensions with also with the scale
(n=99)
Innovative
Sl. Statements Teaching behavior Factor
No. role loading
Scale
I have vision to frame outcomes of education
1. 0.51** 0.51** 0.67
plan (+)
2. I develop only short education plan (-) 0.36** 0.45** 0.60
3. I refuse accepting modern teaching methods (-) 0.38** 0.43** 0.45 NS
4. I promote recent practices which are profitable (+) 0.51** 0.51** 0.72
I use a single teaching method to change others
5. 0.52** 0.52** 0.74
attitude (-)
6. I link training with other outside experience (+) 0.33** 0.33** 0.72
7. For deliver single idea I apply demonstration (-) 0.25* 0.33** 0.29 NS
8. I focus only on positive outcome of teaching 0.31** 0.31** 0.32 NS

methods (-)
9. I try to be with positive people (+) 0.38** 0.38** 0.88
10. I spend time to think how to improve education 0.38** 0.47** 0.56
outcome (+)
11. I use traditional teaching methods (-) -0.44** 0.49** 0.51
12. I ask others to evaluate my work periodically (+) 0.38** 0.38** 0.65
I use only one teaching method to achieve targeted
13. 0.52** 0.55** 0.78
objective (-)
14. I use open questions to encourage new ideas (+) 0.34** 0.40** 0.56
I apply colors in teaching aids to increase audience
15. 0.36** 0.36** 0.60
attention (+)
I generate original solutions for educating
16. 0.36** 0.36** 0.39 NS
problems (+)
17. I apply traditional approaches to execute tasks (-) 0.39** 0.43** 0.62
I use logical approach to convince others to accept
18. -0.45** 0.27* 0.19 NS
recent practices (-)
19. I use drama as teaching method (+) -0.43** 0.35** 0.51
20. I tell funny stories to audience (+) -0.40** 0.35** 0.70
21. I use e-mail to seek consult from experts (+) 0.38** 0.38** 0.73
I adopt Logical Framework Matrix for planning
22. 0.38** 0.38** 0.67
(+)

NS- Non significant

94
4.2.3 Selection of statements by factor analysis for teaching role

varimax rotation and forced solution of teaching role dimension of innovative behavior.
The results revealed the values of factor loading ranged from 0.19 to 0.88. The
statements having factor loading 0.50 and above were selected for teaching role
dimension. On the basis of this criterion, 17 statements were selected for teaching role
dimension of innovative behavior scale for further analysis.
The results of Table 12 notified criterion groups t- values. The results denoted
teaching role dimension.
4.2.5 Selection of statements of the managerial role dimension by coefficient of

correlation
The results of Table 13 exhibited coefficient of correlation of each statements of

managerial role dimension. The coefficient of correlation of 28 were ranged between
0.25 and 0.68 the statements were significant at least at 0.05 level were selected. On the
basis of this criterion, 28 statements were selected. Therefore, these 28 statements were
retained in the scale.
Similarly, the result of Table 13 demonstrated coefficient of correlation between

each statement of managerial role dimension and the scale. The coefficient of
correlation of all 28 statements, were significant at least at 0.05 level. These statements
ranged between - 0.25 and 0.58. Therefore, all these 28 statements were selected for the
managerial role dimension of innovative behavior scale for further analysis.
95
Table 12. Criterion groups t-value of each item of teaching role dimension
(n=99)
Higher Lower
Sl.
Statements group group t- value
No. (26) (26)
4.76 4.03
1. I have vision to frame outcomes of education plan (+) 3.87*
(0.51) (0.72)
4.19 2.38
2. I develop only short education plan (-) 6.17**
(1.02) (1.23)
4.80 3.92
3. I promote recent practices which are profitable (+) 4.73**
(0.49) (0.74)
I use a single teaching method to change others 4.65 2.80
4. 7.35**
attitude (-) (0.56) (1.32)
4.73 3.69
5. I link training with other outside experience (+) 4.61**
(0.60) (0.97)
4.03 3.53
6. I try to be with positive people (+) 1.72NS
(1.34 (1.10)
I spend time to think how to improve education 4.76 3.80
7. 4.40**
outcome (+) (0.43) (1.02)
3.34 2.61
8. I use traditional teaching methods (-) 2.81*
(1.05) (1.02)
4.00 3.23
9. I ask others to evaluate my work periodically (+) 2.42*
(1.13) (1.03)
I use only one teaching method to achieve targeted 4.65 3.23
10. 5.46**
objective (-) (0.62) (1.03)
4.69 3.80
11. I use open questions to encourage new ideas (+) 4.07**
(0.47) (0.98)
I apply colors in teaching aids to increase audience 4.53 4.03
12. 2.38*
attention (+) (0.70) (0.95)
3.26 2.46
13. I apply traditional approaches to execute tasks (-) 2.75*
(1.21) (0.90)
2.73 2.57
14. I use drama as teaching method (+) 0.60NS
(1.18) (1.39)
15. I tell funny stories to audience (+) -0.40** 0.35** 2.97*
16. I use e-mail to seek consult from experts (+) 0.38** 0.38** 1.65NS
17. I adopt Logical Framework Matrix for planning (+) 0.38** 0.38** 4.46**

NS- Non significant

96
statement of managerial role with its dimensions and also with the scale
(n=99)
Innovative
Sl. Statements Managerial behavior Factor
No. role loading
scale
1. I try one way to carry out the challenge task (-) 0.58** 0.42** 0.63
2. I ask critical questions to analyses situation (+) 0.25** 0.35** 0.47 NS
3. I select traditional techniques for data 0.56** 0.49** 0.60
collection (-)
4. I ignore graphs in evaluation reports (-) 0.63** 0.43** 0.54
I apply classical techniques of problem
5. 0.53** 0.54** 0.72
analysis (-)
6. I use computer program to analyze data (+) 0.38** 0.37** 0.47 NS
I review all possibilities to achieve plan
7. 0.57** 0.55** 0.63
objectives (+)
8. I follow outdated ways to execute tasks (-) 0.50** 0.49** 0.46 NS
9. I state the problem in a old way (-) 0.62** 0.52** 0.68
10. I formulate traditional objectives (-) 0.55** 0.52** 0.77
11. I adopt classical evaluation criteria (-) 0.68** 0.54** 0.75
I explore outside best practices to improve
12. 0.34** 0.32** 0.54
extension plan (+)
I plan tomorrows goals before I leave the
13. 0.37** 0.43** 0.59
office (+)
14. I ignore to prepare contingency plans (-) 0.50** 0.43** 0.67
15. I translate goals into concrete work action plan 0.36** 0.41** 0.46 NS
(+)
16. I break down the task into the smallest possible 0.44** 0.33** 0.59
steps (+)
I gather only related information to the task on
17. 0.28** -0.25** 0.10 NS
hand (-)
18. I use single method for data collection (-) 0.48** 0.55** 0.62
19. I use traditional documentation approach 0.50** 0.38** 0.76
during implementation (-)
20. I spend time to update my knowledge (+) 0.41** 0.33** 0.78
21. I take responsibility for my actions (+) 0.52** 0.55** 0.49 NS
22. I articulate my plan vision with enthusiasm (+) 0.34** 0.42** 0.44 NS
I try to master most management skills by trial
23. 0.55** 0.28** 0.47 NS
and error method (+)
24. I repeat mistakes (-) 0.53** 0.58** 0.68
25. I look at problem from single viewpoint (-) 0.65** 0.58** 0.75
26. I develop lot of alternative solutions (+) 0.49** 0.40** 0.76
27. I keep notebook to write ideas (+) 0.54** 0.32** 0.61
28. I select a challenging tasks assignm ent that 0.51** 0.36** 0.56
help me to learn from it (+)

NS- Non significant

97
4.2.6 Selection of statements by factor analysis for managerial role

The result of the Table 13 exhibited the principal component analysis with
varimax rotation and forced solution of managerial role dimension of innovative
behavior. The result revealed the values of factor loading ranged from 0.10 to 0.78. The
statements having highest factor loading 0.50 and above were selected under managerial
role dimension. On the basis of this criterion, 20 statements were selected under
managerial role dimension of innovative behavior scale for further analysis.
The results of Table 14 notified criterion groups t- values. The results denoted
managerial role dimension.
4.2.8 Inter-correlations among the dimensions of innovative behavior
The results of Table 15 revealed the homogeneity of the scale. The inter-
correlations among different dimensions of the scale had been found to be significantly
high. The obtained correlation values indicated high construct validity of the scale. The
correlation coefficients between the dimensions of innovative behavior scale ranged
between 0. 49 and 0.91 which indicated the unidimensionality of the scale.
4.2.9 Reliability
The reliability of the scale was established by split-half method and test-retest
method administered on a sample of 40 extension personnel. The split-half coefficient
was 0.71 and was significant at level 0.01. T he innovative behavior scale internal
consistency reliability (Cronbachs ) are provided for the total innovative behavior
scale and two dimensions across two samples namely, 99 extension personnel from
outside Karnataka State and 40 extension personnel with in the state indicated in
Table 16.
98
Table 14. Criterion groups t-value of each item of managerial role dimension
(n=99)
Higher Lower
Sl. Statements group group t- value
No.
(26) (26)
I try one way to carry out the challenge task (-) 3.46 2.84
1. 2.68*
(1.36) (0.78)
2. I select traditional techniques for data collection 3.57 2.23 6.27**
(-) (0.98) (0.95)
3. I ignore graphs in evaluation reports (-) 4.69 3.07 5.49**
(0.54) (1.38)
I apply classical techniques of problem 2.07 2.61
4. -1.71 NS
analysis (-) (1.16) (0.94)
I review all possibilities to achieve plan 4.7 3.84
5. 4.62**
objectives (+) (0.43) (0.88)
6. I state the problem in a old way (-) 4. 57 3.11 5.14**
(1.13) (1.42)
7. I formulate traditional objectives (-) 4.34 2.92 5.01**
(0.93) (1.32)
8. I adopt classical evaluation criteria (-) 2.50 2.53 - 0.11 NS
(1.33) (1.33)
I explore outside best practices to improve 4.53 3.69
9. 3.52*
extension plan (+) (0.70) (0.88)
I plan tomorrows goals before I leave the 4.80 3.84
10. 4.55**
office (+) (0.40) (1.04)
11. I ignore to prepare contingency plans (-) 4.76 3.11 4.71**
(0.58) (1.50)
12. I break down the task into the smallest possible 4.65 4.03 2.47*
steps (+) (0.84) (0.77)
I use single method for data collection 4.23 2.92
13. 3.73*
(0.86) (1.29)
I use traditional documentation approach during 3.88 2.96
14. 3.20*
implementation (-) (0.86) (1.11)
15. I spend time to update my knowledge (+) 4.61 4.07 2.77*
(0.63) (0.97)
16. I repeat mistakes (-) 4.69 3.46 4.32**
(0.54) (1.33)
I look at problem from single viewpoint (-) 4.88 3.15
17. 5.73**
(0.43) (1.34)
I develop lot of alternative solutions (+) 4.92 3.61
18. 6.87**
(0.27) (0.94)
I keep notebook to write ideas (+) 4.65 3.76
19. 3.72*
(0.68) (0.90)
20. I select a challenging tasks assignment that help 4.69 3.65 4.61**
me to learn from it (+) (0.54) (0.97)

NS- Non significant

99
Table 15. Inter-correlations among the subscales for Innovative behavior scale
(n=99)
Dimension Teaching role Managerial role

r r
Teaching role dimension
Managerial role dimension 0.49**
Innovative behavior scale 0.91** 0.80**

100
Table 16: Internal consistency estimates (Cronbachs ) associated with the innovative
behavior score of extension personnel of outside and inside Karnataka state
Outside: (n=99), Inside: (n = 40)
Dimension Outside Inside Mean
Overall innovative behavior scale 0.82 0.82 0.82
Teaching role dimension 0.68 0.53 0.61
Managerial role dimension 0.79 0.77 0.78

101
The results revealed that the reliability score for extension personnel outside
Karnataka State innovative behavior scale ranged from 0. 68 to 0.82 and for extension
personnel inside Karnataka State it ranged from 0. 53 to 0. 82.
4.2.10 Conte nt validity

In the present study, an attempt was made to develop the innovative behavior
scale by behavior perspective. Each dimension is expressed in behavioral statements.
The dimensions were teaching role and managerial role. The dimension was expressed
in 50 statements. Each behavioral statement was judged by 45 experts. The judges were
requested first to read the operational definition of each attribute and then evaluate each
statement on three alternative answers viz., not relevant, relevant and very relevant. The
judges were also requested to make necessary modification, addition or deletion of
statement/s. The level of relevancy of each statement and percentage of each statement
confirm the content validity of the scale.
The degree of relevancy of each statement was calculated and it was between
70.00 and 100. The statements which had relevancy index above than 70.00 % were
selected. All the 50 statements were selected on criterion of highest perceived
relevancy. The degree of relevancy of each selected statement was between 70.00 and
100. 00.
On the whole innovative behavior scale internal consistency was found to be

more than 0.70, factorial validity for all the statements of each dimension was more
than 0.50 and ranged inter-dimensional homogeneity of two dimensions innovative
behavior scale correlated highly.
4.3 Level of selected demographic characteristics of the extension

personnel
Results presented in Table 17 indicated the demographic characteristics of

respondents.
4.3.1 Gender
The data in Table 17 and Fig. 1 revealed that 81.00 per cent of extension
personnel were male the remaining 19.00 per cent were female.
102
Table 17. Level of selected demographic characteristics of the extension personnel
(n=200)
Sl. UAS KSDA Overall
Demographic characteristics
No. (n=100) (n=100) (n=200)
1 Gender
162
Male 79 83
(81.00 %)
38
Female 21 17
(19.00 %)
2 Age (mean = 42.71) (SD= 10.88)
Young Below 35 14 33 47
(23.5.00 %)
Middle 35 50 50 56 96
(48.00 %)
57
Old Above 50 36 21
(28.50 %)
3 Education
4
Diploma 0 4
(2.00 %)
64
B.Sc. 5 59
(32.00 %)
M. Sc. 33 36 69
(34.50 %)
Ph. D 61 1 62
(31.00 %)
Ph. D + Additional qualification 1 0 1
(0.50 %)
4 Experience (mean = 14.76) (SD=10.78)
46
High > 25.54 29 17
(23.00 %)
119
Medium 25.54 3.99 58 61
(59.50 %)
35
Low < 3.99 13 22
(17.50 %)
5 In-service Training
(mean =45.86) (SD= 75.45)
High >121.31 1 16 17
(8.50 %)
Medium 121.31-29.59 49 26 76
(38.00 %)
107
Low <29.59 50 58
(53.50 %)
Information seeking behavior
6
(mean =12) (SD=2.11)
25
High >14.11 15 10
(12.50 %)
151
Medium 9.89 14.11 77 74
(78.00 %)
Low > 9.89 8 16 14
(9.50 %)
103
4.3.2 Age
On the basis of chronological age, the respondents were classified into three
groups as shown in Table 17 and Fig. 2.
It could be observed from the table that 48.00 per cent of the respondents were
in middle age category, whereas less than one-third 28.50 per cent belonged to old age
group and only 23. 50 per cent belonged to young age group. This indicates that 71.50
per cent of the respondents belonged to young and middle age group.
4.3.3 Education
The results presented in Table 17 and Fig. 3 indicated the respondents according
to their level of education.
Of the 200 respondents more than one-third 34.50 per cent studied up to M. Sc.
degree, followed by over one third 32.00 per cent who had studied up to B.Sc. degree,
31.00 per cent had Ph. D degree, 2.00 per cent per cent were belonged to Diploma and
only 0.50 per cent had Ph. D + additional qualification/s.
4.3.4 Total experience
On the basis of total experience category, the respondents were classified into
three groups as shown in Table 17 and Fig. 4.
belonged to the medium category of total experience, whereas over one-fifth (23.00 %)
belonged to high category of total experience and only 17.50 per cent belonged to low
category of total experience. This indicates that 82.50 per cent of the respondents had
more than 4 years total experience.
4.3.5 In-service training
On the basis of in-service training category, the respondents were classified into
three groups as shown in Table 17 and Fig. 5.
104
belonged to the low category of in -service training, whereas over 38.00 per cent
belonged to medium category of in -service training and only 8.50 per cent belonged to
high category of in-service training. This indicates that 91.50 per cent of the
respondents had received training for less than one month duration.
4.3.6 Information seeking behavior

On the basis of information seeking behavior category, the respondents were
classified into three groups as shown in Table 17 and Fig. 6.
It could be observed from the table that majority 78.00 per cent of the
respondents were belonged to the medium category of information seeking behavior,
whereas 12.50 per cent belonged to high category of information seeking behavior and
only 9.50 per cent belonged to low category of information seeking behavior. This
indicates that 90.50 per cent of the m belonged to medium and high category of
information seeking behavior category.
The results of the Table 18 and Fig. 7 denoted frequency of respondents on the
levels of transformational leadership. Among the respondents, 52.00 per cent were
medium, 48.00 per cent were high, whereas none of the extension personnel was found
low on transformational le adership.

The results of the Table 19 and Fig. 8 revealed frequency of respondents on the
level of innovative behavior. Among the respondents, 73.50 per cent were medium,
26.50 per cent were high, whereas none of the extension personnel was found low on
innovative behavior.

The results of the Table 20 and Fig. 9 denoted frequency of respondents on the
level of job performance. Among the respondents, 66.00 per cent were high, 34.00 per
cent were medium , whereas none of the extension personnel was found low on job
performance.
105
Table 18. Level of transformational leadership among the extension personnel
(n=200)
Transformational Extension personnel
leadership Total
UAS KSDA
0 0 0
Low
(0.00) (0.00) (0.00)
39 65 104
Medium
(39.00) (65.00) (52.00)
61 35 96
High
(61.00) (35.00) (48.00)
Grand total 100 100 200
The value between parentheses is percentage
Table 19. Level of innovative behavior among the extension personnel
(n=200)
Extension personnel
Innovative behavior Total
UAS KSDA
Low 0 0 0
(0.00) (0.00) (0.00)
Medium 62 85 147
(62.00) (85.00) (73.50)
High 38 15 53
(38.00) (15.00) (26.50)
Table 20. Level of job performance among the extension personnel
(n=200)
Extension personnel
Job performance Total
UAS KSDA
Low 0 0 0
(0.00) (0.00) (0.00)
Medium 31 37 68
(31.00) (37.00) (34.00)
High 69 63 132
(69.00) (63.00) (66.00)

106
4.7 Difference of extension personnel on transformational leadership

dimensions
The result of Table 21 and Fig. 10 connoted the score of respondents on

transformational leadership dimensions.
On idealized influence dimension, extension personnel of UAS had 125.11 mean
value, while KSDA had 118.45. The t-value (- 4.09) indicated that there was significant
difference between means of extension personnel and idealized influence dimension at
0.01 level.
With regard to individualized consideration dimension, extension personnel of

UAS had 95.84 mean value. While KSDA had 91.98. The t-value (- 2.97) indicated that
there was significant difference between means of extension personnel and

individualized consideration dimension at 0.01 level.
On inspirational motivation dimension, extension personnel of UAS had 96.30

mean value. While KSDA had 90.30. The -t value (- 5.2) indicated that there was
significant difference betwee n means of extension personnel and idealized inspirational
motivation at 0.01 level.
In relation to intellectual stimulation dimension, extension personnel of UAS

had 48.76 mean value. While KSDA had 45.70. The t-value (- 4.35) indicated that there
was significant difference between means of extension personnel and intellectual
stimulation dimension at 0.01 level.
On overall transformational leadership, extension personnel of UAS had 366
mean value. While KSDA had 346.6. The t-value (- 4.66) indicated tha t there was
significant difference between means of extension personnel and transformational
leadership at 0.01 level.
107
Table 21. Difference of extension personnel on dimensions of transformational leadership
(n = 200)
Group II IC IM IS TL
118.45 91.98 90.3 45.7 346.6

KSDA
(12.30) (10.94) (8.84) (5.43) (33.86)
125.11 95.84 96.3 48.76 366

UAS
(10.47) (7.94) (8.57) (4.83) (28.43)
t-value -4.09** -2.97** -5.2** -4.35** -4.66**
** - Significant at 0.01 level.
The value between parentheses is SD
II- idealized influence

IC- individualized consideration
IM- inspirational motivation
IS intellectual stimulation
T L- transformational leadership
KSDA- Karnataka State Department of Agriculture
UAS- University of Agricultural Sciences
108
4.8 Differe nce of extension personnel level on innovative behavior

dimensions
The results of Table 22 and Fig. 11 connoted score of respondents on level of

different extension personnel and innovative behavior dimensions by applying t- test.
In relation teaching role dimension, extension personnel of UAS had 54.28 mean
value. While KSDA had 50.74. The t-value (- 5.21) indicated that there was significant
difference between means of extension personnel and teaching role dimension at 0.01
level.
Regarding to manageria l role dimension, extension personnel of UAS had 70.85

mean value. KSDA had 65.21. The t-value (- 5.12) indicated that there was significant
difference between means of extension personnel and managerial role dimension at 0.01
level.
On overall innovative behavior, extension personnel of UAS had 125.03 mean

value. While KSDA had 115.87. The t-value (- 5.61) indicated that there was significant
difference between means of extension personnel and innovative behavior at 0.01 level.
4.9 Relationship between selected independent variables of extension

personnel and job performance
An attempt was made in the present investigation to ascertain the relationship

between selected independent variables with job performance. The findings in this
regard were presented in Table 23 and given in Fig. 12.
The coefficient of correlation test computed for data indicated that out of 8
variables, 4 variables showed highly positive and significant relationship with job
performance at 0.01 level. They were education, information seeking behavior,

transformational leadership and innovative behavior.
109
Table 22. Difference of extension personnel on dimensions of innovative behavior
(n = 200)
Group TR MR IB
50.74 65.21 115.87

KSDA
(5) (7.43) (10.95)
54.28 70.85 125.03

UAS
(5.24) (7.44) (12.09)
t-value -5.21** -5.12** -5.61**
** Significant at 0.01 level.
The value between parentheses is SD
TR Teaching role
MR Managerial role
IB Innovative behavior
110
Table 23. Correlation coefficients between selected independent variables of the

respondents and job performance
(n = 200)
Sl. No Independent variables Correlation coefficient r
1. Gender -0.05 NS
2. Age -0.09 NS
3. Education 0.23**
4. Experience -0.13 NS
5. In-service training -0.05 NS
6. Information seeking behavior 0.47**
7. Transformational leadership 0.57**
8. Innovative behavior 0.35**

NS- Non significant
111
4.10 Contribution of selected independent variables to job

Multivariate analysis of the selected independent variables of extension

personnel and job performance is presented in Table 24 and Fig. 13.
The results of Table 24 revealed that the regression coefficient (R2 = 0.4069) of
the selected independent variables of extension pe rsonnel namely; gender, age,
education, experience, in-service training and innovative behavior were non-significant.
Only, information seeking behavior and transformational were found to contribute
significantly at 0.01 level of probability with the job performance of extension
personnel.
112
Table 24. Contribution of selected independent variables to job performance of extension

personnel
(n = 200)
Sl. No. Independent variables Regression coefficients b t value
1. (Constant) 29.35 4.13**
2. Gender -1.04 -0.88 NS
3. Age -0.02 -0.23 NS
4. Education 0.06 0.16 NS
5. Experience -0.06 -0.72 NS
6. In-service training 0.00 0.10 NS
7. Information seeking behavior 1.01 4.25**
8. Transformational leadership 0.12 6.55**
9. Innovative behavior -0.04 -0.84 NS
** Significant at 0.01 level R 2 = 0.4069

NS- Non significant
113
5. DISCUSSION
The results of the present study are discussed and interpreted under the
following subheadings:
5.3 Demographic characteristics of the extension personnel
5.6 Level of extension personnel performance among extension personnel
5.7 Difference of extension personnel on transformational leadership dimensions
5.8 Difference of extension personnel innovative behavior dimensions
5.9 Relationship between independent variables and job performance
5.10 Contribution of selected independent variables to job performance of extension

personnel
Transformational leaders are those who stimulate and inspire followers to both
achieve extraordinary outcomes and, in the process, develop their own leadership
capacity. Transformational leaders help followers grow and develop into leaders by
responding to individual followers needs by empowering them and by aligning the
objectives and goals of the individual followers, the leader, the group and the larger
organization. Transformational leadership can move followers to exceed expected
performance, as well as lead to high levels of follower satisfaction and commitment to
the group and organization (Bass, 1985).
Transformational leadership scales focused on top managers in organization,

rather than middle and lower level managers (Bryman, 1992). This contrasts with earlier
leadership research, such as the Ohio State studies of the 1950s and 1960s, which
114
focused on the styles of lower-level managers (Beverly and Robrt, 2001). Yukl (1998)
argued that transformational leadership could be exhibited by anyone in the
organization in any type of position and transformational leadership can occur in the
day-to-day acts of ordinary people. Therefore, in the present study an attempt was made
to develop Transformational Leadership Scale by attributes perspective at lower-level
managers of extension personnel.
In the present study the idealized influence, inspirational motivation,

individualized consideration and intellectual stimulation of Transformational
Leadership (Bernard and Avolio, 1994) were adopted to develop transformational
leadership scale by involving Stone et al. (2005) attributes of transformational
leadership of each dimension namely integrity, respect, risk-sharing, trust, vision,
empowering, listening, mentoring, personal attention, commitment to goals,
communication, enthusiasm, modeling, problem-solving and rationality.
5.1.1 Operational definition
Idealized influence is the tendency of strong code of ethics, involve others in

taking risk and build clear expectation of organization future.
Inspirational motivation is defined as potentiality to motivate and inspire

extension personnel with commitment, enthusiasm and optimis m.
Individualized consideration is defined as the ability to pay special attention to

the need and problems of each individual of the group as well as provide empowering
and mentoring.
Intellectual stimulation is defined as the capacity to help extension personnel to

rethink in rational ways to examine a situation and encourage colleagues to be creative
in their work.
5.1.2 Description of transformational leadership scale
The four dimensions of Transformational Leadership Scale are idealized

influence, inspirational motivation, individualized consideration and intellectual
stimulation. Transformational Leadership Scale consist of 90 statements designed to
115
measure the frequency with which an individual experiences and expresses behavior of
idealized influence, inspirational motivation, individualized consideration and
intellectual stimulation. The statements were scored on a 5 point Likert scale namely
always, most of time, sometimes, rarely and never.
5.1.3 Selection of items by factor analysis
The results of the Table 1 indicated that the factor loading with Varimax rotation
ranged from 0.31 to 0.86, which identify each variable with a single factor and each
factor would tend to have either a large or small loading of any particular variable. The
result of factor loading categorically justify these 30 statements tend to measure a
specific character of idealized influence.
The factor loading for individualized consideration Table 3 with Varimax

rotation ranged from 0.22 to 0.87. The result of factor loadin g categorically justify these
24 statements tend to measure a specific character of individualized consideration.
The factor loading for inspirational motivation Table 5 with Varimax rotation
ranged from 0.20 to 0.81. The result of factor loading categorically justify these 24
statements tend to measure a specific character of inspirational motivation.
The factor loading for intellectual Stimulation Table 7 with Varimax rotation
ranged from 0.24 to 0.86. The result of factor loading categorically justify these 12
statements tend to measure a specific character of Intellectual Stimulation.
5.1.4 Reliability
The Transformational Leadership Scale was developed basically using the

Method of Rational Scaling, which is based on two phenomenon; first, all statements
of each dimension correlated particularly with the dimensions and second, all the
statements correlated with the scale.
The method of rational scaling is methods that are based on internal consistency
reliability (Gregory, 2004).
Internal consistency reliability represents the ratio of true score variance to total
variance (Lord and Novick, 1986). Cronbachs Alpha estimates almost always range
116
from 0.00 to 1.00, though in particularly poorly assembled scales, the estimate may be
negative. Thus, Cronbachs Alpha estimation of 0.50 would indicate that 50 per cent of
the variance associated with the scores of a scale is reliable. Typically, estimates of 0.70
are considered acceptably high (Peterson, 1994).
The Transformational leadership scale internal consistency reliability

(Cronbachs ) are provided for the total Transformational leadership scale and 4
dimensions across two samples namely 94 extension personnel outside Karnataka State
and 40 extension personnel inside the state.
It can be observed from the content of Table 10 that total transformational

leadership scale was associated with very high level of internal consistency reliability
(i.e > 0.80) across two samples.
Overwhelmingly, the subscale score were also associated with respectable levels
of internal consistency reliability. Specially, it can be seen in the far right columns of
the Table 10, the mean subscale reliabilities were all above 0.70 ranging from 0.72 to
0.91.
The subsequent reliability analyses are: statements dimension correlation and

statement scale correlation. These represent the degree of relation between a given
statement and the subscale and also between a given statement and the scale. As can be
seen in Table 1, Table 3, Table 5 and Table 7, out of 174 statements, 173 statements
were associated with its subscale and the scale with coefficient of correlation which
ranged from 0.20 and 0.87, in Table 3 to Table 7 and significant at least at 0.05 level
which was larger than the arguably acceptable minimum criterion of 0.20.
To support the internal consistency reliability of transformational leadership

scale, the result of Table 9 clearly justified that each subscale was positively and
significantly associated with other subscale and also the transformational leadership
scale.
Overall, however it may be contended that the result associated with the internal
consistency reliability of the transformational leadership scale was very respectable.
117
Content validity is obtained from three sources viz., literature, representative of

the relevant populations and experts (Burns and Grove, 1993). Content validity is also
known as content related validity, relevance validity, representative validity and
logical validity. Content validity is subjective judgment of experts about the degree of
relevancy of construct in an assessment instrument.
Content validity of the Transformational Leadership Scale would be

justified from literature, representative of relevant populations and experts.
The Transformational Leadership Scale conceptualization emerged through a
comprehensive analysis of literature of transformational leaders to define characters of
each dimension. Initial selection of statements of the Transformational Leadership Scale
was based on the relevancy index of each statement in relation to its dimension
constructs based on the judgment of experts. The content validity of Transformational
Leadership Scale would be justified by the results of coefficient of correlation of each
item in relation to its dimension and with scale. For these reasons, it is believed that the
Transformational Leadership Scale is associated with a respectable level of content
validity.
5.1.6 Discriminant validity
The criterion groups t-value analysis of 94 extension personnel, Table 2,

Table 4, Table 6 and Table 8 confirmed that 90 statements of the scale had
discriminative potentiality, which means that each statement discriminates between the
group of the individuals who had developed transformational leadership to higher level
and also had developed transformational leadership to the lower level. Hence, the scale
had discriminant validity.
5.1.7 Factorial validity
In order to identify factors of Transformational Leadership Scale, the factor

analysis was performed. The results of factor analysis (Principal component analysis
with Varimax rotation) represented in the Table 1, Table 3, Table 5 and Table 7.
All these statements of each dimension had factor loading 0.5 and above. Factorial
loading that was obtained in the instrument considered to be acceptable.
118
The transformational leadership scale score were found to be associated with

respectable levels of internal consistency reliability. Further, the reliability associated
with the score of Transformational Leadership Scale can be justifiably said to associate
with an appreciable amount of validity. The evidence of factorial validity and
discriminant validity was reported in comprehensive manner.
5.2 Development of innovative behavior (IB) scale
Innovative behavior (IB) refers to behavior that encompasses either the

generation or introduction of new ideas (either by oneself or adopted from others) and
the realization or implementation of new ideas at work (Yuan and Woodman, 2010).
Most studies on the concept of innovative behavior theoretically distinguish

several stages or dimensions, because the stages are argued to require different
activities, behavior and skills of an employee (Scott and Bruce, 1994; De Jong, 2007).
Scott and Bruce (1994) considered Innovative Behaviour (IB) to be a multi-stage
process. Kanter (1988) identified innovative behavior (IB) with idea generation,
coalition building and implementation. On the other hand, De Jong and Den Hartog
(2010) identified four dimensions: idea exploration, idea generation, idea championing
and idea implementation.
There are alternative scales to measure innovative behavior (IB).

Correspondingly, the most innovative behavior (IB) scales were focused on research
and development disciplines and but not on agricultural extension.
Therefore, in the present study an attempt to develop scale to measure

innovative behavior competence among extension personnel according to their teaching
and managerial role.
5.2.1 Operational definition

Teaching role is defined as the ability to transfer knowledge and technologies by
exploring, adjusting, or adopting new different ways of teaching methods.
Managerial role is defined as the capacity of planning and evaluating extension

program by research, modification, adoption, or application of new alternative
techniques of management.
119
5.2.2 Description of innovative behavior scale
Innovative behavior scale consist 32 statements designed to measure the

frequency with which an individual experiences and expresses behavior of teaching role
and managerial role. The statements were scored on a 5 point scale namely always, most
of time, sometimes, rarely and never. The two dimensions of innovative behavior scale
are teaching role and managerial role motivation.
5.2.3 Selection of items by factor analysis
The results presented in Table 13 indicated that the factor loading with Varimax
rotation ranged from 0.19 to 0.73, which identify each variable with a single factor and
each factor would tend to have either a large or small loading of any particular variable.
The results of factor loading categorically justify that these 14 statements tend to
measure a specific character of teaching role.
The factor loading for managerial role (Table 15) with Varimax rotation ranged
from .10 to 0.78. The result of factor loading categorically justify these 18 statements
tend to measure a specific character of managerial role.
5.2.4 Reliability
The Innovative Behavior Scale was developed basically using the Method of
Rational Scaling, which is based on two phenomenon; first, all items of each
dimension correlated particularly with the total of the dimension and second, all items
correlated with the scale.
The Innovative Behavior Scale internal consistency reliability (Cronbachs )

are provided for the total Innovative Behavior Scale and 2 dimensions across two
samples namely 99 extension personnel outside Karnataka State and 40 extension
personnel inside the state.
As in Table 16, it can be observed that total Innovative Behavior Scale was
associated with more than mediocre level of internal consistency reliability (i.e > 0. 60)
across two samples.
120
Overwhelmingly, the subscale score were also associated with respectable levels
of internal cons istency reliability. Specially, it can be seen in the far right columns of
the table -16, the mean subscale reliabilities were all above 0. 60 ranging from 0. 61
to 0.82.
The subsequent reliability analyses are: statements dimension correlation and

statement scale correlation. These represent the degree of relation between a given
statements and the total subscale and also between a given statement and the scale. As
can be seen in Table 11 and Table 13, each statement was associated with its subscale
and scale with coefficient of correlation which ranged from 0.25 and 0.68. Table 11 to
Table 13 and significant at least at 0.05 level which was larger than the arguably
acceptable minimum criterion of 0.20.
To support the internal consistency reliability of Innovative Behavior Scale, the

result of Table 15, clearly justified that each subscale was positively and significantly
associated with other subscale and also the Innovative Behavior Scale.
Overall, however it may be contended that the result associated with the internal
consistency reliability of the Innovative Behavior Scale was respectable.
Content validity of the Innovative Behavior Scale would be justified from

literature, representative of relevant populations and experts. The Innovative Behavior
Scale conceptualization emerged through a comprehensive analysis of literature of
innovative behavior to define characters of each dimension. Initial selection of items of
the Innovative Behavior Scale was based on the relevancy index of each item in relation
to its dimension constructs based on the judgment of experts. The content validity of
Innovative Behavior Scale would be justified by the results of coefficient of correlation
of each item in relation to dimension and scale. For these reasons, it is believed that the
Innovative Behavior Scale is associated with a respectable level of content validity.
5.2.6 Discriminant validity
The criterion group t-value analysis of 99 extension personnel, Table 12 and

Table 14 confirmed that 32 statements of the scale had discriminative potentiality which
121
means that each statement discriminates between the group of the individuals who had
developed innovative behavior to higher level and also had developed innovative
behavior to the lower level. Hence, the scale had discriminant validity.
5.2.7 Factorial validity
In order to identify factors of Innovative behavior Scale, the factor analysis was
performed. The results of factor analysis (Principal component analysis with Varimax
rotation) represented in the Table 11 and Table 13 revealed that all these items of each
dimension had factor loading 0.50 and above. Factorial loading that was obtained in the
instrument considered to be plausible.
The Innovative behavior Scale found to be associated with respectable levels of

internal consistency reliability. Further, the Innovative Behavior Scale was associated
with an appreciable amount factorial validity and discriminant validity.
5.3 Profile characteristics of extension personnel
5.3.1 Gender
The analysis of results presented in Table 17 and Fig. 1 indicated that the
majority of respondents were male. It is evident from this results that the both KSDA
and UAS were dominated by male. This may be because of the reason that the extension
activities required more tours and visits. Also may be the social, cultural, logistical and
policy constraints might have impede women from working as agricultural extension
agents.
The above finding gets the support of the finding of Dunn (1995) who found that
of the world's extension personnel, 15.00 per cent are women.
5.3.2 Age
It is seen from Table 17 and Fig. 2 that majority close to (half) of the
respondents were in middle age category, whereas near to one third belonged to old age
group and close to quarter belonged to young age group.
122
KSAD UAS Overall
90
80
70
60
Percentage
50
40
30
20
10
0
Male Female
Gender
Fig. 1: Distribution of respondents according to their gender
KSAD UAS Overall
50
45
40
35
Percentage
30
25
20
15
10
0
Young Middle Old
Age
Fig. 2: Distribution of respondents according to their age

123
It is evident from the above results that the middle age (35-50 years) group was
predominant in KSDA and UAS.
The probable reason for majority of the respondents to be in middle age might
be because of only few recruitment have taken place in the recent years and most of the
posts are vacant along with retirement of older staff. Because of less new recruitments,
the number of respondents in young age category is less .This finding gets the support
of findings of Mohan (2000) and Srinath (1987).
5.3.3 Education
The result of the Table 17 and revealed that 3 extension personnel out of 10
extension personnel were qualification up to M. Sc., whereas 3 extension personnel out
of 10 extension personnel were qualification up to B.Sc., also 3 extension personnel out
of 10 extension personnel were qualification up to Ph.D. while only 1 extension
personnel out of 10 extension personnel of were qualification up to Diploma +
additional qualification.
The probable reasons for majority of the respondents under higher education
category could be, their years of service and there personal need for getting early
promotions and their economic condition might have contributed for the higher
education. The findings indicated that the extension personnel had high qualification.
This finding is line with the findings of Mohan (2000) and Girija et al. (1994).
5.3.4 Experience
The results in Table 17 and Fig .4 depicted that majority of the respondents have
medium level of experience, while close to quarter and one -fifth of them were in high
and low level of experience, respectively.
The reasons for this can be that most of the respondents under medium level are
recruited in Karnataka State Department of Agriculture and University service during
the establishment of universities or later with one or two years of its inception and
availability of job placements during that period. Reasons to higher experience level
might be their previous placements in T and V system, KVKs, research stations and
colleges under UAS Bangalore prior to 1986. Reasons for low experience could be
recruitment of the extension personnel in recent years.
124
KSAD UAS Overall

70
60
50
Percentage
40
30
20
10
0
Diploma B.Sc. M. Sc. Ph. D Ph. D+
Education
Fig. 3: Distribution of respondents according to their education
KSAD UAS Overall

70
60
50
Percentage
40
30
20
10
0
High Medium Low
Experience
Fig. 4: Distribution of respondents according to their experience

125
The findings gets support of the findings of Manjunath (2004), Mohan (2000)
and Prasannakumar (1985).
5.3.5 Training
A cursory look at the Table 17 and Fig. 5 showed that more than 50.00 per cent
of extension personnel belonged to low training category while 38.00 per cent and 8.50
per cent of them belonged to medium and high training category, respectively. But none
of the extension personnel was found without receiving any training program.
Results showed that majority of respondents among the entire three categories
i.e. overall, extension personnel have undergone training of duration 1 month. The
results on the training received by the extension personnel could be interpreted in a way
that because of technological advancement frequent trainings are needed. In order to
enhance the efficiency of human resources and improve the capability of its staff
members, KSDA and UAS are providing special attention by arranging various training
programs and workshops.
It is also evident that most of the UAS extension personnel were taken special
training programme. The KSDA is taking special efforts for extension personnel to
enhance and update their skills so that they can perform diversified tasks and contribute
agriculture development and productivity.
5.3.6 Information seeking behavior and job performance
The information seeking behavior of extension personnel is evident from the

Table 17 and Fig. 6, which showed that majority of extension personnel belonged to the
medium category of information seeking behavior.
This might be also because the extension personnel relied heavily on the mass
media (TV, radio, journals, newspapers and internet) for information and keeping
knowledge updated. On the other hand, extension personnel were more dependent on
interpersonal interactions with in and outside the department superiors and friends.
This finding is in confirming with that of Siddaramaiah and Shivalingegowda

(1997), Halkatti (1991) and Narasimhagowda (1989).
126
KSAD UAS Overall

60
50
40
Percentage
30
20
10
0
High Medium Low
In-service training
Fig. 5: Distribution of respondents according to their In-service Training
KSAD UAS Overall

80
70
60
50
Percentage
40
30
20
10
0
High Medium Low
Information seeking behaviour
Fig. 6: Distribution of respondents according to their Information seeking

behavior
127
5.4 Level of transformational leadership of extension personnel
The results of Table 18 and Fig. 7 demonstrated that 6 to 7 extension personnel

out of 10 extension personnel of UASs were high in transformational leadership.
Whereas 3 to 4 extension personnel out of 10 extension personnel of KSDA were high
in transformational leadership. It revealed that the transformational leadership among
extension personnel of UASs is high compared to KSDA.
The reasons for this might be that majority (56.00 %) of the UAS extension
personnel have more than 14 years of tenure. Thus, Universities of Agricultural
Sciences extension personnel become more professional, specialized, greater
commitment to UAS organization and high level of technical expertise might contribute
for the transformational leadership. Therefore, extension personnel become trusted and
respected. These qualities form the introductory logical basis for transformational
leadership. Moore and Rudd (2006) determined that experience in the extension service
was a predictor of transformational leadership.
Educational background may be the other reason because the majority (94 %) of
UAS extension personnel were belong to M.Sc. and Ph.D. qualification, thus education
level has significantly influenced self-perceptions related to transformational leadership.
Therefore, the extension personnel in university are closed to the

transformational leadership, because they have long tenure and high level of education
more than KSDA, thus the extension personnel in UAS are more skilled at solving-
problems, understanding of various theories of motivation, purification and suspicions
of corruption and has ability to leading change process this could contribute for
transformational leadership.
The above findings are support the findings of Bradley (2009).
5.5 Level of innovative behavior among extension personnel of UAS

and KSDA
The results of the Table 19 and Fig. 8 revealed that 3 to 4 extension personnel
out of 10 extension personnel of UASs were high in innovative behavior. Whereas 1 to
2 extension personnel out of 10 extension personnel of KSDA were high in innovative
128
70 KSAD UAS Overall
60
50
40
Percentage
30
20
10
0
Low Medium High
Transformational leadership
Fig. 7: Distribution of respondents according to their level of transformational leadership
128
129
KSAD UAS Overall

90
80
70
60
Percentage
50
40
30
20
10
0
Low Medium High
Innovative behaviour
Fig. 8: Distribution of respondents according to their level of innovative behavior
129
130
behavior. It confirmed that the innovative behavior among extension personnel of UASs
is high compare d to the personnel of KSDA.
The reasons for this might be that the UAS organizational environment is
dynamic and flexible, which allows extension personnel to suggest programs, by
thinking in alternative ways, finding new ways to accomplish task, looking for new
technologies, applying new work methods and investigating and securing resources to
make new ideas happen. These activities prorate finding the right question, enhancing
observation, using analogies, juggling induction and deduction, changing point of view,
broadening the perspective, dissecting the problem, leveraging serendipity and reversal,
reorganization and combination of ideas, getting the most out of groups and breaking
out of habitual expectations and frames. This creativity tools application forms the
preliminary logical basis for innovative behavior among UAS extension personnel.
Other reason superiority of leadership style of UAS is the key factor of

employees innovative behavior because leaders encourage extension personnel to
develop new ideas and support them to apply new ideas and new ways to solve work-
related problem. Beside, leaders establish specific goal to motivate colleagues to brain
storm.
Also UAS organization is education organization it motivates an individual to

develop their own competence, learning orientation as the individual's inner driving
force, prompting the individual to seek challenge, looking forward to learn from the
challenges and growth, to acquire new knowledge and skills, will help to upgrade their
creativity. Thus, learning orientation employees will think of new ways and new
approaches and apply it to solve problems encountered at work.
Other reason might be that, UAS organizations emphasis on support for

innovation among extension personnel. This may have impact of cognitive features of
individuals, such as problem-solving style or problem ownership of extension
personnel.
The above findings are in line with Frese et al. (1999).

131
5.6 Level of job performance among the extension personnel
The results of the Table 20 and Fig. 9 revealed that 6 to 7 extension personnel
out of 10 extension personnel were high in job performance. It means that high job
performance had existed in both but a tiny percentage was more in UAS.
The reason for such finding may be that educational level of extension personnel
improves the professional attributes of extension personnel which help them perform
modern farm practices. Further, in the present study more than 61.00 per cent of UAS
extension personnel were educated up to Ph.D.
The other reason for such finding may be that high-ranking positions and
advance payment install high competitiveness. Further, UAS extension personnel have
equal chance for promotion.
The earlier studies of Mohan (2000) , Narasimhagowda (1989) and Siddaramaiah

(1987) also revealed that the majority of the officers rated themselves in high
5.7 Difference among extension personnel on dimensions of

The results of Table 21 and Fig. 10 connoted the scores of extension personnel
on transformational leadership dimensions.
5.7.1 Idealized influence dimension
The results of Table 21 and Fig. 10 revealed that the idealized influence is high
among UAS. This indicated that there was significant difference between extension
personnel of UAS and KSAD on idealized influe nce.
The reason for this can be that the majority 61.00 per cent of UAS extension
personnel were in below 50 years, thus younger extension personnel were more inclined
to take and share risks than older managers. Taking risks instead of maintaining the
status quo is one of the characteristics of idealized influence of transformational
leadership practice.
132
70 KSAD UAS Overall
60
50
40
Percentage
30
20
10
0
Low Medium High
Job performance
Fig. 9: Distribution of respondents according to their level of job performance
132
133
800 KSDA UAS
366
700
600
500
Mean values
400
346.6
300
125.11
95.84 96.3
200
48.76
100
118.45
91.98 90.3 45.7
0
Idealized influence Individualized consideration Inspirational motivation Intellectual stimulation Transformational leadership
Transformational leadership dimensions
Fig. 10: Distribution of respondents according to their level of transformational leadership dimensions
133
134
The other reason for this can be that UAS extension personnel behave in ways
that result in their being role models for both KSAD extension personnel and farmers.
The extension personnel are admired, respected and trusted among farmers community.
He or she can be counted on to do the right thing, demonstrating high standards of
ethical and moral conduct. Also extension personnel avoid using power for
disseminating technologies.
5.7.2 Inspirational motivation dimension
The results of Table 21 and Fig. 10 revealed that the inspirational motivation
level is high among UAS. This indicated that there was significant differenc e between
extension personnel of UAS and KSAD on inspirational motivation.
The reason for this can be that the Universities of Agricultur al Sciences provide
opportunities for extension personnel to serves as an administrative leader and
coordinator for formulating, developing, implementing and evaluating agricultural
extension programmes as well as develop state extension personnel and farmers.
UAS extension personnel guides the extension education activities for state
extension personnel or farmers as groups or individuals towards the purposeful
pursuance of given objectives within a particular situation by means of extension
communication methods. These communication skills making orientation forms the
preliminary logical basis for inspirational motivation dimension of transformational
leadership.
5.7.3 Intellectual stimulation dimension
The results of Table 21 and Fig. 10 revealed that the intellectual stimulation
level is high among UAS. This indicated that there was significant difference between
extension personnel of UAS and KSAD on intellectual stimulation.
The reason for such finding may be that the high level of education of extension
personnel of UAS stimulate them to be innovative and creative by questioning
assumptions, reframing problems and approaching old situations in new was. Further, in
the present study more than 61.00 per cent of UAS extension personnel were Ph.D.
holders.
135
The other reason for this can be that the Universities of Agricultura l Sciences
environment gives the extension personnel extensive freedom in deciding what may
have be done to achieve organizational goals. Thus, UAS extension personnel strive to
make idealized decision through diagnosis, set priorities and evaluation. This rational
decision making orientation forms the preliminary logical basis for intellectual
stimulation dimension of transformational leadership.
5.7.4 Individualized consideration dimension
The results of Table 21 and Fig. 10 revealed that the individualized

consideration level is high among UAS. This indicated that there was significant
difference between extension personnel of UAS and KSAD on individualized
consideration.
The reason for this can be that the Universities of Agricultural Sciences culture
build good relationship between extension personnel by showing appreciation and
treating each employee as an individual and initiate an interest in the long-term
development of each employee. That attracts the capable and motivated extension
personnel needed by the universities.
The other reason for this can be that the Universities of Agricultura l Sciences
management style is that delegated the tasks are monitored and supervised if the
followers need additional or support and the management have concern criteria to assess
progress.
The above findings support the findings of Bradley (2009) found that college of
agriculture deans, extension personnel and agricultural education teachers perceived that
they were more transformational in their leadership style in contrast to transactional and
laissez-faire. Within transformational leadership, inspirational motivation and
individualized consideration received the highest scores.
5.8 Difference of extension personnel on innovative behavior

dimensions
The results of Table 22 and Fig. 11 connoted the scores of extension personnel
on innovative behavior dimensions.
136
300 KSDA UAS
250
200
Mean values
150
100
50
0
Teaching role Managerial role Innovative behavior
Innovative behaviour dimensions
Fig. 11: Distribution of respondents according to their level of Innovative behavior dimensions
136
137
5.8.1 Teaching role dimension
On teaching role dimension, extension personnel of UAS had more mean value
than extension personnel of KSDA, this indicated that there was significant difference
between extension personnel of UAS and KSAD on teaching role dimension.
The reason for such finding may be that the high level of information seeking
behavior of US extension personnel. This behavior helps extensio n personnel explore
the knowledge and technologies from alternatives sources. This includes the expectation
to be flexible, reflective and willing to adapt, as well as to contribute to the development
of innovative instructional environments. Further, in the present study more than 94.00
per cent of UAS extension personnel were belong up to medium information seeking
behavior category.
The other reasons for such finding may be that the Universities of Agricultural
Sciences environment is more participatory manner in which the extension personnel
become the farmers partners who discuss the various options open to them to increase
their income in sustainable way in their specific situation. This requires extension
personnel who are much more competent to dia gnose the situation of their farmers
together with them and who are capable of taking new initiatives to develop new
solution to these problems. Thus, Universities of Agricultur a l Sciences try to create
encouraged environment to staff who willing and able to contribute as much possible to
fulfilling organizational goals.
Thus, this nature of role required for an extension personnel who is able to
transfer knowledge and technologies by exploration, adjustment, or adoption of new
different ways of teaching methods.
5.8.2 Managerial role dimension
On managerial role dimension, extension personnel of UAS had more mean

value than extension personnel of KSDA, this indicated that there was significant
difference between extension personnel of UAS and KSAD on teaching role dimension.
138
The reason for such finding may be that the level of experience of extension
personnel of UAS. This quality helps extension personnel face complex situations due
to changing agricultural scenarios. Thus extension personnel in UAS organization have
capacity for planning and evaluating extension program by search, modify, adopt, or
apply new alternative techniques of management in effective transfer of technology.
Further, in the present study more than 56.00 per cent of UAS extension personnel hade
more than 14 years of experience.
5.9 Relationship between selected independent variables and job

The results presented in Table 23 and Fig. 12 revealed that out of 8 independent
variables, 4 variables correlated significantly with job performance of extension
personnel. These were education, information seeking behavior, transformational
leadership and innovative behavior.
5.9.1 Education and job performance
It observed that education level of extension pe rsonnel had significant

relationship with their job performance level
The reason for such finding may be that education qualification improves the
professional competence of extension personnel which help them to perform their
specific duties. Also extension personnel with higher educational status have good
chance for promotion.
Further, in the present study more than 66.50 per cent of overall extension
personnel were educated up to M.Sc. That is why education might have significant to
exert influence on the performance of overall extension personnel.
Therefore, it may be concluded that the education and job performance are
significantly related.
Similar findings were reported by Sridhar (1977) and Raddy (1976) , but this
finding was not in agreement with the findings of Halkatti (1991) and Sahay (1972).
139
0.7
0.6
0.57
0.5
Correlation coefficient 'r'
0.47
0.4
0.35
0.3
0.23
0.2
0.1
0
-0.05 -0.05
-0.1
-0.09 -0.13
-0.2
e
er
Ag
on
e
nd
nc
ing
r
ati
vio
Ge
rie
uc
hip
ain
r
pe
vio
ha
Ed
ers
Ex
e tr
be
ha
ead
vic
be
ve
ati
ser
al l
g
kin
ov
on
In-
Inn
see
ati
rm
on
sfo
ati
orm
an
Tr
Inf
Job performance
Fig. 12: Correlation coefficients between selected independent variables of the respondents with their job performance
139
140
5.9.2 Information seeking behavior and job performance
The results in Table 23 indicated positive significant relationship between

information seeking behavior of extension personnel and their job performance , which
implies that information seeking behavior promotes performance level of the extension
personnel.
Information seeking behavior will tend to be in constant touch with new

information. There by becoming aware of day to day problems as well as timely
solutions to these problems. Which will contribute to job performance.
The present finding can be interpreted as supportive of the above assumption

that information seeking behavior is positively related with job performance of the
subjects. Certain other studies also highlighted this point of argument. For example,
Halkatti (1991) depicted that information seeking behavior was significantly associated
with job performance. S imilar finding was also reported by shivalingegowda (1985).
Greater exposure of an individual to mass media such as radio, T.V., newspaper,

internet and other help in seeking new ideas, different methods and techniques of
approaching problems, proper utilization of natural resources including human talents
for self-development as well to develop community at large.
Acquisition of such practical knowledge on various aspects of life problem

develops confidence in the individual which in turn induce him to do his best in his
assigned work. This fact could also be attributed as reason for better performance of
their jobs by extension personnel who had greater exposure to mass media than those
who utilized mass media to lesser extent. Further, in the present study more than 90.5
per cent of overall extension personnel had medium information seeking behavior level.
That is why information seeking behavior might have significant relationship

with job performance of extension personnel.
Therefore, it may be concluded information seeking behavior and job

performance are signific antly related.
141
5.9.3 Transformational leadership and job performance
The results in Table 23 and Fig. 13 indicated positive significant association

between transformational leadership of extension personnel and their of job
performance.
The reason for suc h finding may be that the considerable percentage (48.00 %)
of the respondents were belonged to high level on transformational leadership.
Extension personnel with high level of the qualities of transformational leadership
empowers to perform beyond expectations.
This finding was in concurrence with the findings of Agusthina et al. (2012),
Min et al. (2012), Detert and Burris (2007) and Howell and Frost (1989).
5.9.4 Innovative behavior and job performance
The results in Table 23 indicated positive significant relationship between

innovative behavior of extension personnel and their of job performance.
The reason for such finding may be that the majority of extension personnel
(73.50 %) belong to medium level on innovative behavior. Extension personnel with
higher innovative behavior direct their attention to the task and are incited by challenges
to make greater effort. Second, the innovative behavior allows extension personnel to
think outside of the box. Finally, when a problem occurs, the optimist views it as a
challenge and strives to solve it.
This finding was in concurrence with the findings of Yuan and Woodman
(2010) and Miron et al. (2004).
5.9.5 Gender and job performance
The gender category of extension personnel and its two groups, namely UAS
and KSDA did not show any significant relationship with their level of job
performance. This might be because of reason that both men and women have equal
opportunities in competitive high-ranking positions and payment. Further, both men and
women have chance of developing their skills in extension work.
142
7
6.55
6
5
4.13 4.25
4
't' value
1
-0.23
0 0.10
0.16 -0.84
-1 -0.72
-0.88
-2
e
Ag
er
on
nt)
e
nd
nc
r
ing
ati
vio
sta
Ge
rie
ip
uc
vio
on
ain
ha
pe
rsh
Ed
(C
be
ha
Ex
e tr
de
be
ve
vic
ea
g
ati
al l
ser
kin
ov
on
In-
see
Inn
ati
rm
on
ati
sfo
orm
an
Tr
Inf
Job performance
Fig. 13: Contribution of selected independent variables to job performance of extension personnel
142
143
5.9.6 Age and job performance
The age level of extension personnel and its two categories, namely UAS and
KSDA did not show any significant relationship with their level of job performance.
This might be because of reason that all age categories have equal opportunities
in competitive high-ranking positions and payment. Further, all age categories have
chance of developing their skills in extension work.
The results are in line with that of Halkatti (1991), Reddy (1986) and Talukdar
(1984). However, the findings of Sundaraswamy (1987), Kherde (1972) and
Saigaonkare and Patel (1970) were not in conformity with this finding.
Further, irrespective of their age, the extension personnel might have satisfied or
dissatisfied with the type of job in UAS and KSDA. Also lack of proper permissive
working atmosphere might have been felt equally by the both UAS and KSDA
irrespective of their age and affected their job performance to the same extent. This
might be the probable reason for non-significant relationship between age and
performance of extension personnel.
5.9.7 Experience and job performance
The result of the study reveal there was no significant relationship between the
length of service of extension personnel and job performance. Thus finding was in
concurrence with the findings of Halkatti (1991), Jhansi (1985) and Talukdar (1984).
But this finding was not in concurrence with the finding of Janaradhbana (1979) and
Patil and Leagane (1968).
Even though experience is a great master but even that, to days problems are not
same for tomorrow and organizational differences are there. Therefore, the experience is
not panacea for all. Further, most people tend to partially satisfied in each need area and
partially unsatisfie d.
5.9.8 In-service training and job performance
The results in Table 23 indicated that there was no significant relationship

between in -service of extension personnel and job performance.
144
This might be because of reason that the extension personnel have equal chance
to attend training course for developing their skills and knowledge. Other reason might
be because training programs are mainly conducted according to the general need of the
extension organization. Also might be there are bias in nomination the right type of
employee.
This finding was not in agreement with the findings of Jagero et al. (2012) who
reported that there is a deep relationship between on the job training and employee
performance.
5.10 Contribution of selected independent variables towards job

Correlation coefficient test provides information about the nature of

relationships between independent and dependent variable. Hence, it was felt essential
to compute multiple regression analysis to determine the magnitude of influence of
independent variables on the dependent variables.
In the present study, it was observed that the job performance of extension
personnel had strong correlation with four out of eight independent variables in Table
23 and Fig. 12. Hence, further analysis was carried out to determine the contribution of
all the 8 variables in predicting the job performance of extension personnel by opting to
multiple regression analysis.
The data presented in Table 24 and Fig. 13, revealed that only two variables
namely information seeking behavior and transformational leadership were found to be
significant in expanding the variation in the job performance of extension personnel.
Hence, these two variables could be trimmed as good predictors of extension personnel
job performance. The coefficient of determination R = 0.4069 indicated that all the
eight variables together explained 40.69 per cent variation in the job performance of
extension personnel. This might be because of reason that we are taken 8 independent
variables because of the shortage of researcher time. Therefore, I suggested for further
variables.
The result is in line with that of Halkati (1991).

145
In view of the empirical evidences provided by the results of correlation and

multiple regression analysis , the hypothesis set for the study that there is influence by
transformational leadership and innovative behavior on extension personnel
performance was accepted.
146
6. SUMMARY AND POLICY IMPLICATIONS
The present study was undertaken to know the influence of transformational

leadership and innovative behavior on job performance of extension personnel with the
following objectives.
1. To develop the scale to measure transformational leadership among extension

personnel
2. To develop the scale to measure innovative behavior among extension personnel
3. To determine the influence of transformational leadership and innovative

behavior on job performance of extension personnel
The present study was conducted in Dharwad district of Karnataka state during
the years 2012-13. The research was an exploratory research design. The population for
the study were extension personnel of University of Agricultural Sciences, Dharwad
and Bangalore and Karnataka State Department of Agriculture (KSDA) in Dharwad
district.
Out of four Universities of Agricultural Sciences and 19 districts in Karnataka

State, two Universities of Agricultural Sciences and Dharwad district were selected
purposively. Around 58.00 per cent of extension personnel were selected among the
extension personnel by accidental meeting technique.
The sample comprised of 100 UAS and 100 Karnataka State Department of
Agriculture (KSDA) extension personnel. The questionnaire booklet consisted of
personal schedule, transformational leadership scale, innovative behavior scale and job
performance scale was administered on the extension personnel of the UAS and
Karnataka State Department of Agriculture (KSDA). The necessary instruction were
given to the extension personnel on the mode of answering the statements and
clarifications were made whenever the extension raised doubts while answering to each
part of the questionnaire. They were given enough time to answer all parts. The time-
taken by each extension personnel to give the responses to all the parts of the
questionnaire was 30 - 50 minutes. The data was subjected to frequency, percentage,
Kral Person correlation, factor analysis, criterion groups t-test and regression, to select
147
statements, to know the status, to know the relationship between transformational

leadership and innovative behavior of extension personnel and their job performance
and to make a comparison between the level of extension personnel on transformational
The major general inferences drawn from the study were as follows:
The transformational leadership scale consisted of four dimensions viz.,

idealized influence, individualized consideration, inspirational motivation and
intellectual stimulation. Which comprised of 90 statements. Selection of statements was
based on coefficient of correlation, factor analysis and criterion groups t- test analysis.
The split-half reliability of the inventory was 0.88 and was significant at 0.01 level.
The Cronbachs Alpha ratio was 0.93 and was considered highly acceptable. The scale
had content validity and internal validity.
The innovative behavior scale consisted of two dimensions viz., teaching role
and managerial role. Which comprised of 32 statements. Selection of statements was
based on coefficient of correlation, factor analysis and criterion groups t- test analysis.
The split-half reliability of the inventory was 0.71 and was significant at 0.01 level.
The Cronbachs Alpha ratio was 0.82 and was considered highly acceptable. The scale
had content validity and internal validity.
6.3 Demographic characteristics of extension personnel
I. The sample of study comprised of male (81.00 % ) and female (19.00 %).
II. Considerable percentage (48.00 %) of the respondents were belonged to middle

age group, followed by 28.50 percent belonged to old age group and 23.50 per
cent of them belonged to young age group.
III. More or less equal number of the respondents were having M. Sc. (34.50 %)
B.Sc. (32.00 %) and Ph. D. (31.00 %).
148
IV. Majority of respondents (59.50 % ) having medium category of total experience,

while 23.00 and 17.50 per cent of them belong to high and low experience
category, respectively.
V. Over 50.00 percentage of the respondents (53.50 %) were having low level of
training while 38.00 and 8.50 percent belonged to medium and high category of
in-service training, respectively.
VI. Majority of the respondents (78.00 %) belonged to the medium category of

information seeking behavior, while 12.50 per cent belonged to the high
category of information seeking behavior and 9.50 per cent of them belonged to
the low category of information seeking behavior.
The extens ion personnel of University of Agricultural Sciences (UAS) had high
level of transformational leadership as compared to Karnataka State Department of
Agriculture (KSDA) extension personnel.
The extension personnel of University of Agricultural Sciences (UAS) had high

level of innovative behavior as compared to Karnataka State Department of Agriculture
(KSDA) extension personnel.
The extension personnel of University of Agricultural Sciences (UAS) had high

level of job performance as compared to Karnataka State Department of Agriculture
(KSDA) extension personnel.
6.7 Difference of extension personnel on dimensions of

I. The extension personnel of University of Agricultural Sciences (UAS) extension

personnel had higher in idealized influence dimension as compared to Karnataka
State Department of Agriculture (KSDA) extension personnel.
149
II. The extension personnel of Univers ity of Agricultural Sciences (UAS) had
higher in individualized consideration dimension as compared to Karnataka
State Department of Agriculture (KSDA) extension personnel.
III. The extension personnel of University of Agricultural Sciences (UAS) had

higher in inspirational motivation dimension as compared to Karnataka State
Department of Agriculture (KSDA) extension personnel.
IV. The extension personnel of University of Agricultural Sciences (UAS) had

higher in intellectual stimulation dimension as compared to Kar nataka State
Department of Agriculture (KSDA) extension personnel.
6.8 Difference of extension personnel on dimensions of innovative

behavior
I. The extension personnel of University of Agricultural Sciences (UAS) had

higher in teaching role as compared to Karnataka State Department of
II. The extension personnel of University of Agricultural Sciences (UAS) had

higher in managerial role as compared Karnataka State Department of
6.9 Relationship between selected independent variables of extension

personnel and job performance
A positive and significant relationship existed between education, information

seeking behavior, transformational leadership, innovative behavior and job performance
of extension personnel.
6.10 Contribution of selected independent variables towards job

The independents variables like information seeking behavior and

transformational leadership had made highly positive significant contribution towards
the job performance of extension personnel.
150
6.11 Implications of the present study
I. The scale developed to measure transformational leadership of extension

personnel of both University of Agricultural Sciences (UAS) and Karnataka
State Department of Agriculture (KSDA) in this study was found reliable and
valid. The scale could be used to measure transformational leadership of
extension personnel of various organizations.
II. The scale developed to measure innovative behavior of extens ion personnel of
both University of Agricultural Sciences (UAS) Karnataka State Department of
Agriculture (KSDA) in this study was found reliable and valid. The scale could
be used to measure the innovative behavior of extension personnel of various
organizations.
III. The sample of study dominated by of male (81.00 %). Therefore, the social,
cultural, logistical and policy constraints may have to change to encourage
women working as agricultural extension personnel.
IV. The findings revealed that 6 to 7 extension personnel out of 10 extension

personnel of UASs were high in transformational leadership. So the extension
personnel can be selected on the basis of leadership dynamics who can shoulder
the responsibility of change orientation successfully.
V. Among the variables studied, education, information seeking behavior,

transformational leadership and innovative behavior had significant association
with the job performance of extension personnel. These variables are to be
stressed and extension organization may select personnel possessing these
attributes for better performance in implementing various programmes.
VI. It was found that training received by the Extension personnel did not influence
their performance. This implies that there is a need for the reorientation of the
training programmes considering the actual practical information requirement by
the extension personnel.
VII. The results of the study implied that extension personnel of Karnataka State
Department of Agriculture (KSDA) found to possess lower level of qua lities of
151
innovative behavior. Therefore, appropriate innovative behavior trainings may

have to be imparted to the KSDA extension personnel.
VIII. Performance appraisal of the extension personnel may have to be done on a

regular basis for the both Department of Agriculture and University of
Agricultural Sciences and the results as well as suggestions may have to be
communicated to the employees to improve their performance.
IX. The results of the study implied that Transformational leadership and innovative
behavior has high positive influence on job performance. Therefore, training and
development programs for extension personnel may have to focus on developing
these competences in them.
X. The idealized influence characteristic of transformational leadership which

included integrity, respect, risk-sharing, trust and vision may have to be
imbibed/ developed among extension personnel to enhance their job
performance.
The individualized consideration characteristic of transformational leadership
which included empowering, listening, mentoring and personal attention may
have to be developed/ inculcated among extension personnel to enhance their
job performance.
XI. The Inspirational motivation characteristic of transformational leadership which

included commitment to goals, communication, enthusiasm and modeling may
have to be developed among extension personnel to enhance their job
performance.
XII. The intellectual stimulation characteristic of transformational leadership which

included problem-solving and rationality may have to be developed among
extension personnel to enhance their job performance.
XIII. The teaching role of innovative behavior may have to be developed among
XIV. The managerial role of innovative behavior may have to be developed among
152
6.12 Recommendations
I. The study creates awareness among the programme planners, policy makers
administrators and extension personnel about importance of transformational
II. There is need for the development training of programs of in order to have more
change towards positivity with respect to transformational leadership and
innovative behavior.
6.13 Future line of research
I. The present study can be tested under different types of extension organization
like NGOs and private to assess the status of transformational leadership or
innovative behavior or both.
II. The scale developed and standardized for measuring innovative behavior of field
extension personnel consisted two roles of extension personnel. Hence, the other
roles need to be considering for further scale development.
III. As the independent variables considered in the study could jointly explain only
40.69 per cent variation in the job performance. The other important variables in
this regard could be identified and used for further research.
153
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177
Appendix I: Interview Schedule
No: Ag.Extn / Ph.D Research/2012-13 Date: 14 - 05 - 2013
To,
--------------------------------------
--------------------------------------
---------------------------------------
Dear Sir/Madam,
Sub: Request for filling the questionnaire ...reg
Mr. Mohamed Saad Ali, ID No - PGS10AGR517 9. III year Ph.D. Scholar, has
undertaken research on Impact of Transformational leadership & Innovative Behavior on
Job Performance of Extension Personnel under Dr. L. Manjunath guidance. He has taken up
a study on organizational aspect of the University of Agricultural Sciences & Agriculture
department. Considering your vast experience in extension you have been selected as one of the
respondents for the survey.
Here are a set of items which are believed to reflect some Personal and Psychological
attr ibutes related to your Job and Organization. You are requested to be kind enough to spare
some time from your busy schedule of work to help us to complete the study in time.
Thanking you,
Yours faithfully,
.
178
To,
--------------------------------------
--------------------------------------
---------------------------------------
Dear Sir/Madam,
Sub: Request for providing information...reg
Mr. Mohamed Saad Ali, ID No - PGS10AGR5179. III year Ph.D. (international
student) Scholar, has undertaken research on Impact of Transformational leadership &
Innovative Behavior on Job Performance of Extension Personnel under Dr. L. Manjunath
guidance. As a part of his research he has to collecting data for conducting final survey.
Therefore, I request you to help and arrange to conduct his survey in your institute.
Thanking you,
Yours faithfully,
179
To,
--------------------------------------
--------------------------------------
---------------------------------------
Dear Sir/Madam,
Sub: Request for accommodation...reg
Mr. Mohamed Saad Ali, ID No - PGS10AGR5179. III year Ph.D. (international
student) Scholar, has undertaken research on Impact of Transformational leadership &
Innovative Behavior on Job Performance of Extension Personnel under Dr. L. Manjunath
guidance. As a part of his research he has to collecting data for conducting final survey.
Therefore, I request you to help and arrange to provide accommodation for him in your
institute.
Thanking you,
Yours faithfully,
180
UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD

Dear respon dent,
The purpose of the survey is to study the Impact of transformational leadership and
innovative behavior on job performance of extension personnel. The results will be made
use of measuring the job performance of extension personnel. Please give ni formation for to
part A & B, honestly by reading instructions carefully. You can seek clarification for doubts
from researcher, if needed.
Part A
Sl. No ( ) Date:
1. Name ..
2. Gender a. Male ( ) b. Female ( )
3. Age (completed years) ..
4. Education; a. B.Sc. ( ) b. M.Sc. ( ) c. Ph.D. ( ) d. Post doctor ( )

e. ( ) others specify ..
5. Marital status a. Single ( ) b. Married ( ) c. others ( )
6. Place of work ..
7. Designation ..
8. Experience ..
9. In-service training
Sl. No Name of the Name of the Topic Year Duration

training organization
1
2
3
4
10. Information seeking behavior

R - Regular O - Occasional N Never
Frequency
Sl. No I. Mass media
R O N
1 News papers
2 Radio
3 Television
4 Magazine
5 Internet
6 Others
181
Frequency
Sl. No II. Personal cosmopoliteness
R O N
1. Superiors in department
2. Superiors outside of department
3. Friend in department
11. Transformational Leadership Scale Statements
The following are the statements relating to your characteristics and behavior in day-today
job life. Please read each statement and indicate your response by selecting any one of given 5
alternatives: Always (A), Most of the times (MT), Sometimes (ST), Rarely (R), Never (N),
which more or less describes you and write a check mark (v) under appropriate column.
Dont think too much about each statement, give the first answer that occurs to your mind.
But at same time, dont rush your responses or respond without giving due consideration to each
statement. Please answer honestly.
Please dont miss any statement.

Sl.
No. Statements A MT ST R N
1. I tell the truth

I get clarification from my supervisor about delegated
2.
work
I attend informal events that help to build team
3. cohesiveness
4. I break down the problem into smaller components
5. I look for principle of ethics behind others decisions
6. I try to involve in assessment of training needs
7. I establish clear priorities
8. I stimulate colleagues to find new ways to solve problems
9. I fulfill what I have promised
10. I look for delegating to accomplish our target assignments
11. I offer assistance to colleagues before they requested
12. I create benchmarks for measuring progress of work
13. I present expenses of budget of extension program in an

open way
14. I provide advices when requested
I work hard to achieve targeted extension program
15.
objectives
182
Sl.
Statements A MT ST R N
No.
16. I prepare check list of solutions a problem
17. I manipulate expenses of extension program illegally
18. I encourage colleagues to decide by themselves how do

their assignments
19. I motivate team members to work hard to achieve our

program objectives
20. I create trouble for others in solving problem
21. I make fun of others mistakes
22. I search for the resources needed to carry out our new tasks
I attempt to us e organization facilities to achieve my
23.
personal benefits
24. I fail to find alternative solutions for targeted problem
25. I respect personal rights of my colleagues in workplace
26. I look into the eyes of speakers
27. I allow other to complete their presentation in meeting
28. I try new approaches to accomplish our tasks in target time
29. I appreciate colleagues hard works
30. I express positive facial expressions
31. I keep everyone on teamwork by commands
32. I complete my tasks in target time frame

33. I go to colleague to provide performance feedback
34. I ask questions to prompt further discussion
I use research results to solve extension method
35.
application problems
36. I encourage others to look at problem from different angles
37. I walk away when someone is talking to me
I listen to opposing views without expressing
38.
defensiveness
39. I am genuine about what other says
40. I try to involve colleague in all phases of strategic planning
41. I suggest new ways to complete our assignments
183
Sl.
No
42. I blame others for their mistakes in public
43. I look at my watch when colleagues are speaking
44. I avoid to ask questions in meeting
45. I encourage thoughtful risk-taking
I avoid to present colleagues achievements at official

46. meetings
47. I involve in official papers while others are speaking
48. I give ambiguous instructions
49. I fail to find new ways to solve problems
50. I inform other about all important matters that effect

extension program
51. I devote time to train colleagues to improve their extension

skills
52. I narrate topic/s in pleasant manner
53. I involve team members in decision making process
54. I aid others to acquire necessary knowledge
55. I establish clear standard of expected performance
56. I take decisions alone in team work
I avoid to criticize others when they try something new

57. and fail
I demonstrate a passion for excellence in every aspect of

58.
work
59. I attempt to create big win in short time
60. I give others regular feedback about their performance
61. I vary tone to keep audience interest
62. I repeat same mistakes
63. I identifies long-term objectives

I encourage colleagues to search for relevant training
64.
courses
65. I read from slides when I present extension issue

184
Sl.
No
66. I try to apply new technologies in all field demonstrations
67. I encourage colleagues to make presentations in meetings
68. I miss to develop short-time objectives
69. I fail to vary tone to keep audience interest
70. I express gratitude clearly even for small acts
71. I consider others as having different needs
72. I fail to help colleagues to solve problems
73. I remind colleagues that our first priority is to deliver

excellent services to our client
74. I give colleagues up-dated information
75. I listen to colleagues with great courtesy
76. I forgive others mistakes
77. I try to discover training opportunities to improve other

skills
78. I help others to clarify their private problems
79. I help colleagues to understand their own values
80. I keep personal conversation in confidence
81. I clearly describe expectation of future problems
82. I explore recent extension approaches
83. I work with colleagues on weekends if they need

I provide the information which all needed to accomplish
84.
colleagues tasks
85. I am careless towards colleagues work problems
86. I say this is worst place to work
87. I spread silly gossips about colleagues achievement
88. I care only about myself
89. I fail to promote strong norms to work hard among

colleague
90. I try to make required resources available to accomplish

team task
185
12. Innovative behavior scale

The following are the statements relating to your characteristics and behavior in day-
today job life. Please read each statement and indicate your response by selecting any one of
given 5 alternatives: Always (A), Most of the times (MT), Sometimes (ST), Rarely (R), Never
(N), which more or less describes you and write a check mark (v) under appropriate column.
Dont think too much about each statement, give the first answer that occurs to your
mind. But at same time, dont rush your responses or respond without giving due consideration
to each statement. Please answer honestly.
Please dont miss any statement.
Sl. Statements A MT ST R N
No
1. I have vision to frame outcomes of education plan
2. I try only one way to carry out the challenging task
3. I develop only short education plan
4. I select traditional techniques for data collection
5. I promote recent practices which are profitable
6. I ignore graphs in evaluation reports
7. I use a single teaching method to change others

attitude
8. I learn from others mistakes
9. I link training with other outside experience
10. I keep notebook to write ideas
11. I review all possibilities to achieve plan objectives
I spend time to think how to improve training
12. outcome
13. I state the problem in a old way
14. I use traditional teaching methods
15. I state traditional objectives in training program
16. I ask others to evaluate my work periodically
17. I develop lot of alternative solutions
18. objective
19. I look at problem from single viewpoint
20. I use open questions to encourage new ideas
186
Sl.
No.
21. I plan tomorrows goals before I leave the office
22. I apply colors in teaching aids to increase audience

attention
23. I explore outside best practices to improve extension

plan
24. I apply traditional approaches to execute tasks
25. I ignore to prepare contingency plans
I select a challenging tasks that help me to learn from

26.
it
27. I break down the task into the smallest possible steps
28. I tell funny stories to audience
29. I use single method for data collection
30. I use traditional documentation approach during

implementation of a program
31. I practice recent extension planning techniques
32. I spend time to update my knowledge

187
Part B
13. Job performance scale

The following statements are relating to your job performance, please read each statement
and indicate your response by selecting any one of given 5 alternatives: Always (A), Most of the
times (MT), Sometimes (ST), Rarely (R), Never (N), which more or less describes you and
write a check mark (v ) under appropriate column.
Please dont miss any statement
SI. No Statements A MT ST R N
1. I study the situation and identify the problems
2. I involve in execution planning
3. I involve in teaching activities
4. I communicate technical information and knowledge
5. I involve in research activities
6. I involve in extensional activities
7. I utilize the organization properties judiciously
8. I assess the performance of work after completion
9. I do not report the problems faced during work to
my superiors
10. I maintain all the prescribed records
11. I register all the prescribed records
12. I keep all the prescribed records up-to-date
13. I am not successful in getting support from my
superiors
14. I attend official meetings regularly
15. I conduct research in my own field of specialization
16. I prepare research proposals
17. I am loyal to job
18. I am loyal to organization
19. I am capable in meeting the difficulties
Thank you very much for spending your valuable time on this task. I honestly assure to
keep your personal and professional information confidential and make use of the same for
research purpose only.
Yours sincerely,
(Saad Ali)
188
Appendix II: Request for Scientific Assistance to Develop Innovative Behavior Scale
UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE
Dr. L. Manjunath College of Agriculture, Hassan

Ph.D (Mass Communication &Journalism.), Ph.D Phone : 9035123092
(Agril. Extn.), FUWAI, FISEE, FASH, FSEE e-mail ID -lmanjunath2010@gmail.com
Dean (Agri)
Dear Sir/Madam,
Sub: Request for Scientific Assistance to Develop a Scale...reg
Mr. Mohamed Saad Ali, ID No - PGS10AGR5179. III year Ph.D. Scholar, has
Job Performance of Extension Personnel under my guidance. As a part of his research, he
has to develop a scale of Innovative Behavior. You are one of the respondents for the
development of the scale. Each statement describe your characteristic.
Your judgment is sought on five points continuum i.e. (A- Always; MT- Most of the
times; ST- Some times; R- Rarely; N- Never) to each statement.
Therefore, you are requested to read each statement and indicate your response by choosing one
of the alternatives which represents more or less your characteristic.
Thanking you,
Yours faithfully,
(L. Manjunath)
To,
---------------------------------------
---------------------------------------
---------------------------------------
189
Innovative Behavior Scale Statements

Innovative behavior (IB) refers to behaviors that encompasses either the generation or
introduction of new ideas (either by oneself or adopted from others) and the realization or
implementation of new ideas at work.
Si. Innovative Behavior Scale, dimensions and Statements Very Relevant Not so
No relevant relevant
Teaching role is defined as the ability to transfer
knowledge and technologies by exploring, adjusting, or
adopting new different ways of teaching methods.
1. I have vision to frame outcomes of education plan
2. I develop only short education plan
3. I refuse accepting modern teaching methods
4. I promote recent practices which are profitable
5. I use a single teaching method to change others attitude
6. I link training with other outside experience
7. For deliver single idea I apply demonstration
8. I focus only on positive outcome of teaching methods
9. I try to be with positive people
I spend time to think how to improve education
10.
outcome
11. I use traditional teaching methods
12. I ask others to evaluate my work periodically
13.
objective
14. I use open questions to encourage new ideas
I apply colors in teaching aids to increase audience
15.
attention
16. I generate original solutions for educating problems
17. I apply traditional approaches to execute tasks
I use logical approach to convince others to accept
18.
recent practices
19. I use drama as teaching method
20. I tell funny stories to audience
21. I use e-mail to seek consult from experts
22. I adopt Logical Framework Matrix for planning
190
I. Managerial role is defined as the capacity of planning

and evaluating extension program by research, modification, Very Not so
adoption, or application of new alternative techniques of relevant Relevant relevant
management.
23. I try one way to carry out the challenge task
24. I ask critical questions to analyses situation
25. I select traditional techniques for data collection
26. I ignore graphs in evaluation reports
27. I apply classical techniques of problem analysis
28. I use computer program to analyze data
29. I review all possibilities to achieve plan objectives
30. I follow outdated ways to execute tasks
31. I state the problem in a old way
32. I formulate traditional objectives
33. I adopt classical evaluation criteria
I explore outside best practices to improve extension
34.
plan
35. I plan tomorrows goals before I leave the office
36. I ignore to prepare contingency plans
37. I translate goals into concrete work action plan
38. I break down the task into the smallest possible steps
39. I gather only related information to the task on hand
40. I use single method for data collection
I use traditional documentation approach during
41.
implementation
42. I spend time to update my knowledge
43. I take responsibility for my actions
44. I articulate my plan vision with enthusiasm
I try to master most management skills by trial and
45. error method
46. I repeat mistakes
47. I look at problem from single viewpoint
48. I develop lot of alternative solutions
49. I keep notebook to write ideas
I select a challenging tasks assignment that help me to
50. learn from it
191
Appendix III: Request for Scientific Assistance to Develop Transformational leadership

Scale
UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE
Dr. L. Manjunath College of Agriculture, Hassan

Ph.D (Mass Communication &Journalism.), Ph.D Phone : 9035123092
(Agril. Extn.), FUWAI, FISEE, FASH, FSEE e-mail ID-lmanjunath2010@gmail.com
Dean (Agri)
Dear Sir/Madam,
Sub: Request for Scientific Assistance to Develop a Scale...reg
Mr. Mohamed Saad Ali, ID No - PGS10AGR5179. III year Ph.D. Scholar, has
Job Performance of Extension Personnel under my guidance. As a part of his research, he
has to develop a scale of Transformational leadership. You are one of the respondents for the
development of the scale. Each statement describe your characteristic.
Your judgment is sought on five points continuum i.e. (A- Always; MT- Most of the
times; ST- Some times; R- Rarely; N- Never) to each statement.
Therefore, you are requested to read each statement and indicate your response by choosing one
of the alternatives which represents more or less your characteristic.
Thanking you,
Yours faithfully,
(L. Manjunath)
To,
---------------------------------------
---------------------------------------
---------------------------------------
192
Operational Definitions of Transformational Leadership Dimensions and Statements
Transformational leadership involves a leader-follower exchange relationship in which the

followers feel trust, loyalty, and respect toward the leader, and are motivated to do more than
originally expected (Bass, 1985)
A. Idealized Influence is demonstrate a strong code of ethics, involve others in taking risk,
and build clear expectation of organization future
1. Integrity is the tendency to exhibit et hical standards and be accountable for his
decisions
a) Honesty
Characteristics b) Commitment
c) Fairness
d) Consistency
Relevancy
Statements
Very Not
Relevant
relevant relevant
1. I tell the truth
2. I look for principle of ethics behind others decisions
3. I fulfill what I have promised
4. I present expenses of budget of extension program in

an open way
5. I demonstrate the same priorities that I describe
6. I manipulate expenses of extension program illegally
7. I make fun of others mistakes
8. I give attention to certain employees
9. I try to take credit of others achievements
10. I attempt to risk others to protect myself in work

matters
2. Respect is the predisposition to be polite, promote extension workers achievements,

and avoid violation rights of others
a) Appreciation
Characteristics b) Understanding
c) Professional
193
Relevancy
Statements Very Not
Relevant
relevant relevant
11. I make eye contact while speaking to others
12. I address staff members by their names
13. I respect personal rights of my colleagues in
workplace
14. I appreciate colleagues hard works
15. I give equal chance to staff to speak in meeting
16. I arrive to work on time
17. I complete my tasks in target time frame
18. I walk away when someone is talking to me
19. I fail to keep extension personnel updated on latest
information
20. I make decisions after problems become chronic
21. I show favoritism to certain colleagues
22. I blame others for their mistakes in public
23. I avoid to present colleagues achievements at official
meetings
24. I dominate conversations with others
3. Risk-sharing is the ability to try new things, learn from mistakes, and involve in risk
with members
a) Willing to take risk
Characteristics b) Create small win
c) Transparency
d) Learn from mistakes
e) Participative
25. I tend to identify risks before starting project
26. I attempt to distribute impacts of risk between units
27. I inform other about all important matters that effect
extension program
28. I clearly explain idea about risk impacts
29. I involve team members in decision making process
30. I encourage colleagues to expresses their opinion
31. I take decisions alone in team work
194
Relevancy
Statements Very Not
Relevant
relevant relevant
32. I attempt to create big win in short time

33. I repeat same mistakes
34. I try to apply new technologies in all field
demonstrations
4. Trust is act as honest, sincere and share information

a) Honor
Characteristics b) Sharing information
c) Developing others
35. I express gratitude clearly even for small acts
36. I give colleagues up-dated information
37. I try to discover training opportunities to improve
other skills
38. I allow colleagues offering different points of view
39. I give equal training opportunities to all staff
40. I publish reports about unit performance
41. I keep personal conversation in confidence
42. I provide the information which all needed to
accomplish colleagues tasks
43. I break work discipline
44. I try to hide details of annual budget
45. I try to limit other training opportunities
46. I attempt to cover my mistakes
47. I spread silly gossips about colleagues achievement
5. Vision is the capacity to provide clear ideal picture for the future of the extension
services, develop strategic plan and engage extension workers in strategic decisions
a) Good communicator
Characteristics b) Chief organizer
c) Strategic planner
195
Relevancy
Statements Very Not
Relevant
relevant relevant
48. I encourage colleagues to participate in the
formulation of organizations vision
49. I clearly describe expectation of future problems
50. I try to make required resources available to
accomplish team task
51. I try to involve colleague in all phases of strategic
planning
52. I identifies long-term objectives
53. I communicate vision of the future often
54. I develop annual plan for program activities
55. I provide opportunity for others to commit to the
vision publicly
56. I guide others for making decisions
57. I clarify the roles that each staff member should play
58. I avoid build consensus for shared goals
59. I neglect to develop annual plan activities to
extension workers
60. I fail to help colleagues to solve problems
61. I miss to develop short-time objectives
B. Individualized consideration is the ability to pay special attention to the needs and
problems of each individual person as well as provides empowering, mentoring, and
initiates new ways to solve problems
1. Empowering is the allowing extension workers to act and give them equal
opportunity to learn and succeed
a) Delegate
Characteristics b) Involved
c) Encourager
62. I involve others in making decisions that affect them
63. I get clarification from my supervisor about delegated
work
64. I try to involve in assessment of training needs
65. I provide opportunities for staff members to involve
in new tasks
66. I look for delegating to accomplish our target
assignments
196
Relevancy
Statements Very Not
Relevant
relevant relevant
67. I try to remove unnecessary controls
68. I provide advices when requested
69. I encourage colleagues to decide by themselves how
do their assignments
70. I fail to remove unnecessary controls
71. I search for the resources needed to carry out our new
tasks
72. I attempt to forbid access to technical information
73. I delegate only when I am busy
2. Listening is the ability to give attention, asks appropriate questions and does not
interrupt the speaker
a) Non-Verbal Behavior
Characteristics b) Empathy
c) Summarizing
74. I look into the eyes of speakers
75. I express positive facial expressions
76. I ask questions to prompt further discussion
77. I make the speaker feel important
78. I summarize the progress of the conversation from
time to time
79. I listen to opposing views without expressing
defensiveness
80. I look at my watch when colleagues are speaking
81. I change the subject too quickly
82. I involve in official papers while others are speaking
83. I suggest solutions before the problem is fully
explained
84. I forget other previous conversation
3. Mentoring is the ability to helps extension workers to grow and develop by sharing
experiences and providing clear understanding of promotions process and
requirements
a) Coaching
Characteristics b) Counseling
c) Sponsorship
197
Relevancy
Statements Very Not
Relevant
relevant relevant
I devote time to train colleagues to improve their
85.
extension skills
86. I aid others to acquire necessary knowledge
87. I provide helpful career advice
88. I support extension workers in taking risks
89. I provide resources to extension personnel to try

new ideas
90. I avoid to criticize others when they try something

new and fail
91. I give others regular feedback about their

performance
I encourage colleagues to search for relevant
92.
training courses
I encourage colleagues to make presentations in
93.
meetings
94. I exhibit a cold welcome to others
95. I criticize others work
96. I try to hide technical skills
4. Personal attention is act to be a friend, respect individual variations and dealing

with employee problems
a) Friendly
Characteristics b) Consideration
c) Empathy
97. I consider others as having different needs
98. I disclose personal information about myself
99. I tell jokes in informal discussions

100. I listen to colleagues with great courtesy
101. I ask extension workers about their individual

interests
198
Relevancy
Statements Very Not
Relevant
relevant relevant
102. I help others to clarify their private problems
103. I express compassion toward others who have low

performance
104. I remember others birthdays
I strive to help staff members to solve their private
105.
problems
106. I go to colleague to provide performance feedback
I fail to resolve grievances about extension
107.
personnel promotions
108. I am careless towards colleagues work problems
109. I fail to keep people informed about actions

affecting them
110. I care only about myself
C. Inspirational motivation is the potentiality to motivate and inspire extension

personnel by commitment with enthusiasm and optimism
1. Commitment to goals is that behavior which demonstrates loyalty and striving
to achieve goals by seeking cooperation between staff
a) Loyal
Characteristics b) Sacrifice
c) Planner
I attend informal events that help to build team
111.
cohesiveness
112. I assign specific task to others
113. I establish clear priorities
114. I offer assistance to colleagues before they requested
115. I build a common base of agreement in team before

moving forward with task involvement
116. I set specific standards for task achievement
199
Relevancy
Statements Very Not
Relevant
relevant relevant
I try to resolve problems immediately which disrupt

117.
the work
I work hard to achieve targeted extension program

118. objectives
I motivate team members to work hard to achieve

119.
our program objectives
120. I make extra effort to bring benefits for myself
121. I fail to resolve problems before disrupt our work
122. I arrive late to meeting
I attempt to use organization facilities to achieve my

123. personal benefits
2. Communication is the ability to interpret and present clear and consistent idea
through multiple channels
a) Listening
Characteristics b) Clare
c) Organize
d) Sincere
I allow other to complete their presentation in

124. meeting
125. I keep everyone on teamwork by commands
I use research results to solve extension method

126.
application problems
127. I am genuine about what other says
128. I ask questions to clarify idea
129. I use vague words to present my opinion
130. I avoid to ask questions in meeting
131. I give ambiguous instructions

200
Relevancy
Statements Very Not
Relevant
relevant relevant
3. Enthusiasm is the ability to exhibit passion and optimism through body language,
voice, and words to build confidence and motivate the extension in worker
a) Using symbolic language
b) Positive communication style
Characteristics
c) Verbal and nonverbal expressiveness
132. I narrate topic/s in pleasant manner
133. I establish clear standard of expected performance
134. I demonstrate a passion for excellence in every

aspect of work
I change facial expressions to correspond with the
135.
thoughts I am voicing
136. I vary tone to keep audience interest
137. I able to express unique stories
I encourage exceptionally high standards of
138. performance
139. I tell boring story when I present extension plan

140. I read from slides when I present extension issue
141. I fail to vary tone to keep audience interest
142. I fail to energize staff members to do their best level
4. Modeling is act with integrity, exhibit faith in principles, have courage to navigate
difficult situations and make tough decisions
a) Clarify values
Characteristics
b) Set the example
I help others know how to work through their
143.
achievement
I remind colleagues that our first priority is to deliver
144.
excellent services to our client
145. I am willing to make difficult decisions
146. I forgive others mistakes

147. I help colleagues to understand their own values
148. I seek unanimity around shared values
201
Relevancy
Statements Very Not
Relevant
relevant relevant
I lead discussion about values in the orientation of
149. new members
150. I work with colleagues on weekends if they need

151. I take responsibility for certain employees
152. I try to hide real reasons of decisions
I punish subordinates when they fail to accomplish
153. their task
154. I say this is worst place to work

155. I fail to promote strong norms to work hard among
colleague
D. Intellectual stimulation is the capacity to help extension workers to rethink in

rational ways to examine a situation and encourages followers to be creative in their
work and achievement of project
1. Problem solving is the capacity to make logical decisions and initiates new ways to
provides solutions for both individual and organizational problems
a) Ask question
Characteristics b) Flexible
c) Optimistic
156. I express hopes about solution of problem
157. I break down the problem into smaller components
158. I encourage staff to generate alternative solutions

to the problem
I ask questions about the problem before
159. considering ways of solution
160. I stimulate colleagues to find new ways to solve

problems
I hold discussion in groups to highlight
161.
organization strengths
162. I create benchmarks for measuring progress of

work
163. I prepare check list of solutions a problem
164. I create trouble for others in solving problem
165. I fail to find alternative solutions for targeted
problem
I fail to involve outsiders in problem-solving
166.
discussions
202
Relevancy
Statements Very Not
Relevant
relevant relevant
2. Rationality is the skill to demonstrate analytical skill, follow procedures in taking

decision or solving problem and provide reasonable evidence
a) Collection of information
Characteristics b) Analyzer
c) Follow procedures
I allow one party to dominate the discussion of a

167. problem
I recommend others to follow procedures to take

168.
decision
I conduct studies to identify successful methods of

169.
extension
I try new approaches to accomplish our tasks in

170. target time
171. I explore recent extension approaches
172. I sponsor activities that help to develop new ideas
173. I stimulate employees to visit each others office to

provide mutual feedback
174. I encourage others to look at problem from

different angles
175. I suggest new ways to complete our assignments
176. I encourage thoughtful risk-taking

177. I require others to solve problem quickly
178. I fail to find new ways to solve problems

203
THE IMPACT OF TRANSFORMATIONAL LEADERSHIP AND INNOVATIVE

BEHAVIOR ON JOB PERFORMANCE OF EXTENSION PERSONNEL
MOHAMED SAAD ALI 2013 Dr. L. MANJUNATH

Major Advisor
ABSTRACT
A study was taken up with the objectives to develop transformational leadership

scale, innovative behavior scale and also to determine the influence of transformational
leadership and innovative behavior on job performance of extension personnel.
The sample consisted of 100 KSDA extension personnel and 100 UAS extension
personnel who were selected by accidental meeting technique. The scales developed to
measure the Transformational Leadership and Innovative behavior of both extension
personnel of University of Agricultural Sciences (UAS) and Karnataka State
Department of Agriculture (KSDA) in this study were found reliable and valid.
The questionnaire consisted of bio data schedule, transformational leadership

scale, innovative behavior scale and job performance scale which were administrated on
the sa mple through personal contact. The analysis of correlation, test, regression
analysis and factor analysis were made use of for analysis of the data.
The results revealed that the 6 to 7 extension personnel out of 10 extension

personnel of UAS were hig h in transformational leadership, whereas 3 to 4 extension
personnel out of 10 extension personnel of KSDA were high in transformational

leadership. While, 3 to 4 extension personnel out of 10 extension personnel of UAS
were high in innovative behavior, whereas 1 to 2 extension personnel out of 10
extension personnel of KSDA were high in innovative behavior. The majority (66.00
%) of the extension personnel of both the categories belonged to high performance
category. The variables education, information seeking behavior, transformational

leadership and innovative behavior correlated significantly with job performance of
extension personnel. Only two variables namely information seeking behavior and
transformational leadership were found to be significant in explaining the variation in
the job performance of extension personnel.

Mohamed Saad Ali

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THE IMPACT OF TRANSFORMATIONAL LEADERSHIP

MOHAMED SAAD ALI

DEPARTMENT OF AGRICULTURAL EXTENSION EDUCATION

THE IMPACT OF TRANSFORMATIONAL LEADERSHIP

Thesis submitted to the

DEPARTMENT OF AGRICULTURAL EXTENSION EDUCATION

DEPARTMENT OF AGRICULTURAL EXTENSION EDUCATION

This is to certify that the thesis entitled "THE IMPACT OF TRANSFORMATIONAL

AUGUST, 2013 (L. MANJUNATH)

I take this opportunity to express my deep sense of gratitude to

My sincere and heartfelt thanks to Dr. V. S. YADAV, Professor, Psychology,

As the novice runs, I greatly acknowledge to the other benevolent faces of my

I am grateful to all professors of Department of Agricultural Extension

Many deep thanks to Dr. MOHD. ABDUL KAREEM, Dr. C. M. RAFEE,

I would like to thank Jagadajyoti Binkadakatti, who as a good friend was

Many deep thanks to The Indian Council of Agricultural Research (ICAR),

I extend my deep sense of gratitude to the respondents Extension Personnel,

AUGUST, 2013 (MOHAMED SAAD)

4. Criterion groups t-value of each item of individualized 79

I. Interview Schedule 177

II. Request for Scientific Assistance to Develop Innovative 188

III. Request for Scientific Assistance to Develop 191

In agricultural extension conte xt, the competencies of extension personnel are

The transformational leadership is often linked with managerial effectiveness

Transformational leadership was initially developed by a political scientist

Bass (1985) identified four characteristics of transformational leaders:

Another popular conceptualization of transformational leadership style was that

Bradle y (2009) in his study on college of agriculture deans, extension personnel

Waldman et al. (1987) showed that the performance appraisals of subordinates

Clover (1989) used an abbreviated version of the MLQ to correlate the

Hetland and Sandal (2003) after conducting a study on a sample of 100

Chandna and Krishnan (2009) showed varying results in their comparative

with affective commitment in non-IT sector, no significant relationship has been

Ramachandran and Krishnan (2009) in a cross cultural study reported that

Therefore, in the present study an attempt was made to develop

The other biggest challenge to survive extension organizations in future is not

For extension organizations, innovations are important to enhance the

Innovation has been considered a human behavior since research on innovation

Innovative behavior is intended to generate some kind of benefit and has a

Innovative behavior can range from incremental improvements to developing

It is identified as extra role behavior, which refers to discretionary behavior that

Amabile (1996) found that the creativity component of innovative behavior

Whereas, empirical evidence suggested that innovative behavior leads to

Kaurai (2011) proven that there is a positive effect of emotional intelligence on

Niharika and Lakshmanan (2013) demonstrated that innovative behavior was

The present study treated innovative behavior as the independent variable.

In conclusion, previous researches relating to transformational leadership and

1. To develop the scale to measure transformational leadership among extension

2. To develop the scale to measure innovative behavior among extension personnel

3. To determine the influence of transformational leadership and innovative

Special features of the investigation

Study will help to identify importance of transformational leadership and

Further, it helps the planners, administrators and extension functionaries to

Limitations of the study

The purpose of review of literature is in an order to understand the concept and

2.1 Leadership in agricultural extension

2.2 Leadership style in agricultural extension

2.3 Transformational leadership

2.4 Innovative behavior

2.5 Job performance

2.5.1 Levels of job performance

2.5.2 Personal, socio -economic and psychological characters of extension

2.5.3 Transformational leadership and job performance