bluuebunny/crossref_metadata_2025 huggingface dataset:
The perception and implementation of sustainable Leadership strategies in further education colleges
Authors: Lambert Steve
Published: July 2013

Sustainable leadership as a concept is both in its infancy and also under researched, with much of the previous work in the area concentrating solely on the compulsory sector. Lambert (2011) argues that existing models are not entirely appropriate for further education due to the landscape in which colleges operate. This paper presents the findings of empirical work which sought the views of principals of general further education colleges (equivalent to United States Community Colleges) in the south east of England and London, UK, as to whether they are in agreement with the component aspects of the framework of sustainable leadership for further education colleges suggested by Lambert (2011).
The Leadership Proficiency of Commissioners of Agriculture
Authors: Baughman Kristen N. , Bruce Jacklyn
Published: July 2013

The purpose of this mixed methods study was to determine the self-perceived proficiency level of Commissioners of Agriculture in six leadership skill areas. Major findings noted their proficiency in these areas. Researchers recommend providing professional development opportunities and software training for Commissioners at their annual conference.
Students’ Perception of the Role of Reflection in Leadership Learning
Authors: White Jillian V.
Published: July 2013

Reflection covers both the cognitive process and the broad range of activities that enhance learning resulting from experience. While much of what we know about reflection is rooted in experiential learning, leadership education programs which frame leadership as an experience could benefit from a richer understanding of the role of reflection in students’ learning. The purpose of this study was to discover how students perceived the role of reflection. This study explored the function of reflection in the formal classroom setting and co-curricular experiences. Findings reveal students make a deep connection between leadership learning and reflection, prefer contemplation to written reflection, and struggle with forced reflections.
Point of View: Leadership Studies from Different Perspectives
Authors: Harter Nathan
Published: July 2013

By adopting the dictum that all knowledge is knowledge from a point of view, educators can arrange the literature on leadership into nine categories from three conceptually distinct points of view, namely the Leader, the Follower, and the Investigator. Students who come to appreciate and account for point of view not only increase their understanding of leadership, but also prepare to compensate, if not transcend their own point of view – a skill that successful participants in leadership will increasingly require.
Leadership, Motivation, and Teamwork Behaviors of Principal Investigator’s in Interdisciplinary Teams: A Synthesis of Research
Authors: Adams Brittany L , Cain Holly Reed , Giraud Vivana , Stedman Nicole L P
Published: July 2013

Increased demand, limited resources, knowledge gaps, and seemingly less time to produce results are the challenges facing researchers and others in higher education today. Working together across disciplines is almost a requirement to stay afloat in the competitive arena most principal investigators are finding themselves in. This study sought to synthesize existing research on leadership behaviors of these investigators in the agricultural discipline. The sections specifically addressed include team science, discipline structure, boundary work, challenges of interdisciplinary research, the direction of research, and leadership in interdisciplinary teams. After analyzing 32 articles, researchers determined that research should continue to investigate the role of leadership behaviors in primary investigators to continue to improve effectiveness.
Between Great Men and Leadership: William James on the Importance of Individuals
Authors: Harter Nathan
Published: July 2013

In the 1880s, William James argued that individuals do make a difference in history, and that the study of influential people is a defensible academic pursuit. The literature on leadership today raises three distinct challenges to his position: (a) that everyone is a leader, (b) that no one is a leader, and (c) that leadership is self-leadership. To avoid confusion, educators should look closer at the arguments, not only for historical reasons. There are sound theoretical, conceptual, and psychological reasons, for teachers and students alike to look closer at his argument.
Effective Leadership Education: Developing a Core Curriculum for Leadership Studies
Authors: Watt Willis M.
Published: July 2013

Educators must develop leadership studies programs that prepare students to deal with the reality of a diverse world so they are able to handle constant change as they lead in the 21st century. The purpose of this paper is to consider a variety of questions that need to be answered when developing core curricula for college and university leadership studies programs. The discussion is based many years of researching, developing, and teaching in this area at state universities as well as at private liberal arts and Christian colleges. This paper offers a review of the importance of leadership education, a review of Hosford’s (1973) curriculum development model, and an examination of three case histories. Hosford (1973) has developed a model of instructional design that suggests a strong interrelationship exists between any given curriculum program and the subsequent teaching involved in the program. Hosford’s model challenges the educator to ask a variety of questions concerning issues affecting professional, practical, political, package (i.e., program), organizational, interrelated dynamics, teaching/learning, and implementation. As illustrated by the three case histories, with attention to each dimension of curriculum development it is possible to develop meaningful and successful leadership studies courses and programs at the college and university levels.
The Relationship of Leadership Practices to Culture
Authors: Pennington Penny , Townsend Christine , Cummins Richard
Published: July 2013

The relationship of leadership to culture is explored in this study. The study was designed to determine if significant relationships existed between specific leadership practices and different cultural profiles. The treatment for this correlational study consisted of 15 teams with an assigned formal leader for each team. Significant relationships were found between the variables in 14 of the 20 relationships examined. It was concluded that different leadership practices resulted in different cultures.
Transformational Leader as Champion and Techie: Implications for Leadership Educators
Authors: Crawford C. B. , Gould Lawrence V. , Scott Robert F.
Published: July 2013

The effects of innovation on leadership abilities have not been widely investigated. Although diffusion of innovation theory has existed for some time, there is a need for more research detailing the relationship between innovation and transformational leadership. In a survey of organizational members (N = 294), innovation was significantly related to all subscales of transformational leadership. The relationship between innovation and transactional leadership was generally not significant, and the relationship with laissez-faire leadership was inverse and significant. Implications emerging from the relationship between transformational leadership and innovation are discussed, including the distinction between the champion and “techie” styles of innovation and their basis in leadership activity.
Out-of-School Programming: Assessing the Impact on Asset Development in Young People
Authors: Walahoski Jill , Lodl Kathleen
Published: July 2013

Current literature on youth development supports the theory that out-of-school programming has an effect on youth development. However, little research has been conducted on types of out-of-school programs and comparisons among involvement in various activities in relation to developmental assets. Hence, the purpose of this study was to analyze relationships between students’ participation in out-of-school programs and the development of positive assets. Specifically, this study explored how 4-H participants differ from other students in their attainment of specific assets.

Findings support past research that indicate out-of-school programming is making an impact on the development of youth. Strong differences specific to 4-H participation were not found. Instead, findings indicate that asset development is not the result of one program; rather, it is important to provide a variety of options that ensure a good “fit” for the young person.
Prescriptive Leadership Development: Developing Tomorrows Leaders Today
Authors: Hackman Michael Z. , Kirlin Amy M. , Tharp Janice L.
Published: July 2013

This article highlights the Chancellor’s Leadership Class, a highly selective, four-year program for undergraduate students at the University of Colorado at Colorado Springs. The four primary components of the program are coursework, community service, skill building, and mentoring. Although the program has a uniform structure for all students, it is tailored to meet the unique needs and goals of each student through a concept called prescriptive leadership development.
The Use of a Citizen Leader Model for Teaching Strategic Leadership
Authors: Langone Christine A.
Published: July 2013

Strategic leadership is perhaps the area where undergraduate students have the least experience. Therefore, a focus on developing these skills is critical for college-level leadership educators. Teaching strategic leadership requires that educators design programs that make explicit, direct, and formal links between theory and practical experience, opportunity to reflect, solve problems, work in teams, and engage in active learning.

The Citizen Leader Model (CLM) for student engagement goes beyond volunteerism and service learning through its focus on bringing about substantive change in organizations and communities. This article describes a teaching method for teaching strategic leadership using the CLM, sample projects, and outcomes.
Return on Investment (ROI): Calculating the Monetary Return of a Leadership Development Program
Authors: Rohs Frederick R.
Published: July 2013

Measuring the Return on Investment (ROI) in training and development has consistently earned a place among the critical issues in the human resource development (HRD) field. Leadership educators may soon find that program sponsors and administrators asking for ROI information as well. This paper reports the ROI of the Southern Extension Leadership Development (SELD) program as implemented at The University of Georgia. To calculate the return on investment, the ROI model proposed by Phillips (2002) was used. New extension agents hired between 1995 and 2001 who completed the probationary period with the Cooperative Extension Service formed the population for this analysis. Analysis of the data indicated that the employee turnover rate for the participant group was significantly lower than for the non-participant group. Based on the ROI model calculations, every one-dollar spent in the SELD program returned $3.86 in benefits and $2.86 (286%) in net benefits were returned on Investment.
Perceptions of Leadership Skills as an Indicator of a Community’s Social Capital
Authors: Bolton Elizabeth B.
Published: July 2013

The leaders of two local and regional organizations, Cooperative Extension Service (CES) and Workforce Development Board (WDB), were surveyed to determine their perceptions of the leadership skills of each other as an indicator of the social capital within the community. Results showed the majority of both groups did not know if their counterparts possessed basic leadership abilities that included communication skills, task and maintenance skills, conflict management, etc. However, neither group gave the other low ratings on any of the skills. The implications of these findings are that there is little interaction between these two groups on local and regional projects and programs. This suggests the social capital that results when local leaders interact and influence other parts of the community is not being realized and thus is not utilized for local and regional initiatives to the extent that it could be.
Volunteer Administration: Theoretical Dimensions of the Discipline
Authors: Stedman Nicole L. P. , Rudd Rick
Published: July 2013

The focus of this paper is to provide the profession of volunteer administration (VA) a model outlining theoretical dimensions of the discipline. The dimensions provided include the (a) processes, (b) discipline, (c) foundations, and (d) theoretical base. Volunteer administration is the set of associated processes of operating a volunteer program. Included are a compilation of competencies identified by the Association for Volunteer Administration (2001) and 13 professionals that participated in a study conducted by Boyd (2002). The seven processes are Commitment to the Profession, Organizational Leadership, Systems Leadership, Accountability, Management Skills, Personal Skills, and Organizational Culture. The foundational disciplines are Leadership and Management, Community Development, and Teaching and Learning. Psychology and sociology provide the empirical evidence that supports the foundations and processes of VA. Professionals should look deeper into the theoretical base of VA, in order to develop and encourage focused research initiatives and academic curricula for volunteer administrators.
Exploring the Bermuda Triangle: Review of Gender, Societal, Team and Individual Leadership Theories
Authors: Gage Andrea J. , Mumma Shelly , Fritz Susan
Published: July 2013

The relationship between an individual’s comprehension of his or her role in society, the gender expectations of society, and how these thoughts and stereotypes influence an individual’s behavior in particular settings seem to be separate, yet interrelated. It is for this reason that an analysis of four main theories of gender and leadership must be reviewed for contrasts and comparisons. This paper reviews and analyzes the research literature on Social Role Theory, Implicit Theory, Attribution Theory, and Leader Emergence Theory. Further it draws conclusions and comparisons that will provide recommendations and implications for future research and practice.
A Review of Gender and Full-Range Leadership Research and Suggestions for Future Research
Authors: Smith Kelli K. , Matkin Gina S. , Fritz Susan M.
Published: July 2013

In this paper the research on gender and Full-Range Leadership is documented and explored. Included is consideration of research that studied Full-Range Leadership directly as well as indirect study that contributed to the field of research on Full-Range Leadership. The paper culminates in a series of recommendations for future research. It is hoped that these will help to move the field from documenting the differences or similarities of leadership (or perceptions of leadership) between women and men, to studying why these differences might exist. Additional recommendations are included that will help transport the value of this research from the pages of scholarly journals into organizations, communities, and the workplace.
Reel Leadership II: Getting Emotional at the Movies
Authors: Graham T. Scott , Ackermann J. Cooper , Maxwell Kristi K.
Published: July 2013

Emotional intelligence (EI) is emerging as an area of interest in leadership development. Recent research stresses how valuable strong EI skills are to the success of the person, team, organization, and society. Unlike IQ emotional intelligence skills can be improved with focused training, coaching, and lifespan experiences. Effectively used, film can be a worthy instrument for educators, facilitators, trainers, and coaches to bring to their professional toolboxes to assist in EI skill building efforts.
Modeling Service Learning for Future Leaders of Youth Organizations
Authors: Hoover Tracy S. , Webster Nicole
Published: July 2013

This project provides instructors seeking to integrate Service Learning (SL) into collegiate level courses a model for future use and adoption. Approximately 60 students in a collegiate youth leadership course and two collegiate student organizations participated in a SL project at an environmental center in West Philadelphia. The majority of students who participated were enrolled in either the youth leadership development course or in a special topics course on SL. In both instances students were exposed to service learning from an historical and operational perspective and participated in guided reflection at the completion of the project. The SL project allowed the instructors to model a unique experiential learning strategy that could be adopted by future agricultural education instructors, 4-H youth development educators, collegiate or youth organizations.
The Impact of Character Education Curricula on Youth Educators
Authors: Harms Kristyn Marie , Fritz Susan , Rockwell S. Kay
Published: July 2013

The purpose of this study was to determine degrees of internalization of character traits across two groups (K-12 teachers and Extension staff) with varying years of participation in character education professional and program development activities. An online survey was developed to collect data describing the 109 respondents, the extent of their character education professional and program development activities, and their degrees of internalization and behavioral change. Post-then-pre data comparisons revealed significant levels of change in behaviors, including considering other peoples’ feelings and resolving conflict in a peaceful manner. All post-then-pre data demonstrated that respondents at least frequently lived their lives in accordance with the post-then-pre statements. Recommendations for future research included: marketing character education professional development opportunities to a broader audience; and increasing ongoing and intensive multicultural training of Cooperative Extension staff.
The Relationship of Gender and Organizational Setting to Transformational and Transactional Leadership Skills of Selected College Student Leaders
Authors: Rosenbusch Katie , Townsend Christine
Published: July 2013

The purpose was to examine the development of transformational and transactional leadership skills among Generation X collegiate student organizational officers and members. This study looked at the organizational structure of each group and member’s gender to determine if these variables were related to leadership style. In this correlational study 190 college students between the ages of 18-22 from two different leadership organizations were given the Multifactor Leadership Questionnaire (Bass & Avolio, 1995). Significant relationships were found between the transformational leadership scores and gender. It was found that female student leaders tended to be more transformational than male student leaders. Males had a tendency to portray transactional leadership skills. The type of organization did not influence what type of leader emerged. Although Generation X attributes suggest all members are more transformational, it was concluded that gender continues to have a significant impact on the development of student leader transformational leadership skills.
The Leadership Pie: Grab Your Piece Before it’s Gone!
Authors: Pennington Penny
Published: July 2013

Leadership courses are and have been popping up at universities and colleges across the nation in a wide array of colleges and departments. And, why not, leaders are needed in every discipline, every field, and every profession. The real story is one of duplicating efforts, a lack of faculty support, and definitely an absence of collaboration. Splintering and duplication have resulted. The discipline of leadership at the collegiate level is being sold to the first bidder. The immediate product is ill prepared students of leadership. As to the long-term results, only time will tell.
Developing Professionals of Color: Going Beyond the Traditional Leadership Skill Set
Authors: White Belinda Johnson , Hollingsworth Keith
Published: July 2013

This article demonstrates how the Leadership and Professional Development course at Morehouse College, an all-male historically Black college in Atlanta, Georgia, goes beyond teaching traditional leadership and professional development skills and exposes students to the impact of being a “professional of color” in corporate America. This paper will explore the need for African Americans to have skills related to corporate success that go beyond those needed by Whites and the pedagogical techniques used to develop the additional skill sets in undergraduate students of color. Anecdotal and empirical evidence regarding the effectiveness of the course is provided.
Evaluation of Transfer of Training and Skills Learned as State 4-H Council Members
Authors: Bruce Jacklyn A. , Boyd Barry L. , Dooley Kim E.
Published: July 2013

The purpose of this qualitative study was to evaluate if the environment of the State 4-H Council fosters transfer of training to life after the 4-H program. Purposive sampling identified former members of a State 4-H Council. The research methods included semi-structured and unstructured interviews. Major findings of the study noted that most areas of the council environment encourage the transfer of training, however, some facets of the council environment need improvement to promote training transfer. Recommendations include conducting a needs assessment of all incoming State 4-H Council members, developing an experiential training method, implementing training on working with different personality types, improving communication among the group, and continuing to reward council members for using the skills they gain while on the council.
Teaching Leadership: Do Students Remember and Utilize the Concepts We Teach?
Authors: Williams Jennifer R. , Townsend Christine D. , Linder James R.
Published: July 2013

The purpose of this study was to determine how leadership competencies are remembered and utilized following instruction in a structured collegiate leadership course. The population for this study consisted of experienced collegiate leaders who completed an introductory leadership theory course. The purposive sample included 74 students who completed the course during a semester within a three year period. For this study, a three-part instrument was used. The study focused on the comprehension and use of leadership competencies presented in the course. Comparisons were made between the different classes in regards to self-perceived leadership competency knowledge (retained comprehension) as well as self-perceived leader competency use. Results showed statistically significant differences were found among students and self-perceived knowledge of Task v. Relationship and Blake and Mouton’s Managerial Grid. Findings also showed that there was no statistically significant difference between self-perceived leadership competency use and the number of years post collegiate leadership course.
A Review of Formal and Informal Mentoring: Processes, Problems, and Design
Authors: Inzer Lonnie D. , Crawford C. B.
Published: July 2013

This paper reviews the literature of formal mentoring programs in organizational settings. Additionally, the components of mentoring, how it works, and how it can be implemented in an organization is addressed. Further this paper also proposes that formal mentoring is possible in organizations. Formal mentoring will be shown to be less effective than informal mentoring. Furthermore, it will be shown that formal organizational mentoring can be effective to meet the needs for all employees to have the opportunity to be mentored, to learn from the wisdom, experience and mistakes of others, and to increase the protégé’s career opportunities.
Leadership Education in a Community of Practice
Authors: McCormick Michael J. , Dooley Kim E.
Published: July 2013

This study used qualitative research procedures to evaluate the learning impact of a long term (3 ½ years) leadership education program on participants’ cognitive models of leadership. Situated learning theory (Lave & Wenger, 1991) and communities of practice principles (Wenger, McDermott, & Snyder, 2002) were used to develop research questions, frame the analysis, and interpret the findings. Participants were drawn from a long established collegiate student organization that has as its objective the development of the leadership capabilities of its members. As members, these students have experienced a military academy type life style while also pursuing their undergraduate studies within a large university setting. Researchers content analyzed 200 to 300 word leadership essays written by 50 student-cadets to determine their cognitive models of leadership. Three models were identified. Leading through relationships was the most frequently discussed in participants’ essays (80%), followed by leading by example (70%), and finally leading by influence (5%). Implications for findings for both practice and research are discussed.
The Consultancy Protocol: Future School Leaders Engage in Collaborative Inquiry
Authors: Kamler Estelle
Published: July 2013

Decision-making is key to being an effective administrator. The saying, “You are only as good as your last shot,” sometimes applies to the way principals feel when a new plan that addresses a problem is met with opposition from disapproving faculty, staff, parents, or students. Experienced school principals learned early in their career that asking the right questions underscores the search for the best solution to the problem. In framing and reframing the issue through comprehensive query and gathering input from others, it is more likely that the school leader will seek all the relevant data and then be able to formulate, weigh, and determine a plan of action that will engender support. This brief discusses the use of a collaborative role-playing format based on consultancy protocol to develop aspiring school leaders’ skill at in-depth problem-solving and enhance the quality of their decisions through peer input.
Core Competencies for 4-H Volunteer Leaders Differentiated by Occupation, Level of Education, and College Major: Implications for Leadership Education
Authors: Nestor Patrick , McKee Renee K. , Culp Ken
Published: July 2013

The purpose of this study was to demographically describe 4-H volunteer leaders’ competencies for effective delivery of 4-H youth development programs. As a subset of the data, occupation, level of education, college major of the volunteer leaders, staff and faculty were gathered as the primary focus the article. The study was descriptive and correlational in nature. The study found that 4-H volunteer leaders are more highly educated than those from earlier studies; educational majors are more diverse; 10 of the 32 competencies were found to be significant by level of education; and level of education has no impact upon the ten fundamental competencies needed to effectively deliver 4-H programs.
Majoring in Leadership: A Review of Undergraduate Leadership Degree Programs
Authors: Brungardt Curt , Greenleaf Justin , Brungardt Christie , Arensdorf Jill
Published: July 2013

The purpose of this qualitative study was to compare and contrast the leadership major in identified programs from universities in the United States. This was done in an attempt to develop a foundation for the leadership discipline. Utilizing interviews, surveys, websites, and evaluation of school materials as data sources, an initial list of 70 schools was narrowed to 15 upon examination of their academic curricula. A thorough evaluation of these 15 leadership degree programs was then conducted. Noticeable differences included varied school sizes, host departments, and credit hour requirements. Other inconsistencies included the focus of the program, the major scholars evident within the curricula, and the disparity between theory versus skill development. Recommendations include further study of other leadership programs across the nation, examination of leadership graduates in the workforce, and collaboration among leadership programs nationwide.
Development of Youth Leadership Life Skills of Texas Youth as San Antonio Livestock Exposition School Tour Guides
Authors: Real Laura A. , Harlin Julie F.
Published: July 2013

This study’s purpose was to determine the youth leadership life skills of Texas 4-H, FFA, and FCCLA members participating as school tour guides. Descriptive characteristics were evaluated to determine those affecting leadership life skills development. School tour guides participating in the exit-meeting during the 2004 San Antonio Livestock Exposition were asked to complete the questionnaire. This resulted in 1,691 responses and a 94% response rate. The questionnaire was a 28-item survey that was based on the scales: working with groups, understanding self, communicating, making decisions, and leadership. Conclusions showed that school tour guides were developing leadership life skills. The most influential descriptive characteristics were gender, previous leadership experiences, and ethnicity. Females and those participants who had previous leadership experiences reported stronger perceptions of their leadership life skills. In addition, African and Asian Americans, Hispanics, and Anglos all had stronger perceptions of their leadership life skills when compared to Native Americans.
Dramaturgical Teaching in the Leadership Classroom: Taking Experiential Learning to the Next Level
Authors: Barbuto John E.
Published: July 2013

This paper presents a pedagogical approach to leadership education that takes experiential learning to the next level of faculty-student interaction and experience. Dramaturgical teaching involves the instructor displaying the leadership style(s) in and out of the classroom so that students experience the leadership style while learning about it. Proposed course structures, special instructions for faculty using this teaching method, preliminary evaluations of the method, and implications are discussed.
Impacting Social Change Through Service Learning in an Introductory Leadership Course
Authors: Seemiller Corey
Published: July 2013

Astin and Astin (2000), W.K. Kellogg Foundation, note “leadership occurs when people become concerned about something and work to engage others in bringing about positive change” (p. 23). At the University of Arizona we have taken that philosophy and integrated it into every component of our course to help students learn about and engage in the social change process. In addition to course curriculum, readings, and classroom activities that expose students to the social change process, students are asked to complete a semester-long team Social Change Project using the social change process dealing with a social issue facing an underrepresented or oppressed group. This project challenges students to recognize the role of leadership in creating social change, giving students a context within which they can apply leadership concepts learned. It has made a lasting impact that some students note as being their most meaningful experience in college.
Design and Implementation of an Interdisciplinary Leadership Studies Minor at an Historically Black, Liberal Arts College
Authors: White Belinda Johnson
Published: July 2013

This article summarizes the design, implementation, and current status of an undergraduate interdisciplinary leadership studies minor at Morehouse College. The college’s primary mission is to “develop men with disciplined minds who will lead lives of leadership, service, and self-realization,” as well as provide students with an understanding of the African American heritage and cultural experience. The leadership studies minor was designed as a place within the academic curriculum of the college program for students to learn about and reflect upon the study, practice, and interdisciplinary nature of leadership, its theoretical and historical foundations, and explore critical ethical leadership challenges that impact civil society with special emphasis on issues as they relate to African Americans, their heritage, and their cultural experience. Program results to date and the future of the minor in the college’s academic curriculum are also discussed.
Pirates and Power: What Captain Jack Sparrow, His Friends, and His Foes Can Teach Us about Power Bases
Authors: Williams Jennifer R.
Published: July 2013

Leadership educators are constantly looking for new and inventive ways to teach leadership theory. Because leadership educators realize principles of androgyny and experiential education work well with leadership theories, instructors find movies are a great way to infuse leadership theory with novel teaching methodology. “Movies, like Shakespeare, are becoming a staple of college curricula” (Hoffman, 2000, p.1).

The Pirates of the Caribbean: The Curse of the Black Pearl(2003) is a movie illustrating five power bases defined by Raven and French (1958). The rogue characters in this film use expert power, referent power, legitimate power, reward power, and coercive power to get the treasure, get the girl, get the curse lifted, and/or get freedom. Utilizing a three-hour block of time, an instructor can complete a mini lecture on power, watch the movie, and discuss the power bases shown. Results show students develop a deeper understanding of power after the class.
Using a Comprehensive Leadership Framework as a Scholarship and Teaching Tool
Authors: Boyce Kim
Published: July 2013

Educators who work in community settings often encounter participants with a wide array of individual leadership beliefs, attitudes, and experiences. Given this situation, one of the challenges we face is to identify effective methods and tools to teach leadership in community and organizational settings. As an educator, it is important to understand and use quality scholarship and theory in leadership education. At the same time, it is important to use educational methods that respect the life experiences of the participants and that are easy to understand and communicate. At the University of Minnesota Extension Service U-Lead program, we seek to balance the academic and scholarship portion of our work with the application of practical tools and methods that connect with the real-life leadership experiences of our participants. The purpose of this paper is to review the comprehensive leadership education framework we currently use and outline how it addresses this balance.
Legacy Leadership Institutes: Strengthening Leadership for Community Involvement in 50+ Adults
Authors: Manning Tracey T. , Wilson Laura , Harlow-Rosentraub Karen
Published: July 2013

Baby-boomers, the sizeable group of knowledgeable, competent, and motivated adults born between 1946 and 1964, view the increased flexibility in lifestyle of their later years as an opportunity to make a further contribution to society (Wilson & Simson, 2006). How can this potential be realized? Legacy Leadership Institutes, created by the University of Maryland’s Center on Aging, are designed in collaboration with community agencies through a process of needs assessment and volunteer position development. They provide intense classroom instruction in specific role competencies and non-positional leadership development, followed by supervised field placements in those agencies. The outcome is higher volunteer competence and leadership role self-efficacy, increased civic engagement, challenging volunteer roles, and ultimate enhancement of community social capital.
A Model Hypothesizing the Effect of Leadership Style on the Transfer of Training
Authors: Antos Matthew , Bruening Thomas H.
Published: July 2013

The purpose of this paper was to undertake a comprehensive review of Kirkpatrick’s four-level evaluation model. Included was a brief discussion on the additions that have been suggested by critics attempting to make it more responsive to training practitioners’ needs as well as researchers’ inquiries. Also included is a contrast of Kirkpatrick’s model with the expanded model offered by Holton (1996) and a discussion of several key areas of agreement with his model as well as areas of concerns with Holton’s criticism of Kirkpatrick’s four-level model. This article also discussed the relationship of two key factors, not widely examined in the transfer of training literature that could impact the transfer of training to the workplace, namely trainee attributes and the supervisory role in training transfer as affected specifically by a manager’s degree of transformational leadership. A model depicting the balance between these two factors on training transfer was presented in an attempt to assist training professionals seeking to further understand the effects of this interaction on training transfer. Several recommendations were suggested to help training practitioners. Finally several recommendations were given for future studies.
Does Providing Feedback to Student Reflections Impact the Development of Their Leadership Competence?
Authors: Stedman Nicole L.P. , Rutherford Tracy A. , Roberts T. Grady
Published: July 2013

Internship experience is a valuable component of an undergraduate degree. This is especially true in leadership education programs, where leadership development may take place in a variety of contexts. Theory purports reflection enhances a learners’ experience through a linkage of education, work, and personal development (Kolb, 1984). It is not clear, however, if reflection guided by feedback will enhance or diminish the learning and development. This study utilized a pretest-posttest experimental design in an attempt to determine if providing feedback to weekly internship reflections would make a difference in leadership skill development. Thirty-six undergraduate students were randomly assigned to treatment and control groups following enrollment in a 10-week summer internship course. All participants submitted weekly reflections. The control group received no feedback and the treatment group was provided feedback by a research team member to invoke deeper reflection and development of leadership skills. Leadership skill development was measured using the Leadership Skills Inventory-Self©. Results of the study did not yield statistically significant differences between the two groups, but did demonstrate observable differences in the mean scores. Replication of this study is recommended utilizing quantitative and qualitative measures to further understand this phenomenon.
Relationship between Job Satisfaction of County Extension Staff and the Level of Emotional Intelligence of County Extension Directors
Authors: Villard Judith A. , Earnest Garee W.
Published: July 2013

This descriptive-correlational study used a census of Ohio State University Extension county directors and a random sample of county staff throughout the State of Ohio. Data were collected utilizing Bar-On’s Emotional Intelligence Quotient instrument (county directors) and Warner’s job satisfaction instrument (county staff).

The study examined the relationships between emotional intelligence of county directors, job satisfaction of county staff and several demographic characteristics. Stepwise linear regression analysis was used to measure the proportion of variance in county staff’s job satisfaction that could be explained by county directors’ emotional intelligence and demographic characteristics.

The findings suggested there is not a significant relationship between emotional intelligence of unit directors and job satisfaction of staff. The researchers concluded the level of job satisfaction of staff was not influenced by the level of emotional intelligence of unit directors. Some correlations existed between job satisfaction and selected demographic characteristics. These findings may be of interest to individuals who serve in a variety of leadership roles within organizations.
That Program Really Helped Me: Using Focus Group Research to Measure the Outcomes of Two Statewide Leadership Programs
Authors: Black Alice M. , Metzler Dianne P. , Waldrum Joseph
Published: July 2013

This qualitative study attempts to document outcomes of two statewide agricultural and rural leadership programs by determining the affects of the program on participants after they graduate. The study explored three levels of outcomes: individual, organizational and community using the EvaluLEAD framework developed by Grove, Kibel and Haas (2005). Participants in the study were graduates of the Arkansas and Ohio statewide agricultural and rural leadership programs from 1984-2005. The research method is the first attempt to use focus groups to explore the outcome areas using the EvaluLEAD model. The outcomes reported by participants are documented as well as the methodology
Leadership Characteristics of Outstanding Seniors in a Land-Grant University College of Agriculture
Authors: Connors James J. , Velez Jonathan J. , Swan Benjamin G.
Published: July 2013

Leadership is a concept that has always been a major component of Colleges of Agriculture. Undergraduate student have numerous opportunities to develop their leadership skills and abilities though formal coursework, collegiate organizations, and personal leadership activities. This ethnographic qualitative research study investigated the leadership characteristics of outstanding seniors in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The study utilized a semi-structured interview methodology. The objectives of the study were to 1) Determine the leadership development experiences of the outstanding seniors prior to their enrolling in college, 2) Identify the leadership development activities in which they participated during their undergraduate studies, 3) Identify their self-perceived strengths, weaknesses, and leadership influences, 4) Identify the personal and professional leadership goals. Results indicate that the outstanding seniors had significant leadership development experiences in FFA and 4-H while in high school. They continued to participate in leadership activities in dozens of different collegiate organizations, both within and outside of the College of Food, Agricultural, and Environmental Sciences. The outstanding seniors had a passionate belief in their own leadership ability, believed strongly in servant leadership, and used their leadership to the benefit of the organizations in which they were members.
Contributions to the Development of State FFA Officers
Authors: Hoover Tracy S. , Bruce Jacklyn A.
Published: July 2013

What are the long term consequences associated with serving as a state FFA officer? Using a semi-structured interview format, selected state FFA officers from a twenty year time span were interviewed to assess their perceptions of and assets attributed to their experiences as a state officer. Results indicated that past state officers, regardless of when they served, noted positive leadership development, personal growth, and a heightened level of community awareness. Additionally, experiences and subsequent engagement related to their term confirmed four key features of positive adolescent development, which are, a sense of industry and competence; a sense of identity; a sense of control over one’s fate; and connectedness to others (CSR Inc, 1997).
Rural Leadership Development: A Synthesis of Research
Authors: Kaufman Eric K. , Rudd Rick D.
Published: July 2013

With millions of dollars being invested in adult rural leadership development, it is essential that research be conducted to determine the effectiveness of this investment. Such research can validate the investment and provide guidance for future programming. However, an extensive review of literature in Cambridge Scientific Abstracts yielded only 15 relevant research articles over a decade of publication. Among these articles, sub-topic areas identified included Partnerships, Political Shifts, Safety & Health, Gender Equity, Public Discourse, Statewide Program Impact, and Continuing Education. All of these areas lacked adequate saturation of research. The effectiveness of rural leadership development is severely threatened by this lack of published research. With increasingly limited resources, those engaged in rural leadership development programming must address significant deficiencies in the research and share findings for the betterment of all.
Building Confidence in Agricultural Leaders
Authors: Patten Justin C. , Moore Lori L.
Published: July 2013

This study sought to examine differences in the confidence level of Leadership Idaho Agriculture (LIA) graduates within six program areas in terms of their perceptions before and after participation in LIA. Of the 348 individuals included in the population frame, 246 individuals completed a then-post survey instrument for a total response rate of 70.7%. Significant differences were found between the before LIA and after LIA confidence levels in all aspects of each of the six major areas of LIA (agricultural awareness, networking, leadership, communication, professional development, and the legislative process).
Leadership Idaho Agriculture: An Examination of Graduates’ Perceptions
Authors: Patten Justin C. , Moore Lori L.
Published: July 2013

The study sought to evaluate a state agricultural leadership program, Leadership Idaho Agriculture (LIA), according to the perceptions of program graduates. Of the 348 graduates from 1993-2001, 246 returned a completed instrument for a total response rate of 70.7%. Participants rated communication skills as the most frequently used skills and public speaking skills as the least frequently used skills emphasized within the LIA program. Participants perceived LIA to have the greatest impact in their career and their ability to set new goals in their careers. Participants reported that the four LIA program objectives were met with an above average success rate or higher but recommended the inclusion of content related to conducting business meetings and conflict management.
Recovering the Philosophical Anthropology of Max Scheler for Leadership Studies
Authors: Harter Nathan
Published: July 2013

During the first half of the twentieth century, a handful of German speaking scholars examined leadership through the lens of what came to be known as philosophical anthropology, a field of study inaugurated by Max Scheler. Not only do their contributions belong in the history of leadership studies, but the findings of philosophical anthropology can make contributions today. This paper introduces philosophical anthropology and more specifically what Scheler had to say about leadership. One of his primary insights distinguished leaders from what he referred to as exemplary persons, or what we call role models today. This distinction offers a basis for leading by example. Scheler found five universal ideal types that set the tone, so to speak, for any group or society.
Social Security: A Pending Crisis A Leadership and Politics Debate
Authors: Goertzen Brent J. , Rackaway Chapman
Published: July 2013

Leadership is a social process that brings together the interests of multiple stakeholders for mutual benefit toward the common good (Burns, 1978; Rost, 1993). In an effort to engage individuals to understand the complexities of the leadership and public policy making processes the authors developed a simulation-debate exercise designed to target such learning outcomes as influence, ethical issues, empathy leadership, and critical thinking. The authors created an in-class simulation examining the issue of Social Security reform. This article explains the administration of the debate, describes the learning goals and assessment methods, and offers insights into the broader application of the simulation to other courses.