scholarly journals Evaluation of the NFHS Online Captains Leadership Course: Student Athletes’ Views of Effectiveness

2021 ◽  
Vol 12 ◽  
Author(s):  
Lauren F. Walker ◽  
Daniel R. Gould
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Future Research ◽  
Life Skill ◽  
Peer Modeling ◽  
Electronic Survey ◽  
School Sport ◽  
Life Skill Development ◽  
Problem Solving Strategies ◽  
The Impact

Sport is viewed as an arena for positive life skill development, including leadership development. In 2015, the NFHS launched an online Captain’s Leadership Training Course. The main purpose of this study was to examine the effectiveness of the course in improving leadership knowledge and ability. An electronic survey was sent to a sample of athletes (n = 202, 129 female), ages 13–19 (M = 17.01, SD = 0.10) in eight United States states who had completed the NFHS course within the last 3–18 months. Most athletes (92.6%) completed the course based upon their coach’s recommendation. The course was viewed to be moderately to very useful (M = 2.49, SD = 1.00) in helping them in preparing to be a team captain. Participants believed the course to be very to extremely effective in building their knowledge on motivation (M = 1.96, SD = 0.89), communication (M = 1.90, SD = 0.80), decision making (M = 2.03, SD = 0.91), peer modeling (M = 1.91, SD = 0.86), team cohesion (M = 1.96, SD = 0.88) and problem solving strategies (M = 2.00, SD = 0.85). Canonical correlation analyses showed that athletes who felt they were more reflective tended to rate the effectiveness of the course lower than their peers. Additionally, analyses did not show any clear demographic characteristics that distinguished between perceptions of the effectiveness of the course, showing the value found in the course was high with all types of scholastic athletes. Athletes felt the course could be improved most in the area of learning how to manage conflict with their peers and coaches. Future research in scholastic leadership should seek to understand the impact of the course prospectively across a high school sport season.

scholarly journals Multiprofessional leadership development: reflections from a doctor in training

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000253
Author(s):  
Yang Chen
Keyword(s):  
Leadership Development ◽  
Staff Development ◽  
Leadership Training ◽  
Leadership Academy ◽  
Diverse Range ◽  
Diverse Workforce ◽  
Protected Time ◽  
Time To Build ◽  
Working Together ◽  
The Impact

BackgroundIn July 2020, the National Health Service (NHS) People Plan was refreshed, giving further impetus to staff development and leadership training. Through a series of interwoven tales, I discuss my own journey of leadership development and offer an analysis of the value of dedicated courses and the importance of providing this to the wider workforce.Story of selfI am a doctor in training and was among the first three cohorts placed onto the new Rosalind Franklin programme, organised by the NHS Leadership Academy. I share my key reflections of the impact of this course on my personal and professional development.Story of usMy cohort contained professionals from a diverse range of backgrounds—their challenges, views and insights contrasted greatly with my own. Having the protected time to build trust, form teams and discuss issues that crossed organisational boundaries provided novel insights that helped all of us.Story of nowAs the COVID-19 pandemic has taken hold, we are in a state of extreme flux. As a result, I have become aware of how important it is to marry expertise with generalist skills and knowledge of the wider healthcare system. Enduring the initial surge of COVID-19 was about staff working together and blending specialism with generalist pragmatism. The ability to harness and sustain this type of working will represent a legacy from COVID-19 that is positive and one which galvanises our greatest asset—the talents and experiences of our diverse workforce—in order to meet future healthcare challenges.

scholarly journals Consistency of Developmental Outcomes of 4-H Camp Experiences Over Time and Across Sites

2009 ◽  
Vol 4 (2) ◽  
pp. 17-28 ◽  
Author(s):  
Sarah Baughman ◽  
Barry A. Garst ◽  
Nicholas E. Fuhrman
Keyword(s):  
Statistical Analysis ◽  
Experiential Learning ◽  
Multivariate Statistics ◽  
Life Skills ◽  
Developmental Outcomes ◽  
Life Skill ◽  
Trend Study ◽  
Life Skill Development ◽  
The Impact ◽  
Over Time

The purpose of the reported trend study was to examine consistency in youth life skill outcomes following exposure to 4-H camp. Parents of campers ages 9 to 13 were randomly sampled in 2001, 2004, and 2007 and asked to report changes in their child’s behavior following camp. Statistical analysis indicates an overall consistency in parent reports of youth life skill development over time. Life skills that showed consistent gains over seven years and across six 4-H educational centers included an enhanced ability for youth to take care of their own things and to share work responsibilities. Multivariate statistics revealed that a standardized instrument used with parents over time can produce valid and reliable results concerning the impact of experiential learning on youth.

scholarly journals The perceived impact of the national junior angus show and conference on youth leadership and life skill development

2017 ◽  
Author(s):  
◽  
Ben S. Weikert
Keyword(s):  
Youth Development ◽  
Skill Development ◽  
Target Population ◽  
Youth Leadership ◽  
Life Skill ◽  
Psychological Constructs ◽  
Electronic Survey ◽  
Development Organization ◽  
Life Skill Development ◽  
Perceived Leadership

The purpose of this study was to identify the relationships between participating in the National Junior Angus Show and perceived gain in youth leadership and life skill development, as well as to describe a relationship between 4-H participation, FFA participation, and demographic characteristics with youth leadership and life skill development. The target population for this study was youth who participated in the 2016 National Junior Angus Show and Conference (n= 851). An overall response rate of 50.8 % was attained in this study (n= 127). Youth provided their perceived gain in of youth leadership and life skill development, indicated which of 23 youth development activities they participated in, indicated their participation in 4-H, FFA, or other youth development organization, and also responded to basic demographic questions following the administration of an electronic survey instrument. Based on findings from this study, it was concluded that the 2016 National Junior Angus Show and Conference did have a perceived positive change on youth's leadership and life skill development. The researcher also concluded that age was a significant predictor of youth's perceived leadership and life skill development. Overall dosage of youth development activities showed significance across three psychological constructs The researcher also found that two of the 23 activities accounted for a significant perceived gain in youth leadership or life skill development across five psychological constructs. Further research is recommended through a qualitative lens to elicit more descriptive information on the experiences and growth that youth develop as the result of their participation in National Junior Livestock Shows and Conferences.

Making leadership development more effective

2015 ◽  
Vol 29 (6) ◽  
pp. 20-22
Keyword(s):  
Leadership Development ◽  
Positive Affect ◽  
Leadership Training ◽  
Financial Incentive ◽  
Well Being ◽  
Psychological Reactions ◽  
Content Type ◽  
Before And After ◽  
The Individual ◽  
The Impact

Purpose – To explore the connection between individuals’ response to transformational leadership training and their psychological makeup. Design/methodology/approach – Investigates leadership performance before and after training according to participants’ self-evaluation and that of their supervisors, peers and team members. Analyzes this in connection with their assessment of their psychological attributes of positive affect, perspective-taking and self-efficacy. Findings – More than $45 billion is spent on leadership training every year – and a lot of that money is wasted. A sizeable number of people actually become less effective leaders after being exposed to this sort of training – so there is a strong financial incentive to find out how this happens. Is it something about the training content, the way it’s delivered – or something about the individual? Practical implications – Shows that behavioral and psychological reactions to leadership training are strongly linked. Suggests that positive affect may provide a pathway for improving the effectiveness of leadership development interventions. Social implications – Highlights the importance of considering the impact of leadership training on individuals’ psychological well-being. Originality/value – Focuses on the processes underlying change in leader behavior.

scholarly journals Developing Academic Leaders: Evaluation of a Leadership Development Intervention in Higher Education

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199181
Author(s):  
Asia Zulfqar ◽  
Martin Valcke ◽  
Uzma Quraishi ◽  
Geert Devos
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Behaviors ◽  
Development Program ◽  
Bloom's Taxonomy ◽  
Future Research ◽  
Academic Leaders ◽  
Bloom’S Taxonomy ◽  
The Impact

Leadership development is not considered as a core component in higher education policies specifically when we examine the higher education polices of developing countries. To fill this gap, an intervention is designed to evaluate the impact of a leadership development program in academic leaders. The prime objective of this intervention was to promote awareness among university deans and heads by adopting transformational leadership in their leadership practices. An experimental research design was adopted to map the effects of a 6-week intervention and to evaluate the variations in related six transformational leadership behaviors. Up to 37 academic deans and heads from public universities were involved in this research. Content analysis was carried out to analyze the collected data. Bloom’s taxonomy was adopted as a framework for the analysis. Three lower levels of Bloom’s taxonomy were used to identify the awareness indicators. An extensive increase in awareness levels was identified in relation to all six transformational leadership behaviors, and more specifically, a prominent progress was observed at the application level. In addition to implications and limitations, directions for future research were also discussed.

scholarly journals Life Skill Development of Youth Participants of the Tennessee 4-H Beef Skillathon

2016 ◽  
Vol 11 (1) ◽  
pp. 88-97
Author(s):  
Josey M. Harris ◽  
Christopher T. Stripling ◽  
Carrie A. Stephens ◽  
H. Dwight Loveday
Keyword(s):  
Agricultural Education ◽  
Personal Development ◽  
Skill Development ◽  
National Level ◽  
Youth Leadership ◽  
Future Research ◽  
Life Skill ◽  
Life Skill Development ◽  
Livestock Program ◽  
Motivation To Participate

The purpose of this study was to examine youth leadership life skill development among Tennessee beef skillathon participants and determine factors influencing their motivation to participate.  Youth perceived the skillathon to have a moderate impact on their leadership life skill development. As a result, we recommend the skillathon continue to be an integral part of the overall livestock program in Tennessee. The reasons for participating in the skillathon mainly focused on testing knowledge, future careers, winning an award, fun, friends, 4-H agent or school-based agricultural education teacher, and personal development. Thus, utilizing both short-term and long-term influences during recruitment may increase skillathon participation.  Future research should be conducted on a national level to determine youth leadership life skill development and reasons for participating in the skillathon competition.

scholarly journals Humanitarian Leadership

2019 ◽  
Vol 2 ◽  
pp. 1-12
Author(s):  
Vincenzo Bollettino ◽  
Allyson Brown Kenney ◽  
Sarah Schwartz ◽  
Gilbert Burnham
Keyword(s):  
Leadership Training ◽  
Training Programs ◽  
Leadership Competencies ◽  
Future Research ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Definition Of ◽  
Formal Leadership ◽  
The Military ◽  
The Impact

Leadership skills are essential to addressing today’s humanitarian challenges. While leadership training programs abound in the private sector and within the military, the same is not true for the humanitarian field. International donors have recognized this gap and have recently invested in formal leadership training programs for aid workers. This paper presents a protocol to evaluate the effectiveness of the National NGO Program on Humanitarian Leadership, a leadership training course targeted to humanitarians working for national non-governmental organizations (NGOs) worldwide. The protocol establishes a model for evaluating the impact of NNPHL participants’ ability to make decisions about complex challenges in a manner that is consistent with a core set of leadership competencies introduced in the course. The evaluation consists of scenario-based vignettes that the participants answer in order to assess their leadership competencies through a series of illustrative indicators. This paper also includes a discussion of the definition of leadership, both broadly and through the NNPHL course, and the study’s strengths and limitations along with avenues for future research.      

scholarly journals Leaders on a Mindfulness-Based Program: Experience, Impact, and Effect on Leadership Role

Human Arenas ◽  
2021 ◽  
Author(s):  
Deryl Dix ◽  
Katie Norton ◽  
Gemma M. Griffith
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Development Program ◽  
Emotional Awareness ◽  
Leadership Role ◽  
Future Research ◽  
Work Related ◽  
Leadership Development Program ◽  
Manufacturing Organization ◽  
The Impact

AbstractAlthough there is putative evidence that mindfulness-based programs (MBPs) may contribute to leadership skills, little is known about the direct experience of leaders who attend such programs. It is therefore unknown how MBPs delivered in the corporate environment are experienced by leaders, or how MBPs may facilitate leadership development. This qualitative study explored how leaders experienced an MBP, introduced as a part of a wider leadership development program, and the impact of this intervention on their work lives and leadership role. Participants (N = 10) were leaders who worked for a global manufacturing organization and who had attended a three-day mindfulness-based program as part of a leadership development program. They were interviewed and the data was analysed using thematic analysis. Following the MBP, eight participants reported enhanced emotional awareness, and a greater understanding of the impact of work-related stress, which in turn helped their leadership role. Two did not see how mindfulness could enhance their leadership skills although the MBP was well received by most of the participants. Three superordinate themes were identified: (1) The participant journey: Mixed experiences of the MBP; (2) A clash of cultures: The challenge of integrating mindfulness into the workplace, and (3) Impact on leadership. These results may inform future research, program design, and implementation.

Exploring students’ perceptions of leadership skills in higher education: An impact study of the leadership training program

2021 ◽  
pp. 026142942110559
Author(s):  
Omar Muammar
Keyword(s):  
Training Program ◽  
Leadership Training ◽  
Leadership Skills ◽  
Future Research ◽  
Control Group ◽  
Convenience Sample ◽  
Quasi Experimental ◽  
The Difference ◽  
Perceptions Of Leadership ◽  
The Impact

Leadership skills are a prerequisite in the 21st-century workplace in all fields. However, graduates often leave universities with a wealth of knowledge but less mastery and confidence in leadership skills. The purpose of the current study was to estimate the impact of a 20-hour leadership training program (LTP), on learning. A quasi-experimental method with non-equivalent groups, namely, an experimental group (EG) and a control group (CG), were used to assess the impact of the LTP on students’ learning perceptions. The convenience sample consisted of 96 students (49 males and 47 females), and 55 students in the EG. Pre- and post-assessments were performed. In the series of t-tests, the value of the difference between the pre- and post-assessments showed a significant overall effect on the ratings, favoring the EG. The results showed that the LTP was highly effective at developing students’ leadership skills. Implications and recommendations for future research are also included.

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