Academic literature on the topic 'Leadership development ; youth leadership ; future leaders'
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Journal articles on the topic "Leadership development ; youth leadership ; future leaders"
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Eva, Nathan, and Sen Sendjaya. "Creating future leaders: an examination of youth leadership development in Australia." Education + Training 55, no. 6 (2013): 584–98. http://dx.doi.org/10.1108/et-08-2012-0082.
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Ali, Anees Janee, Shabana Gul Sarang, Ali Sarvghadi, Jamshed Khalid, and Brandon May. "AFLES’s Inspirations and Its ASEAN Youth Community Development (ASEAN Future Leaders Summit)." ICCD 1, no. 1 (2018): 362–69. http://dx.doi.org/10.33068/iccd.vol1.iss1.54.
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This article is discussing about experiences of conducting AFLES (ASEAN Future Leaders Summit), which started in 2013 with the collaboration between Universiti Sains Malaysia (USM) and Prince of Songkla University, Thailand (PSU). AFLES is an action-packed summit meant for ASEAN youth with exciting forums, discussions, lectures, team-work, outdoor activities, community work, services, sight-seeing and cultural events. With the main objectives of developing ASEAN youth community in terms of their leadership skills and to serve as a platform for ASEAN youth to get together and connected to each other, AFLES for the last sixth term (2013-2018), has evolved to be a looking after summit to participate by ASEAN university student leaders. Over the years AFLES has developed and progressed with a few more collaborators, namely AKEPT (Malaysia Higher Education Leadership Academy), UiTM (Universiti Teknologi MARA), UUM (Universiti Utara Malaysia) and UKM (Universiti Kebangsaan Malaysia). Community development, ASEAN unity and harmonization, and Internationalization of Higher Education Institutions in ASEAN are discussed regarding to the sustainability of AFLES in conducting an international program for youth across ASEAN region.
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Tarigan, Nuah Perdamenta. "Effective Nation Characters Leaders in Connection with Inclusive Design for Preparing The Visionary and Effective of Youth Leaders for Urban Society." Humaniora 5, no. 2 (2014): 940. http://dx.doi.org/10.21512/humaniora.v5i2.3194.
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While we are looking for a leadership in Jakarta Municipal City from time to time, it is already worsening and not look good for many people, the author is very keen to conduct a research, starting from 2012 up to 2013. There are many degradation already appear in Jakarta in these years, especially for the disappearance of humility, urban genuine life vanish and social alienation, more specific for Jakarta Youth People who will be receiving the next turn of leadership position for Indonesia development and city of Jakarta and its surrounding areas. Before this is too late, the author make a small steps for the development and to transform this situation with the approach of Emphatic Leadership and Management related to CRPD (Convention on The Rights for People with Disability) to enrich and develop the existence of the Youth and the future generation of Indonesia. The approach of this research based on various literatures and journals which are relevant to Community Development, Leadership, Social Entrepreneurship and Management with the depth approach with.
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Басов, Oleg Basov, Крюкова, Nataliya Krukova, Малярова, and Natalya Malyarova. "Methodological bases of development young leaders: competence approach." Clusters. Research and Development 2, no. 3 (2016): 19–26. http://dx.doi.org/10.12737/24247.
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The authors analyze the methodological bases of identification and development of leadership
 competencies youths. The article draws our attention on the tools and methodology of competencies assessment, as
 well as on the development of future leaders. Article presents practical aspects of competence approach to
 student’s leadership development.
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Makokoro, Patrick. "What does Africa’s young leadership mean for the continent’s early childhood development future? And what stands in its way?" Global Studies of Childhood 10, no. 2 (2019): 195–201. http://dx.doi.org/10.1177/2043610619857218.
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Africa’s emerging leadership is made up of young people who have energy, passion, and vision for the continent. Harnessed well, this passion and energy will ensure African countries will be able to benefit from an array of human capital that can take the early childhood development agenda on the continent forward. But many challenges stand in the way of the emerging young leadership – and it is essential that we give our children and youth the tools to overcome them. Early Childhood Development is a pillar and tool that can assist young leaders to pick up their role in the development of their nations and continent. Early investments in young children through early childhood development programmes that support a strong start and foundation have been proven to be cost-effective. As the continent boasts of a young population, how prepared are the youth to lead in early childhood development in the future that lies ahead? It is essential that young people be a central and active pillar in the continents development agenda and participate in early childhood development. For the transformation and development process of the continent to forge ahead, leadership capacity promotion in early childhood development must be a priority to help create a secure, prosperous, and peaceful continent. The author highlights some capacity promotion initiatives that he has participated in and the role they have played in building leadership capacity in early childhood development.
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Martin, Katlyn. "Summer Camp Youth Leadership Development: An Investigation of Adolescents’ Perceptions of Best Practices." Journal of Youth Development 13, no. 1-2 (2018): 161–82. http://dx.doi.org/10.5195/jyd.2018.536.
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This qualitative study explored adolescent participants’ perceptions of the Leaders-in-Training (LIT) program at Waycross Camp, a residential summer camp. The main data set was collected through interviews with former LIT program participants. A constant comparison data analysis of LIT program feedback revealed four emergent themes: (a) bridging the gap, (b) giving permission to be human, (c) rolling up your sleeves, and (d) serving the greater good. Each theme yielded an outcome, including (a) community, (b) openness, (c) empowerment, and (d) character, respectively. Concepts depicted in relevant literature were synthesized with these four themes and outcomes, yielding (a) social relationships; (b) identity and self-image; (c) agency and engagement; and (d) spirituality, ethicality, and morality, respectively. Together, these themes, outcomes, and concepts were integrated to produce a camp-based model of youth leadership development that reflected participant feedback on the LIT program’s best practices. Implications for future practice are discussed.
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Quinn, Ronald W. "Sport as a Tool for Social Change within Undeserved Communities: A Description of the First Urban Soccer Collaborative National Youth Leadership Institute." Journal of Coaching Education 4, no. 2 (2011): 99. http://dx.doi.org/10.1123/jce.4.2.99.
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This presentation will describe through lecture and video the first Urban Soccer Collaborative National Youth Leadership Institute, a weeklong residence program held at Xavier University to assist future leaders within underserved communities. This program could serve as a model for teaching sport leadership and service to children between the ages of 14-18. The weeklong program consisted of a youth soccer coaching education certification course, goal-setting sessions, personal and career development workshops, service through soccer training, and a cultural experience via a field trip to the Freedom Center on the Underground Railroad. Upon completion of the program the students made a commitment to design and implement a service-learning project within their undeserved community within the calendar year. An update of their service projects will also be presented.
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Sathithada, Kittiya, and Poschanan Niramitchainont. "Scenarios of a Sustainable E-leadership for Thai Higher Educational Institution Leaders in 2027." Discourse and Communication for Sustainable Education 10, no. 1 (2019): 81–90. http://dx.doi.org/10.2478/dcse-2019-0007.
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Abstract E-leadership has not been thoroughly explored, especially in Thai higher educational institutions. This study was conducted in a scenario planning workshop with 20 participants who were administrators, lecturers, staff members, and stakeholders of both Thai public and private higher educational institutions. The aim of this research was to develop the scenarios for Thai higher educational institution leaders to use E-leadership in 2027. The three scenarios for educational leaders to use E-leadership were developed for future Thai higher educational institutions and were e-leaders and international collaborations; e-leaders, innovation and sustainable environment; and e-leaders and the current situation. The scenarios were developed using STEEP analysis. The social aspect includes the phenomenon of youth called “digital natives”, increased individual learning and society of learning, generation gap, well-educated employees, and an aging society. The technological aspect is acclimatizing to the need of users, advancing technology and innovation, technology being everywhere, and competition within technology development. The economic aspect considers increase in oil prices, investment in university, increasing numbers of cross-institutions, and rapid economic growth in ASEAN. The environmental aspect considers global warming, climate change, and redesigns learning space. Lastly, the political aspect considers government policies in education and improved environmental governance. It does not only benefit higher education, but also schools or any organization that could apply this sustainable education research to develop human resources for the future.
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Petrucka, Pammla M., Deanna Bickford, Sandra Bassendowski, et al. "Positive Leadership, Legacy, Lifestyles, Attitudes, and Activities for Aboriginal Youth: A Wise Practices Approach for Positive Aboriginal Youth Futures." International Journal of Indigenous Health 11, no. 1 (2016): 177. http://dx.doi.org/10.18357/ijih111201616017.
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<p>Adolescence is a dynamic and complex period in any society, but within the Aboriginal population this time is one of significant social pressures, critical decisions, and struggles to emerge healthy. The Positive Leadership, Legacy, Lifestyles, Attitudes, and Activities for Aboriginal Youth (PL<sup>3</sup>A<sup>3</sup>Y) project created youth and Elder teams to explore cultural practices that may inform the youth’s paths to living well. Using a community-based participatory research approach, Elder–youth dyads developed and delivered five modules to 78 students at a local elementary school in response to the research question: What are the critical components of a “Living Well” healing initiative for Aboriginal youth? Through a 4-step process that included engagement, module creation, co-delivery, and knowledge sharing, the project’s community-based research team innovatively and using culturally appropriate approaches brought forward critical topics of Leaders and Leadership, Legacy, Lifestyles, Attitudes, and Activities. Not only did the Elder–youth dyads develop a series of highly relevant, creative, useful products that were shared extensively with youth in the community, but the experience became a culturally appropriate leadership development opportunity for the youth researchers. The involvement of Elder–youth teams was a strength in linking past to present and in jointly envisioning a positive, healthier future for Aboriginal youth. With youth as co-researchers, the Elders as partners were highly effective in the development and delivery of culturally relevant teachings and knowledge that strengthened youth’s ability to achieve holistic personal and community wellness.<strong></strong></p>
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Vlasova, Victoria Vladimirovna. "KOMI OLD BELIEVER’S COMMUNITIES AT THE TURN OF THE XXth - XXIst CENTURIES: TRANSFORMATION OF RELIGIOUS INSTITUTIONS." Yearbook of Finno-Ugric Studies 13, no. 4 (2019): 688–96. http://dx.doi.org/10.35634/2224-9443-2019-13-4-688-696.
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The history of the spread of Old Belief among Finno-Ugric peoples, its role in the formation of local ethno-confessional groups had drew attention of researchers for several decades. Special attention is paid to studying of the mechanisms of self-preservation of Old Believer’s communities, in particular such institutions as the Old Believer community and religious leadership ( nastavnichestvo ). The Old Belief, which became widespread among the Komi-Zyryans at the end of the XVIIIth century, significantly influenced their culture and way of life. By the end of the XIX century three ethno-confessional groups of Komi Old Believers were formed: Udora, Upper Vychegda and Upper Pechora. Socio-political and economic transformations of the Soviet period had a strong influence on their development. The purpose of the article is to present and analyze the changes that occurred in the late 1990s - early 2000s with the most important institutions of the Old Belief: the religious community and religious leadership. The study is based on field materials collected during ethnographic expeditions in 1999-2014. The collected materials allow us to talk about significant changes in the socio-religious life of the Komi-Zyryan’s Old-Believer communities. The author shows several variants of changes of studied religious institutions: their preservation (with a simplification of the structure); disappearance; gradual secularization (blurring of intra- and inter-confessional borders). The main problems of all Komi Old-Believer communities of this period are: small numbers, predominance of older women and the absence of youth. The author demonstrates the role of Old-Believers leaders in determining of the religious communities future fate.
Dissertations / Theses on the topic "Leadership development ; youth leadership ; future leaders"
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Almohaimeed, Saleh Abdulaziz. "Understanding leadership development for young people : creating a multi-dimensional and holistic framework for emerging high-school students as future leaders in KSA." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15773.
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This thesis concerned with understanding what makes young people as future leaders. It sets out to explore leadership development for secondary school students (12-to-18-year), focussing on what makes young leaders and how they become future leaders. The fundamental purpose of this explanatory and exploratory qualitative study was to investigate leadership development at the age of adolescence. There are three key objectives for this study: (1) to explore and investigate what contributes to forming young people as future leaders; (2) to clarify and understand how young people become future leaders; and (3) to create a multidimensional and holistic framework for developing secondary students as future leaders. These aims were achieved via conducting qualitative in-depth interviews (N=46) with established leaders (N=19) and university professors (N=27) in both the UK and the kingdom of Saudi Arabia (KSA). Additionally, as this study focuses on adolescence, it was important to conduct three focus groups with secondary school students in KSA (N=27). Succinctly this study aims to deepen our understanding of the issue of developing young people as future leaders. This study used multi-levels of analysis and multi-domains of purposive sampling via using maximal variation sampling, both leaders and academics are categorised into six domains (business, education, social, voluntary sector, YLD programmes directors, and developmental psychologists). The secondary school students were selected from government school, private school, and gifted students. Due to the extensive sample gathered (46 interviews and 3 focus groups) and significant data generated (287.000 words), the author’s study produces both emergent themes and abundant numerical results. However, these large quantities can encourage various quantitative studies in the future. There are several key contributions of value in this study; (1) creating and conceptually testing a comprehensive framework to develop young people as future leaders; (2) the theoretical contribution as the qualitative analysis has generated massive number of new emergent themes related to the research questions; (3) analysis of the empirical contributions revealed lots of variables, factors, criteria, tools; (4) a cross-cultural YLD which verify that there are both differences and similarities between the UK and KSA; (5) the findings proved that leadership for young people is learnable to a great extent; that adolescence is a critical period for developing leaders; that sparking the motivation to lead is important at this age; there are serious obstacles facing YLD; generic leadership is more applicable for YLD; and finally, one of the significant contributions of this study is its focussing of attention on a long-term approach for young people leadership development. The further contribution of this study is creating a multi-dimensional and holistic framework for YLD based on theories of adult leadership and intensively reviewing the literature review on YLD. It has been developed via pilot study and finally developed and validated throughout a cohort of stablished leaders and university professors (N=41). This study’s findings can benefit policy and practice to a great extent since it focuses on the secondary school students; as they are the future leaders, this study can be of significant help to the strategic planning of policy makers in the Ministry of Education, Youth Ministry, and generally within the political context, family business. This study inspires me to establish a leadership-based academy, which focuses on high-school students and develops them as national leaders.
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Galipeau, Miriam. "A Case Study of Alberta’s Future Leaders Program (AFL): Developing Aboriginal Youth Leadership through Cross-cultural Mentorship, and Sport, Recreation, and Arts Programming." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23535.
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In this thesis, in which I use the stand-alone paper format, I employ a Foucauldian lens to examine Alberta’s Future Leaders (AFL), an Aboriginal youth leadership development program. In the first paper, I identify how power relations shape AFL, including its ambitions and struggles towards developing sustainable programming. In the second paper, I examine AFL’s cross-cultural approach to mentorship and the ways in which failing to address issues of culture (re)produces colonial relations of power. Overall, my findings highlight the importance of recognizing and problematizing the power relations at work within Aboriginal youth leadership development initiatives.
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Wallace, Anthony G. "Future directions in leadership - implications for the selection and development of senior leaders." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FWallace.pdf.
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Brantley, Temeka N. "The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1462467985.
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Cox, Kathryn J. "Significant adolescent leadership development experiences identified by established leaders in the United States /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889189186.
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Smith, Kimberly A. "Physicians in 21st century healthcare: developing physician leaders for the future." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17380.
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Doctor of Philosophy<br>Department of Educational Leadership<br>Sarah Jane Fishback<br>This bounded case study explored ten purposefully selected physician participants’ perceptions of the effectiveness of an eight session, two year in-house physician leadership development program at a major Academic Medical Center (AMC) in the Midwest.
While physicians are generally educated to care for patients in their specialty area, reforms necessitate the need for physician leadership involvement in metric tracking by healthcare organizations in order to provide a focus on quality patient care and safety.
Participants indicated finding the course effective, especially the negotiations and finance modules. These modules provided new language, a better understanding of processes and an opportunity to develop skills through interactive class exercises such as case studies. Participants described an increased self-awareness of their interpersonal skills and expressed a desire for greater exposure to emotional intelligence principles. Participants experienced a transformational shift in how they constructed their identity as a physicians and leaders, and questioned assumptions about the physician’s role in healthcare.
While effective in initiating a process of exploration, this course was not sufficient to meet the goals and objectives of the program. Therefore, recommendations for the advanced course included a focus on leadership competencies identified by Dye and Garman (2006) as cited by Dye and Sokolov (2013), emotional intelligence, and transformational leadership.
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Barker, Dianne. "Lost quality in emergent leadership : identification and development of inexperienced teachers as future school leaders." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400812.
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Lombard, Charles. "Emotional intelligence : creating a sustainable competitive advantage for the future development of leaders." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52822.
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Thesis (MBA)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: During my studies for the degree of Master in Business Administration (MBA) at the
University of Stellenbosch, my lecturer, Mr. Mario Denton, introduced me to the concept
of emotional intelligence. A study of literature on this concept increased my awareness
that leaders should have certain abilities that will make them perform better in the
workplace. Ultimately, these abilities should lead to better departmental and
organisational performance and could therefore be vital for the survival of an
organisation.
The concept itself is fairly new and not too many leaders in the workplace are familiar
with it. The term emotional intelligence is based on people and organisational issues
that have been around for many years, but it has only recently been established as a
separate field of study. It has now also been incorporated in the MBA curriculum at the
University of Stellenbosch. As a new concept in its development phase, extensive
marketing is required to establish the term emotional intelligence among the leading
organisations in South Africa.
Emotional intelligence can only add value if leaders in the business world understand
the concept and truly believe that it can create added value within an organisation and
among its people. Especially managers and human resources departments within these
organisations should have a good understanding of how emotional intelligence can be
incorporated in their organisations. A lack of awareness and knowledge of emotional
intelligence was the motivation behind this study project. It is hoped that this research
will create awareness among business leaders in South Africa and result in emotional
intelligence ultimately being incorporated in organisations in order for them to create a
sustainable and competitive advantage.<br>AFRIKAANSE OPSOMMING: Gedurende my studie (Meestersgraad in Besigheidsadministrasie) aan die Universiteit
van Stellenbosch het my dosent, mnr. Mario Denton, my blootgestel aan die konsep
emosionele intelligensie. 'n Literatuurstudie oor die onderwerp het getoon dat leiers
spesifieke eienskappe moet besit om hul sukses in die werkplek te verbeter. Hierdie
eienskappe kan uiteindelik tot beter departementele en organisasieprestasie lei.
Emosionele intelligensie is dus noodsaaklik vir die voortbestaan van organisasies in
hierdie uiters mededingende korporatiewe omgewing.
Die konsep as sodanig is redelik nuut en min leiers verstaan dit en die voordele
daarvan. Emosionele intelligensie is gebaseer op mense- en organisasiekwessies wat
reeds jare lank bestaan, maar dit is eers onlangs as 'n aparte studierigting aanvaar.
Emosionele intelligensie is ook onlangs by die MBA-kurrikulum van die Universiteit van
Stellenbosch ingesluit. Die konsep is tans in sy ontwikkelingsfase en aktiewe bemarking
is nodig om dit in Suid-Afrika se sakewereld te vestig.
Emosionele intelligense kan slegs waarde toevoeg indien sakeleiers die konsep
verstaan en werklik glo dat dit op 'n individuele, departementele en organisasievlak
waarde kan toevoeg. Veral bestuurders en menslikehulpbronafdelings moet verstaan
hoe om die konsep in hul organisasies te inkorporeer. 'n Gebrek aan 'n bewustheid en
kennis van emosionele intelligensie was die hoofrede vir hierdie werkstuk. Die doel van
die werkstuk is om die konsep onder Suid-Afrika se sakeleiers te bemark, wat hopelik
daartoe sal lei dat emosionele intelligensie in organisasies geïnkorporeer word ten einde
'n volhoubare en kompeterende voordeel te skep.
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Silvey, James Larry. "Developing a Bible study strategy for church planters to idenitify and cultivate future church leaders." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.
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Gorman, C. Allen, and T. W. Moore. "Constructing Future Business Leaders: Evaluating a Mixed Methods Approach to Leadership Education in an MBA Curriculum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7787.
Full textBooks on the topic "Leadership development ; youth leadership ; future leaders"
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The character of a patriot: What challenge to Nigerian Youths, leaders and the led? Spectrum Books Limited, 2007.
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Curtis, Kelly. Empowering youth: How to encourage young leaders to do great things. Search Institute Press, 2008.
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Transforming lives: Turning Uganda's forgotten children into leaders. Star Bright Books, 2009.
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Shames, Stephen. Transforming lives: Turning Uganda's forgotten children into leaders. Star Bright Books, 2009.
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Shames, Stephen. Transforming lives: Turning Uganda's forgotten children into leaders. Star Bright Books, 2009.
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Bagdasaryan, Vardan. Leadership. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086964.
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The study of the course "Leadership" is associated with an increasing demand for the formation and disclosure of human leadership potentials. The presented textbook allows you to carry out this work in a targeted way. It summarizes and systematizes the world experience in the development of the theory and practice of leadership, discusses the classification of types of leaders, issues of practical use in leadership scenarios of personal qualities of a person, and offers a methodology for developing team strategies and team building. The distinctive features of the proposed program are its adaptability to the socio-cultural context of Russian society and its strong connection with the task of training the future generation of leaders in the interests of the Russian state. Each of the sections of the textbook is accompanied by practical tasks, the solution of which develops the skills of self-knowledge of a person in the perspective of developing leadership potentials and understanding the variability of leadership strategies. It is focused primarily on the preparation of bachelors studying in pedagogical areas of training, but it can also serve as a basic source for training in the course "Leadership" within the framework of a bachelor's degree in the humanities and the direction of social sciences.
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Holton, Viki. Future female leaders: Ensure women reach the top in your organisation. Palgrave Macmillan, 2012.
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Tanzania) Youth Leadership Training Program (1st 2001 Dar es Salaam. Youth Leadership Training Program, YLTP: Young political leaders for good governance and development : a review of the project, 2000-2003, Tanzania. Friedrich Ebert Stiftung, 2003.
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Elsa, Dent Fiona, ed. Future female leaders: Ensure women reach the top in your organisation. Palgrave Macmillan, 2012.
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Burke, Richard E. Leadership in Catholic secondary schools: An investigation into the development of future leaders with a particularemphasis on the use of female staff. [University of Surrey], 1994.
Find full textBook chapters on the topic "Leadership development ; youth leadership ; future leaders"
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Fatkullina, Flyuza, Almira Suleymanova, and Dinara Saiakhova. "Leadership Phenomenon in the Youth Environment." In Leadership for the Future Sustainable Development of Business and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_3.
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Suleymanova, Almira, Flyuza Fatkullina, and Halisa Ismagilova. "Regional Flagship Universities as Implementation Leaders in the Priority Development Areas of Russian Educational Paradigm." In Leadership for the Future Sustainable Development of Business and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_38.
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"Aquatic Stewardship Education in Theory and Practice." In Aquatic Stewardship Education in Theory and Practice, edited by Carl V. Burger and Michael E. Barnes. American Fisheries Society, 2007. http://dx.doi.org/10.47886/9781888569902.ch12.
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<i>Abstract.—</i>The American Fisheries Society (AFS) is the oldest professional organization for fisheries scientists in the world. Through its evolution from a fish culture organization to a multifaceted association of diverse specialists, AFS began to implement strategic planning by the early 1990s. Its 2004 Strategic Plan establishes priorities for aquatic stewardship, with three core goals: policy leadership, public education, and resource conservation advocacy. Without leadership and advocacy for local and global stewardship, aquatic resource goals are unattainable. What role should AFS play in fostering future stewardship efforts? With whom should AFS partner and for what goals? To gain insights to answer these questions, several AFS parent society and unit leaders were canvassed to identify examples of stewardship successes at all society levels. The resulting examples were organized into seven major areas encompassing one or more of the stewardship focus areas: (1) scientific communication, (2) resource policy advocacy, (3) global outreach, (4) education, (5) youth activities, (6) habitat restoration and assessments, and (7) leadership development. Responses provided many suggestions for advancing AFS stewardship goals, such as involvement in State Wildlife Grant programs, the National Fish Habitat Initiative, more leadership development/mentor programs, and global partnerships. A major conclusion is that novel opportunities abound and that AFS should seek to cultivate relationships with nontraditional partners such as watershed coalitions, land trust organizations, and community-based service groups. AFS has had many stewardship successes. However, future successes will depend on how AFS leverages its expertise, synergizes innovative partnerships, and creates new connections to promote tangible accomplishments in aquatic resource stewardship. The AFS strategic plan, if fully embraced by all AFS units and creatively leveraged with partners, is the launch pad for catalyzing future strategies that build on past successes.
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"A Guide for Instructors, Coaches, and Future School Leaders." In Curriculum Leadership Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203063095-24.
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Bufalino, Giambattista. "Global Leadership Development." In Handbook of Research on Cross-Cultural Business Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3776-2.ch017.
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No firm is immune from the impact of globalization. The new global context and the accompanying technological improvements are driving an increased need for global leaders with a wider variety of competencies, skills, and abilities. This chapter presents current perspectives on global leadership to better assist management educators in the design and implementation of global leadership programs. The fil rouge of this exploration will be the acknowledgement of the role of culture and its influence on business and management practices. First, the author will present current broad approaches to investigate global leadership; then he will focus on the development of global leadership, including practical challenges in business education. Finally, future directions will be discussed.
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Bufalino, Giambattista. "Global Leadership Development." In Research Anthology on Business and Technical Education in the Information Era. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch054.
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No firm is immune from the impact of globalization. The new global context and the accompanying technological improvements are driving an increased need for global leaders with a wider variety of competencies, skills, and abilities. This chapter presents current perspectives on global leadership to better assist management educators in the design and implementation of global leadership programs. The fil rouge of this exploration will be the acknowledgement of the role of culture and its influence on business and management practices. First, the author will present current broad approaches to investigate global leadership; then he will focus on the development of global leadership, including practical challenges in business education. Finally, future directions will be discussed.
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"Teacher Development: A Central Problem for Leaders of Future Schools." In Developing Expert Leadership For Future Schools. Routledge, 2005. http://dx.doi.org/10.4324/9780203975831-19.
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Parker, Judith, and Gainiya Tazhina. "Leadership Development in Kazakhstan." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch054.
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Kazakhstan’s recent history has transitioned from that of nomadic clans to domination by Russia to today’s independent nation. During these 20 years of independence, universities often educate leaders by translating and adapting traditionally Western models and research instruments. This article will report the findings of three such instruments on leadership, career management, and stress tolerance that were administered to graduate students at the University of International Business in Kazakhstan within the past year and consider their importance for the future of leadership development that is rich with technology.
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Nelson, Joanna, and Katherine Johnson. "Growing Library Leaders for the Future." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch114.
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Professional development opportunities are important for employees at all levels of an organization. Employees benefit by staying current in their field and advancing their career. Employers benefit by having a better skilled workforce. This chapter focuses on professional development based on the yearlong leadership institute run by the Colorado Association of Libraries (CAL) Leadership Development Committee. The development of the CAL Leadership Institute (CALLI) will be discussed along with the curriculum, structure, fees, mentoring, networking, accessibility, and benefits of CALLI to participants and the larger library community. The authors conducted two surveys and eight interviews to gather qualitative and quantitative feedback from current and past CALLI participants. A literature review of current trends in professional development and library leadership programs was completed. The future of professional development in this area is also explored.
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Putman, Paul G. "Strategic Leadership Competency Development." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch104.
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Breaking down the broad concept of leadership into competencies can facilitate leaders becoming self-aware of education or development needs to increase their performance. Leadership competencies can be viewed in terms of workplace success as skills that can be developed (Lombardo & Eichinger, 2002; Northouse, 2015). Competencies help organizations set clear expectations about the types of behaviors, capabilities, mind-sets, and values that are important to those in leadership roles” (Conger and Ready, 2004, p. 43). This chapter provides an overview and introduction to competency models. It includes a description of adult learning theories applicable for competency development and effective andragogy (adult education). Included are criticisms regarding leadership competency models. The chapter also includes an example of an innovative leadership competency development approach. The chapter will close with a discussion and recommendations for future research.
Conference papers on the topic "Leadership development ; youth leadership ; future leaders"
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Gruzina, Yulia, Irina Firsova, and Marina Melnichuk. "Youth Policy and Motivation of the Future Leaders." In Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.169.
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Sigler, Jorge, and Amanda Gray. "Leader-Follower dynamics within medical students’ groups during clinical rotations." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8968.
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Clinical practical training is a common practice and a requirement for many medical professions in the U.S.A. This training often lacks in managerial and leadership training, leaving many future practitioners poorly prepared for the challenges and requirements of leadership roles. The complexity of the healthcare system brings about new challenges in terms of leadership, with the development of leadership skills for practicing physicians becoming even more crucial. This study analyzed a sample of students and resident doctors in a psychiatric setting during their clinical rotation. The particularities of the observed emergence of leadership within the scope of multiple theoretical frameworks in the field of leadership were analyzed by calculating the median values of each set of survey responses. The study found that biological sex did not play a significant role in Leader emergence (p=0.74), Followers scored Leaders highly overall, and Leaders showed that they had a solid insight into their own capacities and limitations. Overall, strong leadership qualities were identified across all theoretical frameworks with valuable implications for the development of future leadership training. More research is needed to test this methodology in different medical settings and to identify the most effective type of leadership training for clinical education.
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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.
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Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-focused job descriptions that enumerate key soft skills needed in each leadership role and build on a sound foundation of technical competency. Bringing emerging leaders together as a group enhances their networking opportunities as they advance through the program; including experienced hires helps them become attuned to the company's management style. Learning opportunities can include face-to-face instruction, webinars, e-learning, online resources, exercises, business simulations, and coaching and mentoring. Building future leaders is key to succession planning. Introducing experienced hires to the leadership styles of the company ensures the successful integration of new talent into the team. A competency-based approach to assessing emerging leaders provides the roadmap for creating a deep bench of candidates for future roles in executive management. Experienced instructors and mentors are crucial to ensuring the leadership program delivery is aligned with the corporate mission, vision and values. The delivery of the leadership development program can be self-sustaining if program graduates and external expert facilitators are incorporated into the delivery of the program to future cohorts. Technical professionals progress through supervisory/management positions on their respective career ladders primarily by ‘learning on the job' rather than through formal training. This paper looks at differences between the current state of supervisory development and what professionals actually need in leadership skills. These are new skills needed for transitioning from supervisor/manager to an effective leader. New methods of digital delivery allow greater interaction between participants and instructors. Building an innovative leadership development program enhances the company's brand and attracts and retains top talent.
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Kalinina, M. A., A. V. Savicheva, M. V. Prokhorova, and L. N. Ponomaryova. "The phenomenon of giftnedness in the field of youth entrepreneurship." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.538.550.
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Youth entrepreneurship can become one of the driving locomotives in the development of the Russian economy. The empirical investigation aimed at eliciting youth potential and feasibility of promoting their giftedness in the entrepreneurial sphere. 220 students and postgraduates of 13 universities, located in 12 constituent entities of the Russian Federation, participated in it. The research was conducted by means of a questionnaire during the all-Russian program for the development of the youth project environment “Innograd — 2019: my start”. Content-analysis and descriptive statistics methods were used for data processing. The phenomenon of giftedness to entrepreneurial activity, based on a set of interconnected psychic determinants, including creativity, intrinsic motivation, perseverance in achieving goals, leadership and organizational skills, non-conformism, may be discussed only in exceptional cases (about 1 %). Meanwhile, modern youth has the potential to start a business and connects their professional future with it. Youth entrepreneurship is a multi-motivated activity. External positive and external negative, internal motives are combined into a single structure. It is internal motives, prompted by the needs for self-realization and independence that determine entrepreneurial giftedness. Modern young people consider the main barriers to launching their own business to be outside. To these they refer deficiency of start-up capital, lack of knowledge and adverse environmental factors. Supportive measures, provided by the state through the creation of appropriate infrastructure, eliminate the majority of the difficulties and reduce the risks in setting up own businesses. For young people, gifted in the business field, these barriers are conditional.
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Foroudastan, Saeed, and Brigette Thompson. "Experimental Vehicles Program Aides in Innovative Hands-On Learning Experiences." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66100.
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The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving environment in which students can test their classroom knowledge in a real-world setting and learn important skills such as leadership, effective communication, and working as a team member. Furthermore, the students in the EVP develop highly versatile and qualified skill sets that will allow them to fill various positions within the workplace. In the past 90% of EVP graduates have been able to obtain highly regarded national and international positions upon graduation due to their real-world hands-on experience gained throughout their involvement in the EVP. Each year the EVP sponsors up to sixty interdisciplinary students that come together in peer-led teams to combine and expand upon their classroom knowledge in building innovative vehicles. The successes of the MTSU EVP have been recognized by becoming the national model for hands-on engineering education; helping engineering students take classroom knowledge and apply it to real-world situations. Students work in teams to annually design, construct, and test novel vehicle designs for participation in national and international competitions. Due to the competitive nature of each of the events, students must use cutting edge technology and design methods in order to create the best entries possible. Often times this means creating partnerships with industry leaders who help mentor the students from the design conception, the fabrication, through the manufacturing of each vehicle. These partnerships benefit both the students and the companies; students are able to create real-world contacts and gain a working knowledge of the industry that they cannot learn in the classroom. Furthermore, the students are able to use the contacts to garner equipment like solar panels and wheels. Likewise, the companies are able to receive recognition at national and international competition as program sponsors are advertised on the competition vehicles. Moreover the industries are able to build relationships with future employees who have real-world experience and who have become intimately involved with specialized technology such as “green energy”.
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Schneider, Jerry, Jeffrey Wagner, and Judy Connell. "Restoring Public Trust While Tearing Down Site in Rural Ohio." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7319.
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In the mid-1980s, the impact of three decades of uranium processing near rural Fernald, Ohio, 18 miles northwest of Cincinnati, became the centre of national public controversy. When a series of incidents at the uranium foundry brought to light the years of contamination to the environment and surrounding farmland communities, local citizens’ groups united and demanded a role in determining the plans for cleaning up the site. One citizens’ group, Fernald Residents for Environmental Safety and Health (FRESH), formed in 1984 following reports that nearly 300 pounds of enriched uranium oxide had been released from a dust-collector system, and three off-property wells south of the site were contaminated with uranium. For 22 years, FRESH monitored activities at Fernald and participated in the decision-making process with management and regulators. The job of FRESH ended on 19 January this year when the U.S. Secretary of Energy Samuel Bodman and U.S. Environmental Protection Agency Administrator Stephen Johnson — flanked by local, state, and national elected officials, and citizen-led environmental watchdog groups including FRESH — officially declared the Fernald Site clean of all nuclear contamination and open to public access. It marked the end of a remarkable turnaround in public confidence and trust that had attracted critical reports from around the world: the Cincinnati Enquirer; U.S. national news programs 60 Minutes, 20/20, Nightline, and 48 Hours; worldwide media outlets from the British Broadcasting Company and Canadian Broadcasting Company; Japanese newspapers; and German reporters. When personnel from Fluor arrived in 1992, the management team thought it understood the issues and concerns of each stakeholder group, and was determined to implement the decommissioning scope of work aggressively, confident that stakeholders would agree with its plans. This approach resulted in strained relationships with opinion leaders during the early months of Fluor’s contract. To forge better relationships, the U.S. Department of Energy (DOE) who owns the site, and Fluor embarked on three new strategies based on engaging citizens and interested stakeholder groups in the decision-making process. The first strategy was opening communication channels with site leadership, technical staff, and regulators. This strategy combined a strong public-information program with two-way communications between management and the community, soliciting and encouraging stakeholder participation early in the decision-making process. Fluor’s public-participation strategy exceeded the “check-the-box” approach common within the nuclear-weapons complex, and set a national standard that stands alone today. The second stakeholder-engagement strategy sprang from mending fences with the regulators and the community. The approach for dispositioning low-level waste was a 25-year plan to ship it off the site. Working with stakeholders, DOE and Fluor were able to convince the community to accept a plan to safely store waste permanently on site, which would save 15 years of cleanup and millions of dollars in cost. The third strategy addressed the potentially long delays in finalizing remedial action plans due to formal public comment periods and State and Federal regulatory approvals. Working closely with the U.S. and Ohio Environmental Protection Agencies (EPA) and other stakeholders, DOE and Fluor were able to secure approvals of five Records of Decision on time – a first for the DOE complex. Developing open and honest relationships with union leaders, the workforce, regulators and community groups played a major role in DOE and Fluor cleaning up and closing the site. Using lessons learned at Fernald, DOE was able to resolve challenges at other sites, including worker transition, labour disputes, and damaged relationships with regulators and the community. It took significant time early in the project to convince the workforce that their future lay in cleanup, not in holding out hope for production to resume. It took more time to repair relationships with Ohio regulators and the local community. Developing these relationships over the years required constant, open communications between site decision makers and stakeholders to identify issues and to overcome potential barriers. Fluor’s open public-participation strategy resulted in stakeholder consensus of five remedial-action plans that directed Fernald cleanup. This strategy included establishing a public-participation program that emphasized a shared-decision making process and abandoned the government’s traditional, non-participatory “Decide, Announce, Defend” approach. Fernald’s program became a model within the DOE complex for effective public participation. Fluor led the formation of the first DOE site-specific advisory board dedicated to remediation and closure. The board was successful at building consensus on critical issues affecting long-term site remediation, such as cleanup levels, waste disposal and final land use. Fluor created innovative public outreach tools, such as “Cleanopoly,” based on the Monopoly game, to help illustrate complex concepts, including risk levels, remediation techniques, and associated costs. These innovative tools helped DOE and Fluor gain stakeholder consensus on all cleanup plans. To commemorate the outstanding commitment of Fernald stakeholders to this massive environmental-restoration project, Fluor donated $20,000 to build the Weapons to Wetlands Grove overlooking the former 136-acre production area. The grove contains 24 trees, each dedicated to “[a] leader(s) behind the Fernald cleanup.” Over the years, Fluor, through the Fluor Foundation, also invested in educational and humanitarian projects, contributing nearly $2 million to communities in southwestern Ohio, Kentucky and Indiana. Further, to help offset the economic impact of the site’s closing to the community, DOE and Fluor promoted economic development in the region by donating excess equipment and property to local schools and townships. This paper discusses the details of the public-involvement program — from inception through maturity — and presents some lessons learned that can be applied to other similar projects.
Reports on the topic "Leadership development ; youth leadership ; future leaders"
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Lin, Xiaohan, and Gargi Bhaduri. Fashioning Future Leaders: Student Leadership Development through Fashion Show Production. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-61.
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Houwer, Rebecca Houwer. Changing Leaders, Leading Change: A Leadership Development Model for Marginalized Youth in Urban Communities. Youth Research & Evaluation eXchange (YouthREX), 2016. http://dx.doi.org/10.15868/socialsector.34106.
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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.
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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.