JOLE Volume 10, Issue 1, Winter 2011
All Leadership Programs are Not Created Equal
Research and Theory Features
The Intersection Between Soft Skill Development and Leadership Education
Research reported by Christie Brungardt indicates the need for college graduates entering the workforce to have soft skill development such as communication, teamwork and interpersonal skills. A survey of graduates with varying levels of leadership education was conducted to determine soft skill development and the results were compared across groups. Findings indicate the need for further research in this area.
You Are What You Read: Inside Leadership Texts
Justin Harris, Jacklyn Bruce and David Jones
Leadership texts, both academic and popular culture, were examined in this research presented by Harris, Bruce and Jones. Texts were evaluated, categorized and compared, leading to the finding that academic texts, while more through in content, were more difficult to read than those written for non-academic consumption. Recommendations for leadership educators related to text book selection and teaching style are given.
Learning to Lead at 5, 267 feet: An Empirical Study of Outdoor Management Training and MBA Students’ Leadership Development
Darrin Kass and Christian Grandzol
Adding an experiential learning component to an MBA class, in this case an outdoor experience, increased participants’ leadership development, as reported by Kass and Grandzol. Students participated in a Leadership On The Edge program where they applied leadership concepts as they climbed a mountain as a team. Students reported the experience as being transformative, implying that adding an experiential component to the classroom can pay great dividends in student learning.
Bridging Brown County: Captivating Social Capital as a Means to Community Change
Catherine M. Rasmussen, Jessica Armstrong, and Scott A. Chazdon
Rasmussen, Armstrong and Chazdon report on an Extension leadership development program that focused on social and human capital development. A retrospective survey revealed that community members increased their leadership skills and attitudes, as well as built social capital, as a result of the program.
The Overlap Between Emotional Intelligence and Post-Industrial Leadership Capacity: A Construct Validity Analysis
David M. Rosch, Dana L. Joseph and Daniel A. Newman
Examining the relationship between the emotional intelligence of undergraduate students with their post-industrial leadership skills is the focus of research presented by Rosch, Joseph and Newman. Results from Emotional Intelligence and Socially Responsible Leadership Scale instruments were compared and found that constructs within each are related, yet distinct.
Idea and Application Briefs
Preparation for Full Time Employment: A Capstone Experience for Students in Leadership Programs
Gregory T. Gifford, Karen J. Cannon, Nicole L. Stedman and Ricky W. Telg
Gifford, Cannon, Stedman, and Telg also present a capstone experience for undergraduate leadership majors. With a focus on career development, in addition to concept and skill assimilation, the course provides students an alternative to the traditional internship capstone experience.
Perception is Reality: Your Strengths Matter
Donna V. Jackson
Donna Jackson presents a brief that encourages leaders to look within themselves and to followers’ perceptions to determine their personal strengths. She suggests that knowing personal strengths is important before leaders seek to develop future leaders and will lead to a more authentic approach to leadership.
Leadership for Dummies: A Capstone Project for Leadership Students
Lori L. Moore, Summer F. Odom and Lexi M. Wied
A culminating project for undergraduate students in a leadership major is presented by Moore, Odom, and Wied. Based on developing three of Gardner’s “5 minds for the future,” the Leadership for Dummies assignment allows students to showcase three foundational leadership concepts in an applied format. Initial reactions indicate that students are assimilating concepts as a result of the project.
Power-Filled Lessons for Leadership Educators from Paulo Freire
Paul Kaak presents the teacher, philosopher and practitioner Paulo Freire in his commentary. Kaak describes Freire’s educational philosophies and how they can be used to teach leadership, based on one’s own personal philosophy of leadership. Examples of this type of teaching are given as well as recommendations for implementation.
The Benefit of Negative Examples: What We Can Learn About Leadership from the Taliban
Douglas R. Lindsay
Douglas Lindsay provides a thought provoking commentary using the Taliban as a negative example of leadership. As an Air Force officer deployed to Afghanistan, Lindsay offers his observations of leadership principles used ineffectively within the Taliban and suggests utilizing his examples as a current event topic in leadership classrooms.