Youth Leadership Development

1. Youth Leadership Development What Adults Working with Youth Need to Know Master Slide 1.1

2. About Leadership • There are a variety of definitions for “leadership”. • There are different types and styles of leadership. • Youth and adults may view leadership in different ways. Master Slide 1.2

3. About Leadership • Leadership is a developmental process, and youth move through the process at different rates. Master Slide 1.3

4. Transactional Leadership • Values problem and solution identification • Makes decisions in order to move forward • Uses standards and principles to make decisions. Master Slide 1.4

5. Transactional Leadership • Develop themselves to be better decision-makers for the group • Gets things done • Recognizes the importance of the product. • Takes charge Master Slide 1.5

6. Transformational Leadership • Values the participation and contribution of others • Takes all viewpoints into consideration before making a decision • Considers individuals within their situations Master Slide 1.6

7. Transformational Leadership • Uses individuals to test decisions • Develops themselves to be better contributors to the group • Learns from experiences and generalizes them to “real life” Master Slide 1.7

8. Transformational Leadership • Recognizes the importance of the process • Shares leadership responsibilities Master Slide 1.8

9. Stages of Development • According to youth leadership experts Fertman and van Linden (1999), youth go through three basic stages of leadership development. . . Master Slide 1.9

10. Stages of Development Awareness Initial awareness of leadership potential and abilities; adolescents usually do not perceive themselves as leaders and need assistance in beginning to identify and build upon their leadership potential Master Slide 1.10

11. Stages of Development Interaction Adolescents start to recognize a more personal side to their leadership abilities; focus turns to qualities related to interacting with and respecting themselves and others Master Slide 1.11

12. Stages of Development Mastery Adolescents work to influence others through application of skills and setting an example; focus is on mastering leadership skills in specific areas and activities of life Master Slide 1.12

13. Leadership in Groups • Groups experience developmental stages just like individuals do. • Each stage has challenges that need to be addressed. • There are advantages and disadvantages to working in groups. Master Slide 2.1

14. Leadership in Groups • Youth view leadership in a group context; therefore, group functioning and experiences are critical to their leadership development. Master Slide 2.2

15. Stages of Group Functioning There are four basic stages of group functioning: Forming Storming Norming Performing (Levi, 2001) Master Slide 2.3

16. Forming • This first stage is the point where the group initially comes together. • Members spend time getting to know one another. • Few measurable accomplishments occur. Master Slide 2.4

17. Forming • Group members are uncertain of how to act. • Time should be spent defining goals. • Members need to know what their tasks are and how to do them. Master Slide 2.5

18. Storming • Familiarity among group members has been achieved in this second stage. • Conflict occurs. • Confusion about roles and responsibilities exists among members. Master Slide 2.6

19. Storming • Group members may become defensive and blaming. • Sub-groups may begin to form. • Ultimately, conflict should serve to help clarify group goals and promote cohesion. Master Slide 2.7

20. Norming • Group becomes more organized. • Roles and responsibilities are more clearly defined. • Rules and relationships are established. • Trust and support increase. Master Slide 2.8

21. Performing • Group is more mature. • Members are comfortable and know what is expected of them. • Tasks are completed with focus and cooperation. Master Slide 2.9

22. Identifying Strengths & Weaknesses When helping youth identify strengths and weaknesses, ask questions such as. . . • What are you good at? • What do you like to do? • What can you do that you are proud of? Master Slide 2.10

23. Identifying Strengths & Weaknesses • What do you not like to do? • What do you ask others to help you with? • What can you not do that you would like to learn how to do? Master Slide 2.11

24. Effective Discussions For youth to have ownership in discussions and decisions, THEY need to be the ones doing most of the talking. To get discussion started or keep it going, use open-ended questions such as. . . Master Slide 2.12

25. Effective Discussions • What do you think about that idea? • What do you like about that idea? • Is this something we need to do? Master Slide 2.13

26. Effective Discussions • What will be some of the challenges of trying to do this? • How can we overcome those challenges? Master Slide 2.14

27. Effective Discussions • Who needs to be involved in that project? • How much time will it take to do that? • How will this help us? • How will this help other people? Master Slide 2.15

28. Effective Discussions And the list goes on! The important thing is allowing youth the opportunity to explore things for themselves, express their ideas, and feel committed to what they are doing. Master Slide 2.16

29. Meaningful Leadership • Youth want to be able to apply the skills they are learning. • Youth want to feel that their work has an impact. Master Slide 3.1

30. Meaningful Leadership • Community involvement and service are effective ways to learn, apply, and have an impact. • The youth perspective is valid and helpful to the creation of meaningful leadership experiences. Master Slide 3.2

31. Meaningful Leadership To determine whether an experience is meaningful for youth, ask some of the following questions (of yourself and of them): Master Slide 3.3

32. Meaningful Leadership • Do youth have a great deal of responsibility for this experience? • Were youth actively involved in the planning of this experience? • Does this experience meet the needs and goals identified by the youth involved? Master Slide 3.4

33. Meaningful Leadership • Does this experience give youth the opportunity to DO something? • Does this experience give youth the opportunity to use their skills? • Does this experience influence others in the community in a positive way? Master Slide 3.5

34. Meaningful Leadership • Will youth learn something from this experience? • Will youth be able to teach others through this experience? Master Slide 3.6

35. Goals & Expectations The important thing about goals and expectations is that everyone in the group should have a part in helping to create them. That way, everyone has ownership, finds a way to compromise, and can better agree on what is best for the whole. Master Slide 3.7

36. Goals & Expectations Ground Rules for Goals & Expectations: • Every idea is valid • Every person contributes • Every person is responsible Master Slide 3.8

37. Goals & Expectations • Use many of the same types of open-ended questions you would use to engage in an effective discussion. • Provide adequate opportunities for participation. • Ask for everyone’s opinions and ideas. Master Slide 3.9

38. Goals & Expectations • Make sure that goals and expectations are communicated clearly. • Make sure everyone is comfortable with the goals and expectations. • Review them periodically and adjust as needed. Master Slide 3.10

39. The Adult Role • Youth need and appreciate an adult perspective. • Youth want to be trusted. Master Slide 4.1

40. The Adult Role • Youth want a chance to act on their ideas. • There are situations were adults need to intervene. Master Slide 4.2

41. The Adult Role Youth Expect: • Coaching • Dialoging • Connections to Resources • Connections to Community Leaders (Camino and Zeldin, 2002; Roach, Wyman, Brookes, Chavez, Heath, and Valdes, 1999) Master Slide 4.3

42. The Adult Role “When adults serve as allies or partners to the youth, young people gain the support and institutional power which helps them achieve individual and collective goals.” (Camino and Zeldin, in press) Master Slide 4.4

43. Common Mistakes Stereotypes and other preconceived ideas often serve to keep adults from working effectively with youth. Master Slide 4.5

44. Common Mistakes Common mistakes made by adults working with youth include. . . • Lacking confidence in the abilities of youth. • Trusting them too much and not helping them enough. Master Slide 4.6

45. Common Mistakes • Helping them too much and not trusting them enough. • Providing information but no opportunity to use it. Master Slide 4.7

46. Common Mistakes • Treating the leadership process as something that they teach youth, without realizing that youth can teach them and each other. • Assuming youth possess knowledge that they may not. Master Slide 4.8

47. Common Mistakes • Assuming youth do not possess knowledge that they may. • Regarding themselves (the adults) as the sole leaders in the group. Master Slide 4.9

48. Common Mistakes How do we combat these mistakes? • Don’t assume • Listen Master Slide 4.10

49. Common Mistakes • Take time to get to know youth • Trust • Allow for independence, but be willing to provide a safety net when needed. Master Slide 4.11

50. Common Mistakes • Allow youth to experience the consequences of their actions. • Help youth to learn from consequences. Master Slide 4.12