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Developmental Readiness for Leadership. The Differential Effects of Leadership Courses on Creating “Ready, Willing, and Able” Student Leaders Dr. Dave Rosch Agricultural Education Program. About Dave. Assistant Professor Agricultural Education Background in student affairs

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developmental readiness for leadership

DevelopmentalReadinessfor Leadership

The Differential Effects of Leadership Courses on Creating “Ready, Willing, and Able” Student Leaders

Dr. Dave Rosch

Agricultural Education Program

about dave
About Dave
  • Assistant Professor Agricultural Education
  • Background in student affairs
    • Leadership programs and housing
  • PhD from Syracuse
  • MS from Colorado State
  • BA from Binghamton University (SUNY)
overall agenda
Overall Agenda
  • How can we best teach “that guy” (i.e. college students) to be successful as a leader in contemporary society?
    • Attitudes?
    • Skills?
  • Can we under-

stand the “path” of

development?

developmental readiness for leadership1
Developmental Readiness for Leadership
  • The process for how leaders develop capability is in part linked to their readiness to engage in developmental experiences (Avolio & Hannah, 2008)
  • Students change their conceptualization of what it means to lead as they gain maturity and experiences (Komives, et al, 2005; 2006)
    • A person  A process
a competent leader framework
A “competent leader” framework
  • READY
    • Leadership Self-efficacy (confidence)
  • WILLING
    • Motivation to Lead
      • Affective Identity
      • Social Normative
      • Non-Calculative
  • ABLE
    • Transactive skills
    • Transformative skills
research question
Research Question
  • Do students at differing levels of confidence and affective-identity motivation experience differing gains through participation in an introductory leadership course?
the setting
The setting
  • AGED 260 – Introduction to Leadership Studies
  • 165 students in Fall, Spring FY13
  • Pre-test/Post-test
    • SKILLS: Leader Behavior Scale (Podsakoff, et al., 1990)
    • MOTIVATION: Motivation to Lead Scale (Chan & Drasgow, 2001)
    • CONFIDENCE: Self-Efficacy for Leadership Scale (Murphy, 1990)
analysis
Analysis
  • Split students into three groups each regarding incoming confidence, AI motivation
    • HIGH: 0.5 SD above mean (n=53)
    • MEDIUM: 0.5 SD below – 0.5 SD above (n=67)
    • LOW: 0.5 SD below mean (n=46)
results
Results
  • Grand means increased across all scales, all significant (p<.05)
  • Moderate to small-to-moderate effect sizes (.11 to .45)
  • The course is building future leaders, right?
implications
Implications
  • Not all students register for leadership experiences with strong sense of self as leader
  • Is there a baseline of “sense of self as leader” required for skill-building?
    • Once some minimum level is achieved, only then can they augment actual skills and behaviors?
future steps
Future steps
  • Just one class – expand to larger settings
    • i-Programs
    • LeaderShape national research project
    • Multi-campus data collection
  • Conditioned analysis by social identity/experience
    • Gender, race, citizenship
    • Past experience in leadership training programs
  • Disentangle AI motivation and leadership self-efficacy (r = .55)
questions

Questions???

Dr. David Rosch

Agricultural Education

dmrosch@illinois.edu