No abstract

This study sought to determine the change in level of leadership skills of participants in a community leadership program and the degree of response shift (change in level of understanding of leadership skills) in the self-report measures employed. While most of the participants reported increases in their leadership skills at the end of the program, differences were found between their self-report ratings using the pretest/posttest approach and the then/posttest approach. The degree of response shift (pre/then comparison) was also evident. The findings from this study together with other studies cited suggest that when employing self-report measures, the then/post approach provides a less conservative and more accurate means of assessing leadership skill development than would the traditional pretest/posttest approach. Suggestions for reducing the effects of response shift are also offered.

Research on leadership program impact typically focuses on quantitative measures of knowledge gained or attitude change at the end of the program. The nature of leadership as personal development and the likelihood of unanticipated outcomes resulting from development programs lead to the need to conduct studies to determine the extent of alumni application of new skills, knowledge and attitudes. To address this issue, research was conducted on community leadership programs in Georgia using interviews, observation, and written surveys involving participants and program coordinators. Analysis of the data showed that a broad range of community members have become involved in leadership activities because they "feel responsible for what goes on" after participating in a program. Factors related to community context and program implementation affecting the nature and extent of alumni activity were also explored. These findings provide a foundation for developing successful program practices and support for the continued development of program alumni as they put leadership knowledge into practice in their communities.

A pretest-posttest control group design was employed to assess the leadership and problem-solving skills of participants in a statewide community leadership development program. Quantitative data and analysis revealed that significant changes had resulted from the program. Qualitative data collected after the conclusion of the program revealed how program participants became further involved in their communcties in a variety of ways and on several local issues. The need for evaluation of community leadership development programs to document community impacts is then discussed

Strategic leadership is perhaps the area where undergraduate students have the least experience. Therefore, a focus on developing these skills is critical for college-level leadership educators. Teaching strategic leadership requires that educators design programs that make explicit, direct, and formal links between theory and practical experience, opportunity to reflect, solve problems, work in teams, and engage in active learning. The Citizen Leader Model (CLM) for student engagement goes beyond volunteerism and service learning through its focus on bringing about substantive change in organizations and communities. This article describes a teaching method for teaching strategic leadership using the CLM, sample projects, and outcomes.