Enhancing Public Affairs Participation through Leadership Development Education: Key Questions for Community Development Research and Practice

Rossing, Boyd E.; Heasley, Daryl K.

doi:10.1080/15575338709490028

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…According to Rossing andHeasley (1987), Fear et al (1985) create a content categorization based on theoretical literature and program development criteria and argue that a comprehensive set of necessary knowledge and skills for effective community leadership can be classified into five categories of knowledge and skills applicable to community leadership development: human behavior, dynamics of leadership, community leadership contexts (e.g. small groups, organizations, communities, and legislative process), community development process, and issue specific concerns (e.g.…”

Section: The Content Of Leadership Development Programsmentioning

confidence: 99%

“…For most leadership development programs, the substance and level of program content are contingent on the expertise and confidence of participants, the demands of leadership roles, local community development experiences, and the importance of the community leadership role vis-à-vis other roles of participants (Fear et al, 1985). Rossing and Heasley (1987) note that leadership educational programs give much of their attention to areas that reflect societal trends and issues affecting rural life, analysis of problems developing and implementing policy changes and human relations, and leadership and organizational skills.…”

Section: The Content Of Leadership Development Programsmentioning

confidence: 99%

“…What is most important about Rossing and Heasley (1987) is that they detail key research areas for further exploration that would provide sufficient evidence of the effects of different content patterns and content decisions that community development practitioners may need. They propose future studies to determine what content elements, if any, are critical in achieving different program objectives.…”

mentioning

confidence: 99%

“…what content elements are critical in achieving program success?). In an attempt to explore the research questions posed by Rossing and Heasley (1987) above, this paper has the following objective: to determine the impact of curriculum design (content) of community leadership education programs on participants' leadership skills development using six expected outcomes variables of community leadership.…”

mentioning

confidence: 99%

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An analysis of the effects of community leadership education program content on six outcome indices of community leadership

Apaliyah

Martin

2013

Community Development

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This study examined the relationships between community leadership education program design and structure (contact hours and content) and six leadership outcome indices including personal growth and efficacy, community commitment, shared future and purpose, community knowledge, civic engagement, and social cohesion. Two different data-sets were used, one from an online study of participants of leadership programs in 20 counties in 5 states, and the other data-set came from an analysis of the leadership program design and curricula for the leadership programs. The results showed that more training contact hours in two of four content areas led to statistically significant gains in leadership outcome variables after controlling for the effects of other socio-demographic variables. Training content on individual leadership skills and knowledge had significant positive impacts on all six indices. The amount of time spent on public policy processes showed statistically significant gains for both shared future and purpose and community knowledge. However, hours spent on training participants on content areas related to community and community development processes had significant negative impacts on shared future and purpose and community knowledge. Group and teamwork did not produce significant results on any of the outcome indices.

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Section: The Content Of Leadership Development Programsmentioning

confidence: 99%

Section: The Content Of Leadership Development Programsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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An analysis of the effects of community leadership education program content on six outcome indices of community leadership

Apaliyah

Martin

2013

Community Development

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Empowering people with physical disabilities through advocacy skills training

Balcázar

Seekins

Fawcett

et al. 1990

American J of Comm Psychol

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Members of an advocacy organization for people with physical disabilities were trained to identify and report issues at group meetings. In addition, two consecutive chairpersons were trained to conduct action-oriented meetings. Measures of group members' activities outside meetings and related outcomes on identified issues were also collected. Results indicated increases in the number of disability-related issues reported by trained members and consistent improvements in chairperson performance following training. Retrospective interviews and permanent records showed that advocacy activities, as well as the outcomes of members' actions, increased after training. These findings and their implications for the empowerment of people with disabilities are discussed.

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Staff decision making patterns, village leadership performance, and local institutionalization processes in agricultural and rural development programs

Dhanakumar¹,

Rossing²

1994

Agric Hum Values

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Enhancing Public Affairs Participation through Leadership Development Education: Key Questions for Community Development Research and Practice

Cited by 5 publications

References 4 publications

An analysis of the effects of community leadership education program content on six outcome indices of community leadership

An analysis of the effects of community leadership education program content on six outcome indices of community leadership

Empowering people with physical disabilities through advocacy skills training

Staff decision making patterns, village leadership performance, and local institutionalization processes in agricultural and rural development programs

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