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The purpose of this study was to assess the leadership practices or behaviors of FFA members participating in a leadership development workshop known as the Success Conference in Georgia. Leadership practices were determined using the Student Leadership Practices Inventory (LPI) (Kouzes & Posner, 1998). While success conference participants scored the highest on encouraging the heart (M = 23.77; SD = 4.18) and enabling others to act (M = 23.75; SD = 4.40), placing Georgia FFA members participating in the Success Conference at approximately the 45^th and 35^th percentile respectively for all Student LPI scores, this was slightly below Kouzes’ and Posner’s (1998) normative data for high school students. It is recommended that future leadership development opportunities focus on activities that foster collaboration, strengthen others, recognize the contributions of others, and celebrate team accomplishments.

The primary purpose of this correlational study was to explain the relationship between discipline specific critical thinking skills and leadership training and experiences of selected FFA youth leaders. Researcher-developed measures of critical thinking skills and leadership were used to discover low, but positive relationships between critical thinking skills and each leadership variable of leadership training, leadership experience, and total leadership score. The relationship between leadership training and Evaluation and Total Critical Thinking Skill was significant. Similarly, the relationship between leadership experiences and Analysis and Total Critical Thinking Skill was significant. Finally, the relationship between combined leadership score and Analysis, Evaluation, and Total Critical Thinking Skill was also significant. Recommendations include more student exposure to formal teaching and training in leadership, more research to substantiate the connection between leadership and critical thinking, and more encouragement for students to be more active in non-formal activities.

With millions of dollars being invested in adult rural leadership development, it is essential that research be conducted to determine the effectiveness of this investment. Such research can validate the investment and provide guidance for future programming. However, an extensive review of literature in Cambridge Scientific Abstracts yielded only 15 relevant research articles over a decade of publication. Among these articles, sub-topic areas identified included Partnerships, Political Shifts, Safety & Health, Gender Equity, Public Discourse, Statewide Program Impact, and Continuing Education. All of these areas lacked adequate saturation of research. The effectiveness of rural leadership development is severely threatened by this lack of published research. With increasingly limited resources, those engaged in rural leadership development programming must address significant deficiencies in the research and share findings for the betterment of all.

The study’s purpose was to determine Extension agents’ (n= 111) perceived level of importance, knowledge, and training needs for leadership skills. Mean Weighted Discrepancy Scores were calculated to determine training needs. Participants’ perceived responses were average to above average importance for all skills; however, the participants’ perceived responses were varied concerning knowledge for most skills. The five highest rated training needs were resolve conflict, efficiently manage time, assess community needs, effectively lead a team, and prioritize tasks. The only common training need by Agriculture & Natural Resources (ANR), Family & Consumer Sciences (FCS), and 4-H agents was resolve conflict. Create vision was a training need only identified by FCS agents. The 4-H role needs were handle emotions and handle criticism.

Considering the substantial upcoming transfer of leadership to younger generations, it is critical to study the unique trait, skill, and behavioral associations of youth leaders. The purpose of this two-phase study was to quantitatively examine the relationship between positive psychological capacities (PsyCap), personality, and empathy with leadership skills in youth. Regression results from both phases revealed cognitive empathy and academic PsyCap as significant predictors of youth leadership life skills. These results follow earlier research that identified trait-based emotional intelligence as a significant predictor of leadership skills in youth. The combined results offer important considerations as leadership scholars and practitioners attempt to accurately predict and plan for the leadership transfer landscape over the next two decades. These combined results also serve as helpful considerations for youth leadership practitioners as program outcomes, learning objectives, and activities targeting the development of cognitive empathy and PsyCap will perhaps allow for more productive youth leadership development efforts and better documentation of their impact.

Volunteers play an integral role in supporting the mission of 4-H programs in the southern region. For this reason their proficiency in volunteer administration competence and perceived leadership style is important. The researchers sought to examine both the perceived proficiency of 4-H faculty in the southern region in seven competencies associated with volunteer administration leadership (Stedman, 2004) and perceived leadership style based on Full Range Leadership (Avolio & Bass, 1991). Overall respondents’ scores indicated an average proficiency in volunteer administration leadership competence. Yet, their reported scores showed a higher proficiency in the individual competency areas of personal skill and organizational culture. Leadership style was measured based on behavior scores of transformational, transactional, and laissez faire leadership. The 4-H county faculty used transformational leadership most frequently, followed by transactional leadership, and then laissez faire. Implications are 4-H county faculty could use additional professional development opportunities which address accountability and management.

The focus of this paper is to provide the profession of volunteer administration (VA) a model outlining theoretical dimensions of the discipline. The dimensions provided include the (a) processes, (b) discipline, (c) foundations, and (d) theoretical base. Volunteer administration is the set of associated processes of operating a volunteer program. Included are a compilation of competencies identified by the Association for Volunteer Administration (2001) and 13 professionals that participated in a study conducted by Boyd (2002). The seven processes are Commitment to the Profession, Organizational Leadership, Systems Leadership, Accountability, Management Skills, Personal Skills, and Organizational Culture. The foundational disciplines are Leadership and Management, Community Development, and Teaching and Learning. Psychology and sociology provide the empirical evidence that supports the foundations and processes of VA. Professionals should look deeper into the theoretical base of VA, in order to develop and encourage focused research initiatives and academic curricula for volunteer administrators.

The basis of this study is Kelley’s (1992) two-dimensional model, which measures five follower types. Previous investigations did not support the validity of Kelley’s model. Although the model is utilized in research, the validity and reliability of the Kelley Followership Questionnaire (KFQ) is still in question. In this study, the KFQ validity was tested after revision of the instrument. Factor analysis revealed a three-factor model disputing the theorized two-factor model. Factors of the KFQ-R convergent validity were supported by significant correlations with critical thinking disposition and work engagement scales. This research project is intended to promote the study of the followership construct.

The purpose of this mixed methods study was to determine the self-perceived proficiency level of Commissioners of Agriculture in six leadership skill areas. Major findings noted their proficiency in these areas. Researchers recommend providing professional development opportunities and software training for Commissioners at their annual conference.

Participants in leadership development programs take part in multiple developmental experiences that can influence the composition of their social network and enhance social capital. However, further investment in such practices may be limited because little is known about the relationship between leadership development approaches, networking ability, and social capital. This study explores how common developmental approaches may contribute to social capital, taking into consideration the role networking ability plays in this relationship. This descriptive, correlational study included a sample of graduates (N= 231) from 15 statewide agricultural-based leadership development programs. Our findings reveal that: 1) Networking is an antecedent to social capital, 2) skill building and personal growth approaches to leadership development are significant predictors of networking ability, and 3) networking ability is a significant predictor of social capital.