Abstract:
It was the purpose of this study to investigate
attitudes toward leadership development education of one
client group served by the ontario Ministry of Agriculture
and Food. The survey, answered by 175 participants,
attempted to answer the following questions: (a) What is a
common definition of leadership?, (b) What leadership
concepts are important to leadership development education?
and, (c) What are client attitudes toward leadership
development education?
A descriptive research approach was used and the data
were analyzed according to a model developed by Colaizzi.
Concept maps were developed under the broad areas of:
(a) Developing leader qualities; (b) Past experiences that
developed leadership skills that worked on the jOb;
(c) Leadership skills developed from present day positions;
and (d) How leadership skills may be developed in future
situations.
A description of the dynamics of leadership development
was written and the essential dynamics of leadership skill
development in one volunteer organization was described.
This study supports the linkages perspective of
leadership within voluntary organizations developed by
Vandenberg, Thullen and Fear (1987). The linkages perspective consists of three major components: perception,
property and process. As a perception, leadership is the
set of beliefs each group member holds regarding the
behaviours and qualities characteristic of effective
leaders. As a property, leadership represents the qualities
attributed by group members to persons perceived as
effectively (or potentially) influencing the goal
achievement process. As a process, leadership involves the
use of non-coercive influence to facilitate group
accomplishment of valued goals.
Leadership concepts important for development in a
leadership development education program related to
personal, organizational and societal development. The top
five concepts in terms of rank order are communicating
effectively, forming and working with groups, working
creatively (tie), developing followers, managing meetings,
directing projects or activities, understanding financial
matters, managing negotiations (tie), developing resources
and understanding and developing oneself (tie).
Several recommendations are relevant for extension
personnel as educators. Theoretical concepts on leadership
need to be shared to extension practitioners involved in
leadership development. currently used teaching materials
for leadership development should be evaluated to see if
they include concepts from preferrred theoretical leadership
perceptions.
