Building a Training and Development Intervention for Peer Leaders: Consideration vs. Structure

Autor/inn/en	Sunderman, Hannah M.; Hastings, Lindsay J.
Titel	Building a Training and Development Intervention for Peer Leaders: Consideration vs. Structure
Quelle	In: Journal of Leadership Education, 22 (2023) 2, S.134-146 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Leadership; Student Organizations; Mentors; Intervention; Program Effectiveness; College Students + Suchen Sie Ihr Suchwort? Studentenwerk; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Collegestudent
Abstract	Leadership is necessary for organizational effectiveness (Kroeck et al., 2004), a finding that applies to student organizations at institutions of higher education (Plante, 2016; Posner, 2012). However, student leaders of campus organizations face nuanced and significant challenges (Foubert & Urbanski, 2006; Plante, 2016). Therefore, we sought to diagnose and analyze the central challenge of a peer leadership position within a collegiate leadership mentoring program. After diagnosing the central challenge of the position, we built a training and development intervention grounded in the leadership theory of consideration versus structure (Halpin & Winer, 1957; Stogdill, 1974). The intervention was administered to two cohorts of seven student leaders and subsequently assessed for effectiveness. The current paper shares the assessment results, along with details on developing and implementing the leadership intervention. We hope practitioners can (a) implement the process we outline to conduct a needs assessment and create a leadership development intervention and (b) utilize the training in their co-curricular organizations. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01