Youth Leadership
Development
What Adults Working with Youth
Need to Know
Master Slide 1.1
About Leadership
• There are a variety of definitions for
“leadership”.
• There are different types and styles of
leadership.
• Youth and adults may view leadership in
different ways.
Master Slide 1.2
About Leadership
• Leadership is a developmental
process, and youth move through the
process at different rates.
Master Slide 1.3
Transactional Leadership
• Values problem and solution identification
• Makes decisions in order to move forward
• Uses standards and principles to make
decisions.
Master Slide 1.4
Transactional Leadership
• Develop themselves to be better decisionmakers for the group
• Gets things done
• Recognizes the importance of the product.
• Takes charge
Master Slide 1.5
Transformational
Leadership
• Values the participation and contribution
of others
• Takes all viewpoints into consideration
before making a decision
• Considers individuals within their
situations
Master Slide 1.6
Transformational
Leadership
• Uses individuals to test decisions
• Develops themselves to be better
contributors to the group
• Learns from experiences and
generalizes them to “real life”
Master Slide 1.7
Transformational
Leadership
• Recognizes the importance of the
process
• Shares leadership responsibilities
Master Slide 1.8
Stages of Development
• According to youth leadership
experts Fertman and van Linden
(1999), youth go through three basic
stages of leadership development. . .
Master Slide 1.9
Stages of Development
Awareness
Initial awareness of leadership potential
and abilities; adolescents usually do not
perceive themselves as leaders and need
assistance in beginning to identify and
build upon their leadership potential
Master Slide 1.10
Stages of Development
Interaction
Adolescents start to recognize a more
personal side to their leadership abilities;
focus turns to qualities related to
interacting with and respecting themselves
and others
Master Slide 1.11
Stages of Development
Mastery
Adolescents work to influence others
through application of skills and
setting an example; focus is on
mastering leadership skills in specific
areas and activities of life
Master Slide 1.12
Leadership in Groups
• Groups experience developmental stages
just like individuals do.
• Each stage has challenges that need to be
addressed.
• There are advantages and disadvantages
to working in groups.
Master Slide 2.1
Leadership in Groups
• Youth view leadership in a group
context; therefore, group functioning
and experiences are critical to their
leadership development.
Master Slide 2.2
Stages of Group
Functioning
There are four basic stages of group
functioning:
Forming
Storming
Norming
Performing
(Levi, 2001)
Master Slide 2.3
Forming
• This first stage is the point where the
group initially comes together.
• Members spend time getting to know one
another.
• Few measurable accomplishments occur.
Master Slide 2.4
Forming
• Group members are uncertain of how
to act.
• Time should be spent defining goals.
• Members need to know what their
tasks are and how to do them.
Master Slide 2.5
Storming
• Familiarity among group members has been
achieved in this second stage.
• Conflict occurs.
• Confusion about roles and responsibilities
exists among members.
Master Slide 2.6
Storming
• Group members may become defensive and
blaming.
• Sub-groups may begin to form.
• Ultimately, conflict should serve to help
clarify group goals and promote cohesion.
Master Slide 2.7
Norming
• Group becomes more organized.
• Roles and responsibilities are more clearly
defined.
• Rules and relationships are established.
• Trust and support increase.
Master Slide 2.8
Performing
• Group is more mature.
• Members are comfortable and know
what is expected of them.
• Tasks are completed with focus and
cooperation.
Master Slide 2.9
Identifying Strengths &
Weaknesses
When helping youth identify strengths and
weaknesses, ask questions such as. . .
• What are you good at?
• What do you like to do?
• What can you do that you are proud of?
Master Slide 2.10
Identifying Strengths &
Weaknesses
• What do you not like to do?
• What do you ask others to help you
with?
• What can you not do that you would
like to learn how to do?
Master Slide 2.11
Effective Discussions
For youth to have ownership in
discussions and decisions, THEY need
to be the ones doing most of the
talking. To get discussion started or
keep it going, use open-ended
questions such as. . .
Master Slide 2.12
Effective Discussions
• What do you think about that idea?
• What do you like about that idea?
• Is this something we need to do?
Master Slide 2.13
Effective Discussions
• What will be some of the challenges
of trying to do this?
• How can we overcome those
challenges?
Master Slide 2.14
Effective Discussions
• Who needs to be involved in that project?
• How much time will it take to do that?
• How will this help us?
• How will this help other people?
Master Slide 2.15
Effective Discussions
And the list goes on!
The important thing is allowing youth
the opportunity to explore things for
themselves, express their ideas, and
feel committed to what they are
doing.
Master Slide 2.16
Meaningful Leadership
• Youth want to be able to apply the
skills they are learning.
• Youth want to feel that their work
has an impact.
Master Slide 3.1
Meaningful Leadership
• Community involvement and service
are effective ways to learn, apply,
and have an impact.
• The youth perspective is valid and
helpful to the creation of meaningful
leadership experiences.
Master Slide 3.2
Meaningful Leadership
To determine whether an experience
is meaningful for youth, ask some of
the following questions (of yourself
and of them):
Master Slide 3.3
Meaningful Leadership
• Do youth have a great deal of
responsibility for this experience?
• Were youth actively involved in the
planning of this experience?
• Does this experience meet the needs and
goals identified by the youth involved?
Master Slide 3.4
Meaningful Leadership
• Does this experience give youth the
opportunity to DO something?
• Does this experience give youth the
opportunity to use their skills?
• Does this experience influence others in
the community in a positive way?
Master Slide 3.5
Meaningful Leadership
• Will youth learn something from this
experience?
• Will youth be able to teach others
through this experience?
Master Slide 3.6
Goals & Expectations
The important thing about goals and
expectations is that everyone in the
group should have a part in helping to
create them. That way, everyone has
ownership, finds a way to
compromise, and can better agree on
what is best for the whole.
Master Slide 3.7
Goals & Expectations
Ground Rules for Goals & Expectations:
• Every idea is valid
• Every person contributes
• Every person is responsible
Master Slide 3.8
Goals & Expectations
• Use many of the same types of open-ended
questions you would use to engage in an
effective discussion.
• Provide adequate opportunities for
participation.
• Ask for everyone’s opinions and ideas.
Master Slide 3.9
Goals & Expectations
• Make sure that goals and expectations are
communicated clearly.
• Make sure everyone is comfortable with
the goals and expectations.
• Review them periodically and adjust as
needed.
Master Slide 3.10
The Adult Role
• Youth need and appreciate an adult
perspective.
• Youth want to be trusted.
Master Slide 4.1
The Adult Role
• Youth want a chance to act on their
ideas.
• There are situations were adults
need to intervene.
Master Slide 4.2
The Adult Role
Youth Expect:
• Coaching
• Dialoging
• Connections to Resources
• Connections to Community Leaders
(Camino and Zeldin, 2002; Roach, Wyman, Brookes, Chavez,
Heath, and Valdes, 1999)
Master Slide 4.3
The Adult Role
“When adults serve as allies or partners to
the youth, young people gain the support
and institutional power which helps them
achieve individual and collective goals.”
(Camino and Zeldin, in press)
Master Slide 4.4
Common Mistakes
Stereotypes and other preconceived
ideas often serve to keep adults
from working effectively with youth.
Master Slide 4.5
Common Mistakes
Common mistakes made by adults working
with youth include. . .
• Lacking confidence in the abilities of
youth.
• Trusting them too much and not helping
them enough.
Master Slide 4.6
Common Mistakes
• Helping them too much and not
trusting them enough.
• Providing information but no
opportunity to use it.
Master Slide 4.7
Common Mistakes
• Treating the leadership process as
something that they teach youth,
without realizing that youth can
teach them and each other.
• Assuming youth possess knowledge
that they may not.
Master Slide 4.8
Common Mistakes
• Assuming youth do not possess
knowledge that they may.
• Regarding themselves (the adults) as
the sole leaders in the group.
Master Slide 4.9
Common Mistakes
How do we combat these mistakes?
• Don’t assume
• Listen
Master Slide 4.10
Common Mistakes
• Take time to get to know youth
• Trust
• Allow for independence, but be willing
to provide a safety net when needed.
Master Slide 4.11
Common Mistakes
• Allow youth to experience the
consequences of their actions.
• Help youth to learn from
consequences.
Master Slide 4.12
Step In or Step Back?
1. Your youth group has decided that
they want to organize a bungee
jumping outing. They have no
information about the risks
associated with the activity. Step
In or Step Back?
Master Slide 4.13
Step In or Step Back?
2. Your youth group has decided to
host a picnic at the local park next
Saturday. You have heard that the
forecast calls for rain. Step In or
Step Back?
Master Slide 4.14
Step In or Step Back?
3. Your youth group decided to
conduct a community car wash. They
have all the plans in place, but you
are worried. The last time you did
this with a group, it was a disaster.
Step In or Step Back?
Master Slide 4.15
Step In or Step Back?
4. Your youth group wants to take a
camping trip, and they plan on
having other youth in the group
drive. Step In or Step Back?
Master Slide 4.16
Step In or Step Back?
5. Your youth group is approached by
someone in the community who
wants to have them participate in a
fundraiser. Step In or Step Back?
Master Slide 4.17
Step In or Step Back?
6. Your youth group decides to
organize a food drive. You know
that another local youth group is
doing the same thing? Step In or
Step Back?
Master Slide 4.18
Step In or Step Back?
7. Your youth group wants to
participate in the Adopt-A-Highway
program. You have your doubts
about whether everyone will
contribute equally. Step In or Step
Back?
Master Slide 4.19
Step In or Step Back?
8. Your youth group members seem to
be frustrated with one another, and
they are not addressing their
concerns. Step In or Step Back?
Master Slide 4.20
Step In or Step Back?
9. One member of your youth group
comes to you to complain about
another member. Step In or Step
Back?
Master Slide 4.21
Step In or Step Back?
10. Your youth group did not complete a
project that they committed to.
Consequently, others in the
community were let down. Step In
or Step Back?
Master Slide 4.22
Step In or Step Back?
Even though the answers to some of these
questions may seem obvious, they aren’t.
Whether you choose to step in or step
back depends on the context of the
situation, your own comfort level, and
whether others ask you to intervene.
Master Slide 4.23
Step In or Step Back?
Just make sure that you are trusting
the youth in your group, helping them
to consider a variety of options and
perspectives, and allowing them to
try things before assuming that they
will or will not work out.
Master Slide 4.24
Youth / Adult
Partnerships
“Relationships between young people and
adults are usually cast in terms of a
(mentoring relationship). Mentoring implies
a leader and a follower.”
(Des Marais, Yang, and Farzanehkia, 2000)
Master Slide 4.25
Youth / Adult
Partnerships
“Partnerships evolve from mentoring but
offer a mutually beneficial relationship for
young people and adults. . . Partnerships in
which young people and adults share
learning and leadership allows them to
become co-creators of community.”
(Des Marais, Yang, and Farzanehkia, 2000)
Master Slide 4.26
Youth / Adult
Partnerships
Zeldin and his colleagues (2000)
provide several advantages to
forming and utilizing youth / adult
partnerships. . .
Master Slide 4.27
Youth / Adult
Partnerships
• Youth achieve mastery, compassion, and
health when they are provided with
experiences that support their
development.
• Adults gain an improved perception of
youth through first-hand interaction.
Master Slide 4.28
Youth / Adult
Partnerships
• Youth and adults gain increased
confidence, energy, understanding,
connectedness, and organizational
commitment.
• Organizations experience increased clarity
and focus on their mission and place
greater value on inclusiveness and
representation.
Master Slide 4.29
Youth / Adult
Partnerships
Ultimately, youth / adult
partnerships are learning experiences
for all involved. Openness, trust,
flexibility, and a willingness to try
new things are key in achieving
success and satisfaction.
Master Slide 4.30