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Teen Leadership

Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the United States Department of Agriculture. University of Vermont Extension, Burlington, Vermont. University of Vermont Extension, and U. S. Department of Agriculture, cooperating, offer education and employment to everyone without regard to race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or familial status.

Teen Leadership Leader’s Manual Leadership is the giving of yourself in helping others reach a common goal. It is not a mystical trait that one individual has and another does not have. It is learned behavior that you can improve by study and application. Leaders are not born; they are developed, almost completely by their own effort. That’s what this Teen Leadership project is all about: developing your leadership potential! Why a Leadership Project? To live happy and contributing lives in our society, people need to be able to help themselves (and often others) to achieve their goals.

The skills needed to take responsibility for personal action and to work with other people in achieving goals re embodied in what we call leadership skills. 4-H provides many opportunities to help youth explore, develop, and learn experimenting and practicing leadership behaviors. With guidance from a leader, youth leadership development can take place at all levels of the Vermont 4-H program from the club to county, regional, and state, as well as in schools, civic, and community activities.

Involving 4-H youth in leadership skill development can benefit youth in some of the following ways: ; Increased self awareness ; Better personal decision-making ; Increased sense of control over their lives Enhanced self-esteem ; More capable members and leaders of the youth groups they are part of Enter adulthood with a head start Young people can develop high levels of leadership skills if they are first given the opportunity to experience and practice basic skills with guidance from 4-H leaders and parents.

They can then move on to do more complex activities when the basic skills have been mastered. By continuing to help 4-H members try new levels of leadership throughout their 4-H careers, you will help keep them interested in 4-H and, at the same time, help them develop to their fullest potential. Developing Successful Teen Leader Programs Research conducted by The Ohio State University has identified five principles of successful Teen Leadership Development. As you work with the teen leadership project, we suggest you incorporate these five principles: 1.

Embody high expectations of, confidence in, and respect for participants. 2. Emphasize experiential learning and provide opportunities for teens to exercise genuine leadership. ; involve teens in collaborative experiences, working cooperatively with their peers ; help youth develop skills related to leadership (life skills and pacific leadership skills) 3. Involve teens in service to others, to their community, country and world. 4. Involve youth in significant relationships with mentors, positive role models, or other nurturing adults. 5.

Be developed around stated purposes and goals. Here’s What To Do This project is designed to be flexible. It is intended to be adapted to meet local and county needs. This manual is designed to help you be more effective as a leader working with teen leaders in your county. You will be successful in your role if you: ; Review the Teen Leadership member manual for general knowledge and suggested Be sure each interested teen is enrolled in the Teen Leadership Project activities. On the 4-H enrollment form. ; Cooperatively decide on areas of leadership focus for each teen.

These could include projects, activities and events for the club, in cooperation with other clubs and for the county. Consult with the county 4-H Educator where appropriate. ; Assist each teen leader in completing the Teen into the county Extension office by the designated date. ; Assist each member in locating necessary resources. Help connect youth with the community, with resource materials and with others knowledgeable about the project area. Meet regularly with each member to assess their progress on the Teen Leadership goals.

Help them to understand the need for flexibility and changes as the year progresses. ; Provide a safe, supportive and encouraging educational environment in which young people see and receive recognition for the accomplishments of the teen leader. Project and Leader Goals Leaders for the Teen Leadership Project should help members to: ; Learn and practice Vermont 4-H life skills. ; Learn the skills to be an effective resource to club, county, community and beyond. ; Learn to apply the appropriate leadership style to a given situation. Enjoy planning and working with others. Inspire the interest of younger 4-H members. ; Be a positive role model for others. ; Encourage continued participation of older members. ; Practice and learn skills that will prepare them for future careers. ;Set own goals and pursue individual interests. ; Work with a teacher, mentor or advisor. Criteria for Teen Enrollment ; Thirteen years of age by Jan. 1 of the current project year. ;Successfully completed at least one previous year of 4-H experience. ; Current enrollment in at least one other project is recommended. General Timeline Reminders

On the next page is a general timeline for you (the leader) and the teen leader(s) to follow throughout the 4-H project year. Before helping the teen leader(s) fill out the plan, please remember: ; Every teen leader project will be different, so the timeline will vary. ; It is important for the teen leader(s) you are advising to complete a written plan. ; The teen leader(s) should give copies both to you and the county Extension office. ; Dividing the 4-H year into three parts may be a useful way to simplify the planning process. ; Your support as a project leader in planning stages s very important. These timeline guidelines are suggestions. Teen Leadership Project Plan The plan of action designed for this teen leadership project will be very helpful when completed and followed. The planning form is flexible (see sample, next page), allowing the teen leader(s) to plan projects according to personal preference and Beliefs About Leadership ; Everyone needs leadership skills. Leadership skills are required for ourselves, as well as to lead other people. Leadership knowledge is needed in order to be an effective member of a group as well as to direct the activity of a group.

No one is a formal leader at all times. ; Leadership can be learned through experience and practice, Just like other skills. It is not only behaviors or qualities leaders have to know, but also what to do with what they know, that will determine success. ; Leadership is a relationship between people. It is the way that leaders interact with others and their sensitivity to what others need. The skills a leader has are only important when they are used well with people. We can learn leadership skills best by practicing leadership behaviors with other people. ; Appropriate leadership is determined by the situation.

Different people lead at different times. The combination of the leader, the group, and the goals of the group determine the appropriate type of leadership. The group members must work with the leader to achieve the desired results. These basic beliefs about leadership are the foundation of the Teen Leadership Project. Through their participation in this project, 4-H members can learn and practice leadership in a comfortable environment. Young people can develop high levels of leadership skills if they are first given the opportunity to experience and practice basic Suggested Timeline for Ten’s Plan of Action

I I These guidelines are suggestions, and may vary from county to county. Teens may want to use the sample Teen Leadership Project Plan I I provided (p. 5), or they can design their own. Submit plan to leader . . By December 1 I Plan to county Extension office -? December 15 I Leader reviews progress with teen I First third of the plan February 15 I Leader reviews progress with the teen I Second third of the plan . May 15 I Leader reviews progress with teen . August 15 I Last third of the plan -? Records should be compiled I For this project, members will need to fill out a teen leadership project plan. A sample plan is on page 5.

I Teen Leadership Project Plan Name County Leadership I GOAL RESOURCES Age Club Years in 4- H I DATES/PROGRAM PLANS I RESULTS Years in Teen I What you plan to do Leader Signature County Office I People and Materials Date Approved skills with guidance from 4-H leaders and parents. They can move on to more complex activities when the basic skills have been mastered. Careers, you as a leader will keep them interested in 4-H, and at the same time help them develop to their fullest potential. As a leader, you can help youth learn to apply their new knowledge and skills in helping other club members reach personal and lube goals.

The leadership skills developed through this project will be useful to 4-H members in carrying out their other 4-H projects, in participating in 4-H group activities, and in serving in formal club leadership roles as officers and committee chairmen. They can also use leadership skills outside 4-H, as they work with people at the school, in other youth groups, and in their families. Each of these experiences will increase the members’ personal competence and confidence. Development of the various leadership skills can help youth feel good about themselves and help them sake difficult decisions about their own lives while they are still young. -H members who have the opportunity to learn about and practice leadership will enter adulthood more capable of giving leadership to their communities. Youth Learning Characteristics As an adult leader working with youth of different ages, you need to know something about the different ages and stages of youth development. Knowing some general characteristics about different age groups will help you be more effective in your work with them. The Teen Ages: A Special Opportunity Involving the 11- and 12-Year-Olds Leadership skills are valuable to preteens as well as teenagers.

One of the objectives of this leadership project is that teens will work closely with preteens in a situation similar to that of a counselor-in -training for camp. In this process, leadership skills of the teens will be enhanced as they assist those in the teen years (11- and 12- year-olds) to develop leadership skills, since these skills are valuable to preteens in giving them a sense of worth which will also heighten their interest in another facet of 4-H. Data in Vermont shows that the largest 4-H drop out rate is at the age of 13. You should strive to involve this age group in helping teen leaders with their activities.

Involving them in such ways allows 12- and 13-year-olds to start learning some leadership skills of their own, and allows the teen leaders to use their leadership skills while utilizing the activeness and boundless energy that is so common at the age of 12 and 13. Start teaching them some different leadership skills while their enthusiasm is at a peak. At this age, they admire and imitate older youth and are easily motivated and eager to try something new. This sense of admiration could provide many opportunities for cooperative work between leaders, teen leaders and younger members.

What is Leadership? Leadership is a personal and unique trait. Often, it means giving of oneself in helping others. A good leader analyzes him or herself to determine in what way he How does one develop leadership skills? They are learned by observing and listening to others, and by experimenting and practicing leadership behaviors. Leadership behaviors are the actions used by leaders. Learning experiences can be designed to provide us with opportunities to observe and practice leadership behaviors. At first, we concentrate on performing these actions in specific situations.

Later, as we become comfortable with these behaviors, they will become natural to us and part of the leadership skills we use throughout our lives. 12 to 14 Age Group I Characteristics of Age Group I Implications for Learning Allow members to plan activities. Expect follow through. Assist them I ICANN take responsibility in planning and evaluating their own Twit evaluating the outcome. Let members have responsibility for group I Rework. Role; encourage more detailed I I I activity. I Encourage deeper exploration of leadership I record- peeping. Help members choose tasks in which they can succeed.

I I Are ready for in-depth, longer learning. Avoid tasks that are I Encourage members to participate in all tasks. Help them to succeed in I Too difficult. Solving and participating in difficult tasks. I Form planning committees to plan parties and other social activities. I ICANN plan their own social and recreational activity. Groups. I Give experience in working in I Assist members in making realistic choices. Question their plans, show I I alternatives, and help them weigh aspects before making decisions. I I Ready made solutions are often rejected. Thou interference will do well with I group.

I Leaders who provide supervision I this Establish guidelines for group. Give parameters for youth to follow. I I Desire a sense of independence, yet they want and need their I Involve members in deciding on own group rules. Opinions of peers become I Parents’ help. I more important than those of parents or other adults. I Provide self-discovery activities leading young teens to self-knowledge. I Begin to test values and seek adults who are accepting and Justice and equality become important issues. I Lining to talk about values and morals. Allow for interaction of sexes.

Let individuals decide on which partner I I Infatuations is common. Interest in opposite sex is often I they would like to be with. Avoid comparing young people with each other,l Shown in contrary behavior- pushing, hair pulling, etc. Land be careful not to embarrass them. I Use peer pressure as a positive influence. Use group to influence I I Peer pressure mounts, first from same sex, then from opposite I nonparticipating. Have group give encouragement to others. Sex. I I Characteristics of Age Group Implications for Learning I Make sure members are encouraged by errs.

I Emphasize application of leadership life skills to being on your own. Their I Begin to think about the future and make realistic plans. I vocational goals influence the activities they select. Teens set goals based I on their own personal needs and priorities. As they master abstract I thinking, they can imagine new things in ways that sometimes challenge latest. Adults need to be open to their ideas. I Abstract thinking and problem solving reaches a high level. I Put members into real life problem solving situations. Allow them to I I Can choose purposes, make plans, carry them out and evaluate

I discover fully the ideas, make decisions and evaluate the outcome. Results. I Lethe I Allow time for members to explore and express their own philosophies. Use I Personal philosophy begins to emerge. Legislative which have members search for experiences which will allow them toll I I identify their philosophies. I I Widespread feeling of inferiority and inadequacy. I Counter the feelings of inferiority and inadequacy, be encouraging, and help I I positive worth. I Rare developing community consciousness. Activities involving the community. I members to see their I Encourage learning hence to try the behaviors needed for leadership first.

Children, especially, have few opportunities for experiences in formal group leadership except in groups like 4- The best leader can also be the one who is seldom seen. He or she is always around, always helpful and cooperative, often encouraging or praising. Effective leaders are rarely out in front, putting on a show themselves. The leader has learned that the best way to get things done is to have everyone help in choosing, planning, and doing. The less the leader personally had to organize and direct the activities, he better the Job she or he is doing as a leader.

The strongest clubs and groups are those where leadership Jobs are divided among all members. Each person takes a responsibility he or she can do best. They all have to help each other because no one of them is leading the group alone. It takes time, patience and cooperation to develop shared leadership. Types and Styles of Leadership What style of leadership is best? What type of leadership works better with young people? The truth is that there is not one style or approach that works with all people or in all situations. You need to find the style that is right for you and the group with whom you’re working.

Leadership is a skill that can be learned. Effective leaders are not born, but made by their own efforts. People can become more effective leaders by examining their own views on leadership, how they respond to the help of others, and watching how successful leaders work with people and interact in groups. Good leaders share leadership, recognition, satisfaction, and the feeling of power that accompanies teamwork. No one approach is right for all leaders. Likewise, there is no one style of leadership that will work in all situations.

The most effective leadership techniques combine aspects of several approaches to leadership. Rather than embracing any one particular approach or theory of leadership, you will want to find the leadership style that works best for the age and maturity of those youth with whom you work. Everyone’s style of leadership is unique and is influenced by many factors. If you keep the goal of youth development in mind, you’ll choose an approach which is right for each group of young people. Your Role in Youth Group There are many benefits from working with teen leadership project members as a roof.

Members can work with and help one another learn as peers. Research with youth shows they prefer to learn in this kind of informal, non-competitive setting. In such settings, they can share ideas, encourage and motivate each other. They can also learn social responsibility. Group work makes learning more fun and more relevant for youth. As an adult leader, your role is to help young people develop a sense of autonomy and personal responsibility. Why is autonomy so important? A sense of autonomy enables youth to make decisions for themselves. Autonomous young people are not