10 pages, via online journal, Extension’s ability to purposively develop the capacity of its agents to effectively work with and
lead people is limited by a lack of data that identifies for which competencies agents need training.Interpersonal leadership competencies are widely recognized as important for Extension
professionals and the literature indicates they are linked with job satisfaction, motivation, and
performance. The Borich method was used to identify priority training needs for Extension agents
in Florida within the interpersonal leadership domain. A Principal Component Analysis revealed
the interpersonal leadership competencies could be operationalized into two latent constructs,
conflict management and group leadership. Competencies for which training is most needed were
mostly part of the conflict management construct. The results can be used to intentionally design
professional development programs, improve the state’s competency model, and inform future
research related to conflict in Extension.
Carroll, Devon E. (author), Stevens, Carrie A. (author), Stripling, Christopher T. (author), Sorochan, John C. (author), and Brosnan, James T. (author)
Format:
Journal article
Publication Date:
2021-12-01
Published:
United States: American Association for Agricultural Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 204 Document Number: D12422
18 pages, Women are a traditionally underrepresented demographic in the turfgrass industry. As the industry faces labor shortages, increased recruitment and retention of women to the field may reduce labor issues. The purpose of this descriptive study was to explore the lived experiences of 13 female leaders in the turfgrass industry representing diverse job titles, years of experience, and geographic locations. The objective of this research was to promote change within the turfgrass industry and subsequently increase female recruitment efforts by identifying barriers faced uniquely by women and influences on female leadership success. To discover this information, participants engaged in 30-to-90-minute semi-structured interviews with the central research question, “What lived experiences have shaped your career in the turfgrass industry?” Transcriptions of interviews were open-coded and used to develop six main themes: (a) career paths, (b) mentorship involvement, (c) leadership styles, (d) challenges, (e) opportunities for personal growth, and (f) opportunities for industry growth. Interviewed women proved to be vibrant leaders in the industry and faced similar challenges in their journeys to leadership including inappropriate peer conduct, difficulty building a family, and overcoming stereotypes. Women sustained career success by engaging in self-efficacy through educational development, mentorship, and personal growth. These findings can be used by both women and men in the turfgrass industry to improve current culture for women
17 pages, This study sought to describe agriculture and natural resources (ANR) opinion leaders’ ethical orientations by illuminating how they determine what is right/wrong or good/bad when making decisions that impact the ANR industry. ANR leaders’ ethical perspectives impact decisions regarding complex critical issues and influence others’ behavior. We used Q methodology, and four typologies were revealed, including Principled, Industry-focused, Dutiful, and Multi-Hat Leaders. The methodological approach of Q methodology to identify common ethical perspectives among ANR leaders is unique. Leadership development practitioners and educators should encourage leaders to reflect on and be cognizant of their ethical beliefs, particularly when making high-stakes decisions with far-reaching implications and when representing others as industry leaders. Though each typology characterized was unique, they all relied on a combination of ethical perspectives to guide their decision making. This may be evidence of Kohlberg’s postconventional morality as leaders’ attempt to reconcile a multitude of perspectives while seeking solutions to complex problems. Ensuring ethical approaches to food and fiber production and consumption simultaneously with care for and preservation of natural resources begins with a clear understanding of leaders’ existing ethical perspectives.
Cletzer, D. Adam (author), Mott, Rebecca L. (author), Simonsen, Jon C. (author), Tummons, John D. (author), Peckman, Jaelyn Y. (author), and Preston, Kate (author)
Format:
Journal article
Publication Date:
2022-01-01
Published:
USA: American Association for Agricultural Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 205 Document Number: D12706
17 pages, Agricultural leadership coursework has sought to developed leadership skills in graduates of colleges of agriculture for decades. Yet, a national study of the scope and nature of undergraduate leadership coursework has not been conducted since 2003. The purpose of this study was to provide empirical data for discussion of the state of agricultural leadership education. A census of all programs represented by faculty in AAAE was conducted, and 227 courses were determined to exist, the most common types of courses were introduction to leadership, personal leadership, and team and group leadership. The most common leadership theories or concepts present in the 100 course syllabi analyzed were “traits and skills,” “ethics,” and “servant leadership.” More than 80 different textbooks were used.
12 pages, Canning and home demonstration clubs played an important role in improving agriculture and home life shortly after the turn of the 20th century. Organized in local communities, these clubs for young girls and their mothers provided the opportunity for females to engage in experiential learning through the growth and canning of vegetables. Club work and activities allowed the involved individuals to learn important home life concepts including incorporating more nutritious meals, record keeping, maintaining the family garden, and other duties surrounding the home. In addition, clubs promoted cooperation among various groups, fostered friendships, and provided entrepreneurial opportunities for farm women. Movements such as these increased the demand for agricultural and extension education and many of the strategies developed through these clubs can be implemented in both formal and non-formal education today.
