Cooperative directors play a critical role in the protection and proliferation of their cooperative. Yet, many fail to develop the key qualities of leadership to help them succeed in this endeavor. We present research that has been applied to corporate leadership and governance including applications to the cooperative model. We then identify a key component to cooperative leadership, namely, influence. Finally, we present the Multidimensional Influence Model (MIM) along with its six competencies, as a holistic framework for developing greater leadership among cooperative directors.

Leadership demands on Agricultural Co-operatives’ boards of directors are greater today than ever before. Directors are charged with, not only the fiduciary duties of the organization but the strategic vision to recognize changing trends in agriculture, economic viability, and market needs to secure a financial future. Therefore, effective governance is imperative. This study examines directors’ abilities and skills to govern. We identify six core competencies in a multidimensional framework that defines individual directors’ governance proficiency and influence on a co-operative board. The results of this study offer co-operative practitioners a prescriptive approach to effectively train and develop successful boards of directors.

Journal of Leadership StudiesVolume 14, Issue 3 p. 50-55 Symposium Understanding the Leadership Learner: Priority 3 of the National Leadership Education Research Agenda 2020–2025 Barry L. Boyd, Corresponding Author Barry L. Boyd b-boyd@tamu.edu orcid.org/0000-0002-2394-275X Department of Agricultural Leadership, Education, & Communications, Texas A&M University, College Station, TX, USABarry L. Boyd, Texas A&M University, College Station, TX 77843, USA. Email: b-boyd@tamu.eduSearch for more papers by this authorChristina Armstrong-Smith, Christina Armstrong-Smith christina.armstrong@csus.edu Office for Equal Opportunity, California State University, Sacramento, CA, USASearch for more papers by this authorAmy Forbes, Amy Forbes AFORBES@hws.edu orcid.org/0000-0001-6376-1614 Centennial Center for Leadership, Entrepreneurship and Innovation, Hobart and William Smith Colleges, Geneva, NY, USASearch for more papers by this authorAja C. Holmes, Aja C. Holmes ja.holmes@csus.edu University Housing Services, California State University, Sacramento, CA, USASearch for more papers by this author Barry L. Boyd, Corresponding Author Barry L. Boyd b-boyd@tamu.edu orcid.org/0000-0002-2394-275X Department of Agricultural Leadership, Education, & Communications, Texas A&M University, College Station, TX, USABarry L. Boyd, Texas A&M University, College Station, TX 77843, USA. Email: b-boyd@tamu.eduSearch for more papers by this authorChristina Armstrong-Smith, Christina Armstrong-Smith christina.armstrong@csus.edu Office for Equal Opportunity, California State University, Sacramento, CA, USASearch for more papers by this authorAmy Forbes, Amy Forbes AFORBES@hws.edu orcid.org/0000-0001-6376-1614 Centennial Center for Leadership, Entrepreneurship and Innovation, Hobart and William Smith Colleges, Geneva, NY, USASearch for more papers by this authorAja C. Holmes, Aja C. Holmes ja.holmes@csus.edu University Housing Services, California State University, Sacramento, CA, USASearch for more papers by this author First published: 01 December 2020 https://doi.org/10.1002/jls.21718Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume14, Issue3Fall 2020Pages 50-55 RelatedInformation

Journal of Leadership StudiesVolume 13, Issue 4 p. 62-64 Media Review Discovering Leadership: Designing Your Success Barry L. Boyd, Corresponding Author Barry L. Boyd b-boyd@tamu.edu orcid.org/0000-0002-2394-275X Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX, USABarry L. Boyd, Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX 77843-2116, USA. E-mail: b-boyd@tamu.eduSearch for more papers by this author Barry L. Boyd, Corresponding Author Barry L. Boyd b-boyd@tamu.edu orcid.org/0000-0002-2394-275X Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX, USABarry L. Boyd, Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX 77843-2116, USA. E-mail: b-boyd@tamu.eduSearch for more papers by this author First published: 31 January 2020 https://doi.org/10.1002/jls.21670Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume13, Issue4Winter 2020Pages 62-64 RelatedInformation

This chapter focuses on the teaching, mentoring, and scholarship on the preparation of future leadership educators through an exploration of the leadership learning framework, graduate faculty roles, and the framework for leadership educator professional development.

Journal of Leadership StudiesVolume 13, Issue 1 p. 90-92 Symposium The Dystopian Future of Leadership Barry Boyd, Barry BoydSearch for more papers by this author Barry Boyd, Barry BoydSearch for more papers by this author First published: 13 May 2019 https://doi.org/10.1002/jls.21635Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume13, Issue1Spring 2019Pages 90-92 RelatedInformation

Documenting student progress related to learning outcomes is quickly becoming standard practice in higher education.This application brief describes the Team Leadership Summit assignment used in a senior seminar course.Students are required to work in teams to identify a critical issue facing society today requiring leadership and work together to discover potential solutions to the issue.Completed assignments indicate the Team Leadership Summit assignment is providing students with a project-based learning activity that gives them the opportunity to become more familiar with the role of leadership in managing, and even changing, complex organizational, community, and societal issues.The assignment is also effectively demonstrating student progress related to the seven Undergraduate Learning Outcomes identified by Texas A&M University.

This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

Leadership development goal statements of 92 undergraduate students enrolled in a multi-year self-directed leadership development program were analyzed using content and thematic analyses to investigate patterns of similarities and differences across gender and race. This qualitative analysis utilized a theoretical framework that approached leadership typed traits, skills, or behaviors (Northouse, 2009). Significant differences emerged by gender; women were more interested in developing leadership-oriented traits while men displayed more interest in developing specific skills. No differences emerged across racial groups.

This idea brief explores the leadership lessons dis played by the characters of Louis L’Amour’s western novels. Western fiction can be a powerful tool to engage students and demonstrate many leader ship theories and models. This brief examines how L’Amour’s characters can be used to illustrate Kouzes and Posner’s Five Practices of Ex emplary Leaders. The author will demonstrate how western literature, spe cifically L’Amour’s novels, can be a tool to help students see leadersh ip in a new light.

This study examines Texas FFA officers’ perceptions regarding the traits and characteristics that good followers possess. A content analysis of officer responses to an open-ended question found that these young leaders have a limited level of understanding of what constitutes a good follower. Furthermore, female respondents placed a greater emphasis on supporting the leader and being respectful, whereas male respondents emphasized being a team player. Males also emphasized being involved in the chapter as a desirable trait more often than females. This suggests that females are more focused on ideas that are leader-supportive and males are more action driven. Males focused more on being a team and achievement. The study demonstrates a need to emphasize followership in leader development and education curricula. Youth organizations with similar leadership development programs can better equip their future leaders with the knowledge needed to be a follower-focused leader by teaching them how to identify good followership. As youth organizations become more follower-focused, failure to introduce followership instruction into the leadership classroom is a disservice to students.

Within personal leadership education courses, leadership educators should include experiences which help students develop themselves as leaders. In this article, the authors discuss results from a qualitative research study involving the analysis of Personal Growth Project (PGP) assignments in a personal leadership education collegiate course. The authors analyzed PGP assignments using the lens of the Leadership Identity Development model (Komives et al., 2005). All aspects of the developing self component of the model including deepening self-awareness, building self-confidence, establishing interpersonal efficacy, applying new skills, and expanding motivations were evident in student reflections about their PGP. The PGP assignment seems to be very effective in promoting the development of students’ leadership identity, especially in the “developing self” category of the Leadership Identity Model (Komives et al., 2005).

This article describes how professionals leading volunteers can purposefully work toward developing the “leadership identity” of individual volunteers. These concepts and the application of them are presented in the context of Cooperative Extension volunteer groups. Specific methods of developing the leadership identity and capacity of individual volunteers and for developing shared leadership within volunteer groups are offered. This article contains many implications and applications for all types of volunteers, including those outside an Extension context.

The purpose of this study was to examine youths' perceptions regarding their involvement on youth advisory boards in Cooperative Extension. A stratified, random sample of counties with active youth advisory boards was selected to ensure representation from all Extension districts in the state. A copy of the Involvement and Interaction Rating Scale was mailed to all participants. The findings indicate that youth feel good about their level of participation on their youth advisory board and that adult members of the board allow them to have an active voice in the activities of the board.

Leaders must become life-long learners if they are to remain effective in an environment that is both global and changing at an exponential pace. As Day (1992) noted, personal growth is essential in the leadership development process. In a personal leadership development course, students are required to complete a personal growth project in order to add to their personal leadership development. In this assignment, students choose a project that will stretch their personal comfort zone and allow their strengths to be utilized in a new way. Reflection is a key element of the process in which they tie their experiences with the personal growth project to their values, strengths, and leadership behaviors.

This study examined the impact of the Boys & Girls Clubs of America (BGC), and its Keystone Club (KC) component, on the leadership and citizenship development of its alumni. 14 alumni were interviewed using a structured interview technique. The constant comparative method was utilized to identify leadership traits and skills that alumni perceived they had developed as members of either organization. It was found that alumni from both organizations felt that they had developed the ability to lead groups, and developed the traits of integrity, honesty and patience. In addition, their participation in BGC/KC gave them the confidence to pursue leadership roles outside of BGC/KC. These traits and skills also carried over into their adult lives.

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.

According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE’s primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.

This paper advances the notion that global leadership is a necessary component of undergraduate agricultural leadership. Within an existing leadership curriculum, the development of at least three new courses with innovative approaches to such a globalized curriculum is justified and outlined. These three classes include a course designed to increase awareness of global leadership issues, a cultural assimilation course designed to prepare students for an international experience, and a capstone seminar course. The program will require students to take the three classes being developed in addition to at least three other classes with an international or cultural emphasis as well as participate in an international experience during their undergraduate career. Upon completing the global agricultural leadership curriculum, students will be awarded an academic certificate.