Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Reducing the distance between thinkers and doers in the entrepreneurial discovery process: An exploratory study

Communication competencies and skills needed by agricultural communication graduates are constantly changing because of the dynamic nature of the technology used by communication professionals. Although several studies have been conducted in recent years that engaged alumni and industry professionals to determine agricultural communication program graduate competencies, no studies were found which sought out these competencies from the perspective of faculty. Determining the communication competencies faculty deem important will help identify gaps between industry needs and academic perceptions. This Delphi study was conducted to determine the competencies agricultural communication faculty believe are needed for agricultural communication program graduates. Nineteen participants from 14 universities came to consensus on 79 statements. The ten statements receiving the highest level of agreement were “Ability to communicate in writing,” “Ability to write clearly, concisely, tersely, and to get to the point,” “Highly developed writing skills,” “Good writing skills,” “Professional competence able to practice effective communication write / speak correctly, clearly in a style and form that is expected of the audience, profession they will serve,” “Critical thinking,” “Grammar,” “Ability to communicate, both orally and in writing, ability to understand conceptual thinking and how it relates to communication,” “Ability to find and use information sources both on and off the internet,” and “Ethics.” This study provides additonal information to help address Agricultural Communications National Research Priority Area 4: “What are the skills, competencies, and resources necessary to prepare professional agricultural communicators for success in various aspects of agricultural knowledge management?”

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Competencies Needed by Agricultural Communication Undergraduates: An Academic Perspective

New journalism and mass communication curricula must prepare students to lead the media revolutions of the twenty-first century. Journalism, public relations, and advertising are being transformed ...

Preparing Tomorrow’s Leaders: Integrating Leadership Development in Journalism and Mass Communication Education

This practice paper describes the development and implementation of a senior capstone course for communication and leadership development for undergraduate students. The resulting course is a unique combination of experiential skill development and career preparation. The success of this course provides students with an important and meaningful culmination of their undergraduate experiences. Journal of Leadership Education Volume 10, Issue 1 – Winter 2011

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Preparation for Full Time Employment: A Capstone Experience for Students in Leadership Programs

Programs in agricultural leadership are continuing to enjoy success in institutions around the country. To this point, there has been a lack of research conducted to (a) identify objectives for these programs, (b) identify courses that should be taught in these programs, (c) identify the need for and objectives of an internship requirement, or (d) determine future placements of program graduates. This study sought the opinions of 15 agricultural leadership experts from across the nation to address these questions. Although the panel came to consensus on these areas it Journal of Leadership Education Volume 12, Issue 1 – Winter 2013 141 was apparent that the experts in agricultural leadership must continue to work toward national goals and standards for agricultural leadership programs.

A. Christian Morgan

Papers

Elements of an Undergraduate Agricultural Leadership Program: A Delphi Study