Resources
Ask the Authors
Ask the Authors- May 2013Q: If I want to help my students assess their own abilities as leaders, how do you suggest I get them started?
A: Before you can help your students assess their capabilities as leaders, you first need a framework that is evidence-based and has support from research. The model we derived from our extensive research on Personal-Best Leadership Experiences is The Five Practices of Exemplary Leadership®, and the tool we developed to measure the extent to which students engage in these practices is the Student Leadership Practices Inventory (Student LPI). Learn More |
Ask The Authors- February 2013Q: If you were to give a student educator or facilitator one piece of advice on how to sustain themselves as an effective coach—avoiding burnout—while continuing to develop as a leader, what would it be? A: In reflecting on how to respond to this question, I immediately thought back to a meeting I attended last month—an annual gathering of some very close friends and colleagues in our field. We've been meeting the second week of January for the last seventeen years, and I wouldn’t miss it. It’s something I need to do each year to renew myself. Learn More |
Ask the Authors- November 2012Q: I'm curious about why the Student Leadership Practices Inventory (SLPI) uses a five-point scale while the "classic" Leadership Practices Inventory (LPI) uses a 10-point one? I also wonder: Is it possible to say what is a "poor, acceptable, good, or outstanding" score? A: The answer to the first question, “why does the Student version of the LPI use a five-point scale vs. the 10-point scale used in the classic version” is most easily stated in a single word: experience. Actually it’s experience from two perspectives: 1) our actual experience with the data and 2) the experience level of respondents. Learn More |
Ask the Authors - August 2012Q: “I work with ninth and tenth graders who don’t really think of themselves as leaders. In fact, when I say the word leader, I get a lot of confusion and eye-rolling. How do you suggest broaching the subject to younger students who may not have held leadership positions and don’t self-identify as leaders?” A: Sad but true. Most young people—from elementary through college—don’t easily associate themselves with the term "leader". Nor do many hold “leaders” in a particularly favorable light. In fact, some of these perceptions linger on into the workplace. On the other hand, young people do acknowledge that (a) there are good and bad leaders (even if they don't like the term) and (b) that good leaders make a difference (bad ones do, too). Just substitute the word "teacher" for leader and students will Learn More |
Ask the Authors - April 2012
4/3/2012 12:00 AM
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Q: How do you anticipate our rapidly-changing technology and social media will influence the future of leadership development and how leaders communicate—with each other and their various stakeholders? A: As we have discovered during our nearly 30 years of research, the content of what it takes to be an effective leader doesn’t change all that much over time. What does change is the context. We are confident that The Five Practices model will continue to be as relevant and powerful in developing future leaders as it has been for previous generations. However, the Learn More |
Ask the Authors - January 2012Q: As an administrator with a large Hispanic student population, how and what things are essential in preparing this set of students? A: At a purely technical level, when we look at the data www.theleadershipchallenge.com/research we see that what matters most is how people behave as leaders, not whether they are Hispanic, Latino, Asian, Black, or White (nor does gender, or academic major, or GPA make a significant difference). So given that, Learn More |
