Leadership development project - Chris Van Patten

Purpose: The goals of the Turkish-Armenian-American Youth Leadership Development Project are to

leadership development project Essays online pages

The University's Strategic Positioning process recognized the University's need and capacity to successfully engage in interdisciplinary inquiry as essential to realizing the institution's goal of becoming a top three public research university. Many of the skills required to effectively lead collaborative teams engaged in interdisciplinary teaching, research, scholarship, or artistic work are not routinely taught within the academic and professional curriculum. The objective of the Collaborative Leadership Development Project is to define the competencies, learning outcomes, assessment strategies, training modules, and resources needed to develop a comprehensive program designed to prepare University faculty, staff, postdocs, and graduate students to successfully lead collaborative teams engaged in interdisciplinary inquiry.

RRC | Leadership Development Project Examples

About the Parent Leadership Development Project

The Ashley Kriel Youth Leadership Development Project engages youth in dialogues on various platforms, including physical and electronic, from which to promote conversations on issues that are pertinent to youth leadership and development. The Project aims to encourage, nurture and further develop the ability of young people to engage critically with their social context. By connecting a cross-section of youth from various sectors of society, the Project aims to generate meaningful dialogue through which personal and historical perspectives are acknowledged and inclusive narratives are explored.

Parent Leadership Development Project Website

It helps to break the leadership development project down into chunks, in order to make it more manageable. Fortunately, we have the help of the U.S. Army and the Defense Department who undertook a similar approach in the early 1990s with a project led by Mark Mumford. The goal was to explain the underlying elements of effective performance. The end-product is known as a “capability model” (or skill model) that frames performance as the capabilities (skills and knowledge) that make effective performance possible.

Tab 4: Leadership Development for Project Managers/Team Leaders 4-1 .


Zsa Boykin and Jennifer Scrivner, teacher-consultants, and Sarah Robbins, director, of the Kennesaw Mountain Writing Project in Georgia, describe a flexible model for promoting teacher leadership within urban schools. This monograph outlines both the individual inservice projects and the framework for leadership development that emerged from the inquiry.

The model for this work was developed by a group of six teacher-consultants who first attended a Project Outreach summer institute and then became our local Project Outreach leadership team. This group wanted colleagues in their home schools to have opportunities for professional development similar to the one they were having as members of the KMWP Project Outreach team. So working as a team, these teacher-consultants gradually created a structure for building a school based inservice project, called a professional leadership development project (PLDP), with a relatively small group of colleagues in their own schools. This meant that at the same time this team was working as a Project Outreach leadership team and also as a study group that met regularly at Kennesaw State, each member of this six-person team also collaborated with her own school-based study group, action research team, or similar professional development activity group. Each of these school-based groups chose a focus, designed a professional leadership developmentproject with goals relevant to its particular school, and carried out that project.
Leadership Skills. The training will consist of two days of leadership training with a leadership development project in between Leadership I and Leadership II. There will be two guest lecturers, one at each leadership session. Between Leadership I and II, the participants will complete a three-day cycle of negotiating and influencing courses, a two-day cycle on presentation skills, with an extra half day for follow-up. Each of the courses will be customized to best meet the needs of the participants and of the organization. Sample course descriptions are attached at the end of this proposal. The model for this work was developed by a group of six teacher-consultants who first attended a Project Outreach summer institute and then became our local Project Outreach leadership team. This group wanted colleagues in their home schools to have opportunities for professional development similar to the one they were having as members of the KMWP Project Outreach team. So working as a team, these teacher-consultants gradually created a structure for building a school based inservice project, called a professional leadership development project (PLDP), with a relatively small group of colleagues in their own schools. This meant that at the same time this team was working as a Project Outreach leadership team and also as a study group that met regularly at Kennesaw State, each member of this six-person team also collaborated with her own school-based study group, action research team, or similar professional development activity group. Each of these school-based groups chose a focus, designed a professional leadership developmentproject with goals relevant to its particular school, and carried out that project.The Leadership Development Project (LDP) features the Leadership Collaborative, a training model designed to facilitate generative learning, Leadership skill development and positive organizational outcomes.The University's Strategic Positioning process recognized the University's need and capacity to successfully engage in interdisciplinary inquiry as essential to realizing the institution's goal of becoming a top three public research university. Many of the skills required to effectively lead collaborative teams engaged in interdisciplinary teaching, research, scholarship, or artistic work are not routinely taught within the academic and professional curriculum. The objective of the Collaborative Leadership Development Project is to define the competencies, learning outcomes, assessment strategies, training modules, and resources needed to develop a comprehensive program designed to prepare University faculty, staff, postdocs, and graduate students to successfully lead collaborative teams engaged in interdisciplinary inquiry.ETIC provides support to key individuals and organizations in Tohoku through its Disaster Recovery Leadership Development Project, which is supported by the Japan Earthquake Relief Fund. In this video, Haruo Miyagi , the Founder and CEO of ETIC, discusses leadership development and organizational capacity building in the region.