The value-added vocational classroom is one that incorporates an active chapter of a vocational student organization (VSO). VSO experiences energize the vocational classroom and curriculum. (Includes ways students build leadership in VSOs as well as a list of VSOs.) (JOW)

Discusses many sources of leadership development activities including commercial, federal- and state-sponsored, university, and professional association resources. (JOW)

The article identifies stages in the mentor/protege relationship and discusses potential effects of such a relationship on a young person developing leadership skills in terms of: opportunity, choice, time, reciprocity, role modeling, encouragement, and dialog. (DB)

A Delphi survey of 30 vocational education leaders in Nebraska identified 13 critical leadership characteristics, grouped as personal or professional attributes. Among them were openness to change, commitment to technological innovation, and work for the advancement of the profession. (SK)

Presents the PARS model (focusing on Processing: Activity, Relationships, Self), a model for processing group activities that can be helpful in training beginning group leaders and that can provide a "road map" for group processing that can benefit group leaders. Provides an example application of the PARS model. (Author/GCP)

The Converse College Institute for Leadership has used the Astin Social Change Model to create a holistic approach to women's leadership education. This article describes the program framework and content, which blends academics and out-of-classroom experiences in an interconnected approach to leadership training. (Author/DB)

A leadership development course that focused on culture changes in a health care system used Senge's five disciplines for creating a learning environment. Leaders were trained to recognize the features of a learning organization, encourage staff accountability for continuing education, and model learning behaviors for staff. (SK)

Today's leaders perform the following roles: systems thinker, change agent, innovator, servant, polychronic coordinator, teacher-mentor, and visionary. The elements of action learning (real problems, teams, reflective inquiry, commitment to action, focus on learning) contribute to the development of these critical skills. (Author/SK)

Attempts to synthesize a view of community leadership arising from community relationships with an interactional or field theory perspective. Suggests a change in focus from what leaders do to the quality of relationships between leaders and followers, requiring a different kind of leadership development. (SK)

Discusses how a small to mid-sized organization can create a leadership development program using the same approach that is used in large companies like General Electric. Identifies the factors that can transfer successfully to smaller organizations. (JOW)

A study of 16 cardiac surgery teams looked at how the teams adapted to new ways of working. The challenge of team management is to implement new processes as quickly as possible. Steps for creating a learning team include selecting a mix of skills and expertise, framing the challenge, and creating an environment of psychological safety. (JOW)

Describes how one school superintendent started a book discussion group to provide his leadership team with an opportunity to read, review, and discuss books dealing with contemporary educational issues. Identifies some benefits for professional growth and organizational improvement. (PKP)

Discusses results of study of gender injustices reported by four women students in educational leadership doctoral programs in Ohio. Draws implications for research and practice. (Contains 23 references.) (PKP)

Researchers who have worked on administrator mentoring program reveal some benefits of mentoring. The various characteristics of a successful mentoring program are presented.

Leadership has been retained in the federal definition of giftedness, across major revisions, since its inclusion in the Marland Report (1972) definition more than 30 years ago. Despite this history, there appears to be little consensus regarding the relationship between leadership education and education for talented and gifted youth. This review…