Teen Excellence in Leadership Institute Handbook

Contents

Background

TELI Conceptual Model

Understanding of Self

Developing a Network

Community Problem-Solving

Advocacy

Planning Process

Situation Analysis

Working With Stakeholders

Educational Program Design and Implementation

Program Evaluation and Reporting

Application Process

Goals

Sample Schedule Outline

Weekend 1

Virtual Check-In 1

Virtual Check-In 2

Weekend 2

Outline of Activities - By Goals

Sample Instruction (Cohort 2) - By Goals

Goal 1

Goal 2

Goal 3

Goal 4

Evaluation and Program Improvement

References

Appendices

Background

In 2013, the Virginia Cooperative Extension’s Leadership, Volunteerism, and Civic Engagement program team identified the need for (1) prepared leaders, (2) more representative civic engagement, and (3) increased capacity to foster volunteerism. Simultaneously, conversations began regarding a need to further develop leadership training and experiences for 4-H and FFA teens that would help them become active and engaged community members. A faculty team was formed to develop a statewide youth leadership program in response to these needs. Throughout 2013, this team met to design an integrated and dynamic youth leadership program to be roughly modeled after the adult agricultural leadership development program in Virginia, Virginia Agricultural Leaders Obtaining Results (VALOR).

In this process, the team identified 4-H and FFA as two youth development organizations with agriculture education and leadership development as priorities. Leaders of these two organizations identified the need to better integrate motivated youth from both organizations for collective capacity building. Therefore, the team selected 4-H and FFA members as participants for the new youth leadership program and developed novel programming to provide high quality experiences that differed from the opportunities already available in the respective organizations.

The planning team designed a program that was theoretically informed by Chickering’s (1993) Theory of Identity — commonly utilized by FFA — and the 4-H Citizenship Framework. The team intertwined Chickering’s seven vectors, listed below, along with the 4-H Citizenship Framework’s key focus areas of civic engagement, service, civic education, and personal development (4-H 2011). 

1. Developing competence.
2. Managing emotions.
3. Moving through autonomy toward interdependence.
4. Developing mature interpersonal relationships.
5. Establishing identity.
6. Developing purpose.
7. Developing integrity.

The result of these intertwined theories was the Teen Excellence in Leadership Institute. The TELI program goals are (1) to understand self and develop a personalized action plan for engaged leadership, (2) to network with other teens interested in learning about the issues facing youth and communities, (3) to design a team project to address community leadership needs in Virginia, and (4) to learn more about advocacy and outreach that will improve the lives of others.

The TELI program includes two face-to-face weekend retreats and two virtual sessions delivered over three months. The program was designed for a maximum of 25 emerging leaders in the 10th and 11th grades who seek to practice and advance their leadership skills.

Topics covered included: strengths-based leadership, problem-solving style, group facilitation skills, adult-youth partnerships, team building, project collaboration, peer feedback and evaluation, effective communication, leadership principles, etiquette, civic change initiatives, and critical reflection. The virtual sessions provide an opportunity for team project development and updates, which are recorded and archived. Additionally, participants engage in a team project to design a response to a community issue in Virginia. Youth-adult partnerships are incorporated through assigned team project mentors who serve as a source of knowledge and feedback. Since the inaugural cohort in 2014, the TELI program has reached over 70 teens. Evaluation data suggest teens completing the TELI program experience gains in their ability to set goals, solve problems, and plan community change initiatives.

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TELI Conceptual Model

The TELI program’s four-component model was informed by Chickering’s (1993) Theory of Identity Development and the 4-H Citizenship Framework, as shown in the TELI Model (fig.1). Chickering’s Theory of Identity Development, which is commonly utilized within FFA, provided guidance for the development of the seven vectors: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. In addition, this program uses the 4-H Citizenship Framework by incorporating the key focus areas of civic engagement, service, civic education, and personal development (4-H 2011). The incorporation of these frameworks provided a solid foundation for youth leadership development and resulted in the development of a fourcomponent model. The model components include understanding of self, advocacy, developing a network, and community problem-solving.

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Understanding of Self

In an effort to develop self-awareness, the TELI Model involves developing teen leaders’ understanding of self. It is essential for leaders to understand themselves, their leadership styles, and how they interact with others. Shamir and Eilam (2005) proposed that authentic leaders use a meaning system to develop their sense of self, which is reinforced through life stories and self-reflection. Through this process, teens develop self-concept, clarity of values and beliefs, goals focused on self-concept, and heightened self-expressive behavior.

Developing their sense of self is the first step for teen participants in learning how to be effective community leaders.

The TELI Model uses both learn and lead constructs from the 4-H Citizenship Framework (4-H 2011) in addition to the development of intellectual competence, emotional awareness, self-regulation, self-sufficiency, and identify formation (Chickering 1993). Within the model, activities are incorporated to include self-discovery processes, selfchosen goals, and opportunities for autonomy. TELI uses self-assessments, strengths training, the development of a personalized action plan, and self- and group-reflection opportunities to promote the development of an understanding of self.

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Developing a Network

The second component of the TELI Model is to provide an opportunity for participants to develop a network and the skills necessary for future networking. Within the TELI program, teens build a peer community of practice. “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger 2011, 1). Teens in the TELI program share a common interest in becoming change agents to address community issues.

This component includes connect, learn, and engage from the 4-H Citizenship Framework (4-H 2011) and aims to develop interpersonal competence, emotional independence, and mature relationships (Chickering1993). Network development activities are composed of social time, team-building exercises, reflection, self-marketing, etiquette training, social media training, and other networking activities. The TELI leadership team and mentors build trust over the first weekend to provide a safe space for participants to be vulnerable during shared reflection.

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Community Problem-Solving

Community problem-solving is integrated as component within the TELI program, which is incorporated through community issue identification and a team project. The team project requires teens to design a response to a community issue within Virginia. Communities are faced with a variety of “wicked problems” that require teams of diverse change agents to identify the key elements of the issue and design viable solutions. Wicked problems are complex in nature and are bound within their environment. Any solution will have both positive and adverse impacts on the environment (Grint 2005). The TELI program provides an opportunity for participants to develop problem-solving and collaboration skills to increase their capacity to develop solutions for wicked problems in their local communities.

By designing a project to address a community need, teens begin to develop competence for functioning as a team as well as instrumental independence for problem-solving (Chickering 1993). Connect, engage, and impact are core concepts within the 4-H Citizenship Framework that are encompassed in the community problem-solving component (4-H 2011). Teens participating in the TELI program are challenged to discover their role in community problem-solving to drive change locally and globally. The TELI Model aids to promote leadership and integrity development by investing time in exploration of core values and beliefs during the decision-making process. Team-building exercises, group facilitation training, and mentored team-based projects are incorporated as activities for community problem-solving.

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Advocacy

The fourth component of the TELI Model is advocacy. Through advocacy awareness and allowing engagement in outreach opportunities, teen leaders increase civic-mindedness and are more likely to engage within their local communities (Villarruel et al. 2003). Working in small groups, TELI participants identify a community-based problem, collect reliable information on their problem, and engage within their communities to garner support, information, and resources.

To promote advocacy and future outreach efforts, the program incorporates legislative advocacy, leadership in practice, and community service activities. From the 4-H Citizenship Framework, engage, lead, and impact are incorporated within advocacy development (4-H 2011). By developing an understanding of how one can make a difference within their community, integrity can be developed through humanizing values (Chickering 1993). At the core of this component is the growth of change agents with voices within their communities.

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Planning Process

The TELI planning team used the VCE Program Design and Implementation Module (Lambur 2019) and the VCE Program Planning Process Model (fig. 2) for guidance.

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Situation Analysis

The Leadership, Volunteerism, and Civic Engagement program team was formed to respond to identified needs in the VCE (2010) strategic plan and is complemented by the TELI leadership team’s efforts to develop youth leaders prepared to be self-directed, contributing members of society. The resulting TELI program was developed with the following focus, goal, and objective in mind.

Focus Area III. Creating a Positive Future Through 4-H Youth Development

Goal 1. Improve competencies of Virginia youth in the following life skills: knowledge, reasoning, creativity, communication, networking, citizenship, and health.

Objective 1.2. Increase engagement of all youth within the community, utilizing decision-making and problem-solving skills.

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Working with Stakeholders

The following identified stakeholders have a passion for leadership and positive youth development. Additionally, they are aware of and can provide insight into the leadership traits needed for success in adulthood.

• VALOR.
• Virginia 4-H.
• Virginia FFA.
• Virginia Farm Bureau.
• Virginia AgVocates.
• Department of Agricultural, Leadership, and Community Education, Virginia Tech.
• 4-H Center staff.
• VCE agents.
• FFA advisors/agriculture teachers.
• Virginia Tech faculty.
• Virginia Tech students.
• State 4-H Cabinet and Ambassadors.
• Virginia FFA state officers.
• Virginia 4-H Foundation.
• Virginia Cooperative Extension Leadership Council.
• VCE administration.

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Educational Program Design and Implementation

The following six basic steps outline the educational program design and implementation for the TELI program, based upon the VCE Program Design and Implementation Module (Lambur, 2019).

Step 1. Develop program goals and objectives.

Goals of TELI include:

1. Understand self and develop a personalized action plan for engaged leadership.
2. Network with other teens interested in learning about issues facing youth and communities.
3. Design a team project to address community leadership needs in Virginia.
4. Learn more about advocacy and outreach that will improve the lives of others.

Step 2. Understand the dynamics of learners.

The TELI program incorporates a variety of activities to accommodate the various learning styles of participants. Training is delivered to teen participants through face-to-face meetings, virtual check-ins, and mentoring sessions.

The following learner styles are accommodated through the listed activities:

• Visual – PowerPoint, videos, mind mapping (facilitation).
• Auditory – Music, active listening, recording of virtual sessions.
• Verbal – Lecture, guest presenters, reporting (small and large group).
• Physical – Ropes course, experiential exercises.
• Intrapersonal – Self-assessment and reflection (CliftonStrengths, Kirton’s Adaption-Innovation Inventory [KAI], goal setting).
• Interpersonal – Group work and presentations, social time.
• Logical – CliftonStrengths, KAI, problem-solving, group facilitation.

Step 3. Design the Extension educational program.

The TELI program links the 4-H Citizenship Framework (2011) and the Chickering Model (1993) through the four-component TELI Model. This model (fig. 1) includes understanding of self, advocacy, developing a network, and community problem-solving. Curriculum was developed by breaking learning content into manageable segments and sequencing activities appropriately.

Step 4. Develop a marketing plan and strategy.

The following marketing materials and processes were developed for recruitment and program promotion efforts:

• A flyer, application, and nomination form.
• Advertising via multiple channels, including word-of-mouth, Listservs, FFA State Convention, 4-H Congress announcements, and past participants.
• A nomination and application process.
• A rubric for an objective application review and selection process.

Step 5. Develop a program plan and strategy.

To develop a program plan and strategy, the TELI leadership team identified roles and responsibilities, developed a financial plan, and created a succession plan.

Roles and responsibilities: The TELI team designated roles and responsibilities for the core leadership team, recruited outside experts for content delivery and a professional panel for project evaluation, and obtained administrative support.

Development of financial plan: The TELI team created a funding model that combined private support from endowed funds and annual donors, investment by the 4-H and FFA programs in Virginia, and participant registration fees.

Succession plan: The succession plan was discussed by identifying how roles would be developed and transitioned over time to expand the committee and replace members as needed.

Step 6. Implement the Extension educational program plan.

The TELI leadership team took the following actions to implement the program:

• Host sites and dates were selected based on the location, lodging facilities, environment (indoor/outdoor space), and access to technology.
• A recruitment flyer, recruitment emails, nomination forms, and application forms were developed and delivered to FFA advisors and 4-H Extension agents in Virginia.
• Nominated applicants were screened and selected for program participation.
• Schedules for meetings and sessions were developed and guest presenters were secured.
• Program planning incorporated a variety of educational delivery strategies. 
• TELI leadership team members created a system of checks and balances for accountability of team members. 

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Program Evaluation and Reporting

The TELI leadership team developed an evaluation plan, which utilized a retrospective prepost design of 4-H's 16 citizenship common measures. Personal goal sheets, action planning worksheets, and project reports were also utilized to evaluate the program. Results from the program evaluation and program improvements are included on page 30. 

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Application Process

Advertising for TELI applicants is conducted through the distribution of a recruitment flyer (Appendix A) to 4-H Extension agents, FFA advisors, past participants, participants in FFA State Convention, and participants at 4-H State Congress. The TELI participant selection process is competitive and requires a nomination (Appendix B) from each applicant’s FFA advisor or 4-H Extension agent as well as a detailed application (Appendix C) that is completed by the teen. TELI leadership team members independently review the applications and nominations using a rubric. Applicants are awarded up to three points for their answers to each of the eight questions on the application (24 points), for their grammar and spelling (3 points), and for their nomination form (3 points), for a maximum of 30 points. Responses are rated as 0 = no response, 1 = minimal response, 2 = average response, 3 = outstanding response. The TELI leadership team members then meet to discuss participants’ scores and select participants for the program. 

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Goals

The TELI program seeks to accomplish the following goals:

1. To understand self and develop a personalized action plan for engaged leadership.
2. To network with other teens interested in learning about the issues facing youth and communities.
3. To design a team project to address community leadership needs in Virginia.
4. To learn more about the advocacy and outreach that will improve the lives of others.

Estimated time: 48 hours of instruction, as part of 85 hours of contact time over eight days (including two Friday-Sunday weekend trainings and two 2-hour virtual check-ins). Note: To complete their team projects, participants will work with their mentors for additional mentoring sessions that will vary in length of time. 

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Sample Schedule Outline

Note: Exact schedules and activities vary by cohort and are adjusted based on feedback. The examples below are from Cohort 2, Fall 2015-Spring 2016.

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Outline of Activities - By Goals

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Sample Instruction (Cohort 2) - By Goals

The following goals and activities reflect those used in Cohort 2. Goals remain the same for each cohort, but supporting activities may vary by cohort to leverage content-area expertise.

Goal 1

To understand self and develop a personalized action plan for engaged leadership.

Key Concepts:

1. Strengths-based leadership training provides participants with an understanding of their strengths rather than focusing on personal weaknesses.
2. Problem-solving style training provides participants with a better understanding of the way they interact with others during problem-solving.
3. Participants will learn to communicate their passions in short and meaningful actions and stories.
4. Participants will develop a personal action plan for leadership.

Pre-Work:

• Participants complete CliftonStrengths assessment.
• Participants complete Kirton’s Adaption-Innovation Inventory.

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Goal 2

To network with other teens interested in learning about the issues facing youth and communities.

Key Concepts:

1. Get-acquainted activities will provide TELI participants with an opportunity to get to know one another.
2. Participants will learn different generational profiles, explore tools for effective generational collaboration, and understand how to use social media between generations.
3. Participants will engage in reflection with peers to develop a community of practice around leadership.
4. Participants will learn networking and proper etiquette for professional dinners and networking events.
5. Participants will be able to develop an effective marketing plan for the TELI program.

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Goal 3

To design a team project to address community leadership needs in Virginia.

Key Concepts:

1. Participants will build trusting relationships through effective communication and problem-solving with team members.
2. Participants will learn to use facilitation skills to develop a plan of work and carry out a group project to address community leadership needs.
3. Participants will develop skills for communicating with team members and holding others accountable.

Additional Resources and Insights on Group Projects:

• Collaboration Tools and Tips (Appendix E): It is recommended that Collaboration Tools and Tips be provided to participants for their long-distance collaborations with their teams, which are made up of individuals from across the state.
• Mentoring responsibilities: It is recommended for mentors and youth participants to set expectations for one another. Mentors and their teams should outline an appropriate timeline for check-ins, mode of communication, and platforms for sharing information.

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Goal 4

To learn more about the advocacy and outreach that will improve the lives of others.

Key Concepts:

1. Participants will learn about legislative advocacy and how they can function as advocates.
2. Participants will take part in a community service project.

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Evaluation and Program Improvement

To access the impacts of TELI in the areas of civic engagement, service, and personal development, Cohort 1 participant responses indicated statistically significant changes in each of the 16 common measures evaluated. We assigned 4-H’s 16 common measures to evaluate the goals of the TELI program. The common measures were selected to represent: understanding of self (three measures), developing a network (three measures), community program-solving (six measures), and advocacy (four measures). In Year 2, respondents indicated statistically significant changes in each of the 14 common measures evaluated (table 1). In the first cohort, the measures “I have talents I can offer others” and “I know community leaders who support me” were also evaluated. Both variables indicated statistically significant change. However, these measures were not evaluated with Cohort 2 due to an error in developing the online survey.

Note: *p < .05. Constructs were evaluated using a four-point Likert scale (4 = very confident, 3 = confident, 2 = somewhat confident, and 1 = not confident).

Program Improvement from Participant Feedback

Based on feedback from the cohorts, several changes were made to the TELI program. A second day was added to the final weekend, allowing more social time for team members to develop a stronger network and form better relationships with other cohort members. Additionally, project mentoring was altered to include a formal mentor who was assigned to each project team on the first weekend. Prior to formal mentorship, mentoring was provided from TELI leadership team members who would communicate with each team and provide feedback. The TELI leadership team assigned mentors to each team and wrote guidelines for serving as a mentor. A session on using the virtual session technology was also included for participants to be better prepared to interact in the virtual platform.

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References

4-H (4-H National Headquarters). 2011. “4-H Citizenship Program.” Washington, DC.

Buckingham, M. 2015. “The Truth About You” (video). EEC Education. www.youtube.com/watch?v=UCQ4e0i-aFM.

Chickering, A. 1993. “The Seven Vectors: An Overview.” In Education and Identity, 43-52. San Francisco: John Wiley & Sons.

Grint, K. 2005. “Problems, Problems, Problems: The Social Construct of ‘Leadership.’” Human Relations 58 (11): 1467-94.

Lambur, M. 2019. “VCE Program Design and Implementation.” Accessed March 31. www.intra.ext.vt.edu/support/process/design.html#prog.

Shamir, B., and G. Eilam. 2005. “‘What’s Your Story?’ A Life-Stories Approach to Authentic Leadership Development.” The Leadership Quarterly 16 (3): 395-417. doi:10.1016/j.leaqua.2005.03.005.

Sinek, S. 2009. “Start with Why: How Great Leaders Inspire Action.” TEDx Talk. Sept. 15. Puget Sound, WA. www.youtube.com/watch?v=u4ZoJKF_VuA.

Villarruel, F. A., D. F. Perkins, L. M. Borden, and J. G. Keith, eds. 2003. Community Youth Development: Programs, Policies, and Practices. Thousand Oaks, CA: Sage Publications.

Ultimate Camp Resource. 2017a. “Icebreakers.” www.ultimatecampresource.com/site/camp-activities/ice-breakers.html.

Ultimate Camp Resource. 2017b. “Team Building Activities.” www.ultimatecampresource.com/site/camp-activities/team-building-activities.html.

VCE (Virginia Cooperative Extension). 2010. Virginia’s Strategic Plan for Virginia Cooperative Extension: 2011-2016. Office of Communications and Marketing. College of Agriculture and Life Sciences, Virginia Tech. https://ext.vt.edu/content/dam/ext_vt_edu/strategic-planning/strategic-plan.pdf.

Wenger, E. 2011. Communities of Practice: A Brief Introduction. Scholars' Bank, University of Oregon Libraries. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20intr oduction%20to%20CoP.pdf?sequence=1&isAllowed=y.

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Appendices

Appendix A. TELI Recruitment Flyer

Appendix B. Nomination Form

Appendix C. Teen Application Form

Appendix D. Personalized Action Plan Worksheet

Appendix E. Collaboration Tools and Tips

Websites for Collaboration Tools and Tips

Get started with Hangouts - http://support.google.com/hangouts/answer/2944865?hl=en

Start a Hangout - http://support.google.com/hangouts/answer/3115553?hl=en

Get started with Google Drive - http://support.google.com/drive/answer/2424384?hl=en&ref topic=14940

Top 15 Most Popular File Sharing Websites - http://www.ebizmba.com/articles/file-sharing-websites

Appendix F. Action Planning Worksheet

Appendix G. TELI Group Project PowerPoint Outline

Appendix H. TELI Group Project Feedback Form

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