Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Youth Development 
and Leadership 
Professor Syed Masud Husain 
Department of Accounting & Information Systems 
University...
Youth Development & 
Youth Leadership 
Youth development is a process that prepares a young person to 
meet the challenges...
Conditions for Youth 
Development 
Providing the conditions for positive youth development is a 
responsibility shared by ...
continued 
 educational institutions promote healthy youth 
development when they: 
 expect commitment from youth; 
 ha...
Continued… 
 Communities promote healthy youth development 
when: 
 adults advocate for youth; 
 neighbors monitor yout...
Standards & Quality Indicators 
Below are the specific Youth Development & Youth Leadership standards 
and indicators: 
1....
Continued… 
2. Youth understand the relationship between their 
individual strengths and desires and their future goals, a...
Continued… 
3. Youth have the knowledge and skills needed to practice 
leadership and participate in community life. 
3.1 ...
Youth Leadership Perception 
 For many youth, the perception that they may 
be holding includes in the broad category of ...
Continued… 
However, conscientious leadership educators, 
increasingly sensitive to the immense diversity of 
characterist...
Continued… 
In some ways, young leaders are a step ahead of 
nontraditional leaders because they generally have 
already e...
Opportunities Necessary 
to Build Young Leaders 
Young leaders must have opportunities that not only build upon 
personal ...
Suggestions and Action Steps 
Following are some actions that can help transform the leadership 
potential of young and no...
Continued… 
* Involve high- or at-risk youth in educational institution-related 
leadership roles. Overlooking this popula...
Continued… 
* Encourage all students to develop a co-curricular 
transcript or portfolio and emphasize the variety of 
way...
Continued… 
* Evaluate and explore the definition and beliefs about 
leaders and leadership so that one is open to involvi...
CONCLUSION 
In Bangladesh, one must understand the importance of 
youth development and growth of youth leadership. It has...
Thank You for 
being with me
Upcoming SlideShare
Loading in …5
×

Presentation on youth leadership development

14,141 views

Published on

Presentation made in a seminar on youth development in Dhaka, Bangladesh

Published in: Leadership & Management
  • Login to see the comments

Presentation on youth leadership development

  1. 1. Youth Development and Leadership Professor Syed Masud Husain Department of Accounting & Information Systems University of Dhaka
  2. 2. Youth Development & Youth Leadership Youth development is a process that prepares a young person to meet the challenges of adolescence and adulthood and achieve his or her full potential. Youth development is promoted through activities and experiences that help youth develop social, ethical, emotional, physical, and cognitive competencies. Youth leadership is part of the youth development process and supports the young person in developing: (a) the ability to analyze his or her own strengths and weaknesses, set personal and vocational goals, and have the self-esteem, confidence, motivation, and abilities to carry them out (including the ability to establish support networks in order to fully participate in community life and effect positive social change); and (b) the ability to guide or direct others on a course of action, influence the opinions and behaviors of others, and serve as a role model (Wehmeyer, Agran, & Hughes, 1998).
  3. 3. Conditions for Youth Development Providing the conditions for positive youth development is a responsibility shared by families, educational institutions, and communities. The conditions for healthy youth development reside in families, educational institutions, and communities. Families promote healthy youth development when they:  provide support;  have positive family communication;  are involved in their educational institutions;  have clear rules and consequences and monitor their adolescent’s whereabouts;  provide positive, responsible role models for other adults, adolescents, and siblings;  expect their adolescent to do well; and  spend time together.
  4. 4. continued  educational institutions promote healthy youth development when they:  expect commitment from youth;  have a caring educational climate;  have clear rules and consequences;  provide positive, responsible adult role models; and  expect youth to do well.
  5. 5. Continued…  Communities promote healthy youth development when:  adults advocate for youth;  neighbors monitor youths’ behavior;  adults model positive, responsible, and healthy behavior;  youth model positive, responsible, and healthy behavior; and  youth programs are available It is unusual for all these positive influences to be present at the same time; unfortunately, too many youth grow up in circumstances that provide limited support for healthy development.
  6. 6. Standards & Quality Indicators Below are the specific Youth Development & Youth Leadership standards and indicators: 1. Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health. 1.1 Youth are able to explore various roles and identities, promoting self-determination. 1.2 Youth participate in the creative arts, physical education, and health education programs in educational institutions and the community. 1.3 Youth are provided accurate information about reproductive health and sexuality and have the opportunity to ask questions and discuss sexual attitudes. 1.4 Youth develop interpersonal skills, including communication, decision-making, assertiveness, and peer refusal skills, and have the ability to create healthy relationships. 1.5 Youth interact with peers and have a sense of belonging. 1.6 Youth participate in a variety of teamwork and networking experiences. 1.7 Youth have significant positive relationships with mentors, positive role models, and other nurturing adults.
  7. 7. Continued… 2. Youth understand the relationship between their individual strengths and desires and their future goals, and have the skills to act on that understanding. 2.1 Youth develop ethical values and reasoning skills. 2.2 Youth develop individual strengths. 2.3 Youth demonstrate the ability to set goals and develop a plan. 2.4 Youth participate in varied activities that encourage the development of self-determination and self-advocacy skills.
  8. 8. Continued… 3. Youth have the knowledge and skills needed to practice leadership and participate in community life. 3.1 Youth learn specific knowledge and skills related to leadership, and explore leadership styles. 3.2 Youth learn the history, values, and beliefs of their communities. 3.3 Youth demonstrate awareness, understanding, and knowledge of other cultures and societies and show respect for all people. 3.4 Youth engage in experiential learning and have opportunities for genuine leadership, taking primary responsibility for developing plans, carrying out decisions, and solving problems. 3.5 Youth participate in service to others in their community, their country, and their world. 3.6 Youth identify and use resources in their community. 4. Youth demonstrate the ability to make informed decisions for themselves. 4.1 Youth practice self-management and responsible decision-making that reflects healthy choices. 4.2 Youth demonstrate independent living skills.
  9. 9. Youth Leadership Perception  For many youth, the perception that they may be holding includes in the broad category of being "a leader" doesn't always feel natural. Often, the larger population of students in an educational institution identifies or segregates the "leaders" from the others. In their minds, they perceive that leaders are those who run for (and win) student unions, lead the athletic teams, or serve on various advisory boards. In some settings, this student perception may be an accurate reflection of the leadership development efforts of staff and faculty at the educational institutions.
  10. 10. Continued… However, conscientious leadership educators, increasingly sensitive to the immense diversity of characteristics and behaviors of leaders, should be capable of identifying emerging leaders outside the traditional positions, and likewise, develop programs and opportunities that assist those youth in expressing their leadership potential. Most significant in developing the leadership potential of youth is paying attention to two student populations-- young leaders on the cusp of taking on more significant leadership roles, and nontraditional student leaders, individuals who are leaders in their own right yet have not been widely identified or nurtured because of limited opportunities to display their talents.
  11. 11. Continued… In some ways, young leaders are a step ahead of nontraditional leaders because they generally have already engaged in some type of visible leadership experience. These experiences may include participation in a committee, athletic participation through childhood, running for a secondary leadership position, club membership, youth group participation, or attending a leadership workshop. In doing these activities, these students have started to self-actualize whether or not they enjoy taking on the roles related to being a leader.
  12. 12. Opportunities Necessary to Build Young Leaders Young leaders must have opportunities that not only build upon personal abilities but also provide a safe environment for trying new things. For example, if a young leader attempts to plan an event without support or formalized skill development, he or she likely will become frustrated and step away from future opportunities. Likewise, if a young leader makes a mistake and is not given a chance to reflect on and apply the lessons of that mistake, apprehension about taking on the responsibility of leading will overshadow the rewards that could come from future successes. Adults can greatly affect these emerging leaders by respecting their present experiences rather than wanting them to demonstrate more sophisticated leadership skills than for what they are prepared. Adults can also encourage greater leadership involvement by providing leadership development efforts that reflect how leadership skills apply in daily life and for the future.
  13. 13. Suggestions and Action Steps Following are some actions that can help transform the leadership potential of young and nontraditional leaders, as well as inspire these youth to continue on the path to explore more deeply what leadership means in their lives: * Develop meaningful leadership experiences that allow youth to self-select for participation (rather than relying upon votes, nominations, or other selection processes) * Provide consistent, frequent, and diverse opportunities for youth to take on leadership roles within the communities or organizations most influential to youth (e.g., educational institutions, youth groups, community centers). * Respect and be sensitive to the power of pre-adolescent and adolescent experiences and help students relate these to their roles and responsibilities as leaders. * Deliberately select different students for leadership opportunities (workshops, conferences, etc.) so that the same students are not repeatedly selected.
  14. 14. Continued… * Involve high- or at-risk youth in educational institution-related leadership roles. Overlooking this population or believing that leadership development should serve as a reward increases the attractiveness of negative social experiences to take precedence (e.g., gangs, negative peer-pressure, drug culture). * Take advantage of formerly missed opportunities to develop leadership. Challenge the paradigm-who says students must sit doing nothing? Teach a leadership class specifically for emerging and nontraditional leaders, create broader selection criteria for advisory boards, promote leadership opportunities in new and creative ways, and so forth. * Develop an understanding of the diversity and cultural differences expressed through leadership behaviors and incorporate different styles into leadership experiences.
  15. 15. Continued… * Encourage all students to develop a co-curricular transcript or portfolio and emphasize the variety of ways that leadership can be demonstrated without only identifying elected or selected positions. * Recognize students who demonstrate nontraditional leadership skills through volunteering, taking on greater responsibility in a job, or serving as student assistants, and promote the power of one person or a small collective of individuals to make a difference in your school. * Be flexible to learn from spontaneous classroom or group discussions rather than maintaining an over-programmed setting where leadership issues are only addressed by student unions.
  16. 16. Continued… * Evaluate and explore the definition and beliefs about leaders and leadership so that one is open to involving a greater variety of students in leadership development efforts, even if it requires additional time to identify and invite students who don't naturally rise to the top. * Empower and allow youth to take on significant responsibilities and leadership roles without expecting perfection. Recognize that everything takes time and leadership learning occurs even when mistakes are made.
  17. 17. CONCLUSION In Bangladesh, one must understand the importance of youth development and growth of youth leadership. It has always been observed throughout the world that new creations, major positive changes, empathy, development, all have come from youth initiatives. Older generations hold negative attitude toward changes. As such, change for good can only come from the youths of this country. We should remember that, “only change is permanent in this world, all other things are temporary.” If we do not change positively, we die as a nation. Let us expect that youth leaders of this country bring changes for us and that we survive forever.
  18. 18. Thank You for being with me

×