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Date

This is to certify that the

thesis entitled

AN EVALUATION OF CEHTAIN ABILITIES
IN LEADEHSHIP BY RURAL LEADERS OF
MICHIGAN , WITH EDUCATIONAL
IMPLICATIONS

presented by

Bob R. Sternberg
has been accepted towards fulfillment

of the requirements for
M. A , degree in Education

Major essor

August 11‘ 1952

 

 

 

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14:34.3 OF 121011135133, EITH Air OIL-.L IIIPLICATICIQ

Bob R. Sternberg

A THESIS

ua.te
1

Submitter to tie School OI Gr° du
State 0011- e of Azriculture ano

in partial fulfillmznt of the
for the degree of

w'd)

‘3:

MASTLR OF LATS

Studies of Michigan
Applied Science
reguiremcnts

Departneqt of Education

TH5515

 

 

ii

AC 1‘3“." OgJLASDLE-Lnli J. S

The research worker is deeply grateful to Dr, Harold.h, Byram
for his patient guidance and prudent criticisms as this stuiy was
plannee and progressed to completion. he is also appreciative for
the helpful assistance through interviews extended by Dr. Don
Phillips, President of Hillsgale Collene, Hillsdale, hichigan and
Dr. L, Dale Faunce, Dean of Students, State University of Iowa,
Iowa City, Iowa, in identifying leagership abilities. Valuable
suggestions were given by Dr, H, Paul Sweany in all phases of the
research. Dr. Leonarn J. Luker also gave valuable suggestions
during the planning of the research. Dr. Killian D, Baten and
Dr. Harman L, Earter offered helpful aavice on statistical pro-
cedures.

Likewise, he is indebted to all the rural leaiers of Michigan
and all others who cooperated so well in supplying data for this
study .

The research writer is also very appreciative for the en—
couragement and patience given him by his wife Louise in all phases
of this study.

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TABLE OF CONTENTS

CHLFTLd

I.

II.

III.

IV.

thODDCTION

Purposes of St‘tllfil'r. . I . O 9 C . . O O O I O O O O O I . .

Hypothesis............................
Basic Assumptions.....................
Importance of Study...................
Method of Approach....................
Definitions...........................

HISTOnY LF FUTUnE FAfiflth OF AhERICA LEAanSFIP OBJECTIVES

AND TRAINING-ACTIVITILS IN R CHIGAN..................

IntrOdllCtj—Onoooooooooc00I.o.00900000.,0090000000000
Early Future Farmers of America History...........
Early Leadership Objectives and Training Activities.

SmaryOIOOOOOOOOOIOOOOOOOOOOOOOOOOOOOOIOOOOOOOOOO

RhVIhI'J OF LITmu’lUnn

Origins of Leadership......................
Trait vs Situational Approach to Leadership
Qualifications for Leaaership..............
Techniques of Leadership.................
Leacership Behavior......................
uelation between Leadership and the Group

Leadership and Group Productivity.....
Leadership and Group Effectiveness....
Member Satisfaction...................
Problem-Centered Groups...............

Identification and Selection of Leaders.
Leanership Training......................
Leadership Specific To the Future Farmers

SImma‘TErOOOOO0.0.0.0000...O0.0.0.000....0...

lVII—‘TII—I—ODS OF Fri-OCEDUIJLEOO00.00.0000...ooooooooooooo

Introduction......................................

Construction of the Leadership Ability hating
Instrument......................................

Securing a depresentative Sample of Present—Day
hichigan aural Leaders..........................

iii

t?
a;

H

with) mm H

10
18

21

21
2h
25
2o
28
33.

37
39
LC
hl
AL
he
52

(J\

\n \n \n
0\

L0

iv

TABLE OF CONTENTS - Continued

CHJETnm PAGE
V. CLASSIFICATION OF DATA AND INTnhPhETATICN OF FINDINGS ....... 5h
Introduction ........................................... 6h
Classification of Data ................................. bu
Leadership Abilities of Groups I and II. .......... 70

Leadership Abilities Compared with Future Farmers
of American Leadership Aim ...................... 73
Summary... ............... . ...... . .................. .... 81

VI. SUMMAnY, ILPLICATIONS AND SUGGESTIONS FOR FUhTHER STUDI..... 83

smnmaw ooooooooooooooooo o oooooooooooooooooooooooooooooo 8’11
Implications of the Study .............................. 86
Proof of Hypothesis.... ................................ 8
Suggestions for Further Study ......... . ................ E9
BIBLIOGHAPEY .......... . .................... . ....................... 91
APPbNDIX ....................... . ................................... 9S

TABLE

II.

III.

IV.

VI.

VII.

VIII.

IX.

XI.

XII.

LIST OF TABLES

PAGE

Growth of Future Farmers of America Leadership Training
Camps and Conferences in Michigan..........................

Sampling of Groups for Study.................................

Rank Order of Leadership Abilities by Their Arithmetic Means
'With Their Corresponding Standard Errors........ ...... .....

Significant Divisions of Leadership Abilities Into Six Groups,

As Determined by the Number of Standard Error of Difference
Bet‘nreenl'ieans..............................................

The Highest and Lowest Leadership Abilities of Six Signifi-
cant Groups with Their Arithmetic Mean and Corresponding
Standarcj. Error. 0000000000 O............ OOOOOOOOOOOOOOOO 0.0...

The Future Farmers of America Leadership Camp Activities of
Members and Advisers of Michigan Expressed in Percentage
Ofll‘oltalcm71pTime.......I.......O......O ..... .............

Response of 38 Managers of Farmer COOperatives to the Leader-
ship Abilities in the Questionnaire in flank of Importance
as Expresse(i in rl\em“s of Percer‘itage . 0 . . O O O . O . O O . . O . . I . . . . . .

Response of 61 Superintendents of Rural High Schools to the
Leadership Abilities in the Questionnaire in Rank of
Importance as Expressed in Terms of Percentage.............

Response of 110 Rural Ministers to the Leadership Abilities
in the Questionnaire in Bank of Importance as Expressed in
Terms of Percentage.......... ...... .............. ...... ....

Response of 26 County Farm Bureau Presidents to the Leader-
ship Abilities in the Questionnaire in Rank of Importance
as Expressed in Terms of Percentage... ..... ................

Heeponse of 25 County Agricultural Agents to the Leadership
Abilities in the Questionnaire in flank of Importance‘as
Expressed in Terms of Percentage...... ..... ................

Response of 1h County h-H Club Agents to the Leadership
Abilities in the Questionnaire in Rank of Importance as
Expressed in Terms of Percentage...........................

19
63

69

71

103

10h

105

106

107

vi

LIST OF TABLES - Continued

XIII. Response of 35 Teachers of Vocational Agriculture to the
Leadership Abilities in the Questionnaire in Rank of
Importance as Expressed in Terms of Percentage .............. 108

XIV. Standard Deviations From the Arithmetic Means For The Leader-
ship Abilities Listed in the Questionnaire for Seven Groups
of Michigan hural Leaners ........... . . . . .................... 109

CHLPT Eh I
II-ITnOu‘b C T I01;

This is a study of leadership defined in terms of abilities that are
desired by selected rural leaders who are representatives of major farm‘
groups. The major effort in this study has been directed toward finding
the answers to three principal questions: (1) .hat are the abilities of
leanership? (2) What leadership abilities are considered at least very

important by selected rural leaders of Michigan? (3)'fihat are the impli-

cations of the findings for leadership of Future Farmers of America?

Pmeoses or S‘I‘U or

The Specific purposes of this study may be stated as follows:

1. To prepare a list of lea ership abilities in the form of a five-
point rating scale.

2. To find what leadership abilities are considered essential or
very important by present Michigan rural leaders.

3. To define present F. F. A. leadership objectives from the common
activities used in F. F. A. leadership training schools.

h. In the light of the findings, to present some recommencations

which might bring about improvements in F. F. A. leadership training.

l\)

HYPOTHaSIS

It is possible and desirable to discover a set of leadership
abilities that are commonly held to be at least very important by pres-
ent rural leaders of Michigan, that can be used as a guide to teachers
of Vocational Agriculture in training F. F. A. members to be democratic,

rural leaders.

BASIC ASSUIIPTIC FS

Certain assumptions believed to be fundamental to the realization
of the purposes of this study are stated below. Others are presented at
apprOpriate points in the context.

1. It is assumed that the statement of the present F. F. A. leader-
ship aim is ambiguous in philosophy both at the level of reflective
thought and at the level of leadership training in action. The present
aim is "To deveIOp competent, aggressive, rural, and agricultural leader-
ship ."1

2. It is assumed_that the ultimate value of a leadership philosophy
is best evaluated as it presents itself in activity used to develop
leadership.

3. It is assumed that leadership can be defined and described in

terms of abilities.

 

1 Official hanual for Future Farmers of America (Baltimore: The
French-Bray Printing Co., l9h5), p. 13.

 

h. It is assumed that the rural leaders selected for this study
\
gave responses representative of the rural groups in which they are
members.

5. It is further assumed that the responses given by the reapondents
on the leadership ability rating scale were reliable and valid.

5. In designating numerical weights to the five degrees of import-
ance of the rating scale, it is assumed that this method is valid and
that the subsequent statistical treatment of the data is the best method
to use for the purposes of this study.

7. Finally, it is assumed that the research worker's interpretation
of the implied leadership objectives, taken from the activities of
selected regional F. F. A. leadership training programs, is essentially
the same as the original intent of those teachers of vocational agricul-

ture and state supervisors who planned these leadership activities.

IMPOhTAKCb OF STUDY

Probably leaders in the field would be the first to admit that the
programs of F. F. A. leadership training conducted by teachers of
vocational agriculture could show much improvement both as to Quality
and quantity of training. They would.probably also be the first to admit
to the confusion that exists in practice on just what constitutes the
m aning of leadership training. It will be shown in this study that
selected programs of F. F. A. leadership reviewed by the research worker

had no stated leadership objectives.

There have been no studies, known to the investigator, in which
teachers of vocational agriculture have asked leaders of other rural
groups what leadership abilities they deem worthy of development. Each
rural group, F. F. A. advisers included, has apparently developed those
abilities they considered worthy without considering or consulting other
rural groups. This approach seems to neglect the fact that many rural
peOple are members of more than one group and hence have many group-
member experiences in many different groups. Since no single organiza-
tion provides the total leadership experiences for the majority of its
members, perhaps it would indicate that a study should be made to find
what leadership abilities are worthy of common agreement. This is such
a study. Perhaps some unification of objectives and effort could be
the result of such a study.

Leaders in the field of vocational agriculture are quite in favor
of using advisory councils at the local and state levels of Operation.
This study can be thought of in these terms, in.which leaders of other
rural groups are members of an "advisory council" to the profession of
vocational agriculture. The writer has a positive belief that much

can be gainec for F. F. A. leadership training by this method of consulta-

tion and examination of leadership in other groups.

HLTHOD OF APPROACH

In order to provide the reader with a general view of the approach
used in this study, a brief statement of this approach is made at this

point.

Leadership abilities were gathered from interviews with acknow—
ledged experts and from readings reviewed by the research worker. These
abilities were organized into a five-point scale of importance and sent
to a sample of leaders of rural groups. These groups represent various
interests in rural peOple.

The returned ratings were collected and those leadership abilities
found worthy by representatives of all rural groups were listed for this
study. The implications of these abilities to F. F. A. leadership are

discussed.

DEF IFITIUICS

Certain terms relating to this study are used by many people in
many fields of endeavor. Since their meanings, as used in this thesis,
may not be clearly understood by all readers of this report, definitions
of these terms are presented. In instances where a definition has been
adopted from sources other than the investigator's meaning, it is so
indicated.

Leadership: Recognizing the many shades of meaning of this word
to many people, the research worker is well aware that any formal
definition is a reflection of some degree of rationalization. It is an
attempt to find a logical, coherent meaning for all peOple. Aware of
these weaknesses of formal definition, leadership is defined by the
writer as follows: It is a social, interacting process of a group in

which members meet fairly Specific role requirements in such a manner

that will best integrate their relationships and coordinate their efforts
to ace mplish common tasks and to achieve common goals.

Domination may be defined as the act of binding the energy of others

 

by exploitation of their desires and weaknesses to the point where they
become subservient to the one doing the act.

Leader: Th3 meanings have been given to this word in this stud".
For the purpose of securing judgments of representatives of rural groups,
leaders are defined as those persons holding office in a group. For
other purposes in this study, a leader is a group member who is accepted
by the group to be the best Qualified to assume the leadership role in
such ways as to motivate all group members to assume their various group
roles. This leader is considered to be the best Qualified to integrate
interrelations among group members and to coordinate their efforts toward
solving specific problem, job or goal situations.

Officership may be defined as the power gainel by virtue of being

 

seated to a unigue position by the group. Much personal authority comes
from the position rather than directly from the group. An officer may
not necessarily be a leader nor a leader may not necessarily be an
officer. Many times, however, leadership and officership go together.
Democracv is an experience in a way of life dedicated to develOping
the human personality through groups whose members have "Opportunity to
participate in preportion to their maturity and ability, in deciding,
planning, executing, and evaluating all matters in which the group is

concerned, matters both within the life of the groups and also in the

group's relationship to other groups and the common life of which the
group is a part."2

mural here means an area group of twenty-five hundred population
or less by the 1950 census.

A ggggp is composed of two or more persons who share norms whose

)

social roles are closely interlocked, and who have an established pattern
of psychological interaction that is an entity because of its particular
3,14

type of collective behavior.

Group Productivity is "the speed of locomotion of the group toward

 

r4
5

its goals.")

hale is the total culture patterns associated with a particular
function or part of a group.

Status is a ". . . relative position wi him a hierarchy, the hier-
archy involving ordering of individuals on an inferiority-s‘periori y

scale with respect to the parative degree to which they possess or embody

some attribute or characteristic. . . ."0

 

2 Rudolph.M.'Hittenburg, So You Nant to Help People (New York:

Association Press, l9h7), p. 161.

 

3 Theodore M. Newcomb, Social Psychology (New York: The Dryden
Press l9KO) p h92
3 / : e -

 

h Dwight Sanderson, Leadership for Rural Life (New York: Associ-
ation Press, l9h0), p. 2h.

 

S John R. P. French, Jr., "Group Productivity," ed. Harold Guetzkow,
Group; Leadership and Men (Pittsburgh: Carnegie Press, Carnegie Insti-
tute of Technolosv 195l7, p. hS.

.L‘t/ ,

 

6 Melvin Seaman, "Some Status Correlates of Leadership," ed. Alonzo
G. Grace, Leadership In American Education (Chicago: The University of
Chicago Press, 19507, XIII, pp. hO-SO.

 

Future Farmers of America, or F. F. A. "is a [national] organiza-

 

tion of affiliated local chapters in high schools having systematic
instruction in vocational agriculture under provisions of the National
Vocational Education Acts. .Active membership is [open] to any male
student of vocational agriculture who is regularly enrolled in all-day
classes and who has attained_the minimum qualifications for the Green
Hand degree. . . . A member may retain his active membership throughout
his high school career and for three years from the date of graduation,
completion of high school vocational agriculture classroom instruction,

0 o u 7
or leaVing high sohool."

 

7 "Constitution and BybLaws of the Michigan Association of Future
Farmers of America," (Lansing: Michigan Board of Control for Vocational

Education, 1950), pp. 1 and 3.

CHILI“ TEE. II

BISTORY OF FUTURE FAnhhnS OF AMnnICA LEaDmmSHIP OBJJCTIVES
AND ThAINING ACTIVITIES IN MICHIGAN

INTAODUCTION

This chapter will present a background of F. F. A. leadership
objectives and training activities that have occurred in Michigan. This
historical review serves three primary purposes in this study: (1) to
know what has occurred so an understanding of present objectives and
activities may be gained; (2) to show the trend toward the chapter level
as the primary place of leadership training; and (3) to serve as a
partial basis for making future changes in objectives and training activi-

ties in F. F. A. leadership camps.

£1:le F UTURE F Ami-‘IEhS OF flvilSRICA HISI‘OhY

The national organization of Future Farmers of America was initiated
in November, 1927, at Kansas City. The Michigan Association of F. F. A.
was organized in May, 1928, at Michigan State College.1 The first
F. F. A. leadership camp was held at Mystic Lake on August 8-10, 1936,

under the direction of Adviser Allen Cox.2 The first annual State Future

 

1 Michigan F. F. A. News Letter, IV:l (December, 1933), p. 2.

 

2 Ibid., VI:o and 7 (May-June, 1936), p. 7.

10

Farmer Leadership Training Camp Program was held at theld. K. KeIIOgg

Camp at Doster, Michigan, on July 21-28, l9h0.3

EARLY LEADEhSHIP OBJECTIVES AND ThAINING ACTIVITIES

The objectives for the first F. F. A. leadership camp directed by
Cox was to aid chapter officers and advisers to "study their duties,
Opportunities and responsibilities."LL No description of activities for
carrying out these objectives was available to the research worker other

V ' ° 0 I a, J o q

than the Single actiVity of organized leadership classes.“

Kelly found in a study of thirty-five camps for farm boys and girls
that the typical camp activities included:

. . . not only recreation but also a varied program of handi—

craft, judging and demonstration work, swimming, group dis-

cussions, field trips, instruction, stunt prOgrams and camp

fires as well as regular hours for meals and rest periods.0

A review of A Decade of Achievements of the Michigan Association of

7

 

Future Farmers of America indicates that among local chapters in 1938

 

the following leadership activities were typical:

 

3 The Michigan.Future Farmer, X:l (October, 19h0), p. 7.

 

h Loc. cit.

5 Michigan F. F. A. News Letter, VI (JulyeAugust, 1935), p. 5.

 

6 Luke Harry Kelly, "A Survey of Camps for Farm Boys and Girls,"
(term paper submitted to Professor Howard McClusky, University of
Michigan, Ann Arbor, February, 1938), p. 23.

7 "Constitutions and By-laws of the Michigan Association of Future
Farmers of America," (Michigan Board of Control for Vocational Education)
pp.1& 3.

U.

7.

ll

Trips to the International Livestock Exposition at Chicago,
Junior Farmer's Meek, Greenfield Village at Dearborn, live-
stock yards and summer camping trips.

Staging F. F. A. and father-son banquets.

Sponsoring and/or exhibiting at school fairs, county fairs,
corn shows, potato shows, and Grand Rapids Horticulture Show.

Organizing county F. F. A. organizations.

Participating in local and/or state judging contests, public
speaking contests, drama contests and parliamentary procedure
contests.

Publishing a farmers' news letter

Putting on high—school assembly and Parent~Teacher prOgrams.

The thinking of experts can best be presented by listing the leader-

ship activities they encouraged local chapters to initiate. The following

list of

activities were stated by the State Board of Control for Voca-

tional Education in 1939:

l.

2.

b.

Urge each member to have a hobby and report on it once a year.

Encourage members who have graduated from school to continue
activity in F. F. A. work.

Make a study of personality and strive for definite improvement.
Have each member serve on at least one committee during the year.

Encourage members to participate in the following contests:
County or district contests of F. F. A.

Future Farmer meek Activities.

State F. F. A. Public Speaking Contest.
Community-sponsored agricultural contests.

F. F. A. Fat Stock show.

Select candidates with care for the State Farmer and American
Farmer degree.

Extend services to neighboring chapters.

Encourage members to particioate in high school athletics,
dramatics, speech contests, and musical organizations.

l2

9. Entertain associate and honorary members.

10. Sponsor a county or district officers leadership training
school .

ll. Make awaris to outstanding F. F. A members.

'. Sponsor sufficient organizations to give cha

Opportunity to receive practice in leading c
conducting busine 8 meetings.

ter members an
scussions and

13. Prepare progr.ms for high school assenblies and parent-teacher
association meetings.

lh. hncourage chapter members to become h-H Club leaders and
participate in church activities and community projects.‘

A description and analysis of the activities at the First Annual
State Future Farmer Leadership Training Camp Program Offers one Opportunity

to understand the philOSOphy of F. F. A. leadership training a decade aco.

As the reader reviews the events of this camp and the evaluation of it by
the F. F. A. members at its conclusion, he will become aware of certain
fundamental issues of leadership development. Some of these issues will
be presented by the investigator. The instructors for this camp mere

I

J. 3. Linke, hationa14Adviscr,Tuatson Armstrong, University of Kentucky,

Claren e bundy, Iowa State College, Drs. H. M. Byram and G. P. Deyoe and

Er. Glen Cook, Michigan Stat<

\‘J

College, and Mr. harry 5. Nesman, George

4"

D- Gilbert and Rajmond H. olark from the office of the State Board of

9

Control for Vocational Education. There were one hundred ninety-two

‘I

boys enrolled at this camp.

 

8 Future Farmer Handbook, Handbook Circular F. F. A. NO. 1
(October, 1939), p. S.

 

9 The Michigan Future Farmer, I:l (October, l9hO), p. 7.

 

13

Quoting from "The Michigan Future Farmer":

The highlights of the week's program in addition to the classes
were: Veeper Service, Suniay evening, with PatrickT ebster as
speaker and an inspirational talk by National Adviser, J. A.
Linke immediately following. E. A. Martindale, camp director,
talked on the subject of "Camp houtines and Safeguarus." Dr.
hugh Masters, director Of the e. K. Kellogg Camping Program,
talked on the subject ”Jhy Are Te Here?" Dr. F. B. Lambie of
Midland talked on the values of the F. F. A. to the farm boy.
harry E. Mesman, State.Adviser, talked on the subject, ".hat the
State Association of F. F. A. Means to You.” Mr. Raymond M.
Clark was in charge of the camp program assisted by Mr. Leonard
G. Morse. Camp leadership was furnished by teachers of vocation-
al agriculture and teachers in training at Michigan State College.10

The significant activities expressed in terms of total hours at
this camp were as follows:

1. Class instruction -- 2h hours.

2. Adult speeches -- 3 hours.

3. VeSper service -— 1 hour.

h.lfater-front tests and activities —- 3 hours.

5. Group games -- 1.5 hours.

O. Demonstration of a model chapter meeting -- 1.3 hours.11
The schedule of leadership training classes included:

1. PrOgram planning in F. F. A.

2. Best chapter contest, State Farmer and American Farmer Qualifi—
cations.

3. Reporting to the chapter, superintendent, State Office and
newspaper.

 

10 Ibid.

11 Unpublished data from the Michigan State Board of Control for
Vocational Education, Lansing, Michigan.

it

5. Chapter motivation technigues.
5. Relationship of F. F. A. to school and community.
a. Duties of secretaries and treasurers.
7. Duties of Presidents and Vice Presidents.
6. Parliamentary procedure.
9. Developing technigues of leadership.
10. F. F. A. Constitution and history.12
It will be noted that class instruction and Speeches by leaders in
the field were the primary activities of this camp. The class periods
were two hours in length with the speeches varying from one-half hour to
one hour in length.
At the completion of the one-week camp, the campers handed in un-
signed evaluation reports on which they were asked three Questions. 'The
three Questions and the results for each follows:

1.19hat activities of the camp have been the most valuable
to you?

leadership practice -- BO
swimming instruction -- 80

how to conduct chapter activities -- he
tribal (group) competition -- 38
good food -- 3E

clean up -- 23

devotional period -- 1)

soft ball -- l9

singing -- lh

life saving -- ll

flag raising -- 7

evening programs —- 6

social development -- 6
sanitation (camp) -- 5

bed making -- h

 

12 Ibid.

15

2. hhat activities in.camp have been of least value to you?

evening Speakers —- 7
clean-up too strict -- h
group games -- 3

relay race -- 3

taps -- 3

recreation programs -- 3
tribal systems -- 2

3.E£hat suggestions would you offer for improving the camp for
next year? i

more sleep at night -- hS
shorter class periods -- ho
Armstrong and Bundy, interesting men -- 35
more class periods -- 23
more recreation -- l3 13
more experienced counselors -- l2
'Hhat are some of the salient points of this leadership training
camp? It will be observed that the major techniques used to develOp

4'
leadership were adult speeches and class instruction. In the first

instance we have verbalization and in the second instance the investi-

 

gator assumes that most of it occurred on the verbal level. Yet in the
camp evaluation, it is noted that practice in leadership was considered
the most valuable camp experience. This approval is shown again in their
reSponse to what they considered the least valuable camp experiences.
Even with the array of talented Speakers, this item was listed most
frequently as being the least valuable of their camp activities. This

is a clear indication that leadership activities must be based on action

and not on talking if we are to develop leadership in others.

 

 

l3 bid.

Another salient point in this training camp is the matter of fitting
a time schedule to boys‘ standards and not to adult standards. "Shorter
class periods" and "more sleep at night" are indications that this
principle was not applied too successfully in this camp.

Good food and recreation, as one would expect, were rated high in
this camp. No training camp would be a success without these two con-
siderations.

Through all this description of leadership training activities there
exists implied leadership objectives. There were no stated objectives.
By-the caliber of speakers and instructors used at this camp, the investi-
gator inferred that leadership was attempted to be develOped by "exposure"
to experts in the field. As previously noted in the evaluation, this
exposure apparently did not take. ‘

In l9hl, the second and final annual F. F. A. leadership training
camp program for the hichigan Association was held at theEJ. K. Kellogg
Pine Lake Camp, Doster, Michigan. One hundred sixty-three members
participated at this camp.

A three-day leadership training school was also provided by the
Michigan Association of F. F. A. at Camp Shaw. Forty local chapters of
the Upper Peninsula participated at this camp. Two hundred thirty-two
members participated in these two camps from a total F. F. A. membership

of five thousand two hundred ninety for the fiscal year l9hl-h2.lh

 

lh The hichigan Future Farmer, XI:l (September-October, l9hl), p. S.

 

l?

The evaluation of the training camp held at the W. K. Kellogg Pine
Lake Camp, Doster, Michigan, was made by the members that participated
in its many activities. The members evaluated only those activities in
which they had participated. They rated these activities "on the basis
of value to the delegate and to their chapter."15
The results of the evaluation were as follows:
Banquet e9 out of lhO rating. D9 percent.
DeveIOping a yearly program of work for the F. F. A. 95 out
of th rating. 66 percent.
Becoming a good president or vice-president. 79 out of
133 rating. 59 percent.
Becoming a good secretary or treasurer. 59 out of 130
rating. hS percent.
Using rural environment and deveIOping rural life. hl out
of 113 rating. 3o percent.
Initiating and carrying out completely the program of work.
61 out of 131 rating. ho percent.10
A definite change in direction of leadership training occurred
during the fiscal year l9hl-h2. The chance was in the direction of plac-
ing emphasis at regional and cistrict levels rather than at the state
level.
The program of work of l9hl-h2 for the hichigan association of
F. F. A. included a statement for the first time that is worthy of

notice:

0. Encouraging annual leadership training confeiences for
all county and district associations of F. F. A. 7

 

15 Ibid., XI:2 (November-December, 19h2), p. 7.
16 Ibid.

17 Unpublished material from the Michigan State Board of Control
for Vocational Education, Lansing, Michigan, Sec. IV, l9hl-h2.

The emphasis of leadership training at the chapter level was first
encouraged the next year when the following statement was included in
the l9h2-h3 program of work for the Michigan Association of F. F. A.:

c. Every chapter to put all members to work on at least one

committee. Accomplishment: One hundred ninety-four chapters

reported having written programs of work, most of which sub-

mitted copies showing names of committee members. U

Thus we see the transition from state leadership camps to regional
and district leadership camps and finally to leadership training in the
local F. F. A. chapters. It indicates that the primary place for train-
ing F. F. A. leadership is in each local chapter and that district and
regional F. F. A. leadership training camps are supplementary places of
training.

The growth of F. F. A. regional and district leadership training

camps and conferences is shown in Table I. Due to different methods of

reporting used each year, several blanks are found in Table I.

-SUMMARY

The first F. F. A. leadership camp was really a camp for training
0
officers to perform their duties well. The officership training over-
balanced the general leadership training. The earlier chapter activities

indicated many "leadership" activities that could be seriously questioned

for their leadership develOpment value.

 

18 Ibid., Sec. IV, 19u2—u3.

TABLE I

centre or FUTUhd Fgghaas OF AhEnICA LELDEBSHIP TnAINING
CARPS AND cowrsaawcas IN MICHIGAN19

l9

 

 

Number Number Number of Number of
Year of of Total Chapters Members
hegional District Participating Participating
l9h2-h3 2 2 h _- -_
19b3-Lh -- -- 11 95 9h?
l9hL—LS 10 h in -- --
19hS-L6 -- -- -- 128 1392
19h6-h7 -- -- 12 -- --
19L7-h8 -- -- lO -- _-
19h8-L9 S 2 7 -- --
19u9-So 7 -- 7 -- --
1950-51 8 —- 8 lol éSé

 

 

l9 Unpublished reports from the Michigan State Board of Control

for Vocational bducation, Lansing, Michigan.

20

The concluding remarks for the first state F. F. A. leadership
camp presented evidence for action training programs, scheduled on boy
standards. The topics of the leadership class periods at this camp
indicated an informational approach to training and yet the campers'
evaluation gave high approval to the situational experience approach to
leadership training.

A second state F. F. A. leadership training camp program was held
in l9hl. This was the last training camp at the state level.

In l9h2-h3, two county and two regional leadership training camps
initiated the trend of offering training programs at these levels.

There was also an increased emphasis given by the Michigan Association
of F. F. A. for local chapters to train their members in and for leader-
ship. To date the local chapters are the places where most F. F. A.

leadership training occurs. hegional and district leadership training

camps play a supplementary role in the process.

The research and writings concerned with lea«erst p are voluminous.
It is an area that has yielded relatively little to man's induiry over
the years of research as compared with the amount of research conducted.

Until recent years most of the research was related to discovering
the differ ces between leaders and followers.1 The basic assumption
that a diffw rer noe existed between peeple who were leaders and peeple who
were followers led to much research of personal lean ers1-ip traits and
origins of leadership. Much research was also based on the belief that

leaders were born and not made.

OnIGIhb OF LagflghSHIP

BOJardus describes the origins of leadership as stemming from herecitv

personality and social stimuli. Heredity ave to leaders a uni idue inter-

3
o s I h . 1 , ° .F' 7 ' 2 ,a ' - 1 I. n
action of their many genes that resulted in leaterShip. Leadership was
also the resultant 0f the prOper functioning of one's ductless gland sys-
especially of the en docrine gland that produces hormones. By this

tem ,

 

’1

, HT aits of Face to Face eaders," Journal or
lbnormal ani Social Perchclogy, XXVI:pp. 30h-l3, and James h. Irwin,
' ' a Leader " hations Schools, XI’VIII:l (July, IQhD),

 

'7'

2 mrary 5. hoga:dus, I-?I~PS an‘ M aTership, (new York: D. Appleton—
Century C0,, 19312;), . 32".)1‘.

 

{‘13
{\u

U, a leader's leanership is cirectlj arfscta by the stimulative
effect cf his hornone secretions upon his or;anisn.3

In descrioing the orisin of leatership in oe:r sonality ,Bo:ar rdus

L

. .-~-, ~ 4- »r- J— 1. r-\ —‘ V‘ ‘3 o- . . '\ . ‘ , ,—,— I A* 1 '
states thb "LGaUSFSth ar1s:s out of enter, iLmt lli,e r ce, Ont char-

acter."‘ He states that energy is essential to eagers his as it is the

basis for wcrk, thoroughness, eniuranoe persistence, assuming personal

responsibility ano versatility,” J3 conclufles by saying that:

he ranu-oltecness 01 Uflurex 1s a test1mon5 to its SlgfllflCaDCd

as a lsa<ership trait. th‘;j‘is the cdnano, the newer plant
in personality, the driving ior3e u,on which all otae r h11 an _
traits depend. It is the Alyha-but not the Omega oi' lei-trsh’p.”

"Tntell1z—2nce, so~erius states, "is energy at work; either CUISLFUcllV“l/

7 The author points out wlg i1tellioenoe is essential

(

or Lustructively."
1 when he says that:

Anon: the b asic elements compri sin3 into llirence and exp ainin;
s11t3 leadership are ons;rvation, foresight,
* o , 1nd cassorine T’ithout extendin3 the
fee flirther it will 03 lear how variei is the function of
ea

c ntelli once is its cle.i“ to b in; a
gier es 1w: 8 a1£ unCOV'i‘s the hi er1
r3.

secrets of Man anc natL

 

\1)
H
E

\D
t
b.)

 

 

UT
1 "l
‘3

H

T)
1_:
m

I
}__J
l\)

 

 

(X)
\s )

mrrimg to Bogardus the third factor of th; triurviraté fr (

1

v1. ’15". ’1" C“! ‘ r‘ 0‘ '3. ." " . ‘ n ' -11. 7‘“ . 1‘ - - --. '3 r. .~.
Hulpl lonzsrghlfi —r1Sss 18 CUquCtJF, dis ocfinition that "cuwruct r is

an OTSBNiZaticn of 1- sonalitJ tr iLs with ref r ncs tL social vnvircn-

)

is the author's bnSi

L.
U)

for crnsiisring it as the founfiatiun fur

.. lO - .1 .
rsrir. no con31ssrs mer character traits that

.L

.. ..,-. M a ‘7” 1‘3
ficrmsusnt ScC1al lsau

‘kL'

L.

wear the iruit of 1,1scrs i Tgose described as afft: t1o- lea.do ship

l":"l‘:-'\‘3 0‘.“ L‘: ‘7. f1 rm". ‘- "‘ ‘ \
__. 'v..\,.. QLLIC. l_. u ’ . 3'1”.) , SV'TI fatli 7,

1'3;- 81tJ+ u'u‘

principle, stanzing by one's Convictions, faith, inhibition, poise,
sstutsnuss, tact and Lunar,ll
Still another theory of leadership or ri3in is stats.:: by fiogardus,

one may 1 ave 11hwr1tsu tbs carrsct intcrscti n of 3a:n:s anr have fisvelOQQd
better person alitJ trail ts to br s losflsr and still 1e 6 nisd lsaoer—
shis. This is «us Lo ths wit in of lsacorshir in social stimuli. The
author inclufiss such social stimuli as or3crtunity to lead stimulatin.
issociations with other people an; awakening moments at certain points
in human ey"cr1en,;.

"The nature of leadership," sans Bossrdus "is set by the nature of

12 m

opportunity."*J he author has various meanilrs for the word Opportunity.

3

U

Cpcortunitg meant freedom ‘rcm A,“ ial tasks, ec rouic irsscurit , sickness,

intellectual stagnation

. , religious futflsmentalis: and poor cultural back—
it

ground .

 

l0 Ibii p, 1L0,

ll EEEE': pp. 1L2-132.
12 £222 fp. 53-92.
13 Ibid., p. 53.

lb Ibid,,

 

 

TRAIT vs SITUATIONAL APPnOACH TO LEADEhSHIP

The trait principle of leadership has not been in harmony with
recent evidence of research, Eaton evaluates this trend by saying that:

There is no evidence as to what these traits are or how thew

might be measured. The View that there is a "leadership type
of personality" neglects the fact that qualifications for
leadership vary greatly for different positions . . . Leader-

ship is a situationally defined capacity. . l

\T‘L

To support Eaton, that different situations reguire different
qualifications for leadership, Lasswell states that a difference in
skill rather than values is the chief difference between the "basic"
citizen and the democratic leader.16 Since everyone has a different
variety of skills, both as to kind and degree, Campbell states that
everyone in a truly democratic state is a leader, He implies that
situations occur in such variety that everyone can be a leader in some
particular situations. To Campbell, the concept of leadership and
followership is a resident in people's thinking stelming from a totali-

tarian philosophy.17

 

15 Joseph fl. Eaton, "Is Scientific Leadership Selection Possible?”
ed. Alvin W. Gouldner, Studies in Leadership_(New York: Harper and
Brothers, 1950), pp, 61E:ol9.

 

15 Harold Dwight Lasswell, Power and Personalitz (New York:
J.'W. Norton and Company, Inc., l9h5), p. 152.

 

17 Clyde M, Campbell and G. Robert KOOpman, "Educational Leader—
ship in a Free Society," ed. Clyde M. Campbell, Practical Applications
of Democratic Administration (New York: Harper and brothers, 19527,

P. 35.

 

 

25

Stogdill also believes that everyone in a free society is a leader
in which he role of leadership for each person varies according to the
degree of responsibility assumed by each member in accomplishing a

18

common task. To him, leadership implies a differentiation in roles.

4UALIFICATIONS F On". LEADaLI’S‘iIP

Assuming that everyone in a free society is a leader and using the

i—J
(D

situational approach to leadership as a frame of reference, what are l
qualifications for leadership?
Dexter stresses the ability to adapt oneself to the needs and de-

. . . l . . .. . .
manos of the Situation. 9 Sanderson inulcates agreement with this

belief when he says:

. . Those who have made good as leaders in minor roles are

chosen for more responsible positions of leadership, while
those who fail are unable to command a followino. . . . 20

Sanderson also believes that anyone assuming the role of leadership
must have a high degree of devotion to group welfare and such knowledge

and ability as will enable him to guide group activities.21

 

18 halph.M. Stogdill, "Studies in Naval Leaiership, Part II,"
ed. Harold Guetzkow, Groups, Leadership and Men (Pittsburgh: Carnegie
Press, Carnegie Institute of Technology, 1951), p. 135.

19 Lewis A. Dexter, "Some Strategic Considerations in Innovating
Leadership," ed..Alvian. Gouldner, op, cit., p. 59D.

20 Dwight Sanderson, Leadership for Rural Life (New York: Associ—
ation Press, l9hO), p. 57.

21 Ibid., p. 53.

26

Another Qualification for leadership is the development of a
personality acceptable to the groun. It has a direct effect on how a
group functions. Those having an acceptable personality that influences
other group members to a high level of performance are described as
"facilitators" byCarter.22

Still another qualification for leadership is the ability to deter-
mine what role should be played and adapt oneself to that role for a
given situation. Dexter expresses a similar thought when he states that:

. the innovator must study, to achieve maximum effectiveness,
what role he ought to play and within the limits of the possible

adapt himself to that role, realizing always that changing situ—
ations may call for a change in roles.“3

TECHNIeUES OF LEADERSHIP

' Closely related to leadership Qualifications is the matter of
techniques of leadership. The leader in a free society has certain be-
haviors which enable him to draw out from others positive reactions
toward him as a leader. The nature of this leader behavior that gains
these responses has been a major subject of recent research.

Roberts asked two hundred teen-age boys and girls to express their
ideas on what they thought a club leader should be like. The most

significant answers were:

 

22 Launor Carter, "Some Research On Leadership In Small Groups,"
ed. Harold Guetzkow, Groups, Leadership_and Men (Pittsburgh: Carnegie
Press, Carnegie Institute of Technoloe , 1951), p. 155.

 

23 Lewis A. Dexter, "Some Strategic Considerations in Innovating
Leadership," pp. cit., p. 593.

27

1. Age does not matter as long as there is understanding.

2. He must look interested and be alert.

3. He must know more than we do and have more experience.

h. He must not force his ideas on us, but be willing to
say what they are, if we ask him to.

5. He must be willing to listen to our ideas.

o. He must have ideas and suggestions but not try to make
us accept them or work them out the way he thinks we
should.

7. He must be willing to talk to us as though we had some
sense and minds of our own.

8. He must trust us.

9. He must be friendly and like us.224

Jennings found that leaders gained their positions because they
were "protagonists of the needs and desires of large numbers of the pOpu-
lation--sufficiently effective protagonists to draw choice on a socio-

25

metric criterion."

Jennings also showed that differences exist among personality traits

of different leaders:
The "why" of leadership appears, however, not to reside in any
personal trait, nor even in a constellation of related traits,
but in the interpersonal contribution of which the individual

becomes capable in a specific setting eliciting such contribu-
tion from him. . . .20

This study showed that the situational leader of a dynamic group is

the individual who can contribute the most complete satisfaction to the

group members in meeting their needs.

 

2h Dorothy M. Roberts, Leadership of Teen-Age Groups (New York:
Association Press, 1950), p. 71.

25 Helen Hall Jennings, "Leadership-—A Dynamic Redefinition,"
The Journal of Educational Sociology, XVII:7 (March, l9hh), p. h32.

26 Ibid., pp. h23-33.

28

LEADERSHIP BEHAVIOR

It would seem to indicate that the basis for techniques of leader-
ship is behavior that is related to the more nearly complete satisfaction
of group needs. Since various groups have different needs and thus
demand a different type of leadership behavior, much research is needed
to determine group differences.

Since behavior is a factor of leadership, what behavior is character-
istic of leaders? It has been previously noted that many studies have
been made in which generalized traits were emphasized rather than
specific, situational behavior patterns. Zeleny reminds the reader "that
characteristics of leaders are not necessarily the causes of leadership.
Only when the superior characteristics are used to guide superior per-
formance in a group are they meaningful."27

The most significant research on leadership behavior has been done
at Ohio State University under the direction of Shartle. It is encourag-
ing for further investigations to know that their research has showed
that leadership and group behavior can be reliably described. Bavelos
concluded that:

Leadership behavior can be described reliably and in such terms

that behavior differences can be shown in quantitative terms.

Group or staff behavior can be described in Quantitative terms

reliablg with dimensions which are Quite independent of each
other .2

 

27 Leslie Day Zeleny, "Leadership," ed. Paul Monroe, Encyclopedia
of Educational Research (New York: The Macmillan Company, 1955), p. e63.

 

 

28 Alex Bavelos, "An.Analysis of a Situation Preliminary to Leader-
ship Training," The Journal of Educational Sociology, XVI:7 (March,
l9hh), pp. h26-h30.

29

This conclusion was the result of a study in which eighteen hundred
statements of leader behavior were re-evaluated and one hundred fifty of
the most suitable items were selected and arranged according to nine
dimensions or factors of leader behavior. These nine dimensions were as
follows: initiation, membership, representation, integration, organiza-
tion, domination, communication, recognition and production.

These nine "arm-chair" dimensions were given to three hundred fifty-
seven persons. Two hundred and five described a leader of a group in
which they had been members, or had recently been members, while one
hundred fifty-two described themselves as leaders. The results, as re-
ported by Bavelos follows:

. . . We found that many of the dimensions of leader behavior

were not unique and were highly related to each other. A factor

analysis showed that we had perhaps three dimensions, or factors,

rather than nine. These were as follows:

1. A maintenance of membership factor-—behavior increases a

leader's acceptability to the group. It is heavily loaded

with low domination and high membership dimension.

2. Objective attainment-~behavior high in the production and
organization dimensions.

3. Group interaction facilitation--behavior or acts stress-
ing the mechanics of effective interaction of group members.
Loadings were high in organization and communication.29
Deutsch came to the conclusion that the needs and values of the
individual personality, one's perceptions of his immediate group environ-

ment and the total workshOp environment are determinants of leadership

behavior.3O

 

29 Ibid., p.

30 Morton Deutsch, Albert Pepitone, and Alvin Zander, "Leadershi
In the Small Group," The Journal of Social Issues, IV:2 (Spring, l9h8 ,
p. 1:0.

 

30

_Many other studies on characteristics of leaders that do give some
insights into ways of behaving in specific situations have been.made.
Partridge found that Boy Scout leaders are older, more intelligent, de-
pendable and physically larger than non-leaders in their groups.31
High school leaders of extra curricular activities are more intelligent,

better students and have wider cultural interests than other students

32

according to the findings of Brown.
In summarizing the studies made on the characteristics of leaders

Zeleny concluded that:

It appears that leaders have had superior socioeconomic ad-

vantages in their youth and that they are, in general, superior

to nonleaders in intelligence, scholarship or knowledge,

vitality, self-confiden e, and social adaptabilitv. Upon these
oints the investigators are in practically unanimous agreement.
ther traits mentioned and with which no investigation has dis-
agreed are: athletic ability, good appearance, speed of decision,

finality of judgment, dependability, initiative, persistence,
adventurousness, self-control wide interests, good humor, and
absence of physical defects.33

Zeleny cautions us that possessing these traits does not assure
leadership. Only as these traits aid an individual to become the most

t.3h

active and acceptable member in a group do they become significan

 

31 Ernest D. Partridge, "Leadership Among Adolescent Boys,"
Contributions To Education) No. :08 (Bureau of Publications, Columbia
Teacher's College, 193D), p. 109.

 

32 Marion.A. Brown, "Leadership Among High School Pupils,"
Contributions To Education, No. 559 (Bureau of Publications, Columbia
‘Teacherls College, 1933), p. 167.

 

33 Leslie Day Zeleny, 9p, Cit., p. 663.

3h Ibid., p. 66h.

31

Thus far, the writer has taken the position that in a free society
everyone is a situational leader in which the behavior of playing the
role of leader is guided by the interaction and interdependency of one's
personality and socioeconomic environment. The socioeconomic environment
is primarily in terms of groups in which one is a group member. The more
recent research indicates that the concept of leadership revolves around
the understanding of situations and adapting one's behavior to situations
so the greatest possible satisfaction for all group members is ren iered
in meeting group needs.

The behavior of leadership implies certain abilities of adapting
to situations and to the needs of groups. The investigator has assumed
that these abilities can be learned. Campbell indicates a similar assump-
tion when he states, "Peeple believe today that leadership ability can

3.5

be developed through planned programs of learning and instruction. . .

Carter guesses that

. . . individuals probably differ in their leadership ability
relative to the task toward which the group is oriented. Two
problems are implicit in this statement:

1. How is a person's leadership ability to be determined2

2. To what extent are different kinds of leadership ability
required as the task toward which the group is oriented
changes239

L.

35 Clyde M. Campbell, "A Preparatory PrOgram for Educational
Leadership," ed. Clyde M, Campbell, Practical Applications of
Democratic Administration, op. Cit., p. 289.

36 Launor F. Carter, "Some Research On Leadership In Small Groups,”
ed. Harold Guetzkow, pp. Cit., p. 1117.

32

Carter further states that:

. . . different leadership abilities are required, depending

on the particular task toward which a group is oriented.

. . . leadership performance is not completely specific but

rather, from knowing that a person was a leader in one of

the tasks, we can predict that he will tend to be a leader

in other tasks. At the same time, it is apparent that there

are certain tasks for which leadership performances seem to

be significantly interrelated into groups. Thus, while there

is a certain generality of leadership, there is also a tend-

ency for some peeple to show leadership more Specifically in

certain families of tasks than in others.

The investigator has assumed that a person's adaptation to a
"family of tasks" is influenced by his repertoire of abilities used in
playing the leadership role. His combination of leadership abilities
form his work pattern of leadership. Shartle found in the organizations
studied that executives having good work patterns and high sociometric
ratings devoted a large amount of their time to planning and attempted
to delegate a comparatively high degree of authority to subordinates.
The author indicated that high sociometric ratings, planning activities
and delegation of authority go together.3t5

Roberts indicated the ability of adult leaders to provide Oppor-

tunities for youth "to find what they are looking for through their

chosen organization."39

 

37 Ibid., p. 152.

38 Carroll L. Shartle, "Leadership and Executive Performances,"
Personnel, XXV (l9h9), pp. 378-79.

39 Dorothy'M. Roberts, pp. Cit., p. 70.

RELATION BETHEEN LEiDthKIP AND THE GnOUP

The individual personality with its traits, skills, abilities and
behavior is not the onlv source of leadership As previously stated, the
group from which leadership arises is eaually important in any study of

leadership. Stogdill states that "leadership appears only where peOple

are interacting and receiving themselves as members of a social aggregat

fl)

who

Ia understanding groups, the Question arises on what we need to know
to understand a group. Lewin states that:

. . . Group life proceeds like a river within a frame of certain
conditions. . . . To understand any group life first we have to
know the channel through which it flows; that is, the factors of
tradition, physical setting, legal forms of organizations, power
of outside groups, etc., which keep the life of the group within
certain boundaries. Ede have to know the form of the channels,
where branches meet and where they part, where they come from and
where they lead to. Second; we have to know the obstacles that
slow down group life, the strength of its boundaries, its inner
contradictions, or more generally the strength and nature of the
'restraining forces.‘ Third and finally, we have to know what
the forces are that keep group life flowing and what the dif er—
ent factors are that determine the velocity of the various
aspects of group life.'1

Further explanation is made by Carter as to what we need to know to
understand groups. He thinks there are three major factors that determine
how small groups function. These factors are:

l. The leadership and other abilities of each member of the

group relative to the particular task toward which the group

is oriented, 2. the personality characteristics and goal

 

ho Ralph M. Stogdill op. cit., p. 135.

3

Ml Kurt Lewin, "A Research Approach to Leadership Problems,"
The Journal of Educational Sociology, XVII:7 (March, l9hL), pp. 395-96.

 

3h

orientations of the individual members of the group and the

interaction of these characteristics with the similar character—

istics of other members of the group, and 3. group character-

istics; that is, those characteristics tenbing to be typical of

groups of a particular size and structureJJ2

To understand groups is largely a question of understanding group
behavior. Shartle reports that the research of Hemphill and‘festie
showed that group behavior can be described and with less bias than the
description of leaders. They defined fourteen group dimensions that
could be used to describe group behavior. These group dimensions are:
autonomy, control, flexibility, hedonic tone, homogeneity, intimacy,
i,.r—3.rticipation, permeability, polarization, potency, size, stability,
stratification and viscidity.L3

The role of a leader is directly related to an aspect of group
association that is many times not thoroughly understood. This aspect
is that group behavior and purposes is not the sum of the ehaviors and
purposes of group members. Sanderson expresses a similar view when he
states:

. . . , although the life of a group is determined by the

wishes and interests of its members, yet, the purposes and

behavior of the group as a group are diggerent from the sum
of those of the members who compose it.

 

h2 Launor F. Carter, 2p. Cit., p. lho.

~ L3 Carroll L. Shartle, "Studies In Naval Leadership, Part I,"
ed. Harold Guetzkow, 2p, Cit., pp. 127-128.

hh Dwight Sanderson, 2p. Cit., p. 2b.

35

Sanderson further states that group behavior influences the behavior
of individual group members in varying degrees. Group members playing
the leadership role must embody the ideals, purposes and behavior of the
group to the degree of being a symbol of the group to other group members}5

Newcomb made the assumption that:

. . . the behavior of group members wlose frames of reference

are shared can be understood only as mutually interdependent

behaviors. ,Mutually interdependent things constitute a sys-

ttm o o o o O

The author calls this system a "group or role" system and implies
that it can not be ignored in social'psychology.

The writer has established the interrelationship between leadership

and the group. The significance of group behavior to the leadership role

has also been considered.

LEADthHIP.AND GROUP PhODUCTIVITY

There is still another vital relationship to be considered before
full value of leadership can be gained and that is the relation of leader-
ship to group productivity and effectiveness. lihat determines group
productivity? 'What makes a group effective? dhat are the resulting
connotations to persons in leadership roles? These questions serve to
indicate the importance of this relationship betJeen leadership and

group productivity and effectiveness.

 

hS Ibid., p. 25.

he Theodore M. Newcomb, Social Psyphology (New York: The Dryden
Press, 1950), pp. 629-630.

b.)
O\

French, in discussing the findings of the First National Training

Laboratory in Group Development held at Bethel, Maine, in l9h7, gave a

concise summary of the determinants that have been discovered in the
field of group dynamics. He indicates five different groups of vari-
ables that determine group productivity:

A very large number of determinants of group productivity
have been discovered: process variables such as the amount
of contribution and participation by members, the coordi-
nation of activities, the effectiveness of communication,
and group standards; group structure variables, as the co-
hesiveness of the group, the prestige structure, and the
functional role structure; personality variables as indi-
cated in the Runner-Seaver dimensions and the horsehaoh
patterns; environmental variables such as the structure of
the task and the pattern of regards producing COOperation or
competition; cognitive structure variables such as goal D7
orientation and the perception of abilities of other members.

 

 

 

 

 

‘hese variables need no explanation except the personality variables
that were identified by the use of the horsehach pattern test and the
Runner-Beaver test of dimensions. French showed that the horsehach test
indicated that:

. . . the more productive members had greater intelligence,

more originality, and were less stereotyped in their atti-

tudes and wavs of thinking. They were emotionally responsive

yet with better emotional control. On the fiunner-Seaver

test, there was evident in this group a greaterLgociability

and initiative with less obstinacy and anxiety.’

French also showed that group productivity is increased when the

interrelationships between members or sub-units are COOperative rather

 

D? John R. P. French, Jr., "Group Productivity," ed. Harold
Guetzkow, 22, Cit., p. 53.

h8 Ibid., p. h9.

37

than competitive. He further showed that group productivity can be
improved by using the technigue of collaborative participation in making
decisions which affect group members.u9

Marquis showed the relation between group productivity and other
factors. He reported that group productivity was less with an increase
of self-oriented need behavior in the group process; that no change
occurred in productivity with a variance in cohesiveness; and that an
increase in group productivity occurred when problems were more urgent
and the power of the group was more adequate.50

Characteristics of the most productive groups in decision making as
found by Marquis are:

. . . that the most productive groups showed more adequate com-

munication kin terms of audibility, understandability and

freedom to participate), were more orderly in their treatment

of topics (i.e., showed a minimum of backtracking and simul-

taneous discussion of more than one topic), and made a more pene-

tratingrattack on the problems than did the less productive
groups.J

LEADERSHIP AND GROUP EFFECTIVENESS

Closely related to group productivity is the matter of effectiveness

of a group. Newcomb states that:

 

h9 Ibid., p. 51.
50 D. G; Marguis, Harold Guetzkow, and R. W. Heyns, "The Social
Psychological Study of the Decisionréhaking Conference," ed. Harold

Guetzkow, gp. Cit., p. 63.

51 Ibid., p. oh.

38

The effectiveness with which any group functions is very

largely determined by two factors: the degree to which

members are motivated to take their roles, and the degree

to which the different roles are smoothly integrated with

one another. The kind of social reinforcement which is

characteristic of cohesive groups can contribute greatly

to both of these conditions of group effectiveness.

Hence, motivation and integration of roles and effort of group mem-
bers are the keys to making a group effective in function. Lewin states
that:

, . . The experimental results indicate that in the long run

a constellation which gives sufficient weight to the motive—

tion of the individual as a group member is superior in re-
gard to character building and social relations, as well as

..
P]

in regard to pr duction.b

Newcomb describes the greatest motivating force as "the anticipation
of satisfying response from other peOple."5u The author holds that when
the relations among group members aid them to reinforce one another in
playing their prescribed roles, the condition is ideal for group effective-
ness.55

The implications of group productivity and group effectiveness to
leadership is a basic problem of leadership. The success of leadership
is largely judged by the Quantity and Quality of the production of a
group. Lewin, in considering this basic leadership problem, defines it

as the problem of how to link organizational goals to the dynamics of

 

52 Theodore M. Newcomb, 2p. Cit., p. 6h9.
53 Kurt Lewin, g2. Cit., p. 397.
Sh Theodore M. Newcomb, pp, Cit., p. 6&9.

55 3351., p. 650.

39

group life. He indicates that productivity is the "outcome of a group

.. . . §4
life Which has its own dynam1cs."’b

MLRBBR SATISFKCTION

A high rate of group productivity would indicate a caliber of leader-
ship that motivates members to assume various roles suitable to each
member. It would indicate a caliber of leadership that promotes a high
rate of member satisfaction. Marquis showei that greater member satis-
faction is achieved when the group process is characterized by "task-
oriented" behavior rather than "self-oriented" behavior, that is, the
behavior of the members is induced by the reduirements of the group situ-
ation rather than behavior induced by the personal needs of the in—

.. . E7
diViduals./

Another factor that induces a high rate of member satisfaction is a
1'~h ‘ ~ 0 f t ’t t a t' ' ate ° tie r n 58
11g degree 0 oppor uni y o p.r lClp c in is g ou,.

The kind of leadership that promotes member satisfaction, creativity,
participation and "task—oriented" behavior is the kind of leadership that
induces strong motivation of group members.

Roberts supported this thought as it applies to teen-ace groups

when she stated that:

 

So Kurt Lewin, 22, Cit., pp. 396-397.
57 D. G. Marquis, 9p” Cit., p. bl.

58 Ibid., p. 62.

hO

The Teen-Ager's loyal enthusiasm for his organized group is

directly related to the values he finds within it. The

number of values he finds is directly related to the leader-

ship. The Quality of the values and the Quality of the re-

sulting individual or group behavior are directly related to

the kinds of programs the membership chooses, The choice of

pregrams relates back again to the Quality of leadership. . . .59

Leadership that would lead a group to high productivity would also
provide the conditions that made each member feel that he belonged to
the group. A member who does not feel that he belongs will not be an
asset to the group's ability to produce. Here, leadership is con—
cerned with making the group attractive to the individuals, in moti-
vating the desire of individuals to want to take the role of group

members and in develOping their confidence that their understanding of

group norms are shared with other members.

PROD EM-CjNTERED GROUPS

A review of groups would not be complete without the inclusion of
the work that has been done in develOping groups that are problem-
centered.

Perhaps the work of de Huszar is the most nearly complete, single
effort of describing problem-centered groups and how to apply problem-
centered groups in various areas of our society. He states that the
five features of a problem-centered group are: (1) that it is composed
of ten to twelve persons, (2) that it has a democratic structure,

(3) that it creates a fusion of thought, (L) that it puts a problem in

 

59 Dorothy M. Roberts, 2p. gifi., p.

hi

the center of the group, and (S) that it meets around a round table.é0
de Huszar, in discerning the significaice of problem—centered
groups, states that:
The significance of the problem—centered—group is manifold.
It creates integration by encouraging participation, which

has important psychological consequences for the partici—
pating indivitiiuals.31

 

de Huszar makes applications of the problem-centered-group method
in several fields such as education, journalism, community, government
and industry. The process is similar in each field, with the results in
industry being typical. The author states that:

The following are the most important operating results of the
application of the method: (a) solving problems better;

(b) simplifying and improving operations; (c) speeding the
acceptance of changed methods; (d) making trouble—shooting
more thorough and systematic; (e) using more fully the accumu-
lated wisdom of work experience. . . .

The problem-centered-group not only helped to solve problems,

but also resulted in valuable ,ersonnel bv-products: (f) gen-
erating enthusiasm and raising morale; (g building confidence,
respect, and understanding through direct personal contacts;

(h) stimulating and eleasing latent powers of men and women;

(i) discovering and develOping leadership from within; (j) build-
ing genuine manager-worker teamwork inside the organization.“

 

IDENTIFICATION AND SELECTION OF LEADERS

The review of literature to this point has shown that leadership is

an integral part of the group process as it functions in "producing" or

 

50 George B. de Huszar, Practical Applications of Democragy
(New York: harper and Brothers, l9h5), p. 31.

 

621 ID id .

 

(:2 Ibid., P. 95.

142

achieving group goals. hat leadership success largely determines

group success finds common agreement among the writers on this subject.
It becomes a matter of great concern, then, to select individuals for
major leadership roles who will aid a group to achieve the greatest
possible success. Selection of leaders has been a t pic of much research
which indicates its importance to the area of leadership.

Leader selection involves at least two major problems: one problem
is concerneo with who is to make the selection, and the other area is
to find a valid method of selecting leaders. Scientific selection of
leaders is difficult since leadership is not a standard behavior pattern
common to all groups and all situations.

Eaton, in referring to the problem of who is to select group leaders,
points out Quite clearly the two alternatives based upon two different
kinds of power bias that are involved in leadership selection. It is a
matter of'Which power bias is to control the values used in leadership
selection. The following quotation from Eaton provides a concise
description of these two alternatives:

. . . 1. Leadership is considered to be a constellation of

dualities defined by an individual or a group of superiors in

a hierarchy. They do the selecting of leaders in terms of

their standards . . . Opportunity for the exercise of leader-

ship is awarded by appointment from above.

leadership is considered to be a constellation of Qualities

defined by prevailing sentiments in the entire group to be
led. . C

 

63 Joseph W. Eaton, gpfl Cit., p. ol7.

 

(,2)

Leadership in a free society would encourage the use of the second
stated alternative.

The more promising methods of leadership selection would also in-
dicate the encouragement of the use of group values in leadership
selection. Selection of leaders largely revolves around the problem of
identification of leaders. The two better methods of identification of
leaders is by the use of sociometrics and a particular form of it
called "buddy-rating."

Zeleny guotes Eaton as saying that:

. . . Buddy-rating scores (ratings by associates), however,

were found to have "a higher relationship with the opinion

held by senior combat officers" than any other measure

(tetrachoric correlation .h2). The report concluded: "The

evidence thus far presented points strongly to the conclusion

that the men, themselves, are more capable of picking their

own leaders than are instructors and training officers."Du
Eaton indicated that "buddy-ratings" "may be among the most valid indexes

" - - no:
0: leadership. /

Partridge found that the process of selecting friends and leaders
among boys and girls was similar to the "b ddy-rating" method of
identification:

In a comparison of the process of naming leaders and friends,

both boys and girls were found to choose friends by these

criteria (in order of importance):

1. ‘that they are (ideal).

2. Who they are (social).
3.‘hhat control they show (emotional).

 

Ch Leslie Day Zeleny, 22- Cit., p. 66h.

65 Joseph W. Eaton, op. cit., p. 6hl.

ht

h. That they know (mental); leaders were chosen in terms of:
a. 'That they dc',
b. What the}r are' ,
c. 'Ehat control they/show',
d. 'Ihat they know.”0
The use of sociometrics with its resulting sociograms also has
value in identifying leaders. The sociOgram of a group represents the
paths of positive liking or tele that links group members together.
Murphy views this "network" as the paths through which leadership, rumor,
fad and fashion may pass. It reveals the concrete individual basis for
, . n - 67
group astion.
For all that has been done in an eifort to make leadership selection
scientific, it still remains a matter of using many objective tests
coupled with personal judgment. In reviewing the research, Eaton con—

cludes that the many challenging experiments have produced no data that

would permit evaluation of their results. Since few follow-up studies

7\

k

8

have been attempted, much of the past research remains to be validated.

LEADERSHIP TRAINING

It will be noted in.Chapter I that the primary interest in the

study of leadership by the investigator originated in the interest of

 

66 Ernest D. Partridge, "Ability in Leadership Among Adolescent
Boys," School RevieW, XL (1932), PP- 525-531'

 

 

57 Gardner Murphy, Lois Murphy, Barclay and Theodore M. Newcomb,
Experimental Social Psycholog; (New York: Harper and Brothers, 1937),
pp. BOB-309.

68 Joseth'w. Eaton, 22, Cit., p. ohO.

MS

imprOVing leadership training in the F. F. A. Since leadership has
been defined in terms of abilities for the investigator's research
problem, leadership training carries the connotation of training persons
to develop certain abilities of leadership. The situational approach to
leadership would further imply that these leadership abilities be de-
veloped within actual or simulated group situations. These situations,
with all of their social interaction and group dynamics, would provide
the "environment" in which leadership-ability training would occur.

Link describes leadership as being an aspect of social effectiveness
which consists of "certain habits and skills which can be acguired by
practice."69 This would support the thesis that it is possible to train
people in and for leadership.

Zeleny in his review of the general conditions of leadership train-
ing, as being representative of current research findings, quotes Link's
summary:

(a) ample provision for group participation, (b) intense group

participation, including competitive games and Sports, (0)

private practice, (d) economic independence, (e) contacts with

the Opposite sex, (f) bodily movement in connection with the

group experiences and (g) experience in followership as well

as in leadership.7

Can leadership be deveIOpeo.through instruction? This important

questiOn was the point of the research done by Eichler in his experiments

involving junior high school students. He found, by using before and

 

69 H. C. Link, "Definition of Social Effectiveness and Leadership
Through Measurement," Educational and Psychological Measurement, IV:

pp. 57—Oh.

 

70 Leslie Day Zeleny,'gp. Cit., p. 667.

after ratings, that the group receivinc instruction in leadership

V‘
O

1

received a slightly higher rating than the control group. 'hith still
another group that received both instruction and practice in leadership,
the gains were exceptional over the group that had received only leader-

7l

ship instruction. This would indicate that the action phase of leader—
ship development is the more important phase but the best conditions for
developing leadership exist when instruction and practice are used to-
ge the r .
French reported a field experiment that compared self—directed and
self-motivated training in contrast with a directive method of training.
The purpose cf this experiment was to compare the effect of the two
training methods on the productivity of groups involved in solving prob-
lems of human relations. The results showed no significant differences
in gains in productivity. He found that the effect of the training
depended upon the degree of group acceptance or rejection of the train-
ing method. In comparing groups that accepted the training method used
by their group, it was found that groups using the self-directed method
of training resulted in "greater interest in the problems, greater
clarity of the goal, more COOperation and more efficient use of manpower."72
This experiment supports a principle in leadership develOpment

that the method of training must not only consider group goals but also

 

71 G. A. Eichler, Studies in Student Leadership, Pennsylvania State

Studies in Education, ho. 10 (Pennsylvania State College, 1935),

pp. 32-h7.

 

72 John K. P. French, Jr., pp, Cit., p. 52.

D7

group acceptance of the method or methods used to achieve these
goals.

This aspect of acceptance by a "roup is related to the matter of
how leadership should be stimulated in a free society. Sanderson is of
the Opinion that usefulness should be stressed in efforts made to
stimulate democratic leadership rather than encourage the desire to
load. He is of the belief that th essential stimulant

. . . is to give people a vision of the social tasks that need

to be performed within the various groups to which they belong,

and the possible satisfactions to be derived from such service
both for themselves and for the group.

In considering leadership training the Question of Egg should be
trained is a matter of special.importance in a free society. It has been
the practice in the F. F. A. organization to limit intensive leadership
training programs to chapter officers. ewin is of the belief that
training should be for the "led" and not for the "leaders" since the
collective desires and philOSOphy of the majority will detennine the
tone of a group over a period of time.7Ll The author was referring to
groups in which the membership was relatively stable and hence could be
viewed as not being directly applicable to present F. F. A. practice.
It does, however, imply a consideration that cannot be ignored by any
democratic group.

Lewin is supported in this view by Miller when he holds that:

 

DIX-right Sanderson, on. Cit., p. 55.

*

7h Kurt Lewin, . Ci ., p. 226.

b8

. . . the wise approach to rural leadership would seem to
force us to be as much concerned with what happens to those
that are led as to those who are leading.

LEADLhShIP SPTCIFIC TO THE FUTUnd
FAhhth OF AMJRICA

The studies made in the area of F. F. A. leadership are very
limited with no previous study made of F. F. A. leadership in terms of
abilities. Cardozier made a study as to the effectiveness of parliamen-
tary procedure training in develOping attitudes of democratic participa-
tion in.F. F. A. pupils.7é This study indicates that the emphasis placed
upon parliamentary procedure as a technique to develop F. F. A. leader-
ship should have a basis other than that of developing democratic
participation with F. F. A. chapters.

The writer holds the position that parliamentary procedure does not
develOp leadership but is a usefu1.tpgl of leadership and should be
recognized as an aid to leadership but not an integral part of the
leadership role. It is an aid to maintain control of a group.

Sanderson supports the investigator's position when he states it

to be a knowled e and a skill that is helpful in any group. He implies

Cr
:3

the purpose of parliamentary procedure to be a tool of leadership when

 

75 Paul A. Miller, "Identifying and‘florking with Rural Leadership,‘
(Unpublished address given March 1c, 1951, at the Thirty-first Annual
Regional Conference on.Agricultural Education, Congress Hotel, Chicago,
Illinois.) .

76 Federal Security.Agency, Office of Education, Summaries of
Studies in.Agricultural Education; Supplement No. h, Vocational Division
Bulletin No. 2ho, Agricultural Series No. 51, pp. 11-12.

 

 

A9

he states that: "If the leader loses control of the group, his leader—

.m

ship, for the time being, is lost. .
In still another stud , Keener made an effort to determine the progress
which boys holding the American.Farmer degree in Oklahoma had made in their
abilities of leadership. He found these young men had a comparatively
strong educational background- He concluded that they were active leaders
in their communities and Stale farm organizations.78 This study would
indicate that leadership experiences in F. F. A. do contribute to adult
community leadership roles. It gives no measure, however, of the degree
of contribution made by these F. F. A. leadership experiences.
Keener's study brings to attention the matter of why vocational
agriculture is concerned in the development of F. F. A. leadership. Is
it for present F. F. A. leadership or for future adult community leader-
ship? Sanderson makes this distinction when he defines the difference
between "training ip leadership" and "training £23 leadership." He holds
the position that more success will be gained with "training i2 leader-
ship." The author believes that leadership training should be specific
and hence implies that training leadership for the present should be the

79

focus of our attention.

 

77 Dwight Sande son, pp. Cit., p. 89.

78 Federal Security.Agency, Office of Education, Summaries of
Studies in Agricultural Education, Vocational Division Bulletin N . 237,
Agricultural Series No. 57, pp. 53.

 

79 Dwight Sanderson, op. cit., pp. 85-92.

The third study having any relation to the investigator's present

study was an evaluation study in which the author was concerned with

C 11"-! 1
0/

Ed

. a 80
1hr ola asifx ying and measuring some of . evalues of the b. F. A.

a)

F. F. A. leadership was one of the values included in Nels on' 3 research.

The author used the following measures for evaluating leadership in terms

of leadership activities:

1.

The number of times a F. F. A. member made or seconded a
motion.

The number“ of times a F. 3?. IL. member helped th Chapter
entzwrt inment.

M

thod used in becoming familiar with the contents of the
n O
i

 

‘

Method used in becoming acguainted with tne duties of all
the F. F. A. Offices.

an F F A. member examir med any part of
- b .

Tfhether F. F. A. members received receipts for dues and/or

membership cards.

Number of times a F. F. A. hember had;

a) seen chairman of any co mmi Mt ee,

b) written news articles,

0) been in a judging corte st,

1) be;n in public oloahinc or parlicment ry procec ure
contests,

e) participated in an 01 fi cc “tr ining confere

f) been a delegate to the F. ' State (Utah)m cc envention,

g) helpe .1 to build a 011:1er er exhibit,

h) received a cepy of his chapter's progra. of activities,

i) helped to ma1ze the c‘“*to1 program of activities .

3) taken minute 3 of a committee or chapter meeting.él

 

EC Leslie'U. Nelson, "Development of Criteria for tm‘ Evaluation of
Local Chapters of Future Farmers of America, " (unpublishec doctoral dis-
sertation, Ohio State University, Columbus, Ohio, 19h1)

81

Ibid., pp. 123-512

, 236.

51

The author's findings were as follows:

1. There was a significant, positive relationship between increased
participation in leadership activities in chapters where installation
.3 .0 f ' 01-" ' ‘ 82
ceremonies or new oilicers was practiced.

2. In comparing leadership activities with leadership abilities they
are expected to develop, the author found that:

Being a committee chairman and also being a member of a judging

team were closely associated with the develOpment of the ability

to c00perate with others and with the ability [to] take part in

a discussion.¢3

3. The author compared some leadership activities such as public
speaking, parliamentary procedure, participating in an officers' training
conference and helping to develOp a chapter program of activities, with
the abilities which boys have develOped to aid them in positions of leader-
ship which they may occupy; He found that the ability to recognize the
rights and Opinions of others was "not considered to be important by the

. . . v

(F. F. A.) respondents to the cneck list."8L

Nelson stated in his "Frame of Reference" that:

. . . Young men develOp attitudes and abilities by planning

activities and participating in them. Therefore, the number and

kind of activities that a chapter provides for its members, and

the degree to which members participate in these activities,

will determine the value of the organization to the individual,
to the school, and to the community. 5

82 Ibid., p. 15h.
83 Ibid., p. 173.
8h Ibid., p. 17h.

85 Ibid., p. 202.

sum-am

This review has included more than the limited num er of studies in
F. F. A. leadership primarily for three reasons. Due to the limit in
number and sc0pe of the studies made in F. F. A. leadership, the investi-
gator considered that the inclusion of leadership studies outside of the
F. F. A. organization would yield data pertinent to solving problems
within the F. F. A. rganization. Another reason for including "outside"
studies was to use data that showec evidence of certain leadership
principles and concepts. It has been assumed that these principles, if
valid, apply to all democratic groups and therefore could be applied to
the F. F. A. organization. 'Finally, the more recent research and most
intensive studies have been made with groups other than the F. F. A.
organization.

The review of the research, studies and writings made by the research
worker has brought to light certain evidences. One of these concerns the
origin of leadership. Eaton and Lasswell showed that leadership evolves
from group situations and not from any particular possession of per-
sonality traits. The relation between traits and leadership was pointed
out by Zeleny as being an indirect relationshio. Only as traits are
used to guide better performance in a group do they become significant.

Campbell and Stogdill have indicated that everyone in a free society
is a leader and hence leadership is common to all. The difference is not
the presence or absence of leadership among peOple but a matter of differ-

ence in leadership roles.

The primary Qualifications for leadership as stated by Dexter,
Sanderson, and Carter are: l) the aoility to adapt oneself to the needs
and demands of different situations; 2) a high de ree of devotion to
group welfare; 3) the knowledge and ability to guide a group in its
activities; L) the development of a personality cceptable to the group;
and S) the ability to determine what role should be played and adapt
oneself to that role for a given situation.

It has been shown by Roberts and Jennings that the techniques of
leadership are closely associated with leadership behavior. The implica—
tion is that technigues of leadership will not "save" or offset poor
leadership behavior. It was shown that leadership behavior relates itself
to more complete satisfaction of group needs and hence varies between
groups. Bavelos showed that leadership behavior can be described and that
the three dimensions of leader behavior are: l) a maintenance of member-
ship factor; 2) objective attainment; and 3) group interaction facilita-
tion.

Campbell, Carter and Shartle showed that leadership can be defined
in terms of abilities. All of the research and writers also find agree-
ment that leadership does not exist without group interaction.

Shartle, in reporting the work of Eomphill and hestie, showed that
group behavior can also be described. Newcomb stated that group behavior
can be understood only as mutually interdependent behaviors.

French showed evidence from research that the determinants of group
productivity are found in five sets of variables. These variables were
discovered in the group process, group structure, personality, environ-

ment and the cognitive structure of a group.

5h

Marquis found that highly productive groups in terms of decision-
making had good communication, were orderly in their treatment of topics,
and made a very penetrating attack on their problems.

Newcomb stated the close association between group effectiveness
and motivation of members. He also indicated that highly effective groups
were groups in which different membership roles were smoothly integrated.

Marquis and Roberts showed that leadership which results in a high
sense of satisfaction to group members promotes task~oriented behavior,
provides ample Opportunity for member participation, encourages creativity,
and provides values that are shared by the group.

Democratic groups are problem-solving groups. de Huszar showed that
groups with a problem in the center made for group participation and
productivity.

The use of sooiograms and buddy-ratings were shown to be the most
accurate objective measurements to use in identifying and selecting
leaders. In this reSpect, Partridge found that boys selected their
leaders by the following criteria:

1. "what they do" (ability .

2. "Tfhat they are" (ideal).

3. "Ihat control they show" (emotional).

h. "Hhat they know" (mental).

In the development of leadership, French showed that methods of

eadership development must be accepted by the group. Sanderson pointed
out that leadership should be stimulated by stressing usefulness both

to the individual and the group.

Lewin and Miller are equally or more concerned in training the
leadership of the "led" rather than the status leaders in a free society.

Cardozier's study showed that the study and use of parliamentary
procedure had no effect in develOping democratic participation among
F. F. A. bO‘y‘S.

Keener indicated that leadership experiences while members of the
F. F. A. organization aided adults in their community leadership roles.
His study was limited to only those holding the American Farmer degree
and gave no measure of how much credit should be given to the F. F. A.
for their present adult leadership ability.

Nelson found that the ability to recognize the rights and opinions
of others was considerei of small importance in aiding F. F. A. boys to
gain positions of leadership.

Relative to the investigator's study, a review of the literature
has not yielded evidence of any similar study. The studies concerned
with the F. F. A. have treated leadership either incidentally or in terms
other than leadership abilities. The research worker encourages the
reader to consider this study as a pilot study that presents many facets
for further research.

The review of literature has also produced evidence to support the
investigator's assumption that leadership can be reliably described in
terms of leadership abilities. It has also shown that a situational
approach to leadership training is an excellent approach to use in

developing leadership abilities.

CHAPTsa 1v
Mii'i‘l‘iC'DS OF PaocaDUas
INTRODUCTION

In Chapter I the statement of the problem was presented in which it
was noted that the judgments of selected Michigan rural-leaders was to be
included in this study. In this chapter the methods used to construct
the.leadership ability rating scale and the method used to secure a

stratified, representative 39 mple of Michigan' 5 rural lea<iers is

presented.

CONSTnUCTION OF The Lh~DlnS IP ABILITY
NI G INSTnbnn T

For the purposes of this study the questionnaire method was selected
over the interview and other metho s of re :search. The reasons for this
selection were primarily due to: (l) the large sample selected for this
study, and (2) the fact that as this study was considered by the investi-
gator to be a pilot study, it was judged to be more feasible and important
to include a larger sampling via questionnaire than a sm aller sampling
via the interview method.

The matte of constructing the questionnaire was the initial pro-
cedure of this study. The sources for the leade ership abilities selected

were interviews with recognized leaders in various fields, and thoughts

expressed by some authors in their books that are found in the
Appendhcas well as some placed in the instrument by the investigator.
The source for each leadership ability included in the final Question-
naire is stated on pageljf)of the Appendix.

In constructing the trial leadership abilities rating scale, each
stated leadership ability was followed by a five—point rating scale.
The respondent was asked to check the desirability of each stated ability
on the scale immediately following each ability. The five points on each
scale were labeled from left to right; essential, very desirable, desir-
able, irrelevant and not desirable. In every case, the reSpondent was

to consider the following question: How desirable is this ability for a

 

rural, democratic leader to possess?

 

The first page of each instrument contained directions and examples
for scoring the leadership abilities that followed. The following terms
were also defined on this first page: leadership, rural, and democratic.

The questionnaire was personally given by the investigator to two
groups for completion. It was administered to sixty-four members of the
Junior Farm Bureau who were attending their Junior Farm Bureau Leadership
Camp atidaldeanoods, Michigan,.fiugust 28th to September 3, l9h7. It was
also administered to twelve Farm Bureau District Representatives who also
held a one-day conference at‘Nalden Woods concurrent with the Junior Farm
Bureau Leadership Camp. The basic differences between these two groups
were in size and in age. The Junior Farm Bureau is a farm-youth group

whereas the Farm Bureau District Representatives are adults employed by

the Farm Bureau.

58

The results obtained in both groups indicated similar limitations
in the trial scale. The findings resulted in the respondents checking
most of the forty leadership abilities toward the essential and very
desirable end of the scales. The research worker concluded that this
was the result, in a large measure, of a combination of three factors:
the definition of terms on the first page of the instrument, the composi-
tion or make-up of the instrument, and the narrow range of desirability
found among the forty leadership abilities.

Having the critical terms of leadership, rural, and democratic de-
fined tended to influence the reSpondents' reactions and that resulted
in stereotyped responses. Since the range of desirability was narrow,
the tendency existed for the reSpondents to check toward the left end of
the scales. This resulted in the tendency to automatically check toward
the left end of the scales as the respondents proceeded to respond to
the leadership abilities listed. These points were considered when the
revision of the instrument was undertaken.

In the revised Questionnaire the word "importance" was substituted
for the word "desirable" so the meaning of the leadership abilities now

presented to the respondent now read; How important is this ability in a

 

rural democratic leader?

The original, five-page Questionnaire was reduced to a two—page
questionnaire. The respondent was asked to check one of five columns.
These columns were labeled essential, very important, important, some

importance and no importance. Each of these column captions was defined

at the beginning of the questionnaire as a technigue to increase the
uniformity of basis for interpretation among the reSpondents.

To overcome the problem of narrow range among the leadership abili-
ties, the research worker ndeavored to increase the range of importance
of the leadership abilities by including a number of autocratic leader-
ship abilities as well as some abilities usually not associated with
leacership, such as the ability to use a typewriter. The autocratic
abilities were included for two reasons. First, it would cause the re-
sponient to cons'der each leadership ability individually and decrease

the tendency to automatically check each ability. Second the Opportunity

)
existed to evaluate a series of leadership abilities ranging between
democratic and autocratic so the results would give some indication of

the degree of democratic thinking that exists among rural leaders in

Michigan.

eluded for two reasons. First, as a means of increasing the range of

'!

importance and secone to discover just how discriminate the reSpondents

3
were between leadership and non-leadership abilities.

The investigator inserted one leadership ability twice in the
questionnaire as a technique for indicating the reliability of the re-
Sponses made in the Questionnaire. This particular ability was placed
as the fourth and fortyeninfh ability of the total 3f forty-nine abilities

on the instrument. A c0py of the revised questionnaire as used in this

study is found on page 98 of the Appendix.

SiCUiING A RzuPIJSIfihTiTIVd STIEPLE OF PltbShI‘IT ~DAI
KICEIGAN RbhiL Ln DShS
Many agencies and social institutions are in ~restei in rural people
and in promoting leadership among rural peOple. In many instances the
same rural people are being influenced by several agencies and social

institutions. It oe cones important, therefore for any one organization

)
or institution to be concerned with discovering common values.

The following institutions and organizations were selected to repre-
sent all those institutions and organizations that are directly interested
in the socia , religious and economic progress of rural society: rura

churches rural aericultural schools farmer cooooratives The Goo erative
) L; J A 3

"xtension Service anJ th

0)

majo rfarm or aniza tion of Iflic chigan. It is
ass ed in this stu‘ ;/ that all of the above mentioned institutions and
organizations are vitally concernei in irnp roving lea;ers in in our rural
Society .

The gilestionnaire was sent to superintendents of rural agricultural
schools and eachers of vocationala griculture to repre ent rural schools;
to managers of far er cooperatives; to County agricultural agents and to
county héH Club agents to resent theIiichigan Cooperative Exte11s ion
Service and to county Farm Bureau presidents, as representatives of the
major farm organization in the state.

Rural ministers of various religious de n)minations were also sent
questionnaires to represent rural churches. The following denominations
among those rural ministers who were inclu<ed in this

fir: Methodist, Baptist, Presbyterian, Evangelical-United Brethren,

homan.Catholic, Disciples of Christ, Congregational, Reform, Lutheran, and
Lutheran,Hissouri andlfisconsin Synods and other demoninations.

The Michigan Council of Churches supplied the investigator with
its "Town and Country" list of rural ministers, This was supplemented
by directories from the following churches: homan Catholic, Evangelical-
United Brethren, Lutheran and Lutheran, Missouri and Wisconsin Synoos.
The names of rural ministers that were listed in these supplementary
directories and also on the "Town and Country" list of the Michigan
Council of Churches were deleted from the "Town and Country" list. The
final total membership of one thousand eleven rural ministers, after the
above deletions, was secured from the following sources:

V

1. Michigan Council of Churches——six hundred and twenty-one rural
ministers.

2. Roman.Catholic--two hundred and five rural priests.
3, Evangelical-United Brethren--fcrty-five rural ministers.
h. Lutheran--seventy rural ministers,

5 . Lutheran Missouri and 1WiSOOl’lSiI’l S’VIIO C?.s--one hundre '1‘ and 88 VB 1 [TN
3 u 9
rural ministers .

Questionnaires were sent to hh.3 per cent of all the rural leaders
who were members of the seven rural agencies selected for this study.
-The range of random sampling for the seven groups was from 2h,3 per cent
of the teachers of vocational agriculture to B30 per cent of the county
Farm Bureau presidents.

A range of samples for the seven groups, rather than a uniform per-
centage of the group memberships, was used by the investigator. The
reasons for a range of the sampling percentages for the seven groups were

as follows:

l. The percentage of the group sampled was increased as the size
of the group became smaller relative to the other groups included in
this study. The tendency for more variability in the responses for the
smaller groups was countered by an increase in the sample selected.

2, A smaller sample was taken for teachers of vocational agricul-
ture for the purpose of reducing their weight to the collective responses
of all groups. This study is more concerned_with the reSponses of the
other six organizations.

Thirty-six per cent of the eight hundred sixty-five Questionnaires
sent to rural leaders were returned. The investigator did not send a
follow-up letter to those leaders who failed to return the Questionnaire.

The research worker concluded from the data in Table II that the
sample was representative.

The names of leaders selected from these seven groups were either
taken at random from the various sources or all the members of the group
were included in this study. The investigator concluded that a stratified,

random, representative sample was secured for this study.

 

 

 

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CLASSIFICATION OF DATA AND INThiPanhTION OF FINDINGS

INTRODUCTION

In Chapter III the method of research and the procedures used to
secure a stratified, random sample was presented. In the present
chapter the findings of this study will be classified and interpreted.

Referring to Table II, it is shown that the range of returned
questionnaires from the organizations varied from 10.9 per cent of the
total membership of rural ministers to h2.6 per cent of the total
membership of the county Farm Bureau presidents. The mean average
response of all seven organizations or agencies was 15.8 per cent of
their combined, total membership. Statistically, the sample used as a
basis for this study is 15.8 per cent of the total pOpulation.

Table II also shows that at least ten per cent of the total member—
ship of the largest agency and almost twenty—seven per cent of the

smallest agency reSponded to the questionnaire.

CLASSIFICATION OF DATA

As the coded Questionnaires were returned, they were separated into
their seven respective agency groups. The responses on each Question-

naire were recorded by agency groups on a letter basis.

65

The letter basis for recording all reSponses of leadership abilities

was as follows:

Essential .......
Very Important ..
Important .......
Some Importance..
No Importance ...
No fiesponse .....

:hen it was assumed that no more questionnaires were to be returned,

the responses to each leadership ability within each agency group was

summed. This action presented the raw data in terms of totals for each

ability by agency groups.

These summations were then converted into expressions of percentage

for each agency group. This action presented the leadership abilities

in terms of percentage of those reSponding for each agency group. The

data in this form are found on pages 102 to 108 of the Appendix.

At this point, each rank of importance

as follows:

Essential .......
Very Important ..
Important........
Some Importance .
No Importance ...

was given a numerical weight

l—‘NWE‘U‘I

These numerical weights represent X in the following formula for

calculating the weighted arithmetic mean:

Six

2 = ———-—————

N

 

1 Frederick E. Croxton and Dudley J. Cowden, flpplied General
Statistics (New York: Prentice-Hall Inc., l9hh), p. 195.

 

In this manner, the weighted arithmetic means for all leadership
abilities for each of the seven agency groups were computed.
The degree of dispersion anorg the reSponses was considered worthy

of determining

0)

so the standard deviation of distribution of the responses
from the arithmetic mean was computed for all the abilities within the
seven agency groups. The following formula was used for these computa-

tions:

 

d‘=1/N\/T\IZ£X2 - (er)"3

This formula is deri ed from the following formula:

2 ’3
“Vi-{TL _ (Liliy

 

The weighted arithmetic means, together with their standard deviations
of distribution for each of the seven groups of rural leaders, are
found on page 109 in the Appendix. No further mathematical analysis
was made of the data separated into groups, since the primary purpose of
this study is to evaluate how all reSpondents considered the leadership
abilities regaruless of which group of rural leaders they represented.

From the summations of the leadership abilities for the respective
agency groups, the summations of all the groups were computed in the same
process as for the agency groups.3 The dispersion from the mean by all
respondents was then determined by computing the standard deviation of

distribution for each leadership ability.h

 

 

The leadership abilities as listed on the Questionnaire were
reorganized in rank order of their weighted, arithmetic means. The
degree of variability of these sample means was then determined by com-
puting the standard error of the sample means by the formulafi =€-di—SJ-D— .5

Vfif"
The rank order of means with their corresponding standard error are
found in Table III.

Utilizing the standard errors of the means, it was found that the
abilities separated themselves into six significant groups instead of
the five groups originally ascribed to them by the research worker. The
significance of these divisions between groupings was determined by com-
puting the number of standard error of difference between two means. The
resultant values are also called Z scores. The two means concerned in
each computation were the arithmetic mean of the last leadership ability
of a group and the arithmetic mean of the first leadership ability of

the next group immediately succeeding. The formula Mx'Mz
Bil-{‘1 2 =

2
Va“, + (,2
1'11 1'12

was used for this process. It was adapted from the formula

 

 

 

a: _ 0'3 + 022. 5 _ .
X1 - X3 = X1 X2 . Table IV shows the five separation

points of the means in rank order were all significant. Three points
were significant at the one per cent level while the other two points

were significant at the five per cent level.

 

5 Ibid., p. 307.

6 Ibid., p. 318.'

 

 

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69

 

 

 

 

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70

The res ondents were asked to rank the abilities on the basis of

0.:

live degree of importance. The results, however, indicate six si
rees of importance in place of the original five degrees of
importance.

Further reference to these ability groups will be by numbers I, II,
III, IV, V and VI rather than essential, very important, important,
some importance and no importance. The abilities, identified by their
guestiennaire number and ranked by their arithmetic mean with their
corresponding standari error are found in Table V.

For the purposes of this study, the investigator is concerned with
only those abilitiis found in Groups I and II. There are two abilities
in Grcup I and twenty-three abilities in Group II. These two groups
closely correspond to the original groups of essential and ery important

since there were two abilities in the essential group and twenty-four

abilities in the very important group.

Leadership_£bilitie° of Groups' I and II

 

The abilities in Group I are the abilities to:

1. Create the feeling within his group that he, as a leader,
is a part of and not apart from the group.

2. Be open—minded.
The abilities in Group II are the abilities to:
1. Consistently assure fair treatment to all members.

2. Provide Opportunity for leadership to deveIOp in other
group members.

3. Recognize the work of group members and give credit to
those who earn it.

TABLE V

THE HIeHeST AND LduEST LeanenSHIP ABILITIES OF SIX SIGNIFICANT
GnODPS‘fITH THEIR AhITHMSTIC ween AID COhLJSPOVDING
mannMJEmbn

 

 

 

Leadership Ability Arithmetic Standard
Number Mean Error
Group I
ll b.63 i .038
35 b.59 i .030
Group II
1? h.h6 : .CD3
29 3 7h i .C62
Group III
18 3.53 i .070
39 3.08 i .078
roup IV
6 2.65 i .089
19 2.16 I .073
Group V
LL]- 1.90 t .058
5 1.61 i .05?
Group VI
13 1.2h f .C28
13 1.21 i .033

 

9%

\J.

19.

20.

72

Sense what to do at the right time for the best
interests of the group.

Select good committees.
Organize the group for action.

Encourage the group to see heir problems and to
solve their problems.

Command respect.
Inspire the group to seek harmony anong themselves.

Represent the group's representative thinking when
speaking for the group.

Harmoni e points of conflict within his group.
Budget time and put first things first.

Direct the group toward their goals and objectives.
Inspire confidence in group members to "break loose
and come out into the Open" with their various

abilities.

Understand the talents and potentialities of group
members.

Keep accurate accounts.

Have group members enlist or volunteer for work
wifidn'Um pbup.

Summarize a discussion or a situation so the group
can check its progress.

Lead his group from the point where they are aware of
a group problem to a solution itself.

Have the group's interests reflect the major interests
of the majority of the individual members.

Build up group morale.
Set up goals and objectives for the group to achieve.

Seek expert advice on all matters for the sake of the
group's best interests.

73

Leadership Abilities Compared with F. F. A. Leadership him
In comparison with these leadership abilities, highly rated by
representative, Michigan, rural leaders, the present F. F. A. leadership

aim is "To develop competent, aggressive

7

, rural, and agricultural leader-
Ship ."

It should be noted that this is a comparison between a listing of
leadership abilities and a leadership aim. It should be recognized
that any stated aim would not be expected to encompass any activity area
with as much detail as a corresponding list of abilities in the same
activity area. However, if both an aim and a listing of abilities
within an activity area result from a similar philOSOphy, the investigator
assumes that it is possible to connotate from the aim all of the corres-
ponding abilities. To the degree that a leadership ability "fits into"
the frame of reference made by a leadership aim, to the same degree they
are compatible and harmonious.

Recogn'zing this limitation in comparing the F. F. A. leadership aim
with the lists of abilities in Groups I and II, the investigator has
made an analysis of the F. F. A. leadership aim for the purpose of
determining ways and means of achieving this aim.

This stated aim, when analyzed, causes one to ask some vital ques-
tions. T{hat is competent leadership? shat is aggressive leadersh'p?

bhy is aggressive leadership included in the general aim? 'What is rural

 

7 Official Manual for Future Farmers of America (Baltimore: The
Frenchéhray Printing Co., 1935), p. 13, Article I, Section B.

 

7b

and agricultural leadership? How does it differ from urban and indus-
trial leadership? Having defined these individual parts of the general
F. F. A. leadership aim, what are the ways and means for F. F. A. to
achieve this aim?

Competent is defined as "fit, able suitable, Qualified."8 The

3
original question can now be stated as: That is suitable, qualified
leadership for the F. F. A.? Campbell suggests that leadership in a

group is "the sum total of the creative activities of its active members."9
This definition would imply that competent leadership is creative. It
would further imply that the nature of this creativity in all active

F. F. A. members leads to group action. Action connotates the ability

to do certain things that lead to creative activities by the group. ‘We

can assume that these certain abilities could include some or all of

those that are highly rated by Michigan rural leaders.

What is aggressive leadership? Aggressive is defined as "unjustly
attacking."lO This part of the F. F. A. leadership aim requires a criti-
cal analysis, especially when the F. F. A. organization lives in a free
society bound by a democratic frame of reference. Aggressive leadership

would suggest leadership that resists unjust attacks against farmers and

 

8 Ed. Joseph Devlin,‘ ebster's Approved Dictionary (New York:
The? orld Publishing Company, lyh2), p. 212.

 

9 Clyde M. Campbell and G. Robert Koopman, "Educational Leader-
ship in a Free Society," ed. Clyde M. Campbell, Practical Applications
of Democratic Administration (New York: Harper and Brothers, 1952),

P. 33.

 

 

10 Ed. Joseph Devlin, pp. git., p. 30.

agriculture. The adult level of aggressive leadership would then mean
leadership that has the ability to resist attacks, considered unjust by
farmers, made by other economic groups in our society. This evidently
springs from the philos0phy of group interests and capable leadership
for agricultural pressure groups. The writer will not attempt to answer
these following questions, but only point them up for further considera-
tion of the reader: Is it our goal to train competent F. F. A. leader-
ship for the purpose of adult pressure groups in agriculture? Is this
the type of leadership American agriculture needs now or in the future?

Rural and agricultural leadership suggests leadership for the
interests and values held by rural people and agriculture as a vocation.
How does this type of leadership differ from urban and industrial leader-
ship? The investigator has found no evidence in his review of literature
where any distinction was made in leadership between rural and urban or
agricultural and industrial leadership in terms of principles, techniques
or abilities. The difference, then, must exist in the difference in
vocational interests and values.

Assuming the research worker‘s interpretation to be valid, the F.
F. A. leadership aim can be restated in an effort to clarify its meaning.
Using his interpretation, the investigator has restated this general
leadership aim as follows:

The F. F. A. leadership aim is to develop abilities in F. F. A.
members that will be expressed in creative activities, and will provide
training in leadership capable of resisting unjust attacks against farmers

and farming. These creative activities also provide training for

-\1
0“

leadership that will promote and defend those values and interests re-
spected by rural peOple and the vocation of farming.

The following "creative activities" for translating this aim into
action are suggested in the F. F. A. manual as being typical activities
to guide chapters in building their programs of work:

Provide a chapter leadership training school.

Send members to State and district conventions and
leadership schools.

Assist members to prepare for the higher degrees.

Enter the State chapter contest.

hold chapter public speaking contest.

Prepare and put on radio prOgrams.

Print and distribute a chapter news letter.

Provide committee experience for all members.

Contact eighth-grade pupils in rural schools.

Improve the chapter library.11
It will be observed that these stated activities still must be

analyzed and transferred into leade_ship abilities worthy of leadership

goals. For example: 'What abilities of leadership are being developed

in the local chapters by providing committee experience for all members?

Vhat abilities of leadership are being develOped through the activity

of sending members to district or regional leadership training schools?

 

ll Official Manual for Future Farmers of America, 22° Cit., p. 35.

 

77

In an effort to find an explanation for this last Question, the
research worker reviewed sample programs of seven.hichigan, regional,
F. F. r. leadership schools.12 It should be recognized that these
leadership schools are onlr one of manv activitie cs conducted to train
for leadership in the F. F. A. The primarJ activities for leadership
training are conducted in the local chapters on a daily basis. However
the inaccessibility of data for local chapter activities in le- dcrship

development is the primary reason why the investigator has examined only

the minor activitv

d

of regional leadership training schools.

The first observation made was the absence of any stated objectives
for any of these leadership training schools. All objectives were im-
plied by the programs used in these leaCership schools or camps.

The programs presented some difficulty in an attempt to interpret
them in terms of goal-seeking leadership abilities. Many activities
gave no indication of methors or techni use use d, nor their basis for
being included in the programs. Six of the F. F. A. regional schools were
held in a camping situation, with one being a one-day school held in a
school build ing. Only the salient parts of the programs were considered.
Such activities as registration and meal time were not considered. Table VI
indicates the principal types of activity used in these schools and the
percentage of the total camp time used by each type of activity. The

total number of hours scheduled for each school is also inCicated.

 

1 'I

12 Unpublished data from the Mi
Vocatioaal Education, Lansing, Michi

higan Board of Control for
ran.

7F

 

 

 

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mchWmm mowgmeq mo mmeme weepsm

 

 

meHe ammo geese as aceeauoemm 2H newmmeaee eaeHeon do
mean>sa new menamae as meHeHeHeoe ammo mHemaamaad eoaemea ac memzeaa sesame use

H> mamde

The adult speeches were usually presented_by advisors or representa-
tives from the Michigan Board of Control for Vocational Education. The
typical adult-directed activities included leadership training classes,
conference organization committee meetings, grounds inspection, church
service and field trips. tudent-directed activities consisted of
Opening and closin
student Speeches and flag-raising ceremonies. In only one conference
were students in charge of committee meetings. The time for recreation
and free time were indicated to reveal the time Spent in informal student
fellowship. Typical recreational activities included softball, swimming,
boati.g, movie , games, stunts and group singing.

With this background of activities of seven F. F. A. leadership
training conferences, the question of goals may now find an explanation.
Assuming that the F. F. A. motto "Learn by Doing" applies to F. F. A.
leadership training, one could be critical of the fact that the time
allocated to student-directed activities only averaged 13.8 per cent of
the total conference. From evidence presented, it would suggest that
these leadership schools are overweighted verbally under adult sponsor-
ship. The emphasis toward student experience of the leadership role is
evidently not stressed in accord with its importance.

How appropriate are these typical activities in achieving the general
F. F. A. leadership aim. In reviewing these typical activities, the
investigator questions the Quality and degree of Opportunity provided

for F. F. A. members to gain experience in creative activity. This

limitation decreases the number of leadership abilities that can be

80

develOpei in F. F. a, members in present F. F. A. leadership training

schools.13

The activities of F. F. A. members in leacership training schools
do not suggest a high correlation with the leadership abilities con-
sidered very important by present Michigan rural leaders. These activi-
ties would be more meaningful if present F. F. A. leadershi, oijectives

1

efinen in terms that can be t

I anslated

W are (I

*3

into ways and means.

} 1:]

A

The research worker has made an effort to define present F. .

leadership objectives based upon actual activities emphasized in typical
prOgrams of work. These objectives with their related activity follow.
One activity may achieve more than one object've and one objective may
be sought through more than one activity. Only one activity for each
defined leadership objective will be presented here:

1. To develop within F. F. A. members the ab J
fluently before groups. Activity-—public sneaking contests.

2. To develoo within F. F. A. members the ability to conduct

8 in accord with accepted rules of parliamen-
tarv procedure. Activity——parliamentary procedure contests.

3. To develOp within F. F. A. members the ability to secure
facts on a tOpic of agricultural interest and present them
in a demonstration. Activity—-demonstration contests.

h. To develop within F. F. A. members the ability to work
together with a purpose for the berefit of the chapter.
Activitye-chapter committee work.

5. To develOp leadership abilities in all F. F. A. members.

Activity--haVing everv F. F. A. member on a committee.
v V d

 

13 See p. 7h of this thesis.

(‘3
}_l

3. To d9ve10p within F. F A. lqufFS the ability to select goon
committees . Art1v1+*—-cowr1tt99 9npo13tmrn,s by th9 ch3rt9r
president.

7. To develop within F. F. A. )3mo9rs the d9sire ard abi lity to
work for group interests. Activity--oetter chapter contest.

8. To develop within F. F. A. members the desire and ability to
help other members. Activity-~assist members to prepare for
the higher degrezees.

\O

. To deveIOp within all F. F. A. members a pride of belonging
A

to the F. F. A. Activity——opening and closing ceremonies.

10. To deveIOp the ability to keep an accurate record ofc hapter

business and accounts. acti vities--chapter secretary and
treasu urer duties

ll. To develop the abilitv to wr fit g.oo3 news articles of rural
interest. iCUlVItI“Cha)t reporter duties.

SL7, “2V1; .iitJ.

The weighted arithmetic mean for each leadership ability was computed
for each agency group as well as for the whole sample. The standard
deviation of distribution of the re Spo 838 for the wlole sample was also
computed. The standari error of each mean for each leadership ability
was also computed to indicate he deg gree of variability that exists for
each sample mean. Z scores were computed for determining the significant
groups of leadership abilities. It was found that six significant groups
of lea ership aoilities exis t9 3. Groups I an3 II corresponcie (i very
closely to the original groups called essential and very important.

A comparison of the leadership abilities in Groups I and II was
made with the present F. F. A leadership aim, reCOgnizing that sucha

comparison is a bit unfair sin e no leadership aim would be expected to

be as inclusive as a series of leadership abilities.

Before a c*mparison was possible, F. F. A. leadership training
camp activities had to be analyzed and interpreted in terms of leader-
ship goals and abilities. This analysis presented evidence that would
suggest that F. F. A. leadership schools are overweighted verbally under
adult sponsorship in which situational leadership experiences for F. F. A.
members did not receive the degree of emphasis accor 96 its importance.
The investigator concluded that the correlation between the state—

ment of the present F. F. A. leadership aim an3 the leadership abilities

of Groups I and II was low.

CHAPTER VI

SUHMARY, IMPLICATIONS AND SUGGESTIONS FOR
FUnTHER STUDY

In this chapter the general pattern which was used to conduct this
study is reviewed briefly. This statement is followed by a summary of
the major findings. Next, there are offered some possible implications
of the study, which conceivably could be useful in future F. F. A.
leadership training programs. Finally, there is a listing of some
possible future studies in the area of F. F. A. leadership training.

As pointed out in the Opening chapter, this is a study of leadership
abilities desired by representative rural leaders of Michigan. Among
other purposes, answers have been sought to the questions: (I) What are
the abilities of leadership? (2) What leaderShip abilities are con-
sidered at least very important by selected rural leaders of Michigan?
(3) what are the implications of the findings fer F. F. A. leadership
training?

A collection of leadership abilities was secured from interviews
with experts, from readings and from the knowledge of past experiences
of the research worker.

These abilities were organized into a five-point rating scale of
desirability and administered to one youth group and one adult group.

From the seventy-six returned rating scales a new instrument was
constructed. This revised rating scale asked the respondents to judge

the leadership abilities on a five-point scale of importance.

bh

Eight hundred sixty-five questionnaires Were sent to leaders
representing the following rural groups: rural churches, rural agri-
cultural schools, farmer c00peratives, Agricultural Extension Service
and the Farm Bureau. Thirty-six per cent, or three hundred twelve

questionnaires were returned.

SUHMARY

The judgments recorded on the questionnaires were collected into
their respective degrees of importance for each of the abilities and
summated. The leadership abilities were then placed in order of rank
based upon their weighted, arithmetic means.

By finding the standard errors of the means, it was found that the
rank order of leadership abilities was divided into six significant de-
grees of importance instead of the five degrees of importance originally
ascribed on the Questionnaire. Only the two groups of abilities judged
highest in importance were considered in this study. These two groups
were called Group I and Group II and were almost identical to the
original two groups identified as essential and very important.

It was found that the selected rural leaders judged the following
leadership abilities to be the most important (in order of importance):

1. The ability to create the feeling within his group that he,
as a leader, is a part 2: and not apart from the group.

2. The ability to be openeminded.

3. The ability to consistently assure fair treatment to all
members.

h. The ability to provide opportunity for leadership to
develop in other group members.

O‘\

10.

ll.

12.

13.
lb.

15.

17.
18.
19.

20.

22.

, The ability to

give credit to

. The ability to

best interests

The ability to

. The ability to

The ability to

rec0gnize the work of group members and
those who earn it.

sense what to do at the right time for the
of the group.

select good committees.
organize the group for action.

encourage the group to see their problems

and to solve their problems.

The ability to

The ability to
themselves.

The ability to

command respect.

inspire the group to seek harmony among

represent the group's representative thinking

when speaking for the group.

The ability to

The ability to
loose and come

The ability to

. The ability to

objectives.

The ability to
group members.

The ability to

The ability to

harmonize points of conflict within his group.

inspire confidence in group members to "break
out into the Open" with their various abilities.

budget time and put first things first.

direct the group toward their goals and

understand the talents and potentialities of

keep accurate accounts.

have group members enlist or volunteer for

work within the group.

The ability to

summarize a discussion or a situation so the

group can check its progress.

. The ability to

lead his group from the point where they are

aware of a group problem to a solution itself.

The ability to

have the group's interests reflect the major

interests of the majority of the individual members.

86

23. The ability to build up group morale.

2h. The ability to set up goals and objectives for the group
to achieve.

25. The ability to seek expert advice on all matters for the
sake of the group's best interests.

In comparing these abilities with typical activities done in F. F. A.
leadership training, the investigator concluded that the correlation was
low.

It was also found that, in general, F. F. A. leadership training
camps have implied rather than stated objectives for the activity programs

of these training camps.

IMPLICATIONS OF THE STUDY

The implications which follow are based not only on the findings
of this study but also on certain concepts currently held by the investi-
gator. Perhaps it should be pointed out to the reader that these concepts
have develOped from experiences which the research worker gained as an
F. F. A. adviser working with F. F. A. boys in leadership training camps

and as a graduate student.

1. Promoting further cooperation among rural groups.
This study showed that rural groups, interested in develOping rural
leadership, are commonly agreed that certain leadership abilities are to

be considered as being very important.

2. he-evaluation of the F. F. A. leadership aim.

67

This study clearly shows the incompatibility that exists between the
statement of the present F. F. A. leadership aim and the leadership
abilities held important by Michigan rural leaders.

It further shows some of the incoherent relationships that exist
between the F. F. A. leadership aim and present F. F. A. leadership
training practices in the regional camps ofIAichigan.

The investigator holds the position that a thorough evaluation of
the F. F. A. leadership aim should be made by all persons directly con-
cerned, in an effort to discover what common agreement exists as to what
it should be and how it should be defined in terms that lead to action

programs of leadership development.

3. Developing an Improved Philosophy of F. F. A. Leadership.

In light of the investigator's definitions of leadership and officer-
ship, some present F. F. A. leadership activities indicate that some
changes should be made in the philosophy that underlie these activities.

An examination of purposes is in order. 'What are the purposes and
objectives of F. F. A. leadership training? What leadership abilities
should.be deveIOped to meet these purposes and objectives? What activi-
ties will provide situational Opportunities for these abilities to be
develOped by F. F. A. members? How these Questions are answered is
determined by the phiIOSOphy held by those persons concerned with F. F. A.
leadership training.

hesearch in other groups provide further evidence that a change in

philOSOphy is needed in F. F. A. leadership training.

88

What these changes in philosophy should be, the investigator con-
siders to be outside the limits of the present study and leaves to the
reader's judgment. The point being made by the writer is that too great
a discrepancy exists between the findings of research and present F. F. A.
leadership develOpment practices. This situation calls for changes in
phiIOSOphy to fit present practices or to change practices to fit a

philOSOphy that considers the findings being made in leadership research.

h. Improving the statement of F. F. A. leadership objectives.

The findings of this study could be used as a basis for defining the
F. F. A. objectives of leadership. In lieu of implied objectives gener-
ally found, an effort to state F. F. A. leadership objectives appears
to be in order. To the writer, this would be an appropriate beginning
for improving the association between a redefined F. F. A. leadership aim

and F. F. A. leadership training activities.

5. Suggested uses of findings in F. F. A. leadership development.
The investigator suggests that the twenty-five leadership abilities
considered important by rural leaders could be used as a basis for:

(a) improving program planning of leadership training
camps or conferences, .

(b) measuring leadership growth if administered to members
before and after a training program,

(0) developing a self-evaluation rating scale for the use
of F. F. A. members,

(d) deve10ping a rating scale to be used in rating F. F. A.
officers by nomination committees, advisers and others,

(e) determining group values that exist in local chapter
groups.

89

PROOF OF HYPOTHASIS

This study has provided evidence that it is possible to discover a
set of leadership abilities that are commonly held to be at least very
important by present rural leaders of Michigan.

It has also been shown, in the implications of the study, how this
set of leadership abilities can be used as a guide to teachers of vo-
cational agriculture in training F. F. A. members to be democratic, rural
leaders.

The investigator concluded that this study has provided much

evidence to support the studyb hypothesis.

SUGGESTIONS FOR FURTHER STUDY

1. Further research in identifying, defining and refining leadership
abilities is suggested and encouraged by the research worker.

2. The study of leadership abilities by some method other than the
questionnaire should be considered.

3. A study of the degree of continuity that exists between present
F. F. A. leadership objectives, purposes and training technigues and
activities should be investigated.

h. An analysis of present F. F. A. leadership training activities
is recommended, as an approach to discovering what abilities are being

developed and what objectives are supported by such activities.

5. Since teachers of vocational agriculture play the important role
of advisers to F. F. A. chapter, investigations as to how excellent
advisors play this role is recommended.

6. Since teachers of vocational agriculture are the key personnel
for developing F. F. A. leadership, investigations as to how they may

best be served to aid them in this task is recommended.

BIBLIO CLFLAPHY

10.

ll.

12.

BIBLIOGhAPhY

A. BOOKS

. Bogardus, Emory S., Leaders and Leadership (New York: D. Appleton-

 

Century Company, l93h7, 325 pp.

. Brown, Marion A., "Leadership Among High School Pupils," Contributions

 

to Education, No. 559 (Bureau of Publications, Columbia Teacher's
College, 1933), 166 pp.

 

Campbell, Clyde M., ed., Practical Applications of Democratic Adminis-
tration (New York: harper and Brothers, I952), 325 pp.

 

Croxton, Frederick E. and Dudley J. Cowden, Applied General Statistics
-(New York: Prentice-Hall Incorporated, l9hh}, 9hh pp.

 

. Devlin, Joseph ed,,'Webster's Approved Dictionary (New York: The

 

Iorld Publishing Company, 19L2), 1278 pp.

. Eichler, George A., Studies in Student Leadership, Pennsylvania State

 

Studies in Education, No. 10 (Pennsylvania State College, 1935),
55 pp.

. Gouldner, Alvinld. ed., Studies In Leadership (New York: Harper and

 

Brothers, 1950), 736*pp.

Grace, Alonzo G. ed., "Co-Operative Conference for Administrative
Officers of Public and Private Schools Proceedings," Leadership
In American Education (Chicago: The University of Chicago Press,
1950), XIII, 137 pp.

 

 

Guetzkow, Harold ed., Groups, Leadership and Men (Pittsburgh:
Carnegie Press, Carnegie Institute of Technology, 1951), 293 pp.

 

de Huszar, George 8., Practical Applications of Democracy (New York:
harper and Brothers, l9hS), lhO pp.

 

Lasswell, Harold D., Power and Personality (New York: W.‘W. Norton
and Company, Incorporated, l9h8), 262 pp.

 

Murphy, Gardner, Lois Murphy, Barclay and Theodore M. Newcomb,
Experimental Social Psychology (New York: Harper and Brothers,
1937), 1121 pp.

 

13.

1h.

15.

17.

92

Newcomb, Theodore M., Social Psychology (New York: The Dryden Press,
1950), 6‘90 pp.

Official Manual for Future Farmers of America (Baltimore: The French-
Bray Printing Company, 19h5), 75 pp.

 

 

. Partridge, Ernest D., "Leadership Among Adolescent Boys," Contributions

 

po Education, No. 608 (Bureau of Publications, Columbia Teacher's
College, l93h), 109 pp.

 

Roberts, Dorothy M., Leadership of Teen-Age Groups (New York:
Association Press, 1950), 195 pp.

 

Sanderson, Dwight, Leadership for Rural Life (New York: Association
Press, l9h0), 127 pp.

 

18.'Wittenberg, Rudolph.M., So You_Want to Help People (New York:

 

Association Press, 19D7), 17h pp.

B. ENCLYCLOPEDIA ARTICLES

Zeleny, Leslie Day, "Leadership," ed. Paul Monroe, Enciyolppedia of
Educational Research (New York: The Macmillan Company, 1950),

1520 pp.

 

 

C. PERIODICAL ARTICLES

. Bavelos, Alex, "An Analysis of a Situation Preliminary to Leadership

Training," The Jourral of Educational SociolOgy, XVII: March,
l9hh, pp. u2o-L3o.

 

. Cowley, William H., "The Traits of Face to Face Leaders," Journal of

 

Abnormal and Social Psychology, XXVI: pp. BOA-313.

 

. Deutsch, Morton, Albert Pepitone and Alvin Zander, "Leadership In

the Small Group," The Journal of Social Issues, IV:hO, Spring,
l9h8, pp. bo-S2. .

Irwin, James R., "Characteristics of a Leader," Nations Schools,
XXXVIII: July, l9h6, p. 30.

. Jennings, Helen Hall, "Leadership~-A Dynamic Redefinition,"

 

The Journal of Educational Sociology, XVII: March, l9hh, p. A32.

o.

7.

8.

9.

l.

2.

l.

93

Lewin, Kurt, "A Research Approach to Leadership Problems," The Journal
of Educational Sociology, XVII:7, March, 19hh, pp. 395-396.

 

 

Link, Henry 0., "Definition of Social Effectiveness and Leadership
Through Measurement," Educational and Psvchological Measurement,
IV:1, i9uu, pp. 57-t7.

Partridge, Ernest D., "Ability in Leadership Among Adolescent Boys,"
School Review, XL: September, 1932, pp. 526-531.

 

Shartle, Carroll L., "Leadership and Executive Performances,"
Personnel, XXV: l9h9, pp. 378-379.

D. BULLETINS

Federal Security Agency, Office of Education, Summaries of Studies in
Agricultural Education, Vocational Division.Bulletin No. 237,
Agricultural Series No. 57, 1A2 pp.

 

Federal Security Agency, Office of Education, Summaries of Studies in
Agricultural Education, Supplement No. b, Vocational Division
Bulletin No. 2H6, Agricultural Series No. 61, 97 pp.

 

E. er'JS LETTERS

Michigan Board of Control for Vocational Education, Lansing h, Michigan
F. F. A. News Letter IV:1 (December), 1933.

“‘3
Michigan.F. F. A. News Letter, VI:6 and 7 (May-June), 19h6.
Michigan F. F. A. News Letter, V158 and 9 (JulyeAugust), 193:.
The Michigan Future Farmer, I:l (January), l9hO.
The Michigan Future Farmer, X:l (October), l9hO.

The Michigan Future Farmer, XI:l (September-October), l9h1.

The Michigan Future Farmer, XI:2 (November-December), 19h2.

1.

2.

3.

h.
5.

6.

9A

F. UNPUBLISHED MATERIALS

Kelley, Luke Harry, "A Survey of Camps for Farm Boys and Girls,"
(Term paper submitted to Professor Howard McClusky, University
of Michigan, Ann Arbor, Michigan, February, 1938), BA pp.

Michigan Board of Control for Vocational Education, Lansing h,
.Constitution and By-Laws of the Michigan.Association of Future
Farmers of America."

, "Michigan Association.F. F. A. Program of‘Work, 19hl-h2."
, "Michigan.Association F. F. A. Program of'work, 19h2-h3."

Miller, Paul A., "Identifying and‘dorking with Rural Leadership,"
Unpublished address delivered.March 16, 1951 to the Thirty-first
Annual Regional Conference on Agricultural Education at the
Congress Hotel, Chicago, Illinois.

Nelson, Leslie W., "Development of Criteria for the Evaluation of
Local Chapters of Future Farmers of America," Unpublished
Doctor's dissertation, Ohio State University, Columbus, Ohio,

19th. 392 pp.

APPENDIX

A.

APPENDIX

COpy of letter sent to all groups of Michigan rural leaders except
Roman Catholic priests.

. Copy of letter sent to rural Roman Catholic priests.
. COpy of Leadership Abilities Rating Scale.

. Table VII. ReSponse of Thirty-eight Managers of Farmer Cooperatives

to the Leadership Abilities in the Questionnaire in Rank of Importance
as Expressed in Terms of Percentage.

. Table VIII. Response of Sixty-one Superintendents of Rural High

Schools to the Leadership Abilities in the Questionaire in Rank of
Importance as Expressed in Terms of Percentage.

Table IX. Response of One Hundred Ten Rural Ministers to the Leader-
ship Abilities in the Questionnaire in Rank of Importance as Expressed
in Terms of Percentage.

Table X. Response of Twenty-six County Farm Bureau Presidents to the
Leadership Abilities in the Questionnaire in Rank of Importance as
Expressed in Terms of Percentage.

Table XI. Response of Twentyhfive County Agricultural Agents to the
Leadership Abilities in the Questionnaire in Rank of Importance as
E pressed in Terms of Percentage.

. Table XII. Response of Fourteen County h-H Club Agents to the Leader-

ship Abilities in the Questionnaire in Rank of Importance as Expressed
in Terms of Percentage. '

Table XIII. Response of Thirty-five Teachers of Vocational Agriculture
to the Leadership Abilities in the Questionnaire in Rank of Importance
as Expressed in Terms of Percentage.

Table XIV. Standard Deviations from the Arithmetic Means for the
Leadership Abilities Listed in the Questionnaire for Seven Groups of
Michigan Rural Leaders.

. Sources of the Leadership Abilities Included in the Rating Scale.

97

Box 17
Pigeon, Michigan
April 30, 1951

Dear Reverend Father:

Enclosed you will find a rating scale of leadership, in terms
of abilities. As'a Teacher of Vocational Agriculture I share the
responsibility of training Future Farmers of America to become rural
leaders. In the training of future rural leaders we have very much
in common.

Speaking for all Teachers of Vocational Agriculture, I am asking
you as a rural leader this question: "Mhat leadership abilities do
you consider important in future rural leaders?" Please base your
judgment on real life situations; not on cultured responses. Pull no
punches. This survey is being sent to over 800 rural leaders in
various fields of activity to help us clarify leadership training
objectives.

I solicit your help in our common interest problem by filling
out this rating scale. 'Write your comments and suggestions on the
back of this letter and return both scale and suggestions, unsigned
if preferred. The importance of this common problem gives it a high
priority of your very valuable time. Please give it your prompt,
personal consideration.

Sincerely'yours,

Bob R. Sternberg
Teacher of Vocational.Agriculture

98

LEADERSHIP ABILITIES RATING SCALE
Hhat are the abilities of a rural, democratic leader?

Definitions:
Essential-eA leadership ability of the highest importance. An
ability of the "corner-stone" caliber that is indispensible
to being a leader.

Very Important-eA leadership ability of high importance.

Important-eA leadership ability of much significance that does
bear weight when judging a leader.

Some Importance-2A leadership ability of some concern, yet im-
portant to a limited degree.

No Importance-eAn ability that is insignificant, irrelevant and
of no concern to being a leader.

Directions:

Rate each ability by placing the following mark ( ) in 922 of the
five columns immediately to the right of each ability. Ask yourself
this question before rating each ability, "How important is this ability
in a rural democratic leader?“

 
 
  

To develOp within the leader the ability to:

1. Sense what to do at the right time for the best
interests of the group.

 

2. Set up goals and objectives for the group to achieve.

3. Obtain social, economic or political favors or posi-
tion for the interests of his group.

 

h. Organize the group for action.

 

5. Maintain control of the powers and responsibilities
of his office without delegating very much power and
responsibility to other group members.

 

 

 

 

 

6. Have members work for him.

 

 

9.

10.

ll.

12.

13.
1h.
-15.

16.

17.

18.

19.

20.

21.

. Keep accurate accounts.

 

. Harmonize points of conflict within his group._

Determine how group problems should be solved._

Be aware of group needs and how to solve them
before the group is aware of their group needs.

Create the feeling within his group that he, as
a leader, is a part pi and not a part from the
group.

Inspire the group to seek harmony among them-
selves.

 

Take shorthand and translate it.

 

Build up group morale.

 

Lead his group from the point where they are
aware of a group problem, all the way through
to a solution.

 

Budget time and put first things first.

 

Consistently assure fair treatment to all
members.

 

Take himself seriously.

 

Have the group interests be a reflection of his
own interests.

 

To develop within the leader the ability to:

Inspire confidence in group members to "break
loose and come out into the open" with their
various abilities.

 

Accurately determine the goals that the group

 

should strive to reach.

 

 

 

\\\\‘L .x L

 

99

  

 

 

22.

23.
2h.
25.
26.

27.
28.

29.

30.

31.

32.

33.

3h.

35.
36.

37.
38.

   

Represent the group's representative thinking
when speaking for the group.

 

Deliver excellent speeches.

 

Command reSpect.

 

Point out to members the needs of their group.
Manage the group by personal authority.

Use a typewriter.

 

Point out to the group the solutions to their
problems.

 

Seek expert advice on all matters for the sake
of the group's best interests.

 

Build up prestige among fellow group members.

Rec0gnize the work of group members and give
credit to those who earned it.

 

Direct the group toward their goals and ob-
jectives.

 

Have the group's interests reflect the major
interests of the majority of the individual
members.

 

Understand the talents and potentialities of
group members.

 

Be Open-minded .

 

Analyze and interpret all social situations
in which the group may find themselves.

Discipline the group.

 

Persuade the group that his point-of-view or
plan of action is the best guide for group
welfare.

 

 

 

 

 

 

 

100

 

 

39.

140.

141.

L12.

AB.
All.

AS.
116.

147.

1:8.

A9.

Think for the group in terms Of their best
interest.

 

Handle group conduct by impressing upon the
members his position Of authority to manage
group conduct.

 

Make a "good show" before an audience.

Maintain group harmony by personal arbitra-
tion Of conflicts.

 

DO most of the group's work himself.

Encourage the group to see their problems and
to solve their problems.

 

 

Elect good committees.

 

Provide Opportunity for leadership to develop
in other group members.

 

Have group members enlist or volunteer for
work within the group.

 

Summarize a discussion or a situation so the
group can check its progress.

 

 

 

Organize the group for action.

 

 

 

 

lOl

 

31

.11:

RC EN T A GE

l

L4

OF P“

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i

d

1
1

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”ABLE VII
R COOPERATIVES TO THE LEADERSHIP ABILITIES IN TH

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OF 38 MANAGERS OF FARM‘

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BEETS OF hUhAL HIGH SC

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QUESTIONNAIRE IN hANK 0F IMPORTANCE AS EXPHDSSED IN TEHMS OF PEHC

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TABLE IX

'IRE IN hANK

11

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1:;
OF IMPORTANCE AS EXPRESSED IN TEENS OF PEhCENTAGE

E LEADERSHIP ABILITIES IN TH‘

{

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11 12

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Leadership Abilities

TABLE X
IN RANK OF IMPOhTANCE AS EXPEESSED IN TEENS OF PEHCENTAGE

 

RESPONSE OF 26 COUNTY FARM BUHEAU PRESIDENTS TO THE LFADEHSHIP ABILITIES IN THE QUESTIONNAIRE

Importance Rank

 

 

105

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TABLE XI

IN RANK

m

S IN THE QUESTIONNAI}

DERSHIP ABILITI

OF IMPORTANCE AS EXPRESSED IN TERMS OF PERCENTAGE

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RESPONSE OF 25 COUNTY AGRICULTURAL AG‘TTS TO THE LEA

 

 

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TABLE XII

RESPONSE OF 1h COUNTY b-H CLUB AGENTS TO THE LEADERSHIP ABILITIES IN THE QUESTIONNAIRE

IN RANK OF IMPORTANCE AS EXPRESSED IN TbfiMS OF PERCENTAGE

 

 

Leadership Abilities

ll

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SOUJCSS OF THE LELDEASEIP ABILITIoS

INCLUDED IN TEL dLTING SCaLb

hfiVIflH OF LITBnATUhm

Source

Sanderson, Dwight,
Leadership for nural Life
Kew York: Association Press, l9hO)

 

Bogardus, Emory 3.,
Leaders and Leadership

 

(New York: D, Appleton-Century Company, 193A)

Shartle, Carrol L.,
"Leadership and Executive Performance,"
Personnel XXV (19u9), pp. 370-350

INTERVIEJS

Dr. Don Phillips
President of Hillsdale College,

Hillsoale, Michigan

Dr. Harold M. Byram

Professor of Education
Michigan State College
East Lansing, Michigan

Dr. L. Dale Faunce, Dean of Students,
State University of Iowa,
Iowa.City, Iowa

Contributed by the investigator

Ability humbers on
the mating Scale

 

1h -- pp. oB—o9
23 -— p. 56

. us -- pp. 8h-65

h? -- pp. 75-79

31: -- pp, 2'59

5 -- pp. 378-379
6 -- pp. 378-379

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