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' 1 - u . 4:! r v' I". , .- . 4» ANAUSTTE NEIIVRSILTY IHHHHHHHH lHH HHH HHHHHHHHHHHHHHI 3 1293 00876 1474 This is to certify that the dissertation entitled Hashington Agriculture and Forestry Education Foundation's Impact On Transformational and Transactional Leadership Styles of Participants presented by Linda L. Olson has been accepted towards fulfillment of the requirements for Ph.D. degree in Agr'] & Ext Education Major professor {25%}?j/M/W // Date 5/19/92 MSU is an Affirmative Action/Equal Opportunin Institution 0—12771 LIBRARY Mlchlgan State University I PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. ~ DATE DUE DATE DUE DATE DUE OCT 2 5. m‘ W mums MSU Is An Affirmative Action/Equal Opportunity Institution cMmJ-q WASHINGTON AGRICULTURE AND FORESTRY EDUCATION FOUNDATION'S INHUNCTWDN TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES OF PARTICIPANTS BY Linda Olson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Agriculture and Extension Education 1992 w 0’7" 2/1— /7.."-‘ 1 5 ABSTRACT WASHINGTON AGRICULTURE AND FORESTRY EDUCATION POUNDATION'S IMPACT ON TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES OP PARTICIPANTS BY Linda Olson This study investigates transactional and transformational leadership skills of a sample of the 355 program graduates of the Washington Agriculture and Forestry Education Foundation’s (WAFEF) leadership development program. The purpose of the study was to determine if the current and past curriculum increases participants' abilities to be more effective leaders. The study contributes to the literature because few leadership development programs can document their training programs or show their success over time. A review of leadership literature shows few studies have populations over 30 to 50. The concepts of transactional and transformational leadership were used as a framework for the study. A case study design using a statistical stratified random sample was used. A mail survey was pretested for reliability and validity before being used for data collection. Descriptive and inferential statistics were used to analyze the data. On likert scales of forty skills contributing to successful leadership, participants indicated moderate increases. High correlations were found between each competency and the concept of transactional and transformational leadership. Responses to open ended questions identified one hundred and thirty participants who said the program contributed greatest to their leadership development in refining a variety of skills. Greater understanding of issues, especially global was also very important. Increased confidence in achieving tasks, public speaking, inner strength, personal ideas and willingness to take risks were frequent responses. Closely related was a recognition that they could make a difference. One hundred and eighty three gave examples of how they are making a difference. Examples of political involvement was identified by many within this category. One hundred and thirteen respondents identified new personal goals, or being more capable and better at working with others to accomplish goals. Greater respect and appreciation for others, issues, and the process for getting people to work together to solve problems was a thread throughout the open ended questions. Many identified their participation as directly contributing to the advancement of their careers. ACKNOWLEDGEMENTS Appreciation and gratitude is extended to Dr. Carroll H. Wamhoff, chairperson of the Department of Agriculture and Extension Education, who served as dissertation director and chairman of the guidance committee. His encouragement, guidance, and invaluable suggestions helped facilitate the process. A special thank you is also extended to Dr. John Elliot and Dr. Joseph Levine for the research preparation for this study by making the research instruction meaningful, challenging and yet comprehensible. Their instruction contributed greatly to the authors ability to independently carry out the study. An extra debt of gratitude is also owed Dr. John Elliot for reviewing the research methodology, making suggestions and guiding the study. Thanks are extended to the author's former colleague Dr. Robert Howell for his encouragement, assistance to help the author formulate the research questions, suggestions and willingness to share his research of earlier studies related to assessing leadership development in Washington and elsewhere. Appreciation is also given to the staff, executive board and participants of the Washington Agriculture and Forestry Education Foundation for their cooperation, suggestions and assistance in the design and implementation of the study. Finally recognition must be given a special friend and coach, Dr. Murari Suvedi who provided the insight to help the author determine goals for completion. Dr. Suvedi was always patient and available to provide his knowledge and assistance important to the successful completion of the study. His willingness to share his experience and his encouragement made the process much easier. The author dedicates this study to her husband, Richard for his encouragement and willingness to seize an opportunity to create a brighter tomorrow. His dedication to a multitude of efforts has been an inspiration for new goals and an exciting life. iv ABSTRACT . . . . . ACKNOWLEDGEMENTS . TABLE OF CONTENTS . LIST OF TABLES . . LIST OF FIGURES . . TABLE CHAPTER I INTRODUCTION . Need for the Study . Theoretical Framework for the Proposed Study Statement of the Problem to be Research Questions . Hypotheses Investigated Limitations of the Study Definition of Terms Summary . . . CHAPTER II REVIEW OF THE LITERATURE OF CONTENTS Investigated Historical Overview of the Theory and Research Literature Findings From Earlier Research . . . . . . . Personality Models . . . Situational Models . . . Recent Thought and Research on Leadership . . The Theory and Research Literature Specific to the Topic . . Emergence of the Transformational Leader Paradigm Research in Cognate Areas Relevant to Leadership Development . Studies of Leadership Programs Similar to the WAFEF'S . The Contribution the Study Will Make to the Literature ii ix xi H Hra U1u\D\JQ(hUIN H \l 17 18 19 24 26 33 33 35 42 47 CHAPTER III RESEARCH DESIGN General Method . . . . . Research Design . . Population . . . . . . . Instrumentation . . . Validity Testing of the The Pilot Test . . . . . Data Collection . . . . Treatment of the Data . Hypotheses Investigated Summary . . . . . . . . CHAPTER IV FINDINGS . . . . Hypotheses Investigated Null Hypothesis 1 Null Hypotheses 2 Null Hypothesis 3 Null Hypothesis 5 Null Hypothesis 6 Null Hypothesis 7 Null Hypothesis 8 Null Hypothesis 9 Null Hypothesis 10 Null Hypothesis 11 Null Hypothesis 12 Null Hypothesis 13 Null Hypothesis 14 Null Hypothesis 15 Null Hypothesis 16 Comparing Experiences of Other Leaders . . . Personal Perceptions and Instrument . . . . WAFEF Leaders to that Recommendations of Program Modules by Participants . Results and Further Recommendations of Participants . . . Question One . . . Question Two . . . Office Holder Impact on Organizations Characteristics of Respondents . Gender . . . . . . Marital Status . . Number and Age of Children Age of Respondents Education . . . . . Household Income . Class of Participation vi 0 o o e e e e e e o e e e e e e o e e H 49 49 49 50 51 52 53 54 56 57 63 64 67 67 69 70 73 74 74 75 77 77 78 79 80 81 82 82 87 88 92 92 95 96 97 101 101 102 103 104 105 106 107 CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . Summary of Findings, Conclusions and Research Question 1 . . . . . . Research Question 2 . . . . . Limitations of the Study . . . . Implications . . . . . . . . Recommendations for Further Studies Implications APPENDIX A QUESTIONNAIRE AND SURVEY CORRESPONDENCE . Cover Letter . . . . . . Survey of Graduates . . Postcard Follow Up . . . Follow Up Letter . . . . APPENDIX B APPENDIX C SUPPLEMENTARY TABLES . . . . APPENDIX D RESPONSES TO THE OPEN ENDED QUESTION 1 OF PART III . . Confidence . . . . . Leadership Skills . . Decision Making Time Management Interaction with Communications . Trust in Others . . . . . Political Astuteness . . . Inf luentials INFERENTIAL STATISTICS CALCULATIONS . . . QUESTIONS . . O O O O O O O O O 1 Insight into Dynamics of Leadersh p . Organizational Development and Management Skills . Self Awareness . . . . . . . . . . . . Other . . . . . . . . . . . . . . . . Understanding of Issues . . . . . . . . . . Networking . . . . . . . . . . . . . . . . Broader Perspective of Global I sues . . . I Can Make a Difference . . . . . . . . . . Setting Goals . . . . . . . . . . . . . . . Interpersonal Relationships . . . . . . . Miscellaneous . . . . . . . . . . . . . . QUESTION 2 OF PART III . . . . . . . . . . . . . Promotion . . . . . . . . . . . . . . . . . Personal Growth . . . . . . . . . . . . . . Office Holder . . . . . . . . . . . . . . . Impact on Organizations in Which I Participate . . . . . . . . . . . . Other . . . . . . . . . . . . . . . . . . . vii 108 111 111 115 123 127 132 134 135 136 144 145 146 176 187 188 188 189 189 190 190 190 191 192 192 193 193 193 194 195 196 198 199 199 200 201 201 202 202 206 211 QUESTION 3 OF PART III . . . . . . . . . . . . . 212 Agricultural and Natural Resource Issues . 212 Skills . . . . . . . . . . . . . . . . . . 213 Public Policy Skills . . . . . . . . . 213 Time . . . . . . . . . . . . . . . . . 219 Communications . . . . . . . . . . . . 220 Other Issues . . . . . . . . . . . . . 221 No Change . . . . . . . . . . . . . . . . . 222 Great Experience . . . . . . . . . . . . . 223 More Activities . . . . . . . . . . . . . . 225 Miscellaneous . . . . . . . . . . . . . . . 225 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 230 viii LIST OF TABLES TABLE PAGE 1. Comparison of Early and Late Respondents . . 65 2. Descriptive Statistics of Transformational LeaderShip O O O O O O O O O O O O O O O O O 68 3. Descriptive Statistics of Transactional LeaderShip O O O O O O O O O O O O O O I O O 7 o 4. Correlation Coefficient of Transactional with Transformational Variables . . . . 71 5. Time of Participation . . . . . . . . . . . . 73 6. Correlation Coefficient for Personal Goal Setting O I O O O O O O O O O O O O O O O O O 74 7. Correlation Coefficient for Visioning Skills 74 8. Correlation Coefficient for Ethical Leadership . . . . . . . . . . . . . . . . . 75 9. Correlation Coefficient of Operational Goal Setting and Transactional Leadership Skills . 76 10. Correlation Coefficient for Team Building Skills as it Relates to Transformational q Leadership Skills . . . . . . . . . . . . . . 77 11. Correlation Coefficient for Self Assessment Processes Related to Transformational Leadership Skills . . . . . . . . . . . . . . 78 12. Correlation Coefficient for Abilities to Inspire Others Related to Transformational Leadership Skills . . . . . . . . . . . . . . 79 13. Correlation Coefficient for Trust Building Abilities Related to Transformational Leadership Skills . . . . . . . . . . . . . . 80 ix 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Correlation Coefficient for Environmental Scanning Abilities Related to Transformational Leadership Skills O O O O O O O O O O O O O O O O O O O 81 Correlation Coefficient for Ability to Empower Others Related to Transformational Leadership 82 Correlation Coefficient Value Clarification as it Relates to Transformational Leadership Skills O O O O O O O O O O O O O O O O O O O 83 Correlation Coefficient for Group Conflict Management Skills Related to Transformational Leadership Skills . . . . . . . . . . . . . . 84 Descriptive Scores on Each of the Forty Leadership Skills . . . . . . . . . . . . . . 85 Adjectives that Describe Respondents Personal Best Leadership Experience . . . . . . . . . 88 Comparison of Personal Gain with Recommendation . . . . . . . . . . . . . . . 89 List Three Factors that made the GREATEST Difference in Your Leadership Development . . 93 Results or Accomplishments that You Attribute to Your Participation in WAFEF Two Year Program O O O O O O O O O O O O O O O O O O O 9 5 Additional Recommendations for Improving the Curriculum Regarding Leadership Development . 98 Marital Status . . . . . . . . . . . . . . 102 Children of Participants . . . . . . . . . 103 Level of Education . . . . . . . . . . . . 105 Comparison of Personal Gain with Recommendation . . . . . . . . . . . . . . 116 Descriptive Scores on Each of the Forty Leadership Skills O O O O O O O O O O O O O O O O O O 177 Recommendations of Respondents for Future Program Development . . . . . . . . . . . . . . . . 182 Respondents Indication of Their Personal Gain Related to the Following Topics . . . . . . . 184 FIGURES LIST OF FIGURES Types of Leader Behavior . . . . Gender of Respondents . . . . . . Marital Status . . . . . . . . . Age of Children of Respondents . Age of Respondents . . . . . . . Educational Level of Respondents Household Income in 1990 . . . . Class Distribution of Respondents xi PAGE 25 101 102 103 104 105 106 107 CHAPTER I INTRODUCTION Since 1977 the Washington Agriculture and Forestry Education Foundation has conducted leadership development programs consisting of two year series of seminars for individuals in the natural resource industries. The purpose of this study is to assess the growth in the transactional and transformational leadership skills of participants as a result of their involvement in the programs. The substantial time and financial commitment of the sponsors and participants make it imperative that the programs be of the highest quality and make an impact. The Board of Trustees of the Foundation has previously used end of session evaluations and sought new methods to increase the programs' value. The Board now wants to go beyond those efforts to have a more thorough and systematic evaluation of the programs’ results and the methods used to achieve them. Documentation of the program's methods and curriculum and the resultant outcomes also aids educators and researchers seeking to understand the dynamics of leadership development. This knowledge is important to improve the design of future leadership development programs. 2 The Problem Need for the Study The Washington Agriculture and Forestry Education Foundation (WAFEF) was formed to invest in people - to create programs that broaden the skills, enrich the experience and increase the knowledge of persons likely to become leaders in the renewable natural resources arena. The Agriculture and Forestry Leadership Program develops the leadership qualities of agriculturists, foresters, and fishermen, while allowing them to continue to conduct their farming, forestry, fishing and business operations. Thirty candidates are selected annually for each class by a committee representing natural resource industries, education, business and geographic areas of Washington. Final selections are made by the Board of Trustees of the Foundation. The criteria for participant selection includes a demonstrated aptitude for leadership, previous leadership experience, mid-career, representation from the natural resource industries and geographic areas of the state, and participant commitment in time and financial resources as outlined at the initiation of the program. Institutions of higher learning and businesses throughout the state cooperate with the Foundation and furnish instructors and facilities for the seminars. The educational institutions sponsoring seminars include Washington State University, Central Washington University, University of Washington, Western Washington University, 3 Pacific Lutheran University, Whitman College, University of Puget Sound, Eastern Washington University and Washington State Sea Grant. Business and related’institutions that help sponsor seminars include Simpson Timber Company, Burlington Northern, Port of Seattle, Weyerhaeuser Company, Washington Forest Protection Association and Farm Credit Services. Seven resident seminars of three days duration are offered each year. Subject matter includes communications, economics, government, social and cultural understanding and international trade. The focus during the first year is on local, state and national issues. The second year emphasizes international affairs. Instructors are top level persons employed in the public and private sectors. Class members assume responsibility for managing sessions, preparing reports and evaluating each session. Participants spend over 65 days together during the two year period and learn from each other. The first year includes a week long national travel seminar to Washington D.C. to study and observe political processes. Stopovers to view markets and urban settings are made. A lengthier international seminar consisting of a trip to other countries provides exposure to other cultures and international trade during the second year (Roseleip, 1937). Financing the Foundation is a challenge. The program began in 1977 with funds from the Rural Rehabilitation 4 Funds. The Kellogg Foundation initially declined support. Then, in July of 1979, after the results of Dr. Robert Howell’s evaluation of four other state programs became available, the Kellogg Foundation gave the WAFEF a three year seed money grant. This commitment eased the financial problem but did not eliminate it. A professional fund raiser was hired in 1980 to head the fund raising effort, but he could not fulfill mutually agreed upon goals. A few board members took the leadership to raise the funds necessary to sustain the Foundation. The board continues to provide the leadership to the fundraising efforts. Alumni and current members are also asked to support and identify potential supporters. Besides annual cash contributions, large in-kind contributions make a significant difference by providing resources that would cost thousands if the foundation had to pay for them. They include: 1. Services provided without charge, or for less than actual cost by universities, colleges and businesses. 2. Hosting of meals. 3. Coordinators, facilities and educational supplies furnished at little or no cost. 4. Seminar speakers who give their time as a public service. Some receive a token honorarium. 5. Board members paying their own travel expenses to meetings. 6. Class participants paying their own travel expenses to the three day seminars. 7. Time spent at meetings, in travel, raising money, etc. 5 The number of members in the Foundation providing financial support was 172 in 1978. The goal then set of 300 members was surpassed in 1980, with membership growing to 500 by 1987. A new goal of 1000 was set. Financing the Foundation is a challenge met by dedicated people interested in creating the best leadership program. The Washington Agriculture and Forestry Education Foundation goals are: 1. To prepare selected individuals involved in renewable resources for the challenges of leadership. 2. To promote understanding of the inter-relationship and interdependence of renewable natural resources interests to the general economic welfare of the state. 3. To promote understanding between resource specialists in government and in higher education. 4. To promote understanding of international trade among the state’s leaders in renewable natural resource areas by direct exposure to foreign cultures. 5. To promote understanding between urban and rural sectors. Theoretical Framework for the Proposed Study This study evaluates the variables related to transactional and transformational leadership at the knowledge and practice level. This study does not attempt to evaluate the entire program. The researcher selected this focus because: (1) the goals identified by the WAFEF are at the knowledge level of participation, (2) a review of the literature indicates evaluation at the knowledge and 6 practice level is an appropriate way to evaluate a program to determine the overall effectiveness (Bennett, 1977) and (3) the WAFEF wanted to know if particular leadership skills are practiced as a result of participation in the program. Open ended questions provide a sample of outcomes, accomplishment, etc. at the end result level (Bennett, 1977). This post program design, which is also pre- experimental, is defined as a case study by Campbell and Stanley (1963). Statement of the Problem to be Investigated In the summer of 1990, at the annual meeting, the Board of Trustees of the Washington Agriculture and Forestry Education Foundation (WAFEF) requested an independent study to evaluate "Success Factors" of participants. They wanted to determine if the curriculum increases participants' abilities to be more effective leaders. The Executive Committee was evaluating whether more of the curriculum should focus on leadership training. Continued review of the program results is also important for program improvement, program success and for maintaining financial support. A review of the leadership literature shows few leadership studies that have populations over 30 to 50 or that can document their training program. This study contributes to the literature by providing a sample of 186 from a population of 355. The program can document 7 curriculum since initiation in 1977. The time that has elapsed since the first class graduated provides longitudinal data on the value of the program. Most other studies provide only follow up evaluations a few weeks or months following training programs of shorter duration. Research Questions The basic research questions for this study are: 1. Does participation in the Washington Agriculture and Forestry Education Foundation's two year educational program increase the leadership abilities of the participants? 2. Could the curriculum be improved, and if so, how? Hypotheses Investigated 1. There is a positive relationship between participation in the WAFEF program and participants’ increased use of transactional leadership skills. 2. There is a positive relationship between participation in the WAFEF program and participants’ increased use of transformational leadership skills. 3. There is a positive relationship between participants' increased use of transformational leadership skills and increased use of transactional leadership skills. 4. More recent classes of participants will have a greater gain in transformational leadership skills than initial classes. 10. 11. 12. 13. 14. 15. 16. 8 There is a positive relationship between personal goal setting abilities and transformational leadership. There is a positive relationship between vision and transformational leadership. There is a positive relationship between ethical leadership abilities and transformational leadership. There is a positive relationship between operational goal setting and transactional leadership. There is a positive relationship between team building skills and transformational leadership. There is a positive relationship between self assessment processes and transformational leadership. There is a positive relationship between abilities to inspire others and transformational leadership. There is a positive relationship between trust building abilities and transformational leadership. There is a positive relationship between ability to do environmental scanning and transformational leadership. There is a positive relationship between ability to empower others and transformational leadership. There is a positive relationship between value clarification and transformational leadership. There is a positive relationship between group conflict management and transformational leadership. 9 Limitations of the Study Conclusions drawn from this study are subject to the limitations inherent in its scope, subjects, instruments, and methodology. Limitations of scope relate to the definitions of the variables studied. The study also was limited by only obtaining the opinions of participants and not their followers. Their opinion reflects what they believed to be true at the time of answering the questionnaire. Another difficulty is the lack of precision of the term "leadership" as a theoretical construct. It is difficult to determine fully how the program has affected participants’ leadership abilities. It is important to understand who the people are who will use the evaluation and their needs for conducting the study (Patton, 1978).. Therefore, the researcher explored with the Board of Trustees their definition of leadership to help understand the nature of their research questions. The WAFEF Executive Committee described a four part definition: vision, transactional leadership, development of self, and empowerment. They further describe each of these terms as follows: Vision: Strategic Goal Setting, Public Policy Development, Ethical Leadership, Understanding Different Cultures, and other Broadening Topics Transactional Leadership: Communication Skills (Reading, Writing, Verbal and Nonverbal) Operational Goal Setting, Team Building Skills, Managing Meetings, Group Conflict Management 10 Development of Self: Values, Self Assessment Processes and Techniques, Public Speaking, Personal Goal Setting, Development of Self Esteem and/or Positive Attitudes Empowerment: Delegation, Time Management, Motivating and Inspiring Others, Trust Building, Environmental Scanning, Strategic Planning, and Empowering Others With this focus in mind, the researcher conducted a review of the literature to develop an understanding of the concepts to be studied and approaches to be used when conducting the study. Based on this review of the literature, the researcher decided that these concepts can be classified into two major areas. These are described as transactional and transformation leadership (Burns, 1978). From the literature review the researcher selected several variables described as contributing to transactional and transformational leadership. These were used to measure knowledge, attitudes, and practice changes. The study is subject to several threats to validity as described by Campbell and Stanley (1963). For these reasons the study is more properly called an "impact assessment" than an evaluation (Howell, 1979). According to Campbell and Stanley (1963), a case study is subject to threats to validity for history, maturation, selection, mortality, and interaction of selection and external forces. Selection is a threat to validity. The program participants were selected for their demonstrated leadership capabilities and potential for change. Because they took 11 the initiative to apply for the program suggests an interest in self development and natural curiosity in public affairs, leadership, and natural resources. Interaction of selection and the program or selection and maturation is also a threat. According to Campbell (1963) selection threats are any factors which conspire to make the experimental and control groups unequal at the outset in ways which cannot be properly taken into account in the data analysis. The participants were selected upon their past leadership efforts and leadership potential. Stogdill (1974) found that the best predictor of leadership potential was past success as a leader. Taylor (1962) does not feel you can train leaders but you can help leaders to develop. Through training you allow leaders to develop new vistas, awaken new curiosities, motivate new effort, stimulate new searches, and arouse new desire for new learning. While the selection process is consistent with the recommendations in the literature, it does pose a threat to internal validity in the research design. Maturation is a threat because a few months to eleven years have elapsed since participants were exposed to the program. It is possible that the natural maturation process has influenced their perceptions. Mortality is not a threat because there were 355 graduates of the 360 persons eligible for the program. The five missing cases can all be accounted for, and were due to circumstances not related to the program. 12 Another limitation of the study is that it is limited to the perceptions of participants. Bass and Yammarino (1989, as cited in Bass, 1990) found that self-ratings of leadership were not predictive of the performance and promotability of Naval officers, while supervisee ratings were predictive. Thus, it would be valuable to include perceptions of followers of the participants too. A difficulty in implementing this conclusion is that participants are varied. The organizations in which they are involved change over time, as well as the followers with whom they work. There is no systematic reliable procedure for collecting the views of followers. Some participants work with employees, others do not. Some are active in many organizations, others are not. Finally, the jobs and activities in which they are involved are not static. There are too many intervening variables to obtain accurate reflections from followers. Sudman and Bradburn (1985) suggest the researcher obtain the information from the participant when obtaining attitude information. The researcher can build a strength dimension into the question, such as in using Likert scales, to strengthen the validity of the findings. Further, he/she should ask several independent questions that measure a different dimension of the attitude. The strength of the study is that the program now has twelve graduated classes or a total population of 355, from which a random stratified sample was drawn. Few studies of 13 leadership training programs have population sizes beyond 30 to 50 to evaluate their programs (Bass, 1981). A further strength of the study is that enough time has elapsed since Class I graduated in 1980 that many participants have had many opportunities to put the lessons learned into practice. As one of the founders, Art Peterson, said "Time will water the seeds we have planted, and who can guess what the harvest will be." (Roseleip, 1987). The results are part of a process. The accomplishments cited by participants show only a glimpse in time from a sample of participants, not the whole or emerging picture. Definition of Terms Transactional leadership: J.M. Burns (1978) first made the distinction between transactional and transformational leadership. He described transactional leadership as leaders who approach followers to exchange one thing for another. This comprises the bulk of leadership in groups. Examples include: rewards for certain behaviors, jobs for votes, bonuses for outstanding sales, etc. Transformational leadership: Burns (1978) definition, "the essence of transformational leadership is the capacity to adapt means to ends--to shape and reshape institutions and structures to achieve broad human purposes and moral aspirations. The dynamics of leadership is recognizing 14 expressed and unexpressed wants among potential followers, bringing them into fuller consciousness of their needs, and converting consciousness of needs into hopes and expectations... the secret of transforming leadership is the capacity of leaders to have their goals clearly and firmly in mind, to fashion new institutions relevant to those goals, to stand back from immediate events and day-to- day routines and understand the potential and consequences of change." Vision: According to Tichy (1986) vision has two elements. One provides a conceptual framework for understanding the organization. The second part has emotional appeal that has a motivational pull with which people can identify. A vision is motivating for two reasons. It gives challenge for the organization, the reaching for excellence and source of self esteem of the organization’s members. Secondly, it provides a conceptual road map for what the organization will be like in the future. The vision creates a focus for what is possible (Taylor, 1989). Strategic Goal Setting: Goals are the stepping stones to creating the vision. They are the focal points for moving toward the vision and measuring progress and success. Empowerment: According to Tom Peters (1987) empowering really boils down to taking people seriously. It means 15 allowing people to risk and fail, listening to their concerns and acting on them, getting people to come forth with ideas and suggestions in support of a course that both followers and leaders find worthy. Environmental Scanning: Environmental scanning is an overt attempt to seek out threats and opportunities for decision making or in a proactive response to creating the future. Strategic Planning: Strategic plans are the guides for planned change, based as logically and intelligently as possible given the information available now. The thrust of strategic planning is to sort out what is critical from what is not and to concentrate efforts (White, 1987). According to Horton (1987), a strategic plan has three phases: diagnostic, developing new plans to fit the current context, and finally bringing the resources necessary to carry out the implementation. Further clarification is presented in the literature review. Summary This chapter has described the research question: Has the WAFEF two year program made a difference in participants’ leadership abilities? A brief history of the foundation was presented with some of the challenges it has faced. The program requires substantial resources to continue. The 16 Board of Trustees wants to know if they are spending the resources wisely. Secondly, they want to identify areas for improvement. Third, they want to have research based knowledge of the results for seeking future financial support. While there are several limitations to the study, it also has several strengths that are not often found in other studies of leadership development programs. The study has a large population of graduates developed over the past thirteen years. Their perspectives reflect the value of the program to them, as they have had many opportunities to use their knowledge. The following chapters discuss related literature, the methodology used in this study, findings of the research and finally the conclusions and recommendations. CHAPTER II REVIEW OF THE LITERATURE Historical Overview of the Theory and Research Literature Many authors have tried to define leadership and its components and still are not sure they have conveyed the full meaning. Stogdill (1974) first tried to promote understanding and application of leadership research as he compiled the research of 3,000 studies for his Handbook of Leadership. Bass (1981, 1990) revised and expanded Stogdill’s original handbook to include 7,500 research studies on leadership. The quest to understand leadership can be dated back to egyptian hieroglyphics. Bass states that a multiplicity of themes frequently appears in any one study. Leadership may be the independent, dependent or intervening variable. Leadership research is influenced by what is happening in society as a whole. Early leadership studies tried to discover a personality trait or group of traits to distinguish leaders from nonleaders (Howell, 1979). Stogdill (1948) and others (cited in Howell, 1979) later examined the situation as a variable related to leadership, thus defining the situational leadership 17 18 paradigm. Bernard Bass (1981) says that leadership cannot be understood in a vacuum. Some variance in leadership is due to the situation, some is due to the person, and some is due to assertiveness and initiative of the person in the situation. Sometimes the situation is the primary determinant and other times personal traits are more important. Bass (1981) says that behavior research on management information systems has been unimpressive, but a breakthrough in empirical research based on new models may be in the offing. We have seen the impact of social learning theory, and uses of catastrophe theory from mathematics. Other paradigms emerged based on continuing social change and revolutionary shifts in thinking. Although much research has been done there are challenges for years ahead for theory building, testing and further application. Findings From Earlier Research Stogdill’s, (1974) research suggests that although several research instruments have tried to measure leadership, they have not been reliable for the selection of leaders. Research suggests that traits and abilities required for a leader tend to vary from one situation to another. The best predictor of leadership potential is past success as a leader. Still, a previously successful leader may fail when placed in a situation incompatible with his or 19 her personality or stabilized pattern of interaction and performance. Personality Models Fiedler (1987) found leaders need to be viewed as competent if the group is to be effective. His research shows a positive correlation between intelligence of the leader and the intelligence of the other members of the group. Intelligence was measured on standardized tests. There was a correlation of .28, which is positive, but neither high nor significant. People who have thought that the leader should be vastly superior to their group have been disappointed with the results. Frequently they get ahead of their followers. This leads to misunderstandings and frustration for the leader and the followers (Taylor, 1962). In a comparison of leaders’ and followers’ psychological tests, leaders consistently tend to be more self sufficient, dominant, adjusted, and self-assured, showing a courageous willingness to decide upon courses of action, lead the way into the action, and live with the consequences (Taylor, 1962). Adair (1984) says the skills of leadership can be learned. One must understand the principles of leadership and practice them to acquire the skills of leadership. Adair has identified several skills of leadership and developed instructional and practice sessions to develop them. These skills include: thinking and problem solving 20 skills; written, interpersonal, listening and speaking communication skills; and chairing effective meetings. Taylor (1962) does not feel you can train leaders but you can help leaders to develop. Through training you can allow leaders to develop new vistas, awaken new curiosities, motivate new effort, stimulate new searches, arouse new desire for new learning. He feels that it is absurd to expect training to redirect a man’s basic likes and dislikes. He does not believe that you can take people who for twenty years have been primarily technical in a job and make them people centered rather than thing centered. A person will tend to continue to be what he/she has been. Training can develop, not create the aptitudes, drives, and personality characteristics required for leadership. Taylor (1962) feels persons demonstrating leadership qualities should be coached to further develop their potential. A leader need not possess the personal magnetism often associated with a highly personified leader. Leadership does not necessarily require charisma. Leaders who enjoy good relations with group members, though they have little charisma, may need little else to make group members bend to their will. If subordinates are eager to comply, they will accept the leader’s definition of the task and the methods of doing it. Charisma may take many forms. The most often quoted definition of charisma is from Weber (cited in Stogdill, 1974). He emphasizes: 21 "The term ’charisma’ will be applied to a certain quality of an individual personality by virtue of which he is set apart from ordinary men and treated as endowed with supernatural, super human, or at least specifically exceptional powers or qualities. These are such as are not accessible to the ordinary person, but are regarded as of divine origin or as exemplary, and on the basis of them the individual concerned is treated as a leader." The importance of the leader - member relationship is dramatically demonstrated by the charismatic leader. Weber (1946) suggested that the "personal magnetism" of these leaders makes others follow them blindly, even sometimes to the point of self destruction. House (1977) listed three elements of charismatic leadership: (1) a clear set of goals and a sense of their value, (2) an unshakable faith in the necessity of achieving these goals, and (3) the ability to communicate the goals and the certainty of attaining them. The charismatic leader knows how to make use of pomp and ceremony as dramatic symbols of power. Toth (1981) describes leadership as having two charismas. In his studies of some remarkable social movements and revolutions initiated by charismatic leaders throughout history, he found that many of them had not one leader but two. The theory postulates the emergence of two charismatic leadership roles in the social movements that are successful and survive in some institutional form. These two leadership roles appear in both conjunction and succession. One is the charisma of the "outer call." The second is the charisma of the "inner consolidation." 22 This explanation appears to solve the problem of routinization of charisma. The ideal type of description of the two charismas is characterized by: (1) The sudden appearance of a dramatic, unconventional, and charismatic leader with a "gift of grace," issuing an irresistible call to a growing group of followers. (2) The gathering about the leader of an inner circle of disciples, persons who also are somewhat charismatic, or who can share and borrow the charisma of the leader. (3) The equally sudden, dramatic, and unexpected martyrdom of the charismatic leader, leaving an initial, temporary, and fearsome void of leadership only partially filled by the presence of the inner circle of disciples as a collective body. (4) The rise, from within the discipleship, of a new leader, also charismatic, predominant over the other members and issuing a new call -- for consolidation and organization. (5) The institutionalization of the martyred and his or her mission in concrete and symbolic forms. What distinguishes the two leaders is not just in their charisma, but also a difference in the direction in which their leadership efforts express their thrust and focus. The first leader is strange and fascinating, unusual, and unearthly. The second is more conventional, mundane, and 23 practical. The first brings people together and the second organizes them. They are the enthusiast and the bureaucrat. Examples include: Jesus and Peter, Joseph Smith and Brigham Young, Gandhi and Nehru, and JFK and LBJ. While it is possible for the same person to do both roles, the roles are sequential. Listed below are some typical functions of both styles (Toth, 1981). First Charismatic Leader Second Charismatic Leader Enthusiast Bureaucrat Mobilizer Articulator Symbolic Decision-maker Socio-emotional Task-instrumental Theoretician Politician Charismatic Administrative Incarnation Concentration Outer call Inner consolidation Prophet Activist Trait theory has been criticized on procedural grounds. Jago (1982, as cited in Vandenberg) questions the feasibility of the two major goals of trait research. First, comparing effective with ineffective leaders is difficult given the problems of defining and measuring ’effectiveness.’ Second, comparing leaders with followers is also difficult. Leaders may be chosen on a variable not related to leadership. For example, Etzioni (1975) describes the leadership trait of power being of three types: coercive, remunerative or normative. Power is a person’s ability to induce or influence another actor to carry out his directive or any other norms he supports. The means may 24 be physical, material, or symbolic. Each form is a completely different form of leadership. gituational Models By the late 1950’s it became evident that an approach was needed that did not depend on ideal traits and universal behaviors. One answer was "situational theory." Situational theory starts with the theory that there are no traits, and no behaviors, that automatically create effective leadership. The key is the fit between the leader’s style and the situation. According to the theory, the leader who may be highly effective in one situation may be highly ineffective in another situation. According to situational theory, effective leaders must correctly identify the behaviors each situation requires and then be flexible enough to exhibit these behaviors. Leaders who lack the necessary diagnostic skills must be either trained or replaced. Muczuk and Reimann (1987, as cited in Taylor, 1989) found that there are fundamental changes that most organizations undergo as they grow that raises questions about any one style of leadership being effective. Many leaders who find that their styles were effective in one stage of development find that their styles are no longer effective in the next. Figure 1 illustrates their definition of leader behavior and the cycle observed in many business situations. 25 Figure 1. Types of Leader Behavior Degree of Participation in Decision Making High Low Amount of Leader High Directive Directive Direction Autocrat Democrat Low Permissive Permissive Autocrat Democrat The Leadership Cycle Directive Democrat 3" '5: Directive Permissive Autocrat Autocrat "e Permissive 3' Democrat A successful evolution of leadership behaviors would most frequently take the upper path of Figure 1. If a firm with predominately autocratic and directive leaders succeeds in attracting, developing, and keeping employees that are both capable and independent, its leaders may be effective by being more permissive. This evolution is the exception rather than the rule, since directive autocrats generally do not do well in attracting, developing, or keeping capable subordinates with high motivation and initiative. 26 The movement usually goes from left to right, or from the directive autocrat toward the permissive democrat. The reverse is possible too. This may occur with a change of leadership or may be required by growth or other environmental changes.' Leaders need to be able to change styles to meet the situation. Muczuk and Reimann’s study cites these examples: Quality Inns was near bankruptcy when directive, tough, hands on leader like Hazard was hired. When the hugely successful Apple Computer began to stumble, Stephen Jobs was replaced by a more directive CEO. Ronald Reagan may have avoided the Irangate-Contra scandal if he had been more directive. Recent Thought and Research on Leadership Warren Bennis has written several books on leadership and defines it differently in each book. In Leaders: The Strategies for Taking Charge, Bennis (1985) says there are over 350 definitions that have evolved out of decades of academic analysis. He claims the full meaning of leadership is difficult to grasp because it is an art. It is a matter of doing the right things, rather than just doing things right. It is using the power of the right and left brain, or intuition and logic. It is like beauty. It is hard to describe it, but you know it when you see it (Bennis, 1989). Whether we are looking at organizations, government agencies, institutions, or small enterprises, the key and pivotal factor needed to enhance human resources is 27 leadership (Bennis, 1985). In 1964, Bennis (1990) dreamed of a new concept of man in an address he gave to the American Psychological Association. "A new concept of man, based on increased knowledge of his complex and shifting needs, which replaces an over- simplified, innocent push-button idea of man, a new concept of power, based on collaboration and reason, which replaces a model of power based on coercion and threat, a new concept of organizational values, based on democratic ideals, which replaces the depersonalized mechanistic value system of democracy. The social structure of organizations of the future will have some unique characteristics. The key word will be temporary. Groups will be arranged on an organic rather than mechanical model. They will evolve in response to a problem rather than to programmed role expectations. People will be evaluated not vertically according to rank and status, but flexibly and functionally, according to skill and professional training. Adaptive problem-solving, temporary systems of diverse specialists, linked together by coordinating and task-evaluating executive specialists in an organic flux--this is the organization form that will gradually replace bureaucracy as we know it." He says his vision has not evolved because bosses confuse quantity for quality and substitute ambition for imagination. More than 90 percent of the employed population of this country works in formal organizations. Status, position, a sense of competence and accomplishment are all achieved in our culture through belonging to these institutions. What you do, determines to a large extent, what you are (Bennis, 1990). There is a need for organizations and individuals to grow both quantitatively and qualitatively. This requires leadership, a sense of purpose and commitment. PositiVe change requires trust, clarity, and participation in 28 reaction to external and internal events. It is not the articulation of a profession or organization’s goals that creates new practices, but the imagery that creates the understanding, the moral necessity for the new way. Kotter (1988) found environmental and organizational changes in our society which make the leadership factor significantly more important. Environmental changes he identified include internationalization of competition, deregulation, maturation of markets, and the increasing speed of technological development that has increased the competitive intensity in most industries. These changes have increased the need for change toward higher levels of performance in productivity, innovation and new approaches to marketing and distribution. Leadership is needed frequently in more jobs. Simultaneously there are organizational changes in the business scene. There is growth in firms, product diversification, international expansion and increased use of sophisticated technologies. This has created increasing complexity of most firms and a resulting difficulty of making changes in an efficient and effective way. Providing effective leadership becomes much harder in this environment. For the rest of the century, it will be a world in which even the best "professional managers" will be ineffective unless they also can lead. He finds that bureaucratic managers are increasingly irrelevant and dangerous. 29 Kotter’s (1988) studies and his review of studies done by Bennis, Levinson and the Center for Creative Leadership found four similarities in effective leadership: (1) a vision of what should be, which considers the interests of the legitimate people involved, (2) a strategy for achieving the vision that recognizes all the relevant environmental forces and organizational factors, (3) a cooperative network of resources, a coalition powerful enough to carry out that strategy, and (4) a highly motivated group of key people in that network who are highly committed to making the vision a reality. The leader worked hard to attract, and elicit cooperation and teamwork from a large network of people needed to accomplish the agenda, and worked relentlessly to keep key people in that network motivated to work on the evolving agenda and to work hard. That meant communicating, cajoling, praising, pushing, pulling, coaching, and inspiring folks by his "selling" skills, high energy level, and keen insight into fundamental needs and values that made all those different folks tick. The combination of intelligent agenda for change and an energized network of appropriate resources worked miracles. A true leader is not only himself or herself an innovator but makes every effort to locate and use other innovators in the organization. He or she creates a climate where conventional wisdom can be questioned and challenged, risks taken, and errors embraced. Innovators are creative 30 people who think in creative ways. They may be viewed as troublemakers (Bennis, 1990). Some people equate successful leadership today with entrepreneurship. Kotter (1988) found some significant similarities and differences in his research. Both involve risk-taking in contrast to management, which often eliminates risk. Unlike effective business leaders, successful entrepreneurs are often very independent, parochial, and competitive. This works fine when they are in charge of their own independent businesses, but add an acquisition and they are often unable to enlarge their agendas to understand the legitimate interests of the rest of their new firm. Kotter’s research showed that successful general managers’ style of leadership is flexible enough and broad enough to take other people’s agendas into consideration when developing their own agenda. It is a leadership that can build support networks with subordinates, peers and superiors. It is a leadership that knows how to compete and how to cooperate. It is a leadership that is broad in its vision and popular in its support. Kouzes (1988) cited Vance Packard’s description of leadership as the art of getting others to want to do something you are convinced should be done. Research shows that most followers want leaders who are honest, competent, forward-looking, and inspiring. We want leaders who are credible and have a clear sense of direction. When leaders 31 are perceived to be credible and have a strong philosophy, employees are more likely to: Be proud to tell others they are part of the organization. Talk up the organization to friends. See their values as similar to those of the organization. Feel a sense of ownership for the organization. When top management is perceived to have low credibility, employees believe that other employees: Produce only when watched. Are motivated primarily by money. Say good things about the organization at work, but feel differently in private. Would consider looking for another job during tough times. In a study of leaders describing their personal best, ninety-five percent of the cases used the words challenging, exciting, rewarding, dedication, intense, commitment, determination, inspiring, uplifting, motivating, unique, important, proud and empowering. Twenty percent expressed frustration, and fifteen percent also expressed fear and anxiety. The vast majority were challenged by the process and energized by it rather than stressed negatively (Kouzes, 1988). Leaders by their presence and competence inspire others. They have high expectations of others. They can bring out the best in others by their perceptions of what is possible. A leader is separated out from a manager by inspiring us to achieve even more than we originally believed possible ourselves. They can create a self 32 fulfilling prophecy -- we do what we believe possible. Leaders are confident and they inspire confidence in others. To recognize performance, leaders are adept at using three criteria. They make certain that people know what is expected of them, provide feedback about the performance, and reward only those who meet those standards. Leaders work skillfully and diligently to be sure the system works (Kouzes, 1988). Kouzes and Posner’s (1987) research has shown that leadership is a set of observable and learnable practices. It is a not something mystical and ethereal that cannot be understood by ordinary people. They claim that it is a myth that only a few people can ever decipher the leadership code. They have discovered hundreds who have led others to get extraordinary things done in organizations. They feel there are thousands or millions more. The belief that leadership cannot be learned is a more powerful deterrent to leadership development than is the leadership process itself. They further identify ten behavioral commitments in personal best leadership cases. Challenging the Process 1. Search for Opportunities 2. Experiment and Take Risks Inspiring a Shared Vision 3. Envision the Future 4. Enlist Others Enabling Others to Act 5. Foster Collaboration 6. Strengthen Others 33 Modeling the Way 7. Set the Example 8. Plan Small Wins Encouraging the Heart 9. Recognize Individual Contribution 10. Celebrate Accomplishments. The Theory and Research Literature Specific to the Topic gmgrgence of the Transformationgl Leader Paradigm MacGregor Burns is recognized as the father of the concept of transformational leadership. He describes transformational leadership as one or more persons engaging with others so that leaders and followers raise one another to higher levels of motivation and morality (Burns, 1978). Their purposes that started out to be separate (as is true with transactional leadership) become fused. It raises the level of human conduct and ethical aspiration of both the leader and the led, thus transforming both. Bass and Avolio (1990) have contributed extensive research on transformational and transactional leadership development. They describe the transformational leader establishing goals and objectives with the intent of developing followers into leaders. The process of transforming followers does not merely empower them or delegate to them the responsibility for the goal; it is a process by which followers develop the capability to decide their course of action. 34 Transformational leaders are likely to be perceived as charismatic leaders by their followers, but a charismatic leader is not necessarily a transformational leader. Leaders are only transformational if they also work hard to develop leaders out of their followers. It is even possible to be transformational without being charismatic. Inspiration can occur through articulate, simple ways, shared goals and mutual understanding of what is right and important. Transformational leaders provide opportunities and develop organizational structures supportive of individual growth. They effect change in many ways. They define and redefine the organizational culture as well as work one on one with followers to identify and elevate individual needs. The transformational leader successfully focuses and establishes congruence between individual and organizational needs. Leaders become transforming and intellectually stimulating by their ability to comprehend, conceptualize, and articulate to their followers the opportunities and threats facing their organization as well as strengths, weaknesses, and comparative advantages. It is through the intellectual stimulation of followers that the status quo is questioned and new creative methods of accomplishing the organization’s mission are explored. Followers have a sense of taking charge to exercise their leadership. Transformational leaders are likely to find more ready acceptance in organizations facing rapidly changing 35 technologies and markets. Acceptance is likely to be greater in less mechanistic and bureaucratic organizations that modify themselves through feedback and learning, or where project team assignments are risky, unstructured, or for which a sense of purpose must be developed. Transactional leaders recognize the roles and tasks required for followers to reach desired outcomes. They clarify these requirements for followers, thus creating the confidence they need to exert the necessary effort. Bass (1990) points out limitations to the transactional approach. First managers tend to underutilize transactional methods due to time pressures, poor appraisal methods, discomfort to leader and follower, lack of skill and confidence. Another limitation of transactional leadership is the leader may lack the necessary reputation or resources to deliver the needed rewards. Reinforcement can backfire and the follower may react defensively instead of constructively. Still, transactional leadership is not bad, because good transformational leaders also use transactional leadership. Transformational leadership can be thought of as a higher order exchange process; not a simple transaction, but a fundamental shift in orientation with long and short term implications. Research in Cognate Areas Relevant to Leadership Development Gardner (1982) says that one of the maladies of leadership today is failure of confidence. Lacking 36 confidence, too many leaders add new twists to the modern art of "How to reach a decision without really deciding." Questions are decided by taking public opinion polls, devising statistical systems, cost accounting systems, information processing systems, hoping for the course of action to be revealed. These systems destroy the effectiveness of those who have a natural gift to leadership by destroying confidence. Lombardo (1982) describes a self fulfilling prophecy generated by leaders by which success builds success. He says that even more important than having the right skills is having the right jobs. Fast movers in challenging jobs spend more time on projects involving top management, and work for managers who are themselves moving up. This combination of access to counsel of top management, working for a highly regarded manager, and having a core job gives fast movers four edges that matter most: They learn the business more quickly. They learn the perspective of top managers on the business. They learn which kinds of jobs and experiences compose the core of the business. They more often have a highly-placed mentor to nudge and guide them. This combination of being seen and being good, usually leave their first position within two years, broadening their perspective and experiences and become an expert in a segment of the corporate operations. Managers learn things far beyond management skills through this process. A list one group of successful executives came up with included: 37 Learning to delegate. Learning how to get advice. Setting life goals. D1scover1ng strengths. Dealing with adversity. Struggling with change. Kotter (1988) examines leadership from an organizational effectiveness model. He says that effective leadership in complex business settings cannot be totally developed outside the business setting in today’s intensely competitive, technically changing environment. To be effective individuals need broad knowledge of the industry (market, competition, products, technologies) and the company (key players and what makes them tick, the culture, the history, and the systems). They need a set of relationships in the firm and in the industry. They need an excellent reputation and track record. Their abilities and skills should include a keen mind and strong interpersonal skills. Their personal values need to be broadly based in all peoples and groups. They need a high energy level and a strong drive to lead. Kotter’s research shows that most firms today are reacting to short term economic change and parochial politics. This undermines adequate leadership development of emerging leaders. To be successful in today’s business environment, more leadership is needed at more levels and across managerial lines. Kotter found that firms with better-than-average management had several practices to develop their leadership. These included: 38 1. A sophisticated recruiting effort. 2. An attractive work environment. 3. Challenging opportunities. 4. Early identification of potential and development needs. 5. Planned development. These practices helped to bring in enough people with basic leadership potential of integrity, intelligence, empathy, energy, and some drive to lead. Once recruited, challenging opportunities and attractive work environments helped to retain and motivate enough of these people. Challenging opportunities, early identification and planned development helped to develop people with a broad understanding of the industry and organization, enabling them to develop a broad set of relationships, excellent track records, reputations and higher level intellectual and interpersonal skills. Another variable necessary for today’s leader is vision. What distinguishes leaders from others is that they can "see" a future state of affairs for the organization (Taylor, 1989). Often, this vision is not clearly understood by others and may not be a logical extension of the present. Leaders must make their vision understood if they are to empower others. The leader is the storyteller. Through language and symbols, the vision of the future is captured in a phrase or logo. Language is the least visible component of the vision but it is the most influential. At every occasion, the leader tells the story, so the vision is felt; it is believed. The vision creates a focus for what is possible. 39 Leaders use intuition to help them to make decisions. Intuition is using information learned, but using it in different ways and combinations that do not seem logical. If we extrapolated the past, charting the course would be easy. When we allow our intuition to flow freely, new constructions of things we know emerge. The result is creativity and vision. Sashkin (1986) identified four key actions, each requiring certain thinking skills: The first thinking skill is expressing the vision. Expressing calls for the leader to understand and carry out the sequence of actions he/she must take to make the vision real. The second thinking skill is explaining the vision to others. This requires making the vision clear in its required steps and its aims. The third thinking skill is extending the vision. This involves applying the sequence of activities to a variety of situations so the vision can be carried out in several ways and places. The visionary leader must be able to adapt to a variety of circumstances as required, and to explain these changes. The fourth thinking skill involves expanding the vision. This involves the insight to apply the vision not just in one limited way, and not even in a variety of similar ways, but in many different ways in a wide range of circumstances. Horton (1987, as cited in Taylor, 1989) says every successful CEO has a strategic focus. A strategic plan has three phases. First is the diagnostic phase that studies how the company got to where it is. It includes an inventory of the company’s resources and capabilities, careful identification of the gaps, either managerial or 40 technological. During phase two, market niches are sought and new marketing approaches designed. The top management team is built, followed by tense discussions to gain team members’ commitment to the need to redefine and reposition the company. The plan is developed in stage three. Inevitably there will be a need for additional resources. The successful executive will somehow find a way to obtain the resources. This may involve selling off less successful parts of the business, creating joint ventures or other external arrangements. Self directed growth is another variable contributing to successful leadership. In a study of 100 Harvard graduates in the face of duress or crisis, the successes responded neither by denying the problem nor by fighting it (Taylor, 1989). They managed by themselves and with the help of their friends to absorb the shock of the difficulty and work through it. Zaleznik (as cited in Taylor, 1989) reported that how creatively people manage disappointment is the key to the evolution of their careers. McCall and Lombardo (as cited in Taylor, 1989) found that one of the things that seems to make a difference between success and failure at the top is a capability to overcome obstacles and engage in self-directed growth. In their study of executives, part of what distinguished the two groups of those who remained at the top and those who derailed, was how they dealt with their flaws. Successful 41 executives remained courageous enough to acknowledge their faults and do something about them. Self development is one effective way to come to terms with transitions, crises, setbacks or persistent tension from any source. Sheehy (1982) found that people with a sense of well-being "take time for critical self-reflection only when approaching a tough transition or after making one." Introspection peaks at time of transition and drops to low levels at other times. Taylor (1982) observes that self-development for executives is a frontier needing exploration. Executives whose power, impact, access to resources, experience and skill, wealth, social position, and success all work to set them above most of their fellow humans may find it more difficult in knowing themselves. The constraint of their condition may limit the fullest development of their capabilities. In leading, teaching and dealing with young people, in all relationships of influencing, directing, guiding, helping, nurturing, the whole tone of relationships is conditioned by our faith in human possibilities. Gardner (1984) says this is the generative factor. He quotes from William James, "Just as our courage is often a reflex of someone else’s courage, so our faith is often a faith in someone else’s faith." If you believe in me, it is easier for me to believe in myself. Leaders have a major responsibility in establishing a framework of expectation. 42 The final requirement of effective leadership is to earn trust. To be trusted the leader’s actions and professed beliefs must be congruent (Drucker, 1988, as cited in Taylor, 1989). Studies of Leadership Programs Similar to the WAFEF’s There are several research studies that examine the impact of various state leadership programs modeled after the original Kellogg Farmer Study Program. Lowell Rothert’s (1969) dissertation was "An Analysis of Changes in Critical Thinking Ability, Open-Mindedness, and Farm Policy Opinions of Participants in the Kellogg Farmer Study Program." Results show no significant difference in gain from pretest to post test by treatment over control groups on the variables critical thinking ability, open-mindedness, reading comprehension, and the ability to identify realistic farm policy alternatives. Higher levels of education were associated with greater critical thinking ability and greater open-mindedness. Persons with less education generally made greater gains in both critical thinking ability and open-mindedness while involved in the educational program. Age did not seem to be a factor to determining the amount of gain a person would make in critical thinking ability or open-mindedness. There was no significant difference between open-mindedness and gender. The study explored only a few specific aspects of the 43 Kellogg Farmers Study Program and did not attempt to evaluate the program on other impacts. Robert Howell (1979) conducted a four state study. The study titled, "Public Affairs Leadership Development: An Impact Assessment of Programs Conducted in California, Michigan, Montana, & Pennsylvania" measured changes in affiliations with organizations, self assessment of program success, and spin off educational programs. Affiliations with organizations increased for all four groups although in different proportions. There was a positive relationship between participation in the program and running for public office in all four states. Responses to the self-assessment items showed that participants felt the program experience substantially increased their leadership and problem-solving skills. Respondents also indicated that the program experience increased their interest in public affairs and their feelings of independence, growth, and self-worth as persons; broadened their interest in community problems and issues; increased their desire to concentrate on specific issues rather than getting involved in many; and helped them gain confidence in their long-range future involvement in public affairs. Eighty-five percent of the respondents indicated the program made a difference in their lives, and ninety-one percent reported that they would participate again if given the opportunity. In 1985, Robert Howell conducted a similar study of the Washington Agriculture and Forestry Leadership Program to 44 determine if the Program’s goals were met or whether changes in the program were needed. Under impacts related to the goal of developing leadership skills, the mean score of participants suggested a moderate to substantial increase on the variables of: promoting causes, willingness to listen, biases and prejudices, ability to influence, speaking ability, group skills, analyzing data, ability to lead groups, leadership of community organizations, ability to serve, leadership of agriculture and forestry organizations, and more effective industry representatives in the state. Of the impact areas related to the dependent variable of broadened perspectives, moderate to substantial mean scores were indicated in the independent variables of knowledge of resources, importance of fact gathering, breath of interests, interrelationships, analyzing data, working with others, knowledge, leadership of community, ability to serve, leadership of agriculture and forestry organizations, and ability to view others with greater objectivity. Of the independent variables related to the dependent variable of encourage participation in public affairs, only interest in public affairs, confidence, and desire to serve had a group mean score of moderate to substantial increase, although several other variables also showed some increase. Bill Kimball and Mary Andrews (1986) studied five Expanded Horizons Leadership Development Programs in Michigan. A follow up evaluation at 18 months, suggested that short term, intensive leadership development programs 45 are effective in changing behavior. In spite of small sample size, significant results were found. Participants became more involved in organizations that impact community decisions. They increased their public affairs involvements and rated themselves as more effective leaders after participation in the program. The study was not designed to address the components of transactional or transformational leadership. Bill McKinley (1985) conducted a study of the Missouri Program called "An Impact of the Missouri Agricultural Leadership of Tomorrow Program." The study examined increases in public policy organizational involvement. Results showed an increase in organizational membership by participants upon completion of their two year leadership program. No other variables were examined. Randolph Long (1986), of Ohio State completed his dissertation on "An Evaluation of Ohio Cooperative Extension Service Leadership Workshops in a Community Development Context." Long designed his study after the extensive study of Howell’s (1979) study. His response rate to his questionnaire was low (50%). Respondents expressed a moderate increase on attitudes and abilities related to the leadership concepts they were exposed to. Participants felt the programs were too abbreviated to accomplish more than the presentation of elementary leadership ideas. The structure and time limitations of the program prevented more complete interaction and skill practice. Participants 46 increased involvement in organizations by 11%. This compares with a 56% increase of other longer programs as studied by Howell (1979). The workshops studied were only days or weeks as compared to the longer one to three year programs studied by Howell (1979). Long recommended upgrading the level of participant involvement largely through increasing the time allocated to the programs. While these studies provide good background, they address the overall impact of these programs based on individual program objectives. None of them use the transformational or transactional leadership paradigm as a framework for evaluation. Besides a difference in objectives in their evaluation process, the quantity of literature that discusses these concepts is recent. It was only 1978 when Burns first used these terms to describe and define leadership. Since then best sellers such as Tom Peters and Bob Waterman’s, In Search of Ercellegce, Tom Peters and Nancy Austin’s, A Passion for Excellence and many others have stirred American thinking about leadership. The economic times with increased globalization and competition influences the current perception of effective leadership. For example, according to Bass (1960), effective leadership was defined as reinforcing or rewarding others for changing behavior. He further states that defining leadership in terms of goal attainment is particularly useful as it allows transfer of reinforcement theory to understanding leader-- follower behavior. 47 Contrast his earlier definition with his recent definition. Bass (1990) says that prior leadership research and training had concentrated on identifying and measuring behaviors that fall into a limited range that we label as transactional leadership. Transactional leaders work to set up agreements or contracts to achieve specific work objectives by defining what needs to be done, finding out what the followers are capable of doing, and specifying what rewards are given for successful completion. Yet, when managers, students, and other leaders were asked to identify the most effective leaders they had worked with in their past, their descriptions included much more. They described them as inspirational, intellectually stimulating, challenging, visionary, oriented toward development, and determined to maximize performance. He calls these characteristics transformational. Events continue to change how we view leadership. Current thought on transactional and transformational leadership is the paradigm for this impact study of the Washington Agriculture and Forestry Education Foundation Program. The contribution the Study Will Make to the Literature Bass, (1981) says that while there is much training research, we still need research which links particular training efforts with particular behavioral changes. In many studies of leadership development programs, it is 48 impossible to discern the method or combination of methods used. The method of training and the content taught is outlined for each class at the WAFEF headquarters. The researcher reviewed the minutes of the curriculum committee since its inception and found no major changes in the curriculum. The presenters have changed but the content is basically the same. Another important concern, not examined is the effect of training on retention of leadership roles. There are few studies that have followed up on leadership development programs over a period of years. Few studies are of significant sample size. Schmidt, Hunter, and Urry (1971) (as cited in Bass, 1981) stated that sample sizes were usually too small to produce acceptable levels of statistical power. In a review of eighty-nine reports between 1970 and 1975 by Hunt, Osborn, and Schreisheim (1977) (as cited in Bass, 1981), 20% used samples of thirty or less in analyses of data. It is unusual to have a population of 300 or more to study after a period of time. Most studies have been conducted just a few months after the program. It is unusual to have an organization who can locate such a high percentage of their membership after a few years. The study shows that leadership can be developed through educational programs and describes impacts the program is making. CHAPTER III RESEARCH DESIGN General Method The researcher’s purpose in this study was to assess the impact of the Washington Agriculture and Forestry Education Foundation's two year program on the participants’ leadership abilities. This chapter will describe and explain the research design, and the procedures used in conducting this study. Research Desigr The research design for the study is a case study. This study is designed to identify the usefulness of curriculum related to transactional and transformational leadership skills as perceived by participants. This study will not measure actual practices of participants as perceived by community members, employees or employers, due to the difficulty of obtaining accurate information. There are several threats to validity that the researcher was unable to overcome in the design of the study. There is a time lapse of nearly fifteen years for some participants and only a few months for others since completing the program. History is a major threat. 49 50 Unfortunately there is no pretest of the groups, or no outside control group with which to compare. Therefore, it is difficult to be sure the results are unbiased. The basic research instrument used in this study was a mail survey. Surveys are conducted for the purpose of making descriptive assertions about some population. Sudman and Bradburn (1985) say that for nonthreatening behavior, respondents will generally give more accurate information about themselves than about others. The survey is a study of attitudes. Sudman and Bradburn (1985) identify three components of attitudes: affective, cognitive and action. The affective or evaluative describes whether the respondent likes or dislikes the object. The cognitive component addresses what the respondent knows or thinks about the attitude. The action component measures the respondent’s willingness or intention to do something concerning the object of the attitude. They suggest measuring the strength of the attitude by building a strength dimension into the question itself or asking a series of independent questions, each of which reflects the general attitude. Population Population: The target population is the graduates of the Washington Agriculture and Forestry Education Foundation two year leadership program. Each class has about 30 participants. Nearly 360 persons have graduated from the program. The benefits of studying a total population v.s. a 51 sample could not be justified (Kraemer, 1987) in economic terms. Instead of studying a census of the total population, the researcher chose to use the power of inferential statistics and select a random sample. The number to include in the survey was determined using the software package Statpac and setting the reliability at .95 confidence level. After determining a sample of 185 was needed, the researcher, by toss of a coin selected odd numbers from the list of participants. By random selection the fourteenth person on every other class list was added to make up the stratified random sample. The research methods used allow the study to be generalized to the population of Washington Agriculture and Forestry Education Foundation graduates in classes one through twelve. Instrumentation The questionnaire was developed from the review of the literature and from examining other research instruments from related research (Howell, 1979, 1985), (Long, 1986) (Bass, 1990), (Rothert, 1969), (McKinley, 1985). The procedure used in constructing the questionnaire and subsequent mail-out is termed the "total design method" (Dillman, 1978). This method is designed to get the maximum rate of response. Questions were developed using Likert scales where possible to measure the strength of knowledge, attitude, and 52 practice changes (Sudman & Bradburn, 1985). Likert scales provided ordinal data for conducting factor analysis, and inferential and descriptive statistics. Open-ended questions were developed to obtain qualitative (Patton, 1990) data at the end result level (Bennett, 1977). Self assessment items were measured using an ordinal scale. The respondents could rate the program as having a decreased effect, no effect, or an increased effect on the area of life referred to in each item. A nine point scale was used to rate program effects from strong decreased effect to a strong increased effect. Marking zero in the center of the scale indicated no program effect upon a specific area of life. On either side of zero, the scale had four points for the respondent to register the perceived extent of the increase or decrease. Minus signs were assigned to the numbers 1-4 on the decreased side of the scale, to emphasize that these numbers showed the program had a decreased effect on a specific area of life. The higher the number circled on the increased or decreased effect sides of the scale, the greater the perceived effect. Validity Testing of the Instrument The instrument was reviewed for content validity by a panel of experts who included the researcher’s guidance committee and other doctoral graduate students. The WAFEF curriculum committee, Board of Trustees and President Dave Roseleip also reviewed the questionnaire before mailing. 53 Joe Neimer, President of the Board of Trustees provided input into the development of the cover letter. The Pilot Test The instrument was tested for reliability using a sample of twenty eight. Reliabilities were run on Part I of the questionnaire which consisted of the first 40 questions. Where there were few questions relating to a variable, the overall reliability level of the particular item was lowered to an unacceptable (.80) level. Yet, when they were factored in with all the variables relating to the dependent variables of transactional and transformational leadership, the reliabilities increased substantially. Because the dependent variable of transformational leadership had a high (.9363) and no particular question reduced the reliability substantially, the researcher decided the instrument was reliable. The research question, "Has the program increased participants abilities and practices in transactional and transformational leadership?" can be answered using the instrument. Reliabilities were also run for Part II B, which measured participants increase in abilities in many skills. This set of questions was reliable at the .8393 level. Reliabilities were calculated using the software Statistical Package for the Social Sciences (SPSS) and the statistical test Cronbach’s alpha. 54 The reliabilities for the dependent variables transformational leadership and transactional leadership were .9363 and .8929 respectively. The reliabilities for the independent variables were as follows: Vision .8143 Strategic Goal Setting .7419 Ethical Leadership .7129 Operational Goal Setting .7278 Team Building Skills .8143 Self Assessment Processes .8981 Inspiring Others .7034 Trust Building .7730 Environmental Scanning .7228 Empowering Others .8079 Values .8144 Group Conflict Management .8060 Data Collection The questionnaire was printed in a 8.5" by 7" booklet designed for the convenience of the respondent. A four stage mail-out procedure was used. The first step consisted of a personalized mailing with a cover letter introducing the participant to the study and its purposes. Dave Roseleip, President of the WAFEF personally signed the cover letters on Foundation stationary and provided foundation insignia envelopes for mailing. A return addressed, postage paid envelope was included with the questionnaire. A week 55 following the first mailing, a post card was sent to each participant that thanked them if they had returned the completed questionnaire, or reminded them to return the questionnaire if they had not already done so. Three weeks after the initial mailing a personalized reminder letter, survey and postage paid addressed envelope was mailed to nonrespondents. Participants were always informed that their response to the questionnaire was voluntary. Copies of all correspondence are in Appendix A. Requirements that regulate research involving human subjects at Michigan State University were complied with throughout the study. Copies of the research instrument were reviewed by the Human Subjects Committee and placed on file at Michigan State University with copies of cover letters and other related documents. The study design and procedures complied with the federal law governing the use of mail questionnaires. H As indicated above, the total design method was carefully followed to reduce nonresponse rate. These data collection efforts resulted in 155 useable cases, or 82 percent of the random sample. This response rate compares favorably with a sample of sociological studies using mail survey methods that have an average response rate of 61.35 percent and a range of response of 32.57 to 93.85 percent (Vedgerhause, 1977, as cited in Howell, 1979). Although the response was high, the possibility of bias due to nonresponse cannot be ignored. To account for nonresponse 56 error, the researcher compared early respondents with late respondents. Based on no perceived differences, no further investigation was warranted (Miller and Smith, 1983). Treatment of the Data Inferential statistics were used to describe the population proportion responding to the survey. A T-test of early and late respondents was conducted to decide if there was a difference between the two groups and if the researcher could expect nonrespondents to answer differently than respondents. The first forty items in the questionnaire were used to test the research hypothesis. To describe the distribution of the responses and the magnitude and direction of change, the researcher used means, modes, standard deviations and inferential statistics on the population mean. The means show the average scores for all respondents on each dimension. The standard deviations show the dispersion of scores around the mean. Alpha was set g_prigri at 0.05. When composite variables were used, such as comparing practice changes in transactional leadership with practice changes in transformational leadership scores were aggregated for each participant before the means were computed. The scores on these variables were added to create a single category score, and the variable was treated like the others. 57 The assessment for the additivity of separate items into a single dimension was made using an average correlation coefficient. This is known as an interitem correlation coefficient (Howell, 1979) and it is calculated by adding all the correlations between items and dividing by the number of correlations. Cronbach’s Alpha was used to assess the reliability of each set of items during the pretest, and the combined sets of items as single unidimensional scales. The hypotheses were tested as follows: Hypotheses Investigated 1. There is a positive relationship in participation in the WAFEF program and participants increased use of transactional leadership skills. The researcher measured practice changes in transformational leadership on the following set of questions out of Part I of the questionnaire: 8, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 32, 33, 34, 37, 38, and 40. This set of questions was found to be reliable at the .9363 level using Cronbach’s alpha statistical test on the pre-test sample. Descriptive and inferential statistics were calculated on the population mean . 2. There is a positive relationship in participation in the WAFEF program and 58 participants increased use of transformational leadership skills. The researcher measured practice changes at the transactional level using the following set of questions from Part I of the questionnaire: 1, 16, 17, 19, 20, 21, 28, 29, 30, 31, 35, 36, 37, and 39. This set of questions was reliable using Cronbach’s alpha statistical test at the .8929 level with the pretest group. Descriptive and inferential statistics were calculated on the population mean . 3. There is a positive relationship in participants increased use of transformational leadership skills and increased use of transactional leadership skills. To test this hypothesis of the relationship between increased use of transformational leadership skills and increased use of transactional leadership skills, the researcher conducted the Pearson product moment correlation coefficient on the two variables. The Pearsons product moment correlation was chosen because the researcher was testing the relationship of two variables using interval data for both (Glass & Stanley, 1970). 4. More recent classes of participants will have a greater gain in transformational leadership skills compared to initial classes. 59 To test this hypothesis the researcher grouped respondents into four groups based on class of participation. Their mean scores were analyzed using a one way analysis of variance to see if there were significant differences. 5. There is a positive relationship between and personal goal setting abilities and transformational leadership. This hypothesis was tested comparing items 1, 11, 12, and 15 with transformational leadership skills. The test used was a Pearson-product moment correlation. 6. There is a positive relationship between vision and transformational leadership. This hypothesis was tested comparing items 1, 11, 12, 15, 22, 23, 29, and 37 with transformational leadership scores using Pearson-product moment correlation. 7. There is a positive relationship between ethical leadership abilities and transformational leadership. This hypothesis was tested comparing items, 1, 21, 22, 24, and 14. Scores were grouped and compared to grouped scores of transformational leadership using Pearson’s product moment correlation. 8. There is a positive relationship between operational goal setting and transactional leadership. 60 This hypothesis was tested comparing items, 7, 28, 30, 31, 35, 36, and 39. Scores were grouped and compared to grouped scores on transactional leadership using Pearson’s product moment correlation. 9. There is a positive relationship between team building skills and transformational leadership. This hypothesis was tested comparing items 20, 21,25, and 38 with scores on transformational leadership using Pearson’s product moment correlation. 10. There is a positive relationship between self assessment processes and transformational leadership. This hypothesis was tested comparing items 10, 12, 19, 22, 25, 26, 27, 29, 28, and 32 with scores on transformational leadership using Pearson’s product moment correlation. 11. There is a positive relationship between abilities to inspire others and transformational leadership. This hypothesis was tested comparing items 8, 21, 22, 23, 24, 26, 36, and 39 with scores on transformational leadership using Pearson’s product-moment correlation. 12. There is a positive relationship between trust building abilities and transformational leadership. 61 This hypothesis was tested comparing items 21, 22, 26, and 38 with scores on transformational leadership using Pearson’s product-moment correlation. 13. There is a positive relationship between ability to do environmental scanning and transformational leadership. This hypothesis was tested comparing items 13, 12, 23, and 37 with scores on transformational leadership using Pearson’s product moment correlation. 14. There is a positive relationship between ability to empower others and transformational leadership. This hypothesis was tested comparing items 8, 17, 21, 22, 23, 24, 26, 33, 34, 37, and 38 with scores on transformational leadership using Pearson’s product moment correlation. 15. There is a positive relationship between value clarification and transformational leadership. This hypothesis was tested comparing items 22, 24, 29, and 32, with scores on transformational leadership using Pearson’s product moment correlation. 16. There is a positive relationship between group conflict management and transformational leadership. 62 This hypothesis was tested comparing items 17, 20, 23, 25, 39, and 40, with scores on transformational leadership using Pearson’s product moment correlation. Descriptive and inferential statistics on the population mean were also calculated for the skills described in questions one through forty of the questionnaire. A short list of adjectives describing personal best leadership experiences from the Kouzes (1988) study were provided in the next section. Participants were asked to check those that most apply. Totals were calculated and they were ranked from highest response to lowest for comparison to the Kouzes study. Part II of the questionnaire asked participants to make a recommendation on the importance of twenty four skills for future curriculum development. Secondly, they were asked to go through the same list again and describe how much the curriculum expanded their abilities in the twenty four areas. The scales were ordinal and ranged from none, little, some, much, and no opinion. Descriptive and inferential statistics were calculated for each component. Part III consisted of a series of three open ended questions. These were entered as stated by the respondent and then sorted according to similarity of items and categories that emerged. The summaries are described in Chapter IV and the recorded responses are located in Appendix D. 63 Part IV of the questionnaire asked for demographic data about the individuals to describe of the sample. Participants were asked to indicate their gender, marital status, number of children, age, education, income and class of participation. Frequencies and percentages were calculated to provide the description. The alpha level was set aprior at the 0.05 level for all significance tests. Summary This chapter has outlined the methods and procedures used to implement the study. The methods used to develop the questionnaire, test it for reliability, and implement it were described. The rationale and procedures for selecting the sample, and a discussion of the generalizability of the findings was examined. Finally, the methods used to analyze the data were described for the hypotheses and research questions. CHAPTER IV FINDINGS The purpose of the study was to determine if participation in the WAFEF increases leadership skills of participants. The framework of the investigation was leadership skills as defined by the concepts of transactional and transformational leadership. The data collected was analyzed according to the procedures described in Chapter III. The discussion of the findings is arranged according to the specific hypotheses to be tested, secondly according to other data collected that address the overall research questions and finally a description of the demographics of the sample. A sample of 185 was selected from the general population of 355 participants. One hundred and fifty five participants returned their questionnaires, or a total of 84%. 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The WAFEF offers training that could be evaluated in many ways. Please identify three factors which made the GREATEST difference in your leadership development? Confidence Confidence Confidence Confidence Confidence Confidence Confidence Confidence. Hey I can do it. Greater Self Confidence Self confidence Self confidence Self confidence Self confidence Self confident Self confidence - I have something to offer others. Confidence to be successful Confidence in myself Confidence enhanced Developing self confidence Higher confidence in myself Gave me much greater confidence Confidence in self. Increased my level of self-confidence Gave me increased confidence in my ability and ideas. Confidence and ability to communicate with others. Confidence, Confidence, Confidence in myself and in my ability to deal with others. Confidence in public speaking More confidence in front of people Confidence to work with new people More confidence in leadership skills. Confidence in myself as a leader Confidence in my abilities as a leader in the "public" arena Confidence and willingness to accept some leadership roles (chairman of committees, etc.) Confidence Building - Boosted my confidence in my leadership abilities and ability to work with others. Ability to project myself into leadership roles as a result of program Confidence to make career decisions. Reaffirmed self esteem Development of self esteem Built self-esteem and confidence. Self Esteem and confidence 189 All the activities that contribute to building the confidence to do the job. My horizons were greatly expanded by the national and international trip. Personal pride in beliefs that I already had and the new strength they gave me. Not afraid to tackle the big problems. Motivation to lead Gaining confidence around people through the process of building relationships w/ others in groups Being a participating member of the group helped me build confidence in my own abilities. Understanding local, state and national government has helped to build my confidence to work with government agencies. Confidence to work with elected officials to pass desirable legislation Gaining confidence that I can know as much or more about a particular subject then those in government who may work in this area. Encouragement -- I had just been defeated in a county wide election by a narrow margin. My attitude was "leaving" toward non - involvement. This class got me back into the flow. A push toward self fulfillment. Attacking new projects Leadership Skills OO O a D Getting all the "facts" before making a decision to a problem. Ability enhanced my ability to be an effective leader. Exposure to a variety of leaders and the chance to evaluate their leadership style. . Group problem solving: Required trying to use practically so much that we had learned. Working out problems using group process Task force (group) processes. Problem identification, solution and group dynamics. Taught how to recognize problems and what to do in order to solve them Overall benefit of building teams to examine option/alternatives and then having a consensus to start implementing the change/improvement. Awareness of informational sources, contacts, politicians Development of Strategy Problem solving (team ) training Consensus planning, thinking, decision making 190 O 88 9 Importance of values in decision making Time management The ability to delegate and organize. Time management. Having to examine our values and our biases. Time management by having limited time and being forced to prioritize. Interaction with Influential: Interaction with leaders from industry, government and politics which created awareness of the skills and values needed to be successful leaders. Exposure to common people who make a difference (Barlogue/Mother Teresa) Exposure to and interaction with my class peers -- they each provided something significant to my development in their own way. I think that I have learned how to pull the levers of government Getting to know 29 other people on a rather intimate basis in relation to issues and knowing that that's possible w/anyone w/any issue. Communications Communicating with/through the media, understanding the process and ways to be more effective. Media Management Public speaking Public speaking Public Speaking Public Speaking Public Speaking Public Speaking "Public Speaking" The fear is still there but I have much more confidence in my ability. Public Speaking Requirements Ability to speak confidently in public and to think on my feet. Public speaking - I found it relatively easy before this class, but this experience took absolutely all fear away. No "class" or quantity of people bother me now! Communication Skills Communication skills Improved my communications skills My communication skills were improved. An increased awareness of the processes of communication Communications Communications seminars Intrapersonal communications 191 Conflict management Art of compromise Ability to consider and appreciate alternative points of View. Awareness of different viewpoints and need for compromise (consensus) Techniques on working with people esp. negotiating differences of opinions The ability to listen to and to try to relate to a differing point of view Understanding different points of view Able to consider views with which I disagree as valid. Able to remove personality as a factor when dealing with others. Willingness to listen/consider other views Ability to listen and see The Listening Seminar Learning the art of listening and better communication skills Can discuss a little better Expanded my ability to communicate with people from different backgrounds and interests than mine The chance to speak and interact often with the group. Class presentations, & the 2 minute presentations before lunch i.e. learning to think on feet. mm Trust in others. More open to other opinions and points of view. Good in Others Ability to delegate Political Astuteness Insight into political process - mechanics of impacting legislation. Demystifying the political process. Ability to work in the public process Greater understanding of the political process Political process training Exposure to the political process, to ways to achieve action Learning more about the local, state a national political process. Working in the governmental process: local, state, national Legislative process Understanding better governmental processes at all levels. Came to realize that all of ag must cooperate and face most public issues of common interest, together. Political awareness. Exposure to government as it "really is" Greater understanding of government and how it works. 192 Knowledge of government -- It brought into proper perspective all government functions. That process is now much more "user friendly" as far as I'm concerned. The program gave me an opportunity to get my political savvy in order. I now know exactly where I am in this area and have better opinions about why. I appreciated the opportunities to examine government working at many levels, especially the inner workings of national government. Understanding of the mechanics of politics The observing and studying of our process of government How to approach, influence, and work with government and political people a t t 0 de Knowledge of effective leadership methods Being able to watch over time both my leadership style in action and my classmates leadership style Appreciating the leadership skills of others Knowing that I am not alone as a potential leader Learning to work with other leader types Meeting with leaders and having dialogue gave me perspective, & values clarification. Knowledge and skills to be a more effective leader. Vision Meeting the real leaders in government and industry Comparison to leadership skill of others -- self assessment Exposure to differing leadership styles to compare my own against. Finding out I am a leader Observation of others in leadership positions, or what think they are, and their actions good and bad. Leading is a learnable skill. Recognizing I need to work with others rather than do it myself The gift of the "tools" to make a difference--- Acquiring some of the skills presented in the seminars and seeing people much more experienced than I (both classmates and instructors) in action. Observing others in our class who have leadership skills and how they use them. Knowledge and awareness of the tools used to accomplish a desired outcome. Learning what my leadership skills are and how to use them in getting the job done. Long term importance of today's leadership decisions. "Thinking outside the box" - Question why things are or are not. Make change an everyday item not a major or unique happening. Ability to work with others to accomplish mutual goals The working of public policy developments. 193 The basic knowledge on how to get things done, which strings to pull, and the skills to do it. Training to be a leader Interaction with other class members in WAFEF & watching their leadership styles. Exposure to a wide variety of successful personalities and leadership styles/examples. I think that I have developed skill in bringing out each member of a group so that the group can accomplish more then each individual. r z tio ev o a n a ement Skills Organizational skills needed to plan and execute seminars and meetings. Managing meetings Task force project Ability to work in groups (Task Force etc.) and not have to be in charge. Ability to work with others i.e. task force and committees. Group skills Training in more effective group process. Group management skills. Group dynamics Group dynamics Group dynamics and meeting protocol Group dynamics: understanding, and using have been helpful Team building Team building Team building skills. Some skills involving organization and teamwork Don’t get mad, but do your home.work so you know what you are taking about. el wa e as Making me aware that I had something to contribute and could make a difference Self Assessment - Helped me to better understand my strengths, weaknesses and where my interest lie. Self awareness - strengths and weaknesses Learning my strengths and weaknesses. (One weakness is answering questions like this.) Recognition of my personality type, and how others perceive me, and how to use that knowledge. Peer evaluation of my skills and personality. QEBQE The great short liberal arts course. 194 Understanding of Issues Awareness and system processes and who is available to contribute to resource problems and coordinate efforts. I obtained a much better understanding of the common problems and issues affecting all the diverse domains of ag. and forestry. I gained detailed insight into several specific issues, which made me a more effective leader. Opportunity to hear and learn of opposing views on key issues. Opportunity to meet and question people in public service at local, state and national levels. Opportunity to work though public policy issues. Gave a broader awareness of issues impacting my professional life (social, political, economic). The education I received on issues and problems facing us. Exposure to so many different issues and perspectives and ability to network. The interaction that took place between class members after and between the scheduled meetings. _ The broad array of seminar topics that crossed so many areas. "Contact" with some excellent speakers who had interesting information that caused me tho think in new ways and new ideas Face to face exposure to social and community issues. Ability to see both sides of an issue Exposure to conflicting points of view The seminars throughout the State covering current relevant issues was also invaluable. Exposure to other industries/areas of Fed. & State Government/and individuals outside my own industry. Opportunity to travel around the state and to know it and it’s "cultures" better. Ability to examine other viewpoints for merit of argument Values Culture Exposure to a wide variety of different ways of thinking and reacting to change. There are consequences for every action we take especially when it involves others. Appreciation of other points of view and the complexity of issues. Either didn't understand before or know much/care much about before. The diversity in curriculum - from chicken farming to international banking - all somehow linked. The in-residence format that demanded concentration of subject matter. Looking at issues through the opposition's perspective has motivated some of my redneck views on life. 195 Before Ag-Forestry I tended to be apathetic about things that didn't directly effect me, now I'm less so. Expanding my knowledge of other industries and problems. Better understanding of the part that the media plays in presentation of the news (information) A broadened perspective on issues Understanding opposite opinions and viewpoints Understanding more fully issues - values of resource industries. Desire to have greater awareness on issues Making me to listen to the whole issue. Realizing there is two sides to each issue & if you don't know both sides you cannot argue for your side and be effective. Meeting with industry leaders - experts A greater appreciation of the magnitude of issues/problems facing us leaders. Understanding diverse perspectives on natural resource policy/management. Expanded my areas of knowledge in Washington resources Broadening my perspective on the issues. The opportunity to interact with other Washington Ag. leaders - and be friend them all. Issues are complex and need to be studied and looked at from various angles. By being exposed to an area that was new to me (natural resources) was of great value in understanding thought process of those already involved. Studying an issue - getting input on that issue from all sides. The 1:1 personal interaction with both staff and classmates was very enlightening. Broadening of perspective on specific issues, seeing all sides Exposure Networking Networks Networking Networking. Networking. Networking Network building Networking with others. Networking with leaders. Networking - knowing the people who pull the strings. Better use of network development and use. Exposure to a diversity of cultures and a resultant heightened appreciation of our political system. The relationship with 29 other diversified agriculturalists from Washington State. 196 Informal networking and friendship. Being around others and seeing how they react to different situations over the full time period of the training. The past graduation association with the Ag Forestry program that resulted in increased contact and through the Ag- Fo Network. "Communication" with my classmates. Discussing ideas an life with people with similar goals and ambitions but from different backgrounds and jobs. The connection back to Wa.D.C. with Foley, Morrison & the access to these people. My classmates Networking w/in groups to achieve goals/outcome that couldn't have easily happened The time spent with other participants Networking with some very powerful people. Helped to put my life in perspective and what I can do to influence change. Identification with a large group of "winners" or high achievers Development and nurturing of contacts - networking Access to 2 divergent groups of policy makers. Class involvement with representatives from other industries/resource agencies within our own state -- classmates. A greater appreciation for, and guidance in the use of networks. Access to an expanded network of peers. Development of relationships - networks - how to work within the system. Contacts Contacts Broader Perspective of Global Issues Gave me a much better perspective of the world. Convinced me that one person can begin to make a difference. Gave a broader perspective of global concerns. Broadening experiences: poverty; Walla Walla; Women's rights' foreign experience. A broader view of a much greater picture. The ability to see a bigger picture The international experience. Exposure "Exposure" to some unique people, both those who are high power leaders and those who live in different cultures. Exposure to different cultures Exposure to Cultural Differences Exposure to other cultures and ways of life. Exposure to new ideas, cultures, ways of thinking. 197 Broadening/openminded - Helped me to understand the bigger picture, promoted better consideration for views of others. Helped me understand the various needs in our society. Broader outlook on world issues. International experience. Interest in international marketing. Widening of my perspective Exposure to Egypt Broad based experiences. Exposure to not only different perspectives, but to different "world views" The international and national seminars removes us from those things that insulate us from the real world, The world outside our comfort zone. Travel International Education Exposure to and interaction w/people completely different from me. Increasing understanding of govt. The opportunity to see different cultures and try to understand them. Understanding of different cultures An increased awareness of the uniqueness of each individual and culture Cumulative experience that allows one to look at the part as a piece of the whole. World views. See how other government and cultures function ( the rest of the world is very different from the U.S.) Experience in other cultures I believe that I am much less biased regarding race and other cultures. I try to understand people where they are at. ' Understanding third world cultures Perspective A broader perspective of the world. Opportunity to visit other states/countries gave me a new perspective on problems close to home. Exposure to other members way of life and thoughts Exposure to a bigger world Understanding and recognizing cultural differences, I think it is very important if we are going to deal with them. Greater knowledge of issues, people, cultures The trips both D.C and Mexico, Costa Rica and Cuba Development of a broad experience base from which I can judge future events. Opportunity to listen to other view points, experience other cultures. Understand other cultures a little better Exposure to new and different people and places. Understanding of the need for global cooperation for success of the whole. Meeting with U.S. and world leaders 198 Understanding and experiencing different cultures seeing how they live, think, etc. Broader vision in public sector Gave me a vision of what was beyond these mountains. Multicultural exposure and values within various cultures. Greater awareness of the need for leadership on local, national and world levels. Broadening by looking at competing points of view and cultures. Exposure to people and places I might have never had occasion to see. Growing older and gaining a more mature overall perspective on life (experience). Ability to view my areas of interest / or concerns from a global point of view. Broadening of general knowledge. Cultural awareness. Increased awareness and understanding of values and beliefs of others as well as cultural differences among nations. Experiences which broadened my ways(s) of thinking International visit to a third world communist country. Through the program, I developed an excellent understanding of international business and realized that I could easily enter it if I wanted to. International and D.C. Trip Seeing the whole picture i.e. government interaction relationships between interacting interests Travel to experience different cultures Diverse cultural experiences Understanding different viewpoints whether they are cultural, economic, environment, international, political or religions! "I Can Make a Difference!" We can make a difference. Stu Bledsoe "you can make a difference" Stu Bledsoe The knowledge that I can make a difference The courage to make a difference. Inspiration provided by certain leaders that we came in contact with at seminars. Learning/understanding of the needs, resources awar? and what can be done to help. To make a difference. Awareness of our individual power to affect the process. Realized that I could "do it" as well as most. The ability to see "change." It is around us every day and I know I can make a difference. People contact. How to go about striving for something you believe in and knowing the best route to go. All are equal=therefore I can do the Job Awareness of the need to be involved 199 Setting Goals Setting Goals Selecting your own future. Commitment to a goal. Value of them building. Internal motivation to seek greater opportunities and/or responsibilities. Very good parental rearing Desire to try new experiences. Efforts in personal development Recognition of my own and others values, and how that affects goals and decisions. Goal Setting Increasing my limits: i.e. what I can do or accomplish under stressful, trying times. Goals - Making goals & reaching them Interpersonal Relationships Building interpersonal relationships Learning how personal values and traits cause each of us to look and react to situations differently. Learn to accept & understand alternative points of view Acceptance of others Understanding that other people may disagree with my point of view, but to listen and respect their views - we always don't have to agree New Iglnninnnnins developed with class members. The friends and acquaintances made through the program. Recognition of the validity of the views of others. To respect others values. Different aspect of the many parts of people who make up the classes. Opportunity to watch and listen to the future "leaders" of the agricultural community gave me an appreciation of the role values play in education and training. Because much more open minded about others opinions and ideas. Friendships of classmates. Meeting with peers. Interact with the people who we were exposed to - both as a student - and back. Interact as a group and individuals, locally, nationally, and internationally. The realization that I have a lot to offer others and that I can learn so much from others - seminar process. Interpersonal relationships and networking Going through the process with an outstanding group, that shared experiences and developed together Gi Th Ta MNWMIBEWT I 200 Given the opportunity to observe the political and decision making process in this state. Learning that our leaders are very human and need all the help they can get. The association with 29 classmates. This interaction with quality people changed my world. Evaluating varying opinions on specific problems encountered during the program. Taught how to bond and work with others of varying backgrounds Miscellaneous Maturity building Nothing Watching and learning from other students Military training: ROTC/officer, Tng. etc. Innovation Belonging to a class for two years. Exposure to diversity within my classmates Well structured curriculum The contact with professors at each of the universities and colleges in Washington that Ag/For. held seminars Exposure to the academic setting Being elected class president. 201 QUESTION 2 OF PART III 2. Please give three results or accomplishments which you attribute to your participation in the WAFEF two year program. Promotion Promotion. Career advancement. Working for the Nez Perce Tribe Serving on the Board of Directors for two national Indian Organizations. Ability to succeed/cope in my current position. Promoted to Asst. Reg. Manager Wa. Still gainfully employed Contemplating a change in career.Confidence to leave a job to work for a failing company Mid life career change due to values's clarification My current job I am in line to someday own 55% of a major fruit packing shed. This has happened since I started the program. Strong link to my legislators Starting business in my hometown - Othello Athletic Club Starting own business Present position Have survived negative farm environment Promotions - One while in the program and one since. Moving into administration positions professionally. Uniting of Yakima Indian Nation, Dept of Ecology, Dept of Health, E.P.A. and other farmers in our area for utilization of municipal sledge upon agriculture grounds Career advancement from mid level to upper level management Better jobs/ at higher level Contributed partially to promotion at work. Promotion to a position with in government, where I have direct influence on public policy. The confidence to seek and obtain a professional sales management position. My profession life and career is on a pronounced upswing. No doubt the program gave me additional confidence and expertise to help make this possible. Stayed in business Starting up a retail business. Expansion and upgrading of business Dedication to work with people resulting in promotion to well-paid administrative position at Whitman College: President Executive Assistant 202 Personal Growth Able to be a skillful facilitator to organize group efforts. Able to identify problem areas and resource those problem areas. Able to communicate effectively and confidently with others. It has made me a better person, period. Feel more at ease giving radio and TV interviews. Greater understanding of the mechanisms involved in setting public policy issues including legislation. Making career decisions. Appreciation of leadership role as result of extensive writing and editing opportunities. Confidence that you can do it when you put your mind to it. Better control of time. I seem to be able to delegate more effectively. Being able to see and understand a broader view of ideas and opinions about an event. Being better able to outline steps to a goal. Greater ability to analytically review problems and arrive at solutions. Helpful in work. Helping me come to critical decisions regarding vocational goals. What I’ve returned to WAFEF in time on committees, leading sessions etc. More effort in gaining experience in public speaking. I set my long term professional and personal goals after the program. Much more awareness of overall Natural Resource industries than ever before. Some of the most special friends I’ve ever made. Trust in myself Patience with others. Marriage A new marriage Strive for continual motivation. Analyze more closely individual's strengths & weaknesses re leadership capabilities. Enhanced (not increased) my belief in public service as an individual's responsibility. Developed the Stu Bledsoe Leadership mind Ability to speak openly and with confidence on various issues. Better understanding of Ag. and Forestry in all segments of the state. Better understanding of external factors affecting agriculture Expanded my willingness and ability to network with others. More comfortable personal life with my family as I have determined the value this has to me Able to look more critically at news reports and articles - understanding both sides. 203 Willingness to take risks Increased confidence in my ability to affect change. Confidence to confront powerful people and express my views. More interest in politics and world problems Determined to take a greater role in policy making Continuing education and work on graduate degree I know who I am and what I am about I have become a more rounded and better informed person. I can't be specific. The program was a positive change integrated into my life. Everything I do reflects what I learned but none are solely a "result" of the program. I think this is the success of the program. Increased confidence More self confidence in front of legislators as a result of above efforts. Respect for a variety of values Differences of values are Real Appreciation for the views of others which depends upon their environment. Additional confidence to make a difference. Heightened interest in politics and world events. Increased ability to see opportunities. Self esteem needed a boost - accomplished Improved my conflict management skills My comfort in large group process and meetings Political awareness The confidence to try new ideas and not fear failure An insatiable desire to travel to places that don't have bathrooms. Nothing Greater empathy for other cultures Continuing education Going back to college to get the necessary credentials. Completed advanced educational goals Went back and finished a B.A. college degree It gave me the desire to complete my Ph.D. Current work on Ph.D. with minor in international marketing. Completed Masters Degree Started MBA program. I have become involved in local planning and growth management issues in our county. Self confidence increased Better able to express opinions in public Significant increase in interest in government. Interest in State and National political events. Becoming more organized in my personal life, business, and social events, allowing for more time and involvement in community and regional activities. Enhanced positive attitude Broader perspective Better listener. The courage to be honest with myself and with others about inner feelings 204 The strength to follow my convictions Horizons broadened generally. Longer term outlook in most things. More willingness to expand career horizons and make needed changes to reach for those goals. More independent Greater appreciation of the things I have and the country I live in More open minded. Stronger self reliance. Increase knowledge of the needs of people in this industry. Problems and how to solve them better. I better understand the values and thoughts of agricultural folks. Exploring new opportunities More self confidence Recognition of strengths and weaknesses. Expanded knowledge base and contact base of Ag & forestry in the state and nationally. Examined career to decide on new direction. Greater political awareness. Increased confidence in speaking my mind at meetings and associations I have made a point to read more and to keep abreast of current events and issues. Understanding political arena. More awareness into public policy issues. Better able to look at the big picture and both sides of issues. The organizational skills to plan and execute a highly successful motivational program. More well rounded as a board member. -- School Board. Confidence in public speaking Improved public speaking ability. I recognize the importance elements easier and faster. Personally grew in self confidence and broader outlook towards others issues. My outlook is expanded into other industries. This is a striking difference from before the program. A new found ability to view "the big picture" A deeper appreciation for alternative methods, lifestyles and techniques. Contracting my own home construction. I used to be afraid to speak at meetings and now I have a greater ability to express myself. I spent a summer as a congressional intern in Washington, ‘ D.C. i My overall knowledge base is much greater today than before ‘ that class! The knowledge gained much outshadowed the time spent. Overall confidence boost Government policy (knowledge of) and functions Much greater comprehension of the mechanics of politics. 205 Confidence Communication skills Greatly increased personal self-confidence Office Bolder Being elected to be a conservation Board Supervisor. Commodity commission office-holder Conservation commissioner Became a committee chairman for my state wheat growers association. Was appointed to the National Barley Growers Board of Directors. Board member of leadership organization in city. Appointment to school board. Appointment to industry group Board of Trustees. Selected to Board of Trustees - WAFEF Become and 2 time Master Salesman with Monsanto 88/89. Ran for State legislature and served one term President Statewide Coalition (WFFF) Serving as a Commissioner of the wine commission Serving as vice chairman of Tridec (Tri-City Industrial Development Council) Board President of Washington Friends of Farms and Forests Vice Chair of Mason County's Growth Mgmt. Advisory Committee I am now a director of the Grower Clearinghouse along with about 5 other Ag-Fo. graduates. Board member Wash Friends of Farms and Forests Board member White Pass Co. Election to Washington State Fruit Commission Chairman, PNW Farm Forum Commanding officer, navy reserve unit 5 yr. chairman of Public Relations for commodity group 4 yr. County President of WAWG Chairman of the executive committee of my church which has 4,000 members in S.E. Washington (highest lay position) I was elected mayor of my city I served on in international trade advisory committee School Board Race Serving on library board Serving on DNR's Old Growth Commission Elected 2 terms to Wa. State Apple Commission - Chairman 1 year More active in local politics - Elected Chelan County Commissioner Fall of 90 Several volunteer leadership roles w/Scottsdale Chamber and other organizations Officer in state farm organization Election to two advisory/administrative boards. President of Lewis County Farm Forestry Assoc. Member of Vestry, St. Stephens Episcopal Church Becoming a state president and representing them nationally 206 Being elected President of a state wide grower assoc. Became chairman of the Board of ygny strong and successful savings and loan. Leadership positions in the Washington Ag. Council. Elected Pres. Harvest States River District Serving more effectively on grain Growers Board of Directors. I am now Chelan County Assessor. I probably would have run again, and won without Ag Forestry--but it was like icing on the cake. A push in the right direction. President - Wa State Ag Teachers President of Wa. Assoc of Wheat Growers President of National Barley Grower Assoc. Elder of Local Church North Franklin School Board Committee Chairman 7.9 million passed by 62% Big Bend Hort Ass. Pres. Appointed to WA State Organic Advisory Board Becoming a WSU alumni director Impact on Organizations in Which I Participate Using the "political system" to get laws passed in helping the financial status of my business. Making sure whatever organization I am involved with that they get my full attention when decisions must be reached. More effective employer continued career management. This has impacted the people I come in contact on a daily basis. I was able to help my ag. group better understand some complex issues, using knowledge I gained in Ag./Forestry. Beyond that, nothing. Recognize need to limit and prioritize involvements. Resolve to continue to work on issues important to me and my industry in which I work. Heavy political involvement Addressing problems or questions through networking with classmates. Awakening the Bluegrass seed industry to the field burning issue - taking the offensive. Being more cognizant of the opposing viewpoint. Commitment to getting others involved in ag organizational activities. Complete diversification of my farm which is very atypical in my area. Development of the Canola industry in State of Washington. Participation in and positive effect on youth in my community. Clearer vision as to what I wanted to be involved with and how much energy I wanted to put in different activities. 207 The ability to say "no" to myself to a new activity when I'm already busy enough with current activities. Increased participation in state-level organizations. Increased participation in local level organizations. Greater role in local Ag. Resource Community. Positive contributions to city committees where I live. See growth in associates Active in Biotech int ------ in Ag Sector - No Anti BST legis in my states CNC, MD, VA) Stronger participant in group discussions I now frequently contact classmates for opinions and feedback on policy and issues. Developing export market for apples into the Rim of Asia for my firm Set a goal to "weatherproof" my business Have become pro-active for my industry Leadership of Washington Stat Society of American Forester’s Leadership of National Forest Economics working group International Professional (Forestry) exchange with Chile. My task force wrote the legislation and I worked the Halls of Olympia for the Washington Wine Commission. More active participation in forest products industry issues. Increased industry contacts (network) Serving in regional and national development of issues important to our industry Development of legislation for our industry Legislative process reflect those real differences in law making process My goal was to meet people to help network ag problems & their resolutions -- accomplished My successful work w/ the media (I get help from TV and newspaper people and they see me as a resource) Meeting mgmt & public speaking / videos As I serve on a State Commodity Commission I feel that I speak for the issue I believe in Becoming more active in the community Better use of my time and thus able to be more involved in projects that are more important. Meeting and establishing a broader range of people and connections much more capable of addressing and leading More aggressive attitude in the process of government - local Environmental Enhancement of our industry Increased ability to perform as a successful leader Being asked to serve on different committees from a broader area Political involvement More active in local community. Accepting leadership roles on the job. Strategic planning committee for local school district. This study and dissertation. 208 Leadership role in implementation of the first Washington State Winter Olympics More focused on putting my energies on what I am trying to accomplish now that fits into a larger life picture. Organizing a leadership conference for American Indian University students from throughout the U.S. for the past 3 years. Leadership of a goal setting and long term strategy program in my church council/parish. Increased policy making role at state level or government. Started the National or International Alumni Organization. Started WAFEF endowment program. Ability to easily work with Yakima Indian Nation to set up a cultural diversity program. The decision to help people grow, instead of crops. Have been key player in reorganizing large Ag-bank. Several opportunities in the community and on the job - to work on ways to better what ever United Way Board - several educational committees, successful campaign of spouse for school board. 3 trips to Kenya, East Africa to promote christianity and to help set up a christen university and specifically an arid land Ag. School Experiment Station in Mrru, Kenya I worked on many issues through many govt agencies Much better in group decisions. Commitment to Social Responsibility Becoming a volunteer public speaker for the American Council of Agriculture Better manager of people More actively involved in my industries activities I feel the program has helped me have a positive impact (I hope) on our community. Increased leadership skills which helped me to be chosen for Phoenix Az Valley Leadership Program Increased responsibilities on personal level (family etc.) Increased desire to take on more work related responsibility Willing to give more responsibility to those around me. Better idea of how to attack (solve) problems that effect my profession, but that my profession has little control over. The ability to gain the respect of those with opinions contrary to my own. Successfully getting peas and lentils listed on the PL480 list and having them regularly program helping our industry by $8,000,000 dollars. Be able to listen to others opinion and then being able to talk to them honestly about the issue whether I agree with them or not. Understanding which generic component to be part of the solution rather than part of the problem. Development of nine policy plan for a state agency Development of an effective legislative tour -- in its 5th year. 209 Willingness to be a spokesman for my profession - ag education and a leader in professional organizations. My Ag students benefit from my AF contacts, and my increased ability to motivate them. Having always been an "involved" person, I feel that the program was more of a reinforcement To me to continue the course I was on rather than a point of new beginnings. Developed educational training plans. Planned short and long term personal financial plans. Able to come up w/ solution and meeting and direct others to the same result. Became involved in public service activities. Took a more active role in politics. Improved job productivity through team building Values assessment / personalities in group settings More focused involvement in organizations. I became a lot more active in the political process; testifying at hearings; supporting candidates I actively seek opportunities to speak before groups on issues I feel are important The network of alumni have helped me solve problems in the industry I work in. Ability to assess group needs, look for most viable solutions. Effective participation in TFW Promotion within my company Confidence and initiative to take on leadership roles in several Significant forum - community and professional Have successfully interacted with congressional delegates, Eg. have gotten congresswomen Jolene Unsoled (Washington 3rd district) to visit some tree farms. Community involvement increased Biggest result was 'networking’ aspect of program and the friendships established. Strong desire to help with the growth of our state - local and regionally Being a lot more aware of the effects on one group effecting other’s - Both good and bad! More active on political issues affecting agriculture Leadership in historic foundation Realization that what I have done in my business can be delegated through various channels. Network of individuals/contacts to draw upon for my business future. Founding Col/Snake River Irrigators as an interest group to respond to The Endangered Species listing on Salmon Increased training for key staff. New sense of direction. Joining the city council and taking a leadership roll in union/city negotiations. 210 Chairing the county solid waste advisory committee during the selection of a new landfill and writing a 5 year comprehensive plan. Republican party involvement Networking contacts Confidence to go before groups and talk about ag. forestry or industry topics. More assertive leader. The organizational skills and confidence and interest to seek and be actively participate on the board of directors and promotion committee of the Agri-Business council of Oregon. More willing to sit down with all sides of an issue or problem. Involvement in local political process Commitment to long term support for Ag-Forestry issues Commitment to ethical leadership. I became involved in a political campaign for Congress, something I would never have had the confidence to do without the program. I was able to bring different viewpoints together to work out a grower contract for a coop that I managed. I had the confidence to run for school board and to serve. Ability to deal effectively with media. Ability to deal effectively with government. Established an on-going communication with a broad range of natural resource folks and that was a goal of mine. Was able to gain a commitment from my company to support ag community issues I was appointed to the board of a large food processing farm which later sold to Stokely. Gained greater respect for and from my peer group. Nominated for WSU Faculty Excellence Award. USDA Yearbook of Agriculture 1990 article (authored). Trip to China in Governor's seed selling mission. More respect from my peers. Gone through an association's Chairs Concurrently on a commodity commission. Currently serve on a national marketing board and executive committee. I plan to work with the county planning department in an effort to help preserve farm land. Our farm is on the first summer farm seminar and I am proud to be a part of it. Worked on a committee that successfully got state legislation passed enabling our industry to form an industry commission. Wrote articles that appeared in national industry publications which pushed for members of our industry to do more for themselves. Conducted a National survey of key people in our industry to identify basic problems within our industry. Helped on Sid Morrison's/Congress campaign (county chairman) 211 Community involvement - service club activity, benefits, etc. Move from technical to administrative role within state government Promotion within administrative role - based on abilities, skills, etc. honed through Ag. Forestry. I'm very thankful for my family, home and everything. To see how others have to live gives a rude awakening. Being called on to give seminars because I was in Ag/Forestry. Being part of "the club" of Ag./F graduates and therefore being considered special/unique/qualified. New statewide contacts Being a good "catalyst" in guiding a new law through the legislature. Without this guidance, it may haVe failed or may have been a "bad law" Using mass communication skills to enable me to be far more effective in reaching my clients. Emergence as a strong group leader for my section in state government. President - Two local organizations Considered by others as one they can look to for leadership and well thought out opinions Expansion and upgrading of business Favorable legislation for AgEd. Serving on numerous committees Generally more involved in community organizations Industry leadership positions State and Federal Government Recognition Industry Interaction Industry Leadership Positions State and Federal Government Regulation Industry Interaction Ran for local school board and was elected Participation in WA State apple grade changes Formed a network of highly competent friends Learned how to accomplish things The ability to focus on a large project and finish it without getting sidetracked -- greater ability to goal set and carry through until goal is accomplished Completed B.A. in spite of hurdles Interest and service on the Walla Walla Conservation Board Increased interest and participation in local government Being a better, more organized group leader Greater ability to set policy Other Capitalism in USSR More respected QUESTION 3 OF PART III 3. Now that you have had time to reflect, use the training and perhaps explore some other ideas further, what suggestions do you have for improving the curriculum in regard to leadership development. Agricultural and Natural Resource Issues Most of the time I was in such a state of "awe" that it was hard to see that any changes should be made to the program. But: I have one concern that seems to have no answer. We study everything but agriculture. There is a need for more seminars dedicated to Ag. I know it is hard to do but I feel my forestry classmates still know very little about Ag. Ag in the state of Washington is so diverse that there is a lot I don’t know. I know a whole seminar can't be on Ag, but in this age of technology a video of Ag could be shown at each seminar of the region in which the seminar is held. Or at least have one panel discussion from farmers in the area to tell about their business. Discuss the problems and opportunities of Ag. show off the diverse types of Ag this state is noted for. I believe that our urban legislators would benefit from development of a farm-city "exchange" where they could spend a day immersed in farm life, natural resources, agribusiness, and related industries. More time spent on the current problems facing Natural Resource industries. Make time to listen to specific problems of each industry and comment on experiences and solutions. Less time on University lecturers, prisons. More agricultural tours and seminars I also felt we should have utilized our class for ag. tours during the program. It would be most beneficial for the program to maintain as many agriculture personnel as possible. Also to provide more agriculture type of focus whenever possible i.e. Pullman Seminar - tour wheat operation. Ellensburg seminar Hay and Cattle operation. etc. Would provide a balance to forestry dominated seminars. I also think that staying w/ ag related farm families on the foreign trip would have been a great experience. 212 213 Skills P c c S 1 Two important items immediately come to mind. One, the methodology in developing public policy is completely inadequate. Having been through several processes, I found the Ag/Forestry preparation in this area was not sufficient. The second area is the, what I would term desperate need for continuing education and experiences. I personally need additional Ag/Forestry exposures to stay viable in my work. W/o them I tend to fall off a bit. Break the Public Policy into 2 distinct steps with recognized bench marks for people to hit. Simplify selection of issues and help groups identify early on subjects to be investigated. Perhaps have whole class evaluate different aspects of same issue and come forward w/one large recommendation/action plan. This would encourage greater group dynamic tools to be used (among the various S-G member groups. Hope the program still includes the social, political and economic subjects as well as Ag/Forestry. Emphasis on leadership skills & becoming involved in public issues should be a high priority. The national and local politically oriented seminars are extremely important. Too bad politicians do not have programs akin to WAFEF. Instead of one big paper/presentation at the end of 2 years we should have had more but smaller projects, such as preparing testimony for hearings, etc. One of the biggest benefits of this program is getting the farmers off the farm, timber people out of the trees, and office workers out of the office and exposing them to the bigger world out there that we all live in. Would like to see a better presentation of the first session. Overall great program. More time on how we fit into the world economies and where we stand. I feel that the task force presentations should be based on issues relevant to the people on the task force team and, in addition to presenting to a legislator or other community leader the "product" i.e. the bill, pamphlet, or cause to be lobbied or distributed should be done while still a member 214 of the program so that the resources of Ag. Forestry can be used to help teach them to be more successful. I feel and my experiences support that Ag/For tends to promote the regulatory legislative process as one that is manipulated by community involvement. And you influence decision making by one's involvement in community political positions. No involvement - no influence. I’ve learned that people’s values more influence positions that community leaders take than political leaders influence the law making process... Example --- Are the "adverse" environmental regulations effecting the Ag/for industry and product of lack of public education and poor representation in political process or a genuine position (value) that society will demand as a way of doing business. Currently many graduates view it as an education, influence policy issue. I think more time needs to be spent on how state government works and how to effectively participate. This is where the skills learned need to be used. Less focus on issues, more focus on process. De-emphasize public policy making or modify to make it much more interesting and relevant. I realize that floundering in our issues made us think; but to have that hanging over our heads for 2 years really didn't accomplish too much. Maybe have a presentation at the end of year 1 and another half way through year 2? I don't know, but having the deadline nearer would make us find ourselves quicker and limit the amount of frustration that most of us went through. I’m not sure the public policy committee left with us a very positive taste in our mouths. I never again want to do that. Since my class they have changed for the better. The task force groups took too much time and the goals set for us were unattainable. Study of successful leaders in industry/government - case study - to see/understand leadership style & what made them successful expanded work with people of differences of opinion. -- How to get "public" acceptance or no opposition to projects. The public policy assignments don't go far enough - they were, for the most part, time exercises that did not really get at the issues or processes necessary. They should occur during legislative sessions and be focused on real public policy debates. You learn by doing. 215 Do a public policy - task force assignment in own profession -will promote more interest. Task force concept could be more useful if direction was toward in State/Area issues. I think utilizing current public policy situations and debate helps to connect graduates with organizations and groups that would provide opportunities for leadership after graduation. Everyone gripes, but task force is excellent training -- expand the personality evaluation and public speaking seminar. The many ways the program exposed us to the large sphere of society must be continued and even enhanced when time allows: from prisons, to the plight of farm laborers, to government and international business, to natural resources, to international travel, etc; it is on the right track! I would suggest a continuing emphasis on communication skills, and particularly on the specific mechanics of how to accomplish goals in the public arena. I’m looking back, I didn't see the change in interpersonal skills that I expected. Most were veny strong willed and some could stand to be "broken" just a little possibly. Interaction of the class itself should be promoted (such as the truckload of food for the needy, or class government). Each class should spend 1 hour in forced "stretching" of the individual possibly through class interaction??? Possibly more "concrete" personal development. I would like the curriculum to include some instruction by the participants themselves. They are well-qualified, and it would be good training. The ability to pass along knowledge is as important as gaining the knowledge itself. Seminar on the next step after WAFEF. Need leaders of different groups to tell how to get involvement in their organizations. I was fortunate to have had significant leadership experience prior to Ag/For -- so I didn't get much out of the "skills" seminars. But I think the current curriculum is excellent --- don't change it. With regard to questions 1-40: I don't recognize hardly any of these as objectives of Ag/Forestry. I hope the program hasn’t gone off the deep end and begun over - killing ngnggnnl motivation etc. My concept of Ag/For was that all the "students" were already 216 ggnnngtnnted leaders; the idea was to get them to work with each other. Enhance skill building training - very essential. Continue most of program as it- its great! 1. More work with person peak performance strategies. 2. More information on high tech data base availability and use of information. 3. More public speaking skills 4. More effort on prereading for subjects 5. Stronger effort in group facilitation skills. The personal examination exercises that helped me identify my leadership style, coupled with strengthened listening ability are what meant most to me from a personal standpoint. I have learned to listen at length about situations needing action, can perceive the core, form an opinion that cuts through all the pizazz, and help others to come to an efficient solution. The program must constantly, although not at great expense of time, teach participants a variety of ways to relieve stress in every arena. More hands on/tour type activities; less fanny time in classrooms. International trip should be less tourist and more business. Begin class with Bob Moag or LoveTree instead of end. I think it is important that we continue the concept of getting the participants out of their comfort zone. Also, to look beyond their own sphere of influence. Public speaking skills should be developed more. After the first two seminars all of the rules that were established for "five minute speeches" and "table topics" were allowed to slide. Hence, the value of these exercises was greatly diminished. Participants should be appointed as committee leaders more frequently during the program. The program should include more actual leadership activities other than sessions leader roles. Chairing a committee requires a person to delegate, listen, use deductive logic and communicate effectively. Perhaps the role of committee chairmanship should be taught as a skill in the WAFEF program. I think we should spend more time on becoming familiar with the actual processes of unining laws, statutes, regulations, ordinances etc. at the various levels of government. We need to learn Eng writes the language that ”flushes out" the 217 legislation that is passed. We need to know how to watchdog that process. We need to learn that it is possible to affect what legislation says even after it has passed in principle. PACS and special interests/narrow scope groups already know these processes and in many cases nng the people that do the writing. The other ones that need special attention has to do with this delivery portion a/marketing. It does us little good to promote our products overseas when the product we actually deliver is not as good as what gn delivered to this shipper. Facilitate actual involvement in leadership roles by the participants during the 2 year program. Expect them to be involved in some capacity in an organization so they can combine O.J.T. w/classroom teaching or theory. I think that it would be beneficial to have the students complete small projects as they go through the program. While this would impose additional work it would also serve to help people manage their time. Time management is one of the biggest things that a leader has to learn. I felt the program utilized the time available very well. The PLU, Olympia, Washington D.C. and international trips were the highlights for me. Being a graduate of Class I causes a time lag that makes reflection difficult. The one thing I would say is continue to emphasize skills that empower and give confidence to the individuals. Encourage him or her to do things that could not imagine before. The program was excellent for broadening perspectives and education, but was lacking in building leadership skills. Group process exercises and teamwork skills and fundamental organizational skills could be improved upon. This questionnaire asked a lot of questions about how this program affected one’s ability to motivate or lead others and I felt that seminars such as Ellensburg could have been better in actual organizational and motivational skills. The program was good for educational purposes but teamwork and skill building along the lines of this questionnaire could be expanded upon through exercises and group projects. But please set parameters for these well defined learning exercises not letting them out-of-control like the two year long project. More motivational skills could be expanded upon if that is deemed the foundation’s objectives. Give the participants the basic materials but don't be afraid to try new or different ideas - helps to learn not 218 only what we want to but in ways and ideas we would rather not have to face. Develop tools and skills to deal with public policy, state agencies, rules, & non - ag/forestry public in addressing the stewardship and use of our finite environment. Interpersonal development/skills - more emphasis Value clarification - ethics and society - need (How can we understand society/culture when one doesn't understand her/himself?) Team building/mediation skills/conflict resolution needs more emphasis. Too much time on talking about values and not enough on application of the information. Train good, but humble leaders. The worst thing I've noticed is some folks become quite arrogant and building of their self esteem. Its extremely difficult for me to differentiate between areas of life affects generated through participation in WAFEF as opposed to graduate school, remarriage, Battde institute management training, and other events over the course of years since WAFEF. Undoubtedly some measure of skills, motivation, values etc could be attributed to WAFEF involvement but certainly not all, and its hard to sort 'em or assign’ "affect values" relative to the other variables. One aspect n9; in question is that for the most part WAFEF had a positive influence on my leadership skills and allowed an objective assessment of deficiencies and opportunities for improvement. Stress organization/networking Keep emphasizing collaboration approaches to problem- solving, teamwork, diversity and cultural broadening and strengthen awareness of environmental issues and ethics. Some students are natural leaders, force or give more demanding opportunity for the student that are not as experienced in leadership. But I felt teaching of leadership skills was very lacking. It was like we were supposed to learn through osmosis. But were given few good role models. I think more work on personal skills would have helped me. Maybe half a day per session on working with people, speaking etc. would be nice. 219 Curriculum provides great opportunities to promote and improve leadership skills -- gnngnn (as you have the different problems in the natural resource industries and their sinilanities -- working togetne; everyone can benefit --- stress win-win conflict management -- broader perspectives can only be accomplished with education and communication --- our greatest "natural resource" is people. I thought the program was excellent --- and extension of grad school in a lot of ways. What would have been better for me might be very boring or limiting to others. Everyone comes in with very different levels of expertise, maturity, experience, etc. I would have enjoyed more group dynamics kinds of seminars but I had classmates who were already familiar with and using those techniques. I would have liked more background on the seminars pertaining to specific issues (forestry, land use, water rights). Basic required reading could have been used more prior to each seminar. I mean a few articles or papers. None of us had time for entire books which were often referred to or recommended. More focus on the "toolbox" Training in specific leadership concepts and techniques. If emphasis continues on "learning through exposure", make it clear what we are supposed to be learning from the experience, i.e., "This is a good example of strategic planning. Pay particular attention to ...: and then wrap up w/discussions about that particular lesson. I ime One of the great dilemmas facing nearly all participants and graduates is this question: "How do I accomplish all of the things I am involved in while preserving appropriate quality time with those I love?" The leadership program needs to continue the excellent curriculum that teaches participants to be incredibly effective and efficient at handling normal and abnormal situations. However, the tremendous importance of allowing adequate quality personal and family time must be continually stressed. Participants must learn the techniques of saying "no." They cannot be all things to every great cause or project that comes along. Looking back, this seems to be one of the most important things that I, sometimes painfully, had to learn. The leadership program definitely made me aware of, and gave me ways to cope with this problem. 220 Do and time management session of class ! - seemed that we had a few folks that couldn’t get to all meetings, etc, and if they managed time better.... Mien; More practice in media interviews. Our class really only had a few hours of actual practice. More skills in leading groups Allow more time to practice public speaking. Instead at one large issue presented at end that takes up work, expand to a few put together through all project. Why not a few projects sprinkled throughout which emphasize group work conflict resolution and speaking. Not necessarily research which most of us do on our jobs already. Make participants work harder --- more reading, more writing, more speaking. Homework! The Ag/Forestry program is basically a should program but I feel a little weak in communications skills development and traditional leadership areas as evidenced by my response on previous page. Advise more curriculum development to improve this. By development of more curriculum for traditional leadership skills and communications I do no necessarily mean during regular sessions of WAFEF. Concurrent requirements of participants to be involved in 1 or 2 additional on the job or in community leadership roles during program would help develop leadership skills of participants while still in program rather than waiting for opportunities later. Increase the communication skills building aspects of the program. An idea I had, was to leave a couple of hours open at each session to talk over current issues. To get opinion on newly forming things like salmon and talk over how the current issues have changed from month to month. Let everyone contribute their opinion maybe come to a consensus or debate. It would be fun to see how different everyone's opinions were and how they change. More time should be spent with communication skills to encourage development of interpersonal and group communication. A special focus on development of group dynamics skills especially motivating others and delegation. More training of media's role in public issues (use of and control) 221 Focus on: Public speaking, group dynamics, governmental processes. As a topic is presented allow time and encourage debate. Too often, after being exposed to challenging, exciting new topics, we were home before we could "kick it around" I would suggest more required student presentation time. Also, more meeting management training. More training in communication, problem solving. More activity needs to be continually focussed upon public speaking, presentations at each seminar. This will provide improved communication skills development. As far as I’m concerned the network aspect of Ag/Forestry is the best part of the program. Our class was the first to have 5 minute speeches and about ourselves. I'd like to see this expanded. Political process, media training and communication skills are very important and could be increased. h as e In light of cancellation of class XIII’s international seminar, I feel a seminar should also include {ink 駧§§§fl§fl£o I realize that the environment and ecology are and will be important, but in my class they were the dullest and most boring of any of the topics our seminars covered. So extra effort in finding excellent and interesting speakers in these areas is needed. More education in understanding different religions Would like to have had more emphasis on health issues. Although it is hard to improve on the curriculum some areas I felt their could have been more focus on were: ethics, motivating others, and our class lacked the inclusion of a futurist. More time should be spent on group leadership involving controversial issues. Must consider I was in Class IV and curriculum changes must have been made. However, much more exposure to current opp?? environmental issues must be exposed to and taught as to how to deal with them. More innovation and creativity also greater look at nnsts 9f leadership! 222 Include more awareness of the environment we all seem to take for granted. People need to be aware that there are limits. The Pacific NW has provided a wonderful way of life to many of us, but we have fallen a heavy toll on its natural resources ant they aren't renewable. Need to deal with fewer academicians and govt. agencies and involve more business types in programs. Most of the businesses we were exposed to were either too big or were niche types ie. lack basic entrepreneurial skills and drives. I am not sure what has happened to the seminar on futurism since Dr. Lindamen passed away. That seminar was one of the best and left a lasting impression on me. Also I’ve found the training a great asset but seem to have little extra time or money to give back. Those with a lot of time, either independently wealthy or retired, can afford the dinners and travel. This limits participation by those who can't afford it. Perhaps if full scholarships were offered some less financially secure people could participate. All in all the organizers have done a great job! Develop a commitment from participants network and work on political problems that are of mutual concern to both forestry and agricultural interests. AgFor needs to get very involved in growth mgt, water allocation and quality. Obviously the endangered species act and its application must have made attention and bigger emphasis on government to government relationships with tribes--and its significance to natural resources No Change From my perspective, I cannot think of any major way to improve on this terrific program. I would be hard pressed to make any substantive improvements to the program. I feel the program under our competent staff is one of the best. With the evaluation sheets each year, its getting better. I feel the curriculum is well balanced. As long as each seminar is evaluated and necessary changes made, I see little need for any major changes in the programs content. Perhaps a polling of class members early in the program as to their goals and needs in order that some additions or changes that would allow for even more 223 personal growth could be made (More time to address individual needs.) I wish my sons could be exposed to some of the highlights of the Ag-Forestry Program. A mini- program for high school students might be a good fundraisers as well as an opportunity for young people to be exposed to the role of leadership. Great Experience WAFEF has been a great educational exposure, creating a cumulating and refining prior education and experience. The program developed my abilities to where I have a greater understanding of myself and desire to learn more of those issues surrounding my environment. The networking of member is probably the most valuable asset of the program. The greatest thing about the program is the interaction with the other participants. The inspiration gained from being with these people carries on for years and still motivates me to try to do better in many things. This was the most thought provoking set of classes I've ever attended. I enjoyed it all!!! The more I was pushed and stretched, the more good it did me. Thanks for the opportunity! I also feel that many good things are coming out of the program and you can’t judge the programs effect on past participants by their attendance at alumni functions, etc. The need (and challenge) for Ag/Forestry is now, and will continue to be greater and greater as more challenges from all directions come our way. When we can talk to non- Ag.Forestry types in person or small groups we have a chance to make an impact on public opinion. The more Ag-Forestry types that there are around the more chances there will be for us to get our message out. TV advertisements reach a lot of people but they won't be enough in the long run. We need to keep on with the program and keep up the good work. This program was the most positive effect that I have made on my life. The program has matured considerably since I participated. Without constant review and improvement it will become stale and without merit. I feel the current process of evaluation has maintained a valuable and viable program which I continue to support with both time and dollars. I am proud to be an alumni! Dave Roseleip is a winner! We need to continue looking at his compensation and bring it up to par with his expertise and commitment! 224 As a member of class II, I was the youngest at 25 and single. Without a doubt, the biggest benefit of the Ag Forestry program was not anyone class or topic or seminar, but it was the entire experience of always being a "part of the group" and being viewed as an equally important voice. It was a great confidence building to be accepted by the caliber of people that we had in our class, or for any class for that matter. When I left AF (graduated) I could talk with anyone and not feel intimidated, therefore it was much easier to fill leadership roles and positions within my own profession and in my own community and to branch out to state and national level activities. There is no doubt in my mind that AF expanded my leadership abilities and that it came at a very impressionable time in my professional life. The changes that have occurred in the past 8 years have addressed most of the areas I had suggested in the past. Great program, one that makes a lasting difference. With one single exception, I've always had great experiences working with graduates of the program to take problems the training teaches the participants him to be creative and openminded problem solvers. I never hesitate to recommend the program to anyone who is interested in growing, developing and willing to make a commitment to get involved in important Ag/Forestry issues. In regard to leadership development, I feel the curriculum is well done. I know it has been fine-tuned since my participation as well. It covers a lot in a relatively short period of time. To Executive Committee: My experience in WAFEF has to be one of the most motivating experiences in my life. I often think that after my training I not only have more of a desire to be making a difference but a duty. Many Thanks Do not get routine; keep topics and curriculum fresh and challenging. Learn and take notice of the evaluations taken after each seminar. My experience in WAFEF has been one of many maturing experiences in my life. Basically I would say that experience advanced me 10 years in the growth process both professionally and personally. 225 More Activities Opportunities to network during your 2 years in the program and after should be offered in the summer as well. Many people can be available and would actually be better able to participate this time as well. Refresher courses. I think the summer Agriculture Seminar is a very good idea, especially for the class members - not directly involved in production agriculture. I would like to see the foundation consider a spring "Ag Seminar" because spring can be just as busy as harvest time with many different activities. Maybe on an every other year basis. Miscellaneous I’m sorry I never really got a chance to use what I got out of the program. Right after finishing the program, my husband had a bad accident -- two years later my son died, then my husband died. Now all my time is taken up by the farm operation. Difficult to do since having been away from the curriculum for 10 years. We need to do as much as possible to reassure applicants to the program that aren't chosen. I've known some who couldn't handle the rejection, especially being rejected more than once. Granted, leaders need to be able to take these kinds of things in stride. I know Ag/For is much more focused toward production and I agree with that goal but I think we need additional natural resources, accountants, bankers, lawyers, politicians, etc. involved in our programs as classmates. The seminar evaluation forms do a poor job or assessment. Class members need to be encouraged to address weaknesses of the program rather than the treatment of all aspects of the program as sacred and not subject too change. I am not aware of a pervasive, objective and gxnernal review of the programs content and structure. I graduated with the feeling that it could be a dynamic source of change but what it is a seminar series mired in a homeostatic environment comfortable to those who direct (the board), those who manage (Dave Roseleip), and those who fund and solicit new applicants (alumni). Its my belief that the program has plateaued, that it is mature and that it lacks vision for the future; that currently it is an institution that is being managed simply because it exists but has lost sight of its mission and the precept upon which it was founded. It 226 should solicit and seek change and pose challenge to itself as it does to the class members, yet my lasting impression is that it fears change above all else and is very comfortable resting on old tired laurels. For all that, I love what it still has a chance to become and am very proud of my association with WAFEF. It is important to constantly bring on new faces to the Board and Include more new people in the various committees. Our organization continues to grow but it will take new blood to keep the spirit alive. Have increased number of females and minority involved if possible (we had 28/2 for female and 29/1 for minority). More exposure to leaders w/in corporations or non-government areas. Seemed to have heavy emphasis from Gov. types. Ditto for National? International trips Utilize Network of Alumni when possible to add things that may be of interest. (If asked I could put together speakers/seminar while the group was back in D.C.) Involvement by Consumer Activists or group during some part of the program - as participant or during National trip. Have 2 projects instead of the 1, but have the time line tighter (60 days and then you present the solution/action required) Call if I can help in any way. In some instances more radical views need to be expressed on seminar agenda’s to wake up to the fringe elements that have the potential to effect us all. A word of advice: Don't send a questionnaire that demands immediate attention (?)during the harvest season. I don't appreciate the reminder letter. How come this evaluation is being conducted by Michigan State University instead of W.S.U.? The program appears to be highly respected around the state. But I personally didn't get that much out of it, especially when compared to time and money demands on me. I had the wrong background for this program, and so didn't get as much out of it as others did. I enjoyed the lectures/presentations on various topics - forestry, ag. government, etc. They were very educational. I was active in community affairs before going through WAFEF, and am active now. I don't feel anything changed as a result of going through WAFEF. I can see where the program would be valuable to those with limited backgrounds. But maybe not. My understanding is they were supposedly though in program. 227 I think the ratio of state/govt participants is too high. I've heard the comment from many that its a training program for state employees. I would appreciate a greater emphasis on the social issues. Nearly every communication I receive from WAFEF is asking for money. This is tiresome. I would appreciate a regular newsletter that reports on the activities of the organization and its graduates. More experiences and another Stu Bledsoe. I'm looking forward to going to E. Europe in Feb.; that is, if another crisis doesn't happen. One thing you could say about the communists, it kept that region quiet. Now all the strife and civil wars that have been going on for centuries will more than likely continue again. But I'm looking forward to being with the ol’troop one more time. It is a first step for most. Just insure the experiences are quality and listen to the classes as they critique the experiences. Tailor as possible the experience to the group needs and wants. Re: Part II i.b. -- I marked quite a few answers "little" when referring to "expanded abilities" please don't infer that there was little value, it's just that I feel I have developed these skills pretty well and fine tuned them through WAFEF. Due to time constraints and your need to get this document returned I will send additional comments to WAFEF office as separate item. Less importance placed upon the social aspects of alcohol consumption at evening meetings/workshops, etc. I am not against drinking, but it is uncomfortable for those participants who don't drink - this seems to be an elitist attitude amount the drinkers vs. nondrinkers -- some folks cannot drink for medical reasons, not because they are so "holly" or "ethical." Tolerance for non-drinkers is important! I have seen the "other"side of how life gnnlg be and I don’t want to go back there.......... Thanks, Linda, for doing this. I know it’s not really for altruistic reasons (your dissertation)(congratulations and good luck!) but it’s really important. I hope the WAFEF Administrators and Board will utilize it. What an experience it was! Real Growth--I don't know if I was unique, but it left me unbelievably motivated, inspired, torqued up and ready to change myself, my family and the world! But it became yen! frustrating to me when I realized that not much will be different, people at work get jealous etc. So I am also frustrated and a bit sad.--(I want to do it again! Thanks!) 228 Within my own working sphere, I'm taking Stu's advice, "Make a difference!" In watching the selection process over the years, I am impressed with the people chosen as participants. However, it seems to me that some of those chosen may already be excellent learners. I would like to see some of the spots filled by applicants who have "a long way to go" to be leaders. 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