¶ … adolescents lack the necessary skills needed for solving-problems, self-esteem, and communication skills (Fertman & Linden, 1999; Sullivan & Larson, 2010). Moreover, adolescents tend to lack self-esteem, motivation, moral value, and a positive outlook on life (Sullivan & Larson, 2010). However, to be competitive in the world of business, adolescents must learn and be trained on way to effectively manage their emotions. Moreover, James Heckman states that investing in children's education to enhance "non-cognitive" skills such as motivation, perseverance, and self-control -- is a cost-effective approach to increasing the quality and productivity of the workforce (Brackett, Divecha & Stern, 2015, p.2).
According to the National Alliance for Secondary Education and Transition (2010), youth leadership development helps encourage healthy adolescent growth by providing young people the ability to analyze their own strengths and weaknesses while being able to set their own personal and vocational goals; and to gain the self-esteem, confidence, motivation, and abilities to carry out those personal goals. Most importantly, adolescents learn how to guide and direct others on a course of action, acting as a leader, which are skills most business want to see in its employees (Wehmeyer, Agran, & Hughes, 1998).
As a result, researchers have found that promoting these skills will empower adolescents economically and socially. Development of the aforementioned skills encourages adolescents to develop resistance to negative influences, build self-esteem and the self-confidence required for a successful adult life (Zacharatos, Barling, & Kelloway, 2000). More importantly, the development of these non-cognitive skills will better prepare adolescents to be future leaders in the workforce.
Purpose of the Study
The purpose of this qualitative embedded case study is to explore the perceptions of participants who previously participated in youth leadership training program on how the program impacted their self-esteem building, communication skills, and problem-solving skills within Charleston County in South Carolina. The participants for this study, ages 20 and above, previously participated in a youth leadership training program. The curriculum consisted of participatory workshops on personal growth, building resiliency, leadership development, academic success, career awareness, community involvement, cultural awareness, financial literacy, and public policy and leadership. The researcher will conduct semi-structured interviews with previous participants of youth leadership training programs. The sample for this study will consist of eight participants now employed with various agencies in management positions.
In an effort, to prepare adolescents to be leaders in their communities and societies, this qualitative case study will explore if early leadership training for adolescents could be a vehicle to address these problems among adolescents. According to Nelson (2010), after 48 hours of leadership training, adult coaches and classroom teachers reported noted changes in adolescent participants' self-esteem, communication skills, and problem solving skills. Exposure to leadership training for children significantly enhanced problem-solving skills, self-awareness and self-esteem, and communication skills (Murphy & Johnson, 2011). In addition, adolescents benefited socially as a result of participation in the leadership program. Avolio and Gibbons (1988) researched the life span of leaders, yet there was no continuous research to determine the correlation between adolescents and adult leadership skills. No follow-up studies were conducted to determine if there is a relationship between certain childhood characteristics and adult leadership skills (Amit, Popper, Gal, Levy, & Lisak, 2009). Well-organized and planned adolescents development training programs is predicted to improve life skills such as communication, self-esteem, team building, and problem solving for adolescents (Sun & Shek, 2010, 2012).
This chapter will discuss the research methodology and design and include a statement of the research questions. It will also include a discussion of the...
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