Developmental Readiness for Leadership The Differential Effects of Leadership Courses on Creating Ready, Willing, and Able Student Leaders Dr. Dave Rosch Agricultural Education Program About Dave Assistant Professor Agricultural Education Background in student affairs Leadership programs and housing PhD from Syracuse MS from Colorado State BA from Binghamton University (SUNY) Research Agenda Overall Agenda How can we best teach that guy (i.e. college students) to be successful as a leader in contemporary society? Attitudes? Skills? Can we under- stand the path of development? Developmental Readiness for Leadership The process for how leaders develop capability is in part linked to their readiness to engage in developmental experiences (Avolio & Hannah, 2008) Students change their conceptualization of what it means to lead as they gain maturity and experiences (Komives, et al, 2005; 2006) A person A process A competent leader framework READY Leadership Self-efficacy (confidence) WILLING Motivation to Lead Affective Identity Social Normative Non-Calculative ABLE Transactive skills Transformative skills Research Question Do students at differing levels of confidence and affective-identity motivation experience differing gains through participation in an introductory leadership course? The setting AGED 260 Introduction to Leadership Studies 165 students in Fall, Spring FY13 Pre-test/Post-test SKILLS: Leader Behavior Scale (Podsakoff, et al., 1990) MOTIVATION: Motivation to Lead Scale (Chan & Drasgow, 2001) CONFIDENCE: Self-Efficacy for Leadership Scale (Murphy, 1990) Analysis Split students into three groups each regarding incoming confidence, AI motivation HIGH: 0.5 SD above mean (n=53) MEDIUM: 0.5 SD below 0.5 SD above (n=67) LOW: 0.5 SD below mean (n=46) Results Grand means increased across all scales, all significant (p