Department of Community Development
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Browsing Department of Community Development by Author "Boyce, Kim"
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Item Outside the Comfort Zone: Strategies for Developing Emotionally Intelligent Leaders(University of Minnesota. Extension, 2013) Liepold, Michael J.; Rasmussen, Catherine; Boyce, Kim; Trudeau-Poskas, DeniseA recent study of the Minnesota Agriculture and Rural Leadership (MARL) program set out to determine the relationship between andragogical program design and increased levels of emotional intelligence (EI). Members of two cohorts in the MARL leadership development program received different levels of focused effort, peer coaching, individual action plans, disorienting dilemmas, self-reflection, and training in the area of emotional intelligence. We examined four years of data, including participants’ results on the Bar-On Emotional Quotient Inventory (EQ-i) before and after undergoing leadership development training, as well as their individual reflections on the EI components of their training. The intention is that this research will encourage practices that seek to increase emotional intelligence in leaders.Item Using a Comprehensive Leadership Framework as a Scholarship and Teaching Tool(University of Minnesota. Extension, 2006) Boyce, KimEducators who work in community settings often encounter participants with a wide array of individual leadership beliefs, attitudes, and experiences. Given this situation, one of the challenges we face is to identify effective methods and tools to teach leadership in community and organizational settings. As an educator, it is important to understand and use quality scholarship and theory in leadership education. At the same time, it is important to use educational methods that respect the life experiences of the participants and that are easy to understand and communicate. At the University of Minnesota Extension Service U-Lead program, we seek to balance the academic and scholarship portion of our work with the application of practical tools and methods that connect with the real-life leadership experiences of our participants. The purpose of this paper is to review the comprehensive leadership education framework we currently use and outline how it addresses this balance.