Incorporating reflection in the creation of a youth leadership development manual Open Access

Balla, Kenneth George (2015)

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Introduction: Leadership skills help youth utilize their voice, make thoughtful decisions, believe in themselves, organize themselves and bring people together to achieve their goals. CARE is using its Girls' Leadership Model to embed youth leadership development into its educational programming around the world. CARE's country offices have asked CARE Headquarters for support in implementing this programming into their educational work. Therefore, CARE Headquarters, in its roles of knowledge management and technical assistance, has responded to this need by commissioning a youth leadership development manual. The manual is based on its leadership model and utilizes educational theories such as experiential learning and reflection in order to promote learning, action, and self-awareness so youth that participate in leadership programming understand and act with others to realize their human rights.

Objectives: There are two overarching objectives to this special studies project. The first is to design a youth leadership development manual that is simple, easy to use, and adaptable to local language and context. The second goal is to design this manual to have an intentional reflection component for each individual activity in order to improve learning, leadership self-awareness, and ability to conduct social action.

Methods: This manual was developed using the ADDIE Model of Instructional Design. This approach consists of five steps: Analysis, Design, Development, Implementation and Evaluation. In addition to creating the manual, each individual leadership activity within the manual has a reflection component. These individual reflection components were designed using Gibb's Reflective Cycle. The resulting deliverable is CARE's Youth Leadership Development Manual.

Implications and Recommendations: The development of leadership skills is likely to have an effect on the participants of leadership programming and their communities as it will empower them to take action on a variety of issues such as youth education, poverty eradication, genderbased violence, sanitation, sexual and reproductive health, sexual violence, child marriage, gender equality and teenage pregnancy. This manual should greatly enhance CARE and its country offices' capacity to implement youth leadership development programming. Additionally, the inclusion of intentional reflection is a necessary component to the learning process and supporting CARE's leadership skill competencies.

Table of Contents

Chapter 1: Introduction 1

Background 1

Problem Statement 3

Significance 6

Special Studies Project Objectives 7

Chapter 2: Comprehensive Review of the Literature 9

1. Youth Development and Leadership 10

2. CARE's Model for Youth Leadership Development 17

3. Reflection as a Component for Youth Leadership Development 20

a. Reflection for learning 21

b. Reflection for intrapersonal development 22

c. Reflection for social analysis and action 24

4. Summary of the Literature 25

Chapter 3: Project Content 26

Methods 26

1. ADDIE model 26

2. Reflection component 31

3. Limitations. 35

IRB Note. 35

Results. 36

Chapter 4: Implications and Recommendations. 37

Implications 37

Recommendations 43

Figures 45

References 49

Appendix: Youth Leadership Manual 53

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