MANAGEMENT ARTICLES /PRAMODKUMAR M KUPPI: March 2014

Friday 28 March 2014

SANDEEP MAHESHWARI’S BELIVNESS. PLEASE WATCH THE VEDIO WITH YOUR FAMILY OR YOUNGSTERS WHO WANT TO GO TOWARDS SUCCESS. THIS IS LINK FOR VEDIO

https://www.youtube.com/watch?v=d39O2sR5sj4

Saturday 22 March 2014

Climate Masters of Nebraska: An Innovative Action-Based Approach for Climate Change Education

Abstract
Climate Masters of Nebraska is an innovative educational program that strategically trains community volunteers about climate change science and corresponding ways to reduce greenhouse gas emissions in an interactive and action-based teaching environment. As a result of the program, 91% of participants indicated that they made informed changes in their lives to reduce greenhouse gas emissions. Approximately 500 hours of volunteer work was reported by participants as an outreach for greenhouse gas emission reduction. The program can be easily replicated to other locales with an effective planning and with small leadership team.

Keywords: climate change, greenhouse gas emissions, mitigation, adaptation, climate education

Tapan B. Pathak
Extension Educator
tpathak2@unl.edu

Tonya Bernadt
Education and Outreach Specialist
tbernadt@unl.edu

Natalie Umphlett
Regional Climatologist
numphlett2@unl.edu

University of Nebraska-Lincoln
Lincoln, Nebraska

Introduction

Intergovernmental Panel on Climate Change report (IPCC, 2007) stated that approximately 50% of total greenhouse gas (GHG) emissions come from transportation, energy, and building sectors. Strategies that may be used to reduce the emissions from these sources are discussed at large scales; however, the focus on implementing programs for the community is limited. Vogt, Cantrell, Carranza, Johnson, and Peters (2008) conducted a research study on citizens of Nebraska regarding their perceptions about climate change. Approximately 83% (n= 2,267) of individuals surveyed indicated they will have to take action to mitigate or reduce the effects of global climate change. Given the lack of educational programs available to help guide the community to reduce GHG emissions, local motivation to take actions remains modest at best.

Numerous credible sources of information are available on climate change, but simply providing information does not motivate people to take action. Likewise, insufficient awareness or understanding of climate change may cause individuals to take remedial actions that are sub-optimal. There is a clear need for a community-based educational project focused on training people to take individual action in response to climate change in their daily life and to motivate others to do the same. Elliott, Hyde, McDonell, Monroe, Rashash, Sheftall, Simon-Brown, Worthley, Crosby, and Tupas (2008) emphasized that Extension should engage communities for environmental stewardship through Sustainable Living Education. It is encouraging to learn that there are such programs out there led by Extension targeting community to learn and take actions on climate change. For example, Kinsey and Haberland (2012) used rain gardens to promote service learning and climate science education with urban youth. Layman, Doll, and Peters (2013) used stakeholders need assessment and deliberative dialogue to inform about climate change outreach efforts.

In Nebraska, one unique action-based climate change educational program called "Climate Masters of Nebraska" was introduced. This program strategically trains community volunteers about climate change science and corresponding ways to reduce GHG emissions in an interactive and action-based teaching environment. As an outcome of this training, they become motivated to take meaningful actions to reduce GHG emissions and train others within their personal and professional networks to do so.

Program Description

The Climate Masters of Nebraska, funded by the Environmental Protection Agency's Environmental Education program, was adopted from the Resource Innovation Group that originally started this program (Mazze & Stockard, 2013). The program's concept has similarities with the classic Master Gardener Extension program.

The first step in implementation of the program was to develop a curriculum for the program that provided locally relevant and science-based information on topics related to reducing GHG emissions. The next step was implementation of 10 week-long in-class training. During classroom training, participants were introduced to topics such as climate change basics, home-energy, transportation, green building, renewable, yards, consumption and waste, food, water conservation, and climate change consultations-outreach. Weekly sessions included guest lectures, classroom activities that motivated critical thinking and problem solving skills, and volunteer work discussions. The third step of the project involved volunteer work for at least 30 hours within 6 months from the start of the course. Participants were encouraged to be creative with their volunteer work.

The program was advertised through various venues, including various Extension list-serves, local news media, and the city of Lincoln's website. We had a great diversity in the class, including university students, state employees, retired citizens, Master Gardeners, and folks from non-profit organizations. Through two courses, we had more than 50 participants who enrolled and finished the course.

Impacts of Climate Masters

91 percent of the respondents stated that the course led them to make informed changes to reduce GHG emissions. Examples of specific changes made by participants are: drive smaller cars, ride bike more often, recycling, carpool, adjusting thermostat, spreading the knowledge, replacing lights with LED lights, and home improvements. These changes demonstrate programmatic influence, and participants who chose to share their knowledge about carbon footprint reduction with others have helped to snowball the GHG reduction throughout the community.
Approximately 500 hours of volunteer work was reported by participants. Examples of volunteer work include: assistance to Cleaner Greener Lincoln city Initiative, home consultation on energy conservation, forming Nebraska Citizen's Climate Lobby, and setting up climate masters booths at various events.

Figure 1.
Examples of Climate Masters activities: Volunteer Outreach at Earth Day 2012 (left) and Climate Masters Touring Robinette Farms, a Local Farm Outside of Lincoln, NE. (right)

Comments from Participants

"I am getting answers on what climate change is and what can be done to improve sustainability."
"I'm more conscious of the way my choices affect my emissions. I've always loved local food and such, but it's become crucial to the way I live my life now."
"More conscious about driving (riding my bike more), I consider where my food comes from more, wash almost all clothes in cold water, recycling EVERYTHING, seriously thinking about trying compost or vermaculture."
"Most of all I am very happy to be learning about how to be less of a consumer and more of a person who can talk about how to reduce my carbon imprint and help others do the same."

Potential for Replicating the Program

This program has great potential and can be replicated to other locales very easily. To start such a program:

Most important, form a small dedicated leadership team that can administer the overall program.
Identify collaborators such as local non-profit organizations and state agencies that can provide resources, expertise, and recruitment support.
Identify a part-time coordinator who can keep track of logistics such as tracking volunteer hours, invite speakers, and evaluate the program with pre- and post-surveys.
Advertise and promote the program through relevant venues

Extension can be an important player in implementing such programs because it has resources and expertise, and is trusted by the community. Climate change is a pressing issue, and teaching the public about meaningful actions that can mitigate climate change impacts, like those taught by Climate Masters of Nebraska, certainly fits with the mission of Extension.

References

Elliott, C., Hyde, L., McDonell, L., Monroe, M., Rashash, D., Sheftall, W., Simon-Brown, V., Worthley, T., Crosby, G., & Tupas, L. (2008). Sustainable living education: A call to all Extension. Journal of Extension [On-line], 46(2) Article 2COM1. Available at: http://www.joe.org/joe/2008april/comm1.php

IPCC. (2007). Climate change 2007: Synthesis report. Retrieved from: http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf

Kinsey, S. B., & Haberland, M. W. (2012). Using Rain Gardens to Promote Service Learning and Climate Science Education with Urban Youth. Journal of Extension [On-line], 50(4) Article 4IAW4. Available at: http://www.joe.org/joe/2012august/iw4.php

Layman, C .N., Doll, J. E., & Peters, C. L. (2013). Using stakeholder needs assessments and deliberative dialogue to inform climate change outreach efforts. Journal of Extension [On-line], 51(3) Article 3FEA3. Available at: http://www.joe.org/joe/2013june/a3.php

Mazze, S., & Stockart, J. (2013). Evaluating the effectiveness of a sustainable living educational program. Journal of Extension [On-line], 51(1) Article 1RIB1. Available at: http://www.joe.org/joe/2013february/rb1.php

Vogt, R. J., Cantrell, R. L., Carranza, M. A., Johnson, B. B., & Peters, D. J. (2008). Global Climate Change: Opinions and Perceptions of Rural Nebraskans. Center for Applied Rural Innovation, Paper 71. Retrieved from: http://digitalcommons.unl.edu/caripubs/71

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Leadership Skill Development of Teen Leaders

Abstract
A mailed questionnaire was used by faculty members of Ohio State University Extension to determine the perceived effectiveness of the Ohio 4-H Teen Community Leadership College (TCLC) on participants. The study measured eleven dimensions of leadership including oral communication, leadership, initiative, planning/organizing, decision-making/judgment, behavioral flexibility, assertiveness, objectivity, perception, sensitivity, and collaborativeness. The Ohio 4-H TCLC graduates' perception of their leadership skills after completing the program was significantly higher than their perception before participation. The highest mean scores were on the dimensions of perception and collaborativeness and the lowest mean scores were on the dimensions of initiative, assertiveness and objectivity.

Scott Kleon
Extension Agent and Assistant Professor
Ohio State University Extension
Circleville, Ohio
Internet address: kleon.1@osu.edu

Susan Rinehart
Extension Agent and Associate Professor
Ohio State University Extension
Logan, Ohio
Internet address: rinehart.50@osu.edu

The Ohio 4-H Teen Community Leadership College originated from the Ohio State University's Family Community Leadership Program (FCL) - a program designed to help adults become more effective in representing family concerns in the public decision- making process. Teens had not been offered this learning experience. Those involved in the origination of the Teen Leadership program believed participating teenagers would show higher level changes in knowledge, attitudes, skills, and aspirations than they had shown as a result of existing leadership programs (Hodson, 1992).

The objectives of the program are as follows:

To train teens in the areas of communication, leadership, conflict management, decision making, time management, and leadership styles
To teach teens they have the ability to achieve and are responsible for their own lives
To empower teens by teaching them how to develop their positive attributes, enabling them to be self-confident and independent thinkers
To allow teens to actively participate in the community and pass their skills and values on to other teens through volunteerism
To promote the volunteer ethic among teens, which includes serving as ambassadors for furthering 4-H youth development

Since the start of the program in 1989, 130 teens have received extensive training in leadership skills that they are using to teach other youth and adults (Rinehart & Kleon, 1996).

Review of Literature

One of the most pressing issues facing the United States and its youth serving organizations today is how to best facilitate the development of our youth. The future of the nation, and the future of world civilization, will soon rest in the hands of today's youth. To become productive and contributing individuals who can be effective and proactive in determining the course of tomorrow's world, today's youth must develop positive leadership knowledge, attitudes, skills and aspirations. Preparing today's youth for their roles as tomorrow's leaders is a challenge we all face (Cox, 1996).

Leadership

Leadership means different things to different people. There are numerous definitions. Stodgill (1974, p. 259) concluded that "there are almost as many definitions of leadership as there are persons who have attempted to define the concept."

The term "leadership" is often confusing because of imprecise terms used such as power, authority, management, administration, control and supervision to describe the same phenomena (Yukl, 1979). Most definitions of leadership reflect the assumption that it involves an influence process whereby intentional influence is exerted by the leader over followers. It is difficult to determine a single definition and depends on the objective and purpose of the researcher. The purpose of the assessment center is to determine the leadership effectiveness and managerial skills of the participants.

Stodgill (1974) suggested eleven perspectives of leadership. Leadership may be defined as (a) personality or effectiveness of personality, (b) the art of inducing compliance, (c) the exercise of influence, (d) a function of group process, (e) a form of persuasion, (f) a set of acts or behavior, (g) a power of relationship, (h) an instrument of goal achievement, (i) an effective interaction, (j) a differentiated role, and (k) the initiation of structure.

Any one of these meanings may apply to a certain circumstance, but no single definition is universally accepted; however, leadership is clearly a role that leads toward goal achievement, involves interaction of influence, and usually results in some form of changed structure or behavior of groups, organizations or communities (Lassey, 1976).

The expectations of the individuals making the judgment of leadership effectiveness are also highly important. Molding the expectations of those enabled to make such a judgment may be a prime function of leadership. Persons, because of their own concept of leadership, may consider a leader good and effective even when the leader has performed poorly and ineffectively (Herman, Snyder, Cunningham, 1980).

An age old question is "Are successful leaders born or made?" Prior to the 1930s it was believed that leadership was a property of the individual, that a limited number of people were uniquely endowed with abilities and traits which made it possible for them to become leaders. These abilities and traits were believed to be inherited rather than acquired (McGregor, 1974).

Leadership development is a process that extends over many years. The realities of life require selection and training that occur early in the individual's career, but that is only the first step. Leadership development calls for repeated assessments and repeated opportunities for training. All talent develops through interplay - sometimes over many years - between native gifts on the one hand and opportunities and challenges on the other (Gardner, 1990).

Purpose and Objectives

The purpose of this study was to determine the effectiveness of the Ohio 4-H Teen Community Leadership College on the participants. Specifically the study measured the participant's perception of their leadership skills before and after participating in the program.

Objectives of the study were (a) to determine perceptions of Ohio 4-H Teen Community Leadership College participants of their leadership skills acquired as a result of participating in the program and (b) to compare perceptions of Ohio 4-H Teen Community Leadership College participants of their leadership skills before and after participating in the program.

Methodology

This study was ex post facto in nature and was designed to gather data comparing variables prior to respondents' participation in the Ohio 4-H Teen Community Leadership College (TCLC) to the same variables after respondents graduation from the college.

The population of this study consisted of 95 teens who participated in the Ohio 4-H Teen Community Leadership College. This was a census of all teens who participated in the Ohio 4-H TCLC between 1989 and 1994. The teens were selected to participate by high school administrators, guidance counselors and Extension professionals. Selected teens had already demonstrated higher than normal leadership skill behavior as qualitatively evaluated by the school and Extension professionals who selected them.

Data were collected using a variation of the mailing procedures recommended by Dillman (1978). Non-respondents were mailed a second questionnaire. Usable data were received from 64 of the 95 participants for a response rate of 64%. A comparison of early responses to late responses showed no significant difference in demographics. Also, late responses were not significantly different than early responses. The data were collected between February and April 1996.

Respondents answered questions about their perceived leadership development as a result of their participation in the Teen College. Perception was measured by adapting a questionnaire developed by Rinehart (1992) which measured eleven dimensions of leadership. The dimensions were oral communication, leadership, initiative, planning/organizing, decision making/judgment, behavioral flexibility, assertiveness, objectivity, perception, sensitivity, and collaborativeness.

Participants indicated their perception of their leadership skill as related to the dimensions before participation in the program and after graduating.

Findings

By the nature of the program it was expected that teen participants would rate themselves high on the variables prior to their participation in the program since teens were selected to participate based on leadership skills they already possessed. Changes in scores were not expected to be high.

Mean scores of the participant's perceptions of their leadership skills after participating in the Ohio 4-H Teen Community Leadership College ranged from 4.2 - 4.5. A t-test analysis revealed that Ohio 4-H TCLC graduates perception of their leadership skills after completing the program were significantly higher than their perception before participation in the program (alpha = .05). Based on the findings, the participants' perception of their leadership skills improved as a result of their participation. As a group, participants' highest mean scores were on the dimensions "perception" and "collaborativeness" (m = 4.5). There lowest mean scores were on the dimensions "initiative," "assertiveness," and "objectivity" (m = 4.2).

Participants were given the opportunity to provide written comments about their Ohio 4-H TCLC experience.

Conclusions and Recommendations

Based on the findings in this study, the Ohio 4-H Teen Community Leadership College had a positive impact on participants' perceived leadership skill development. Longitudinal studies should be continued. Ohio 4-H TCLC participants should be given the research instrument prior to their participation in the program and again in one to three years.

The results of this study helped the program leaders understand the impact that the Ohio 4-H TCLC program is having on participants. The overall impact has been positive as is evident in the findings. The lowest mean scores, although high (4.2), were in the areas of initiative, assertiveness and objectivity. This would indicate that perhaps additional emphasis should be placed in these areas for future programming. Further research may also be helpful in identifying the reasons for the lower scores on these dimensions.

References

Cox, K., (1996). Youth leadership development and implications for non-formal educational programming research and literature update. The Ohio State University, February 1996.

Gardner, J.W. (1990). On leadership. New York: The Free Press.

Herman, Snyder & Cunningham,(1980, Spring). Leadership: some trends, challenges, and opportunities. Quarterly Report, The Ohio State University.

Hodson, S. H., "Teen community leadership college", Journal of Extension, Winter, 1992.

Lassey, W. (1976). Leadership and social change. California: University Associates.

Rinehart S. (1992). Leadership and managerial skills of county commissioners as perceived by county commissioners, Ohio State University Extension chairs and Assessment Center assessors. Unpublished doctoral dissertation, The Ohio State University. Columbus.

Rinehart, S, H., Kleon, S. "Ohio 4-H teen community leadership college: teaching youth and adults" Journal of Extension, Winter, 1996.

Stodgill, R.M. (1974). Handbook of leadership; a survey of theory and research. New York: The Free Press.

Yukl G. (1979). Managerial traits and skills. New Jersey: Prentice Hall.

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Skills Development for Higher Education

Dr. Haresh Tank, Director, Station-e Language Lab

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Guest Author’s Profile:-

Dr. Haresh Tank is Director, Station-e Language Lab. In the capacity of Director, he is in charge of conceptualizing and operationalizing initiatives with a special focus on Skills Development. He holds a doctorate in Statistics and is a noted Statistical Analyst. He was also nominated for Young Scientist Award for three times. With a passion for teaching and contributing to the society, he continues to serve as Associate Professor in Statistics. As a Director, Station-e Language Lab, he has initiated several projects in the realm of Skills Development with Government and private companies.

Article:-

At a juncture when the percentage of employers facing difficulty in finding skilled workforce is as high as 81per cent in Japan, 71 per cent in Brazil, 49 per cent in US, 48 per cent in India and 42 per cent in Germany, one wonders what is it that we are turning out from our universities and colleges. Even for India- the youngest country in the world, if the percentage is 48 per cent, it is an alarming situation, to put it mildly, because it means that half of our companies and businesses are finding it difficult to run their daily operations due to the lack of skilled workforce. India has the largest number of young people (age group of 14-25) and the highest global unemployment rate- these are pointers to the nature and efficiency of our education system. Against this, the job market is increasingly being redefined by specific skills. Nobody runs businesses and companies the way people did, let’s say, 20 years back. The entire skills set required to work in a company that competes at the global level has undergone change, and education, particularly Higher Education, cannot afford to overlook the new realities of the 2^nd decade of the 21^st century.

Across the world, skills development has been addressed with considerable seriousness. Sample this, according to figures of 2008, the percentage of workforce receiving skills training is 96 per cent in Korea, 80 per cent in Japan, 75 per cent in Germany, 68 per cent in UK and 10 per cent in India. Moreover, it is estimated that 75 per cent of the new job opportunities to be created in India will be skill-based. While the skills set has changed and employers look more and more for 21st century skills in the job seekers, it is required to take a close look at the academic nature of our curricula and their mode of transaction. It is not that we do not have enough degree holders in the country; we have a number of them but the world of business and industry thinks that they are not employable. Surveys and studies are conducted at regular intervals and it is reiterated in the surveys and studies that 80per cent workforce in rural and urban India does not possess any identifiable marketable skills.

Against the oft-quoted figure of 500 million skilled workforce required in India by 2022, sample this:

“Of late, employability of graduates coming out of our educational system is becoming a matter of great concern. I am told, only 25per cent of the general graduates across all streams have employable skills.” E Ahamed (Minister of State for HRD and External Affairs)

Let’s face it, we are not Finland that has more than 40per cent of its population going into vocational education. Compared to vocational education, our students are found pursuing degrees in colleges and universities of higher education. One cannot change that fact, all one can do is to turn this into an opportunity, turn universities and colleges into skills development hubs.

Leaders of business and industry in India have regularly voiced their concern over the lack of skilled manpower ready to be absorbed in various sectors. We have the government intervening by establishing National Skills Development Council (NSDC) and several other skills development initiatives in the pipeline but unless our Higher Education wakes up to this and responds proactively, the youths coming out of it would find it hard to claim a place in the world, and thus the growth of this country will also remain under threat because without the requisite human resource the magic growth is impossible.

In a country where there is a large dropout rate of children quitting school at young age and a minimal percentage going into higher studies, do we have more choice than tapping into this small percentage by upskilling them in order to render them readily employable? In sync with this, S Ramadorai, Advisor to the Prime Minister in National Skill Development Council, says,

“60per cent of India’s 1.2 billion people are in the working age group. However, only 10per cent of the 300 million children in India between the age of 6 and 16 will pass school and go beyond. Only 5per cent of India’s labor force in the age group 19-24 years is estimated to have acquired formal training. Despite this, our economy is clocking an 8.5per cent growth. Imagine what could be if we could leverage our demographic dividend fully.”

Let’s also understand that in a large country like India, only government agencies and system cannot accomplish this task of upskilling the youth. Private companies with requisite experience in skills training may also be roped in to expedite the process of enhancing the skills development of youth in colleges and universities. In today’s world, particularly in India, the future and relevance of Higher Education is inextricably linked with Skills Development; the earlier Higher Education accepts this and acts accordingly, the better it is for the country and its growth. Skills Development is not an additional course that can be added to a university curriculum but it requires to be integrated into the training and education of a youth who will have to be readily employable and competent enough to run the operations of a company or business in India. A youth seeking job in the market today is expected to have salient life and soft skills which he has no clue about till s/he faces an interview. Higher Education does little to address the skills requirement of a youth raring to go into the world and make a mark. To make it amply clear as to how Higher Education has got to address the issue of skills development and employability, no better evidence than what Planning Commission’s Approach Paper to the Twelfth Five Year Plan says:

“There is a need for a clear focus on improving the employability of graduates. Indian higher education is organized into ‘General’ and ‘Professional’ streams. General education which is an excellent foundation for successful knowledge based careers, often fails to equip graduates with necessary work skills due to its poor quality. Graduates now require the skills beyond the basics of reading, writing and arithmetic (the ‘3Rs’). Skills such as critical thinking, communication, collaboration and creativity (the ‘4Cs’) are now important in more and more jobs. Accordingly, there is need to focus on the ‘4Cs’. Special emphasis on verbal and written communication skills, especially in English would go a long way in improving the employability of the large and growing mass of disempowered youth.” (101)

In simple translation, it means that Higher Education in India cannot live on an ivory tower any more. It has to reconsider its role in the growth and development of the country. Unlike the days of yore, now it should ensure that students studying in colleges and universities are equipped with soft skills such as communication proficiency. Unlike the existing model of university education, skills development may be integrated into the core practices of a university.

Policy papers in India are beginning to show their commitment to skills development and employability through it but that is not enough either. The true reflection of their commitment would be when they make it mandatory to establish Skills Development Centres at university and college campuses and provide specific funds for the same. These Centres should be endowed with the task of training each and every student of the college and university in terms of soft skills and life skills and prepare them for the jobs they dream of. Ideally, in a perfect India of hopefully some not-so-distant future, universities should buzz with skills training and the youths coming out of universities should show us the way forward. Ideally, a youth completing his/her education should not hunt for the job; in fact, the employers should come to the doorsteps of the university and look for these skilled youths. Is Higher Education ready for this? This is the key question because the answer will determine the future of this country.

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