Abstract
- Barker, R. A. (1997). How can we train leaders if we do not know what leadership is? Human Relations, 50, 342–362.
- Callahan, C. M. (2000). Evaluation as a critical component of program development and implementation. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 537–547). Amsterdam: Elsevier Science.
- Chan, D. W. (1996). Program evaluation: Evaluating gifted programs in Hong Kong. Educational Research Journal, 11, 101–105.
- Chan, D. W. (2000a). Assessing leadership among Chinese secondary students in Hong Kong: The use of the Roets Rating Scale for Leadership. Gifted Child Quarterly, 44, 115–122.
- Chan, D. W. (2000b). Developing the creative leadership program for gifted and talented students in Hong Kong. Roeper Review, 22, 94–97.
- Chan, D. W. (2001). Assessment of leadership characteristics among Chinese secondary students in Hong Kong: The development of the scaled version of the Roets Rating Scale for Leadership. In F. Columbus (Ed.), Progress in education (Vol. III, pp. 299–312). Hungtington, NY: Nova Science.
- Chan, D. W., Cheung, P. C., Lau, S., Wu, W. Y. H., Kwong, J. M. L., & Li, W. L. (2001). Assessing ideational fluency in primary students in Hong Kong using the Wallach-Kogan tests. Creativity Research Journal, 13, 359–365.
- Cheng, J. Y. S. (1997). Towards the establishment of a new order. In B. Leung & J. Cheng (Eds.), Hong Kong SAR: In pursuit of domestic and international order (pp. 271–299). Hong Kong: The Chinese University Press.
- Curriculum Development Council. (2000). Learning to learn: The way forward in curriculum development. Hong Kong: Author.
- D’Zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory (SPSI). Psychological Assessment, 2, 156–163.
- Ellis, K. (1995). Apprehension, self-perceived competency, and teacher immediacy in the laboratory-supported public speaking course: Trends and relationships. Communication Education, 44, 65–78.
- Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 93–102.
- Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78–90.
- Hong Kong Education Commission. (1990). Education Commission Report No. 4. Hong Kong: Hong Kong Government.
- Karnes, F. A., & Chauvin, J. C. (1985). Leadership Skills Inventory: Administration manual. East Aurora, NY: D.O.K.
- Lau, S., Cheung, P. C., Chan, D. W., Wu, W. Y. H., & Kwong, J. M. L. (1998). Creativity of school children: The use of the Wallach-Kogan Creativity Tests in Hong Kong. Unpublished technical report.
- Oakland, T., Falkenberg, B. A., & Oakland, C. (1996). Assessment of leadership in children, youth, and adults. Gifted Child Quarterly, 40, 138–146.
- Programs for the Gifted and Talented. (2000). Creative leadership training series 1–5. Hong Kong: Faculty of Education, Chinese University of Hong Kong.
- Richardson, W. B., & Feldhusen, J. F. (1988). Leadership education: Developing skills for youth (2nd ed.). New York: Trillium Press.
- Roach, A. A., Wyman, L. T., Brookes, H., Chavez, C., Heath, S. B., & Valdes, G. (1999). Leadership giftedness: Models revisited. Gifted Child Quarterly, 43, 13–24.
- Roets, L. F. (1997). Leadership: A skills training program (8th ed.). Des Moines, IA: Leadership Publishers.
- Rubin, R. B., & Martin, M. M. (1994). Development of a measure of interpersonal communication competence. Communication Research Reports, 11, 33–44.
- Shore, B., Cornell, D., Robinson, A., & Ward, V. (1991). Recommended practices in gifted education. New York: Teachers College Press.
- Smith, P. B., & Wang, Z. (1996). Chinese leadership and organizational structures. In M. H. Bond (Ed.), The handbook of Chinese people (pp. 322–337). Hong Kong: Oxford University Press.
- Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. New York: Holt, Rinehart, & Winston.
- Volume 14
- Issue 3
- Publication Date: Spring 2003
Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?
David W. Chan
A sample of 116 Chinese secondary students nominated by their schools to participate in university gifted programs in Hong Kong were assessed on their divergent thinking and leadership characteristics prior to their admission to programs. Sixty of these students participated in the Creative Leadership Training Program (CLTP), and 56 joined other non-leadership training programs. The 2 groups of students did not differ on the pretraining assessment of general measures of divergent thinking and self-report leadership qualities. To evaluate the effectiveness of the leadership training, CLTP participants were also assessed on specific measures of interpersonal communication, public speaking, and social problem solving before and after the leadership training. The general findings indicated that CLTP participants gained confidence as leaders, especially in skill areas of communication and public speaking, and in regulating emotions and generating alternatives in social problem solving. The limitations of the pre- and postmeasures comparison and the need to develop program components for the enhancement of leadership flexibility and goal orientation are discussed
Cart Summary
Your cart is empty.