LEADERSHIP DEVELOPMENT IN YOUTH ORGANIZATIONS

Abstract

In the contemporary context, the concept of leadership is well established as a significant object of management research and practice. It is among the most frequently used terms across various spheres of human activity, including business, politics, religion, and sports. Increasing attention is directed toward understanding the role of leadership in the lives of young individuals, particularly through the development of personal qualities and competencies. Leadership today is not exclusively associated with managerial positions; teachers, students, and active youth members may all demonstrate leadership qualities.

Young people recognize that modern society demands adaptability to constantly changing conditions. Therefore, leadership development has become a key process for both individuals and youth organizations. It contributes to the formation of self-confidence, responsibility, initiative, and cooperation skills.

The relevance of this topic is reinforced by the continuing academic debate concerning the multifaceted interpretations of leadership. Scientific literature highlights its decisive role in ensuring the effectiveness of individuals, teams, and organizations. Leadership is often incorrectly equated with authority or high-level positions (Šilingienė, 2011); however, in essence, it represents a personal and social development process that transcends formal hierarchies.

Previous studies (Hartley, 2018; Chelsey, 2020) have predominantly focused on leadership among organizational managers, while youth leadership development has been explored mainly within school education. To date, no studies of this kind have been conducted in youth organizations in Klaipėda. Therefore, this research seeks to identify how leadership development is implemented and which methods are most effective, based on the experiences and perceptions of youth organization members.

Research object – leadership development within youth organizations in Klaipėda.

Research aim – to develop a youth leadership development model grounded in the experiences and opinions of Klaipėda youth organization members.

Research methods. Theoretical analysis, synthesis, and comparison of scientific literature, as well as a quantitative written questionnaire survey. Collected data were processed using SPSS and Microsoft Excel software.

Theoretical Insights. Leadership is conceptualized as a continuous and purposeful process of personal growth and influence. A central component of leadership is emotional intelligence — the capacity to understand and regulate one’s own emotions and to respond appropriately to the emotions of others. Emotionally intelligent leaders demonstrate empathy, collaboration, and motivation, which enable them to inspire and guide their teams effectively.

Youth leadership development enhances young individuals’ ability to participate meaningfully in organizational and community life while fostering self-awareness, ethical decision-making, and communication competence. Transformational approaches — including experiential learning, critical reflection, coaching, and mentoring — are particularly effective, as they promote adaptability, creativity, and resilience in dynamic environments.

Empirical Findings. Empirical data from Klaipėda youth organizations indicate that respondents most strongly associate leadership with personal growth (mean 4.00), followed by group activity and leader guidance (mean 3.89) and a process grounded in values and beliefs (mean 3.75). Participants emphasized the significance of emotional intelligence in effective leadership, particularly its role in adapting to complex and changing circumstances. The most frequently applied methods include conflict resolution training (mean 4.5), cooperation exercises (mean 3.4), and mentoring or coaching (mean 3.4). Respondents identified the most desirable development methods as leadership in diverse situations (mean 4.7), critical reflection (mean 4.6), network building (mean 4.5), emotional intelligence training (mean 4.3), and effective communication and motivation (means 4.2). The developed youth leadership development model integrates theoretical and empirical insights. It encompasses key dimensions such as leader identification, skills formation, emotional intelligence, and self-awareness. Implementation relies on structured educational interventions — leadership programs, critical thinking workshops, mentoring, and communication training — which together foster the comprehensive development of young leaders.

In conclusion, leadership development is a dynamic, continuous process oriented toward personal and social growth, responsibility, and the ability to influence others positively. The findings demonstrate that Klaipėda’s youth organizations employ diverse leadership development methods that strengthen collaboration and initiative. The proposed model provides a structured framework aligning theoretical knowledge with practical experience, emphasizing self-expression, accountability, and civic engagement as essential elements of effective youth leadership.