LEARNING TO LEAD: LISTENING TO THE VOICE OF ST. LUCIAN YOUTH

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Erik B. Landwehr, Ed.D.
                                                                                     APRIL 2019                Divine Savior Academy
                                                                        RESEARCH MANUSCRIPT                       Carrie A. Lloyd, Ph.D.
                                                                                                                              Affiliation

     LEARNING TO LEAD: LISTENING TO THE VOICE OF ST. LUCIAN
     YOUTH

     Abstract
     An exploratory, qualitative multiple case study approach was used to investigate perceptions of leadership
     through the voice of young (ages 18-24) citizens of St. Lucia, West Indies. Specifically, investigators were
     interested in better understanding the young peoples’ leadership beliefs, experiences, and people of influence.
     Participants perceived leadership to be about helping other people, communication, teamwork, and morality.
     The most valuable leader development experiences were experiences that the young people perceived were
     connected to leadership. Participants viewed familiar adults, rather than famous foreigners or youth peers as
     the most important people to aid in youth leader development.

     Introduction                                                     important, but often ignored element in their leader
                                                                      learning (Roach et al., 1999; Dempster et al., 2010).
     Leader development begins well before adulthood                  The general problem is that, internationally, the voice
     (Mack et al., 2011); it is a complex, iterative process          of youth is mostly absent in leader development
     that takes place throughout an individual’s life                 efforts (Dempster et al., 2011).
     (Day & Sin, 2011). A person’s leader development
     can be affected by a number of factors, including                Caribbean youth leader development is also an
     the individual’s perception of leadership (Avolio                emerging, yet seemingly understudied subject
     & Vogelgesang, 2011). Perceptions of leadership                  (McBride, Johnson, Olate, & O’Hara, 2011).
     are an important element in the process of leader                International organizations, Caribbean researchers,
     learning because perceptions of leadership will                  and regional governments have advocated the need
     greatly influence leadership attitudes and actions               for more youth leader development in the Caribbean
     (Dempster, Lizzio, Keefe, Skinner, & Andrews, 2010).             and specifically, in the island nation of St. Lucia
     These perceptions of leadership can be formed early              (Webster, Ganpat, & Chester, 2013; Zimmerman,
     in life (Murphy, 2011). Therefore, researchers have              Lawes, & Svenson, 2012). Young St. Lucian leaders
     encouraged youth development practitioners to use                are needed because migration has depleted the
     youth perceptions of leadership as a starting point              leadership base in St. Lucia and the Caribbean (Beine,
     for organized youth leader development programs;                 Docquier, & Rapoport, 2008). However, because of
     however, youth perceptions are not always obtained               the absence of the voice of the young people, youth
     or used in this manner (Archard, 2013; Caza &                    leader training in the Caribbean may be derived from
     Rosch, 2013). The voice of the youth is, therefore, an           a predominately adult, Western cultural worldview

64           eriklandwehr72@gmail.com               DOI: 10.12806/V18/I2/R5              APRIL 2019                             RESEARCH
(Hall, 2012; Owen, 2012). The specific problem                 leadership discovered several differences and
     is that non-contextualized training efforts may                several similarities in how university students
     not provide the most appropriate and effective                 and high school students perceive leadership.
     foundation for the leader development of St. Lucian            Researchers who have studied the perceptions
     youth (Caza & Rosch, 2013; McBride et al., 2011).              of leadership of high school students stated that
                                                                    youth perceived leadership as relational, team-
     The purpose of this qualitative multiple case study
                                                                    based, shared, and service oriented (Archard, 2013;
     was to explore perceptions of leadership through
                                                                    Lizzio, Andrews, & Skinner, 2011). Researchers
     the voice of diverse St. Lucian youth. Using the
                                                                    who have investigated university students stated
     following four research questions, we investigated
                                                                    that young people perceived leadership as
     what beliefs, experiences, and people of influence
                                                                    hierarchical, task-oriented, and position-based
     diverse St. Lucian youth perceived are important to
                                                                    (Shehane, Sturtevant, Moore, & Dooley, 2012).
     leadership and leader learning. First, what factors
                                                                    These seemingly contradicting results could be
     or characteristics do St. Lucian youth believe define
                                                                    attributed to the different methods of investigation
     leadership? Second, what do St. Lucian youth
                                                                    or the different participants in the studies (Fischer,
     perceive as leader learning experiences? Third, who
                                                                    Overland, & Adams, 2010; Mortensen et al.,
     do St. Lucian youth perceive has been instrumental
                                                                    2014). The researchers were united in asserting
     in teaching them about leadership? And fourth,
                                                                    that youth perceptions of leadership were built
     what are the similarities and differences of the
                                                                    through experiences at home, at school, and in
     perceptions of leadership of diverse St. Lucian
                                                                    the community (Amit et al., 2009; Carter, Swedeen,
     youth?
                                                                    Walter, Moss, & Hsin, 2011). The voice of White US
                                                                    students is the most prominent in the literature;
                                                                    however, the voice of diverse populations from
     Literature Review
                                                                    the rest of the globe is small (Haber, 2012). The
     Youth Perceptions of Leadership. Perceptions                   perceptions of leadership of Caribbean youth, and
     of leadership are important factors in leader                  specifically St. Lucian youth, were not represented in
     development for both youth and adults (Avolio &                the available literature.
     Hannah, 2009; Mack et al., 2011). Some authors
                                                                    Caribbean Leadership. Effective leaders and
     believe that youth perceptions of leadership are
                                                                    effective modes of leadership vary across cultures
     the starting point for leader development efforts
                                                                    (Dickson, Castano, Magomaeva, & Den Hartog, 2012;
     (Haber, 2012). According to Caza and Rosch (2013),
                                                                    Dorfman, Javidan, Hanges, Dastmalchian, & House,
     perceptions drive leadership behavior. In particular,
                                                                    2012). The unique culture, history, and geographic
     self-perceptions of leadership may dictate the kind
                                                                    setting of any country or context can shape the
     of leadership actions young people attempt (Rehm,
                                                                    perceptions of leadership and leadership actions
     2014; Wagner, 2011). Knowledge of the perceptions
                                                                    of the individuals within that context (Baldacchino,
     of leadership may enable youth leader development
                                                                    2013; Dorfman et al., 2012). The Caribbean is
     practitioners to motivate more students to develop
                                                                    connected to the rest of the world; therefore,
     as leaders and to design learning environments and
                                                                    Caribbean leaders need to have an understanding of
     activities that can best serve the learners (Eva &
                                                                    other cultures and of how to best manage, relate to,
     Sendjaya, 2012).
                                                                    and lead people from different cultural backgrounds
     Researchers who studied youth perceptions of                   (Clarke & Charles, 2012; Hall, 2011). Relationships

65         eriklandwehr72@gmail.com               DOI: 10.12806/V18/I2/R5              APRIL 2019                            RESEARCH
and resiliency are also very important in Caribbean         Wiltshire, 2010).      However, a disparity may exist
     society and Caribbean leadership (Grant, 2012;              between the need and stated desires for St. Lucian
     Phillips, Scott, Sutherland, Gerla, & Gilzene, 2012).       youth leader development and the actual training
                                                                 youth receive (Eversley & Daniels, 2011; Parra-
     Caribbean leadership researchers have determined
                                                                 Torrado, Bofinger, & Placci, 2014).
     that the study of Caribbean leadership, especially
     through the eyes of Caribbean people, is in its             Although many Caribbean youth are happy and
     beginning stages and presents an opportunity for            healthy (Pilgrim & Blum, 2012), the available research
     further inquiry (Baldacchino, 2013; Corbin, Punnet,         has indicated that St. Lucian young people may
     & Onifa, 2012).          International researchers have     experience a challenging context in their homes,
     acknowledged a North American bias in the literature        schools, and communities (Jules, 2008; Stern &
     and have called for studies that investigate culturally     Balestino, 2008).     Many St. Lucian youth grow up
     contingent leader characteristics from the viewpoint        in unstable family environments (Cunningham &
     of cultural insiders (Dickson et al., 2012; Dorfman et      Correia, 2003) and witness community crime and
     al., 2012).      Caribbean leadership researchers have      violence (Zimmerman et al., 2012).            Caribbean
     argued that Western styles of leadership may not fit        youth researchers have discovered that youth in
     the context of the Caribbean (Hall, 2012). Additionally,    the Caribbean are both resilient and despondent
     few Caribbean leadership or Caribbean leader                (Brathwaite, 2009; Parra-Torrado et al., 2014).
     studies are available in the extant literature (Lituchy,    The situations and inadequacies that they face in
     Ford, & Punnett, 2013). Researchers have therefore          their homes, schools, and communities can bring
     encouraged the study of leaders and leadership              frustration, disillusionment, apathy, and a feeling
     within the Caribbean context (Baldacchino, 2013;            of hopelessness (Stern & Balestino, 2008; Parra-
     Lituchy et al., 2013).                                      Torrado et al., 2014). Youth view problems within
                                                                 their country’s political systems and with their leaders
     St. Lucian Youth Context. Experiences and context
                                                                 (Stern & Balestino, 2008; Wiltshire, 2010). They want
     affect the formation of a young person’s perception
                                                                 to participate in their democracies (CCYD, 2010), but
     of leadership (Dorfman et al., 2012; Owen, 2011).
                                                                 they feel that they do not have a voice (Zimmerman
     Context includes a young person’s environment,
                                                                 et al., 2012).
     culture, and relationships (Wagner, 2011).         The
     context of this study was the Caribbean island of St.       Schools can have a positive effect on the leader
     Lucia. The island consists of 238 square miles and          learning of young people (Archard, 2013). St. Lucian
     has a young population, with 42% of the roughly             youth consider academic achievements to be very
     165,000 residents under the age of 24 (St. Lucia            important and credit their schools with teaching
     Central Statistics Office, 2011). The country has been      them communication and other soft skills (Stern &
     independent since 1979 (Harmsen, Ellis, & Devaux,           Balestino, 2008). However, St. Lucian youth may not
     2012).                                                      be receiving adequate instruction and support in
                                                                 their schools to develop as leaders and workers in
     St. Lucian governmental and community leaders
                                                                 the global economy (Blom & Hobbs, 2008; Eversley &
     have acknowledged the importance of youth
                                                                 Daniels, 2011). Mismanaged schools, the number of
     development to the future of the nation (CCYD, 2010;
                                                                 teachers that have migrated out of the region (Jules,
     St. Lucia Ministry of Education, Human Resource
                                                                 2008), and teachers that lack training or skills have all
     Development, Youth and Sports, 2000).       Because
                                                                 hampered the learning and development of students
     of the economic challenges and opportunities
                                                                 (World Bank & Commonwealth Secretariat, 2009).
     presented by globalization and the loss of leaders
                                                                 Both Caribbean and foreign experts have encouraged
     through outmigration (Docquier & Rapoport, 2012),
                                                                 Caribbean nations to reform the education system
     St. Lucia needs to develop more leaders (CCYD, 2010;
                                                                 so that students will receive training in the necessary

66         eriklandwehr72@gmail.com            DOI: 10.12806/V18/I2/R5             APRIL 2019                        RESEARCH
skills to flourish in a global, knowledge-based              were studied.         Cases were purposefully chosen
     economy (George & Lewis, 2011; Jules, 2008).                 from diverse subgroups of St. Lucian youth. Case
                                                                  one was a group of unemployed young St. Lucians.
     Employment is an avenue for young people to learn
                                                                  Case two was a group of entry-level workers from an
     and develop leadership skills (Gehert, 2010; Turkay &
                                                                  internationally affiliated local business. Case three
     Tirthali, 2010). However, St. Lucian young people may
                                                                  was a cadre of youth who had received training from
     not have easy access to employment or organized
                                                                  a St. Lucian youth organization.
     leadership-building experiences (Zimmerman et al.,
     2012). St. Lucia’s youth unemployment rate is among          The 18 participants were all St. Lucian youth between
     the highest unemployment rates in the world for youth        the ages of 18 and 24. All 18 of the participants
     (Parra-Torrado et al., 2014). In 2010 in St. Lucia, the      had graduated from secondary school.            Eleven
     unemployment rate for 15-19 year olds was 63%; the           of the participants were either attending or had
     unemployment rate for 20-24 year olds was 32% (St.           graduated from tertiary learning institutions. Six of
     Lucia Central Statistics Office, 2011).   Opportunities      the participants were employed full-time, eight were
     are limited (World Bank & Commonwealth Secretariat,          unemployed, and four were full-time students.
     2009); therefore, programs that help young people
                                                                  Selection and Recruitment.        Purposeful, maximum
     develop interpersonal skills, entrepreneurial abilities,
                                                                  variation sampling, stratified purposeful sampling,
     and leadership attributes are needed (Eversley &
                                                                  criterion sampling, and snowball sampling were all
     Daniels, 2011; Zimmerman et al., 2012).
                                                                  used to select and recruit participants for the study.
     The situation, however, is not all bleak (Brathwaite,        For case one, snowball sampling was used to locate
     2009; CCYD, 2010). The young people have promise,            six unemployed youth in a community in Castries,
     but the context can be challenging for leader                the capital of St. Lucia. The researcher accessed and
     development (Cunningham & Correia, 2003). Because            recruited the unemployed youth through several
     of this, government leaders and representatives of           acquaintances in the community.          For case two,
     international organizations have called for policies         volunteer participants were recruited through a flyer
     and programs that invest in the young people (CCYD,          that was handed out at a staff meeting. For case
     2010; Cunningham & Correia, 2003).            Youth leader   three, volunteer participants were recruited through
     development is an important task for St. Lucian and          email communication from the youth organization’s
     Caribbean nations (Parra-Torrado et al., 2014). The          secretary. The researcher spoke personally face to
     voice of the young people and their perceptions need         face or over the phone to all participants who indicated
     to be an integral part of the further development of         they were interested in volunteering. All participants
     the youth of St. Lucia and other Caribbean nations           signed consent forms before data collection started.
     (McBride et al., 2011; Webster et al., 2013).                The recruitment and data collection methods were
                                                                  reviewed and approved by the IRB of Northcentral
                                                                  University before recruitment began.
     Methods
                                                                  Data Collection.     Three rounds of data collection
     Participants. An exploratory, qualitative multiple case      were used with each case. The first round of data
     study approach was used to investigate perceptions           collection   was    semi-structured interviews  with
     of leadership through the voice of St. Lucian youth.         each participant in the case (see Appendix A for the
     Three cases of six participants consisting of an             interview protocol). The interviews focused on the
     equal number of male and female participants                 perceptions of leadership of the youth and what

67         eriklandwehr72@gmail.com             DOI: 10.12806/V18/I2/R5             APRIL 2019                       RESEARCH
experiences and relationships may have led to these         interview or focus group discussion, the responses
     perceptions.      Semi-structured interview questions       were transcribed verbatim and uploaded to the
     were guided by the study research questions and             NVivo software database.
     were crafted through a literature review of various
                                                                 Data Analysis.      The literature review and study
     studies that investigated perceptions of leadership
                                                                 research questions were used to produce a
     (Carter et al., 2010; Lituchy et al., 2013). The specific
                                                                 conceptual framework that guided the data collection
     interview questions and focus group discussion
                                                                 and analysis for this study. Inductive analysis and
     guides were checked for clarity and dependability
                                                                 deductive analysis were both used to examine the
     through the use of field testing by local experts
                                                                 data. Each case was analyzed individually (i.e., within-
     (Bloomberg & Volpe, 2012).
                                                                 case analysis) and then the three cases were analyzed
     The second round of data collection was a focus group       together (i.e., cross-case analysis) (Yin, 2009).   The
     discussion to investigate participant perceptions           first step in the inductive analysis was to read
     of good and bad leaders (see Appendix B for the             through the interview transcripts and focus group
     first focus group protocol).   The first focus group        discussions several times looking for major themes
     discussions used “the structured person discussion”         that may have provided answers to the research
     technique which had been tested and recommended             questions (Patton, 2002). NVivo was used to search
     by Dempster et al. (2010). Participants were asked to       for words and phrases that occurred multiple times
     complete statements about good and bad leaders in           and to organize the data according to the interview
     writing and to post their statements on a board. The        questions.    Patterns were sought within each case
     researcher then led a discussion of the participant         (Yin, 2009).    Data was coded with the conceptual
     responses.                                                  framework serving as the basis for the coding scheme
                                                                 (Bloomberg & Volpe, 2012). New codes were also
     The third round of data collection at each site was
                                                                 added throughout the analysis process. Themes or
     a focus group discussion to investigate themes that
                                                                 patterns emerging from the inductive analysis were
     surfaced during the interviews and themes that were
                                                                 presented, further investigated, and checked during
     apparent in the youth leader development literature
                                                                 subsequent focus group discussions (Patton, 2002;
     (see Appendix C for the second focus group protocol).
                                                                 Yin, 2009). The data was also analyzed through the
     Participants were given three sets of 10 statements.
                                                                 use of questioning, as encouraged by Shank (2006).
     The participants were asked to rank the statements
                                                                 Through this deeper probing we analyzed, examined,
     from most important to least important as they
                                                                 and refined the preliminary themes, concepts, and
     pertained to St. Lucian youth leader development. A
                                                                 codes (Patton, 2002).
     discussion of their rankings followed.
                                                                 Deductive analysis of the data followed the inductive
     Data collection was spread over six months and
                                                                 analysis.     Participant   responses  were    sorted
     confined to one site at a time (Merriam, 2009;
                                                                 according to categories presented in the conceptual
     Shank, 2006). A digital voice recorder was used for
                                                                 framework.     Current literature provided data to
     the interviews and the focus groups.      Participant
                                                                 prepare checklists of youth perceptions of leadership
     responses were also written down by the researcher.
                                                                 within the structure of the conceptual framework.
     At the start of each focus group discussion, rules
                                                                 These checklists were used to investigate how the
     were established to ensure considerate and secure
                                                                 perceptions of the proposed participants compared
     communication within the group (Dempster et
                                                                 with the findings in the current literature.      We
     al., 2010).  Both during and at the conclusion of
                                                                 produced context charts that listed the beliefs,
     the interviews and focus groups responses were
                                                                 the experiences, and the people of influence that
     checked for accuracy with the participants (Mertens,
                                                                 were connected to the participants’ perceptions of
     1998; Schram, 2006). As soon as possible after the
                                                                 leadership.

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     These inductive and deductive analysis strategies             and focus group discussions, the participants
     were used for each case. The analysis was an iterative        described a leader as one who would set the example
     and non-linear process. After the analysis of each            for followers.    The terms “set(ting) the example,”
     case, the findings were used to produce a conceptual          “showing/leading by example,” and “good example”
     framework. The three conceptual frameworks were               were used by 11 participants 47 times in the interviews
     used to clarify the perceptions of leadership and             and focus group discussions. Additionally, the term
     answer the research questions.       After the within         “role model” was used eight times in reference to
     case analysis was completed, cross-case analysis              leaders by three participants. In total, 14 different
     commenced (Miles & Huberman, 1994; Stake, 2006).              participants made 55 different references to leaders
     The cross-case analysis strove to test and synthesize         being examples to others.
     the themes across the cases to answer the research
                                                                   Several participants used the term “set an example”
     questions. After the data from the different cases had
                                                                   in their definitions of leadership. “Leadership is a way
     been compared and contrasted, a final conceptual
                                                                   of setting a good example while being trustworthy
     framework was produced that included the overall
                                                                   and supportive” (P2). Participant 6 and Participant
     themes and findings (Bloomberg & Volpe, 2012).
                                                                   11 both said that their parents had told them the
                                                                   importance of setting an example for those around
     Results                                                       them. “Everybody tell me the same thing. Always set
                                                                   a good example to… those coming up after me, set a
     Q1. What factors or characteristics do St. Lucian             good example for them” (P6).
     youth believe define leadership?           In response
     to question 1, What factors or characteristics do             The third finding was that the majority of participants
     St. Lucian youth believe define leadership?, all 18           [17 of 18] perceived communication as an important
     participants described leadership as working for the          factor in leadership. Nearly every participant [17 of 18]
     benefit of others.     Throughout the interviews and          connected communication skills to leadership. When
     focus group discussions, participants used terms and          asked what kind of skills leaders have, Participant 4
     phrases that described leadership as working for the          stated, “Like I said, you have communication skills is
     benefit of others. The majority of participants [14           number one. You have to be able to communicate
     of 18] used “help” to describe the role of a leader or        with your partners. Have to.” Participant 16 said,
     the focus of leadership. Participant 14 described a           “In leadership you have to learn to communicate
     leader: “A good leader is somebody… that is able to           effectively with those, the individuals who are in a
     help people.” Participant 17 echoed this sentiment,           group.” Participant 3 said that a leader should have
     “I would say leadership is basically the art of helping       “the ability to speak within a group.”
     others realize their fullest potential and also helping
                                                                   Fourth, the majority of participants [16 of 18] viewed
     others lead their own self.” Participant 5 stated that
                                                                   teamwork as an important aspect of leadership.
     one of the motivators of a leader was to help others
                                                                   Although only three participants used the phrase
     grow: “Like, if I help that one to do better, that one
                                                                   “teamwork” in connection with leadership during
     could go on to another one and go on to help another
                                                                   the interviews or focus groups, 11 participants used
     one.”
                                                                   the word “team” during interviews or focus group
     The second finding was that the majority [17 of 18]           discussions while describing the teamwork aspect
     of participants viewed morality as an important               of leadership. Participant 13 stated that leadership
     characteristic of leadership. During the interviews           was about, “Bringing ideas together. Group work.

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     Teamwork. Umm, what else? Being able to hear                 described selfishness as a component of bad
     each other’s views on different things, hear each            leadership.    Fifteen of the 18 participants described
     other’s perspective.” Participant 18 said, “I think of       selfishness as a characteristic of bad leaders and bad
     teamwork, first thing. Teamwork. And second most             leadership. This finding was very apparent in the first
     important thing, discipline.   Effort.   Understanding.      focus group. Participant 4 declared that bad leaders
     Umm, responsible.      Umm, initiative.” During focus        “don’t think for the people, they think for themselves.”
     group one, Participant 15 wrote that good leaders            Participant 14 described bad leaders as “looking out
     are interested in the team: “Good leaders will make          for themselves, basically. Some of them just like to
     decisions that benefit the group, as a whole. Build          say that they are leaders just to say that they are
     team spirit.      Encourage team/group members to            leaders. A leader has to be selfless. But some of
     always be their best.”                                       them just worry about themselves.”        During focus
                                                                  group one, Participant 15 wrote, “Bad leaders think
     Fifth, the majority of participants [16 of 18] perceived
                                                                  that they can do everything on their own. People’s
     that power and authority are connected to leadership
                                                                  opinions are insignificant to theirs. Their plans are
     and     leadership    positions;    however,  leadership
                                                                  always the best plans. Having the final say gives
     is not defined by power or position.          Nearly all
                                                                  them veto power.”
     participants [17 of 18] used terms such as “power,”
     “authority,” “someone in charge,” and “control” when         Q2. What do St. Lucian youth perceive as leader
     defining leadership or describing leadership skills          learning experiences?        In response to research
     and attitudes. Participant 3 described a leader as,          question 2, What do St. Lucian youth perceive as
     “Somebody in charge. Somebody who takes control.             leader learning experiences?, all 18 participants
     Somebody who has authority over something or                 stated that school experiences helped young St.
     someone else.” Participant 6 described a leader as           Lucians learn to lead.         During the one-on-one
     “Like the head. Boss.” Participant 8 depicted a leader       interviews, all participants indicated that school was
     as “Somebody who’s in charge.           Authority… The       a place where young St. Lucians could learn to be
     leader is somebody who takes control.” Participant           leaders.   However, participants were not united in
     1 said leadership was “Being able to have power over         their views concerning what types of experiences at
     a set of people.” Participant 11 stated, “Leadership         school were beneficial for leader learning. The most
     is being in charge, being the head, being, ah, ah, not       often mentioned school experiences that help young
     being a follower, being a trendsetter.”                      St. Lucians learn to be leaders were: school sports
                                                                  [eight of 18 participants], school leadership positions
     However, participants also emphasized that leaders
                                                                  [eight of 18 participants], school extracurricular clubs
     can come from any background.               When asked
                                                                  [eight of 18 participants], and school group projects
     where future leaders will come from, Participant 3
                                                                  [five of 18 participants]. Participant 10 stated that
     said, “All walks of life. Some in prison. Some in the
                                                                  the purpose of school was to raise up leaders: “Then
     ghettos. In the church. From all walks of life.” Other
                                                                  again, that’s what school teach us to do. That’s… the
     participants made similar statements.        Participants
                                                                  concept for school as well, to be a leader when you
     also emphasized the point that “Anyone can be a
                                                                  leave.”
     leader” (P7). “You supposed to be able to lead even
     when you at the top and you’re at the bottom” (P14).         Also, the majority of participants [15 of 18] viewed
     “So, even if you placed in a position of leadership,         personal leadership successes as positive leader
     that doesn’t really define you as a leader, you know.        learning experiences.    Fifteen participants relayed
     You, you don’t have to be in a leadership position to        instances where they had succeeded as leaders.
     be a leader. Anyone can be a leader” (P18).                  However, only seven participants told of personal
                                                                  experiences where they had failed as leaders.
     Lastly, the majority [15 of 18] of the participants
                                                                  According to participants, leadership success “helps

70          eriklandwehr72@gmail.com           DOI: 10.12806/V18/I2/R5              APRIL 2019                       RESEARCH
you learn what works” (P11), and “is a form of               The next finding was that the majority of participants
     motivation” (P12).                                           [14 of 18] perceived home responsibilities as
                                                                  experiences that help St. Lucian youth learn to lead.
     Question 12 of the interview protocol was “Would
                                                                  Most of the participants spoke of leader learning
     you describe yourself as a leader? Why or why not?”
                                                                  within their homes.         “Leadership starts at home”
     In responding to the first part of this question, three
                                                                  (P12).     “What I’ve learned so far I can say that
     participants answered “Not yet,” five participants
                                                                  leadership starts at home. So, if you learn in the
     answered “Sometimes” and 10 participants answered
                                                                  home to be a good leader, then you can go outside
     “Yes.” All 15 participants who answered “sometimes”
                                                                  of home and then be a good leader” (P2). Participant
     or “yes” described their personal leader successes to
                                                                  leader learning at home was described in four basic
     answer the follow-up question: “Why or why not?”
                                                                  categories: taking care of siblings, establishing moral
     Participant 6 said, “Cuz, I deal very positive with the
                                                                  character, chores, and interpersonal relationships.
     youth as a future coming up. Those who are looking
                                                                  Some participants spoke of home leader learning in
     up to me.” Participant 9 stated, “Yes, because I feel
                                                                  more than one of these four categories. Nearly half
     like wherever I have been a leader I have done a good
                                                                  of the participants [7 of 18] spoke of their experiences
     job at it.”
                                                                  in taking care of siblings or younger relatives. The
     The majority of participants [15 of 18] also perceived       participants stated that older children in the family
     experiences at church to be influential in helping           have responsibility for the younger ones.
     young St. Lucians learn to lead. Fifteen participants                P8: You have to be in charge of everything.
     [15 of 18] mentioned church as a place where young                   Everything. You have to see to it that your
     St. Lucians learn to lead for either interview question              sisters get everything done. See to it that
     seven: “Where are different places that young                        they do their chores at the end of the day.
     St. Lucians can go to learn to be leaders?” or for                   They do not do it; you have to pick up
     interview question eight: “What sort of experiences                  where they left off and finish it off (laughs).
     would help young St. Lucians learn to be leaders?”                   And then, my mother would come on my
     “Home, school, and church, these are the first places                back because I’m the oldest and I didn’t
     that you learn about leadership” (P2).        Important              get it done, or I didn’t ensure that they get
     aspects of leader learning at church mentioned                       it done.
     by the participants included establishing a moral
     foundation [9 of 18]. “At church you learn morals.           Q3. Who do St. Lucian youth perceive has been
     You learn to be a better you, to live a better life” (P7).   instrumental in teaching them about leadership?
     Participant 12 spoke about using the Bible as a moral        In response to research question 3, all 18 participants
     guide for life, “I have just come to this conclusion…        viewed personal relationships with caring adults as
     I’m a Christian… Pentecostal, so I just follow the ten       important for leader learning. Questions nine and
     rules of the commandments and, if the Bible, if it           10 in section four of the interview protocol (“Who is
     doesn’t abide by the Bible, I consider it to be wrong.”      a leader you would follow?” and “Who has helped
     Further, just under half of the participants [eight of       you learn about leading?”) investigated aspects of
     18], discussed their personal involvement in church          research question three.    In answer to these two
     groups as part of their leader learning. Participant         interview questions, the youth named 66 individuals
     10 said, “Again, even in religion, you find, we have to      who were instrumental in teaching them about
     set the example. So, we have to be the leaders after         leadership or as people they would follow. Out of
     Christ, right?”                                              the 66 individuals named, 56 were St. Lucians and 10

71         eriklandwehr72@gmail.com             DOI: 10.12806/V18/I2/R5               APRIL 2019                            RESEARCH
were foreigners. The majority [49 of 66] were known        leaders in St. Lucia… Most do the wrong thing” (P12).
     personally to the participants; however, 17 of the 66      “They start good just to win the seat, but at the end
     were not personally known. Parents, teachers, and          they go, they go sour” (P18). “What, we get nothing
     adult mentors were named most often.          Thirteen     from our leaders. We get nothing from them. So, I
     of the participants named parents, 12 named                honestly don’t know, but great leaders are those who
     teachers, and 12 named adult mentors (e.g., coaches,       make great things happen” (P5).
     pastors, or community leaders).     In contrast, only
                                                                Q4. What are the similarities and differences of
     two participants named employers and only one
                                                                the perceptions of leadership of diverse St. Lucian
     participant named a peer of the same age as people
                                                                youth? The final research question elicited two main
     of influence.    Overall, the young people viewed
                                                                findings. The first being that all six participants in
     parents as very instrumental in their leader learning.
                                                                case three emphasized the importance of leadership
     “If it was not for them, I wouldn’t be the man I am
                                                                training programs in developing young leaders.
     here today” (P4). Participant 9 stated, “[My father]
                                                                Leadership training programs were recognized as
     gave me my foundation.” Participant 1 stated this
                                                                important leader learning experiences by all six
     about parents:
                                                                of the participants in case three. Only one other
           As a child, you born; you live in your               participant [one of 12] stated that leadership training
           parents’ household. Not everybody might              programs were an important aspect of developing
           have parents they could call good leaders,           young leaders in St. Lucia. Some of the case three
           but, for me, I put it at the top, cuz parents        participants recognized the importance of leadership
           are the one who are supposed to teach                training in their lives. “Talking from experience, that
           their umm, children right from wrong. To             is, umm, being a member of the cadet corps and
           me, umm, they supposed to be, like, the              students’ council and, and training from both these
           first leaders anybody encounters in their            voluntary organizations, you know, has instilled a
           life, parents.                                       positive attitude, positive mindset for me” (P18).
     Further, all of the participants stated that current       Other participants encouraged more leadership
     politicians are influential leaders; however, the          training programs to help more St. Lucian youth
     majority of participants [14 of 18] viewed current         learn to lead.
     politicians as detrimental to leader learning.       All         P16: Well, in the context of the St. Lucian
     18 participants stated that politicians are viewed               society, the issue is always the capacity
     as leaders in St. Lucia. “I think, what we do call the           of the young people. In St. Lucia, we are
     leaders of the nation are actually the politicians.              not at the level where we can say that a
     That’s what people consider leaders of the nation”               good percentage of our young population
     (P2). However, even though all of the participants               is ready, or is actually... they might have
     perceived politicians to be influential leaders in               the qualities of leadership, but in terms of
     St. Lucia, only one participant mentioned current                getting the training and that… support to
     St. Lucian politicians only in a positive way. Three             bring their leadership to another level, I
     participants had both positive and negative things to            think that lacks a lot.
     say about current St. Lucian politicians. The majority
                                                                Lastly, the majority [five of six] of participants in
     of participants [14 of 18] mentioned current St. Lucian
                                                                case three indicated that their leadership failures
     politicians only in a negative way. One of the major
                                                                were important experiences in their leader learning.
     complaints about current politicians was that they
                                                                Unlike the participants in cases one and two,
     “do not set the example” (P2). Other negative views
                                                                most of the participants in case three [five of six]
     of current politicians included the following: “They
                                                                discussed their failures in leadership as positive
     don’t understand us” (P9). “I am under-satisfied with
                                                                experiences. Only two other participants in the

72
study [two of 12] indicated that their personal                  Caribbean leadership literature. Youth participants
     leader failures were an important aspect of their                in other studies perceived leadership as being
     leader learning. Five participants in case three told            relational, and teamwork was viewed as an
     personal stories of their failures in leading and also           important part of leadership (Archard, 2013; Lizzio,
     spoke of how these failures helped them to improve               Andrews, et al., 2011; Lizzio, Dempster, & Neumann,
     as leaders. Participant 18 spoke about the leader                2011). Other common themes were that anyone
     learning benefits of failure:                                    could be a leader and that service and helping
           P18: Well, for me, personally, ironically,                 others were important parts of leadership (Archard,
           I thrive on failure, if I can put it that                  2013; Dempster et al., 2010; Lizzio, Andrews, et al.,
           way. Umm, well, I shouldn’t say thrive,                    2011). Strong moral character was also viewed as
           I should say thrive through failure. In                    an important aspect of leadership in both youth and
           a sense that, ahh, ahh to be successful,                   Caribbean studies (Grant, 2012; Mortensen et al.,
           I believe you need to fail… Once you                       2014).
           could learn from it.                                       The findings related to leader learning experiences
                                                                      lead to three conclusions. First, all of the
                                                                      participants have potential and desire to grow
     Discussion
                                                                      as leaders. None of the participants viewed
     Several conclusions can be made from the findings                themselves as unable to learn or unworthy of
     related to the definition of leadership. First, the St.          leadership. Most of the participants viewed
     Lucian youth participants believed that leadership               themselves as leaders, those who did not see
     is about the people much more than it is about                   themselves as leaders indicated that they were “not
     the task. The job of a leader is, first and foremost,            yet” leaders; however, they could become leaders
     to encourage, support, and help others. Second,                  with some more training and experience. Second,
     the participants believed that a good leader will                St. Lucian youth can learn about leading in a variety
     be concerned about the good of the followers,                    of contexts and from a variety of experiences.
     not the good of the leader. The “good” mattered                  Unsurprisingly, the prominent three contexts –
     to the participants. Morality and ethical behavior               home, school, and church – were also spoken of
     were seen as important aspects of leadership.                    as the three places where most St. Lucian young
     Third, participants believed that leadership is both             people have spent most of their time while growing
     positional and non-positional. Power and authority               up. Therefore, these contexts are important for
     were seen as important aspects of leadership                     their lives, which also make them important for
     and leadership positions. However, participants                  their leader development. A third conclusion is
     stated that anyone could be a leader and that                    that the most valuable experiences for the youth
     holding a position, in and of itself, did not equate             seemed to be experiences that they perceived were
     to leadership. The attitudes and the actions of                  connected to leadership. It seems that to learn
     the leader were more important than the leader’s                 about leading, the young people needed to be doing
     position.                                                        something that they considered was leadership. To
                                                                      learn about leading, they needed to lead. These
     These conclusions reflect modern leadership
                                                                      conclusions support current literature. The youth
     theories more than they reflect traditional theories
                                                                      leader development literature maintained that
     (van Linden & Fertman, 1998) and are connected
                                                                      young people can be developed into leaders and
     to youth leader development literature and the

73          eriklandwehr72@gmail.com                DOI: 10.12806/V18/I2/R5              APRIL 2019                           RESEARCH
that anyone could be a leader (Dugan, 2011; van                 these young people received and the experiences in
     Linden & Fertman, 1998).      Additionally, researchers         school government may have been two experiences
     have contended that through early experiences with              that aided the case three participants in their leader
     family, community, and school, the individual begins            development. This conclusion is supported by the
     to understand leadership by building a leader identity          literature.    Secondary school students with school
     and leader self-perception (Ligon et al., 2008; Lizzio,         government experiences were found to have more
     Dempster, et al., 2011).                                        motivation to lead and to have a more developed
                                                                     leadership identity (Archard, 2013; Wielkiewicz,
     Three conclusions can be drawn from the findings
                                                                     Fisher, Stelzner, Overland, & Sinner, 2012).
     about the people of influence in St. Lucian youth
     leader learning. First, adults, and not peers, were             Limitations. Several limitations were present. First,
     viewed by the youth as the most important people                the results of the study may not be transferable to
     for St. Lucian youth leader development.              Second,   a larger population because of the small study size
     personally known adults, rather than famous                     of purposely recruited volunteers. Second, none of
     unknown foreigners, are the main people of                      the focus group discussions were attended by all of
     influence. The personal relationships seem to be a              the participants in any of the cases.      Additionally,
     key to having an effect on the leader development of            when using qualitative methods to investigate youth
     the youth. Adults who cared for the young people,               perceptions, the young people may tell adults what
     listened to them, encouraged them, and supported                they think the adults want to hear (Jakobsen, 2012;
     them were spoken of as the greatest influence on                Lizzio, Andrews, et al., 2011). This aspect may have
     the leader development of the youth. Third, current             been an issue with several of the participants. The
     politicians possess the powers of position, authority,          researcher had a different cultural background than
     and example to affect St. Lucian youth leader                   the participants, therefore, researcher bias may also
     development. Even though many of the participants               be a limitation. The quality of answers from the
     spoke negatively about current politicians, the                 participants may also be a limitation. Some of the
     number of references to current politicians reveals             participants were much more eloquent and talkative
     the important place that politicians hold in the leader         than others. Various digital recorder problems were
     learning of young St. Lucians. Personal relationships           also a limitation of the study.
     were mentioned throughout the youth leader
                                                                     Measures were taken to mitigate the limitations of the
     development literature as important aspects of
                                                                     study. The participants were consistently reminded
     youth leader learning. Parents and guardians were
                                                                     that their thoughts, perceptions, and voice were
     revealed to be important to leader development
                                                                     needed and wanted for the study. Participants were
     in their children through their parenting styles and
                                                                     asked for clarification and follow-up questions in the
     encouragement (Adler, 2011; Murphy & Johnson,
                                                                     interview protocol were used to elicit more responses
     2011).     Mentors, coaches, and teachers were also
                                                                     from the participants. Local experts were used to
     found to be influential in helping young people grow
                                                                     review interview questions and the first focus group
     as leaders (Carter et al., 2011; Eva & Sendjaya, 2013).
                                                                     discussion (Bloomberg & Volpe, 2012).          Member
     Last, participants in case three seem to have                   checking was used during each interview and was also
     more developed and more mature perceptions of                   a part of the second focus group discussion (Patton,
     leadership than the participants in cases one and               2002). The majority of the interviews and focus group
     two. The case three participants repeatedly spoke               discussions were recorded, and transcripts were
     about representation, service, and learning through             transcribed verbatim into the case study database
     leadership failures.    Case three participants were            (Miles & Huberman, 1994). Written researcher notes
     more likely to describe themselves as leaders than              from the interviews and focus groups were used as
     participants in cases one and two. The leader training          data when the recorder failed. The triangulation of

74         eriklandwehr72@gmail.com               DOI: 10.12806/V18/I2/R5              APRIL 2019                       RESEARCH
multiple cases, multiple data collection methods,             be conducted in various secondary schools around
     and multiple analysis methods helped to ensure that           St. Lucia to compare differences and similarities in
     the perceptions of the youth were being collected             perceptions of leadership across various age groups,
     (Shank, 2006). A formal case study design, which              backgrounds, geographical location, and schools.
     included coding and analysis procedures developed
                                                                   This study is significant because St. Lucian society
     by Miles and Huberman (1994), was used (Yin, 2009).
                                                                   needs to build its youth into leaders (CCYD, 2010;
     Recommendations. Leader training at school, in                Zimmerman et al., 2012). This study has given
     church, and in the community was an important                 a voice to diverse St. Lucian youth (CCYD, 2010;
     aspect of the leader development of the participants          Head, 2011). The voice of the youth is a key to
     in case three. Therefore, to further develop more             understanding how youth comprehend leadership
     young St. Lucian leaders, we recommend that                   (Archard, 2013; Lizzio, Andrews, et al., 2011), which is
     schools, churches, and community organizations                the starting point of a leader’s development journey
     be recognized as important contexts for developing            (Haber, 2012; Mortensen et al., 2014). Once the
     young St. Lucian leaders. Leader development                  starting point is known, a map toward deeper, more
     should be intentionalized, using both formal and              mature leadership beliefs, attitudes, and actions
     informal methods, for as many young people as                 can be drawn and followed. An understanding
     possible. The leader training should include some             of St. Lucian youth views of leadership may help
     aspects of leadership theory (Who is a leader? What           St. Lucian teachers, mentors, practitioners, and
     do leaders do?) and also practical experiences where          community leaders to comprehend better what the
     the participants are actually involved in leading.            young people know about leading and leadership
     Reflection after the experiences will help the                and, therefore, what could be or should be taught
     participants to learn and further develop as leaders.         (Eva & Sendjaya, 2013; Wielkiewicz et al., 2012). The
     We also recommend that training be made available             engagement of more youth in leader development
     for the important adults that influence the leader            may empower more youth to be part of positive
     development of St. Lucian youth. Teachers, parents,           change in their communities as youth and also as
     adult mentors, and politicians may all benefit from           adults (Mortensen et al., 2014; Amit et al., 2009).
     training that would focus on how they, as important
     people in the lives of the youth, could help more
     young St. Lucians grow into quality leaders.

     This multiple case study was exploratory in nature.
     The limitations, findings, and conclusions lead
     to several recommendations for further study.
     Because this study only included 18 purposely
     selected individuals, we recommend that a similar
     study be conducted with more and a wider variety
     of St. Lucian youth to explore the perceptions
     of the youth further and evaluate the findings
     of this study. As an example, secondary school
     leavers, youth entrepreneurs, and youth working
     in management-level positions could be included
     to widen the sample. Additionally, the study could

75         eriklandwehr72@gmail.com              DOI: 10.12806/V18/I2/R5               APRIL 2019                             RESEARCH
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