Most leadership theorists currently agree that leaders are made-not born-and that young people can learn and develop leadership attitudes and skills (Fertman & van Linden, 1999). Zeldin and Camino (1999) outline five areas of competency that distinguish leaders and shape youth leadership development efforts:

1.Communication-persuasive argumentation, public speaking/writing, and engaging the participation of others;
2.Teamwork-respecting others, performing roles of both leader and follower, building on strengths, and commitment to free group input and expression;
3.Personal Identity-understanding the relationship between oneself and the community, pride in being a member of a larger group, awareness of areas for self-improvement, taking responsibility for one’s actions and the resulting consequences;
4.Professionalism-demonstrating tactfulness, understanding protocols, appropriate dress and action given appraisal of context, delivering quality work, positively presenting oneself to others; and
5.Project Management-setting goals/developing action steps, meeting facilitation, reflection, distinguishing between one’s interests and community needs (Boyd, 2001).
“…[B]ecoming a leader is a developmental process,” and this process may not be the same for young people as it is for adults (Fertman, & van Linden, 1999). Young people need to develop their leadership skills in “real situations” that they deem important, which allows them to become actively engaged “in the decision-making processes” affecting their lives (Boyd, B. L. 2001; Des Marais, Yang, & Farzanehkia, 2000; Fertman & van Linden, 1999). In other words, youth need opportunities to both learn about and practice leadership, in meaningful and authentic ways.

Why is it important for young people to develop leadership?
Many leadership scholars and youth development professionals agree that leadership development is an important, but often overlooked facet of youth development and education (MacNeil 2000).

The development of leadership contributes greatly to the positive development of young people and their communities. Leadership skills, such as goal-setting, problem-solving and sound decision-making, are not just necessary for leaders-these skills are needed for success in today’s world (MacNeil 2000). Furthermore, helping young people develop leadership competencies makes them better able to solve community problems and enhances their civic participation (O’Brien & Kohlmeier, 2003). Young leaders also demonstrate higher career aspirations, increased self-esteem, and improved high school completion rates (Bloomberg, Ganey, Alba, Quintero, & Alcantara, 2003).

By supporting and engaging young leaders, adults, organizations and communities experience direct benefits, through stronger connections to other young people in the community (Zeldin, McDaniel, Topitzes, & Lorens, 2001). They have a greater understanding of the problems facing other youth, and fresh perspectives for how to address these problems (Des Marais, Yang, & Farzanehkia, 2000; Zeldin, McDaniel, Topitzes, & Lorens, 2001; McGillicuddy, 1991). Additionally, young people help to re-energize adults and counteract negative stereotypes of youth when they are successfully engaged in leadership within their communities (Zeldin, & Camino, 1999; Fiscus, 2003).

What can youth professionals do to help young people develop leadership skills?
In developing leadership skills, young people face unique obstacles, some are posed by adults who (1) think leadership is something that one “grows into” or earns; (2) don’t believe young people are capable of being leaders today; (3) are unwilling to share their power, responsibility, and decision-making, and (4) just assign young people to tasks rather than allowing them to determine what happens in program planning, design, implementation, and evaluation (Des Marais, Yang, & Farzanehkia, 2000). To overcome these obstacles and help young people effectively develop leadership skills, adult allies can

•promote youth/adult partnerships,
•give young people real power to make decisions and responsibility for the consequences of their decisions,
•ensure that young people are provided with the training and support needed to take on new levels of responsibility and decision-making,
•provide a broad range of contexts which allow young people to learn and develop leadership in the real world with diverse and unfamiliar groups, (Gardner, 1990; Des Marais, Yang, & Farzanehkia, 2000) and
•recognize and respect the knowledge, experience, and skills that young people have now while still challenging them to enhance these skills and try new things (Des Marais, Yang, & Farzanehkia, 2000).
Adults play a critical role in helping young people develop as leaders. Working with adults, young people can learn about the many different leaders and leadership styles, and the ways that leadership- and beliefs about leadership-are shaped by culture, values, and life experiences. Adults can support them to find or create the style that’s right for themselves (Gardner, 1990). Finally, adults can help dismantle the barriers that might prevent a young person from authentic engagement in leadership roles, and help create opportunities to learn and practice leadership in ways that make a real difference to them, their organizations, and their communities.