"The Student Leadership Practices Inventory" (Student LPI) is the only leadership tool designed specifically for students and young people. Developed by Jim Kouzes and Barry Posner, the second edition of this celebrated instrument package approaches leadership as a measurable, learnable, and teachable set of behaviors. This 360- leadership assessment tool helps students and young people measure their leadership competencies, while guiding them through the process of applying Kouzes and Posner's acclaimed Five Practices of Exemplary Student Leadership[registered] model to real-life challenges. The newly revised Student LPI offers in-depth, precise results to help you become a better leader.
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THE MOST TRUSTED SOURCE ON BECOMING A BETTER LEADER
THE STUDENT LEADERSHIP PRACTICES INVENTORY (Student LPI) is the only leadership tool designed specifically for students and young people. Developed by Jim Kouzes and Barry Posner, the second edition of this celebrated instrument package approaches leadership as a measurable, learnable, and teachable set of behaviors. This 360? leadership assessment tool helps students and young people measure their leadership competencies, while guiding them through the process of applying Kouzes and Posner's acclaimed Five Practices of Exemplary Student Leadership® model to real-life challenges. The newly revised Student LPI offers in-depth, precise results to help you become a leader who can:
The Student Leadership Planner picks up where the Student Workbook leaves off and takes you to the next level in developing your leadership skills. The Planner reviews The Five Practices of Exemplary Student Leadership®, describes the best practices of learning to lead, and contains developmental activities for becoming a better leader. The Planner can be customized for your situation and will help you:
The Planner is your essential resource for determining the most appropriate path for your leadership development journey. It's your guide to personalizing your plans for becoming the best leader possible.
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