Please start the NYLI Survey

Trainer's E-mail Address (If submitting as part of a specific training program.):

Responder's Name:

Responder's Email Address:

Student's First Name:

Student's Last Name:

Student's Age:

Student's Gender :

MaleFemale

City:

State/Province:

Country :

Name of organization hosting the training program (if known):

RESPONDER QUESTIONS

1. In what type(s) of settings have you observed the student?

Informal play timeClassroomAthleticsLunchroomOther

2. In what role have you primarily been when you’ve observed the student?

TeacherCoachParent/Family MemberYouth/Children’s WorkerNeighbor/Family FriendOther

3. How often have you observed the student in social settings with others?

1-2 times3-4 times5-10 timesMore than 10 times

4. Typically how long have you observed the student in each of these social settings?

1-59 minutes1-2 hours3-6 hoursMore than 6 hours

5. How would you best describe adult supervision during these times?

low/no controlmedium controlhigh control

6. How long have you known the student?

ASSESSMENT QUESTIONS

1. Does the child/youth tend to persuade or be persuaded by peers?

Usually persuades othersCommonly persuades othersSometimes persuades; sometimes is persuadedUsually more persuaded by othersNearly always persuaded by othersUnsure

2. The child/youth tends to be task-oriented and/or goal-oriented, eventually resulting in getting others involved in the task/goal.

Very littleLittleSomeOftenVery oftenUnsure

3. The child/youth is observed to be opinionated, convincing others to consider the ideas of the child/youth.

Nearly always has opinions; confidently shares them frequentlyHas opinions; sometimes offers unsolicited onesHas opinions; offers unsolicited on occasion with hesitanceHas opinions when askedRarely has opinions when askedUnsure

4. This child/youth sticks to their principles, even when peers deviate or disagree.

Not at allUsually notSometimesUsuallyNearly alwaysUnsure

5. Peers seek advice from child/youth (i.e. on playground activities, class projects).

Not to my knowledgeRarelyOccasionallyQuite a bitVery oftenUnsure

6. Peers seek the child/youth to organize them, as in recess activities, meetings, group projects, or athletic situations.

Not observableRarelySometimesQuite a bitFrequentlyUnsure

7. The child/youth is comfortable socially with those 3-5 years older.

Very little; comfortable socializing with those youngerA little; comfortable socializing with their age or youngerSome; comfortable socializing with a few trusted olderQuite a bit; comfortable socializing and organizing a few olderA lot; comfortable socializing and organizing regardless of ageUnsure

8. Child/youth demonstrates ambition and/or vision that gets the attention of others.

No recognizable goals or not noticed by othersFew goals and/or little notice from othersSome goals/projects done alone, noticed by othersSome goals/projects that others participate inFrequently has goals that engage other people to participate (visionary)Unsure

9. Child/youth initiates taking risks, inspiring others to participate.

Avoids risk-taking / seems fearfulOnly takes low to moderate risks if cajoled by othersInitiates moderate risks, sometimes followed by a fewInitiates reckless behavior that others sometimes participate in (may need to be subdued)Initiates boundary-pushing and takes sensible risks; others often participateUnsure

10. If you stepped away from your class or team for a while, how likely would this child/youth be able to keep others to task?

Not likelyPerhapsFor a short timeLikelyDefinitelyUnsure

11. The child/youth negotiates options well, coming up with solutions others accept.

Negotiates and often succeeds with adultsNegotiates and succeeds with peers / compromises with adultsNegotiates, then compromises with peersObjects, then gives inRarely objects / coalesces (submits)Unsure

12. Child/youth exudes confidence in pressured situations.

Confidence is high, but generally realisticOverly confidentConfidence is moderateConfidence is lowLacks confidence / feels great stressUnsure

13. What happens when the child/youth interrupts a conversation?

Others tend to ignore/continue with the conversationOthers correct / reprove child/youth for interruptingOthers partially listenOthers give the floor / listenOthers listen and often heed to child/youth / move to their agendaUnsure

14. The child/youth is decisive, resulting in others following the decision of the child/youth.

Decision-making seems painful / prefers to defer to othersIndecisive / takes a long time to decide / may procrastinateDecides quickly / may waffle afterwardDecides well for the most part / others take noteGathers info & input, then decides with confidence / others followUnsure

15. Child/youth establishes direction for peers and others, giving them instructions and/or specific roles to fulfill.

FrequentlyQuite a bitSomeVery littleNeverUnsure

16. Child/youth initiates supervision of younger ages socially, organizing them in games and activities.

Tends to follow younger ages as if a peerYounger ages tend to ignore or not follow the child/youthYounger ages inclined to include sociallyYounger ages followYounger ages frequently seek out the child/youth and followUnsure

17. Child/youth is generally optimistic and exudes hope in challenging circumstances that others notice.

Determined and hopeful even when challenged; noticed by othersPositive; sometimes noticed by othersEven-temperedWorrisome if challenged with new, big tasksPessimistic / tends to see the downside of situationsUnsure

18. The child/youth volunteers for leadership roles.

Frequently seeks roles where they can superviseSometimes seeks roles where they can superviseWill sometimes agree to be in charge when askedWill usually avoid roles of being in chargeNever volunteers to be in charge and turns them down stronglyUnsure

19. Child/youth exudes a can-do spirit and perseveres, inspiring others to do the same.

Resists new challenges / verbalizes reasons to give up before startingSeems to quietly feel self-doubts / procrastinates oftenAttempts new challenges, but tends to give up when faces difficultiesDoesn't quit easily / perseveres and noticed by othersPerseveres doggedly and inspires others to do the sameUnsure

20. How independent from social pressure does this child/youth seem?

Very dependentDependentVery independentMildly independentIndependentUnsure

21. Child/youth challenges rules that don't seem to make sense or seem unfair.

Rarely challenges / very compliantComplains or whines, but complies after minor resistingWill verbalize disagreement and seek rationaleOften goes against rules that do not make sense; verbal resistancePushes against rules that do not makes sense and seeks to change themUnsure

22. Child/youth is not afraid of healthy conflict, confronting a person/situation.

Seems to want peace at all costs / willing to suffer injusticeTends to want peace and avoids most conflictsIs willing to confront, but backs down with minor conflictWilling to initiate confrontation and respond to injustice personallyWilling to confront a situation and gathers others to do sameUnsure

23. The child/youth is competitive, engaging others to participate.

Very; organizes competitions with others and motivates themModerate to high; organizes competitions with othersModerate; participates in competitions with othersSome; may participate alone or with othersNot at allUnsure

24. The child/youth demonstrates strategic thinking skills / solving a problem without a lot of resources or adult intervention.

Seems 'stuck' without precise instructionsPrefers clear direction / tends to complain without itSomeUsually tries to accomplish thingsDemonstrates problem-solving and often facilitates that with othersUnsure

25. This child/youth has been disciplined or critiqued for being "bossy".

Not this child/youthOnce in a whileSometimesCertainlyMost certainlyUnsure

26. The child/youth seems self-motivated, initiating new projects and activities that often include others.

Not evidentRarelyOccasionallyModeratelyHighlyUnsure

27. Child/youth inspires and encourages others to join the team and/or stay motivated toward the goal.

Clearly motivational; individuals and groups respond to themGenerally motivational; others seem to respondSome encouragement one-on-one; little group inspirationOccasional individual encouragement; no group responseDescribed behavior rarely if ever noticedUnsure

28. The child/youth demonstrates an ability to think conceptually and tactically, breaking a goal into doable steps. For example, they would seem comfortable organizing a team to plan a class party.

Not at allRarelySometimesMost of the timeDefinitelyUnsure

29. Based on the above definition of organizational leadership, how would you rate the observed organizational leadership qualities of the child/youth?

StrongQuite a bitSomeLittleVery littleUnsure

30. Think of effective adult leaders you know. Can you see this child/youth as a younger version of them?

DefinitelyYesProbablyPerhapsNot reallyUnsure

Please respond to these questions if the student you're responding to in this NYLI form is applying for the LeadNow (ages 10-13) or LeadWell (ages 14-18) training program. Your answers are important to the candidate's consideration. Thank you!

Give an example of where you've seen this child/youth lead a group of peers or others?

What was the goal/project?

How did the child/youth behave?

What went well and what did not?

Why do you think this preteen/teen should be considered for a leadership development program?

Feel free to add any other comments about what you've observed regarding this youth's ability to influence others?