Leadership
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“The Leadership competency area addresses the knowledge, skills, and attitudes required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues” (ACPA & NASPA, 2010).
Competency Growth:
My work in the Center for Leadership at Bowling Green State University, as well as my work with the Office of Residence life and the College Student Personnel program, have allowed me to develop the leadership competency to an exemplary level. Various courses throughout the College Student Personnel program’s, including CSP 6010: Foundations and Functions of College Student Personnel, CSP 6035: Multicultural Competence in Student Affairs, CSP 6050: Capstone Seminar, CSP 6040: Educational Outcomes of American Colleges and Universities, and CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration,” have also aided in this competency’s development. Artifacts that demonstrate this competency’s development are: breakdowns and descriptions for two fall workshops series, the Falcon Leadership Institute 2013-2014 Syllabus, and a paper, “Does college make a difference in leadership?” that was submitted for CSP 6040: Educational Outcomes of American Colleges and Universities.
My passion for leadership development emerged during my time at Binghamton University when I was the undergraduate assistant for the Emerging Leadership Program, where I organized and facilitated 12 unique workshops that garnered various aspects of leadership, as well as orchestrated large-scale events for the program. During my time at Bowling Green State University, my passion for leadership development has blossomed through my work with the Center for Leadership on campus. Through various projects and assignments, I have gained a better understanding of leadership, what it means to be a leader, and how I identify and act as an ethical leader, which has developed the leadership competency to an exemplary level. Two projects in particular that stand out to me are the two workshop series I designed and the leadership program I created with the help of two undergraduate assistants. Through collaboration between the Office Campus Activities and Center for Leadership, data collected from student organizations were used to identify 12 characteristics needed for student organizations to be successful and effective. With these characteristics in mind, I created two workshop series, the President’s Workshop Series and the Executive Board Workshop Series, which were open to all students, but were primarily created to aid the respective groups of student organization leaders. Characteristics included, but were not limited to: organizational philosophies (mission, vision, vales of organizations), group development, conflict management, communication styles, ethics, and inclusive programming. The breakdown and descriptions of the fall portions of both workshop series serve as an artifact to capture this aspect of my leadership competency development.
The Falcon Leadership Institute is a program designed for first-year students that is build upon the ideals of the servant leadership theory, relational leadership model, and social change model for leadership development, which is comprised of bi-weekly cohort meetings, an overnight retreat, mentorship, a community service project, and a personal leadership philosophy presentation. The syllabus I created for the program that was given to participants is an artifact that captures this aspect of my development of the leadership competency. Using Exploring Leadership: For College Students Who Want to Make a Difference (Komives, Lucas, & McMahon, 2013) as a program text, cohort meetings explored the following topics: what is leadership (which included various leadership theories and models), who is a leader (which explored what participants deemed necessary for an individual to be an effective leader), personal identity (accompanied with a StrengthsQuest session), diversity in leadership (accompanied with an “Archie Bunker’s Neighborhood” (Gonyea & Tanaka, 2002) session), ethics, what constitutes a community, working in different teams and groups, understanding complex organizations, understanding change processes, and how students can act as change agents. Enacting Tuckman’s Theory of Group Development, the relational leadership model, and the characteristics of the servant leadership theory, cohort members worked to plan and conduct a community service project and presentation capturing their group’s development through working together on the task (Komives, Lucas, & McMahon, 2013). For the community service project, the cohort orchestrated a “Vintage Valentines Day Party” for the residents of a local Bowling Green nursing home, Sterling House, complete with vibrant decorations, vintage music selections, a piano player, and a night filled with bingo and fun. The cohort will also be putting together a personal leadership philosophy that will help members identify their own values; understand how values, passion, and commitment are connected and their importance to leadership; understand what influences commitment; and develop their own unique leadership philosophy. Through the planning and implementation of these sessions and assignments, I have learned right along with the cohort members and have developed my leadership competency.
As a graduate hall director during my first year at Bowling Green Sate University, I developed the leadership competency through my work with the hall director and resident advisors to keep the building running smoothly and working to create a safe, inclusive living environment. Through mentorship, acting as a role model, and acting as a resource, I helped create positive change within our building, especially around effective, educational programming. In my role as the Assistant to the Chair for the College Student Personnel program, I developed the leadership competency by taking the lead on various projects, such as Interview Days, where I worked with two practicum students to pull together many different components for successful process. CSP 6010: Foundations and Functions of College Student Personnel, CSP 6035: Multicultural Competence in Student Affairs, and CSP: Capstone Seminar are courses that I have completed that have helped me identify my values and passions in regard to work as a student affairs professional. Through CSP 6040: Educational Outcomes of American Colleges and Universities, I explored leadership as a collegiate outcome, where I determined that college does have a positive effect on leadership development (using the social change model as a rubric) (Dugan, 2006; Dugan, 2006; Dugan & Komives, 2007; Dugan et al., 2008; Eich, 2008; Dugan & Komives, 2010; Dugan, Kodama, Correia, & Associates, 2013), but those gains vary based on the change during college, within-college effects, and conditional effects as defined by Pascarella & Terenzini (2005). CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration” provided me with more academic insight into the trait, skills, style, psychodynamic, and situational approaches to leadership, as well as provided me with further information on the contingency, path-goal leader-member exchange, transformational leadership, servant leadership, and authentic leadership theories of leadership development (Northouse, 2013). Through all of these experiences and courses, I have been able to identify my values, passions, and commitments, as well as create a personal definition of leadership, which is that it is a transformational process driven by purpose and collaboration that results in positive social change.
Competency Growth:
My work in the Center for Leadership at Bowling Green State University, as well as my work with the Office of Residence life and the College Student Personnel program, have allowed me to develop the leadership competency to an exemplary level. Various courses throughout the College Student Personnel program’s, including CSP 6010: Foundations and Functions of College Student Personnel, CSP 6035: Multicultural Competence in Student Affairs, CSP 6050: Capstone Seminar, CSP 6040: Educational Outcomes of American Colleges and Universities, and CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration,” have also aided in this competency’s development. Artifacts that demonstrate this competency’s development are: breakdowns and descriptions for two fall workshops series, the Falcon Leadership Institute 2013-2014 Syllabus, and a paper, “Does college make a difference in leadership?” that was submitted for CSP 6040: Educational Outcomes of American Colleges and Universities.
My passion for leadership development emerged during my time at Binghamton University when I was the undergraduate assistant for the Emerging Leadership Program, where I organized and facilitated 12 unique workshops that garnered various aspects of leadership, as well as orchestrated large-scale events for the program. During my time at Bowling Green State University, my passion for leadership development has blossomed through my work with the Center for Leadership on campus. Through various projects and assignments, I have gained a better understanding of leadership, what it means to be a leader, and how I identify and act as an ethical leader, which has developed the leadership competency to an exemplary level. Two projects in particular that stand out to me are the two workshop series I designed and the leadership program I created with the help of two undergraduate assistants. Through collaboration between the Office Campus Activities and Center for Leadership, data collected from student organizations were used to identify 12 characteristics needed for student organizations to be successful and effective. With these characteristics in mind, I created two workshop series, the President’s Workshop Series and the Executive Board Workshop Series, which were open to all students, but were primarily created to aid the respective groups of student organization leaders. Characteristics included, but were not limited to: organizational philosophies (mission, vision, vales of organizations), group development, conflict management, communication styles, ethics, and inclusive programming. The breakdown and descriptions of the fall portions of both workshop series serve as an artifact to capture this aspect of my leadership competency development.
The Falcon Leadership Institute is a program designed for first-year students that is build upon the ideals of the servant leadership theory, relational leadership model, and social change model for leadership development, which is comprised of bi-weekly cohort meetings, an overnight retreat, mentorship, a community service project, and a personal leadership philosophy presentation. The syllabus I created for the program that was given to participants is an artifact that captures this aspect of my development of the leadership competency. Using Exploring Leadership: For College Students Who Want to Make a Difference (Komives, Lucas, & McMahon, 2013) as a program text, cohort meetings explored the following topics: what is leadership (which included various leadership theories and models), who is a leader (which explored what participants deemed necessary for an individual to be an effective leader), personal identity (accompanied with a StrengthsQuest session), diversity in leadership (accompanied with an “Archie Bunker’s Neighborhood” (Gonyea & Tanaka, 2002) session), ethics, what constitutes a community, working in different teams and groups, understanding complex organizations, understanding change processes, and how students can act as change agents. Enacting Tuckman’s Theory of Group Development, the relational leadership model, and the characteristics of the servant leadership theory, cohort members worked to plan and conduct a community service project and presentation capturing their group’s development through working together on the task (Komives, Lucas, & McMahon, 2013). For the community service project, the cohort orchestrated a “Vintage Valentines Day Party” for the residents of a local Bowling Green nursing home, Sterling House, complete with vibrant decorations, vintage music selections, a piano player, and a night filled with bingo and fun. The cohort will also be putting together a personal leadership philosophy that will help members identify their own values; understand how values, passion, and commitment are connected and their importance to leadership; understand what influences commitment; and develop their own unique leadership philosophy. Through the planning and implementation of these sessions and assignments, I have learned right along with the cohort members and have developed my leadership competency.
As a graduate hall director during my first year at Bowling Green Sate University, I developed the leadership competency through my work with the hall director and resident advisors to keep the building running smoothly and working to create a safe, inclusive living environment. Through mentorship, acting as a role model, and acting as a resource, I helped create positive change within our building, especially around effective, educational programming. In my role as the Assistant to the Chair for the College Student Personnel program, I developed the leadership competency by taking the lead on various projects, such as Interview Days, where I worked with two practicum students to pull together many different components for successful process. CSP 6010: Foundations and Functions of College Student Personnel, CSP 6035: Multicultural Competence in Student Affairs, and CSP: Capstone Seminar are courses that I have completed that have helped me identify my values and passions in regard to work as a student affairs professional. Through CSP 6040: Educational Outcomes of American Colleges and Universities, I explored leadership as a collegiate outcome, where I determined that college does have a positive effect on leadership development (using the social change model as a rubric) (Dugan, 2006; Dugan, 2006; Dugan & Komives, 2007; Dugan et al., 2008; Eich, 2008; Dugan & Komives, 2010; Dugan, Kodama, Correia, & Associates, 2013), but those gains vary based on the change during college, within-college effects, and conditional effects as defined by Pascarella & Terenzini (2005). CSP 6300: Issues in College Student Personnel: “Leadership, Management, & Administration” provided me with more academic insight into the trait, skills, style, psychodynamic, and situational approaches to leadership, as well as provided me with further information on the contingency, path-goal leader-member exchange, transformational leadership, servant leadership, and authentic leadership theories of leadership development (Northouse, 2013). Through all of these experiences and courses, I have been able to identify my values, passions, and commitments, as well as create a personal definition of leadership, which is that it is a transformational process driven by purpose and collaboration that results in positive social change.
References:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Dugan, J. P. (2006). Explorations using the social change model: Leadership development among college men and women. Journal of College Student Development, 47(2), 217-225.
Dugan, J. P. (2006). Involvement and leadership: A descriptive analysis of socially responsible leadership. Journal of College Student Development, 47(3), 335-343.
Dugan, J. P., & Komives, S. R. (2007). Developing leadership capacity in college students: Findings from a national study. A Report from the Milti-Institutional Student of Leadership. College Park, MD: National Clearinghouse for Leadership Programs.
Dugan, J. P., Komives, S. R., & Segar, T. C. (2008). College student capacity for socially responsible leadership: Understanding norms and influences of race, gender, and sexual orientation. NASPA Journal, 45(4), 475-500.
Dugan. J.P. & Komives, S. R. (2010). Influences on college students' capacities for socially responsible leadership. Journal of College Student Development, 51(5), 525-549.
Dugan, J.P., Kodama, C., Correia, B., & Associates. (2013). MSL insight report: Leadership program delivery. College Park, MD: National Clearinghouse for Leadership Programs.
Gonyea, R. M. & Tanaka, M. (2002). Archie bunker’s neighborhood (Unpublished workshop). University of San Francisco, San Francisco, CA.
Misseri, M. (2013). Does college make a difference in leadership? (Unpublished paper). Bowling Green State University, Bowling Green, OH.
Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
Pascarella E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, (Vol. 2). San Francisco, CA: Jossey-Bass.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Dugan, J. P. (2006). Explorations using the social change model: Leadership development among college men and women. Journal of College Student Development, 47(2), 217-225.
Dugan, J. P. (2006). Involvement and leadership: A descriptive analysis of socially responsible leadership. Journal of College Student Development, 47(3), 335-343.
Dugan, J. P., & Komives, S. R. (2007). Developing leadership capacity in college students: Findings from a national study. A Report from the Milti-Institutional Student of Leadership. College Park, MD: National Clearinghouse for Leadership Programs.
Dugan, J. P., Komives, S. R., & Segar, T. C. (2008). College student capacity for socially responsible leadership: Understanding norms and influences of race, gender, and sexual orientation. NASPA Journal, 45(4), 475-500.
Dugan. J.P. & Komives, S. R. (2010). Influences on college students' capacities for socially responsible leadership. Journal of College Student Development, 51(5), 525-549.
Dugan, J.P., Kodama, C., Correia, B., & Associates. (2013). MSL insight report: Leadership program delivery. College Park, MD: National Clearinghouse for Leadership Programs.
Gonyea, R. M. & Tanaka, M. (2002). Archie bunker’s neighborhood (Unpublished workshop). University of San Francisco, San Francisco, CA.
Misseri, M. (2013). Does college make a difference in leadership? (Unpublished paper). Bowling Green State University, Bowling Green, OH.
Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
Pascarella E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, (Vol. 2). San Francisco, CA: Jossey-Bass.