Leadership

There are four subcategories of this competency: Foundational and Theoretical Principles of Leadership, Self-Awareness and Continual Reflection, Teamwork and Interpersonal Skills, and Change Management and Innovation. My athletic career and education experience allowed me to attain an intermediate understanding of the leadership competency.

FOUNDATIONAL AND THEORETICAL PRINCIPLES OF LEADERSHIP

For the majority of my educational career, I’ve been a student-athlete. My leadership began as the team captain for my volleyball team in 8th grade. Although the title was more of a formality, my teammates trusted in me enough to elect me as the individual that will lead them in the right direction. This event catalyzed my want to make others better while improving the program I am a part of in the form of effective leadership. Throughout my playing career, the leadership skills I learned on the court translated to other aspects of my life. In leading group projects and addressing my home life, I grew to realize leadership comes in a wide array of forms. As the oldest of four siblings, I had to understand different people respond to different types of leadership. Understanding when it is best to lead with your actions or implement a more authoritative leadership style is a skill I had to develop.

Within this section of the leadership competency, the ACPA and NASPA (2015) claim to have an intermediate understanding of foundational and theoretical principles of leadership, one must “Identify and understand systemic and organizational constructs of ‘leader’ and ‘leadership.’” In the Organization and Management (EDLF 5820) course I completed in the Summer of 2022, I gained in-depth knowledge of the general organizational structure of colleges and universities within the U.S. In analyzing organization charts, I  used tools such as Mintzberg’s Design Model, an organizational configuration model that defines five key organizational structures: strategic apex, middle line, technostructure, support staff, and operating core. At the top of the university, in the strategic apex, are presidents, the board of trustees, and shareholders. The second level, or middle line, houses deans and department chairs. Also, at the second level in the technostructure category are members of the IT department, Office of Advancement, and admissions. The support staff category contains professors and advisors. The last level of Mintzberg’s Design Model, the operating core, is resident assistants, janitors, and dining staff. 

After looking into the structure of collegiate institutions, I realized how many people it truly takes to run a university. When we think of what entity runs a college or university, we immediately think of the president, and those in the president’s office, oversee all major decisions regarding the university; however, the board of trustees plays an influential role in the operation of the school. Upon learning Mintzberg’s Design Model, it is obvious leadership comes from more collaborative efforts. 

SELF-AWARENESS AND CONTINUAL REFLECTION 

As a leader, it is important to grow. You want to gain the trust of the individuals you are leading, and one of the most effective ways to do so is the implementation of self-reflection. I am also self-aware of my strengths and weaknesses and take action to grow in both categories. “Use reflection to constantly evolve and incorporate one’s authentic self into one’s identity as a leader” (ACPA & NASPA, 2015). A majority of the courses in the Higher Education program required me to write numerous pieces discussing deep reflection on personal leadership qualities, tendencies, and course material. Motivation in Achievement Context (EDLF 5470) was the primary course that assigned extensive personal reflection and self-assessment. In EDLF 5470, we did not receive grades in a traditional sense. This class subscribed to the concept of “ungrading.” “Ungrading is a practice which eliminates or greatly minimizes the use of assigned points or letter grades in a course, focusing instead on providing frequent and detailed feedback to students on their work, in relation to the course learning goals” (Kenyon, 2022). 

As the course progressed, my journal continued to fill with self and peer assessments on the concepts I learned and how to apply them to myself. One module of the course focused on leadership. During the week, I took assessments to discover my leadership and conflict management style and evaluate my leadership abilities. Taking the information I learned during this week and integrating it into my daily routine will allow me to improve as a leader and future student affairs professional. 

TEAMWORK AND INTERPERSONAL SKILLS

Teamwork and Interpersonal Skills is a category I would consider myself advanced in. As a student-athlete, my entire collegiate career was spent on a team. In amalgamation with sports, a large portion of the projects I completed within this program was completed with a team. I have countless examples of working collaboratively with others to successfully complete projects, win games, and overcome obstacles. Creating an environment that encourages others to view themselves as having the potential to make meaningful contributions is a key aspect of this competency (ACPA & NASPA, 2015). Part of leading is learning to accommodate as many individuals on the team’s needs as possible. Catering to teammates’ strengths allows the team to perform at its highest level. Helping others see their full potential is something that brings me great joy.

CHANGE MANAGEMENT AND INNOVATION

To have an intermediate understanding of  Leadership within the subcategory Change Management and Innovation, the ACPA and NASPA (2015) claim one must “‘Advocate for change that would remove barriers to student and staff success and ‘Willingly engage in campus governance in a manner that exemplifies responsible campus citizenship.’”

In the fall of 2021, I worked closely with the University of West Florida faculty members and students to propose and promote a new minor: Strategic Communication for the Sciences (See proposal below). This academic track was developed to better prepare STEM and health science students with the communication skills necessary to become effective advocates for their field. Through this interdisciplinary effort, I was selected to present the program proposal to a board of faculty members to attain approval and a budget increase, which was accepted. I also conducted secondary research on the need for great communicators in STEM and created marketing deliverables to spread awareness about the university’s new minor. Consequently, the proposal resulted in an increase of six students in the program. 

Within the field of science, there are many well-known spokespersons. My project team’s goal was to provide STEM and health science students with the same communication skills possessed by Bill Nye and Neal deGrasse Tyson. We wanted to help change the public perception of scientists and science-related issues. The creation and marketing of this minor was an innovative attempt at creating change within an entire industry. 

 Resources: 

ACPA & NASPA (2015). Professional Competency Areas for Student Affairs Educators. Washington, DC: Authors

Kenyon, A. (2022). What is Ungrading?  Duke Learning Innovation.