My definition of leadership has greatly evolved over the course of the past four years. Entering my undergraduate career, I had a very simple understanding of leadership – an individual or group of people that oversaw a cohort of followers, providing general direction and support. However, as I prepare to graduate from AU and the SPA Leadership Program, I now understand leadership as a nuanced, layered, and symbiotic process. Effective leadership requires an interest in not only pursuing one’s individual goals, but also those of their followers. Different forms of leadership are required in different situations. For example, transactional leadership is best served in more simple interactions such as when a leader provides resources or information to their followers. Transformational leadership on the other hand is a long-term, more vested relationship between leaders and followers where the leader recognizes the needs of their followers and empowers them to become leaders themselves. However, all styles of leadership emphasize the importance of the ability to respond to the demands of a situation as it evolves. A prime example of this is the COVID-19 pandemic, which has reinforced the importance of adaptive leadership and resiliency.
The evolution of my understanding of leadership has allowed for an increased self-awareness as well as an awareness of others’ approaches to leadership. As discussed above, my understanding of leadership has dramatically changed over the course of my participation in the SPA Leadership Program. My experiences within the program, at AU, and in the professional arena of Washington, DC have made me more aware of my own leadership style and my strengths and weaknesses as a leader. I have also learned a great deal about how I present myself in academic and professional settings and the unique dynamics I engage with in each of the respective roles I have served. My increased awareness of my leadership style has also taught me how my leadership traits and tendencies can work well – or poorly – with others. This has encouraged me to identify my weaknesses and continuously work to improve them.
Through the myriad of leadership positions I have served in during my undergraduate career, I have demonstrated the requisite skills for successful collaboration. Most importantly, I have learned how to practice active listening as well as remain adaptive in addition to my proactive, organized, and passionate approach to work. This has allowed me to determine in which situations I should step forward and take the lead and when I should step back, instilling in me the importance of identifying, navigating, and upholding a team dynamic. Each team is unique and because of this, requires the determination of each members’ strengths and weaknesses following strategizing how these skills can be leveraged to improve the performance of the team and contribute to its ultimate success. The multitude of group projects I have participated in, both academic and professional, have helped me to continue to cultivate my collaborative skills.
Not only has the SPA Leadership Program taught me the importance of effective leadership and the ways to practice it, but also provided theoretical and practical knowledge about leadership. Near the end of my undergraduate career, I have a better understanding of leadership theories and strategies to analyze leadership skills and practices, allowing me to paint an accurate picture of leadership. The program has also exposed me to the history of leadership and associated theories and their application to modern events in order to better understand how leadership plays out in the real world. This analysis provides valuable lessons learned that I will carry with me throughout my post-undergraduate career.
One of my most prominent takeaways from the SPA Leadership Program is that leadership is a process, not a position; a leader is not one person, but one piece of the puzzle. Leadership requires collaboration and communication among a team in which all voices are heard and elevated. Leadership requires encouraging followers to take on responsibilities and thrive in the process as they navigate the journey of determining and deploying their personal leadership style. Effective leadership also demands the ability to alter leadership skills and practices based on the situation at hand as opposed to a stagnant role and response.
My experience in the program has encouraged me to seek out opportunities to enhance my leadership development and engage in leadership behaviors both at AU and beyond. Within the SPA Leadership Program, I served as an Interclass and Community Coordinator, Student Co-Director, and Second-year Teaching Assistant. Beyond the SPA Leadership Program, I served in other campus leadership roles including Senior Peer Facilitator of the AU Experience program – a year-long curriculum designed to support first-year students throughout their transition to college – and a Council Member on AU’s Student Conduct & Conflict Resolution Services. All of these on-campus positions have supported me in further cultivating and understanding my leadership style and in doing so, promote personal growth. These experiences were not limited to the classroom; in the nation’s capital, I acquired internship and part-time employment with The AIDS Institute, the Root Cause Coalition, the Institute for Medicaid Innovation, and the YMCA of Metropolitan Washington. The majority of these positions began as internships and temporary employment, but my professionalism, intelligence, and hard work allowed me to acquire further employment with three of these four organizations. Working in a multitude of academic and professional environments allowed me to sharpen my leadership skills in myriad settings, prompting continuous reflection on my leadership skills and approach along the way.