Evolving Definition of Leadership: Leadership is a process, not a position.
Being a member of the School of Public Affairs Leadership Program for the past four years has been one of the greatest professional experiences of my life. Prior to joining SPA Leadership, my definition of leadership focused on observational traits. For instance, I considered the definition of leadership merely the state of being in a position as a leader, such as the leader of a company, country, political party, student government, and more. During my time at American University, and even in the past several months taking the SPA Leadership Capstone, I have realized that the definition of leadership is more than just filling a position. Throughout the past four years of studying leadership in theory and in practice, my definition of leadership has evolved and changed–for the better. I now recognize that the definition of leadership is subjective–like an orange–and can be interpreted in many diverging ways. There are multiple theories and types of leadership scholars use to define leaders, which I have been exposed to over the past four years. However, my definition of leadership most aligns with transformational and adaptive leadership. I have learned that leadership is a process, not a position, by combining the elements of transformational and adaptive leadership into my definition.
Transformational and adaptive leadership, to me, are the most authentic way to define leadership because both stipulate that great leaders are made, not born. Transformational leaders elevate the interests of their followers and empower them to achieve their highest potential and objectives, even encouraging followers to become leaders themselves. Transformational leaders are trusted more by their followers because they are charismatic and empathetic, two essential traits for leaders to have to wield power and influence as authentic leaders. In addition, adaptive leadership is when leaders mobilize followers, empowering them to tackle challenges and obstacles that hinder their goals. Adaptive leaders learn how to change their methods and practices to address the situation at hand successfully and thrive. My definition of leadership is a combination of both transformational and adaptive leadership. True leaders empower others and are adaptable to appropriately respond to external circumstances. The hallmark of a true leader in the face of crisis, such as John F. Kennedy addressing the Cuban Missile Crisis, is responding to external circumstances in a way that provides the best outcome for followers and results in the least amount of harm. This is a process, further stipulating that leadership is a process, not a position.
Increased Self-Awareness and General Leadership Awareness:
Over the past four years, I have completed coursework on advanced leadership studies in SPA Leadership. This experience has increased my self-awareness and awareness of others in relation to leadership. I have not only become more mindful of my own words, thoughts, and actions, but I have also become more outwardly confident in myself and my abilities. I have become a better communicator in all mediums–oral, written, and interpersonal. I learned that being a successful leader is not about having the biggest ego or being the loudest in a room. In fact, to be a good leader it is important to let go of one’s ego for the greater good to solve problems, work well with others, be adaptable, and, overall, successful. I have become more aware of others’ leadership styles through short and long-term group work. As an individual and when analyzing others, I have learned that leadership is about putting oneself out there ethically and working hard at work worth doing–that is, something you are (ideally) passionate about.
The experience that best helped me grow as a leader since my freshman year was being a student in the Immigration and Refugee Rights Issue Group with five other SPA Leadership students. I felt supported by the program, specifically by my Teaching Assistant at the time. She empowered my group and me to a level that I aspired to become a leader in the program myself. I applied to be a First-Year Teaching Assistant the next spring. There was a panel interview that I needed to go through that I was nervous about. I felt insecure about my qualifications and abilities, and I was intimidated by the fact that I would be interviewed by an entire group. However, once I got in there, I became more confident in myself and my abilities and was able to relax and succeed in the interview. I ultimately became a First-Year Teaching Assistant. Being a leader in SPA Leadership, then as a First-Year Teaching Assistant, and now as a Second-Year Teaching Assistant, while navigating the coronavirus pandemic in both roles, has been a challenging but rewarding experience. Working to motivate and encourage my students to complete excellent social action projects during these unprecedented times has been a difficult task. I have learned that it is important to be empathetic, accommodating, and supportive of others on an internal team, and towards one’s followers, as a leader. This kindness, of course, must also be applied internally towards oneself. One cannot be successful in any professional relationship if they do not value nor take care of themselves.
Collaborative Skills:
I have demonstrated the skills to work collaboratively during my time in SPA Leadership. In my first year, I worked on a year-long social action project on a team. From playing team sports at a young age to now, I recognize that teamwork is a part of life and one will end up working on a team at least multiple times in their life. The most important component of working collaboratively is communication. Communicating well with others is essential to working well with others. Open communication does not mean that one needs to divulge every detail of their life but simply needs to notify others of what they are capable of accomplishing under their current professional and personal circumstances. If one is able to communicate openly and honestly, other collaborative skills such as dependability or loyalty to a team, in my opinion, come easily. From SPA Leadership and other classes to internships and full-time jobs, this program has prepared me to work on a diverse array of group projects and professional teams.
Applying Leadership Theoretically and Practically:
I have built upon my theoretical and practical knowledge of leadership during my tenure with SPA Leadership Program. Throughout all my coursework in the program, I studied leadership theory and then applied it in practice on community-based or university-based projects. This was done through a problem-solution approach. For instance, during my second year in SPA Leadership, I completed my own individual, community-oriented, social action project. For my social action project, “Project Food Oasis,” I studied urban food deserts in Washington, D.C., specifically in Wards 7 and 8, from an intersectional perspective. The first phase of my project focused on the causes of food deserts in the city related to unfavorable policy outcomes and the adverse impacts they have on marginalized groups. For my research question, I asked:
“What is a food desert? Are there food deserts in the Washington, D.C. area? If so, how are D.C. communities and their residents affected by food deserts?”
I spent an entire semester answering this research question through extensive qualitative and quantitative research, which I communicated in literature reviews, annotated bibliographies, policy memos, grant proposals, and other academic deliverables. Based on the information I gathered over numerous months, I determined a community-centered solution to help alleviate the adverse consequences of food deserts in D.C.’s Wards 7 and 8 from my research. Phase two of my community project, applying leadership in practice, involved volunteer work with Martha’s Table, which was disrupted due to the COVID-19 pandemic. However, I was fortunate enough to apply leadership in practice during my first year in the program on my group social action project.
I worked on a team with 6 other students to complete my first year-long social action project on immigration and education policy. Our project, titled “Improving Services for Immigrants and Refugees In D.C. Schools,” sharpened my policy-oriented thinking as I developed a method to enhance immigration policy in relation to education. My team and I conducted independent and group research and interviewed non-profit leaders, local elected officials, and residents to inform our academic deliverables. For the implementation phase of our project, applying leadership practically, we had the opportunity to collaborate with an immigrant support group in the DMV area. My teammates and I presented a college preparatory workshop with information pertaining to different areas of the college application process. From these experiences, SPA Leadership taught me how to apply leadership theory to practice.
Leadership Development:
The ways I am now a better leader because of SPA Leadership are my increased confidence and tenacity in seeking out opportunities to enhance my leadership development and improving my hard and soft professional skills. I have engaged in leadership behaviors. As previously mentioned, I sought out the opportunity to enhance my leadership development by becoming a Teaching Assistant. I engaged in leadership behavior because I actively sought out a mentorship role that would allow me to learn how to guide and empower others. I also took the initiative to apply to be a Shift Supervisor at my other campus job at the AU Museum at the Katzen Arts Center. As a result of my experience being a Teaching Assistant and a student in SPA Leadership, I obtained the promotion and led a large team of students through daily operations at a prominent political art museum. These experiences made me more confident as a student and professional. I finally understood the advice from my mother on the importance of taking initiative in getting the things you want out of life. And I took that initiative during my time at American University. I did not have as many opportunities in public affairs as I would like outside of my coursework, therefore, I made the time to learn the skills I needed in my roles as a Teaching Assistant and a Shift Supervisor. I supported the graphic design and social media efforts in some capacity at both jobs. I am self-taught with Canva, Microsoft Office, Google Drive, digital and social media design, and database management as a result of my many jobs and internships throughout the past four years. This has allowed my soft skills such as adaptability, communication, creativity, and problem-solving to emerge and thrive. Taking initiative and being a leader in the spaces that I occupied during my time on campus allowed me to absorb diverse perspectives and become a more thoughtful individual and communicator. Thus, I leave the SPA Leadership Program a better leader than I had entered.