Leadership

Category: Proficient

In this competency, I have developed in the following areas:

“Articulate the vision and mission of the primary work unit, the division, and the institution” (p. 27)
‘Identify and understand individual-level constructs of “leader” and “leadership.” (p. 27)
“Build mutually supportive relationships with colleagues and students across similarities and differences” (p. 27)
“Identify and consult with key stakeholders and individuals with differing perspectives to make informed decisions” (p. 27)
“Identify one’s own strengths and challenges as a leader and seek opportunities to develop leadership skills” (p. 27)
“Create environments that encourage others to view themselves as having the potential to make meaningful contributions to their communities and be civically engaged in their communities” (p. 28)

Activities:

Division of Student Affairs. Being the graduate student in the Division of Student Affairs has been central to the development of my leadership competency, especially as it relates to being able to articulate the vision and mission of the division and the institution. Through my assistantship I have had the opportunity to coordinate several division wide programs and serve on the Student Affairs 2020 strategic planning committee. In running the programs, I was required to consistently tie what I was doing not only to divisional learning outcomes and mission, but also the institutions. For the division, Ziggy Points is not just a program that incentivizes students to go to events, but a retention initiative that aligns with the institution's mission to prepare students for a life of engaged citizenship. The goals of Ex-Officio and Falcon Friday are to promote connections between students and administrators and promote spirit, but more broadly on an institutional level they exist to make students feel welcome and safe. Through planning these programs I have been able to see how specific initiatives connect to broader values. As a member of the technology committee for Student Affairs 2020 strategic planning, I was able to develop the ability to connect the divisions outcomes and initiatives to the institutions. My work in the division also requires that I constantly connect with partners inside and outside of the Division of Student Affairs. Through this position I have learned to make and foster connections so that work down the road can be easier and more collaborative. Many times I am dealing with offices that have different priorities, and being able to navigate priorities to find a common ground has been essential to my success. In my interactions with students, I try to foster the same collegial relationships I do with administrators so that I can have the trust of the students I work with.

Student Leader Retreat. The Student Leader Retreat (SLR) was the first responsibility I had as a graduate assistant at BGSU. Attending this retreat before school even started was terrifying, but ultimately led to significant development in understanding the institution and how I fit into it as a graduate student and as a leader. This retreat is focused on helping students reflect on their leadership abilities and providing opportunities for collaboration between student organizations. As a facilitator of the retreat I was able to engage in my own personal reflection about leadership and as a result made decisions on how to develop my leadership. Because of this experience I pursued a practicum in the Center for Leadership, both to work with students and gain a better understanding of multiple styles of leadership. The second half of the retreat allows students to make connections among themselves. By participating in the facilitation of the retreat, I have seen how the students make connections, and used this knowledge to encourage collaboration during the school year. Often times students are looking for collaboration opportunities, and I am able to connect them with other organizations that are interested in doing a similar type of activity. Attending SLR in my second year I was able to engage with students more and encourage their development as individual leaders and as organizations.

Reference

ACPA & NASPA (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors.

Student Leader Retreat 2015