The Leadership (LEAD) competency focuses on the knowledge, skills, and dispositions required of a leader, with or without positional authority (ACPA & NASPA, 2015). Leadership involves both the individual role of a leader and the leadership process of individuals working together as a team to make beneficial changes within different organizations (ACPA & NASPA, 2015). This competency can include the involvement of students, student affairs colleagues, faculty, and community members (ACPA & NASPA, 2015).

 

        I assess my understanding of the LEAD competency within the foundational level. There are a few outcomes under each category under the foundation level that stood out to me. For education, I resonate well with the outcomes that articulate the vision and mission of the primary work unit and understanding the individual-level constructs of leader and leadership. For training, I resonate with the outcome that identifies one’s strengths and challenges individually and working as a team to seek opportunities to develop leadership skills. For development, I connect with the outcome that builds mutually supportive relationships with colleagues and students across similarities and differences. Lastly, for engagement, I relate with the outcomes that exhibiting confidence in individuals to take action and transform their community, and leading others to contribute to the success of their organizations.

 

        The positions I hold at my graduate assistantship at Niagara County Community College allows me to practice these outcomes every day in my work setting with faculty, staff, and students. Through the roles I hold, I am the advisor to the Campus Activities Board, a liaison between the advisors to clubs and organizations, and the Student Government Association (SGA), and a confidant students, faculty, or staff can come to in times of need. We are constantly identifying different ways to implement the mission of our office; whether it is through the connections we are making every day or showing that we hold ourselves to a high standard and want what is best for every student.

 

        Through my development, I am continuously building relationships with colleagues and students, a prime example of how I am achieving this is my liaison position between clubs and organization advisors and the SGA. Each conversation allows me to be able to connect with advisors on a deeper level based on similar interests and similar outcomes we want for our students involved in our clubs. A huge part of our SGA is for the students to bring ideas to the table to better the SGA, clubs and organizations, and the institution as a whole. With that the advisor to SGA along with myself we are continuously leading others to contribute toward the success of the organization and instilling confidence in them that they are supported and are making a difference on campus. By doing so this has built a trusting relationship between the students and staff, as we form the students into knowledgeable, resourceful, and creative student leaders.

 

        I have also had the opportunity to be involved in two leadership programs throughout my undergraduate career. While attending Niagara County Community College for my associate’s degree I was on the executive board for the SIMPLE (Student Initiating Meaningful Positive Leadership Experiences) leadership program. This program allowed students to gain experience through community service, research, analysis, and action across curricular and co-curricular activities to gain an understanding of applied leadership concepts. While attending the University at Buffalo for my bachelor’s degree I was briefly involved with the SAMPLE (Student Affairs Mentoring Program and Leadership Experience) leadership program. In this program, I was paired with an on-campus student affairs professional mentor who taught about careers in student affairs. Each leadership program helped me to identify my strengths and challenges as a leader. Not only have I been able to use the skills I have learned to find my strengths but I have also been able to identify my weaknesses and reflect on each situation to see what I can do to better myself.

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        I believe that in my future throughout higher education I am going to be constantly learning from colleagues, students, and others I come in contact with about different leadership techniques. Whether I am learning about myself or others I am going to be able to implement any new information for the betterment of myself and with whom I teach, train, or work.

        

        I believe that as I have progressed through my career thus far that I have moved from the foundational level to the intermediate level of the LEAD competency. When reflecting on this competency I believe I grew most in the self-awareness and continual reflection and teamwork and interpersonal skills. Both of these categories represent self reflection, identity, and beliefs (ACPA & NASPA, 2015). At my assistantship I have been able to grow immensely and increase my self confidence and leadership skills. I cannot wait to continue my leadership journey and grow and develop more to achieve the advanced level. 

 

References:

American College Personnel Association and National Association of Student Personnel Administrators. (2015, August). Professional competency areas for student affairs educators. Retrieved from https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencie s_FINAL.pdf