LEAD Reflection

Another competency area outlined by the American College Personnel Association (ACPA) and the National Association of Student Personnel Administrators (NASPA) is the leadership competency (ACPA & NASPA, 2015). This competency area, “addresses the knowledge, skills, and dispositions required of a leader, with or without positional authority” (ACPA & NASPA, 2015, p. 27). This emphasizes the importance of leadership skills regardless of an individual’s position title since leadership can be displayed in all situations. In addition, the concept of leadership includes both the "individual role of a leader and the leadership process of individuals working together to envision, plan, and affect change in organizations and respond to broad-based constituencies and issues” (ACPA & NASPA, 2015, p. 27). This quote makes the important point that leadership is a team effort that involves everyone in the process. The competency adds that these individuals can include, “students, student affairs colleagues, faculty, and community members” (ACPA & NASPA, 2015, p. 27), working with these different groups of people can help a leader to obtain diverse viewpoints.

The competency states, that “professional growth within this… area reflects shifts from knowledge to critical application and then to fostering the development of leadership within and among others” (ACPA & NASPA, 2015, p. 13). Emphasizing that with increased proficiency, an individual moves from acting as a leader to encouraging others to lead (ACPA & NASPA, 2015). For this competency area, I am assessing my proficiency at the foundational level, but will also explain how I have met some of the outcomes in the intermediate proficiency level (ACPA & NASPA, 2015). I think this assessment demonstrates my development within this area and the opportunities that exist for further development.

The foundational outcomes for this competency area include identifying “institutional traditions, mores, and organizational structures… and how they influence others to act in the organization” (ACPA & NASPA, 2015, p. 27). I have had multiple experiences recognizing and observing the impacts of norms and policies within organizations (ACPA & NASPA, 2015). I have exhibited this ability through the roles I held within the Chi Pi chapter of Alpha Phi Omega (APO), at SUNY Fredonia, a co-ed service fraternity. I was elected to serve as the treasurer of this organization for one year and appointed to serve as a co-chair of the fundraising committee for another year. These roles provided me the opportunity to learn a considerable amount about the rules that govern this organization. The group is governed by chapter bylaws, national bylaws, and the rules of the college. The chapter’s bylaws outline the responsibilities of all the leadership positions within this organization.

Another outcome of the foundational proficiency level is to “identify one’s own strengths and challenges as a leader and seek opportunities to develop leadership skills” (ACPA & NASPA, 2015, p. 27). My involvement with Alpha Phi Omega offered opportunities for development within this area. In my leadership roles, I was able to assess my abilities and participate in leadership development courses offered through the fraternity. These courses are part of the “APO LEADS leadership development program,” which, “consists of five modular components of leadership development” (APO). I completed three of these five courses, specifically I completed the courses “Launch,” “Achieve,” and “Discover.” (APO). The first course I completed was, “Launch” which “increases participants’ knowledge of leadership skills and what it means to be a servant leader…” (APO). The second course I completed was, “Discover” which “is a comprehensive training on the strategies of assertive communication and self-motivation” (APO). The third course I completed was, “Achieve: this course centers on the advantages of generating a team-like atmosphere by teaching participants a set of skills that set them up to be able to lead their chapters to universal success” (APO). These courses were offered as part of the APO sectional conferences, these conferences also allowed me the opportunity to interact with members from other chapters. Another course I was looking forward to attending this past Summer 2020 was, “Serve” a “weekend-long training session… designed to allow students to learn and practically apply project and meeting management and delegation in a group setting” (APO). I was planning to attend this along with other members from my chapter in Hartford, Connecticut. This course was unfortunately canceled due to COVID-19. I have also developed as a leader through my graduate assistantship, where I have presented career development workshops on multiple topics. In this role, I also facilitated a sophomore career check-up program to help sophomore students develop a plan to reach their college and career goals. Additionally, through my internship in Academic Success, I collaborated with offices and student organizations on SUNY Buffalo State's campus to plan events for the Fall 2021 National Transfer Student Week. Also, in this internship experience, I worked to develop a presentation to be used to train the executive board for SUNY Buffalo State's chapter of Tau Sigma (the national transfer student honor society).

Another outcome outlined in the foundational proficiency level is to, “Build mutually supportive relationships with colleagues and students across similarities and differences” (ACPA & NASPA, 2015, p. 27). I had the opportunity to achieve this outcome with my involvement in Alpha Phi Omega at SUNY Fredonia. In my leadership roles, I had the opportunity to build professional relationships with the chapter’s faculty and alumni advisors. In addition, I had the opportunity to interact with the entire chapter, allowing me to build relationships with my fellow students. These were great opportunities to work with students and this experience contributed to my interest in the field of student affairs administration. Another way I have met this outcome is through my graduate assistantship position in Career Development and my internship in Academic Success. In both of these roles, I built "mutually supportive relationships with colleagues and students" (ACPA & NASPA, 2015, p. 27), which helped me to better support these students and accomplish the objectives of these roles.

An outcome included in the intermediate proficiency level is to, “serve as a mentor or role model for others” (ACPA & NASPA, 2015, p. 28). This is a skill I am continually developing, as I work with students and staff. In my fraternity, I tried to be a good example for the other students in this organization. Also, my graduate assistant position at Hilbert College has allowed me to serve as a mentor to students navigating their college/career journeys. I can continue to develop this outcome by gaining additional experience, which will allow me to serve as a “role model” for future colleagues (ACPA & NASPA, 2015, p. 28).

Another outcome within the intermediate proficiency level is to within your department/office “lead others to contribute toward the effectiveness and success of the organization” (ACPA & NASPA, 2015, p. 28). In addition to my involvement with APO, I was involved with Fredonia’s Accounting Society. For this organization, I was elected to serve on their executive board as treasurer for one year and as the president for the following year. In these roles, especially as president, I was able to encourage my fellow executive board members to work toward our organization’s goals. This is another skill that I can continue to develop as I have opportunities to work with groups of professional colleagues.

Another intermediate proficiency level outcome is to “willingly engage in campus governance in a manner that exemplifies responsible campus citizenry” (ACPA & NASPA, 2015, p. 28). As part of my graduate assistantship, I was able to attend staff senate meetings at Hilbert College. These meetings allowed me to observe and learn more about campus governance. I can continue to develop in this area by taking advantage of opportunities at the institutions I work at in the future to join similar governance groups. Another outcome I can continue to develop is to, “Use reflection to constantly evolve and incorporate one’s authentic self into one’s identity as a leader” (ACPA & NASPA, 2015, p. 28). It is important to develop this skill since effective leadership benefits from being authentic. Developing this area could allow the people I work with to feel comfortable being their “authentic self” (ACPA & NASPA, 2015, p. 28). Working in an environment where individuals feel comfortable could contribute to its overall success.

Clearly, leadership skills are an important competency area to develop. These skills are very important to effectively work with students and colleagues in a college setting. My assessment of my proficiency level at the foundational level leaves room for growth. As I also pointed out I have also fulfilled some of the outcomes included in the intermediate level. With additional personal and professional development, I could reach the intermediate proficiency level.

References

Alpha Phi Omega. (n.d.). APO LEADS. Retrieved from: https://apo.org/leadership-development/apo-leads/