Leadership 201: The Basics

  My freshman year of college, I came into academics with bright eyes while looking at all the available classes to take and knowledge to be had.  I was quickly becoming hooked by the material I was learning within my biology major classes but all of this technical, concrete information also created a desire for the more abstract.  Therefore, when I was exploring the minors page, I looked into theology, philosophy, business marketing before finally coming across leadership.  There are not many things more abstract than leadership for everybody has varying definitions and ways that it is exhibited.  I enrolled in Professor Sandy Hough's Leadership 201 class in the fall of 2011.  Her class gave a glimpse at the beginning of leadership theories as well as some necessary foundational knowledge.  Three of the foundational concepts that were built upon in the following classes were the relational leadership model, the iceberg and timeline of leadership.  
Relational leadership model
  This model was first explored in the book Exploring Leadership: For College Students Who Want to Make a Difference which was written by Susan Komives, Nance Lucas and Timothy McMahon.  Below is a diagram that visually represents the proposed model:

This model involves the five aspects listed on the diagram all working together towards the common goal of the group.  It requires inclusivity of members within the realm of influence so that fairness and equality are embodied as the group recognizes differences as positives.  By empowering the members of the team, it improves moral and self-esteem while allowing the group to maximize each other's potential for the maximal output of the whole.  Leadership necessitates and ethical component because morals are vital when attempting to shape or change other's goals, beliefs or actions.  By adhering to strict ethical guidelines, the leadership can be better trusted to lead the individuals.  At the center of this model, purpose is required for leadership attempts to bring about a goal of some sort.  Otherwise, the leader is not leading anybody anywhere.  You will never get where you are going if there is not a destination in mind and the same applies for purposeless leadership.  Finally, there must be a process to arrive at the given purpose.  Without the roadmap to the destination, only wandering can ensue.  
Iceberg
  The iceberg concept hinges on the idea that leadership is ten percent skills, knowledge and expertise but 90% character.  Professor Hough used this concept to suggest that leadership is not innately given but learned and refined.  As character can be improved upon, so can leadership.  The concept does highlight that there is usefulness to refining leadership skills and knowledge but the most important aspect will always be "below the water."  The model is visually represented in the diagram below:

  When I first heard this concept from Professor Hough, I was slightly skeptical but had no empirical evidence on the contrary.  After four years of studying leadership and contemplating on it, I would modify the theory slightly for myself.  I would say that character and virtue is the most important part of leadership but I would say that effective leaders require high levels of skill and knowledge in the art of leadership without character being a necessity for effective leadership.  While character should be important, it is not necessary to be an effective leader.  
Leadership timeline
  Professor Hough also highlighted the importance of a leadership timeline.  Due to the fact that Professor Hough claimed leadership was learned and refined and not innately gifted, there is a process behind leadership development that involves the environment in which a leader is found.  We spent a few weeks refining a timeline that showed our development as a leader and where pivotal moments were in our refinement.  This timeline is consistently evolving for me and will continue to do so as I enter new stages of life but this concept was instrumental in my understanding of other people and their leadership styles.  After hearing a story or leadership timeline about someone's life, their leadership style often makes sense.  This has been useful in navigating leadership that I have found disconcerting for when I am able to understand the "why" behind the actions, it becomes easier to interact at a more personal level.   


Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).