Leadership is not a cookie-cutter definition. It is flexible and comes in different shapes and sizes. At the beginning of the semester the words I would use to describe a good leader are as follows: Knowledgeable, Listener, Problem-solver, Flexible and Planner. My ideas of leadership were based on the most recognized and accepted form of a leader. Typically, leaders that are highly vocal and have a plan for the problems that are faced are easily named and seen as leaders. However, as this semester has progressed my ideas of what a leader is and what a good leader looks like has evolved. This shift in perspective and ideology was caused by the introduction to and analysis of Agnes Scott’s model of leadership, and the works Language and Gender by Penelope Eckert, Making Connections: The Relational Worlds of Adolescent Girls at Emma Willards School by Carol Gilligan, Nona P. Lyons and Trudy J. Haner, and In a Different Voice by Carol Gilligans. Agnes Scott’s model of leadership states that “Within ASC’s mission of educating students to think deeply, live honorably, and engage the social and intellectual challenges of our times, students exercise leadership through processes of REFLECTING on individual strengths, identity, and power; ANALYZING evidence, perspectives, and systems; and ACTING authentically, boldly, and ethically.”
The reflection process is unique to each person. However, personally, my reflection of what a leader is, what a leader does and how this relates to me promoted a different type of self-awareness and environmental awareness in general that I was used to. After reading about how gender is “ not something we are born with, and not something we have, but something we do”(Eckert and McConnell-Ginet 1) and how because of the roles assigned to the respective genders, leadership is looked at with a variety of connotations when it is applied to difference individuals I started to pay more attention to the portrayal of gender and leadership. In the piece Making Connections: The Relational Worlds of Adolescent Girls at Emma Willards School by Carol Gilligan, Nona P. Lyons and Trudy J. Hanmer explain that typically when women are seen in the workforce “women are socialized to be passive and less aggressive than men” (Gilligan, Lyons and Hanmer 203) and that because of this socialization it is suggested that women need maculine traits to be successful and have positions of leadership. Reading about these concepts made me think about who I acknowledged as a leader and why.
After learning about two modes of leadership, autonomous and interdependent I started to pay more attention to where I fit in the spectrum. To summarize, interdependent leadership is more dependent upon its community. Input, inclusion, and integration are highly valued in interdependent leadership along with the “we” vs “I” mindset. Autonomous leadership is not as community-oriented. In this style, efficiency and effectiveness are valued. It is all about creating a product, producing a solution. The nature of this leadership type creates a “keep the ball rolling” atmosphere that does not promote such community involvement. As I participated in group projects I took note of what I valued, what was frustrating and when I felt as if the project was successfully progressing. I noticed that in group projects, I valued collaboration and the brainstorming process that aligns with interdependent leadership. However, I also valued the “keep the ball rolling” mentality and like to push toward the end goal which aligns with autonomous leadership.
Both of these examples of what I value when working in a group setting align with my Clifton Strengths test. Clifton Strengths is an organization that has created a test which points out the top five strengths of its users. The purpose of having these results is to allow people the opportunity to understand and take advantage of their strengths.The results of my test are respectively, Achiever, Intellection, Responsibility, Restorative, and Input.(Signature Theme Report) During my reflection, I realized that the results reflect what concerns me when I am presented with a project and when I lead a project. I can identify with both modes of leadership and still be a good and effective leader. This process has taught me and assured me that as I evolve as a person and my capability to lead will fluctuate with me.
Work Cited:
Eckert, Penelope, and Sally McConnell-Ginet. Language and Gender. 2nd ed., Cambridge University
Press, 2013.
Gallup, Inc. “CliftonStrengths.” Gallup.com, Gallup, 29 Sept. 2020,
www.gallup.com/cliftonstrengths/en/home.aspx.
Gilligan, Carol, et al. Making Connections: The Relational Worlds of Adolescent Girls at Emma Willard School. Harvard University Press, 1990.
