The Leadership (LEAD) competency addresses the skill set, development, and qualities related to leadership (ACPA & NASPA, 2015). This competency alludes to the idea that leadership transcends professionalism. Leadership involves guiding, collaborating, and learning in professional as well as personal scenarios. Within the LEAD competency, student affairs professionals are influenced to work with students, colleagues, institutional departments, members of the community, and other institutions (ACPA & NASPA, 2015). Thus, allowing professionals to evolve as leaders while promoting and fostering leadership opportunities amongst others. As student affairs professionals work through the LEAD competency they will self-reflect, work collaboratively, provide innovative ideas, explore cultural awareness, and become more knowledgeable of theoretical leadership models (ACPA & NASPA, 2015). 

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    The LEAD competency is divided into foundational and theoretical principles of leadership; change management and innovation; teamwork and interpersonal skills; along with self-awareness and continual reflection. Foundational and theoretical principles of leadership involve knowledge of theoretical frameworks, leadership models, and scholarly works regarding leadership. This section of the competency allows practitioners to think critically about their decision-making skills, professional attributes, the organization of their department and/or institutions, and possible professional obstacles. The self-awareness and continual reflection section allows student affairs practitioners to reflect on their leadership philosophies. Individuals are encouraged to reflect on how they influence others, identify their beliefs and values, recognize the importance of working with colleagues, and foster leadership opportunities for others. Teamwork and interpersonal skills dive into aspects of collaboration and the ability to work with others. In this section, professionals are prompted to consider community building practices and feedback mechanisms to assess departmental and/or individual performance (ACPA & NASPA, 2015).

 

    I would classify myself in the intermediate level of the LEAD competency. I believe that I am at the intermediate level because I held various leadership roles within my undergraduate institution, but I have not had the experience to lead as a graduate student. As a College Union Manager at SUNY Geneseo, I was responsible for the training of my fellow staff members and supervisees. Through this experience, I  learned the importance of accepting and working through constructive criticism. Being able to receive criticism allows for personal and professional growth. It also allows one as a leader to develop interdependence within the managerial staff and their employees. Working with a team of phenomenal individuals allowed me to see how everyone’s experiences and prior knowledge are crucial to the success of quality teamwork.    

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    I was able to implement what I learned about interconnectedness and interdependence to my roles as president of the Latinx Student Association and Original Xpressions dance team. Being a leader of student organizations dedicated to marginalized student groups allowed me to evolve in various leadership qualities as well. Within these roles, I was able to speak out, ask questions, and provide solutions to matters which concerned the wellbeing of marginalized students on campus. I made it a priority to advocate for my peers during panels and community dialogues with institutional staff, faculty, and administration. Thus, engaging in campus governance allowed me to speak out against pressing issues, inspire my peers to engage in leadership roles, and advocate for necessary change. My experiences in my undergraduate institution have prepared me to assert leadership roles as a student affairs professional. Working with colleagues in my graduate assistantship and learning about institutional organizational structures in the classroom will allow me to progress within this competency. 

 

    I will continue to progress in the LEAD competency through my consistent work inside and outside the classroom in my master’s program. I feel that my master’s program will provide me with the theoretical frameworks, models, and philosophies necessary to truly understand the LEAD competency. I will also continue to work on this competency through my involvement in seminars, conferences, and dialogues that are held by other student affairs professionals. My work in my graduate assistantship with the Educational Opportunity Program and my internship in the Muriel A, Howard Honors Program at Buffalo State College allows me to connect with colleagues and mentor students. Through both of these positions, I hope to plan initiatives and suggest programming geared toward encouraging student leadership. I hope to learn from these experiences as I have learned from my undergraduate experiences and further my understanding of leadership via the LEAD competency.  

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    The LEAD competency encourages student affairs professionals to reflect on their leadership qualities in terms of working with students, colleagues, and members of the community. Professionals who advance in this competency will be able to reflect upon their personal values and leadership skills. As student affairs professionals progress in this competency, they will be able to empower colleagues, members of the institution, students, and members of the community through leadership opportunities. Professionals well versed in this competency will be able to develop effective feedback mechanisms in which they will be able to assess and measure department performance, collaborative efforts, and department programming. Student affairs practitioners advanced in the LEAD competency inspire others to reach their full potential and become educated leaders (ACPA & NASPA, 2015).

 

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