Definition Of Project : Student Leadership

This semester, we learned specific ways to build our leadership capabilities by reading “How Remarkable Women Lead” by Joanna Barsh and Susie Cranston, researching Boston women leaders, interviewing a present day woman leader, and reading a group book. Throughout all of these resources and research, common themes of how to be a successful leader emerged. Not only did I learn more about leadership in general, but I also found ways to improve my own leadership without going too much out of my comfort zone. The important lessons of leading with perseverance, framing, and an activist's mindset thoroughly influenced my identity as a leader and gave me new tactics to grow as a person.

Leadership experiences can come in a variety of ways. From holding an executive position to leading a subcommittee of a student organization, leadership opportunities exist in many ways at the University of Georgia. My leadership consist of experiences that are not typically thought of when leadership is considered. Through my experiences, I learned that serving others is to genuinely lead in my positions as a resident assistant and an IMPACT site-leader.

"Leadership is the art of getting someone else to do something you want done because he wants to do it." Dwight D. Eisenhower This quote from Eisenhower rings true on many levels. During my career in the military and the private sector, I have been subjected to many different styles of leadership, good or bad. In my leadership roles I have attained, I tried to model leadership abilities by taking bits and pieces of previous leader’s styles and forming them into my own model. This has proven to work well as dealing with people from all different walks of life there is no one size fits all approach. In writing this paper, I will detail my own leadership platform drawing from the course material and various other sources. The goal of this paper is to show a solid understanding of the course teachings and perhaps give the reader a new found perspective on leadership.

Being involved in everything I do, my leadership skills have developed naturally through experience. I can think creatively and critically and offer advice to others. Through past mistakes and other’s opinions, I have learned to make my failures into successes. Through many organizations and extracurriculars, I have gained many perspectives on various topics. For instance, at BAE Systems, I take part in hands-on learning with other students who are as dedicated as me. This allows me to learn new perspectives in a cooperative environment. We constantly communicate with each other, sharing our ideas on how to solve the task at hand.

I have always known I love change, but from this class, I learned change is the hallmark of a leader. As John C. Maxwell says in The 21 Irrefutable Laws of Leadership, “Growth = Change.”The leadership assessments allowed me to understand myself in a new way. Because I am a curious green thinker, I need explanations and answers to understand my world. I tend to see the big picture of a project and my mind motivates me toward something new or improved. I am curious about new opportunities because I easily become bored with routine. Learning I have these characteristics has increased my confidence to pursue future leadership roles in a small to a mid-sized position.

Throughout this entire course we have learned many concepts and strategies to synthesize and use leadership as a means of working in a group setting. These concepts allowed us to learn not only how to lead other

In the article titled, "The Common Language of Leadership," by Corey Seelmiller and Thomas Murray, which can be found in the November 2013 edition of the Journal of Leadership Studies, the authors conducted qualitative research in an attempt to (a) define and understand the competencies needed by college students to engage in leadership in their respective career fields and (b) to use the research findings on leadership competencies in order to develop a program that will encompass all fields of academic disciplines. The authors of this article studied the comprehensive of learning outcomes of 475 academic programs within 72 academic accrediting organizations in regard to student leadership development. The assertions by Corey

A leader takes diligent time in considering the ability to adhere to other people’s interests and presents their followers with a positive mindset. This summer, I accepted an invitation to participate in the Dale Carnegie Young Adult Leadership Program. Attendees of this program learned several skills that can be applied to future experiences, especially on how to become an effective leader. Everyday, the attendees acted as leaders by accomplishing various tasks that forced them to reach out of their comfort zones. We acted as leaders by leading group

It would appear that my original theory regarding the applicability and practicality of this capstone was accurate. This course has managed to successfully supplement the knowledge I had previously acquired in other courses. For example, I was familiar with and understood the basic principles of leadership. However, this course has taught me that the ability to lead is not an exact science, but an art and determining how to proceed when faced with uncertainty or a highly volatile situation is an exceptional challenge.

Leadership and Management skills learned have been used to organize the proposal. Deciphering important issues

Having the right education is an important part of becoming a successful industrial engineer. Learning the basics of engineering in high school is the first step of the education process. An example of a program that gives high school student pre-college knowledge of engineering is Project Lead the Way. According to their website, Project Lead has “PLTW students have said that PLTW Engineering influenced their post-secondary decisions and helped shape their future” (Project Lead the Way). Project Lead the Way and other high school classes help future engineers. After high school, college education is required to become a industrial engineer. Most industrial engineers just achieve a bachelor’s degree, but some engineers either get their master’s degree at the same time as their bachelor's or get their masters when they have

Before this class, I had a very primitive and vague definition of leadership. Not only did I define it as per my views and ideologies, but I also said that each individual has their own definition of leadership. My initial belief was that leadership does not have a clear cut definition, but there were well defined leadership traits which made an individual. I also initially believed that personal traits did not translate into leadership traits with no strong correlation. After going through the various modules this class offered, it is safe to say that I have significantly redefined leadership and underwent a strong personal assessment. This paper talks what I took back from each of the class activities, assignments and how my self-assessment compares to the perception of others.

Compass Team 10 partnered with Professor Carolyn Goerner, a management professor at the Kelley School of Business, to research challenges that student leaders face. This research was our primary objective, and utilizing the data to outline a curriculum for an 8-week leadership course was our ultimate goal. The first step was to identify leaders across IU and reach out to them. Their honest input was crucial to learning the challenges that leaders face and what they would most like to learn. The next step was to create a detailed survey, consisting of multiple choice and open-ended questions. Next, we analyzed our data for reoccurring trends and created a class outline. Finally, we presented our raw data and suggestions

Effectively implementing a leadership position is a multi-step process that involves faculty, students, and mentors. Although leadership comes naturally to some, the skills necessary to become an effective leader are not effortless to most and must be learned through experience. Creating a leadership position in a graduate program offers opportunity for young professionals to develop and refine those skills in preparation for the real world (Partners Against Hate, 2002). According to the Peer Leadership Program Implementation (2002) article, there are seven key components to successfully implementing a peer leadership position:

In Project 3, students will present their analysis and recommendations that demonstrate their ability to organize, lead, and control employees in ways that ultimately support the organization’s vision and strategy for business success.