Definition of Leadership

Leadership is a dynamic process that unlocks an individual's capacity to provide direction, build trust, and align vision with execution. It is not a role reserved for the highest title but a mindset that drives strategic action and connection. Strong leadership begins with curiosity—the desire to understand the reasoning behind decisions, the systems that shape behavior, and the motivations of others. Asking "why" has always guided my approach, helping me navigate complexity and lead with intention and integrity. Leadership is a responsibility to both people and outcomes, grounded in values, strategy, and the courage to act. Azad et al. (2017) argue that leadership and management are not distinct acts but inseparable components of effective practice; both are needed to build momentum and achieve institutional goals.

True leadership is demonstrated through listening, learning, and translating feedback into action that reflects both organizational goals and individual needs. Those in leadership positions must operate as both a leader and a follower, synthesizing perspectives across hierarchical layers while fostering trust and engagement throughout an organization (Jaser, 2021). They bridge the gap between vision and execution while sustaining relationships and promoting psychological safety. They create environments where others can succeed and provide a shared understanding of the broader impact of the work.

Leadership is the ability to move ideas forward while uplifting those around you. It is not just about being in charge but about being responsible, responsive, and ready to lead with clarity and care. In high-performing organizations, the most effective leaders are those who embrace both the visionary and managerial aspects of their roles, balancing long-term strategy with everyday impact (Azad et al., 2017). This integrated approach ensures that leadership remains a position of influence and a source of empowerment, growth, and shared success.

Values and Beliefs

Adaptability, curiosity, and fun shape the way I navigate personal and professional settings and are at the core of my approach to leadership. As an experience-driven individual, I driven by the opportunity to connect with people and understand the motivations behind their actions. I find meaning in seeing how others move through the human experience—what inspires them, challenges them, and why they enjoy what they do. This perspective fuels my curiosity and helps me build more authentic relationships, create inclusive environments, and lead with empathy and intention.

  • Adaptability is the ability to adjust to new situations with ease and resilience. Adaptability is essential in leadership, particularly through the lens of situational leadership. Each team member has unique needs depending on their experience, confidence, and familiarity with a task. Being adaptable allows me to shift my leadership style accordingly and offer more direction when necessary. Sometimes, I should step back and empower others to succeed. This value has become especially important in my roles as an academic counselor and development services coordinator. Whether navigating a change in program logistics or adjusting communication styles to better support students, adaptability has helped me remain effective and supportive.

  • Curiosity is the drive to learn, explore, and understand. My favorite question has always been "why"—I am drawn to the reasoning and thought process behind every decision. This mindset pushes me to ask questions, dig deeper, and make informed choices. I am motivated by understanding the purpose behind actions, mainly when translating broad institutional goals into something I can personally connect with. In leadership, curiosity helps me engage meaningfully, stay open to new ideas, and build trust by showing that I value understanding before acting.

  • Fun is my core value. It is creating space for joy and connection, even while doing serious work. When people enjoy their work, they are more engaged, creative, and collaborative. This value directly connects to the leader-member exchange theory, which emphasizes the importance of building strong, trust-based relationships between leaders and team members. By incorporating fun into my daily interactions, I help create a space where people feel energized and safe to contribute ideas. This builds morale and fosters stronger, more productive working relationships.

Leadership Approach and Theories

The situational approach and the leader-member exchange theory define my leadership approach. The situational approach to leadership emphasizes that effective leadership is not a fixed trait or a one-size-fits-all style but an adaptable process that requires assessing the specific circumstances and needs of the team. As Northouse (2022) states, "Leaders cannot use the same style in all contexts; rather, they need to adapt their style to followers and their unique situations." Leaders using this method shift their strategies depending on their team members' readiness and development stage. When the team is inexperienced or uncertain, a more directive approach is necessary to provide clear instructions and guidance. On the other hand, when team members have developed higher skills and confidence, a supportive or delegative approach can foster autonomy and innovation (Northouse, 2022). This approach signifies that effective leadership comes from matching one's behavior to the demands of the situation rather than adhering to a predetermined style.

The leader-member exchange (LMX) theory focuses on the dyadic relationships between a leader and each team member (Northouse, 2022). The quality of each one-on-one relationship can vary significantly from member to member. High-quality exchanges are characterized by mutual trust, respect, and a sense of obligation (Northouse, 2022). These exchanges increase job satisfaction, better performance, and a more collaborative work environment. Conversely, lower-quality exchanges may reduce engagement and productivity, as those team members might not feel supported or valued (Northouse, 2022). LMX theory highlights that leadership is inherently relational and that the nuances of these interpersonal connections are critical in influencing individual and group outcomes.

I ground my leadership practice in the situational approach, using it as a flexible framework to assess challenges, respond to the needs of others, and adjust my behavior accordingly. The situational approach reminds me that leadership is not static—it must be tailored to the demands of the task, the environment, and the individual's development level. During my time as an academic advisor, this was especially clear. With a caseload of over 300 students, many of my interactions were necessarily surface level; however, I quickly learned that I could not rely on one consistent advising style. I had to adapt in real-time based on each student's academic understanding, confidence, career clarity, and, at times, personal crisis.

For students who were just beginning their academic journey and expressed uncertainty about their major or course options, I took a more directive approach (S1), offering step-by-step guidance and structure to help them feel grounded. For those further along who had a strong grasp of degree requirements and career plans, I used a delegating or supporting style (S3/S4), stepping back to let them take more ownership of their decisions while staying available for support. There were also moments when students arrived emotionally overwhelmed and, in those cases, I adjusted my leadership to include more supportive behaviors, prioritizing listening and encouragement while gently guiding them forward. Each interaction required me to evaluate where the student stood academically and where they were developmentally and emotionally.

I also draw from leader-member exchange (LMX) theory to enhance this individualized approach, which is particularly relevant in higher education's committee-driven and relationship-oriented structure. As Ruben et al. (2021) point out, "committee members too often receive little direction, support, or recognition for the important work they do," and the same could be said for students navigating a large academic institution. While I could not develop deep relationships with every student, I deliberately tried to treat each conversation with the same investment and care. I aimed to understand what motivated each student, what goals they were working toward, and what barriers they faced. LMX helped me focus on building trust and mutual respect—even in short bursts—so that I could tailor my leadership and advising in meaningful ways. By integrating both the situational approach and LMX theory, I have developed a leadership style that is responsive, empathetic, and grounded in the understanding that no two journeys are the same.

References

Azad, N., Anderson, H. G., Jr, Brooks, A., Garza, O., O'Neil, C., Stutz, M. M., & Sobotka, J. L. (2017). Leadership and Management Are One and the Same. American Journal of Pharmaceutical Education, 81(6), Article 102, 1-5.

Jaser, Z. (2021). The real value of middle managers. Harvard Business Review, 99(3), 124-133.

Northouse, P. G. (2022). Leadership: Theory and practice (9th Ed.). Sage.

Ruben, B. D., De Lisi, R., & Gigliotti, R. A. (2021). A guide for leaders in higher education: Core concepts, competencies, and tools (2nd ed.). Stylus. https://doi-org.libezp.lib.lsu.edu/10.4324/9781003442769