Running head: LEADERSHIP PHILOSOPHY STATEMENT

Leadership Philosophy Statement

Patrick Rezek

Loyola University Chicago

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Introduction

I will always be reminded of this quote from Komives’ text when I am defining the role and

importance of educators and student affairs professionals in leadership development, “educators

cannot make people change, but can create environmental conditions that facilitate learning and

support students and their groups as they struggle with that learning (Komives, Longerbeam, Owen,

Mainella, & Osteen, 2006, p. 414). This is so crucial to understand moving into the field as a new

professional because while this applies to our students, we can equally apply this to our colleagues in

the field. We are life-long learners that are challenged daily in our practice and it is through this

mentality that we continue to progress for the betterment of our students and for ourselves; creating

and engaging in safe and brave spaces, serving as synergistic supervisors and practicing critical self-

reflection are many ways that we can trouble this idea of facilitating learning.

When describing the intentionality needed in personal development of emotionally intelligent

leadership, Shankman, Allen, & Haber write, “just as with any other skill or ability, you have to want to

develop it. Effective leadership takes commitment and awareness; requires changing behavior; and

takes deliberate practice” (Allen, Haber, & Shankman, 2015, p. 9). I see the value of this not just for

emotionally intelligent leadership, but as it applies to many leadership theories and practices. This gets

to the heart of leadership development and challenges practitioners to ask the hard and difficult

questions; these are the most crucial parts of leadership development- the awareness of self and others,

the deliberate and intentional practice, and the drive and motivation to enact such theory. What I

appreciate the most about leadership development is that leadership requires us to focus on

intersectionality, whether that be with gender, race, class, or even sexuality; we are no longer just

looking at one identity, but we are looking at multiple identities and their representation, multiple

theories and their practicality, and we then use leadership development and practice to holistically
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develop ourselves and our students. In this paper, I will outline my own leadership philosophy

statement and discuss the roles of various leadership development theories and practices in shaping

that philosophy statement such as emotionally-intelligent leadership, leadership identity development

model, servant leadership and transformational leadership. I will also call in to a variance of lived

experiences that have helped to shape this leadership philosophy as well as my own understanding of

leadership with an intentional focus as to how I navigate the field of higher education today.

Philosophy Statement

When developing my leadership philosophy statement, I wanted it to be as all-encompassing as

possible, and for it to represent my changing awareness, perspective, and understanding of leadership

development over my lifetime. I felt that creating a philosophy statement that was fluid and identifiable

per individual, yet also called for semi-structured initiatives, aligned with Northouse’s definition of

leadership, “the following components can be identified as central to the phenomenon [of leadership]:

leadership is a process; involves influence; occurs in groups; and involves common goals” (Northouse,

2019, p. 5). It is important to dissect each part of this definition as it serves as the foundation for my

leadership philosophy. First, leadership is a journey that anyone has the capability of pursuing and

engaging with. Leadership is a practice that we must continually invest and re-invest in; one that we

must constantly challenge within ourselves and others in perspective, awareness and understanding.

Secondly, leadership involves influence and this influence can be both individual or communal; those

who practice leadership can influence their peers and also be influenced by those same peers.

Leadership is surrounded by ideas of motivation, involvement, and engagement and the power of

influence can help lead others to seeing different styles and practices of leadership. Thirdly, leadership

occurs in groups and this is important to my own belief that the power of the many is stronger than the

power of one; there are many structures of leadership that are rooted in the ideals of community and
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development for the whole, some of which will be discussed specifically in this paper. And finally,

leadership involves common goals. This ties into leadership practices for the community and how

leadership will best serve those if common practices and goals are maintained and achieved. This course

brought to light many of the lived experiences that I have had in relation to different leadership models

and practices and their intersectionality, especially as it related to creating meaning. In this reflection, I

have been able to name specific theories that have been most impactful in my personal leadership

development as well as my current practice with leadership in higher education.

My leadership philosophy statement has 4 key components that will be further discussed throughout

this paper:

1. Everyone can practice leadership.

2. Leadership is a communal effort.

3. Use your lived experiences and those of others to help guide practice.

4. Critical reflection of self and others is instrumental for success.

Our world is continually changing, and so are our models of leadership development. As Dugan

states, “knowing a theory is insufficient. The ability to adapt and modify theory to mold it into a better

reflection of the complexity that is our evolving society and the advances the principles of social justice

seems much more important and useful” (Dugan, 2017, p. 314). As engaged citizens of the world, but

most importantly as student affairs educators, we need to serve as continual change agents; leadership

development just like the student affairs practice requires us to be life-long learners and it is our role

and responsibility to be in the best frame of mind for progression. We have been equipped with so

much knowledge in literature and theory throughout this master’s program, and while that knowledge

plays a valuable role in our development as educators, what makes its biggest impact is the application

to practice. Application to practice will look different for every practitioner and every student situation
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and it is important for us as educators to be open and mindful to this difference in that not every

student will require a scripted theory in order to achieve success and it is our role as educators to

amend and adapt. My overall purpose and goal for my leadership philosophy statement is to serve not

only as a reminder, but also an educational piece on leadership development; it serves as a reminder to

myself that my life has been full of leadership opportunities, whether I was conscience of it or not. I also

want it to serve as an educational piece in that there is so much still to learn about leadership that

extends beyond our common sense understanding; leadership development can be so complex in its

holistic narrative, yet some of its practices and teaching are so simple to implement. These opportunities

have helped to shape me into who I am today, but the road to full leadership understanding doesn’t

stop here. I will now go into further explanation of my philosophy statement and the theories and

practices that guide my understanding of leadership development.

Everyone Can Practice Leadership

The leadership identity development model (LID) is a leadership model that really focuses on the

holistic journey that one experiences with leadership development; it is very fluid in its nature, meaning

that individuals progress and regress through stages based on environment, social interactions, and

context- no one is limited to one stage permanently. The six stages of the LID model are: awareness,

exploration/engagement, leader identified, leadership differentiated, generativity, and

integration/synthesis. The influence of this model is continually in the forefront of leadership

development as it can be part of our forever learning development; one’s development in the LID model

is as continuous as is the journey of growth and learning, “a helix model of development allows for

stages to be repeatedly experienced, and each return is experienced with a deeper and more complex

understanding and performing of the stage” (Komives et al., 2006, p. 404). This is important because, as
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I will discuss later on, leadership requires us to be critically engaged and reflective of our experiences in

practice and how we can use these experiences to best serve our common purpose.

I can remember the first time that I was truly aware and immersed with leadership and that was

in the summer of 2006, when I was a first-year camper at Culver Military Academy’s summer camp

program. This was a six-week, boarding summer camp that was structured around military discipline and

leadership with everything that a normal summer camp would have (i.e. lake swim, horseback riding,

sailing, and archery). I was 14 years old at the time that I started and never had been placed in a position

of leadership, nor had I ever looked at myself as a leader of any kind. At that age, I was more interested

in common group goals and teamwork and I liked the occasional recognition for being a good camper. I

remember that I was offered a position as the commander of my unit by my third summer at camp- a

prestigious merit that was reflected in my work ethic and relationships with my company members. I

gave up that leadership position to someone who I knew had been in the program longer than I had and

was someone who I saw as a leader and better suited for the role; I was also aware of my place in where

I did my best and how I could support my company in the best way possible was elsewhere. That was a

leadership experience for me that still sits in the pit of my gut to this day. I was encouraged by my

counselor to take the leadership position as the company commander, but I knew that I was not a vocal

enough leader; I wasn’t ready or willing to stand in front of others, make mistakes and assume

responsibility for my unit.

I was very much in this leader identified stage as described in the LID model; positional

leadership was a defining characteristic of what a leader looked like to me and everyone else just

assumed the roles of followers (Komives et al., 2006, p. 407). It wasn’t until I was a camp counselor

several years later that I realized and reflected on this process and journey of leadership- looking at who

is a leader, what leadership means and how to impact followers to lead. I began to realize that during
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my entire time at Culver, I was engaging in leadership whether I was in the positional roles or not. The

ability to work with others for a common goal, the ability for me to gain confidence and courage to

stand up and voice my opinions and the ability to challenge fellow campers was all developmental in my

leadership journey. As I look to that experience now, I can see relational messages that can carry over

into my practices and journey as an educational professional in a student affairs career.

I see an importance in reaching out to students and calling them into spaces of leadership

growth and exploration and I can practice this through my current work in Campus Life. Most of the

work that I do now with my students is revolved around stages 4 and 5- leadership differentiated and

generativity. Stage 4 is what I call the “ah-ha” moment of leadership development as, “in stage 4,

students differentiated leadership beyond the role of positional leader and recognized that anyone in

the group could do leadership and became aware that leadership was also a process between and

among people” (Komives, Longerbeam, Owen, Mainella, & Osteen, 2005, p. 605). It is important to keep

in mind as an educator to provide continual challenge and support for students going through these

stages and transitions between stages and provide the space for them to also explore and find their own

leadership skills and understanding. In Komives article on Developing Leadership Identity, he relates the

work of the LID model to a deeper understanding of leadership development between the individual

and the group, “after developing an awareness of leadership, the students in this study described their

shifting leadership identity was moving from a hierarchical leader center view to one that embraced

leadership as a collaborative, relational process”(Komives et al., 2005, p. 609). This is important to see

that the LID model is designed to help students find that leadership identity but also process the role of

individual and group within the leadership umbrella.

Leadership is a Communal Effort

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Komives and others talk about the importance of relational leadership in the work between

students and student affairs professionals, “leadership is a relational process of people working together

to accomplish change or to make difference that will benefit the common good” (Komives et al., 2006, p.

402). I see this in the work that I do in Campus Life at Loyola between students, but it is also something I

try to do with my own students and fellow colleagues. I have appreciated being here at Loyola, both as a

student and as a graduate intern because of the social justice focus that they put into their education

and this idea of relational leadership for the common good interweaves between these experiences.

Relational leadership and its values align in many ways with servant leadership, which, “emphasizes that

leaders be attentive to the concerns of their followers, empathize with them, and nurture them. Servant

leaders put followers first, empower them, and help them develop their full personal capacities”

(Northouse, 2019, p. 227). Within servant leadership development, there is a value placed on the

community as a whole in the understanding and awareness that there is value to and from the

experience of every person. The idea of having shared value in an organization, one that is truly

committed to the overall good of its members can have a significant impact on its ability to complete

tasks, programming, and achieve desired unit outcomes. This is an important feature to not only have in

mind as a student working with others on projects and within the classroom, but its critical and crucial

as a student affairs professional to understand as we go out and become supervisors and supervisees

and we will have to apply this leadership practice.

I connect very much to the understanding that leaders should be invested in their followers as

well as themselves and this has become more of a defining part of my own leadership styles. I started off

my educational journey as a teacher in the education program in undergrad at Wabash College and this

lead me on a path to interact and engage with many students from all ages and backgrounds. What was

important through this experience was the understanding that everyone has a different story to tell and

takes a different path in telling that story. As educators and professionals, it is our job to be there and
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ready to listen to that story, assist in that story making process, and empower others around us to be

the best they can be. It is also important to know, as I have myself in this field already, that this form of

leadership may not be what is best for everyone; not everyone wants to be involved in servant

leadership styles and want to simply do their own thing for themselves and that is okay too. Within the

model of servant leadership, Northouse describes the condition of empowerment as, “empowering

refers to allowing followers the freedom to be independent, make decisions on their own, and be self-

sufficient. It is a way for leaders to share power with followers by allowing them to have control”

(Northouse, 2019, p. 237). The idea of sharing power with followers is a way for a leader to engage with

members of their community/organization, etc…; the ability to recognize the lived experiences of

followers and invite that experience to the forefront of the conversation has been a huge way for me to

gain trust and respect with other educators and students.

Lewin (1952) argued that the most effective way to understand human behavior is to examine the

tensions between an individual’s self-perception and his or her environment and maintained that

learning is best achieved by groups of individuals who interact with one another and reflect together on

their shared experiences (Lewin, 1952, p. 234). By openly interacting with one another in a cooperative

and collaborative setting, we engage in active learning, listening and dialogue. However, the interaction

cannot end with just being a part of the conversation around leadership; it must continue through our

own personal self-reflection process. As Densten and Gray point out, “critical reflection is important for

leadership development because it can provide leaders with a variety of insights into how to frame

problems differently, look at situations from multiple perspectives, or better understand followers”

(Densten & Gray, 2001, p. 210). I think these ties directly into what Arminio was stating through their

study with black male college students and how important identity development is to leadership

practices. If we redefine how we view and perceive leadership as in a collaborative framework rather
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than solely individualistic, we can come to better understand the individuals we work with and the

organization as a whole. It not only gives us a seat at the table, but also a microphone to be heard.

Using Lived Experiences to Guide Practice

Transformational leadership began to be an important element when I progressed through high

school and stepped into various leadership positions. Yes, leadership was positional based in the

framework that I was president of an organization, but how I structured the leadership development

followed the transformational model, even before I knew it was relevant. “Burns also believed

transforming leadership developed a relationship of mutual stimulation and elevation that converts

followers into leaders and may convert leaders into moral agents… that type of leadership that can

produce social change” (Dugan, 2017, p. 191). I have always looked at leadership and leaders through

the mind of influence; some of my teachers were my biggest leaders (and role models) growing up and

they were the first ones to be listed alongside my parents. As Dennis Roberts states on the importance

of transformation leadership, “the transforming leader thereby looked for the motives and followers,

sought to satisfy their higher needs, and engaged them fully in the process of achieving their goals and

by doing so, linked leadership to collective purposes and actual social change” (Roberts, 2007, p. 50).

Roberts goes on to discuss Bernard Bass’s theory of transformation leadership and the four basic

components that stem from the theory: inspirational motivation, idealized influence, intellectual

stimulation, and individualized consideration (Roberts, 2007). Being a part of different student

organizations helped me to see and understand the benefit and power of transformational leadership.

In high school, I was the president of the Honor Council, which served as an organization charged with

promoting positive student engagement and civic responsibility. When I joined the organization in 2008,

it was a disaster; it lacked leadership, it lacked a common sense of purpose and had a washy reputation

with the student body. I made it my mission to sit with everyone on the council (when I was just an
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elected member) and ask them what they needed and wanted from the Honor Council. It helped me

process and understand where the direction of the council could and should go based on the ideas and

views of its members. I then challenged my fellow members with brining to life the ideas they had- so if

someone wanted to see us do more charity drives, I suggested that they develop strategies to

implement drives and contacts to reach out to in the community. Little did I know, this was the heart of

transformational leadership in that I was able to empower my council members to do greater work for

the greater good of the council; but it was achieved through uplifting their needs and wants.

Following my intentions of centering leadership development around collaborative group efforts

rather than individual attention, I will amend Northouse’s definition of transformational leadership to

include, “the process whereby a person [or persons] engages with others and creates connection that

raises the level of motivation and morality in both the leader[s] and the follower[s]” (Northouse, 2019,

p. 164). There is value to the leadership practices in which leaders are able to ignite and excite the

people around them to rally for a common goal or purpose. In our master’s program, we learn of the

importance of relationship building and creating connections with other professionals and with our

students as a way of developing trust and respect- key components to successful community. Day (2001)

suggested that, “leadership development can be thought of as an integration strategy by helping people

understand how to relate to others, coordinate their efforts, build commitments, and develop extended

social networks by applying self-understanding to social and organizational imperatives” (Komives et al.,

2006, p. 414).

Redefining leadership principles and practices to best suit your organization is crucial to individual

and group success. One of the female students in the study conducted by Arminio stated the importance

of focusing on group benefit and collaboration over individual priorities and gains, “We work together

like the human body; how can the foot say to the eyes, I don’t need you?” (Arminio, et al., 2000, p. 503).
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This can be directly related to relational leadership, a style that uses relationships of members as a core,

driving principle. As Allen and Cherrey state (as cited in Komives et al., 2006) they cite another author

who connects this concept of collaboration with relational leadership, “Relationships are the connective

tissue of the organization… over time, these new relationships, built on trust and integrity, become the

glue that holds us together”. Forming relationships among members can be a foundational part of

identity development for individual members; learning more about themselves as well as the identities

of those within their organization and therefore places itself as a critical subject for my leadership

philosophy.

Critical Reflection of Self and Others

Emotionally intelligent leadership is a theoretical framework that has grown with great practical

usage in my specific work within student affairs and higher education. As Peter Salovey and John Mayer

wrote (as cited in Shankman, Haber, & Allen, 2015), “emotional intelligence is defined as the ability to

monitor one’s own and others’ feelings and emotions to use the information to guide one’s thinking and

action”. There are three critical components to the effectiveness of emotionally intelligent leadership

and they are: consciousness of self, consciousness of others and consciousness of context (Shankman, et

al, 2015, p. 9). The importance of using emotionally intelligent leadership in our practice of student

affairs is that it serves as a continual piece of reflection and challenges us to be both vulnerable and

authentic in our work as student-centered professionals.

Emotionally intelligent leadership is a key component to how I operate on a daily schedule and

most of the time it has become sub-conscious to where I don’t even realize I am walking myself through

the practice. Since I was in high school and worked with many different student organizations, I have

always had an event-planning mindset and skillset. In programming and event management, it is

imperative to have emotionally intelligent leadership skills in mind. I will not forget one time in college I
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joined Alpha Phi Omega service fraternity and had planned a Walk for the Cure event that would be a

mini Race for the Cure on Wabash’s campus. I had contacted community representatives, the city

Mayor, the President of the College, and had a bunch of fraternities and living units raise money for this

event. When it came to the night of the walk, no one showed up besides my dad and the Mayor of

Crawfordsville. This was my first major event that I planned and executed at Wabash, and I was very

anxious driven with it. I had many sleepless nights contacting vendors and volunteers as I was trying to

do this individually to prove my worth to the organization. I had neglected the core practices of

emotionally intelligent leadership- I wasn’t aware and conscious of my balance of self and I had allowed

my emotions to run high with anxiety; I did not effectively communicate with members in my

organization to see if this event was something they wanted to be a part of and how I could incorporate

them into the planning; and I wasn’t conscious of the context of the event, and hosting it the weekend

of Easter weekend was not something that was manageable. Emotionally intelligent leadership allows us

to reflect on our balance and awareness of how we interact with ourselves and others around us.

We can in a way, tie emotionally intelligent leadership to diversity and social identity issues.

When we read and studied readings revolving around leadership and race, particularly how black, male,

college students viewed leadership in relation to their identities, emotional intelligence was very

prevalent. I was very intrigued by these readings, as to my surprise, many of the black male students

saw leadership as a negative hindrance to their collegiate experience,

most participants [in a study] did not consider themselves as ‘leaders.’ They felt it separated
them from other students in their racial group. Being a ‘leader’ suggested to them that they
‘bought into’ the ‘system’ that oppressed their racial group, thus alienating them from their
peers (Arminio, Carter, Jones, Lucas, Washington, Young & Scott, 2000, p. 500).

Never having looked at it in this context before, I can see how individuals would see the ‘leader’ as

someone who is not challenging the problems certain groups face but is now on the same side as those

creating the problems. Gaining this consciousness of others only comes through intended dialogue and
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action; having the consciousness of self and understanding your biases in your work, your emotional

well-being to focusing on initiatives of diversity and identity, and how the context of situations can help

to play out with these relationships and learning developments. According to the same article, many of

the black college students focused more on collaborative leadership styles where leadership is a shared

responsibility within the members of the group or organization (Arminio, et al., 2000, p. 501). This is an

important aspect when considering and developing leadership programs within student organizations to

see how best your members interact and succeed. Student affairs practitioners need to operate with

emotionally intelligent leadership and encourage their students to do the same.

As I have mentioned earlier, one of my greatest appreciations for this program is the

intentionality that it has in creating communities of learners both within the classroom and beyond. I

have always believed in the practice that we cannot know what we do not know unless we put ourselves

in the situation(s) to ask and learn because this is truly how we will grow as an individual and as a

community. Wabash College first introduced me to this way of thinking in not only challenging my peer’s

way of thinking but also my own. Loyola further emphasized this process by opening me to be more

vulnerable in the classroom and to allow myself to walk with uncertainty in these encountered

situations. Using leadership structures and practices of encountered situations, “a form of experiential

learning, provide the opportunity for students to engage in dialogue based on personal experiences to

explore issues of social equity and justice” (Lechuga, Clerc & Howell, 2009, p. 232). The idea of group

learning and dialogue within group learning can be a way for members to truly learn and dissect

interpretations of identity; their own and those that others hold. A lot of the leadership conversations

that we have in class now revolve around the central issues of identity and the neglect of recognition

and acceptance of member’s identity(ies). As student affairs educators, we are constantly challenged to

be life-long learners; active learners in a field that is continually progressing and changing. For us to

continue to progress, we must challenge our students in the same way that they challenge us- to take an
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active part in learning, un-learning, adapting and amending our perceptions of how we view ourselves

and others in the world.

Conclusion

Throughout almost every course we have with Darren, he continually reminds us of a journey

that we have been on and are currently pursuing. While mostly he seemingly refers to the journey of our

own achievement of our Master’s degree, it really is a journey of much more than that. Over the past

year and a half, I have embarked on a journey of exploration into my identity, my passions and

motivations, and most importantly the journey of who it is I want to be. Leadership development has

provided me with an array of valuable literature and theories that I can take with me into my field of

practice, but it has also provided me with so much insight into my own power, privilege, and perception

of leadership that I was unconscious of for so long. I have always preached a practice of inclusion and

believed in using a form of transformational and servant leadership in my work in school organizations,

but I had neglected the many identities and needs of those that were not granted seats at the table like

myself.

As Komives, et al. stated about leadership development, “most leadership development

scholarship focuses on skill-building or short-term interventions such as retreats or courses, rather than

on the process of how leadership capacity or leadership identity is created or changes over time”

(Komives et al., 2005, p. 594). I have gained this value from this course and the leadership literature that

we have read and discussed; taking the time to see and understand the development of leadership

identity is important for ourselves, but also it is important for our shaping of how we continue to

interact in the present and future. My leadership philosophy statement is one that not only developed

from this course, but over my lifetime interaction and study of leadership. When discussing the

importance of the fifth stage of the LID model, Komives et al stated, “assisting students in finding and
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developing personal passions can facilitate their values clarification and lead to the commitment to

lifelong internalization and synthesis of their leadership identity” (Komives et al., 2006 p. 417).

Leadership is a lifelong commitment to both learning and practice, and it is important as student affairs

professionals to provide that space for learning for ourselves but also for our students and colleagues.

References

Allen, S.J., Haber, P., Shankman, M.L. (2015). Emotionally intelligent leadership: A guide for students. San

Francisco, CA: Jossey-Bass.

Arminio, J.L., Carter, S., Jones, S.E., Kruger, K., Lucas, N., Washington, J., Young, N., & Scott, A.

(2000). Leadership experiences of students of color. NASPA Journal, 37(3), 496-510.

Denston, I.L., & Gray, J. H. (2001). Leadership development and reflection: What is the

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learning (pp.210). Charlotte, NC: Information Age Publishing.

Dugan, J.P. (2017). Leadership theory: Cultivating critical perspectives. San Francsico, CA: Jossey-Bass

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Komives, S.R., Longerbeam, S.D., Owen, J.E., Mainella, F.C., & Osteen, L. (2005). Developing a leadership

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situations to promote social justice. Journal of College Student Development, 50:2, 229-244.
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Lewin, K. (1952). Field theory in social science: Theoretical papers by Kurt Lewin. In Lechuga,

V.M., Clerc, L.N., & Howell, A.K. 2009. Power, privilege, and learning: Facilitating encountered

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Northouse, P.G. (2019). Leadership: Theory and practice. Thousand Oaks, CA: SAGE.

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