How have the workshops and discussions on leadership this week changed your understanding of what leadership means?
In the case study presented during the leadership workshop, each character was uniquely defined by the talents they possessed. Ellis was more reserved, but deeply analytical and detail-oriented. Sam lacked initiative, yet he was ambitious and highly social. Rowan was independent and motivated but fell short in ensuring inclusivity. Each student had made notable contributions, but no one was coordinating the group or providing the leadership necessary to ensure that their efforts were aligned and their strengths were being effectively utilized. Leadership is collaborative—not in the sense that everyone should be simultaneously completing the same task, but in the sense that each person applies their distinct skills to advance the larger project in a meaningful way. It's expected that these characters underperformed in some areas, and collaboration serves to fill those gaps.
The most revealing part of the workshop was meeting with the participants who, based on the survey results, fell into the same leadership category as I did: the Drivers. Completing our task of drafting a message to the group chat composed of the characters from the case study felt remarkably fluid. We were all focused on execution; everyone had ideas to contribute, and people spoke up when they disagreed with a point. Within the time constraint, we produced a refined final product. In this activity, the similarity in our leadership styles proved to be a strength. However, I could also imagine how a group composed entirely of highly proactive and decisive individuals might encounter conflict in situations involving numerous high-stakes tasks. Even so, recognizing how our leadership styles interact (both positively and negatively) is a strength in itself.
How might you imagine applying one model of leadership during your Laidlaw summer on campus—either within the Laidlaw cohort or beyond this community? While we often associate leadership and leaders with seniority, how might leadership be modeled among individuals who are among the youngest people on campus (i.e. you!)?
In my experience, some of the most admirable qualities of leadership are those often perceived as weaknesses: the ability to recognize one's shortcomings, demonstrate vulnerability, and admit mistakes. During the workshop, the group identified that Maya was overly fixated on perfectionism and, as a result, did not feel comfortable offering constructive feedback to the team. However, cultivating an environment that welcomes failure and recognizes it as a byproduct of risk-taking and ambition is crucial to leadership. Leaders do not view failure as a hindrance; rather, they embrace the lessons it provides and pivot. There also come times when a leader may not be prepared to take on a task. In these moments, stepping aside to let someone else assume greater responsibility or seeking out the necessary resources (including people) to fulfill the role demonstrates high self-awareness and humility.
As I progress in my research, vulnerability manifests in moments when I feel confident enough to communicate my struggles and misunderstandings to my supervisor and graduate student mentor, along with becoming comfortable navigating unfamiliarity and uncertainty. Even among younger students, remaining humble and curious as a leader allows one to learn from others.