As we have learned, defining leadership is a very difficult thing because it involves experiences that vary along a wide range of cultures, races, upbringings, experiences, and other factors.  As such, assessing leadership is, in many ways, an interplay of various personal philosophies on leadership.  Here’s mine…

In taking an inventory of my personal philosophy of leadership, I have come to notice that much of my assumptions tend to be borne out of a combination of life experiences and academic knowledge acquired over the years.  In short, this philosophy acknowledges the limitations of human knowledge, the healthy skepticism that should come about as a result, the importance of intrinsic values as it relates to goals and visions, and the importance of morality as a function of using leadership to address universal issues within the human condition.  As Northouse (2013) points out, there are several approaches to understanding leadership development, one of those being the trait approach.  These “great man” theories assume that effective leaders are imbued with certain characteristics and abilities at birth; these traits lend themselves to increased leadership acumen in adult life (2013, p. 15).  Within many social contexts, these assumptions are sometimes taken as gold and applied to standards of learning and assessment such that some students are fed the assumption that they simply aren’t cut out for certain things in life–written off as lost causes in extreme cases.  Thus, these assumptions influenced my personal philosophy of leadership while growing up.  Even to this day, I believe that people are born with certain traits that aid in leadership development.  However, as it relates to leadership of the future–namely, transforming leadership (Burns, 1978, 2003) and servant-leadership (Greenleaf, 1977)–a leader will need to possess qualities beyond what we generally think of as a leader–confidence, responsibility, assertiveness, diligence, etc.  Leaders of tomorrow should also embrace such qualities as the creativity of a fashion designer, the sense of adventure of a mountain climber, the risk-taking drive of a skydiver, and the gentleness of a new mother–just to name a few–and be able to apply them to the ever-increasingly dynamic leadership environments of today. 

As we move away from the traditional notion of leadership–that of the authoritative go-getter–it becomes more apparent that just about anyone can be groomed for leadership.  This philosophy realizes the importance of maintaining those aspects that have been relatively successful over countless generations, and Couto (2007) even maintains that such ideas of authority (leading with and without it) need to remain in place.  True, some are born with stronger leadership traits than others, but it is only that those traits are capitalized upon that they truly become worthwhile.  Conversely, through innovative methods, various techniques, and good old-fashioned care and concern, those not necessarily exuding leadership qualities can be taught and encouraged to hone them over time.  In essence, leaders are not just born; leaders are not just made; but leaders are also born to be made.  As Couto has stressed, change is central to good leadership (2007).  It is through change that a non-leader becomes a leader, that values are instilled, and that a vision is created.  In his seminal work on leadership, Greenleaf (1977) introduced the concept of servant-leadership, through which a leader grows by helping his subordinates achieve personal and organizational greatness.  Burns’ work in transforming leadership (1978, 2003) echoes that at the heart of this concept, too, is change and adaptation to the external environment, a break from the rigidity that has come to characterize traditional notions of leadership, especially in the typical individualistic American society. 

In developing into a scholar-leader, this philosophy opens the door to various interpretations of leadership, as it does not remain rigid or grounded in one school of thought.  A scholar-leader looks to do more than acquire knowledge–relevant application is key.  At the same time, constant learning should be taking place as new knowledge is acquired and subsequently applied.  This lends itself to forward-moving and relevant change, especially as it relates to transforming leadership.  Times change and societies change, and with the advents of modern information technologies such as the Internet, scholar-leaders must also be on the cutting edge of adaptation.  As suggested by the concept of transformational leadership, change is the key (Northouse, 2013).  This philosophy acknowledges that knowledge itself is limited in both its content and verifiability, and should therefore be treated with a healthy amount of skepticism.  To accept things at face value without question is to burden and hinder the pursuit of real knowledge.  Studying goodness and value in the grander scheme of things is important to honing a leadership and learning style that is conducive to capitalizing on intrinsic values in the context of many society that seem to emphasize extrinsic values and rewards.  Finally, this philosophy that emphasizes morality over religion as it relates to leadership helps to affect my development in ways that would seek to overcome differences among people, especially in a global setting.  We are all different in many ways, but I believe we are all the same in the ways that truly matter.  This philosophy of leadership capitalizes on universal values in order to help improve the human condition.

References:

Burns, J. M. (1978). Leadership. New York: Harper & Row.

Burns, J. M. (2003). Transforming leadership. New York: Atlantic Monthly Press.

Couto, R. A. (2007). Reflections on leadership. Lanham, MD: University Press of America.

Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York, NY: Paulist Press. 

Northouse, P. G. (2013). Leadership: Theory and practice, (6th ed.). Thousand Oaks, CA: SAGE Publications.  

Spears, L. (2000) “On Character and Servant-Leadership: Ten Characteristics of Effective, Caring Leaders.” Retrieved from http://www.spearscenter.org/spears-center-resources/publications