1. a person or thing that leads; directing, commanding, or guiding head, as of a group or activity.

1. to guide by holding the hand, pulling a rope, etc.
2. to guide or conduct by showing the way; to guide to course or direction of.
3. to conduct, as a chief or commander; to direct and govern.
4. to precede; to introduce by going first.
5. to hold the first place in rank or dignity among.
6. to show the method of attaining an object; to direct, as in an investigation.

Yes, there are six ways to define the act of leading as shown on the previous page and you can probably think of an example for all of them. These examples are what make a difference for you. These personal examples move you beyond the definitions. These are the moments of leadership when another person touches your life.

Everyone has been influenced by someone. Beyond the buzzwords and case studies leadership is personal. The most powerful leadership examples are those that touch your life.

The simplest definition of a goal is an end that one strives to attain. Goals are targets to work toward. Goals are like distant places or states. By focusing on these goals we direct our energy. If we know where we want to move toward—the goal—we can choose the types of activities or challenges we accept. Goals help us direct our energy and select the activities or responsibilities to reach those distant targets.

• What are our values?
• What do we value most in our lives?
• What is the purpose of our organization?
• What is the current status of our organization?

1. Look to the future, where do you want to go?

• Create a list of values; this helps set your priorities.
• Create your own dream list – everything that you (your organization) would like to DO, HAVE, or FEEL.
• List ways to achieve your dream list items; dream list items will become goals when written in measurable and achievable terms.

1. Consider the effects.

1. Reward yourself.

• Review your goals.
• Identify the small steps it takes to reach your goal.
• Reward these steps as you achieve your goal.

Leaders who value a cohesive team will ask themselves these questions:

• What opinions do my group members have about this issue? INCLUSIVE
• Will this decision heighten our involvement or limit involvement? EMPOWERING
• Is this the right thing to do? Is it principled? ETHICAL
• Does this decision support our vision and mission? PURPOSEFUL
• Should I slow down making this decision so that others can get involved? PROCESS ORIENTED

--Komives, 1998

Leaders inspire teamwork.

Leaders share their vision and power.

Leaders enable others to act, set their course and provide assistance as necessary.

Leaders help others be successful.

Leaders motivate people to do and want to do.

Assessing Your Group

Place a check on the scale to indicate how you would assess your group’s dynamics as an organization. You could ask other group members to complete this scale as well and establish a profile of group strengths and weaknesses.

Often floundering Very clear and

In brief – the situation in which I find myself must make sense to me regardless of how much sense it makes to the leader.

Campus issues are often complex and require students and student groups to join together to resolve these issues and problems. As an example, student campus parking policies are often areas of contention. If the Residence Hall Association alone suggests changes, the administration may not be as likely to listen but, if RHA joins with the Student Administration, Interfraternity Council, National Pan-Hellenic Council, and the Student Sierra Coalition, the "coalition" of these groups becomes a more powerful voice to be heard. At the same time, individual groups still maintain their organizational differences while building a strong, influential force for change.

4. Working with your Advisor

Or, "How to Feed and Care for your Advisor" --(Thanks to Alpha Phi Omega National Office)

As student leaders, you must:

• Educate your advisor on the goals of your organization.
• Tell him/ her what you need from them, e.g. consultation, attendance at meetings, availability.
• BE INCLUSIVE – include your advisor in all your activities, financial plans, goal setting, etc.
• Encourage your advisor, especially when he/ she is involved and attentive.
• Make sure your advisor knows everyone, such as students, other advisors, SOS staff, etc.
• If your organization has national goals/ expectations, share this information with your advisor.
• Ask them what their expectations for your organization members may be.
• Initiate him/ her into your group if such procedures exist.

5. Working with Administrators to Accomplish Change

When you or your organization is considering a proposal that will impact the University, it is important to consult with your advisors about steps to move your proposal through the University.

At WVU, central administration is very supportive of student initiatives. But, it is crucial that these individuals are afforded the opportunity to listen to your proposals and be given some time to prepare a thoughtful, informed response.

• Remember that all of us want WVU to be the Best University in the World!

--Kouzes and Posner, 1997

6. Holding your Fellow Members Accountable

You have to be a role model for others. You can’t ask others to do anything you wouldn’t be willing to do yourself. If members of your organization do not follow the principle of, "Do what you say you will do," then you must confront them.

• BE INCLUSIVE – Does everyone feel involved in the group?
• Clarify personal values and beliefs and those of others.
• Pay attention constantly to how you and others are displaying values.

• Avoid arguing for your own point. Present your position as clearly and logically as possible but listen to other members’ reactions and consider them carefully.
• Do not assume someone must win and someone must lose when discussion reaches a stalemate. Instead, look for the most acceptable alternative for all parties.
• Don’t change your mind to simply avoid conflict and reach agreement and harmony. When agreement seems to come too quickly and easily, be suspicious. Explore the reasons and be sure each person accepts the decision for similar or complementary reasons. Yield only to positions that have objective and logically sound foundations.
• When a dissenting member agrees, don’t feel he or she must be rewarded by having his or her own way in a future decision.
• Differences of opinion are natural and expected. Seek them out and attempt to involve everyone in the decision process. Disagreement can be helpful to the group. With a wide range of information and opinions there is a greater chance the group will reach a better decision.

--From "A Guide to Student Leadership" The Pennsylvania State University

1. Am I acting on behalf of our organization goals? Or, am I focused on self-promotion?
2. Do I listen to group members and respond to their suggestions?
3. If members respond consistently about my leadership style needing a change, what do I do?

• Explain to your group that collectively it is to come up with as many ideas on a topic as possible.
• Don’t criticize; it disturbs the creative process. Save all judgements for later once you have had enough time to think the idea over.
• This is one time where quantity is better than quality. Even the most offbeat ideas can trigger useful ideas, or they can be a starting point for more practical decisions.
• When the brainstorming process is done, analyze your list of ideas and start to narrow your ideas down to the feasible options. Try combining two or more ideas to form an even better idea. Rate your suggestions; pick the strongest one and go with it!