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EDUCATIONAL LEADERSHIP QUALITIES!

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Educational leaders play a pivotal role in affecting the climate, attitude and reputation of their schools. But what makes a truly effective leader? Here we offer insight on 10 educational leadership qualities that make for a truly effective school leader.

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WHAT IS LEADERSHIP?

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LEADERSHIP PHILOSOPHIES

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Leading with Love - Relational Leadership

It's easy to become the type of leader who distrusts other people. This is particularly true in business. Regardless of your industry, achieving the status of a leader and helping your company grow requires embracing your competitive nature to some degree.

Unfortunately, some leaders become so competitive that they start to feel they can't trust others. They become suspicious of everyone else's motives. They may even consider their own employees to be potential threats. Thus, they may lead ineffectively, behaving too defensively to make the right decisions in all situations.

Other leaders adopt a different approach. They make the decision to "love" everyone they encounter on a regular basis. This love is not the type of love they would feel for a romantic partner, but it is similar to the love one feels for relatives and close family members.

Consider this example of leadership philosophy as you develop your own ideas about how to be an effective leader. Treating your team members (and even your direct competition) with care and respect can be very helpful in a number of ways - and is more of a relational leadership style. For instance, perhaps an employee who was once enthusiastic about their role has become clearly disengaged in recent months. A leader whose philosophy is rooted in defensiveness and competitiveness might assume this employee has turned against them for some reason. As a result, the relationship will suffer, and the worker may seek employment elsewhere.

On the other hand, someone who leads with love in a more relational leadership style would take the time to ask themselves what factors may have contributed to this employee's lack of engagement. They can then more effectively determine what steps they must take to correct the issue. This yields very practical benefits. Engaged employees are more productive, and more likely to remain loyal to an organization.

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5 Most Valuable Leadership Philosophy Examples To Understand

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It's easy to become the type of leader who distrusts other people. This is particularly true in business. Regardless of your industry, achieving the status of a leader and helping your company grow requires embracing your competitive nature to some degree. Unfortunately, some leaders become so competitive that they start to feel they can't trust others.

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How Remarkable Women Lead By Joanna Barsh and Susie Cranston

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How Remarkable Women Lead By Joanna Barsh and Susie Cranston

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Focused on the Centered Leadership Model:
Centered Leadership has five elements: meaning (happiness, strengths, and purpose), managing energy (minimizing depletion, restoration, and flow), engaging (voice, ownership, risk taking, and adaptability), connecting (network design, sponsorship, reciprocity, and inclusiveness), and positive framing (self-awareness, learned optimism, and moving on)!

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Jim Collins: Good to Great

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Leadership Empowerment

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Leadership Challenges

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Brown University School of Professional Studies

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Safety, Bullying, and Social Media

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https://clickhere-77.blogspot.com/?book=1138911836
Case Studies on Safety, Bullying, and Social Media in Schools addresses the most topical issues facing school leaders today-including bullying, harassment, inappropriate use of social media, drug use, and school safety. Bridging theory and practice, each chapter includes a detailed case, artifacts for analysis, explanation of relevant case and federal law, and guiding questions for discussion. Adapted from real-world examples, the case studies in this timely resource serve as essential exercises for aspiring and practicing leaders to ensure student safety and success. This case book helps aspiring educational leaders prepare and respond to even the most difficult situations that occur on school campuses and in the school community.

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Case Studies on Safety, Bullying, and Social Media in Schools: Current Issues in Educational

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https://clickhere-77.blogspot.com/?book=1138911836Case Studies on Safety, Bullying, and Social Media in Schools addresses the most topical issues facing school leaders today-including bullying, harassment, inappropriate use of social media, drug use, and school safety. Bridging theory and practice, each chapter includes a detailed case, artifacts for analysis, explanation of relevant case and federal law, and guiding questions for discussion.

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Ethical Dilemmas In Educational Leadership

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Learning Leadership: Ethical dilemmas - Daniel case study

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The Social Construction of Leadership Education

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The Social Construction of Leadership Education

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Spread the loveThere are four major styles of leadership which apply well in the educational setting. While each of these styles has its good points, there is a wide berth of variation, and in fact, transformational leadership is truly an amalgamation of the best attributes of the other three.

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Key to Outstanding Leadership: Emotional Intelligence

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Key to Outstanding Leadership: Emotional Intelligence

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Emotional Intelligence Is Key to Outstanding Leadership

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​If you're a leader, you probably already have the time-honored "business smarts" for the job, namely the intellectual capability and technical skill. Those are important. But they're only the base line. Numerous studies have shown that what distinguishes outstanding leaders from average ones are emotional self-awareness and self-control.

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1. Recognize and Showcase diversity.
2. Develop Community Partnership.
3. Help During Difficult Situations.
4. Maintain home-school connections.
5. Maximize educational success.
6. Plan and organize staff training.
7. Protect and advocate for students that are at a disadvantage.
8. Data-driven decision making.
9. Mediate difficult situations between parents/students/staff.
10. Organize and respond to crisis in a leadership fashion.
11. Empower, inspire, and Encourage Others.

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School counselors are uniquely equipped to bridge the gaps between administration, teachers, parents, and students. As the demands placed on everyone in a school community increase, it's vital that we view and include school counselors as part of our leadership teams. Let's make sure we recognize all they do and put their strengths to work for our students! Here are 11 ways school counselors serve as leaders in your building.

1. School counselors recognize and showcase diversity.

In many buildings, school counselors are considered the "heart" of the school. They help create an inclusive environment that is respectful, welcoming, kind, and open to all.

2. School counselors develop community partnerships.

Counseling staff work collaboratively with universities, community colleges, technical schools, local unions, military reps, and apprentice programs to provide a variety of opportunities for students. They are especially vital in ensuring underserved and first-generation students have access to and the tools to reach all possible post-high school options.

3. School counselors help during difficult situations.

Strengths such as listening, reflecting, and high emotional intelligence make school counselors valuable allies when trying to get buy-in from staff or the greater community on difficult issues. Counselors foster a culture of change via strong lines of communication and valuing input from all parties involved.

4. School counselors maintain strong home-school connections.

Counselors tend to be the liaison for parents when it comes to communicating with the school. This leadership role is especially important when assisting families who are not familiar with the school setting or have issues trusting staff.

5. School counselors maximize educational success.

School counselors can help to maximize the educational attainment of all students by providing students with mental health services (school or community-based) and developmental guidance that takes a proactive approach in helping students set and reach academic goals.

6. School counselors lead staff trainings.

Administrators who use their counseling staff (rather than outside contractors) to lead building-wide trainings can save a lot of money and gain quicker buy-in from staff. School counselors are experts on topics such as student engagement, positive discipline, suicide/self-harm, students-as-leaders, peer mentoring programs, and academic/social interventions for low-performing students.

7. School counselors protect and advocate for disadvantaged students.

Counselors identify and amend policies and practices that negatively impact disadvantaged students and advocate for equitable services for all students.

8. School counselors use expertise to bring data to life.

Like administrators, counselors are trained in data collection and analysis. They are skilled at using this information to drive decisions about placement, intervention, and overall student health and wellbeing.

9. School counselors mediate difficult situations between parents/students and staff.

Counselors are consistently looking for ways to support the relationship between school staff and parents. Acting as a mediator when one or both parties are upset about a situation is a critical way in which school counselors serve as leaders.

10. School counselors organize and lead crisis response.

Counselors are on the front lines after a tragedy has happened in a school or community. Staff, students, parents, and community members look to the counselors for guidance and support immediately following an event. Because of their training in emotional/mental, the counseling staff is critical in advocating for and teaching self-care to staff, parents, and students during a crisis.

11. School counselors empower and inspire.

School counselors inherently believe in people and work tirelessly to communicate that. By being visible and accessible at all times, their calming, caring, and encouraging presence helps support and empower staff in the building.

School counselors serve as leaders in many ways and we need to value their perspectives and strengths. They are vital to building positive learning environments in which students thrive.
Join our Facebook group Principal Life for more conversation about and insights into the challenges of school leadership.

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11 Ways Your School Counselors Serve as Leaders - WeAreTeachers

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School counselors are uniquely equipped to bridge the gaps between administration, teachers, parents, and students. As the demands placed on everyone in a school community increase, it's vital that we view and include school counselors as part of our leadership teams. Let's make sure we recognize all they do and put their strengths to work for our students!

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Roles of the Academic Advisor and Leadership Education

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Roles of the Academic Advisor and Leadership Education

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View Abstract View PDF Share Article

Introduction

For learners within higher education, leadership education is taught via application of knowledge and skills acquired through theory and leadership competencies taught in formal educational experiences. Similarly, informal educational experiences such as co-curricular activities provide students the opportunity to move from theory to practice in leadership education. Connecting students to these opportunities are academic advisors, one of a student's most consistent academic relationships during their time in college (Hunter & White, 2004). Hunter & White posit that "academic advising, well developed and appropriately accessed, is perhaps the only structured campus endeavor that can guarantee students sustained interaction with a caring and concerned adult who can help them shape such an experience" (2004, p. 21). Academic advising is crucial to student success in facilitating student development of competencies such as the ability to partake in interpersonal interactions, fulfilling major and career objectives, and aiding in student self-exploration, all of which aid in providing the student with the capacity for success in society (NACADA, 2006). The National Academic Advising Association (NACADA) reinforces that "through academic advising, students learn to become members of their higher education community, to think critically about their roles and responsibilities as students, and to prepare to be educated citizens of a democratic society and a global community" (2006). Academic advisors are a catalyst for the extension of the student learning environment, as they assist students in navigating their own personal development and provide a connection to faculty, academic and campus resources, as well as resources outside of the university setting.

Despite the relevance of academic advising to the college student experience, there is little research to define the role of academic advisors in leadership education. Students invested in their own personal development, in addition to academic advisors, faculty, and future employers, all have a connected role in the process of understanding student development through leadership education. If students are to become informed, productive members of society, it is important to better understand the role of academic advisors in helping students develop leadership competencies. This study explores the role of the academic advisor in the leadership education process within institutions of higher education. The findings and resulting implications provide context for creating a more holistic approach to leadership education through the maximization of advising relationships.

Literature Review

Understanding leadership education, college student development, and the foundations of academic advising leads to a framework for defining the role of the academic advisor in leadership education. Relevant literature defining leadership education, the role of academic advising programs, and related student development theories provide the foundation for further understanding the role of the academic advisor in leadership education. For advisors to facilitate leadership education, McClellan (2013) states that they "need to begin by developing a basic understanding of leadership development models in higher education and the process of leadership development" (p. 212). By understanding the qualities of leadership, academic advisors can work to further understand the purpose and development of leadership education programs. Astin & Astin (2000) posit that the concept of leadership consists of the following assumptions: "leadership is concerned with fostering change, leadership is inherently value-based, all people are potential leaders, and leadership is a group process" (p. 19). With knowledge of these assumptions of leadership, McClellan (2013) asserts that advisors can "articulate a clear set of leadership outcomes...[and] then intentionally embed leadership development efforts into their work as advisors consistent with their roles within the institution" (p. 212). In defining and understanding the concept of leadership, educators and higher education administrators can work toward developing meaningful leadership education opportunities for students. Furthermore, understanding the processes of student development and student learning styles enables advisors to provide students the challenge and support they need to develop during their higher education experience (Evans, Forney, Guido, Patton, & Renn, 2010). In addition, an understanding of student development theory allows academic advisors to engage students in reflective thinking about their experiences. According to McClellan (2013), the foundations of academic advising "may already be contributing to the development of leadership among [college] students as the nature of the [advising] process is conducive to the promotion and development of many leadership competencies" (p. 212-213). Moreover, assisting academic advisors in facilitating leadership education requires "the focus and framing of the developmental process within advising" (McClellan, 2013, p. 212).

Understanding Leadership Education. The interdisciplinary nature of leadership education has made defining the discipline difficult. At most higher education institutions, forms of leadership education are being taught through individual college or major programs, in addition to various departments within student affairs (Andenoro, Allen, Haber-Curran, Jenkins, Sowcik, Dugan, & Osteen, 2013). The National Leadership Education Research Agenda (2013) explores the interdisciplinary nature of leadership education and defines it as:

the pedagogical practice of facilitating leadership learning in an effort to build human capacity...informed by leadership theory and research. It values and is inclusive of both curricular and co-curricular educational contexts (Andenoro, et al., p.3).

Leadership development "involves self-awareness and understanding of others, values and diverse perspectives, organizations, and change" (Council for the Advancement of Standards in Higher Education, 2009). In addition, "leadership programs seek to empower students to enhance their self-efficacy as leaders and understand how they can make a difference" (Council for the Advancement of Standards in Higher Education, 2009). The concept of leadership does not apply to a single individual, but stems "from a relationship with others fostered through self-awareness and an understanding for context" (Andenoro, et al., 2013, p. 13). Through a better understanding of self and working with others, students can become informed and productive members of society.

Literature on leadership education agrees that every student engages in some form of leadership practice whether it be inside or outside of a formal classroom setting (Astin & Astin, 2000; Council for the Advancement of Standards in Higher Education, 2009). As a result, students must be well prepared to transition out of higher education with the capacities to become citizen-leaders. Astin and Astin (2000) define a leader as "anyone-regardless of formal position-who serves as an effective social change agent" (p. 12). Thus, if students are to be leaders, the responsibility of higher education is to facilitate their knowledge and skills and empower them to become effective agents of social change (Astin & Astin, 2000). To this effect, the Council for the Advancement of Standards in Higher Education (CAS) has developed standards and guidelines for Student Leadership Programs (SLP). These standards include that SLP must:

prepare students to engage in the process of leadership; provide students with opportunities to develop and enhance a personal philosophy of leadership that includes understanding of self, others, and community, and acceptance of responsibilities inherent in community membership; and promote intentional student involvement and learning in varied leadership experiences (Council for the Advancement of Standards in Higher Education, 2009).

Through personal and interpersonal development and further understanding of the development of groups and organizations, students can successfully navigate a changing world.

The Social Change Model of Leadership Development (SCM) provides a framework to further understand the application of leadership development in the higher education setting. The model is inclusive in that it attempts to understand leadership development for all individuals participating in leadership education. The model connects individual values, group values, and society/community values with critical values identified as: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship (HERI, 1996). Using the SCM, Dugan and Komives (2007) conducted a national study on developing leadership capacity in college students. The multi-institutional study found that college experiences matter in developing leadership capacity. The college environment and related experiences influence student leadership outcomes in citizenship, controversy with civility, and common purpose (Dugan & Komives, 2007). In addition, the study concludes that students with any level of involvement in campus organizations have higher scores on all SCM measures, but particularly in collaboration, common purpose, and citizenship (Dugan & Komives, 2007).

Related Student Development Theory. An understanding of student development theory is crucial in developing leadership education programs that are accessible and appropriate for students (Owen, 2012). Owen (2012) states that "theories of student learning and development are particularly important in leadership education because they make prescriptions about how people can adopt increasingly complex ways of being, knowing, and doing-essential forms of development for leadership learning" (p. 17). Furthermore, Hall (2004) states, "Regarding personality characteristics of the leader, identity is probably the most important aspect of leader and career development" (p. 154). David Kolb's theory of experiential learning (1984), Marcia Baxter Magolda's theory of self-authorship (2008), and the Leadership Identity Development (LID) Theory and Model presented by Komives, Owen, Longerbeam, Mainella, & Osteen (2005), can aid leadership educators and academic advisors in understanding student development in a higher education context.

Kolb's theory of experiential learning focuses on learning styles and the relationship between learning and development. Kolb (1984) defines learning as a cyclical four-stage model comprised of concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). Essentially, the four-stages encompass the feeling, watching, thinking, and doing aspects of learning. For learning to occur, learners must be able to navigate conflicts among the four abilities. Kolb (1984) named the subsequent four learning styles converging (AC/AE), diverging (CE/RO), assimilating (AC/RO), and accommodating (CE/AE) to reflect that learning styles can change as they are influenced by factors such as environment and experiences. Learning styles contribute to student development of critical skills such as adapting to change, awareness of meaning and values, decision making, and inductive reasoning. Evans, et al. (2010) emphasize that academic disciplines can be accessible to students with diverse learning styles by providing varied methods of instruction to help students connect with subject matter. Disciplines can also challenge students to develop the "nondominant aspects of their preferred learning styles so that they can achieve the level of flexibility needed to respond to differing environmental needs" (Evans, et al., 2010, p. 143). For higher education professionals, Evans, et al. (2010) assert that:

learning style information can assist us in providing support by demonstrating our understanding, fostering feelings of connectedness, and building on individual strengths, as well as challenge by supplying developmental mismatches to aid in overcoming weaknesses and by helping individuals to value differences in others (p. 151).

A second student development theory to be considered when developing leadership education programs is Baxter Magolda's theory of self-authorship. Baxter Magolda (2008) highlights the dimensions of self-authorship as the "interconnectivity of how we view the world (the epistemological dimension), how we view ourselves (the intrapersonal dimension), and how we view social relations (the interpersonal dimension)" (p. 271). Leadership education programs and academic advisors can assist in providing students the support they need to explore and develop their beliefs and identities. Students' journeys to self-authorship are varied based on their unique personal experiences and environmental contexts. The three elements of self-authorship are trusting the internal voice, building an internal foundation, and securing internal commitments (Baxter Magolda, 2008). In trusting the internal voice, individuals are able to recognize that reality is beyond their control, but that they can control their reactions to events. This enables an individual to take ownership of meaning making and to be more flexible when they encounter obstacles. In building an internal foundation, individuals "refine their personal, internal authority in determining their beliefs, identity, and relationships" (Baxter Magolda, 2008, p. 280). This gives individuals the ability to take part in reflective thinking and recognize and explain the choices they make. Lastly, in securing internal commitments, individuals are certain in their internal convictions and can continue or adjust their convictions or relationships as needed (Baxter Magolda, 2008).

Understanding the theory of self-authorship can assist leadership education programs and academic advisors in partnering with students to develop an understanding of their relationships, identity, and beliefs. Academic advising in particular, allows space for reflective conversations with students where advisors can "[validate] their capacity to use their internal voices, [situate] learning in their experience, and [invite] them to construct meaning of their experiences" (Baxter Magolda, 2008, p. 283). This can assist students in framing academic and career choices, as well as understanding the impact of internal voice in the many aspects of their life.

Komives, et al. (2005) present the LID Theory and Model which focuses on how leadership identity develops over time and is connected to the categories of developmental influences, developing self, group influences, students' changing view of self with others, and students' broadening view of leadership. As a result, Komives, et al., provide a conceptual model detailing the development of leadership identity through the connection of these influences. An individual's leadership identity involves six developmental stages: awareness, exploration/engagement, leader identified, leadership differentiated, generativity, and integration/synthesis (Komives, et al., 2005). Students typically move through the awareness and exploration/engagement stages prior to college, while moving through the remaining four stages throughout college. The remaining four stages each have implications for student development. In the leader identified stage, adults move into mentoring roles and are models of different leadership styles. Adults and peers then become someone that facilitates reflection and meaning making from experiences in the leadership differentiated stage. In the generativity stage, individuals can reflect on how their experiences and leadership values will apply to varied contexts. Finally, in integration/synthesis individuals in new contexts consciously seek opportunities to participate in experiences that will further develop their leadership identity (Komives, et al., 2005).

Using the LID Model, leadership educators can further understand student development and provide the environment, challenge, and support in which students can develop. It is important that "educators realize that growth and complexity cannot be forced, only facilitated" (Owens, 2012, p. 26). Thus, leadership educators can "create environments, opportunities, and conditions that encourage more complex ways of being" (Owen, 2012, p. 22). Leadership educators and academic advisors can meet students where they are in their development and create experiences and facilitate conversations that meet the needs of individual students. As individuals develop their own sense of self, these conversations and experiences can help students navigate a complex world.

Foundations of Academic Advising. The National Academic Advising Association (NACADA) summarizes the role of academic advising as:

a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students' educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes (NACADA, 2006).

In this regard, academic advisors work with all students to define and progress toward their educational, personal, and life goals while meeting the objectives of the higher education experience. According to the CAS Standards and Guidelines for Academic Advising Programs (AAP), academic advising "encourages students to cultivate meaning in their lives, make significant decisions about their futures, and access institutional resources" (Council for the Advancement of Standards in Higher Education, 2013, p.3). The academic advisor provides a consistent relationship for students throughout their higher education experience, while also facilitating student success, persistence, and retention.

Like the CAS Standards and Guidelines for SLP, the CAS Standards and Guidelines for AAP span student learning and development domains including cognitive complexity; intrapersonal development; interpersonal competence; humanitarianism and civic engagement; and practical competence (Council for the Advancement of Standards in Higher Education, 2013). In collaboration with the CAS Standards and Guidelines for AAP, NACADA uses a Core Competencies Model and a Statement of Core Values to delineate the broad range of knowledge and skills that support academic advising. The NACADA Core Competencies Model lists three content areas for mastery by academic advisors: conceptual, informational, and relational. The conceptual component covers the theories and ideas behind the context of advising. The informational component includes advisors understanding institutional specific information and needs of student populations, while the relational component highlights the skills advisors must demonstrate to build advising relationships and communicate with students (NACADA, 2017). The NACADA Statement of Core Values includes seven domains that apply to the profession of advising as a whole. One of the core values is the value of empowerment. NACADA states, "Academic advisors motivate, encourage, and support students and the greater educational community to recognize their potential, meet challenges, and respect and express individuality" (2017). Like leadership education programs, academic advising programs allow students to develop their sense of self through varied curricular and co-curricular experiences.

There are multiple theoretical and practical approaches to academic advising; however, developmental academic advising remains at the core of each of these approaches (Grites, 2013). Developmental advisors "gather information to recognize where the student stands along the educational, career, and personal dimensions of his or her life, discusses where the student plans to be, and assists the student in getting to that point as readily as possible" (Grites, 2013, p. 13). Developmental advising considers the holistic development of the student and understands the connectedness of all attributes of an individual. The advisor promotes student growth and success by meeting students where they are developmentally and facilitating their educational and personal growth. Both students and advisors contribute to the developmental advising approach (Grites, 2013).

Academic advisors are a key element in the higher education experience that facilitate students' development of self, as well as the capacities required to become informed, productive members of society. Baxter Magolda states that students progress toward self-authorship when they "encounter challenges that bring their assumptions into question, have opportunities to reflect on their assumptions, and are supported in reframing their assumptions into more complex frames of reference" (2008). Academic advisors challenge students through developmental conversations that allow for students to use reflective thinking. Baxter Magolda suggests that encouraging advisees to reflect on their experiences helps them "consciously analyze their assumptions about the world, themselves, and their relationships" (2008). Academic advising provides a structured context where students engage in self-reflection and determine how their experiences affect their developing identities. Through reflective conversations, academic advisors assist students in thinking critically about their educational and co-curricular experiences and in turn connect them to their personal, educational, and future goals.

Conceptual Framework

Knowledge of leadership education, the college student development process, and the principles of academic advising leads to a conceptual framework that delineates the connection between the three concepts and student leadership development (Figure 1). Leadership education is an interdisciplinary approach to developing students' capacities for personal and interpersonal interactions, including being agents for social change. Providing a college environment that encourages self and values exploration enhances students' capacities in working with others and understanding their own identities. Involvement in campus organizations and activities enables students the ability to move from theory to practice in their leadership development. An understanding of student development theory directly impacts a leadership education program's effectiveness, as well as the effectiveness of academic advising. By providing students an environment to reflect on their knowledge and identity, students can make meaning from their college experiences. Through these experiences and reflection, advisors assist students in framing their educational and co-curricular experiences and connect them with personal and future goals. This situates academic advisors with the potential to have a critical role in student leadership development through the maximization of their relationship with students. Despite separate research in leadership education and academic advising, more research is needed to further define the role of the academic advisor within leadership education. This understanding of leadership education, relevant student development theory, and the foundations of academic advising will inform research into the role of the academic advisor in leadership education.

Figure 1. Academic Factors that Contribute to Student Leadership Development: Illustrating the Process

Methods

The purpose of this qualitative study is to use case study research to explore the role of the academic advisor in leadership education. Data collection for this study was guided by the following research objectives:

1. Explore academic advisors' perceptions of leadership development.

2. Explore current advising practices that impact student leadership development.

3. Explore academic advisors' knowledge of leadership education programs.

4. Explore academic advisors' self-perceptions on their role in leadership education.

Sampling & Participants. Typical case sampling within an overarching purpose sampling technique was used within this qualitative case study research design. Typical case sampling considers the advisor as a typical member of the population being researched and studies the phenomenon of the advisor's role in leadership education and its impact on students. The typical case sampling method provides access to a cross-section of advisors that represent the institution's larger body of academic advisors. The study explores the role of the academic advisor in leadership education by sampling advisors across campus whose role has the same impact on students in various campus programs. The advisors participating in the study are employed at a large land grant university in the southeast region of the United States with the primary job responsibility of academic advising.

Data Collection. The researcher conducted a content analysis of materials and websites provided by advising program gatekeepers, including advising syllabi or similar webpages that outline advising missions, values, and expectations. The researcher also conducted personal one-on-one interviews with respondents using a sample of advisors ( n=10) from varying departments on campus. Respondents participated in a one hour interview that explored their views of leadership, leadership education, current advising practices that foster leadership development, and their perceptions of the role of academic advisors in leadership education. Using digital materials and advisor interviews with a sample of advisors from varied campus departments enabled research to be collected and triangulated from multiple sources and perspectives within the sample population of advisors to provide credibility and dependability. The use of field notes and audio recordings, along with member checks allowed respondents the opportunity to clarify recorded statements. A varied sample of academic advisors at the institution provides thick-rich description which allows for transferability across the institution and in similar contexts. The research findings give confirmability to the respondents' perceptions of the role of academic advising in leadership education

Data Analysis. The researcher used both content and thematic analysis to analyze data collected. A content analysis was performed first on advising documents accessed from college or advising web materials. Advising documents accessed include college advising webpages and advising syllabi. A thematic analysis was performed to analyze data from advisor interviews. Open coding was used to code the advising documents to identify patterns in the purpose, mission, values, and processes of advising across colleges at the institution. Open coding was also used to organize data collected via advisor interviews. Following open coding, axial coding was performed to analyze relationships between open code categories to further understand advisor perceptions of leadership, leadership education, and the advisor's role in leadership education. Respondent perceptions were coded and data is reported in aggregate form. The researcher provided consistent interview conditions for each respondent, including a private interview room where interviews would not be disturbed. The research protocol provided a list of 18 interview questions that were posed to each respondent in their hourlong interview session. Interview questions were developed by narrowing the central and sub questions in the study (Creswell, 2007). Respondents completed consent forms and were informed of the purpose of the study, time needed to complete the interview, and information on how interview results would be used (Creswell, 2007).

Findings

Findings from the content analysis of advising documents revealed that of the 11 colleges within the institution, three colleges had advising syllabi and two colleges had advising-specific webpages. There is no university-wide advising document outlining the university's standard advising practices or expectations. Open coding of the advising documents led to patterns in the advising mission, purposes, and delivery of services across campus. All five of the advising documents listed an advising mission or values statement, including expectations for the advisor and student during interactions. Following a developmental advising approach, all documents also included a listing of both advisor and student roles and responsibilities in the advising relationship, setting expectations and underscoring the role of a student's academic advisor. Within the roles and responsibilities portions of the advising documents, the documents from different colleges differed in their inclusion and presentation of student leadership and skill development resources. However, each advising document followed the CAS Standards for AAP (2013) and addressed student leadership and skill development in some form, including development of personal values, development of skills and strengths, career development, and opportunities for involvement. Lastly, the documents clearly articulated the role of the academic advisor in connecting students with campus resources. The advising documents analyzed provided a clear and concise expectation of advising services in specific colleges, including the impact of the academic advising relationship on students and the university community.

The thematic analysis and open coding performed on data from advisor interviews organized data collected from interviews and enabled further axial coding. Axial coding provided analysis of relationships between the open code categories which allowed for understanding of advisor perceptions of leadership and their role in leadership education. Findings reported address each of the four research objectives assessed in the study.

Academic Advisors' Perceptions of Leadership Development. Following McClellan's (2013) call for academic advisors to develop an understanding of leadership development, respondents each identified their knowledge of leadership development, including their perceptions on leadership competencies they valued as important. Respondents defined leadership as a "combination of personality, interest, and skills used for the betterment of mankind" (R2) and "contributing back to a greater sense of humanity" (R3). Themes emerged from responses that enabled the grouping of leadership development knowledge into soft skills such as collaboration, communication, and listening, each being identified as critical to leadership development. Respondents believed that leadership development can be intentional, but that it takes time and is a multifaceted undertaking. According to respondents, critical to developing leadership competencies is the development of self and being aware of one's strengths, weaknesses, and limitations. Leadership is "inspiring others to bring the best out in others around them-not just professionally, but as humans" (R9). Leadership development involves the gaining of skills that enable one to be seen as a voice of knowledge and information.

In addition to defining leadership development, respondents identified perceived competencies of leadership that align with the CAS Standards and Guidelines for SLP (2009). Being open-minded and willing to be challenged, as well as possessing listening and communication skills were the most frequently identified competencies by 80% of respondents. Interpersonal skills such as listening and communication skills were seen as critical in allowing for reflection, seeing value in disagreement, collaborating, and providing and receiving feedback, all of which are important in the academic advising setting. Being open-minded and willing to be challenged is important when leadership requires individuals to adapt and take on different roles. Self-direction and self-awareness were also commonly cited by 70% of respondents as important leadership competencies. Being self-directed and self-aware enables leaders to empathize and see other perspectives, believe in what they are leading, act responsibly and take measured risks, and lead with integrity. Self-aware leaders are also likely to be perceived as genuine in their actions and intentions. Collaboration was mentioned by 50% of respondents as an important leadership competency. When a leader is collaborative, they practice active listening and are open to other perspectives, "seeing qualities in others worth developing," including "strengths or weaknesses and helping people grow" (R6). Respondents viewed leaders as those who can take ownership of situations and developers of others, who can "seek out others who can contribute and cultivate those skills" (R10). These leadership competencies transcend any specific discipline and can be applied across varied life contexts.

Current Advising Practices that Impact Student Leadership Development. McClellan (2013) advocates for academic advisors to embed leadership development into their role as an advisor. As such, four themes were present among respondents' perceptions of their current advising practices that impact student leadership development. Those themes include connecting students to campus resources, participating in reflective conversations with students, encouraging student involvement, and utilizing college ambassadors and peer advising models. All respondents stated that they impact student leadership development by providing students with a connection to campus resources. The ability of advisors to connect students with campus resources opens opportunities in areas such as student organizations, study abroad, and student helping resources that allow students to create meaning from their college experience and gain leadership skills. In order to facilitate necessary connections to campus resources, all respondents mentioned that they must engage students in reflective conversations, as described by Baxter Magolda (2008). These conversations should "be intentional about how time is spent in college" and should "pair [student] likes with opportunities" (R3, R4). Advisors can assist students in self-reflection, the "developmental piece" that provides students the "competencies to meet to get where [they] want to be" (R4). Fifty percent of respondents spoke of encouraging student involvement during these reflective conversations. This encouragement serves to allow students to think about the future and "attach action to overall goals" (R4), with the value of student involvement toward building leadership competencies confirmed in Dugan and Komives' (2007) multi-institutional study. Respondents stated that building relationships with students through reflective conversations allows them to be credible sources of information in communicating with students, yet also impart to students the value of self-responsibility and self-reliance. Advisors "facilitate students becoming leaders" and help them "learn the language they need to facilitate what they want to do" (R6). In addition, 40% of respondents mentioned the use of college ambassadors or peer advisors in facilitating student leadership development. Interacting with student ambassadors or peer advisors allows students to view other peers who are modeling the way. Ambassadors and peer advisors can also encourage student involvement and increase student knowledge of leadership opportunities on and off campus. Respondents deemed that their current advising practices encourage student curiosity and exploration of leadership opportunities, encourage student self-reflection, and ultimately lead to student growth and development in areas of leadership.

Academic Advisors' Knowledge of Leadership Education Programs. Mirroring the National Leadership Education Research Agenda's (2013) interdisciplinary definition of leadership education, advisor knowledge of leadership education programs spanned both formal and co-curricular opportunities. All respondents were aware of various leadership education programs and opportunities within their colleges and departments, as well as a variety of opportunities offered university-wide. Respondents recognized formal leadership education programs and other formal education programs with a leadership education component. These programs included a university-wide leadership minor for undergraduate students, leadership education Master's and Ph.D. programs, student research and teaching assistant positions, and college-specific leadership education programs. Respondents also identified co-curricular opportunities that provided students with leadership education. These opportunities included involvement in student organizations and student government, student employment opportunities at the university, campus recreation involvement and employment, the university's Center for Leadership and Service, involvement in student orientation programs, and study abroad opportunities. Respondents deemed that co-curricular opportunities "build skills that make good leaders" and offer students the ability to develop these leadership skills in a non-formal context (R3). Both formal programs and co-curricular programs are offered "across campus" that "match to career goals and relate to student goals" (R4). Academic advisors serve as catalysts to the student learning environment by generating awareness and connecting students to leadership education opportunities. In addition to leadership education opportunities for students, respondents also identified several trainings and certificate programs for academic advisors. Advisor professional development opportunities were identified as computer-based trainings, leadership trainings offered by university human resources, and membership in the university's Undergraduate Advising Council.

Academic Advisors' Self-Perceptions of Their Role in Leadership Education. Respondents defined academic advisors as the "front line of the student experience," mentioning that "students are leaders and they are missing out if we aren't training them to be leaders" (R3, R2). Academic advisors set expectations for students and "help prepare students for the real world" (R5). Respondents expressed the importance of the conceptual, informational, and relational content areas for academic advising included in the NACADA Core Competencies Model (2017). All respondents perceived their role in leadership education as providing students with the connection to resources and opportunities that will develop their leadership capacities. Respondents stated that advisors "can point students to resources to develop skills, both inside and outside of class, can encourage students to value and pursue these opportunities, and can facilitate student character development to help students realize their values and put those values into practice" (R3). Advisors "work most closely with students and understand their challenges" and can advocate on their behalf (R6). All respondents also identified their role in the encouragement and support of students, evoking the NACADA Core Value of empowerment (2017). Respondents acknowledged the role academic advising plays in a student's education and the ways academic advisors can "build a more connected community" within the university setting (R8). Respondents stated that advisors can "help students conceptualize what skills they have and where they can improve," in addition to "guiding students to recognize how skills are developed and how to apply those skills" (R4). Respondent 8 suggests that "having leadership skills is important in life and that an academic advisor can help students understand the skill sets associated with leadership and how they can be effective in a variety of contexts." Fifty percent of the respondents also identified the importance of academic advisors in modeling the way and leading by example for students. Not only can academic advisors advocate for students, they can also "lead by example in different contexts" (R8). Advisors can model the skills of networking, watching and learning from others, and self-reflection. Through leading by example, academic advisors can "encourage students to be active players in their own education" and "provide students with continuity" in their college experience (R8, R9). Advisors can be mindful of student leadership development and have intentional conversations with students that facilitate students "taking ownership of their own path" (R10).

Discussion/Implications

Although not an intended research objective, all respondents identified barriers and challenges for academic advisors in advising for leadership education. A lack of time was identified by all respondents as the most influential barrier in advising for leadership education. Respondents noted that it is "hard to juggle all of the things we need to do" (R1). Seventy percent of respondents identified money and resources as a having a direct impact on their opportunities for professional development. Money and resources also impact the number of advisors hired within an advising office. Thirty percent of respondents indicated that hiring more academic advisors would allow them to spend more time in meaningful conversation with students. In addition, 90% of respondents identified the perceptions of academic advising by both university administration and students as directly impacting academic advising on campus. Respondents suggested that students "do not always see the impact of advising" and that some "students overestimate or severely underestimate what advisors do" (R3, R4). Respondents suggested a need for "senior administration to give advisors their own voice" (R10). In addition, developing university-wide policies and procedures would allow for consistency among the decentralized academic advising units on campus. Future research can explore barriers and challenges within academic advising that prevent the maximization of advising services at an institution. Addressing these barriers can provide advisors with increased time to focus on developmental advising and leadership education.

Academic advisors should have the proper training and opportunity for continuing education and professional development that allows them to facilitate a student's journey toward self-authorship and critical thinking of their own beliefs and identities. Advisors should work to dispel student "assumptions about knowledge and self [that] lead students to view faculty and academic advisers alike as having the formula for students' academic and career success" (Baxter Magolda, 2008). Time is often a challenge for academic advisors as most advisors have additional job responsibilities such as course scheduling, administering orientation programs, and meetings or campus engagement requirements. Advisors must work within the time constraints imposed by these other responsibilities to effectively engage students in meaningful conversation.

Future research opportunities can explore the leadership identities of academic advising professionals. Understanding their own leadership identities and identity development process would be valuable for advisors who are working with students during their developmental process. In addition, research should also explore professional development opportunities for academic advisors in the areas of leadership education and development. By increasing their capacities in leadership education and in supporting leadership programs, academic advisors can become a useful tool for universities in promoting student leadership education and in creating and facilitating such programs.

Limitations

As this study is limited to advisors at one institution, caution must be taken in applying the conclusions to other universities. Academic advising at this particular institution operates using a shared academic advising model, where some students receive advising services in a central administrative unit such as an advising center, while other students receive advising services in their academic department. Other institutions use a decentralized advising model, where students receive advising services within their specific academic department or college. A third model is a centralized advising model, where students receive advising services from a centralized advising office, regardless of their chosen discipline (Pardee, 2004). Not only can students receive academic advising from a professional academic advisor, they may also receive academic advising from a faculty advisor or peer advisors. In addition to differing service models, each individual academic advisor comes to the advising role from varied backgrounds. Some advisors may even serve multiple roles within the institution, such as instructors, student affairs professionals, or counselors. Thus different theories and models may inform their work with their specific student populations (He & Hutson, 2016). The differences in advising approaches and from whom students are receiving academic advising may have a direct impact on the services offered to students.

Conclusion

Leadership education programs must consider their respective institution's mission, goals, curriculum, and co-curriculum in carrying out their purpose. Many organizations and programs within the university setting claim to promote and facilitate leadership education and development. For instance, formal leadership education programs such as college majors and minors, co-curricular organizations and experiences, and opportunities presented through internships and entities outside of the institution are all viable leadership development opportunities for students. Leadership educators and academic advisors need to be integrally involved and committed to the development and facilitation of leadership education within the university setting. Institutions, leadership educators, and academic advisors should work to collaborate with campus partners to ensure that efforts are not being duplicated across campus. According to McClellan (2013), "not all of the resources of the university are dedicated to the achievement of the multitude of university missions that both overtly and indirectly espouse leadership development" (p. 225). As more students are becoming actively involved in campus activities and opportunities, "there remains a gap to fill in the intentional promotion of [students'] growth as leaders" (McClellan, 2013, p. 225). Academic advisors have the knowledge and skills to become intentional promotors of leadership education. Academic advisors can leverage their knowledge of student development theory, leadership education, and their role in the higher education process to maximize their advising relationships and facilitate student leadership development.

References

Andenoro, A. C., Allen, S. J., Haber-Curran, P., Jenkins, D. M., Sowcik, M., Dugan, J. P., & Osteen, L. (2013). National Leadership Education research agenda 2013-2018: Providing strategic direction for the field of leadership education. Retrieved from Association of Leadership Educators website: http://leadershipeducators.org/ResearchAgenda

Astin, A. W., & Astin, H. S. (2000). Leadership Reconsidered: Engaging higher education in social change. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from https://eric.ed.gov/fulltext/ED444437.pdf

Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4) 269-284. doi: https://doi.org/10.1353/csd.0.0016

Baxter Magolda, M. B., & King, P. M. (2008). Towards reflective conversations: An advising approach that promotes self-authorship. Peer Review; Washington, 10(1), 8-11. Retrieved from https://login.lp.hscl.ufl.edu/login?URL=http://search.proquest.com/accountid=10920?uur =https://search.proquest.com/docview/216597434?accountid=10920

Council for the Advancement of Standards in Higher Education. (2013). Academic Advising Programs. In CAS professional standards for higher education (8 th ed., pp. 1-18). Washington, DC: Council for the Advancement of Standards in Higher Education.

Council for the Advancement of Standards in Higher Education. (2009). Student leadership programs. In CAS professional standards for higher education (7 th ed., pp. 1-19). Washington, DC: Council for the Advancement of Standards in Higher Education.

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.

Dugan, J. P., & Komives, S. R. (2007). Developing leadership capacity in college students: Findings from a national study. A Report from the Multi-Institutional Study of Leadership. College Park, MD: National Clearinghouse for Leadership Programs.

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 nd ed). San Francisco, CA: Jossey-Bass.

Grites, T. J. (2013). Developmental academic advising: A 40-year context. NACADA Journal, 33(1), 5-15. doi: https://doi.org/10.12930/NACADA-13-123

Hall, D. T. "Self-Awareness, Identity, and Leader Development." In D. Day, S. J. Zaccaro, and S. M. Halpin (eds.), Leadership Development for Transforming Organizations: Growing Leadership for Tomorrow. Mahwah, N. J.: Lawrence Erlbaum, 2004.

He, Y., & Hutson, B. (2016). Appreciative assessment in academic advising. The Review of Higher Education, 39(2), 213-240. doi: https://doi.org/10.1353/rhe.2016.0003

Higher Education Research Institute [HERI]. (1996). A social change model of leadership development: Guidebook version III. Los Angeles: University of California Los Angeles Higher Education Research Institute. Retrieved from https://www.heri.ucla.edu/PDFs/pubs/ASocialChangeModelofLeadershipDevelopment.pdf

Hunter, M. S., & White, E. R. (2004). Could fixing academic advising fix higher education? About Campus, 9(1), 20-25. doi: https://doi.org/10.1002/abc.91

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46(6), 593-611. doi: https://doi.org/10.1353/csd.2005.0061

McClellan, J. L. (2013). Contributing to the development of student leadership through academic advising. Journal of Leadership Education, 12(1), 207-233. Retrieved from http://www.journalofleadershiped.org/attachments/article/50/McClellan%202013.pdf

NACADA: The Global Community for Academic Advising. (2006). NACADA concept of academic advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web Site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-Academic-Advising-a598.aspx

NACADA: The Global Community for Academic Advising. (2017). NACADA academic advising core competencies model. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx

NACADA: The Global Community for Academic Advising. (2017). NACADA core values of academic advising. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreValues.aspx

Owen, J. E. (2012). Using student development theories as conceptual frameworks in leadership education. New Directions for Student Services, 2012(140), 17-35. doi: 10.1002/ss.20029

Pardee, C. F. (2004). Organizational structures for advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-Models-for-Advising.aspx

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Exploring the Role of the Academic Advisor in Leadership Education - Journal of Leadership Education

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Introduction For learners within higher education, leadership education is taught via application of knowledge and skills acquired through theory and leadership competencies taught in formal educational experiences. Similarly, informal educational experiences such as co-curricular activities provide students the opportunity to move from theory to practice in leadership education.

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The best qualities of good leaders are:

1. Vision

2. Courage

3. Integrity

4. Humility

5. Strategic planning

6. Focus

7. Cooperation

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Brian Tracy's Self Improvement & Professional Development Blog

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Many leadership qualities have been identified that are important to great leaders across time.

But there are seven specific qualities of leaders that seem to stand out as being more important than the others.

The good news is that each of these leadership traits can be learned, and they must be learned by practice and repetition.

7 Leadership Qualities of Great Leaders

Here are the seven most identified attributes of great leaders and executives:

What Makes a Great Leader?

Great leaders find the balance between business foresight, performance, and character. They have vision, courage, integrity, humility and focus along with the ability to plan strategically and catalyze cooperation amongst their team.

Vision

"Good business leaders create a vision, articulate the vision, passionately own the vision, and relentlessly drive it to completion." - Jack Welch

Great leaders have a vision... They can see into the future.

They have a clear, exciting idea of where they are going and what they are trying to accomplish and are excellent at strategic planning.

This quality separates them from managers. Having a clear vision turns the individual into a special type of person. This quality of vision changes a "transactional manager" into a "transformational leader."

While a manager gets the job done, great leaders tap into the emotions of their employees.

Courage

"Courage is rightly considered the foremost of the virtues, for upon it, all others depend." - Winston Churchill

One of the more important qualities of a good leader is courage. Having the quality of courage means that you are willing to take risks in the achievement of your goals with no assurance of success. Because there is no certainty in life or business, every commitment you make and every action you take entails a risk of some kind.

Among the seven leadership qualities, courage is the most identifiable outward trait.

Integrity

" With integrity, you have nothing to fear, since you have nothing to hide. With integrity, you will do the right thing, so you will have no guilt." - Zig Ziglar

In every strategic planning session that I have conducted for large and small corporations, the first value that all the gathered executives agree upon for their company is integrity. They all agree on the importance of complete honesty in everything they do, both internally and externally.

The core of integrity is truthfulness.

Integrity requires that you always tell the truth, to all people, in every situation. Truthfulness is the foundation quality of the trust that is necessary for the success of any business.

Humility

Humility gets results. Larry Bossidy, the former CEO of Honeywell and author of the book Execution, explained why leadership characteristics, such as humility, make you a more effective leader:

"The more you can contain your ego, the more realistic you are about your problems. You learn how to listen, and admit that you don't know all the answers. You exhibit the attitude that you can learn from anyone at any time. Your pride doesn't get in the way of gathering the information you need to achieve the best results. It doesn't keep you from sharing the credit that needs to be shared. Humility allows you to acknowledge your mistakes." - Larry Bossidy

Great leaders are those who are strong and decisive but also humble.

Humility doesn't mean that you're weak or unsure of yourself. It means that you have the self-confidence and self-awareness to recognize the value of others without feeling threatened.

This is one of the rarer attributes - or traits - of good leaders because it requires containment of one's ego.

It means that you are willing to admit you could be wrong, that you recognize you may not have all the answers. And it means that you give credit where credit is due - - which many people struggle to do.

Strategic Planning

"Strategy is not the consequence of planning, but the opposite: it's the starting point." - Henry Mintzberg

Great leaders are outstanding at strategic planning. It's another one of the more important leadership strengths. They have the ability to look ahead, to anticipate with some accuracy where the industry and the markets are going.

Leaders have the ability to anticipate trends, well in advance of their competitors. They continually ask, "Based on what is happening today, where is the market going? Where is it likely to be in three months, six months, one year, and two years?" They do this through thoughtful strategic planning.

Because of increasing competitiveness, only the leaders and organizations that can accurately anticipate future markets can possibly survive. Only leaders with foresight can gain the "first mover advantage."

Focus

"Successful people maintain a positive focus in life no matter what is going on around them. They stay focused on their past successes rather than their past failures, and on the next action steps they need to take to get them closer to the fulfillment of their goals rather than all the other distractions that life presents to them. - Jack Canfield

Leaders always focus on the needs of the company and the situation. Leaders focus on results, on what must be achieved by themselves, by others, and by the company. Great leaders focus on strengths, in themselves and in others.

They focus on the strengths of the organization, on the things that the company does best in satisfying demanding customers in a competitive marketplace.

Your ability as a leader to call the shots and make sure that everyone is focused and concentrated on the most valuable use of their time is essential to the excellent performance of the enterprise.

Cooperation

"If your imagination leads you to understand how quickly people grant your requests when those requests appeal to their self-interest, you can have practically anything you go after." - Napoleon Hill

Your ability to get everyone working and pulling together is essential to your success. Leadership is the ability to get people to work for you because they want to.

The 80/20 rule applies here:

Twenty percent of your people contribute 80 percent of your results.

Your ability to select these people and then to work well with them on a daily basis is essential to the smooth functioning of the organization.

Gain the cooperation of others by making a commitment to get along well with each key person every single day. You always have a choice when it comes to a task: You can do it yourself, or you can get someone else to do it for you. Which is it going to be?

Effective Leaders Are Also Strong Communicators

Another important trait that the best leaders strive to perfect is the ability to speak effectively and persuasively. In fact, many tend to practice public speaking within their own businesses until they are ready to branch out into professional paid speaking gigs. Although talking in front of crowds is a top fear for the majority of us, conquering this fear is what makes a good leader become a great leader.

If you're ready to overcome your fear of speaking and start leading more effectively, just take the first step and the rest will become history. You can get started right now by signing up for a spot in my free webinar, 4 Steps to a 6-Figure Speaking Career.

A Few Thoughts on Leadership Qualities

Most of the time, leaders think about good leadership qualities and how to apply them on a daily basis.

They also know that they must lead by example to truly earn the will of their followers.

The most important contribution you can make to your company is to be a leader, accept responsibility for results, and dare to go forward.

BONUS: 3 Extra Leadership Traits to Accelerate Your Career

Bonus Tip 1 - Great Leaders Are Future Oriented 100% of the Time

The predominant quality of g reat leader s is that they think about the future most of the time.

They think about where they are going rather than where they have been. They maintain a positive attitude and think about the opportunities of tomorrow rather than focusing on the problems of the past.

Only about 10% of people have this quality of future-orientation. This small percentage includes all the movers, shakers, entrepreneurs, business builders, top salespeople, artists, musicians, and creators of all kinds.

To think like a leader, you must practice "idealization" in each area of your life.

To get the most out of the use of idealization, you should begin by imagining that you have no limitations at all on what you can be, do or have.

Imagine for a moment that you have all the time and money that you need. You have all the education and knowledge.

You have all the talent and experience. You have all the friends and contacts. You are a "no-limit" person who can do anything that you really put your mind to.

If you were the very best professional business person that you could possibly be, what additional knowledge, skills, and leadership qualities would you have developed to a high level?

When you begin the practice of idealization, you can then extend this exercise to your family, your finances and your physical health.
If your family life was ideal in every way, what sort of lifestyle would you be living? If your financial situation were ideal, how much money would you have in the bank, and how much would you be earning from your investments each month and each year? If your levels of physical health and fitness were ideal, how would you be different from today?
When you begin to develop leadership qualities, you begin to engage in what is called "long-term thinking."

Bonus Tip 2 - Keep A Positive Attitude

Top people maintain a positive attitude and are long-term thinkers. Average thinkers think only about the present, and about immediate gratification.

But great leaders think about where they want to be in five and ten years, and what they have to do each hour of each day to make their desired futures a reality.

Great leaders inspire other people, their friends, customer, associates and even their children because they are inspired themselves.

They are excited about the possibility of creating an exciting future for themselves.

They get up every morning and they see every effort they make as part of a great plan to accomplish something wonderful with their lives and push forward with a positive attitude.

Leaders are optimistic.

They see opportunities and possibilities in everything that happens, positive or negative.

They look for the good in every situation and in every person. They seek the valuable lessons contained in every problem or setback. They never experience "failures;" instead, write them off as "learning experiences."

Most of all, great leaders have a sense of meaning and purpose in each area of their lives.

They have clear, written goals and plans they work on every day. Leaders are clear about where they are going and what they will have to do to get there.

Their behavior is purposeful and goal-directed. As a result, they accomplish five and ten times as much as the average person who operates from day to day with little concern about the future.

Bonus Tip 3 - Take Responsibility

One of the most important leadership qualities is the acceptance of personal responsibility.

Leaders never complain, never explain. Instead of making excuses, they make progress.

Whenever they have a setback or difficulty, they repeat to themselves, "I am responsible! I am responsible! I am responsible!"

Great leaders see themselves as victors over circumstances rather than victims of circumstances.

They don't criticize or blame others when something goes wrong. Instead, they focus on the solution, on what can be done.

Leaders are intensely action-oriented. They are constantly in motion. They try something, and then something else, and then something else again. They never give up.

Finally, leaders have integrity. They tell the truth at all times. They live in truth with themselves, and they live in truth with others.

The acceptance of leadership is a great responsibility.

It is both scary and exhilarating. Once you decide to become a leader in your life, you cast off the shackles of fear and dependency that hold most people back and pursue life with a positive attitude. With your own hands, you design your own future. You set yourself fully on the path to becoming everything you are capable of becoming.

Are you ready to ignite your career by becoming a better speaker? Reserve your spot in my free training webinar and I'll show you four easy steps to obtain the highest paid profession in the world.

Thank you for reading this post on the 7 leadership qualities of great leaders. Please share our infographic with others and comment below!

If you want to learn the specific habits shared by the most successful people on the planet be sure to download my free e-book, The Power of Habit.
7 Leadership Qualities of Great Leaders (Infographic)
See the full-size infographic here. Share this infographic on your blog! Featured Image: Elon Musk under a creative commons license The Summit 2013 - Picture by Dan Taylor / Heisenberg Media - www.heisenbergmedia.com About Brian Tracy - Brian is recognized as the top sales training and personal success authority in the world today. He has authored more than 60 books and has produced more than 500 audio and video learning programs on sales, management, business success and personal development, including worldwide bestseller The Psychology of Achievement. Brian's goal is to help you achieve your personal and business goals faster and easier than you ever imagined. You can follow him on Google+, Twitter, Facebook, Pinterest, Linkedin and Youtube.

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The 7 Best Leadership Qualities (INFOGRAPHIC) | Brian Tracy

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Many leadership qualities have been identified that are important to great leaders across time. But there are seven specific qualities of leaders that seem to stand out as being more important than the others. The good news is that each of these leadership traits can be learned, and they must be learned by practice and repetition.

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Exploring Leadership and what makes a great leader!

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Exploring Leadership and what makes a great leader!

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This website or link provides great information about what makes a great leader and the qualities great leaders possess.

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All business owners and executives have varying experiences and perspectives on the approach and qualities necessary for effective leadership. And not all situations require the same type of leadership style. Great leaders adapt to their surrounding environments and empower the team to succeed together.

Many experts across countless leadership books and articles agree on certain principles required for leading a team to greatness, but when it comes down to it, the most important factor is whether or not the leader is getting the job done.

My philosophies on leadership have evolved over time through research, experiences in combat as a Navy SEAL and from my successes and failures running my own businesses. I believe that the best leaders are passionate about developing the emerging leaders around them, they constantly work to improve their emotional intelligence and know that a strong team culture is the foundation for accomplishing the mission. They are in a perpetual state of preparation and embrace the inevitable changes their businesses will face.

For the purposes of this article however, I wanted to get other business leaders' perspectives by having them answer one question:

In your opinion, what makes a great leader?

Their responses were collected in partnership with the American Board of Experts™. Here they are!
1 - Have Faith in Their Beliefs
"It's a mix of a lot of things, but first and foremost it's about having faith in your beliefs. You can't expect others to consider you a leader unless you have solid faith in your ideas. And once it's there, you build on it by being a good communicator, listening to others, setting examples and by putting your best foot forward and not giving up. Leadership is all about being passionate about what you do, and having confidence in yourself and your followers whom you have to motivate and inspire."
Matei Gavril, CEO at PrMediaOnline 2 - Make the Hard Choice
"Great leaders make the hard choice, and self-sacrifice in order to enhance the lives of others around them. As a business owner, not only does your family rely on you - so too, do the families of those who work for you. Each employee has a family. Even if you're a small business owner with four employees, you're in essence potentially responsible for an additional ten or fifteen people."
Joel Farar, Farar Law Group 3 - Earn the Respect of the Team
"Having the ability to show respect, empathy, and care to those that follow you, are all attributed to being a great leader. Earning respect is crucial to a successful relationship with someone, while also showing that you care about their work or ideas. Being empathetic allows a leader to tap into the emotions of that individual in order to connect in a way that lets that person know you understand what it means to be in their situation. Combining all three of these traits can definitely make someone a great leader. These are things I work on constantly with my own staff and myself, all in order to become a better leader to those I care about."
Brandon Swenson, SEO Pros 4 - Know the Team
"Knowing the strengths and weaknesses of every individual to effectively manage the outcome of a team is imperative for success. Leaders have a great vision and use the resources at hand to solve problems. They take risks and make hard decisions, knowing they could sometimes be wrong. Those are the most important qualities of a real leader that work similarly in our professional and personal lives."
Alex Gerasimov, Insomnia Escape Room DC 5 - Know That the People are the Key to Success
"A great leader understands that it is the people they lead that ultimately determines the success or failure of any venture. They surround themselves with great people that they can cultivate into a team of competent, confident individuals who can work well as a team. They then have the ability to guide this team towards a well-defined vision by clearly communicating short and long terms goals, inspiring confidence and trust among colleagues, and influencing common efforts through character rather than by a position of authority. Ultimately, a great leader creates and nurtures other leaders."
Randy Soderman, Founder of Soderman Marketing SEO 6 - Articulate a Clear Vision
"A great leader posses a clear vision, is courageous, has integrity, honesty, humility and clear focus. He or she is a strategic planner and believes in teamwork. Great leaders help people reach their goals, are not afraid to hire people that might be better than them and take pride in the accomplishments of those they help along the way."
Bhagi Rath, Mattress Inquirer, Do Your Research to Find a Great Bed 7 - Push People to Be Their Best
"Great leaders have clarity of purpose and are great at articulating their beliefs. I aspire to be the kind of leader that pushes people to be the very best they can be but still make people feel safe because it starts with the heart."
Amas Tenumah, CEO BetterXperience 8 - Serve a Greater Cause
"Great leadership is determined by one's periodical blend of personal humility and unparalleled will to lead others in service of a cause bigger than themselves. Great leaders are incredibly ambitious, but never for themselves. Rather, they are ambitious for the company and possess the will do do whatever is necessary in service of this greater cause."
Jake Rheude, Director of Business Development for Red Stag Fulfillment 9 - Focus on Helping the Team
"Someone who leads by positive direction and builds agreement among its group members towards the accomplishment of a coordinated goal. Ultimately, leadership is not about who is in charge. It's about making sure your team stays focused on the goals, keeping them motivated and helping them be the best they can be to achieve those goals. This is especially true when the risks are high and the consequences matter."
Kara Kelly, Executive Director of CompleteContents.com 10 - Do Not Lead by Force
"A great leader does not lead by forcing people to follow. Instead, a great leader motivates people. They encourage others to follow them. They also lead by example, which few leaders do today."

Being an effective leader requires constant focus, perseverance and building a team that is accountable and designed get results. Without the team there can be no real leadership. These ten unique perspectives provide great insight while also validating certain commonalities.

Many of us in leadership or management positions know what we need to do to be better leaders, we just sometimes fail to act. Being a great leader requires constant personal and professional development, regular transparent feedback from the team, self-reflection and taking action on feedback received. Great leaders are rarely satisfied with their performance.

A special thanks to our respondents for their insight!

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10 Unique Perspectives On What Makes A Great Leader

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All business owners and executives have varying experiences and perspectives on the approach and qualities necessary for effective leadership. And not all situations require the same type of leadership style. Great leaders adapt to their surrounding environments and empower the team to succeed together. Many experts across countless leadership books and articles [...]