Running head: MY LEADERSHIP PHILOSOPHY

My Leadership Philosophy
Thaddeus J. Teo
Seattle University

MY LEADERSHIP PHILOSOPHY

Leadership is an abstract concept that cannot simply be defined in a single sentence

because it changes with different situations and circumstances in various fields. Narrowing
down to the context of education, I aim to draw from my own personal experiences, beliefs, and
limited literature on academic leadership in order to decipher my own leadership philosophy that
will guide me as I continue my journey as a student affairs leader and professional.
My earliest memory of what I thought leadership looked like dates back to my first
semester of primary school, when two students were chosen to become class monitors. They
were given a special badge that gave them the authority to manage the classroom whenever a
teacher was not present, on top of other duties. The first student that the teachers chose was one
of the most intelligent persons I would ever meet in my life. He read books that were several
grades above what we were reading and rarely made mistakes on homework or tests. Everyone
in class looked up to him. I was the other one that was chosen, not due to my intelligence, but
because I was the tallest student in class. Both of us had certain traits that were somewhat
impressive to six-year olds, and the teachers knew that. Although I would like to think that I was
born a leader, my teachers and I would later learn that having unique traits did not equate to
actually being a leader, and in this case, it was merely a form of headship and an example of
Great Man and Trait Theories (Witherspoon, 1997).
It has been and continues to be a common misconception that leaders have to possess a
variety of unique traits or personal characteristics not held by other people (Witherspoon, 1997).
In my opinion, simply having certain desirable traits is merely enough to lead effectively. Even
those with obvious charisma do not automatically become leaders. Traits need to be coupled
with the dynamics of a leader-follower relationship, a purpose or a goal, and appropriate
consideration of the situational context that may always be different (Witherspoon, 1997). After

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all, leadership is about creating positive social influence among followers or constituents within
a particular situational context.
Leadership embodies positive social influence that brings out the very best in those
around them. Great leaders enthusiastically showcase and share their beliefs as well as passions
for why they do the work they do. They find meaning in their actions and inspire constituents in
a way that allows them to voluntarily share the beliefs, trust in the overall purpose and mission of
the organization, and be highly motivated in working toward that common goal alongside their
leader. In a famous TEDTalk, Simon Sinek (2010) said, We follow those who lead, not for
them, but for ourselves. And its those who start with why that have the ability to inspire those
around them. This reinforces the notion that leadership is not simply about an individuals
status, power, or official authority, and that management differs from leadership (Gardner, 2000).
Likewise, you do not need to be on top of the hierarchy or hold a managerial role to lead and
provide positive social influence to those around you. Nonetheless, influence begins with fair
and sufficient bidirectional communication.
Wheatley (2000) encourages leaders to communicate frequently in order to make sure
that the organization knows itself, so that everyone gains clarity about who we are, who weve
become, who we still want to be (p. 343). It is important to allow people to express how they
feel in order to move towards a clear and shared goal that has meaning and purpose. In order to
motivate action, it is crucial for leaders to allow people to speak their mind. If leaders can create
a culture that promotes and supports conversations, there will be collective progress and a sense
of satisfaction (Wheatley, 2000). From my experiences facilitating meetings, I have found that
body language plays a crucial role in encouraging open dialogue. Giving everyone a seat at the

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table or sitting in a circle facilitates a more open and honest dialogue session because it breaks
down any notions of power for the one standing versus those who are seated.
Equally important is leading in an ethical manner that serves as a moral compass for the
organization to move in the right direction. It begins with being honest, fair, and where no harm
is intended or bestowed upon any of the constituents when making institutional decisions.
Sergiovanni (2000) notes that leaders gain the trust and confidence from constituents when
decisions are made based on values rather than self-interest. The right set of moral values and
effective bidirectional communication enhances the positive social influence that leaders exude
as they empower constituents with purpose and direction. Contrary to the historic notion that
leaders are the ones being served, these are the components to that of a servant-leader, as defined
by Spears (2000), Servant-leadership seeks to involve others in decision making, is strongly
based in ethical and caring behavior, and enhances the personal growth of workers while
improving the caring and quality of organizational life (p. 142).
The purpose in which leadership serves is closely link to what leadership looks like.
Within the context of higher education, it is important for leaders to be a visionary by
communicating a clear vision for the institution (Deal & Peterson, 2000). It is just as important
to consider the thoughts and aspirations of stakeholders to ensure that the vision is shared.
Leaders also need to be potters who can provide a high level of support that empowers staff and
students (Deal & Peterson, 2000), keeping constituents accountable for their actions to ensure
that the overall institutional mission is being accomplished. Leaders shape the processes and
culture of the institution by infusing shared values and beliefs so that all are able to align with the
overall direction and vision provided. These can serve as goals or expectations that can provide
reference points for decisions and actions carried out at the individual level when staff and

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faculty interact with students. Schuh (2002) notes that this vision needs to be articulated in a
way that is understandable to the different stakeholders and also yet be malleable to new
directions and criticisms. Leaders need to know that all aspects of their leadership create
meaning and that it plays a big role in creating positive workplace cultures.
I believe that leaders are effective when they are aware of who they are, the community
they work with, and how these interactions contribute to the overall growth of themselves and
the institution as a whole. Staff and faculty need to be supported and empowered by respective
leadership teams in order to go about their roles as educators successfully (Schuh, 2002).
Support can come in the forms of adequate funding, staffing, or training, especially when it is
enhanced through a personal humanistic approach. Leadership has to be actively visible and all
about forming strong, caring relationships with each other (Schuh, 2002). Furthermore,
successes and achievements should always be acknowledged by giving credit to the appropriate
individuals or teams. This is a part of the potter role (Deal & Peterson, 2000) that leaders should
embody because it creates a work environment that is rewarding and a source of pride as
constituents go about their jobs. However, if and when situations turn out the wrong way, I do
believe that leaders should be there to take full responsibility for mistakes and thereafter use it as
a learning opportunity that is created through open and honest dialogue. Effort needs to be put in
to ensure that everyone buys into the beliefs of the institution as directed by the leadership. The
creation of safe spaces can create a platform for discussion on policies and management issues
that can affect all constituents, and leaders have to be physically and mentally present in order to
begin the building of strong relationships (Heifetz et al., 2009).
Although the Social Change Model (Higher Education Research Institute, 1996) is meant
to serve as a leadership development tool, it can be used to gauge effectiveness of leadership by

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individual reflection that questions their 7 Cs. I believe that an effective leader touches on the
three aspects of individual, group, and community in a collaborative way. To be an effective
leader, one needs to be constantly reflecting on their actions and always be willing to learn and
improve their practice. After all, this is about being action oriented with the goal of moving the
institution in the positive direction in order to function more effectively and humanely (Higher
Education Research Institute, 1996).
From my personal experiences being a student and employee at the University of
Washington, I have experienced leadership that I have truly bought into and others that I did not
have faith in. Nevertheless, I identify myself as a leader because I constantly strive to learn from
the actions and experiences of others rather than remain stationary in my pursuit to be an
effective student affairs leader and professional. Leadership is a constantly evolving process that
is rooted in the dynamics of self and the mindfulness of those around me as we work together
towards making a difference in the lives of students we are fortunate enough to interact with. I
am proactive in forming relationships and building community with both professional peers and
students because I believe that leadership is all about that special positive social influence on
each other working toward a common goal. Being proactive in communicating and networking
with experienced professionals is a form of personal and professional development that is vital to
me. In addition, being a student in the Student Development Administration program has
allowed me to be more reflective of who I am and what I have done. Connecting the dots
between myself, the people I work with, and the impact it has on the greater community
positively contributes to my journey as a leader in higher education.
I acknowledge that I am not capable of leading on my own, and that there are many
resources to utilize in gaining a better understanding of what effective leadership truly means.

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Leaders have to understand that the world is radically changing and that they have to be open to
new ways of organization in order to become effective and productive (Kezar et al., 2006).
Professional development thus comes from engaging with available resources in order to adapt to
the changing needs of the organization. Margaret Wheatley (2000) talks about utilizing
constituents as valuable resources who can provide not only a different perspective that can
enhance learning and understanding, but also provide energy and enthusiasm from active
participation, creativity, commitment, and communication. I personally believe in moving away
from the command and control framework and promoting the importance of teamwork and
collaboration in order to accomplish a goal that might not be easily achieved alone (Kezar et al.,
2006). In addition, there is a correlation between participation and productivity of the team
(Wheatley, 2000), which leaders can enhance through the formation of genuine relationships that
puts trust and common understanding at the forefront of the teams values. Kouzes and Posner
(2003) highlight the importance in paying attention to constituents as a simple gesture of care
and an essential skill in encouraging and recognizing others.
Similarly in decision-making, I believe in utilizing my networks of already built
relationships to enhance my knowledge about the current situation so as to make the most
appropriate decision possible. These networks of friends, colleagues, mentors, and even
followers allow me to gain appropriate feedback about my ideas and to test various hypotheses
with them.
Witherspoon (1997) explains that nonroutine information is requested when creating
solutions to difficult problems or guiding organizational change; and information is
sought from individuals both to develop decision alternatives and to involve

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organizational members in the processes that will initiate and sustain task and social
relationships. (p. 106)
I view seeking out information from others as an opportunity to be humble and to learn,
especially since being genuinely interested in what someone else has to say strengthens the
relationship. My curious nature allows me to easily take on a seeking style (Witherspoon, 1997)
that thrives on possessing and utilizing information learned through dialogue.
A resource that has been underutilized is that of my family. My family members are
those who I have had the longest relationships with and arguably understand me the best.
Naturally, they have the potential of being my best coach in helping me becoming a better leader
and person overall through honest constructive criticisms about the way I behave in certain
situations. Ideally, it would take something as simple as increasing communication for me to tap
into that resource. After all, communication is the most integral part of being a good leader.
Reiterating the value of communication and relationships, I believe that the leadership
framework that best articulates my own practice is that of a politician (Bolman & Gallos, 2011).
I recognize that politics in a workplace is inevitable, and it occurs because everyone has their
own individual aspirations for impact, different work habits, and distinctive lifestyles. On any
university campus, there are many different departments that vie for limited resources, and each
one hold different views about which activities or programs are most effective in fulfilling the
overall mission of the university (Bolman & Gallos, 2011). It is thus vital to carefully form and
maintain relationships with those across campus. I believe in my ability to make an impact
among cross-campus colleagues through actively showcasing my strong work ethic and
capability of jobs well done in addition to strategically advertising such success in a genuinely
modest attitude. I often take initiatives beyond my job description for tasks that I personally

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believe in, especially if it involves any opportunity to advocate for marginalized groups. I truly
believe that my passion for going beyond mundane daily routines will get me noticed, and that
my interpersonal skills will enable me to form strong coalitions all around. Thus far, I have been
fortunate to have not yet encountered any mishaps in this process due to my salient identities.
Nonetheless, I acknowledge that it will be different at another institution in a different city.
In my opinion, I am someone who is transparent in my agendas, regardless of whether
they are personal or professional, through open and honest communication. I do not hold back
opinions despite any power politics at play, and I enjoy justifying such brutal honesty as part of
who I am as a millennial. Nonetheless, if I were at the receiving end, I would appreciate the
same truths as well. In learning to navigate such a large bureaucracy, I also take extra steps in
mapping the political terrain by understanding the organizational structures as well as whom the
veterans of the university are. Knowing who holds large influence is vital in knowing how to
make my own agendas widely known and approved. Furthermore, I constantly seek to expand
my networks in order to better understand what the various needs are around me providing me a
better awareness of how to effectively bargain and negotiate situations and problems. There are
no ill intentions involved, but only an authentic desire to learn from those around me.
One benefit in this leadership style is that I will constantly get the opportunity to sharpen
my interpersonal skills through interacting with others. I will also have more people and a wider
array of unique experiences to learn from. However, trust can be easily broken and a failed
relationship with one might also mean failed relationship with others in his or her network. Trust
takes a long time to build, but it can be destroyed almost instantaneously if I am not careful with
my incentives. I continually learn to avoid crossing the wrong lines if I cling on tightly to ethics
so that I do not make mistakes or lose sight of the right goals (Bolman & Gallos, 2011). Again

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this refers to making decisions based on true values and beliefs and not just for personal gain,
while having a high regard for the welfare of those who might be influenced by the decision.
Within the student affairs context, identity is defined as an individuals personally held
beliefs about themselves in relation to the social groups they belong to (Torres, Jones, & Renn,
2009). These identities may be socially constructed, but may also depend on the contexts and
experiences that one encounters with different groups of people. My visible salient identities are
being male and an Asian American, and each of these serves as an important aspect in my
leadership depending on who my constituents are.
Revisiting my past experience of serving as the president for the Chinese Student
Association, a culturally focused student-run organization at the University of Washington, I
have witnessed my male identity influence the way constituents view me as a leader. Working
with forty undergraduate officers during my term that lasted an academic year, all of my officers
were Asian international students or first-generation Asian American, and a large percentage of
them were female. Being in an inclusive environment where everyone was of the same race, my
Asian American identity was never a factor or issue when getting elected to serve as president
nor was it considered when I made leadership decisions. However, being male had some distinct
effects on my leadership due to a different dynamic of gender roles in the Asian culture.
Through conversations I have had with some of my officers in private, I became aware
that most of the female students I worked with were too afraid to speak up whenever I led
meetings to discuss a particular situation or event we were planning as an organization. Despite
encouraging and inviting open feedback from everyone, they felt it was culturally wrong for an
Asian female to speak up to a male authority. Most of them preferred to be passive listeners
rather than demonstrate high advocacy through openly communicating their thoughts,

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knowledge, and feelings (Bolman & Gallos, 2011). This definitely led to a disconnect in my
interpersonal learning behavior when it came to leading the organization. Even though I had put
in effort to lead with high advocacy and inquiry, communicating openly, and emphasizing the
need to focus on common goals, all of which are characteristic of Model II behavior, cultural
beliefs about my salient male identity led some to see me in Model I (Bolman & Gallos, 2011).
This fear of authority created dualistic thinking among my constituents, as some believed that
whatever I said was correct and all other reasoning were wrong. Due to the lack of feedback, I
had to unilaterally make many decisions. One thing I learned from this experience was that I had
to remain persistent in seeking and asking for opinions and feedback while continually building
strong personal relationships in order to create a better working dynamic. Once they began to
see me as a friend and not an authority figure, communication thrived.
Working within the College of Arts & Sciences Advancement team, opportunities to host
professional development events for students are rare since our main focus is on engaging with
alumni and donors of the college. Seeing this particular event as an opportunity to bring together
my personal desire for supporting students and my professional responsibility of engaging
alumni, I took the lead as project manager. The event I organized was a student-alumni
networking night where students could meet with alumni and receive professional advice on
navigating the transition from college to career. Being one of four persons of color in an office
of almost thirty people, I made a special point to advocate for the marginalized groups of
students when planning the event. Despite the high number of successful White male alumni in
our fundraising model, I was committed to finding and inviting more women and alumni of color
so that students could interact and see professionals with similar identities being represented.

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The first step was getting my supervisor on board with my aspirations, and that required
appropriate communication and understanding in order for me to manage up. Bolman and
Gallos (2011) provide a framework of seven key guidelines that I had moved through, and I
found the most important being able to present solutions and not problems for my supervisor and
team. It was important that I had a viable plan ready to be presented, and I knew that taking risks
and being successful in my actions would create a positive feedback loop that enhanced my
relationship with my boss. Leading up led to productive teamwork and the achievement of
significant goals as she allowed me to seek out partners across campus.
The leadership framework I used was a mix between political and human resource
(Bolman & Gallos, 2011). I was required to work with thirteen different academic departments
within the social sciences division as well as the career center, and mapping this political terrain
was definitely a challenge. The academic staff were not obligated to listen to my plans and ideas
nor support my event as I was not viewed as an authority figure. Moreover, there was little I
could offer them for horse trading (Bolman & Deal, 2000). I took the extra step of meeting with
several departmental academic advisers alone so they could get to know me better. As they
learned more about me as a student affairs graduate student who had the genuine desire to create
a mutually beneficial event for both students and alumni, they became cheerleaders.
Bolman and Deal (2000) emphasizes the importance of coalition building by stating that
Rarely will people provide their best efforts and fullest cooperation merely because they
have been told to. If you want their assistance, it helps a great deal if they know you, like
you, and see you as a credible and competent. (p. 169)
I also continued to reiterate how much I valued cross-campus partnerships in organizing such a
large event, and that I was not capable of being successful without their support. I utilized the

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human resource leadership framework by creating openness and transparency between our
departments through clear communication channels, always displaying a cheerful desire to
respond to questions, feedback, and concerns. I wanted to promote my belief in teamwork and
showcase my care by listening and addressing any issues that might arise. Unfortunately, I was
not able to provide adequate servant leadership due to the partnership nature of the situation.
Despite a successful networking event that featured tremendous diversity of participating
alumni, a few departments had neglected their role in getting students there. I believe that one of
the reasons for not being able to get all the departments on board was that networks and
coalitions take a long time to truly cultivate. Relationships and trust require sufficient time and
care to nurture. This experience serves as a reminder to court the uncommitted who might be the
silent majority (Bolman & Gallos, 2011). These were the staff from smaller departments who I
had failed to form strong relationships with due to logistical or timely reasons. Despite their
relatively small size, they too are part of the division and are equal stakeholders in the success of
the event. There must be careful balancing of courting the uncommitted and mapping the biggest
influences in the political terrain (Bolman & Gallos, 2011).
The lessons I have learned from this experience will remain with me for a long time as I
continue to learn how to navigate the political landscape of a higher education institution.
Knowing how to cautiously manage both up and across campus is important in cultivating strong
relationships with my colleagues. Going above and beyond the limitations of a job description
and being successful in producing the work with integrity and reliability will help in establishing
my credibility as a student affairs leader and professional. It is my hope that the positive
relationships formed will work its way back into helping me move along in my career when the
appropriate time comes.

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