Inheriting the Earth brings the weight of the World

So I think there is a quote somewhere out that that hits on the point that one often experiences the most growth in times of struggle, challenge, and vulnerability. Obviously, it's a bit more elegant than that, but you get the picture.

Well, this quote really came to life for me last year when I took on the how-could-this-be-so challenging role of Block "O" President. Now, before I begin, I should preface my story by saying that this position was also one of the most fun, rewarding, and empowering experiences I have ever had. Underneath it all, it still had its glorifying moments, I still got to cheer on the Buckeyes, work with people I thought I'd never meet, and make "you had to be there to believe it" memories.

Since I cannot paint, I will provide you with the necessary information for this learning experience.

Background Info: I first fell in love with the idea of Block "O" before I even came to Ohio State. I met former President Josiah Dhaenens during the summer before college began, as he was an Orientation Leader and I was a freshman. He took me under his wing, and through the first half of my freshman year, I never missed a single Block "O" game, meeting, or event. I ran for and was elected to the position of NutHouse Director in the spring of my freshman year. This was the best and most rewarding experience I've ever had in college. At the end of my sophomore year, I then ran for President of Block "O". This is where it all begins.

Essentially, here is the thesis of how I grew: I had never been more challenged more by people, both working with and against me, than when I was in this position. Without getting into the specific details of names and situations, as I do not feel those are appropriate to expel upon this blog, here are three of the biggest lessons I learned learned:

Managing People, Managing Friends
Until this position, I had never really experienced the feeling of being openly disliked. It sucks, and I would never wish that feeling upon anyone. Every decision, every meeting, and even things that couldn't possibly require commentary were scrutinized, often simply for the sake of argument. Every day, with in-person, digital, and even second-hand communication, I felt as though I was walking through a mine field.

Time management
Despite that I've been told since freshman year of high school that if you spread yourself too thin, you can't give all of yourself to everything, I did not actually feel the effects of this until spring of my sophomore year when I was involved in way more than one should ever be when holding the title of "President" for any organization. This hurt my relationships with people and organizations that were not getting the time from me that they deserved--most importantly, Block "O". This was unacceptable and I used the summer to reevaluate my priorities. I had to cease my participation in many things I loved, but sacrifices had to be made if I was to succeed in this role for Block "O". It was worth cutting back.

My values
There were many times where rules and decisions were challenged. I was stalwart on some and lenient on others. However,  I never once wavered on my values. There were a few specific and very memorable instances where other members of the executive team challenged the values of this organization, this University, and myself.  I have regretted not enforcing some of our rules as much as I would have liked, but I never once regretted doing what was morally right.

During my tenure as President, I only saw things in terms of wins and losses. However, now that I am many months removed from the positon, I am able to look back much more favorably and ways that I was able to build strong relationships, build the organization, and learn so much more about myself. Lessons that I am still applying to my life today.

College.

Bridging the gap between student development theory and leadership facilitation is not difficult.

Unlike crossing this bridge:

In the first reading, I was able to relate Chickering's Psychosocial Theory of Student Development best to SLA.  Essentially, the theory explains that there are seven vectors along which traditionally aged college students develop. However, after reading through all of the vectors, I feel as though this theory better explains the vectors along which traditional student organizations develop. And that's where we come in. We have student facilitators that develop and present workshops that span the seven vectors:

1. Developing Competence
• SLA: Helps student organizations establish direction and set goals through analytical thinking and self-evaluation
2. Managing Emotions
• SLA: Initiates team building activities and teaches problem-solving techniques
3. Developing Autonomy
• SLA: Emphasizes the importace of individual contributions, positional goals, and delegating assigned tasks while understanding the importance of interdependence
4. Establishing Identity
• SLA: Develops marketing strategies with student organizations in order to allow them to best promote their programs, people, or mission
5. Feeing Interpersonal Relationships
• SLA: Educates on the importance of diversity and offers ways to have open dialogue and open doors
6. Developing Purpose
• SLA: Aims to offer new ways of thinking for old ideas that still align with the established purpose of the organization and ensuring that every decision is furthering and matching this purpose
7. Developing Integrity
• SLA: Establishes values with individuals and connects them with the values of the organization and its members to ensure that they are being considered when decisions are being made

I interpreted the second reading on the Leadership Identity Development Model (LID) more in line with the theory's original concept: development of the individual. I found this to be most relational when considering the journey that most Ohio State student's take when identifying which student organizations to join.

1. Awareness: "Recognizing that leadership is 'out there somewhere'..." 
2. Exploration/Engagement: Exploring student organizations and seeking direction from peers, student leaders, or mentors
3. Leader Identified: Not only recognizing who the leaders are, but then also working to emulate their actions in order to take steps to become a leader
4. Leadership Differentiated: Acknowledging that--insert my favorite quote now--"Leadership is action, not position."
5. Generativity: Committing to an organization due to a particular passion for the people or purpose and actively thinking and acting in ways that are for the betterment of the organization
6. Integration/Synthesis: Because this stage envelops the above five stages, this role can be achieved either as a senior member or alumnus of an organization. A leader in this stages recognizes the importance of every role and feels a responsibility to give back--or pay forward--to the organization.

Contrary to the introduction of the assignment, I actually find that numerical steps or stages are easier for me to grasp and identify where a person or organization may be at along their path of leadership development. What I have found that is not relatable to leadership or SLA, however, is this video:

Performing Arts and Post-Industrial Leadership

So the fact that this is a complete sentence is an indication that this blog is already better than my last one. And I blame YouTube, the DNC, SLA training (oh, the irony), and the concept of "blogging" for the delay in this post. This third sentence is attempting to act as a segway, but, given its poor quality, is only delaying this assignment further.

1. Charismatic Leadership

At the root of being a charismatic leader is having the ability to lead with poise, profundity, and presentation. It is leading others through effective inspiration, not just empty propaganda. The reading states that there must be three components present for charismatic leadership.

1. Leader characteristics -- the leader must be trustworthy and earn this trust with his or her words
2. Follower characteristics -- there must be a willingness to follow
3. The situation -- the situation must call for it

And only one clip came to mind when reading on Charismatic Leadership: the greatest inspirational speech to ever grace the silver screen, and I will not entertain arguments. On July 4th, with only a small fleet of pilots, missiles, and a computer scientist standing in between the Earth and aliens hellbent on destroying it, President Thomas J. Whitmore takes to the megaphone:

Displaying both courage and charisma, President Whitmore galvanizes the gathered "soldiers" to take to the skies and go on the offensive in order to do the only thing that, according to Charles Darwin, matters: survive. What is not shown in this clip, is President Whitmore's servant leadership. Having previous flight combat experience, Whitmore shows the ultimate act of bravery and pilots the lead plane himself. Whitmore 2012.

2. Transformational Leadership

This style of leadership suggests that people "need leadership that inspires others and enables them to enact revolutionary change." It requires charisma, inspiration, intellectual stimulation, and individual consideration. No where else do these elements best harmonize than through Hynkel's speech (played by the late and great Charlie Chaplin) in The Great Dictator.

3. Value-Based Leadership

If someone showed you a man that had all the riches in the world, lead a double-life, and had no parental direction, you would probably assume he is some fat cat businessman or dirty, third-world tyrant. But I am going to show you a man that has all the riches in the world, leads a double-life, and has no parental direction...and his name is Batman. Despite his existence since 1940, no comic book nor movie had ever clearly captured the mission and purpose of Batman's actions. Until The Dark Knight.

After saving a city held in a stranglehold by one if its darkest criminals, Batman accepts neither the accolades nor news conference that often accompanies heroism. Instead, his beliefs, core values, and vision for a greater Gotham leads him to altruistic behaviors that support this vision.

"Because he's the hero Gotham deserves,
but not the one it needs right now.
He's a silent guardian,
a watchful protector,

the Dark Knight."