Leadership Toolkit

Leadership in action

Here are some different ways of raising students' awareness of leadership in action.

1. Media, film and fiction
2. Guest lecturers
3. Ideal leader traits
4. Weekly activities
5. Other people's viewpoints

Ideal leader traits

Continue the momentum by asking your students to do some reflection (individually, or with a partner) on their ideal leader traits.  Students can use reflection to distinguish between leadership as they perceive it from a distance, and leadership they have experienced up close and personally by completing the following exercise:

Ask students to spend some time thinking about a person they don't actually know but one they believe is an ideal leader.  It could be any national or international figure whom they admire.  Write the person's name here: _____________________________________.  Now, in the space below, write down three things they admire about the person, such as what he or she did or the qualities that person possesses.  ______________________________________________________________________________________________
______________________________________________________________________________________________

For the second part of the exercise, ask students to select an ideal leader whom they know personally.  This can be anyone from their life experiences.  Write the person's name here: _____________________________________.   Now, in the space below, write down three things they admire about the person, such as what he or she did or the qualities that person possesses.  ______________________________________________________________________________________________
______________________________________________________________________________________________

The first leader they chose represents something of a projective test based on what students have heard or read.  They imagine the leader has the qualities they listed.  The deeds and qualities they listed say more about what they admire than about the actual traits of the leader they chose.  This is something like an inkblot test, and it is important because the traits they assign to the leader are traits they are aware of, have the potential to develop, and indeed can develop themselves.  The qualities or achievements they listed are an indicator of the traits students will likely develop in a future leadership role.

The second leader they chose is someone they know, so it is less of a projective test and represents the traits with which they have had direct experience.  They know these traits work for them and likely will become the traits they develop and express as leaders themselves.

• What is similar about the traits they listed for the two leaders?
• What is different?

Adapted from: Daft, R.L. (2005).  (3rd ed.)  The Leadership Experience.  Mason, Ohio: Thomson South-Western, pp. 70-71.

[ top ]