“An eagle has a hooked beak already in the bud”, says an African proverb. This means that there are certain qualities with which one is born.
Personally, my grandfather was a customary chief, he was the king of a small territory grouping together several villages. He was the leader.
Who is a leader? A leader leads a group, an organization. This translates concretely in terms of skill, the knowledge that all recognize as part of the definition of a leader.
On a scale of value, not everyone will manifest this knowledge and skills in the same way. We can distinguish three categories: foundational, intermediate, and advanced.
Leadership covers a wide spectrum of areas. In Higher Education, we will focus on education, training, development, and engagement.
Foundational level
It is a question here of knowing how to articulate the vision and the mission in the unit where one works. Leadership includes how one faces challenges, details personal values and how it impacts the relationship with others. Additionally, how one applies basic principles and understands campus culture.
As I am a newcomer to the campus, all are new to me. I am at the foundational level.
Intermediate level
We go up a few notches. One’s ability to identify and take a critical look at the appropriate leadership models, anticipate potential obstacles, seek out training and feedback opportunities. As a leader, create an environment that encourages others and gives feedback to colleagues. The leader can use reflection and recognize the interdependence of members. They are the defender of change who can remove barriers against staff and students’ success.
The leader must not exclude anyone from personal action through the involvement of everyone in the organization.
Advanced outcomes
At this level, a leader creates new realities. One seeks new and emerging constructs of leader and leadership. And then establishes systems to arouse leadership behavioral. One’s create a culture that advocates the use of feedback to their colleagues. The professional actions show those leadership abilities.
The leadership qualities are visible. They develop and promote a shared vision that drives the unit in the near and far future. One promotes, facilitates, and assesses the capabilities of the group initiatives, by using appropriate technologies to support such work. The organization’s leader is the person responsible for the unit or division.
As a potential leader, I will use leadership that promotes the participation of all people around me because we are strong together. Authoritarian leadership can bully others and prevent them from giving their best.
My Philosophy of Supervision
Supervision exists in many societies. Very often, an individual leads or supervises the group or the organization.
In higher education, supervision stands out, particularly when it is poor, or the supervisor is poorly organized. Borrowing the words of Wilson et al. (2019), “supervision exists to serve the needs of the individual and the organization and therefore should be unique, developmental and meaningful (p. #).”
On several occasions, I have already been a supervisor: at my Jujutsu Club (self-defense), at the broadcast radio station, bureau of the political party, in the student organization. I was on my pedestal.
Classes at Buffalo State College opened other horizons for me and have made me think differently about supervision and my role.
My philosophy on supervision will be based on:
1/ Equity: even children born to the same parents have different personalities and needs. Satisfying the needs of each will allow them to develop harmoniously. The same is true in an organization, like higher education.
2/ Trust: without confidence, it will not be possible to build safe spaces.
3/ Relationship building: working together with someone, we form a kind of family. Daily interactions should tend towards this goal.
4/ Respect: treat each other as a human. Very often, we devote ourselves to advancing the organization to the detriment of the human being.
5/ Multiculturalism: many cultures meet on campus. Do not have a narrow vision but broaden your horizon to embrace the sociocultural reality of each supervisee.
6/Transparency: transparent relationships create an environment conducive to supervisory work.
7/ Inclusion: at all levels and in all aspects.
These few points can make me become a super-visor.
Reference
Wilson, A. B., McCallum, C.M., & Shupp, M. R. (2019). Inclusive supervision in student affairs: A model for professional practice. Routledge.
Artifacts.
1/Firm management certificate.
https://drive.google.com/file/d/1Co8npJLHxcPWfue9Wj-cxsTTTrn2HzZa/view?usp=share_link
2/Commandant in Student Government Association
https://drive.google.com/file/d/1aC4uVX6QspWckoofY4T6IOksJwlcbZ4Z/view?usp=share_link