Leadership Identity Development Timeline By: Michael McBride

Childhood Being the oldest of three younger brothers, it was mandatory that I set a good example for them and taught them right from wrong. As I grew up, I often found myself getting into trouble and making poor decisions. Although I often made mistakes, I learned from them and quickly developed character traits of a leader. For example, my parents would travel quite a bit for work, leaving a babysitter and myself in charge. These days always took great responsibility, because I had to hold my brothers accountable, complete different tasks with them (chores & homework), as well as cooperate with them. Overall, whether my parents were gone or not, I developed many of the character traits needed to successfully lead my brothers, and that I still possess today. My “willingness to accept consequences of decision,” “drive for responsibility,” and “ability to influence other people’s behavior” all increased throughout my childhood experiences leading my brothers (Northouse 21). If it was not for time period, I most likely wouldn’t have developed a lot of the character traits it took to become the leader I am today.

Teens My teenage years were crucial to becoming a leader. Typically this is a very difficult age for kids because they experience peer pressure, more freedom, and more responsibility. This is the point in my life where my parents stopped disciplining me, teaching me right from wrong, and pushing me along through life. Now it was my turn to take what I had learned growing up, and apply those leadership traits on a daily basis without guidance. Throughout this time period, I developed situational leadership. Depending on the situation, I had to ask myself questions like: How complex is the goal? Do my followers have the desire to complete the job once they start it? After asking these question, I assessed my goals and decided whether or not they were attainable. If they were I addressed my leadership style based on the situation. For example, if I was on the basketball court I followed the “high supportive—low directive style,” because I needed to encourage my teammates, but not necessarily tell them what to do, and if I was leading a group in a school project I followed the “high directive— high supportive style,” because my grade was impacted by the work of others so I needed to guide them as well as support them (Northhouse 94-95). In conclusion, throughout these teenage years I took on the responsibility and freedom at hand, and lead as best as I could depending on the situation I was placed in.

Adulthood Now I have finally entered adulthood, the most important time in my life to become the best leader I can possibly be, because now my life is truly dependent on how I lead myself and others. This stage in my life I developed what the textbook calls the “Path–Goal Theory.” Northouse explains this theory is about how “leaders motivate followers to accomplish designated goals” (Northouse 115). I have personally found this theory to be the most complicated, because it truly depends on the followers. I experienced this difficulty through a sales job I had recently. We had a sales quota we had to meet by the end of the month, and although I was not in charge, I took some leadership by checking in on my colleagues, teaching them what sales techniques were working best for me, and told them about some of the obstacles I had run into when making my sales pitch to customers. By working alongside my fellow employees we exceeded the sales quota for the month, which almost seemed impossible at the time. Over the years, I have developed many leadership traits, learned how to lead in different situations, and motivate my followers effectively, shaping me into the leader I am today. Although I have grown tremendously as a leader, there are still countless different aspects and characteristics of a leader I still plan on developing as I continue to grow, learn from situations and my mistakes.