describe a leader essay

Feb 15, 2023

Essays on Leadership for Students | 200 - 500 Word Essays

Are you writing an essay about leadership? Check out these examples!

Leadership is often defined as "the action of inspiring others to act in concert to achieve a particular goal." It signifies the harmony in actions that lead to a common objective. A genuine leader not only exudes confidence but also paves the way for their followers towards triumph. Over the years, various leadership styles have been identified and discussed by psychologists.

 Qualities such as intelligence, adaptability, extroversion, innate self-awareness, and social competence often emerge as the hallmarks of impactful leaders. There's a consensus that these traits mold an individual into an effective leader. Interestingly, some theories suggest that extraordinary situations can thrust an ordinary individual into the spotlight, bestowing upon them the mantle of leadership. It's also believed that leadership isn't a static trait but an evolving journey. It underscores the belief that with dedication and the right resources, anyone can hone their leadership abilities.

 True leadership goes beyond merely advocating for a cause. It involves taking responsibility, igniting motivation in others, and differentiating oneself from just being a 'boss'. A leader's essence lies in their ability to inspire and propel people towards grand visions, whereas a manager typically focuses on oversight and operational aspects.

What Is a Leadership Essay?

A leadership essay falls under the category of student application essays and serves to provide student admissions officers with insight into your past leadership experiences. Despite appearing to be very specific, this type of essay acknowledges that the nature and perception of leadership can vary significantly depending on the individual and the context.

 If you find yourself in need of further insights or a unique angle for your leadership essay, consider exploring an expert essay-writing tool designed to assist students in crafting compelling narratives by analyzing vast data and generating fresh ideas within minutes. In this article, we'll also delve into various leadership essay examples to offer a clearer understanding of the genre and inspire your writing journey.

4 Examples of Leadership Essays

Qualities of a good leader, introduction.

Confidence is the most important attribute first of all. One of the most important qualities in a leader is confidence in one's own abilities. A lack of self-assurance is fatal to a person's leadership potential. If you want others to follow you, you need to exude self-assurance. It's imperative for a leader to have faith in his own judgment and actions. How can people want to follow him if he doesn't even know what he's doing?

Every effective leader knows that they need to be an inspiration to their followers. A leader needs to set an example for his team. In addition, he ought to inspire them whenever feasible. A leader must also maintain optimism in trying times.

What qualities a good leader must have?

Leadership is the ability to influence and guide individuals or groups toward a common goal. A leader must possess several qualities to be effective, including:

Communication skills: A leader must be able to communicate their vision and goals clearly and effectively, both verbally and in writing. This requires excellent listening skills, empathy, and the ability to adapt to different communication styles.

Emotional intelligence: A leader must be able to understand and manage their own emotions, as well as those of their team members. This includes being able to understand and respond to the emotions of others, and handling conflicts in a constructive manner.

Visionary: A leader must have a clear and inspiring vision of the future, and be able to articulate this vision in a way that motivates others to work towards it.

Strategic thinking: A leader must be able to think critically and creatively to identify and solve problems, make decisions, and develop plans and strategies to achieve their goals.

Flexibility: A leader must be able to adapt to changing circumstances and be open to new ideas and perspectives. This requires the ability to embrace change, be innovative, and continuously learn and grow.

Integrity: A leader must have strong ethics and values, and be willing to make difficult decisions that are consistent with their beliefs. This requires honesty, transparency, and accountability.

Decisiveness: A leader must be able to make tough decisions quickly, without undue hesitation or procrastination. This requires courage and the ability to take calculated risks.

Empowerment: A leader must be able to delegate responsibilities, give team members the resources they need to succeed, and foster a sense of ownership and accountability among their team.

Conclusion 

These qualities are essential for effective leadership, and when combined with hard work, determination, and a commitment to excellence, can help leaders to achieve great things.

How one can be a Great Leader?

Leadership is the act of performing the duties of a leader. In the business world, for instance, it is essential to have someone in charge of a team to ensure everything runs well. Effective leadership is essential for any group that wants to maximize its prospects of success.

Leadership Comes from Experience

As we've shown, leadership can be innate in some cases but is more often learned through practice and exposure. Sometimes the best traits of a leader must be learned over a lengthy period of time, so that one can become a notable one, proving that leadership is not always about a person's innate qualities. Leaders should continuously be on the lookout for opportunities to grow their leadership skills.

Nobody can disagree that experience is a key component of leadership. Numerous examples exist to back up this claim, such as:

Instance 1:

Our school's head boy or girl has traditionally been an older student who has been around for a while and thus has a better grasp of the ins and outs of school politics.

Instance 2:

When there is a vacancy for a team leader, it is common practice for the employee who has consistently put in the most effort and attention to the office job to receive a higher number of votes than their coworkers. 

“The best teacher for a leader is evaluated experience.” - John C. Maxwell

How one can be a Great Leader/Skills to be a Great Leader?

Effective leadership is a skill that develops through time. Developing into a leader with all the qualities that are needed takes a lot of hard work and potential. Being a prominent leader calls for a wide variety of traits. Some of these characteristics are addressed in further detail below:

One should be a Good Communicator

To be an effective leader, one must be able to convey his thoughts clearly to his/her/its subordinates.

Should have Confidence

The individual should have faith in what he says and does.

Give Credit to other Team Members too

A leader not only needs to impose his viewpoints and opinions instead he must also hear to the suggestions of other members of the team and offer them credit if their concept is appropriate.

Good Bond with the Team

A leader's ability to command respect from his team members depends on his ability to develop and maintain positive relationships with them.

Leads with Responsibility

A leader needs to be completely committed to his position. It's important that he takes on responsibility so that he can effectively deal with the various challenges he will inevitably face.

Any group or organization needs a leader above all else. Leadership development takes time and effort. One needs to have lived through a lot to be an effective leader. It's not enough to simply have years of experience in the field; one must also have the traits that make one an effective leader. You can't be a great leader unless you possess certain traits.

What makes a Good Leader?

Trying one's hand as a leader appears easy when viewed through this lens. Is that so tough? Of course not; leading is difficult, and not everyone aspires to be a leader. The vast majority of us have settled into well-established careers where we report to superiors and make a living. Still, not everyone is content to go along with the crowd. They become leaders in whatever field they pursue. A leader is an example to followers and will prioritize the needs of those around them.

Some Unique Qualities of a Leader

Many individuals resort to their leaders to vent their frustrations, therefore it's important for them to be good listeners.

A leader ought to be completely forthright; they can't play favorites or give anyone preferential treatment. One of the most essential qualities of a strong leader is the ability to make decisions with integrity.

They need to be aware of the bigger picture and understand what makes an individual stand out or become a leader. It's their expertise in addition to other distinguishing traits. Their awareness of current events and the results of recent studies is essential. In many ways, this is helpful, and it's the leader's responsibility to stay current.

Since some might not understand them, they should utilize straightforward, easily comprehended language. Leaders need to be able to communicate effectively at all times. In reality, what sets them apart is their exceptional communication skills. Adolf Hitler was such a gifted orator that his followers believed every word he said.

No matter how you're feeling or what's going on in the world, if you listen to a leader, they may make you feel energized. Since leaders are in charge of inspiring confidence in their followers, they can't afford to be wary or unsure of themselves. People tend to blindly follow their leaders.

Whether you're a leader or a doctor, you should devote yourself completely to your chosen field. Everything we do is for the benefit of others; engineers, for example, spend much of their time designing and constructing buildings for other people. So, take pride in what you do, and if you possess the aforementioned traits, you are also a leader who doesn't have to rely on others to succeed. No matter what you do, aspiring to leadership positions will always benefit others.

What is Leadership in Management and what are the weaknesses and strengths of a Leader?

Simply said, leadership is acting as a supervisor or manager of a group. Different mental pictures pop up when we hear the word "leadership" used in conversation. One might think of a political leader, team leader, corporate leader, school leader, etc. Leaders facilitate order and efficiency in the workplace. Teamwork and success are fundamental to effective leadership. Leaders utilize their managerial abilities to establish courses and guide their teams to success.

Strengths and Weaknesses of Leadership

Able to express oneself more clearly

Growth of character.

Self-awareness.

Possession of teamwork skills.

Gain assurance in yourself.

Weaknesses:

Acting favorably toward one's teammates.

Having no faith in the leader.

Thinks they're better than everyone else, but act hypocritically.

Not living up to the promised standard.

Insufficient morals.

Leadership and Management

Management and leadership are inextricably linked to one another. Leadership and management are both vital to the efficient operation of an organization; but, they accomplish very different things in the process. Leadership is a necessary skill for anyone aspiring to be an effective manager. The terms management and leadership are synonymous with one another. In this manner, we are able to draw the conclusion that a manager who demonstrates the traits of a successful leader is, in fact, a manager who is effective.

Leadership in School

Leadership is essential in nearly every group, as we've seen above. That group includes one's educational institution. Every school needs an outstanding figure to serve as its head of school. Class monitor, assembly captain, cultural leader, etc. are all examples of leadership roles that can be taken on at school, but this raises the question of what makes a person a successful school leader.

Any student hoping to be chosen as a student body leader will need to demonstrate a wide range of competencies. He or she needs to be a consistent student who pays attention in class and does well in extracurricular activities. For the simple reason that no intelligent and hardworking kid would ever be considered for leadership. Student leaders are most often selected from among those who participate fully in all activities.

Leadership in Organization

Leadership in an organization, also known as organizational leadership, is the process of establishing long-term objectives that further the company's mission and help it reach its ultimate destination. This is a classic illustration of how Bill Gates often works with his team: they agree on a strategy, and Gates implements it. To the same extent, it is the responsibility of the leader in each given organization to determine what it is that the group is trying to accomplish.

Leadership in Politics

Leadership in politics, also known as political leadership, is the process of becoming actively involved in a political party in the role of a party leader. Knowledge of political processes, their outcomes, and the political agenda is central to the idea of political leadership.

An effective leader can be developed in anyone who has the determination and drives to do so. Both the strengths and the areas for improvement should be nurtured. Whether in the classroom, the workplace, or the political arena, leadership is always necessary. Therefore, one can exercise leadership anywhere they like inside their own organization.

What are the types of Leadership?

The ability to lead is a rare trait that not everyone possesses. The ability to do so is a gift, so count your blessings if you possess it. It's recommended that you hone it even more so that you can propel your career forward and serve as an example to people around you. However, it is crucial to grasp the various leadership styles before you go ahead and polish your skills.

Types of Leadership Styles

Democratic Leadership

In this style of management, subordinates are given a voice in decision-making. Although the subordinates' efforts are highlighted, the leader is ultimately held responsible for the group's actions. Many people find this type of leadership to be effective.

Transformational Leadership

Transformational leaders motivate and inspire others to adopt new behaviors and ways of thinking in order to improve their own performance and that of their teams and organizations. A transformational leader is someone who encourages their team to strive for greater things and works to boost morale and output.

Team Leadership

A good leader fully incorporates his team into the task at hand. Members of the team are motivated to reach their goals and advance in their careers thanks to the leadership of the group.

Strategic Leadership

It requires a chief executive who doesn't restrict himself to brainstorming sessions with his superiors. He contributes on every level of the team. He is well-liked for his ability to unite the need for fresh ideas with the necessity of grounding them in reality.

Autocratic Leadership

The leader in a command and control structure is the center of attention. The chief executive has absolute power in this setting. He decides things on his own, without polling his staff. He relays this information to his staff and stresses the importance of swift action. The buck stops with him, and he alone must answer for his actions. Not much room for negotiation exists. It's no secret that this method of leading has its detractors.

Visionary Leadership

This kind of leader appreciates the abilities and requirements of his team members. He describes his ideal outcome and the teamwork that will be necessary to attain it.

Coaching Leadership

Leaders who coach their teams do so regularly in an effort to raise output. He inspires his employees to do better and works to keep them motivated. This approach to leadership has been much praised.

Facilitative Leadership

With occasional guidance, a facilitative leader ensures that the process runs smoothly for his team. As a precaution in case his team is ineffective. If the team is highly effective, the leader will take a hands-off approach.

Cross-Cultural Leadership

The leadership of this type is necessary when interacting with people from various cultural backgrounds. Because of the wide variety of cultures represented in the workforce across the United States, many managers and executives hold cross-cultural positions.

Laissez-Faire Leadership

The members of the team are given responsibility in this style of management. They are free to choose how they spend their time at work, with minimal oversight from the boss. It's not a good way to lead, according to experts.

Transactional Leadership

An interactive approach is integral to this kind of leadership. When team members successfully implement their leader's ideas and choices, they are rewarded with immediate, material benefits.

Charismatic Leadership

In order to bring out the best in his followers, this kind of leader makes the effort to change their attitudes, values, and actions.

This article should dispel the notion that leadership qualities can't be further subdivided. It should also assist you in pinpointing your own personal brand of leadership so you can perfect it over time.

Final Words

In conclusion, leadership is a complex and multifaceted concept that involves various qualities and skills. Effective leaders possess traits such as integrity, vision, empathy, decisiveness, and the ability to inspire and motivate others. They are able to navigate challenges, make difficult decisions, and lead their team toward success. Leadership also involves continuous learning and self-improvement, as leaders must adapt to changing circumstances and remain relevant. Effective leadership can have a positive impact on both individuals and organizations, fostering growth and creating a culture of success.

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Leadership Essay for Students and Children

500+ words essay on leadership.

First of all, Leadership refers to the quality of leading people. Probably, it is one of the most important aspects of life. Above all, Leadership has led to the progress of human civilization . Without good Leadership, no organization or group can succeed. Furthermore, not everyone has this quality. This is because effective Leadership requires certain important characteristics.

Qualities of a Good Leader

First of all, confidence is the most quality. A leader must have strong self-confidence. A person lacking in confidence can never be a good leader. A person must be confident enough to ensure others follow him. The leader must have confidence in his decisions and actions. If he is unsure, then how can people have the desire to follow him.

A good leader must certainly inspire others. A leader must be a role model for his followers. Furthermore, he must motivate them whenever possible. Also, in difficult situations, a leader must not lose hope. How can a leader inspire people if he himself is hopeless?

Honesty is another notable quality of a leader. Honesty and Integrity are important to earn the love of followers. Above all, honesty is essential to win the trust of the people. Probably, every Leadership which loses trust is bound to fail. People will not work with full effort due to an immoral leader.

Good communication is a must for a good leader. This is because poor communication means the wrong message to followers. Furthermore, good communication will increase the rate of work. Also, the chances of mistakes by followers will reduce.

Another important quality is decision making. Above all, if a leader makes poor decisions then other qualities will not matter. Furthermore, good decision making ensures the success of the entire group. If the leader makes poor decisions, then the efforts of followers won’t matter.

A good leader must be an excellent innovator. He must display a creative attitude in his work. Most noteworthy, innovation is a guarantee of survival of a group or innovation. Without creative thinking, progress is not possible.

Get the huge list of more than 500 Essay Topics and Ideas

Real-Life Examples of Good Leadership

Mahatma Gandhi was an excellent example of a good leader. He was a staunch believer in non-violence. With his brilliant Leadership skills, he made the British leave India. Probably, this was the most unique independence struggle. This is because Gandhi got freedom without any violence.

Abraham Lincoln was another notable leader. Most noteworthy, he ended the slavery system in the United States. Consequently, he made many enemies. However, he was a man of massive self-confidence. His struggle against slavery certainly became an inspiration.

Sir Winston Churchill was a great patriotic Englishman. Most noteworthy, he led Britain in the 2nd World War. Furthermore, he was extremely inspirational. He inspired Britain to fight against Nazi Germany. His great communication motivated the entire country at a time of hopelessness.

To conclude, Leadership is required in probably every sphere of life. Good leadership is the door to success. In contrast, bad leadership is a guarantee of failure. Consequently, good leaders are what make the world go round.

FAQs on Leadership

Q.1 Which is the most important quality for being a good leader? A.1 The most important quality for being a good leader is self-confidence.

Q.2 Why Sir Winston Churchill is a good leader? A.2 Sir Winston Churchill is a good leader because he inspired Britain to fight in 2nd World War. Furthermore, his excellent communication also raised the motivation of his people.

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• Published July 3, 2024
• 9 Minute Read

12 Essential Qualities of Effective Leadership

Leaders shape our teams, organizations, communities, and world.

We need good leaders to help guide us and make the essential decisions, big and small, that keep things moving forward.

Our society is usually quick to identify a bad leader, but how can you identify a good one? What would most people say are the qualities of a good leader?

What Good Leadership Looks Like

Based upon our decades of research and experience working with leaders at thousands of organizations around the world, we’ve found that the best leaders consistently possess certain fundamental qualities and skills. Here are 12 essential leadership traits.

• Self-Awareness
• Communication
• Learning Agility
• Collaboration

1. Self-Awareness

Self-awareness is the understanding of yourself, including personality traits, behaviors, anxieties, and emotions. While this is a more inwardly focused trait, self-awareness and humility are paramount qualities of leadership. The better you understand yourself and recognize your own strengths and weaknesses, the more effective you can be as a leader. Do you know how other people view you and understand how you show up at work and at home? Take the time to learn about the 4 aspects of self-awareness and how to strengthen each component.

Respect, when demonstrated consistently, is one of the most important things a leader can do. It helps ease tensions and conflict, fosters trust, and improves your effectiveness. Creating a culture of respect  is about more than just the absence of disrespect. Respectfulness can be shown in many different ways, but it often starts with showing you truly value others’ perspectives and making an effort to build belonging in the workplace — both critical components of supporting equity, diversity, and inclusion.

3. Compassion

Compassion is more than simply showing empathy or even listening and seeking to understand. Compassion requires leaders to act on what they learn. After someone shares a concern or speaks up about something, they won’t feel truly heard if their leader doesn’t then take some type of meaningful action on the information, our researchers have found. This is the core of compassionate leadership , and it helps to build trust, increase collaboration, and decrease turnover across organizations.

Vision is your aspiration for the future. Motivating others and garnering commitment toward that vision are essential parts of leadership. Purpose-driven leaders ensure they connect their team’s daily tasks and the values of individual team members to the overall direction of the organization. This can help employees find meaning in their work — which increases engagement, inspires trust, and drives priorities forward. You’ll want to communicate the vision in ways that help others understand it, remember it, and go on to share it themselves.

5. Communication

Communication shows up in many ways, from transmitting information and storytelling to soliciting input and using active listening techniques . Effective leadership and effective communication are intertwined . The best leaders are skilled communicators who can communicate in a variety of ways, both orally and in writing, and with a wide range of people from different backgrounds, roles, levels, geographies, and more. The quality and effectiveness of communication among leaders at your organization will directly affect the success of your business strategy, too.

6. Learning Agility

Learning agility is the ability to know what to do when you don’t know what to do. If you’re a “quick study” or are able to excel in unfamiliar circumstances, you might already be learning agile. But anybody can foster and increase learning agility through intentional practice and effort. After all, great leaders are really great learners.

7. Collaboration

Collaboration is a characteristic shown when leaders work effectively with a variety of colleagues of different social identities , locations, roles, and experiences. As the world has become more complex and interconnected, good leaders find themselves spanning boundaries and learning to work across various types of divides and organizational silos. When leaders value and embrace collaboration, whether within their teams or cross-functionally, several benefits arise — including increased innovation, higher-performing teams, and a more engaged and empowered workforce.

8. Influence

Influence, or being able to persuade people through thoughtful use of appropriate influencing tactics , is an important trait of inspiring, effective leaders. For some people, “influence” may sound unseemly. But as a leader, you must be able to influence others to get the work done — you cannot do it all alone. Influence is quite different from manipulation, and it needs to be done authentically and transparently. It requires high levels of emotional intelligence and trust.

9. Integrity

Integrity is being consistent, honest, moral, and trustworthy, and it’s an essential leadership trait for the individual and the organization. It’s especially important for top-level executives who are charting the organization’s course and making countless other significant decisions. Our research has found that leader integrity is a potential blind spot for organizations , so make sure you reinforce the importance of honesty and integrity to managers at all levels.

10. Courage

Courage enables both team members and leaders to take bold actions that move things in the right direction. It can be hard to speak up at work, whether you want to voice a new idea, provide feedback to a direct report, or flag a concern for someone above you. That’s part of the reason courage is a key leadership trait — it takes courage to do what’s right! Leaders who promote high levels of psychological safety in the workplace enable their people to speak up freely and share candid concerns without fear of repercussions. This fosters a  coaching culture that supports courage and truth-telling .

11. Gratitude

Gratitude is the uplifting emotion experienced after receiving something of value. Being thankful can lead to higher self-esteem, reduced depression and anxiety, and better sleep. Sincere gratitude can even make you a better leader. Yet few people regularly say “thank you” in work settings, even though most people say they’d be willing to work harder for an appreciative boss. The best leaders know how to show frequent gratitude in the workplace .

12. Resilience

Resilience is more than the ability to bounce back from obstacles and setbacks — it’s the ability to respond adaptively to challenges. Practicing resilient leadership means you’ll project a positive outlook that will help others maintain the emotional strength they need to commit to a shared vision, and the courage to move forward and overcome setbacks. A good leader focuses on resilience, both taking care of themselves and also prioritizing leading employee wellbeing , too — thereby enabling better performance for themselves and their teams.

Download a PDF action guide and summary of these characteristics of a good leader, so you always have a visual reminder available of these 12 qualities of good leadership.

3 Core Truths About Characteristics of Good Leadership

At the Center for Creative Leadership (CCL)®, we’ve been researching the traits of a good leader and the role of leadership for nearly 6 decades. Here are 3 of our core tenets about good leaders and effective leadership.

Good leaders are made, not born.

First, we believe that leaders are made, not born. Put another way, leadership is a skill that can be developed . Good leaders are molded through experience, continued study, intentional effort, and adaptation. So you can strengthen any of these 12 characteristics of a good leader, if you’re open to growth, use your experiences to fuel development , and put in the time and effort toward self-improvement.

Similarly, organizations can help their people hone these top leadership qualities by providing ample opportunities for training, offering support for learning from challenges, and providing access to coaching and mentoring programs .

Leadership is a social process.

It’s also essential to recognize that  leadership is less about one strong or charismatic individual, and more about a group of people working collectively to achieve results together . If you demonstrate several of the characteristics of a good leader, but fail to grasp this key point, chances are you won’t get very far on your own. You may be well-liked and respected, but it will be challenging to accomplish team or organizational goals. At CCL, we like to say that the  outcomes of leadership are about creating direction, alignment, and commitment, or DAC , within a group.

Good leadership never stops.

Also, we believe that leadership isn’t a destination, it’s a journey — it’s something that you’ll have to work at regularly throughout your career, regardless of what level you reach in your organization or what industry you work in. Different teams, projects, and situations will provide different challenges and require different leadership qualities and competencies to succeed. So you will need to be able to continue to apply these leadership characteristics in different ways throughout your career. Just continually keep learning and growing, and you’ll be an agile learner with a long career .

How to Develop and Nurture the Qualities of a Good Leader

Organizations can strengthen leadership qualities and foster deeper levels of engagement at work through providing a variety of on-the-job learning experiences, mentoring, and formal development opportunities. At CCL, we have many award-winning leadership solutions with clients around the world, and we’d be honored to work with you and your organization as well.

But individuals don’t have to wait to begin strengthening these leadership characteristics within themselves. If you decide you want to work proactively on developing your leadership qualities and skills,  download our action guide & visual summary  of this content. And get our tips on how to  convince your boss to make an investment in you  and your future. We’re here to support you every step of the way on your journey to becoming a better leader!

Ready to Take the Next Step?

After you download the 12 Characteristics of a Good Leader , keep on learning and growing: never miss our exclusive leadership insights and tips — subscribe to our newsletters to get our research-based articles, webinars, resources, and guides delivered straight to your inbox. 

Keep these qualities of a good leader top of mind in the future: download a PDF summary of this article as an action guide and visual reminder of the leadership qualities to nurture in yourself, on your team, and at your organization in the future.

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Based on Research by

With over a decade of experience in education, Micela provides internal research and evaluation support to build our capacity as a provider of evidence-based leadership solutions in the field of education. She is particularly interested in youth leadership development, using research and evaluation to help improve program implementation, and the role of trust as a critical ingredient for organizational change. She has also co-authored 2 books on youth leadership development: Social-Emotional Leadership: A Guide for Youth Development and Building Bridges: Leadership for You and Me .

Stephanie is a researcher with a background in developmental and educational psychology. Her research at CCL focused primarily on promoting equitable and inclusive organizational cultures, exploring collective leadership through networks, and enhancing motivation and empowerment for leaders across their professional journeys.

Table of Contents

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Related Topics

What to explore next.

With over 30 pages of insights gleaned from our research, this collection of resources includes actionable tips and team discussion questions to help you become a (better) leader with a focus on compassion, wellbeing, and belonging.

This introduction to our leadership philosophy explains how direction, alignment, and commitment (the elements of our DAC framework) are key in how leadership works, connecting exponential potential with collective progress.

Want to set yourself apart as a leader? Arm yourself with these 6 essential skills. Our global research study found that organizations will need these 6 key qualities that their leaders presently lack.

Do you know how to effectively communicate at work? It's the core of everything we do, and yet many of us have significant room for improvement. Get our top tips for leaders.

Stepping into a management role requires a fundamental shift of identity. Learn how to be an effective boss and succeed in your new role with our leadership tips for first-time managers.

Related Solutions

Learn more about our flagship Leadership Development Program (LDP)®, the most widely known and longest-running leadership development training in the world.

Professional leadership coaching deepens and sustains leadership development. Learn more about our world-class leadership coaching services.

Learn more about our leadership training courses, which are targeted to develop the skills leaders need to succeed at all levels of your organization.

At the Center for Creative Leadership, our drive to create a ripple effect of positive change underpins everything we do. For 50+ years, we've pioneered leadership development solutions for everyone from frontline workers to global CEOs. Consistently ranked among the world's top providers of executive education, our research-based programs and solutions inspire individuals in organizations across the world — including 2/3 of the Fortune 1000 — to ignite remarkable transformations.

Leadership Essay

27 August, 2020

12 minutes read

Author:  Richard Pircher

As a college student, you must write essays on a regular basis since the latter is one of the most common types of home assignments. All this means is that in order to get good grades and be successful with writing the papers, you need to have a sound understanding of the structure. Additionally, what you should never neglect is the variety of essay types. Indeed, your essay will significantly differ from one type to another: description essay will most likely have a structure that is slightly different from an argumentative one.

What you may have already encountered in your academic life is the work on a leadership essay. Although it sounds pretty complicated and vague, it is mostly possible to master an essay on leadership. Below is a guide for you to get an insight into this particular essay type.

What is a good leadership essay?

A good leadership essay is the one in which the essay writer has fully covered the topic of leadership and understood its core ideas. More specifically, to end up with a flawless leadership essay, you will need to indicate what makes a person a good leader. For achieving the latter, you will most likely need to conduct research and trace how a particular person reaches his or her goals. In other words, the task is to discover which actions the person undertakes, what their followers say about him or her, and how the person organizes the work. So, a leadership essay implies providing real-life success examples and further revealing them.

Above all, a good leadership essay is the one that follows a precise, clear, comprehensive structure. Structuring your essay about leadership in the most coherent way leads to a win-win situation: you have fewer troubles and barriers to writing a brilliant essay, and your teacher is able to comprehend the essay easily. This guide is what you will need to refer to to get an insight into how the flawless structure for a leadership essay looks like and how it will let you take a benefit.

How to write a Leadership essay?

To write a leadership essay that stands out, you first need to brainstorm all the ideas that you have and come up with a topic for your essay. If you are struggling with this step, you may think of some of the most influential people, read about them, and find out what makes them unique. Or, you can pick any topic which is mentioned at the end of this article. After you have chosen an issue, it is time to structure your essay appropriately.

As you already know, an essay constitutes three essential sections: introduction, main body, and conclusion. Below is the more detailed description of each of the parts.

Introduction

Of course, your leadership essay introduction will always vary depending on the topic of the essay. However, you can always begin by stating your vision of leadership regardless of the topic. Additionally, to motivate the reader and instantly catch his or her attention, you may use a quote of a famous leader, or simply a quote which you find relevant to the topic. Be aware that you should avoid outlining the essence and the role of the leadership in your introduction; leave it for the body paragraphs.

What you may also do in your leadership essay is ask a question, which will most likely intrigue the leader. Or it will at least give your reader an overview of what you will dwell on  in your essay.

Body Paragraphs

You will need to divide the main body into 3-5 paragraphs to make the structure more comprehensive. What you have to do at this point  is  give your reader a sound understanding of your ideas. Therefore, try to fit each idea in a single body paragraph so that you do not confuse your reader. Do not hesitate to indicate your examples to strengthen your arguments. For instance, you may explain a fact that makes a particular person you are writing about a real leader.

Also, always stick to your thesis statement and don’t forget that the body paragraphs should reveal the parts of your thesis statement.

As you may already know, you need to restate your opinion and briefly summarize all the points from the main body in conclusion. For instance, if you wrote your essay on qualities of an effective leader, state the most fundamental qualities and indicate why they matter the most. Besides, try not to copy what you have already written in the body – it is better to restate your opinion using different words. And, of course, beware adding any new and extra information; indicate only those points that you have already outlined in the text. Finally, keep in mind that it is always favorable to keep your concluding remarks short.

Leadership Essay Examples

Writing a leadership essay requires some research and time. In case you feel the necessity to go through an essay example, below is a leadership essay sample you can refer to.

Is leadership an inborn or an acquired feature?

Is everyone capable of becoming a leader, or is this ability innate? A lot of researchers have been struggling to answer this question. One assumption about leadership implies that the leader is the person who possesses particular characteristics. Another assumption claims that leaders are capable of acquiring specific features over their life span. As the evidence shows, leaders own many features that distinguish them among others and make more and more people become their followers. These might be cognitive abilities, psychological traits, professional qualities, and a lot more, and all of them will be either acquired or innate. Based on the importance of leadership qualities, such as commitment, stress resistance, and the ability to make quality decisions, it is reasonable to claim that leaders are made, not born. 

One can deem commitment as one of the top fundamental qualities of the leader. In essence, such a feature indicates that a person is passionate about the common goal, strives to be a team player, and makes every effort to reach a shared goal. As the history shows, none of the successful companies was uncoordinated by an influential, committed leader: Apple, Amazon, Microsoft – all of these companies are examples of dominant teams led by a dedicated leader. A committed leader also inspires his or her team to achieve common goals and put more effort into the shared activity. Besides, commitment is unlikely to be an innate feature; it instead comes with experience. This is so, since commitment implies dedicating oneself to the shared task, and one can reach it only via learning and continuous self-improvement.

Stress resistance is another incredibly important feature that every good leader should possess. This is because only a stress-resistant leader has sufficient capabilities to overcome any complexity and not let the anxiety and stress prevent him or her from making proper decisions. Besides, such a leader will most likely have a positive influence on the team, as long as leading by example will motivate the team members to attain the same emotional stability. What is so far familiar about stress resistance as an effective leader’s feature is that it can be either innate or attained. However, although some researchers admit that emotional stability is something one is born with, it is not entirely true; many people still put a great effort into self-improvement, changing the attitude to unfortunate situations, and so on. Therefore, being resistant to stress can be mostly attributed to a personality.

An ability to make high-quality decisions most likely determines the chances for an enterprise’s success. In particular, such quality is incredibly fundamental for a company of any size and professional orientation. Additionally, it is one of the top tasks of a good leader to make final decisions. What he or she should do implies brainstorming, discussing various opinions in the group, making forecasts, analyzing all the pros and cons. However, the leader is the one to make a final decision. Thereby, he is in charge of researching the market, discovering all the hidden truths, and analyzing the organization’s potential and capabilities to result in the most effective decision. As it flows logically from the latter, an ability to make sound quality decisions is purely a professional quality. This leads to the conclusion that one has to work hard to become a genuine leader and master the skill of making effective decisions. 

Overall, the leader may possess a multitude of different skills and master them perfectly. However, what has so far become transparent is that any leader, regardless of which team he leads, must possess three essential qualities. These qualities are commitment to the common goal, ability to handle and resist stress, and, finally, an ability to make effective decisions. All of the three qualities are most likely to be acquired over a lifetime. The statement below leads to the conclusion that even though some qualities can be innate, most are not the ones that leaders are born with. Hence, this answers an essential question: leadership feature is acquired, and not necessarily inborn.  

20 leadership essay topics

When coming up with your next leadership essay topic, it is imperative to brainstorm ideas and think of what leadership might be related to. If you are struggling with a topic of the importance of leadership essay or any relevant type of essay, you may quickly take a look at some of the possible topics we prepared for you:

• What are the main qualities of the leader?
• Successful Time Management as a feature of an effective leader
• The role that rhetoric plays in leadership
• The most exceptional leader in the history of the 20-th century
• The role of female leadership
• What are the challenges of the leader of the 21-st century?
• How college helps students develop leadership skills?
• Qualities of the leader that motivate people to follow them 
• Top things to avoid doing to become a team leader
• Examples of effective and ineffective leadership in the history
• Top techniques for developing leadership skills
• The interconnection of creativity and leadership 
• Is a university’s role fundamental in developing leadership skills?
• Dictatorship as an anti-example of leadership
• Liberal vs Authoritative leadership: which one works better?
• The influence of the leader’s role model on the followers’ mindset
• Main difficulties that the new leader may face in a new team
• Leadership of today vs leadership of the past: what has changed?
• Reasons why I want to become a member if the leadership program
• The role of cognitive abilities for the leader 

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A Full Guide On How To Create Good Leadership Essay

Attempting a leadership essay isn’t such a daunting task, provided you have a grasp of the necessary information needed for a leadership paper. To write this special essay, you’ll need to redefine what exactly an essay on leadership is, how to choose the perfect topic, what should be in the content, and how to organize and structure the paper. Let’s delve deeper!

What Is A Leadership Essay?

A leadership essay is a well-formatted, organized and specialized type of formal writing which elaborates on a generic leadership topic or a superior human figure exercising a great influence on people and transmitting desire and optimism to achieve goals.

What Makes A Good Leader Essay?

There are some peculiarities needed to infuse in your write-up if, for example, you’re trying to learn how to write a leadership essay about yourself.

Also, if you’re just trying to produce leadership essays for college, then you’d first and foremost, learn  how to structure an essay , among other skills needed for this type of essay. Here are some qualities which can be found in a good essay about leadership.

• Choose a creative topic
• Avoid the passive voice (the active voice sounds stronger)
• Search for and study leadership essay examples
• Follow the appropriate essay style
• Focus on the essay structure
• Review the essay

How To Choose A Topic And Make A Great Title?

To choose a topic for a paper on leadership, you need to do some research on the concept of a leader (whether in the corporate industry, political society or even in the criminal world). You have to know the current leadership tendencies in organizational groups or society. You can choose to make a leader the point of your reference by explaining the consequences of their leadership abilities or inabilities.

In the body of your essay, don’t forget to mention several types of leadership styles and point out which one the subject portrays. Finally, you should not rule out making comparisons of famous leaders in the modern world or in history. An example of a great prompt for a leadership essay that deploys the comparison technique would be the leadership styles of President Trump and The Philippines’ Rodrigo Duterte as both leadership styles have been subjected to political reviews in recent times since their emergence as president of their respective countries.

Outline For A Leadership Essay

When writing a college or professional essay such as -long and short essays on leadership, planning is the key to perfection. The general outline for any essay, including leadership papers, include an introduction, the body paragraphs (which must be properly linked with transition words and/or phrases) and a recapitulating or finding-based conclusions. Here’s what your outline should look like:

Introduction

Knowing how to start a leadership essay depends on your introduction writing ability. The introduction is the gateway to the essay. Aided by punchy opening words, which are the hook, the purpose of the introduction is to draw the reader’s attention. The introduction presents the thesis statement and leaves the body paragraphs to sustain the reader’s interest.

Body Paragraphs

Having informed the readers of the topic of the essay in the introductory paragraph(s), the body paragraphs follow immediately.

Here, you can elaborate on the concept of leadership and do a meaningful interpretation of the subject – the topic or the thesis statement. Don’t forget to talk about your leadership philosophies and leadership experience in whatever capacity you might have found yourself in. Remember, people are more interested in personal experiences. They are great in helping to sustain readers’ attention.

Remember to state a thesis or hypothesis in the opening paragraphs – which is the intro. In each of the body paragraphs of the essay, try to relate your points to the thesis and use each point to prove its validity.

The conclusion is the end part of any well-structured essay. Its purpose is a no-brainer. You don’t want to leave your reader hanging by ending the essay cold turkey. Any standard essay without a conclusion is just as useless as an essay with no purpose. However, be careful not to present new ideas not mentioned in the body.

As mentioned, the conclusion serves to summarize the developed points, restate the thesis and/or present the findings. It is your last opportunity to create an impression on the reader, and this is where they take the message away. If your conclusion is weak, then we might say the essay’s objectives are not achieved.

What To Include In A Leadership Essay?

Here are some tips on what your leadership essay should include.

Your Definition Of A Good Leader And Why He Or She Is Important

Since your essay revolves around leadership and the traits of a good leader, you’ll need to define what it takes to be one. You may also take this opportunity to trash some common myths on what a leader is (i.e., a manager being confused for a leader).

For reference purposes, the concepts of leadership and being a good leader are explained:

Leadership is the quality of a leader and is that person capable of exercising a great influence on people and transmitting desire and optimism to achieve goals. A leader is a guide; someone with ideas and goals that can spread to a large group of people who still believe he or she can lead them in the right direction.

There are many types of leaders and therefore, of leadership since people generally always look for a person or group that shows them a direction to follow. You can find religious, political, social, or philosophical leadership. Leadership can be exercised in a traditional way. In many countries, there is a monarchy. The king or queen is a leader with limited political power, at least in western democracies, but still have the respect and consideration of the people. Their words continue to be heard and taken into account, especially in problematic times. There are other types of leadership that are not given by birth, such as legitimate leadership exercised by, for example, political leaders freely chosen by their people, or charismatic leaders.

In a way, charismatic leaders are what many understand as leaders since they are people who, by their way of behavior and characteristics, get many people to follow and adhere to their ideas. Some charismatic leaders can become legitimate leaders if they choose the path of politics. A traditional leader can also be charismatic. There have always been kings loved by his people more than others. But it can also be a person who prefers independent movements outside of power.

Charisma is the personal magnetism a person has. It is something very difficult to define but makes one capable of convincing others without too much effort, making people follow and trust the leading figure. Charisma can be used positively or negatively. The leaders of the most destructive sects are very charismatic people that are capable of convincing their followers of the eeriest ideas, including donating all their belongings or committing collective suicide.

Examples Of Your Leadership Style

In the content of your essay, you may consider giving an interpretation to your (or your chosen leader’s) leadership traits. Below are some examples of leadership qualities that separate a good leader from a bad leader.

What qualities are necessary for leadership

• Communication
• Emotional intelligence
• Strategic thinking
• Commitment and passion
• Knowledge and experience
• Leading by example
• Active listening
• Ability to enhance talent
• Setting goals and expectations
• People investment
• Discernment
• Concentration
• Positive attitude
• Problem-solving
• Self-discipline

Leadership Essay Example

To know how to do essay fast, you’ll need some ready-made essay examples for the sake of guidance and inspiration. You may find below a leadership essay written by Oliver Smith useful in your leadership paper.

Writing a leadership essay should be easy. A good essay on leadership starts from the hook, and the thesis statement in the introduction. The points developed in the body paragraphs help affirm the hypothesis. Finally, the conclusion offers the reader a summary through the restatement of the essay’s main idea.

As required for every essay type, your essay on leadership has to follow a definite style and format. Examples are MLA, APA, Chicago and AP styles. Take your time in choosing a creative but new topic and also in writing the content. By following this guide, everything should be as perfect as possible.

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• How to Structure a Leadership Essay (Samples to Consider)

Leadership is a complex concept, but it’s essential for boosting your career. That’s why a leadership essay focuses on applying the theoretical models and concepts of successful management to real-life situations. 

If you don’t know where to start writing such a paper, please read on for professional tips!

What Is Leadership Essay?

A leadership essay is a paper that analyzes leadership concepts and their application to real-life situations that may involve everyday business management, crisis situations, and other scenarios. 

Every essay on leadership is about defining a concept. Then, it’s either comparing it to similar management tools or proving that it’s useful (or not).

While some students enjoy writing such papers, other learners hate them. The below samples will come in handy, no matter which group is yours.

What Does Leadership Mean to You? (Essay Sample)

It is one of the most popular topics for a leadership essay. If you need to write a paper like that, ask yourself:

• Who is a good leader?  
• What style do they use?  
• What are the situations when they might switch styles?

You may take a more personal approach to such an essay if your professor allows you to. In the example below, you will see the academic approach to this topic. It analyzes three leadership styles to discover which one corresponds to the meaning of leadership if one thinks of it as guidance and support.

Why I Want to Participate in a Leadership Program (Essay Sample)

It’s another example of a popular topic. Such papers often have a meaning beyond the classroom since they may decide whether you plan to participate in a specific program. It’s critical to make them as effective and compelling as possible.

A personalized approach is the best when it comes to essays like this. In the example below, you will see the paper that relies on individual beliefs and a personal life story to explain why it’s so important for the specific student to participate in the chosen program.

How to Write a Leadership Essay

Like every other essay, this paper has an introduction, several body paragraphs, and a conclusion summarizing your thoughts. (1) The most important part of the introduction is the final sentence,  aka  a thesis statement. That’s where you state your claim to prove or develop in your leadership essay.

Each body paragraph should correspond to the purpose of your essay. To ensure you don’t stray from the aim you’ve established in the thesis statement, write the topic sentences for all your paragraphs in the outline . In simple words, write the first sentence of every paragraph to define its development in advance and see if you cover everything you need.

And now, to the conclusion:

Its most essential element is thesis restatement or the first sentence of that paragraph. It’s not just paraphrasing your thesis; it’s also considering the new information you’ve discovered while writing the essay.

Structure :

• Introduction (End it with a thesis statement.)
• Body paragraphs (Each one starts with a topic sentence.)
• Conclusion (Start it with a thesis restatement.)

Understand the purpose of a leadership essay

When starting to write, think about why you’re creating this paper. Before you sit down and type the words, think about the ideas you want to convey and their meaning in your life:

Can this essay teach you to take responsibility? Or maybe will it help you understand how to be a leader in crisis situations? When you’ve answered the “why” question, begin outlining.

Build a strong thesis

Always start with your thesis statement. It will help incorporate your answer to that notorious “why” question into your essay. Once done, you can plan out the rest of the paper and start working on the body paragraphs as soon as you finish the introduction.

There’s another important tip —don’t rush into writing the conclusion before you finish everything else!

It might seem like a good idea to create a thesis statement and thesis restatement right off the bat. However, you’ll find yourself with more refreshing ideas after completing all the research and thinking necessary for the introduction and each body paragraph.

Decide on a structure; format accordingly

Even if your essay about leadership seems not so formal, and you can use personal pronouns, you still need a clear structure.

The best way to write any academic paper is to keep your introduction and conclusion as short as possible. (But no shorter than three sentences and four lines of text). 

Another important tip is to try making all your body paragraphs equal in length. That way, you’ll give the same attention to all the vital points of your essay.

Ready to Write Your Essay on Leadership Now?

Hopefully, this article has helped you understand the most critical elements of a leadership essay. 

Remember the structure, grammar, and appropriate academic style to create a top-level paper. Please don’t forget to answer the “why” question and remember  why  you’re writing. Then you’ll impress everyone with your results!

References:

• https://lsa.umich.edu/onsf/news-events/all-news/directors-blog/writing-leadership-essays.html
• Essay samples
• Essay writing
• Writing tips

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Essay on Leadership: Samples in 100, 200, 300 Words

• Updated on  
• Oct 7, 2023

The concept of leadership has been known to us since ancient times, from Ashoka: The Great to modern-day democratic leaders. Whether it’s politics or business, sports or entertainment, leadership is an essential part of human society, Leadership is the art of inspiring and guiding people towards a common goal. 

Critics might argue that being a leader is just about holding a prestigious position and living a fancy life. That might be 1 in 1000 cases, as leaders across the globe work for the welfare and development of their people and country. Below we have discussed some essays on leadership where the multifaceted roles of this position are highlighted. 

Table of Contents

• 1 Essay on Leadership in 100 Words
• 2 Essay on Leadership in 200 Words
• 3 Essay on Leadership in 300 Words

Also Read – Essay on Summer Vacation

Essay on Leadership in 100 Words

Leadership involves a set of qualities, values and actions, which are focused on the benefit of people and their country. A person holding the position of a leader plays a pivotal role in every facet of life, influencing the direction and success of organizations, communities, and nations. To become a leader, one must have a clear vision to understand a future state that is better than the present and communicate that vision to their team or followers.

A leader’s actions should be aligned with their words, and they must demonstrate their honesty, transparency and ethical behaviour. Trust is the foundation for any successful leadership, and it is built through consistent ethical conduct. 

Essay on Leadership in 200 Words

Leadership is a complex and multifaceted concept and is an essential part of developing a society or organisation. Leadership can involve various positions and types, from democratic to autocratic, where the leaders inspire and empower their teams, fostering an environment where individuals can thrive and achieve their fullest potential.

Effective leadership involves skilled communicators to can convey ideas, expectations, and feedback clearly and persuasively. They also listen actively to their team’s input and concerns. A great leader empowers a team of professionals by entrusting them with responsibilities and decision-making authority. With the formation of delegates, the power of leadership is divided among different authorities who are responsible for fostering growth and development among team members, making the organization more robust.

Some of the fundamentals of leadership are authenticity, integrity, ethical behaviour, a clear vision and other vital traits. Trust is the bedrock of leadership, and it is built through honesty, transparency, and consistency in actions and decisions. A leader who understands and cares about the needs and concerns of their team fosters strong relationships, promoting collaboration and cohesion.

At last, leadership is more than a title; it’s the embodiment of vision, integrity, empathy, communication and resilience. Effective leaders work to bring positive changes, inspire people around them and create a sense of purpose and direction in their terms and organizations.

Also Read – Essay on Cricket

Essay on Leadership in 300 Words

Leadership is a vital concept for the welfare of a society, community or country, depending on what the leadership is about. A leader transcends boundaries and is fundamental to human endeavours in various domains. Their job involves the ability to influence and guide a group of individuals toward achieving a common objective. Effective leadership is characterized by a combination of qualities, skills, and behaviours that inspire, motivate, and empower a team.

The first and most important aspect of a successful leader is having a clear vision. A clear vision works as a guiding light, outlining the desired future and providing a sense of purpose and direction for the team. Leaders with a compelling vision can inspire and rally their followers, creating a shared sense of purpose. 

The other cornerstone of leadership is integrity. Leaders must demonstrate honesty, transparency, and ethical behaviour. Trust, which is essential in any team or organization, is built on the foundation of integrity. When people believe that their leader acts with integrity, they are more likely to follow willingly and commit to the cause. 

Another trait that is essential for effective leadership is empathy. Leaders with empathy understand and connect with the emotions, needs, and perspectives of their team members. By showing compassion and actively listening, they create a supportive and inclusive environment that fosters trust and collaboration.

Apart from these traits, other important qualities for effective leadership include effective communication and interpersonal skills. A leader must be able to articulate their vision, goals, and expectations clearly and persuasively. 

In conclusion, leadership is a multifaceted concept that plays a pivotal role towards the positive growth and development of organizations, communities, and societies. Effective leaders inspire their teams, create a sense of purpose, and drive positive change. Leadership is not merely a position; it is a journey of personal growth and a commitment to serving the greater good.

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Some of the synonyms for a leader are: Coach, Captain, Principal, Chairman, Kingpin, Boss, CEO, etc.

What makes a good leader is their ability to persuade people using their effective communication skills, having a clear vision working towards the welfare of society, and taking responsibility for their actions.

Writing an essay on leadership in 200 words must include the fundamental aspects of leadership and the qualities they must possess. Effective leaders around the world create a supportive and inclusive environment where people can thrive and contribute their best efforts. They inspire a shared sense of purpose, foster collaboration, and guide their teams toward achieving collective goals.

For more information about such informative articles, visit our essay writing page and make sure to follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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August 8, 2022

Writing a Powerful Leadership/Achievement Essay [Sample Essay]

Essays that ask you to write about significant achievements fall under the category of

what are known as behavioral or experiential questions . The basic assumption behind these questions is that past behavior is a great predictor of future behavior . They are all varieties on the theme of “Tell us about a time when you…” These questions are meant to take the measure of your managerial potential.

Let’s look at how one candidate effectively addressed this essay question from  Stanford GSB  (*this question is not from the current application):

Tell us about a time when you made a lasting impact on your organization.

This writer avoids writing about leadership in any generic way and zeroes in on the specific aspects of his contributions and their impact:

Leadership essay example: The Change Agent

When I was invited to become the Vice President and General Manager at Third Way Associates (TWA)* two years ago, the company was in financial and administrative disorder. Employee retention was poor, and TWA took too long to pay vendors because of poor communication and accounting processes. Cash flow was managed based on immediate needs rather than by the logic of budgets planned by project and city. Sloppy expense reports that were turned in with no receipts were reimbursed to employees.

TWA founders Scott W ____ and Glenn L ____ had good intentions, but spent most of their time selling sponsorships and getting new clients rather than directing and managing the company. As we begin 20XX, TWA is much healthier in every way. Under my direction, vendors are paid in an average of 20 days from date of invoice, instead of 60 days or more. Our cash flow is better administered since I introduced very specific detailed area budgets with over 125 budget lines per city. Because I can give the company founders much better stability and macromanagement vision, the three of us are able to look more to the future rather than simply put out fires.

Despite the difficult economy in 20XX, we not only retained our same clients but also signed several new client agreements for three years or more, including a two-year contract with Big Shoe Company worth $1.3 million. I’ve brought fresh accounts and industries into TWA, including ____ Airlines and Drink Y, among others. Combined, these accounts generated more than $500,000 in 20XX, and we estimate close to $1 million dollars in the following year.

Since my arrival, we have a much wider and broader sales menu which has been crucial to generate more revenue. I’ve expanded our most popular sports events to 25 cities, giving our clients new investment opportunities. These events range from recreational soccer clinic tours to professional soccer games broadcast on TV.

I also expanded our field staff, and at present we have 25 strong and reliable managers who report directly to me from each city. Despite the economy, 20XX was not a bad year for TWA, and this year promises to be even better if we continue our current strategy and continue to work as a team.

Leadership essay analysis

In every paragraph, this writer mentions concrete measures he took to introduce order to a chaotic company that was trying to grow. From instituting budgets with line items, an improved accounts payable system, and recruiting additional big-name accounts, the writer proves how his efforts strengthened the organization.

How can you maximize on your thought leadership experiences?

As you choose among your own experiences as essay material, think about these questions to help you frame answers of substance:

• What was the obstacle, challenge, or problem that you solved in this accomplishment? A tight client deadline? A complex merger transaction? A new product launch amidst fierce competition?
• What did you do to rise to the challenge you are writing about? Motivate your team to work overtime? Sell senior management on the deal’s long-term upside? Identify a marketing profile for your product that no competitor can match?
• What facts demonstrate that your intervention created a happy ending? Did your team submit the project deliverables three days early despite being 20% understaffed? Your client approved the $500 million merger, the largest ever in its industry? Your new product has 20% market share after only one year? What was the impact of your leadership?

Don’t forget about your people leadership skills

What we’ve spoken about until this point revolves mostly on skilled problem-solving, or “thought leadership.” But respected businesspeople need to be equally or even more talented at something we didn’t have a formal name for: people leadership. By effectively leading the thinking of client firms’ problems as well as motivating them to work long hours to develop solutions to these problems and collaborate with clients on implementing them, these businesspeople prove to have what it takes to be exemplary leaders.

So don’t forget to include strong elements of people leadership in your essays. Here are several to keep in mind:

• Rallying others around a vision. Did you convince your team or group to follow a specific path/solution? How did you do it? Successful clients have talked about handling dissenting opinions diplomatically or presenting their teams’ detailed quantitative evidence for a recommendation. The more you can show that you understood your audience and tailored the content and form of your message to them, the better.
• Harnessing others’ strengths – and expanding them. Did you provide team members tasks they could handle comfortably based on their capabilities, as well as opportunities to broaden their skills? For example, you may have handed your quant jock teammate the most complicated operations analysis as well as responsibility for leading a key client meeting. In this way, you leverage teammates’ strengths while helping them develop new ones.
• Getting through tough times. Did you model for your team enviable cool in pressure-cooker situations, maybe helping them keep the big-picture goal in mind or lightening the mood with humor? Did you reward teammates with praise, pizza, or both for working long into the night? Did you pitch in on others’ responsibilities as deadlines loomed? Helping your team handle stress while managing your own is a cornerstone of strong leadership.

Use your words

Another tip: Look for opportunities to incorporate strong verbs that illustrate your strengths in these areas. Good examples of leadership might incorporate several of the following:

• Establishing a goal or vision
• Obtaining buy-in
• Taking responsibility

The old adage, “Show, don’t tell,” remains a classic bit of wisdom in the writing process. Make that a guiding principle not only in your leadership/achievement essays, but throughout your application.

For personalized advice tailored just for you, check out our MBA Admissions Consulting & Editing services and work one-on-one with a pro who will help you discover your competitive advantage and use it to get accepted.

Related Resources:

• School-Specific MBA Application Essay Tips • Tone Up Your Writing: Confidence vs Arrogance • “I’m Smart, Really I Am!” Proving Character Traits in Your Essays

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How to Write the UC Essay on Leadership Experience

This article was written based on the information and opinions presented by Vinay Bhaskara in a CollegeVine Livestream. You can watch the full Livestream for more info.

What’s Covered:

What exactly is leadership, consider different types of leadership, mistakes to avoid.

The first of the University of California’s essay prompts states: 

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

This prompt is all about conveying your leadership experience. However, keep in mind that your essay does not need to be limited to an example of school-based leadership. Many of the better versions of this essay convey leadership in ways that are about neither academic leadership nor direct or positional extracurricular leadership.

It’s really easy to get lost in a definition of what leadership means with this prompt. Remember that leadership has a very expansive definition. What leadership looks like to each student will vary drastically, but, in other words, the prompt is asking you to describe how you have utilized your personal experience for the betterment of yourself and others. 

This prompt focuses on concrete actions that create tangible benefits for members of an organization, or even for an individual within the organization. Many students focus on how they have inspired their classmates or helped to resolve a conflict. While these are good examples of being a leader, try not to limit yourself to formal leadership positions and actions when brainstorming your response.

Leadership can range from formal leadership positions, such as being president of a club, to informal positions, such as mentoring a younger peer. Some examples of more formal leadership would be leadership positions in extracurricular activities including athletics , academics, and even work with non-profit organizations. Informal leadership, on the other hand, is leading in any capacity that is out of the ordinary, specifically when you do not have an official title.These are events or instances that you may not think of as leadership, but discussing such examples may actually help your essay stand out even more. 

A really powerful example of this could be a student helping peers deal with and overcome mental health struggles. Another example could be a student taking on more responsibility within their family by helping a sibling with their homework. The most compelling essays tend to be about informal examples of leadership, which are then supplemented by the formal leadership positions on your resume . 

Though there is no right or wrong answer for this essay prompt, here are a few things that you should avoid in your response.

Cliche Responses

A cliche essay response is any topic that reviewers may see repeatedly, and therefore is something you want to try and avoid in order to stand out among the applicant pool. Cliche responses for this essay prompt generally include examples about a club, such as a sports team, orchestra, or group, failing at something initially, and then the student helping the group succeed. It is possible to tackle such topics if you are an incredible writer, but if you aren’t then it may be hard for your essay to really make a lasting impact.

Restating Your Resume

Always avoid using the leadership experience prompt to restate your resume! It often seems that the most direct way to complete this essay is to speak about the leadership that can be found in your Activities section. Remember, however, that colleges already can see what’s on your resume. Therefore if you’re only expanding on the information in your application and using your essay to further list the clubs you led or your accomplishments, you’re not conveying anything new. You are missing an opportunity to add additional context to your application by doing this.

What the schools are really looking for are the qualities of leadership demonstrated through your experience – not the accomplishments or awards that you’ve accumulated from leadership positions. Instead of focusing on a title, focus on the impact of your leadership on others or on the approach used to build personal dynamics and relationships in leadership. Remember you want your essay to show which of your concrete actions have driven tangible benefits for others.

Related CollegeVine Blog Posts

Qualities That Make You a Good Leader Essay

• To find inspiration for your paper and overcome writer’s block
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• As a template for you assignment

Introduction

Evaluating emotional intelligence, self-awareness, self-regulation, social skills.

Apart from, toughness, vision, determination and intelligence, Goleman identified another qualities associated with leadership. Social skill, empathy, self regulation, motivation and self awareness are the qualities to consider in determining high degree of emotional intelligence (Harvard business review on what makes a leader, 2001).

Many businesses have failed because of poor leadership determined by the level of intelligence and skills the reason why Goleman insists that leadership is more than art and science. It is therefore the high degree of emotional intelligence that makes a leader effective.

Emotional intelligence is the sine qua none of leadership,- meaning, one can gain better training from all aspects but that will not make them effective leaders. In relation to performance, emotional intelligence can still be identified in paces of work. Golman explores all the components such as empathy, social skill, self regulation, empathy, self awareness and emotional intelligence (Evans, Lindsay and Evans, 2008).

In order to evaluate emotional intelligence, most companies employ well trained psychologist who develop competency models that assist in training and identifying the leaders to promote. The same happens to the lower level staff. In his quest to determine the personalities that drive performances in organizations, Goleman analyzed 188 models used by large and global companies.

Goleman combined technical abilities including forecasting and accounting into one. Cognitive attributes together with competencies which indicated emotional intelligence were also categorized separately.

The competency model used by companies focuses on the competency of leaders and division’s profit. This information is inquired from the manager after which the individuals’ are tested and their capabilities are compared. Golman’s findings indicate that, in comparing the ratio of emotional intelligence, IQ and technical skills, he found out that emotional intelligence is more important for performances at all levels (Robbins, 2009).

As a component of emotional awareness, self-awareness involves understanding people’s drives, needs, weakness, emotions and strength. It also helps one realize the effect of his feeling to the people, their job performance and to oneself. People with high self awareness can work under tight schedule and still do a good job. They can handle a demanding client because they understand how they feel. Self-awareness also builds ones morality especially when one is tempted by a good deal that is not in line with his principles.

Self-regulation involves controlling the biological impulses that drive emotions and managing ones moods. Goleman gives an example of an employee who gives a presentation of a botched board of directors. The executive may lose their tempers and do something stupid but self-regulation takes a different approach. He would first take time to know the cause of the failure and his role in finding solutions. Self-regulation creates an environment of equality and trust where production takes the center stage and not politics.

Companies can consider it as strength because people who have self-regulation do not easily break apart. They adapt to changes easily and are ready to take leadership roles. David Goleman lays emphasis on the role self-regulation plays in enhancing integrity which acts as strength to the organization and as a result guard against impulsive behavior to the organization. It is easy to see emotional self-regulation.

Motivation drives effective leaders towards achievements beyond expectations. Big salaries and status symbol of a prestigious company motivate few individuals but effective leaders are motivated by desire to meet their goals and for the sake of their goals.

They also seem restless and eager to make advancements. They set standards and raise performance bar (Harvard business review on what makes a leader, 2001). As leaders try to track process of their own trough motivation, market shares and profitability are improved. Self-regulation when tied together with achievement motivation, it guard against depression and frustration that comes as a result of failures.

According to Goleman, we can always recognize the presence and absence of empathy in a sensitive person. In business, people are not rewarded or praised for their empathy. Effective do not have to adopt other people’s emotions to show empathy, it involves having employee’s feelings at heart and other factors to consider in intelligent decision making.

The words a manager speak to acknowledge fear of the employees can show empathy. Empathy increases unity in teamwork improves international business and helps the organization to retain talent (Morse, 2010).

Social skills and empathy help to save relationships by creating relationship management mechanisms (Reece, Brandt and Howie, 2010). It is friendliness with a purpose because nothing important can be done in seclusion. For better relationship, emotional control and empathy are important. People, who are motivated to talk a lot about their achievements, socialize more than fuzzy individuals.

People with social skills can combine such attributes and be effective leaders (Manning and Curtis, 2003). At times, they are perceived as lazy individuals who just talk because they are more interested in building relations hoping one day they will need help from the ties they create. Because no leader is an island, this component is considered by organizations unlike the others. It is therefore important that all the components are learned.

Evans, J. R., Lindsay, W. M., & Evans, Jr. (2008). Managing for quality and performance excellence . Mason, OH: Thomson/South-Western.

Harvard business review on what makes a leader . (2001). Boston: Harvard Business School Press.

Manning, G., & Curtis, K. (2003). The art of leadership . Boston, Mass: McGraw- Hill/Irwin.

Morse, M. K. (2010). Making room for leadership: Power, space and influence . Sydney, N.S.W.: Read How You Want.

Reece, B. L., Brandt, R., & Howie, K. F. (2010). Effective human relations: Interpersonal and organizational applications . Mason, OH: South-Western Cengage Learning.

Robbins, S. P. (2009). Organisational behaviour: Global and Southern African perspectives . Cape Town: Pearson Education South Africa.

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• Emotional Intelligence
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• Chicago (A-D)
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IvyPanda. (2018, December 11). Qualities That Make You a Good Leader. https://ivypanda.com/essays/what-makes-a-leader/

"Qualities That Make You a Good Leader." IvyPanda , 11 Dec. 2018, ivypanda.com/essays/what-makes-a-leader/.

IvyPanda . (2018) 'Qualities That Make You a Good Leader'. 11 December.

IvyPanda . 2018. "Qualities That Make You a Good Leader." December 11, 2018. https://ivypanda.com/essays/what-makes-a-leader/.

1. IvyPanda . "Qualities That Make You a Good Leader." December 11, 2018. https://ivypanda.com/essays/what-makes-a-leader/.

Bibliography

IvyPanda . "Qualities That Make You a Good Leader." December 11, 2018. https://ivypanda.com/essays/what-makes-a-leader/.

How to write an essay about leadership

Leadership essays, or essays where you are asked about your work as a leader in your school or community, are not as common as you might imagine. Given all of the emphasis schools and clubs put on leadership roles and titles, essays asking students to dive deeply into this work are actually pretty rare in college applications. That said, it is important to consider leadership very broadly! You do not need to be the President or Founder of a club to write an effective essay for one of these prompts. In fact, sometimes the less common considerations and definitions of “leadership” can make for more compelling essays.

Example Leadership Essay Questions:

• U of California: Describe an example of your leadership and a way that you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
• U of Texas: How do you show leadership in your life? How do you see yourself being a leader at UT Austin?

LET'S BREAK DOWN THE ESSENTIAL POINTS YOU NEED TO HIT WHEN RESPONDING TO THIS SUPPLEMENT:

Leadership is more than titles – it is important, when you consider questions like these, that you reflect on activities where you have contributed to an accomplishment and learned something (about yourself, about your community). In fact, it would be a more powerful essay to reflect on a leadership contribution that was not connected to a title of leadership, but where you learned something important, than to reflect upon your activity where your leadership title is big “in name only.”

Sometimes leadership happens within your family – you do not need to limit your focus to leadership that happens during your school day.

You can consider this essay happening in two distinct ways: narrative structure – where you present a challenge you faced in a leadership role, actions you did that had an impact, and lessons you learned (skills you gained); OR montage structure – where you take on two different activities that both taught you a common lesson about leadership. Don’t muddle these together! Decide whether you want to write linearly (and chronologically in time) about one activity or if you want to write non-linearly about one leadership lesson.

THINGS TO AVOID:

Try to stay away from topics where your leadership takes the reader on a familiar journey. If you want to write about your leadership on an athletic team, that is wonderful, but try to avoid an essay about how your leadership of your team during The Big Game contributed to (winning/losing) The Big Game and the team becoming closer and being “one-strong-team.” Does that feel familiar to you? That’s because college admissions folks will have read thousands of essays that tell this type of story. If you select a common team to lead, take your essay in an uncommon direction.

Avoid lengthy introductions that take away from your word count and don’t actually support your essay response.

Avoid overemphasis on one aspect that detracts from your ability to talk about the other aspects of your story. In other words, if you spend half of your words outlining the challenge you faced, you only have ¼ of the remaining words to discuss your actions and ¼ to discuss the lessons you learned. This is not a good balance!

ADDITIONAL TIPS AND TRICKS:

• What did you do?
• What problems did you solve?
• What lessons did you learn?
• What impact did you have?
• How have you applied these lessons?

Answering these questions (and in this order) actually builds you an outline for this essay!

Do you have an extracurricular activity where the character count really limits you in terms of describing your work and impact? Consider using this essay to further highlight your contributions!

Do you have an extracurricular activity that speaks directly toward your intended major or field of study? This might be a great time to make your application stand out by sharing your leadership and contributions to this field! What problems have you solved? How can you use this prompt to share these solutions?

Elise holds a BA in Political Philosophy from Williams College and an MEd in Administration & Social Policy from Harvard. She has spent the past twenty years working in top-tier independent schools.

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Key Qualities of Good Leader

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A number of national scholarships and fellowships ask applicants to write about their leadership experiences.  Here are a few prominent examples:

• Truman Scholarship - “Describe a particular example of your leadership.” 
• Marshall Scholarship - “Describe a situation in which you recognized and responded to a need for leadership.
• Udall Scholarship - “Describe a leadership experience in which you made a difference on your campus or in your community.” 

The most extensive prompt comes from the Schwarzman Scholars Program and could be used as a guide to reflection for leadership essays for many other scholarships:

• The intellectual/analytical abilities to identify and understand challenges and opportunities, and envision solutions
• The initiative to act and communicate why 
• Interpersonal skills to inspire a team effort 
• An ability to push through resistance and/or challenges to reach positive results/change for the better. 
• What was the problem or issue you identified, and why did you choose to act? 
• What was your plan of action? 
• What obstacles or challenges did you face and how did you overcome them?
• What were the outcomes and impact on the community or purpose? 
• What did you learn and/or what lessons would you pass on to others? 
• How has this experience shaped you as a leader and how does it connect with your vision for future leadership aspirations?

The following suggestions are intended to help you reflect upon and express your own leadership experiences.

Answering the Prompt

Pay careful attention to what the prompt asks you to describe.  A common pitfall to avoid is explaining your “theory” of leadership.  It may be very helpful to articulate this in your preparatory work, but the final essay should directly address the information requested in the prompt.  To get started, ask yourself: what are the subtle differences in the above prompts?

Definitions of Leadership

What is leadership?  While there are lots of definitions out there, they tend to emphasize two main aspects: (a) the creation of shared vision and (b) collective motivation toward the achievement of this vision.  Here are two illustrative examples:

The process of “influencing the activities of an organized group toward goal-setting and goal-achievement” (Stogdill, 1950)

“A process of social influence in which a person can enlist the the aid and support of others to achieve a common goal” (Chemers, 1997)

The common thread here is that leadership is about accomplishing through a group what we could not have accomplished as individiduals.  For each of the various examples that you might choose to write about, ask yourself: What was your vision? How did this vision come about? In what context (e.g. needs, opportunities)?  How did you communicate this vision to others?  How did you invite them to identify their own interests/values with this vision? How did you inspire them to action?  How did you marshall the common resources necessary to make this vision a reality? How did you enlist the support of others inside or outside your organization?

Leadership vs. Authority

One of the most common mistakes is to conflate “leadership experiences” with “leadership positions” - i.e. positions of authority within an organization.  Merton (1969) defines authority as “the legitimate rights of a position that require others to obey.” It is an attribute of a social position.  Leadership, on the other hand, “is an interpersonal relation in which others comply because they want to, not because they have to” (Merton, 1969).  Leadership, as defined above, can be found at every level of an organization.  So expand your list of possible experiences beyond the list of executive positions you’ve held in organizations.

Some Common Functions of Leadership

How have your leadership experiences demonstrated one or more of these common functions (selected from Merton, 1969)?

Leaders facilitate the adaptive capacity of social systems to internal and external pressures and opportunities.  

Leaders are future-oriented as well as present-oriented.  In the context of student leadership, it is particularly important to institutionalize processes in ways that will outlive a particular student generation.

Leaders enunciate the values and ideals of the group. Whether assigned the task or not, leaders represent the group to the larger community.

Leaders evaluate available resources and cope with the problem of their allocation.

Leaders express aspirations that evoke resonance among members of the group (i.e. shared vision).

Leaders mobilize, guide, coordinate, and control the efforts of group members. When effective, they deepen the motivation and enlarge the output of members beyond what would be achieved without them.

Leaders arbitrate and mediate the inevitable conflicts that emerge in social interaction in such a fashion that most group members most of the time feel that justice has been done.

Maintaining Focus

The word limit for these essays is typically very short.  As with any personal statement, the particular experience you discuss should be an illustration of your abiding character traits.  Provide the essential information about the context, but keep the focus on examples of how your traits interacted with the context to produce a leadership experience.  It might be helpful to organize your notes for the essay under three headings:

• Problem (or Opportunity) - What is the essential problem or opportunity that your group's action sought to address?
• Action - What did you (as an individual and as a group) do to address this problem or capitalize on this opportunity?
• Results - What were the tangible results of your action? How did it solve the problem or benefit others?  Can you provide numbers to demonstrate the impact of the action?  Is the solution ongoing and sustainable?

Remember you don’t have include every detail.  In many cases, the example that you discuss should be coordinated with the writer of your “leadership” letter of recommendation who can provide additional information.  Suggested Reading

Robert K. Merton,  "The Social Nature of Leadership"  (1969)

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Interview questions answered: What is your leadership style?

Great leader can make all the difference in any team at the workplace, or outside of it. Once you interview for a job in which you will lead someone–be it only one person , or a department of dozens of employees, or anything in between and beyond, you can expect to get at least a couple of questions about leadership.

They can inquire directly what leadership means to you, whether you consider yourself a leader or a follower, or they can ask you to share with them an example of a successful leadership from your last job. We analyze all these questions on different pages of InterviewPenguin.com , and no we will look at another one–the question about your leadership style .

Before I proceed to 7 sample answers to the question, I want to make sure you understand two things. First: job interview is not a school exam at the college of management. Second: people sitting in the interviewing panel are not teachers. And though we have many categorizations of leadership styles and you can relate to one of them in your answer, the most important thing is to describe, in a language they will understand , how you lead the people who work under you, and the great results you yield with your leadership . Or how you plan to do it, if this happens to be your first job application for any leadership role. You do not need any special terminology for this purpose…

Let’s have a look at the sample answers. I tried to come up with a variety of answers on my list, including some unconventional answers. Just to make sure at least one of them will resonate with you. Do not forget to check also my concluding thoughts at the end of this article.

7 sample answers to “How would you describe your leadership style?” interview question

• I would describe my leadership style as results oriented . In an ideal case I’d like to have goals in place for every single employee –regardless of how simple their job is. Once we have the goals in place, we can set milestones, or daily schedule for everyone, and I can lead them on their way to continuously attain their goals , by checking their progress daily, making sure they know what they are supposed to do, delegating work, counseling them, and so on. It is also important to me to lead people in the way that they can see the bigger picture . Their work may seem routine or even lacking sense at times, especially here in automotive. That’s why I make it a point to personally explain everyone the role their work plays on the final product, the role they play in the team, and why it is indispensable. In my experience, it works wonders with their motivation . At the end of the day, we are all looking for a purpose, for a meaning to our everyday work and existence…
• I would characterize my leadership style as highly democratic . Always trying to empower the people , and make them participate on the decisions we make in the department, I am no strict leader. In such a working environment everyone learns from everyone , and the entire department grows under my leadership. In my opinion, in an organization of this size, with so many employees working under me , empowering people and letting them to make decisions on their own, any time a situation allows it, is the only way to meet deadlines and progress faster than our competitors. Of course, it is my role as a leader to make sure every employee understands our values , and the direction we follow in the company, and decides accordingly …
• Working on a construction site , I believe that only leadership style which works is a strict authoritative leadership . Let’s not be naive. Most of the people working here do not love their jobs . If they had better education or an opportunity to do something else to pay their bills, they would not be here . Hence they will do just as much as they have to, in order to keep their job and get their wage. If I do not set a specific deadline for finishing something , they will work slowly, spend a lot of time smoking cigarettes, and simply won’t progress at a desired pace. Hence it is crucial to set strict goals, to be present in the workplace , and do not allow for too much of independent decision making of the laborers. In my opinion, this is the only way to succeed as a construction supervisor.
• I can talk about an example from my last job . Leading a group of seven creative people in a graphic design department, the best thing I could do was to set an overall direction for the team , tell them the final goal of each campaign, and then simply let them brainstorm, dream, imagine, and work. You can call it Laissez-faire leadership style if you want. And I would love to do the same in your company. Of course, it is crucial to have weekly or even daily team meetings , to make sure people stay on the task, and progress, and to encourage them and give them feedback and everything. Except of that, however, I believe it is best to let people work independently. Interfering too much would only limit their creativity.
• This is my first application for a leadership job , and it hard to define my leadership style at work. However, I have an experience with leading some sport teams , such as at the college, or a group of friends. And I would characterize myself as a positive leader . I never hesitate to recognize someone for a good job they’ve done , praising them for their work. In my opinion, praise beats criticism. I also try to lead by an example. I would never ask someone to stay longer in work if I was to leave at time. In my opinion, this approach can yield great results, though I haven’t tested it yet in a corporate environment.
• I would describe myself as a flexible leader . Having led various people and teams in my long managerial career, I’ve learned that different things work with different people and teams. Hence I do not like to limit myself to one leadership style only. As a good leader, I always try to assess the strengths and weaknesses of my team members . And I also like to test their decision making ability with some seemingly trivial decisions. If I see that the team works great without strong intervention from my side, I won’t intervene. On the contrary, if I see that the motivation drops quickly and so does the effectiveness , or other problems occur in the team–such as regular conflicts, I will opt for a more authoritative style of leadership. And when it comes to exceptional employees , people I can imagine in my own role one day , I will give them a special attention and try to work with them as a coach. To sum it up, I try to adjust my leadership style to the people I lead, situation in the business, and other circumstances. The goal always remains the same: to achieve the best long-term results for the business .
• It would be probably better to ask my former subordinates . What I wanted to achieve, and how I wanted to lead them, and what they perceived, can be a completely different story. Anyway, I always tried to give a special attention to every employee . Regular one on one meetings  formed the core of my leadership. Understanding what each employee wanted, and how it related to the goals of the business, as well as what their strengths and weaknesses were, I tried to coach everyone to achieve their best at work . Was I hard sometimes on them? For sure I was. But I did it with the best intention , and at the end of the day I also had goals to meet as the leader of the department. And I never hesitated to praise someone for a good job they’ve done…

Think about the job, working environment, and a fitting leadership style before your interview

Different working environments require different leadership styles . You will hardly succeed letting ten construction workers “do whatever they want”, letting them a complete freedom in the workplace. If you did so, you may as well return to the construction site after six hours and find people talking together and smoking cigarettes, having made no progress whatsoever.

On the opposite side of the spectrum, leading a team of creative engineers with an iron fist would not only hinder the progress of the team. Such people would simply leave the company , because freedom to decide and to think creatively and implement their own ideas is the reason why such people love engineering .

* Special Tip: This isn’t the most difficult question you will face while interviewing for any decent leadership role. You will face questions about prioritization, dealing with pressure, solving problems , and other tricky scenarios that happen in the workplace and with the people you manage. If you want to make sure that you stand out with your answers and outclass your competitors, have a look at our Interview Success Package . Up to 10 premium answers to 50 tricky scenario based questions (+ more) will make your life much easier in the interviews. Thank you for checking it out!

These are two extreme examples, of course, but I hope you got the point. Think about the company, values they try to promote in the workplace, type of people you will lead, and a style of leadership that should work well in such an environment. It should help you decide about the right answer to this tricky interview question.

Describe your leadership style in three words

Trying to avoid lengthy answers , the hiring managers may sometimes ask you to describe your leadership in three words. It is especially common on job application forms, and during the first rounds of hiring process, While I personally do not like the question, since each word can be interpreted in various ways , and without you elaborating on the “three words” they can make a completely wrong impression about your leadership style based on such a short description, you may face the question, and it is better to prepare for it .

One of the three words in your answer should perhaps characterize your leadership in general, such as authoritative, autocratic, democratic , etc. The other two words should help them understand the way in which you actually lead the people or project. Some good words you can use (depending on your way of leading others) include: friendly, inspiring, motivational, goal-oriented, demanding, personal, coaching . Choose some of them and then hope that the person reading or hearing the words will understand them correctly :).

Ready to answer this one? I hope so! Do not forget to check also sample answers to other tricky interview questions about your leadership:

• What does leadership mean to you?
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• Open access
• Published: 03 July 2024

The impact of evidence-based nursing leadership in healthcare settings: a mixed methods systematic review

• Maritta Välimäki 1 , 2 ,
• Shuang Hu 3 ,
• Tella Lantta 1 ,
• Kirsi Hipp 1 , 4 ,
• Jaakko Varpula 1 ,
• Jiarui Chen 3 ,
• Gaoming Liu 5 ,
• Yao Tang 3 ,
• Wenjun Chen 3 &
• Xianhong Li 3  

BMC Nursing volume  23 , Article number:  452 ( 2024 ) Cite this article

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Metrics details

The central component in impactful healthcare decisions is evidence. Understanding how nurse leaders use evidence in their own managerial decision making is still limited. This mixed methods systematic review aimed to examine how evidence is used to solve leadership problems and to describe the measured and perceived effects of evidence-based leadership on nurse leaders and their performance, organizational, and clinical outcomes.

We included articles using any type of research design. We referred nurses, nurse managers or other nursing staff working in a healthcare context when they attempt to influence the behavior of individuals or a group in an organization using an evidence-based approach. Seven databases were searched until 11 November 2021. JBI Critical Appraisal Checklist for Quasi-experimental studies, JBI Critical Appraisal Checklist for Case Series, Mixed Methods Appraisal Tool were used to evaluate the Risk of bias in quasi-experimental studies, case series, mixed methods studies, respectively. The JBI approach to mixed methods systematic reviews was followed, and a parallel-results convergent approach to synthesis and integration was adopted.

Thirty-one publications were eligible for the analysis: case series ( n  = 27), mixed methods studies ( n  = 3) and quasi-experimental studies ( n  = 1). All studies were included regardless of methodological quality. Leadership problems were related to the implementation of knowledge into practice, the quality of nursing care and the resource availability. Organizational data was used in 27 studies to understand leadership problems, scientific evidence from literature was sought in 26 studies, and stakeholders’ views were explored in 24 studies. Perceived and measured effects of evidence-based leadership focused on nurses’ performance, organizational outcomes, and clinical outcomes. Economic data were not available.

Conclusions

This is the first systematic review to examine how evidence is used to solve leadership problems and to describe its measured and perceived effects from different sites. Although a variety of perceptions and effects were identified on nurses’ performance as well as on organizational and clinical outcomes, available knowledge concerning evidence-based leadership is currently insufficient. Therefore, more high-quality research and clinical trial designs are still needed.

Trail registration

The study was registered (PROSPERO CRD42021259624).

Peer Review reports

Global health demands have set new roles for nurse leaders [ 1 ].Nurse leaders are referred to as nurses, nurse managers, or other nursing staff working in a healthcare context who attempt to influence the behavior of individuals or a group based on goals that are congruent with organizational goals [ 2 ]. They are seen as professionals “armed with data and evidence, and a commitment to mentorship and education”, and as a group in which “leaders innovate, transform, and achieve quality outcomes for patients, health care professionals, organizations, and communities” [ 3 ]. Effective leadership occurs when team members critically follow leaders and are motivated by a leader’s decisions based on the organization’s requests and targets [ 4 ]. On the other hand, problems caused by poor leadership may also occur, regarding staff relations, stress, sickness, or retention [ 5 ]. Therefore, leadership requires an understanding of different problems to be solved using synthesizing evidence from research, clinical expertise, and stakeholders’ preferences [ 6 , 7 ]. If based on evidence, leadership decisions, also referred as leadership decision making [ 8 ], could ensure adequate staffing [ 7 , 9 ] and to produce sufficient and cost-effective care [ 10 ]. However, nurse leaders still rely on their decision making on their personal [ 11 ] and professional experience [ 10 ] over research evidence, which can lead to deficiencies in the quality and safety of care delivery [ 12 , 13 , 14 ]. As all nurses should demonstrate leadership in their profession, their leadership competencies should be strengthened [ 15 ].

Evidence-informed decision-making, referred to as evidence appraisal and application, and evaluation of decisions [ 16 ], has been recognized as one of the core competencies for leaders [ 17 , 18 ]. The role of evidence in nurse leaders’ managerial decision making has been promoted by public authorities [ 19 , 20 , 21 ]. Evidence-based management, another concept related to evidence-based leadership, has been used as the potential to improve healthcare services [ 22 ]. It can guide nursing leaders, in developing working conditions, staff retention, implementation practices, strategic planning, patient care, and success of leadership [ 13 ]. Collins and Holton [ 23 ] in their systematic review and meta-analysis examined 83 studies regarding leadership development interventions. They found that leadership training can result in significant improvement in participants’ skills, especially in knowledge level, although the training effects varied across studies. Cummings et al. [ 24 ] reviewed 100 papers (93 studies) and concluded that participation in leadership interventions had a positive impact on the development of a variety of leadership styles. Clavijo-Chamorro et al. [ 25 ] in their review of 11 studies focused on leadership-related factors that facilitate evidence implementation: teamwork, organizational structures, and transformational leadership. The role of nurse managers was to facilitate evidence-based practices by transforming contexts to motivate the staff and move toward a shared vision of change.

As far as we are aware, however, only a few systematic reviews have focused on evidence-based leadership or related concepts in the healthcare context aiming to analyse how nurse leaders themselves uses evidence in the decision-making process. Young [ 26 ] targeted definitions and acceptance of evidence-based management (EBMgt) in healthcare while Hasanpoor et al. [ 22 ] identified facilitators and barriers, sources of evidence used, and the role of evidence in the process of decision making. Both these reviews concluded that EBMgt was of great importance but used limitedly in healthcare settings due to a lack of time, a lack of research management activities, and policy constraints. A review by Williams [ 27 ] showed that the usage of evidence to support management in decision making is marginal due to a shortage of relevant evidence. Fraser [ 28 ] in their review further indicated that the potential evidence-based knowledge is not used in decision making by leaders as effectively as it could be. Non-use of evidence occurs and leaders base their decisions mainly on single studies, real-world evidence, and experts’ opinions [ 29 ]. Systematic reviews and meta-analyses rarely provide evidence of management-related interventions [ 30 ]. Tate et al. [ 31 ] concluded based on their systematic review and meta-analysis that the ability of nurse leaders to use and critically appraise research evidence may influence the way policy is enacted and how resources and staff are used to meet certain objectives set by policy. This can further influence staff and workforce outcomes. It is therefore important that nurse leaders have the capacity and motivation to use the strongest evidence available to effect change and guide their decision making [ 27 ].

Despite of a growing body of evidence, we found only one review focusing on the impact of evidence-based knowledge. Geert et al. [ 32 ] reviewed literature from 2007 to 2016 to understand the elements of design, delivery, and evaluation of leadership development interventions that are the most reliably linked to outcomes at the level of the individual and the organization, and that are of most benefit to patients. The authors concluded that it is possible to improve individual-level outcomes among leaders, such as knowledge, motivation, skills, and behavior change using evidence-based approaches. Some of the most effective interventions included, for example, interactive workshops, coaching, action learning, and mentoring. However, these authors found limited research evidence describing how nurse leaders themselves use evidence to support their managerial decisions in nursing and what the outcomes are.

To fill the knowledge gap and compliment to existing knowledgebase, in this mixed methods review we aimed to (1) examine what leadership problems nurse leaders solve using an evidence-based approach and (2) how they use evidence to solve these problems. We also explored (3) the measured and (4) perceived effects of the evidence-based leadership approach in healthcare settings. Both qualitative and quantitative components of the effects of evidence-based leadership were examined to provide greater insights into the available literature [ 33 ]. Together with the evidence-based leadership approach, and its impact on nursing [ 34 , 35 ], this knowledge gained in this review can be used to inform clinical policy or organizational decisions [ 33 ]. The study is registered (PROSPERO CRD42021259624). The methods used in this review were specified in advance and documented in a priori in a published protocol [ 36 ]. Key terms of the review and the search terms are defined in Table  1 (population, intervention, comparison, outcomes, context, other).

In this review, we used a mixed methods approach [ 37 ]. A mixed methods systematic review was selected as this approach has the potential to produce direct relevance to policy makers and practitioners [ 38 ]. Johnson and Onwuegbuzie [ 39 ] have defined mixed methods research as “the class of research in which the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study.” Therefore, we combined quantitative and narrative analysis to appraise and synthesize empirical evidence, and we held them as equally important in informing clinical policy or organizational decisions [ 34 ]. In this review, a comprehensive synthesis of quantitative and qualitative data was performed first and then discussed in discussion part (parallel-results convergent design) [ 40 ]. We hoped that different type of analysis approaches could complement each other and deeper picture of the topic in line with our research questions could be gained [ 34 ].

Inclusion and exclusion criteria

Inclusion and exclusion criteria of the study are described in Table  1 .

Search strategy

A three-step search strategy was utilized. First, an initial limited search with #MEDLINE was undertaken, followed by analysis of the words used in the title, abstract, and the article’s key index terms. Second, the search strategy, including identified keywords and index terms, was adapted for each included data base and a second search was undertaken on 11 November 2021. The full search strategy for each database is described in Additional file 1 . Third, the reference list of all studies included in the review were screened for additional studies. No year limits or language restrictions were used.

Information sources

The database search included the following: CINAHL (EBSCO), Cochrane Library (academic database for medicine and health science and nursing), Embase (Elsevier), PsycINFO (EBSCO), PubMed (MEDLINE), Scopus (Elsevier) and Web of Science (academic database across all scientific and technical disciplines, ranging from medicine and social sciences to arts and humanities). These databases were selected as they represent typical databases in health care context. Subject headings from each of the databases were included in the search strategies. Boolean operators ‘AND’ and ‘OR’ were used to combine the search terms. An information specialist from the University of Turku Library was consulted in the formation of the search strategies.

Study selection

All identified citations were collated and uploaded into Covidence software (Covidence systematic review software, Veritas Health Innovation, Melbourne, Australia www.covidence.org ), and duplicates were removed by the software. Titles and abstracts were screened and assessed against the inclusion criteria independently by two reviewers out of four, and any discrepancies were resolved by the third reviewer (MV, KH, TL, WC). Studies meeting the inclusion criteria were retrieved in full and archived in Covidence. Access to one full-text article was lacking: the authors for one study were contacted about the missing full text, but no full text was received. All remaining hits of the included studies were retrieved and assessed independently against the inclusion criteria by two independent reviewers of four (MV, KH, TL, WC). Studies that did not meet the inclusion criteria were excluded, and the reasons for exclusion were recorded in Covidence. Any disagreements that arose between the reviewers were resolved through discussions with XL.

Assessment of methodological quality

Eligible studies were critically appraised by two independent reviewers (YT, SH). Standardized critical appraisal instruments based on the study design were used. First, quasi-experimental studies were assessed using the JBI Critical Appraisal Checklist for Quasi-experimental studies [ 44 ]. Second, case series were assessed using the JBI Critical Appraisal Checklist for Case Series [ 45 ]. Third, mixed methods studies were appraised using the Mixed Methods Appraisal Tool [ 46 ].

To increase inter-reviewer reliability, the review agreement was calculated (SH) [ 47 ]. A kappa greater than 0.8 was considered to represent a high level of agreement (0–0.1). In our data, the agreement was 0.75. Discrepancies raised between two reviewers were resolved through discussion and modifications and confirmed by XL. As an outcome, studies that met the inclusion criteria were proceeded to critical appraisal and assessed as suitable for inclusion in the review. The scores for each item and overall critical appraisal scores were presented.

Data extraction

For data extraction, specific tables were created. First, study characteristics (author(s), year, country, design, number of participants, setting) were extracted by two authors independently (JC, MV) and reviewed by TL. Second, descriptions of the interventions were extracted by two reviewers (JV, JC) using the structure of the TIDIeR (Template for Intervention Description and Replication) checklist (brief name, the goal of the intervention, material and procedure, models of delivery and location, dose, modification, adherence and fidelity) [ 48 ]. The extractions were confirmed (MV).

Third, due to a lack of effectiveness data and a wide heterogeneity between study designs and presentation of outcomes, no attempt was made to pool the quantitative data statistically; the findings of the quantitative data were presented in narrative form only [ 44 ]. The separate data extraction tables for each research question were designed specifically for this study. For both qualitative (and a qualitative component of mixed-method studies) and quantitative studies, the data were extracted and tabulated into text format according to preplanned research questions [ 36 ]. To test the quality of the tables and the data extraction process, three authors independently extracted the data from the first five studies (in alphabetical order). After that, the authors came together to share and determine whether their approaches of the data extraction were consistent with each other’s output and whether the content of each table was in line with research question. No reason was found to modify the data extraction tables or planned process. After a consensus of the data extraction process was reached, the data were extracted in pairs by independent reviewers (WC, TY, SH, GL). Any disagreements that arose between the reviewers were resolved through discussion and with a third reviewer (MV).

Data analysis

We were not able to conduct a meta-analysis due to a lack of effectiveness data based on clinical trials. Instead, we used inductive thematic analysis with constant comparison to answer the research question [ 46 , 49 ] using tabulated primary data from qualitative and quantitative studies as reported by the original authors in narrative form only [ 47 ]. In addition, the qualitizing process was used to transform quantitative data to qualitative data; this helped us to convert the whole data into themes and categories. After that we used the thematic analysis for the narrative data as follows. First, the text was carefully read, line by line, to reveal topics answering each specific review question (MV). Second, the data coding was conducted, and the themes in the data were formed by data categorization. The process of deriving the themes was inductive based on constant comparison [ 49 ]. The results of thematic analysis and data categorization was first described in narrative format and then the total number of studies was calculated where the specific category was identified (%).

Stakeholder involvement

The method of reporting stakeholders’ involvement follows the key components by [ 50 ]: (1) people involved, (2) geographical location, (3) how people were recruited, (4) format of involvement, (5) amount of involvement, (6) ethical approval, (7) financial compensation, and (8) methods for reporting involvement.

In our review, stakeholder involvement targeted nurses and nurse leader in China. Nurse Directors of two hospitals recommended potential participants who received a personal invitation letter from researchers to participate in a discussion meeting. Stakeholders’ participation was based on their own free will. Due to COVID-19, one online meeting (1 h) was organized (25 May 2022). Eleven participants joined the meeting. Ethical approval was not applied and no financial compensation was offered. At the end of the meeting, experiences of stakeholders’ involvement were explored.

The meeting started with an introductory presentation with power points. The rationale, methods, and preliminary review results were shared with the participants [ 51 ].The meeting continued with general questions for the participants: (1) Are you aware of the concepts of evidence-based practice or evidence-based leadership?; (2) How important is it to use evidence to support decisions among nurse leaders?; (3) How is the evidence-based approach used in hospital settings?; and (4) What type of evidence is currently used to support nurse leaders’ decision making (e.g. scientific literature, organizational data, stakeholder views)?

Two people took notes on the course and content of the conversation. The notes were later transcripted in verbatim, and the key points of the discussions were summarised. Although answers offered by the stakeholders were very short, the information was useful to validate the preliminary content of the results, add the rigorousness of the review, and obtain additional perspectives. A recommendation of the stakeholders was combined in the Discussion part of this review increasing the applicability of the review in the real world [ 50 ]. At the end of the discussion, the value of stakeholders’ involvement was asked. Participants shared that the experience of participating was unique and the topic of discussion was challenging. Two authors of the review group further represented stakeholders by working together with the research team throughout the review study.

Search results

From seven different electronic databases, 6053 citations were identified as being potentially relevant to the review. Then, 3133 duplicates were removed by an automation tool (Covidence: www.covidence.org ), and one was removed manually. The titles and abstracts of 3040 of citations were reviewed, and a total of 110 full texts were included (one extra citation was found on the reference list but later excluded). Based on the eligibility criteria, 31 studies (32 hits) were critically appraised and deemed suitable for inclusion in the review. The search results and selection process are presented in the PRISMA [ 52 ] flow diagram Fig.  1 . The full list of references for included studies can be find in Additional file 2 . To avoid confusion between articles of the reference list and studies included in the analysis, the studies included in the review are referred inside the article using the reference number of each study (e.g. ref 1, ref 2).

Search results and study selection and inclusion process [ 52 ]

Characteristics of included studies

The studies had multiple purposes, aiming to develop practice, implement a new approach, improve quality, or to develop a model. The 31 studies (across 32 hits) were case series studies ( n  = 27), mixed methods studies ( n  = 3) and a quasi-experimental study ( n  = 1). All studies were published between the years 2004 and 2021. The highest number of papers was published in year 2020.

Table  2 describes the characteristics of included studies and Additional file 3 offers a narrative description of the studies.

Methodological quality assessment

Quasi-experimental studies.

We had one quasi-experimental study (ref 31). All questions in the critical appraisal tool were applicable. The total score of the study was 8 (out of a possible 9). Only one response of the tool was ‘no’ because no control group was used in the study (see Additional file 4 for the critical appraisal of included studies).

Case series studies . A case series study is typically defined as a collection of subjects with common characteristics. The studies do not include a comparison group and are often based on prevalent cases and on a sample of convenience [ 53 ]. Munn et al. [ 45 ] further claim that case series are best described as observational studies, lacking experimental and randomized characteristics, being descriptive studies, without a control or comparator group. Out of 27 case series studies included in our review, the critical appraisal scores varied from 1 to 9. Five references were conference abstracts with empirical study results, which were scored from 1 to 3. Full reports of these studies were searched in electronic databases but not found. Critical appraisal scores for the remaining 22 studies ranged from 1 to 9 out of a possible score of 10. One question (Q3) was not applicable to 13 studies: “Were valid methods used for identification of the condition for all participants included in the case series?” Only two studies had clearly reported the demographic of the participants in the study (Q6). Twenty studies met Criteria 8 (“Were the outcomes or follow-up results of cases clearly reported?”) and 18 studies met Criteria 7 (“Q7: Was there clear reporting of clinical information of the participants?”) (see Additional file 4 for the critical appraisal of included studies).

Mixed-methods studies

Mixed-methods studies involve a combination of qualitative and quantitative methods. This is a common design and includes convergent design, sequential explanatory design, and sequential exploratory design [ 46 ]. There were three mixed-methods studies. The critical appraisal scores for the three studies ranged from 60 to 100% out of a possible 100%. Two studies met all the criteria, while one study fulfilled 60% of the scored criteria due to a lack of information to understand the relevance of the sampling strategy well enough to address the research question (Q4.1) or to determine whether the risk of nonresponse bias was low (Q4.4) (see Additional file 4 for the critical appraisal of included studies).

Intervention or program components

The intervention of program components were categorized and described using the TiDier checklist: name and goal, theory or background, material, procedure, provider, models of delivery, location, dose, modification, and adherence and fidelity [ 48 ]. A description of intervention in each study is described in Additional file 5 and a narrative description in Additional file 6 .

Leadership problems

In line with the inclusion criteria, data for the leadership problems were categorized in all 31 included studies (see Additional file 7 for leadership problems). Three types of leadership problems were identified: implementation of knowledge into practice, the quality of clinical care, and resources in nursing care. A narrative summary of the results is reported below.

Implementing knowledge into practice

Eleven studies (35%) aimed to solve leadership problems related to implementation of knowledge into practice. Studies showed how to support nurses in evidence-based implementation (EBP) (ref 3, ref 5), how to engage nurses in using evidence in practice (ref 4), how to convey the importance of EBP (ref 22) or how to change practice (ref 4). Other problems were how to facilitate nurses to use guideline recommendations (ref 7) and how nurses can make evidence-informed decisions (ref 8). General concerns also included the linkage between theory and practice (ref 1) as well as how to implement the EBP model in practice (ref 6). In addition, studies were motivated by the need for revisions or updates of protocols to improve clinical practice (ref 10) as well as the need to standardize nursing activities (ref 11, ref 14).

The quality of the care

Thirteen (42%) focused on solving problems related to the quality of clinical care. In these studies, a high number of catheter infections led a lack of achievement of organizational goals (ref 2, ref 9). A need to reduce patient symptoms in stem cell transplant patients undergoing high-dose chemotherapy (ref 24) was also one of the problems to be solved. In addition, the projects focused on how to prevent pressure ulcers (ref 26, ref 29), how to enhance the quality of cancer treatment (ref 25) and how to reduce the need for invasive constipation treatment (ref 30). Concerns about patient safety (ref 15), high fall rates (ref 16, ref 19), dissatisfaction of patients (ref 16, ref 18) and nurses (ref 16, ref 30) were also problems that had initiated the projects. Studies addressed concerns about how to promote good contingency care in residential aged care homes (ref 20) and about how to increase recognition of human trafficking problems in healthcare (ref 21).

Resources in nursing care

Nurse leaders identified problems in their resources, especially in staffing problems. These problems were identified in seven studies (23%), which involved concerns about how to prevent nurses from leaving the job (ref 31), how to ensure appropriate recruitment, staffing and retaining of nurses (ref 13) and how to decrease nurses’ burden and time spent on nursing activities (ref 12). Leadership turnover was also reported as a source of dissatisfaction (ref 17); studies addressed a lack of structured transition and training programs, which led to turnover (ref 23), as well as how to improve intershift handoff among nurses (ref 28). Optimal design for new hospitals was also examined (ref 27).

Main features of evidence-based leadership

Out of 31 studies, 17 (55%) included all four domains of an evidence-based leadership approach, and four studies (13%) included evidence of critical appraisal of the results (see Additional file 8 for the main features of evidence-based Leadership) (ref 11, ref 14, ref 23, ref 27).

Organizational evidence

Twenty-seven studies (87%) reported how organizational evidence was collected and used to solve leadership problems (ref 2). Retrospective chart reviews (ref 5), a review of the extent of specific incidents (ref 19), and chart auditing (ref 7, ref 25) were conducted. A gap between guideline recommendations and actual care was identified using organizational data (ref 7) while the percentage of nurses’ working time spent on patient care was analyzed using an electronic charting system (ref 12). Internal data (ref 22), institutional data, and programming metrics were also analyzed to understand the development of the nurse workforce (ref 13).

Surveys (ref 3, ref 25), interviews (ref 3, ref 25) and group reviews (ref 18) were used to better understand the leadership problem to be solved. Employee opinion surveys on leadership (ref 17), a nurse satisfaction survey (ref 30) and a variety of reporting templates were used for the data collection (ref 28) reported. Sometimes, leadership problems were identified by evidence facilitators or a PI’s team who worked with staff members (ref 15, ref 17). Problems in clinical practice were also identified by the Nursing Professional Council (ref 14), managers (ref 26) or nurses themselves (ref 24). Current practices were reviewed (ref 29) and a gap analysis was conducted (ref 4, ref 16, ref 23) together with SWOT analysis (ref 16). In addition, hospital mission and vision statements, research culture established and the proportion of nursing alumni with formal EBP training were analyzed (ref 5). On the other hand, it was stated that no systematic hospital-specific sources of data regarding job satisfaction or organizational commitment were used (ref 31). In addition, statements of organizational analysis were used on a general level only (ref 1).

Scientific evidence identified

Twenty-six studies (84%) reported the use of scientific evidence in their evidence-based leadership processes. A literature search was conducted (ref 21) and questions, PICO, and keywords were identified (ref 4) in collaboration with a librarian. Electronic databases, including PubMed (ref 14, ref 31), Cochrane, and EMBASE (ref 31) were searched. Galiano (ref 6) used Wiley Online Library, Elsevier, CINAHL, Health Source: Nursing/Academic Edition, PubMed, and the Cochrane Library while Hoke (ref 11) conducted an electronic search using CINAHL and PubMed to retrieve articles.

Identified journals were reviewed manually (ref 31). The findings were summarized using ‘elevator speech’ (ref 4). In a study by Gifford et al. (ref 9) evidence facilitators worked with participants to access, appraise, and adapt the research evidence to the organizational context. Ostaszkiewicz (ref 20) conducted a scoping review of literature and identified and reviewed frameworks and policy documents about the topic and the quality standards. Further, a team of nursing administrators, directors, staff nurses, and a patient representative reviewed the literature and made recommendations for practice changes.

Clinical practice guidelines were also used to offer scientific evidence (ref 7, ref 19). Evidence was further retrieved from a combination of nursing policies, guidelines, journal articles, and textbooks (ref 12) as well as from published guidelines and literature (ref 13). Internal evidence, professional practice knowledge, relevant theories and models were synthesized (ref 24) while other study (ref 25) reviewed individual studies, synthesized with systematic reviews or clinical practice guidelines. The team reviewed the research evidence (ref 3, ref 15) or conducted a literature review (ref 22, ref 28, ref 29), a literature search (ref 27), a systematic review (ref 23), a review of the literature (ref 30) or ‘the scholarly literature was reviewed’ (ref 18). In addition, ‘an extensive literature review of evidence-based best practices was carried out’ (ref 10). However, detailed description how the review was conducted was lacking.

Views of stakeholders

A total of 24 studies (77%) reported methods for how the views of stakeholders, i.e., professionals or experts, were considered. Support to run this study was received from nursing leadership and multidisciplinary teams (ref 29). Experts and stakeholders joined the study team in some cases (ref 25, ref 30), and in other studies, their opinions were sought to facilitate project success (ref 3). Sometimes a steering committee was formed by a Chief Nursing Officer and Clinical Practice Specialists (ref 2). More specifically, stakeholders’ views were considered using interviews, workshops and follow-up teleconferences (ref 7). The literature review was discussed with colleagues (ref 11), and feedback and support from physicians as well as the consensus of staff were sought (ref 16).

A summary of the project findings and suggestions for the studies were discussed at 90-minute weekly meetings by 11 charge nurses. Nurse executive directors were consulted over a 10-week period (ref 31). An implementation team (nurse, dietician, physiotherapist, occupational therapist) was formed to support the implementation of evidence-based prevention measures (ref 26). Stakeholders volunteered to join in the pilot implementation (ref 28) or a stakeholder team met to determine the best strategy for change management, shortcomings in evidence-based criteria were discussed, and strategies to address those areas were planned (ref 5). Nursing leaders, staff members (ref 22), ‘process owners (ref 18) and program team members (ref 18, ref 19, ref 24) met regularly to discuss the problems. Critical input was sought from clinical educators, physicians, nutritionists, pharmacists, and nurse managers (ref 24). The unit director and senior nursing staff reviewed the contents of the product, and the final version of clinical pathways were reviewed and approved by the Quality Control Commission of the Nursing Department (ref 12). In addition, two co-design workshops with 18 residential aged care stakeholders were organized to explore their perspectives about factors to include in a model prototype (ref 20). Further, an agreement of stakeholders in implementing continuous quality services within an open relationship was conducted (ref 1).

Critical appraisal

In five studies (16%), a critical appraisal targeting the literature search was carried out. The appraisals were conducted by interns and teams who critiqued the evidence (ref 4). In Hoke’s study, four areas that had emerged in the literature were critically reviewed (ref 11). Other methods were to ‘critically appraise the search results’ (ref 14). Journal club team meetings (ref 23) were organized to grade the level and quality of evidence and the team ‘critically appraised relevant evidence’ (ref 27). On the other hand, the studies lacked details of how the appraisals were done in each study.

The perceived effects of evidence-based leadership

Perceived effects of evidence-based leadership on nurses’ performance.

Eleven studies (35%) described perceived effects of evidence-based leadership on nurses’ performance (see Additional file 9 for perceived effects of evidence-based leadership), which were categorized in four groups: awareness and knowledge, competence, ability to understand patients’ needs, and engagement. First, regarding ‘awareness and knowledge’, different projects provided nurses with new learning opportunities (ref 3). Staff’s knowledge (ref 20, ref 28), skills, and education levels improved (ref 20), as did nurses’ knowledge comprehension (ref 21). Second, interventions and approaches focusing on management and leadership positively influenced participants’ competence level to improve the quality of services. Their confidence level (ref 1) and motivation to change practice increased, self-esteem improved, and they were more positive and enthusiastic in their work (ref 22). Third, some nurses were relieved that they had learned to better handle patients’ needs (ref 25). For example, a systematic work approach increased nurses’ awareness of the patients who were at risk of developing health problems (ref 26). And last, nurse leaders were more engaged with staff, encouraging them to adopt the new practices and recognizing their efforts to change (ref 8).

Perceived effects on organizational outcomes

Nine studies (29%) described the perceived effects of evidence-based leadership on organizational outcomes (see Additional file 9 for perceived effects of evidence-based leadership). These were categorized into three groups: use of resources, staff commitment, and team effort. First, more appropriate use of resources was reported (ref 15, ref 20), and working time was more efficiently used (ref 16). In generally, a structured approach made implementing change more manageable (ref 1). On the other hand, in the beginning of the change process, the feedback from nurses was unfavorable, and they experienced discomfort in the new work style (ref 29). New approaches were also perceived as time consuming (ref 3). Second, nurse leaders believed that fewer nursing staff than expected left the organization over the course of the study (ref 31). Third, the project helped staff in their efforts to make changes, and it validated the importance of working as a team (ref 7). Collaboration and support between the nurses increased (ref 26). On the other hand, new work style caused challenges in teamwork (ref 3).

Perceived effects on clinical outcomes

Five studies (16%) reported the perceived effects of evidence-based leadership on clinical outcomes (see Additional file 9 for perceived effects of evidence-based leadership), which were categorized in two groups: general patient outcomes and specific clinical outcomes. First, in general, the project assisted in connecting the guideline recommendations and patient outcomes (ref 7). The project was good for the patients in general, and especially to improve patient safety (ref 16). On the other hand, some nurses thought that the new working style did not work at all for patients (ref 28). Second, the new approach used assisted in optimizing patients’ clinical problems and person-centered care (ref 20). Bowel management, for example, received very good feedback (ref 30).

The measured effects of evidence-based leadership

The measured effects on nurses’ performance.

Data were obtained from 20 studies (65%) (see Additional file 10 for measured effects of evidence-based leadership) and categorized nurse performance outcomes for three groups: awareness and knowledge, engagement, and satisfaction. First, six studies (19%) measured the awareness and knowledge levels of participants. Internship for staff nurses was beneficial to help participants to understand the process for using evidence-based practice and to grow professionally, to stimulate for innovative thinking, to give knowledge needed to use evidence-based practice to answer clinical questions, and to make possible to complete an evidence-based practice project (ref 3). Regarding implementation program of evidence-based practice, those with formal EBP training showed an improvement in knowledge, attitude, confidence, awareness and application after intervention (ref 3, ref 11, ref 20, ref 23, ref 25). On the contrary, in other study, attitude towards EBP remained stable ( p  = 0.543). and those who applied EBP decreased although no significant differences over the years ( p  = 0.879) (ref 6).

Second, 10 studies (35%) described nurses’ engagement to new practices (ref 5, ref 6, ref 7, ref 10, ref 16, ref 17, ref 18, ref 21, ref 25, ref 27). 9 studies (29%) studies reported that there was an improvement of compliance level of participants (ref 6, ref 7, ref 10, ref 16, ref 17, ref 18, ref 21, ref 25, ref 27). On the contrary, in DeLeskey’s (ref 5) study, although improvement was found in post-operative nausea and vomiting’s (PONV) risk factors documented’ (2.5–63%), and ’risk factors communicated among anaesthesia and surgical staff’ (0–62%), the improvement did not achieve the goal. The reason was a limited improvement was analysed. It was noted that only those patients who had been seen by the pre-admission testing nurse had risk assessments completed. Appropriate treatment/prophylaxis increased from 69 to 77%, and from 30 to 49%; routine assessment for PONV/rescue treatment 97% and 100% was both at 100% following the project. The results were discussed with staff but further reasons for a lack of engagement in nursing care was not reported.

And third, six studies (19%) reported nurses’ satisfaction with project outcomes. The study results showed that using evidence in managerial decisions improved nurses’ satisfaction and attitudes toward their organization ( P  < 0.05) (ref 31). Nurses’ overall job satisfaction improved as well (ref 17). Nurses’ satisfaction with usability of the electronic charting system significantly improved after introduction of the intervention (ref 12). In handoff project in seven hospitals, improvement was reported in all satisfaction indicators used in the study although improvement level varied in different units (ref 28). In addition, positive changes were reported in nurses’ ability to autonomously perform their job (“How satisfied are you with the tools and resources available for you treat and prevent patient constipation?” (54%, n  = 17 vs. 92%, n  = 35, p  < 0.001) (ref 30).

The measured effects on organizational outcomes

Thirteen studies (42%) described the effects of a project on organizational outcomes (see Additional file 10 for measured effects of evidence-based leadership), which were categorized in two groups: staff compliance, and changes in practices. First, studies reported improved organizational outcomes due to staff better compliance in care (ref 4, ref 13, ref 17, ref 23, ref 27, ref 31). Second, changes in organization practices were also described (ref 11) like changes in patient documentation (ref 12, ref 21). Van Orne (ref 30) found a statistically significant reduction in the average rate of invasive medication administration between pre-intervention and post-intervention ( p  = 0.01). Salvador (ref 24) also reported an improvement in a proactive approach to mucositis prevention with an evidence-based oral care guide. On the contrary, concerns were also raised such as not enough time for new bedside report (ref 16) or a lack of improvement of assessment of diabetic ulcer (ref 8).

The measured effects on clinical outcomes

A variety of improvements in clinical outcomes were reported (see Additional file 10 for measured effects of evidence-based leadership): improvement in patient clinical status and satisfaction level. First, a variety of improvement in patient clinical status was reported. improvement in Incidence of CAUTI decreased 27.8% between 2015 and 2019 (ref 2) while a patient-centered quality improvement project reduced CAUTI rates to 0 (ref 10). A significant decrease in transmission rate of MRSA transmission was also reported (ref 27) and in other study incidences of CLABSIs dropped following of CHG bathing (ref 14). Further, it was possible to decrease patient nausea from 18 to 5% and vomiting to 0% (ref 5) while the percentage of patients who left the hospital without being seen was below 2% after the project (ref 17). In addition, a significant reduction in the prevalence of pressure ulcers was found (ref 26, ref 29) and a significant reduction of mucositis severity/distress was achieved (ref 24). Patient falls rate decreased (ref 15, ref 16, ref 19, ref 27).

Second, patient satisfaction level after project implementation improved (ref 28). The scale assessing healthcare providers by consumers showed improvement, but the changes were not statistically significant. Improvement in an emergency department leadership model and in methods of communication with patients improved patient satisfaction scores by 600% (ref 17). In addition, new evidence-based unit improved patient experiences about the unit although not all items improved significantly (ref 18).

Stakeholder involvement in the mixed-method review

To ensure stakeholders’ involvement in the review, the real-world relevance of our research [ 53 ], achieve a higher level of meaning in our review results, and gain new perspectives on our preliminary findings [ 50 ], a meeting with 11 stakeholders was organized. First, we asked if participants were aware of the concepts of evidence-based practice or evidence-based leadership. Responses revealed that participants were familiar with the concept of evidence-based practice, but the topic of evidence-based leadership was totally new. Examples of nurses and nurse leaders’ responses are as follows: “I have heard a concept of evidence-based practice but never a concept of evidence-based leadership.” Another participant described: “I have heard it [evidence-based leadership] but I do not understand what it means.”

Second, as stakeholder involvement is beneficial to the relevance and impact of health research [ 54 ], we asked how important evidence is to them in supporting decisions in health care services. One participant described as follows: “Using evidence in decisions is crucial to the wards and also to the entire hospital.” Third, we asked how the evidence-based approach is used in hospital settings. Participants expressed that literature is commonly used to solve clinical problems in patient care but not to solve leadership problems. “In [patient] medication and care, clinical guidelines are regularly used. However, I am aware only a few cases where evidence has been sought to solve leadership problems.”

And last, we asked what type of evidence is currently used to support nurse leaders’ decision making (e.g. scientific literature, organizational data, stakeholder views)? The participants were aware that different types of information were collected in their organization on a daily basis (e.g. patient satisfaction surveys). However, the information was seldom used to support decision making because nurse leaders did not know how to access this information. Even so, the participants agreed that the use of evidence from different sources was important in approaching any leadership or managerial problems in the organization. Participants also suggested that all nurse leaders should receive systematic training related to the topic; this could support the daily use of the evidence-based approach.

To our knowledge, this article represents the first mixed-methods systematic review to examine leadership problems, how evidence is used to solve these problems and what the perceived and measured effects of evidence-based leadership are on nurse leaders and their performance, organizational, and clinical outcomes. This review has two key findings. First, the available research data suggests that evidence-based leadership has potential in the healthcare context, not only to improve knowledge and skills among nurses, but also to improve organizational outcomes and the quality of patient care. Second, remarkably little published research was found to explore the effects of evidence-based leadership with an efficient trial design. We validated the preliminary results with nurse stakeholders, and confirmed that nursing staff, especially nurse leaders, were not familiar with the concept of evidence-based leadership, nor were they used to implementing evidence into their leadership decisions. Our data was based on many databases, and we screened a large number of studies. We also checked existing registers and databases and found no registered or ongoing similar reviews being conducted. Therefore, our results may not change in the near future.

We found that after identifying the leadership problems, 26 (84%) studies out of 31 used organizational data, 25 (81%) studies used scientific evidence from the literature, and 21 (68%) studies considered the views of stakeholders in attempting to understand specific leadership problems more deeply. However, only four studies critically appraised any of these findings. Considering previous critical statements of nurse leaders’ use of evidence in their decision making [ 14 , 30 , 31 , 34 , 55 ], our results are still quite promising.

Our results support a previous systematic review by Geert et al. [ 32 ], which concluded that it is possible to improve leaders’ individual-level outcomes, such as knowledge, motivation, skills, and behavior change using evidence-based approaches. Collins and Holton [ 23 ] particularly found that leadership training resulted in significant knowledge and skill improvements, although the effects varied widely across studies. In our study, evidence-based leadership was seen to enable changes in clinical practice, especially in patient care. On the other hand, we understand that not all efforts to changes were successful [ 56 , 57 , 58 ]. An evidence-based approach causes negative attitudes and feelings. Negative emotions in participants have also been reported due to changes, such as discomfort with a new working style [ 59 ]. Another study reported inconvenience in using a new intervention and its potential risks for patient confidentiality. Sometimes making changes is more time consuming than continuing with current practice [ 60 ]. These findings may partially explain why new interventions or program do not always fully achieve their goals. On the other hand, Dubose et al. [ 61 ] state that, if prepared with knowledge of resistance, nurse leaders could minimize the potential negative consequences and capitalize on a powerful impact of change adaptation.

We found that only six studies used a specific model or theory to understand the mechanism of change that could guide leadership practices. Participants’ reactions to new approaches may be an important factor in predicting how a new intervention will be implemented into clinical practice. Therefore, stronger effort should be put to better understanding the use of evidence, how participants’ reactions and emotions or practice changes could be predicted or supported using appropriate models or theories, and how using these models are linked with leadership outcomes. In this task, nurse leaders have an important role. At the same time, more responsibilities in developing health services have been put on the shoulders of nurse leaders who may already be suffering under pressure and increased burden at work. Working in a leadership position may also lead to role conflict. A study by Lalleman et al. [ 62 ] found that nurses were used to helping other people, often in ad hoc situations. The helping attitude of nurses combined with structured managerial role may cause dilemmas, which may lead to stress. Many nurse leaders opt to leave their positions less than 5 years [ 63 ].To better fulfill the requirements of health services in the future, the role of nurse leaders in evidence-based leadership needs to be developed further to avoid ethical and practical dilemmas in their leadership practices.

It is worth noting that the perceived and measured effects did not offer strong support to each other but rather opened a new venue to understand the evidence-based leadership. Specifically, the perceived effects did not support to measured effects (competence, ability to understand patients’ needs, use of resources, team effort, and specific clinical outcomes) while the measured effects could not support to perceived effects (nurse’s performance satisfaction, changes in practices, and clinical outcomes satisfaction). These findings may indicate that different outcomes appear if the effects of evidence-based leadership are looked at using different methodological approach. Future study is encouraged using well-designed study method including mixed-method study to examine the consistency between perceived and measured effects of evidence-based leadership in health care.

There is a potential in nursing to support change by demonstrating conceptual and operational commitment to research-based practices [ 64 ]. Nurse leaders are well positioned to influence and lead professional governance, quality improvement, service transformation, change and shared governance [ 65 ]. In this task, evidence-based leadership could be a key in solving deficiencies in the quality, safety of care [ 14 ] and inefficiencies in healthcare delivery [ 12 , 13 ]. As WHO has revealed, there are about 28 million nurses worldwide, and the demand of nurses will put nurse resources into the specific spotlight [ 1 ]. Indeed, evidence could be used to find solutions for how to solve economic deficits or other problems using leadership skills. This is important as, when nurses are able to show leadership and control in their own work, they are less likely to leave their jobs [ 66 ]. On the other hand, based on our discussions with stakeholders, nurse leaders are not used to using evidence in their own work. Further, evidence-based leadership is not possible if nurse leaders do not have access to a relevant, robust body of evidence, adequate funding, resources, and organizational support, and evidence-informed decision making may only offer short-term solutions [ 55 ]. We still believe that implementing evidence-based strategies into the work of nurse leaders may create opportunities to protect this critical workforce from burnout or leaving the field [ 67 ]. However, the role of the evidence-based approach for nurse leaders in solving these problems is still a key question.

Limitations

This study aimed to use a broad search strategy to ensure a comprehensive review but, nevertheless, limitations exist: we may have missed studies not included in the major international databases. To keep search results manageable, we did not use specific databases to systematically search grey literature although it is a rich source of evidence used in systematic reviews and meta-analysis [ 68 ]. We still included published conference abstract/proceedings, which appeared in our scientific databases. It has been stated that conference abstracts and proceedings with empirical study results make up a great part of studies cited in systematic reviews [ 69 ]. At the same time, a limited space reserved for published conference publications can lead to methodological issues reducing the validity of the review results [ 68 ]. We also found that the great number of studies were carried out in western countries, restricting the generalizability of the results outside of English language countries. The study interventions and outcomes were too different across studies to be meaningfully pooled using statistical methods. Thus, our narrative synthesis could hypothetically be biased. To increase transparency of the data and all decisions made, the data, its categorization and conclusions are based on original studies and presented in separate tables and can be found in Additional files. Regarding a methodological approach [ 34 ], we used a mixed methods systematic review, with the core intention of combining quantitative and qualitative data from primary studies. The aim was to create a breadth and depth of understanding that could confirm to or dispute evidence and ultimately answer the review question posed [ 34 , 70 ]. Although the method is gaining traction due to its usefulness and practicality, guidance in combining quantitative and qualitative data in mixed methods systematic reviews is still limited at the theoretical stage [ 40 ]. As an outcome, it could be argued that other methodologies, for example, an integrative review, could have been used in our review to combine diverse methodologies [ 71 ]. We still believe that the results of this mixed method review may have an added value when compared with previous systematic reviews concerning leadership and an evidence-based approach.

Our mixed methods review fills the gap regarding how nurse leaders themselves use evidence to guide their leadership role and what the measured and perceived impact of evidence-based leadership is in nursing. Although the scarcity of controlled studies on this topic is concerning, the available research data suggest that evidence-based leadership intervention can improve nurse performance, organizational outcomes, and patient outcomes. Leadership problems are also well recognized in healthcare settings. More knowledge and a deeper understanding of the role of nurse leaders, and how they can use evidence in their own managerial leadership decisions, is still needed. Despite the limited number of studies, we assume that this narrative synthesis can provide a good foundation for how to develop evidence-based leadership in the future.

Implications

Based on our review results, several implications can be recommended. First, the future of nursing success depends on knowledgeable, capable, and strong leaders. Therefore, nurse leaders worldwide need to be educated about the best ways to manage challenging situations in healthcare contexts using an evidence-based approach in their decisions. This recommendation was also proposed by nurses and nurse leaders during our discussion meeting with stakeholders.

Second, curriculums in educational organizations and on-the-job training for nurse leaders should be updated to support general understanding how to use evidence in leadership decisions. And third, patients and family members should be more involved in the evidence-based approach. It is therefore important that nurse leaders learn how patients’ and family members’ views as stakeholders are better considered as part of the evidence-based leadership approach.

Future studies should be prioritized as follows: establishment of clear parameters for what constitutes and measures evidence-based leadership; use of theories or models in research to inform mechanisms how to effectively change the practice; conducting robust effectiveness studies using trial designs to evaluate the impact of evidence-based leadership; studying the role of patient and family members in improving the quality of clinical care; and investigating the financial impact of the use of evidence-based leadership approach within respective healthcare systems.

Data availability

The authors obtained all data for this review from published manuscripts.

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Acknowledgements

We want to thank the funding bodies, the Finnish National Agency of Education, Asia Programme, the Department of Nursing Science at the University of Turku, and Xiangya School of Nursing at the Central South University. We also would like to thank the nurses and nurse leaders for their valuable opinions on the topic.

The work was supported by the Finnish National Agency of Education, Asia Programme (grant number 26/270/2020) and the University of Turku (internal fund 26003424). The funders had no role in the study design and will not have any role during its execution, analysis, interpretation of the data, decision to publish, or preparation of the manuscript.

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Department of Nursing Science, University of Turku, Turku, FI-20014, Finland

Maritta Välimäki, Tella Lantta, Kirsi Hipp & Jaakko Varpula

School of Public Health, University of Helsinki, Helsinki, FI-00014, Finland

Maritta Välimäki

Xiangya Nursing, School of Central South University, Changsha, 410013, China

Shuang Hu, Jiarui Chen, Yao Tang, Wenjun Chen & Xianhong Li

School of Health and Social Services, Häme University of Applied Sciences, Hämeenlinna, Finland

Hunan Cancer Hospital, Changsha, 410008, China

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Contributions

Study design: MV, XL. Literature search and study selection: MV, KH, TL, WC, XL. Quality assessment: YT, SH, XL. Data extraction: JC, MV, JV, WC, YT, SH, GL. Analysis and interpretation: MV, SH. Manuscript writing: MV. Critical revisions for important intellectual content: MV, XL. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Xianhong Li .

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No ethical approval was required for this study.

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The authors declare no competing interests.

Differences between the original protocol

We modified criteria for the included studies: we included published conference abstracts/proceedings, which form a relatively broad knowledge base in scientific knowledge. We originally planned to conduct a survey with open-ended questions followed by a face-to-face meeting to discuss the preliminary results of the review. However, to avoid extra burden in nurses due to COVID-19, we decided to limit the validation process to the online discussion only.

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How to Let Your Values Guide You as a School Leader

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Self-reflection is an essential part of the leadership journey. One of the biggest challenges school leaders face is the disconnect between their actions and core values. When this disconnect occurs, they may find themselves leading haphazardly, without a clear sense of direction or purpose.

Feelings of mental exhaustion and burnout can easily seep into the picture, which is when you most need a mindset alignment. By maintaining a solid connection between values and work, you can ensure you are leading with purpose and clarity.

School leaders are shaped by many rich personal and professional experiences that teach them what effective school leadership looks, sounds, and feels like. As a school leader, you should always look to other principals, assistant principals, deans, and others in leadership positions for examples of what to do and, very often, what not to do.

In this biweekly column , principals and other authorities on school leadership—including researchers, education professors, district administrators, and assistant principals—offer timely and timeless advice for their peers.

Reflecting on past experiences as teachers, instructional coaches, deans, or assistant principals can help principals reconnect with the emotions and motivations that led you to school leadership. Speaking as a former district and school leader, I recognize that our experiences as students in school, how our students’ families felt about school, and our own children’s experiences with school can influence how we engage as school leaders. Those experiences shaped us as people and educators.

These reflections reinforce a leader’s reason why. It can be easy to forget that “why” while immersed in the work, but reflection can help keep us motivated and moving forward, especially during challenging times. Reflective practice is necessary to grow, evolve, and lead with confidence as a school leader.

For example, growing up in a low-income, single-parent household, my family and I were rich in our beliefs about school and the value it could bring to our lives. In my mother’s eyes, school and education were the golden ticket to help break the cycle of poverty, and, as a result, she was very strict about school. She also instilled the importance of commitment. Our belief was that following through on commitments was an indicator of character.

When I became a leader, I found myself bringing a lot of my family values into my leadership and had to sort through the realities of fairness and leading justly. I’ve carried the value of school and commitment throughout my life.

As a principal, I realized how my value of commitment became a challenge with how I led early on in my career. There was a pattern developing in how I reacted to teachers each time one would come to my office to share that they couldn’t handle teaching and “quit” on our students.

I took it personally. I mean, after all, these are our students. How could you leave them like that?

As I became more self-aware of my emotions and the how and why of their existence, I realized those expectations were bringing negativity into the space. My conversations then shifted from judging those teachers unfairly to listening and responding with empathy and support. I led with my personal experiences, which shaped my values as an adult; the personal influenced the professional.

Without developing the practice of reflection and a willingness to receive feedback, I could never have evolved as a school leader.

Reflecting on the values that matter to us most is an important step in that evolution. Sometimes, this can feel like peeling back layers of an onion, and the revelations may be painful. However, the more you ask yourself why and peel back those layers, the closer you will get to identifying your true values—the things that drive you as a person, as an individual, as a family member, or as a leader.

This process can be uncomfortable, but if there are no feelings of discomfort, your self-reflection is not being done right. To begin understanding yourself and evolving as a school leader, I encourage you to start with L.O.V.E.—list, organize, value, and evaluate.

List your core values, the ones closest to your heart and mind.

Organize those values by theme. This is where the discomfort may emerge. Ask the question why for each theme. Get to the root of why the core values are important. This may bring up some painful memories or possibly joyful ones. Understanding the why of your values is important here.

After deep reflection and introspection, think about how those values can show up in leadership actions. For example, after peeling back the layers, you may identify that honesty is a core value because experience has taught you that honest people are reliable and trustworthy. You may then reflect that value in leadership actions with transparent communication about budget, district messaging, systems. It will become an expectation and commitment to be transparent with staff at all times.

Each week, take time to evaluate how your value-led actions and decisions are aligned with core values. How does it feel when decisions or actions are made in opposition to values? Take note. Commit to actions that create self-awareness before taking action or making decisions.

Our values are shaped by our positive and negative experiences, which eventually shape us as individuals. Identifying those core values is essential to establishing one’s leadership style.

As school leaders, it’s easy to get caught up in the day to day and forget to check in with ourselves. That’s why it’s important to set aside time on the calendar and prioritize reflection. The more time is prioritized, the more opportunity we have to align our values with our leadership. We have the power to choose when and how to invest in ourselves to let our values guide transformational leadership practices.

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The Impact of John F. Kennedy’s Leadership on the Cold War Dynamics

This essay is about John F. Kennedy’s significant influence on the Cold War through his leadership crisis management and visionary policies. It discusses his inaugural address which set the tone for his administration’s assertive yet diplomatic approach. Key events such as the Cuban Missile Crisis highlight Kennedy’s adept crisis management while initiatives like the Peace Corps and space exploration demonstrate his strategic use of soft power and technological competition. The essay also covers Kennedy’s efforts in arms control leading to the Partial Nuclear Test Ban Treaty. Despite some failures like the Bay of Pigs invasion Kennedy’s legacy in shaping Cold War dynamics through a balanced approach of strength and negotiation is underscored.

How it works

The Cold War a period of geopolitical tension between the United States and the Soviet Union was marked by ideological conflicts nuclear arms races and proxy wars. John F. Kennedy’s presidency from 1961 to 1963 was a critical phase in this prolonged standoff. Kennedy’s leadership style his handling of crises and his visionary policies significantly influenced the trajectory of the Cold War leaving a lasting impact on both American and global history.

John F. Kennedy’s approach to the Cold War was characterized by a blend of assertiveness and diplomacy.

His inaugural address set the tone for his administration’s stance famously declaring “Let every nation know… that we shall pay any price bear any burden meet any hardship support any friend oppose any foe to assure the survival and the success of liberty.” This statement underscored Kennedy’s commitment to confronting Soviet expansionism while also signaling a readiness to engage in diplomatic negotiations to reduce tensions.

Among the most important moments of Kennedy’s presidency was the October 1962 Cuban Missile Crisis. The world was on the verge of nuclear war during this dispute between the US and the USSR over the stationing of nuclear missiles in Cuba. Kennedy’s crisis management skills were evident in the way he handled the situation. He chose a naval blockade and intensive diplomatic negotiations over caving in to demands for urgent military action. In addition to averting a possible disaster his calculated strategy eventually resulted in the Soviet Union removing its missiles from Cuba which significantly reduced Cold War tensions.

Kennedy’s foreign policy was not limited to crisis management; it also encompassed initiatives aimed at long-term stability. The establishment of the Peace Corps in 1961 exemplified his belief in the power of American ideals and soft power. By sending young Americans abroad to assist in education healthcare and development projects Kennedy sought to counteract communist influence in developing nations and foster goodwill towards the United States. This initiative reflected his understanding that the Cold War was not solely a military contest but also a battle for hearts and minds across the globe.

Another cornerstone of Kennedy’s Cold War strategy was his focus on space exploration. The race to space was a crucial aspect of the ideological competition between the United States and the Soviet Union. Kennedy’s bold challenge to land a man on the moon by the end of the 1960s was both a scientific endeavor and a demonstration of American technological prowess. This vision culminated in the Apollo 11 mission’s successful moon landing in 1969 a triumph that bolstered American prestige and demonstrated the superiority of the capitalist democratic model in achieving extraordinary feats.

Kennedy also recognized the importance of arms control in mitigating the risks of the Cold War. In June 1963 he delivered a landmark speech at American University advocating for a nuclear test ban treaty. He emphasized the necessity of ending the arms race and building a framework for peaceful coexistence with the Soviet Union. This speech paved the way for the Partial Nuclear Test Ban Treaty signed later that year which prohibited atmospheric nuclear tests. This agreement was a significant step towards reducing the nuclear threat and exemplified Kennedy’s ability to balance firmness with diplomacy.

Kennedy’s Cold War strategies were not without difficulties and detractors despite these achievements. An unfortunate attempt to topple Fidel Castro’s communist rule in Cuba was the Bay of Pigs invasion in April 1961. It was a major disaster. The operation which was carried out under Kennedy but planned under the Eisenhower administration ended in disaster and embarrassed the United States. This episode made clear the dangers and intricacies of Cold War tactics and the importance of thorough planning and thought before engaging in foreign missions.

In conclusion the years of John F. Kennedy’s administration marked a turning point in the Cold War. His perseverance and diplomatic style of leadership helped steer the team through some of the most dangerous times of the time. Kennedy’s actions influenced the dynamics of the Cold War profoundly and persistently extending beyond the Cuban Missile Crisis to include arms control space exploration and exploration. His idea of a world in which ideological disputes might be resolved by a combination of force and diplomacy is still a profound legacy that influenced the way other leaders handled foreign affairs at one of the most volatile times in history.

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The President Can Now Assassinate You, Officially

Under this new standard, a president can go on a four-to-eight-year crime spree and then retire from public life, never to be held accountable.

United States Supreme Court justices pose for their official portrait on October 7, 2022, in Washington, DC.

Welp, Donald Trump won. The Supreme Court today ruled that presidents are entitled to “absolute immunity” from criminal prosecution for official acts, then contended that pressuring the vice president and the Department of Justice to overthrow the government was an “official act,” then said that talking to advisers or making public statements are “official acts” as well, and then determined that evidence of what presidents say and do cannot be used against them to establish that their acts are “unofficial.”

The ruling from the Supreme Court was 6-3, written by Chief Justice John Roberts, on a straight party-line vote, with all the Republican-appointed justices joining to give the president the power of a king. While some parts of the federal indictment against Trump will be remanded back down to the district-court trial judge to determine whether any of Trump’s actions were “unofficial” (“unofficial” acts, the court says, are not entitled to immunity), Trump’s victory in front of the Supreme Court is total. Essentially, all he has to do is claim that everything he did to plot a coup was part of his “official” duties, and the Supreme Court provided no clear method or evidentiary standard that can be used to challenge that presumption.

Legally, there are two critical things to understand about the totality of the court’s ruling here:

• The immunity is absolute
• There is no legislative way to get rid of what the court has given

On the first point, the immunity granted to Trump in this case far exceeds the immunity granted to, say, police officers or other government officials, when they act in their official capacities. Those officials are granted “qualified” immunity from civil penalties. Because the immunity is “qualified,” it can be taken away (“pierced” is the legal jargon for taking away an official’s qualified immunity). People can bring evidence against officials and argue that they shouldn’t be given immunity because of the gravity or depravity of their acts.

Not so with Trump. Presidents are now entitled to “absolute” immunity, which means that no matter what they do, the immunity cannot be lost. They are always and forever immune, no matter what evidence is brought to bear.

Moreover, unlike other officials, presidents are now entitled to absolute immunity from criminal charges. Even a cop can be charged with, say, murder , even if they argue that killing people is part of their jobs. But not presidents. Presidents can murder, rape, steal, and pretty much do whatever they want, so long as they argue that murdering, raping, or stealing is part of the official job of the president of the United States. There is no crime that pierces the veil of absolute immunity.

And there is essentially nothing we can do to change it. The courts created qualified immunity for public officials, but it can be undone by state or federal legislatures if they pass a law removing that protection. Not so with absolute presidential immunity. The court here says that absolute immunity is required by the separation of powers inherent in the Constitution, meaning that Congress cannot take it away. Congress, according to the Supreme Court, does not have the power to pass legislation saying “the president can be prosecuted for crimes.” Impeachment, and only impeachment, is the only way to punish presidents, and, somewhat obviously, impeachment does nothing to a president who is already no longer in office.

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Under this new standard, a president can go on a four-to-eight-year crime spree, steal all the money and murder all the people they can get their hands on, all under guise of presumptive “official” behavior, and then retire from public life, never to be held accountable for their crimes while in office. That, according to the court, is what the Constitution requires. 

There will be Republicans and legal academics and whatever the hell job Jonathan Turley has who will go into overdrive arguing that the decision isn’t as bad as all that. These bad-faith actors will be quoted or even published in The Washington Post and The New York Times . They will argue that presidents can still be prosecuted for “unofficial acts,” and so they will say that everything is fine.

But they will be wrong, because while the Supreme Court says “unofficial” acts are still prosecutable, the court has left nearly no sphere in which the president can be said to be acting “unofficially.” And more importantly, the court has left virtually no vector of evidence that can be deployed against a president to prove that their acts were “unofficial.” If trying to overthrow the government is “official,” then what isn’t? And if we can’t use the evidence of what the president says or does, because communications with their advisers, other government officials, and the public is “official,” then how can we ever show that an act was taken “unofficially”?

Take the now-classic example of a president ordering Seal Team Six to assassinate a political rival. According to the logic of the Republicans on the Supreme Court, that would likely be an official act. According to their logic, there is also no way to prove it’s “unofficial,” because any conversation the president has with their military advisers (where, for instance, the president tells them why they want a particular person assassinated) is official and cannot be used against them.

There will doubtless be people still wondering if Trump can somehow be prosecuted: The answer is “no.” Special counsel Jack Smith will surely argue that presenting fake electors in connection with his cadre of campaign sycophants was not an “official act.” Lower-court judges may well agree. But when that appeal gets back to the Supreme Court next year, the same justices who just ruled that Trump is entitled to absolute immunity will surely rule that submitting fake electors was also part of Trump’s “official” responsibilities.

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There is no way to change that outcome in the short term. In the long term, the only way to undo the authoritarianism the court has just ushered in is to expand the Supreme Court . Democrats would have to win the upcoming presidential election and the House and the Senate. Then Congress would have to pass a law expanding the number of justices on the Supreme Court; then the Senate would have to pass that law as well, which, at a minimum, would likely have to include getting rid of the filibuster. Then the president would have to sign such a bill, and appoint additional Supreme Court justices who do not think that presidents should be kings—and then those justices would have to be confirmed. And all of that would have to happen before the current Supreme Court hears whatever Trump appeal from his January 6 charges comes up next, because if court expansion happens after the current Supreme Court dismisses the charges against him, double jeopardy will attach and Trump can never be prosecuted again under a less-fascist court.

So, since that’s not going to happen, Trump won. He won completely. He tried to overthrow the government, and he got away with it. I cannot even imagine what he’ll try if he is actually given power again, knowing full well that he will never be held accountable for literal crimes.

If you ever wondered what you’d have done in ancient Rome, when the Roman Republic was shuttered and Augustus Caesar declared himself the “first” citizen of Rome, the answer is: whatever you’re doing right now. It’s what you would have done during the Restoration of King Charles II in England, and what you would have done when Napoleon declared himself emperor of France. This, right here, is how republics die.

And the answer that cries out from the abyss of history is that most people, in real time, don’t care. Republics fall because most citizens are willing to give it away. Most people think that it won’t be that bad to lose the rule of law, and the people who stand to benefit from the ending of republican self-government tell everybody that it will be OK. When the Imperium came to be, the Romans didn’t realize that they were seeing the last form of European self-government for 2,000 years, and the ones who did were largely happy about it.

For my part, I assume that like Mark Antony’s wife, Fulvia, defiling the decapitated head of Cicero, Martha-Ann Alito will be jabbing her golden hairpin into my tongue for criticizing the powerful soon enough. But I’m just a writer. I wonder what the rest of you will do as the last vestiges of democracy are taken away by the Imperial Supreme Court and the untouchable executive officer they’ve just created.

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Elie Mystal is  The Nation ’s justice correspondent and the host of its legal podcast, Contempt of Court . He is also an Alfred Knobler Fellow at the Type Media Center. His first book is the New York Times bestseller Allow Me to Retort: A Black Guy’s Guide to the Constitution, published by The New Press. Elie can be followed @ElieNYC .

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