Empowerment and Motivation

Last week in HED 201, we briefly went over the concepts of empowerment and motivation. As stated in the powerpoint slideshow presented in class, empowerment is the ability to enable others using trust and clear instructions, while motivation is an incentive to take action in a situation. Many leaders choose not to empower others simply because they believe that a leader will have less power if they give theirs away to another individual(stated in readings) or because they are fearful that their follower may be a better leader than them. However, it is shown that empowering someone else actually helps build a better group dynamic and a better relationship between both follower and leader. Motivation, however, is different than empowerment. Motivation has  three different dimensions: extrinsic rationale, relational rationale, and intrinsic rationale. These three components define reason why a person would be motivated to complete a task or to do a certain job. 

For example, last week I decided to watch an episode of House,a fiction television series that shows how doctors are able to crack weird cases. In this episode, the intern, Masters, had to decide if she wished to continue working on House’s team. She soon realized that House may in fact empower her to be the doctor he would like her to be, but would not motivate her to be herself in that work environment. House thought that she would be a better doctor if she believed in lying and actually used small white lies to get the patient to say what she wanted to say. In this episode, House gave her kudos for lying, but scolded her for doing the right thing. In short, House empowered her lie, which was not motivation for Masters in any way, shape, or form. In the end, she realized she did not like this type of motivation, and moved on to become a surgeon. Being a surgeon, Masters realized, would provide her with the motivation she needed to get the work done. She would receive good remarks from her peers and society, would be able to interact with patients in a different way, and would not have to lie to them in order to do what is best for the patient. The first type of motivation, extrinsic rationale, is exemplified by Masters  receiving good remarks from society. The second type of motivation, relational rationale, is shown by Masters not wanting to lie to patients to do what is best for them. And, finally, the third type of motivation, intrinsic rationale, could be perceived to be Masters wish to work with patients on a different level, simply because she wants to see more fruits of success, rather than the bittersweet taste of doing something good for the patient, even though they may necessarily not want what you are giving them. All in all, I believe that Masters made the choice to leave so hat she would be an environment that empowered and motivated her more than her previous job.

Values and Kitchener's Five Ethnical Principles

Last week in HED 201, we discussed the ideas surrounding personal values and how ethics pertain to Kitchener’s Five Ethnical Principles. First off, values are “freely chosen personal beliefs”. In a sense, what we value dictates what we believe to be moral.Therefore, values play a big role when trying to form our moral compass, which helps us make decisions every day. Ethics also affects how we view the world around us. Kitchener’s Five Ethnical Principles take the idea of ethics and incorporates it into a model that Kitchener believe we should all live by. The five principles are:1) respecting autonomy, 2) doing no harm, 3) benefiting others, 4) being just, and 5) being faithful. To respect the autonomy of others, one should strive to “provide leaders and members freedom of choice.” Number 2 simply refers to the simple fact that as leaders, we should “refrain from harming others, physically or emotionally.” As leaders, we should perform ac that benefit others and the planet, not just ourselves. Being just simply entails being fair and promoting equality. Being faithful does not necessarily connect to a certain religion or faith, but does state that you trust one another and keep your promises to the best of your ability.

This past week, I have been thinking about what possibly I might want to present as a solution to the case study give to us in class. The case study, in short, addresses the issue of retention rates at the University of Arizona for freshmen. While trying to think of solutions to this problem, it is important that I incorporate my own set of ethics while determining what can possibly be done to improve freshmen retention rates at the University. I believe that it is important to have both confidence and knowledge in a University environment. Therefore, in my case study, I suggested that more be done to help students who are bad test-takers by offering optional seminars or workshops on how to study and take a general college test, much like how Kaplan teaches its pupils to study for the SAT, MCAT, etc. This idea would be supported by Kitchener’s Five Ethnical Principles. This idea would not harm anyone(would only help) and would benefit others. The University would be keeping its promise to students to create a positive and supportive learning environment, while respecting the student’s right to do what they wish. By doing this, the University would also help incoming freshmen be on the same level when it comes to knowledge about test taking, which in truth promotes equality among new students. I also think that less general education classes be taught in Centennial Hall, and should be moved to smaller lecture halls. Students would learn more if given a smaller classroom environment(would not harm and would benefit students). This idea would help the University keep its commitment to parents and students that education is highly valued here. Smaller class sizes would also be fair to teachers and students. This would also not restrict anyone’s ability to be in a smaller or larger class, because both will still be offered at the University of Arizona. Overall, when making decisions, try to incorporate your values along with Kitchener’s Five Ethical Principles to yield the best results 

Identity and Privelege

       Last week in class, we discussed ideas behind the concepts of identity and privilege. The term identity has very broad definition in this course. Therefore, for our intents and purposes, the term identity is an umbrella, with many other subcategories beneath it. Two of these subcategories are ascribed identity and  self identity. Ascribed identity is “how others may see you or what society may impose on you”(as taken from the slide sow presented in class. In some cases, this may not correspond with your self identity, which is how you see yourself in society. Self identity may take the form of attributes that you associate with yourself. These attributes are ones that many others may have. Shared attributes among others increase your chance of finding someone that get along with and understands you. Several attributes can also be said to have certain privileges, or a special advantage, that may help you more in society, compared to somebody who does not share that attribute with you.

For example, I am classified in the United States, by society, as Hispanic, simply because I have a common Hispanic last name. In truth, I can trace my family back to France and southern Spain. Therefore, I am European, or White Spaniard, but because society states that I am Hispanic, many of those around me have always assumed that I am either 1) Mexican, 2) Latina, or 3) Puerto Rican. In some cases, I sometimes find that I agree with statement society makes, because I do not have ancestors that inhabited the United States when it was first colonized. In other situations, I find that I disagree with what society has labeled me, especially when someone asked me if I was going to a protest concerning the new act against the illegal immigration of many Mexicans. In this case, my self and ascribed identity do not match, and most of the time,  this is true. But I still find that I show my self identity simply by the friends I have made, who are usually white-caucasian or are of the middle upper class.

I know that my sister, female cousin, and I are not given the same privileges as my male cousin, simply because he is male. I know that when he went away for college, my grandparents bragged a little that he got into Boston University with a scholarship. Not much was said when I got into Baylor, The University of Arizona, and Arizona State University, all with scholarships. I know that even though he did not return for his sophomore year, and is now doing part-time schooling at a community college and Cal-State Fullerton, he is looked upon much more than I am for being a college student. They say he has to work very hard and that he is taking many extra courses to get to where he wants to be; they say that I am not doing as difficult a workload as he is, when, all be told, they do not know what courses I am taking. They cut him more slack than they do me. In truth, all accomplishments the girls in my family make are not as good as his. In my family, being male is a definite privilege, compared to being a female.

Ethnocentricity and Culture

        In class last week, we discussed the idea of ethnocentricity and culture. A type of culture is identified by “the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations; the customary beliefs, social forms, and material traits of a racial, religious, or social group” (as taken from the slide show presented during class). Culture is shown in many ways, through the clothes we wear, the language we speak, and food we eat. In many cases, different cultures coming together can result in what is called ethnocentricity, which is when a person or group takes some of their cultural aspects from their home into a new place. Ethnocentricity is something each of us practices, and can have both a negative and positive effect on the culture we are currently trying to adapt into. 

For example, the other day my roommate got on the phone with one of her friends that currently lives back in her hometown. After a while, my roommate started to talk about life here in Arizona, stating that it was much different from the life she had lead while in New York. She stated that “people living in the West are more sensitive to the words and actions people take here than they are back home.” She also confided in her friend that calling one of her friends a retard was not looked as badly upon back home as it was here. My roommate has experienced a slightly different culture here in Arizona than the one she lived in in New York. She had to adapt to the slight cultural changes here in Arizona, such as not calling a friend a retard, and realized that many cultural ideas that she thought were ok in a normal society, could not be practiced here. 

Another example involves a friend or a friend, who has recently come to the United States to learn English, as well as study here at the University of Arizona. I was recently introduced to her in my English class, and realized that she spoke broken English.I thought, “Well, maybe she has recently moved to the states with her family and is still trying to learn effective communication skills.” After sitting down at our appropriate seats, my friend starts talking to her in her home language. This is when I realize that she is an international student, originally from China, and is doing her best to try and fit in at a school that does not teach in her home language. She told me later she finds it easier to speak in her home language than it does in English, but that she did not want to exclude me simply because I did not speak the language she spoke. In a way, she was being ethnocentric, and doing so in a way that, from an outsider, may seem like her being exclusive when it came to making friends and communication with others. She took what she knew from her home country and applied it here, which is what many American do when they travel to other places. All in all, her ethnocentricity was a way for her to survive here while trying to adapt.

Cohesive Groups and Tuckman's Model of Development

In the last class, we briefly discussed the concept of a cohesive group, as well as Tuckman’s Model of Group Development, and how Tuckman’s model relates to a cohesive group. A cohesive group is one that has individual or group attraction, a shared vision or goal, and revolves around the concept of teamwork. Tuckman’s Model of Group Development states that there are five stages that create a cohesive group; forming, storming, norming, performing and adjourning. Forming is the creation of a new group with individuals from different backgrounds. Storming is the problematic period or period where conflict in the group arises, and not much performance is done. Norming, is the stage after storming, where conflicts are settles, and performance starts to increase.  Performing is the stage where the group is working at its maximum potential, due to the fact that the group now knows the quirks of its members. Adjourning is the point in the group process where every individual goes their separate ways, and from then on s not able to reform the group they were a part of in the exact same way. A cohesive group may not display all stages of Tuckman’s Model of Development, but most stages will be observed throughout a cohesive group’s existence.

Throughout my experience here at the University of Arizona, I have had several groups that were cohesive and that displayed all five stages of of Tuckman’s model. Recently, however, I have entered into a new cohesive relationship with my new roommate, Hillary. Hillary moved into my dorm room a week after my old roommate moved out. Our first meeting was our group “forming”. Throughout the past several months, I have experienced a time of storming and a time of norming with Hillary; we have learned what each other’s schedules are like, what our pet peeves are, and how to live together in the same small room together while providing the other with the space they need to get their homework and studies done. We have not as of yet experienced a point where we are performing, and we may not demonstrate this stage simply because we are not in a situation where we are the only friends we have. At the end of the semester, we will be adjourning our time together as roommates(since we will not be roommates in the 2011-2012 Academic School Year), and will part and go on our separate ways. Although Hillary and I are not best friends, we still are a cohesive group; we like each other well enough that we talk about our other friends to each other, sometimes watch television together, and every once and a while, help each other out with things the other may need. We do like each other, we are both committed to making this dorm work the best for us, and we believe the best way that commitment is going to hold true is if we work together. Although it may not seem like the perfect cohesive group, it still is one in every way.

Mission and Vision Statements

In last weeks leadership class, we discussed the concept of a mission and vision and how companies try to create a business and environment that encompasses both ideas. A mission, or mission statement, presents a purpose or core values that are accepted by a certain group or individual. A mission statement cannot necessarily be completed or achieved; it is not a list of goals to complete.  A mission statement is a set of values that the company wishes to embody, and hopes that the public views them in the same light. A vision is a future goal or success that is pictured in the mind(s) of the individual or group. this, in essence, is something they work towards and hope to successfully complete one day in the future. Once that vision has become a reality, a new vision is formed and other types of goals are set. Both of these concepts are very important for a company because both set the premise and the building blocks for the company. If the building blocks are shaky, then the business will not grow to its full potential.

I found examples of mission and vision statements all over the internet this weekend as I looked for a part-time job to do during summer break. I went to several different companies to see what job opportunities each company/business had available.  JCPenney, Dick’s Sporting Goods, Sear’s, Target, and many more, all had mission and vision statements alike, explaining what they wish to accomplish and what they want their sales associates to accomplish. For example, Target’s mission statement is, "Our mission is to make Target the preferred shopping destination for our guests by delivering outstanding value, continuous innovation and an exceptional guest experience by consistently fulfilling our Expect More. Pay Less.® brand promise." Their vision statement is, "To support our mission, we are guided by our commitments to great value, the community, diversity and the environment." This company definitely lives up to both its mission statement and vision statement. Recently, a comparison was done between both Target and Walmart. Both stores were given a set list of certain foods a family would buy on any given week: this list included bread, milk, cereal, etc. It turned out that, given a certain shopping list, Target actually beat out Walmart in price. This fact follows their vision statement that they want to fulfill their mission by providing “the community” with products at “great values”. Simply by providing lower prices to the community, they are working to make Target “a preferred shopping destination”, which is part of their mission statement. Target has made and continues to make “innovations”, which helps bring in consumers with multiple diversities. Their “Expect More. Pay Less” slogan is more true today than it has ever been, considering the fact that the comparison to Walmart could not be made five or ten years ago. Overall, I believe that Target is one of many companies that follows its mission statement and looks to its vision statement in order to determine what employees will best fit for their company. While looking for a part-time summer job, I will keep that in mind and know that companies that follow both statements grow strong and stay strong.

Toxic Leader

In this past class, we discussed the concept of a toxic leader. A toxic leader, in short, is a person in a leadership position that ends up injuring or hurting the corporation they are working for, either intentionally or unintentionally. In lecture, we briefly touched upon different characteristics a toxic leader may have, as well as different types of toxic leaders exist. 

Over spring break, I managed to come across an example of a toxic leader. This particular person had about 25 children under her supervision, and the children were in a library looking for books. I happened to be working at this library at the time that the children had the ability to look for books. The first thing I noticed was that she left the children in the care of the librarian for most of the given time period the children had in the library. Upon arriving, she then tried to get the children to calm down before they went about the library to select books. After she dismisses all of them, one child comes up to her and asks her how to find a book within his reading level. The teacher simply says that he needs to “eyeball” what type of book may be in his reading level. I overheard this conversation, and politely turned around and told both the teacher and the child that he would need to look for a certain sticker color to find books in his reading level. The teacher then sneers the word “oh”, turns around and walks away from the child and myself.

This person hold many characteristics in common with a toxic leader, which is shown through her behaviors and actions. She is incompetent when it comes to searching in the library for a book in a person’s grade level, based on her advice to the child on how to select a book. She is arrogant to others who try to help her and her followers, as shown by her reaction to my help. She also shows how irresponsible she is when she leaves her children to be supervised by someone whose job does not entail handling a class of students for about half an hour. She holds these characteristics and many more in common with those of a toxic leader. Because she holds a number of characteristics in common with those of a toxic leader, she can be considered one

Based off of some of the characteristics held above, we can place this person into several different categories when it comes to identifying this person as a toxic leader. This person cod be seen as an absentee leader, one who is either physically or emotionally detached from her followers, as shown by her act of leaving the children to wreak havoc in the library. We could also call this person an incompetent leader, simply because she does not know how the system for identifying grade levels for books works, considering the fact that this program has been at this school/district for over five years. This person can also be considered a rigid leader, simply because she did not accept my viewpoint and obviously has no interest in learning about a system that determines the grade levels for certain books.

Followership

This week in class, we discussed to idea of followership. Followership basically states that in order for leaders to be leaders they must have followers. We also discussed the importance of followers in a movement, as well as what makes a good or bad follower. If there are no followers in a movement to create change, then the movement being done will either not be completed or will not gain the popularity it needs to continue for a longer period of time. A movement or organization doesn’t just need any type of follower, it needs good followers, willing to engage, participate and argue, not bad followers who will either do nothing or not engage. 

For example, this week I decided to go onto a couple of websites that are featured by certain authors to see if either or both authors had recent works published that I had not read so that I could read some books over spring break. While doing this, I realized that if either of these authors had not had followers willing to buy their books, neither author would be as popular as they are today, and maybe one or both of the authors would not in the business of writing books. These authors also needed good followers, ones committed to reading more books they were producing, either for a series or just in general, so that when other books came out on the market, they would receive money from sales. These authors depend on followers to keep them employed, therefore the idea of followership is one that is prevalent concerning their job.

I then decided to go onto the Forever 21 and American Eagle online shopping sites to see if either of them had anything cute for spring or summer break. I once again realized that followership plays a major role in their survival as a store, especially during he time of the Recession. If Forever 21 or American Eagle do not offer sales or clothing that the consumer might want to purchase, then both companies have a drop in sales, resulting in debt accumulating, which, if repeated several times over a year, could constitute either American Eagle or Forever 21 to declare bankruptcy. So, they need to provide clothing and accessories that the public will purchase. These stores also need people who will only or mostly buy their clothing. In short, they need costumers that want to return to their stores to buy more things. They also need to offer these returning customers with coupons and other savings that will keep them coming back for more. By offering incentives, such as AEREWARD$ and discounts, these stores are able to stay afloat in a time where many are saving money versus spending it. The people who will return to the store to buy more are, in essence, good followers that are good for the business of the company. So, in conclusion, stores rely heavily on followership in order to stay afloat in a time of economic crisis.

Process Theory and Social Change Model

In class, we recently have learned about process theory and the social change model. The process theory, as quoted from a slide show shown in our class, is “a relational and ethical process of people together attempting to accomplish positive change.” In short, it is a process that empowers others, provides a sense of “we”, makes moral decisions, and has a shared vision/ purpose. The social change model incorporates a group, an individual, and a community, to create change in a societal structure that is existent in everyday society. I have had experiences with organizations that have incorporated both the process theory and social change model throughout my life, in both the past and present, and hope to be introduced to more in the future. One such organization that is present in my family today is detailed below.

The other day, I called home to have a conversation with my mom, dad, and my disabled sister, Liza. My sister immediately gets on the telephone, and starts to explain to me the day she has had at her program, one of many different programs that she has attended ever since she was two. Liza starts to explain that she went to the ASPCA, a local senior center, and the library, doing different types of community service for the greater Los Angeles County. She could not stop talking about the work she was doing and would do, and how she had so much fun doing it. I immediately realize that my sister is participating in a program that has incorporated both the process theory and the social change model. My sister has become part of a process that brings high-functioning disabled people together to attempt to1) do good in the community and 2) change the ideas about disabled people not being able to function in the workplace. By volunteering at animal shelters, senior homes, and libraries with some of her  other friends, my sister is promoting positive  changes to be made in the community, including raising funding for public libraries and animal shelters, as well as increased help to senior citizens in need. All of these changes are moral ones, and would better help the community she lives in and loves. She also feels as if she is part of a larger group of people, all who are disabled, like her. She is creating social change because her acts as a volunteer challenge the social structure that states that disabled people are not able to work in a normal-functioning society. She also works with job coaches, fellow volunteers and numerous organizations that she volunteers with to bring about this social change to individuals, to other groups, and to other communities as well. She is working with an organization that empowers her, makes moral decisions about their volunteer work, provides her a sense of belonging, and has an overall purpose shared by different organizers of the program.  She is promoting social change as an individual, in a group, and with the community to challenge ideas about those who are disabled. In short, because of the actions my sister has taken on behalf of this program, she is now part of an organization that incorporates both the process theory and the social change model.

Situational and Behavioral Theory

In class this past week, I was taught the concepts of both situational and behavioral theory.  Situational theory suggests that each situation that a leader encounters is handled differently. The difference in leadership is based on several variables, such as the type of follower being addressed and/or the type of situation that is occurring at the time. Behavioral theory suggests that a person can learn the behaviors are needed to succeed in higher leadership positions, one such behavioral example being public speaking . Both of these theories are present in everyday society, including the television shows we watch every day.

After learning about situational theory, I decided to relax myself by watching an episode of House, a show about a doctor named House and his team, all of whom research bizarre and interesting cases that come into their hospital. I realized that House treats each individual he works with differently based off of his relationship to that individual. For example, Cuddy, who is his supervisor at the hospital as well as his girlfriend, is treated with some respect and with less rude remarks than Martha Masters, who is a young and gifted graduate student on House’s team, hoping to gain some experience as a doctor before earning her doctorate at a local university. Perhaps House feels that he has to treat Cuddy with more respect because she is his boss/ girlfriend or feels that, as a newbie, Masters must learn to deal with House’s sarcastic and hurtful remarks, to become a better future doctor. Either way, House has exemplified the situational theory. By treating Cuddy different from Masters, and his patients different than his staff, House has incorporated the concept of situational theory into his workplace.

After watching an interesting episode of House, I decided to procrastinate by watching the newest episode of the Biggest Loser, a game show that encourages overweight people to lose their extra pounds by offering a jackpot to the person who has lost the most body fat in a given number of weeks. In this game show, they teach contestants how to count their caloric intake and how to effectively exercise to lose the most amount of weight possible. In a way, they are teaching them the behaviors needed to have a healthy body and a healthy lifestyle. In order to insure a healthy life, one must eat foods that are nutritious for the body as well as get in at least a half hour of exercise each day. Bob and Jillian, the two main trainers on the Biggest Loser, teach contestants on the show how to do these things, as well as how to get the extra body fat off and keep it off. I believe that they incorporate the behavioral theory into their training program. The trainers believe that overweight people can learn certain behaviors to later get them onto a healthier lifestyle. By their belief in this motto, one can assume that the trainers believe in the idea that behaviors can be taught, which, in short, describes the behavioral theory.

Great Man and Trait Theories

Two of the topics discussed in last week’s class were ones that peaked my interest were emotional intelligence and McClelland's Achievement Motivation Theory. Emotional intelligence describes your overall ability to work well with people. It is measured by what is called an emotional quotient (EQ), which is the ratio of four different characteristics in proportion to one another; the four characteristics are self-awareness, social-awareness, self-management, and relationship management. McClelland's Achievement Motivation Theory “attempts to explain and predict behavior and performance based on a person’s need for achievement, power, and affiliation.” According to McCllellland, a certain combination of achievement, power, and affiliation in a person result in a person who is an effective leader. The are several different types of tests ad studies that may tell a person whether or not they are emotional intelligent or an effective leader, but I personally believe that a study or test does not determine whether or not a person is an effective leader or emotionally intelligent; I believe that a person’s actions the ones that truly indicate whether a person is emotionally intelligent and/or are an effective leader.

One person that I believe has high emotional intelligence would be my mom. In her team at work, she interacts well with all of her colleagues. She also is aware of how her current emotions affect others around her; if she is depressed, others in her team are, so everyday she tries to put her “best foot forward” when it comes to her attitude. She is able to empathize with others around her who are having a hard time, and help them come to a better mind set about their predicament. Overall, My mom shows that she has self-awareness of how her emotions affect others, social awareness in her ability to relate to her colleagues, self-management skills when it comes to altering her attitude, and relationship management skills when it comes to working with others. 

Personally, I believe that my TRACK an Field coach from high school is an effective leader, not because a study or test proves that he is, but because I have seen him demonstrate a need for achievement, power, and affiliation. One of the things he most wanted to achieve was a Sierra League Championship title in the years that I was his athlete. He also wanted each of his athletes to enjoy the sport and succeed in their chosen field. He also demonstrated the power he had in his role as a coach; you respected him and, moreover, you trusted him. He had the ability to pull a person out of a race, as well as put a person into one.  He did not abuse his power, and he use it when necessary. He also like being affiliated with the school team he helped coach; he was proud to be the coach of the Saint Lucy’s Reagents, and never regretted his coaching position. Because he wanted to achieve a goal for his team, display his power as a coach, and be affiliated with a school he supported proudly, I believe he is a role model for an effective leader, simply because he displayed all three characteristics that are prevalent in McClelland's Achievement Motivation Theory.

Definitions of Leadership

     In HED 201 last week, our class discussed different definitions of leadership and how the definition of leadership changes due to various types of circumstances that occur throughout different times in history. A couple examples used in class show this idea to be true. One such example of a definition of leadership during the 1960's is as follows:"[Leadership is] acts by a person which influence other persons in a shared direction." This definition of leadership is influenced by current events that were prevalent in this era; one such event was the Civil Rights Movement. Several leaders, such as Martin Luther King, Jr., W.E.B. Du Bois, Booker T. Washington, Rosa Parks, and many others helped lead a movement that inspired many other African-Americans to pursue their legal rights provided for them in the Constitution.  In this case, the leaders performed acts that encouraged others like them to move forward for a similar cause(much like the definition above states). Another definition of leadership, instead in the 1950's, states that, "Leadership is the result of an ability to persuade or direct men, apart from the prestige or power that comes from office or external circumstance." This definition was inspired in part by the actions taken by world leaders in World War II. Adolf Hitler, ruler of Germany and other surrounding provinces, was able to persuade many men to believe that the Jewish people and current government were the cause of all the economic problems that had developed in the country during the decade. He then lead the men help him take control of the country, all the while  persuading them that he was to be their leader, one to which they could go to for all their troubles to be solved(much like the definition stated for the 1950's). As one can see, the definition of leadership greatly depends upon certain key actions taken by other people throughout a specified time period.

     In my personal experiences, I find that the definition of leadership changes for me depending upon the setting and circumstances that are surrounding me. When I was captain of my TRACK and Field team, my role as a leader meant to organize a group to obtain a common goal. The goal, in this case, was having the most girls possible compete at the C.I.F League Prelims in either varsity or junior varsity. My role as a leader was to instruct them as to 1) how to warm up, and  2) how to compete, while inspiring them, so that each girl could reach her full potential. I find that my role as a leader changes when I am put into a laboratory setting with three other people an told to perform an experiment to gather certain information. Instead of teaching and inspiring others, I am now trying to learn alongside my lab partners, while all of us are orchestrating what steps we should take to further gather information. My role is not necessarily to teach, but to be more of an integral part of the group. I also find that my attitude and my outlook changes with the different types of responsibilities as a leader. As a captain, I took my role very seriously, as if it were a job I was being paid to complete. In the lab group setting, I am more likely to openly state my mistakes made throughout the experiment, as well as successes. Although I try to be a role model for both the lab group and the TRACK team, more pressure is put on me for later, because I am expected to model, perform, and do well; in my lab group, mistakes are likely to happen, simply because we are all learning, and trying our hardest not to mess the experiment up. Overall, I find that both positions of leadership have different definitions assigned to them and require different attitudes when being performed.