In May 2008, the Division of Student Affairs unveiled a new Model of Student Leadership Development, created by a team of educators from the Division after extensive research and discussion on Marquette’s Catholic, Jesuit mission and unique call to develop men and women who express leadership in service to others.
Guided by the mission of Marquette as a Catholic, Jesuit university, our goal is the formation of men and women who will dedicate their lives to the service of others, actively entering into the struggle for a more just society. To develop great leadership qualities, always keep your eyes fixed on your goals and set timelines.
A looser knows what his strengths are, but concentrates on his weakness, and a leader knows what his weaknesses are, but concentrates on his strengths. Making choices and taking actions aligned with your morals and values helps you succeed almost effortlessly. Most of the leaders have their own distinctive styles, yet there have been some prevalent characteristic commonalities. It helps to break the leadership development project down into chunks, in order to make it more manageable. So rather than just collecting a bunch of tasks that the performer should be able to do, the model helps you to lay them out in a more manageable framework in order to gain an understanding of what exactly makes an effective performer. General Cognitive Ability — This can be thought of as intelligence, which is linked to biology, rather than experience [2].
Crystallized Cognitive Ability — This is the intellectual ability that is learned or acquired over time (it is linked to experience, rather than biology). Motivation — This is the performers' willingness to tackle problems, exert their influence, and advance the overall human good and value of the organization. Personality — These are any characteristics or traits that help the performers to cope with complex organizational situations. Problem-Solving Skills — These are the performers' creative abilities to solve unusual and normally ill-defined organizational problems. Social Judgment Skills — This is the capacity to understand people and social systems.
Knowledge — This is the accumulation of information and the mental structures used to organize that information (schema).


Professional Skills and Knowledge — These are the knowledge and skills that are critical for producing key outputs. Mentoring —The informal transmission of knowledge, social capital, and psychosocial support. During the rollout, do not get hung up with identify basic tasks, but rather competencies. For example, if a person is in the training profession, then having a good understanding of ADDIE (ISD) will help guide her throughout her career path, such as being a trainer, designer, consultant, or project manager. Someone who is eager to develop leadership qualities must possess good communication skill. While the Army conducts general entrance exams to measure the intelligence levels of new recruits, the civilian world generally relies on other means, such as the applicant's educational grade level to make a very rough guess on his or her intelligence [3]. In most adults, this cognitive ability continuously grows and does not normally fall unless some sort of mental disease or illness sets in.
Knowledge results from developing an assortment of complex schemata for learning and organizing data (knowledge structure).
Within that competency, there are basic tasks or concepts that are used in particular functions of training.
The first attribute, General Cognitive Ability, is the only one that normally remains consistently stable over a person's lifetime.
The majority of organizations will have no real means to distinguish between General Cognitive Ability and Crystallized Cognitive Ability since they normally only use very rough measures to get some idea of a persons intelligence level.
One of the reasons that attributes are kept separate from competencies is that competencies are normally trained as they can be used immediately upon the learner returning to the job, while attributes normally fall under development in that while they help the learner to grow, they normally take longer to make a positive impact on the organization.
If you are fizzled, there is every chance that your team will be too, and the productivity will be much less. These seemingly common traits are, in fact, extremely rare as very few possess all of them. Army and the Defense Department who undertook a similar approach in the early 1990s with a project led by Mark Mumford.


For example, a learning objective is normally written by a designer, while an instructor uses it as a guide to ensure the end-results are met. However, it can be compensated for by the second attribute, Crystallized Cognitive Ability. In addition, a good consultant might never use the term in particular situations knowing it will only confuse the present clients. Nevertheless, no matter which way you decide to go, this does gives you a place to put a person's diploma or other general cognitive abilities if your mapping project decides that they are needed. As a leader you will always have to communicate your ambitions, requirements,and expectations to your subordinates effectively. Display of determination and commitment is the most important characteristic for those who want to be followed. Hence, you must strive to gain leadership skills in order to boost your career opportunities.
A leader’s sincerity devotion and determination towards work increases his respectability among his subordinates.
If someone has to say something, even if his or her suggestions are beyond the scope of considerations, listen to him or her and show due respect. Possession of these virtues may not be sufficient but they are essential beyond the scope of dubiety.
Only courage brings change and who else but a leader can bring a change for a better future.
You have to be consistent in their practice so that they become embedded in your behavioral manifestations. Go through these most important features of leader and try to embrace them in your personal life.



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