Five Leadership Lessons
Whether it’s mobilizing against Ebola or motivating interest in environmental health risks, there isn’t any one way to lead in public health, as Mailman School students recently discovered for themselves.
Over seven classes and through series of exercises developed by faculty from Mailman, Columbia Business School, and Teacher’s College, students in the new Leadership class in the Columbia MPH core took a collective journey of self-discovery, uncovering individual strengths and motivations.
In the culminating class, students presented a leadership credo—a short narrative illustrating their unique leadership style. Among the highlights were these five leadership lessons:
1. Lead from Any Position
As a collegiate gymnast, Mizuki Sato realized that even someone on the sidelines could play an important role on the team by offering moral support and inspiration during those times when she could not contribute athletically.
2. Offering Criticism Doesn’t Make You a Jerk
Elliot Huang’s opinion was respected by his fellow musicians in a city orchestra. But he was hesitant to offer real criticism until he understood that making a constructive suggestion doesn’t make you rude.
3. Get Behind Good People
Growing up, Katie Brown’s household was filled with her parents’ horror stories about their bosses. Looking ahead, Brown aims to instill confidence in others by the quality of people she admires, from Amy Poehler to President Obama.
4. Small Moments Matter
For Amy O’Regan, some of the most powerful lessons come from everyday occasions when someone inspires you to think in a different way. A pivotal moment came in college, when a classmate illuminated the plight of international call center workers.
5. Step Up
For Kaitlin Erickson, leadership means taking the reigns when the occasion demands it, such as when she took in on herself to call her employer’s director of operations to urge her to close their offices after the Boston Marathon bombing.
Bonus Leadership Lesson: Give Credit to Your Team
Leading by example, teachers too presented credos. In his, Matt Perzanowski, associate professor of Environmental Health Science, recalled an empowering experience early in his career when a mentor gave him credit in presentation at a scientific meeting. Today, Perzanowski takes the same approach with his team members.
“I was very impressed by the self-reflection and critical synthesis of beliefs that the students accomplished in defining their personal ideas and expectations about leadership,” says Perzanowski. “I expect that many of them will draw on the credo they have developed as they progress through their careers in public health.”