The Developmental Effects of Leadership Through Culture 1

The Developmental Effects of Leadership Through Culture

Looking into Educational Institutions and Community Organizations

Braydon Z. Beckwith

Global Connections

Instructor: Gregory Falls

December 8th, 2017

The Developmental Effects of Leadership Through Culture 2

Abstract

Leadership is defined as the action of guiding and organizing a group; however, this definition is

an understatement. Leadership should not be defined as a characteristic, but as a lifestyle.

Moreover, leadership is meant to serve others and serve not a single group but to lead a group to

unite other people and groups to work for the benefit of all. One should also recognize the

importance of peace leadership in a society, for it will help the development of leadership.

The global society should enforce leadership education and development in a stronger sense.

Leadership is a trait that should be a natural right. However, the access to leadership education is

limited in some countries due to substandard education systems and lack of youth-led

community organizations. The purpose of this piece is to educate and spread the true meaning of

leadership in society. The author evaluates the effects of educational institutions and community

organizations towards societal culture and how this ultimately affects the development of

leadership in students and adolescents. The author cross references educational institutions and

community in the countries of China, Israel, and the United States. Once these factors are

evaluated, a conclusion for a implementation of leadership can be structured.

The Developmental Effects of Leadership Through Culture 3

Table of Contents

Abstract 2

Table of Contents 3

Introduction 4

Limitations 5

Literature Review 6

Discussion 9

Basis of Leadership 10

Educational Effects on Leadership 11

Community Effects on Leadership 13

Conclusion 14

References 17

Appendix A 20
The Developmental Effects of Leadership Through Culture 4

Introduction

Leadership skills are not just a skill to casually list on a resumé. Rather, leadership is an

ideology and lifestyle that should be available to everyone. Having the ability to develop

leadership skills should be a basic human right. Leadership is not simply the development of just

one’s self, but the collective cohesiveness of the development and improvement of a community.

The influence of culture ultimately affect the development of leadership in students and

adolescence; however, many countries deprive citizens to voice leadership. China and other

dictatorial countries are examples of governments and cultural societies that oppress the

freedom of leadership to their adolescent citizens. The United States, on the contrary, has many

student-led organizations and clubs and national groups that help build student leadership:

National Honor Societies, Boy/Girl Scouts, and Student Council Associations are a few

examples. Israel also has students and young adults partaking in leadership roles on the national

level. Many Israeli students are involved with youth movements to promote national and cultural

pride among the adolescent population. Plus, Israeli students have a large voice in their

government.

Leadership is more than the characteristics that one is born with. Leadership is a lifestyle

that should be nourished and not restricted. However, there are false interpretations and

teachings of leadership. Again, there is also a hinderance of leadership in many countries.

Through leadership, the general population can develop more effectively. With leadership, other

countries can have more cooperative interactions and work cohesively together to reach a

common goal. If leadership facilitates the development of a county, then why is leadership
The Developmental Effects of Leadership Through Culture 5

education not utilized? How does education and the community affect the development of

leadership in students and young adults?

Limitations

Due to the broad sense of culture and the limit of pages, the amount of research being

focused in this report is limited to education and community in culture. Moreover, not every

country can be cross-referenced; thus, the author will cross-reference and evaluate the influence

of culture on leadership in China, Israel, and the United States of America.

Geographical Location

Because there are 195 countries identified by the United Nations, the only countries being

mainly focused on are China, Israel, and the United States. All three are influential countries of

the world that affect one another. Moreover, in each country, students and young adults view

leadership differently. Other countries have not gone unnoticed for their exceptional youth

leadership programs; however, these countries show drastic results of their respective youth

movements.

Bias

The author is very biased to the implementation of student and adolescent leadership

roles in every country worldwide due to the fact that the author is a student leader at his high

school. The author is the vice president of the Student Cooperative Association, the Chairman of

the City-Wide Student Cooperative Association, and is a part of educational and cultural clubs

such as the Science National Honor Society, Global Studies Honor Society, and Arabic Culture

Club. In all of these organizations, the club’s intentions are to promote school spirit, accept

differences and diversity, and promote a strong sense of leadership.

The Developmental Effects of Leadership Through Culture 6

Political Affiliation

Since the author lives in the United States of America, the author is completely informed

about the government system of democracy. The author has a better understanding about the

government in the United States and Israel and have a limited understanding of China’s

communist country. As a result, the author has first hand experience with democracy rather than

communism. Moreover, the author also has to research more about the democracy of Israel

because although Israel is a democracy, Israel also includes a parliamentary system in its

government. Because the author is a citizen of the United States, the author has limited

information on the system of governments for Israel and China.

Literature Review

Many resources provided a better understanding of the topic and broke them into their

respective areas of the topic. These main foci include the effects of education on leadership, the

effects of family life on leadership, building effective leadership, and history of a country’s

governing leadership. These topics narrowed the past and present effects of culture towards

leadership. With this narrow focus, a clear solution can be made to better the implementation of

better leadership solutions for a country.

In ​Educational Leadership Culture and Diversity​, Dimmock and Walker (2005) covered

how societal culture affects educational leadership. Dimmock and Walker (2005) stressed that

educational leadership should not be isolated to one area, yet educational leadership should be

taught as a geocentric topic. The duo focused on how different practices, including leadership

development, will help the future educational leaders.

The Developmental Effects of Leadership Through Culture 7

Schein’s (1992) resource guide of ​Organizational Culture and Leadership ​was very

helpful. Schein (1992) covered many topics of the author’s research. In ​Organizational Culture

and Leadership​, Schein (1992) covered how culture is created and how it strives. Schein (1992)

then broke down the levels of culture and how to study and interpret it. After that, Schein (1992)

explained how leadership plays a role in building a culture and how leadership and culture affect

each other simultaneously. Finally, Schein (1992) explained how to manage a culture and how

leadership aids such.

Punnett and Shenkar’s (2004) Handbook for International Management Resource gave

the audience information that leadership is based on culture of the passed. People follow the

influence of previous leaders, which makes logical sense. Punnett and Shenkar (2004) looked at

the previous leaders of China and how not much has changed due to that. The authors of the

resource guide noted that the leaders of China have been communist. Because of this, civilians

have been silenced from the opportunity to have youth-led organizations.

Alomair (2016) wrote a literature review about many sources about peace leadership

involving youth leadership. Alomair (2016) used many sources to group his findings on how

different attributes affect the development of leadership. Alomair said that peace leadership can

be a key role in solving global issues. She found that peace leadership is based on accepting

diversity and individuality, and generating respect and tolerance. Moreover, she found that

peacebuilding can be defined “...as inclusive strategies that create conditions to sustain peace.”

(Porter, 2007.) After the scholar defined peace leadership and peacebuilding processes, Alomair

(2016) informed the reader about youth leadership, challenges to youth leadership, youth

leadership foundations, and how political systems, schools, and community affect leadership
The Developmental Effects of Leadership Through Culture 8

development. The author found that most violent conflicts happen in the most youth populated

area. In Palestine and Israel, scholars and peace leaders preached their teachings to the youth to

help understand the problem and solve conflict through dialogue, restorative justice, and

nonviolence. Alomair (2016) also found that educational institutions have been a main setting for

adolescents to learn about leadership but don’t teach about peaceful leadership, which is the

bases of the problem in this paper. She then explained that community programs foster many

opportunities for an adolescent to practice leadership; plus, an adolescent may learn how to

better collaborate with other youth leaders and adult leaders, build trusting relationships, and

build an effective network of relationships within a community. Overall, our youth is the best

resource for peace leadership.

Xu (2010), in ​Comparing the differences and commonalities between service-learning in

the USA and social practice in China​, specifically compared the way that service learning in

educational institutions differs from the United States to China. This process also affected the

development of leadership because of how students effectively give back or aid their community.

Xu (2010) found that while American educational institutions practice service-learning, Chinese

educational institutions practiced social activism. Social activism is the way in which one works

to change or benefit society. In service-learning, students learn through community service,

which can ultimately build leadership. According to Xu (2010), service-learning affects service

leadership and builds a good social connection within a society to better it as a whole. In China,

however, because the cultural norm is to practice social activism, adolescents are more skilled

for a specific job. Moreover, students do not usually learn straight from a book; rather, Chinese

educational institutions help prepare one for the workforce.

The Developmental Effects of Leadership Through Culture 9

Cohen (2015) wrote about youth movements and the effects, specifically in Israel. Cohen

(2015) found that a youth movement is based around a political, religious, or social issue: or a

combination of the three topics. Cohen (2015) stated that a youth movement aids in helping

adolescents find their true identity. He stated that youth movements are found worldwide, but are

found most prominent in Israel. Youth movements in Israel became popular in the early 20th

century, most likely due to the oppression of Jews across Europe. From 1920 to 1960, Israeli

youth movements created a strong basis to create unity and pride and a nation state. Between

1960 and 1990, the state of Israel became a nation, thus making youth movements boom with

national pride after years of oppression in Europe. The growing youth movements in Israel

affected the community. Youth movements have affected the dynamics on how the youth think

in Israel. Youth movements foster a great amount of national and religious pride which also

promotes unity. Within these youth movements and organizations, an adolescent is able to learn

valuable leadership skills they can carry throughout the rest of the community.

Discussion

Leadership is a lifestyle that is a necessity, not only for one’s self, but for the community,

country, and world as a whole; moreover, leadership should be taught at a young age. Some

countries, however, deprive the right of leadership or ignore the teaching of the topic in general.

Countries such as China and North Korea restrict or limit the freedom of public leadership. In

contrast, Israel fosters amazing youth movement programs that value adolescence’ voice in the

government encouraging national pride and culture. The United States, too, fosters thousands of

organizations and programs for students and young adults to expand their leadership skills
The Developmental Effects of Leadership Through Culture 10

nation-wide, state-wide, and city-wide. What affects the limitations of the growth of leadership

in other countries? Education and community.

Basis of Leadership

Being a boss differs from being a leader. Being a leader is meant to be selfless and to

work along with a group while still delegating tasks and bettering the psychological development

of a person. In contrast, being a boss is selfish and takes credit of the work of the group under

the boss. Moreover, a boss is someone who undermines the feelings of their workers. While

bosses aim to meet the bare minimum, leaders strive to reach higher heights. A leader is a person

who dedicates themselves to the community, not for the economical, selfish recognition or

power. Leadership is not yearning or wielding of power; it is recognizing that it is up to one’s

self to inspire others to work together to create an implacable force of comradery to complete a

goal for everyone. Leadership is not a burden. Leadership is a service.

A leader must be able to have the skills necessary to organize a group, delegate tasks,

reflect on the past, think of innovative problem solving techniques, and build strong bonds with

group. The goal of growth for a leader is to help the community grow, whether it be a local,

national, or global community, help the leader grow internally, and help the community develop.

Another way to perceive leadership is to follow the United Nations’ Universal

Declaration of Human Rights. Article 21 of the Universal Declaration of Rights is the right to

democracy, which means that legal adult citizens have a voice in voting for their governing

leader. This act has yet to be implemented world wide. However, it is a necessity for the growth

of leaders and the progression of a society. A democratic style of leadership ensures that the

entire group shares in decision making so no one is excluded (Perrin, 1985). The theory of
The Developmental Effects of Leadership Through Culture 11

democracy is not taught internationally either. This is due to educational institutions not teaching

democracy, or a government not providing sufficient educational institutions. This is another

issue that the Universal Declaration of Human Rights addresses. Article 26 is the right to

education; moreover, more countries must improve their educational institutions to aid the

cognitive development of a person and to aid leadership development to a student as well.

Educational Effects on Leadership

China is very rich in history and culture. China has experienced diverse situations both

internally and with international relations. Therefore, the effect of its culture is reflected through

leadership. A large factor of cultural leadership in China is the governing leader and government

system. In government and political studies, the reason to have a governing body is to regulate

power. Moreover, in China’s case, a majority of the power is reserved to the president. The

president in China does not act as a president in the United States. In recent years, the president

of China has acted more as a dictator rather than a democratic president. Plus, China is also seen

as Communist because the government is centered around the economy. With China having a

dictator in charge, being a communist country, and having poor leadership in the past, the

education system in China has not been the best it can be.

In recent years, the educational system in China has slowly gotten better in some areas.

However, the view of leadership is still diminished. Leadership learning is not prominent in the

Chinese education system as it is the United States. While the education system in China focuses

on preparing students for exams, the American school system focuses on both preparing students

for exams and how to use their knowledge in diverse skills for diverse occupations in the future.

Since the government in China is economy-centered, the ability to work is all the government
The Developmental Effects of Leadership Through Culture 12

cares about. Essentially, all students in China need to do is pass a test, and then go to work. On

the contrary, students in the United States, are offered diverse fields of study to pursue, including

math, science, history, literature, visual and performing arts, languages, and more. Plus, the

United States teaches leadership as service learning and that students should use their knowledge

to give back to the community (Xu, 2010).

Currently, a majority of Chinese educational institutions focus on preparing students for

occupational tasks and don’t focus on the textbook (Xu, 2010). The teacher provides students

with the bare minimum of what is needed thus creating a national-centric mindset. Chinese

students may not be offered the opportunity to learn beyond their own country. The American

school system offers many more branches of study within high school and hundreds more in the

thousands of colleges and universities that are located in the United States.

In Israel, the school system introduce many opportunities for a student to learn beyond its

nation’s borders. Israeli educational institutions, like American educational institutions, offer a

range of study for the average student. However, many of the classes promote national pride and

unity. Educational institutions promote civic duties too. Every graduate of high school must

serve at least two years in the Israeli military unless disabilities restrict them (Agbaria, Mustafa,

& Jabareen, 2015). Civilians not apart of Israel may perceive this idea to be unjust to force

young adults into the military; however, there is a very large majority of young adults in Israel

who ecstatic to work for the military in order to protect their country. The author was able to

meet and delegation of Israeli high school students and when all ten of them were asked if they

were excited to join the military, all of the students answered with an emphatic ‘yes.’ They show
The Developmental Effects of Leadership Through Culture 13

a great deal of national pride in which the author wishes the society in the United States felt the

same way.

Community Effects on Leadership

Israel is a great country when it comes to showing national youth pride. In Israel, there

are a lot of adolescents with voices in their community due to community youth-led

organizations. The most prominent kind of youth movements in Israel are the Zionist youth

movements. The purposes of Zionist youth movements in Israel are to solve social, educational,

and ideological problems in the country, and to unify the community as a whole.

The author has discovered that youth movements have aided in having a community of

adolescence come together with a positive cause. However, this group is different than a rally or

an interest group. Although youth movements in Israel have been for expanding religious unity,

youth movements can be used to bring a community to expand national pride since it has worked

for Israel. Leadership, again, is about working for the benefit of all and coming together to help

one another shows leadership. In Israel, youth movements sweep the nation,thus altering culture

in a positive aspect. In the United States, hundreds of organizations can be found among the

community and schools that promote leadership or promote peace or promote environmental

awareness. However, none of such subjects cause a significant impact in the lifestyle of the

youth of America. The United States has been known to be the land of the free, but maybe the

term has been taken too literally. The term ‘home of the free’ is suggested to have the natural

human rights of the people, which many people strongly enforce, but maybe people have taken it

to be everyone is free to do what they want.

The Developmental Effects of Leadership Through Culture 14

The problem amongst the youth, is about how the youth sanction themselves from not

only their family but with themselves as well. A majority of the current generation of youth in

America can be perceived as selfish and seclusive. Therefore, this means that something in the

community has caused the issue. In recent years, government and politics have made its way into

the lives of many children and adolescents. This is not a bad thing; however, what the media

portrays happening in government carries a bad connotation. It seems that a lot of conversations

in everyday life are about politics.

Moreover, the society in China seems to focus a lot on getting the youth involved in the

workforce. While Israel is working on empowering new leaders to positively unite the youth

community, China is focused on the demand to produce more workers to produce more products

which will inevitably produce more capital. Again, since the government is solely focused on the

economical status of the country, the government only praises accomplishments of societal

groups that promote an expansion of economic growth amongst the youth population. (Agbaria,

et al, 2015, Cohen, 2015).

Conclusion

Educational institutions and community programs have created a diverse effect on

leadership. In order to come up with a proper global solution to resolve the issues within a poor

society, there must be a universal definition of leadership. The author suggests that a universal

definition of leadership should state the following. ‘Leadership is the universal practice of one’s

self to put forth effort to not unify the people that affect him or her but that this leader should

work for the benefit of all through unity to create a path that will benefit generations to come;

moreover, leadership is a belief system based on a solid, positive code of ethics to portray
The Developmental Effects of Leadership Through Culture 15

optimism. A leader will look at leadership as an opportunity for service and not a burden through

hard work and dedication. The leader will believe in the worth of each individual and work to be

inclusive to the group and promote a democratic style for the voice of his constituents; and work

to better beyond one’s own community, but to work worldwide to resolve conflict through

peaceful leadership.’ Leadership is a service and not a burden.

The author also proposes that the teaching of the universal definition of leadership should

be taught and emphasized in educational systems and the community, for these are the two

largest platforms to preach this leadership lifestyle. As much as the author adores leadership, the

author is also aware of the fact that this teaching can not be forced upon anyone; forcing a

teaching will only result in the retaliation of a student to not be open to the concept. Leadership

can be perceived like a seed. One must plant the seed and give in the necessities it needs to grow

and flourish. If the plant receives too much water, then the plant drowns and dies. If the plant

receives too much sunlight, then the plant shrivels, and dries to then die. Leadership must be

implanted in the formal teachings within the classroom and also be obtainable and advertised in

the community.

Moreover, the teachings must start at a young age because according to Kohlberg’s

theory of moral development, the development of morals is a process that starts at a very young

age. Leadership development should start as early in a person’s life possible. Ideally, leadership

development should start as soon as language skills are developed. This will ensure that

leadership skills can be embedded into someone and grow throughout life. Moreover, more

countries should promote democratic leadership because it works best for the development of

leadership skills to live a leadership lifestyle. Funding adolescents to go to leadership training

The Developmental Effects of Leadership Through Culture 16

conferences and workshops can change a child in a positive way. For a student to only learn

leadership skills in the classroom setting alone isn’t enough. Only using leadership skills in the

classroom is called management. However, participating as a role model in the classroom, using

the tools learned, and in the community, then that is a leader. This can also be for the single

organization, the community as a whole, or to unite all groups and communities (Lafler, 2017).

The point of leadership is stated in the author’s proposal of the international definition of

leadership. Societies across the world normally care only for themselves and the one’s around

them. Because of this, the world is being made into a dark and unloving world for one another.

Leadership creates a metaphorical “light” to brighten a dark world and society. Leadership unites

people while selfishness separates. Selfishness includes selfishness of a person, group, race, or

culture. Leadership involves acceptance of diversity in order to unite everyone to fitter and

stronger stronger society. If society is united as one, then no one can divide society at all.
The Developmental Effects of Leadership Through Culture 17

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belonging and its challenges in Israel. ​British Educational Research Journal,​ ​41​, 1st ser.,

143-175. doi:10.1002/berj.3133

Alomair, M. (2016). Peace leadership for youth leaders: a literature review. ​International

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Cohen, E. H. (2015). Changes among Israeli youth movements: a structural analysis based on

Kahane’s code of informality. ​Cambridge Journal of Education,​ ​45​(2), 223-243.

Dimmock, C., & Walker, A. (2005). ​Educational Leadership Culture and Diversity​. Thousand

Oaks, CA: SAGE Publications Inc.

Fu, P., Wu, R., & Yang Jun Ye, Y. (2007). Chinese culture and leadership . ​Culture and

Leadership Across the World​. doi:10.4324/9780203936665

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Frontiers of Education in China,​ ​6​(3), 331-341. doi:10.1007/s11516-011-0135-1

Newman, D. (2001). ​Depoliticizing the Youth Movements​. Jerusalem, Israel: Jerusalem Post.

Perrin, K. (1985). National leadership camp: Leadership curriculum guide. ​National

Association of Secondary School Principals,​ 8-10.

Porter, E. (2007). ​Peacebuilding: Women in International Perspective​. New York: Routledge,

The Developmental Effects of Leadership Through Culture 18

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The Developmental Effects of Leadership Through Culture 20

Appendix A: Interview with Maryann Lafler

What is your name and your title?

“Maryann Lafler, coordinator of student leadership for Virginia Beach City Public Schools.”

Why is student leadership so important?

“Wow that’s a deep question. I don’t know. It’s hard to give a brief answer to it. I think student

leadership is important because I think it’s fostering the growth of leadership potential at an

earlier age. Where, I think, across America, most people are not exposed to it until well into

college. And at that point, y’know it’s kind of difficult because they haven't had the training.

They haven’t been involved in leadership programs before; and so to then be put into leadership

positions can be tough for them. I love that our school system fosters growth at an early age

because I think it gives kids the ability to see that they have the potential to do something great.

And especially that it’s service oriented because it’s not just doing something great for

themselves and, y’know, having a title next to their name or, y’know, being ambitious, which is

great [but] it’s the giving back. I love that we’re able to support that as a school system for our

students.”

How would you compare student leadership organizations or the opportunity for a child to

be involved in student leadership compared from our city to the rest of America?
The Developmental Effects of Leadership Through Culture 21

“So I’ve attended national conferences before on student activities. One was sponsored by the

national association of workshop directors, and most of the attendees there, I think most states

were represented, but most of the attendees are those that run state workshops and that’s the only

leadership training opportunity beyond maybe a leadership development class in high school or,

y’know, student council, as it’s called in most places: SCA. There aren’t other workshops per

say. And so, I know for a fact that our program is unique and it’s fully funded by the school

system, and that it’s done through a school system. Most of them are done statewide. Kids have

to pay hundreds of dollars to stay. It’s like a conference. They stay in a hotel and attend sessions

and that sort of thing. Our structure is pretty unique and the way that we put together workshops

and I think that is what’s unique to our school system versus other states and other school

systems I’ve heard of.”

How do you think community organizations, maybe even outside of school, can affect an

adolescent’s developmental leadership?

“I think people support what they help to create, and I’ve always loved that quote. And I feel like

when people feel like they’re giving to something and they’re taking ownership in contributing

to something, then they're going to feel good about it. They’re going to want to continue to get

that sense of satisfaction [and] that sense of giving and, y’know, you hope that it becomes

addictive almost. You want that sort of positive reinforcement to take place.”

I think it’d be safe to assume that you and I are fairly biased on the opportunities of the

American way of developing leadership; but, how do you think the development of
The Developmental Effects of Leadership Through Culture 22

leadership could better in other countries? If you know anything about China or other

developing countries, then what are your thoughts about that?

“Well, I hope that all countries [and] I hope that all states within this country would out some

type of respect on the idea of leadership; and leadership takes different forms all over the world.

And, different types of leadership are respected all over the world. I think it’s just important to

realize that young children have such a potential in that and there’s no need for just adults to be

involved in leadership. There are smaller opportunities available for smaller people and whatever

that looks like in different places, I hope that their letting students realize their potential and to

develop leadership skills.”

And how young do you think one should start developing these skills?

“I think, as soon as their in school. I mean I have a preschooler and, y’know, she’s given a

responsibility in class every week that’s assigned to her. And she is so proud of whatever that job

may be, whether it’s line-leader or whether it’s the “light’s person”, who makes sure that the

lights are turned out as they leave the class or if she’s in charge of the calendar, whatever it may

be, that’s her leadership role for the week. And she’s in charge of that and she’s responsible for it

and it’s giving her the ability to feel proud of herself, to feel a sense of accomplishment. And I

don’t think there’s… I don’t know… I mean as soon as language skills are developed. I mean

you have the ability to impact a child’s life, and what they believe, what they’re able to give, and

hopefully what they’re able to succeed while bringing others up with them.”

How do you think leadership can affect the moral and cognitive development of a child?
The Developmental Effects of Leadership Through Culture 23

“Well, I think it depends on the type of leadership. And kind of going back to what we were

saying earlier, I mean, I hope that all children have exposure to leadership training, but, uhm

y’know, there are styles of leadership that can be detrimental to communities, that aren’t healthy,

and don’t foster a sense of democracy and that can be tough… I’ve always told students that I’ve

worked with, in terms of role modeling, that you really have to select qualities that you like out

of people because no one person is perfect when you look at them. Y’know, there’s always

mistakes to be made and especially if you’re idolizing a celebrity or, y’know, a political figure

who’s in the public eye, the media. People are looking for those mistakes so they can sell

magazines and ratings and I think they’re always looking for those bad things and so it’s easy for

especially young kids to get their hopes set on being somebody and being just like somebody.

But I think if you idolize Lebron James for being an incredible athlete, admire his hard work

admire his dedication to his sport, the hours that he’s put in, and that sort of thing. You don’t

have to admire the entire person. So, I think that it’s being able to recognize the qualities that you

find important and then finding those qualities in your role models because no one’s perfect and

it’s figure out for yourself how you want to be led and so that’s the sort of leader you should be.”

Is leadership meant to serve for the benefit of all, or selfish needs, or for one organization?

“I’d love to be able to say that leadership is a service and it’s all about ‘give, give, give.’

However, there are times where I feel like if you are representing an organization, there are times

where you have to be selfish on behalf of the organization and look out for its best interests.

Because obviously there are times where you need to give back to the organization itself. Instead

of just outward giving, there’s an inward giving as well. But I think if you’re looking truly at the
The Developmental Effects of Leadership Through Culture 24

heart of the organization, what its purpose is, and what’s best for the people that it’s serving, as

well as the people who are involved in it, you know, just building that sense of teamwork and

unity, then as long as the purpose is at your forefront you can’t go wrong. You’re going to make

the right choice for your organization. I think a lot of times when things go wrong, it’s because

people have lost sight of the purpose.”

Do you think that the lifestyle of leadership should be protected?

“What do you mean by protected?”

So, in some other countries, they don’t have the opportunities such as, of what I’ve

discovered either American or Israeli, they’re open to youth movements; they’re open to a

democracy based leadership. However, if you were to look at China, per say, or a lot of east

Asian countries, North Korea for example, they’re taught to serve for an occupation rather

than for the community. So, would you believe that leadership lifestyles should be

protected?

“Well sure because that’s my philosophy. I think all young people should be exposed to sound

leadership qualities and be able to make those choices for themselves, and that’s not realistic in

some nations. That doesn’t mean that what they’re doing is wrong per say. It’s just how

they’re… What my opinions are don’t matter, but how those kids are being raised… I don’t

know… I’m kind of going around in circles but… I think about the people of North Korea and

North Korea really makes me sad because I feel like the people there have been brain-washed for

so long that they are not able to think for themselves because their whole world has been
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structured for them. So they think what their leaders think, or what they’re told, and scared into

believing. So, I think when children, and when adults, are given the opportunity to think for

themselves and they’re exposed to a variety of different types of leadership, I think ultimately

democracy is what prevails because people feel like, again, they have ownership in what they

help to create. And there’s that sense of ownership in a democracy. So I don’t like to say when

the things are right or wrong because I really feel for the people in those countries that don’t

have the freedoms that we have. But, at the same time I don’t know how you foster leadership

growth if it’s not valued. As individuals rising above, it’s taught to the leadership that’s already

in place and the respect for them. So, I guess it’s difficult to teach leadership when, maybe, the

leadership of the individual [and] the worth of the individual isn’t valued in those countries. Oh

my. That’s a really hard question. It spans so much.”