In the spring of 2017, I was fortunate enough to be selected through an application and interview process for the position of Freshman Business Initiative (FBI) Peer Leader for the Fall semester. Though I was ecstatic to have been chosen for this opportunity and follow in the footprints of my phenomenal peer leaders, I had little idea as to what the experience would entail and how transformative it would be.
I entered my first semester as a peer leader bright eyed and bushy tailed, excited to meet my freshman and further develop the existing relationship that my partner and I had. Allie, pictured below, and I had quite a bit in common in terms of our MBTI’s, interests, and personalities. Furthermore, we had some experience working together, though minimal, and were comfortable enough around one another to bypass the traditional stage of awkwardness. Allie and I learned to rely on one other’s strengths and to more or less dismiss our weaknesses. Despite giving it our best effort, we discovered that planning hangouts and spending time outside of our class with our freshman was not going to be readily feasible. After reaching this conclusion, we opted to optimize our class time in a new way by making it as fun and interactive as possible, often incorporating cookies, off topic dialogue, and conversations that allowed us to get to know our students on a friend basis though not in a corresponding setting.
Within the confines of our small group, Allie was seen as the enforcer and I as the relator, which aligned nicely with our talent themes. Though we did not intentionally craft these personas for ourselves, the organic development was beneficial and assisted in the flow of our small group.
I would, without hesitation, argue that Allie and I achieved the performing stage of Tuckman’s theory on group development. By the end of the semester, we were a well-oiled machine, always prepared to pick up the slack as necessary, cover for one another, and put forth any and all work required to be successful. Based on feedback we received from the two anonymous surveys we distributed to our freshman, it was evident that we were identified us as a cohesive unit, given the conscious effort to put for a unified front. Though we had a routine for preparing for each lesson, a method for grading papers, and so forth, we often broke out of it and opted for the most efficient method.
Working with Allie showed me that I do not have to be skeptical any time that I am working with others. She eased my fear and earned my trust by always putting her best foot forward, producing quality work, and intentionally helping me grow. Fortunately, Allie and I continued to work together on various projects, both inside and outside of the classroom, and I believe we could pick up right where we left off.
At the end of my first semester, I reflected on my experience, the growth I had undergone from a personal and professional standpoint, and lessons that I learned. Given my overwhelmingly positive experience, I opted to reapply for the position for a second semester. I was slightly nervous, considering the multitude of expectations and high standard that I previously set for myself, but I recognized the benefits of remaining in the program and the additional learning opportunities. Nonetheless, I decided to move forward and approach year two with a different perspective. I positioned my mind in such a way that I would actively seek out new lessons and experiences and challenge my previous way of thinking. The notes I jotted down, takeaways I could recall and lessons I was most aware of were essentially the exact same during my freshman year and first time as a peer leader. I wanted to change this and challenge myself to attack the experience from a new angle, rather than further developing the norms I set for myself.
My second partner, Mason, and I had never met before. We had very little in common, and struggled to communicate at the beginning of our partnership. Though slightly discouraging at first, this has been a positive thing for us as a team because we are able to balance one another out and relate to our freshman in a way we wouldn’t be able to otherwise. Thanks to Mason and his extroverted personality, I have been forced to break out of my comfort zone numerous times, and it has undoubtedly made me a better person. For example, Mason is passionate about ice breakers and getting-to-know-you games so we played them extensively at the beginning of the semester. Some required being silly, while others were on the more personal side- something that I was neither comfortable or familiar with. Additionally, I have had to spend even more time at the front of the classroom, playing the role of both friend, mentor and enforcer. Though this often looked like a three-ring circus, I believed that I found a nice balance and ultimately achieved all of the goals that I set for myself.
Unfortunately, this year Mason and I have grappled with how to best initiate buy-in with our freshman. There is a disconnect and somewhat of an unwillingness to learn that has prevented us from engaging in the reflective discussions we desire. We have tailored our leadership and teaching styles to best fit our freshman and have seen positive results. Through this challenge, I have been forced to fine tune a number of my leadership styles, as noted in the Goleman’s framework, that I would have likely ignored otherwise.
As a returning peer leader, I can tell a significant difference in my confidence both in the material and myself. I can now answer questions, explain deliverables, and provide feedback without hesitation or the need for affirmation. Through this process, I have learned that repetition is key and the only way for me to increase my confidence.
I am so grateful for the experiences and resources that FBI has afforded me. Given my tenure with the organization, I have been able to organically integrate a number of frameworks into my daily life. My thoughts are more intentional, “the other side of the table” is always on the forefront of my mind, and reflection is more of a habit than a task. I was able to carry forward this reflective spirit into my study abroad last summer where I wrote in my journal daily and analyzed my thoughts, words, and actions. Additionally, as I have prepared for and engaged in various application processes as of late for potential internships, I have attempted to put myself into the chair opposite me and think about what the interviewer might be looking for. I recently adopted Mr. Johnson’s t-chart cover letter philosophy and found it to be very effective. Going forward, I intend to continue these habits and make a daily commitment to myself to seek out and create developmental opportunities. I would not have the knowledge, competence, or confidence to do either of these things if it weren’t for the Freshman Business Initiative.
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