Applications of the Leadership Identity Development Model (LID)
The following are student program examples from The Ohio State University intentionally designed
and delivered based upon the Leadership Identity Development Model (Komives et al, 2006).
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LID Model Transition Overview
Stage 3-4 Transition: Student values “team” and begins to see interdependency in a positive light.
They learn to value the unique qualities and talents of others and look to the group to gain insight
and knowledge. They benefit from learning about leadership and engaging with older peer
mentors.
Stage 4-5 Transition: Student may question “who’s coming after me?” They may begin coaching
others and expressing a desire to serve. They will begin to think about their personal passion,
vision, and purpose.
Stage 5-6 Transition: Student may feel a need to be “true to themselves” in all situations. They will
feel that they are open to further growth and understand the idea of not yet being “done.” They will
be more open to ideas and learning from others, including peers. They will begin to anticipate the
transition of their current roles and begin to reflect on their experiences.
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First-Year Leadership Collaborative
The First Year Leadership Collaborative (LC) is a year-long leadership development program
through the Office of First Year Experience designed for a cohort of 80 incoming first-year emerging
leaders. The program begins with a required summer conference that explores the practical and
theoretical foundations of student leadership while also connecting participants to university and
community leaders. The conference is designed to equip first-year student leaders with a vision and
passion to make an immediate impact as peer leaders on campus in and out of the classroom. The
LC conference in particular was designed to impact first-year students who are most likely
experiencing the LID 3-4 transition.
 Curriculum overall focuses on relational leadership and process rather than position.
Delivery includes speakers, small group discussions, and TED talks focusing on everyday
leadership.
 Students engage in robust StrengthsQuest workshop and small group discussions to
emphasize value in all contributions and talent. Conversations around difference and
multiculturalism follow this segment.
 Mentorship from staff and peers: Students divided into small groups each with a staff and
older student facilitator.
 Students interact with campus and community leaders throughout each activity and meal
time. Students engage in a networking workshop prior to enhance their ability to form
potential mentoring relationships with guest leaders.
 Continued focus on stage four in spring semester course for participants. Curriculum
includes team aspect of Strengths, group dynamics through intensive group project, civic
engagement, social justice, and diversity.
 Emphasis on continuing leadership development journey by directly connecting LC students
with other intentionally designed campus leadership opportunities– nearly 100% of all LC
students have participated and contributed in leadership experiences beyond their LC
experience.
Developed by Melissa Rocco ([email protected]) and Dr. Amy Barnes ([email protected]), The Ohio State University, 2013
Reference: Komives, S. R., Longerbeam, S., Owen, J. O., Mainella, F. C., & Osteen, L. (2006). A leadership identity development model:
Applications from a grounded theory. Journal of College Student Development, 47, 401-418
Student Leadership Advocates
Student Leadership Advocates (SLA) is a three-year co-curricular cohort program through the
Office of Student Life and Center for Student Leadership and Service designed for approximately 40
undergraduates in their sophomore through senior years. The purpose of SLA is two-fold: (1) to
provide peer leadership workshop and retreat facilitation services for the student organization
community at Ohio State, and (2) to engage members in three distinct years of leader development
and education curriculum. SLA students begin their cohort experience in their sophomore year,
typically in the LID Stage 3-4 transition. The cohort provides developmental opportunities for this
transition, as well as for the 4-5 transition and the 5-6 transition, depending on individual student
readiness as they progress through their collegiate experience and the cohort’s curriculum.
Stage 3 to 4
 Fluid and flat cohort structure. No formal leadership positions. Students considered first,
second, or third years based on their number of years in the cohort, and can enter the
cohort at any point in their undergraduate experience.
 All SLAs are considered equal, and are given the opportunity to develop unique content
expertise and facilitation expertise regardless of their year in the program or year in school.
 SLAs engage in peer education internally by delivering elements of the training curriculum
to each other. Engage in peer education externally through their work consulting with and
delivering workshops for student organizations.
 SLAs manage their own database of structured experiences, research, articles, and
workshop outlines.
 SLAs facilitate in pairs or small groups that change with each facilitation. The first project
for the first-years involves creating and delivering a team facilitation for the rest of the
cohort.
 SLAs engage in Strengths workshops and ongoing application opportunities.
Stage 4 to 5
 Consultation skills are a primary curriculum focus of the second-year SLA course. Students
learn about organizational observation, needs assessment, and intentional workshop
design, and then practice those skills by working with and coaching a student organization
of their choice.
 Second-years create original workshops on personal passion topics to facilitate for the rest
of the cohort to enhance the SLA collective body of knowledge.
 SLA “families” have representatives from each cohort year. Third-years take on the
responsibility of adding new members to each family based on Strengths.
 Third years serve as peer coaches to the first-years through a team workshop design and
facilitation project.
Stage 5 to 6
 Third-year experience focuses on personal reflection through The Last Lecture Book Club
project; identifying, making-meaning of, and sharing their leadership “lessons learned” with
the rest of the cohort.
 Project is completely student driven. SLAs plan out their own reading schedule, discussion,
book club meeting times and locations, and independent work on their last lectures.
 SLAs engage in personal learning needs assessments, find common themes, and develop
their own training curriculum to better prepare themselves for creating and delivering their
last lecture
 SLAs engage in structured reflection and storytelling exercises throughout the year.
Developed by Melissa Rocco ([email protected]) and Dr. Amy Barnes ([email protected]), The Ohio State University, 2013
Reference: Komives, S. R., Longerbeam, S., Owen, J. O., Mainella, F. C., & Osteen, L. (2006). A leadership identity development model:
Applications from a grounded theory. Journal of College Student Development, 47, 401-418