Organizational theory and academic business discourse examine, amongst a host of other key organizational principles, the formal idea that leadership is an essential part of effective management, or, for that matter, an essential part of comprising an effective contribution to any working team. However, like many academic concepts which do not easily leap real-world applicability, this theoretical conception of leadership is just that, and in practice, this type of educational content and perspective is quite a bit less relevant than the curricula of formal education might argue. (Koskella, 2002; 1) While leadership is unquestionably an inborn talent that can be honed and improved, it is nonetheless an individualized talent and therefore both rarified and special. Such is to say that the dually important aspects of experience and ability are those who cannot be taught in an academic context. Especially in the organizational sense, one must gather and sharpen these respective qualities, suggesting that leadership theory bears only a passing relationship to those instincts and principles which one must know or of which one must be capable in order to function successfully in an organizational leadership role. Ultimately, this means that a leader with the proper merits to effectively steward an organization is one who will demonstrate the capacity for a formal application of proven leadership methods and who will simultaneously adapt to the demands which are specific to the organization in question.
             This mode of discussing leadership is useful because it demonstrates the need for balance between abiding some of the universal principles pertaining to leadership and managerial competence and tailoring leadership methods and practices toward the unique characteristics of the organization. For our discussion here, this is especially useful as we seek to yield a single leadership model based on data gathered from interviews with lead...