Introduction
In the field of leadership studies, reflective practice is essential for understanding how theoretical concepts apply to real-world scenarios. This essay reflects on a personal experience where I assumed a leadership role during a university group project in my second year of studying Business Management with a focus on leadership. The project involved organising a charity fundraiser for a local community centre, which unexpectedly required me to step up as team leader when our assigned coordinator withdrew due to illness. Drawing on leadership theories, I will describe the events, outline the actions I took, and discuss the key lessons learned. This reflection highlights the challenges of emergent leadership and its alignment with concepts such as transformational leadership (Bass and Riggio, 2006). The essay aims to demonstrate how this experience enhanced my understanding of leadership dynamics, while acknowledging some limitations in my approach.
Description of the Experience
The incident occurred in October 2022, during a module on organisational behaviour where our group of five students was tasked with planning and executing a fundraiser to raise £500 for a local youth centre in Manchester, UK. Initially, we had a designated leader, but two weeks before the event, she fell ill and could not continue, leaving the team disorganised and demotivated. Deadlines were looming, with tasks like venue booking, marketing, and volunteer coordination incomplete. The group faced internal conflicts, such as differing opinions on the event theme—one member favoured a bake sale, while others pushed for an online auction—which escalated tensions and risked project failure. This situation mirrored emergent leadership scenarios described in leadership literature, where individuals step forward in the absence of formal authority (Yukl, 2013). As someone studying leadership, I recognised this as an opportunity to apply classroom knowledge, though I was initially hesitant due to my limited prior experience in leading groups.
The fundraiser was set for a Saturday afternoon at the university campus, aiming to engage students and staff through activities like raffles and games. However, without clear direction, progress stalled; for instance, marketing materials were not designed, and we had no confirmed sponsors. External pressures, such as university guidelines on event safety post-COVID, added complexity. This experience underscored the relevance of situational leadership theory, which posits that effective leadership adapts to the maturity and needs of followers (Hersey and Blanchard, 1988). In this case, the team’s low readiness level—due to inexperience and conflict—demanded a more directive approach.
Actions Taken
Faced with the crisis, I volunteered to lead, drawing on transformational leadership principles to inspire and motivate the team (Bass and Riggio, 2006). First, I organised an emergency meeting to assess the situation and redistribute tasks. I assigned roles based on individual strengths: one member handled marketing due to their graphic design skills, while another focused on logistics. To resolve conflicts, I facilitated open discussions, encouraging compromise—for example, we combined the bake sale with an online element to satisfy all views. I also set clear milestones, such as completing venue arrangements within 48 hours, and used tools like shared Google Docs for transparency.
Furthermore, I sought external advice from our module tutor, incorporating feedback on risk management, which aligned with Yukl’s (2013) emphasis on adaptive decision-making in leadership. Practically, I led by example, dedicating extra hours to secure sponsors, ultimately partnering with a local bakery for donations. These actions not only kept the project on track but also boosted team morale; indeed, post-event feedback indicated improved cohesion. However, my approach had limitations—I occasionally micromanaged tasks, which might have stifled creativity, reflecting a common pitfall in novice leadership (Hersey and Blanchard, 1988).
Lessons Learned
This experience taught me several valuable lessons about leadership. Primarily, I learned that effective leadership often emerges in crises and requires adaptability rather than rigid adherence to plans. By applying transformational elements, such as intellectual stimulation through inclusive discussions, I fostered innovation, supporting Bass and Riggio’s (2006) view that such leaders enhance follower performance. However, I also recognised my shortcomings; for instance, I undervalued emotional intelligence, as I did not fully address one member’s anxiety, which could have been mitigated with better empathy (Yukl, 2013).
Additionally, the event’s success—raising £620—highlighted the importance of delegation and trust, teaching me that leadership is not about control but empowerment. This aligns with broader leadership research, which shows that shared leadership models can improve outcomes in group settings (Hersey and Blanchard, 1988). Generally, this reflection has deepened my awareness of leadership’s limitations, such as how personal biases can influence decisions, and reinforced the need for ongoing self-assessment in my studies.
Conclusion
In summary, stepping into a leadership role during the charity fundraiser provided a practical application of leadership theories, from situational adaptability to transformational inspiration. The actions I took, including task delegation and conflict resolution, ensured success, while the lessons learned—emphasising empathy and flexibility—have informed my academic perspective on leadership. This experience illustrates the applicability of theoretical models in everyday contexts, though it also reveals areas for personal growth, such as enhancing emotional intelligence. Ultimately, it underscores the value of reflective practice in developing effective leaders, with implications for future professional roles in dynamic environments.
References
- Bass, B.M. and Riggio, R.E. (2006) Transformational Leadership. 2nd edn. Lawrence Erlbaum Associates.
- Hersey, P. and Blanchard, K.H. (1988) Management of Organizational Behavior: Utilizing Human Resources. 5th edn. Prentice Hall.
- Yukl, G. (2013) Leadership in Organizations. 8th edn. Pearson.
