Introduction
This reflective essay explores my personal and professional development through participation in the Mary Seacole Programme, a leadership development initiative designed for healthcare professionals. Named after the pioneering nurse Mary Seacole, this programme aims to cultivate leadership skills, self-awareness, and resilience in participants to enhance their contributions to the healthcare sector (NHS Leadership Academy, 2023). The purpose of this essay is to examine how engaging in the programme facilitated my self-improvement, provided personal insights, and prompted actionable changes in my performance. By reflecting on specific experiences, this essay will outline the insights gained, the subsequent actions taken, and the tangible impacts of those actions on my professional practice. The discussion will focus on three key areas: self-awareness, communication skills, and leadership application, supported by relevant academic literature and personal examples.
Developing Self-Awareness
One of the most significant outcomes of the Mary Seacole Programme was the enhancement of my self-awareness, a critical component of effective leadership. Through structured reflective exercises and feedback sessions, I gained insight into my strengths and limitations as a leader. For instance, during a 360-degree feedback activity, I discovered that while I was perceived as empathetic, I often struggled with delegating tasks effectively. This feedback aligned with findings by Goleman (1995), who argues that self-awareness is foundational to emotional intelligence and leadership success. Acting on this insight, I committed to regular self-reflection using a journal to identify patterns in my decision-making and delegation practices. The impact was notable; within a few months, I became more confident in assigning tasks, which improved team efficiency and reduced my workload stress. This experience underscored the importance of continuous self-assessment in personal growth, a principle widely supported in leadership literature (Northouse, 2018).
Enhancing Communication Skills
Another area of improvement was in my communication skills, which the programme addressed through workshops and role-playing scenarios. I realised that my tendency to use technical jargon often hindered effective communication with non-specialist colleagues. This insight prompted me to adopt a more inclusive communication style, focusing on clarity and active listening. Drawing on Tuckman’s (1965) model of group development, I understood that clear communication is vital for building trust during the ‘forming’ and ‘norming’ stages of team dynamics. Consequently, I practiced simplifying complex ideas during team briefings and sought feedback to gauge understanding. The result was a marked improvement in team cohesion, as evidenced by more collaborative discussions during project planning. Indeed, fostering open dialogue not only enhanced my interpersonal relationships but also aligned with NHS values of compassionate care and teamwork (NHS Leadership Academy, 2023).
Applying Leadership in Practice
Finally, the Mary Seacole Programme encouraged the practical application of leadership skills in real-world settings. A specific project required me to lead a small team in implementing a patient feedback initiative. Initially, I struggled with conflict resolution among team members with differing opinions. Reflecting on programme teachings about situational leadership (Hersey and Blanchard, 1982), I adjusted my approach by providing more directive support to less experienced members while empowering others to take initiative. This tailored strategy resolved tensions and led to the successful rollout of the initiative, with positive feedback from patients increasing by 15% over three months. This outcome demonstrated my ability to identify and address complex team dynamics, a skill vital for healthcare leadership.
Conclusion
In conclusion, participation in the Mary Seacole Programme has been instrumental in fostering my personal and professional growth. Through developing self-awareness, I learned to delegate more effectively, easing workplace stress. Enhancing my communication skills improved team collaboration, while applying situational leadership in practice yielded measurable outcomes in patient care initiatives. These experiences highlight the programme’s effectiveness in equipping healthcare professionals with essential leadership tools. Furthermore, they underscore the broader implication that continuous reflection and skill application are indispensable for sustained improvement in the dynamic healthcare environment. As I move forward, I aim to build on these foundations, ensuring that my leadership approach remains adaptive and patient-centered.
References
- Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
- Hersey, P. and Blanchard, K.H. (1982) Management of Organizational Behavior: Utilizing Human Resources. Prentice Hall.
- NHS Leadership Academy (2023) Mary Seacole Programme. NHS Leadership Academy.
- Northouse, P.G. (2018) Leadership: Theory and Practice. 8th ed. SAGE Publications.
- Tuckman, B.W. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63(6), pp. 384-399.
