4
Leadership Journal Reflection
One experience this term that challenged and impacted my growth was when I was working on a group project in one of my finance classes. While I was not directly assigned the group leader role, I gradually assumed the role when our group began lagging behind schedule and getting stuck on competing priorities. Because much of our grade was riding on this project, I recognized the need for more structure and collaboration, and took the initiative to set the example. I’ve chosen to reflect back using Driscoll’s Model, which structures reflection in terms of three basic questions: What? So what? Now what?
What?
Our group needed to study a publicly traded company and provide a full investment recommendation, including financial models, risk analysis, and a presentation. To begin with, the dynamics of the team were passive, no one would lead, deadlines slipped, and work quality was inconsistent. Having pitched a series of pitches through my investment club, I realized we were headed for a middle-of-the-road result. I started by organizing a meeting to redistribute responsibilities, set expectations, and create a time frame taking into account everyone’s availability. I also set up a shared drive and started developing the model, not because I wanted control, but to show and invite others to contribute.
So what?
Starting gave me the realization that leadership so frequently begins when you initiate to do something, not when someone else hands you a title. I also became more aware of how to create alignment without controlling. It let me balance the strategic planning mindset I’d been taught to utilize in cutthroat settings like S&T and boxing with one of greater team working, more empathy-driven dynamics. I trained the skills in “power with” leadership (as taught by Follett), listening very consciously to everyone’s perspective point, encouraging suggestions and input while asserting myself where due dates were under attack.
Professionally, it was reminiscent of the type of leadership required in actual, cross-functional teams, where outcomes are important, but so is buy-in. Personally, it made me more aware of my tendency to overdo things when there’s a lot on the line. Though the project ended up being one of the best presentations in our class, the experience taught me that sustainable leadership involves empowering others, not doing too much myself.
Now what?
This experience reinforced my commitment to an empowerment and shared accountability style of leadership. I would like to carry this forward into my role as TMT portfolio manager for our investment club. I will do this by creating clearer frameworks and expectations for our analysts but still promote creativity and open discussion. I will also attempt to step back further—allowing other individuals the space to help facilitate portions of the process even when I know I can handle it quicker by myself.
More broadly, I’m going to solicit formal feedback from my peers and team to track whether this shift in leadership is worth it. I don’t merely want to know whether our work is good, but whether individuals feel more empowered and engaged. Ultimately, I’m learning that effective leadership isn’t just about results, it’s about how people feel working towards them with you.
Results:
Synthesis: Leadership isn’t about being the smartest or most dominant voice—it’s about timing, awareness, and influence.
Integration: I’m combining strategic thinking with inclusive leadership to be more effective in dynamic environments.
Appropriation: I’m actively taking this leadership approach forward into my role in the investment club and future team settings.
Validation: This experience strengthened my confidence that shared leadership can still lead to high performance.
New Affective State: I feel more comfortable with giving up control and embracing uncertainty in teamwork.
Action: I am committed to offering more room to others to initiate and to drive towards asking for feedback as a tool of continuous improvement.
