Assessment 2

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Organizational Behavior and Global Strategy Name Institution Unit 5 September 2023

2 Introduction A crucible experience or event, sometimes known as a turning point in life's path, frequently acts as a catalyst for substantial personal and academic improvement. Even though they are challenging, these periods act as crucibles in which individuals are examined, corrected, and transformed. The tremendous effects of a particularly transformational experience on my character, values, beliefs, self-leadership, views of leadership, skill development, and ultimately the leadership style I adopted are highlighted in this report. Establishing a consensus on what constitutes a "crucible" experience is required before discussing the nuances of this transforming event. In this context, a crucible experience is a big event or difficulty that necessitates resiliency, adaptability, and self-discovery (Bennis and Thomas, 2002). A common feature of these events is their capacity to alter a person's perspective, values, and skills. The background and context for this crucible experience will also be provided in this report. It will then handle a number of crucial questions, such as: (1) What was a “crucible” experience or event you faced and how did it change or transform you? (2) What was the impact of this experience on your personality, values and beliefs? (3) What was the impact of this event on your self-leadership? (4) How did this event change your assumptions about leadership? (5) What skills and/or strengths did you discover you had and/or did you develop as a result? (6) What is the leadership style you finally adopted? Question 1 I want to talk about a crucial time in my academic life that I will unambiguously refer to as my crucible experience. This experience focuses on my role as project manager for a school project, which was meant to be a normal duty but ended up being an illuminating journey of Student Number

3 personal development. As part of the specified project, a tiny robotic device that could carry out a variety of preset activities had to be created. I began to believe it might work, so I approached it with some assurance. But as the project got underway, it became apparent that it was rife with unanticipated complications and challenges. The first significant challenge became acquiring the requisite resources. Significant project delays were caused by the difficulty of locating the required equipment and materials. The dynamics of the project team's communication also started to worsen. Tension developed inside our organization as a consequence of divergent viewpoints, incorrect objectives, and a lack of cooperation. When technological issues started to arise, our challenges became more complex. As the elected leader grew more powerful, there was more pressure to make sure the project was successful. There were a lot of project deadlines, and my instructors and peers put a lot of pressure on me to succeed. A quick, revolutionary reaction was necessary due to the combination of issues, which necessitated adaptable leadership and deft problem-solving. As a result of this experience, my leadership style and problem-solving abilities have experienced a major transformation. Despite the challenge, it made me rethink how I approach leadership. The creation of a more inclusive and open-minded approach to cooperation was the key difference (Bourke and Titus, 2020). I made a conscious effort to take into account the many viewpoints and recommendations put forth by my team members, establishing the kind of teamwork that would be necessary to meet our group's issues. This experience also made clear how crucial it is to persist and produce under stress. During this time, I learned a talent that has come in handy many times since: the capacity to remain calm and display grace in the face of hardship. The biggest difference, though, was my newly discovered tendency for adaptation and flexibility in light of shifting situations. In the past, I have rigidly adhered to established plans; Student Number

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4 but, I have realized that effective leadership frequently calls for the capacity to alter course and make crucial choices in the face of uncertainty. Overall, the aforementioned school project served as a trial run for my leadership style, which completely revolutionized it. It improved adaptability, deepened appreciation of the significance of teamwork, and gave the capacity to flourish in pressure-filled situations. Despite the fact that it was challenging, this experience unquestionably increased my leadership and personal development and served as a lighthouse for big change. Question 2 The crucible experience of leading the school project I previously discussed has had a huge impact on my personality, values, and views. As a result, I underwent a huge transition that caused me to adopt, adapt, and alter many facets of my personality. My personality changed significantly as a result of this encounter. I have grown more adaptable and flexible as a consequence of this challenging experience. When I first ran into problems, I used to feel frightened and upset, but the project's demands made me adjust my demeanor under duress to become more composed and focused. My personality's distinguishing trait evolved into being my capacity to remain calm under duress. I also saw that I was becoming more receptive to many viewpoints and experiences. I changed my perspective on teamwork and came to see the inherent benefits of cooperative problem-solving. This change in personality denoted a mental transition from a more exclusive and individualistic to an inclusive and welcoming one. I am more grateful for endurance and responsibility as a result of this experience. I discovered how crucial it is to see a project through to completion in spite of major challenges. This immediately developed into a core principle that I continue to follow in all that I do: commitment to carrying out my duties and making sure the team succeeds. The encounter also Student Number

5 led to a deeper feeling of transparency and honesty. It emphasized the significance of honest and straightforward communication as the cornerstone of effective cooperation which has also been highlighted by Heagney (2011). This principle still serves as the foundation for my approach to teamwork and has shaped how I communicate with others in both personal and academic settings. Regarding my beliefs, this experience caused a substantial change in how I see leadership. My previous assumption that power and control were essential elements of good leadership had to be rethought. Rather, I discovered that leadership is a dynamic and adaptable process built on empathy, communication, and the capacity to deal with ambiguity. My worldview has continued to change as a result of this, and I now place a strong emphasis on flexibility and people-centered leadership. The challenge of overseeing a school project also had a long-lasting impact on my morals and worldview. It assisted me in cultivating traits like adaptation and resilience, which promoted an inclusive and open viewpoint. My values have been shaped by a greater commitment to perseverance, responsibility, and open communication. Lastly, I went through a paradigm change in how I thought about leadership, placing more value on flexibility and a people-centered strategy. The influence of critical events on one's growth and development may endure a lifetime, as demonstrated by this experience that changed her life. Question 3 My understanding and use of self-directed leadership significantly changed as a result of this event, and this change had a big influence on my ability to lead myself. My self-leadership approach was somewhat inflexible and dependent on preconceived plans before this encounter. I frequently avoided veering from the intended track, carefully adhering to set goals and tactics. However, the demands of the project compelled me to reconsider my paradigm of self- Student Number

6 leadership. Greater degrees of flexibility and agility, especially in complicated and uncertain circumstances, were shown to be important for effective self-leadership, in my opinion. Unexpected challenges made it necessary for me to adapt my plan. I developed the capacity to rethink my objectives and strategies in response to shifting conditions, resulting in the adoption of a more adaptable self-leadership position. My capacity to regulate my emotions has also increased because to the programme. It took more poise to remain calm under pressure and keep the project's objectives in mind. I became better at setting priorities and controlling my time, which enabled me to persevere in the face of difficulties. The need of self-awareness for self-leadership was also made clear by this event. As I navigated the challenges and intricacies of the project, I developed a greater grasp of my skills. I was able to make good judgements and efficiently utilize my skills as a result of this self- awareness, which I now view as a priceless advantage. Overall, the Crucible experience significantly improved my flexibility, self-control, and self-awareness, which in turn improved my capacity to lead myself. It replaced my strict attitude with one that was flexible and open to a changing environment. This change in my self-leadership, which emphasizes the need of adaptability and self-control in leadership roles, has had an impact on both my personal and academic growth. Question 4 My perception of leadership underwent a paradigm shift as a result of having to lead a school project. This prompted me to engage in a thorough process of introspection that made me continually examine the characteristics of good leadership. I had previously held the conventional notions that a leader should have a lot of power, be in complete control, and lead in a directive manner. I formerly believed that being a leader entailed utilizing your position of Student Number

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7 power to make choices, issue commands, and expect complete commitment from your followers. A top-down, hierarchical approach to leadership appeared to work in some situations (Curtis et al. , 2021). However, this experience pushed me into a leadership crucible where complexity and dynamics upended the status quo. The challenges encountered during the project acted as a relentless wake-up call that forced me to completely reevaluate my prior beliefs about leadership. This incident demonstrated the limits of the conventional, directed approach of leadership. It soon became obvious that leadership entailed much more than just rigid authority and control limits. Crucible highlighted how crucial it is for leaders to cooperate, to be adaptable, and to demonstrate empathy, particularly in environments where change and complexity are constant. I came to see that effective leadership calls for a more flexible, adaptable, and people-centered approach. I once believed that the greatest leadership strategies could be implemented in every circumstance. But this experience also exposed the underlying fact that leadership is necessarily context-dependent. The capacity of a leader to adjust his leadership style and adapt it to the unique requirements and challenges of a given circumstance has emerged as a crucial quality of effective leadership (Saad Alessa, 2021). The encounter emphasized the value of transparent and sympathetic communication in leadership. It became obvious that it was crucial to foster a culture where team members actually felt heard, appreciated, and involved. I discovered that effective leadership calls for the capacity to actively listen to others' problems, ideas, and wishes as well as the capacity to respond to them sympathetically. In other words, my leadership presumptions were put to the test through the Crucible experience. By stepping outside of a rigid educational format, it fundamentally altered my comprehension. The need of dynamic, people- centered leadership in navigating the intricate and constantly-evolving environment of Student Number

8 contemporary leadership roles is stressed by this viewpoint change, which goes beyond basic theory. It now serves as the cornerstone of my leadership philosophy. Question 5 Leading a school project proved to be a crucial experience in my personal development, serving as a crucible where latent abilities and capabilities surfaced and those that were already there were brought to the brink of irrelevance. It became clear right away that flexibility was a vital skill. The project put us into a quickly evolving environment that was full of unforeseen challenges. The only thing that remained constant in this volatile world was change. In this test of will, I learned to welcome change rather than tolerating it. I have honed my capacity to swiftly and forcefully pivot, modifying our ideas and methods as necessary. The event had a significant impact on my capacity to maintain composure in the face of uncertainty, and it has since evolved into a crucial component of my approach to problem-solving. This experience worked as a testing ground in addition to evaluating problem-solving abilities. I learned how to solve difficulties methodically by disassembling complicated issues into simpler, more manageable components. More crucial than just coming up with a solution was finding the most sensible and workable one. This analytical and inventive problem-solving style continues to be a cornerstone of my commercial understanding. My ability to operate in a team has also been much enhanced by the experience. Despite the fact that I had previously worked in teams, this test of ambitions gave me a greater understanding of the intricate dynamics of cooperation. I at last understood the importance of diversity within a group. Each team member contributed a special set of abilities and viewpoints to the project. Instead of merely Student Number

9 cooperating, it was crucial to exploit our full potential in the team. My capacity to foster an environment where all viewpoints are appreciated and heard has permanently altered my arsenal for leadership. My organizational and time management abilities have improved as a consequence of this experience. Constant deadline pressure helped me develop the discipline I need to manage projects and priorities successfully. I improved my ability to create goals, manage resources, and plan workflows. These skills are unquestionably crucial, as demonstrated by my academic and academic endeavours. In a nutshell, this crucible experience served as a catalyst for both academic and personal development. It brought to light untapped talents like flexibility, transformed problem-solving into a disciplined art form, improved my ability to work collaboratively with others, and honed my time-management and organizational abilities. These abilities have developed into more than simply assets; they are now crucial components of my lifestyle that help me achieve in the challenging environment of both personal challenges and academic chances. Question 6 When I was in charge of that school project, my path to leadership took an important turn. I have now wholeheartedly adopted a nurturing leadership style as a result of this encounter. Democratic leadership is comparable to nurturing leadership in this sense since it allows for complete public involvement and decision-making. These leaders make effort to reduce their own influence and increase group members' accountability for choosing their own goals and tactics (Tannenbaum and Schmidt, 1973). This transformative approach looks beyond conventional areas of authority and influence and is focused on fostering an atmosphere where individuals may flourish, find their abilities, and collaborate to achieve extraordinary things. Student Number

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10 Catherine (2022) argues that active listening and empathy are the cornerstones of developing leadership. This fundamental change was nothing less than a change in leadership style, from one that was directive to one that was attentive to comprehend the finer details of each team member's perspective, wants, and desires. By making the time and effort to genuinely listen to them and understand their problems and ideas, I was able to develop closer and more genuine connections with them as well as a better feeling of inclusiveness and trust among the team. I believe that empathy is the cornerstone of my nurturing leadership style. I changed my leadership approach to accommodate each team member's particular demands, as well as their varied experiences and skills, and to take into consideration each person's distinctive personality. A more open-minded and harmonious work environment resulted from each team member being encouraged to offer their special skills and viewpoints. This inclusion encourages equity inside the team as well (Ganesh, 2023). In the fields of mentoring and coaching, the practice of cultivating leadership is crucial. Because I was aware of each team member's limitless potential for progress, I took on the roles of mentor and coach. I provided them with direction, constructive criticism, and several chances to hone their abilities. Furthermore, Carr, Rao-Nicholson and Smith (2020) emphasize that effective communication is essential for the growth of leaders. It incorporates an open flow of information and active team engagement in decision-making. This inclusive approach fosters a strong sense of ownership and accountability among team members. By keeping open, sincere, and respectful lines of communication, I try to promote a culture of trust, collaboration, and responsibility. As a result, the crucible experience sparked the adoption of a loving leadership approach that is consistent with the ideals of open communication, mentorship, and empathetic listening. This kind of leadership entails more than simply overseeing a team; it also entails fostering an Student Number

11 atmosphere where everyone feels free to reach their full potential. Since that time, this leadership style has guided me as I have walked the leadership road, encouraging not just my own personal development but also the success of the teams and organizations I have been given the responsibility to lead. Conclusion In summary, I would like to consider the experience of writing this report as a reflection of a significant event that has significantly influenced my leadership and personal growth. I discussed the crucial experience, trying to oversee a school project that placed me in a fast- paced, demanding environment, in the opening to my report. The deeper journey of self- discovery and adaptability may be started from there. The report focused on the event's significant impact on my identity in all of its various expressions. It became obvious that in this crucial time, my leadership ideals would be put to the test. The conventional, directive methodology I previously utilized has been replaced with a more adaptable, team-centered, and customer-focused approach. I learned that great leadership lives on adaptability, empathy, and contextual awareness and goes beyond just power and domination. The report talked about how this event had a transforming impact on several facets of who I am. It was becoming obvious that in this crucial time, my ideas about leadership were being put to the test. The conventional, directive methodology I previously utilized has been replaced with a more adaptable, team- centered, and customer-focused approach. I learned that real leadership lives on adaptability, empathetic understanding, and contextual awareness and goes beyond just power and domination. My leadership style has now changed as a result of this perspective change, becoming more dynamic and effective. I also paid great attention to the skills and attributes that this Student Number

12 character test experience showed and strengthened. Adaptability, problem-solving, collaboration, and improved organizational skills have all proven to be extremely beneficial to me in helping me overcome obstacles on both a personal and academic level. Finally, this pilot project led to a thorough examination of the nurturing leadership perspective. Mentorship, empathy, and open communication are highlighted. It is a leadership strategy dedicated to establishing a supportive and growth-oriented atmosphere so that individuals may develop and collaborate to produce amazing achievements. Student Number

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13 References Bennis, W. and Thomas, R.J. (2002) ‘Crucibles of Leadership’, Harvard Business Review , 1 September. Available at: https://hbr.org/2002/09/crucibles-of-leadership (Accessed: 4 September 2023). Bourke, J. and Titus, A. (2020) ‘The Key to Inclusive Leadership’, Harvard Business Review , 6 March. Available at: https://hbr.org/2020/03/the-key-to-inclusive-leadership (Accessed: 5 September 2023). Carr, C., Rao-Nicholson, R. and Smith, S. (2020) ‘Cross-cultural leadership adjustment: A strategic analysis of expatriate leadership at a British multinational enterprise’, Thunderbird International Business Review [Preprint]. Available at: https://doi.org/10.1002/tie.22176. Catherine, W. (2022) Achieving Equity in Higher Education Using Empathy as a Guiding Principle . IGI Global. Curtis, E.A. et al. (2021) Distributed Leadership in Nursing and Healthcare: Theory, Evidence and Development . McGraw-Hill Education (UK). Ganesh, K. (2023) What is inclusive leadership: How can it benefit your company culture? , CultureMonkey . Available at: https://www.culturemonkey.io/employee-engagement/inclusive- leadership/ (Accessed: 5 September 2023). Heagney, J. (2011) Fundamentals of Project Management . AMACOM. Saad Alessa, G. (2021) ‘The Dimensions of Transformational Leadership and Its Organizational Effects in Public Universities in Saudi Arabia: A Systematic Review’, Frontiers in Psychology , 12. Student Number

14 Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.682092 (Accessed: 5 September 2023). Tannenbaum, R. and Schmidt, W.H. (1973) ‘How to Choose a Leadership Pattern’, Harvard Business Review , 1 May. Available at: https://hbr.org/1973/05/how-to-choose-a-leadership-pattern (Accessed: 4 September 2023). Student Number

Assessment 2

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