Assignment #2

In May 2021, I was given the opportunity to participate in a Leader as Coach training program, where emotional intelligence assessments were used to help shape our personal leadership philosophies. When I received my results, I wasn’t surprised. Assertiveness, reality testing, and self-regard were noted as my strongest areas, reflecting my confidence, independence, and motivation. Flexibility, impulse control, and emotional expression were scored lowest, highlighting traits of control, impatience, and being guarded.

In March 2025, I completed an animal leadership activity for class. Again, the results were not surprising. The animal I received was the lion; independent, takes initiative, goal-oriented, and efficient, but is impatient, impulsive, demanding, and fears inactivity. 

Both of these assessments are accurate, reflecting the strengths I lean on and the areas I continue to work through in my personal life, professional role, and academic journey. I try to find a balance between these qualities, but there are moments when my assertiveness borders aggression, my independence hinders collaboration, and my drive for efficiency creates an unnecessary sense of urgency. As such, group projects make me very anxious.

I have always struggled with the idea that my grades are tied to the work ethic of others, especially when I am investing thousands of dollars into my education. I also find myself struggling with the explanation that group projects are necessary because social work is all about collaboration. While I understand that collaboration is foundational to the field, I believe there is a significant difference between graded projects and real-world service delivery. In school, I approach my education with an individualistic mindset. I hold myself to high standards with maintaining a 4.0 GPA, completing readings, attending every class, and ensuring my work is submitted by the due dates. When I fall short, the consequences belong to me alone. But in my professional role, my mindset shifts entirely. I lead with collectivism, knowing that communication and collaboration are essential because others are relying on us. In that space, unmet expectations don’t just impact my performance, but rather directly affects the well-being of the people we serve. 

Personal experience has shown me that raising concerns in the workplace carries far more weight than doing so in the classroom. When a paid professional is not performing appropriately and a service user is impacted, the situation is taken seriously. However, when a student chooses not to engage or contribute meaningfully to a group project, the consequences feel minimal.

When we began preparing for assignment #2, I felt comfort knowing one of my friends would be in the group. We have build a strong rapport and have worked on numerous projects together; our strengths, communication styles, and opportunities for improvement compliment one another. I invited another classmate to join our group, as I've worked with her in the past and felt confident in her ability to complete assigned tasks. During our first break out room, a classmate that none of us had worked with joined. I remember feeling nervous and, to be honest, a little frustrated. I had never heard her contribute in group discussions, observed that her camera was typically off during class, and felt uncomfortable with her lack of engagement during the break out room.

Our group agreed to communicate through a group chat and to meet regularly outside of class. Despite these plans, feelings of discomfort and frustration continued. Each time I logged into our Canva presentation, the slides assigned to her remained empty. Messages went unanswered, and our meetings felt disorganized. What was meant to be a collaborative process became a source of stress, leaving me feeling responsible for taking on more work.

When it came time to prioritize the RISE feedback forms, our group had a vulnerable conversation about our personal strengths and development opportunities. We took accountability for the things we could have done better, issues we could have addressed earlier, and what we learned from this experience. In retrospect, these are conversations that would have been beneficial at the beginning. I carry guilt for feeling frustrated with my peer and wish I would have reached out to her personally to ask if she was okay, if there were any supports she needed, and how to make an inclusive environment.

My biggest takeaway from this assignment is the realization that leadership is not just about efficiency and driving outcomes; it is about compassion, curiosity, and creating space for the humanity of others. While my strengths in assertiveness, independence, and determination continue to serve me, this experience shows how easily those qualities can create distance, mistrust, and disconnection when vulnerability is absent.