You are on page 1of 2

Dreyfus Maheu

UNIV 392
Dr. Tampke
27 July 2015
Holding On and Letting Go
Northouses concept of situational leadership has resonated with me in regards to a recent
work experience. I believe it also works well with my desire to know more about the difference
between leading and following.
I have considered myself comfortable in the position of a S3 or supportive leader. I am
skilled at managing an assigned task to completion or overseeing some larger process. The place
where I lack skill is directing or motivating a group of people, which is covered in the S1 and S2
roles. A major challenge was presented to me with regards to this when I decided to lead a
program to Millennium Park for a large group of students. My intent was to guide them through
the vast area, with a stop at one of my favorite music stores first, which would lead into a concert
in the park proper. I allowed for a degree of freedom in my planning, saying that I would have
students split up into groups and explore different regions of the park. This was an alternate
option for students who were not interested in the concert, and I did not expect many of them to
utilize it. After all, I had wanted to work on my skills in directing and give the students a fairly
linear, guided experience. However, upon arriving at the park, the students began splitting up, so
I decided to allow them to go their own way as long as they met up at a predetermined location.
This seemed to be an optimal solution, and I went off with other College Coaches to enjoy a
different section of the park. After a relatively short amount of time, we began noticing students

starting to trickle into our area. One group asked us if they could break off from the park and go
into the shopping area, an idea which I rejected. A more experienced College Coach took me to
the side and said that the students had a valid point; they were responsible enough to be trusted to
go on their own, and would certainly get more out of the program. After mulling this over, I
decided to take the students up on their selection.
Reflecting upon this experience leader, I saw that it revealed another aspect of situational
leadership: where I stood as a follower. My development level was very clearly at D1 (high
commitment, low competence). I was enthused to provide a specific program for the students,
but didnt have enough experience to recognize what they would actually appreciate. I still feel
that my low status on the development chart was used to a positive effect. The next time I
encounter a situation like this, I can have an experience to fall back on. Furthermore, I was
finally taught a concrete example of when to lead and when to follow. With this group of
students, a more hands-off approach was required, and if I could have realized that earlier, I
would have been able to play to my preferred leadership style more easily.

You might also like