The Food Angel Visiting Project

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Table of Contents

Introduction
Background
Achievement and Effectiveness of Activity
My Leadership Role in the Planning Activities and Recommendations
Recommendations for Improving Leadership Performance
Conclusion
References

Introduction

The Food Angel Visiting activity was aimed at sensitizing learners about the best approaches to handle leftovers. The agenda was considered as one of the best approaches to promote the idea of sustainability. This discussion gives a detailed analysis of the achievement and effectiveness of the project. The paper goes further to outline my leadership roles as a team leader and the best strategies to improve my performance.

Background

Human activities have the potential to affect the sustainably of the planet the survival of future generations (Erokhin, 2017). The decision to undertaken the activity was appropriate in an attempt to encourage learners to be part of the global sustainability agenda. The activities undertaken during the period could not have succeeded with an effective leadership strategy.

Before undertaking the activity, every participant was guided and updated about the intended goals. A comprehensive plan was designed to guide every action during the process. Different people were assigned specific roles. A timetable with created to ensure various duties were managed and completed in a timely manner. Appropriate communication channels were identified and implemented accordingly. Problems were identified and addressed within the shortest time possible. These practices were monitored by the leader. Every person (including volunteers) was encouraged to complete his or her roles diligently.

Achievement and Effectiveness of Activity

Several evaluation methods were also utilized to analyze the effectiveness of the project. Some of these techniques included the use of interviews and questionnaires. The number of participants in the activity was promising. These attributes indicated clearly that the completed activity was successful. Most of the respondents argued that the exercise was inspirational and meaningful. According to them, the activity had transformed their understanding of sustainability. They acknowledged that sustainability was critical for the modern day world.

A post-evaluation process was completed by focusing on different members of staff included in the project. These professionals indicated clearly that the targeted students were already embracing the lessons gained from the activity. For example, most of them were willing to reuse food instead of disposing leftovers. This evidence-based practice resulted in a reduction in leftover in the institution. Most of the learners were willing to engage in desirable behaviors to deal with the outlined problem.

With proper management, guidance, and inspiration, the participants were in a position to focus on the best outcomes and ensure the concept of sustainability was taken seriously. For example, the targeted children acknowledged the difficulties encountered by food producers and farmers. Economic issues arising from food production and wastage were also brought to their attention. These concerns made it easier for them to appreciate the importance of conserving food and stopping wastage. With the planet facing challenges such as global warming, climate change, and pollution, environmental sustainability becomes a vital practice that supports the welfare of future generations. The learners were able to develop environmental sustainable behaviors at such a young age.

Another indicator is that most of the involved stakeholders such as parents, teachers, my teammates, and community members were satisfied with the process. They were keen to acknowledge that the leadership style utilized was pertinent for the activity. The leadership style made it possible for every individual to focus on the best activities and outcomes. Decisions were made continuously to make sure emerging challenges were addressed before they could disorient the project (Hill & Bartol, 2016). The empowered team was ready to deliver the right content to the children.

These observations can be used to explain why the project was successful. It was the right time to sensitize young children about the importance of engaging in appropriate practices that can make the world much better. The results indicate that the targeted children were willing to embrace the intended ideas and goals.

With proper planning and coordination, it was possible to focus on the outlined objectives. The completed project managed to guide learners to change their attitudes regarding the issue of treasuring food. With proper food handling techniques, it can be easier for communities to support the concept of sustainability (Jenkinson, Oakley, & Mason, 2013). Personally, I believe that the activity was effective since the targeted goals were achieved within the specified period.

My Leadership Role in the Planning Activities and Recommendations

The implemented project sought to increase awareness and ensure every learner appreciates the importance of reusing leftovers. The sustainable development activity succeeded because of my responsibility as a team leader. Throughout the process, I completed numerous roles in an attempt to ensure the missions of the project were realized. From the very beginning, I clearly understood that it was appropriate to embrace the most appropriate leadership strategies to deliver the intended content to the students. The first thing was to utilize the most appropriate concepts and skills to guide different team members. For instance, role modeling was considered whereby different individuals were assigned specific duties and empowered accordingly. These participants were keen to pursue their responsibilities and focus on the intended aims.

It was necessary to embrace the idea of empowerment. Different followers in the team were equipped with the right resources and timely updates. This move encouraged them to identify specific roles and complete them in a timely manner. The process made it easier for the individuals to interact with volunteers and other participants involved in the project. This kind of leadership made it easier for the program to succeed.

My leadership model was characterized by timely communication. The application of apposite communication skills encouraged different individuals to share information, focus on the needs of the students, and implement the project. Emerging challenges such as role conflicts and lack of coordination were addressed in a timely manner. This achievement indicates clearly that my leadership strategy was influential for my team.

As a leader, I applied two unique theories to guide different stakeholders and children to understand the importance of preserving and reuse food. The first model was that of participative leadership. To begin with, I was keen to involve different stakeholders and participants in various activities. These included teammates, teachers, some community members, and the targeted learners. Within the team, the concept of participation was embraced whereby the participants focused on the new ideas gained by different students. This approach created a favorable environment whereby the individuals were committed to the process.

They were willing to work together, address emerging challenges, and focus on the intended aims. The leadership encourages every person to use his or her concepts to deliver meaningful outcomes. It should be observed that this leadership approach was desirable for my followers and participants.

I was keen to consider the unique needs of the learners. I did this by identifying and implementing the most appropriate leadership theory to empower the targeted students. This understanding explains why I chose to use role theory during the process. The theory asserts that managers and leaders should focus on their responsibilities and empower their followers accordingly (MacPhee, Chang, Havaei, & Chou, 2014). That being the case, role theory made it easier for me to implement desirable values and cultural attributes that could empower my teammates. The idea of modeling was embraced during the workshops and sporting activities.

Different participants and members were assigned specific roles in an attempt to support the intended objectives. Workshops and training events mainly focused on the best ways to educate the learners without affecting their expectations.

I encouraged the participants to embrace the use of social media networks for communication. Every member was encouraged to use Messenger App for sharing ideas and information. Crisis meetings were held whenever the participants encountered conflicts or hurdles. I used adequate conflict resolution measures to deal with such challenges. These practices supported the effectiveness and success of the project.

The use of these approaches supported the planning process for various activities. The strategies maximized the level of coordination. The individuals were equipped with the right insights and resources in a timely manner. Effective communication, problem solving, and critical thinking are specific leadership concepts that encouraged different players to complete their roles throughout the planning process. Personally, I strongly believe that the use of appropriate skills, role and participative leadership models, and proper coordination made the project successful.

Throughout the process, different challenges were encountered that could have affected the project’s success. Several recommendations were presented to ensure every activity was completed effectively. For instance, the members indicated that it was appropriate to meet after various activities had been completed. This move was appreciated to make evidence-based decisions and support unattended activities.

There was also the need to focus mainly on children and inform them about the importance of using food sustainably. Some members recommended that it was necessary to inform every community member about the project’s agenda. The approach would have delivered consequential results. Such recommendations were considered to support the project.

Recommendations for Improving Leadership Performance

As a science and an art, leadership is something that should be advanced or revised periodically. This practice should be embraced by leaders who want to become effective and successful in their positions (Huang, 2013). The exercises and leadership completed during the sustainable development activity revealed that I had adequate competencies that can be utilized to empower others.

Several processes can be considered to improve my leadership philosophy. The best approach should begin with self-assessment (Hill & Bartol, 2016). The concept of self-assessment will make it easier for me to identify specific attributes that support my leadership philosophy. I will be in a position to understand the unique achievements and dexterities that have been developed over the years. The success and outcomes of the sustainable development project will be analyzed to understand my strengths as a leader.

The self-assessment process will outline specific attributes such as effective communication, problem-solving, critical thinking, decision-making, and teamwork. My participative and role modeling approaches make me an effective leader. Additionally, the assessment process will outline various weaknesses that affect my aims as a manager.

The second step will focus on the use of the identified strengths to address my gaps as a leader. For instance, my critical thinking competencies can be used to deal with the issue of procrastination. The power of participative leadership can make it possible to deal with various limitations such ineffective time management. My cultural competencies are underdeveloped. This is the case because I usually find it hard to deal with people from diverse backgrounds. Diversity is becoming a critical concern in every working environment (Kozlowski, Mak, & Chao, 2016). I will use the above skills to improve my cultural competencies.

The third step that can guide me to improve my competencies as a leader is lifelong learning. I will embrace this concept to acquire new ideas that have the potential to improve my efficiency as a leader. The process will guide me to identify emerging developments or theories in team management. Continuous learning will equip me with evidence-based ideas that can improve my leadership philosophy.

The final phase will be characterized by constant practice. I am planning to interact with skilled leaders, guide different teams, and borrow emerging concepts from my colleagues. When people collaborate or work with others, it becomes possible for them to acquire superior notions and impressions that can inform their leadership models. I strongly believe that the presented recommendations will make me a successful leader.

Conclusion

The Food Angel Visiting exercise was followed by a post-evaluation process. The gathered information indicated clearly that the project was victorious. The targeted learners were willing to reuse leftovers and embrace desirable practices to make the planet sustainable. The application of judicious dexterities as a leader supported the planning and execution phases of the program. People should consider the issues discussed in this paper to address various sustainability challenges affecting them and maximize their leadership abilities.

References

Erokhin, V. (2017). Factors influencing food markets in developing countries: An approach to assess sustainability of the food supply in Russia. Sustainability, 9, 1-13. Web.

Hill, N. S., & Bartol, K. M. (2016). Empowering leadership and effective collaboration in geographically dispersed teams. Personnel Psychology, 69(1), 159-198. Web.

Huang, C. (2013). Shared leadership and team learning: Roles of knowledge sharing and team characteristics. The Journal of International Management Studies, 8(1), 124-133. Web.

Jenkinson, J., Oakley, C., & Mason, F. (2013). Teamwork: The art of being a leader and a team leader. Advances in Psychiatric Treatment, 19, 221-228. Web.

Kozlowski, S. W., Mak, S., & Chao, G. T. (2016). Team-centric leadership: An integrative review. Annual Review of Organizational Psychology and Organizational Behavior, 3, 21-54. Web.

MacPhee, M., Chang, L., Havaei, F., & Chou, W. (2014). A descriptive account of an inter-professional collaborative leadership project. Administrative Sciences, 4, 373-399. Web.

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