This artefact became important because it helped me establish a baseline for my understanding of leadership competencies. Initially, my answer reflected general leadership traits, but not yet anchored in the realities of health systems, where complexity, collaboration, and ethical decision-making are amplified. Through the module, I realised that while emotional intelligence and communication are crucial, systems thinking and responsible decision-making are what transform those traits into practical leadership in health contexts. The process gave me a clearer picture of the competencies I needed to strengthen.

Looking back, my answer reflected general leadership traits, but not yet anchored in the realities of health systems, where complexity, collaboration, and ethical decision-making are amplified; but the module challenged me to see it through a different lens. Responsible leadership in health systems requires not only empathy and communication but also systems thinking and ethical decision-making (Maak & Pless, 2006). I realised that while being a “good communicator” is important, it is not enough without context or system-awareness in order to achieve sustainable impact.

 My initial definition of leadership was correct in parts but limited. The reflection has taught me that leadership is not a fixed checklist but a continuous process of growth. My next step is to apply systems thinking more deliberately in my coursework and practice, while seeking feedback to challenge my assumptions. This way, I continue developing as a responsible decision-maker who leads with both empathy and strategy.

When I think back to the scoping review, the first feeling that comes to mind is being overwhelmed. I remember staring at dozens of articles and wondering how we would ever make sense of them. At times, we disagreed on what to include or how to structure the findings. Those moments tested my patience but also forced me to practice conflict resolution. Instead of pushing my view, I learned to listen carefully, compromise, and keep the bigger picture in mind. Looking back, that was just as important as the research itself. The discomfort became valuable: it gave me a clearer picture of what lies ahead in my own research journey in Research Methodology, especially as I prepare for report writing.

Another big turning point was when I caught myself holding back in discussions, not wanting to sound unsure. But as the process went on, I realised silence wasn’t helping the group. Speaking up, even with uncertainty, often sparked better conversations. That was a vulnerable but valuable lesson: responsible leadership sometimes means risking mistakes so that the team can move forward.

The podcast and report on accountability was lighter but equally challenging. This time, we had to take responsibility for how we presented our ideas, and I found myself drawing on what I had learned in Innovative Health when I created my individual podcast. That earlier experience gave me the confidence to contribute meaningfully in the group setting. It also highlighted the power of communication as a leadership tool.

What stood out across both artefacts was the link to systems thinking. In Contemporary Health, we learned about the WHO’s building blocks of health systems (WHO, 2007), where leadership and governance is a foundational block that connects to all others. These group tasks helped me see that responsible leadership is not just about individuals in positions of power; it influences patient outcomes, shapes governance, and ultimately strengthens the health system as a whole. For example, in the podcast, we connected accountability in leadership to challenges like governance failures and weak service delivery, showing how leadership choices ripple through the system.

 These artefacts showed me both my strengths and my gaps. I am good at bringing people together and creating space for their contributions, but I sometimes hesitate to assert my own ideas or struggle with managing my time. Acknowledging these vulnerabilities is part of my growth. For me, responsible leadership is about finding that balance: being open and collaborative, but also accountable and decisive when the moment calls for it.

When I saw my score leaning strongly toward democratic leadership, it felt affirming. I have always valued collaboration, listening to others, and involving people in decisions, but I hadn’t previously labelled this as a leadership style. This was my “aha moment”, realising that what I naturally do is actually a recognised approach in leadership theory. It made me more confident in leaning into this style while being mindful of its limitations, particularly in fast-paced healthcare environments where quick, directive action is sometimes required.

The second visual, showing leadership and management overlaps, pushed me to reflect more critically. I recognised myself strongly in the leadership qualities like empathy, emotional intelligence, and influence, but also realised that responsible leadership in health systems requires solid management skills such as project management and conflict resolution. It is not enough to be inspirational; one also has to ensure structures, resources, and strategies are in place. This connects directly to the week’s learning activities on whether organisations should apply leadership or management principles in different scenarios. In contexts like implementing new electronic health record (EHR) systems, I saw that management provides structure while leadership builds trust and buy-in. Both are needed.

This artefact helped me deepen my competency in collaboration. Being democratic means actively listening, motivating, and creating space for diverse perspectives. But through discussions and case studies, I realised collaboration also requires boundaries: setting timelines, resolving conflict, and ensuring direction. In Managing Health Projects, I experienced this first-hand when balancing group input and inspiring a vison while also ensuring deliverables were practical with project deadlines. Moreover, In Innovative Health, we had to invite everyone’s ideas as a team while also guiding the group towards realistic, innovative outcomes.

What I’ve learned is that leadership and management are not competing roles, but complementary. Responsible leadership in health systems requires knowing when to lead and when to manage (Eads, 2022). For me, this reflection was about embracing my democratic strengths while committing to strengthening managerial skills; conflict resolution, time management, and project oversight so that my leadership is not only collaborative but also effective and accountable.

What struck me most while doing this assignment was how leadership is lived out in small, everyday actions, not just in big strategic decisions. I would jot down what I saw in meetings; democratic dialogue, coaching leadership, even moments of tension but translating that into structured analysis felt overwhelming. In many ways, it mirrored what I now face in Research Methodology, where I am preparing to write my report: moving from disconnected, real-life data to something coherent, evidence-based, and meaningful.

One of the hardest parts was being critical. I was initially hesitant to point out weaknesses like donor dependence or vulnerability during crises, because I admired the organisation. But I realised that responsible leadership is not about avoiding critique, it is about identifying challenges honestly and thinking about solutions. This mindset connected closely to Health Analysis & Quality Improvement, where the emphasis is not just on finding problems but on proposing realistic interventions for better outcomes.

On a personal level, this artefact made me more aware of my own values. I realised I admire leaders who are transparent and inclusive, but I also questioned whether I would be able to do the same under pressure. Would I still create space for dialogue when resources are limited? Would I prioritise ethics when funders demand quick wins? These reflections were uncomfortable, but they pushed me to think more deeply about the kind of leader I want to be.

In the end, the biggest lesson learned was that leadership is not about perfection, but about balance between empowerment and accountability, short-term pressures and long-term goals, organisational needs and community rights. This artefact gave me clarity, but also left me with ongoing questions that will guide my journey as I grow into a responsible leader.

Eads, A. (2022). Leadership vs. Management: When to Manage and When to Lead. Indeed.com.

Mark, T. & Pless, N., (2006) Responsible Leadership in a Stakeholder Society- A Relational Perspective. Journal of Business Ethics. 66, 99-115. Accessed from: https://doi.org/10.1007/s10551-006-9047-z

University of Witwatersrand, (n.d). Rural Health Advocacy Project. Available at: https://www.wits.ac.za/health/research-entities/centre-for-rural-health/projects/rural-health-advocacy-project/
World Health Organization (2007). Everybody’s business: strengthening health systems to improve health outcomes. WHO’s framework for action. Geneva: WHO.