What leadership and initiative mean in practice
Leadership is often misunderstood as authority or seniority. In practice, it is about how people act, not the title they hold. Initiative refers to recognising what needs to be done and taking action without being prompted.
At university, leadership and initiative may involve stepping forward in group work, improving how something is done, or supporting others. In the workplace, they underpin how work progresses, how problems are addressed, and how trust is built over time.
Within the LSE Careers Skills Framework, leadership and initiative connect closely with teamwork and collaboration, communication, self awareness, and adaptability.
Taking ownership and responsibility
A core aspect of leadership is taking ownership. This includes following through on commitments, noticing gaps, and acting to address them rather than assuming someone else will.Initiative often begins with small actions. Over time, these behaviours signal reliability and judgement.
Workplace examples:
- Taking responsibility for a task beyond what was formally assigned.
- Identifying an issue and proposing a way forward rather than waiting for instruction.
- Following up to ensure work is completed, not just started.
Reflective prompts:
- When have you taken responsibility without being asked?
- What helps you decide when to step forward rather than wait?
Influencing others constructively
Leadership involves influencing how others think, act, or decide. This influence is often informal and based on credibility, clarity, and trust rather than authority.
Influence can involve explaining ideas clearly, listening carefully, and responding thoughtfully to concerns. It also involves recognising when to support others’ ideas rather than promoting your own.
This aspect of leadership relies heavily on communication skills and emotional awareness.
Workplace examples:
- Helping a group understand the reasoning behind a decision.
- Encouraging others to contribute or take ownership.
- Shaping discussion by asking thoughtful questions rather than directing outcomes.
Reflective prompts:
- How do you usually try to influence group decisions?
- What behaviours help others take your contributions seriously?
Leading through action and example
Leadership is often demonstrated through behaviour rather than instruction. Acting with consistency, integrity, and consideration for others sets expectations and influences group norms.
At university, this might involve setting the tone in group work or societies. In professional settings, it might involve modelling good judgement under pressure or maintaining standards when it would be easier not to.
This links leadership closely with ethical awareness and responsibility.
Workplace examples:
- Remaining reliable during busy or uncertain periods.
- Treating others respectfully, particularly in difficult situations.
- Upholding agreed standards even when they are inconvenient.
Initiative in uncertainty and change
Initiative is particularly important when situations are unclear. When roles, priorities, or expectations are shifting, leadership often involves helping create direction or stability.
This may involve experimenting, seeking clarity, or helping others adapt. It also requires judgement about when to act and when to pause.
This aspect of leadership connects strongly with adaptability, resilience, and problem solving.
Workplace examples:
- Taking early action when a situation is ambiguous rather than waiting for perfect information.
- Helping others adjust to change by sharing information or reassurance.
- Revising plans when initial assumptions no longer hold.
Reflective prompts:
- How do you respond when expectations are unclear?
- What helps you stay effective in uncertain situations?
Developing leadership and initiative over time
Leadership and initiative develop through experience, reflection, and feedback rather than through a single role or position. Over time, students often become more aware of their impact on others and more confident in taking purposeful action.
Development may involve becoming more comfortable with responsibility, learning when to step back, and recognising that leadership takes different forms in different contexts.
Reflecting on leadership experiences can help you recognise patterns in how you act and identify areas for further development.
Reflective prompts:
- How has your understanding of leadership changed during your time at LSE?
- Which experiences have most shaped how you take initiative?