Taking Initiatives - If it is to be it is up to me. 10 x 2 letter word

 Isn't it scary to hear the term "initiative"?

Well what exactly do we mean by initiative? In my opinion it is a task that we execute to make the situation better. 

TAKING INITIATIVE: IF IT IS TO BE, IT IS UP TO ME!

Stop Waiting. Start Acting. Create Positive Change.

A Practical Guide for Teachers, School Leaders, Working Professionals, Students and Every Individual

By Thameem Ansari | Compass Clock Consultancy

“The world does not change only because people identify problems. It changes when someone decides to do something about them.”

Introduction: Who Will Take the First Step?

Have you ever noticed a problem and thought:

• Someone should do something about this.
• The school management should take care of it.
• My manager should improve this process.
• Teachers should help struggling students.
• Students should become more responsible.
• The government should solve this issue.
• Somebody should help that person.

But have you ever stopped and asked yourself:

“What can I do about it?”

That simple question is the beginning of taking initiative.

Initiative is not about having authority, money, power, special qualifications or a leadership designation. It is about recognizing an opportunity to make a situation better and taking an appropriate first step.

Imagine walking along a road and noticing a banana peel on the pavement. You could ignore it, complain about the cleanliness of the street or blame the authorities. Alternatively, if it is safe to do so, you could dispose of it responsibly or alert the appropriate person.

Imagine a colleague is unexpectedly absent and a customer arrives seeking assistance. You could say, “That is not my responsibility.” Or, within your role and authority, you could help the customer, contact the relevant colleague and ensure the customer receives appropriate support.

Imagine a student notices that classmates are struggling with a difficult subject. Instead of waiting for somebody to organize a solution, the student could suggest a peer-learning group.

In each situation, the difference is not necessarily knowledge or resources.

The difference is the willingness to take the first responsible step.

1. What Does Taking Initiative Really Mean?

Taking initiative means recognizing a need, accepting appropriate responsibility and acting constructively without waiting for repeated instructions.

It involves five essential behaviours:

1. Observe: Notice a problem, opportunity or unmet need.
2. Think: Understand the situation before reacting.
3. Own: Identify what you can reasonably influence.
4. Act: Take a practical, responsible first step.
5. Follow through: Check whether your action made a difference.

Initiative does not mean acting recklessly, ignoring rules, interfering in someone else's responsibilities or making important decisions without authorization.

It means taking responsible action within your capability and seeking guidance when necessary.

Initiative versus Inaction

Situation	Passive Response	Initiative-Driven Response
A problem appears	“Someone should solve it.”	“What can I do to help?”
A process is inefficient	“This is how we always work.”	“Can we improve it?”
A student is struggling	“The student is weak.”	“What support could help?”
A team misses a deadline	“It is not my fault.”	“What can I do to recover?”
A new opportunity appears	“I am not ready.”	“What must I learn to begin?”
A mistake happens	“Who is responsible?”	“How do we correct it and learn?”
An idea emerges	“It will never work.”	“How can we test it safely?”

Initiative

2. The Story of Everybody, Somebody, Anybody and Nobody

Consider an important task that needs to be completed.

Everybody believes Somebody will do it.

Anybody could have done it, but Nobody does it.

Somebody becomes frustrated because Everybody expected the task to be completed.

Everybody blames Somebody, while Nobody accepts responsibility.

The task remains unfinished.

This familiar story illustrates what can happen when responsibility is unclear and everyone assumes that another person will act.

It is not always a problem of unwillingness. Sometimes people genuinely do not know who owns a task, what is expected or how to proceed.

The solution is to make responsibility visible.

For every important task, establish:

• Who owns it?
• What needs to be done?
• What does successful completion look like?
• What resources or support are needed?
• When should it be completed?
• When will progress be reviewed?

The lesson: When everyone is expected to contribute, somebody must still be clearly accountable for making sure the work gets done.

3. The I.N.I.T.I.A.T.E. Action Framework

Use this practical framework whenever you notice a problem or opportunity.

I — Identify the Need

What needs attention or improvement?

N — Notice Your Responsibility

What part of the situation can you influence?

I — Investigate Before Acting

Understand the facts, risks and people involved.

T — Think of Possible Solutions

Identify one or more practical options.

I — Initiate the First Step

Begin with an action that is safe, useful and within your authority.

A — Ask for Support

Involve the right people when collaboration, permission or expertise is needed.

T — Track Progress

Check whether the action is working.

E — Evaluate and Improve

Learn from the outcome and decide what to do next.

Identify → Investigate → Think → Act → Collaborate → Track → Improve

You do not need a perfect plan to begin. You need a clear purpose, a responsible first step and the willingness to learn.

4. Taking Initiative: A Roadmap for Teachers

Teachers have daily opportunities to demonstrate initiative. Their actions can improve learning, relationships, classroom discipline and student confidence.

Practical Examples

Example 1: Students are not asking questions.

Instead of concluding that students are uninterested, investigate why they are silent.

Possible actions:

• Introduce anonymous question cards.
• Allow students to discuss questions in pairs before sharing.
• Invite students to submit questions before class.
• Create a supportive environment where mistakes are treated as learning opportunities.
• Review whether participation improves.

Example 2: A student repeatedly submits incomplete assignments.

Instead of immediately labelling the student careless:

• Speak privately with the student.
• Understand whether the difficulty involves comprehension, time, access to resources or personal circumstances.
• Agree on a realistic improvement plan.
• Provide appropriate support.
• Review progress.

Example 3: Students struggle to understand a difficult concept.

Instead of repeating the same explanation:

• Use a practical demonstration.
• Connect the concept to everyday life.
• Ask a student to explain it in their own words.
• Create a peer-learning activity.
• Check whether understanding improves.

Teacher Initiative Checklist

• I identify learning difficulties early.
• I experiment with teaching approaches when students struggle.
• I communicate concerns constructively.
• I seek support when a student needs additional help.
• I share useful teaching practices with colleagues.
• I recognize student progress.
• I take responsibility for improving my own teaching.
• I follow up to determine whether my actions worked.

Teacher's reflection: What is one recurring classroom problem I can begin addressing this week?

5. Taking Initiative: A Roadmap for School Management Teams

School leaders create the conditions in which teachers and students can take initiative. They must model accountability, communicate expectations, provide resources and encourage constructive problem-solving.

Practical Examples

Example 1: Repeated complaints about classroom maintenance.

A reactive management team responds only when complaints become urgent.

An initiative-driven team:

1. Records recurring issues.
2. Identifies their causes.
3. Assigns clear responsibility.
4. Establishes a maintenance reporting process.
5. Sets response priorities and timelines.
6. Reviews whether recurring problems decrease.

Example 2: Teachers are reluctant to introduce new ideas.

Management can:

• Invite suggestions without ridicule.
• Provide time to test promising ideas.
• Offer appropriate training.
• Establish a small pilot programme.
• Review evidence rather than personal preferences.
• Recognize useful improvements, including lessons learned from unsuccessful experiments.

Example 3: Student attendance begins to decline.

Rather than blaming students or families immediately:

• Review attendance patterns.
• Speak respectfully with students and families.
• Identify barriers.
• Coordinate appropriate academic or pastoral support.
• Assign follow-up responsibility.
• Evaluate whether attendance improves.

School Management Initiative Checklist

• Responsibilities are clearly assigned.
• Expectations and deadlines are communicated.
• Staff have appropriate training and resources.
• Teachers can raise concerns honestly.
• Decisions are followed by action.
• Progress is reviewed regularly.
• Good initiatives are recognized.
• Recurring problems are investigated and addressed systematically.

School leader's reflection: What is one school process we could improve through a small, measurable initiative?

6. Taking Initiative: A Roadmap for Working Professionals

In the workplace, initiative is demonstrated by people who think beyond simply completing assigned tasks. They look for ways to improve quality, serve customers, reduce waste, strengthen teamwork and solve problems.

However, initiative must remain aligned with organizational policies, professional boundaries, data security and delegated authority.

Practical Examples

Example 1: A customer arrives while the responsible colleague is absent.

You can:

• Welcome the customer.
• Listen carefully to the requirement.
• Explain what you are authorized to explain.
• Contact the appropriate colleague.
• Record the request accurately.
• Ensure the customer knows the next step.

Example 2: The same error repeatedly occurs in a report.

You can:

• Identify the recurring error.
• Investigate its likely cause.
• Document the current process.
• Suggest a template, validation check or checklist.
• Obtain approval where necessary.
• Test the improvement and compare results.

Example 3: A team is likely to miss a deadline.

You can:

• Flag the risk early.
• Identify incomplete tasks.
• Propose priorities or alternatives.
• Ask for support where needed.
• Agree on revised responsibilities.
• Communicate progress honestly.

Professional Initiative Checklist

• I understand my responsibilities and authority.
• I communicate risks before they become crises.
• I suggest solutions, not just problems.
• I look for ways to improve quality and efficiency.
• I help colleagues without neglecting my own commitments.
• I ask for guidance when a decision exceeds my authority.
• I keep commitments and provide progress updates.
• I measure whether my improvement created value.

Professional's reflection: What is one task, process or customer experience I can improve without waiting to be told?

7. Taking Initiative: A Roadmap for Students

This Section Is for You

Dear student,

Your future is influenced not only by what you learn but also by what you choose to do with what you learn.

You may believe that initiative is something expected from teachers, parents, managers or people in leadership positions.

That is not true.

You can practise initiative while attending school, studying at college, learning a technical skill, participating in a team or helping your community.

You do not have to wait until you graduate, get a job or become financially independent.

Your leadership journey can begin today.

A. Taking Initiative in Academics

Situation: You do not understand a lesson.

Instead of waiting until the examination:

• Identify exactly what you do not understand.
• Review your notes.
• Consult an appropriate learning resource.
• Ask your teacher a specific question.
• Practise a similar problem.
• Check whether you can explain the concept independently.

Situation: You are repeatedly losing marks in mathematics.

Instead of saying, “I am weak in mathematics”:

• Examine your mistakes.
• Identify whether they involve concepts, calculations or time management.
• Practise a small set of targeted questions daily.
• Ask for help where necessary.
• Review your progress weekly.

Situation: Your classmates are struggling with a subject.

You could propose a voluntary peer-study group with clear goals, rotating student facilitators and regular practice sessions.

B. Taking Initiative in Communication

If you lack confidence speaking in English or presenting ideas:

• Practise speaking for two minutes each day.
• Record yourself and review your clarity.
• Learn a few useful expressions daily.
• Volunteer for a small classroom role.
• Ask a trusted teacher or friend for constructive feedback.
• Gradually increase the difficulty.

You do not have to wait until you become confident to start.

Taking small steps is one way confidence develops.

C. Taking Initiative in Technology and Careers

If you want to become a programmer, designer, engineer, analyst or entrepreneur:

• Identify one skill relevant to your goal.
• Choose a beginner-friendly learning resource.
• Set a realistic weekly learning target.
• Build a small project.
• Ask for feedback.
• Improve the project.
• Document what you learned.
• Share your work responsibly.

For example, a student interested in programming could create a simple calculator, a quiz application or a personal portfolio. The objective is not to build a perfect product immediately; it is to move from learning concepts to applying them.

D. Taking Initiative at Home

Students can contribute by:

• Maintaining their study space.
• Helping with appropriate household responsibilities.
• Managing their schedules.
• Communicating their needs respectfully.
• Supporting younger siblings with learning.
• Using water and electricity responsibly.
• Helping family members understand technology when appropriate.

Initiative is not about carrying responsibilities that should belong to adults. It is about making a positive contribution within your capacity.

E. Taking Initiative in the Community

Students can:

• Organize a reading circle with permission.
• Participate in a school cleanliness campaign.
• Help younger students with basic learning.
• Conduct an approved awareness activity.
• Suggest ways to reduce waste.
• Assist with a supervised community project.
• Encourage respectful online behaviour.

Before beginning a public activity, seek appropriate permission, consider safety and privacy, and work with responsible adults where necessary.

The Student Initiative Checklist

• I ask for help before a small learning problem becomes a major one.
• I plan my work instead of waiting for repeated reminders.
• I practise at least one skill beyond the minimum requirement.
• I volunteer for suitable responsibilities.
• I learn from mistakes instead of hiding them.
• I help classmates without doing their work for them.
• I suggest constructive solutions.
• I complete what I promise.
• I ask permission when an activity requires it.
• I reflect on what I have learned from each initiative.

Student's reflection: What can I start doing today that my future self will thank me for?

8. Taking Initiative in Everyday Life

Initiative is equally important outside schools and workplaces.

You do not need a professional title to improve your surroundings.

Everyday Situation	Responsible Initiative
A walkway is obstructed	Avoid danger and alert the appropriate person
You notice water being wasted	Close the tap if safe and authorized, or report the leak
An elderly neighbour needs assistance	Ask respectfully whether help is needed
Household expenses are difficult to manage	Track spending and discuss practical options with the family
A family member seems overwhelmed	Listen and offer appropriate support
A local area needs improvement	Speak with neighbours and explore a lawful, practical solution
You have a personal goal	Break it into manageable steps and begin
You made a mistake	Acknowledge it, correct it and learn from it

Taking initiative does not require you to solve every problem. It requires you to stop assuming that you can contribute nothing.

Sometimes the best first step is to act. Sometimes it is to ask. Sometimes it is to report a risk or involve someone with the necessary expertise.

Responsible initiative is about making progress, not proving that you can do everything alone.

9. The 10 Habits of Initiative-Driven People

Habit 1: Observe Carefully

Notice problems, opportunities and unmet needs.

Habit 2: Take Responsibility

Identify what is within your control.

Habit 3: Communicate Clearly

Do not assume that others know your expectations or intentions.

Habit 4: Set Measurable Targets

Define what success looks like and when it should happen.

Habit 5: Seek Commitment

Help people understand why an initiative matters and how they can contribute.

Habit 6: Follow Through

Review progress rather than assuming that starting is enough.

Habit 7: Ask for Support

Develop the skills and obtain the resources necessary for success.

Habit 8: Speak Honestly

Raise concerns early and respectfully.

Habit 9: Focus on Solutions

Bring possible next steps when reporting a problem.

Habit 10: Recognize Contribution

Acknowledge people specifically for useful actions and improvements.

These habits extend the original article's emphasis on role modelling, communication, standards, commitment, follow-up, training, candour, solutions and recognition.

10. The 30-Day Initiative Roadmap

The following plan turns motivation into action.

Week 1: Observe and Identify

Goal: Recognize opportunities for improvement.

• Day 1: Identify one recurring problem in your classroom, workplace, home or community.
• Day 2: Observe when and why it occurs.
• Day 3: Identify who is affected.
• Day 4: Separate facts from assumptions.
• Day 5: List three possible solutions.
• Day 6: Ask a relevant person for input.
• Day 7: Select one practical initiative.

Weekly output: A clearly defined problem and a proposed solution.

Week 2: Plan and Begin

Goal: Move from intention to action.

• Day 8: Define the desired result.
• Day 9: Identify the first step.
• Day 10: Decide what resources or permission are needed.
• Day 11: Identify who can support the initiative.
• Day 12: Set a realistic timeline.
• Day 13: Begin the first action.
• Day 14: Record what happened.

Weekly output: An initiative that has moved into action.

Week 3: Continue and Improve

Goal: Build consistency.

• Day 15: Review progress.
• Day 16: Identify obstacles.
• Day 17: Ask for feedback.
• Day 18: Address one obstacle.
• Day 19: Complete the next action.
• Day 20: Communicate progress to relevant people.
• Day 21: Review what is working.

Weekly output: Evidence of progress and an improvement plan.

Week 4: Measure and Sustain

Goal: Convert an action into a repeatable habit.

• Day 22: Compare the current situation with the starting point.
• Day 23: Identify what improved.
• Day 24: Identify what did not work.
• Day 25: Make one adjustment.
• Day 26: Recognize people who contributed.
• Day 27: Document the process.
• Day 28: Decide what should continue.
• Day 29: Share the learning where appropriate.
• Day 30: Choose your next initiative.

Final output: A completed initiative, lessons learned and a next step.

11. The Initiative Planning Worksheet

Use this worksheet for any initiative, whether you are a student, teacher, school leader, employee or community member.

1. What problem or opportunity have I identified?

 

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2. Why does it matter?

 

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3. Who will benefit if the situation improves?

 

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4. What is within my control?

 

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5. What action can I take first?

 

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6. What permission, resources or support do I need?

 

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7. What result do I want to achieve?

 

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8. How will I measure progress?

 

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9. When will I review the result?

 

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10. What will I do if my first approach does not work?

 

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12. The Initiative Scorecard

At the end of each week, rate yourself from 1 to 5.

Behaviour	Score
I noticed a problem or opportunity	/5
I took responsibility for my part	/5
I communicated clearly	/5
I took a practical first step	/5
I asked for support when necessary	/5
I followed through on my commitment	/5
I reviewed the outcome	/5
I learned something useful	/5

Maximum score: 40

Use your score to identify the behaviour you need to strengthen. It is a personal reflection tool, not a validated psychological assessment.

13. What Stops People From Taking Initiative?

Fear of Failure

Response: Begin with a small, low-risk experiment.

Fear of Criticism

Response: Seek feedback from a trusted person and focus on the value of the action.

Lack of Confidence

Response: Start within your current ability and build skills along the way.

Unclear Responsibility

Response: Clarify expectations and ask who owns the next step.

Lack of Resources

Response: Identify what is available and explore a smaller, feasible alternative.

Lack of Support

Response: Explain the problem, propose a practical plan and invite appropriate collaboration.

Previous Disappointment

Response: Review what went wrong, adjust your approach and try again where it is worthwhile.

Overcommitment

Response: Choose one meaningful initiative rather than beginning many and finishing none.

Remember that not every initiative will succeed, and not every problem is yours to solve. A wise person distinguishes between what they can do independently, what requires collaboration and what must be escalated to someone with the right authority.

14. The Leadership Principle: Start Small, Finish Well

A common mistake is to believe that taking initiative requires launching a major project.

It does not.

A teacher can begin by changing one classroom practice.

A school leader can improve one recurring process.

A professional can simplify one report.

A student can establish one study habit.

A community member can help address one local concern.

Small initiatives matter when they solve real problems, respect other people and are sustained long enough to create value.

Do not measure initiative only by the size of the idea. Measure it by the responsibility behind the action and the improvement it creates.

15. Final Takeaways

1. Initiative begins when you stop waiting for someone else to act.
2. Recognizing a problem is important, but taking a responsible step is what creates progress.
3. Initiative does not require a leadership title.
4. Clear expectations and ownership prevent the “Everybody, Somebody, Anybody and Nobody” problem.
5. Teachers can use initiative to improve student learning and confidence.
6. School leaders can create systems that make responsibility and follow-through visible.
7. Professionals can improve quality, service and teamwork by solving problems proactively.
8. Students can develop initiative through study habits, skill-building, communication and community participation.
9. Everyday citizens can contribute through small, responsible actions.
10. Good intentions need planning, action, feedback and follow-through.
11. Seeking help is a sign of responsible initiative, not weakness.
12. Sustainable initiative requires reflection, recognition and continuous improvement.

Conclusion: If It Is to Be, It Is Up to Me

The next time you encounter a problem, pause before blaming somebody.

The next time you notice an opportunity, pause before assuming somebody else will take it.

The next time you wish something were better, ask yourself what responsible contribution you can make.

You may not be able to solve every problem. You may not have every resource. You may not receive immediate recognition. But you can identify one need, take one useful step, learn from the outcome and encourage others to contribute.

A single action may not transform everything. But it can begin a chain of actions that creates meaningful change.

For teachers, it may be the beginning of a student's renewed confidence.

For a school management team, it may be the beginning of a better learning environment.

For a working professional, it may be the beginning of a more effective process.

For a student, it may be the beginning of a skill, a project or a career.

For an ordinary citizen, it may be the beginning of a better community.

And for you, it may be the beginning of a more responsible, purposeful and productive life.

“Do not wait for the perfect opportunity to make a difference. Recognize the need, take the first responsible step and keep improving until your action creates value.”

Your Call to Action

Before you close this article, answer three questions:

1. What is one thing I want to improve?
2. What is one action I can take within the next 24 hours?
3. How will I know that my action made a difference?

Write down your answers. Take the first step. Review the result. Continue improving.

If it is to be, it is up to me.

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About the Author

Thameem Ansari is a professional trainer and Founder Director of Compass Clock Consultancy, working across leadership development, training, employability and organizational improvement.

Take the Next Step

Would you like to develop initiative, leadership, accountability and problem-solving skills in your students, teachers or workforce?

Compass Clock Consultancy

Email: training@compassclock.in
WhatsApp: +91 78450 50100

Connecting Talent. Creating Opportunities. Building Better Futures.

Create audience-specific versionsShorten repetitive sections

 

Example 1: Considering you are walking on the street you see a banana skin in the walkway you have many options but you choose to throw it in to the dustbin or dispose it off in a way that none is harmed by its presence on the road / walkway.

Example 2: Your coworker is off due to an emergency and the client she handled has checked on her at office, you can do your best and engage with the client to uphold the image of the company and help your coworker.

Example 2: Due to various reasons your ceiling has had a crack, what you do next to protect yourselves and your belongings under the roof is ....

The Story of 4 People 

Somebody, Everybody, Anybody and Nobody.

Recently I discussed with a batch a simple but meaningful story that you may have come across before. It’s the story of four people named Everybody, Somebody, Anybody and Nobody.

Here’s the story, titled “Whose Job Is It, Anyway?”

This is a story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody’s job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have.

The story may be confusing but the message is clear: no one took initiative / responsibility so nothing got done.

It’s a story that so very common in organizations and companies and on teams—anywhere there is culture that lacks accountability.

Well, how do we get people to take responsibly for their work? Every task has a different workstyle, but here are some strategies that have proven to be effective:Be a role model.

People do what they observe their superiors do. We can’t instruct people what to do if we ourselves aren’t willing to be the change we wish to see. If we want people to act responsibly, we have to be accountable. Our team and our company look to the leader for direction.

Don’t assume. ASS U ME 

Don’t assume that others know instinctively what to do and when to do it, or even what you expect from them. Before people can take responsibility for their work they require clear communication. The more you communicate, the better the results are likely to be.

Benchmark. 

If you expect excellence, it’s up to you to set the standards for results and performance. Make each task or goal measurable and set it on a reasonable timeline so it’s achievable. Give people a clear target and they’ll work to reach it—and maybe even surpass it.

Get the buy-in to go the distance. 

You need people to buy in and commit if you want to succeed. Each vision should be compelling; each goal should build toward the whole; each task should be laced with motivation. You need people to feel compelled, inspired and motivated to take responsibility.

Make regular check-ups. 

One of the biggest reasons people fall short is a lack of follow-through by leadership. Help people stay focused by setting up regular checkpoints—phone calls or meetings where everyone can communicate and catch up, staying focused on moving forward and being accountable. When people know there will be check-ups, they’re less likely to procrastinate and more likely to hit their targets.

Provide support and training.

Especially with a start-up or a new initiative, people are taking on projects or tasks that they’ve never faced before. Make sure everybody has the training and resources they need to be successful, and provide help in resolving any issues that may arise.

Encourage candor. 

One of the worst things that can happen to a team is for people to feel uncomfortable discussing problems and expressing their honest opinions. Build a culture of candor so that people know it’s the norm to tell the truth, even when it’s difficult or awkward.

Concentrate on solutions and not only problems. 

If people are having problems or falling behind, expect them to come to you with possible solutions, not just the problems. Create an expectation that the first response to a problem is to start finding solutions.

Praise performance. 

Praise people for good results and be specific with your acknowledgment. Let them know what they did well and how their work is affecting others. If they fall short, coach them privately and let them know how they can improve. And if their performance does not improve, also address this with meaningful consequences that have been explained ahead of time.

To avoid having your team become Everybody, Somebody, Anybody and Nobody, commit to becoming the kind of leader who takes responsibility for your own life and leadership.

Lead from within: 

Don’t let Anybody (or Everybody, Somebody or Nobody) stop you from doing what you need to do to create the kind of leadership and life you can be proud of.

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About the Author

Thameem Ansari is a professional trainer and Founder Director of Compass Clock Consultancy, working across leadership development, training, employability and organizational improvement.

Take the Next Step

Would you like to develop initiative, leadership, accountability and problem-solving skills in your students, teachers or workforce?

Compass Clock Consultancy

Email: training@compassclock.in
WhatsApp: +91 78450 50100

Connecting Talent. Creating Opportunities. Building Better Futures.

Create audience-specific versionsShorten repetitive sections