When Leadership Means Getting Your Hands Dirty

When I look back at one of the most defining chapters of my early career, I remember walking into a school that was on the brink of collapse. Mismanagement had pushed it to the edge of bankruptcy — staff were uncertain, students were anxious, and the organization was barely holding together.

I was newly hired to develop the school’s curriculum, something I’d never done before. Most people might have seen it as an impossible task. But for me, it was the kind of challenge that awakened something deeper — a sense of purpose.

Within months, I found myself not only writing one or two curriculums, but developing seven — each one designed to pass the strict technical standards of the vocational authority. It was a race against time, and failure wasn’t an option. Because behind every submission, there were real people depending on it — students whose education and credentials were at stake.

Among those seven, two programs stood out as the hardest — Electrical and Automotive. Neither aligned with my background, nor were they subjects I had any prior interest in. In fact, I had zero experience in automotive systems. But curiosity — and the drive to get things right — pushed me beyond research papers and online resources.

So I went to the auto shop. I rolled up my sleeves, got my hands dirty, and learned the language of engines, steering systems, wirings, chassis, and brakes. I studied how gasoline types affect performance, how interiors and exteriors are built for function, and how every moving part connects to make something work.

It wasn’t glamorous work — it was trial, error, revision, and countless late nights printing drafts, cross-checking details, and re-submitting. It took three rounds of revisions before I finally got approval. But when those seven curriculums were passed, it wasn’t just a personal success. It meant the school could stay open, and students could graduate with accredited programs — their hard work recognized, their future intact.

That experience taught me something essential about leadership and organizational health:

Mismanagement doesn’t just harm systems; it breaks people’s trust.

When leaders fail to take accountability, it’s often the students, employees, or customers — the very heart of the organization — who suffer the consequences.

But the opposite is also true. When someone steps up, even from a place of uncertainty, it creates ripples of stability and hope. Leadership isn’t always about knowing everything; it’s about caring enough to learn, to act, and to take responsibility when it matters most.

Looking back, I realize — I wasn’t just developing a curriculum.

I was helping rebuild belief — in the school, in the system, and in what’s possible when we choose to lead with purpose.