Leadership Reflection

When I began this course I was very nervous because I had no idea of the scope of the course. I was unfamiliar with the Canadian education system and other students. After receiving instructions from my professor, I introduced myself to the person beside me and this process helped to break the ice. I developed a good friendship with the student and this technique used by the professor helped me develop better communication and relationship skills. After few classes, I felt very comfortable and the nervousness and anxiety faded away. I learned about leadership, power relationships in the profession, personal, cultural, professional and organizational, each of which is very important in the nurse’s career. I also gained knowledge regarding client centred care.

When I was younger, I always thought being a leader was all about telling people what to do. Glenwood taught me that was not the case at all. Here at Glenwood, I learned to lead by example. I am the battalion commander in our military program. When I teach our new students how to do a certain commander, I demonstrate it. When I have to teach them how to make their own bed I demonstrated it. Lead by example. I as well learned how to control my emotions and when I lead to lead with my head. All leaders are not perfect. It is not the mistakes that show me who I am, but I how I deal with

I started my job as an SI (Supplemental Instructions) Leader in fall 2015 teaching Calculus I. I wanted to be an SI Leader because many people have previously told me that I am a very good teacher and I wanted to give back to the program that helped me be successful and still continues to do so. When I first arrived at Texas Tech, I attending SI sessions because I realized that I needed extra help. SI sessions are 90 minute sessions that a leader holds twice a week every week. The purpose of these sessions is to present different study skills while reinforcing material that the professor teaches. To become a leader in a subject, I needed an A in that course. However, due to the lack of math SI Leaders, they were willing to give me a chance

When I thought of leadership, I thought of someone good at telling others what to do. Not much has changed about my quiet nature, but my take on leadership has changed drastically. In my high school art class, most of the kids were underclassmen. I befriended them and would always share my experiences and give them advice to help them succeed in high school. I encouraged them to do all their work and get involved in extracurricular activities for a more meaningful high school experience. I realize now that I was more of a leader than I thought. I unintentionally mentored my classmates, and at the same time lead by example because I did all my work and stayed busy being involved. I realize now that encouragement and example are very important aspects of

“It is unequivocally clear that leaders are not like other people” (Kirkpatrick and Locke, 1991, as cited in Northouse, P. G., 2016, p.22). I have always thought that I was not like other people; I see the world through a different lens. This difference, which sets me apart from my peers, has sometimes restrained my progress; however, after studying my differences and seeing them as strengths, I can now focus on these strengths that make me a unique, passionate, progressive leader. In reflecting on my leadership skills, I will analyze the results of the leadership questionnaires, as presented in Peter Northouse’s book, Leadership:Theory and practice (7th ed.), connect those result strengths with the

When I was younger, I thought that a leader was a superhero or the President. I assumed that because I wasn’t the most talkative or daring kid, I couldn’t be a leader. I had always taken the role of the shy girl that nodded and smiled at other’s suggestions. As I grew up, I realized that my stereotypes didn’t truly show who a leader is. I saw people who silently lead behind the scenes, who inspired and motivated others to achieve their goals. While a leader might be bold and outgoing, a leader can also be a listener and a motivator. A successful leader listens, gains trust and respect, and works with their team, not above them. If someone is loud and full of ideas, but doesn’t hear or discuss other thoughts, are they a leader? The American dream is to be that bold, dominant champion, but that isn’t

For over 14 years, I have been at the forefront of initiatives that have positioned human/social services organizations to foster significant growth both programmatically and fiscally. In addition, my efforts have turned around struggling and problematic departments to regain the respect of the people being supported, their families and industry partners. While exhibiting a keen ability to conceive new ideas, guide new infrastructure initiatives to include, ensuring the morale of all parties involved despite periods of instability and change.

Every leader needs to know themselves better than they know anyone else on their team. To admit that one has vulnerabilities means that they are not perfect so they cannot and will not expect anyone else to be. The thing is, that leader must admit those mistakes and learn from them in order to be able to help others to become their own type of leader within their own discipline.

One of my favorite lectures for this course was the “leadership skills.” This lecture caught my attention from the beginning to the last second of it. It was very useful especially for the medical students because in the future they may become leaders for their medical health team at their work or be leaders in their classes at the universities. Therefore, as a medical student I studied this lecture to improve my skills in the leadership skill. In the past I didn’t know how to treat the problems between the members in the group and how to influence and motivate the behavior of the other members. However, after I had studied this lecture I learn many things. First thing I had learned was how to deal with the conflicts in the group by doing some important things which are focusing on the process and not the people as the source of conflict, developing common team purposes and values, emphasizing on collaboration, and recognizing that differences in the view points are inevitable and must be discussed openly. another thing I had learned was how to motivate the members to contribute by treating everyone with respect and courtesy, making people feel appreciate for the work they have done, making suggestions not demand, making people as though they are contributing something unique, and making sure all the members of the group understand the discussion. I hope in the future all these skills can help to provide better quality care to the patient and

Just want to say I genuinely enjoy each and every one of you. I do want to respond to last nights email.

Our reading focus on leadership and leadership styles. As we progressed through the process, what we have learned is that the leadership is an art and science. Thus, the introduction of leadership to new leaders in the healthcare industry requires a comprehensive evaluation of the tools and skill set of the prospective candidates.

As an educational leader, I have encountered several new and existing school policies. I never thought deeply about the various processes and the stakeholders involved in policy formulation and implementation. This semester I am engaged in the course Managing Educational Policy as School Leaders (EDLM 6005). This is Semester III, 2016/2017. My course coordinator is Dr. Timar Stephenson. Dr Stephenson was my course coordinator once before and was very helpful whenever I needed clarification or when I had a difficulty. I am thrilled to embrace the new ideas and learning opportunities embedded in this course since it teaches issues which I experience at work. Dr Stephenson, during his introduction reminded his entire class that success in this course would only be realized through hard work, dedication, and commitment. Therefore, it is imperative that I have the right attitude as I navigate this course. The course involves seven weeks of intense work. I am pleased to have a wonderful group facilitator by the name of Rhonda Joseph who has already given us a BBC to explain the requirements of the course and our first two modules.

Throughout high school, I was fortunate to hold several leadership positions. Being in the leadership group taught me the importance of having a vision and taking initiative in order to lead effectively. But most importantly, it taught me that effective communication is key to good leadership.

Due to my passive nature, I’ve always avoided leadership roles. With that being said I still aspire to be someone who can be looked to as a leader. In order to reach that goal I observe and try to mimic the actions of people that inspire me. There have been many people I’ve taken orders from, but I have “followed” few. Those are the ones I consider to be true leaders, and have tried to be like myself.

On my previous professional experience, the childcare centre where I did my practicum had a very clear centre management structure. The centre director who had the role of the leader and manager of the centre, was responsible for the operation of the service. The teacher who had a bachelor degree of early childhood education was designated as the educational leader. She had a role in supporting and leading other early childhood teachers in terms of pedagogy and programming in the service. Other early childhood teachers either hold a Certificate III in Children’s Services or Diploma in Children’s Services. Although these teachers seemed to be familiar with the released documents of early childhood education such as the Early Years Learning Framework (EYLF) (Department of Education, Employment and Workplace Relations [DEEWR], 2009), they seemed not to consider themselves in leadership roles and their understanding of pedagogical leadership tended to be less sophisticated. Consequently, they were less engaged in learning to be the curriculum decision-makers and reconstruct the knowledge in their pedagogical practices, which could significantly influence the quality of their teaching, children’s learning and the centre’s operation.