Title: Course Reflection
The global environment and our
nation’s instability are ripe for men and women to step up and provide leadership
to a society facing a complex and volatile future. Whether the issues is the
fragile economy, foreign affairs, immorality, or the bankruptcy of trust
between CEO and subordinate, the call for courageous leadership resonates
louder than ever. In his book, The 15
Invaluable Laws of Growth, John Maxwell identified The Law of Reflection.
He explained it as, “Learning to pause allows growth to catch up with you.”
Here is a reflection of the past nine weeks.
In Brain Rules, John Medina said, “There are two ways to beat the
cruelty of the environment: You can become stronger or you can become smarter.”
The folks at Embry-Riddle Aeronautical University are relying on the latter.
The course Leadership Foundations in
Research unpack—in a systematic, discipline-focused fashion—the cognitive
processes behind sound decision-making, the effective and authentic approach to
action research, and the underlying assumptions behind a series of thought-provoking
topics.
By default, most people, when facing
difficult decisions, immediately look directly into the problem and try to
dissect it before ever taking a moment to understand their position
(assumptions, expectations, and experiences) beforehand. In Learning to Think Things Through, Gerald
Nosich said, “So, a major part of learning to think critically is learning to
ask the questions—to pose the problems—yourself. That means noticing that there
are questions that need to be addressed and recognizing that there are
problems. Often this is the hardest part of critical thinking.”
This Foundations course provided me with a confident understanding of
qualitative research for future academic activities by equipping me to ask the
right questions. By conducting an action research project, I’ve been exposed to
a wealth of scholarly material on ethical leadership. Moreover, by
participating in class discussions, practicing the skills provided by the
curriculum, and being exposed to a number of current issues, I am much better
prepared to continue my studies.
Unfortunately, with only 168 hours
in a week, there were times the course did not provide students the time necessary
to meditate on the material and explore untouched areas of understanding. I
respect the course designers and realize they have a daunting task with course
development; however, with a full time job, family responsibilities, and life’s
commitments, it was difficult to visit academic possibilities when faced with
an impending deadline and a large list of course requirements each week.
The limited amount of time coupled
with the weekly workload was not the only factor affecting my learning over the
past nine weeks. My own hang-ups were also contributing. While the University
and the instructor could redesign some of the curriculum to allow students time
to “think through” their assignments, my own perfectionism hampered my use of
time.
Even with the time crunch, the studies
were particularly relevant to my life and leadership. The critical-thinking lectures
explaining the elements and standards will pay significant dividends toward my
leadership abilities. The action research assignment was also a great benefit especially
with my research and writing skills.
Lastly, one of the key areas that
will remain a key function of my leadership is the creation and maintenance of
my blog: A Leader’s Legacy. Conversely,
while I enjoy using The Brain software and believe in its value, I remain uncertain
on whether it will become a regular part of my daily/weekly routine. With eight
classes remaining and a lifetime of leadership opportunities ahead, this class supplied
a solid foundation on which to base decisions, interact with other
professionals, and continue in authentic and relevant leadership research.
Legacy looks back.
Steve
