Personal Reflection and Purpose Statement

Topics: Academic degree, Doctor of Philosophy, Doctorate Pages: 6 (1777 words) Published: August 13, 2013
Personal Reflection and Purpose Statement
Dorothy M. Conner
University of Phoenix

Personal Reflection and Purpose Statement
The doctoral learner began her schooling in 2007, pursuing her Bachelor’s degree in Business Administration with an emphasis in Accounting. She wanted to work in an office environment. Upon completing her bachelor’s degree in 2010, she began her Master’s degree in Business Administration, which was completed in February 2013. She has attending University of Phoenix since 2007, and with their help she has succeeded every step of the way. She is pursuing her Doctorate in Management in Organization Leadership.

Leadership Strength and Weakness

Everyone has both strengths, and weaknesses, and an awareness of one’s strengths and weaknesses is part of effective leadership. One of her key strengths is that she is self-motivated and determined. She normally works on her initiatives with determination, and desire to succeed. She works vigorously to ensure that the desired outcome has been achieved. Ability to learn is another of her strengths. She is normally interested in learning innovative things, and exploring different options. Learning in an important part of leadership as it is through learning that organizations evolve. She is also a team player. She does not have any problem working with others, and sacrificing individual goals for the achievement of the objectives of the organization. She understands that leadership requires sacrifice, and this is why she has no problem sacrificing individual interests. Her greatest weakness is that she pushes too hard. Sometimes people refer to her as aggressive because of her strong drives to achieve whatever she sets her mind to do. Sometimes this trait puts her into conflict with others whose view is that she is aggressive or those who become obstacles to the achievement of her objectives. She endeavors to manage this weakness by accommodating others, and trying to pursue her goals in ways that will result in minimal conflicts with others. She has identified weaknesses in the leader she is currently and the leader she wants to become in terms of managing emotions. These various elements are what make up emotional intelligence. One of these actions is increasing self-awareness. Self-awareness or also known as self-concept refers to how an individual understands herself (Sosik & Cameron, 2010). These include recognizing ones abilities, behaviors, thoughts, strengths, and weaknesses. Self-awareness plays a significant role in influencing individual emotions. According to Sosik and Cameron, (2010) leaders must create a concept of how the perceive her before attempting to influence the perception of others about herself. She has realized that defining who she is not the easiest task, and with this she wants to begin her process of enhancing emotional intelligence. The second element of emotional intelligence is self-management. This refers to the ability to control impulsive behaviors and feelings. One way of enhancing self-management is by remaining broad minded (Dulewicz, Youn, & Dulewicz, 2005). Different people have diverse ways of conveying, and interpreting issues. Possessing a perspective on issue will result in failure to manage her feelings and emotions. By becoming broad minded one may accommodate other people’s views and opinions (Strang, 2005). However, she considers herself as remaining open minded she normally finds she judges other people actions when she does not understand the reasons behind their actions. Another important aspect of self-management is flexibility (Strang, 2005). This refers to the ability to adapt easily to changing circumstance. Flexibility enables one to manage change and therefore deters her from frustration when uncertain events occur. She wants to enhance her flexibility to changes. The third aspect is closely associated with emotional intelligence is social awareness. Social...


References: Dulewicz, C., Young, M., & Dulewicz, V. (2005). The relevance of emotional intelligence for
leadership performance
Reynolds, K., & Hebert, F. T. (1998). Learning achievements of students in cohort groups.
Sosik, J. J., & Cameron, J. C. (2010). Character and authentic transformational leadership
behavior: Expanding the ascetic self toward others
Tucker, P. D., Henig, C. B., & Salmonowicz, M. J. (2005). Learning Outcomes of an
Educational Leadership Cohort Program
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide
to managing knowledge
Winter, R., & Griffiths, M. (2000). The academic qualities of practice: What are the criteria for
a practice-based PhD? Studies in Higher Education 25, 1-13.
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