A personal reflection- throwback.
My Leadership reflects the SPL model because it is only through continual application and practice that the doctoral student or leader can rise to the demeanor that balances confidence, competence, and achievement with the humility that stems from continuous learning (University of Phoenix (a), 2016). The month I entered my doctorate program was also the same month, my mother lost her cancer battle. My mother was always my greatest support, and when no one else understood why I continued to pursue more and more challenging studies, she would cheer me on. My life was far from perfect, and my mother and I did not always agree on everything, but education was different. Academics were special. It was something we shared. The love of learning, the smell of a new book, the feeling of mastering a subject… these were the moments I lived for. These were the moments she lived for. Education was a passion we shared. After she passed, I was introduced to the doctoral demeanor and its subsequent expectations. I was introduced to the SPL model. And what I did not understand was that I was already displaying key aspects of the SPL model.
When you think of progressive development, many people think of grit, operational growth, or overcoming a grand challenge. At this time of my life, breathing was my progressive development. I still remember and get the sharp pain in my throat as the anxiety builds, and I remember that my life is different, that my mom is gone. It feels so personal. It feels so final. And at great lengths of time, progressive development is the ability to draw your next breath without screaming.
The moment I felt the coursework was advancing me as a scholar was in DOC/700 and information literacy research. Russell (2009) asserted that the researcher's most valuable ability is to gain a variety of information sources to explore and build upon using conceptual frameworks. I am taking the first steps required to gain a foundational understanding of leadership to lead with grace, compassion, and love.
I was finding memories of the best parts of my mother in my coursework. Even though she was gone from this world, our passion was still being shared. I became motivated. Jung & Sosik (2002) asserted that transformational leaders motivate followers with greater expectations that result in advanced performance standards.
In LDR/711, I developed as a writer. I learned to display my natural service and human orientation in my authentic leadership, further developing and adapting social responsibility into my professional and academic pursuits. I mirror the leadership style of Lao Tzu, were like water; the leader is selfless, fluid, and responsive (Greenleaf, 1995). I was raised on leadership. I do not see represented in the texts held within the University library.
Many tribes represent the western hierarchy of modern wisdom. Still, some, such as my own, reject the hierarchy as it stands and has a supportive, collaborative, and intuitive leadership style that functions in the feminine energies of nurture and nourishes. I share the ideals of Du Bois in that I am accountable and responsible for my culture, people, and community. Du Bois’s focus on academic welfare and community growth resonate with my leadership structure. Academia is also a requirement of my own leadership and includes learning beyond the classroom. I do not follow traditional western leadership styles, like intuition, meditation, and seeking a comprehensive understanding beyond the material has been a part of my life long education and culture.
The residency's collaborative function provided a brilliant learning opportunity that challenged cultural boundaries, maximized peer engagement, and formed true bonds with peers. Residency 1 was such a profound experience. I got to learn from 1styears and 5th-year doctorate students. My evenings were late and my mornings too early, but that is a story for another night.
RES/709 has been my favorite because I feel challenged by the work and motivated to push myself. When I imagined my doctorate program, Research 709, is exactly what I wanted to be learning and engaging with. The research course rounded out the first 6 months of my life without my mother. In this class, I found myself buried in texts. Reading was more intense, with a greater focus and purpose. For eight weeks, I was driven, focused, determined, and did not cry. I mean, I still cried, more than I like to admit, but these tears fell with grace, not pain. These tears fell with the promise of the progressive development of the self.
The SPL model is the representation of Scholarship, Leadership, and Practice (University of Phoenix, 2016). Scholarship, for me, is the ability to embrace learning to gain the most from every experience. Commitment to one’s education is a lifelong obligation. I intend to discuss the possibility of developing a critical thinking development group with my peers, where we can incorporate our synthesis ideas and come together to learn from one another. The literature and peer feedback support the idea that our critical development could produce reflective development in critical thinking and academic writing.
Instilling the belief to practice perseverance in the face of doubt. I have overcome great challenges in this program, and I excelled in the face of each. I am growing beyond the analytical black and white to realize that intelligence is reshaped, and knowledge evolves with the willingness to seek out the truth. In practice, I have found the drive to overcome my situatedness.
Leadership is a daily practice in my life. I incorporate social responsibility into my entrepreneurial endeavors and adapt my leadership to maximize the success of The Gypsy Rose and my other philanthropic and entrepreneurial adventures. Using referent power and authentic leadership will maximize the successful implementation of value-based transactional leadership principles, further developing a foundation for future transformational learning operations. Jung & Sosik (2002) asserted that transformational leaders motivate followers with greater expectations that result in advanced performance standards.
In conclusion, literary competency was my greatest advancement; it allowed me to understand the wonder of developing academics over time.
The world revealed itself a new, and I learned how to move with ease through academic literature. My rational example of leadership is my commitment to my academic frameworks. Leadership is displayed through the implementation of learned concepts and the ability to adapt them. My concepts are developed and woven into the companies I have devoted my life to developing. The mission of the University’s SPL model is to develop leadership that will advance new models that can explain, predict, and increase operational performance (University of Phoenix (b), 2017). The SPL model recognizes both cognitive and affective learning (University of Phoenix (b), 2017). I will evaluate the SPL model's conceptualization in my personal development in leadership, scholarship, and practice from my ACCESS coursework to date. And as always, I will continue to thrive in this life, honor my mother, her struggles, her joys, accomplishments, and mine.
Greenleaf, R. K. (1995). Servant leadership. In J. T. Wren (ed.), Leader’s companion:
Insights on leadership through the ages (pp. 18-23). New York: The Free Press.
Jung, D., & Sosik, J. (2002, August). Transformational leadership in workgroups the role of empowerment, cohesiveness, and collective-efficacy on perceived group performance. Small-Group Research, SAGE publications, 33(3), 313 – 336. doi:10.1177/10496402033003002
Russell, P. (2009). Why universities need information literacy now more than ever. Feliciter, 55(3), 92-94. Retrieved from http://connection.ebscohost.com/c/articles/41553415/why-universities-need-information-literacy-now-more-than-ever
University of Phoenix (a), (2016). The history of leadership thought, and practice. Required reading University of Phoenix, LDR/711A website.
University of Phoenix (b), (2016). scholarship, practice, leadership presentation. Required PowerPoint University of Phoenix, DOC/700 website.