Final Thoughts on Leadership and Technology
Introduction
When I began this course, I approached it with both curiosity and uncertainty about how leadership principles would intersect with technology in an educational context. Over the eight weeks, I've experienced a transformative journey that challenged my preconceptions and expanded my understanding of effective leadership.
One of the most impactful concepts I encountered was in The 4 Disciplines of Execution (4DX): Achieving Your Wildly Important Goals, which describes the "whirlwind" (or day job) as the daily operational demands that consume most of an organization's time and energy. As noted, "The whirlwind robs you of the focus required to move your team forward" (McChesney et al., 2012, p. 36).
This resonated deeply with me because for years, I've harbored self-doubt about my work pace. I tend to be methodical, taking time to ensure thoroughness in my transitions between assignments. This often led me to worry that I was inefficient, that I might have attention difficulties, or that I lacked the intellectual capacity to handle workplace pressures. The book's advice to "Concentrate on only 1-2 critically important goals rather than attempting everything at once" validated my approach and provided a framework for understanding effective execution within leadership.
Evaluation of Successes
The various leadership assessments we completed during the course largely confirmed my self-perception, validating my understanding of my leadership approach. The "Experienced Guide" identification resonated deeply with my professional identity and past experiences, particularly in my role as a Tutor Coordinator where I supervised 20 tutors.
The DiSC assessment proved most revealing from my perspective. The supportive traits it highlighted—flexibility, loyalty, caring nature, and appreciation for routine—align with feedback I've consistently received from supervisors throughout my career.
My initial surprise at receiving a "yellow" leadership assessment result gradually transformed into recognition as I reflected on my professional relationships. This insight revealed how we often develop traits from different color categories through our work dynamics and environments. For nearly a decade, I worked alongside Eva, a "red" director whose energy and spontaneity complemented my analytical, structured "blue" approach. In our partnership, I provided organization and efficiency, while she maintained momentum and creative energy in our initiatives. This complementary relationship helped me develop "yellow" characteristics that enhanced my overall effectiveness as a leader.
Areas of Growth and Improvement
As a leader committed to continuous growth, I focus on:
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Boundary Awareness: I continually refine my ability to balance my natural desire to support others with appropriate personal boundaries, ensuring sustainable leadership practices.
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Skill Development: I actively seek opportunities to strengthen both my natural abilities and areas outside my comfort zone, recognizing that well-rounded leadership requires diverse competencies.
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Reflective Practice: I regularly examine the impact of my leadership decisions and adapt my approach based on outcomes and feedback, embracing learning as a lifelong journey.
Course Assignments Reflection
Throughout this course, several key assignments shaped my understanding of leadership in technological contexts:
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Technology Learning Manifesto: This assignment challenged me to articulate my philosophy regarding technology's role in learning environments and leadership contexts.
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Personality & Leadership Philosophy: Developing this philosophy helped me integrate my natural traits with evidence-based leadership principles, creating a cohesive approach to leadership.
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Technology Case Study Analysis: This exercise enhanced my ability to apply theoretical knowledge to practical scenarios, identifying effective technological leadership in real-world situations.
Collaborative Discussion Group Reflection
My discussion group included Elizabeth Goffney, Shemida Gill, Saria Nixon, and Marie Lockett—colleagues I initially connected with during our first semester in the master's program. What I appreciate most about our group is their straightforward to the point communication style. Our online meetings are characterized by laughter and intellectual wit, creating a supportive learning environment.
Through this group, I've learned valuable lessons from each member while allowing myself to be vulnerable—something that doesn't come naturally to me. They've encouraged me to embrace AI technologies as practical tools rather than viewing them with suspicion. If I could suggest one improvement to the course structure, it would be making online Zoom meetings mandatory for groups, as face-to-face interaction greatly facilitates relationship building among classmates.
This experience aligns with L. Dee Fink's observation that "team-based learning is a particular way of using small groups that is rapidly being adopted because it is relatively easy to use, yet sophisticated enough to generate powerful forms of learning and a wide range of teaching situations" (Fink, 2013, p. 307).
Conclusion
This course has significantly deepened my understanding of both leadership principles and myself as a leader. As I progress through the master's program, the concepts and skills developed in this class increasingly connect with and inform my broader educational journey. The integration of technology with leadership theory has provided me with a more comprehensive framework for approaching educational leadership challenges in our increasingly digital world.
References
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to
designing college courses. Jossey-Bass.
Harapnuik, D., (2020, Dec. 7). Contributions to your learning [Video]. YouTube.
https://www.youtube.com/watch?v=WT4ZHFW6d48
McChesney, C., Covey, S. & Huling, J. (April 2012). The 4 disciplines of execution (4DX):
Achieving your wildly important goals. Simon and Schuster.
Mills, R. (2021, March 29). Dee Fink's taxonomy of significant learning [Video]. YouTube.