Contributions to Your Learning Community
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. This reflection explores my key insights, collaborative experiences, and personal growth throughout this educational experience.
Managing the "Whirlwind"
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. 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. This revelation has been transformative in several ways:
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It reframed my methodical approach as a potential strength rather than a liability
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It provided me with strategic tools to manage competing priorities
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It helped me recognize that effective leadership isn't about doing everything faster, but about making deliberate choices regarding what deserves focused attention
This insight has already influenced my professional practice, as I now consciously identify my "wildly important goals" and protect time for them amidst daily operational demands.
Collaborative Learning Experience
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 great! We laugh and commensurate, and overall support each other.
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. This collaborative 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).
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. The virtual meetings prove to be invaluable for developing trust and deeper connections.
Conclusion
This course has significantly deepened my understanding of both leadership principles. The score I would give myself is an 80-85. The reason for this score is that I’m still learning. I was late on assignment and I’m not the best at feedback (I’m working on it). As I progress through the master's program, the concepts and skills I’m learning are helping me to grow as a learner. 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.
McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals.