5302 & 5304 Grades: 97/100 (97%)
As I entered the second semester of the ADL graduate program, I was much more confident and prepared to take on the role of learner and leader. I am proud to say that I went to the first class with the necessary reading completed and my first blog post done. While I was very prepared physically, I was not prepared for how much I would grow this semester. While I eventually slid back into the habit of submitting my work on time rather than early, I realize that it is because I needed the time to process the heavy, higher-order thinking. Again, I am proud of what I accomplished and grateful for the opportunity to learn.
Key Contributions
Glows & Grows
Glows:
This semester started off rough for me – I received my first “B” on an assignment. On the Why assignment in 5304, I mistakingly modeled my work from an exemplar instead of thinking it through for myself. Therefore, my grade reflected my lack of thinking. Using the growth mindset thinking I learned in 5302, I took some time to reflect. Why did I do poorly?
- I realized that I was so worried about the workload this semester that I was rushing to get the work done instead of committing to learning.
- I also realized that I didn’t really know why I wanted to go paperless.
As usual, the structure of this program is such that over the semester, I gained clarity on my Why. The final blog post for 5302 reminded me of Simon Sinek’s Golden Circle. It was then that my ideas came together, and I gained clarity on my Why.
Grows:
In my contribution for learning in 5303 and 5305, I shared that I turn my “grows” into goals that I can implement! Those goals were:
- Build confidence: I can implement my plan innovatively! I know that I have the right pieces in place.
- Increase flexibility: I am going to listen to feedforward regarding my innovation plan for the paperless office. It will keep me from getting stuck. I definitely have room for improvement here.
I believe that both goals remain consistent with my work in 5302 and 5304. As I grow as a leader, I will continue to build confidence in my abilities. Also, I will continue to hold my ideas loosely that I am open to change – then I can refrain from getting stuck.
Collaboration
I am proud to be a part of two collaborative groups for 5302 and 5304. The larger group consists of Charlie, Kelvin, Ileana, Erica, Andrea, Kim, Stephen, Danielle, Pedro, Andre, and others. I am a self-identified empath. That is, I enjoy helping others so much that I have to work to identify my own needs. This semester, I kicked up my involvement in the larger group. For example, I took notes during each 5302 and 5304 class and shared them with everyone in our chat. I also supported my peers who had questions, shared my work with my peers, and participated heavily in class and on discussion boards.
In our smaller group, I continue to develop professional and personal friendships with Stephen and Kim. The three of us – coined by Stephen “The Three Amigos” – rarely go a day without chatting. I continue to grow with each assignment we share. In the final blog post for 5302, I talk about what I learned from blogging, though I believe it holds true for collaborative work as well. That is, I’ve learned not to compare. Stephen and Kim both come with strong skillsets and unique backgrounds. These skillsets and backgrounds are different from mine. While I could compare to them, I would most certainly miss out on the opportunity to learn alongside them. As I continue to practice non-comparison, I think about how important that skill is as a self-differentiated leader. I also recognize that employing growth mindset thinking will improve my self-talk.
To continue to hone my collaborative skills, I am going to consider taking notes and sharing them with everyone in the course in Blackboard.
Revisions
I made revisions constantly based on comparison and feedforward from my peers and from class, 1-on-1 meetings, and feedforward from Dr. H and Dr. Grogan. Examples include:
- As I tighten up my ePortfolio for my final grade, I improved my front page.
- I continue to edit my blog format.
- I improved my Why assignment! My confidence grows daily.
- After meeting with Dr. Grogan, I felt much more confident in how to employ my Influencer Strategy.
- In an e•mail with Dr. H, I clarified the expectations for the Growth Mindset assignment.
- Finally, my drafts were continually changing with the support and feedforward of my group.
This semester, I read every book, watched every video that I found, and read most of the other required readings listed in the Classroom Modules in Blackboard. My intention in grad school – and in life really – is to keep learning, reading, reflecting, and connecting as long as I can. I see this as a constant need for improvement. I met all of the various course deadlines.
Supporting Contributions
Leadership Responsibility, Participation, and Communication
I have always loved to write. One of the reasons I decided to go to grad school was because I wanted to write with purpose. Early in the ADL program, I used each discussion board topic as a chance to blog. This is the basis of my learning in ADL – the opportunity to reflect and connect “dots,” or big ideas. By modeling my learning process, I believe I help others grow. Not a week goes by without a comment on one of my discussion board posts about how much someone enjoys my writing or how much they learned. That’s not to brag, more to reflect the importance of the active role I take in my own learning. Really, the active (or inactive) role any of us takes in our learning.
As I said, I love to write. However, I feel like I am unable to put into words how much the ADL program means to me. The connections I make – from people to ideas – continue to push me to be a better leader, communicator, and person.