Dan Ariely outlined what motivates us to work is a sense of purpose. Reflect on what motivates you at work and what gives you a sense of purpose. Why do you do what you do? What do you hope to achieve through your work? In considering how you are motivated, how can you discover not only your own personal fulfillment but that of your followers?

In his TED Talk, Dan Ariely (2013) describes experiments conducted to determine factors that motivated participants and provided them with a sense of purpose. At certain points in the experiments, the amount of money being paid for the work didn’t matter. The example he shared about the cake mix and the IKEA effect was very interesting. It showed that people want to be doing work that is meaningful and that affects other people in positive ways, like actually baking a cake that required more effort (Ariely, 2013). Dan Pink (2009) defined purpose as “the yearning to do what we do in the service of something larger than ourselves” (12:51-12:54). And in an article titled, “Pink’s Autonomy, Mastery and Purpose Framework” it’s explained that people who think they are working toward something bigger are more productive and engaged (Mindtools, n.d.).

 In 2013, I returned to college after my 23-year career ended, headed in a totally new direction and career path. Our family-owned and operated business had closed as a result of hurricane damage in our part of Florida and I was a stay-at-home mom for a while afterward. Because of this situation, I was labeled a “displaced homemaker.” As a result of that, and our reduced income level after our business closed, I qualified for financial aid and received grants and scholarships while in college. At Daytona State College (DSC), grants and scholarships covered the entire cost of my tuition, books, and other supplies. I worked hard to remain on the Dean’s and President’s lists and was very involved in campus activities related to my new career path and my faith. DSC inducted me into its Hall of Fame and I was named outstanding student in my program (interactive media) at graduation. Because of my efforts there, I received academic scholarships to attend Stetson University to complete a bachelor’s in digital arts. I was also recognized as outstanding senior in my program at Stetson and received an award for my senior project: Oak Choosing Survival – an interactive museum exhibit that focused on violence against women. The Creative Arts department at Stetson provided the funding for my project. I was only able to accomplish these things because others were willing to give through philanthropic efforts and support a student like me.

I shared all of that history in order to explain why I do what I do — what my purpose is each day as I approach and carry out my work. I now have an opportunity to give back by working with Embry-Riddle’s Philanthropy and Alumni Engagement offices. My efforts, and those of the alumni engagement team, are intertwined with the office of philanthropy — which helps students in financial need accomplish their educational goals. I am also able to interact with Eagle alumni and listen to how they have benefitted from their Embry-Riddle educations.

After I graduated, I was being sought out by a few different employers, but I chose to work in higher education because I’ve experienced its impacts on my own life and benefited from the philanthropy of many people. As an example of what I did not want to do, I was also presented with an opportunity to work in graphic design for a company that produces graphics for car dealerships. But I had zero interest in the job — because I could not align myself with the purpose of selling cars. My purpose better aligns with changing lives, working to build relationships among Eagle alumni and students, and telling their amazing stories. While I do not believe my current role is exactly my purpose, it best aligns with my purpose at this time.

My purpose is to use my talents to help others change their lives for the better. I was able to discover my purpose after spending time in quiet reflection and prayer, and while healing from the past. When I was a business owner, my purpose was to make money. But after I experienced certain traumas, and I was able to stand again, my purpose became, “How do I use my gifts and talents to help others stand again? How do I let them know healing is possible? How can my life be an inspiration to others who might be giving up?” Some ways that I might be able to help followers find their own purpose are: by being authentic with them and encouraging them to be open and honest as well; by helping them discover their strengths and guiding them to use their strengths for things that are important to them; by letting them know that pursuit of their dreams could align them with their purpose.

Cynde Puckett | MSLD 520 | Dr. Braziel | July 2, 2021 | Reflection Blog Assignment

References

Ariely, D. (2013, April 10). What makes us feel good about our work | Dan Ariely [Video]. TED. YouTube. https://www.youtube.com/watch?v=5aH2Ppjpcho

Mindtools. (n.d.). Pinks autonomy, mastery and purpose framework. Mindtools.com. https://www.mindtools.com/pages/article/autonomy-mastery-purpose.htm

Pink, D. (2009, August 25). The puzzle of motivation | Dan Pink [Video]. TED. YouTube. https://youtu.be/rrkrvAUbU9Y

Prompt: “Read the following excerpt from an e-mail sent by a CEO to 400 company managers at a high-technology company called Cerner. Reflect on the eight attributes of supportive communication and detail how you might apply those over the next 30 days in your job to avoid some of the problems associated with this communication.”

“We are getting less than 40 hours of work from a large number of our K.C.-based EMPLOYEES. The parking lot is sparsely used at 8:00 A.M.; likewise at 5 P.M. As managers – you either do not know what your EMPLOYEES are doing, or you do not CARE. You have created expectations on the work effort that allowed this to happen inside Cerner, creating a very unhealthy environment. In either case, you have a problem and you will fix it or I will replace you. NEVER in my career have I allowed a team that worked for me to think they had a 40-hour job. I have allowed YOU to create a culture that is permitting this. NO LONGER.”

As I read the excerpt from the e-mail sent by a CEO at Cerner to 400 company managers, I just kept thinking I would want to quit my job if I was one of the 400 managers on the receiving end of this negative, abrasive, and not-well-thought-out communication. Supportive communication focuses on either maintaining or building upon positive relationships while communicating about difficult topics, such as problems or providing negative feedback. On the other side of supportive communication, issues are addressed, but relationships are not damaged (Whetten & Cameron, 2016). There is not one word of supportive communication in the email. In fact, it threatens to end relationships if the issue is not resolved. Interpersonal relationships are very important to the health and viability of an organization. The way something is communicated can either foster healthy growth and build relationships, or it can impede growth and destroy relationships.

The Cerner email would definitely cause feelings of defensiveness and disconfirmation. Whetten & Cameron (2016) explain that defensiveness happens when someone “feels threatened or attacked and self-protection is paramount” (p. 197). The negativity brought by this communication would result in wasted time as managers became caught up in planning defenses and communicating with each other about it. The Cerner email opens doors for feelings of disconfirmation: feelings of incompetency, unworthiness, or insignificance. Feelings of disconfirmation waste time and energy as individuals seek ways to prove their worth and they lead to reduced motivation (Whetten & Cameron, 2016).  

In relation to the eight attributes of supportive communication (Whetten & Cameron, 2016) and implementing them in my workplace over the next 30 days, I will definitely avoid sending any email that reads like the Cerner email. Communications from me will be honest without being negative. As an example, I was recently presented with the possibility of additional workload that would involve travel and event planning. I was able to effectively and honestly explain why I didn’t believe that I was the best person for such a role, as I’m very introverted and more comfortable navigating in the digital world. In return, and as a result of supportive communication about the topic, my colleague and I were able to be innovative and develop a new plan. This real-life example proves to me that supportive communication can lead to innovative problem solving. This example is also related to the attribute of being descriptive and not evaluative, as I was able to describe objectively and assist with development of an alternative after we evaluated actual needs.

In the next 30 days, I can also remain focused on a problem, if one presents itself, and not cross over into placing blame on a person in relation to the problem. I will consider problems in a specific rather than global way, keeping focus on actual events, behaviors, etc. In the Cerner email, there is no mention of meeting to collaborate about how to address the issue, just fix it or you’ll be replaced, which is disjunctive. The Cerner email also brings feelings of invalidation to the forefront, even to the point of informing managers that they will lose their jobs if they don’t “fix” the situation. Rather, I will use validating language that uplifts my colleagues, such as positively recognizing their strengths, expressing my respect for them, and being open to collaboration or discussion. I recently did this with a colleague who makes very wise decisions. I let him know that I think he is wise and that his decision making is excellent because of this wisdom. I will continue to notice the best in my coworkers and compliment them.

The Cerner email does not focus on specific instances or people involved, rather it takes a broad approach and places blame on all managers and employees. Sometimes as a team member it can be an easy default to say “We did this…” or “It was us…” without being more specific. This shows me the importance of taking responsibility for my own actions and communicating in “I” statements, rather than “we” or “us.” I will listen to my colleagues and consider their points of view on topics before making comments or giving responses, taking time to reflect on our conversations. And I will avoid one-way communication that only gives voice to one side of a topic or issue, and I will encourage more open communication with those on my team. The Cerner email has a definite hierarchy established in its communication, which I would avoid as well. Words like EMPLOYEE in all caps are alarming and offensive. I would choose to use “colleague” – lowercase – instead.

Understanding the importance of supportive communication, and how to effectively implement its prescribed techniques, leads to stronger and healthier interpersonal relationships that foster growth and innovation in an organization. In order to avoid negative feelings such as defensiveness and disconfirmation, supportive communication should be utilized and encouraged throughout organizations, at all levels.

Cynde Puckett | MSLD 520 | Dr. Braziel | June 26, 2021 | Reflection Blog Assignment

Reference
Whetten, D. A. & Cameron, K. S. (2016). Developing management skills, 9^th ed. Boston, MA: Pearson.

Pablo Picasso said that “every act of creation is, first of all, an act of destruction.” Consider this statement in light of the constraints we place on ourselves in the workplace. What are some constraints that you need to destroy before you can engage in creative problem-solving? Give an example of how a constraint you placed on yourself prevented you from solving a problem. Reflect on what you could have done differently and how you will prevent that constraint from limiting you in the future.

As I considered the statement by Picasso, that “every act of creation is, first of all, an act of destruction” I realized its meaning: To create something new, something else must be destroyed. For example, Picasso’s new paintings destroyed his blank canvases. As an artist, I’m familiar with artistic creation, but how should I be engaging in destruction when practicing creative problem solving within my workplace? I’ve identified some constraints that I think I’ve placed on myself in the workplace, some that I should destroy: Not using my creative abilities with a broad approach; not using both sides of my brain and varying types of thinking when facing a problem; stepping back from instances of problem solving that require creative abrasion.

Whetton & Cameron (2016) describe conceptual blocks, which are “mental obstacles that constrain the way problems are defined, and they can inhibit us from being effective in any of the four types of creativity. Conceptual blocks limit the number of alternative solutions that people think about” (p. 148).

I am very creative and I apply my creativity to areas that are familiar to me: digital arts and writing. However, I don’t think that I fully use my creativity when it comes to problem solving. I have not really considered “creative thinking” the same way that I think of “creating art” or something like a drawing, music, or poetry. I have really focused on creativity as a gift or talent related to art. From the question posed by this prompt, I realize that I should broaden my utilization of creativity and apply creativity to problem solving. I should ask creative and out-of-the-box questions and challenge my own thoughts and those of others in order to produce something of value in relation to a problem. Possibly, I could look at each problem as what I could create from it, what I could turn it into. What would be the best approach or outcome for the problem, in a new and creative way? This helps me to visualize problem solving with creativity as being similar to creating something fabulous from a pile of junk. This artist describes how he and others turned the problem of too much plastic waste into an art display.

As a creative, I’m not as analytical and linear in my thought processes. I tend to be more abstract and intuitive. From our readings during this module, I realize the importance of leaning on what are naturally my strengths, but I now also understand the importance of applying the other side of my brain along with a variety of thought processes to reach creative solutions to a problem. I should destroy my thoughts that I can’t be open to different ways of approaching creativity and creative thinking. I should open myself to different types of creativity, such as those described by Whetton & Cameron (2016): imagination, improvement, investment, and incubation (p. 144). While imagination (be new) and improvement (be better) would come naturally to me, I should gain understanding of the value of investment (be first) and incubation (be sustainable) and view the problem through a variety of lenses (Whetton & Cameron, 2016).

I limit my creative problem solving in the area of creative abrasion as well, because at times I back down from debate and arguments. This is possibly connected to abuses from my past and fears that my opinions and thoughts about a topic could make someone irate and lead to them inflicting pain. So, knowing this about myself, I need to destroy thoughts that I can’t engage in discussion and speak up about things that I feel are valid points or things to consider in relation to a problem. What happened in the past won’t necessarily happen in my present or my future.

An example of times I have placed constraints on myself that prevented me from solving a problem would be holding back my thoughts from others during meetings, even if I think my thoughts have value. On multiple occasions, I have remained silent when I could speak up and inject my thoughts into the conversation. I know I’m intelligent and could contribute valid input, but the creative abrasion aspect has me holding back. This is an area in which I recognize the need for growth and understand the importance of overcoming the attached fears.

Cynde Puckett | MSLD 520 | Dr. Braziel | June 18, 2021 | Reflection Blog Assignment

References
TODAYonline. (2019, March 7). Turning trash into art [Video]. YouTube. https://www.youtube.com/watch?v=r8kMDYgLAto

Whetten, D. A. & Cameron, K. S. (2016). Developing management skills, 9^th ed. Boston, MA: Pearson.

Andy Puddicombe (2013) discussed several important points about remaining present and spending time doing nothing. For the next three days, spend time practicing Puddicombe’s techniques. After the three days, reflect on the following in a well-written and integrated blog post:

What is the expected value of spending 10 minutes doing nothing? What did you learn about yourself and your own stress through this exercise? Is this something you will continue and will you encourage others to practice these techniques? Why or Why not? How can remaining in the present reduce stress?

Image from Pixabay: https://pixabay.com/photos/balance-stones-stack-110850/

In the TED video, Andy Puddicombe (2013), describes how he experienced a “in quite quick succession, really serious things which just flipped my life upside down” and as a result he turned to meditation to process what he had experienced and how he was feeling about it. He explains the value of meditation in his own life and for everyone who takes the time to do it. Through meditation, even just 10 minutes a day, a person is able to protect and provide rest for their mind (Puddicombe, 2013). When a body becomes weary, sometimes a person will sit down, or lie down, and pause to regain strength. But even while a body is resting, a mind might be fully engaged in working: watching television, social media, reading, thinking, worrying, etc. Puddicombe (2013) points out that letting a mind pause is important too. Taking 10 minutes a day to rest a mind makes it more healthy and less distracted, and people who meditate are happier, less worried, and healthier (Puddicombe, 2013). As I practiced Puddicombe’s advice and the techniques he recommended, I was able to bring my mind to a temporary place of silence and stillness. It felt like I was allowing my tired mind to take drink of cool water, like my mind was able to take a deep breath. It was refreshing.

In 2011, I reached a place like Puddicombe (2013) described as having “my life flipped upside down.” Prior to then (within a five year period) my father died, my 23-year career ended, and I experienced sexual assault. I didn’t want to face any of it, but like Puddicombe, I was “inundated with thoughts and inundated with difficult emotions that I didn’t know how to cope with” (Puddicombe, 2013). My mind was tired from trauma and I realized I needed to pause my life and allow myself recover. Similar to Puddicombe, I did not return to work and I took time alone to process it all. I spent about two years sorting things out and healing, and I utilized meditation (and prayer) while doing so. At that time, I didn’t know how to be in the present, even for a few minutes, because my thoughts were too focused on the hurts of my past or the fear of more hurts in the future. Meditation taught me to be in the moment and to understand how to process the pain and to realize that my past was not my future.

Whetten & Cameron (2016) explain that psychological resiliency is an important aspect of balancing life activities (p. 107). After a person has experienced trauma this resiliency aids in “bouncing back” and is similar to “post-traumatic growth” (Whetten & Cameron, 2016). The 10-minute meditation technique might be considered a temporary stress reduction technique, like muscle relaxation, deep breathing, imagery, fantasy, and rehearsal (Whetten & Cameron, 2016). I was very interested to learn about psychological resiliency in this module, as I believe that I developed it and experienced aspects of it following my traumatic experiences. From this module, I also learned why I have chosen certain paths and behaviors post-trauma, such as: meaningfulness in work, finding a calling, and a strong sense of gratitude (Whetten & Cameron, 2016).

I will definitely continue to pause my mind. The 10-minute approach is new to me, as I usually spend more time than that in prayer and meditation — because I have learned its value. Being still and processing all the information, emotions, and things I face each day, keeps me balanced and steady. As Puddicombe (2013) said, it’s preventative, “it’s seeing the thought clearly, witnessing it coming and going, emotions coming and going.” It has also helped me to stop worrying as much as I used to. Through meditation and training of my mind, I have learned how to shut off negative thoughts when they show up. I agree with Puddicombe (2013) that “mind-wandering” is a cause of unhappiness.

Puddicombe’s 10-minute approach is something that I will work into my daily routine. To me, the 10 minutes of being mindful and in the present are sort of “meditation snacks” for times when I’m not able to have an entire “meditation meal.” I do find that they provide brief refreshment. I have taught my son to meditate and to be in prayer when he needs to sort through things. Now that I know this 10-minute approach, I will share it with him. I also have some friends who struggle with anxiety and think this 10-minute approach might be helpful for them, as well. I think any amount of meditation or being in the present through mindfulness techniques is beneficial. Most people are overwhelmed and stressed and technology has increased the amount of information coming at us every day — all day. Being able to pause and not have the barrage of information or thoughts is really important for health and well-being, and it’s something we all need.

Cynde Puckett | MSLD 520 | Dr. Braziel | June 11, 2021 | Reflection Blog Assignment

References
Puddicombe, A. (2013, Jan. 11). All it takes is 10 mindful minutes |Andy Puddicombe [Video]. TED. YouTube. https://www.youtube.com/watch?v=qzR62JJCMBQ&t=11s

Whetten, D. A. & Cameron, K. S. (2016). Developing management skills, 9^th ed. Boston, MA: Pearson.

“Describe how your level of self-awareness has changed since you began your MSLD program with respect to the “Five Core Aspects of Self-Awareness” (Whetten & Cameron, 2016). Furthermore, discuss how others have acted or reacted to the changes you have experienced.“

Since being in the MSLD program, I’ve gained awareness that I am an authentic leader. I’m now aware that I have an internal locus of control and that I have a “creating” cognitive style, and what I believed about leadership has changed, so how I view myself as a leader has changed too. I would not have known these things about myself prior to this program. These new areas of my self-awareness are related to the five aspects of self-awareness: emotional Intelligence, personal values, cognitive style, orientation toward change, and core self-evaluation (Whetten & Cameron, 2016).

My initial understanding of leadership was closely related to a charismatic leader who had great vision and transformed the lives of others by leading them toward a goal. As my awareness of leadership broadened, so did my view of myself as a leader. My self-awareness was broadened, in that I could envision myself possessing leadership qualities that I had not previously known to be leadership qualities. For example, I had new awareness that my ability to adapt and help others adapt was related to a leadership style. This opened to me a new realm of possibility, that I could be a leader in that aspect, as well as related to other leadership styles.

I’ve overcome quite a few traumatic experiences and have learned to be transparent about them through the assistance of therapists, counselors, close friends, and family. During this program, I discovered that an authentic leader engages in transparency and I gained the self-awareness that I am an authentic leader (Northouse, 2018). As an authentic leader, I am an empathetic person who is able to recognize and understand the emotions of others. I am also able to respond appropriately to others and can control my own emotions, when needed. This is related to my emotional intelligence, “the ability to correctly diagnose and manage one’s own emotions and relationships” (Whetten & Cameron, 2016). Some of my emotional intelligence developed over the years, as I have naturally matured and developed control. But since being in the MSLD program, I better understand what is required of me when faced with my own emotions and those of others. I have a keener awareness that while I might recognize someone’s emotions, I am not obligated to become invested in their emotions. I can relate to their emotions without taking on the emotions myself. I have also learned in this program that my own personal values, as an authentic leader, will at times direct my behaviors toward others. Self-awareness of my values, and how they affect others I lead, is beneficial for building trust and having confidence when interacting with others. I’m now aware that “all other attitudes, orientations, and behaviors arise out of an individual’s values” (Whetten & Cameron, 2016).

With the new self-awareness that I have an internal locus of control, I realized that things I was taught in my childhood were ingrained in me and they’re there to help me direct my own course. My father always told me, “You can be anything or do anything you set your mind to.” I didn’t know then, as I believed his words, that I was developing an internal locus of control. This program taught me that and made me aware of the benefits of an internal locus of control, such as being a healthier and happier person. Locus of control refers to “a person’s beliefs about the extent to which he or she can control his or her own experiences” (Whetten & Cameron, 2016). This all relates to orientation toward change, which “focuses on methods people use to cope with change in their environment” (Whetten & Cameron, 2016).

In relation to core self-evaluation, “a construct that captures the essential aspects of core personality” and “the fundamental evaluation each person has developed about himself or herself” (Whetten & Cameron, 2016), I’ve learned that certain characteristics and qualities about myself are more useful to leadership than I had previously believed, and that I have a positive core self-evaluation which is beneficial to me in the workplace, and in general.

I am a creative person, who completed college degrees related to art and communications, and my profession today is in digital communications and arts. In this program, I have learned that this is related to a creating cognitive style. Cognitive style is “the manner in which an individual gathers and evaluates information” (Whetten & Cameron, 2016). With the self-awareness that I have a creating style of gathering and evaluating information, I have a better understanding of why I lean toward thinking outside of the box, innovation, collaboration, and why I’m resistant to structure (Whetten & Cameron, 2016).

Prior to beginning this MSLD program, I had a relatively good understanding of my level of self-awareness. This is because I have invested time in the process of self-awareness and self-discovery, and I spend time in self-reflection daily. By examining myself daily, and considering who I am, I stay in touch with my purpose and I’m better prepared to manage myself and to interact with others. I have not had very much reaction from others to the changes I’ve experienced while in this program, mostly because I haven’t shared them with very many other people. Most of what I have experienced with others is curiosity about what I’m learning. I’ve had discussions about leadership styles with co-workers and provided input about how various styles might approach a situation. I suppose I’ve contributed my knowledge from this program in that way.

Cynde Puckett | MSLD 520 | Dr. Braziel | June 5, 2021 | Reflection Blog Assignment

References
Northouse, P. G. (2018). Leadership: Theory and Practice 8^th ed. Thousand Oaks: SAGE Publishing.

Whetten, D. A. & Cameron, K. S. (2016). Developing management skills, 9^th ed. Boston, MA: Pearson.

Revisit your original definition of leadership from Module 1. Would you make any changes to your definition of leadership? In what ways have learning about these leadership theories informed your own view of leadership? What type of leader are you or do you aspire to be?

My definition of leadership from Module 1
“After our readings, and considering all of the above, my definition of leadership is: A process that takes place in which an individual, or group of people, has influence over others who are being persuaded toward a common goal — through a vision that has been communicated by the leader. Leadership differs from management in that it is less interested in the details of carrying out the vision than it is in making sure followers are onboard with the vision. In other words, leadership involves transformation that takes place through the direction and guidance of an influential and inspirational leader who has foresight that draws others to grasp the reality of the vision, which causes them to carry out the work of fulfilling the vision.”

While I believe that certain elements of my original definition hold true, my definition of leadership at the end of this course would be more complex. It would involve leadership theories, leadership styles and approaches. It would involve the many influences and nuances that come into play as a leader is in the process of developing leadership skills. It would include more about followers and their impacts on leaders. It would not mention so much about vision as it would evaluating situations and followers, and adapting as a leader or a follower as needed. It would mention that not all leaders are great visionaries. Not all leaders are “born leaders,” and they have to work hard at leadership and to develop leadership skills through a process.

In this course, learning about leadership theories has expanded my view and broadened my perspective of what leadership entails. The service-learning project for the final paper was such a fantastic exercise in observing and communicating with actual leaders. The project caused me view the leaders I interviewed through a different lens than I had when I worked for the organization part-time. Their decision making made more sense to me after the project. Learning about path-goal theory helped me realize that leaders should assist their followers with accomplishing their goals by removing obstacles that might be frustrating them, or keeping them from moving forward. In relation to this theory, I also learned that not all leaders do this, such as in the case of a laissez-faire leader. The behaviors of leaders and their followers matter and can affect the outcomes of reaching goals. Behaviors that create in-groups and out-groups, as described in the leader-member exchange theory, can cause rifts between leaders and followers and among in-group and out-group members.

Understanding the leadership theories and the varying leadership styles and approaches has caused me to consider what kind of leader I am or would like to become. In this course, I learned that align most with authentic leadership. I have always considered myself to be very goal and task-oriented, with strategic planning to accomplish goals. I have not thought of myself as very relationship-oriented. However, I do have a desire to affect the lives of others for positive change. I’ve learned that  my ideas about leadership while in this course are evolving. For example, being strategic and goal-oriented is beneficial in some circumstances, but in other circumstances followers might need a leader who is honest and forthright. Followers need to trust leaders in order to work toward goals the leader has strategically mapped out. The type of leader I aspire to become is not any one type of leader. I aspire to be the type of leader I need to be according to the needs of my followers and the organization, without forgetting my personal values and ethics along the way. Always authentic at my core, but morphing in and out of leadership styles and approaches as needed — applying knowledge I’ve gained from theories as required. One of the leaders I interviewed for the service-learning project described herself as a “chameleon” when leading others. I think there is a lot of wisdom in this situational approach, being who and what you need to be depending on the circumstances while being true to who you are.

Leadership is very complex and I no longer think it’s only a great visionary who is naturally born to lead with followers who are on board with all decisions. Leadership requires a balancing of many considerations that will have impacts on themselves, their followers, and organizations. Leadership roles should not be taken lightly, or taken for granted, because leaders do influence others and they could determine their own success, the success of others, and the success of an organization. Leaders should also always be aware that they are leaders and they are responsible for their followers: to guide and direct them; to communicate with them; to develop them; and to help them adapt to changing circumstances. Leadership is an ongoing and ever-changing path that requires dedication and fortitude in order to lead well.

Cynde Puckett | MSLD 511 | Dr. Douglas | May 21, 2021 | Reflection Blog Assignment

Reference
Northouse, P. G. (2018). Leadership: Theory and Practice 8^th ed. Thousand Oaks: SAGE Publishing.