Running head: Personal Mastery

Personal Mastery


LDRS 310: Personal Mastery Paper

Your Name in Given/Surname Order

Trinity Western University, Langley BC Canada

BA in Leadership
17 March 2022
© Given Name Surname Year [Optional]

Personal Mastery Paper
This paper explores my life-long personal mastery of leadership experience in four reflective moments: the past, the future, the analysis, and the synthesis.
The Past

Starting from a tender age, I did view leadership as an interactive process that would result in positive results. It is clear that the leadership role models that were functional well and had positive results in the society did embrace the same principle that involve different parties coming together through having clear conversations with the different parties. The different parties will have an easy time coming together with an easy leadership practice that does focus on making sure that they do achieve their practicality. The strategy that saw a democratic approach towards life made it easier to shape and come up with a positive interaction that did influence me to become a positive leader. Numerous societies that do embrace and practice democracy tend to have a progressive strategy that would help make sure that all approaches lead to the right outcomes. As a child, I did participate in some leadership roles but I did have an easy time to engage and come up with a practical solution towards any arising problems. It is important to understand that even at a young age, and indulging with people of almost a common age, it was easy to come up with practical solutions that would help make sure that there is a right strategy towards overcoming any issues. In the middle adulthood, I did not take leadership responsibilities and some of the people took leadership responsibilities and some did take consultative approaches, others did engage in an autocratic style where they held all the powers. It did help with a proper understanding of how different approaches can result in different results and efforts which did change the way that they do communicate.
The Future

Self-leadership is an essential principle that would make sure that there is a right strategy towards the success of the society. I am learning to become an open-minded person with leadership strategies that will help make sure that I can accommodate different people with varying opinions. There is an intention to help adopt authentic leadership that will help make sure that I can achieve the best principles that will help shift the way that I view the leadership principles which will help make sure that there is a right approach.

It will be important to incorporate teaching seminars and other practices that will help make sure that they can achieve their interactions which will change and shape their behaviors and interactions towards leadership. The adoption of inclusive leadership practices will help make sure that there is a positive outcome which will help

Running head: Team Learning

Team Learning


Team Learning Case Study

Jiani Tao

Trinity Western University, Langley BC Canada

LDRS 310
BA in Leadership
17 February 2022
© Given Name Surname Year [Optional]

Team Learning Case Study

Today’s organizations are struggling to adapt to an increasingly complex world undergoing rapid change. Homer-Dixon (2003) describes the problem as an ingenuity gap—that is, there is a growing gap between the complexity, pace and unpredictability of events facing organizations and our collective ability to be smart enough at the right time, and in the right places, to keep pace with the emerging challenges and opportunities. A promising strategy for organizations to close this gap is to become more intentional about learning (Garvin, 2000; Marquardt, 2011; Senge, 1990). This learning organization approach to adaptation seeks to enhance an organization’s ability to (a) know what to do, (b) do what it knows, and (c) continuously grow its capacity to learn new things and act on new knowledge (Garvin, 2000; Senge, 1990). How can leaders help an organization learn? Marquardt (2011) argues action learning is an effective way to build learning organizations, because “action learning groups themselves are mini-learning organizations that model perfectly what a learning organization is and how it should operate” (p. 19). In this paper, I shall reflect on the development of an action learning team I experienced as a student in the context of a university leadership course.

Description of the Situation

The setting of the team learning experience considered in this paper is a third-year university course titled The Learning Organization. The participants are made up of young adult learners with the identical cultural background. Our group met three times over a five-week period using a process called action learning in which we worked together to solve problems and develop leadership and team abilities.

Review of the Action Learning Concept

2. In terms of the action learning definition, it is an effective tool for helping the team to develop reflective competence, foster leadership, and deal with problems in an advanced method. On the other hand, it is a process for team members to integrate together, assimilate knowledge, and get a promotion (Marquardt et al., 2018, p. 22). In addition, action learning has 2 ground rules which are problem solvers do not have a speech until the problem presenter raises the question and the action learning coach can infer the meeting when there occurs an opportunity for the team to get a promotion (Marquardt et al., 2018, p. 30). These two rules are capable of cultivating each team member’s dialogue skill, provide a rapport atmosphere, and generate diverse thoughts. Furthermore, the size of the action learning group is supposed to be 4 to 8 members (Marquardt et al., 2018, p. 80). Fewer and more members may trigger limited thoughts and conflicts of thoughts. In the team, each m

Praise for
Optimizing the Power of Action Learning, 3rd Edition

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