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WRITTEN ASSIGNMENT UNIT II
University of the People
BUS 4405-01 Leadership
Dr. Mohamed Bah, Instructor
Jessrel A. Alba
February 7, 2026
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Leadership development and personal effectiveness require deliberate self-reflection, honest
feedback, and purposeful action. After reviewing the reading on leadership development and
personal effectiveness, particularly the sections on the ideal self, real self, and learning agenda, I
was able to reflect deeply on my current leadership capacity and the direction I aspire to move
toward. The framework emphasizes that effective leadership growth begins with understanding
who we want to be, recognizing who we currently are, and intentionally closing the gap between
the two through continuous learning and behavioral change.
Completing the questionnaire on my ideal self helped clarify the type of leader I aspire to
become. My ideal self reflects a leader who is values-driven, emotionally intelligent, adaptable,
and focused on long-term impact rather than short-term outcomes. I envision myself as someone
who communicates clearly, inspires trust, and empowers others to perform at their best. I value
integrity, accountability, empathy, and collaboration, and I want these qualities to consistently
guide my decisions and behavior. This ideal image is strongly aligned with principle-centered
leadership and emphasizes influence through credibility rather than authority. It also reflects a
desire to balance performance with well-being, both for myself and for those I work with.
The questionnaire on my real self provided a more grounded and sometimes challenging
perspective. While I do demonstrate responsibility, reliability, and commitment to quality in my
work, the results highlighted areas where my behavior does not always align with my ideal
vision. I tend to focus heavily on task completion and accuracy, sometimes at the expense of
broader strategic thinking or proactive communication. I am dependable and conscientious, but I
occasionally hesitate to assert my ideas or take the lead in uncertain situations. This gap suggests
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that while my intentions and values are aligned with my ideal self, my confidence and
consistency in demonstrating leadership behaviors still need development.
To deepen this understanding, I sought open and honest feedback from three people representing
different areas of my life. A close friend described me as thoughtful, supportive, and reliable, but
noted that I sometimes underestimate my abilities and hold back from fully expressing my
opinions. A family member emphasized my strong sense of responsibility and empathy, while
also pointing out that I can be overly self-critical and hesitant to ask for help. A colleague
highlighted my attention to detail, professionalism, and willingness to support the team, but
observed that I could be more visible in group discussions and more proactive in sharing ideas.
This three-hundred-sixty-degree feedback reinforced many of the patterns identified in my self-
assessment and provided valuable external confirmation of both my strengths and development
areas.
Analyzing my ideal self, real self, and the feedback together revealed several key gaps. The most
significant gap lies in confidence, assertive communication, and leadership presence. While I
possess strong foundational values and technical competence, I do not always project the
confidence or influence associated with my ideal leadership image. Another gap involves
strategic perspective. I often focus on immediate tasks rather than stepping back to consider
broader implications, opportunities for improvement, or long-term goals. At the same time, the
analysis also highlighted strengths that form a solid base for development, including integrity,
reliability, empathy, and a strong work ethic.
Using the learning agenda framework, I developed a personal plan to build on my strengths and
reduce the gaps between my ideal and real self. A key focus of my learning agenda is
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strengthening self-confidence and communication skills. This involves intentionally speaking up
in meetings, sharing ideas even when they are not fully formed, and seeking constructive
feedback on my contributions. By gradually increasing my visibility and voice, I can build
confidence through experience rather than waiting for confidence to appear on its own.
Another important element of my learning agenda is developing a more strategic mindset. I plan
to do this by setting aside regular time for reflection, reviewing outcomes rather than just tasks,
and asking broader questions about processes, impact, and improvement. Engaging more actively
in discussions about goals and future plans will help me move beyond operational thinking and
align more closely with my ideal leadership vision.
Emotional intelligence also plays a critical role in my development plan. Strengthening self-
awareness, self-regulation, and empathy will help me manage stress, respond more effectively to
challenges, and build stronger relationships. As Goleman emphasizes, emotional intelligence is a
key driver of leadership effectiveness, and developing it will support both personal growth and
collective excellence. Practicing active listening, being mindful of emotional triggers, and
responding thoughtfully rather than reactively are specific behaviors I intend to cultivate.
Finally, accountability and continuous learning are central to sustaining progress. I plan to
regularly revisit my learning agenda, reflect on changes in my behavior, and seek ongoing
feedback from trusted individuals. Leadership development is not a one-time exercise but a
continuous process of alignment between values, actions, and goals. By consciously working to
bridge the gap between my ideal and real self, I can become a more effective, confident, and
authentic leader.
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In conclusion, this reflective process reinforced that leadership effectiveness begins with self-
knowledge and intentional growth. The comparison between my ideal self, real self, and external
feedback provided clarity on where I stand and where I need to go. By building on my strengths
and addressing identified gaps through a structured learning agenda, I can move closer to the
leader I aspire to be and contribute more meaningfully to my organization and community.
References
Goleman, D. (1998). What makes a leader? Harvard Business Review.
[Link]
West-Burnham, J., & Ireson, J. (n.d.). Leadership development and personal effectiveness.
National College for School Leadership. [Link]
Ruderman, M. N., Hannum, K., Leslie, J. B., & Steed, J. L. (2001). Making the connection:
Leadership skills and emotional intelligence. Leadership in Action, 21(5), 3–7.
[Link]
emotional-intelligence/