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My Vision To Become The Office Manager

My personal leadership goal to lead my life independently is I put my education first in order to achieve the job of my dreams. I aim to get my education stream ended until NZIM and I aim that in the next 3 months. A job should follow in a year or so and then I can support my family needs as my parents retire than. In life I want to be an easy going in the family and not a Hitler type leader I want a balance of rule and freedom in my surround for myself and for others who are around me. By the next 10 years I want to have my own business which I am comfortable to work as and manage my life well as well as love my work.
Skills to Develop My manager is the role model for me and I would like to develop my skills like him, he is so kind and talks politely to all staff and also always use magic words like please with the works and he never get angry with the staff members if they do any mistake but he always try to solve in a silence manner. As well the respected leader whom I would like to emulate is my supervisors she always works as a team with all the staff and always tries to help each other.
Some of the skills which I would like to develop are to handle the entire machine at work, have good communication with all staff, and be active at work so that everything is done on time at last is time management .
Current leadership frame reference The abilities which I would like to develop to become a leader are to become an excellent speaker and built more confident, develop excellent communication skills and empathy for my followers. I would like to get involve in community work and always find a way to help needy people.
Target leadership frame of reference. I am a process worker and my target is to become full time supervisor so that it will built more confident in me and I will be able to reach my desired goals in future, my aim is to learn more things about the restaurant duties and develop my leadership skills in it.
Counsel and coach myself to be an effective leader The best way to learn about something is to know how you learn the best and no one is better than me who can know how I prefer learning and what motivates me to learn and make a difference. I want to counsel and coach myself first and gain the confidence needed to be an effective leader; because without confidence it is difficult to achieve goals and when we are confident we will keep trying and not give up.
This is the first step before I go further developing a leadership role for myself in life and it should take 2 -3 months if I start now. This process should take long because I need to see the circumstances in life, see them every day and think about my role in it and how I can make a difference. Continuously I will compare my new thoughts with other leaders around to see if they also think like I have been thinking about my role and its importance and if it somewhat similar than would mean I am on right track.
Discover new aspects, revolutionised and effective theories about leadership In this approach I want to learn the new ways of leadership in the world. The fact that technology, fashion and way of living for people change overtime, I need to keep up with what works the best today. I cannot guide myself to be a leader using the 50 year old policies and ways because it won’t be as effective as it was 50 years ago.
This process follows after counselling and coaching myself and should also take 3-4 months as this will involve learning and studying case studies and analysing it. In the end, I can also compare my thinking with the outcomes of the case study and see if I had made decisions instead, what would the outcome had been. If, due my decisions I feel like I would have worsen the case or would make bad choice than it would mean I have a long way more to go.
Take the bitter test and lead in the worst circumstance The third step in order is to take the bitter test and this will act like a real life practical approach. Because we always make bad performance when we first time ever do something, this approach will teach me how I perform and where I should improve. But, most importantly this is a bitter test and I will try to lead myself in the worst case scenario like take the tuff case. The reason for taking the bitter test is because however I perform in it I will learn the most because there would be nothing worse than the situation I use to lead myself in. This symbolises the saying that “…you aim for the stars, you will at least fall on the moon…”; so even if I fail to lead perfectly in my bitter test, I will actually perform better in least difficult leading task I have and eventually overtime be capable to lead in my leadership roles.
This process I think will take 1 – 2 years depending on what the task is as if it is career than the task will be a long way from now. I will setup a achievement list that has a due date and the activities and abilities with due dates and I should achieve them before the dates specified as this will be a long leadership approach.
Consult an experienced leader and learn the gaps The best way to learn my mistakes is to get an individual who is much unbiased while giving me the facts about my abilities. Obviously, whatever decision I make will be based upon my thinking and morally what we think and do, is what we feel is right so it is not possible for me to decide if I am doing the right thing the right way. Getting help from an experienced leader to tell me unbiased gaps in my plan is a good way to fix my mistakes and seal the gaps which is sure to be created by an inexperienced learning leader. Gaps are sure case in every beginning for every leader’s career and those gaps are otherwise sealed through experience but, for me to use an experienced leader in my plan, I will be able to minimise those gaps of inefficiency which I will create in the future.
This approach should be my second last approach which should take 1 – 2 months and I will evaluate my progress by frequently visit my chosen leader and take advises and about my experience and he / she will decide how I perform.
Be part of a group of leaders to share and learn new things The last and final steps to start the process of making something good out of my life is match and compare my talents with all others in the same field of becoming a good leader for themselves and others in their lives. Because no two leaders are always same into dealing over the same issue, this means we can learn each other’s way of getting the same result with different acts and perspectives. In this approach I aim to get insights, experiences and learn more techniques that will enhance my abilities further. The brain storm team will include at least 3 people and we will share our knowledge and ideas on how to successfully become good leaders of our life.
This approach would be a maximum of 1 month process and I will evaluate the process by making notes and matching it against my choices and perspectives and see what new things I learn everyday from the other learners and once I see that I know other learners actions and we all think like each other as well than that would mean I have successfully completed this process.

Critical Thinking For A Successful Student

Critical thinking is an important element of all qualified fields and academic disciplines (by referencing their respective sets of permissible questions, evidence sources, criteria, etc.). Within the structure of scientific skepticism, the process of critical thinking involves the careful acquisition and reading of information and use of it to reach a well-justified conclusion. The concepts and principles of critical thinking can be applied to any context or case but only by reflecting upon the nature of that function. Critical thinking forms, therefore, a system of related, and overlapping, modes of thought such as anthropological thinking, sociological thinking, historical thinking, political thinking, psychological thinking, philosophical thinking, mathematical thinking, chemical thinking, biological thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking like a painter, sculptor, engineer, business person, etc. In other words, though critical thinking principles are universal, their application to disciplines requires a process of philosophical contextualization.
The key to seeing the significance of critical thinking in academics is in understanding the significance of critical thinking in learning. There are two meanings to the learning of this content. The first occurs when learners (for the first time) construct in their minds the basic ideas, principles, and theories that are inherent in content. This is a process of internalization. The second occurs when learners effectively use those ideas, principles, and theories as they become relevant in learners’ lives. This is a process of application. Good teachers cultivate critical thinking (intellectually engaged thinking) at every stage of learning, including initial learning. For students to learn content, intellectual engagement is crucial. All students must do their own thinking, their own construction of knowledge. Good teachers recognize this and therefore focus on the questions, readings, activities that stimulate the mind to take ownership of key concepts and principles underlying the subject. Critical thinking employs not only logic (either formal or, much more often, informal) but also broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance and fairness.
One good advantage in critical thinking for university students is that ideas or information could be easily gotten from anywhere and anyone. It shouldn’t be a surprise to know that even a madman could be responsible for the provision of valuable information needed in an important project. This means that anyone could be a source to unanswered questions that has proved difficult to find. Students who neglect people’s ideas end up missing a whole lot of valuable points which could have been of great assistance to them. Universities are known to be resourceful places where people could easily communicate with each other, meaning that it won’t be difficult to extract information from people. Students could have group discussions, quiz and other social activity to extract knowledge from one another. So far, this aspect of critical thinking has critical thinking skills have helped a lot of students. In the process communicating with people, critical thinking can help students get along with each other. This is because if a person can evaluate a situation from a point of view other than his own, he or she will get a better knowledge on why people do what they do. Social conflict that is gotten from poor areas joining heads together can be avoided by this. This could widen a student’s social life and lead to better discussion with others.
Conversely, the strong-sense critical thinker skillfully enters into the logic of problems and issues to see the problem for what it is without egocentric and/or socio-centric bias. Thus conceived, the strong-sense mind seeks to actively, systematically, reflectively, and fair-mindedly create insight with sensitivity to expose and address the many obstacles that compromise high quality thought and learning. Using strong critical thinking we might evaluate an argument, for example, as worthy of acceptance because it is valid and based on true premises. Upon reflection, a speaker may be evaluated as a credible source of knowledge on a given topic.
Critical thinking can occur whenever one judges, decides, or solves a problem; in general, whenever one must figure out what to believe or what to do, and do so in a reasonable and reflective way. Reading, writing, speaking, and listening can all be done critically or uncritically. Critical thinking is crucial to becoming a close reader and a substantive writer. Expressed in most general terms, critical thinking is a way of taking up the problems of life.
Critical thinking seems to be very important and relevant in every aspect of a students learning in a university institution. This is so because a university is a place where learning and discussions of different sort takes place. It is necessary to make every enquiry and research needed for a sound education and not just depending on the teacher’s lectures. Most students accept all they hear because of the laziness they bore and do not bother to make researches, ask questions or make appropriate inquires for more knowledge. This is a very wrong approach for tackling issues or learning because not everything one is being told or thought is hundred percent right. Teachers tend to make mistakes sometimes and it’s the job of the student to make researches after every lesson to assure that everything thought in the lecture class is fully right. In the process of doing that, one could have the opportunity to learn new things and not just hanging on or sticking to what is being thought in lectures classes.
Critical thinking is not a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself. Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning, critical thinking can also play an important role in cooperative reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can use critical thinking to enhance work processes and improve social institutions. Some people believe that critical thinking hinders creativity because it requires following the rules of logic and rationality, but creativity might require breaking rules. This is a misconception. Critical thinking is quite compatible with thinking out-of-the-box, challenging consensus and pursuing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas.
When you ask students to define critical thinking, they will often refer to this type of puzzle or brainteaser. And although developing critical thinking skills will help students solve this puzzle, critical thinking skills will also help students as they face crucial decisions in education and in life. Students, and all of us, are bombarded with ideas and with people trying to persuade us to accept the ideas they are promoting. You only have to turn on a television talk show to see this in action. At least when watching a talk show, the viewer is given some background information about the speaker’s credentials or lack of credentials and is usually aware of the personal bias that the speaker brings to the topic. The advent of the computer information age has presented us with a new challenge: a wealth of information distributed with few restrictions and often limited information about the author of the material. With the increasing use of web-based technology to gather and interpret information, teaching critical thinking skills to students is even more important.
Critical thinking skills can help nurses apply the process of examination. Nurses through critical thinking skills can question, evaluate, and reconstruct the nursing care process by challenging the established theory and practice. Critical thinking skills can helps nurse problem solve, reflect, and make a conclusive decision about the current situation they face. Critical thinking creates new possibilities for the development of the nursing knowledge. Due to the socio cultural, environmental, and political issues that are affecting healthcare delivery, it would be helpful to embody new techniques in nursing. Nurses can acquire critical thinking skills through the Socratic method of dialogue and reflection. Critical thinking also is considered important for human rights education for toleration. The Declaration of Principles on Tolerance adopted by UNESCO in 1995 affirms that “education for tolerance could aim at countering factors that lead to fear and exclusion of others, and could help young people to develop capacities for independent judgment, critical thinking and ethical reasoning

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