University Leadership: Reflective Report on Hero and Zero Moments

This report is a reflective analysis of a student's leadership skills, based on a "Hero and Zero Moments" framework. The student recounts specific instances where they demonstrated leadership qualities (hero moments) and instances where they faced challenges or shortcomings (zero moments). The report details the student's reactions and behaviors in these situations, exploring their decision-making processes, emotional responses, and inherent strengths and weaknesses. The analysis delves into patterns across these moments, connecting them to psychological needs and learned skills. The student identifies key leadership traits, such as decision-making, risk assessment, and determination, while also acknowledging areas for improvement, like public speaking and emotional control. The report concludes with an action plan, outlining steps the student intends to take to enhance their leadership capabilities, including skill development, mentorship, and team work to become a more effective leader.

Running head: REFLECTION
REFLECTION
Name of the Student:
Name of the University:
Author Note:

1REFLECTION
Report:
From the Hero and Zero entries it has been identified that I have been through
different situations and responded differently. From these entries it is clear that I possess a
positive myself that enables me to think about the others and help them according to the
needs. In the first case of Hero entries I initially felt morose when I was not selected in the
competition. Later I got the opportunity to replace the person, I never thought about my self-
interest but focussed upon the pride of my school. In the second incident, the evidence of
selflessness is clear. This is due to the fact that I did not think about my welfare or the risk
upon my life but jumped to help the child. I here have utilised my physical strength, risk
analysis and quick decision making skill the help others. In the final case, I have again
shown my determination, knowledge about self and decision making which allowed me to
leave my own family, locality and even my country for pursuing my career. I only focused
upon achieving my goals rather than the other choices I had in the copper mine and lead a
life of a poor worker.
In the case of zero moments, the first one is related to the performance pressure which
I think every person responsible face in their lives. I was ready to perform but felt very much
nervous to answer all the questions effectively. This means that I need to grow more
patience and self-control in me so that I do not get scared with the vital situation. In addition
to this, the inability to communicate my own thoughts to the other had clearly shown my
inability of public speaking (Duckworth & Seligman, 2017). In the second case, the process
of showing respect to the others and helping them out in the difficult situation have been
clear. In this case, I would have responded differently to the aged persons but I did not have
proper understanding of the reality as I was not that matured. This also reveals the factor that
I am unable to understand the emotional situation of the other. If I had understood the

2REFLECTION
tremendous pressure that these to old persons were facing, I would have understood the
whole situation and helped them out. In the third case, the conflict situation and anger
management get more focus. I did not have the self-control of emotions for which my anger
had led to the conflict. If I had high level patience, I would have controlled myself and start
to focus upon the need of friend rather than thinking about myself only. I lost friends and felt
their need to successfully perform the team work at every level (Henley et al., 2017).
Analysis and interpretation:
I did not find any of the hero and zero moments to be difficult for remembering
because I had learnt from both of these moments. As the positive things or achievement are
easily remembered by everyone therefore, I also could remember these hero moments.
Similarly I never forget the memories from which I learn. All the zero members have given
me teachings in different aspects so I remembered all of them effectively.
Definitely there are patterns in the Hero and Zero moments. The hero moment related
to the helping of the school team for javelin competition or for that matter saving the life of
the child all relates to the helping others. On the contrary I did not help the older persons who
needed my help in carrying the heavy baggage heartily. I make my school proud when I won
the gold medal but could not effectively support my school team in the quiz competition.
All the moments are common because all of these incidents are somehow related to
my psychological needs and learnings of skills in life through different situation, these are
common as I have effectively understood the strengths in me as well as of the weaknesses
(Snow & Narvaez, 2019).
My hero moments took place because I had some traits in me which governed me to
face the difficult situations and people. I had the mentality to represent my school in the first
case. Secondly I had to save a life of a person which I cannot avoid. I have strong conscience

3REFLECTION
that guided me to save the child from the pool. Finally I had to achieve a great height in life
which was not possible if I stop thinking to grow myself academically.
I possess capabilities like decision making skill, risk taking mentality, determination,
and zeal for achieving my goals which are all leadership skills.
I think I do not possess any default approach to problems but try to find different
solutions to different issues.
This has definitely affected my hero and zero moments because if I had the same
approach for all situation I could not have achieved what I have today.
I am a good sense maker because I never thought that I must not replace the person
for whom I did not get the chance in the javelin competition initially. I sensed life threat to
the child so directly jumped into water to save him.
I am not good in relating because if I had this skill I did not hurt my friends nor
laughed at the older people without helping them.
I have a good vision like a leaders because I could judge the danger of the child
sinking in pool. I also had the vision to grow myself in every possible way so I did not think
of my current property or job but left all for further study and living in Australia.
The inventing skills is limited in me. If I had this skill I would have find other way to
respond to the conflict with the friends (Premack, 2017).
I have proper understand of myself hence I rate myself 5 out of 10 but to my peers I
may be more acceptable and capable of being a leader hence they may give me 6.
I have treated adaptive challenge as technological challenge because treating this type
of issues thus becomes easy.

4REFLECTION
These strengths and weakness are also seen in the professional life as I have found out
I am never failed to take responsibilities, try to achieve targets and work determinately.
In this I have gained half way success because I feel I need more understanding of the
situation and grow more skills so that I can find effective solution to the problems.
I will take part in the training processes and take help from my mentors who will
guide me to transform my weaknesses into strengths. Thus I will become an effective leader
learning to control my emotions, engage in the team work and support others when they are
in need.
Action:
I aim to become an effective leader by utilising all my strengths. In this regard will be
engaging some skills like risk taking mentality which is a great thing in me and I want to
continue it more possible way. I want to stop the nervousness because this is affecting
negatively to communicate my thoughts. I want to adopt team work skill so that I can
motivate my subordinates effectively.

5REFLECTION
References:
Duckworth, A. L., & Seligman, M. E. (2017). The science and practice of self-
control. Perspectives on Psychological Science, 12(5), 715-718.
Henley, A., Contreras, F., Espinosa, J. C., & Barbosa, D. (2017). Entrepreneurial intentions
of Colombian business students: Planned behaviour, leadership skills and social
capital. International Journal of Entrepreneurial Behavior & Research, 23(6), 1017-
1032.
Premack, D. (2017). Mechanisms of self-control. In Learning mechanisms in smoking (pp.
107-123). Routledge.
Snow, N. E., & Narvaez, D. (Eds.). (2019). Self, Motivation, and Virtue: Innovative
Interdisciplinary Research. Routledge.