My Fierce Autobiography - Achieving Success at Work & in Life - Essay Example

 My Fierce Autobiography A SMART plan of action toward writing Report on a Specific, Measurable, Agreed to, Realistic and Time phased plan for academic excellence Skill Assessment The foregoing essay is a SMART Plan (Specific, Measurable, Agreed to, Realistic and Time phased) of action with descriptive strategy for development of my skills in writing, and progress in general, including time management. Specific Target Skill: Writing The chosen skill for development in this report is advancement of my writing skill. From creative writing to documentary review, I am challenged to write substantial prose, and admire when others are able to assist me in putting my thoughts into words. Within my professional goals, and they are many, I will be required to write strong enough narratives toward realization of those objectives. My approach to this exercise is to start from where I am ‘at.’ A SMART plan will allow me to be responsive to the goals I have set forth, the challenges I face, and my methods and timeline for meeting those objectives will require consecutive attention to the writing craft and its developmental possibilities. Central to the decision to devise a viable plan for approaching the training requirements needed to support the development of my writing skills, is the commitment to write daily, and write extensively on my life in the present moment, in memory, and through the vision of my future. Both a personal and professional story, the plan will encourage me to dedicated my time to create value within my forthcoming portfolio of work, and in my capacity to respond to the demands of colleagues. My decision to select the autobiography as a vehicle for my development in writing is the lack of artifice it affords. Told from the introspective position, rather than scientific observation, the readily accessible nature of first person narrative appeals to me, and puts the challenge of writing into a realistic format; one that I can tackle with forward thinking energy and confidence. Reliant on the most emotive aspects of interpersonal engagement and individual events, autobiography gives fresh insight into the historical record. Autobiography is considered a primary art of self-representation; a life unpacked, and rearticulated within exquisite textual interpretation. Drawing together various conventions of retelling the past, historical memory becomes personal. From a group perspective, individual life history is not bounded unto itself, but is considered both a reflection, and part of a larger social translation of shared experiences, that are historicized at the level of the cultural, community, national, and increasingly global. Autobiography presents us with an encapsulated method of ‘doing history’ and articulating personal experience in the context of external events. How one gathers data will best determine the axis by which the personal story is told. The following six methods constitute possibilities for autobiographical narrative development: 1) Archival/Narrative; 2) Data Collection; 3) Oral History Interview; 4) Geographic Mapping; 5) The News Story; 6) Testimonio; and 7) Visual Documentation. The report is a proposal for personal academic growth, and for contribution to the course group. The personal autobiographical statement constitutes the prospectus for development of written skill and creative content. Methodologies employed in the project will include: 1) a Testimonio or oral history of Self with audio recorded narrative to inform the personal statement; 2) Archival information from personal files; 3) Visual material; and 4) News articles and other event oriented information to augment timeframe of life history events. Theoretical Considerations In review of the various recommended best practices in Training of professional writers, there is a strong emphasis at present in personalisation. Even group experiential trainers note that a core priority in the training of clients is to prompt creative growth, hence tapping into potential talents and skill which lay dormant beneath the surface of every individual. Journal writing is perhaps the key instrument within the rubric of recommendation, as group interactions benefit greatly from the calm, thoughtful impressions developed through the practice of writing on everyday affairs and specific instances of challenge within one’s life. For professional writers, there is quite a bit of emphasis on personal and professional development through autobiographical writing. Indeed, the autobiography enables the writer, no matter at what skill level, to more readily attain competent expertise, not to mention confidence, through the initiation of this highly personalized and self-referential enterprise. As a craft, autobiography allows us to express the contours of our lives, unencumbered, and unsolicited. How individuals tell and retell their personal life histories is inherently affected by perceptions of enculturation: active public/private division and the political efficacy of role modeling in the context of given traditions, and actual world events. Within autobiography, outside events central to other methods of historiography, are infused with first person nuance; aspects otherwise unavailable to a reader of history. Comparatively speaking, the ‘Insider’ position of the autobiographer enacts the Anthropologist or Ethnographer in her/his most radical form. In its Testimonio form, autobiography is a manifesto of Self speaking “Truth” to the power of History. Highly effective as a strategic intervention on the monolith that is typically recorded and revered as “History;” the participation of the personal story within the historical narrative allows us to imagine difference, and observe transformations within time and place through the deep reflections of memory, and individual cultural translation. Measurable: Methodological Considerations Measurable outcomes to the goal of enhancing my writing skills will be effectively assessed through my capacity to successfully employ autobiographical methodologies to reach my objectives of: 1) thorough analysis; 2) creative growth; 3) accuracy in development of content; and 4) realization of a journal document that will stand as both written product, and springboard for group conversation. Audio recording of the personal story will be utilized to substantiate and reflect shifts in my life over the years, and in relation to events that have impacted my experience and successes. The oral history of self or Testimonio method will serve to reveal time in ‘everyday’ existence. Transcription of this method can be done selectively – capturing the flavor of my own stories in paraphrase. Archival methodologies add much in terms of recollection whilst writing. Use of written material from personal files (i.e. finances, immigration records, legal cases, medical records), family genealogies contribute a story of their own, and produce immediacy of one’s lineage into retrospect. Other archival inputs will include family photo albums, films, slides and scrapbook memoirs. This method incorporates visual material, and delivers interesting psychological insight into the role of one’s body, and the world of aesthetics within personal history. Finally, world events and news stories related to certain periods and/or events in an individual life offer a framework of articulation; like a time capsule of one’s life. As mentioned above, journal writing has become a core tool within professional training curricula, and one which well known trainers like Author, Susan Scott attest to. As Scott maintains, journals contribute density of thought and personal insight into group discussion. Without the journaling experience, group participants lack a critical referential resource, as the a priori aspect of autobiographical record enables each member to come to the table with an ordered recollection of prior and current experiences. Definitively determined by Scott as ‘conversational cartographies’, journaling is part of covering entire terrain of one’s consciousness regarding personal vision, and the charting of one’s future devoid of mistakes previously learnt. Scott recounts how engaged participants become in her professional workshops, through the discussion of her own autobiographical story: “As my practice of robust conversations became increasingly compelling to me, I imagined that I was turning into a conversational cartographer, mapping a way toward deepening authenticity for myself and for those who wanted to join me. The CEOs with whom I worked became increasingly candid, and with that candor came a growing sense of personal freedom, vitality, and effectiveness. The most successful leaders invariably determined to engage in an on-going, robust conversation with themselves paying fierce attention to their work and lives, resulting in a high level of personal authenticity, ferocious integrity, emotional honesty, and a greater capacity to hold true to their vision and enroll others in it.” Scott’s model of experiential group training toward professional development will serve as a point of reference in my writing development, and provide immediacy to my long-term professional objectives that are attendant to the completion of my academic goals. Agreed to: Experiential Group Dynamic Group facilitation is a dialogic experience. The agreed upon setting for activation of my SMART plan objectives is the classroom. As a student I am presented with basic challenges to instruction in terms of formative critical thinking and writing. A learner-centred approach enables an environment that is comfortable to foster discussion. Collaborative facilitation enhances dissemination of thought. Application of personal experience by the group is fundamental to iterative knowledge acquisition, peer-to-peer learning and retention. I find that I learn the historical antecedents of various theorists’ work, as well as schools of application within the dissemination of their ideas best through group discussion of epistemological roots and certain key ideas by way of communicative praxis. In most of my course, we employ a discourse model of the Socratic Method; also applicable in the online learning environments through implementation of discussion board assignments. We are encouraged to work together in teams in order to further engage communicative action as a method of participatory transformation. Incorporation of democratic dialogue contributes much to a vision of community. By employing this democratic rather than authoritarian model of pedagogical praxis in the classroom, we quickly develop the necessary academic skill to progress successfully. Egalitarian society is based on a common understanding of an ethical community. Realistic: Critical Reflection on the Group Planning of realistic SMART strategies approaches the possibility of both individual and group goal recognition. Susan Scott’s (2002) Fierce Conversations offers an apt model for realistic goal action, by way of her conversational cartography. The model is readily incorporated into my classroom team experience, and in the planned personal exercises, toward betterment of my writing and overall performance. Within her training curricula, Scott recommends introductory Self Assessment in a written exercise comprised of the following questions: How would I describe the level of collaboration, alignment, and accountability of my team? What are the points of avoidance by the group? What is the conversation I've been unable to have with my colleagues, [ . . .] and most important, with myself, with my own aspirations, that if I were able to have, might make the difference, might change everything? What has been the economical, emotional, and intellectual cost to the company of not identifying and tackling the real issues? Other aspects taken from Scott’s training strategy will supplement the foundational inquiry into the principles of the group, and assist me in forthcoming participation with an eye on turning my challenges or conflicts into solutions. Suggestions from the group in this regard will offer substantive information and insights on improving my abilities as both a writer and planner of my own success. Throughout the exercise, I will be responsible for keeping a daily journal of reflections on the progress of my fierce communications. As part of the autobiography, I will incorporate three (3) communications/conversations in school or the workplace on a single day, and summarize them into a brief essay which will serve as a resource for contributive analysis in the group. I will also use the journal to generate shared excerpts and responses in like cases, which I hope will enable me further in my skill at communication with colleagues in this context, and into the future. Finally, the autobiographical journal is intended to prompt interrogation of my academic and professional realities in relation to this particular course, and will incorporate conversational highlights from alternative spheres in my life, including what Scott calls, “heavy lifting” done in silence. Time Phased: Semester Timing in the SMART plan is in collaboration with the real time work schedule of the University Semester. The below activities constitute the project timeline: Add Dates Here Complete an initial Skills Assessment and identify scope for improvement Data Collection: Autobiographical Methodologies Writing: Autobiographical Journal Group Contribution Group Assessment Personal Assessment of strategic writing Completion of project according to stated schedule conclude time management strategy Tutorial Assessment of strategic writing Strategy for future development of skills Works Cited: Baker, Russell, 1982. Growing Up. New York: Penguin:Plume. DeBlasio, Donna, M., 2009. Catching Stories: A Practical Guide to Oral History. Athens: Ohio University Press: Swallow Press. Fierce: Any Conversation Can. Available at: http://www.fierceinc.com/ Scott, Susan, 2002. Fierce Conversations: Achieving Success at Work & in Life, One Conversation at a Time. New York: Penguin Books. Read More