BUS 210 Module 8 Final Reflection Journal example

Reviewed by Portia Lambrick, MBA Managing and Leading in Business Southern New Hampshire University Full sample paper Free custom sample in 24 to 48h

This complete BUS 210 Module 8 journal closes the course with an honest look back and a plan forward. Writing as a composite shift lead, the author compares how they managed and led eight weeks ago with how they work now, points to two specific changes and one habit that has not moved, connects each to a course concept, and sets a measurable development goal with a date. The voice is invented for teaching; every concept and citation is genuine.

What this page holds

A BUS 210 Module 8 journal of roughly 400 words reflecting on growth in management and leadership practice over the course, with concrete before-and-after examples, one unresolved weakness and a specific development goal. Searches like "bus 210 module 8 assignment", "bus210 module 8 final reflection journal" and "bus 210 module 8 example" land here.

The BUS 210 Module 8 example, in full

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Module Eight Journal: Looking Back, Looking Ahead

Journal: What changed, and what did not

Eight weeks ago I described myself as a directive shift lead who kept the floor organized but struggled to let experienced people work their own way. Looking back, two things have changed, and one has not.

The first change is how I handle our experienced groomer. Instead of telling her how to order her appointments, I now tell her what I need, every client finished on time with no complaints, and leave the method to her. Last week she suggested moving nail trims to the end of each groom to cut rework, and it worked. Path-goal thinking helped here: she did not need direction, she needed room. More broadly, I now think of my job as the four management functions plus the people inside them (Robbins & Coulter, 2021), not just a checklist of tasks to assign.

The second change is how I use goals. I used to say things like "let's push grooming" at the start of a shift. Now I say "we have six open grooming slots today; let's fill four," and I tell the team at closing how we did. Specific, challenging goals with feedback tend to produce better performance than vague encouragement (Locke & Latham, 2002), and the team clearly responds better to a number they can hit.

What has not changed is how I react when something goes wrong. On a bad day I still take over and do the work myself instead of coaching. Under pressure I fall back on the habit that made me successful as an associate, which is exactly the habit that limits me as a leader. I understand the reason, but understanding it has not been enough to stop it.

My development goal for the next six months is to coach instead of rescue. When an associate struggles with a task during a busy shift, I will ask one question before stepping in, and I will keep a simple tally of how often I coach versus take over, aiming for coaching at least two times in three by March 31. I will ask my store manager to review the tally with me monthly, because individual attention from a leader is one of the things that most consistently builds commitment (Judge & Piccolo, 2004), and I would like to receive some of that too.

What this page is doingThe entry offers evidence of change in two behaviors, names one habit that has not changed, and ends with a goal written in the course's own SMART terms. Honest acknowledgment of what remains unresolved is what separates reflection from summary.
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References

Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755-768. https://doi.org/10.1037/0021-9010.89.5.755

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705

Robbins, S. P., & Coulter, M. (2021). Management (15th ed.). Pearson.

How this BUS 210 Module 8 example is structured

The reflection is organized around evidence of change rather than general impressions. It compares a before and after on two behaviors, admits one habit that has not changed and explains why, and ends with a goal written the way the course taught goals should be written, specific, measurable and dated.

Get BUS 210 Module 8 written to your instructions

Send the BUS 210 Module 8 journal or final reflection prompt and rubric. A reflective entry that ties your experience to course concepts comes back within 24 to 48 hours; the first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

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BUS 210 Module 8 questions, answered

What does the BUS 210 final journal usually ask?

The last journal usually invites students to look back on their own management and leadership style, how course concepts changed their practice or thinking, and what they plan to develop next. Instructors value honest, specific reflection over general praise for the course.

How do I make a reflection specific?

Describe concrete situations before and after, name what you did differently, connect each change to a concept from the course, and admit what has not changed. Ending with a specific goal and a way to measure it shows that the reflection will lead to action.

Should a reflective journal include citations?

When a journal draws on theories or research from the course, citing them briefly shows the connection between experience and concepts. The tone remains personal and in the first person, but ideas taken from sources should still be credited.