Developing Emotional Intelligence and Leadership

1. DevelopingEmotional Intelligence and Leadership A Training Program Designed to Improve Emotional Intelligence and Leadership for School Leaders Dr Helen Kalaboukas and Professor Con Stough.

2. Program Overview • Session 1 • Emotional Intelligence (EI) & Leadership • Self Directed Change and the “Ideal Self” • Session 2 • Developing Leadership • Optimal Performance • The Five Discoveries • Session 3 • Becoming a Resonant Leader • Developing the Emotional Reality of Teams • Creating Sustainable Change • Session 3

3. Session 1: The “Ideal Self” Master Plan You in Five, Ten or Fifteen years from Now • Living your “ideal life” • Developing a Vision - free writing/talking about this vision • What kind of people around you? • What kind of environment? • A typical day or week The “Ought” versus the “Ideal” Self • Exploring and linking learning goals with dreams and aspirations about the future

4. The Ever – Changing Ideal • A Personal Ideal Vision/Image • A guide for our decisions • A barometer of our sense of satisfaction in life • A Leader’s Shared Vision for the Organization • In tune with the others’ vision • To be open to others’ hopes and dreams

5. Homework: 1. What are your Core Values in each of the following arenas of your life? • Physical health • Family • Relationships • Work • Spirituality 2. Make a List 1-27 All the things you want to do or experience in life

6. Some questions for discussion • Best leaders in the world • Who is the leader you admire? • Nurture over Nature • Are leaders born or made? • What is leadership? • Leadership is …..

7. Testing for Leaders Psychologist D. Laird found five skills required for leaders: • Can you deal with a serious insult without exploding? • Can you get through a bad period without being discouraged? • Can you laugh together with other people when you are the butt of their laughter? • Do you have enough energy to keep going when everything goes wrong? • Can you keep calm in emergency situations?

8. Leaders and Leadership Barns in 1978 first proposed that:: “Leadership is something different from leaders, that is leader traits and behaviours ” “Leadership is the reciprocal process of mobilizing, by persons with certain motives and values, various economic, political and other resources, in a context of competition and conflict, in order to realize goals independently or mutually held by both leaders and followers”

9. The old and the “emerging” paradigms of L. The old paradigms have focused mainly on • task oriented or relations oriented • directive or participative • autocratic or democratic • related exchange theories The old paradigms of Leadership ignored effects on • leader-follower relations on the sharing of vision, symbolism, imaging, and sacrifice • and the two major factors in Leadership, that is: measuring activity and effectiveness

10. Leadership and Management. • “The fundamental difference between leadership and management lies in their respective functions for organizations and for society. The function of Leadership is to create change while the function of management is to create stability”. Barker, R.A. (1970)

11. Leadership and Management cont’es • Leadership creates new patterns of action and new belief systems. • Management protects stabilised patterns and beliefs. • The function of management regarding change is to anticipate change and to adapt to it, but not create it.

12. The Avolio and Bass Model (MLQ) The Three Leadership Styles 1. Transformational Leadership • Idealised Attributes • Idealised Behaviours • Inspirational Motivation • Intellectual Stimulation • Individual Consideration

13. MLQ - The three Leadership Styles (cont’es) 2. Transactional Leadership • Contingent Rewards • Management by Exception (Active) • Management by Exception (Passive) 3. Laissez-faire Leadership

14. The Leadership Repertoire - Goleman • Visionary • Moves people towards shared vision • When changes require a new vision or when a clear direction is needed • Coaching • Connects what a person wants with the organization’s goals • To help an employee improve performance by building long-term capabilities • Affiliative • Creates harmony by connecting people to each other • To heal rifts in a team, to strengthen connections, to motivate during stressful times

15. The Leadership Repertoire – cont’es • Democratic • Values people’s input and gets commitment through participation • To build buy-in or consensus, or to get valuable input from employees • Pacesetting • Meets challenging and exciting goals • To get high-quality results from a motivated and competent team • Commanding • Soothes fears by giving clear directions in an emergency • To kick-start a turnaround, in a crisis or with problem employees

16. TLQ - The Metcalfe Model Genuine concern for others Political sensitivity and skills Decisiveness, determination, self-confidence Integrity, trustworthy, honest and open Empowers, develops potential Inspirational networker and promoter Accessible, approachable Clarifies boundaries, involves others in decisions Encourages critical and strategic thinking

17. Developing Shared Leadership in Teams • High levels of trust among members, results in a willingness to sacrifice short term gain for long-term potential • Team members have a solid belief in themselves, the team, and its collective mission • Members readily identify with the team mission and are committed to and inspired by it

18. Developing Shared Leadership in Teams (cont’es) • Conflict over different perspectives is valid and encouraged, often resulting in profound knowledge development • Each individual considers it his or her responsibility to develop the potential of their associates Goleman, Boyatzis, Mc Kee, Primal leadership 2002

19. Action Learning Teams and Projects • Must be strategic in nature, multidimensional, ambiguous and new. • There must be active executive-level sponsorship in determining the projects and working with the teams. • Teams must work on the projects creating a healthy climate, maintaining functional norms, using EI, dealing with conflict, focussing on learning rather than achievement, and so on.

20. Action Learning Teams and Projects (cont’es) • The process of learning needs to be examined, and this examination needs to be expected as part of the outcome. • The projects need to be highly visible. • Resources must be dedicated to the teams, and in particular people need to be released, to some extend, from normal duties to work on the projects. Goleman, Boyatzis, Mc Kee, Primal Leadership 2002

21. Learning Styles • Learn by modelling / Model building • Learn from past experience / Concrete experience • Learn from theory / Reflection • Learn by experimenting / Trial – and – error learning

22. A Transformational Leader • “Thomas J. Watson, Sr. laid the foundation for decades of success at IBM by providing a vision that the company must provide the best service for the customer for IBM to prosper. This vision was reinforced in recruiting, reward and training systems throughout many years and helped to provide a common focus of excellence for the company”. Robert T Keller, professor of Management, University of Houston, Texas

23. Work in Groups: • Choose three leaders and identify their styles and practices. • Action Learning Teams to start working on developing ground rules and a vision and mission. • Keep working on your “Ideal Self” Master Plan

24. Developing an Emotional State Participants to experiment with emotions and emotional states • Choose an emotional state: e.g. confident, resolved, easy-going, content • Practice “I feel powerful/successful” and “I feel sad” • Rate the emotion from 1(not at all) to 10 (most I’ve ever felt) • Then change body posture and repeat

25. Developing Co-coaching Participants to find a co-coach and work on • Forming a trusting and confidential relationship • Encouraging EI development • Practicing new learning • Supporting achievement • Reviewing performance

26. Work in pairs: • You are very angry. The phone rings. You are expecting a very important phone call. What do you do? • During a brief meeting with the boss, Tom was told that his position has being eliminated. (Role-play)

27. Creating a Resourceful State • Remember a moment when you felt “I can do anything” or “I feel very healthy” • Relieve the experience • Choose your anchor and or a “key word” • Aim to retain this emotion/state for a day • Keep practicing until you can easily access as needed

28. Transferring a Resourceful State in 7 steps 1. Identify the “current situation” and the “goal” you want to achieve 2. Choose the “resourceful state” that can transfer you to the “goal” 3. Find a past experience with this state. 4. Make a circle in front of you and step into in order to associate

29. Transferring a Resourceful State (cont’es) 5. Relive the experience fully in the way you want to by focussing on • What happens when you feel this? • What do you see, hear, smell, taste? • What do you tell yourself? 6. Step out and find a physical anchor to elicit the state. Step back into the circle again and again to amplify the state further. Refresh your anchor 7. Step out and find a key word (e.g. “go”). Step back into the circle again together with the anchor and the key word. Repeat 5-8 times.

30. The ABCs of Emotions • A is for an Activating event • B is for Belief or thought • C is for the emotional Consequence

31. The ABCs of Emotions – C. Stough • There can be many different types of As such as a person, an action or an environmental event • B’s can be your thought processes or beliefs and can irrational • C’s are the emotions as a consequence to your interpretation or your beliefs associated to the activated event • Examine the connections between ABC when you feel an emotion you don’t want

32. ERE – Development Options • DON’T try to become more emotional at work, this is not what this dimension is all about • Become more conscious, in general, of your emotions at work • Consider how you feel and the appropriateness of your emotions in comparison to the situation causing them • Try to become more conscious of the accuracy with which you are conveying how you feel to others at work • Is your body language, facial expression, tone of voice, etc, appropriate or being conveyed in a professional manner?

33. UE – Development Options • Start paying attention to the emotions of others, their body language, facial expression, tone of voice – nuances and subtleties • Consider the reasons why people are displaying certain emotions at work and the appropriateness of their emotions in comparison to the level at which they are displayed • Attend to the emotional overtone of workplace environments, staff meetings, etc

34. UE – Development Options (cont’es) • Watch the way people react when you are trying to build rapport with them • Observe the way people behave emotionally with each other, to what extend do they get along and so on • Identify the “stars” in your workplace. Start paying more attention to the ways they interact with others?

35. EDC – Development Options • Consider how you feel about different options when decision making at work and about how those choices may affect both you and others on an emotional level • Listen to your “gut feelings” or intuitive thoughts and weigh them up against the facts or technical knowledge you have in front of you • Think back on a decision you made based on analyzing facts but not taking into consideration your feelings about that decision • Try not to make decisions on the basis of your feelings or rational thoughts alone, but incorporate both in your planning and actions

36. EM - Development Options • Be more aware of pessimistic thoughts and negative feelings and try to consider them in a more objective and less emotional way • Use more optimism and look for positive affirmation in both your own and your colleagues/subordinates daily work and achievements • Try not to let weakness and/or failures get you or others “down” and promote them as something to learn from and as a developmental opportunity - “TRANSFORMATION” • Foster positive emotions in the workplace by providing encouraging feedback to others, acknowledging achievements and showing appreciation

37. EC - Development Options • Stop and think what is causing strong emotions at work, identify the issues and /or problems • Establish “calming techniques” when strong emotions arise e.g. counting to 10, controlled breathing, taking a walk or a short break, etc • Looking after yourself, physical exercise, meditation, yoga, ti-chi, etc. some organizations offer such classes as a stress reliever Prof. C. Stough

38. Common Errors in Thinking • Discounting positive information • Jumping to a negative conclusion • Going beyond the facts • Using absolutes to describe events • More dire than justified • Faulty prediction • Invalid allocation of responsibility • Invalid conclusions about motives • Using only dichotomous categories • And many more

39. The EI Leader’s Competencies – Goleman • Self awareness • Emotional self-awareness • Accurate self-assessment • Self confidence • Self-management • Self-control • Transparency • Adaptability • Achievement • Initiative • Optimism

40. The EI Leader’s Competencies (cont’es) • Social Awareness • Empathy • Organizational Awareness • Service • Relationship Management • Inspiration • Influence • Developing others • Change catalyst • Conflict management • Teamwork and collaboration

41. The EI Leader’s Blueprint • You are a regional sales manager, and your team has not met its current quarterly sales goal. Not pleased with yet another problem quarter, you call a sales meeting, making it clear that everyone must attend. As the fifteen sales people enter the meeting room you…

42. The EI Leader’s Emotional Blueprint You should include: • Identifying how people feel • Understanding the reasons for these feelings • Using their feelings to direct their thinking • Managing to stay open to the data in feelings • Use the information to make optimal decisions

43. Session 2: Developing Leadership Barker (1997) presents a different view of Leadership as a community development process and an alternative to traditional leadership approaches and he points out the differences between: • Managerial training focusing on skills to • Solve problems • Motivate people • Accomplish goals • Minimize uncertainty • Avoid blame for uncontrollable outcomes

44. Developing Leadership (cont’es) • Executive development focusing on personal traits and characteristics, in developing reflective insight and interpretation and in preparing the manager physically and mentally to cope with • Organizational politics • Unreasonable expectations • Incompatible co-workers and subordinates • Conflicting requirements for action

45. What Leaders and Managers Do • Building effective teams • Planning and Deciding Effectively • Motivating People • Communicating a Vision • Promoting Change • Creating Effective Interpersonal Relationships Caruso and Salovey (2004)

46. Goleman - The First Discovery: The Ideal Self – Who do I want to be? • YOU, FIFTEEN (or TEN) YEARS FROM NOW • -where would you be sitting? • -what kind of people would be around you? • -what does the environment looks like and feels like? • -what might you be doing during a typical day? • Just let the image develop and place you in the picture. Don’t worry about the feasibility of creating this kind of ideal life.

47. Goleman - The Second Discovery The Real Self – Who am I? What are my strengths and gaps? • Uncovering the reality: how do you see yourself and how others see you? • You need to develop an understanding of your leadership strengths and gaps – the differences or similarities between the ideal and the real self.

48. The Personal Balance Sheet You can develop a SWOT Analysis by working on your: • Strengths • Weaknesses or Areas to Develop • Opportunities • Threats

49. Goleman - The Third Discovery A Learning Agenda – How can I build on my strengths while reducing my gaps? Goal Setting • Build on strengths • Be a person’s own • Have flexible plans • Have feasible plans, with manageable steps • Have plans that suit a person’s learning style

50. Know your Learning Style • Concrete Experience: having an experience that allows them to see and feel what it is like • Reflection: thinking about their own and others’ experiences • Model Building: coming up with a theory that make sense of what they observe • Trial-and-error learning: trying something out by actively experimenting with a new approach