Emotional Intelligence Leadership Competencies PDF

GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) ❸ Emotional Intelligence Leadership Competencies Introduction Many individuals realize the overall importance of having highly achieving leaders...

GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) ❸ Emotional Intelligence Leadership Competencies Introduction Many individuals realize the overall importance of having highly achieving leaders with a favourable perspective, self-conscious and some degree of emotional intelligence capacity. “But now there’s proof that developing several of emotional intelligence’s so-called “soft” skills can not only help leaders manage any team but also encourage team members—as many as 70%, in fact—to stay five years or longer,” says (Paula Kerr, 2018) SELF-AWARENESS Emotional self-awareness: Leaders high in emotional self-awareness can see the big picture in a complex situation. Emotionally self-aware leaders can speak openly about their emotions or with conviction about their guiding vision. (Goleman, n.d) Accurate self-assessment: Leaders with high self-awareness display gracefulness in teaching where they need to enhance (Goleman, n.d). Accurate self-assessment allows a leader to know when to ask for assistance and where to focus in cultivating new leadership strength. Self-confidence: Leaders can play to their strengths by knowing their skills with precision. 19 Such leaders often have a feeling of presence, an assurance of themselves that allows them to stand out in a group. (Goleman, n.d) SELF-MANAGEMENT Self-control: (Goleman, n.d) believes that emotionally self-controlled leaders discover ways to handle and even channel their disturbing feelings and impulses in helpful ways. They have the ability to keep disruptive emotions in check and maintain effectiveness under stressful conditions. Transparency: Transparency - a genuine openness of one’s emotions, views, and behaviour to others (Goleman, n.d). Such leaders openly acknowledge mistakes or faults and confront other people with unethical behaviour rather than turn a blind eye. Adaptability: Adaptable leaders can juggle various requirements without losing their focus or energy. Such leaders can be flexible in adapting to new challenges, flexible in adjusting to fluid change, and limber in thinking when faced with new information or realities. (Goleman, n.d) Achievement: (Goleman, n.d) explains leaders with strength in achievement have high personal standards that drive them to constantly seek performance improvements - both for themselves and those they lead. They can calculate risk in order to make their objectives worthy and achievable. Initiative: Leaders with a sense of effectiveness take advantage of opportunities - or create them - rather than simply waiting. Such a leader does not hesitate to cut through red tape, Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) or even bend the rules, when necessary to create better possibilities for the future. (Goleman, n.d) Optimism: An optimistic leader can roll with the punches, seeing a chance in a setback rather than a danger. Such leaders see others positively, expecting the best of them. And their "half-full glass" perspective leads them to expect changes to be better in the future. (Goleman, n.d) SOCIAL AWARENESS Empathy: Leaders with empathy can attune to a wide range of emotional signals, allowing them to sense the feelings in an individual or group that are felt but unspoken. Such leaders listen carefully and can understand the viewpoint of the other person. (Goleman, n.d) Organizational awareness: A leader with a keen social awareness can be politically sharp, capable of detecting crucial social networks and reading key power interactions. Such leaders can comprehend the organization’s political forces at work, as well as the guiding principles and unspoken rules that work among individuals there. (Goleman, n.d) RELATIONSHIP MANAGEMENT Inspiration: (Lisa Gardner, n.d) Believes that such leaders embody what they ask of others and can articulate a shared task in such a manner as to inspire others to follow. Beyond the daily duties, they give a feeling of common purpose, making work enjoyable. Influence: Indicators of the power of impact of a leader range from finding the correct attraction for a specified listener to understanding how to construct buy-in from important 20 individuals and an initiative support network. Influential leaders are persuasive and engaging when addressing a group. (Lisa Gardner, n.d) Developing others: Leaders who are skilled in cultivating the skills of people demonstrate real interest in those they help along, understanding their goals, strengths, and weaknesses (Lisa Gardner, n.d). Such leaders are natural mentors or trainers that can provide timely and constructive feedback. Conflict management: Leaders who best handle conflicts attract all parties, comprehend the different views, and then discover a common ideal that can be endorsed by everyone. They surface the conflict, recognize all sides’ emotions and opinions, and then redirect the energy to a shared ideal. (Lisa Gardner, n.d) Teamwork and collaboration: Leaders capable of team players create an atmosphere of friendly collegiality and are models of respect and helpfulness. They bring others into the collective effort’s active, passionate commitment and create spirit. (Lisa Gardner, n.d) Modes of Leadership Introduction Most teachers are aware of the fact that different types of learning environments require different types of leadership. The choices for constructing a career in the learning sector depends entirely on this type of leadership. As (Elmore 2016) explained firstly, a teacher should be thinking about where he/she would ideally like to work in the short term, mid-term, Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) and over the course of a career. Secondly, a teacher should be thinking about their own personal disposition and theory of learning; what kind of learning matters to him/ her? What constitutes high level learning? And where might it happen? Thirdly, a teacher should be thinking about the kind of learners and colleagues they want to work with. Finally, a teacher should also be thinking about the way they want to live their life, that is does he/ she want his/her job to be all consuming? All of these choices will be consequential to a teacher in terms of thinking about how he/ she fits into the learning sector. What are The Modes of Leadership Framework? As (Elmore 2016) suggested the Modes of Leadership framework is built along the same axes as the Modes of Learning (Hierarchical to Distributed, Individual to Collective). Here, however, the focus is specifically on leadership styles. In this section, we’ll explore different Modes of Leadership. What is Hierarchical Individual Leadership? The hierarchical individual quadrant is the quadrant where knowledge is organized into discrete pieces and occurs 21 hierarchically over time through an age grade structure. There is a clear status distinction among different types of jobs in the organization and there is a clear career structure. Well- defined content areas, well-defined positional authority within content areas and well- defined responsibilities in terms of the grade level in the structure are clear features of that structure. The knowledge and skills base that goes with the hierarchical individual quadrant is basically learning how to work effectively in a well-established, well-defined hierarchical organization (Elmore 2016). Expectations (Houghton and Neck 2002) showed that being a successful leader in a Hierarchical Individual learning environment means bringing the external requirements of a governing institution into the work and practices of the organization. What is Hierarchical Collective Leadership? The hierarchical collective quadrant reflects a regular school that still has these ordered relationships and clear distinctions between role and authority. But the organizing principle is less distinctions among different types of roles and more creating a community of interests. The kind of skills and knowledge that are important are the kind of skills that relate to creating an ordered community (Grown 2000). To know, for example, how you build norms in an organization, how you understand status distinctions in an organization where people have to work together collaboratively, how you create a set of beliefs about what the purpose of Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) the organization is and how you handle issues of difference within those things. In a sports’ team, for example, there is clearly someone who is in charge, someone who has to make consequential decisions about the nature of the work and ask questions like; who is going to play? Who is on the field or who is on the floor at any given time? At the same time, people who play the game have to develop very strong commitments towards each other. The hierarchical collective quadrant is mainly about how to lead a community. Expectations Being a successful leader in a Hierarchical Collective learning environment means leading according to the requirements of an external authorizing environment, while also encouraging and enforcing the norms, values, principles, and practices specific to the learning community (Elmore 2016). What is Distributed Individual Leadership? The distributed individual quadrant is, in some ways for educators, the least familiar. But in terms of the learning sector at large, it's fast becoming one of the most common. You recall from the modes of learning framework that learning in this quadrant is individual. It's the pursuit of knowledge for its own sake or for its value to the individual. It's heavily based on the individual learner’s disposition and qualities. It's often not mediated at all by someone called a teacher. ( Elmore 2016) also explained the kind of skills it takes to operate in this quadrant heavily value entrepreneurship as, creative thinking, thinking of alternatives, 22 thinking of new ways of connecting with learners, thinking of new ways of organizing learning and content, but also thinking of what the learner wants and how to create a connection and some sense of value and satisfaction in that connection. Another thing that is valued in this quadrant is the ability handle risk and uncertainty; will people actually come to the learning opportunities you offer them? Will they understand what you're trying to do? Do you have the kind of capital that's necessary to make an enterprise like this work? So as (Gronn 2000) suggested, in the distributed individual quadrant, the individual makes consequential choices about learning based on their own dispositions and preferences. The leader’s job here, is to create an alternative or a structure that attracts people to do those things and to invent modes and patterns of learning that are appealing to people who want to exercise control over their learning. Expectations Being a successful leader in a Distributed Individual learning environment with reference to (Elmore 2016) means articulating an appealing vision of learning that is shaped by the needs, preferences, and dispositions of individual learners. What is Distributed Collective Leadership? It is stated in the modes of learning framework that the distributed collective quadrant is really about learning that occurs through social networks. There are clear differences between social networks and other forms of learning. Firstly, they are collective as they Table of Contents  GUIDELINES PAMPHLET (HEAD OF ELT DEPARTMENT) ELT GENERAL SUPERVISION (2019 – 2020) involve high degrees of collaboration and cooperation. Secondly, they are organized around mutual interests. Leading in this sector involves understanding what draws people together into a common understanding of the work, what creates a sense of purpose among these folks and how to sustain that sense of purpose over time as the participants develop their interests. It operates according to agreed-upon norms and understandings about what is important to learn and how learning occurs. People who participate in the network control the learning as they exercise individual and collective choices about what is to be learned and how it’s to be learned. They sustain themselves in a networked relationship by making social commitments to each other. This kind of learning requires enormous skill in understanding how social networks work, in developing the kind of leadership that's widely dispersed in an organization. People have to take responsibility for making organizational decisions but they have to do it in an environment in which there is no clear hierarchy. The other really important leadership skill in this quadrant is being able to develop powerful, recognizable, understandable, believable social norms that hold a network together over time (Elmore 2016). Expectations (Leith wood and Mascall 2008) showed that being a successful leader in a Distributed Collective learning environment means identifying and supporting the common values, 23 beliefs, and goals that bind the learning community together. It means openness to sharing ownership of an educational vision with the community. References  Daniel Goleman (n.d) Primal Leadership.  Gronn, P. (2000) Distributed properties: a new architecture for leadership. Educational Management Administration & Leadership.  Jeffery D. Houghton and Christopher P. Neck (2002) The revised self-leadership questionnaire: Testing a hierarchical factor structure for self-leadership  Kenneth Leithwood and Blair Mascall (2008) Quarterly Educational Administration: Collective Leadership Effects on Student Achievement  Korn Ferry (2018) The Behind-the-Scenes Impact of Emotional Intelligence.  Lisa Gardner (n.d) Examining the Relationship Between Leadership and Emotional Intelligence.  Richard Elmore ( 2016) Modes of leadership Table of Contents