Emotionally Intelligent Leadership for Students - Marcy Levy Shankman - E-Book

Emotionally Intelligent Leadership for Students E-Book

Marcy Levy Shankman

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Beschreibung

The workbook that helps students connect emotional intelligencewith leadership skills The Emotionally Intelligent Leadership for Students: StudentWorkbook contains hands-on activities and case studies to helpstudents foster the 19 capacities of emotionally intelligentleadership (EIL) presented in the main text EmotionallyIntelligent Leadership: A Guide for Students. Research fromaround the world has demonstrated that there is a relationshipbetween emotional intelligence and leadership. For thesubstantially revised second edition, the authors have completelyrewritten all modules and activities according to their data-basedmodel. These activities bring theory into practice, targetingspecific learning outcomes that will help students become betterleaders. The workbook can be used in conjunction with the EmotionallyIntelligent Leadership for Students: Inventory which helpsstudents to assess their leadership behaviors. The companionEmotionally Intelligent Leadership for Students: Facilitationand Activity Guide is aligned with the workbook to serve as aroad map for educators. * Contains 23 all new modules consisting of activities and casestudies that further the understanding and relevancy of theemotionally intelligent leadership model * Reflects 19 emotionally intelligent leadership capacitiesderived from new research research that provides evidence ofconstruct validity * Can be used as a self-guided experience for developingcapacities of EIL * Includes tips for improving each leadership capacity,suggestions for further reading, and films to watch The Emotionally Intelligent Leadership for Students suiteof resources offers an immersive and transformative educationalexperience, fostering growth and promoting intense self-reflection.Students will be empowered to develop into the effective leaders ofthe future.

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Table of Contents

Praise for

Emotionally Intelligent Leadership for Students:Student Workbook, Second Edition

Title Page

Copyright

Preface

About Emotionally Intelligent Leadership

About the

Student Workbook

Developing Emotionally Intelligent Leadership

Ten Concrete Ways to Develop EIL

Emotionally Intelligent Leadership: A Guide for Students

The

Inventory

The

Facilitation and Activity Guide

The

Student Workbook

In Closing

Dive In!

Reference

Acknowledgments

About the Authors

Chapter 1: Introduction to Emotionally Intelligent Leadership

Emotionally Intelligent Leadership Defined

Emotionally Intelligent Leadership

The Three Facets of Emotionally Intelligent Leadership

The Nineteen Capacities of EIL

References

Chapter 2: Consciousness of Self

Consciousness of Self Defined

Online Articles and Resources

Suggested Books

Suggested Television Series

Notable Quotes

Chapter 3: Emotional Self-Perception

Emotional Self-Perception Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 4: Emotional Self-Control

Emotional Self-Control Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 5: Authenticity

Authenticity Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 6: Healthy Self-Esteem

Healthy Self-Esteem Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 7: Flexibility

Flexibility Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 8: Optimism

Optimism Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 9: Initiative

Initiative Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 10: Achievement

Achievement Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 11: Consciousness of Others

Consciousness of Others Defined

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 12: Displaying Empathy

Displaying Empathy Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 13: Inspiring Others

Inspiring Others Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 14: Coaching Others

Coaching Others Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 15: Capitalizing on Difference

Capitalizing on Difference Defined

Using This Capacity

Online Articles or Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 16: Developing Relationships

Developing Relationships Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films

Notable Quotes

Chapter 17: Building Teams

Building Teams Defined

Using This Capacity

Online Articles or Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 18: Demonstrating Citizenship

Demonstrating Citizenship Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 19: Managing Conflict

Managing Conflict Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 20: Facilitating Change

Facilitating Change Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 21: Consciousness of Context

Consciousness of Context Defined

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 22: Analyzing the Group

Analyzing the Group Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Chapter 23: Assessing the Environment

Assessing the Environment Defined

Using This Capacity

Online Articles and Resources

Suggested Books

Suggested Films and Television Series

Notable Quotes

Appendix: EIL Overview

Emotionally Intelligent Leadership

Consciousness of Self

Consciousness of Others

Consciousness of Context

More from Wiley

End User License Agreement

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Guide

Cover

Table of Contents

Preface

Begin Reading

List of Illustrations

Figure 1.1

Praise for Emotionally Intelligent Leadership for Students:Student Workbook, Second Edition

“The student workbook will bring emotionally intelligent leadership to life through a variety of experiential activities, reflective exercises, and a diverse array of resources. A must-have for developing emotionally intelligent leadership!”

—Corey Seemiller, director, Leadership Programs, University of Arizona

____________________

“This workbook provides hands-on, intentional teaching and practice of the nineteen capacities of Emotionally Intelligent Leadership. Through active and reflective student learning modules, the workbook presents creative, relevant, and diverse facilitation, application, and assessment strategies.”

—Laura Osteen, director, Center for Leadership and Social Change, Florida State University

____________________

“The concepts presented here are essential as students become balanced leaders who are driven by responsibility, integrity, and a desire to build relationships among those they serve.”

—Leah K. Eickhoff, program development coordinator, Alpha Sigma Alpha

____________________

“As we continue to develop the next generation of leaders, we need more resources aimed at helping us understand the ‘why’ behind our actions, the nuances that make each of us unique and special human beings. This ability to understand others, in addition to ourselves, provides the foundation for everything else we do in leadership development.”

—A. Paul Pyrz, Jr., president, LeaderShape

Emotionally Intelligent Leadershipfor Students

Student Workbook

Second Edition

Marcy Levy Shankman, Scott J. Allen, and Paige Haber-Curran

Copyright © 2015 by Marcy Levy Shankman, Scott J. Allen, Paige Haber-Curran. All rights reserved.

Published by Jossey-Bass

A Wiley Brand

One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594—www.wiley.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

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Preface

Emotionally intelligent leadership (EIL) is built on the premise that leadership can be developed and learned. The caveat, though, is that leadership development is a process, and it takes a great deal of deliberate practice, reflection, and hard work to truly grow as a leader. The Emotionally Intelligent Leadership: Student Workbook, Second Edition serves as a tool to help facilitate your leadership development journey.

About Emotionally Intelligent Leadership

Emotionally intelligent leadership (EIL) promotes an intentional focus on three facets: consciousness of self, consciousness of others, and consciousness of context. Across the three EIL facets are nineteen capacities that equip individuals with the knowledge, skills, perspectives, and attitudes to achieve desired leadership outcomes. The model integrates what we have identified as the best thinking on emotional intelligence and leadership by drawing upon three sources: our own experiences, the experiences of students with whom we have worked, and the larger bodies of literature on emotional intelligence and leadership.

Emotionally Intelligent Leadership: A Guide for Students, Second Edition is the primary EIL text, which includes in-depth information on the model as a whole and chapters addressing each of the EIL facets and capacities. Our hope is that by now you have read Emotionally Intelligent Leadership: A Guide for Students or that you will be reading it in conjunction with using this Student Workbook. An overview of the EIL model with definitions of the three facets and nineteen capacities is presented in Appendix A.

About the Student Workbook

Emotionally Intelligent Leadership: Student Workbook, Second Edition is a tool that allows you to dig deeper, reflect, and apply the concepts of EIL to your life. Here you will find chapters on each of the EIL facets and capacities. Each chapter contains information about the facet or capacity, additional resources for further learning, quotes from well-respected authorities, and a variety of activities that allow you to explore the concepts in your life, critically engage with the content, reflect upon the material, and apply concepts to case studies.

The Student Workbook is designed in conjunction with the Facilitation and Activity Guide, Second Edition. Activities referenced in the Facilitation and Activity Guide are included here in the Student Workbook. Although a majority of the activities included in the Student Workbook can be completed on your own, there are some that are directly linked to activities in the Facilitation and Activity Guide and will not make sense on their own—we have noted on the activity itself when this is the case.

The Student Workbook also complements the Emotionally Intelligent Leadership for Students: Inventory, Second Edition. The Inventory provides an opportunity to explore experiences in leadership with a focus on identifying strengths and areas for improvement based on past behaviors. The Inventory also advances the learning from the present into the future with a focus on self-improvement and leadership development. Based on your results from the Inventory, you can tailor your approach to using the Student Workbook to best address your leadership development goals.

Developing Emotionally Intelligent Leadership

Developing leadership is a process. The Student Workbook is one tool to assist with this journey, but we know it alone is not enough. Of utmost importance is your level of intentionality. Effective leadership takes commitment, awareness, and focused attention. You have to want to develop your leadership abilities, and this requires changes in behavior. Effective leadership takes practice—and if you want to improve your knowledge, skills, and abilities, you must take the time and devote your attention to the process.

With intentional practice and focused attention, the facets and capacities of EIL can be learned and developed. However, each requires balance. The trick is recognizing the dynamic nature of leadership—what is needed for a situation will vary based on context. In other words, an appropriate capacity in one situation may be inadequate in another situation. To intentionally engage in leadership development, we recommend first and foremost focusing on three key areas: your relationships, your experiences, and your attitudes.

Relationships: Relationships are an essential part of developing leadership. Whether it is a friend, supervisor, mentor, group member, or family member, a key relationship can be pivotal in helping challenge and support you in your leadership journey. Enlist others in your leadership development journey—let them know the areas in which you are seeking to grow and develop, observe them and ask them questions, ask to work on a project with them, and seek feedback from them to help you grow. Who are the key people in your life who can assist you in your leadership journey? What types of relationships should you seek out?

Experiences: Leadership involves engagement and action. Thus, seek out key experiences that will allow you to engage in and practice the capacities you hope to develop. For some people this may be volunteering at an event, bringing up an alternate point of view in a meeting, or leading a new initiative. We grow through new experiences that take us out of our comfort zone. We call these edge experiences. You know you are at your edge when you have a nervous feeling in your stomach—a feeling of uncertainty as to how things will turn out. Being at the edge requires some risk taking, and through this risk taking there is often much reward and learning. What is your edge? What experiences will take your abilities to a new level? And, who can support and challenge you along the way?

Attitudes: A key component of your development is the attitude with which you approach it. Because leadership development is a process, there are ups and downs and successes and mistakes. Navigating this rollercoaster with openness to learning is crucial. Particularly when you take on new experiences and operate on your edge, you won't get everything right the first time you attempt something. We think this is a good thing! In fact, most of our leadership learning and development has been through facing trials and tribulations. Approaching development with a positive attitude and asking “What can I learn from this situation and how can I grow?” is much more effective than having a negative or defeatist attitude.

Ten Concrete Ways to Develop EIL

Building on the focus of relationships, experiences, and attitudes discussed above, we have identified ten concrete ways you can develop your EIL—many of which you can implement in the short term (e.g., today, this week, or this month).

Locate and meet with a mentor who exemplifies the facet or capacity

. Seek out a well-respected leader such as a professor or coach. The relationship does not have to be long-term—it may simply consist of a couple of lunches or conversations in which you learn more about the individual's perspective on the topic and what that person did to master that facet or capacity.

Read an article or book on the facet or capacity

. A book or article is a perfect way to learn more about the capacity you want to develop. Plenty of research has been conducted on each of the facets and capacities, and we have identified resources for you in the chapters of this

Student Workbook

. Although gaining knowledge is not enough to effectively engage in leadership, it is an integral part of the development process.

Join a student organization or place yourself in situations that require you to practice the facet or capacity

. As we mention in our book

Emotionally Intelligent Leadership: A Guide for Students

, we feel that school provides a wonderful “practice field” for learning about leadership. Student organizations, on-campus jobs, residence halls, project teams, workplaces, and the larger campus community are all potential practice fields for those interested in developing their leadership and making a difference in the lives of others. Getting involved or taking on a formal or informal leadership role is a great way to get to learn, observe, plan, and exercise any of the EIL facets or capacities.

Take part in formal learning opportunities, retreats, or courses that focus on the facet or capacity

. It is likely that you can find courses on campus touching on topics such as team development, small-group communication, organizational communication, diversity, counseling psychology, sociology, management, organizational change, and leadership. Further, many campuses and schools offer leadership development opportunities in co-curricular (e.g., out-of-the-classroom) settings through leadership workshop series, retreats, or other learning experiences. By learning about the facet or capacity from a variety of perspectives, you are better prepared to put the theory into practice.

Blog or journal about the process of developing the facet or capacity

. Writing and reflecting on your experience is an important part of the learning process. The key is to reflect on the facet or capacity you hope to develop. Think about it the next time you exercise. Talk about it with a friend as you walk to class. What systems can you put in place to help you remember that this capacity is your focus? It may be as simple as writing the facet or capacity on the top of your planner, or putting a note on your mirror or a note in your phone.

Have coffee or otherwise connect with others working on the same facet or capacity and talk about your experiences

. As with the preceding suggestion, you may need to get creative. But there's no denying you will have a better chance of success in mastering a facet or capacity if you collaborate with others in the effort. We understand that there probably is not an “EIL group” on campus, but there are people with whom you could connect who are likely seeking to develop their leadership capacities.

Write a vision statement or story about a future positive state as it relates to the facet or capacity

. Visualizing a future state can be a powerful tool; simply ask any high-performing artist or athlete. So what do you see? What will change as you master this facet or capacity? How will that benefit you? How will others perceive you and how will that help you when leading others? We like the way author and futurist Joel Barker (1991) puts it: “Vision without action is merely a dream. Action without vision just passes time. Vision with action changes the world.”

Participate in opportunities to teach others about the facet or capacity

. At first this may seem unrealistic, but when you think about it, you'll realize that opportunities to teach others are all around you. This may be a class presentation, group project, service-learning project, or a coaching or mentoring opportunity. Talk with others about what you are learning and why it is important. As Confucius suggested, “What I hear I forget. What I see I remember. What I do I understand.” Teaching is the highest form of learning.

Complete an assessment or instrument that can help you learn more about yourself

. The career center, the student life office, the counseling center, and even the library may have resources and assessments to assist you in developing your self-awareness. Take some time to investigate what's available. Assessments like the

EILS: Inventory

, the DiSC, StrengthsFinder, Myers-Briggs Type Indicator (MBTI), or Strong Interest Inventory are good places to start.

Find a job or internship that will require you to use (and practice) the facet or capacity

. What jobs or internships will challenge you to use and develop EIL on a consistent basis? For instance, serving as a coach, camp counselor, tutor, or mentor will force you to demonstrate your leadership and develop any number of facets and capacities on a consistent basis.

____________________

Since the first edition of the Emotionally Intelligent Leadership for Students: Workbook, we have heard from colleagues and students that the resource was a very useful tool for the application of the concepts of EIL to students' lives. We developed the Student Workbook with the goals of providing learning opportunities that allow students to delve further into EIL, reflect upon how the concepts relate to their experiences, think critically, and apply the concepts to activities, case studies, and their own lives. In this second edition of the Workbook