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Leadership Philosophy and How to Clarify Yours

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Educational leaders play a pivotal role in affecting the climate, attitude and reputation of their schools. But what makes a truly effective leader? Here we offer insight on 10 educational leadership qualities that make for a truly effective school leader.

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What are the characteristics of a good leader? We’ve found that great leaders possess these 10 core leadership traits.

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Without even counting digital instruction, the amount of time teenagers and tweens spend staring at computer screens rivals how much time they would spend working at a full- or a part-time job. Educators and children's health experts alike argue students need more support to prevent the overuse of technology from leading to unhealthy behaviors in the classroom.

Teachers say they see the effects of heightened digital exposure in the classroom. In a nationally representative survey by the EdWeek Research Center in February, 88 percent of educators reported that in their experience, students' learning challenges rose along with their increased screen time. Moreover, 80 percent of educators said student behavior worsened with more screen time. Over a third said student behavior has gotten "much worse" due to rising screen time.

Behavior problems associated with excessive screen time were relatively well-known even before the pandemic, including: ramped-up reactions to stress, poorer focus and executive skills, and higher risk of both acting out and internalized depression or anxiety. In some cases, studies have even found students' technology-related focus problems can be severe enough to be misdiagnosed as attention deficit disorders.

What counts as too much screen time?

The timing of digital use matters too. Minimal screen time after dark on top of excessive screen time during the day can significantly damage sleep for children and adolescents, according to Michelle Garrison, a sleep specialist and research associate professor in child and adolescent psychiatry at the University of Washington in Seattle.

In part, that's because the blue light exuded by many digital devices mimics bright sunlight and delays the release of melatonin, the chemical that regulates natural sleep cycles. Garrison said video games and social media that trigger reward mechanisms in the brain also make it more difficult for children to quiet their brain activity, reducing both the quality and quantity of the sleep they get. This, in turn, can make students more tired and irritable and less focused on learning the following day.

"Sleep isn't actually always a valued goal for tweens and teens," Garrison said in a briefing for the Children and Screens Institute of Digital Media and Child Development.

It's important for educators to help students connect their sleep habits to other goals they do care about, she said: "Whether that's getting into less fights with their parents or siblings or their girlfriends or boyfriends, or doing better at school, or even being faster at soccer practice, there's lots of different things that are downstream effects of getting more sleep. Often those are things that we can really leverage to get tweens and teens more motivated to work with us around media use."

Context and content are critical when evaluating use of digital devices

"Research suggests that what kids actually do with that screen time and the context of that use is a better predictor of outcomes, both positive and negative" than total hours on a device, said Michael Robb, the senior research director at Common Sense Media. "Completing an assignment on Google Docs is not the same thing as watching TikTok videos, is not the same thing as playing video games, is not the same thing as FaceTime chat. All these things are very different; they serve different needs."

Experts stressed the need for schools to teach students healthy technology behaviors as explicitly as they teach in-person classroom behaviors and social norms. That means helping students to become mindful about:

Physical effects: Identifying when and how technology use may change a student's sleep, eating, or exercise routines. For example, students may learn how to schedule screen time or change color settings to improve sleep.

Mental effects: Identifying when technology use is causing cognitive stress or emotional distress. For example, students can learn how to limit their use of social media sites that spark negative body images of themselves, or they can take breaks from screen time when they have difficulty focusing.

Social effects: Identifying how to be a "good digital citizen," including protecting your own and other's privacy and behaving in civil rather than bullying ways on digital platforms. This also means teaching students how to balance in-person and online socializing.

Garrison emphasized that schools and parents should work to give students opportunities to practice making healthy decisions about digital use and engaging in positive behavior, rather than setting up total bans on digital devices.

"For many reasons, the abstinence-only approach to media use is not always the best," she said. "So many students ... talk to me about how they're really, really struggling, because they've never had to be the one who's in charge of when the device is shut off at night."

Kristen Craft, the former principal of Andover High School in Andover, Kan., and the 2021 Kansas Principal of the Year, agrees. Craft encourages more video game esports activities in her school to help rebuild engagement for students whose main social connections had been digital during the pandemic. Esports teams in schools provide structure and team connections for competitive video gaming which might otherwise be more solitary.

Craft said she is seeing students struggle to regulate their behavior "because they spent so much time not having structure and guidance. I would say that [student] behavior issues are better when they have [digital use] that's purposeful like esports."

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Students Are Behaving Badly in Class. Excessive Screen Time Might Be to Blame

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Without even counting digital instruction, the amount of time teenagers and tweens spend staring at computer screens rivals how much time they would spend working at a full- or a part-time job. Educators and children's health experts alike argue students need more support to prevent the overuse of technology from leading to unhealthy behaviors in the classroom.

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Module 4_ Current Cases in Educational Leadership

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The great man theory of leadership suggests that some individuals are born with characteristics that naturally make them skilled leaders. According to this view, leaders are born, not made. It also suggests that leaders assume authority when their leadership traits are needed.

Have you ever heard the phrase, "Great leaders are born, not made"? This quote sums up the basic tenet of the great man theory of leadership, which suggests that leadership capacity is innate. According to this theory, you're either a natural-born leader or not.

The term "great man" was used because, at the time, ​ leadership was thought of primarily as a male quality, especially in terms of military leadership.

Origins of the Great Man Theory of Leadership

The great man theory of leadership became popular during the 19th century. The mythology behind some of the world's most famous leaders, such as Abraham Lincoln, Julius Caesar, Mahatma Gandhi, and Alexander the Great, helped contribute to the notion that great leaders are born and not made.

Carlyle's Views on Leadership

In many examples, it seems as if the right man for the job seems to emerge almost magically to take control of a situation and lead a group of people into safety or success. Historian Thomas Carlyle also had a major influence on this theory of leadership. He stated, "The history of the world is but the biography of great men."

According to Carlyle, effective leaders are those gifted with divine inspiration and the right characteristics.

Early Leadership Reasearch

Some of the earliest research on leadership looked at people who were already successful leaders. These individuals often included aristocratic rulers who achieved their position through birthright. Because people of a lesser social status had fewer opportunities to practice and achieve leadership roles, it contributed to the idea that leadership is an inherent ability.

Even today, people often describe prominent leaders as having the right qualities or personality for the position. This implies that inherent characteristics are what make these people effective leaders.

Nature vs. Nurture

The great man theory of leadership is an example of using 'nature' to explain human behavior. The nature vs. nurture debate in psychology suggests that some skills are innate while others are acquired through learning and experience. In this case, great man theory suggests that nature plays the dominant role in leadership ability.

Examples of the Great Man Theory of Leadership

Some examples of famous historical figures who are often cited as examples of "great men" include:

Abraham Lincoln: The 16th president of the United States shepherded the Union through the Civil War and signed the Emancipation Proclamation. His leadership through this tumultuous period is often seen as an example of how great leaders seem to be born with specific skills that make them destined to lead.

Martin Luther King, Jr.: The civil rights leader was influential in the fight for civil rights during the 1960s. His leadership characteristics, including his persuasive abilities and charisma, are often cited as examples of how innate traits contribute to leadership ability.

Mahatma Gandhi: The spiritual and political leader who led the successful movement for India's independence from British rule advocated non-violent resistance. His resilience, wisdom, and vision made him an inspiration in the fight for freedom in India and across the globe.

Other leaders often used as examples of the great man theory of leadership include George Washington, Winston Churchill, and Nelson Mandela. Carlyle cited other figures in his book "Heroes and Hero-Worship," including Odin, Muhammad, William Shakespeare, Martin Luther, Jean-Jacques Rousseau, and Napoleon Bonaparte.

Criticisms of the Great Man Theory of Leadership

The great man theory of leadership has been the subject of considerable debate and criticism. The following are some of the major critiques of this approach to explaining leadership.

Herbert Spencer's Response

Sociologist Herbert Spencer suggested that the leaders were products of the society in which they lived. In "The Study of Sociology," Spencer wrote:

"You must admit that the genesis of a great man depends on the long series of complex influences which has produced the race in which he appears, and the social state into which that race has slowly grown...Before he can remake his society, his society must make him."

Incomplete Account of Leadership

One of the critical problems with the Great Man theory of leadership is that not all people who possess the so-called natural leadership qualities become great leaders. If leadership were simply an inborn quality, all people who possess the ​ necessary traits would eventually find themselves in leadership roles.

Ignores Situational Factors

Research has instead found that leadership is a surprisingly complex subject and numerous factors influence how successful a particular leader may or may not be. Characteristics of the group, the leader in power, and the situation all interact to determine what type of leadership is needed and the effectiveness of this leadership.

Neglects Skill Development

The great man theory of leadership also fails to explain how leadership skills can be developed. It oversimplifies leadership and focuses on a very narrow set of skills that may not be effective or appropriate in every context or situation. Modern views emphasize that leadership abilities can be learned and honed with practice.

The psychologist William James defended Carlyle's ideas, suggesting that it is the innate characteristics of individuals that then shape their environments. The theory was critiqued by others in literary form, including in Leo Tolstoy's "War and Peace."

Contemporary Views of the Great Man Theory

The great man theory was an influential early theory of leadership, but it has fallen out of favor in modern leadership research. Contemporary ideas take a more nuanced and complex view of the many factors that influence leadership, including the characteristics of group members and the role of the situation.

While the great man theory has been largely replaced by other ideas, elements of it are still relevant today. The theory does not fully explain or account for the many aspects of leadership, but the existence of specific traits that contribute to great leadership is still of interest to contemporary researchers.

Today, experts recognize that leadership is complex and that innate traits alone do not account for how and why some leaders are successful.

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How Does the Great Man Theory of Leadership Hold Up?

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The great man theory of leadership is one of the earliest theories to explain and understand leadership. Discover the history of this theory.

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BEING A DOER ISN'T ENOUGH FOR SCHOOL COUNSELORS. STUDENT NEEDS DEMAND SCHOOL COUNSELORS MOVE BEYOND REACTING TO LEADING. Are school counselors doers or

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Why are values important in leadership? What are the leadership values? I often asked myself these questions early on in my career. It always seemed to me that I needed some magical force to figure out how to become a better leader, as I thought that leadership values are complex.

It took me a while to start realizing that leadership beliefs and values are intertwined with personal values. This took me back to my childhood and the upbringing that family tends to provide.

While I have done extensive research while preparing for career advancement, I always remind myself that I should take a step back and bring it back to basics. After spending a number of years in hospitality properties and then in the coaching industry, I have come to the conclusion that values of leadership are crucial for the success of each individual.

Whether you are an aspiring leader or a leader that is looking to refresh your core values, I came up with a leadership values list that is based on my experience and feedback from coaching engagements.

Although this list is not ranked in any particular order, there are a few values that I hold close to my heart and live by. Have in mind that this list can be extended and shortened depending on your own personal beliefs.

Commitment

Starting out or pushing for advancement requires dedication and commitment. Successful leaders stay committed as it shows that they care for the people, project and the company. It also shows the willingness to get involved.

As leaders, we can demonstrate this commitment in a few different ways. I am a strong believer in an open-door policy. What I believe in even more is that the leaders should be present. Spend time with people you work with and listen to them. Help them understand that you are in it for the long haul.

This also means that you need to make time for your people. Use that time to mentor, coach, and teach them so that when the time comes, they can lead too.

Commitment is what transforms a promise into reality. - Abraham Lincoln

Empathy

Feel what others feel. Appreciate, understand, and be willing to appreciate what your people might be going through. Empathy should not be mistaken for sympathy. It doesn't mean that you agree or can relate to the other person. What it really means is that you have the ability to understand others and that you're aware of how their feelings impact them.

If you take time to help people and provide them with support to push forward, they will be better able to deal with challenges that are standing between them and their goals.

As you're helping people, you can start building trust and stronger relations with them. That will lead the entire team and organization towards better collaboration and enhanced productivity.

Empathy is about finding echoes of another person in yourself. - Mohsin Hamid

Honesty

A person that is not honest and true to self can never be honest with anybody. I heard someone say this once and it resonated with me ever since. Leaders are often looked upon as role models. If we are to model behavior to our people, honesty is where we can show the first step.

Sometimes, people are afraid of being honest as they are worried about the feelings of others. Sure, I understand the sentiment. Unfortunately, covering up the truth by saying something people want to hear never ends up well in the long run.

Honesty also helps tackle ambiguity, which is a common obstacle that individuals and teams face in today's society. Displaying and practicing honesty sets you up as a leader that people would want to follow and trust.

Honesty is the first chapter in the book of wisdom. - Thomas Jefferson

Transparency

I got nothing to hide. While this may seem like a mission impossible for many people, I realized that being transparent helped many people understand how true leaders are made. It should be a common practice among up-and-coming leaders to be as open as possible to their people.

You might be asking yourself why. The truth will out. Shakespeare had a point when he wrote this in Merchant of Venice. No matter how hard you try to hide the truth from your team, it will eventually surface.

Transparency is a great foundation for further developing relations with your people. It will set you apart from others by ways of promoting positive and open communication with your people, teams, and company.

Speak the truth. Transparency breeds legitimacy. - John C. Maxwell

Patience

I can't stop emphasizing patience when I talk about leadership. I wrote a whole article about the importance of patience in leadership and yet I can't leave it out of the leadership values list. Patience can lead us to a place of calmness and understanding. Patient leaders don't just sit and wait for things to happen. Quite the contrary. They know when to jump into and push as well as when to pull the brakes and take time to overcome certain obstacles.

Impatience can lead to anxiety which can severely affect your health and the health of people around you. Role modeling patience can help your team take their game to the next level. It can further promote collaboration among teams and team members through active listening and understanding.

Patience is not passive, on the contrary, it is concentrated strength. - Bruce Lee

Service

Many people still believe to this day that once you get into a position, people should serve you. I couldn't disagree more.

Ever since I discovered the philosophy behind the great Robert Greenleaf and his servant leadership style, I never stopped believing that leaders should be in service of others.

When you put the needs of others first, you set the tone of service culture within your organization. As you serve people, you help them grow and develop as individuals and as teams. It also encourages people to take action as servant leaders prepare for the long -term. To top it all off, it develops a sense of humility.

The true heroes of the new millennium will be servant leaders, quietly working out of the spotlight to transform our world. - Ann McGee-Cooper

Humility

For me, being humble means setting aside your pride and ego. Humility is sometimes mistaken for acquiescence or consent without objection, compliance.

As humble leaders, we are not shy to ask for help from others as the ego stands aside. We can show to others that we care by getting them involved in decision making too.

Humility also promotes an environment where people can learn and develop. You do that by allowing them to take responsibilities that ordinary leaders might keep for themselves.

One thing that I attribute the success in humility is the fact that I steered away from micromanagement with it. I took a step back, asked people for feedback and encouraged them to take action.

Humility is not thinking less of yourself, it's thinking of yourself less. - C. S. Lewis

Respect

Respect needs to be earned. Just because you have a title in your workplace, it doesn't mean that people must or will respect you. In today's industry, gen Y and gen Z are influencing the workforce and they tend to look for proof. This proof can be shown through the performance of the leader.

Show respect to receive respect. This is a simple rule of reciprocity. Leaders can't expect their people to give respect if they are treating them with disrespect.

Kristie Rogers, an assistant professor of management at Marquette University, classifies the respect within 2 types. She states that the first type is the respect you show through treating people with courtesy, which is 'owed respect'. The second type of respect is 'earned respect', one leader obtains through their achievements, attributes and similar.

Respect is for those who deserve not for those who demand it. - Paulo Coelho

Resilience

The ability to recover quickly from setbacks, obstacles and challenges encountered. I firmly believe that this is one of the leadership core values. Why? Because the struggle is real. Leaders of today's workforce are exposed to more pressure than before due to the increased demand for productiveness and delivery of results.

If we don't pay enough attention to it, we will be facing burnouts, physical and mental fatigue. This can result in an imbalanced system that can cause negative long-term consequences.

Self-awareness is the key to prospering with resilience. Make sure to allocate time to recover, recuperate and pause, every once in a while. Talk to people close to you and address the pressure, seek feedback and overcome the challenges with support and encouragement.

I think we build resilience to prepare for whatever adversity we'll face. And we all face some adversity - we're all living some form of Option B. - Sheryl Sandberg

Adaptability

Being an adaptable leader means that you are ready for change. It is crucial to recognize the need to adapt to the ever-changing workplace environment and people. This will allow you to quickly respond to the requirements or demands in certain situations.

Sometimes, this may seem either too easy or too challenging, depending on who is observing. I believe that leaders can develop adaptability by thinking out-of-the-box, stepping out of their comfort zone and plan ahead.

Another way to develop adaptability is to continue learning, regardless of the position or statute. This can be achieved with learning agility, or knowing what to do when you don't know what to do. This will help you adapt your plans in case of changing circumstances or creating contingencies.

Action and adaptability create opportunity. - Garrison Wynn

Wisdom

After several surveys, I noticed that people mention the importance of wisdom in their respective careers. I realized that wisdom plays a more important role in the big picture and the long-term, but it also impacts the short-term goals.

Wisdom comes out of experience or applying knowledge which results in having a better judgment when making decisions. It helps you understand complex problems and break them down into 'consumable bites' which can help your team and individuals within prosper.

Wisdom also leads to self-mastery. With that, you will be able to inspire others and model effective leadership, which results in courage and confidence. It is essential to cultivate wisdom within the organization as it will fuel the wisdom in others.

Wisdom equals knowledge plus courage. You have to not only know what to do and when to do it, but you have to also be brave enough to follow through. - Jarod Kintz

Accountability

The ability and willingness to take responsibility for your actions, choices, and behaviors are called accountability. Leaders who hold themselves accountable will not blame others and play the 'blame game'. On the contrary, they will do their best to make things right and fix the situation.

Sometimes, taking responsibility is putting fear into the eyes of new leaders. Unfortunately, worrying about what might happen can sometimes damage the team rather than act upon things without fear.

Accountability can build trust, respect, and fairness among people in your organization. This, in turn, leads to an engaged workplace. Ultimately, it promotes healthy communication and equality.

Leaders inspire accountability through their ability to accept responsibility before they place blame. - Courtney Lynch

Authenticity

Are you a sincere leader? Do you allow people to speak their minds and appreciate their input? As an authentic leader, you are expected to do those things. Not because it is written in the standard operating procedure, but because it encourages team members to provide their thoughts and share feedback that is appreciated.

When you live, breathe, and speak according to your personal values, you start leading authentically. This, in turn, allows you to share unique experiences and portray the embodiment of inspiration for others.

If you are an authentic leader, I admire you already. If you are planning or you're in the process of becoming one, it is not an easy task. It will take you a significant amount of time to get to know yourself and the courage to do what's right.

Authentic leadership is the full expression of "me" for the benefit of "we". - Henna Inam

Integrity

One of the 'must-haves' in my leadership dictionary. Integrity is by far the most challenging value of them all. Whenever I talk about leadership values and ethics, integrity is the highlighted topic.

If we discuss the importance of integrity in leadership, I always remember the saying 'walk the talk' and 'practice what you preach'. As a leader, if you are in any shape or form trying to inspire others, you should live and breathe integrity.

There are some debates where integrity is seen as consistency in doing what you say, which prompts the wrong definition and interpretation with budding leaders. If we are to look below the surface, we can see the crossover that will make the integrity complete.

I am talking about morality. With it, integrity becomes more than just value. It is the encompassing piece that completes the values puzzle and gives meaning to who we are as leaders.

Integrity is doing the right thing, even when no one is watching. - C. S. Lewis

Why are values important in leadership?

Every time I look into or think about the leadership based on values, I realize the difference made in my life with true values. Some people might have a different approach to this topic. Looking deeper into each of these values can uncover a plethora of resources needed for developing leaders.

While it took me some time to come up with this list, I was and still am a firm believer in values-driven leadership since the beginning. It helps me keep my feet on the ground and see things clearly whenever I'm in doubt.

How about you? Do you believe that values make the leader? What are your most important values in leadership?
Ready to take the next step in your leadership journey?
📅 Book a FREE Leadership Coaching session with me.

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Leadership Values: 14 Core Values of Successful Leaders

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Why are values important in leadership? What are the leadership values? I often asked myself these questions early on in my career. It always seemed to me that I needed some magical force to figure out how to become a better leader, as I thought that leadership values are complex.

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

School counselors have many responsibilities, including counseling students, working with teachers and parents, referring students to outside agencies, participating in student welfare and learning support communities, and evaluating and improving their own school counseling program.

Listening

First and foremost, a school counselor needs to be a good listener. Often, they have several students they work with and may get very few chances to converse with them in a one on one setting. "The most basic of all human needs is the need to understand and be understood," said Ralph G. Nichols. "The best way to understand people is to listen to them."

To listen effectively, counselors must be fully in the moment, not thinking of their "to do" list but rather giving their full attention to the issue at hand. Reflecting back to the person, your perception of what they said helps show understanding, and lets them make corrections. The counselor must also keep an open mind, being careful not to make any judgments until they have heard the entire story. ¹

Being Empathetic

Often a part of listening, putting themselves in the shoes of the person speaking, whether that is a student or another school official, helps counselors truly understand the underlying issues.

"Without the ability to understand what the student is experiencing, a counselor cannot truly do an effective job," says Helen A. Hatridge, past president of the Missouri School Counselor Association. "Empathy leads to good listening and a better ability to help the client come up with solutions. It also helps the student feel more comfortable and willing to open up to a counselor." ²

To be more empathetic, it is essential for a counselor to put aside their viewpoint. At the same time, they need to validate the student's viewpoint, which does not always mean agreement. Instead it means acknowledging their right to have an opinion, and that they have valid reasons for it. Asking how that person thinks a situation should be handled or what they would do opens up an even deeper understanding. ³

Building Relationship

It takes time for a counselor to build a relationship with any student or even their peers. However, through listening and being empathetic, that process can be accelerated.

To feel free to talk to a counselor, a student must often "break the ice," and needs to feel trust, comfort, and acceptance. Students need to accept that the counselor is a professional caregiver, and someone they can turn to without fear of judgement.

A counselor who develops this trusting relationship with students can get a lot more done, An understanding of the kid culture and what they care about can go a long way toward providing that environment of trust and understanding.

Performing Assessments

Assessment skills are essential for any school counselor in a number of areas. From academic and skills assessment to personality testing and career advisement, the ability to discern the intersection of talent and desire is essential to offering good counsel.

Assessment also includes determining if a student has special needs and interpreting test and non-test data to decide where the student should be placed, and what programs will most benefit them.

Regardless of the reason for assessment, the steps often include, but are not limited to the following:

Choosing what tests should be administered and when.

Scheduling, preparing, and administering tests.

Scoring tests or sending them out to be scored.

Advising students, teachers, parents, and other staff on test score interpretation.

Evaluating the testing process, results, and subsequent recommendations.⁴

Assessments involve some testing but must also be combined with listening, empathy, and the relationship that has been built to determine how testing outcomes relate to personality, desires, and the goals of the student.

Coordinating Efforts and Activities

Efforts and activities can fall into a couple of different categories. A counselor will have to coordinate Individualized Education Plans (IEPs) for students, and other student specific plans as well. Along with coordinating individual student plans and interacting with teachers and other school officials, the school counselor often coordinates other activities and projects as well.

In many cases, the school counselor is in charge of parent newsletters, school announcements, managing social media accounts, and other community outreach and event planning efforts.

The ability to coordinate and manage these efforts and activities requires strong leadership and organizational skills. Teaching these skills to students by allowing them to take responsibility for their own educational goals and other efforts enables a counselor to show leadership by example.

Exercising Authority

In order to be able to implement programs, direct student activities and coordinate tasks, a counselor must exercise a certain amount of authority.

This means first of all that the counselor must be granted the authority to handle certain tasks by other school officials such as principals and administrators. The more their authority is validated by their actions, the more the counselor will be perceived as a leader by parents and students alike.

Secondly, the school counselor must be willing to wield the authority they have been granted, taking charge of tasks and situations, setting expectations, and holding those responsible to deadlines.

The counselor must also know in any given situation when to cross the line from friend to professional. If a student is being abusive or abused, a more professional response is ethically and legally mandated. It is the counselor's obligation to take charge and follow through, ensuring that student safety comes first.

Being Flexible

If one thing is certain in the field of education, it is that things will change. Interruptions, schedule changes, new programs, and new responsibilities all interrupt a counselor's daily routine.

Student needs and the needs of the school overall often take priority over scheduled meetings. Parent phone calls, staff concerns, talks in classrooms, and unexpected counseling needs can all be disruptive.

A successful counselor should:

Leave gaps in their day for unscheduled needs.

Use good time management techniques.

Set reasonable boundaries. Know what is worthy of an interruption, and what can wait.

Communicate clearly. Inform students, parents, and faculty of schedules and boundaries.

By remaining flexible, a counselor can better manage the stress inherent in the job and be more responsive when needs arise unexpectedly.

Having a Sense of Humor

Being able to see things from the side of humor has a number of advantages. It lets students see that the counselor is human and can not only laugh at situations but laugh at themselves as well.

This is frequently one of the biggest assets in building student trust and developing a relationship with them. It is often how those students relate to adults, whether through jokes or humorous anecdotes that illustrate a point the counselor is trying to get across.

Humor is also a stress reliever. Being able to see the humorous side of interruptions and other daily situations allows a counselor to relax and keep anxiety from taking over many scenarios.

It takes a combination of many leadership traits to make a school counselor effective. They must use listening skills and offer empathy in order to build relationships. A counselor must also perform assessments and coordinate activities and educational efforts. These duties mean they must remain flexible and exercise authority when appropriate.

Not one of these traits alone is enough, and no one is equally adept in all of them. They are taught and can be learned in a Master of Arts in Counseling with an emphasis in school counseling like the one offered by Wake Forest University. This graduate degree will prepare you for a career as a school counselor in almost any setting.
Sources: 1 2 3 ⁴ American Counseling Association, Assessment Skills for School Counselors Mind Tools, Empathy at Work Education World, School Counselors Reflective On What Makes Them Effective Fast Company, 5 Ways To Improve Your Listening Skills

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Leadership Traits Every Counselor Should Have

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

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Using these 4 key skills, you can improve your emotional intelligence and increase your success at work, school, and in your relationships.

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Emotional Intelligence, or, what is commonly referred to as EQ has been claimed to be the key to success in life!

Despite the fact that theories of emotional intelligence only really came about in 1990, much has been written about this topic since then.

It has been argued by some people that EQ, the ' emotion quotient', is even more important than the somewhat less controversial ' intelligence quotient ' or IQ.

Why bother studying EQ? Well, can you imagine a world in which you didn't understand any of your feelings? Or where you couldn't perceive that another person was angry with you by the ferocious look on their face? It would be a nightmare!

Emotional intelligence is everywhere we look, and without it, we would be devoid of a key part of the human experience.

This article aims to share theories of emotional intelligence, and the 5 components of emotional intelligence will be discussed.

It is also hoped that some of your questions about emotional intelligence, such as "does emotional intelligence involve specific competencies?" and "is emotional intelligence linked to personality traits?" will be answered. Please enjoy!

Before you read on, we thought you might like to download our three Emotional Intelligence Exercises for free. These science-based exercises will not only enhance your ability to understand and regulate your emotions but will also give you the tools to foster the emotional intelligence of your clients, students or employees.

What are the 5 Components of Emotional Intelligence?

What is meant when we refer to emotional intelligence? Well, let's begin with a look at 'intelligence'. Intelligence refers to the unique human mental ability to handle and reason about information (Mayer, Roberts, & Barsade, 2008).

Thus, emotional intelligence (EI):

"concerns the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought"

(Mayer et al., 2008, p. 511).

According to almost three decades of research, emotional intelligence (EI) results from the interaction of intelligence and emotion (Mayer, Salovey, & Caruso, 2004). EI refers to an individual's capacity to understand and manage emotions (Cherry, 2018).

What are the five components of EI?

The notion of EI consisting of five different components was first introduced by Daniel Goleman, a psychologist and bestselling author.

[Reviewer's Update]

Daniel Goldman, who received his PhD in psychology from Harvard and cofounded the Collaborative for Academic, Social, and Emotional Learning at Yale's Child Studies Center, expanded the four branches of Mayer et al.'s (2004) emotional intelligence model (included in more detail below, they are: identifying emotions on a nonverbal level, using emotions to guide cognitive thinking, understanding the information emotions convey and the actions emotions generate, and regulating one's own emotions) to include emotional self-awareness, self-regulation, social skills, empathy, and motivation (Resilient Educator, 2020).

The five components of EI are (Cherry, 2018):

1. Self-awareness

Self-awareness refers to the capacity to recognize and understand emotions and to have a sense of how one's actions, moods and the emotions of others take effect.

It involves keeping track of emotions and noticing different emotional reactions, as well as being able to identify the emotions correctly.

Self-awareness also includes recognizing that how we feel and what we do are related, and having awareness of one's own personal strengths and limitations.

Self-awareness is associated with being open to different experiences and new ideas and learning from social interactions.

2. Self-regulation

This aspect of EI involves the appropriate expression of emotion.

Self-regulation includes being flexible, coping with change, and managing conflict. It also refers to diffusing difficult or tense situations and being aware of how one's actions affect others and take ownership of these actions.

3. Social skills

This component of EI refers to interacting well with other people. It involves applying an understanding of the emotions of ourselves and others to communicate and interact with others on a day-to-day basis.

Different social skills include - active listening, verbal communication skills, non-verbal communication skills, leadership, and developing rapport.

4. Empathy

Empathy refers to being able to understand how other people are feeling.

This component of EI enables an individual to respond appropriately to other people based on recognizing their emotions.

It enables people to sense power dynamics that play a part in all social relationships, but also most especially in workplace relations.

Empathy involves understanding power dynamics, and how these affect feelings and behavior, as well as accurately perceiving situations where power dynamics come into force.

5. Motivation

Motivation, when considered as a component of EI, refers to intrinsic motivation.

Intrinsic motivation means that an individual is driven to meet personal needs and goals, rather than being motivated by external rewards such as money, fame, and recognition.

People who are intrinsically motivated also experience a state of 'flow', by being immersed in an activity.

They are more likely to be action-oriented, and set goals. Such individuals typically have a need for achievement and search for ways to improve. They are also more likely to be committed and take initiative.

This has been a brief introduction into the 5 components of Emotional Intelligence: self-awareness, self-regulation, social skills, empathy, and motivation.

Models and Frameworks of the Emotional Intelligence Concept

What is EI? Hopefully, through discussing its' components, the picture is becoming clearer.

The early theory of emotional intelligence described by Salovey and Mayer in 1990 explained that EI is a component of Gardner's perspective of social intelligence.

Similar to the so-called 'personal' intelligences proposed by Gardner, EI was said to include an awareness of the self and others (Salovey & Mayer, 1990). One aspect of Gardner's conception of personal intelligence relates to 'feelings' and this aspect approximates what Salovey and Mayer conceptualize as EI (Salovey & Mayer, 1990).

What differentiates EI from the 'personal' intelligences is that EI does not focus on a general sense of self and the appraisal of others - rather, it is focused on recognizing and using the emotional states of the self and others in order to solve problems and regulate behavior (Salovey & Mayer, 1990).

What about proposed models of EI? Faltas (2017) argues that there are three major models of emotional intelligence:

1. Goleman's EI performance model

2. Bar-On's EI competencies model

3. Mayer, Salovey, and Caruso's EI ability model

These three models have been developed from research, analysis, and scientific studies. Now, let's examine each of these in more detail...

Goleman's EI Performance Model (Faltas, 2017)

According to Goleman, EI is a cluster of skills and competencies, which are focused on four capabilities: self-awareness, relationship management, and social awareness. Goleman argues that these four capabilities form the basis of 12 'subscales' of EI.

He suggests that these subscales are:

emotional self-awareness

emotional self-control

adaptability

achievement orientation

positive outlook

influence

coaching and mentoring

empathy

conflict management

teamwork

organizational awareness

inspirational leadership

Goleman developed these 12 subscales from research into EI in the workforce.

Bar-On's EI Competencies Model (Faltas, 2017)

Bar-On put forward the suggestion that EI is a system of interconnected behavior that arises from emotional and social competencies. He argues that these competencies have an influence on performance and behavior.

Bar-On's model of EI consists of five scales: self-perception, self-expression, interpersonal, decision-making, and stress management. You will be noticing the similarities that are appearing in these models of EI!

Bar-On also proposed 15 subscales of the EI concept:

self-regard,

self-actualization,

emotional self-awareness,

emotional expression,

assertiveness,

independence,

interpersonal relationships,

empathy,

social responsibility,

problem-solving,

reality testing,

impulse control,

flexibility,

stress tolerance and

optimism.

According to Bar-On, these competencies, as components of EI, drive human behavior and relationships.

Mayer, Salovey and Caruso's EI Ability Model (Faltas, 2017)

This model suggests that information from the perceived understanding of emotions and managing emotions is used to facilitate thinking and guide our decision making. This EI framework emphasizes the four-branch model of EI.

The four-branch model

Mayer and colleagues (2004) developed the four-branch ability model of EI.

They suggest that the abilities and skills of EI can be divided into 4 areas - the ability to:

Perceive emotion (1)

Use emotion to facilitate thought (2)

Understand emotions (3), and

Manage emotion (4).

These branches, which are ordered from emotion perception through to management, align with the way in which the ability fits within the individual's overall personality (Mayer et al., 2004).

In other words, branches 1 and 2 represent the somewhat separate parts of information processing that are thought to be bound in the emotion system - whereas, emotion management (branch 4) is integrated into his/her plans and goals (Mayer et al., 2004).

Also, each branch consists of skills that progress developmentally from more basic skills through to more sophisticated skills.

Let's examine each branch:

1. This branch involves the perception of emotion, including being able to identify emotions in the facial and postural expressions of others. It reflects non-verbal perception and emotional expression to communicate via the face and voice (Mayer et al., 2004).

2. Branch 2 includes the ability to use emotions in order to aid thinking.

3. This branch represents the capacity to understand emotion, including being able to analyze emotions and awareness of the likely trends in emotion over time, as well as an appreciation of the outcomes from emotions. It also includes the capacity to label and discriminate between feelings.

4. This branch, emotional self-management, includes an individual's personality with goals, self-knowledge and social awareness shaping the way in which emotions are managed (Mayer et al., 2004).

According to Mayer, Caruso, and Salovey (2016), these skills are what define EI.

In 2016, based on the developments in EI research, Mayer, Caruso, and Salovey updated the four-branch model. They included more instances of problem-solving and claimed that the mental abilities involved in EI do, in fact, remain to be determined (Mayer et al., 2016).

Mayer and colleagues suggested that EI is a broad, 'hot' intelligence (2008). They include practical, social and emotional intelligence in their understanding of 'hot' intelligences.

So-called 'hot' intelligences are those in which people engage with subject matter about people (Mayer et al., 2016). Mayer et al. (2016) invite comparison of EI with the personal and social intelligences and they contend that EI can be positioned among these other 'hot intelligences'.

It was argued that the specific abilities that EI consists of are specific forms of problem-solving (Mayer et al., 2016).

The four-branch model can be measured using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).

Research on EQ Characteristics

In the 1960s, the term EI was used incidentally in psychiatry and literary criticism (Mayer et al., 2004).

However, it was formally introduced to the landscape of psychology in 1990 by Mayer and colleagues (Mayer et al., 2004). Mayer et al. published a few articles in which EI was clearly defined, and a theory plus a measure of EI was developed. Since 1990, research into the characteristics of EQ has grown.

EQ and Academia

A number of studies have looked at predicting grades at school and intellectual problem-solving in relation to EQ (Mayer et al., 2004). It has been shown that the correlation between EI and grades of college students is between r = .20 and .25 (Mayer et al., 2004).

One study of gifted students in Israel found that they scored more highly on EI than those students who were not so academically gifted.

However, the incremental prediction of EI and general intelligence has only been modest to slight (Mayer et al., 2004).

Interestingly, when the study focused on emotion-related tasks in 90 graduate psychology students, a positive relationship was found between Experiencing Emotion and both GPA and the year the student was up to in the program (Mayer et al., 2004).

EQ and Deviancy/Problem Behavior

Even when both intelligence and personality variables are controlled for statistically, EI is inversely related to bullying, violence, tobacco use and drug problems (Mayer et al., 2004).

For example, one study showed that EI was negatively related to student-rated aggression. In 2002, Swift studied the EI of 59 individuals who were part of a court-ordered violence-prevention program, and it was found that Perceiving Emotions was negatively related to psychological aggression (which took the form of insults and emotional torment) (Mayer et al., 2004).

However, surprisingly, Swift also found that rates of psychological aggression were actually associated with higher scores in Managing Emotion! (Mayer et al., 2004).

EQ and Success

It has been previously suggested that EQ is the most important determinant of success in life. Whilst this is not necessarily true, EI has nevertheless been related to success (Cherry, 2018).

Research has found an association between EI and a broad range of skills such as making decisions or achieving academic success (Cherry, 2018).

EQ and Development

EI has been increasingly studied in samples of children and adolescents (Mayer et al., 2008).

EI has been shown to consistently predict positive social and academic outcomes in children (Mayer et al., 2008). A longitudinal study of three to four-year-old children conducted by Denham et al. (2003) used ratings of children's emotional regulation and emotion knowledge.

Higher levels of emotional regulation and emotion knowledge predicted social competence at ages three to four and then, later, in kindergarten.

EQ and Perceptions

A range of studies has found that those with high levels of EI are actually perceived more positively by other people (Mayer et al., 2008).

EQ and Wellbeing

EI has been found to correlate with enhanced life satisfaction and self-esteem (Mayer et al., 2008). Furthermore, EI correlates with lower ratings of depression (Mayer et al., 2008).

EQ and Pro-social/Positive Behaviors

Research has found a positive correlation between scores in Managing Emotion and the quality of interactions with friends (Mayer et al., 2004).

Individuals scoring more highly on EI have also been shown to be ranked as more liked and valued by members of the opposite sex!

Emotion regulation has been found to predict social sensitivity and the quality of interactions with others (Mayer et al., 2004).

EQ and Leadership/Organizational Behavior

Studies have consistently shown that customer relations are positively influenced by EI (Mayer et al., 2004). Even after personality traits have been controlled for, individuals rated as higher EI generated vision statements of higher quality than others (Mayer et al., 2004).

Does EI involve Specific Competencies?

Yes!

It has been shown that EI does definitely involve specific competencies.

To provide a practical explanation of the specific competencies that EI involves, I will refer to the competencies measured by the Bar-On Emotional Quotient Inventory (EQ-i), and provide examples of what each competency really means (Meshkat & Nejati, 2017).

The EQ-I is a comprehensive self-report measure of EI. The competencies in EI, as measured by the EQ-I, are, as described by Meshkat and Nejati (2017):

Emotional self-awareness (e.g. "it is hard for me to understand the way I feel").

Assertiveness (e.g. "it is difficult for me to stand up for my right")

Self-regard (e.g. "I don't feel good about myself")

Independence (e.g. "I prefer others to make decisions for me")

Empathy (e.g. "I'm sensitive to the feelings of others")

Interpersonal relationships (e.g. "people think that I'm sociable")

Social responsibility (e.g. "I like helping people")

Problem-solving (e.g. "my approach to overcoming difficulties is to move step by step)

Reality testing (e.g. "it's hard for me to adjust to new conditions")

Flexibility (e.g. "it's easy for me to adjust to new conditions")

Stress tolerance (e.g. "I know how to deal with upsetting problems"), and

Impulse control (e.g. "it's a problem controlling my anger).

As well as these specific competencies, happiness, optimism and self-actualization act to 'facilitate' EI (Meshkat & Nejati, 2017).

Is EI linked to Personality Traits?

From a large study of 1584 individuals, Mayer and colleagues (2004) concluded that people who are rated as higher in EI tend to be more agreeable, open and conscientious.

Furthermore, findings from neuroscience have shown that EI also involves the same brain regions that are implicated in conscientiousness (Barbey, Colom, & Grafman, 2014).

The neural findings support the fact that a central feature of EI is conscientiousness, which is characterized by the degree of organization, persistence, control, and motivation in goal-directed behavior (Barbey et al., 2014).

Let's examine this in some detail.

A Closer Look at EI and Personality

According to their seminal paper on EI in 1990, Salovey and Mayer describe EI as the subset of social intelligence. Researchers Cantor and Kihlstrom have argued that social intelligence is a central construct for understanding personality (Salovey & Mayer, 1990).

Behavior has been described as the observable expression of someone's personality in a certain social condition (Mayer et al., 2016). Personality includes motives, emotions, social styles, self-awareness and self-control (Mayer et al., 2016).

These components contribute to consistent patterns of behavior, quite distinct from intelligence.

Whilst earlier research mentioned previously has found an association between conscientiousness and EI, in actual fact, more recent findings show that the actual correlation between EI and the 'Big 5' personality traits is close to zero!

Research by Mayer and colleagues (2016) found the following correlations between EI and the Big 5:

Neuroticism - r = -.17

Openness - r = .18

Conscientiousness - r = .15

Extraversion - r = .12

Agreeableness - r = .25

Thus, whereas previous studies have shown that EI was most closely related to the facet of conscientiousness, more recently the most closely related personality factor to EI was found to be agreeableness.

However, the very low levels of correlation have led researchers to conclude that intelligence and socio-emotional styles are relatively distinct and independent (Mayer et al., 2016).

Nevertheless, personality does seem to relate in some ways to EI.

For example, people who score higher in EI tend to be more likely to prefer social occupations than enterprising occupations, as indicated by the Holland Self-Directed Search (Mayer et al., 2004). In addition, individuals who score more highly on EI also tend to display more adaptive defense mechanisms than less adaptive ones, such as denial (Mayer et al., 2004).

Further research is certainly warranted.

Different Types of Emotional Intelligence

To examine so-called 'types' of EI, we can examine what people with high EI have the capacity to do.

For starters, they are able to quickly and accurately solve a range of emotion-related problems (Mayer, 2009). A type of EI is being able to solve emotion-based problems. Those who are high in EI can also perceive emotions in other people's faces accurately (Mayer, 2009). Therefore, a type of EI is facial perception.

People with high EI have an awareness of how certain emotional states are associated with specific ways of thinking (Mayer, 2009). For example, people high in EI may realize that sadness actually facilitates analytic thinking, so they may, therefore, choose (if possible) to analyze things when they are in a sad mood (Mayer, 2009). Thus a 'type' of EI is understanding emotions and how they can drive thinking.

People high in EI have an appreciation of the determinants of an emotion and the associated meaning of the emotion - for example, they may recognize that people who are angry are potentially dangerous, that happiness means people are more likely to want to socialize compared to sad people who are preferring to be alone (Mayer, 2009). Thus, a 'type' of EI is being able to 'read' emotion.

Highly EI individuals are able to manage the emotions of themselves and others (Mayer, 2009). A 'type' of EI is effective emotion management. These individuals also understand that people who are happy are more likely to be willing to attend a social event compared to people who are sad, or afraid - therefore, a type of EI is socio-emotional awareness.

Finally, those high in EI have an appreciation of how emotional reactions unfold, which demonstrates another 'type' of EI.

Dimensions of the Concept

When examining the dimensions of EI, it is necessary to differentiate between emotions and EI. Emotions are developed in our environment, resulting from circumstances and knowledge (Faltas, 2017).

Emotion may be described as " a natural instinctive state of mind that derives from our current and past experiences and situations " (Faltas, 2017). Our feelings and things that we experience affect our emotions.

On the other hand, EI is an ability (Faltas, 2017). It is having the awareness, and skill, in order to know, recognize, and understand feelings, moods, and emotions and use them in an adaptive way (Faltas, 2017).

EI involves learning how to manage feelings and emotions and to use this information to guide our behavior (Faltas, 2017). EI drives how we act - including decision-making, problem-solving, self-management and demonstrating leadership (Faltas, 2017).

EI has been shown to be a relatively stable aptitude, as opposed to emotional 'knowledge' - which is the sort of information that EI actually uses. EI, in comparison to emotional knowledge, is acquired more readily and can be taught.

In that key paper from 1990, Salovey and Mayer stated that the mental processes related to EI are " appraising and expressing emotions in the self and others, regulating emotion in the self and others, and utilization of emotions in adaptive ways " (p. 190).

EI touches and influences every aspect of our lives (Faltas, 2017). Dimensions of EI, therefore, include driving behavior and affecting decision-making.

Other dimensions of the concept include solving conflicts, and affecting both how we feel about ourselves and also how we communicate with others (Faltas, 2017).

EI affects how we manage the stress that occurs in day-to-day life, as well as how we perform in the workplace and manage and lead teams (Faltas, 2017).

EI has an effect on all areas of our personal and professional development (Faltas, 2017). It helps us to advance, to mature, and to attain our goals (Faltas, 2017).

12 Recommended Research Articles and Papers on EI

1. Barchard, K. A. (2003). Does emotional intelligence assist in the prediction of academic success? Educational and Psychological Measurement, 63(5), 840-858.

2. Brackett, M., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and the prediction of behavior. Personality and Individual Differences, 36, 1387-1402.

3. Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search of an elusive construct. Journal of Personality and Social Psychology, 75(4), 989-1015.

4. Izard, C. E. (2001). Emotional intelligence or adaptive emotions? Emotion, 1(3), 249-257.

5. Lopes, P. N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality, and the perceived quality of social relationships. Personality and individual Differences, 35(3), 641-658.

6. Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298.

7. Mayer, J. D., Roberts, R. D., & Barsades, S. G. (2008). Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507-536.

8. Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M. A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 305-310.

9. Petrides, K. V., & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29(2), 313-320.

10. Petrides, K. V., Pita, R., & Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98(2), 273-289.

11. Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425-448.

12. Salovey, P., & Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological Science, 14(6), 281-285.

Key Topics in Emotional Intelligence Research

What about the future for EI?

As identified earlier in the article, one area of future research into EI is to clarify the relationship (if any!) between EI and personality traits. You will soon read some research from neuroscience, and this is most certainly another area of EI research that will continue to grow.

The key researchers in EI - Mayer, Caruso, and Salovey - have also put forward two suggestions for further research.

The first is in regards to the so-called ability measures of EI... the factor structure is yet to be clarified (Mayer et al., 2016).

The second area is that, if EI is, in fact, a discrete intelligence, there would need to be a separate reasoning capacity to understand emotions...there is some evidence on this so far: Heberlein and colleagues demonstrated that the areas of the brain that serve to perceive emotional expressions (such as happiness) can be differentiated from the brain areas that are responsible for perceiving expressions of personality (such as shyness) (Mayer et al., 2016).

Are There Gender Differences in Emotional Intelligence?

There has been a wealth of interesting research into whether gender is related to EI.

The following discussion is based on a comprehensive research paper published by Meshkat and Nejati in 2017. Although findings have varied, it appears that there are gender differences in EI. These differences may be attributable to both social and biological factors.

Gender has been described as an inherently social process, and that certain traits are seen as desirable for one gender but not another - for example, assertiveness is a 'typical' male characteristic, whilst empathy is seen as a desirable female characteristic.

According to Meshkat and Nejati (2017) males and females are socialized differently - females are encouraged to be cooperative, expressive and tuned in to their interpersonal world, whereas males are encouraged to be competitive, independent and instrumental.

Biologically, females are 'biochemically adapted' to focus on the emotions of the self and other as necessary to promote survival. Furthermore, neuroscientifically speaking, the areas of the brain that are necessary for emotional processing are larger in females than these areas are in males.

The cerebral processing of emotions has also been shown to differ between males and females.

Findings of research from around the world into gender differences in EI have been inconsistent.

In the study by Meshkat and Nejati (2017), the Bar-On Emotional Quotient Inventory was administered to 455 undergraduate university students. Results showed no significant difference between males and females on the total score measuring EI.

However, female students scored higher than males on self-awareness, interpersonal relationship, self-regard, and empathy. Although, given previous research, Meshkat and Nejati (2017) expected males to score higher than females on self-regard, in actual fact the findings of this study did not support this hypothesis.

What about other research?

In a US study, females scored higher on EI than males on EI and had higher emotional and interpersonal skills, whereas, in India, a study of medical graduates found the females to be higher in EI.

A study of Sri Lankan undergraduate medical students also found females to have a higher average level of EI. In younger students, a study in Delhi found that female 10th graders demonstrated higher EI than their male counterparts, however in a study that took place in Iran, 17-year-old female students had a lower EI.

Overall, it has been suggested that females tend to score higher EI than males. However, even this finding is inconsistent!

In some cases, there are no clear differences - for example, a study in the UK failed to find any relationship between gender and overall EI in a sample of employees. Similarly, in a study based in Myanmar, no difference in EI was found between male and female teachers.

Perhaps, then, we should examine the components of EI. Indeed, females ranked more highly than males in terms of the interpersonal facet of EI, as well as in empathy, emotional skills, and emotional-related perceptions (such as decoding facial expressions).

There are also gender differences in the expression of emotions - females tend to be better at expressing emotions.

It has been found that mothers use more emotion words when telling stories to their daughters, and also display more emotion when interacting with females. It has also been claimed that males actually fear emotions and struggle to name the emotions experienced by themselves or others.

Research has shown that males are more likely to express high-intensity positive emotions, such as excitement, whilst females tend to express low/moderately intense positive emotions (such as happiness) and sadness.

Further, research suggests that females pay more attention to emotions, are more emotional and tend to be better at handling emotions and understanding them. On the other hand, males have been shown to be more skillful at regulating impulses and coping with pressure.

Females tend to be more able to guide and manage the emotions of themselves and others, and they also tend to be better at emotional attention and empathy than males, who show superiority in emotion regulation.

In the workplace, more specifically in the area of leadership, males tend to be more assertive, whilst females demonstrate higher levels of integrity than their male leader counterparts.
One consistent finding into gender difference in EI was that in nearly all countries, males were found to overestimate their EI whilst females tend to underestimate their EI.
As you can see, the question of whether there are gender differences in emotional intelligence is not easily answered. Overall, however, there does seem to be an association between gender and EI.

Role of EQ in Self-awareness

Self-awareness can be defined as the ' conscious knowledge of one's own character and feelings'. In his best-selling book " Emotional Intelligence" published in 1995, Daniel Goleman defines self-awareness as ' knowing one's internal states, preference, resources, and intuitions '.

What, then, is the role of EQ in self-awareness?

Well, considering that the first step in awareness is ' knowing ', EQ enables an individual to notice different emotional reactions - therefore giving them the knowledge of what is being experienced themselves or by another person.

The next step is another component of EQ: being able to identify the emotions correctly (Cherry, 2018). Another feature of being self-aware is the capacity to realize how our actions, moods, and emotions affect others - which is also a component of EQ (Cherry, 2018).

Monitoring one's emotional experience is another skill of EQ related to self-awareness.

Another factor in being self-aware is being able to notice the relationship between our feelings and our behavior, as well as being able to recognize our own strengths and limitations (Cherry, 2018).

While self-awareness necessarily affects the individual, according to Goleman, the self-awareness component of EQ also includes having an open mind when it comes to unfamiliar experiences and new ideas, and also to take lessons from day-to-day interactions with others.

As you can see, self-awareness is a key component of EQ, and the two are interdependent.

The Yale Center for Emotional Intelligence

The following section of the article is based on the information freely available at www.ei.yale.edu.

The Yale Center for Emotional Intelligence was founded by Peter Salovey, and is currently being directed by Marc Brackett. The Center " uses the power of emotions to create a more effective and compassionate society ".

A key aspect of the center is the application of scientific research to develop effective approaches for teaching EI. It also seeks to provide education on how to develop EI across the lifespan.

In a range of schools, the Yale Center uses a research-based, field-tested approach called RULER.

RULER was inspired by Marvin Maurer, a teacher who, in the early 1970s began using an emotional literacy program. RULER has been associated with improvements in students' academic performance and social skills.

It has also been shown to help develop classrooms that are more supportive and student-centered. It includes tools, such as the 'mood meter': a RULER tool that helps students recognize and communicate their feelings.

Classrooms using RULER report less aggression among students than those classrooms not using RULER.

To learn more about RULER, a research article has been listed as one of the recommended papers in the earlier section of this article.

The Yale Center for EI's mission is to utilize research to enhance real-world practice. The success of RULER has led Yale to produce similar programs to be delivered in 'communities' such as businesses, governments, and families.

The overarching aim is to harness the power of EI to help individuals achieve happier, healthier, and more productive lives.

Partners of the Center include the Born This Way Foundation, the Brewster Academy, and CASEL (Collaborative for Academic, Social, and Emotional Learning). The Yale Center is currently being supported by Facebook in researching the nature and consequences of online bullying among adolescent Facebook users.

The Center aims to study new ways to teach EI.

Researchers have published over 400 scholarly articles, a number of curricula for teaching EI and several books on the topic of EI. It looks into how EI skills are taught and assessed in people of all ages. Further, it has investigated how best to assess EI in a variety of contexts and the development of EI skills throughout life.

Researchers at the Yale Center for EI are also looking into the roles emotions play in everyday contexts, including work and school. One example is the ' Creativity, Emotions and The Arts ' project.

The Center is also researching bullying, with the aim of creating positive, safe emotional environments where bullying behaviors do not flourish.

Emotional Intelligence and the Brain: Advancements in Neuroscience

In the past, cognitive and emotional processes were understood to be different constructs. A study by Barbey and colleagues in 2014 provides neuropsychological data to suggest that emotional and psychometric (i.e. general) intelligence are both driven by the same neural systems - therefore integrating cognitive, social, and affective processes.

The study led by Aron Barbey (University of Illinois neuroscience professor) showed that general intelligence and EI share similarities both in behavior and the brain - many of the brain regions were important to both general and emotional intelligence (Yates, 2013).

Barbey's study looked at the neural basis of EI in a sample of 152 individuals with focal brain injuries (Barbey et al., 2014).

Researchers looked at task performance on a range of tests designed to measure:

EI (using the Mayer, Salovey and Caruso EI test - MSCEIT)

General intelligence (using the Wechsler Adult Intelligence Scale, third edition - WAIS-III)

Personality (using the NEO-PIR)

The researchers studied these phenomena by using CT scans and developing a 3D 'map' of the cerebral cortex, which they then divided into 3D units called 'voxels' (Yates, 2013).

They then compared the cognitive abilities of those with damage to a particular voxel, or cluster of voxels, with those who had no such injuries in the brain region (Yates, 2013). Then they looked at the brain regions utilized to execute specific cognitive abilities, those associated with general intelligence, EI, or both.

Barbey et al. (2014) found that impairments in EI related to specific damage to the 'social cognitive network'. This network is made up of the extrastriate body area within the left posterior temporal cortex, which is associated with perception of the form of other human bodies, and the left posterior superior temporal sulcus, which plays a role in interpreting movement of the human body in terms of goals (Barbey et al., 2014).

The social cognitive network also comprises of the left temporoparietal junction, which supports the ability to reason about what makes up mental states, and the left orbitofrontal cortex, which is recognised as supporting emotional empathy and the relations between two minds and an object - thus supporting shared attention and collaborative goals (Barbey et al., 2014).

Although the study showed that the neural networks of EI were distributed, the neural substrates of EI were concentrated in the white matter (Barbey et al., 2014).

There was found to be a significant effect on EI with lesions in white matter sectors such as the superior longitudinal/arcuate fasciculus that connect the frontal and parietal cortices. EI substrates were also found within a narrow subset of regions associated with social information processing.

Overall, the findings of Barbey et al. (2014) provide evidence that EI is supported by the neural mechanisms that regulate and control social behavior, and that the communication between these brain areas is critically important.

The orbitofrontal cortex is a key part of the neural network for regulating and controlling social behavior (Barbey et al., 2014). It has been suggested that the orbitofrontal cortex plays an important role in emotional and social processing - studies have also supported the role of the medial orbitofrontal cortex in EI.

The neural system for EI also shared anatomical substrates with specific facets of 'psychometric' intelligence (Barbey et al., 2014).

According to Barbey (as reported in Yates, 2013):

"Intelligence, to a large extent, does depend on basic cognitive abilities, like attention and perception and memory and language. But it also depends on interacting with other people. We're fundamentally social beings and our understanding not only involves basic cognitive abilities but also involves productively applying those abilities to social situations so that we can navigate the social world and understand others".

This neuroscience study provides an interesting perspective on the interdependence of general and emotional intelligence.

A Take-Home Message

Hopefully, by reading this article, you are now aware of the important part emotional intelligence plays in each of our lives. EI provides life with flavor! By understanding the feelings of ourselves and others, and allowing this knowledge to enable us to reason and make decisions, we enjoy what is the unique experience of being a human being.

I will readily admit that I have learned a lot about EI writing this article, and I am hoping that you have learned something new too. Perhaps you are now interested in spending some time reading one of the research papers that were recommended earlier in the article, or for something a little lighter, why not check out our 15 Most Valuable Emotional Intelligence TED Talks.

I welcome your input on this diverse area of positive psychology - how are you aware of EI in your day-to-day life? In your experience, do you think that EI can be linked to personality traits? What would a world without EI look like?

Thanks for reading this article!

For further reading:

We hope you enjoyed reading this article. Don't forget to download our three Emotional Intelligence Exercises for free.

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The Theories of Emotional Intelligence Explained

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Emotional intelligence is everywhere we look. Here we share emotional intelligence theories and the 5 components of EI will be discussed.

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Graziadio Business Review | Graziadio School of Business and Management | Pepperdine University

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What do senior managers look for in their mid-career people? What are the qualities they are looking for as they consider who to promote into leadership positions?
Managers want to promote those individuals who can get results. We hear a lot about "execution" these days, and successful execution requires looking for people who have the capacity to get results through others. That means the people who are most likely to be successful after they get promoted to managerial roles are people who work well with others. Whatever label we put on it-emotional intelligence or human relations-the ability to work well with others and to inspire others to do their best work are critical for success.

A critical part of working well with others, especially in today's very diverse workforce and diverse market place, is the ability to work with people who are different from us. My sense of diversity is not limited to traditional definitions rooted in race or gender. Instead, I see a more multicultural form of diversity.

Today's managers have increasingly pluralistic backgrounds. It is not odd to find managers who say, "I'm an Indonesian with a German passport working for a Mexican company in the Czech Republic." Just imagine what skills that person needs in order to be able to function effectively in her environment. She needs to understand culture. She needs to be able to deal with prejudices that people might have. She needs to have a strong handle on the challenges associated with working in a multi-ethnic environment.

Finally, she also needs to be an expert in global relations. Think about all the challenges and demands for a Mexican owner of a plant in the Czech Republic. This mosaic of cultures is a realistic description of the world in which we are raising our young people, and it comes with a multiplicity of opinions and perspectives. These trends will shape the future global economy, and we need to ensure that our future executives are prepared.

Mid-career managers also need to be competent. They need to be well versed in terms of functional knowledge, technical knowledge and project management skills. However, if I'm going to promote you into a more senior management position than you currently hold, your competence is necessary, but insufficient. I want to make sure that other people will be willing to follow you. Unfortunately, management education doesn't place enough emphasis on leadership skills.

The third essential leadership skill is being forward-looking. In our research for our book, The Leadership Challenge, we found that being forward-looking was the quality that differentiated leaders from other credible people. After having surveyed thousands of executives at the senior level, we have found that being forward-looking is rated among the top four qualities executives look for in a leader. Over 80 percent of senior executives say this is a necessary ability for people to be willing to follow someone.
As one reads The Leadership Challenge, it becomes clear that an important part of leadership is the ability to bring yourself to the job. This requires taking some time for introspection. After all, if you are going to get people to follow you, you have to be comfortable with who you are. I was born in Tanzania and although I have lived most of my life in Canada, I am Indian. I currently live in the U.S., and I am a Muslim who works at a Christian university. I practice my multi-ethnicity in a variety of ways, and my faith underpins all aspects of my life. I bring this palette to my job. How does a manager leverage all of these things to be a good leader?
This is an interesting challenge on which I gained a great deal of insight when Barry Posner and I wrote our book called Christian Reflections on the Leadership Challenge. I grew up a Christian, but lived for two years in a Muslim country while serving in the Peace Corps. My co-author Barry Posner is Jewish. When we started to write Christian Reflections on The Leadership Challenge, I asked Barry how he felt about being Jewish and writing this book on Christian Reflections? He said, "You know Jim, my wife is the daughter of a former Christian minister, and I am the dean of a business school in a Jesuit (Catholic) university [Barry Posner is dean, Leavey School of Business, Santa Clara University], so I guess if I had problems with this, I should divorce my wife and quit my job." We had a good laugh about it; he was obviously comfortable. I, too, was comfortable to be able to write something that would be for a particular audience knowing that one of us was not from that particular background. We learned that the process individuals go through to integrate diversity strengthens our social fabric.

Nevertheless, this is not readily apparent to everyone. A few weeks ago, I received a call from a prospective business client about doing some work with their managers on leadership. After doing some background research on my publication history, they realized that I was the co-author of Christian Reflections on the Leadership Challenge. They became very concerned and asked me if the message I was preparing for their managers was going to be a "Christian message"? It was understandable to me that in a diverse work population they did not want someone to preach. I relayed the story about Barry's background and my own background, and I said, "You know what? We did not write this book to proselytize a particular religious doctrine. This book is written in a much more inclusive style for a group of readers who want to examine how the messages of The Leadership Challenge may apply to them.

I learned even more about this issue on a recent trip to China. I was in Beijing having dinner with two of my friends, one Japanese and the other Chinese. My Japanese friend, who was in China doing some teaching on quality, turned to my Chinese friend and said, "One of the things I find curious is how so many Chinese people can espouse communist ideals and yet live amidst the growing capitalism going on around them. You are a successful entrepreneur, you look outside your window and every day you see new buildings, new global companies entering China. You see and experience capitalism firsthand. You also recall what China was like under the Red Guard, so how do you reconcile the conflicts of these divergent ideals?" My young Chinese entrepreneur friend simply responded, "I'm just very practical."

These three stories carry a few powerful messages: (1) diversity is a reality; (2) integration and inclusion don't come easy; (3) practicality and pragmatism go a long way in creating the organization that can support diversity and leverage its strengths. In today's global economy, organizations have to realize that 80 percent of their people have strong spiritual, faith-based values, often grounded in different faith traditions. When an organization sends a message to its employees that "We don't value certain kinds of people-we don't value people who are Muslim, or Jewish or Christian, or we don't value spirituality and/or the practice of faith in our workplace, or that employees should keep their faith out of the workplace"-employees begin to feel uncomfortable and leave the organization.

All of our data tell us that whether managers or individual contributors, we will be more committed if we see that there is a fit between the organization and "me." As a result, managers must create an organizational context that respects all forms of diversity-allowing people to be themselves while identifying unifying principles and unifying goals that can be shared by everyone in pursuit of results.
Given all this talk of diversity, do you think leadership transcends national cultures?
Our data suggest that some leadership practices are universal. When we compared results of the Leadership Practices Inventory from respondents from Singapore, China, Malaysia, India, Australia, England, Germany, Sweden, and many other countries, there was not a statistically significant difference between their scores and the scores in America. When I asked people to select seven of the twenty characteristics of an admired leader on a checklist we use, the top four characteristics identified by managers in Singapore were the top four identified by managers in America. Their rank ordering was different, but they were the same top four. There are a few qualities that individuals across the world look for in their leaders, honesty being the most important, followed by being forward-looking-these two are universal. The other two that make the top of the list are competent and inspiring. What this adds up to, from a research perspective, is credibility plus vision. If you want to be a leader, at a minimum you must be credible, and you must be able to enlist others in a shared vision of the future.
Some of my most valuable learning opportunities as a manager have come from time I have spent in other countries. Occasionally this learning has occurred by interacting with managers from different companies abroad. However, to my great surprise, much of this learning has come from experience completely unrelated to business. Do you think that diversity in experience contributes to strengthening leadership skills?
I was reading an article about Fred Smith from FedEx, who was selected by CEO Magazine as CEO of the Year in 2004. Fred Smith says that his best ideas come from different places. He looks to retail stores, technology, and even just plain reading. I think the best executives are eclectic in their interests. They are not narrowly focused. They look beyond what is occurring in their own industries.

In The Leadership Challenge® Workshop when we explore the practice of "Challenging the Process," we give a short quiz asking individuals to guess the origins of some everyday inventions. For example, we ask them where the inspiration for Velcro came from. George de Mestral, a Swiss engineer, who returned from a walk one day in 1948, found some cockleburs clinging to his cloth jacket. He got curious about why the cocklebur was caught on his clothes, and he looked at it under a microscope. Thus began a multi-year journey to develop Velcro. Innovation can come from anywhere, and it is often an accident. As a leader, you have to be open to all kinds of things going on around you. You have to be eclectic as ideas often come from very strange places.

Eclecticism is an important characteristic for a leader, as leadership is an integrative discipline. Leadership draws on philosophy because much of what leaders do has to do with belief systems such as capitalism versus communism. Leadership draws on history, as good leaders take the time to appreciate the successes and failures of those who have gone before them. Leadership draws on anthropology-as leaders are constantly faced with the challenge of maneuvering through cultures, artifacts, norms and traditions. Leadership also draws on individual psychology and social psychology, as good leaders understand group processes and their role in the evolution of the larger society. Leaders are broad thinkers.
From your description of a leader as a broad thinker, it seems to me that these individuals are likely in short supply.
You are right! We are underperforming when it comes to training leaders. Executive Development Associates, Inc., a San Francisco-based training and development company, reported in "Executive Development Trends 2004," a longitudinal study of the critical issues in executive development that it's been doing for the past 21 years, that the number one issue in Global 500 companies is "building executive bench strength." The reality is that we do not have enough people in the pipeline to move into executive leadership positions, especially in large companies. We are seeing the baby boomers move out of the executive suite, and we simply do not have enough people in the pipeline to take over all those positions. There is a pervasive scrambling to prepare people to perform in executive leadership roles. The results are numerous examples of underperformance and a ground swell of opinion that we need to do more to develop good leaders. There is no shortage of leadership challenges-there is, however, a shortage of good leaders.

Think about the problem along two dimensions-skill and challenge. Ideally, leaders will flourish when their skill set supports them in the challenges they face. If you put people with a lot of skill in a marginally challenging position, they are likely to be bored. When you put that same person in a situation where the challenge is significantly greater than their competence, they are likely to feel frustrated and anxious. However, when challenge and skill converge, managers are likely to do their best work. The conundrum we face is that although the practice of leadership is becoming increasingly more challenging, leadership skills are not improving at the same pace. Corporations and individuals need to invest in leadership development.
Many would argue that this weakness in leadership bench strength is not a new problem; it has plagued corporate America for decades. The results of important leadership deficits are now becoming painfully clear in the toxic outcomes of companies such as Enron and WorldCom. As new developments are covered by the media on a daily basis, what seems to be lost is the idea that for some reason the executives involved went bad-they sacrificed their role as leaders. What can we learn from these situations?
Let's face it. Let's tell ourselves the truth. It's not about what corporations espouse. It's about how they behave. Enron had "honest" on its list of corporate values. Big deal. What did the behavior tell us it stood for? What is it about the culture of Enron or WorldCom that encouraged good people to go bad? We must answer this fundamental question if we are going to learn how to strengthen the bench in leadership for the long term.

The responsibility of compromised ethics absolutely falls on the shoulders of the people in leadership positions. Most senior leaders who look at the ethical scandals of the day would say exactly the same thing. When you treat the company's funds as your own personal bank account, you violate a sacred trust. This is not your money, and you are to treat it as other people's money, i.e. with respect and care. You are entrusted; you have a duty, and it is an honorable one. You must make sure that you look at this money as a sacred trust and that other people look at it in the same way.

Behavioral integrity among leaders is the missing link in the present day ethical scandals in business. Therefore, the real question is, "What is happening in organizations making it okay for executives to forgo behavioral integrity?" Fundamentally, it is a cultural issue.

In our society, we make icons out of very rich people; we make wealth, in this culture, an ultimate objective. At least on television, it is acceptable to behave unethically-to be sneaky, to lie, to betray your friends and to be conniving-as long as you are the "apprentice" who gets the great paying job or the "survivor" who wins a million dollars. Now, I truly believe that most people look at these shows as entertainment more than they do as potential models of behavior. However, there is a subtle message being sent that is becoming increasingly pervasive in our society, i.e., it's okay to compromise ethics if it will make you rich.

As an executive, I may not understand that every time I make a decision, I am sending a strong signal. Nevertheless, I am. It is our responsibility as senior management to be involved and to be accountable.

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Conversation with author and leadership scholar James M. Kouzes - A Peer-Reviewed Academic Articles | GBR

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What do senior managers look for in their mid-career people? What are the qualities they are looking for as they consider who to promote into leadership positions? Managers want to promote those individuals who can get results. We hear a lot about "execution" these days, and successful execution requires looking for people who have the capacity to get results through others.

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12 Leadership Models That Can Define Your Style - University of St. Augustine for Health Sciences

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Discover how leadership models can help you become a better leader and work well with others.

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12 Leadership Models That Can Define Your Style

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Chair,
Accolti Professor of Leadership

Curriculum Vitae (CV)

Barry Posner is the Accolti Endowed Professor of Leadership at the Leavey School of Business, Santa Clara University, where he served for 12 years as Dean of the School. Barry received the Association for Talent Development's highest award for Distinguished Contribution to Workplace Learning and Performance. He has been named as one of the nation's top management and leadership educators by the International Management Council, recognized as one of the Top 50 leadership coaches in America,ranked among the Most Influential HR thinkers in the world by HR magazine, and listed among the Top 75 Leadership and Management Experts in the world by Inc. magazine.

He is the co-author (with Jim Kouzes) of the award-winning and best-selling leadership book The Leadership Challenge. With over two million copies, the book has been described as a groundbreaking research study, combining keen insights with practical applications, and has been translated into 22 foreign languages. FAST COMPANY ranked it among the top dozen books of 2012, and it has been listed among The Top 100 Business Books of All Time, receiving both book-of-the-year honors by the American Council of Health Care Executives and the Critic's Choice Award from the nation's book review editors. Barry has also co-authored several other award-winning, inspiring and practical books on leadership: Turning Adversity Into Opportunity; Finding the Courage to Lead; Great Leadership Creates Great Workplaces; Credibility: How Leaders Gain and Lose It, Why People Demand It; The Truth About Leadership: The No-Fads, Heart-of-the Matter Facts You Need to Know;Encouraging the Heart: A Leaders Guide to Recognizing and Rewarding Others; A Leader's Legacy; Extraordinary Leadership in Australia and New Zealand, Making Extraordinary Things Happen in Asia, and The Student Leadership Challenge. Kouzes and Posner's Leadership Practices Inventory has been called "the most reliable, up-to-date leadership instrument available today," and the online version has been completed by over three million people.

Barry is an internationally renowned scholar who has published more than 100 research and practitioner-oriented articles, in such publications as the: Harvard Business Review, Academy of Management Journal, Journal of Applied Psychology, Human Relations, Personnel Psychology, and IEEE Transactions on Engineering Management. He is currently on the editorial boards of the International Journal of Servant-Leadership and Leadership and Organizational Development Journal.

Barry has served on a number of corporate boards and for a number of public and community organizations, such as the American Institute of Architects, San Jose Repertory Theatre, Sigma Phi Epsilon Fraternity, Global Women's Leadership Network, and EMQ FamiliesFirst.

Barry received an undergraduate degree in political science from the University of California, Santa Barbara, a master's degree from The Ohio State University in public administration, and his Ph.D. in organizational behavior and administrative theory from the University of Massachusetts, Amherst.

At Santa Clara he has received several outstanding teaching and leadership honors, including the President's Distinguished Faculty Award and the School's Extraordinary Faculty Award. Barry has been a visiting professor at the Hong Kong University of Science and Technology, Sabanci University (Istanbul), and the University of Western Australia.

Described as a warm, engaging and pragmatic conference speaker and dynamic workshop facilitator, Barry has worked with such organizations as: Amazon, Apple, Applied Materials, Australian Institute of Management, Charles Schwab, Conference Board of Canada, Genetech, HP, IKEA, Kaiser Permanente Health Care, L.L. Bean, Levi Strauss, Merck, NetApp, Northrop Grumman, Petronas, Trader Joe's, and Westpac, and been involved with leadership development efforts at more than 50 college campuses. He has made presentations and conducted workshops across the U.S., and around the globe, from Canada, Mexico, South America, and Europe to the Far East (China, Hong Kong, Singapore, and Indonesia), Australia, New Zealand, and South Africa.
Last updated: March 2015

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Chair, Accolti Professor of Leadership Curriculum Vitae (CV) Barry Posner is the Accolti Endowed Professor of Leadership at the Leavey School of Business, Santa Clara University, where he served for 12 years as Dean of the School. Barry received the Association for Talent Development's highest award for Distinguished Contribution to Workplace Learning and Performance.

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Simple without being simplistic, the LPI ®: Leadership Practices Inventory ® draws attention to an individual's strengths and areas for improvement as a leader by measuring how often they practice exemplary leadership behavior. While the LPI Self product offers the practitioner increased self-awareness, the LPI 360 assessment goes a step further by illuminating the effectiveness of a leader and by measuring the level of commitment, engagement, and satisfaction of the individuals they lead. The LPI 360+ offers a reassessment opportunity, which measures a leader's improvement over time.

Similarly, the SLPI ®: Student Leadership Practices Inventory ® guides students-those with little to no business experience-in understanding how often they exhibit exemplary leadership behaviors. The SLPI is available in Self and 360 formats. The LPI 360 is available in five languages: English, Simplified Chinese, Arabic, Latin American Spanish, and Brazilian Portuguese. To learn more, call 1-866-888-5159 or email[email protected] .

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Simple without being simplistic, the LPI ®: Leadership Practices Inventory ® draws attention to an individual's strengths and areas for improvement as a leader by measuring how often they practice exemplary leadership behavior.