# data[].attributes.headline
Enhancing Campus Capacity for Leadership: An Examination of Grassroots Leaders in Higher Education

# data[].attributes.subject
Enhancing Campus Capacity for Leadership: An Examination of Grassroots Leaders in Higher Education

# data[].attributes.attachment_link.readable_text
Enhancing Campus Capacity for Leadership explores a mostly untapped resource on college campuses-the leadership potential of staff and faculty at all levels. This book contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these "bottom up" beacons, the tactics and strategies that they use, the obstacles they overcome, and the ways that they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.

# data[].attributes.attachment_link.title
Enhancing Campus Capacity for Leadership: An Examination of Grassroots Leaders in Higher Education

# data[].attributes.attachment_link.description
Buy Enhancing Campus Capacity for Leadership: An Examination of Grassroots Leaders in Higher Education: Read Kindle Store Reviews - Amazon.com

# data[].attributes.headline
Do Good Well: Your Guide to Leadership, Action, and Social Innovation

# data[].attributes.subject
Do Good Well: Your Guide to Leadership, Action, and Social Innovation

# data[].attributes.attachment_link.keywords[]
business & economics / new business enterprises

# data[].attributes.attachment_link.keywords[]
business & economics / nonprofit organizations & charities / general

# data[].attributes.attachment_link.keywords[]
suggestions for creating partnerships with organizations

# data[].attributes.attachment_link.keywords[]
books by nina vasan; books by jennifer przybylo; suggestions for building organizations; suggestions for joining boards; suggestions for applying for funding; suggestions for creating partnerships with organizations; suggestions for organizing conferences; suggestions for publicizing events; use what works; work together; make it last

# data[].attributes.attachment_link.keywords[]
education / student life & student affairs

# data[].attributes.attachment_link.keywords[]
education/student life & student affairs

# data[].attributes.attachment_link.keywords[]
general & introductory business & management

# data[].attributes.attachment_link.keywords[]
nonprofit organizations & charities - general

# data[].attributes.attachment_link.keywords[]
student affairs & development (higher education)

# data[].attributes.attachment_link.keywords[]
business & economics / nonprofit organizations & charities

# data[].attributes.attachment_link.keywords[]
education / student life & student affairs

# data[].attributes.attachment_link.title
Do Good Well: Your Guide to Leadership, Action, and Social Innovation

# data[].attributes.attachment_link.description
Do Good Well: Your Guide to Leadership, Action, and Social Innovation [Vasan, Nina, Przybylo, Jennifer] on Amazon.com. *FREE* shipping on qualifying offers. Do Good Well: Your Guide to Leadership, Action, and Social Innovation

# data[].attributes.headline
Changing on the Job: Developing Leaders for a Complex World

# data[].attributes.subject
Changing on the Job: Developing Leaders for a Complex World

# data[].attributes.attachment_link.keywords[]
changing on the job: developing leaders for a complex world

# data[].attributes.attachment_link.title
Changing on the Job: Developing Leaders for a Complex World

# data[].attributes.attachment_link.description
Changing on the Job: Developing Leaders for a Complex World [Garvey Berger, Jennifer] on Amazon.com. *FREE* shipping on qualifying offers. Changing on the Job: Developing Leaders for a Complex World

# data[].attributes.attachment_link.readable_text
"One of the best theoretical and applied analyses of universityacademic organization and leadership in print. This book issignificant because it is not only thoughtfully developed and basedon careful reading of the extensive literature on leadership andgovernance, but it is also deliberately intended to enable theauthor to bridge the gap between theories of organization, on onehand, and practical application, on the other."
--Journal of Higher Education

# data[].attributes.attachment_link.title
How Colleges Work: The Cybernetics of Academic Organization and Leadership

# data[].attributes.attachment_link.description
How Colleges Work: The Cybernetics of Academic Organization and Leadership [Birnbaum, Robert] on Amazon.com. *FREE* shipping on qualifying offers. How Colleges Work: The Cybernetics of Academic Organization and Leadership

# data[].attributes.attachment_link.readable_text
Embrace the best practices for initiating multicultural change in individuals, groups, and institutions

Higher education institutions have begun to take steps toward addressing multicultural issues on campuses, but more often than not, those in charge of the task have received little to no training in the issues that are paramount in serving culturally diverse students. Creating Multicultural Change on Campus is a response to this problem, offering new conceptualizations and presenting practical strategies and best practices for higher education professionals who want to foster the awareness, knowledge, and skills necessary for multicultural change on an institutional level. In Creating Multicultural Change on Campus, the authors of the classic text Multicultural Competence in Student Affairs delve deep into key concepts in multicultural organizational development, guiding readers who want to enact change not just at the individual level, but also at the group and institutional levels.

Readers will be introduced to frameworks that are crucial for creating inclusive, welcoming, and affirming campus environments. You'll also find comprehensive examples from several institutions along with specific examples of effective multicultural practices that are useful for real-world situations. The book:

Provides the strategies, frameworks, and expert guidance for recognizing and addressing multicultural issues in institutions of higher learning

Offers a rich understanding of both Multicultural Organizational Development (MCOD) and the Multicultural Change Intervention Matrix (MCIM) and how these models are important for evaluating environments and outcomes

Is appropriate for those who serve students directly, as well as higher education leaders and administrators who create professional development programs

Is designed as a practical guide and filled with specific examples to help readers apply strategies to their own campuses

A much-needed resource, this book can help lead institutions toward meaningful action that will have a positive impact for all individuals in a student body and the professionals who serve them.

# data[].attributes.attachment_link.description
Amazon.com: Creating Multicultural Change on Campus: 9781118242339: Pope, Raechele L.: Books

# data[].attributes.attachment_link.readable_text
Uplift Your Heart and Increase Your Effectiveness

Delve into the personal writings of the grandfather of the modern empowerment movement in business leadership. In this collection of previously unpublished works, eminent writer, consultant, and lecturer Robert Greenleaf shares his personal and professional philosophy, which postulates that true leaders are those who lead by serving others. Spanning a time frame of fifty years, these essays and lectures touch on such key issues as power, ethics, management, organizations, and servanthood. And they offer the reader a wealth of practical suggestions and useful information garnered through the course of a remarkable career.

# data[].attributes.attachment_link.title
On Becoming a Servant Leader: The Private Writings of Robert K. Greenleaf

# data[].attributes.attachment_link.description
On Becoming a Servant Leader: The Private Writings of Robert K. Greenleaf [Frick, Don M., Spears, Larry C.] on Amazon.com. *FREE* shipping on qualifying offers. On Becoming a Servant Leader: The Private Writings of Robert K. Greenleaf

# data[].attributes.headline
Exploring Leadership: For College Students Who Want to Make A Difference 

# data[].attributes.subject
Exploring Leadership: For College Students Who Want to Make A Difference 

# data[].attributes.attachment_link.readable_text
This third edition is a thoroughly revised and updated version of the bestselling text for undergraduate leadership courses. This book is designed for college students to help them understand that they are capable of being effective leaders and guide them in developing their leadership potential. The Relational Leadership Model (RLM) continues as the major focus in this edition, and the book includes stronger connections between the RLM dimensions and related concepts, as well as visual applications of the model. The third edition includes new student vignettes that demonstrate how the major concepts and theories can be applied. It also contains new material on social justice, conflict management, positive psychology, appreciative inquiry, emotional intelligence, and new self-assessment and reflection questionnaires.

For those focused on the practice of leadership development, the third edition is part of a complete set that includes a Student Workbook, a Facilitation and Activity Guide for educators, and free downloadable instructional PowerPoint® slides. The Workbook is a student-focused companion to the book and the Facilitation and Activity Guide is designed for use by program leaders and educators.

# data[].attributes.attachment_link.title
Exploring Leadership: For College Students Who Want to Make a Difference

# data[].attributes.attachment_link.description
Amazon.com: Exploring Leadership: For College Students Who Want to Make a Difference: 9781118399477: Komives, Susan R., Lucas, Nance, McMahon, Timothy R.: Books

# data[].attributes.headline
Emotionally Intelligent Leadership: A Guide for Students

# data[].attributes.subject
Emotionally Intelligent Leadership: A Guide for Students

# data[].attributes.attachment_link.title
Emotionally Intelligent Leadership: A Guide for Students

# data[].attributes.attachment_link.description
Emotionally Intelligent Leadership: A Guide for Students [Levy Shankman, Marcy, Allen, Scott J., Haber-Curran, Paige] on Amazon.com. *FREE* shipping on qualifying offers. Emotionally Intelligent Leadership: A Guide for Students

# data[].attributes.attachment_link.description
With God on All Sides book. Read 2 reviews from the world's largest community for readers. Perhaps no other nation is or has ever been as religiously div...

# data[].attributes.attachment_link.title
The Wizard and the Warrior: Leading with Passion and Power

# data[].attributes.attachment_link.description
The Wizard and the Warrior gives leaders the insight and courage they need to take risks on behalf of values they cherish and the people they guide. Great leaders must act both as wizard, calling on imagination, creativity, meaning, and magic, and as warrior, mobilizing strength, courage, and willingness to fight as necessary to fulfill their mission.

# data[].attributes.attachment_link.readable_text
The most trusted source of leadership wisdom, updated to address today's realities

The Leadership Challenge is the gold-standard manual for effective leadership, grounded in research and written by the premier authorities in the field. With deep insight into the complex interpersonal dynamics of the workplace, this book positions leadership both as a skill to be learned, and as a relationship that must be nurtured to reach its full potential. This new sixth edition has been revised to address current challenges, and includes more international examples and a laser focus on business issues; you'll learn how extraordinary leaders accomplish extraordinary things, and how to develop your leadership skills and style to deliver quality results every time. Engaging stories delve into the fundamental roles that great leaders fulfill, and simple frameworks provide a primer for those who seek continuous improvement; by internalizing key insights and putting concepts into action, you'll become a more effective, more impactful leader.

A good leader gets things done; a great leader aspires, inspires, and achieves more. This book highlights the differences between good and great, and shows you how to bridge the chasm between getting things done and making things happen.

Gain deep insight into leadership's critical role in organizational health

Navigate the shift toward team-oriented work relationships

Motivate and inspire to break through the pervasive new cynicism

Leverage the electronic global village to deliver better results

Business is evolving at an increasingly rapid rate, and leaders must keep pace with the changes or risk stagnation. People work differently, are motivated differently, and have different expectations today-business as usual is quickly losing its effectiveness. The Leadership Challenge helps you stay current, relevant, and effective in the modern workplace.

# data[].attributes.attachment_link.title
The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations (J-B Leadership Challenge: Kouzes/Posner)

# data[].attributes.attachment_link.description
The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations (J-B Leadership Challenge: Kouzes/Posner) - Kindle edition by Kouzes, James M., Posner, Barry Z.. Download it once and read it on your Kindle device, PC, phones or tablets.

# data[].attributes.attachment_link.title
Shackleton's Way Leadership Lessons from the Great Antarctic Explorer

# data[].attributes.attachment_link.description
Shackleton's Way Leadership Lessons from the Great Antarctic Explorer Home Page

# data[].attributes.attachment_link.readable_text
PART I: A PAIR OF ROOKIES

1. A New Teacher's First Day

2. Getting Off on the Wrong Foot

3. Newcomers Find Wise Friends

PART II: THE POLITICAL GA

4. The Old Guard and New Principal

5. The Inclusion Wars: School Politics

PART III: THE HUMAN RESOURCE LENS

PART IV: THE STRUCTURAL FRAME

7. Student Discipline: Who's Really in Charge?

PART V: THE SYMBOLIC FRAME: BELIEVING IS SEEING

10. Building Confidence and Faith

11. "I'm Just a Great Teacher!"

PART VI: VALUES, ETHICS, AND SPIRIT

12. Teaching and Leading: Finding a Balance

13. It's All About Values and Beliefs

PART VII: THE CYCLE CONTINUES

14. The Essence of Teaching: Leaving a Legacy

15. Loss . . . and Celebration

# data[].attributes.attachment_link.description
PART I: A PAIR OF ROOKIES 1. A New Teacher's First Day 2. Getting Off on the Wrong Foot 3. Newcomers Find Wise Friends PART II: THE POLITICAL GA 4. The Old Guard and New Principal 5. The Inclusion Wars: School Politics PART III: THE HUMAN RESOURCE LENS PART IV: THE STRUCTURAL FRAME 7.

# data[].attributes.attachment_link.readable_text
Reframing Academic Leadership

Reframing Academic Leadership is the go-to guide for deepening leadership commitment, capacity, and impact. Gallos and Bolman tease out the unique opportunities and challenges in academic leadership and present powerful ideas and tools to guide and assist college and university administrators in:

Creating campus environments that facilitate creativity and commitment

Forging vital alliances and partnerships in service of the mission

Building campus cultures and shared vision that unite and inspire

Crafting institutional structures and strategies that foster innovation and excellence

In this updated edition, the authors integrate time-tested conceptual frameworks with rich and compelling real-world cases and tackle contemporary, high-impact issues such as changes in the professoriate and in student populations, funding shortfalls, equity and social justice, the double-edged sword of technology, managing conflict and crisis, ethics and governance, and strengthening leadership agility and resolve. This readable, intellectually provocative, and pragmatic book is for all who care deeply about higher education, are committed to making it better, and understand its potential to transform lives, families, communities, organizations, and nations. Leadership matters more than ever, and Reframing Academic Leadership offers the seminal framework for understanding and leading in higher education today.

PRAISE FOR REFRAMING ACADEMIC LEADERSHIP | 1st ED

"Bolman and Gallos provide a refreshing view of leadership essential for those assuming presidencies and other important leadership positions in higher education. This work is a bedside reference for aspiring and current leadership in higher education not only in the U.S. but also abroad."
-FERNANCO LEON GARCIA, President, Sistema CETYS Universidad, Baja California, Mexico

"Bolman and Gallos have written a practical, lucid text that brings together illustrative vignettes and robust frameworks for diagnosing and managing colleges and universities. I recommend it to new and experienced administrators who will routinely confront difficult people, structures, and cultures in their workplaces."
-CHRISTOPHER MORPHEW, Dean, School of Education, Johns Hopkins University

# data[].attributes.attachment_link.description
Buy Reframing Academic Leadership: Read Kindle Store Reviews - Amazon.com

# data[].attributes.attachment_link.readable_text
Leadership on the Line: Staying Alive through the Dangers of Leading
Marty Linsky and Ronald A. Heifetz

Format: Hardcover, 256pp.
ISBN: 9781633692831
Publisher: Harvard Business School Press
Pub. Date: Revised ed. edition July 11, 2017

Average Customer Review:

For Bulk Orders Call: 626-441-2024

From
Description and Reviews
The Publisher:

Every day, in every facet of our lives, opportunities to lead call out to us. At work and at home, in our local communities and in the global village, the chance to make a difference beckons. Yet often, we hesitate. For all its passion and promise, for all its excitement and rewards, leading is risky, dangerous work.

Why? Because real leadership-the kind that surfaces conflict, challenges long-held beliefs, and demands new ways of doing things-causes pain. And when people feel threatened, they take aim at the person pushing for change. As a result, leaders often get hurt both personally and professionally.

In Leadership on the Line, renowned leadership authorities Ronald A. Heifetz and Marty Linsky marshal a half century of combined teaching and consulting experience to show that it is possible to put ourselves on the line, respond effectively to the risks, and live to celebrate our efforts. With compelling examples including the presidents of countries and the presidents of organizations, everyday managers and prominent activists, politicians and parents, the authors illustrate proven strategies for surviving and thriving amidst the dangers of leading:

"Getting on the balcony": stepping back to get perspective while remaining fiercely engaged

"Thinking politically": keeping the opposition close, but watching your allies, too

"Orchestrating the conflict": using stress productively to work the issues

"Giving the work back": putting the responsibility on those who need to make the change

"Holding steady": maintaining your focus while taking the heat

The authors also address often-neglected aspects of leadership, such as how to manage your personal vulnerabilities, and how to anchor yourself and sustain your spirit through tough times.

Both uplifting and practical, this essential book enables each of us to lead courageously and confidently-without losing ourselves.

Reviews

"This is not a conventional book about how to inspire and lead a large organization. It is a much more ambitious work that describes the personal challenges and tactical problems that arise in trying to exert a constructive influence in all kinds of organizational settings. In its wealth of examples, insights, and suggestions, every reader will find ideas of genuine value."

—Derek C. Bok, President Emeritus of Harvard University and author of The Trouble with Government

"With stories that are inspiring and sobering, Heifetz and Linsky show us the perils of leadership and offer us the keys to survival. This book will be indispensable to anyone trying to make big changes in how their company does business."

—Robert Iger, President and COO, Walt Disney Company

"This practical guide to the art of leadership contains wisdom for us all, combining vivid stories with intellectual rigor. The authors honor the notion that we each have unique gifts to offer, and through our offering we can both serve the common good and, in so doing, derive a sense of meaning and purpose in our lives."

—The Most Reverend Frank T. Griswold, Presiding Bishop and Primate, Episcopal Church in the United States

"Chock-full of political wisdom as well as wisdom for the soul. Anyone with passion to make a difference in public life ought to read this book before taking another step."

—Doris Kearns Goodwin, historian and author of No Ordinary Time: Franklin and Eleanor Roosevelt - The Home Front in World War II

"Leadership on the Line could also be called 'High Risk, High Payoff.' Having the courage to step forward with solutions regardless of an accepted pecking order is what real leadership is all about. Overcoming the perils of leading and the satisfaction that comes in doing so is the theme of this splendid work."

—Lieutenant General Bernard E. Trainor, USMC (Ret.) Senior Fellow for National Security, Council on Foreign Relations

"There are many books about leadership, but I know of none more realistic about the risks and rewards of challenging an organization than this one. It is 'tough love' applied to the real world."

—David S. Broder, The Washington Post

"This book goes well beyond making a significant contribution to the field of leadership. Heifetz and Linsky leverage their formidable professional and personal experiences to show all of us, at work and love and play, how to lead and live more fully."

Reader's Index
Send us your favorite quotes or passages from this book.

* "The hope of leadership lies in the capacity to deliver disturbing news and raise difficult questions in a way that people can absorb, prodding them to take up the message rather than ignore it or kill the messanger." Pg. 12
* "When you belong to the organization or community that you are trying to lead, you are part of the problem. In short, you need to identify and accept responsibility for your contributions to the current situation, even as you try to move your people to a different, better place." Pg. 90
* "If you are attacked, discredited, ostracized, or fired, you may feel that you have experienced a kind of assassination. But yuo cannot expect people to seriously consider your idea without accepting the possibility that they will challenge it. Accepting that process of engagement as the terrain of leadership liberates you personally." Pg. 190

About the Authors

Ronald A. Heifetz and Marty Linsky are on the faculty at the John F. Kennedy School of Government at Harvard University. Heifetz is the author of Leadership Without Easy Answers and Co-director of the school's Center for Public Leadership. Linsky is Faculty Chair of many of the school's executive programs, including Senior Officials in State and Local Government and Leadership for the 21st Century.

Table of Contents

Part One: The Challenge

Part Two: The Response

Part Three: Body and Soul

Find Items On Similar Subjects

The Change Monster: The Human Forces That Fuel or Foil Corporate Transformation and Change
LeaderShock ... And How to Triumph Over It

# data[].attributes.attachment_link.description
Leadership on the Line: Staying Alive through the Dangers of Leading Marty Linsky and Ronald A. Heifetz Format: Hardcover, 256pp. ISBN: 9781633692831 Publisher: Harvard Business School Press Pub. Date: Revised ed. edition July 11, 2017 Average Customer Review: For Bulk Orders Call: 626-441-2024 From Description and Reviews The Publisher: Every day, in every facet of our lives, opportunities to lead call out to us.

# data[].attributes.attachment_link.readable_text
Based on five years of proprietary research, How Remarkable Women Lead speaks to you as no other book has, with its hopeful outlook and unique ideas about success. It's the new "right stuff" of leadership, raising provocative issues such as whether feminine leadership traits (for women and men) are better suited for our fast-changing, hyper-competitive, and increasingly complex world.

In this book, McKinsey & Company consultants Joanna Barsh and Susie Cranston establish the links between joy, happiness, and distinctive performance with the groundbreaking model of Centered Leadership.

The book's personal stories and related insights show you the magic that happens when you put the five elements of Centered Leadership - meaning, framing, connecting, engaging, and energizing - to work. They include:

How Alondra de la Parra built on her strengths and passions to infuse her life with meaning and make her way in the male-dominated world of orchestra conducting

How Andrea Jung, the CEO of Avon, avoided a downward spiral when the company turned down by "firing herself" on Friday and re-emerging on Monday as the "new" turnaround CEO

How Ruth Porat's sponsors at Morgan Stanley not only helped her grow but were also her ballast for coping with difficult personal and professional times

How Eileen Naughton recovered after losing her dream job, landing on her feet at Google and open to a new leadership opportunity

How Julie Coates of Woolworth's Australia makes energy key to her professional success, with reserves for her "second shift" as wife and mother

How Remarkable Women Lead is both profoundly moving and actionable. No matter who you are, this book will help you attain a practical plan for breaking through at both work and in life.

# data[].attributes.attachment_link.description
Check out this great listen on Audible.com. Based on five years of proprietary research, How Remarkable Women Lead speaks to you as no other book has, with its hopeful outlook and unique ideas about success. It's the new "right stuff" of leadership, raising provocative issues such as whe...

# data[].attributes.attachment_link.title
Good to Great Book Summary by Jim Collins

# data[].attributes.attachment_link.description
The most detailed book summary of “Good to Great” by Jim Collins. Get the main points of “Good to Great” with Shortform book summaries.

# data[].attributes.attachment_link.title
You're Getting a Free Audible Book | Audible.com

# data[].attributes.attachment_link.description
Download Audio Books from Audible. Start your Free Trial. Download digital audiobooks online and listen on your iPhone, Android or mp3 player. 180,000+ downloadable Audible audiobooks by best-selling authors.

# data[].attributes.attachment_link.readable_text
PERSONNEL MANAGEMENT by GEOFFREY G. SMITH

Ashortage of substitute teachers, both in quantity and quality, across the country has never been more severe.

The Howard County, Md., Public Schools claim substitute teacher usage is up 9.9 percent over the year before with three new schools opening this fall and two more expected soon. The Madison, Ohio, district reports it is at the lowest number of substitute teachers in 18 years, less than 30 percent of the number needed to cover classes.

Why is there a crisis? The answer comes right out of a basic economics text: Increased demand coupled with a decrease in supply.

The increased demand on the existing substitute teacher pool is due in part to higher requirements for in-service training for permanent teachers and generous teacher contracts that offer additional leave time during the school year.

The decline in quantity and quality of substitute teachers is largely a result of today's competitive job market where there are many alternative employment opportunities for potential substitutes. Plus, the growing trend of smaller size classes has reduced the number of certified teachers in the substitute pool.

School districts are using various tactics to cope with this growing crisis.

Lower requirements: Many states and districts have lowered their substitute teacher certification requirements and now only require a 4-year or 2-year degree, often not limited to the field of education. Some states, out of desperation, only require a high school diploma.

Pay increases: Some districts increase pay by as much as 50 to 75 percent to compete with other local districts.

Reduce demand: Some schools ask permanent teachers to fill in in other classrooms during their preparation period to reduce the need for substitutes. Other districts pay teachers for unused sick and personal leave.

Aggressive recruiting: Districts use targeted advertising coupled with job fairs co-sponsored by colleges and universities, parent-teacher organizations and educational services centers.

Temporary staffing services: Temporary agencies contract with districts to cover classes when the demand for substitute teachers becomes too great.

Bonuses: Incentives of $5 of $15 a day are offered to those substitute teachers who teach 85 percent or more of the semester.

Professional development restrictions: Some districts prohibit the scheduling of in-service programs on Fridays or during the month of December, the most challenging times to find classroom coverage.

These strategies are most likely to work with they are tied to training.

The common thread among school districts dealing successfully with the substitute teacher shortage is training. This training provides substitutes with the information and skills they need to be successful in the classroom.

Unfortunately, few districts conduct regular substitute teacher training. Surveys indicate that fewer than 10 percent of all school districts currently offer any such training beyond a basic orientation to district policies.

Does training really work? Studies show that when substitute training is conducted regularly, both the number of applicants and employee longevity increase significantly. Plus, reported complaints about substitute teachers drop in half.

Research conducted by the Substitute Teacher Training Institute at Utah State University has found successful training programs address the following core elements of the shortage crisis:

Being prepared and professional: Unprofessional conduct is the No. 1 complaint by permanent teachers and administrators.

Legal issues and emergency procedures: Training inhibits costly litigation and helps to ensure student safety.

Classroom management: This is the No. 1 concern of substitute teachers.

Teaching strategies: Students want something other than fill-in activities when a substitute leads the class. This is their No. 1 request. They want to learn and do something constructive.

Development of a super sub pack (bag of tricks): This is the leading trait of successful substitute teachers.

In-service training is most effective when presented over an extended period. Inasmuch as most substitute teachers receive little, if any, training, even a few hours is effective.

The Substitute Teacher Educational Programs Initiative, or STEP-IN, developed at Utah State University and funded in part by the U.S. Department of Education, provides 10 hours of training. Other successful programs using STEP-IN materials have run for up to 60 hours. Even when training is required, but substitutes are not paid, the number of applicants increases and the retention rate soars.

Handbooks and training outlines are readily available so that starting a training program for substitute teachers in a school district need not be an added burden.

No other small investment in education today will make a more significant improvement in the classroom than training substitute teachers.
Geoffrey Smith is executive director of the Substitute Teacher Training Institute at Utah State University, 8200 Old Main Hill, Logan, UT 84322. E-mail: SubEd@cc.usu.edu

# data[].attributes.attachment_link.title
AASA | American Association of School Administrators

# data[].attributes.attachment_link.description
PERSONNEL MANAGEMENT by GEOFFREY G. SMITH Ashortage of substitute teachers, both in quantity and quality, across the country has never been more severe. The Howard County, Md., Public Schools claim substitute teacher usage is up 9.9 percent over the year before with three new schools opening this fall and two more expected soon.

# data[].attributes.attachment_link.title
The substitute teacher shortage we should have seen coming

# data[].attributes.attachment_link.description
Quick fixes won’t help. Here’s what will.

# data[].attributes.attachment_link.readable_text
What happens when the teacher is out, and there's no one available to lead the classroom? For many districts, that's been a disconcerting reality this school year.

Substitute teachers have been in short supply in many school districts for years now. But this school year, the shortage has been dire. To fill the gaps, schools are tapping other staff members to cover classes, relaxing their requirements to substitute, and using their COVID-19 relief money to increase pay for subs. But even with these efforts, some districts have still had to cancel classes or even shut down schools due to the substitute shortage.

"Schools all across the country are scrambling to figure out what to do," said Amanda von Moos, the co-founder of Substantial Classrooms, a national nonprofit focused on improving substitute teaching. And with cold and flu season and the holidays approaching, "I think we're in for this getting worse before it gets better."

The frequency of teachers being out for two weeks at a time due to quarantine requirements is unique to this year and creates logistical challenges, von Moos said. Often, the substitutes who are interested in longer-term jobs are already covering a teacher's classroom. The available substitutes might not be able to work every day, which means districts will have to piece together a schedule for the two weeks, creating a "disjointed experience" for students, she said.

And private businesses are aggressively trying to incentivize and recruit workers-making the competition fierce. Substitute teaching has historically been a low-paid job with no benefits. Now, someone could feasibly make more money working at Starbucks.

Will the sub shortage hurt student learning?

While school districts are experiencing many different types of staffing shortages, the lack of reliable substitutes is hindering districts' ability to catch students up academically. Experienced substitute teachers can mitigate the disruption in learning that comes with a teacher's absence. Districts need that consistency more than ever, given the pandemic's effect on student learning, but instead, they're having to find alternative solutions.

In terms of finding substitutes, "last year was a difficult year, but it wasn't so difficult so early," said Michael Cummings, the superintendent of schools in Fairfield, Conn. Right now, the district is averaging a fill rate of about 60 to 70 percent-numbers that are typical right before the winter holidays or later in the spring. "I think one of our concerns [is that] it could get worse," he said.

Principals are tapping teachers to give up their prep time to cover unfilled classes or are dispersing students throughout different classes. Infrequently, principals have had to cancel classes and offer a study hall instead, where students work on assignments without any direct instruction or support, Cummings said.

The EdWeek Research Center survey found that two-thirds of principals and district leaders across the country are asking their employees to take on additional responsibilities because of struggles with shortages.

To lessen the number of teacher absences, administrators are considering scaling back professional learning days, Cummings said.

Meanwhile, the San José Unified school district is having its counselors, intervention specialists, and other staff members be "on call" to substitute for four days every month. The decision was overwhelmingly unpopular among counselors and others in the community, said Crystal Calhoun, a grandmother to four students in the district and an elder leader of the San José Unified Equity Coalition, a grassroots group of educators, students, and community members fighting for racial equity.

For Dana Fate, a middle school counselor in the district, the decision was disheartening. The district is placing counselors in any school, not necessarily the one they work in, so they may not have prior relationships with the students. Subbing will take away from the amount of time she has to address her students' mental health needs, she said, and she doesn't feel comfortable serving as a teacher.

"They're asking us to do something we're not qualified to do," Fate said. "Kids are already coming back from a year and a half [of remote school]. We're not going to be able to get them up to speed."

Some districts have had to consider the worst-case scenario: temporarily shutting down schools. In Filer, Idaho, the substitute shortage-and high volume of staff absences due to COVID-19-forced the school district to cancel all classes and close for a week late last month.

"We needed some time to regroup," said Superintendent Kelli Schroeder, adding that with such significant shortages, students were congregating in the school library or gym instead of being in class.

The small, rural district used to offer $65 a day for a substitute teacher without a bachelor's degree and $80 a day for someone with a degree. This school year, the district increased the pay to $80 and $95 a day, respectively. But now, Schroeder said she's going to propose that the school board use additional money from the state to increase pay rates even further, to $110 a day without a bachelor's degree and $125 a day with one. This increase would be temporary through December, she said.

The shutdown publicized the district's dire need for substitutes, so more people have since applied to work even just one day a week or a few days a month, Schroeder said: "We'll take it."

And a couple businesses in town, including the local internet provider, volunteered to have their employees pinch-hit during periods of particularly high absences. Schroeder said the district is set for now with the new applicants, but she may circle back to that offer if needed.

"The community has really stepped up in helping us with that problem," Schroeder said. "I'm hoping we don't have to [shut down] again-I'm hoping people stay healthy."

More money isn't always the solution

Before the pandemic, the Boulder Valley school district in Colorado had a pool of about 900 substitutes. This school year, it started off with about 300 substitutes. After weeks of actively recruiting subs-including parents-the district now has about 560 substitutes in its system, said Mike Gradoz, the assistant superintendent of human resources.

But Fridays have been the most challenging days to fill teacher absences. The district was only filling about two-thirds of its absences, Gradoz said. In late September, the district doubled its Friday pay rate from $100 to $200. Last week, the fill rate was 78 percent, Gradoz said.

"It's starting to increase a little bit, but it's not good enough," he said, adding that when there aren't enough substitutes, teachers often have to give up their prep period to cover classes, or principals or central office staff fill in. "It really contributes to lower morale."

Still, Gradoz said he doesn't know if further raising the pay will solve the problem. Other nearby districts pay about $20 more and have similar fill rates, he said. Improved working conditions may also help recruitment and retention among substitutes.

"We're encouraging principals [to do] things to make them feel wanted and comfortable and welcome so they'll come back," he said. That includes incentives such as gift cards for coffee, provided lunch, and well-organized lesson plans. "If they have a sub, they'll give them the red carpet."

Indeed, Substantial's von Moos said increasing pay is "desperately needed" but won't be enough to solve this crisis: "I think we will need some kind of innovation."

For example, Substantial, the nonprofit for reimagining substitute teaching, has long encouraged the model of full-time substitute teachers who are based in a single school. That approach can help to address disparities in coverage and provide more stability for students and staff. Gradoz said the Boulder Valley school district is considering implementing a similar model due to the persistent shortage this year.

States may relax requirements for substitutes

"We rely on a bachelor's degree as a signal of perseverance and competence, and it doesn't really match what we need people to be doing in these roles," von Moos said. "People who are great working with kids may not have that degree. What we really need to focus on is, what are the skills and attributes that people need to be successful as a substitute teacher?"

For example, the state of Oregon had just about 4,700 licensed substitute teachers in mid-September-down from nearly 8,300 in December 2019, before the pandemic. In response to the staffing shortage, the Oregon Teacher Standards and Practice Commission has temporarily dropped the requirement for substitutes to have a bachelor's degree.

"We thought long and hard about what it means to possibly have someone without a bachelor's degree in a substitute position," said Anthony Rosilez, the executive director of the commission, in an email. "That is why we established very strong responsibilities for the sponsoring district to guide and support the licensee in their work. Furthermore, we hope that the need for this unique license will only be temporary."

However, the rule change has posed some unintended complications for districts, said Cathy Hurowitz, the superintendent of Clatskanie school district in northwest Oregon. Paraprofessionals who don't have bachelor's degree are now qualified to substitute-and the pay rate for substitutes is at least $10 an hour higher than it is for classified school staff. Those paraprofessionals could fill any teacher absences, but then the district would still have to fill their positions, and it was already experiencing a shortage of substitutes for instructional support staff, Hurowitz said.

"This is just a can of worms," she said. "I know the department was trying to help, ... [but] it creates a bigger problem."

Still, Hurowitz said that since the state is allowing substitutes who don't hold a college degree, she would rather those subs be the district's own staff. The district plans to prioritize giving substitute licenses to staff members who are in a teacher education program, then staffers who holds credits toward a bachelor's degree, and finally staffers who have an associate's degree.

Ultimately, Hurowitz said, "we just need people."

# data[].attributes.attachment_link.title
The Already Dire Substitute Shortage Could Get 'Worse Before It Gets Better'

# data[].attributes.attachment_link.description
What happens when the teacher is out, and there's no one available to lead the classroom? For many districts, that's been a disconcerting reality this school year. Substitute teachers have been in short supply in many school districts for years now. But this school year, the shortage has been dire.

# data[].attributes.attachment_link.readable_text
Authentic leadership is a theory that is still forming in the business world. The idea of authentic leadership is that leaders are seen as genuine and "real." This theory was created by Bill George in his book Authentic Leadership, published in 2003. This book takes on the entire theory that for leaders, being themselves is key to finding success. There are other important leadership skills, but being yourself helps you hone those skills. But does it work? It appears that the answer is yes. In fact, research shows that authentic leadership is the biggest predictor of an employee's job satisfaction, organizational commitment, and workplace happiness.

If you're studying to become a business manager or leader, it's important to understand the variety of leadership styles and theories, as well as understand authentic leadership and how being yourself could be your best option. Learn more about the authentic leadership theory, how you can develop it, and how it could benefit your team.

Authentic leadership characteristics.

Bill George's Authentic Leadership model focuses on five distinct qualities that leaders that are authentic have, or may develop. It's important to note that these aren't unnatural characteristics that would make a leader less genuine, but are general ideas that leaders that are authentic fill with their own real intentions and beliefs.

1. Sense of purpose.

Being a leader that is authentic involves demonstrating sense of purpose in order to seem real and approachable. Often, having a sense of purpose will come out as a sense of passion in practice. Passionate leadership involves caring about the work they are doing, and seeing leaders care makes employees more interested in caring about their work too. Leaders that have authenticity connect to their employees by showing interest in what they do, an interest in the large picture for the organization, and a passion for helping create success.

For example, leadership that shows authenticity is seen when a manager is assigned a new project from upper management, and will then hold a meeting for employees about this new role. They share the things that they are excited about, the structure of the project, and how everyone will be involved to create a good result. They demonstrate a good attitude to followers and show positive behavior as part of their leadership and passion. When an employee sees a passionate leader, they can catch the vision for what success can look like. A sense of purpose can look different based on the leader, but ultimately authentic leaders won't need to fake a sense of purpose, they already are passionate about their work, and followers can see that in their behavior and in their practice.

Authentic leaders have specific values, and they don't compromise on them for anything. This is also known as integrity. Integrity is crucial behavior for leadership to truly be successful. A leader behaves in a way that is always in line with their values, and expect high ethical standards and integrity in employees as well. Employees that see leaders who have values and things that are important to them will find respect and appreciation for their leader. The values of an authentic leader will vary based on their specific beliefs and morals, and they can be shaped by their company policy as well. Ethical leadership and authentic leadership goes hand-in-hand. This kind of leadership means that a manager will have their own personal standard of ethics and values that they will stay by no matter what.

For example, an authentic leader has standards for how work is done and values that work is done correctly. They articulate regularly that they won't tolerate shortcuts, they won't compromise the rules, and that they themselves would never do that either. This can be in regards to work, coworker relationships, management, and more. Values are a crucial element to this kind of leadership. Followers see this ethical behavior and have trust in the organization as a whole, and begin to grow more self-aware of their own ethics and discipline.

3. Relationship building.

Authentic leaders build relationships with their employees and colleagues, and try to establish real connections with the people around them throughout the organization. They are willing to share things about themselves, communicate, and actually listen to others. Employees react better to managers who they believe really care about them and remember things about their lives. When an employee has a manager that they know actually cares about them and their life outside the office, they're more invested in staying and having a good relationship with that manager.

For example, authentic leaders ask employees about their family. If an employee says they have to leave work early to take their spouse to the doctor, the manager can politely ask if everything is ok, if they need any help, or if there's anything they can do. Management that is genuine and real will always listen, as well as make connections by sharing details of their lives as well. This can be as simple as talking about a game or show they watch, or go deeper in sharing about their children or family. Team members are much more likely to respect and like leaders who they can connect with in a real way.

4. Goals and self-discipline.

Goals and self-discipline helps authentic leaders have the focus they need to move forward, no matter what comes their way. Consistent, cool, calm-that is the kind of leader you want during a storm or stressful times. Having goals in mind, and the self-discipline to get there is what makes an authentic leader easy to follow. Employees feel confident and calm when they see a leader that has that self-discipline as well. It also encourages their own self-awareness for their reaction and response, encouraging them to be calm and relaxed as well. An organization can thrive when leadership demonstrates patience and calm no matter what.

An authentic leader will communicate specific work goals to the team and then help provide a path and a plan to accomplish those goals. When things come in that add stress to the situation, authentic leaders don't freak out or complain. They set the tone for their employees by keeping their cool and adjusting the plan when necessary, all the while encouraging the team that they can still reach the goal. Staying focus, adjusting when needed, communicating, and moving forward are key for authentic leaders.

Authentic leaders are willing to show compassion to their employees. They are sensitive to the needs of others, and are willing to help them get what they need. This self-awareness is important to help team members really trust leadership. There are many positive effects that can come from this kind of self-awareness and leadership. This genuine heart helps employees feel that they are more than just a cog in the machine-they know that their leader sees them as a person and cares about them as a person. Mental health, emotional intelligence, self-awareness, and sensitivity are all important to this kind of leadership.

An authentic leader shows their genuine heart, self-awareness, and compassion in many ways. One way they show this is by checking in on employees regularly. For example, during a busy time in the office an authentic leader will check in with their employees often for one-on-one time to ensure they are feeling OK, and find out if they can do anything for them. An authentic leader will make sure relationships between coworkers are going well, be sensitive to personal issues employees may be facing. Authentic leaders show genuine concern and ask because they want to know and help, not out of politeness.

How leaders can develop their authenticity.

There are many things leaders can do to develop their authenticity and become more genuine leaders. Some of the things they can do include:

Explore their life story. Authentic leaders can learn about themselves as a good way to become more true to themselves. They need to process their experiences, understand the things they've gone through, and discover who they really are. When you dive into your own understanding of yourself, you're better able to be yourself and let others see that side of you.

Take time to reflect. It's important to take a step back in our 100-mile-an-hour world and be introspective. Taking time for reflection helps you understand what's important to you, allowing you to be a better leader. Set aside time without your phone, task lists, and just reflect. Examine how you're living your life and engaging with people around you to be more true to yourself.

Seek out feedback. Authentic leaders know that they need to understand how other people see them in order to be effective. Seeking out honest feedback and then taking that feedback to heart is important for leaders to grow and develop. Authentic leaders want to get better and change for their employees, so surrounding themselves with people who will give honest feedback is key.

Understand their leadership style. Authentic leaders understand what kind of leadership styles comes naturally to them. They understand the situation they are in, the people they manage, and they can adapt their style as needed to fit that situation while staying true to themselves. Flexible styles aren't inauthentic, because they come from a genuine place and are part of the compassion and heart leaders have to make the best connection with their employees.

Critiques of authentic leadership theory.

There are lots of critiques for the authentic leadership theory. Some people argue that employees and followers don't need an authentic person, they need a true leader. They need someone who is more than just themselves to lead and guide them. They argue that faking it until you make it is the key to a strong leader. While there are pros and cons to authentic leadership, overall the theory is focused on leaders being strong, but genuine and true to themselves which helps employees feel connected to and confident in them. Seeking to understand their flaws helps authentic leaders become stronger, and forging those real connections with employees helps them feel better about their work and their management.

Overall, the authentic leadership theory is a solid foundational way to be a good leader. Coupled with a business degree, authentic leadership can help you work to become the manager that you truly want to be.

Take a look at other articles from WGU. Our articles feature information on a wide variety of subjects, written with the help of subject matter experts and researchers who are well-versed in their industries. This allows us to provide articles with interesting, relevant, and accurate information.

# data[].attributes.attachment_link.description
Authentic leadership is an up-and-coming theory about leadership and management. It looks into how genuine a leader is, and how their perception of being genuine impacts their ability to lead. Learn more about authentic leadership and how you can develop it in your career and life.

# data[].attributes.attachment_link.readable_text
What is the Relational Leadership Model?

In schools, it all comes down to relationships, which is why the relational leadership model is so prevalent in education. The relational leadership model emphasizes the relationships among people when leading an organization. Relational leadership values inclusion, empowerment, purposefulness, ethical behaviors, and process orientation.

Inclusive leaders consider everyone's viewpoint and experiences when making decisions. While the leader ultimately makes the final decision, all perspectives are weighed carefully.

Relational leaders empower others. They see the strengths and weaknesses of each member of their team, and work to build on strengths and improve weaknesses. The professional growth of others is important to a relational leader.

Relational leaders have a clear purpose, which they are able to communicate to others. Purposeful leaders begin with the end in mind; everything they do leads to a common goal.

Ethical leadership is an important component of the relational leadership model. This means setting a good example and always putting the values of the organization at the forefront.

Finally, a relational leader values the process, encouraging reflection and collaboration. A relational leader values calculated risk-taking, knowing it is for the growth and benefit of the group.

What are the Benefits of Relational Leadership?

A leader who considers everyone's viewpoint may feel overwhelmed at first, but in the end they will be armed with all the information to make a sound decision. Listening to everyone's viewpoint does not mean heeding every viewpoint. By listening, however, a leader is prepared for potential pitfalls in any plan, allowing them to address those pitfalls as they arise.

Empowering others makes them feel valued. Feeling worthwhile makes employees much less likely to seek work elsewhere and overall boosts morale. When employees stay loyal to a company, it allows for continuity of vision and knowledge necessary for an organization to thrive. By empowering others to be leaders in their own right, a relational leader is able to delegate certain tasks, making the organization run more efficiently.

Having a clear purpose allows everyone to work simultaneously for the same goal. This allows stakeholders to act as partners, rather than adversaries. When settling a dispute, a relational leader will seek to find the best solution for all parties, rather than simply trying to defeat an opponent. This approach avoids the distraction of constant conflict, allowing the team to focus on their purpose.

Ethical leaders engender trust in the people who depend on them. By establishing trust, leaders are able to convince others to follow them, even if the road ahead is difficult.

By being process-oriented, stakeholders are able to learn new things, through trial and error, that they may not otherwise have learned. This allows the organization to become better at their stated purpose, whether it's raising money or student test scores.

Last but not least, relational leaders tend to be likable. Who wants to disappoint someone they like?

Ways to Implement Relational Leadership in Your School

A relational school leader seeks to gain the insight of all stakeholders. This might be a principal visiting teams of teachers on a professional development day to gain insight into how to improve school arrival and dismissal. It could also mean listening to the ideas of the parent group that would like to throw a tailgate for students, even if it's never been done before.

A good school leader will empower teachers in the building to grow professionally and in their teaching practice. A leader may give teachers key roles in areas in which they excel. For example, a teacher who is passionate about character education may be empowered to deliver professional development around the topic.

A leader with relational leadership skills will connect everything back to the district's central purpose, which is educating students. When implementing a new grading policy, for example, the principal connects the grading policy to the best way to communicate student learning. Knowing why they are implementing certain policies helps teachers stay on task and remain faithful to the philosophy of the district.

Ethical school leaders model the sort of behavior they expect from others. If they expect honesty from teachers and students, then a leader will admit if their new dress code was too restrictive or a mistake was the result of an oversight. This gives teachers trust in their leaders.

Process-oriented leaders encourage teachers to try new methods of teaching, knowing that even if the method fails, the teacher will have gained valuable insights into how their students learn best and how they can improve going forward. In a process-oriented building, teachers make progress because they aren't afraid of failing in the process.

# data[].attributes.attachment_link.title
What is the Relational Leadership Model? - Graduate Programs for Educators

# data[].attributes.attachment_link.description
In schools, it all comes down to relationships, which is why the relational leadership model is so prevalent in education. The relational leadership model emphasizes the relationships among people when leading an organization. Relational leadership values inclusion, empowerment, purposefulness, ethical behaviors, and process orientation. Inclusive leaders consider everyone's viewpoint and experiences when making decisions.

# data[].attributes.attachment_link.readable_text
Have you ever worked with someone who knows how to encourage you to make the impossible totally possible? Maybe they seem attuned to what it takes to get the best work out of you, or they're always ready to share exactly the right thing to make you feel like you can do anything. This highly effective approach to management has a name: charismatic leadership.

As you find yourself moving forward in your career and stepping into management or leadership roles, it helps to choose an approach that meshes with your personality while supporting the company you work for. But it can be difficult to choose and refine a leadership style if you're unfamiliar with the options that are available to you. By utilizing the knowledge gained from attaining a business degree or by taking online courses, business leaders like you can understand the psychology behind managing teams and utilizing the principles and characteristics of leadership to help refine your charismatic management style.

Charismatic management or leadership is a form of professional guidance or management built on a foundation of strong communication skills, persuasiveness, and maybe even a little bit of charm to help them get the most out of everyone that works for them. They tend to be passionate, have charisma (hence the charismatic title), and have strong convictions with a deep connection to the work that they're doing-which, in turn, inspires the same conviction in others. Because of a charismatic leader's intense commitment to their work, they tend to evoke strong emotions from their followers and teams. This encourages devotion, action, and strong problem-solving skills.

Charismatic management and leadership style is similar to transformational leadership. In transformational leadership, managers are known for using inspirational motivation and intellectual stimulation to empower their followers in doing their best work. But where the two approaches differ is in how charismatic leaders focus on working within the status quo to make it better, as opposed to creating an entirely new path.

Some of the skills, traits, and actions that may define a good leader that utilizes charisma would include:

Forward-thinking goal setting: Because these great leaders are able to see the bigger picture, charismatic leaders excel at setting project milestones well into the future to help keep teams motivated and encourage continued advancements.

Articulation: Being well spoken, a strong communicator, and capable of detailing company plans in an engaging way ensures followers are on board at every level of production. This trait is key for charismatic leaders.

Ability to tap into people's emotions: Encouragement and inspiration are one thing, but the trait of emotionally connecting followers to a cause with your charisma can create a stronger sense of devotion to the work.

Openness to taking risks: As much as leaders with charisma work within the status quo, they're still willing to explore unique opportunities or approaches that could result in big gains.

Clear vision: Knowing the desired outcome of a project, and the pathway to getting there, gives followers a stronger sense of support as they work.

Utilization of unconventional behavior: Maybe they employ off-the-wall team-building exercises, maybe they encourage a hybrid office/remote approach to work, or maybe they try every bananas idea an employee comes up with. Leaders with charisma aren't afraid to try everything to get results.

Grace under pressure: Leaders with charisma can often find themselves in high-pressure situations that can challenge them to keep everyone committed and motivated, even in the face of seemingly insurmountable odds.

Sensitivity to their environment and the needs of the team: Empathy is another important quality that can help charismatic leaders navigate sensitive situations and intensive production schedules.

Strong engagement skills: From upper management to lower-tier employees, charismatic leaders know how to connect with everyone at every level of the professional totem pole.

The theory of charismatic leadership can be traced back to a 1922 study conducted by German sociologist Max Weber. Weber looked at why people follow authority in conjunction with political obligation, deducing that people tend to follow a leader because they see their leadership and power to be good and just, allowing the perception that these leaders are doing the right thing.

To Weber, charisma was more about appearances than action, and driven more by sociology or politics. He cited three key components that make up a charismatic leader: the psychological dimension, which encompasses their inner qualities; the social aspect, driven by the external sources that shape the leader; and the relational dimension, relating to the relationship between the leader and their subordinate. Later, in his 1958 book "The Three Types of Legitimate Rule," Weber evolved his theory to discuss how charismatic leaders can build strong emotional relationships with employees, and how they can lose their legitimacy when support is withdrawn.

Expanding on Weber's theories, Robert J. House published the paper "A 1976 Theory of Charismatic Leadership," which focused more on the concept from a psychological standpoint. House felt that charismatic leaders had personal and behavioral characteristics that encouraged people to follow them. Because charismatic leaders exhibited vision, determination, and the self-confidence to communicate both, followers found themselves encouraged and inspired by such leaders, rather than granting their following out of fear. Some notable charismatic leaders include civil rights activist Martin Luther King, Jr., Apple founder Steve Jobs, and President Barack Obama.

Every form of leadership relies on the leader to have a certain type of personality that inspires employees and encourages productivity, but charismatic leaders take that approach to the next level. Yes, they have personality-but they also have a certain kind of charm and the ability to connect with people on multiple levels. This helps them drive company initiatives while motivating and encouraging employees.

Like the visionary leadership approach, charismatic leadership relies on having a clear vision of a project or initiative. Where they differ is that charismatic leaders employ their open-ended approach in a more traditional status quo environment. Charismatic leaders are also adaptable like situational leaders, but the scope of a charismatic leader tends to be more exploratory and less rigid than the traditional business approach.

Adaptive leaders and charismatic leaders share a visionary approach to handling challenges and relying on emotional intelligence to connect with employees. But charismatic leadership deviates from adaptive by thriving on a certain amount of structure and a cohesive company approach. And while charismatic leadership is similar to effective leadership in its reliance on self-confidence and leading through example, effective leadership tends to be used in a lower-pressure environment or in smaller groups of people, while charismatic leadership is employed on a larger scale.

Charismatic leadership can be a highly effective approach to optimize and motivate teams, as these leaders often operate on the courage of their convictions and stand up for what they believe in. Some of the benefits of charismatic leadership include:

Inspired connection with team members or employees

The focused commitment to a company or organization's project or mission

Strong motivating factors that produce results

An emphasis on collaboration and team-oriented support to meet the needs of a project or mission

Positive change is encouraged, which in turn inspires forward movement

Employees and team members are valued for their input and supported in their goals

Egos are left at the door in service of the greatest good

Mistakes are addressed and approached as learning opportunities

Of course, there's a flipside to the positives of charismatic leadership. For all the benefits it imparts, it can also have some downsides that can derail a company or project or create internal turmoil. Some of the disadvantages of charismatic leadership include:

Charismatic leaders with a less self-assured foundation can prioritize their own focus instead of that of the company or organization

Outsiders can see this approach as disingenuous and question the intentions behind products or actions

Charismatic leaders may create the illusion that nobody can replace them, which can create issues for companies that may need to replace a leader for multiple reasons

An inability to course-correct or see the error of their ways may create a situation where the leader can inadvertently sabotage an initiative

Some charismatic leaders have been known to believe their own hype to the point that they consider themselves invincible, leading them to commit violations or crimes

Similarly, some leaders may decide they don't need to listen to anyone else, particularly those they lead

The best way to avoid the negatives and accentuate the positives of charismatic leadership is to embrace the core aspects of this approach. When you allow these aspects to guide you, you're less likely to veer off the path and more capable of being an effective leader. To be an effective charismatic leader, make sure you display:

Vulnerability and humility: Be willing to own up to your mistakes and learn from them, admit the things you're unable to do and delegate accordingly, and let your failures be opportunities for growth and improvement.

Listening skills: Don't just wait to speak! Make sure you really listen to your team, allow them to be heard, and work with them to address their concerns.

Transparency: Be open and honest about what you're doing and why you're doing it.

Determination: This quality is particularly important in times of challenge, as your team will look to you for encouragement and how they should react in stressful situations.

Communication skills: Go beyond being charming and actually connect with people! Learn more about them and how you can support their goals, too.

Compassion: Remember that at the end of the day you're human, and you're working with fellow humans who also have wants, needs, weaknesses, and complications. Do what you can to help your employees when they need it.

Maturity: Ditch the high school mentality and don't allow yourself to get wrapped up in psychological warfare that's designed to create chaos for you and your team.

Vision: See the endgame for your project, company, or organization, let your team in on the plan, and work with them to make it to the finish line together.

Self-monitoring and self-improvement: Continue working on yourself through therapy, education, leadership exercises, and more so that you're able to evolve with your team and the collective vision you're working towards.

Confidence: Find and connect to your inner strength and sense of self and let both inspire your team to great heights.

Creativity: Don't employ the same old, same old! Let your imagination run wild and allow it to inform new ways to inspire your team and bring your vision to fruition.

With a little charisma, a strong sense of vision, and a lot of heart, charismatic leadership could help you create a professional path to greatness.

Subscribe to the WGU Blog

Stay up-to-date with the latest articles, tips, and insights from the team at WGU

Our focus on your success starts with our focus on four high-demand fields: K-12 teaching and education, nursing and healthcare, information technology, and business. Every degree program at WGU is tied to a high-growth, highly rewarding career path. Which college fits you?

Want to see all the degrees WGU has to offer? View all degrees

# data[].attributes.attachment_link.description
Are you a natural connector who's driven by purpose and has a clear vision you're deeply connected to? If so, charismatic leadership might be the right management approach to help you and your team realize greatness. Learn more about how this leadership approach motivates and inspires.

# data[].attributes.attachment_link.description
Servant leaders are a revolutionary bunch–they take the traditional power leadership model and turn it completely upside down. This new hierarchy puts the people–or employees, in a business context–at the very top, and the leader at the bottom, charged wi

# data[].attributes.attachment_link.readable_text
Transactional leadership, also known as managerial leadership, focuses on the role of supervision, organization, and group performance. Leaders who implement this style focus on specific tasks and use rewards and punishments to motivate followers.﻿﻿

This theory of leadership was first described in by sociologist Max Weber and further explored by Bernard M. Bass in the early 1980s. Take a closer look at how the transactional style works as well as some of the potential benefits and downsides of this style.

Basic Assumptions of Transactional Leadership

People perform their best when the chain of command is definite and clear.

Rewards and punishments motivate workers.

Obeying the instructions and commands of the leader is the primary goal of the followers.

Subordinates need to be carefully monitored to ensure that expectations are met.﻿﻿

This theory takes a behavioral approach to leadership by basing it on a system of rewards and punishments.

Athletic teams also rely heavily on transactional leadership. Players are expected to conform to the team's rules and expectations and are rewarded or punished based on their performance. Winning a game might mean accolades and bonuses while losing might lead to rejection and verbal castigation. Players often become highly motivated to do well, even if it means suffering pain and injury.

Unlike transformational leaders who tend to be forward-looking, transactional leaders are interested in merely maintaining the status quo.﻿﻿ Transformational leaders try to sell their ideas and vision to followers. Transactional leaders, on the other hand, tell group members what to do and when to do it.

How Transactional Leadership Works

In transactional leadership, rewards and punishments are contingent upon the performance of the followers. The leader views the relationship between managers and subordinates as an exchange - you give me something for something in return. When subordinates perform well, they receive a reward. When they perform poorly, they will be punished in some way. Rules, procedures, and standards are essential in transactional leadership.

They do not, however, act as catalysts for growth and change within an organization. Instead, they are focused on maintaining this as they are and enforcing current rules and expectations.

These leaders do tend to be good at setting expectations and standards that maximize the efficiency and productivity of an organization.﻿﻿ They tend to give constructive feedback regarding follower performance that allows group members to improve their output to obtain better feedback and reinforcement.

When Is Transactional Leadership the Most Effective?

Followers are not encouraged to be creative or to find new solutions to problems. Research has found that transactional leadership tends to be most effective in situations where problems are simple and clearly defined.﻿﻿

It can also work well in crisis situations where the focus needs to be on accomplishing certain tasks. By assigning clearly defined duties to particular individuals, leaders can ensure that those things get done.

Transactional leaders focus on the maintenance of the structure of the group.﻿﻿ They are tasked with letting group members know exactly what is expected, articulating the rewards of performing tasks well, explaining the consequences of failure, and offering feedback designed to keep workers on task.

While transactional leadership can be useful in some situations, it is considered insufficient in many cases and may prevent both leaders and followers from achieving their full potential.

# data[].attributes.attachment_link.title
How a Transactional Leadership Style Works

# data[].attributes.attachment_link.description
Transactional leadership, also known as managerial leadership, focuses on the role of supervision, organization, and group performance. Leaders who implement this style focus on specific tasks and use rewards and punishments to motivate followers.﻿﻿ This theory of leadership was first described in by sociologist Max Weber and further explored by Bernard M.

# data[].attributes.body
Motivate and lead

# data[].attributes.attachment_link.readable_text
Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

Transformational leadership is a leadership style that can inspire positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

Quick Background

The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation."﻿﻿

Later, researcher Bernard M. Bass expanded upon Burns's original ideas to develop what is today referred to as Bass's Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect, and admiration from their followers.﻿﻿

Mental Health in the Workplace Webinar

Components

Bass also suggested that there were four different components of transformational leadership.

1. Intellectual Stimulation: Transformational leaders not only challenge the status quo; they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.

2. Individualized Consideration: Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of the unique contributions of each follower.

3. Inspirational Motivation: Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfill these goals.

4. Idealized Influence: The transformational leader serve as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.

So what are some typical signs of a transformational leader? Groups led by this type of leader tend to be both successful and loyal. They give a lot to the team and care deeply about the group's ability to accomplish its goals. Turnover tends to be quite low as transformational leaders are able to inspire a great deal of commitment in their followers.

In their classic text, Transformational Leadership, authors Bass and Riggio explained:

"Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and, in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization."

"Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders," explained psychologist and leadership expert Ronald E. Riggio in an article for Psychology Today.

The reason, he suggests, is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered.

What can you do to become a more transformational leader? Leadership experts suggest that having a strong, positive vision of the future plays a critical role. Not only is it important to believe in this vision yourself; you've also got to inspire others to buy into your vision as well.

Link to Well-Being

According to the results of one study, this style of leadership can also have a positive influence on employee well-being.﻿﻿

The study published in the Journal of Occupational and Environmental Medicine involved surveying workers at several different German information and communication technology companies. Researchers asked participants to answers questions about their employer's leadership style.

A score for transformational leadership was then determined based on qualities such as providing intellectual stimulation, giving positive feedback for good performance, leading by example, and helping employees feel like they were making a contribution toward the goals of the group.

The researchers discovered that employees who identified a higher level of transformational leadership in their employers also had higher reported levels of well-being. The effect stayed significant even after researchers controlled for factors that are linked to well-being such as job strain, education, and age.

"The results of this study suggest that a transformational leadership style, which both conveys a sense of trust and meaningfulness and individually challenges and develops employees, also has a positive effect on employee well-being," the authors summarized.

Real-World Applications

So what impact could such results have for managers and workers?

The study's authors suggest that the results are important and can help companies develop leadership training programs that can be used to teach transformational leadership skills. Acquiring communication skills such as resolving conflicts in the workplace and recognizing the needs of employees are an important part of transformational leadership.

"Such training programs can be seen as another essential component of workplace health promotion and prevention efforts and therefore should receive wide support," explained the study's authors.

A Word From Verywell

The transformational style of leadership can be highly effective when used appropriately, but it might not necessarily be the best choice for every situation. In some cases, groups may require a more managerial or autocratic style that involves closer control and greater direction, particularly in situations where group member are unskilled and need a lot of oversight.

One way to improve your own leadership skills is to assess your own current leadership style and think about ways in which your strengths can benefit the group you are leading. By evaluating your own skills, you will be better able to play to your strengths and work on improving your areas of weakness.

# data[].attributes.attachment_link.title
How Do Transformational Leaders Inspire and Motivate Followers?

# data[].attributes.attachment_link.description
Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

# data[].attributes.body
Just for fun, but great self-reflection tool.

# data[].attributes.attachment_link.readable_text
The Global Emotional Intelligence Test uses 40 questions which are derived from, the Global instrument, which contains 158 items. These are based on Goleman's four quadrant Emotional Intelligence Competency Model (2002). Click EI Capability Assessment here for more details. Short EI quizzes such as this are meant to be fun, and to give you a guide to which EI areas you are doing well in and those which perhaps you need to focus on for development.

This Test, is a forced-choice psychological test which requires you to choose Instructions for the FREE EI Test one statement in each pair of statements that describes you best. For each pair of statements, select the statement that best applies to you. Do not over-analyse the questions, or try to think of "exceptions to the rule." Be spontaneous and choose the statement that comes closest to the way you are.

Occasionally there will be questions that ask you to make a close call between two choices. This is because the Test is trying to distinguish between specific areas. If a question is very close and you can't decide which statement applies to you best, you can come back to it after you have completed the other questions.

The Test usually takes about 10 minutes to complete. At the end of the test, click on the Score Test button, and wait for the computer to generate an EI profile of your scores. If you have answered honestly and accurately, your scores will reflect your capability level within each of the EI quadrants.

We cannot guarantee the accuracy of the results of this Test - only that it can help you begin your journey of self-development!

# data[].attributes.attachment_link.title
Emotional Intelligence Test - Global Leadership Foundation

# data[].attributes.attachment_link.description
Free emotional intelligence test developed by Global Leadership Foundation

# data[].attributes.body
Interesting read

# data[].attributes.attachment_link.readable_text
In some jobs, being in touch with emotions is essential. In others, it seems to be a detriment. And like any skill, being able to read people can be used for good or evil.

Some of the greatest moments in human history were fueled by emotional intelligence. When Martin Luther King, Jr. presented his dream, he chose language that would stir the hearts of his audience. "Instead of honoring this sacred obligation" to liberty, King thundered, "America has given the Negro people a bad check." He promised that a land "sweltering with the heat of oppression" could be "transformed into an oasis of freedom and justice," and envisioned a future in which "on the red hills of Georgia sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood."

Delivering this electrifying message required emotional intelligence-the ability to recognize, understand, and manage emotions. Dr. King demonstrated remarkable skill in managing his own emotions and in sparking emotions that moved his audience to action. As his speechwriter Clarence Jones reflected, King delivered "a perfectly balanced outcry of reason and emotion, of anger and hope. His tone of pained indignation matched that note for note."
Emotional intelligence is important, but the unbridled enthusiasm has obscured a dark side.
Recognizing the power of emotions, another one of the most influential leaders of the 20th century spent years studying the emotional effects of his body language. Practicing his hand gestures and analyzing images of his movements allowed him to become "an absolutely spellbinding public speaker," says the historian Roger Moorhouse-"it was something he worked very hard on." His name was Adolf Hitler.

Since the 1995 publication of Daniel Goleman's bestseller, emotional intelligence has been touted by leaders, policymakers, and educators as the solution to a wide range of social problems. If we can teach our children to manage emotions, the argument goes, we'll have less bullying and more cooperation. If we can cultivate emotional intelligence among leaders and doctors, we'll have more caring workplaces and more compassionate healthcare. As a result, emotional intelligence is now taught widely in secondary schools, business schools, and medical schools.

Emotional intelligence is important, but the unbridled enthusiasm has obscured a dark side. New evidence shows that when people hone their emotional skills, they become better at manipulating others. When you're good at controlling your own emotions, you can disguise your true feelings. When you know what others are feeling, you can tug at their heartstrings and motivate them to act against their own best interests.

Social scientists have begun to document this dark side of emotional intelligence. In emerging research led by University of Cambridge professor Jochen Menges, when a leader gave an inspiring speech filled with emotion, the audience was less likely to scrutinize the message and remembered less of the content. Ironically, audience members were so moved by the speech that they claimed to recall more of it.

The authors call this the awestruck effect, but it might just as easily be described as the dumbstruck effect. One observer reflected that Hitler's persuasive impact came from his ability to strategically express emotions-he would "tear open his heart"-and these emotions affected his followers to the point that they would "stop thinking critically and just emote."
"Whenever we wanted to persuade our staff to support a particular project we always tried to break their hearts."
Leaders who master emotions can rob us of our capacities to reason. If their values are out of step with our own, the results can be devastating. New evidence suggests that when people have self-serving motives, emotional intelligence becomes a weapon for manipulating others. In a study led by the University of Toronto psychologist Stéphane Côté, university employees filled out a survey about their Machiavellian tendencies, and took a test measuring their knowledge about effective strategies for managing emotions. Then, Cote's team assessed how often the employees deliberately undermined their colleagues. The employees who engaged in the most harmful behaviors were Machiavellians with high emotional intelligence. They used their emotional skills to demean and embarrass their peers for personal gain. In one computer company studied by Tel-Aviv University professor Gideon Kunda, a manager admitted to telling a colleague "how excited we all are with what he is doing," but at the same time, "distancing my organization from the project," so "when it blows up," the company's founder would blame the colleague.

Shining a light on this dark side of emotional intelligence is one mission of a research team led by University College London professor Martin Kilduff. According to these experts, emotional intelligence helps people disguise one set of emotions while expressing another for personal gain. Emotionally intelligent people "intentionally shape their emotions to fabricate favorable impressions of themselves," Professor Kilduff's team writes. "The strategic disguise of one's own emotions and the manipulation of others' emotions for strategic ends are behaviors evident not only on Shakespeare's stage but also in the offices and corridors where power and influence are traded."

Of course, people aren't always using emotional intelligence for nefarious ends. More often than not, emotional skills are simply instrumental tools for goal accomplishment. In a study of emotions at the Body Shop, a research team led by Stanford professor Joanne Martin discovered that founder Anita Roddick leveraged emotions to inspire her employees to fundraise for charity. As Roddick explained, "Whenever we wanted to persuade our staff to support a particular project we always tried to break their hearts." However, Roddick also encouraged employees to be strategic in the timing of their emotion expressions. In one case, after noticing that an employee often "breaks down in tears with frustration," Roddick said it was acceptable to cry, but "I told her it has to be used. I said, 'Here, cry at this point in the ... meeting." When viewing Roddick as an exemplar of an emotionally intelligent leader, it becomes clear that there's a fine line between motivation and manipulation. Walking that tightrope is no easy task.
In jobs that required extensive attention to emotions, higher emotional intelligence translated into better performance. In jobs that involved fewer emotional demands, the results reversed.
In settings where emotions aren't running high, emotional intelligence may have hidden costs. Recently, psychologists Dana Joseph of the University of Central Florida and Daniel Newman of the University of Illinois comprehensively analyzed every study that has ever examined the link between emotional intelligence and job performance. Across hundreds of studies of thousands of employees in 191 different jobs, emotional intelligence wasn't consistently linked with better performance. In jobs that required extensive attention to emotions, higher emotional intelligence translated into better performance. Salespeople, real-estate agents, call-center representatives, and counselors all excelled at their jobs when they knew how to read and regulate emotions-they were able to deal more effectively with stressful situations and provide service with a smile.

However, in jobs that involved fewer emotional demands, the results reversed. The more emotionally intelligent employees were, the lower their job performance. For mechanics, scientists, and accountants, emotional intelligence was a liability rather than an asset. Although more research is needed to unpack these results, one promising explanation is that these employees were paying attention to emotions when they should have been focusing on their tasks. If your job is to analyze data or repair cars, it can be quite distracting to read the facial expressions, vocal tones, and body languages of the people around you. In suggesting that emotional intelligence is critical in the workplace, perhaps we've put the cart before the horse.

Instead of assuming that emotional intelligence is always useful, we need to think more carefully about where and when it matters. In a recent study at a healthcare company, I asked employees to complete a test about managing and regulating emotions, and then asked managers to evaluate how much time employees spent helping their colleagues and customers. There was no relationship whatsoever between emotional intelligence and helping: Helping is driven by our motivations and values, not by our abilities to understand and manage emotions. However, emotional intelligence was consequential when examining a different behavior: challenging the status quo by speaking up with ideas and suggestions for improvement.

Emotionally intelligent employees spoke up more often and more effectively. When colleagues were treated unjustly, they felt the righteous indignation to speak up, but were able to keep their anger in check and reason with their colleagues. When they went out on a limb to advocate for gender equity, emotional intelligence helped them keep their fear at bay. When they brought ideas for innovation to senior leaders, their ability to express enthusiasm helped them avoid threatening leaders. On a much smaller scale, they were able to follow Martin Luther King Jr.'s lead in rocking the boat while keeping it steady.

More than two decades have passed since psychologists Peter Salovey at Yale and John Mayer at the University of New Hampshire introduced the concept of emotional intelligence in 1990. Why has it taken us so long to develop a more nuanced view? After Daniel Goleman popularized the idea in 1995, many researchers-perhaps awestruck themselves by enthusiasm for the concept of emotional intelligence-proceeded to conduct studies that were fatally flawed. As University of Lausanne professor John Antonakis observed, "practice and voodoo science is running way ahead of rigorous research."

One of the most persistent problems was the use of self-report measures, which asked employees to rate their own emotional abilities on items like "I can tell how people are feeling even if they never tell me" and "I am generally very good at calming someone down when he or she is upset." Abilities cannot be accurately measured with self-reports. As emotion experts Sigal Barsade of Wharton and Donald Gibson of Fairfield University lament, "One might compare this approach to assessing mathematical skills by asking respondents, 'How good are you at solving algebraic equations?' rather than asking the person to actually solve an algebraic equation."

Thanks to more rigorous research methods, there is growing recognition that emotional intelligence-like any skill-can be used for good or evil. So if we're going to teach emotional intelligence in schools and develop it at work, we need to consider the values that go along with it and where it's actually useful. As Professor Kilduff and colleagues put it, it is high time that emotional intelligence is "pried away from its association with desirable moral qualities."

# data[].attributes.attachment_link.description
In some jobs, being in touch with emotions is essential. In others, it seems to be a detriment. And like any skill, being able to read people can be used for good or evil. Some of the greatest moments in human history were fueled by emotional intelligence. When Martin Luther King, Jr.

# data[].attributes.body
Emotional intelligence of leadership broken down and explained.

# data[].attributes.attachment_link.readable_text
The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

# data[].attributes.attachment_link.title
Emotional Intelligence in Leadership - Learning How to Be More Aware

# data[].attributes.attachment_link.description
Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

# data[].attributes.body
Pre-pandemic information. Students were already dealing with stress, anxiety, depression, and thoughts of suicide.

# data[].attributes.attachment_link.title
As Teen Stress Increases, Teachers Look for Answers

# data[].attributes.attachment_link.description
Seventy percent of teens say stress is a major problem. Research backs that up—and teachers are beginning to offer solutions.

# data[].attributes.headline
How can we prepare college students for life after high school?

# data[].attributes.subject
How can we prepare college students for life after high school?

# data[].attributes.body
School counselors can prepare graduating students with stress management.

# data[].attributes.attachment_link.readable_text
As incoming college students start their first weeks of postsecondary education, many are optimistic about a new beginning, but they are also struggling with mental health and academic challenges created by the pandemic.

The annual Beginning College Survey of Student Engagement found that 53 percent of first-year students reported a substantial increase in mental and emotional exhaustion. Of those, nearly 70 percent indicated "high expectations of academic difficulty," compared to 42 percent of their peers who did not experience greater exhaustion. Additionally, 30 percent of students surveyed reported increased depression, 27 percent said they experienced greater loneliness and 20 percent felt more hopeless.

"The combination of mental and emotional exhaustion and expected academic difficulty strongly suggests an imperative to implement widespread and early check-ins by faculty, academic advisors, and student life staff to offer the support and -- if necessary -- intervention to help students' first college year be successful," the survey said.

Between May and early August of this year, more than 35,000 students took the BCSSE survey, which is administered by Indiana University's Center for Postsecondary Research. The survey will remain open until mid-September, ultimately collecting data from an estimated 50,000 entering first-year students.

The results come as institutions expand their mental health services for the upcoming semester. Throughout the pandemic, college students have had difficulty accessing mental health care and have experienced higher rates of depression because of COVID-19.

Erica Riba, director of higher education and student engagement at the Jed Foundation, a nonprofit that protects emotional health and works to prevent suicide among teenagers and young adults, said the results of the BCSSE aren't surprising. "COVID has been pretty multidimensional for many folks," she said. "And there has been collective trauma across the board on student mental health ... There's been great loss throughout this last year and a half."

The Jed Foundation created guidance earlier this month to address campus mental health and well-being for the fall semester. Riba said it's up to institutions to create the right environment for students to succeed during the pandemic. "What's key is to remind everyone that we're really not out of the woods yet with COVID-19," she said. "We have to come at this from a health and safety perspective, and that includes well-being and mental health. We need to really design when we return to campus a culture of caring, compassion and belongingness."

The survey also found that although student optimism is dropping, it remains strong. The majority of incoming students expressed enthusiasm about their first year, and most said that COVID-19 didn't interfere much with their college plans.

The results also highlight the different learning environments the students had during their senior year of high school, with the majority of students experiencing some kind of online learning. About 60 percent had hybrid instruction during their senior year, while 26 percent took classes entirely online and 14 percent had classes entirely in person.

Going forward, more than half of students said they "strongly" preferred in-person instruction in college, with those who finished high school online only half as likely as those who didn't to favor in-person teaching.

Results for online and in-person learning varied by racial and ethnic identity, with about half of Black or African American (47 percent), Hispanic or Latina/o (51 percent), and Asian (49 percent) students experiencing entirely online instruction.

The differences between the overall result and the findings among minority groups should be examined, the survey said, in order to see how resources are provided for diverse groups of students.

Riba said that a return to in-person learning needs to account for students in minority groups and create campuses where those students feel safe. "What higher education needs to be aware of is consideration of how resources are shared among racial minority groups, making sure that there are spaces for students to come together," she said. "We're really recognizing the need to increase our resources, and make sure that those who come from disadvantaged backgrounds are really recognized and heard."

# data[].attributes.attachment_link.title
Most incoming freshmen are mentally exhausted

# data[].attributes.attachment_link.description
As incoming college students start their first weeks of postsecondary education, many are optimistic about a new beginning, but they are also struggling with mental health and academic challenges created by the pandemic. The annual Beginning College Survey of Student Engagement found that 53 percent of first-year students reported a substantial increase in mental and emotional exhaustion.

# data[].attributes.body
Written by Navy SEAL veteran

# data[].attributes.attachment_link.readable_text
Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

# data[].attributes.attachment_link.title
How Emotional Intelligence Became a Key Leadership Skill

# data[].attributes.attachment_link.description
A reading list to bring you up to speed.

# data[].attributes.body
Leadership Qualities: Self-awareness, Self-management, Empathy, Relationship management, and Effective communication