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This image shows an example of what is expected of leaders in student affairs.

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Exceptional Leadership in Student Affairs

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Exceptional Leadership in Student Affairs

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"A major part of being a student affairs professional is becoming a great leader. This is a crucial growth period for many students and they need the best influence, guidance, mentorship and coaching they can get."

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A major part of being a student affairs professional is becoming a great leader. This is a crucial growth period for many students and they need the best influence, guidance, mentorship and coaching they can get.

"Genuine leadership is selfless. The best thing a leader can do is cultivate leadership skills in others. "
- Christian Haas, Former Student Services Support Specialist, USF St. Petersburg

That's exactly right. Leadership is about growth in all of us, and cultivating it requires creative thinking:

"My recent favorite leadership strategy is "getting to second best." Ideas are often rejected out of hand by large groups based on who is doing the proposing. By validating the idea of a quieter member of a group that didn't get universal adoption the first go around, one can often achieve more of their goals through seconding an existing idea rather than trying to win the day on their proposal."
- Nicholas Krebs, Assistant Director | Office of Student Development & Activities, The New School

Leaders don't always have to be the ones in front. Here are some great tips that can help you become a more effective leader:

Enjoy!

We thought this infographic was too good not to share. You can find the original post here: 5 Ways To Be an Exceptional Leader

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Exceptional Leadership in Student Affairs | Blog | Presence

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A major part of being a student affairs professional is becoming a great leader. This is a crucial growth period for many students and they need the best influence, guidance, mentorship and coaching they can get. "Genuine leadership is selfless. The best thing a leader can do is cultivate leadership skills in others.

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Student Affairs is... From a Leadership Perspective

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Student Affairs is... From a Leadership Perspective

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This article provides insight into student services from a Dean of Student's perspective.

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My story is not unlike the many who have preceded me and those who will follow me into a student affairs life. It started on a small college campus where as a student I found my connection through student activities. As a first-year student, I signed on to sell tickets for the spring fling festival and this single act of volunteerism turned into a life of service to students. From that moment, I ultimately discovered a career path that led me to my ideal job.

As the dean of student affairs and the senior student affairs officer at my college, I balance between the needs of the institution and the needs of students. I am often the voice of students at the leadership table and try to bring the student perspective into the decision making process. But I am not alone. I am fortunate to work at an institution that values student input and respects the needs of students. My responsibility is ensuring that we consistently deliver the quality service that students expect and deserve and create opportunities for engagement that provide for growth and development.

I see student affairs as the ultimate bridge between the academic world and the "real" world. The lessons learned in the classroom are best applied in the laboratories of life - the opportunities we create through the activities, programs and services of student affairs. Our campuses, whether large or small, are places where students come together with peers and others to learn and grow. This is true whether the student is attending directly out of high school, is first-generation embarking on an unfamiliar journey or is post-traditional returning to change careers. Student affairs professionals are charged with creating and sustaining learning environments and experiences for students. We must consider our student partners as key stakeholders in the process of developing these opportunities.

My path in student affairs has afforded me an opportunity to work at several institutions serving a variety of students. My career began at a small, public liberal arts college that served a mix of regional and national students. As a feeder for post-graduate professional programs, academics was a strong focus on this campus. From there I moved to a mid-sized regional community college. The student mix was very different and included those looking to transfer to a state university and those seeking a terminal degree in a trade or technical skill. Finally, I arrived at my current institution - a health sciences college. My students are highly motivated, post-traditional learners who come to us for a specific education and experience. In all of these settings, the opportunity to engage students continues to be important although the means for doing so varies.

More recently, emerging issues such as mental health, sexual assault and gender-based violence and crisis management have taken much of my time and attention. While these issues have been difficult, the opportunity to influence and address these from a policy perspective has been stimulating and provides me with a renewed sense of purpose. Even though my role continues to evolve and my responsibilities to students has expanded beyond that of engagement, I enjoy interacting across divisions and collaborating with others, both on my campus and with colleagues at other campuses, to address these common concerns.

The challenge faced throughout my career has been one of creating the right opportunities so students could find their voice. Not only must we create these safe learning environments and experiences for students, but we must do so in a way that encourages personal growth. Regardless of the institutional type or student mix, this tenet of student affairs does not change. Higher education, and particularly student affairs, must place students at the center of our decision making and focus our efforts on lifelong learning beyond the walls of our institution. Student affairs professionals assume an important role in achieving this outcome.

Dr. Hampton Hopkins is the dean of student affairs and enrollment management at Carolinas College of Health Sciences in Charlotte, NC. He has more than 20 years of experience in student affairs. His involvement with NASPA has included serving on the board of directors as the director of the Small Colleges and Universities Division and in various other roles.

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Student affairs is... from a leadership perspective

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As a part of Careers in Student Affairs Month, Hampton Hopkins, dean of student affairs and enrollment management at Carolinas College of Health Sciences shares how he got his start in student affairs and what the field means to him.

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Tips to Be a Great Leader in Student Affairs

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Tips to Be a Great Leader in Student Affairs

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This article outlines how (and why) to incorporate being a leader and a manager in student affairs.

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Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

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"A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves."

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"It is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then people will appreciate your leadership.

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"You have to think anyway, so why not think big?"

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"Do not follow where the path may lead. Go instead where there is no path and leave a trail."

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"If your actions inspire others to dream more, learn more, do more and become more, you are a leader."

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"A genuine leader is not a searcher for consensus, but a molder of consensus."

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This is my personal leadership philosophy, created Fall B 2019.

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This test helps to gauge where you are as a leader, including strengths and weaknesses. With this knowledge, leaders can improve on their skills.

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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!

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Emotional Intelligence Test - Global Leadership Foundation

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Free emotional intelligence test developed by Global Leadership Foundation

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This resource provides a quick recap of emotional intelligence factors for leaders.

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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?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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How Emotional Intelligence Became a Key Leadership Skill

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How Emotional Intelligence Became a Key Leadership Skill

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This resource talks about why EI is important for leaders.

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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:

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How Emotional Intelligence Became a Key Leadership Skill

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A reading list to bring you up to speed.

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Five Aspects of Emotional Intelligence Required for Effective Leadership

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Five Aspects of Emotional Intelligence Required for Effective Leadership

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This resource provides a look into the five components of emotional intelligence.

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Why Emotional Intelligence is Indispensable for Leaders

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Why Emotional Intelligence is Indispensable for Leaders

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This resource discusses what you gain when you have a high emotional intelligence.

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Why Emotionally Intelligent People are More Successful 

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Why Emotionally Intelligent People are More Successful 

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This resource discusses why it is important to have emotional intelligence, and how it can help you succeed.

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Research by the respected Center for Creative Leadership (CCL) in the U.S. found that the primary causes of executive derailment involve deficiencies in emotional competence. Each year, CCL serves more than 20,000 individuals and 2,000 organizations, including more than 80 of the Fortune 100 companies. It says the three main reasons for failure are difficulty in handling change, inability to work well in a team, and poor interpersonal relations.

International search firm Egon Zehnder International analyzed 515 senior executives and discovered that those who were strongest in emotional intelligence were more likely to succeed than those strongest in either IQ or relevant previous experience. Research that has been done on the relationship between emotional intelligence (EQ) and IQ has shown only a weak correlation between the two.

The Carnegie Institute of Technology carried out research that showed that 85% of our financial success was due to skills in "human engineering", personality, and ability to communicate, negotiate, and lead. They found that only 15% was due to technical ability. In other words people skills or skills highly related to emotional intelligence were crucial skills. Nobel Prize winning Israeli-American psychologist Daniel Kahneman found that people would rather do business with a person they like and trust rather than someone they don't, even if that that person is offering a better product at a lower price.

People would rather do business with a person they like and trust rather than someone they don't, even if that that person is offering a better product at a lower price.

To test out his findings, think of the last time you purchased a major item, a home, automobile, or large appliance where you had to dealings with a salesperson. Was the person someone who you liked and trusted? In my talks, I have found that whenever I asked that question, inevitably the entire audience answered that, yes, the person they bought a large item from was someone they liked and trusted. This theory about why salespeople with the right people skills do better than those who lack them is borne out by a study carried out by the Hay/McBer Research and Innovation Group in 1997. In a study carried out in a large national insurance company in 1997, they found that sales agents weak in emotional areas such as self-confidence, initiative, and empathy sold policies with an average premium of $54,000, while those strong in 5 of 8 emotional competencies sold policies on the average worth $114,000.

Much of the research that has been done on emotional intelligence has been at the executive leadership level. The higher up the organization, the more crucial emotional intelligence abilities are as the impacts are greater and felt throughout the entire organization. There have been some studies, however, that show impacts at all levels.

The higher up the organization the more crucial emotional intelligence abilities are as the impacts are greater and felt throughout the entire organization.

For example, a study by McClelland in 1999 showed that after supervisors in a manufacturing plant received training in emotional competencies such as how to listen better, lost-time accidents decreased by 50% and grievances went down from 15 per year to three. The plant itself exceeded productivity goals by $250,000.

The same principles apply in all areas of life, whether at work or in relationships. Everyone wants to work with people who are easy to get along with, supportive, likeable, and can be trusted. We want to be beside people that do not get upset easily and can keep their composure when things do not work out according to plan.

Self-awareness. The first thing that is essential for any degree of emotional intelligence is self-awareness. People with a high degree of self-awareness have a solid understanding of their own emotions, their strengths, weaknesses, and what drives them. Neither overly critical nor unrealistically hopeful, these people are honest with themselves and others. These people recognize how their feelings impact them, other people around them, and their performance at work. They have a good understanding of their values and goals and where they are going in life. They are confident as well as aware of their limitations and less likely to set themselves up for failure.

We can recognize self-aware people by their willingness to talk about themselves in a frank, non-defensive manner. A good interview question is to ask about a time that the interviewee got carried away by their emotions and did something they later regretted. The self-aware person will be open and frank with their answers. Self-deprecating humor is a good indicator of someone who has good self-awareness. Red flags are people who stall or try to avoid the question, seem irritated, or frustrated by the question.

Ability To Self-Regulate Emotions. We all have emotions which drive us and there is nothing we can do to avoid them. People who are good at self-regulation, however, are able to manage their emotions so that they do not control their words and actions. While they feel bad moods and impulses as much as anyone else, they do not act upon them. People who act upon their negative feelings create havoc, disruptions, and lasting bad feelings all around them. We feel before we think and people who constantly react from an emotional state never wait long enough to allow their thoughts to override their emotions.

People who self-regulate have the ability to wait until their emotions pass, allowing them to respond from a place of reason, rather than simply reacting to feelings. The signs of someone who is good at self-regulation are reflection, thoughtfulness, comfort with ambiguity, change, and not having all the answers. In an interview, look for people who take a little time to reflect and think before they answer.

Empathy. Empathy is another important aspect to look for when hiring. Someone who has empathy will have an awareness of the feelings of others and consider those feelings in their words and actions. This does not mean that they will tiptoe around or be unwilling to make tough decisions for fear of hurting someone's feelings. It simply means that they are aware of, and take into consideration the impact on others. They are willing to share their own worries and concerns and openly acknowledge other's emotions. A good way to look for empathy in an interview is to ask a candidate about a situation where a co-worker was angry with them and how they dealt with it. Look for a willingness to understand the source of the co-workers anger, even though they may not agree with the reasons for it.

Social skills. Social skill is another area of emotional intelligence that is highly important in the workplace. To have good social skills requires a high level of the other skills aforementioned as well as the ability to relate and find common ground with a wide range of people. It goes beyond just friendliness and the ability to get along with others.

People with social skills are excellent team players as they have the ability to move an agenda along and keep focus while at the same time remaining aware of the emotional climate of the group and possess the ability to respond to it. These people are excellent at making connections, networking, and bringing people together to work on projects. They are able to bring their emotional intelligence skills into play in a larger arena. To look for social skills in an interview, ask questions related to projects and difficulties encountered around varying agendas, temperaments, and getting people to buy in.

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Why Emotionally Intelligent People Are More Successful

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Research by the respected Center for Creative Leadership (CCL) in the U.S. found that the primary causes of executive derailment involve deficiencies in emotional competence. Each year, CCL serves more than 20,000 individuals and 2,000 organizations, including more than 80 of the Fortune 100 companies.

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"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."

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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."

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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.

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"People don't like you. You've got to have emotional intelligence."

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Emotional Inteligence - A Minute With John Maxwell, Free Coaching Video

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This is a great resource and video to watch about six practices of effective leadership from Brendon Burchard, a motivation coach.

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I had the pleasure to sit down with Deborah Tyson from Trinity University and had an amazing conversation directly related to my future role as a leader in higher education. This is my paper following that inspirational interview.

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Educational Leader Interview and Analysis

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This is my current case study from Module Four. This is essentially how to set up a case study.

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Peer Education and Leadership in Student Services

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Peer Education and Leadership in Student Services

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This article provides a review on incorporating student leaders in student services.

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Peer Education and Leadershp in Student Services

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This is the book review I wrote about How Remarkable Women Lead. This was a wonderful book, and I recommend it to men and women.

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This is the link to purchase How Remarkable Women Lead on Amazon.

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Why You Should Have A Written Leadership Philosophy

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Why You Should Have A Written Leadership Philosophy

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This resource explains why it is important to write down your philosophy.

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why you should have a written leadership philosophy

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The image includes the definition of Great Man Theory.

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This image depicts autocratic leadership.

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This presentation focuses on traits and behavioral leadership

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References Qualities Educational Scenarios Edunote. (2018, September 18). Educational Scenarios That great leaders are made, not born Cherry, K. (2019, October 19). Oakleaf, L. 2016, November 1) Qualities of leaders are observed and modeled Oakleaf, L. (2016, November)1 Leaders

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Relational and Servant Leadership Theories

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Relational and Servant Leadership Theories

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This presentation focuses on relational and servant leadership.

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Charismatic and Authentic Leadership Theories

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Charismatic and Authentic Leadership Theories

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This presentation focuses on charismatic and authentic leadership.

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This presentation focuses on transactional and transformational leadership.

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This image shows the difference between a boss (transactional) and a leader (transformational).

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Creating Your Personal Leadership Philosophy

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Creating Your Personal Leadership Philosophy

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This was a fantastic read about how to create a leadership philosophy.

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creating your personal leadership philosophy