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For visual learners!
https://www.learnpure.com/hey-qt-whats-your-iq-eq/

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100 definitions.

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If you Google the word leadership you can get about 479,000,000 results, each definition as unique as an individual leader.

It's a difficult concept to define, perhaps because it means so many things to different people.

Here are 100 of the best ways to define leadership--choose the ones that fits best for you.

76. "Followers are the gem cutters of leadership coaxing out its full brilliance." --Ira Chaleff

77. "A leader cannot lead until he knows where he is going." --Anonymous

92. "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." --William Arthur Ward

95. "That is what leadership is all about: staking your ground ahead of where opinion is and convincing people, not simply following the popular opinion of the moment."--Doris Kearns Goodwin

96. "The way I would measure leadership is this: of the people that are working with me, how many wake up in the morning thinking that the company is theirs?" --David M. Kelley

97. "You don't lead by pointing and telling people some place to go. You lead by going to that place and making a case." --Ken Kesey

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100 Answers to the Question: What Is Leadership?

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If you Google the word leadership you can get about 479,000,000 results, each definition as unique as an individual leader. It's a difficult concept to define, perhaps because it means so many things to different people. Here are 100 of the best ways to define leadership--choose the ones that fits best for you.

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Test your emotional intelligence!

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Let's look at how you can develop good skills in each area.

Self-Awareness (Questions 1, 8, 11)

In his 1995 book "Emotional Intelligence: Why it can Matter More Than IQ," Goleman explained that people with high self-awareness are "aware of their moods as they are having them." [2]

To increase self-awareness, learn about mindfulness. This involves focusing on the present moment - including how you're feeling. And keep a journal in which you write about and analyze the emotional situations you experience from day to day.

Self-Regulation (Questions 2, 4, 7)

Motivation (Questions 6, 10, 12)

Self-motivation is strongly affected by your emotions. When you're distracted by your emotions, you may find it hard to see tasks through.

Boost your motivation levels by developing self-discipline, and by looking for and celebrating small wins - simple jobs that, when you've completed them, give you a sense of achievement.

Empathy (Questions 3, 13, 15)

Empathy is the ability to recognize other people's emotions and understand their perspectives. Goleman calls this aspect of EI "the fundamental people skill."

Social Skills (Questions 5, 9, 14)

Even if you're not a natural "people person," it is possible to develop better social skills.

Start by taking our quiz to see which communication skills you need to improve on. Then, find out how you can develop trust and rapport with people - this is an essential part of building good working relationships.

Five Ways to Show Emotional Intelligence Infographic

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How Emotionally Intelligent Are You? - Boosting Your People Skills

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Take this quiz to find out how strong you are in five areas of emotional intelligence, and learn what you can do to boost it.

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Salsa, Soul and Spirit - Multicultural Leadership

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Salsa, Soul and Spirit - Multicultural Leadership

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What is it?

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Salsa, Soul, and Spirit

Leadership for a Multicultural Age

Our nation is quickly becoming a multicultural cornucopia. Tapping the potential of our changing demographics requires a leadership approach that resonates with our growing diversity. In Salsa, Soul, and Spirit, Juana Bordas shows how incorporating Latino, African-American, and American Indian approaches to leadership into the mainstream has the potential to strengthen leadership and inspire today's ethnically rich workforce.

Bordas identifies nine leadership principles common to all three cultures. Principles deeply rooted in each culture's values and developed under the most trying conditions. Using a lively blend of personal reflections, interviews with leaders, historical background, and insightful analysis, she shows how these principles were developed and illustrates the creative ways they've been put into practice. Bordas weaves these principles together into a multicultural model that offers a more flexible and inclusive way to lead.

Multicultural leadership resonates with many cultures and encourages diverse people to actively engage, contribute and tap their potential. In a globalized economy, success for leaders will rest on their ability to shift to a multicultural approach. Salsa, Soul, and Spirit provides conceptual and practical guidelines for beginning that process. The second edition speaks to how the Millennial generation value diversity and resonate with the leadership principles in communities of color.

"This wonderful book made me want to dance with joy. In Western society, we suffer from a loss of community and spirit because we're so disconnected. American Indian, Latino and African American cultures have never forgotten that we need to be together, and that diversity is not a problem, but a blessing. May this book lead you to discover what we've been missing - each other."

- Margaret J. Wheatley - Leadership and the New Science

"Juana Bordas has broken new ground. She has documented and analyzed the effective and unique practices of Latino, Black, and American Indian leaders. Salsa, Soul and Spirit is a fascinating read that shows us the road to leadership for a multicultural America."

- John Echohawk, Pawnee, Executive Director - The Native American Rights Fund

Read more rave reviews!

"Salsa, Soul, and Spirit is a refreshing and inspiring vision of a new form of leadership for the 21st Century. Bordas captures the unique but successful models of leadership developed by racial and ethnic minorities. Our nation would greatly benefit from leaders who embody these traits."

"A penetrating, highly personal study of American India, Black, and Latino leadership, presented in a manner that should attract a wide readership. A multicultural study at its best."

"Salsa, Soul, and Spirit fills a necessary void in the study of leadership with its integration of the common elements of spiritual and programmatic leadership that are typical of minority approaches to social problems and which also builds the basis for coalition politics..."

"Frequently, people say it is too hard to have both excellence and diversity. Salsa, Soul and Spirit show not only why it doesn't have to be that hard, but also why it is critically important at this moment in history to develop organizational leadership that is both excellent and diverse. People need to read this book."

- Denver Mayor John Hickenlooper

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Our nation is quickly becoming a multicultural cornucopia. Tapping the potential of our changing demographics requires a leadership approach that resonates with our growing diversity. In Salsa, Soul, and Spirit, Juana Bordas shows how incorporating Latino, African-American, and American Indian approaches to leadership into the mainstream has the potential to strengthen leadership and inspire today's ethnically rich workforce.

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Who is Juana Bordas?

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In the traditions of many cultures, a person tells his or her story when meeting someone. This is a way to honor one's family, connect in a meaningful way, and share unique experiences.

My mother, four brothers, my sister, and I stood at the ship's rail watching the image of our beloved Nicaragua become smaller and smaller and then finally disappear into the Caribbean Sea. In the hull of a banana boat, we rocked and swayed, across the Gulf of Mexico. We docked in Tampa, Florida, and fell into the welcoming arms of mi Papa. He had arrived earlier, earning money to bring his familia to America so his children could have a better life. This immigrant dream has been the promise of America and the wellsprings of its greatness.

My mother, Maria, cooked food and scrubbed floors in the school lunch room so I could get a scholarship to a Catholic school. My parent's vision, determination and sacrifice have been an endless source of inspiration and strength. They taught me the very essence of Servant Leadership. Read More "

Motivational Speaking and Keynotes

Juana Bordas weaves leadership, diversity, and community building into a multicolored tapestry that moves people into action. She utilizes music, movement, and leadership practices from many cultural traditions to illustrate the richness and wisdom diversity brings. Juana's energetic and creative speeches have inspired people across America to tap into their passion and lead from their highest values. Read More "

Latinos were only declared a minority from the 1980 census on. We are still in the identity formation stage. The adoption of a national anthem that speaks to our uniqueness and common experiences would serve as a source of unity, pride, and bring deeper meaning to what it means to be Latino. But what song could bring the vast Latino diversity together?

Cinco de Mayo is gathering steam as the Southwest's favorite cultural holiday. Just as St. Patrick's Day, Oktoberfest, and the Chinese New Year recognize our cultural mosaic, Cinco de Mayo celebrates the contributions of Mexican Americans as well as our own growing relationship with our neighbors south of the border.

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Juana Bordas | Multicultural Leadership Expert, Best-Selling Author, Speaker

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In the traditions of many cultures, a person tells his or her story when meeting someone. This is a way to honor one's family, connect in a meaningful way, and share unique experiences. My mother, four brothers, my sister, and I stood at the ship's rail watching the image of our beloved Nicaragua become smaller and smaller and then finally disappear into the Caribbean Sea.

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ASCA's President on leadership in counseling.

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Simone Lambert October 1, 2018

October means that it's time for pumpkin spice lattes and that the fall counseling conference season is in high gear. When attending these ACA region, branch or division conferences, look around at the volunteer leaders who have worked tirelessly to put together top-notch professional development. Also note the presenters who put in many hours to prepare sessions that include evidence-based practices and practical clinical techniques. Listen for the citation references in presentations, which represent counselors conducting and writing about their research, editors and editorial boards reviewing and fine-tuning articles, and counseling organizations supporting the advancement of our body of research.

What do these professional activities have in common? They all offer examples of leadership within the counseling profession. While at these conferences, reach out to these leaders and ask how you can get involved - whether you are interested in being an officer, serving on a committee or participating on an editorial board.

Leadership in the counseling profession also means advocating for clients, reducing stigma and increasing access to mental health services in our schools and communities. For instance, Mental Illness Awareness Week is Oct. 7-13, with the theme "Cure Stigma" (#CureStigma). To get involved with raising community awareness about mental health, see nami.org/Get-Involved/Awareness-Events/Mental-Illness-Awareness-Week. On Oct. 10, you can take part in World Mental Health Day (@WMHDay and #WorldMentalHealthDay). To find out more, visit wfmh.global/world-mental-health-day-2018. These types of awareness and screening days take place throughout the year, with many resources already developed and ready to be implemented in your practice.

In August, I had the privilege of attending the United Nations (U.N.) nongovernmental organizations conference, which featured the theme "Together Finding Global Solutions for Global Problems." The speakers reminded me of our interconnectedness and the need for counselors to be a part of the solution. As it relates to career and mental health counseling services, we need to prepare people for upcoming dramatic shifts in the workplace (given technological advances) and in geographical relocations (due to anticipated rising sea levels, inhospitable extreme heat and increased natural disasters). We also need to prepare counselors for advances in our own field, including telehealth and integrative approaches to mental health. I was incredibly proud that ACA took a leadership role and spoke up for inclusion of mental health as part of the U.N.'s Sustainable Development Goal (SDG) on good health and well-being. Learn more about incorporating the SDGs in your own work with schools and communities at sustainabledevelopment.un.org/sdgs.

At the conference, Bart Tkaczyk, a renowned scholar on leadership, gave his personal definition of leadership: "Energizing others to work to meet specific objectives."

We as counselors do this every day: in our counseling sessions with clients, in our discussions with school administrators, in our advocacy efforts with policymakers and in our service to the profession. In other words, you are a leader.

A former student recently asked for my input on an assignment question for her doctoral class: What advice would you give to someone aspiring to be a leader in the field? My best advice is to find your passion and then to do more with that passion. Your passion might be serving in one of the leadership roles I mentioned previously. Your passion might be writing a blog on addiction prevention or organizing a suicide awareness community walk. Find leadership mentors and others who share your passion to help you use your knowledge, skills and talents to make contributions to the profession. As you think about how you want to be a leader, consider submitting an application to serve on an ACA committee. ACA President-Elect Heather Trepal will be reviewing applications for the upcoming term that begins July 1.

Learn more about ACA Committees at counseling.org/about-us/governance-bylaws/committees.

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From the president: Leadership in the counseling profession - Counseling Today

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Simone Lambert October 1, 2018 October means that it's time for pumpkin spice lattes and that the fall counseling conference season is in high gear. When attending these ACA region, branch or division conferences, look around at the volunteer leaders who have worked tirelessly to put together top-notch professional development.

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My choice for an inspirational leader.

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"We cannot seek achievement for ouselves and forget about property for our community...our ambitions must be broad enough to include the aspirations and needs for others, for their sakes and for our...

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Tons of resources on Emotional Intelligence explained in different ways below:

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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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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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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.

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

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My presentation!

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Charismatic Leadership explained below:

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Charismatic leadership is basically the method of encouraging particular behaviors in others by way of eloquent communication, persuasion and force of personality. Charismatic leaders motivate followers to get things done or improve the way certain things are done. This is accomplished by conjuring up eagerness in others to achieve a stated goal or vision. In essence, the charismatic leadership style has its basis in a form of heroism. This leadership style is almost of divine origin.
Characteristics of Charismatic Leaders

As previously mentioned, charismatic leaders are communicators who are extremely skilled. These individuals are very eloquent verbally and they have the ability to communicate with the people they lead on a profound, emotional level. One of the advantages of charismatic leadership is the ability of these individuals to articulate a captivating or compelling vision. They have the capacity to evoke strong emotions in their followers as well.

In addition, charismatic leaders have the distinct ability to dissect and decipher any inefficiency within an organization. These visionary traits attributed to this leadership style often result from critical thinking, the compilation of facts and finding ways to solve a variety of problems.

Charisma is essentially a process - an interface between the characteristics of a charismatic leader, the group that is being led, their identification with their leader, their needs and the circumstances that require a charismatic leader like a crisis or need for change. However, as it relates to the charismatic traits of leader, prominence is placed on the way they communicate with members of the group and their ability to gain the trust of followers and inspire these individuals to perform.

A number of politicians have honed and developed the capacity to effectively communicate; working the room and making speeches addressing supporters and potential donors. There are a lot of politicians who exude tons of personal charisma.

Charismatic and Transformational Leadership

Transformational leadership can be viewed as guidance that goes beyond charisma, given that two of the elements of transformational leadership involve charisma. These elements are:

Idealized Influence

This is basically the capacity of the leader to be a moral and positive role model to their followers. In addition, the transformational leader practices what he or she preaches and is always there in the trenches with the followers. A good example of this leadership style is Dr. Martin Luther King, Jr. These leaders are known to make the same sacrifices that they want the followers to make. In an organizational setting, the charismatic and transformational leader occasionally becomes the "face" of the organization. The late, great Steve Jobs is a prime example of this.

Inspirational Motivation

This is the other element of transformational leadership and charismatic leaders are renowned for it. This is their capacity to motivate and inspire followers to execute at higher levels and to be totally dedicated to the cause or the organization.

Similarities and Differences between Charismatic and Transformational Leadership

There are a number of similarities between charismatic and transformational leadership. For example, the transformational leader is typically charismatic as well. The primary dissimilarity is the basic focus of these two leadership styles. For example, the basic focus of the transformational leader is transforming the organization and the followers during the process, while the charismatic leader could be quite satisfied with the status quo.

Transformational leadership involves the use of charisma; however, transformational leaders are well-known for leading groups and teams that perform excellently. In addition, they are noted for their ability to identify and foster leadership capacity in the followers. They also devise methods of assisting the organization or group to innovate and change.

The Flip Side of Charismatic Leadership

In spite of the apparent concern and charm, charismatic leaders could very well be self-involved; thinking more about themselves than the people they are supposed to be leading. A classic experience with charismatic leaders is that while having a conversation with them, the experience is similar to being bathed in a pleasant, warm glow and what they are saying is extremely convincing. However, afterwards when their attention is focused somewhere else, you may start to question what was said or if there was any significance in what was said.

Charismatic leaders have values that are highly significant; however, this is only useful when these leaders are well-intentioned towards their followers and can transform and elevate the entire group. If charismatic leaders are Machiavellian and selfish, they have the power to form cults and in effect rape the minds and even the bodies of the individuals they are leading.

The self-belief of charismatic leaders is quite high and some are of the belief that they are infallible and can blindly lead their followers into an abyss. This elevated sense of self can result in psychotic narcissism as well. This occurs when the need for worship and admiration and self-absorption result in followers being perplexed about the leadership.

Creating Good Charismatic Leaders

Teams require effective leadership from leaders who must be able to project an inspiring and clear vision. In an economic climate that is extremely challenging, it is that much more essential to keep the motivation and determination of team members on a high.

Charismatic leaders are formed and shaped by their gallant deeds and they need to be associated with historical figures that exemplify their aspirations. There should be specialized training for individuals who are aspiring to become charismatic leaders. Training for charismatic leadership aspirants should delve into the great ambitions and vivid imaginations of current exemplary charismatic leaders and those from the past.

Charismatic leaders should not only want to stand out within an organization; they should have the overwhelming desire to transform the industry. There is a great requirement for these leaders to possess exceptional communication skills that involve active listening, motivation and paraphrasing. Charismatic leaders can use their superior communication skills to evoke certain emotions within followers and to transform initiatives via direct action from employees.

Similar to other leadership development programs, the curriculum for charismatic leadership should be designed to invigorate and motivate aspiring charismatic leaders to thrive where their greatest strengths are exhibited.

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Charismatic leadership is basically the method of encouraging particular behaviors in others by way of eloquent communication, persuasion and force of personality. Charismatic leaders motivate followers to get things done or improve the way certain things are done. This is accomplished by conjuring up eagerness in others to achieve a stated goal or vision.

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Many of history's most effective leaders are labeled charismatic. Yet there is a great deal of controversy about whether charisma is made or born, and if charismatic leaders are actually effective. A while back, I was interviewed as part of a celebration of the life of Martin Luther King, Jr. Many of the most frequently asked questions about charismatic leadership were part of that interview.
Martin Luther King Jr., Gandhi, and Winston Churchill were known as dynamic, charismatic and inspirational leaders. What particular traits or qualities did someone like MLK possess that allowed him to lead and inspire so many people?
Charismatic leaders are essentially very skilled communicators - individuals who are verbally eloquent, but also able to communicate to followers on a deep, emotional level. They are able to articulate a compelling or captivating vision, and to arouse strong emotions in followers.
Is charisma something that you are born with - you either have it or you don't? Do you think most leaders, politicians, and inspirational figures have charisma, and is it that quality which makes them stand out?
Charisma is really a process - an interaction between the qualities of the charismatic leader, the followers and their needs and identification with the leader, and the situation that calls out for a charismatic leader, such as a need for change or a crisis. But when it comes to the charismatic qualities of leaders, the emphasis is on how they communicate to followers and whether they are able to gain followers' trust, and influence and persuade them to follow.

Most politicians, particularly on the national scene, have developed their ability to communicate effectively - to make speeches, "work the room" with potential donors and supporters, etc. So many seasoned politicians have a lot of "personal charisma."
What are the important characteristics every leader should possess?
A model that I think represents the very best leaders, and research bears this out, is transformational leadership. You can think of transformational leadership as going beyond charisma, because two of the components of transformational leadership deal with charisma. They are:

Idealized Influence, or the leader's ability to be a positive (and moral) role model for followers. The transformational leader also "walks the talk," and is on the "front line" working with followers (think MLK Jr.), or leaders who sacrifice along with their followers. In business, the charismatic/transformational leader sometimes serves as the "face" of the company or the movement (think Steve Jobs).

Inspirational Motivation is the second quality, and it is what charismatic leaders are noted for - the ability to inspire and motivate followers to perform at high levels, and to be committed to the organization or the cause.

The other two elements of transformational leadership are Intellectual Stimulation - challenging followers to be creative and think outside of the box - and Individualized Consideration, or being responsive to the feelings and developmental needs of followers.

Transformational leaders are charismatic, but they are also noted for leading high-performing groups and teams and developing followers' leadership capacity as much as for helping the group or organization to change and innovate.
What are some behaviors or traits that might derail a leader/politician's career or stand in their path to success?
The biggest thing that can derail a leader is arrogance, and a lack of concern or responsiveness to followers and constituents. We have seen politicians' and CEOs' arrogance - thinking they are above the law and committing ethical violations lead to their demise. Also, a leader needs to succeed more often than not, and to learn from mistakes and setbacks.
Are leaders born or made?
This isn't something that requires my opinion, because the question has been well researched. Twin studies by Richard Arvey and his colleagues have estimated that leadership is about two-thirds "made" and one-third "born." This makes sense, though, if we see much of leadership as a set of learned skills and competencies - the ability to communicate, to strategize, to problem solve, etc. These take time to develop.

This question would have broad implications for leadership, for if it were all (or mostly) born, then our efforts should be directed toward identifying and selecting leaders, and we would be wasting our time on leader development programs. But, the research suggests that putting resources into leader development makes sense, and recent meta-analyses of these programs suggest that, in general, they work and lead to positive gains.
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What Is Charisma and Charismatic Leadership?

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Many of history's most effective leaders are labeled charismatic. Yet there is a great deal of controversy about whether charisma is made or born, and if charismatic leaders are actually effective. A while back, I was interviewed as part of a celebration of the life of Martin Luther King, Jr.

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Relational Leadership explained below:

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Nice and concise!

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A resource dedicated to principals.

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Great for mentors and coaches!

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Pick and choose certain areas on case studies.

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The ASAP® course catalog has been published and includes information on all our standards-based ASAP® course modules, as well as the ASAP® assessments, workbooks, case studies and academies. Download the ASAP Catalog today!

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The ASAP® course catalog has been published and includes information on all our standards-based ASAP® course modules, as well as the ASAP® assessments, workbooks, case studies and academies. Download the ASAP Catalog today!

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My assignment choice for my case study.

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The same education story makes headlines time and again: In search of an engaging or memorable history lesson, a teacher decides to do a slavery simulation.

Just this month, a 5th grade teacher in New York told several black students to play slaves, and pretended to auction them off to their majority-white classmates.

Also this month, a 4th grade teacher in North Carolina had students play a Monopoly-like game about the Underground Railroad. Too many wrong turns, and students would "be severely punished and sent back to the plantation," according to their worksheets.

Two years ago, teachers at a high school in Cerritos, Calif., bound students' hands and told them to lie close together on the floor to reenact the forced transport of enslaved Africans across the Atlantic.

Teachers have said that the goal of these activities is to convey the brutality of slavery and foster empathy. But in practice, many educators say, slavery simulations can minimize horrific events, recreate racist power dynamics, and cause emotional hurt to black students.

"You cannot actually replicate this experience. What you've basically done is gamify it, and by gamifying it, you're actually reducing the horror," said Maureen Costello, the director of Teaching Tolerance, a project of the Southern Poverty Law Center. "Yes, you could work harder to make it more real, then you're potentially introducing trauma."

'Curriculum Violence'

Classroom simulations aren't just used to teach about slavery. History and social studies teachers often ask students to model different parts of political and civic life: representing different interest groups and coming to a compromise, or debating a law, for example.

These kinds of simulations can be useful tools for civic learning, many say, as they're open-ended and engage students in decision-making. By contrast, reenacting a historical event "is simply like having kids do a play," said Costello. If students are following a script, they're not engaging in historical inquiry, she said. On the other hand, if teachers do give them license to rewrite the past with their choices, she added, they may come away with a misunderstanding of history.

Slavery simulations are among the less common types of classroom reenactments, but some say they have the potential to be the most harmful.

Stephanie P. Jones, an assistant professor of education at Grinnell College in Iowa, has tracked those that have made the news or drawn attention on social media. Through her project, Mapping Racial Trauma in Schools, she's counted about 30 separate incidents of what she calls "curriculum violence" from the beginning of 2018 to now.

These classroom activities include simulations of slave auctions, the Middle Passage, and the Underground Railroad, but also assignments that dehumanize black people-like those that ask students to list reasons why African Americans made "good slaves." Jones said she sees spikes in February and early March, when teachers are likely looking for Black History Month lessons. She noted, though, that not every incident makes the news.

When slavery simulations do receive press attention, school officials often condemn them, saying the activities are not aligned with the district's values.

But simulation activities are also easily available on the web. The online marketplace Teachers Pay Teachers, which allows educators to upload and sell original lesson plans, lists a handful of plans that ask students to take on the identities of enslaved people, and "experience" capture, traveling the Middle Passage, being sold at auction, or escaping via the Underground Railroad. The board game that the teacher in North Carolina used was purchased through the site, local news station WECT reported.

Emotion as Learning Tool

Some educators argue that eliciting intense emotions from students, which simulations are generally designed to do, can be a starting point for inquiry. The idea isn't new.

In 1968, the day after Martin Luther King, Jr., was assassinated, Iowa teacher Jane Elliott created a stratified society in her elementary school classroom, in an attempt to demonstrate the kind of discrimination that King had devoted his life to fighting. In the now-famous exercise, Elliott, who is white, divided her all-white class into two groups-blue eyes and brown eyes-and gave preferential treatment to brown-eyed children all day. The next day, she reversed the simulation.

Elliott wanted students to understand what racism felt like, to see that it was based on socially constructed differences. She hoped to change their behavior as a result. In the years since, educational institutions and businesses around the world have invited Elliott to run diversity trainings. But research on the effects of the blue eyes/brown eyes exercise is mixed. Only some studies have found long-term effects in reducing bias; others have shown that the activity causes stress and anxiety.

In the context of a history classroom, some educators say that kind of role-playing can make oppression in the past feel more real to today's students. The late John A. Stokes, a civil rights activist who was also a teacher and principal in Baltimore, used to conduct a simulation of a segregated bus ride in the Jim Crow South with K-12 students. Stokes, who grew up in Virginia in the 1940s and 50s, helped lead a student strike for better conditions in his segregated high school and was one of the plaintiffs in Brown v. Board of Education. The simulation he designed "presents students with some of the actual facts and conditions that are part of our nation's history" and gives them an opportunity to discuss what this history means to them today, he wrote in a 2010 article in Social Education, the journal of the National Council for the Social Studies.

But anti-bias simulations differ in an important way from slavery reenactments, said Jones. An exercise like Elliott's can expose the structural foundations of racism and demonstrate how bias can lead to prejudice, and prejudice can lead to discrimination. But in a slavery simulation, "the objective is not for students to understand bias and discrimination. They want students to understand the psychological trauma of slavery," said Jones. "I'm not sure if that is a teachable goal."

But other educators think that there is a way to do slavery simulations well. Karen McKinney, an associate professor of biblical studies at Bethel University, a Christian college in St. Paul, Minn., has long practiced experiential learning in her college courses. In her dissertation, she studied several simulations that gave high school and college students the opportunity to be alternately powerful and powerless, with the goal of helping students and teachers understand oppression and systemic racism.

One of these activities was an outdoor simulation of escape on the Underground Railroad that took high schoolers through a three-mile course in the woods. The activity, held at a YMCA camp, was attended by a group of students of color and run by a black facilitator.

In a debrief after the exercise, some black students who had participated reported feeling fear and strongly disliking parts of the experience, including when facilitators had pretended to sell members of the group at a slave auction, McKinney wrote in her dissertation. But these students also said they felt like they had a better understanding of black history after the simulation. Experiencing some small part of what enslaved people went through conveyed to black students "you are important, you have a voice, you have a story," said McKinney.

White educators can also lead simulations that deal with racism, said McKinney, but it's necessary that any facilitator undergo training beforehand and work to understand how their own privilege would operate in the space. Even still, she accepts that students may have intense reactions to simulations, including tears. "It's OK for people to be in emotional pain, if we can talk about it," said McKinney.

'The History Is Painful'

LaGarrett King, an associate professor at the University of Missouri's college of education, agrees that educators and students are going to have to navigate discomfort to learn about slavery.

"The history is painful, people feel uncomfortable, there's no way around it," said King, who is the founding director of the university's CARTER Center for K-12 Black History Education.

But when black children are asked to play-act as slaves, that violence disproportionately affects them in a way that reproduces historical oppression, said King. He opposes the use of slavery simulations, which he says are "about continuing to reinscribe pain on black people and black bodies." Even though white teachers aren't trying to hurt their black students, said King, simulations of slavery can be traumatic.

Often these exercises can mimic the power dynamics of slavery, said Jones, such as in the incident in New York, where a high school teacher pretended to "auction off" black students to their white peers. In a simulation like that, "What exactly do teachers want? What is the objective?" Jones asked.

Above all, there's agreement that educators need to approach slavery simulations with caution.

"Teaching controversy is what we do in social studies," said Lawrence Paska, the executive director of NCSS. The organization doesn't take a position on simulations, but Paska said these exercises around sensitive topics like slavery can pose unique challenges. "How do you do a simulation in a way that's authentic, that's not in any way derogatory or minimizes historical perspective, or in any way marginalizes the experience of the individuals or the groups that are being portrayed?" he said.

Teachers Need Slavery Education, Too

Many say educators need more guidance on how to teach slavery. At the elementary school level, especially, teachers are often reading or math specialists, and don't have specialized training or content knowledge in social studies, said Costello of Teaching Tolerance. These teachers also generally have a lot of flexibility in how they approach the social studies curriculum.

"For many teachers, they're looking for something that will engage kids and be fun," she said.

But Jones, the Grinnell professor, thinks putting an end to slavery simulations will require more than better resources and more professional development.

"Teaching this [history] in a real way means that teachers are going to have to talk about complicity-that they have benefited from this system that they're trying to reenact in their classrooms," said Jones, noting that most teachers in the United States are white women.

Often, teachers present slavery in passive terms, said King: Bad things happened to enslaved people; violence was done to them. This framing erases the fact that white Americans were the perpetrators of this violence.

Simulations can rob lessons on slavery of that context, said LaKeshia Myers, a Democratic member of the Wisconsin State Assembly, and a former middle and high school social studies and special education teacher.

When she taught the subject, Myers explained to students that slavery was also an economic mechanism-that America was built on the exploitation of black people. "That portion is sometimes lost," said Myers.

For teachers looking to convey the trauma and pain of slavery, educators say there are far better ways than asking students to imagine the experience.

For instance, Costello said, teachers can introduce primary sources around slavery, such as the Lost Friends messages, which were personal ads placed by freed slaves seeking lost loved ones after the Civil War.

Even dramatized versions of first-person accounts can have a strong impact on students. Myers used to show her middle schoolers parts of the movie "Roots," an experience she said gave them a deeper understanding of slavery than reading the textbook.

Patrice Preston Grimes, an associate professor at the University of Virginia's Curry School of Education, recommends field trips. For several years, she has taken her preservice teachers to James Madison's Montpelier estate. They spend hours immersed in the history of the enslaved people and their descendants who once lived there, examining primary source documents and walking through the buildings where they slept.

"That was far more effective than me trying to do some sort of simulation in the classroom," she said.

Published in Print: April 10, 2019, as Experts Warn Against History Lessons That Simulate Slavery

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Mock Auctions. Pretending to Flee Captors. Do Simulations Have a Place in Lessons on Slavery?

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The same education story makes headlines time and again: In search of an engaging or memorable history lesson, a teacher decides to do a slavery simulation. Just this month, a 5th grade teacher in New York told several black students to play slaves, and pretended to auction them off to their majority-white classmates.

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Choice Theory definition. A great tool for all leadership styles.

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Relationship Habits

Reality Therapy and Choice Theory were developed as a way to help people take control of, and be responsible for, their behavior. The basic tenet of Choice Theory is to promote self-control so that individuals can increase their ability to make and act on responsible choices. Choice Theory endorses the adoption of seven Connecting Relationship Habits that can be used in all your relationships. When adopted, practicing the concepts from Choice Theory becomes a way of life.

Connecting Relationships Habits

The opposite of the Connecting Relationship Habits is the seven Disconnecting Habits which are based on external control. These habits lead to the breakdown of relationships. Being disconnected can lead to many of the problems facing human beings. Individuals use the seven Disconnecting Habits to control people. Utilizing these habits usually leads to misunderstandings and resentment.

Relationship Habits
Download Infographic

7 Disconnecting Habits

1. Criticizing

2. Blaming

3. Complaining

4. Nagging

5. Threatening

6. Punishing

7. Bribing, Rewarding to Control

In order to have a healthy relationship, it is very important to stop trying to control one other and to support, encourage, accept, trust, respect, and listen to each other instead. Just as happiness is a choice, a happy relationship is also a choice. You get to choose whether you utilize Connecting or Disconnecting Habits.

Axioms of Choice Theory

10 Axioms of Choice Theory
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The Ten Axioms of Choice Theory

1. The only person whose behavior you can control is our own.

2. All we can give or get from other people is information.

3. All long-lasting psychological problems are relationship problems.

4. The problem relationship is always part of our present lives.

5. What happened in the past that was painful has a great deal to do with what we are today, but revisiting this painful past can contribute little or nothing to what we need to do now: improve an important, present relationship.

6. We are driven by five genetic needs: survival, love and belonging, power, freedom, and fun.

7. We can satisfy these needs only by satisfying a picture or pictures in our Quality Worlds.

8. All we can do from birth to death is behave. All behavior is Total Behavior and is made up of four inseparable components: acting, thinking, feeling and physiology.

9. All Total Behavior is designated by verbs, usually infinitives and gerunds, and named by the component that is most recognizable.

10. All Total Behavior is chosen, but we have direct control over only the acting and thinking components.

The Ten Axioms of Choice Theory were taken from Choice Theory: A New Psychology of Personal Freedom by William Glasser, M.D.

Quality World

Your Quality World is a special place in your mind, where you store the mental pictures or representations of everything you want. The people, places, things, values and beliefs that are important to you reside there. The only thing necessary for admittance into the Quality World is that it must feel very good to you and meet at least one or more of your basic needs. It does not necessarily need to meet society's standards of what quality is. Quality World pictures are unique and specific for each person. It is possible to have conflicting Quality World pictures, which can create a quandary. If you could live in your Quality World, life would be perfect, but unfortunately, you don't get to live there.

Perceived World

Choice Theory explains that the only way you can experience the real world is through your perceptual system. Information from the real world first comes to you through your five senses: sight, hearing, taste, smell and touch. Next, these sensations pass through your perceptual system, beginning with your Total Knowledge Filter, which represents everything you know or have experienced in life.

When information passes through your Total Knowledge Filter, one of three things happens:

1. You decide that the information is not meaningful to you and the perception stops there,

2. You do not immediately recognize the information, but believe it may be meaningful, so you have some incentive to investigate further,

3. The information is meaningful to you and therefore passes through the next filter, the Valuing Filter.

When information passes through the Valuing Filter, you place one of three values on it.

1. If the information is pleasurable, you place a positive value on it.

2. If it is painful, you place a negative value on it.

3. If it's neither positive nor negative, then the information remains neutral.

Because you have different information, experiences and values, your perception of the world can be vastly different from someone else's. It is interesting and curious when that happens. You tend to believe that since you experienced the information, or real world, with your senses, what you perceived must be right and true. It is difficult to understand that someone else may see, hear, taste, smell and feel it differently.

Your Perceived World is your reality. It is:

Quite subjective based on your culture, family of origin, education, experience, gender, age, etc.

Unique

Subject to constant change (new information, new experiences = new perceptions)

Frequently inaccurate, but it feels totally accurate to you

Comparing Place

The Comparing Place is where you are constantly comparing what you want (your Quality World pictures) with what you have (your Perceived World). When the two match fairly well, you feel good. When there is a mismatch, you feel some frustration, depending on how important the Quality World picture is to you. That frustration signal is felt as an urge to behave in a way that will help you get more of what you want.

Choice Theory represents this Comparing Place with a set of scales. When your scales are in balance because you have what you want, you tend to continue what you've been doing to keep it. When your scales get out of balance because you don't have what you want, ideally you search for behavior that will work more effectively.

Internal vs. External Control Psychology

One of the major premises of Choice Theory is that "All behavior is purposeful." That is, all your behavior is your best attempt at the time, given the information at your disposal, to get what you want to more effectively meet your needs. Another way of putting it is all your behavior is an attempt to make the real world look like the pictures you have in your Quality World.

The practice of Choice Theory involves understanding the choices you make to meet your needs and self-evaluating whether those behaviors really are helping you achieve what you want in a way that doesn't stop others from doing the same.

The practice of Choice Theory in your life involves a transformation in your mindset and behavior from external control psychology, the belief that your experiences and behaviors are determined by outside forces: luck, circumstances, other people and external factors, to one of internal control psychology: the belief that you are responsible for your choices and their resulting consequences.

Evaluating the difference between what you want in your Quality World and what you have in your Perceived World motivates you to take action. Choice Theory practice provides the knowledge and skills for you to let go of the myth of external control and reduce your use of the Disconnecting Habits, to instead understand and accept internal control, while implementing the Connecting Habits. This moves you closer to what you want in your Quality World: better relationships and a more satisfying life.

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Reality Therapy and Choice Theory were developed as a way to help people take control of, and be responsible for, their behavior. The basic tenet of Choice Theory is to promote self-control so that individuals can increase their ability to make and act on responsible choices.

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More on relational leadership.

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What is Relational Leadership? (Leadership Questions and Answers)

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Relational leadership is a model of leadership that stressed the importance of creating positive relationships in an organization.

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How New Mexico's education system needs huge overhaul.

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SANTA FE - A state judge has issued more than 600 pages of findings - crammed with testimony from experts - to support her landmark ruling that New Mexico is violating the rights of some students by failing to provide a sufficient education.

................................................................

The filing by Judge Sarah Singleton is an elaboration of sorts on the opinion she issued in July - which shook up New Mexico's educational establishment and triggered calls to sharply boost spending on public schools.

It comes as newly elected Gov. Michelle Lujan Grisham and state lawmakers prepare to enter a critical legislative session, during which they're expected to debate policy and funding plans aimed at addressing the judge's findings.

Singleton's 608-page ruling is dated Dec. 20, though it only recently appeared in the online court file. It's filled with citations to expert testimony and other data that support her ruling that New Mexico is failing to provide a sufficient education for all children, a right guaranteed by the state Constitution.

Her decision focuses largely on at-risk students, such as children who come from low-income homes or are English-language learners, Native Americans or have a disability. They often start school behind or face other challenges, she said, but they can achieve at high levels academically, like any other students, if programs with a track record of success are funded adequately.

Sen. Mimi Stewart, an Albuquerque Democrat and chairwoman of the Legislative Education Study Committee, said the judge's findings and conclusions will help lawmakers as they work to improve the school system. Legislators and their staff, she said, are still analyzing the ruling.

"There's some really interesting data in there," Stewart said in an interview Tuesday.

Singleton's ruling was already a center of debate in the Roundhouse. Lawmakers have floated the idea of boosting education spending by hundreds of millions of dollars a year.

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Lujan Grisham, who took office last week, said she doesn't plan to appeal the ruling.

She has called for universal pre-kindergarten for 3- and 4-year-olds, among other steps, to improve the school system.

Singleton, who retired in 2017 but continued to hear the case as a judge pro tem, discussed pre-K extensively in her filing.

Citing expert testimony and data, the judge said New Mexico's pre-kindergarten programs show good results - producing lasting gains in student achievement - when carried out correctly.

But they aren't available to every student who needs them, and they aren't always administered in a way that maintains the high quality essential to helping students, Singleton said.

In particular, she said, full-day pre-kindergarten is much more helpful for low-income families than shorter programs - both because of the extended learning time and the convenience of allowing parents to drop off their children for the day while they go to work.

Now, most of the children who participate in state-funded pre-kindergarten go to half-day programs.

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There's evidence, Singleton said, that pre-K can wipe out half the achievement gap between low-income students and others. Children who participate in pre-kindergarten show up to school ready to learn from the first day, and there are lasting effects through at least third grade, according to her ruling.

"Research shows that early childhood education, such as Pre-K programs, are crucial to address the achievement gaps between low-income and non-low income students, as well as with students of color, and ELL students," Singleton said in her ruling.

Ernest Herrera, a staff attorney for the Mexican American Legal Defense and Educational Fund, said the judge's decision shows that New Mexico's education system isn't living up to the guarantees made by the state Constitution and state law.

"Our case was not about just griping about money or teachers' pay or something that can be reduced to a dollar amount," he said Tuesday. "We carefully proved that the system is failing at various levels."

Herrera represented some of the children and parents who are plaintiffs in the lawsuit.

Much of the debate will now shift from the courts to the Roundhouse.

Senate Majority Leader Peter Wirth, D-Santa Fe, said legislative leaders will roll out a proposed plan for complying with the judge's ruling on Monday, the day before a 60-day session begins.

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"It will be a significant increase in funding for public education," Wirth said, adding that the proposed legislation will also include other elements.

Rep. Patricia Lundstrom, a Gallup Democrat and chairwoman of the House appropriations committee, said an increase in teacher salaries will be part of a legislative budget recommendation unveiled next week.

Minimum starting teacher pay in New Mexico is at $36,000 annually after being increased last year, with higher pay levels set up for more experienced educators.

But Lundstrom said some advocates involved in the recent litigation over state education spending levels have requested "unreasonable" funding levels for public schools in response to the judge's ruling.

Roxanne Mitchell of Educators for Elevating New Mexico, a group of educators, principals and education assistants, said money alone isn't the right approach. Her organization has been critical of Lujan Grisham's plan to drop the PARCC exam and replace it with a new assessment.

"We are staunch supporters of higher teacher salaries and more funding for public schools," she said, "but when New Mexico's accountability and measurement systems are tampered with or when state officials lower the bar, it undermines the very spirit of the case. Let's invest more in state resources, while having a consistent way to assess student progress as well."

Read the decision
The New Mexico Center on Law and Poverty, which represented some of the plaintiffs, published the court's findings of fact and conclusions of law on its website.
To read the decision, click here.

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Dan Mckay And Dan Boyd | Journal Capitol Bureau

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SANTA FE - A state judge has issued more than 600 pages of findings - crammed with testimony from experts - to support her landmark ruling that New Mexico is violating the rights of some students by failing to provide a sufficient education. ................................................................

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Go straight to the source for info!

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The Albuquerque Public Schools Academic Master Plan: A Guide for Educators

About the Master Plan

Goals and Priorities

Learning Zones

Letter of Introduction

Check back often as we continue work on the Academic Master Plan.
Signed by Raquel Reedy, Albuquerque Public Schools Superintendent
"The future belongs to those who prepare for it today." Malcolm X

Public education is all about life lessons. Classroom lessons on reading, writing, problem-solving. Social lessons on listening, collaborating, personal responsibility. Physical lessons on movement, self-confidence, risk-taking. Cultural lessons on respect, acceptance, relationship-building.

As educators - and by educator, I mean anyone who touches the lives of students - it is our responsibility to guide students through all of these life lessons so that they graduate with the skills, knowledge, and ability to succeed in a highly competitive and rapidly changing world.

But what is guiding the educators?

That's the purpose of the Albuquerque Public Schools Academic Master Plan, a roadmap for reshaping current teaching, learning, classroom experiences and schools to fulfill the needs of a future generation.

The Academic Master Plan will guide us during the coming years as we serve the whole child. Students who have needs and values; who crave knowledge and acceptance; who struggle with self-regulation, self-confidence, and self-identity. They are ours - every single one of them. They are at the core of what we love about New Mexico, Albuquerque, our communities, neighborhoods, and families.

These students with their individual personalities wants and needs also are at the center of the Academic Master Plan, which is being designed to help us provide our students with these all-important life lessons.

This is their plan. And yours, too.

It is an organic blueprint developed with much input from those who have a stake in public education - teachers, social workers, counselors, principals and others in schools as well as parents, community members, business owners, even students themselves. We asked the public to imagine what skills, attitudes and characteristics a future graduate will need to be successful, and then come up with a plan for schools and the district as a whole to help students reach that level of success. The conversations were wide-ranging and are reflected in the plan.

Now that we have a clearer vision for making our schools high quality and community responsive, it is time to share these initial results and put the plan in action, keeping in mind that the Academic Master Plan will continue to evolve. We'll continue to update it as it progresses, and we welcome comments and suggestions as we implement this plan for student success.

Let Us Know What You Think

The purpose of the Albuquerque Public Schools Academic Master Plan is to provide a roadmap for reshaping education so that our students are prepared to live and thrive in a competitive, ever-changing world. It is a work in progress that will continue to evolve as educators put it to use. As any traveler knows, unforeseen roadblocks and detours sometimes force a change in direction, and on occasion, a better and more scenic route becomes apparent.

We'd love to hear from you!
Do you have comments, questions, or suggestions about the Academic Master Plan? Email the Community Relations Office.
It's not too late to weigh in on the Academic Master Plan. Join us on this journey as provide the life lessons for students that will provide them for the world stage. Let us know if we're on the right path, provide comments, ask questions and follow along. We look forward to hearing from you as we implement our plan for student success.

Thank you!

If you were part of a focus group or community forum, we thank you for your time and thoughtfulness. Your collective experience, insight, and vision have proven invaluable.

Video: Introduction to the Academic Master Plan

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The Albuquerque Public Schools Academic Master Plan: A Guide for Educators Check back often as we continue work on the Academic Master Plan. Signed by Raquel Reedy, Albuquerque Public Schools Superintendent "The future belongs to those who prepare for it today." Malcolm X Public education is all about life lessons.

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A great first-stop resource for counselors!

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A colorful animated version of the Official Scope of Practice for Licensed Professional Counselors as developed through the 20/20: A Vision for the Future of Counseling project. Watch the video.

Find a Counselor Near You

Individual Counseling

Individual counseling is a personal opportunity to receive support and experience growth during challenging times in life. Individual counseling can help one deal with many personal topics in life such as anger, depression, anxiety, substance abuse, marriage and relationship challenges, parenting problems, school difficulties, career changes etc.

Couples Counseling

Every couple experiences ups and downs in their levels of closeness and harmony over time. This can range from basic concerns of stagnation to serious expressions of aggressive behavior. Marriage counseling or couples counseling can help resolve conflicts and heal wounds. Overall, couples counseling can help couples slow down their spiral and reestablish realistic expectations and goals.

Family Counseling

Family counseling is often sought due to a life change or stress negatively affecting one or all areas of family closeness, family structure (rules and roles) or communication style. This mode of counseling can take a variety of forms. Sometimes it is best to see an entire family together for several sessions. Common issues addressed in family counseling are concerns around parenting, sibling conflict, loss of family members, new members entering the family, dealing with a major move or a general change affecting the family system.

Group Counseling

Group counseling allows one to find out that they are not alone in their type of life challenge. To be involved in a group of peers who are in a similar place not only increases one's understanding of the struggles around the topic but also the variety in the possible solutions available. Typically, groups have up to eight participants, one or two group leaders, and revolve around a common topic like: anger management, self-esteem, divorce, domestic violence, recovery from abuse and trauma, and substance abuse and recovery.

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A colorful animated version of the Official Scope of Practice for Licensed Professional Counselors as developed through the 20/20: A Vision for the Future of Counseling project. Watch the video. Find a Counselor Near You Individual counseling is a personal opportunity to receive support and experience growth during challenging times in life.

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ASCD and Maslow's Hierarchy of Needs

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Effective school leaders are key to large-scale, sustainable education reform. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. Newmann, King, and Youngs (2000), for example, found that school capacity is the crucial variable affecting instructional quality and corresponding student achievement. And at the heart of school capacity are principals focused on the development of teachers' knowledge and skills, professional community, program coherence, and technical resources.

Fink and Resnick (2001) examined school districts' efforts to develop principals into instructional leaders who could achieve a large-scale turnaround in literacy and numeracy. They described some core strategies for developing the role of the principal as instructional leader, including five mutually reinforcing sets of strategic activities: nested learning communities, principal institutes, leadership for instruction, peer learning, and individual coaching.

Characterizing instructional leadership as the principal's central role has been a valuable first step in increasing student learning, but it does not go far enough. Literacy and mathematics improvements are only the beginning. To ensure deeper learning-to encourage problem solving and thinking skills and to develop and nurture highly motivated and engaged learners, for example-requires mobilizing the energy and capacities of teachers. In turn, to mobilize teachers, we must improve teachers' working conditions and morale. Thus, we need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself. The role of the principal as instructional leader is too narrow a concept to carry the weight of the kinds of reforms that will create the schools that we need for the future.

Principals Who Lead Cultural Change

Leaders have a deeper and more lasting influence on organizations and provide more comprehensive leadership if their focus extends beyond maintaining high standards. Collins (2001) examined 11 businesses with a minimum of 15 years of sustained economic performance each. The study identified the effective leader, who "catalyzes commitment to a compelling vision and higher performance standards," as well as the executive leader, who goes beyond performance standards and "builds enduring greatness" (p. 20). The best examples of school system success represent accomplishments at the effective level-high performance standards with corresponding results. These accomplishments may be impressive, but they do not represent the kinds of deep, lasting reforms implemented by executive leaders, who establish the conditions for "enduring greatness."

When the goal is sustainable change in a knowledge society, business and education leaders increasingly have more in common. Like the business leader, the principal of the future-the Cultural Change Principal-must be attuned to the big picture, a sophisticated conceptual thinker who transforms the organization through people and teams (Fullan, 2001). Cultural Change Principals display palpable energy, enthusiasm, and hope. In addition, five essential components characterize leaders in the knowledge society: moral purpose, an understanding of the change process, the ability to improve relationships, knowledge creation and sharing, and coherence making.

Moral Purpose

Moral purpose is social responsibility to others and the environment. School leaders with moral purpose seek to make a difference in the lives of students. They are concerned about closing the gap between high-performing and lower-performing schools and raising the achievement of-and closing the gap between-high-performing and lower-performing students. They act with the intention of making a positive difference in their own schools as well as improving the environment in other district schools.

Let me be clear: If the goal is systemic improvement-to improve all schools in the district-then principals should be nearly as concerned about the success of other schools in the district as they are about their own school. Sustained improvement of schools is not possible unless the whole system is moving forward.

Student learning is paramount to the Cultural Change Principal. This principal involves teachers in explicitly monitoring student learning. But the Cultural Change Principal is also concerned with the bigger picture and continually asks, How well are other schools in the district doing? What is the role of public schools in a democracy? Are we reducing the gap between high-performing and lower-performing students in this school? district? state? nation? The Cultural Change Principal treats students, teachers, parents, and others in the school well. Such a principal also works to develop other leaders in the school to prepare the school to sustain and even advance reform after he or she departs. In short, the Cultural Change Principal displays explicit, deep, comprehensive moral purpose.

Understanding Change

The goal is not to innovate the most. Innovating selectively with coherence is better.

Having the best ideas is not enough. Leaders help others assess and find collective meaning and commitment to new ways.

Appreciate the implementation dip. Leaders can't avoid the inevitable early difficulties of trying something new. They should know, for example, that no matter how much they plan for the change, the first six months or so of implementation will be bumpy.

Redefine resistance. Successful leaders don't mind when naysayers rock the boat. In fact, doubters sometimes have important points. Leaders look for ways to address those concerns.

Reculturing is the name of the game. Much change is structural and superficial. Transforming culture-changing what people in the organization value and how they work together to accomplish it-leads to deep, lasting change.

Never a checklist, always complexity. There is no step-by-step shortcut to transformation; it involves the hard, day-to-day work of reculturing.

The Cultural Change Principal knows the difference between being an expert in a given content innovation and being an expert in managing the process of change. This principal does not make the mistake of assuming that the best ideas will carry the day. Instead, the Cultural Change Principal provides opportunities for people to visit sites that are using new ideas, invites questions and even dissent, and expects the change process to proceed in fits and starts during the first few months of implementation. Nevertheless, such a principal forges ahead and expects progress within a year because he or she has nurtured the conditions that yield results sooner rather than later.

Improving Relationships

The single factor common to successful change is that relationships improve. If relationships improve, schools get better. If relationships remain the same or get worse, ground is lost. Thus, leaders build relationships with diverse people and groups-especially with people who think differently. In complex times, emotional intelligence is a must. Emotionally intelligent leaders are able to build relationships because they are aware of their own emotional makeup and are sensitive and inspiring to others (Goleman, Boyatzis, &amp; McKee, 2002).

The Cultural Change Principal knows that building relationships and teams is the most difficult skill for both business and education leaders (Hay Management Consultants, 2000). This leader works hard to develop the full range of emotional intelligence domains, especially self-management of emotions and empathy toward others (Goleman et al., 2002). Focusing on relationships isn't just a matter of boosting achievement scores for next year, but rather a means of laying the foundation for year two and beyond. The Cultural Change Principal's efforts to motivate and energize disaffected teachers and forge relationships among otherwise disconnected teachers can have a profound effect on the overall climate of the organization. Well-established relationships are the resource that keeps on giving.

Knowledge Creation and Sharing

Creating and sharing knowledge is central to effective leadership. Information, of which we have a glut, only becomes knowledge through a social process. For this reason, relationships and professional learning communities are essential. Organizations must foster knowledge giving as well as knowledge seeking. We endorse continual learning when we say that individuals should constantly add to their knowledge base-but there will be little to add if people are not sharing. A norm of sharing one's knowledge with others is the key to continual growth for all.

The Cultural Change Principal appreciates that teaching is both an intellectual and a moral profession. This principal constantly reminds teachers that they are engaged in practicing, studying, and refining the craft of teaching. The Cultural Change Principal is the lead learner in the school and models lifelong learning by sharing what he or she has read lately, engaging in and encouraging action research, and implementing inquiry groups among the staff. Teachers who work with the Cultural Change Principal know that they are engaged in scientific discovery and the refinement of the teaching knowledge base. Knowledge creation and sharing fuels moral purpose in schools led by Cultural Change Principals.

Coherence Making

Because complex societies inherently generate overload and fragmentation, effective leaders must be coherence-makers (Fullan, 1999, 2001). The other characteristics of the change leader-moral purpose, an understanding of the change process, the ability to build relationships, and the creation and sharing of knowledge-help forge coherence through the checks and balances embedded in their interaction. Leaders with deep moral purpose provide guidance, but they can also have blinders if their ideas are not challenged through the dynamics of change, the give-and-take of relationships, and the ideas generated by new knowledge. Coherence is an essential component of complexity and yet can never be completely achieved.

Principals not attuned to leading in a culture of change make the mistake of seeking external innovations and taking on too many projects. Cultural Change Principals, by contrast, concentrate on student learning as the central focus of reform and keep an eye out for external ideas that further the thinking and vision of the school. They realize that overload and fragmentation are natural tendencies of complex systems. They appreciate the creative potential of diverse ideas, but they strive to focus energy and achieve greater alignment. They also look to the future and strive to create a culture that has the capacity not to settle for the solution of the day. Cultural Change Principals value the tensions inherent in addressing hard-to-solve problems because that is where the greatest accomplishments lie.

Leadership and Sustainability

To develop and support Cultural Change Principals, we must turn our attention to sustainability-the likelihood that the overall system can regenerate itself toward improvement. Key components of sustainability are developing the social environment, learning in context, cultivating leaders at many levels (and ensuring leadership succession), and enhancing the teaching profession.

Developing the Social Environment

Those concerned about the depletion of resources in the physical environment were the first to discuss the issue of sustainability. Our concern is the depletion of resources in the social and moral environment (Hargreaves, in press). In the social and moral environment of the school, we need the resources to close the achievement gap between high and low performers, to develop all schools in the system, and to connect schools to the strength of democracy in society. Further, if school leaders do not concern themselves with the development of the social and moral environment of the entire district (in addition to the development of the environment within their own school), then not only will the school system deteriorate, but eventually their own school will also fail.

Learning in Context

Recruiting top-performing principals and rewarding good principal performance are both important. Providing strong principal training is useful, too. But as Elmore (2000) points out,What's missing in this view [of focusing on talented individuals] is any recognition that improvement is more a function of learning to do the right thing in the setting where you work [my emphasis]. (p. 25)

Learning at work-learning in context-occurs, for example, when principals are members of a district's intervisitation study team for which they examine real problems-and the solutions they have devised-in their own systems. Learning out of context takes place when principals go to a workshop or conference. Such learning can be valuable for further development, but it is not the kind of applied learning that really makes a difference.

Learning in context has the greatest potential payoff because it is more specific, situational, and social (it develops shared and collective knowledge and commitments). This kind of learning is designed to improve the organization and its social and moral context. Learning in context also establishes conditions conducive to continual development, including opportunities to learn from others on the job, the daily fostering of current and future leaders, the selective retention of good ideas and best practices, and the explicit monitoring of performance.

Cultivating Leaders at Many Levels

An organization cannot flourish-at least, not for long-on the actions of the top leader alone. Schools and districts need many leaders at many levels. Learning in context helps produce such leaders. Further, for leaders to be able to deal with complex problems, they need many years of experience and professional development on the job. To a certain extent, a school leader's effectiveness in creating a culture of sustained change will be determined by the leaders he or she leaves behind.

Also crucial to sustained improvement is the effective succession of leaders. Leadership succession is more likely if there are many leaders at many levels. Organizations must set their sights on continual improvement at all levels, and for that they must nurture, cultivate, and appoint successive leaders who are moving in a sustained direction.

The good news for most of us is that charismatic leaders are actually a liability for sustained improvement. Collins (2001) compared 11 companies with long-term, positive financial performance profiles (a minimum of 15 consecutive years) with other companies that made short-term shifts from good to great, but failed to sustain their gains. Collins suggests that leaders who build enduring greatness are not high-profile, flashy performers but rather "individuals who blend extreme personal humility with intense professional will" (p. 21). Sustainability depends on many leaders-thus, the qualities of leadership must be attainable by many, not just a few.

Enhancing the Teaching Profession

We will not have a large pool of quality principals until we have a large pool of quality teachers because quality teachers form the ranks of the quality principal pipeline. Individualistic strategies-signing bonuses, pay hikes-will not work to boost the ranks of quality teachers; the conditions of teacher work must be conducive to continual development and proud accomplishment. And this is certainly not the case now.

In 2001, PriceWaterhouseCoopers published the results of a teacher workload study they had conducted in England and Wales. The researchers concluded that if the government is to transform the teaching force,An essential strand will be to reduce teacher workload, foster increased teacher ownership, and create the capacity to manage change in a sustainable way that can lay the foundation for improved school and pupil performance in the future. (p. 2)

Principal-leaders should work to transform teachers' working conditions. From the standpoint of sustainability, the principalship itself benefits from these improved conditions: We will only get quality principals when we have quality teachers.

The role of the principal as instructional leader has taken us only so far in the quest for continual school improvement. We now must raise our sights and focus on principals as leaders in a culture of change. School improvement depends on principals who can foster the conditions necessary for sustained education reform in a complex, rapidly changing society. Never has the time been riper for change leaders than right now.

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Effective school leaders are key to large-scale, sustainable education reform. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. Newmann, King, and Youngs (2000), for example, found that school capacity is the crucial variable affecting instructional quality and corresponding student achievement.

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How we can be genuine in our role as leaders.

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What is authentic leadership?

It continues to surprise me how many leaders attempt to be one way at work, while their "true" personality emerges outside of work. Once a CEO reminded me, "Leadership is acting." And it surprises me when these same leaders seem shocked or confused when their employees don't trust them, don't like them, and can't really wait to work elsewhere.

Authenticity has been explored throughout history, from Greek philosophers to the work of Shakespeare ("To thy own self be true." -Polonius, Hamlet). Authentic leadership has been explored sporadically as part of modern management science, but found its highest levels of acceptance since Bill George's 2003 book, Authentic Leadership.

But what is authentic leadership?

While different theorists have different slants on the concept, most agree that:

1. Authentic leaders are self-aware and genuine. Authentic leaders are self-actualized individuals who are aware of their strengths, their limitations, and their emotions. They also show their real selves to their followers. They do not act one way in private and another in public; they don't hide their mistakes or weaknesses out of fear of looking weak. They also realize that being self-actualized is an endless journey, never complete.

2. Authentic leaders are mission driven and focused on results. They are able to put the mission and the goals of the organization ahead of their own self-interest. They do the job in pursuit of results, not for their own power, money or ego.

3. Authentic leaders lead with their heart, not just their minds. They are not afraid to show their emotions, their vulnerability and to connect with their employees. This does not mean authentic leaders are "soft." In fact communicating in a direct manner is critical to successful outcomes, but it's done with empathy; directness without empathy is cruel.

4. Authentic leaders focus on the long-term. A key tenet in Bill George's model is the company leaders are focused on long-term shareholder value, not in just beating quarterly estimates. Just as George did as CEO of , and as Bezos has done for years at Amazon, leaders realize that to nurture individuals and to nurture a company requires hard work and patience, but the approach pays large dividends over time.

__________

What are your motivation triggers? Take the "Your Engagement Profile Quiz" to find out.

Check out Kevin Kruse's new book, Employee Engagement 2.0, and discover how to turn apathetic groups into emotionally committed teams.

Kevin Kruse is a NY Times bestselling author and serial entrepreneur. For insider tips and exclusive content, join his newsletter at kevinkruse.com.

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What is authentic leadership? It continues to surprise me how many leaders attempt to be one way at work, while their "true" personality emerges outside of work. Once a CEO reminded me, "Leadership is acting." And it surprises me when these same leaders seem shocked or confused when their employees don't [...]

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A leadership style New Mexico needs!

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Stakeholder Management and Power Interest Grid Example

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To learn more about Transformational Leadership, see the article at www.mindtools.com/transformationalleadership. Have you ever wondered just what is it about your leadership style that brings out the best in your people? And have you ever thought about the aspects that might need improvement? What are you going to do about it?

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Ethical and legal questions answered:

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ASCA Professional Standards and Competencies

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ASCA Professional Standards and Competencies

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Goals to strive for.

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Please let me know your great resources!

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Please let me know your great resources!