Emotional Leadership

Matthew Lynch published in Education Leadership, Matthew Lynch

The Impact of Emotional Leadership

Emotional Intelligence (EI) in leaders enhances thoughtful choices and unselfishness in their followers. As a result, leaders who are able to identify and manage their emotions and those of others develop sincerity and helpfulness among their followers. The expression of emotions is a vital component of charismatic leadership, and is linked to the leader’s ability to inspire and motivate followers through the emotional contagion process; that is, shared feelings encourage cooperation among everyone involved.

It has also been shown that the expression of positive emotions has a positive impact on groups. However, there is a lack of research on how leaders express negative emotions such as disapproval, anger, and disappointment, and how this expression affects group performance. One practical suggestion is that skilled and controlled expression of so-called negative emotions is important for leaders, so as to avoid decreasing workers’ motivation, or building up resentment and resistance.

Since practiced emotional expressiveness is necessary, effective expression of the leader’s negative emotions requires skills in expression, emotional control, and emotional sensitivity so as to gauge how these negative emotions are received by followers. There has recently been considerable interest in the role of emotional sensitivity, which is the ability to “decode” emotions in the work setting. In some of the research studies, measures of emotional decoding skills have been used as a substitute for emotional intelligence. Other studies have examined the notion of emotional “eavesdropping,” where leaders decode followers’ emotions even when they are not intending to convey them directly. Emotional eavesdropping involves an acute awareness of follower’s body language, tone of voice, and other unspoken indicators to understand their true feelings.

The reason there has been so much interest in emotional decoding is that there are a number of measures available for researchers to study. Also, it makes sense to study the ability to “read” others’ emotions in the workplace. Although effective leaders must possess good skills in emotional control, especially during crises, individuals who are particularly good at controlling and masking their emotional expressions usually seem distant and aloof.

Any imbalance in the possession of emotional and social skills is linked to poorer psychosocial adjustment in teams and, therefore, to poor leadership. In summary, we find that, across most of the research, emotional intelligence improves effectiveness in organizational settings. Effective leaders must make serious efforts to detect, analyze, and understand the feelings of their followers. As a part of this effort, leaders must also be careful of how they express their own emotions to their staff. A thoughtful leader will listen to their followers concerns, and speak with care and conviction about their own.

 

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Matthew Lynch published in Education Leadership, Matthew Lynch

Emotional Leadership Preparation

When we look at all the data available on cognitive, intellectual, and philosophical views of leadership, and their combination with other frameworks, we see the power of emotions. Simply put, emotions generate knowledge, and emotionally acquired knowledge is strongly influenced by teachers’ and leaders’ understandings(or lack thereof) of their emotions. There is hope of a shift in school culture from one of emotional silence, to one of emotional engagement. Such a change would likely impact leader confidence, focus, well-being, and effectiveness, and could challenge leaders to redefine their schools.

The emotional philosophy framework shows progress on four levels. First, there is actual and implied emotional silence, in which emotions and their importance are denied. The next level allows self-evaluation and evaluation of others from an “emotional absolutism” perspective; emotions are considered either right or wrong, and are rewarded or punished according to externally defined rules. However, internal emotional knowledge is denied. In the third level of shifting emotional theory, emotions begin to periodically appear on the leadership agenda. This level is experienced when there is a deeper emotional link with oneself and others.

The fourth stance is that of resilient emotional relativity: a deepened and unified use of emotional knowledge and individual meaning, with others included in daily activities. In this phase, problem-solving and relationship-building are enacted as people learn to interpret emotion and remain calm when they are with others.
There is compelling evidence, based mainly on primary/elementary schools, showing that principal leadership has significant indirect and direct effects on student learning. The indirect effects largely depend on how much leaders create, alter, or refine the working conditions in their schools to nurture positive emotions towards teaching, develop teachers’ instructional skills, and use those skills in the students’ best interests.

On the other hand, the direct effects are based on the nature and quality of the leaders’ relationships with their teaching colleagues and the impact those relationships have on the overall emotional climate in the school. To build a climate of belonging, the leader needs to listen to, appreciate, and honor the feelings and ideas of teachers, and create social spaces and structures in the agenda of the school for genuine dialogue about instructional improvement.

Building a sustainable climate is based on the leaders’ ability and willingness to understand the complex internal states that motivate teachers’ actions, and to develop shared dreams of what the school can be. To achieve success, the leader must keep in mind both his or her own emotions, and those of the teachers. It is also important for leaders to take emotions seriously, and, as a result, engage others in reflecting on the emotional toll of their own work. As we have seen, emotional wounds can provide rich opportunities for fresh perspectives and self-discovery, as well as new learning.

By opening up to their own feelings, leaders are able to connect with others’ feelings. When they listen sincerely to the hopes and ideas of colleagues and staff, their leadership efforts are more likely to shift from directing to enabling. This shift will in turn increase positive perceptions among all stakeholders in the school, as they work together toward a common goal.

 

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Matthew Lynch published in Education Leadership, Matthew Lynch

4 Dimensions of Emotional Intelligence for Students

Emotional intelligence is different from general or common intelligence. It’s the ability of an individual to monitor their own emotions, to monitor the emotions of others, to understand the differences between them, and to use all of this information in order to guide their actions. This is about accurately understanding the emotions of oneself and others, as well as expressing emotions in a way that’s accessible.

A high level of emotional intelligence is an essential aspect of learning. The ability to develop the skill of emotional understanding is a driver not only in the realm of relationships but also in the realm of education. The following four dimensions of emotional intelligence can help teachers and administrators to better understand and support student learning.

  1. Understanding

This is the foundation of emotional intelligence, understanding one’s own emotions. Understanding is the beginning point of any emotional process, and in fact of any endeavor at all. In order for students to be able to focus on their academic work, they have to be able to see where their emotions even are. Often children don’t have the self awareness to know what they’re feeling, and don’t see the drivers of their actions. It takes time and practice to take apart the emotions and to learn to make sense of what one is feeling, particularly during adolescence when emotional lives are especially complex.

This first step of understanding their own emotions is what allows all of the other dimensions to be built upon. Discerning what they’re feeling steps them onto the right path for emotional growth and development, which will lead to better behavior, more focus, and better academic outcomes. Kids have to learn that emotions come and go like the waves of the ocean, and that they can observe this ebb and flow just by stepping back from it.

  1. Management

The next dimension is a much more difficult one to come to terms with, particularly for students who have never had the skill of emotional management fostered. It’s this learning how to manage one’s own emotions will allow students to not only see the ebb and flow of their emotions, but to alter their reactions to it. Management of emotions is tied closely to self control, in which a child learns to delay their own gratification in support of their future success. Emotional management is challenging for all of us, not just for children. But the waves of emotion can be, if not controlled completely, then at least tamed.

The ability to manage emotions is essential for classroom success, where students must learn how to interact reasonably within the academic environment while focusing on learning. Students with low emotional control react in a negative toward proposed changes, as they are not equipped to deal effectively with emotionally stressful events, like testing or projects. On the other hand, students who are able to effectively manage their emotions tend to be optimistic and to take the initiative, reframing their understanding of stressful events as exciting.

  1. Empathy

Perhaps the key to happiness and to lifelong success is understanding others’ emotions, or empathy. The application of empathy in the educational environment is tremendous. Empathy extends to an understanding of history and literature, music and art, and even science and math. That ability to put oneself into the emotional body of another person is how children can become excited about the possibility of making a new discovery in science, or why a historical figure did the things that they did. This is particularly applicable for children who come from a disadvantaged background, and need to learn the skill of empathy in order to become emotionally driven toward success.

Empathy can be built through the observation of others, then thinking deeply about why people behave and react in the ways that they do, and finally identifying the behaviors that are either helpful or detrimental in challenging situations. The ability to understand other people’s emotions, persuasions, motivation, conflict resolution mechanisms, and reasons for cooperation are probably the skills most essential for success in education and in the life that will come beyond the classroom.

  1. Relationships

There are so many dimensions to relationships in the school environment. Once a child develops the skill of empathy, they then need to channel that into positive relationships with other students, with teachers, with administrators, with parents and finally with themselves. Trust is an essential component of healthy relationships, as it allows students to see where they can improve without becoming self-critical or defensive. Trust fosters smooth and productive relationships with teachers and with peers. Emotional elements are the driving forces behind so much of the modern educational environment, and the role of relationships should be considered when creating policies, process and procedures within the school environment. Relationship building enables schools to boost their performance and is essential to making schools work.

The positive reinforcement of an emotionally intelligent environment enhances the school environment, helping students to find not only academic success, but also life success outside of the classroom.

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Matthew Lynch published in Education Leadership, list, Matthew Lynch

3 Reasons to Consider Adopting an Emotional Leadership Style

When we look at all the data available on cognitive, intellectual, and philosophical views of leadership, and their combination with other frameworks, we see the power of emotions. Simply put, emotions generate knowledge, and emotionally acquired knowledge is strongly influenced by teachers’ and leaders’ understandings (or lack thereof) of their emotions. There is hope of a shift in school culture from one of emotional silence, to one of emotional engagement. Such a change would likely impact leader confidence, focus, well-being, and effectiveness, and could challenge leaders to redefine their schools. Let’s look at how adopting an emotional leadership style—where a leader taps into his or her own emotional center to lead—can affect you and the people around you.

  1. Emotional leaders develop positive emotions in their followers. Emotional Intelligence (EI) in leaders enhances thoughtful choices and unselfishness in their followers. As a result, leaders who are able to identify and manage their emotions and those of others develop sincerity and helpfulness among their followers. The expression of emotions is a vital component of charismatic leadership, and is linked to the leader’s ability to inspire and motivate followers through the emotional contagion process; that is, shared feelings encourage cooperation among everyone involved.
  2. Emotional leaders may be able to express a fuller range of emotions without negatively impacting their followers. It has also been shown that the expression of positive emotions has a positive impact on groups. However, there is a lack of research on how leaders express negative emotions such as disapproval, anger, and disappointment, and how this expression affects group performance.

One practical suggestion is that skilled and controlled expression of so-called negative emotions is important for leaders, so as to avoid decreasing workers’ motivation, or building up resentment and resistance.

Since practiced emotional expressiveness is necessary, effective expression of the leader’s negative emotions requires skills in expression, emotional control, and emotional sensitivity so as to gauge how these negative emotions are received by followers.

  1. Emotional leadership gives insight into how your followers are feeling. There has recently been considerable interest in the role of emotional sensitivity, which is the ability to “decode” emotions in the work setting. In some of the research studies, measures of emotional decoding skills have been used as a substitute for emotional intelligence. Other studies have examined the notion of emotional “eavesdropping,” where leaders decode followers’ emotions even when they are not intending to convey them directly. Emotional eavesdropping involves an acute awareness of follower’s body language, tone of voice, and other unspoken indicators to understand their true feelings.

The reason there has been so much interest in emotional decoding is that there are a number of measures available for researchers to study. Also, it makes sense to study the ability to “read” others’ emotions in the workplace. Although effective leaders must possess good skills in emotional control, especially during crises, individuals who are particularly good at controlling and masking their emotional expressions usually seem distant and aloof.

Any imbalance in the possession of emotional and social skills is linked to poorer psychosocial adjustment in teams and, therefore, to poor leadership. In summary, we find that, across most of the research, emotional intelligence improves effectiveness in organizational settings. Effective leaders must make serious efforts to detect, analyze, and understand the feelings of their followers. As a part of this effort, leaders must also be careful of how they express their own emotions to their staff. A thoughtful leader will listen to their followers’ concerns, and speak with care and conviction about their own.

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