Emotional Intelligence in Leadership Development: Reflections from

ASHA’s Leadership Development Program

Christina Hansen, MA CCC-SLP

Christina HansenB.A. Speech-Language Hearing Sciences - University of Minnesota - Twin Cities

M.A. Speech-Language Pathology - University of Minnesota Twin Cities

Bilingual and Multicultural Emphasis Program

Currently employed as an SLP in Billings Public Schools

hansenc@billingsschools.org

DisclosuresFinancial Disclosure: I received financial assistance from MSHA to attend ASHA’s Leadership Development Program in exchange for presenting what I learned

Non-Financial Disclosures: Member of MSHA and ASHA, Currently employed by Billings Public Schools

Presentation Overview

ASHA Leadership Development Program (LDP) Overview

Emotional Intelligence

Leadership Topics

Leadership Project

ASHA’s Leadership Development Program

In-person Kickoff Meeting at ASHA’s National Office in Rockville, Maryland

Monthly Webinars

Monthly Learning Team Meetings

Leadership Project

Emotional IntelligenceHoward Gardner (1983) proposed multiple types of intelligence

Daniel Goleman (2005) noted that while IQ is a good indicator of cognitive ability, it does not always predict success in the work place.

Essential work skills such as stress management, conflict resolution, and interpersonal skills are related to emotional intelligence.

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EQ-i 2.0 Model of Emotional Intelligence

Self-Perception

Self-Expression

Interpersonal

Decision-Making

Stress ManagementMulti-Health Systems Inc.

Self-PerceptionSelf-Regard: Respecting oneself while accepting one’s strengths/weaknesses. Confidence.

Self-Actualization: persistently try to improve oneself and pursue objectives.

Emotional Self-Awareness: recognizing and understanding the cause of one’s own emotions and the impact they have on self ’s/other’s thoughts and actions.

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Self-ExpressionEmotional Expression: Openly expressing one’s feelings verbally and non-verbally.

Assertiveness: Communicating and defending rights in a non-offensive and non-destructive manner.

Independence: to be self-directed and free from emotional dependency. Complete tasks autonomously.

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Interpersonal

Interpersonal Relationship: skill of developing and maintaining mutually satisfying relationships characterized by trust

Social Responsibility: willingly contributing to society/general welfare. Showing concern for the greater community.

Quantum Learning Solutions Inc.

InterpersonalEmpathy: recognizing, understanding, appreciating how other people feel. Being able to articulate your understanding of another’s perspective and behaving in a way that respects others’ feelings.

Too High: emotionally dependent, conflict avoidant

Too Low: inattentive, self-centered

mindfulschools.org

Decision-Making

Problem Solving: understand how emotions impact decision-making and find solutions in emotionally-charged decisions.

Reality Testing: capacity to remain objective and recognize when emotions or personal bias are influencing a decision

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Decision-MakingImpulse Control: ability to resist temptation or drive to act to be able to avoid rash behaviors.

Too High: repressed, constrained, inhibited

Too Low: impetuous, explosive, impatient

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Stress ManagementFlexibility: Adapting emotions, thoughts, and behaviors to unpredictable and dynamic circumstances.

Stress Tolerance: coping with difficult situations and believing one can positively influence them.

Optimism: positive attitude and outlook on life. Remaining hopeful/resilient despite setbacks

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Part IILeadership Topics

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Virtual Meetings

Expand professional networks

Overcome geographic barriers

Allow more frequent check-ins between face-to-face meetings

Virtual Meetings

Multitasking

Lack of visual cues

Technological Difficulties

Difficult to build rapport

Virtual-Specific Challenges

General Meeting Challenges

Time Management

Disproportionate

Participation

Off-topic digressions

Virtual Meeting SolutionsEstablish meeting etiquette in advanceSet an agenda in advance and stick to itTest technology in advanceState name before speaking and an end phrase when finishedEstablish order/topic of speakingEvery few minutes, poll group to ensure engagement

High-Performing TeamsTeam: “A small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.” Katzenback & Smith (1993)

Brand Thunder

Stages of Team DevelopmentForming: Focus on team unity, avoid sharing opinions that may be contentious

Storming: Team members feel comfortable sharing their views, conflict ensues

Norming: Teams establish acceptable ground rule/goals

Performing: Team is performing well; members are interdependent and motivated

Adjourning: Team concludes its work

Time for going through each phase varies by group. If team membership changes, process returns to the beginning. Tuchman (1965)

InfluenceInfluence: the capacity to affect the actions, behaviors, or opinions of others

Informal Power: Personal factors - personality, physical appearance, experience, etc.

Formal Power: Granted by organization - title

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Steps to Influence People

1. Research Target

2. Identify Outcome

3. Determine Approach:

Balance advocacy and inquiryLinkedIn.comLinkedIn.com

Advocacy and InquiryAdvocacy Behaviors: communicate needs to target

Request

Provide evidence

Vision

Empathy

Inquiry Behaviors: engage and elicit information from target

Active Listening

Focusing

CoachingCoaching: Intentional interaction designed to help another achieve performance goals.

Relationship-based

Clearly established role

Coach not necessarily more experienced

Assume person has the answers he/she needs, the coach just need to elicit them

Ongoing-process: Contract > Goals > Observation > Debrief > Repeat

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Coaching Behaviors

Active Listening: paraphrase and ask open-ended questions

Testing Perceptions: communicate what you think the person may be experiencing, but not stating

Mentoring: share relevant personal experience

Feedback: observational data

Reframing: help person see the situation from a different perspective

Part IIILeadership Project

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Change-ResistanceUnfreeze: why status quo? dispel ignorance

Change: incremental change, progress updates, get feedback

Refreeze: build routines, trainings, update procedures

(Kritsonis, 2004)

actioncoach.com

Project PlanningProject: creating a new product/service through a series of deliberate actions with a defined end point

Stakeholders: anyone who has an interest in/benefits from the project

Sponsor: individual who supports the project - financially or politically

Scope: total work required for the project

Vision: clear and concise picture of the end results of the project

Charter: a document that clearly communicates all components of the project, including stakeholders, schedules, etc.

My ProjectProject: To improve the school district’s ability to appropriately identify English Language Learners (ELLs) for special education.

Stakeholders: SLPs, ELL Coordinator, Students, Families, Special Education Administrators, Teachers

Sponsors: SLPsupwork.com

Scope

2-3 Meetings with Team Members

2-3 Page Reference Document

Referral Process Flowchart

Pre-referral Checklist

Resource Bank for SLPs PM Partners Group

Rationale

~ 21% of the U.S. population age 5+ speak a language other than English at home (U.S. Census Bureau, 2010).

~7%, same as monolinguals, can be expected to have SLI (Tomblin et al., 1997)

By law, ALL students guaranteed Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) (IDEA, 2004)

Proper identification is important

Over-identification = violation of LRE

Under-identification = violation of FAPE

Typical ELLs may have difficulty with…

following directions

phonological awareness

sound-symbol correspondence

story retell

figurative language

syntax (Paradis, 2005)

quiet/shy (Roseberry-McKibbon, 1995)

Many of the same

indications of SLI

(Klinger, 2014)

Pre-referral: Response to Intervention

Student Struggling

Tier 1 Intervention

Tier 2 Intervention

Prior ConsiderationsSpecial Education

Referral

Considerations Prior to Referral

Length of English Exposure: 1-3 years for social, 5-7 years for academic (Cummins, 2004)

Development of L1

Distributed Skills/shifting dominance

Educational Experience in L1

Health Factors: Vision, Hearing, Psychological Trauma

Attendance

Cultural Factors Influencing Previous Interventions

Acculturation

Support for L1/L1 Loss

Poverty

The Bottom Line

Concern in L1

Dynamic Assessment -Response to Intervention

Compared to other ELLS with similar proficiency

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Questions?

Fight Rising

ReferencesBeckhard, R. (1969). Organization Development: Strategies and Models. Reading, MA: Addison-Wesley

Coleman, D. Emotional Intelligence (New York: Bantam Books, 2005). Cummins, J. (2004). Putting language proficiency in its place: Responding to critiques of the conversational/ academic language distinction. Retrieved January 11, 2007 from http://www.iteachilearn.com/cummins/ morepapers.htm

Gardner, H. Frames of Mind: The Theories of Multiple Intelligences (New York: Basic Books, 2011), ix. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)

Katzenback, J. & Smith, D. (1993). The Wisdom of Teams: Creating the High-Performance Organization. New York, Harper Business.Klingner, J. (2014). English Language Learners: Differentiating Between Language Acquisition and Learning Disabilities. Arlington, VA: Council for Exceptional Children.Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43, 456-473.

Kritsonis, A. Comparison of Change Theories. International Journal of Scholarly Academic Intellectual Diversity; 8:1, 2004-2005Paradis, J. (2005) Grammatical Morphology in Children Learning English as a Second LanguageImplications of Similarities With Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 36, 172-187. DOI: 10.1044/0161-1461Roseberry-McKibbin, C. (1995). Multicultural students with special language needs.Oceanside, CA: Academic Communication Associates.

Stein, Steven J. "MHS-Talent." MHS Assessments. Multi-Health Systems Inc. 2017. Web. 03 May 2017.Tomblin JB, Records NL, Buckwalter P, Zhang X, Smith E, O'Brien M. Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research. 1997;40:1245–1260. [PMC free article] [PubMed]

Tuchman, B.W. (1965). Developmental Sequence in Small Groups. Psychological Bulletin 65, no. 6: 384-99U.S. Census Bureau. (2010). Population and Housing Narrative Profile: 2010 American Community Survey 1-Year Estimates. Retrieved from http://factfinder2.census.gov/rest/dnldController/deliver?_ts=349626860827.pd