Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide

By Marcy Levy Shankman, Scott J. Allen and Paige Haber-Curran

A how-to guide to help for facilitators and instructors develop emotionally intelligent leadership capacities in their students

The Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide delivers a comprehensive curriculum for those who want to help students foster the 19 emotionally intelligent leadership (EIL) capacities presented in the book Emotionally Intelligent Leadership: A Guide for Students. Research from around the world has demonstrated that there is a relationship between emotional intelligence and leadership. For the all-new second edition, the authors have completely rewritten all the modules according to their revised, data-based EIL model. These activities bring theory into practice, targeting specific learning outcomes that will help students become better leaders.

This guide will allow you to lead students through the Emotionally Intelligent Leadership for Students: Student Workbook and can be used with or without the Emotionally Intelligent Leadership for Students: Inventory, which helps students to assess their EIL capacities.

• Contains 23 all new modules consisting of step-by-step instructions for facilitating leadership activities
• Reflects 19 emotionally intelligent leadership capacities derived from new research
• Provides hands-on learning experiences and case studies that allow students to enhance their leadership abilities
• Includes clear instructions for modifying activities to fit any setting or time constraint

The Emotionally Intelligent Leadership for Students suite of resources offers an immersive and transformative educational experience, fostering growth and promoting intense self-reflection. Students will be empowered to develop into the effective leaders of the future.

• Language: English
• Publisher: Wiley
• Release date: Jan 12, 2015
• ISBN: 9781118821763

Book preview

Preface

Since the first edition of the Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide, we have heard from colleagues that the resource has made a tremendous difference in their work with students. We developed the curriculum with one goal in mind: to provide campus-based professionals and others working with young adults easy access to experiential, engaging learning opportunities. We wanted to ensure that students had intentional experiences that furthered their self-awareness and skill development. This is still true for this second edition. Emotionally intelligent leadership (EIL) comes alive for students in a variety of ways, and we hope this curriculum will help make leadership training and development available to more students and young adults.

We believe now more than ever that EIL has the potential to make a difference in student leadership development. For students and young adults, EIL provides a framework, a toolbox, and a guide for seeing the unique capacity in themselves to make a difference in the lives of others. Actually, this is also true for those of us who work with students and young adults. For leadership educators, instructors, and trainers, EIL provides an anchor and a set of guideposts for teaching, mentoring, coaching, advising, supervising, and so much more. The application potential is wide open.

The modules you will find throughout this second edition of the Facilitation and Activity Guide are designed with you in mind—the busy professional seeking ways to engage an audience of learners. The modules have been designed to engage participants actively in their learning, practice critical thinking, develop and practice a variety of skills, and explore ways to enhance their leadership. We are driven by the fundamental assumption that leadership is available to all of us. We also know that sometimes we have to encourage others to believe this as well. This resource is designed with all of this in mind.

The order of the chapters that you'll find here are based on the book Emotionally Intelligent Leadership: A Guide for Students, Second Edition. The modules will help you teach this material in the best way you can. We have purposefully created a wide range of modules from which you can choose, so you can use them as you see fit. Pick the modules that best address your needs or the participants' needs, regardless of where they are located. In other words, the modules do not need to be presented in sequential order. All of the modules have been written based on the assumption that learning and developing our leadership often means we need to explore or test our ideas and the ideas of others.

Just as athletes build muscle memory by repeatedly practicing physical moves, we encourage students to build their own muscle memory for leadership. Consider the brain as one muscle that these activities challenge and develop. Speaking metaphorically, other muscles that might be tapped are their communication muscles (listening as well as speaking) or their collaboration muscles. For fear of pushing this metaphor too far, learning leadership is like learning other skills. As we discuss in the book, deliberate practice is what makes the difference. Practice builds muscle memory. Practice leads to developing skills to become second nature. As the muscle memory builds, students begin seeing their playing field at their fingertips—the campus, the classroom, the residence halls, student organizations, the workplace. Each of these environments are learning laboratories for how to make a difference in the lives of others.

The Facilitation and Activity Guide, Second Edition, is a core component of a series of companion resources that support the primary text Emotionally Intelligent Leadership: A Guide for Students, Second Edition. We think of these resources as a suite of offerings that provide direct, experiential learning opportunities for students and professionals alike. The second edition suite consists of four separate and interrelated resources:

Emotionally Intelligent Leadership: A Guide for Students—The primary text that introduces EIL and explores each facet and capacity

Emotionally Intelligent Leadership for Students: Inventory—A self-assessment that illuminates how a person demonstrates EIL

Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide—A collection of learning activities to teach and facilitate the EIL facets and capacities

Emotionally Intelligent Leadership for Students: Student Workbook—A collection of insights on the facets and capacities, self-guided activities, and additional resources that guide individual learning

We now offer brief descriptions of these resources.

Emotionally Intelligent Leadership: A Guide for Students

Emotionally Intelligent Leadership: A Guide for Students, Second Edition, is a groundbreaking book that combines the concepts of emotional intelligence (EI) and leadership in one model: emotionally intelligent leadership. This important resource offers students a practical guide for developing their EIL capacities and emphasizes that leadership is a learnable skill that is based on developing healthy and effective relationships. Step by step, we outline the EIL model of three facets (consciousness of context, consciousness of self, and consciousness of others) and explore the nineteen capacities that define emotionally intelligent leadership.

The Inventory

One of the greatest challenges in student leadership development is translating theory into practice—how do the big ideas about leadership make sense to us as individuals so that we can behave differently? The starting point for changing behavior is building awareness and changing thinking. Assessments serve many purposes, and one purpose we find incredibly compelling is that assessments give us a chance to see ourselves in a particular light. Looking intentionally at ourselves through the lens of EIL provides a unique opportunity to make meaningful connections between ideas and ourselves. The second edition Inventory is a bridge—from theory to practice, from abstract ideas to concrete experiences, from thinking and discovery to action.

The Inventory provides an opportunity to explore experiences in leadership with a focus on identifying strengths and areas for improvement based on past behaviors. At the same time, the Inventory advances the learning from the present into the future with a focus on self-improvement and self-guided leadership development. Results include an enhanced understanding of EIL and its application, identification of perceived strengths and limitations, and developing an action plan for further development.

Appendix D: Emotionally Intelligent Leadership for Students: Inventory Administration Instructions in this Facilitator and Activity Guide is also available as a free download at www.wiley.com/go/eil.

The Facilitation and Activity Guide

The Facilitation and Activity Guide, Second Edition is written for leadership educators and practitioners, campus-based professionals, faculty, and anyone interested in guiding students and young adults through experiential learning opportunities that deepen their understanding of EIL. The Facilitation and Activity Guide is organized in a similar fashion to Emotionally Intelligent Leadership: A Guide for Students, with chapters dedicated to each of the three facets (consciousness of self, consciousness of others, consciousness of context) and to the nineteen capacities of EIL. Within each chapter are multiple modules that outline ways to explore, learn, and/or practice the facet or capacity of interest. Each module outlines everything a facilitator needs to know to prepare and facilitate the learning experience. The modules range in duration, from 10 to 80 minutes. Within each module is an overview of the activities that will be facilitated with learning objectives, written directions, talking points, and discussion questions. When additional materials are needed, they are listed at the outset. When supplemental activity sheets are referenced, they are found in the Student Workbook so that students may use that resource during the course of the learning experience.

The Student Workbook

Recognizing the need for students to actively engage in their learning, the Student Workbook, Second Edition is designed to be used in conjunction with the Facilitation and Activity Guide, as a follow-up to the Inventory, or as a companion resource for the book itself. Activities referenced in the Facilitation and Activity Guide are included in the Student Workbook. The Student Workbook presents the reader with interactive activities that stimulate additional integration of the material presented as well as case studies, questions for further reflection, and additional resources for further learning. Each chapter of the Student Workbook follows the flow of the book and the Facilitation and Activity Guide.

In Closing

Eleanor Roosevelt said, Living and learning go hand in hand (Gerber, 2002, p. 256). We believe this notion extends to leadership—we all have the potential to lead. It's up to us to do it. We hope these resources help students and young adults further discover the leadership potential within them. And we hope these materials empower leadership educators working with these students and young adults by helping them guide their development, and perhaps, along the way, learn more about leadership for themselves. We certainly have.

Marcy Levy Shankman, PhD

Scott J. Allen, PhD

Paige Haber-Curran, PhD

Reference

Gerber, R. (2002). Leadership the Eleanor Roosevelt way: Timeless strategies from the first lady of courage. New York, NY: Portfolio.

Acknowledgments

We are indebted to the team at Jossey-Bass: our wonderful editor, who is truly a partner in our work, Erin Null; Alison Knowles, associate editor; and Cathy Mallon, senior production editor. Together, they have worked collaboratively with us each step of the way, pushing when we needed to be pushed and encouraging us to pause when we needed that important voice of reason. To Erin, especially, we appreciate your openness, interest in advancing the work, and stable hand that brings clarity and thoughtfulness to the work.

We appreciate all the students who took the time to share with us their experiences and thoughts about leadership. Their voice is a critical part of our work—and we couldn't have heard it without the help and support from our colleagues and friends who connected us to them. Thanks to all of you, we have created a real contribution to the field with this revised edition.

Finally, we are thankful that we have partners and families who are patient and always supportive—they keep us grounded and remind us of why we do the work we do.

About the Authors

Marcy Levy Shankman, PhD, has been training and consulting in leadership development and organizational effectiveness since 1998. She is vice president for strategy and director of Leadership Cleveland at the Cleveland Leadership Center. In this role she works with leaders from a cross-section of Cleveland's community to advance their civic engagement and leadership development. Marcy is also principal of MLS Consulting LLC, which she founded in 2001. Marcy focuses on facilitating strategic planning and visioning initiatives, organizational change and development projects, as well as leadership training and board development.

Throughout her career, Marcy has spoken professionally and written in peer-reviewed journals and professional publications on leadership, emotional intelligence, and organizational effectiveness. Her focus is on helping students of all ages, from high school students to senior-level executives, to consider ways to enhance their leadership capacity.

Marcy teaches in the Non-Profit Administration Program as an instructor at John Carroll University. Marcy earned her PhD from Indiana University in higher education and student affairs, her master's in college student personnel from the University of Maryland, and her bachelor's from William and Mary in religion and anthropology. Marcy is an active volunteer and lives in Shaker Heights, Ohio, with her husband, Brett, and two children, Rebecca and Joshua.

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Scott J. Allen, PhD, is an associate professor of management at John Carroll University. In 2008 and 2013, Scott was voted outstanding teacher in the Boler School of Business, and he enjoys working with students of all ages. Scott earned his PhD in leadership and change from Antioch University, his master's in human resource development from Xavier University, and undergraduate degree in family social science from the University of Minnesota. His research interests include leadership development and emotionally intelligent leadership.

His research has been published in several academic journals, including the Journal of Leadership Education, the Journal of Leadership Studies, Advances in Developing Human Resources, and SAM Advanced Management Journal. Scott is the coauthor of The Little Book of Leadership Development and A Charge Nurse's Guide: Navigating the Path of Leadership.

In addition to teaching and writing, Scott conducts workshops, leads retreats, and consults across industries. Scott is a member of the Academy of Management and the Association of Leadership Educators. He serves on the boards of the International Leadership Association, OBTS Teaching Society for Management Educators, and Beta Theta Pi Fraternity. He lives in Chagrin Falls, Ohio, with his wife, Jessica, and three children, Will, Kate, and Emily.

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Paige Haber-Curran, PhD, is assistant professor for the Student Affairs in Higher Education master's program at Texas State University. In 2014 Paige was recognized with the Presidential Award for Excellence in Teaching at Texas State University. She also serves as the program coordinator for the program. Paige earned her PhD in leadership studies from the University of San Diego, her master's degree in college student personnel from the University of Maryland, and undergraduate degrees in business management and German studies from the University of Arizona.

Paige's research interests include college student leadership development, emotionally intelligent leadership, women and leadership, and gender in higher education. Her work has been published in several academic journals, including the Journal of Leadership Education, NASPA Journal about Women in Higher Education, and Educational Action Research. She also has published a number of practitioner-focused chapters in books including The Handbook for Student Leadership Development, Emerging Issues and Practices in Peer Education, and Exploring Leadership Facilitation and Activity Guide. Paige is co-editor of the forthcoming book Advancing Women and Leadership Theory. In 2013 she was selected as an Emerging Scholar for ACPA: College Student Educators International. Paige consults and speaks around the world on topics of leadership.

Paige is actively involved in ACPA: College Student Educators International and the International Leadership Association (ILA). She also serves as a Co-Lead Facilitator for the LeaderShape Institute. Paige lives in Austin, Texas, with her husband, Tom, and their Portuguese Water Dogs, Ike and Murphy.

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To contact the authors:

Marcy Levy Shankman: [e-mail]

Scott J. Allen: [e-mail]

Paige Haber-Curran: [e-mail]

Facilitation Notes

The modules within the Facilitation and Activity Guide, Second Edition, contain curriculum and activities for you to use in either formal or informal learning environments. Consider this book as a puzzle without edges—the pieces of the puzzle (e.g., the modules throughout the book) can be assembled in a multitude of ways. This puzzle does not have absolute boundaries—the edges are there for you to create. In other words, the only meaning you should take from the order of the chapters is that it mirrors the order of the book Emotionally Intelligent Leadership: A Guide for Students, Second Edition. In this resource, the most important question is: how can you facilitate the most powerful learning experience for your participants? To this end, we offer you the following points of consideration for you as a facilitator.

Phases of Facilitation

Preparation

Identify Learning Objectives

Knowing what you want to achieve from the learning experience will help you select the most appropriate module. The more specific your objectives, the more likely you are to facilitate a positive learning experience for your participants. Each module begins with a module summary, the estimated time for the module, a set of outcomes for the module, the required materials, and preparation notes. This information should guide your decision on whether the module suits your group and your goals. Be sure you read through the entire module to get a feel for both the content that will be covered and the process you will facilitate before you decide which module to facilitate.

Remember, the modules are written as stand-alone experiences that can easily be put together with any number of other modules in the book, in any order you see fit. A few questions that might help you guide your decisions are:

How do you want your participants to think differently after the module?

What do you want them to do differently?

How do these questions relate to the stated outcomes of the module?

How much time will you have with the participants?

Is this a one-time opportunity (e.g., one class session or a workshop at a conference), or will you be working with the group over a series of days, weeks, or months (e.g., a full semester class, a quarterly leadership program, or a multiday retreat)?

Knowing the time available and the nature of the time allowed will help you identify the best module(s) and their potential sequencing.

Create the Learning Environment

As mentioned previously, the modules are written to engage participants in a dynamic learning experience. Throughout the Facilitation and Activity Guide, you will find activities blending reflection with experiential learning, dialogue with analysis. The modules are designed so that an interactive learning experience will unfold. For the modules to be successful, you will need to create an environment where participants know from the outset that their voices will be heard and their active engagement is expected. We recommend following the 80/20 rule—the participants speak 80 percent of the time, the facilitator 20 percent. Of course, this is not an exact formula, but it does encourage you to focus on engaging the participants.

To create this learning environment, you will need to be open and be prepared to be a guide (see the next section on Practice). The underlying assumption here is that you have the mindset that everyone who participates is a teacher and a learner, including you. In addition to your mindset, remember to check your mood. Is your energy level where it needs to be? Do you need to create a light-hearted and energetic environment with a spirit of exploration and engagement, or do you need to set a reflective tone in which vulnerability is possible? A high-energy facilitator helps move sessions along and keeps people engaged and energized. When you open up and appropriately model risk taking and vulnerability, trust increases. The way you approach each module can make an average task a powerful learning experience.

Practice

In Emotionally Intelligent Leadership: A Guide for Students, Second Edition, we introduce the concept of deliberate practice (see Introduction). This is a baseline expectation for you as the facilitator of a learning experience. Your participants will benefit greatly if you have spent the appropriate amount of time prior to their arrival practicing the module, from start to finish, a few times. By doing so, you ensure that you and the participants have the best possible experience with each of the modules. Even the most experienced trainers practice.

To begin, read through the module a few times to be comfortable with your role, the facilitation of the activities, and how to present the material in a way that is authentic. An important basic checklist of how to prepare is:

Be sure you have access to the necessary supplies.

Complete the exercises or activities described in the module for yourself.

Identify personal examples and stories you can share to supplement the curriculum.

Conduct a dry run for a group of coworkers or peers prior to the actual session.

Have the key points or lecturettes of this session memorized. Gently use a slide deck, a blackboard or whiteboard, and/or a flipchart to supplement your presentations. Do not fall in the trap of reading off the slides or your handouts. You want to be comfortable with the material, not robotic.

Be familiar with the room where you will be facilitating. Arrive early to set up and conduct a short run-through before anyone else is there.

Active Facilitation

Prepare the Participants

An important first step for effectively facilitating the learning experience is to create a positive and safe learning environment, both physically (e.g., room setup, temperature) and emotionally. Prior to facilitating the module, welcome the participants and set an engaging and comfortable tone. If needed, before the formal beginning of your session or training, introduce yourself to as many participants as possible and encourage them to do so with one another (if they don't already know one another). Consider playing music as participants enter the room and displaying quotes posted for participants to see. If writing is a part of the module, be sure participants have the appropriate supplies and that they are sitting somewhere they can comfortably write.

Observe While You Facilitate

Suggested time frames are indicated for each module; they are just that—suggested. Equally important are your sense of the participants and the flow of the experience. If you engage participants in a meaningful conversation and it runs a few minutes long because the energy of the group is there, be ready to adapt and cut short a subsequent section. Remember, your role is to facilitate, not present or lecture. This means paying attention to the learners and what their needs and interests are.

Encourage Participation

The curriculum has been created in a way that puts the responsibility of learning in the hands of the participants. Your role is to guide them along the path and help them explore their own ideas. Share your own ideas (when applicable) while keeping primary focus on the participants creating their own knowledge and understanding. Discussion questions are posed as open-ended questions; lecturettes offer chunks of information with which participants engage through active learning, reflection, and/or dialogue. Your role as a facilitator is to stimulate, evoke, and encourage the participants so the focus is on the learning (and the learner), not the teaching.

Evaluation

Assess the Participant Experience

Each module lends itself to a simple evaluation based on the stated outcomes. You can certainly add your own questions to identify