How social-emotional intelligence can help your career success
Emotionally intelligent people are by nature flexible, adaptable and resilient. They are inspiring as leaders with a high level of self-awareness. Their emotional intelligence (EI) skills help them to effectively balance compassion and empathy, with the ability to assertively set and communicate healthy boundaries.
EI is now not only considered a critical leadership skill set, but it is also a highly sought-after one. No matter what your career goals are, investing and developing a social-emotional intelligence toolkit have become imperative for every level of career success.
Mary-Anne Murphy
Emotionally intelligent people are by nature flexible, adaptable and resilient. They are inspiring as leaders with a high level of self-awareness. Their emotional intelligence (EI) skills help them to effectively balance compassion and empathy, with the ability to assertively set and communicate healthy boundaries.
EI is now not only considered a critical leadership skill set, but it is also a highly sought-after one. No matter what your career goals are, investing and developing a social-emotional intelligence toolkit have become imperative for every level of career success.
“It all starts with self-awareness. It’s not all about you, but it all begins with you. As a leader, if you’re not in a good place, not stable and not clear about what’s unique about you, then nothing’s going to flow from that.” Jeremy Darroch, Group CEO Sky.
Emotional Capital
Emotional intelligence is not a personality trait, but rather a set of emotional competencies that are developed to enhance leadership, nurture relationships and confident social skills.
Every personal interaction you have, and every decision you and your business make, is likely to be built on emotion. RocheMartin, Inspired Emotional Intelligence
Think of emotional capital as a type of skills bank. By developing these skills, you are investing in your own emotional capital bank. When you need to access these skills you can use them to transact with. Whether you are leading your team to success, getting buy-in from stakeholders or nurturing loyal relationships.
So if emotional capital was currency, have you thought about how you are spending it?
Optimism as a Strategy
People with high emotional intelligence skills are inherently optimists.
Optimists frame issues differently, they see opportunities and can adapt quickly to changing circumstances and environments. They strategically access their emotional capital, drawing on strong relationships with teams they’ve built and nurtured.
A great example of how optimists leverage their framework was during the global pandemic. They were the ones who identified silver linings and mobilised a response that would not only see their organisation survive but outperform their competitors in the end.
Empathy vs Sympathy
One of the biggest attributes of EI is empathy. Empathy requires a very deep understanding of what the other person is going through on an emotional level. While sympathy is relatable more on an intellectual level. While we can sympathise with another person's lived experience, sympathy gives us no real emotional understanding of it.
Empathy requires us to put ourselves in another person's shoes and dig deep into the emotional experience they are having.
This is done through things like being an active open-minded listener who can respond without bias in a validating and deeply genuine way.
EI competency can be learned, developed nurtured and used to improve your relationships with others, strengthen networks, broaden perspectives and ultimately clear the pathway to career success.
Do you want to know more about how to access the EI toolkit for yourself or your team? Get in touch with us, we would love to hear from you.
Work with Us
Momentum Learning has supported Leaders, Teams, Teachers, Rangatahi and their Whānau to develop their social and emotional intelligence since 2020. Talk to us about accessing this essential curriculum methodology, through Regionally Allocated PLD and other funding pathways.
Let’s work together.
Strategic Planning: Treasure Maps and Ensuring Future Success
We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years. Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high. The commitment to having a clear vision and ‘getting it right’ is central to this mahi.
We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years. Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high. The commitment to having a clear vision and ‘getting it right’ is central to this mahi.
What does that look like? In consultation with the key stakeholders, we review, refine and develop new strategic documents with great care and acute awareness of the need to design a map that will work. We work with school leaders to map a journey that has their tamariki at the heart and forefront of all decisions. This work is not for the faint-hearted. As ‘Captain of the Ship’, school leaders have the responsibility for determining the ‘X’ (Vision - or treasure!), and plot the map to get there (Strategic Plan) as well as recognise the need to navigate all that goes in between.
“‘Strategy is a style of thinking, a conscious and deliberate process, an intensive implementation system, the science of ensuring future success’”
It is a privilege to work alongside passionate leaders to create their strategic plans. The captain, with map in hand, can ensure the crew has the freedom to make progress creatively while still tracking towards the ‘X’. The passion and commitment leaders have for their vision, values and strategic goals is inspirational. The strategic plan will guide decisions, and resourcing and can be a filter for effective decision-making for the next three years.
As captains of the ship - school leaders have their eye on what is coming and they know that they are not alone. They can navigate unpredictable seas, and oversee the many nuances of the plan in action. School leaders can mark the spot, map and track the course, negotiate turbulence, and empower and support the crew. A shared vision is so important. Having the crew on board and steering in the same direction is crucial to the success of any plan. The strategic plan needs to be a treasure map ‘to pull the island to you’ that the whole crew can buy into. It is a shared vision for a team adventure. “True success is when the navigator is no longer needed” - Wayfinding leadership.
The power of our work with strategic planning starts with the ability to listen and unite - kotahitanga. We can help formulate the plan and we can personalise the process. We can support you from the bow, the stern, beside the waka or wherever you need us. In essence, we can be your support crew on your treasure hunt. We want you to have a successful adventure! We will help you to write your strategic plan, draw your treasure map and ensure your future success.
““Perhaps the most profound lesson we have both learned from the navigators is their ability to maintain a fierce unwavering vision for the island, to harness their mana, and call a new reality into being. To an untrained eye, it would appear that the mariners are sailing to an island. Yet, to a master navigator, the island is held within him or her, and they are drawing that island to them.””
Growth Mindset - How will you change your mind?
As New Zealand educators we are going through some significant changes. Change is scary sometimes - we all know that. We also know of the idiom ‘what doesn’t kill you makes you stronger’ - the truth is that any area of significant change can feel like a big challenge. Change challenges us at our core and can leave us feeling vulnerable. So how can we adapt?
As New Zealand educators we are going through some significant changes. Change is scary sometimes - we all know that. We also know of the idiom ‘what doesn’t kill you makes you stronger’ - the truth is that any area of significant change can feel like a big challenge. Change challenges us at our core and can leave us feeling vulnerable. So how can we adapt?
We expect our students to be immersed in change and often our students are far more equipped for change than we are. We could learn a thing or two about adaptability and embracing challenges from our students. What is the best way to encourage growth and adaptability? With a growth mindset. And we need to model it ourselves too.
In a masterclass with Carol Dweck, American Psychologist and professor at Stanford University, one quote really resonated:
““Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your mind, and you can change your mind.””
This is an empowering thought. Changes are challenging - however we get to change our minds about how we respond to change. Change is necessary and, when addressing the fact that our education system has not served all of our students, it is actually urgent. With a growth mindset we can support the kids - because they are the heartbeat in our schools.
Let’s make a conscious choice to change our minds. Let us, as Brene Brown would say ‘embrace the suck’ and move forwards together. We can walk through vulnerability to get to courage. We can face our challenges - with a growth mindset. It might not be easy (or comfortable) but we must do it in order to best serve the heartbeats of our schools - our students.
Visual Thinking - 10 ways
A picture is worth a thousand words, or so they say. So how might you ‘save one thousand words’ by using visuals (images and video) in your classroom? This is a strategy that supports literacy, numeracy, critical thinking and a culture of collaboration.
Visual Thinking - 10 ways
A picture is worth a thousand words, or so they say. So how might you ‘save one thousand words’ by using visuals (images and video) in your classroom? This is a strategy that supports literacy, numeracy, critical thinking and a culture of collaboration in the classroom.
Visual Thinking Prompts
In a nutshell, Visual Thinking is providing an image or video as an ‘I wonder’ prompt for students. It allows them to connect to prior learning, ask questions and think on their own about a topic before the teacher begins more traditional instruction. They can be used like conversation cards to spark discussion or as curated question prompts to introduce a new topic or idea.
How might you use visual prompts in the classroom? Here are ten easy ways to get started:
1 To prompt observation
‘What can you see in this picture?’ Ask students to make a list of all of the things that they notice. To extend them you could add a second question, ‘Why do you think it is there?’ and see how much they can pull out about the image’s purpose and author.
2 To connect to prior knowledge
‘What do you know about this picture?’ Ask students to bring their prior knowledge ‘to the table’. You might have a budding expert who has a lot of prior knowledge already and this is a simple way to begin differentiating the next activities based on what students already know. It also gives students a chance to share their knowledge with their peers so that they can have more agency and ownership of their learning.
3 To teach inference
Inference can be a tricky literacy skill to teach with text - but you can model it first by using pictures. Pair some ‘between the lines’ statements to go with a picture. Read them out loud (or provide them to students to unpack in written form, and ask ‘can you prove it?’. An example of this might be ‘the girl is frustrated’ and the inference or clue might be crossed arms and looking down. The ‘not quite right there’ clues in pictures and the thinking, scanning and searching for evidence is a great detective skill that students can then transfer or apply to reading and writing.
4 To use reasoning
As an extension to inference above - students can observe and reason using a picture as a prompt. ‘I think this because…’ This helps them to practice persuasive/argument writing skills as well as to practice reasoning to build on their detective skills.
5 To inspire writing
A picture prompt can be a great way to explore perspective - from the viewpoint of a character or person in history. It can be used to recreate a factual account or it can be used to inspire creative writing. You could also use video to add sound layers to the image for more sensory writing and use the visual prompt as a way to inspire more sensory description into writing.
6 To give permission to wonder
The new Aotearoa New Zealand Histories curriculum is a great way to start with picture prompting and visual thinking skills. We can use pictures to unpack perspectives, make sense of events in timelines and promote connections between the past, the present and beyond.
“Instead of listening to lecturers share their knowledge, VTS asks people to talk about what they see and guides their looking with a pattern of three basic questions and a method of facilitation that involves listening, paraphrasing comments, linking related ideas, and framing the kinds of thinking shared.”
Philip Yenawine - Permission to Wonder
7 To actively estimate
Check out esti mysteries for encouraging clue finding, productive disposition and reasoning with estimation in maths.
Esti Mystery example - visual thinking prompt for active estimation.
8 To work on language in reverse
With new open source artificial intelligence technology becoming more accessible you can enter descriptions into artificial intelligence image making software. Then you can troubleshoot how the description might need to be edited and refined to produce the right kind of image.
Believe it or not this digital painting was created by artificial intelligence (Dall.e) using a description of a classroom using a visual prompt that students are pointing at. It potentially needs more guidance on rendering human faces. What else would you change? How ‘accurate’ can we be with words?
9 To encourage curiosity
Have you got Maths Eyes is a great resource to encourage curiosity and ‘seeing maths everywhere’. Their curiosity packs are downloadable as posters for the classroom too!
10 To cement critical consciousness
Adding some critical questioning to any image or photograph can increase students’ ability to think critically. It can help them to identify fake news and deep fakes on the internet too. Has the image been digitally manipulated? How do we know a photograph is ‘true’? How can we identify fact from fiction? Who took the photo? When did they take it? Why did they take it? (The same applies to paintings or drawings). Understanding context clues and being brave with asking questions and thinking critically is a valuable 21st Century skill that can be nurtured by using visual thinking prompts.
Although originating in a museum context, using Visual Thinking Strategies is a universal way to promote engagement, inspire wonder, foster connection and increase collaboration.
Just think of the ‘not yet thought of 1000’ words, thoughts and connections that might be born into the world as a result. How will you use visual thinking strategies in your classroom?
References:
https://www.edutopia.org/article/using-visual-thinking-strategies-classroom
Growing Capability Together
We can support you to grow with a strong root system to withstand ongoing disruptions.
Are you ready to get some traction with your professional learning?
We hear your stories on the ground when we are working with schools across Aotearoa. We hear you when you speak about the loss of learning time, the need to re-engage with whānau and how the ‘urgent’ has been taking over what is important. We can see the ripple effect of how this is affecting learners and we are here to help you to be re-grounded into your ‘why’.
Check out this video that explains the importance of standing strong together - no matter what the disruption.
We know that areas of growth in a school need to be woven together like the roots of trees. Priorities can be interconnected and there is strength in combining ‘root systems’ in order to stand strong. We partner with you to identify and prioritise the ‘seeds’ for your areas of growth. We then work together to create and nurture your thriving ecosystem.
Regionally Allocated PLD Applications (RAPLD) are due on Friday the 12th of August and Friday the 4th of November. Now is the time to make a difference. Let’s refocus on learning and professional growth. Email us so that we can take the pain out of the paperwork, support you to draft an application and help you to get what you need to realise your vision.