Free Resources – World Business & Executive Coach Summit

Many say that we live in a world where it’s never been more challenging to be a leader, regardless of the field or environment in which one leads. Faster changes, higher expectations of the leader to meet the needs of all stakeholders, always on communication channels, differing needs and expectations of different generations, global and technological changes that rewrite the reality of every industry or field are just a few of these challenges. In such circumstances, leaders need help and access to material that helps them to clarify their thought processes, from wherever it comes.

Last year I was very impressed to access a number of excellent sessions that were part of the WBECS Pre-Summit.  This organisation has a very extensive annual Summit that runs online weekly over a period of months. For that, you pay. However, they also offer a very extensive pre-summit where some of the top leadership experts and coaching experts of the world share summaries of material that will be in their longer summit sessions. These are free, run over a three week period, but are still enormously useful and can often stimulate interest for further reading, research and exploration.

WBECS Pre-Summit Recordings

The first week of sessions this year that can be accessed through the link above already include some valuable gems. Highlights for me included;

a) Daniel Goleman and Michelle Navarez – Mindfulness and EQ
b) Edgar and Peter Schien – Humble Leadership
c) David Peterson – DNA of VUCA
d) David Goldsmith – The Robots Really are Coming

And, there are three more weeks of great material still to be made available – all free!

I stress, this is not just for coaches or those who aspire to be coaches. For one, I would suggest that as leaders seek to achieve more through others in diverse teams, often scattered over many locations, the skills of coaching are pivotal for anyone who wants to lead. In many ways, the skills of coaching are the skills of leading.

There’s also much in these sessions that is food for thought for educators as they give thought to how to prepare young people to go in to the workplace of the future and do so effectively, as well as the most effective ways to lead and empower all stakeholders to do their best for the education of the pupils.

Enjoy, and please let me know what captures your attention.

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A Force For Good

This powerful video accompanies my last post. Dr Daniel Goleman’s new book and campaign for developing a more compassionate world. It finishes with a powerful appearance by the Dalai Lama.

Could Emotional Intelligence help us build a better world and achieve the Sustainable Development Goals?

SDG

Emotional Intelligence (EQ) encompasses a number of skills that have been highlighted as being among the most important in an Industry 4.0 world – and therefore among the most important skills we need to help children to acquire during their education.

In turn, there is a massive task in the world to ensure that quality education is available to every child. This goal is driven most visibly through the United Nations Sustainable Development Goals (SDGs).

Bringing these two things together, here’s a conference video from the United Nations that actually explored the ways in which EQ can be harnessed in order to achieve the SDGs. It brings together some of the world’s leading experts on EQ, including Daniel Goleman.

Emotional Intelligence has been shown to foster empathy, contribute to violence prevention and peacebuilding post-conflict, improve interpersonal relationships and communication, make people more self-aware about their own feelings and the feelings

Source: Could Emotional Intelligence help us build a better world and achieve the Sustainable Development Goals?

Character as a Differentiator

As a young person, you want to stand out from the crowd? Is an extra 0.1 on your grade point average going to achieve that? Will one additional extra curricular activity on your biodata make the difference? In this day, it’s all pretty unlikely that your academic and other activities are going to make you significantly discernible from the mass of students applying for University places, or later for internships or jobs?

No, but as this well-written New York Times article makes clear, what will always make a young person stand out from the crowd is character.

New York Times – Check This Box If You’re A Good Person

It’s vitally important that our response, or that of our children, shouldn’t be to carry out altruistic acts for show or to tick boxes/ have others perceive us as empathic, kind and sensitive. It has to come from a genuine desire to help others, to treat others with respect and equality.

One question that will inevitably come to mind – can we teach this? How can we increase the likelihood of empathy in our children? This is a highly relevant and important debate in our schools as “compassion” is one of the values highlighted within the mission of the Tenby Schools, along with integrity. High empathy, caring and kindness won’t happen just because we tell our children that it’s right or the appropriate way to think and be towards others.

Firstly, I believe the likelihood is increased significantly when we, the adults, model empathy – in other words we show ourselves to be warm, kind, caring and compassionate to others – especially where there is difference. We need to show our children the mental processes of being understanding, thoughtful of others/ other-centric.

Over the last 15-20 years we went through a situation where, in education and in parenting there was so much emphasis placed upon building self-esteem. This led to adults stressing specialness, uniqueness and feeling good about oneself. Regrettably, as the children impacted move in to adulthood we’re seeing massive shifts towards narcissism and away from empathy, caring and compassion. The child brought up in the high self esteem environment is more likely to be seeking verification of themselves, endorsement of their feelings of self-worth. However, the child brought up to see being empathic to others will, more likely, find their self actualisation in acts of kindness and positivity towards others.

In schools, I believe there’s been a lot of good and positive work in this direction that can help us to move further. One example is the scope for using tools like Jenny Moseley’s Quality Circle Time with children of all ages. These processes allow children to be more reflective of the effect of their actions and behaviours on others and how they feel according to how others act. In this way, the children learn for themselves and guide each other to be more understanding of what others need and expect from them.

It’s positive that we’re seeing more interest in schools putting a focus on social and emotional development. I’m particularly hopeful for programmes like the Ashoka Foundation’s “Start Empathy” Changemaker schools. It’s vitally important, though, to not treat empathy as just another subject area in school, to be packaged as a set of lessons or even just parceled as part of PSHE to be ‘delivered’ to children. Rather, it has to be built in to the ethos of the school, an integral part of everything from discipline policies to approaches to sports, learning and play time.

There is much work to be done. We have to do more for these children. Schools and education systems or societies that turn out predominantly narcissistic, self-absorbed children are going to find that they haven’t served them well to live their lives most effectively. They certainly won’t have prepared them well to be leaders of others in their lives. All this will, increasingly, make it likely that their university selection chances will be less.

Social and Emotional Learning

When the UNESCO Delors Committee identified the various types of learning that are important during a child’s school life, one that they saw as critical was ‘Learning to Be’. At times it can seem that there’s so much pressure to focus upon ‘Learning to Know’ and ‘Learning to Do’ that this critical area gets squeezed out, or is treated as merely an add-on activity (especially with outliers where there are discernible behavioural challenges which are making the teacher’s job harder.

A few thoughts come to mind. Firstly, if we’re not giving due attention to SEL skills and competencies, can we really say that education today is child-centric or learner-centric? Aren’t we still in a situation where we’re treating the “stuff” to be learned as more important than the learners? Aren’t we then still processing children through and array of knowledge, content and material, testing to see who it stuck to and simply operating an adapted model of the factory based approach to education?

When a young person has low levels of social and emotional skills, how effective can they ever really be as learners? Further, how effective will they be in the wider world after school? If we ‘don’t have time’ to address these needs, are we setting them up for likely failure in pretty much everything else they do? Should we still be debating whether or not it’s appropriate to endeavour to ‘teach the whole child’?

Then, I start to wonder – are there a lot of teachers who shy away from SEL because it’s uncomfortable ground for them personally? Especially when we’re confronted with the kind of evidence highlighted in the headline of the following article – research that suggests SEL skills levels are a better predictor of future success than IQ.

Virgin – Unite – Ashoka – Why Teachers Need Social and Emotional Learning Too

I can understand the reservations of teachers when it’s suggested that the solution to developing higher levels of SEL for pupils is ‘bolt on’ programmes touted by independent companies. I believe that these skills are far better developed through integrated, organically developed efforts within a school, unique to the needs of the pupils, not attempting to administer an add-on programme as another block of learning.

One of the keys, in my view, is teachers who are attuned to the learnable moments for SEL as they arise throughout the school day. When positive or negative incidents and events happen in children’s interrelations the opportunities arise to address them, reflect on them and to capture the learning.

There is much to ponder on …..

(Incidentally, there’s a link in the article that seems to be broken – for The Collaborative for Reaching and Teaching the Whole Child. I found an alternative link here that has some links to videos and other resources:
The Collaborative for Reaching and Teaching the Whole Child

There are also lots of resources in the ASCD ‘Whole Child’ Initiative Section of the ASCD website:
ASCD – Whole Child

Great School Leadership

Repeatedly, surveys and research have demonstrated that leadership is a more important defining factor between average and great schools than between average and great companies. I believe this is partly due to the fact that, unlike a company, there’s a far more significant element of ‘community’ about a school.

There isn’t a single template for what makes great school leaders. They come in all sizes, shapes and genders; introverts and extroverts and having taken all sorts of different paths to reach their roles.

Here’s a short post from Edutopia in which a blogger identifies what she believes are the key attributes:

Edutopia – What Makes a Great School Leader?

I can’t fault the three things she highlights; vision, community building and EQ. However, nobody should underestimate the point that comes through her personal experience in the last section so strongly – great school leaders care passionately about children.

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