POHCLP801

Lead Self

Module 1

Leader Self-Awareness

Learner Guide

2019

Table of Contents:

Welcome Introduction

Personal Insights: Values

Personal values

Organisational values

Personal insights: Behavioural style

Personality

Thinking styles

Emotional intelligence

On-the-Job Reflective Learning

Reflective practice

Gibb’s reflective model

Reflective writing

Conclusion

References

Attachments

Attachment A: Values

Attachment B: The Emotional Competence Framework

Welcome

Welcome to the module Leader Self-Awareness.

“Remember, your perception of the world is a reflection of your consciousness.”~ Ekhart Tolle

Learning outcomes:

In this module you will be first learning outcome element of the unit POHCLP801 Lead Self, which is: Develop self-awareness.

In demonstrating this element you will engage in activities that require you to: recognise and articulate your personal values and guiding principles use psychometric and behavioural information to develop personal insight of your

strengths and opportunities for growth be open to, and actively seek feedback from others to enhance personal style and

skills use reflective practice to develop and guide self-leadership

In this module you will engage in a range of activities to assist you to begin the process of self-discovery.

One such activity commenced prior to this module, at enrolment into the Course in Clinical Leadership in Public Oral Health Practice. At that time you were provided with a link to undertake a Talent Q personality questionnaire. This assessment looks at your preferences across the dimensions of people and relationships; tasks and projects; and drives and emotions. If you haven’t already done so, please contact the course coordinator as soon as possible to arrange a time to receive (either in person or via Skype) your profile from this assessment so that you may integrate these insights with your learning in this module.

The nature of this module means that it is primarily delivered as self-managed learning, allowing you to engage in personal exploration and reflection at a time and place that suits you. It is important to remember that at times this process of developing self-awareness may be validating and encouraging and at others confronting and challenging, so using your journal of reflection and discussing with your mentor and course coordinator will be important tools in helping you to process the information.

Introduction

“Remember, your perception of the world is a reflection of your consciousness.”~ Ekhart Tolle

Self-awareness has been cited as the most important capability for leaders to develop, regardless of the leadership role they perform.

It is an ongoing process of self-discovery through reflection, by which we honestly evaluate our thoughts, beliefs, perceptions and actions and their impact on others. (Price, K. 2018)

Activity 1.1: Self-reflection and LeadershipRead the article: Miller, P. 2012. “Self-reflection: the key to effective leadership”, Today’s Manager. December 2011 – 2012. Retrieved 7 February 2019 from: http://works.bepress.com/peter_miller/133

Having read the article, consider the following questions: What insights did you gain about the relationship between self-awareness and

leadership? What actions might you consider for developing self-awareness? What might be challenging in the process of developing self-awareness?

Hierarchy of Self-KnowledgeIn the article by Miller (2012) you will have noted he describes a pathway that we can follow to develop our self-knowledge. He describes this pathway as a hierarchy suggesting certain knowledge precedes other. Throughout this module we will introduce you to aspects of this pathway to assist you to commence your self-awareness journey; and you will continue to build on this learning throughout the program, particularly through on-the-job reflection.

Figure 1. Hierarchy of Self-Knowledge (adapted from Miller. 2012)

Values

Peronality types and dimensions

Thinking styles

Emotional intelligence

On-the-job reflective learning

Personal insights: Values

“It’s not hard to make decisions when you know what your values are”~ Roy E. Disney

Using the hierarchy of self-knowledge, our journey begins with us understanding our personal values and their relationship to the values of the organisation we work in.

The Barrett Values Centre describes four types of values that are at play in a workplace: Individual values.

These reflect:o how you ‘show up’ in your life o your specific needso the principles you live byo what you consider important for self-interest

Relationship values.These reflect how you relate to other people in your life

Organisational values These reflect how the organisation ‘shows up’ and operates in the world

Societal values.These reflect how you or the organisation relate to society

We would all be familiar with statements of organisational values, that define the principles, standards, qualities/attributes that the organisation (and all employees) hold in high regard will abide by in pursuit of its purpose. (Staab. K. 2013)

Activity 1.2: A Perspective on ValuesBefore you begin to identify your personal values, consider the following perspective on values drawn from Mintz (2018):

Values: are the basic and fundamental beliefs that guide or motivate attitudes and actions. help us to determine what is important. describe the personal qualities we choose to embody to guide:

o our actionso the sort of person we want to beo the manner in which we treat ourselves and otherso our interaction with the world around us

are the motive behind purposeful action are personal beliefs about right and wrong are essential to ethics

Look back at the insights you gained in activity 1.1 about the relationship between self-awareness and leadership and consider how Mintz’s perspective on values relates to these insights.

Personal Values

We are not born with values; our personal values are formed unconsciously over time. Sociologist Morris Massey has described three major periods for values development:

1. Imprint period (up to 7 years of age)The significant aspect of this period is the development of a sense of right and wrong, good and bad.

2. Modelling period (between the ages of 8 – 13)In this period we copy people, often our parents, but also significant others such as teachers.

3. Socialisation period (between the ages of 13 – 21)In this period we are largely influenced by our peers, but also other influences such as media.

While many of our values are developed as young adults, and are influenced by and adopted from parents, teachers, coaches, clergy, friends, mentors, the media and more, they can be developed, assessed and modified throughout life.

As we have seen so far, our personal values guide and influence the way we live our lives and impact our decisions, behaviours, responses and relationships on a daily basis. Generally, people behave in ways that are consistent with their values, consciously or unconsciously. Formally identifying and defining your personal values will create greater self-awareness.

Activity 1.3 Personal Values: Reflection

Take some time now to reflect on your personal values. To help get you started there are a list of values in Appendix A. You can choose to add other values to this list.

Use your journal of reflection to capture your thinking and learning.

Part A Identify up to 10 words that represent your values. Allocate these words to one of the following categories (Miller. 2012)

o instrumental values o end (terminal) values

Note: The Miller (2012) article defines these categories on page 4.

Part BChoose your top 3 values from the 10 you originally chose, and start to examine why they are important to you. This will help you to think more about how these values influence your actions.

For each of these values answer the following:o Why is the value important to you?o Recall a time in your life when you really lived this value. What

behaviours did you exhibit that support this value?

o How might you react if this value was not being honoured by others? Describe your feelings, thoughts, actions.

Part CThink about areas to strengthen or develop, or values that you would like to demonstrate more fully in your life.

From the 10 values you selected, choose up to 3 that you would like to live more fully. For each of these values answer the following:

o What behaviours or actions do you already demonstrate which support this intention?

o What could you stop doing to better support this value?o What could you start doing to help demonstrate this value more fully?

Building and maintaining trust with others is a cornerstone of leadership. To successfully lead others you must be consistent in your:

decision making behaviours responses and relationships

Having a clear value set helps to drive that consistency.

Organisational Values

In addition to living their personal values leaders need to lead by example with living the organisational values.

Activity 1.4 Organisational Values and You: Reflection

Take some time now to reflect on your alignment with your organisation’s values.

Use your journal of reflection to capture your thinking and learning.

Part A Identify your organisation’s values.

Note: These may be a separate document, and/or contained within the organisation’s strategic plan and/or code of conduct.

For each value identify:o the meaning the organisation gives to ito the standard required for it to be lived.

Note: Many organisations in the health sector adopt a framework of describing the above and below the line behaviours for each value.

Part B

For each of the organisational values answer the following:o Why is the value important to the organisation?o How do the values align with your personal values?o Recall times at work when you really lived each of the values. What

behaviours did you exhibit that support these values?

o How might (or did) you react if this value was not being honoured by others (eg leadership team, colleagues)? Describe your feelings, thoughts, actions.

Part C

As with the earlier activity this will help you to start to build your learning and development plan.

Considering the organisational values, select up to 3 that you would like to live more fully at work. For each of these values answer the following: What behaviours or actions do you already demonstrate which support this

intention? How do you ‘walk the talk’? What could you stop doing to better support these values? What could you start doing to help demonstrate (model) these values more

fully?

Formally identifying and defining your personal values will create greater self-awareness. Then thinking about how your personal values align with your organisation’s will help you to lead with intentionality and by example.

Before moving on take a few minutes to reflect on your insights from this section. This can include thinking about:

your personal values and their alignment with your organisation’s values and code of conduct.

how acting in accordance with the values will help you lead more effectively the challenges and opportunities for leading in alignment with the values and

what actions you will take in relation to these.

Personal insights: behavioural style

As you move to the next stage of the hierarchy of self-knowledge you will be asked to recognise, and explore more deeply what makes you, ‘you’.

Personality

“Every person is in certain respects like all other people, like some other people, and like no other people” ~ Henry Murray

Personality refers to the individual differences in characteristic patterns of thinking, feeling and behaving. We each have an idiosyncratic pattern of long-term characteristics and a manner in which we interact with others and the world around us. It drives our natural tendency in a situation.

Activity 1.5: Understanding Your Trait Profile

Read: Revisit your trait profile in the Talent Q personality assessment

Reflect: Consider your natural preferences for the dimensions of: People and relationships Tasks and projects Drivers and emotions

Recall and record in your journal any insights you gained when you were debriefed on the outcomes of the assessment.

Understanding our personality type can be a powerful and rewarding experience of discovery. If we understand our natural preferences and learn about our natural strengths and weaknesses in relation to them, we can learn to adapt to function well in situations/contexts that aren’t consistent with our natural preferences.

Activity 1.6: Science of Self-Awareness

Watch: Your personality and your brain. Scott Schwefel. TEDx Brookingshttps://www.youtube.com/watch?v=8pq_tCgDkT4

1. Which of the energies/styles Scott talked about resonated as most like you?a. What does he identify as the gifts of this energy?b. What does he suggest it looks like if you overuse these gifts?

2. What does this energy reveal about how you are likely to contribute in a team?3. How can you have greater impact in leading others?

As Schwefel identified in the last activity, there are many frameworks we can use to explore and understand our personality. In the following activity you are introduced to the framework of the Myer-Briggs Type Indicator (MBTI).

Activity 1.7: Personality Types

Watch: What's Your Type? Jean Kummerow TEDxGrinnellCollege https://www.youtube.com/watch?v=gBkIyJ7kf_I

1. Why is it useful to understand personality types?

2. The theory of personality types suggests that each of us has a natural preference within each of 4 primary modes of operation.

Draw a line between items in column A and column B to match the relationship between preference pairs and the primary mode of operation.

Column APrimary Mode of Operation

Column BPreference Pairs

1 Our flow of energy: Where we direct and receive energy

a. Sensing Intuition

2 Information: How we take in information

b. Judging Perceiving

3 Decisions: How we prefer to make decisions

c. Extraversion Introversion

4 Structure: How we live our lives

d. Thinking Feeling

3. Think of a time you have been in a meeting, or involved on a project where you felt frustrated, and using the insights from the video answer the following:

a. What insights did you gain about your preferences?b. What insights did you gain about the possible preferences of others in the

situation?c. What did you do well in managing this situation?d. If you were in that situation again, what would you do differently?

As you saw in the video, the possible combinations of basic preferences forms 16 different personality types. While we need to function in all of the realms, our natural preferences indicate how we are likely to deal with different situations, and the environments in which we are most comfortable.

As part of your personal profile from the Talent Q assessment you undertook at the commencement of the course, you received information about your MBTI style at work.

Take time to revisit which of the 16 personality types reflected your preferences and record in your journal any insights you gained.

Take time to reflect on what you have learnt about your personality type and how you may lead others.

Activity 1.8: Understanding your strengths in team roles

Reflection: Revisit your team role profile in the Talent Q personality assessment

The team profile identifies the eight roles (within 4 domains) that reflect the key areas of activity undertaken within a team to achieve the overall goals.

Review the radar map of your strength of behaviour for operating in each of the 8 roles and reflect on any insights you gained when you were debriefed on the outcomes of the assessment. Consider:

the potential strengths and limitations of your profile any actions you might take to mitigate potential limitations why it is important for leaders to understand teams roles more broadly

and the potential strengths and limitations of their own role in particular.

Record your insights and proposed actions in your journal.

Activity 1.9: Understanding Your Leadership Strengths, Limitations and Opportunities

Reflection: Revisit your leadership profile in the Talent Q personality assessment

Consider how you are likely to ‘show up’ as a leader in the following domains: emotional, strategic and people.

Consider what you learnt about leadership derailers; how your natural preference relates to these; and any actions you may take to mitigate potential limitations.

Identify key areas you would like to develop to support your role in clinical leadership.

Record in your journal: any insights you gained when you were debriefed on the outcomes of

the assessment, and considered the reflections above; and any actions you have identified.

Activity 1.10 The Idiosyncratic You

While psychometric assessments (such as those you are engaging with in this module) help us to gain insights into our preferred style and behaviours, Brian Little suggests there is more to understanding personality. In the presentation below he outlines why “we are not just a bunch of traits” and why “we are not always what we seem to be”.

Watch: Brian Little. 2016. Who are you really? The Puzzle of Personality. TED https://www.youtube.com/watch?v=qYvXk_bqlBk

Reflection: Think about the 5 dimensions that describe universally held aspects of difference between people and the implications they have for wellbeing and your role as a leader.

What are the core projects in your life that make you uniquely you? What are your passions?

Little introduces us to free traits: those that we adopt “when we enact a script to advance a core project in our life”.

Can you think of examples where you have demonstrated these? What was the context? How was your behaviour different in these situations? How did you feel and what were you thinking?

What do we need to be careful about when we act protractedly out of character?

Thinking Styles

“Most of the mistakes in thinking are inadequacies of perception rather than mistakes of logic.” ~ Edward de Bono

As we learnt in the first activity for this module, our “cognitive (or thinking) style is the natural strategy or preference [we] use to gather process, interpret, evaluate and respond to data and information.” (Miller. 2012) Understanding our preferred thinking style gives us insight into how we approach the activities of thinking, learning, problem solving, decision making and navigating the world.

Activity 1.11:

Watch: Jackstein. W. 2018. Identify your thinking style. https://www.youtube.com/watch?v=zdaWFQyM_c0

Read: Bonchek, M. & Steele, E. 2015. What Kind of Thinker Are You? Harvard Business Review. November 23, 2015. Retrieved 14 February 2019 from: https://hbr.org/2015/11/what-kind-of-thinker-are-you

Reflection:

Part AUsing a workplace context or setting (eg a meeting, project etc):

1. Identify the focus of your thinking. Ask yourself is your natural tendency to pay most attention to ideas, process, action or relationships?

2. Reflect on whether your orientation in that setting swings toward the micro (the details) or the macro (the big picture).

3. Using the framework described by Boncheck, M & Steele, E combine these two dimensions (focus and orientation) to identify your thinking style at work in the context or setting you chose.

4. Reflect on the thinking you identified as most like you, and consider the following:a. what naturally energises you?b. why you find certain types of problems challenging or boring?c. what you might do to develop areas that are not your natural tendency but

are important for reaching your goals.

Part B

Revisit the Tasks and Projects section of your Trait Profile in the Talent Q personality assessment and consider:

what are the similarities and differences between the preferences in your thinking style identified in your trait profile; and those you identified using the Boncheck & Steele framework above?

what further insights do you have about your natural thinking preferences in the context of work?

why it’s important as a leader to be aware of your thinking style?

Part CConsider what you have learnt about your preferred thinking style and identify key areas you would like to develop to support your role as a clinical leader.

Record in your journal your insights about your preferred thinking style and any proposed actions you will take for development.

Emotional intelligence

“Self-aware leaders are attuned to their inner signals. They recognise, for instance, how their feelings affect themselves and their performance. If a person is oblivious to [their] own feelings [they] will also be tuned out to how others feel.” Goleman, D. et al (2002)

Activity:1.12 Emotional Competence

Watch: Travis Bradbury. 2017. The Power of Emotional Intelligence. TEDx Talks.https://www.youtube.com/watch?v=auXNnTmhHsk

1. What is emotional intelligence?2. How does emotional intelligence operate in the brain?3. What are the 4 emotional intelligence skills?4. What does personal competence refer to?5. What does social competence refer to?6. What are Bradbury’s 3 ‘silver bullets’ for increasing your emotional intelligence

and why are they important?

Reflection: Using Goleman’s (1998) Emotional Competence Framework (Attachment B) take some time now to reflect on your leader personal and social competence.

Goleman’s framework shows the relationship between the 5 dimensions of emotional intelligence and the 25 emotional competencies. Each of the emotional competencies includes insights into what the competence looks like in practice.

Goleman (1998) reminds us that “none of us is perfect on this scale; we inevitably have a profile of strengths and limits . . . the ingredients for outstanding performance require only that we have strengths in a given number of these competencies, typically at least six or so, and that the strengths be spread across all five areas of emotional intelligence. In other words there are many paths to excellence,”

Part A

Review each of the dimensions and their associated competencies for the domains of personal and social competence.

Which of the competencies are most important to realising your vision for your personal leadership?

o Using Goleman’s advice try to focus on the 6 – 10 that are key? o Are they drawn from across all five areas of emotional intelligence? If

not, revisit the framework to try to achieve this representation.

Part B

Thinking about the clinical leadership role you have now, or hope to have in the near future, of the competencies you have identified which do you believe are areas of strength for you? Are your strengths spread across the domains of personal and social competence?

For each of the competency strengths you have identified recall a time when you demonstrated this competence. What were you thinking, feeling, doing, saying when you demonstrated this competence?

Part C

For each of the competencies you identified you would like to develop more fully consider:

o What capabilities do you already have that support the competency?o What actions could you take to develop the competency?

Record your reflection in your journal. You will be revisiting this reflection as you progress through other modules in the unit. They will also be helpful for you when you develop your leadership manifesto and personal leadership development plan.

Activity 1.13. Effective leaders know the science behind their behaviour

Consider this scenario.

Lynn had dreaded this meeting with her team. Frowning, she looked around the conference table and said, “I’ve got bad news. Upper management told me this team’s performance is unacceptable. We have to pull up our numbers by the end of this quarter, or heads will roll. I’ve decided to make major changes. First, all vacations for the rest of the quarter are cancelled. I expect each of you to be here focused on work. Second, you will meet your weekly goals, no matter how many hours it takes.”

Imagine you are a member of the team at this meeting. o What are you thinking?o What are you feeling?o What will you tell others about the meeting?

Read: Effective leaders know the science behind their behaviour http://www.danielgoleman.info/effective-leaders-know-the-science-behind-their-behavior/

This short case study gives insights to the science underpinning Lynn’s behaviour.

What did you learn about the application of the emotional intelligence model in this scenario?

What could Lynn include in her personal/professional development plan to help her build her emotional intelligence?

Activity 1.14: Leadership emotional intelligence

Watch: Accenture Academy. 2016. Spotlight on Leadership: Emotional Intelligencehttps://www.youtube.com/watch?v=Yosh5o64uj0

Bluepoint Leadership Development. 2013. The Leader Within – Leadership Emotional Intelligence. https://www.youtube.com/watch?v=nyxnpHknKUU

1. Why are emotions important?2. What impacts can a leader’s emotions have on their team?3. What guidance does the phrase Recognise, Regulate and React provide for a

leader?4. What are the 4 dimensions of Leadership Emotional Intelligence (LEQ)?

Reflection: Using the 4 dimensions of LEQ as a framework for your reflection consider your strengths and areas you would like to develop.

Record your reflection in your journal.

You will be revisiting this reflection as you progress through other modules in the unit. They will also be helpful for you when you develop your leadership manifesto and personal leadership development plan.

On-the-job reflective learning

“We had the experience, but missed the meaning.”~ T.S. Eliot. Four Quartets.

A cornerstone of self-leadership in professional practice is a focus on reflective practice. This requires leaders to embrace a spirit of inquiry and a commitment to lifelong learning, that is, an ongoing curiosity about the best ways to improve their self-knowledge and practice. (Melnyk et al. 2009). It is important for leaders to embrace this spirit of inquiry not only in terms of improving their self-knowledge and practice, but also, as we will see in later units in this course, because they are also tasked with cultivating a culture of inquiry within their teams.

Activity 1.15: Questions that Spark a Spirit of Inquiry

Reflection: Choosing a focus on either leadership practice or clinical practice, think about your responses to the following questions (Melnyk et al. 2009):

1. Who can I seek out to help me enhance my practice knowledge and skills and serve as my mentor?

2. Which of my practices are currently evidence-based and which don’t have evidence to support them?

3. When is the best time to question my current practice, and with whom?4. Where can I find the best evidence to answer my questions?5. Why am I doing what I do?6. How can I become more skilled in reflective practice and mentor others to implement it

in their practice?

Reflective Practice

Reflective practice is an active process of thoughtfully considering and examining your experience to give meaning to it and learn from it.

Ramsey (2006. pp 5 - 7) in her discussion of reflective learning gives us an insight to reflective practice as a deliberate future focused learning process involving cycles of inquiry in which the practitioner moves between action and reflection to:

generate and evaluate new ideas; reflect upon events and situations; reflect upon relations.

“Good reflective learning is not a process of learning about; it is more a process of learning what and how to act”. (Ramsey, C. 2016. p.12)

Figure 2. The action-reflection cycle (Ramsey, C. 2006)

Gibbs Reflective Model There are many models (or frameworks) of reflection, which you might like to explore. A simple google search will assist you identify these.

While these models have different structures, they generally share the following features:

they encourage a structured process to guide the act of reflection and prompt you to think more deeply about the reflection process.

they contain the three elements of: description: analysis; and action.

When you start out with reflective practice it is best to use a single framework, however as you gain more experience you may integrate parts of other models that work for you. In this module we are adopting the reflective model according to Gibbs (1998).

The Gibbs’ model (summarised in figure 2) is based on the 6 stages of: description, feelings, evaluation, analysis, conclusions and action plan; which provide a formal structure to guide your reflection process.

Figure 3. Gibbs Reflective Cycle

Reflection

Action

Moving through and answering key questions at each of these stages helps you to engage in deeper reflection. Figure 3 provides more insight into the focus of each stage of the reflective cycle and examples of guiding questions you may use at each stage.

Figure 4. The Gibbs Reflective Model: Guiding Questions

Reflective Writing

A key part of reflective practice is the activity of writing it down. It is through this activity that you are able to explore the experience to learn from it and improve your practice. McKay (2014) provides the following guidance for reflective writing: write in the 1st person use a formal and well structured writing style demonstrate a deep level of analysis; making links between your experience and the

literature demonstrate evidence of learning from the experience include the following key sections in a reflective account:

o description of the event you are reflecting on; avoid too much detail, but include enough to set the scene.

o analysis of what happened and what you have learned; ‘dig deep’ by asking ‘why’ and ‘how’ questions

o a convincing action plan to improve future practice; detail how you intend to improve your practice based on what you have learned; be specific; identify the steps you will take and when

Activity 1.16 Reflective Writing

Watch: McKay, J. 2014. Reflective writing. https://www.youtube.com/watch?v=1fIr1XOLNkg

In this video, McKay explains the process of reflective writing using the Gibbs (1998) model of reflection we have considered earlier. While this video was developed for students, the key messages on how to structure and present your reflection apply. She also includes examples to distinguish between good and poor reflective writing at each stage of the reflective cycle. This should provide you with insights in how to write your Reflective Practice assessment task for this unit.

Task: Before completing the assessment task it is advisable to practice applying the reflective cycle and reflective writing approach.

As you progress through each stage of the cycle and at the end of the process, time to consider and record in your journal:

what you feel you did well; what the challenges were; and any actions you might need to take to develop this skill.

You may find it useful to discuss your use of the reflective cycle and/or your reflective writing with your mentor.

ConclusionWith this last activity completed you have begun your exploration of each phase of the hierarchy of self-knowledge and commenced your journey of self-reflection and self-discovery as a leader. As you would have realised through this module, self-reflection and self-discovery is an ongoing process which you should continue throughout your professional career. As you progress through the remaining modules in this unit, and in other units within the Course, you will engage in reflection activities that will support you to continue this process.

You next module in the Lead Self unit, is Leader Self-Management. Before moving on to the next module take some time to revisit your journal and reflect on what you have learned to date.

You should also take the opportunity to revisit the assessment tasks for the unit and think about how your learning may be applied to each task. At this stage you should be:

regularly recording your thoughts and experiences in your journal of reflection and using these in your discussions with your mentor

regularly meeting with your mentor preparing to complete the workplace reflective practice task

You have also engaged in activities which support preliminary identification of:

issues, strategies or actions that you may consider for inclusion in your personal wellbeing plan

opportunities for growth and development as a leader which you may consider for inclusion in your personal leadership development plan

your core values, beliefs and behaviours that will define how you ‘show up’ as a leader which you may consider for inclusion in your personal leadership manifesto

References:

Accenture Academy. 2016. Spotlight on Leadership: Emotional Intelligencehttps://www.youtube.com/watch?v=Yosh5o64uj0

Barrett Values Centre. Why Values Are Important. Retrieved on 9 February 2019 from https://www.valuescentre.com/mapping-values/values/why-values-are-important

Bluepoint Leadership Development, 2013, ‘The Leader Within - Leadership Emotional Intelligence’, YouTube, 11 Sep. 2013, Retrieved 27 Oct. 2017https://www.youtube.com/watch?v=nyxnpHknKUU

Bradbury, Travis. 2017. The Power of Emotional Intelligence. TEDx Talks. https://www.youtube.com/watch?v=auXNnTmhHsk

Daskell, L. A Leadership Manifesto: A guide to greatness. Retrieved 12 October 2018 from: https://www.lollydaskal.com/leadership/leadership-manifesto-guide-greatness/

De Bono, E. 2005. The Six Value Medals. Vermillion. London.

Goleman, D. 1996. Emotional Intelligence: Why it can matter more than IQ. Bloomsbury Publishing. London.

Goleman, D. 1998. Working with Emotional Intelligence. Bloomsbury Publishing. London.

Goleman, D. 2012. 2012. Daniel Goleman Introduces Emotional Intelligence. Big Think. https://www.youtube.com/watch?v=Y7m9eNoB3NU&list=PLJ3965bD3NKLvju47meyi0d7uun8pNZ-N

Goleman, D. Boyatzis, R.E. McKee, A. 2002. The New Leaders: transforming the art of leadership into the science of results. Little, Brown Book Group. London.

Johns, C. 2009. Becoming a Reflective Practitioner. Wiley Blackwell. Cricheski.

Kummerow, J. 2017. What’s your type? TEDx. Grinnell College. https://www.youtube.com/watch?v=gBkIyJ7kf_I

Lewis, B. 2016. Write your personal manifesto. Retrieved 12 October 2018 from: http://beverlyspeaks.com/5810/write-your-personal-leadership-manifesto/

Lynda.com. 2013. Leadership tutorial: What is emotional intelligence? LinkedIn Learning.https://www.youtube.com/watch?v=6CYwG2YxFC8

McKay, J. 2013a. Study guide 16. Reflective practice. Destination Social Work. Retrieved 27 February 2019 from: https://www.youtube.com/watch?v=HedCG30WqSI

McKay, J. 2014. Reflective writing. Learning Development Centre. GCU. Retrieved 28 February 2019 from: https://www.youtube.com/watch?v=1fIr1XOLNkg

Melnyk, B.M. Fineout-Overholt, E, Stillwell, S. B. And Williamson, K.M. 2009. ‘Igniting a Spirit of Inquiry: An Essential Foundation for Evidence-Based Practice’. American Journal of Nursing. Nov. 2009. Vol. 109, No. 11

Miller, P. 2012. “Self-reflection: the key to effective leadership”, Today’s Manager. December 2011 – 2012. Retrieved 7 February 2019 from: http://works.bepress.com/peter_miller/133

Mintz, S. 2018. ‘What are values?’ Ethics Sage: Sharing my wisdom on all things ethical. Posted 8 August 2018. Retrieved 9 February 2019 from: https://www.ethicssage.com/2018/08/what-are-values.html

Peregrym, D. & Wollf, R. 2013. “Values-Based Leadership: The Foundation of Transformational Servant Leadership,” The Journal of Values-Based Leadership. Vol.6: Iss.2, Article 7. Retrieved 7 February 2019 from: https://scholar.valpo.edu/jvbl/vol6/iss2/7

Preceptor Education Program. 2015. What is reflective practice? Retrieved 26 February 2019 from: https://www.youtube.com/watch?v=eHKSR_6aym8

Price, K. 2018. Why self-awareness is vital to leadership and why there is no objective reality. Retrieved. 6 February 2019 from: https://thriveglobal.com/stories/why-self-awareness-is-vital-to-leadership/

Ramsey, C. 2006. Introducing Reflective Learning. Open University. U.K. Retrieved 26 February 2019 from: http://www.open.edu/openlearncreate/pluginfile.php/159274/mod_resource/content/3/Introducing%20Reflective%20learning%20Ramsey%2C%202006.pdf

Staab, K. 2013. Lead like a rock star: How personal values impact your leadership at work. Retrieved 6 February 2019 from: https://www.bizjournals.com/phoenix/blog/business/2013/03/lead-like-a-rock-star-how-personal.html

Tearle, R. 2014. Emotional Intelligence. Intelligent executive.comhttps://www.youtube.com/watch?v=MepJp7KpaH4&list=PLJ3965bD3NKLvju47meyi0d7uun8pNZ-N&index=3

Attachment A

Values

Accountability Fairness Making a difference WealthAchievement Fame Meaningful work Wellbeing Adaptability Family Merit Wisdom Adventure Financial

security/stabilityWork alone

Affection Forgiveness Openness Work with othersAmbition/

advancementFreedom Order

FriendshipBalanced life (home/work)

Future generations Patience

Being the best PerseveranceGenerosity Personal fulfilment

Caring Gratitude Personal growthChange and variety Growth Pleasure

Clarity Positive attitudeCloe relationships Health Power

Coaching/mentoring Helping others PrivacyCommitment Honesty Professional growthCommunity involvement

Humility Public service

Compassion Humour/fun PurposeCompetence Competition Independence Recognition

Conflict resolution Influencing others ReliabilityContinuous learning Initiative Reputation

Cooperation Inner harmony RespectCourage Integrity ResponsibilityCreativity Intellectual

stimulationRisk taking

InvolvementDecisiveness Safety/securityDemocracy Job satisfaction Self-disciplineDialogue Job security Self-respect

Spiritual growthEase with ambiguity Kindness Status

Effectiveness Knowledge Efficiency Teamwork

Enthusiasm Leadership TimeEntrepreneurial Learning TranquillityEnvironmental sustainability

Listening Trust

Ethical behaviour Loyalty TruthExcellenceExcitement Vision

Expertise

Attachment B

The Emotional Competence Framework (Goleman. D. 1998)

Personal Competence: These competencies determine how we manage ourselves

Self-awareness: knowing one’s internal states, preferences, resources and intuition

o Emotional awareness: recognising one’s emotions and their effects

People with this competence: know which emotions they are feeling and why realise the links between their feelings and what they think, do and say recognise how their feelings affect their performance have a guiding awareness of their values and goals

o Accurate self-assessment: knowing one’s inner resources, abilities and limits

People with this competence are: aware of their strengths and weaknesses reflective, learning from experience open to candid feedback, new perspectives, continuous learning and self-

development able to show a sense of humour and perspective about themselves

o Self-confidence: a strong sense of one’s self-worth and capabilities

People with this competence: present themselves with self-assurance; have a ‘presence’ can voice views that are unpopular and go out on a limb for what is right are decisive, able to make sound decisions despite uncertainties and

pressures

Self-regulation: managing one’s internal states, impulses and resources

o Self-control: keeping disruptive emotions and impulses in check

People with this competence: manage their impulsive feelings and distressing emotions well stay composed, positive and unflappable even in trying moments think clearly and stay focused under pressure

o Trustworthiness: maintaining standards of honesty and integrity

People with this competence: act ethically and are above reproach build trust through their reliability and authenticity admit their own mistakes and confront unethical actions in others take tough principles stands even if they are unpopular

o Conscientiousness: taking responsibility for personal performance

People with this competence: meet commitments and keep promises hold themselves accountable for meeting their objectives are organised and careful in their work

o Adaptability: Being flexible in responding to change

People with this competence: smoothly handle multiple demands, shifting priorities, and rapid change adapt their responses and tactics to fit fluid circumstances are flexible in how they see events

o Innovation: Being open to novel ideas, approaches and new information

People with this competence: seek out fresh ideas from a wide variety of sources entertain original solutions to problems generate new ideas take fresh perspectives and risks in their thinking

Motivation: emotional tendencies that guide or facilitate reaching goals

o Achievement drive: striving to improve or meet a standard of excellence

People with this competence: are results-oriented, with a high drive to meet their objectives and standards set challenging goals and take calculated risks pursue information to reduce uncertainty and find ways to do better learn how to improve their performance

o Commitment: aligning with the goals of the group or organisation

People with this competence: readily make sacrifices to meet a larger organisational goal find a sense of purpose in the larger mission use the group’s core values in making decisions and clarifying choices actively seek out opportunities to fulfil the group’s mission

o Initiative: readiness to act on opportunities

People with this competence: are ready to seize opportunities pursue goals beyond what is required or expected of them cut through red tape and bend the rules when necessary to get the job done mobilise others through unusual, enterprising efforts

o Optimism: persistence in pursuing goals despite obstacles and setbacks

People with this competence: persist in seeking goals despite obstacles and setbacks operate from hope of success rather than a fear of failure see setbacks as due to manageable circumstances rather than a personal flaw

Social Competence: These competencies determine how we handle relationships.

Empathy: awareness of others’ feelings, needs and concerns

o Understanding others: sensing others’ feelings and perspectives and taking an active interest in their concerns

People with this competence: are attentive to emotional cues and listen well show sensitivity and understand others’ perspectives help out based on understanding other people’s needs and feelings

o Developing others: sensing others’ development needs and bolstering their abilities

People with this competence: acknowledge and reward people’s strengths and accomplishments offer useful feedback and identify people’s needs for further growth mentor, give timely coaching, and offer assignments that challenge and foster

a person’s skills

o Service orientation: anticipating, recognising and meeting customers’ needs

People with this competence: understand customers’ needs and match them to services of products seek ways to increase customers’ satisfaction and loyalty gladly offer appropriate assistance grasp a customer’s perspective, acting as a trusted advisor

o Leveraging diversity: cultivating opportunities through different kinds of people

People with this competence: respect and relate well to people from varied backgrounds understand diverse worldviews and are sensitive to group differences see diversity as opportunity, creating an environment where diverse people

can thrive challenge bias and intolerance

o Political awareness: reading a group’s emotional currents and power relationships

People with this competence: accurately read key power relationships detect crucial social networks understand the forces that shape views and actions of clients, customers, or

competitors accurately read organisational and external realities

Social skills: adeptness at inducing desirable responses in others

o Influence: wielding effective tactics for persuasion

People with this competence: are skilled at winning people over fine-tune presentations to appeal to the listener use complex strategies like indirect influence to build consensus and support orchestrate dramatic events to effectively make a point

o Communication: listening openly and sending convincing messages

People with this competence: are effective in give-and-take, registering emotional cues in attuning their

message deal with difficult issues straightforwardly listen well, seek mutual understanding, and welcome sharing of information

fully foster open communication and stay receptive to bad news as well as good

o Conflict management: negotiating and resolving disagreements

People with this competence: handle difficult people and tense situations with diplomacy and tact spot potential conflict, bring disagreements into the open, and help de-

escalate encourage debate and open discussion orchestrate win-win solutions

o Leadership: inspiring and guiding individuals and groups

People with this competence: articulate and arouse enthusiasm for a shared vision and mission step forward to lead as needed, regardless of position guide the performance of others while holding them accountable lead by example

o Change catalyst: initiating or managing change

People with this competence: recognise the need for change and remove barriers challenge the status quo to acknowledge the need for change champion the change and enlist others in its pursuit model the change expected of others

o Building bonds: nurturing instrumental relationships

People with this competence: cultivate and maintain extensive informal networks seek out relationships that are mutually beneficial build rapport and keep others in the loop make and maintain personal friendships among work associates

o Collaboration and cooperation: working with others toward shared goals

People with this competence: balance a focus on task with attention to relationships collaborate, sharing plans, information and resources promote a friendly cooperative climate spot and nurture opportunities for collaboration

o Team capabilities: creating group synergy in pursuing collective goals

People with this competence: model team qualities like respect, helpfulness and cooperation draw all members into active and enthusiastic participation build team identity, esprit de corps, and commitment protect the group and its reputation; share credit