Beyond Emotional Intelligence: Why Authentic Leadership Outpaces EQ
Posted by admin in Authentic Assessment on December 26, 2011
The idea of Emotional Intelligence, also called EI or EQ, is widely used to describe personal qualities, separate from IQ, which impact on effectiveness. The concept appears to have its roots in an article by David McClelland, “Testing for Competence not Intelligence” (American Psychologist, 1973). However, it can be argued that the focus on ‘Emotional Intelligence’ has taken attention away from other important factors affecting performance. New research on Authentic Leadership, for example, highlights the need to develop people’s sense of engagement and build on their strengths. This suggests that we look more closely at role relationships, and how to create the ‘supportive environment’ required for high performance.
Getting Inside Emotional Intelligence (EQ)
Despite the current popularity of ‘EQ’ we should remember that it is only a label that serves to describe various attributes that contribute to effectiveness. It generally makes little sense to compare IQ and EQ; it’s just not that simple! By way of comparison, suppose you have a big car, but by mistake it was fitted with a micro-engine. The engine (IQ) is then a big issue, but once the engine is fixed, other things come into play. However, do you enhance the performance of the car by saying it has an EQ problem?
In this example, EQ is being used to describe the brakes, suspension, steering (and numerous other bits!), but is the EQ label really useful? The separate and distinct factors do have a bearing on the ‘passenger experience.’ However, the real issue, highlighted by recent research, relates more to the passengers’ desire to Set Direction, their need for Autonomy, and their concerns about Relatedness. Responding to the passengers motivation to drive themselves is more in the realm of Self Determination Theory (SDT) than EQ. The focus on EQ is essentially all wrapped up with the individual. In contrast, a well-designed set of competencies will take full account of the Context and include elements of SDT.
Changing the Focus
Understanding role relationships and role interdependencies is increasingly important in modern organizations, but does EQ provide the best platform for gaining this insight? In the context of leadership, EQ has become an umbrella term that encompasses a number of late 20th century competencies. The problem is that these are not configured in a way that takes account of the latest research, and particularly the need to be more aware of actions that develop a sense of authenticity in others. This is central to the emerging concept of Authentic Leadership, which involves far more than simply ‘acting with integrity’ or being authentic!
Much traditional assessment has focused on attributes within the individual, rather than identifying what others require of that person. Shifting the focus helps us gain a clearer understanding of the priorities for action. If we look at Assessment Centre research, for example, we find that performance is Situation Specific. Leaders require Agility to adapt to different requirements, but does EQ provide the solution? Simply creating a label, such as Adaptability, does not clarify the different approaches required when dealing with colleagues or clients, an individual or a group. However, there is an alternative perspective, which places more emphasis on what specific role groups require. This is an output orientated model that clarifies the actions required to create alignment. It is perhaps not surprising that professionals are starting to question some of the underlying assumptions of the old thinking, and particularly the concept of Emotional Intelligence.
Inclusion: Help or Hinderance?
For the past few years there has been an increased push for children of all ages with special needs to be integrated into “typical peer” situations. While it can be the magic ticket for some children, it is not for everyone.
The parents of many children with special needs want their child to be “normal”. Part of this is moving into a traditional classroom. Some parents push their children into “typical” peer groups as early as when they are infants with the hope that it will make it so. There is a case for this type of action, but there are cautions as well.
Pro: Inclusion is an older concept than many people think. Vygotsky discussed it in his theory of education. He felt that putting children in an environment where there are peers of varying abilities would eventually move children to the middle of the developmental range present in the classroom. Each child would learn, not only from their teacher, but from their peers as well. For children with special needs inclusion can be an ideal learning environment. They may benefit from more verbal peers who can help them with social speech skills. For example, children can learn how to use their words for conversation, pretend play, and turn taking skills by working with their classmates who talk more. Children also see how other children are behaving in group situations and can adapt theirs to match. Peers who are more mobile can also motivate children with challenges to join in the fun.
Cons: For some children inclusion is extremely difficult. For those with extreme needs, even having a personal aid may not be enough for them to fully engage with others in the class. Children with severe motor needs and decreased cognitive ability may not reap the same benefits from an inclusion situation. These children may end up sitting alone or not receive the individualized care that they need to prevent pressure sores or other medical issues. In the same light, children with issues such as autism may find the inclusion classroom too stimulating for them. This can cause behavioral outbursts, self abusive behavior, and self-isolation. Likewise, an aid can do too much for the child or make too many exceptions to the point where the child is doing little to no work in the inclusion classroom. While the inclusion may be the least restrictive environment, the structure may not be ideal for the best possible outcome.
Special Considerations: All of this being said, there are some factors which also need to be considered. Some schools have a well established and tested program for inclusion. They introduce inclusion in a scheduled and monitored manner. They utilize transition tools such as Picture Exchange Communication Systems (PECS) and social stories to help make the process easier. The educational team meets regularly to discuss concerns and brainstorm solutions. Other schools are not as organized. In these situations, children may be placed into a “typical” classroom without the support needed to be successful. Teachers and aids may not be trained on communication and motor needs or how to engage children with special needs. The team may not communicate amongst themselves or with the family. Without good support and communication, the success of the inclusion program is limited.
The Role Of Cooperative Learning In USMLE Reviews
Posted by admin in Cooperative Learning on December 26, 2011
Cooperative learning encompasses a wide variety of strategies to promote academic learning through peer cooperation and communication. It implies that medical students help each other, share ideas and resources, and plan cooperatively on what and how to study. There are varied reasons why cooperative learning technique will prove to be useful in helping medical students prepare for the USMLE, many of which are highly useful in the medical profession namely:
Cooperative learning is best for activities that demand cooperative thoughts. Included in this are solutions where long-term retention is desired, USMLE review lessons that require decision-making, tasks where solutions are not readily apparent, and review lessons that need higher-level reasoning strategies and critical thinking. All of these are required to answer USMLE questions.
Cooperative learning can also be used in open-ended problem solving activities that call for clarification and a range of strategies for finding the solution. Included in this are tasks that require generating assumptions, and estimating and research. All these are best for practice decision-making in prescribing treatment regimens for medical or clinical diagnosis. It can also be used for activities where there are limited resources and lessons that provide opportunities for medical students to apply and extend skills and concepts.
This technique sees the development of individual in reference to his group’s completion of a task, and provides collective group performance which is the essence of working with various allied health professions in the actual practice of medicine. Seeing both of these, the group of medical students is rewarded according to how much all the group members learned.
It can also create a positive impact on the individual’s self-esteem, helping behavior, interest, personal liking, mutual concern among colleagues, cooperation, and attitude toward learning. Medical students learn to negotiate and to be more tolerant of others – a virtue that is highly desirable for the medical profession.
Such technique leads to greater cohesiveness, susceptibility to colleague’s influence and an unwillingness to risk disagreement. It provides a forum in which medical students ask questions, discuss ideas, make mistakes, learn to listen to others’ ideas and offer constructive criticism. Read the rest of this entry »