The Empathic Leader: A New Dynamic for School Improvement Michele W. Atkins, Ph.D. Ann H. Singleton, Ed.D. Union University Jackson, Tennessee

The Empathic Leader:The Empathic Leader:

A New Dynamic for School A New Dynamic for School ImprovementImprovement

Michele W. Atkins, Ph.D.Michele W. Atkins, Ph.D.

Ann H. Singleton, Ed.D.Ann H. Singleton, Ed.D.

Union UniversityUnion University

Jackson, TennesseeJackson, Tennessee

Underlying QuestionsUnderlying Questions

• Why are you a school leader?Why are you a school leader?

• What are the characteristics of an What are the characteristics of an effective leader?effective leader?

• What are the goals of education?What are the goals of education?

• Do we really want to produce good Do we really want to produce good people?people?

• What are the characteristics of a What are the characteristics of a successful learner?successful learner?

AgendaAgenda

1.1. Support for a New Paradigm of LeadershipSupport for a New Paradigm of Leadership

2.2. Characteristics of the Successful LeaderCharacteristics of the Successful Leader* moving from authority to influence * moving from authority to influence

3.3. Influence for ChangeInfluence for Change* “the snowball effect”* “the snowball effect”

4.4. Characteristics of the Successful LearnerCharacteristics of the Successful Learner

The Problem at HandThe Problem at Hand

• There is a myth that an organization can find There is a myth that an organization can find salvation through efficient management.salvation through efficient management.

• Thus, the model of leadership is one of Thus, the model of leadership is one of omnicompetence: the skilled classroom omnicompetence: the skilled classroom practitioner plus curriculum leader, plus practitioner plus curriculum leader, plus technical expert, plus all the manifestations technical expert, plus all the manifestations associated with being the figurehead.associated with being the figurehead.

• It is no wonder that so many leaders in It is no wonder that so many leaders in education seek early retirement or suffer a education seek early retirement or suffer a range of work-related illnesses.range of work-related illnesses.

It’s Time For a ChangeIt’s Time For a Change

• Being a successful leader is not about Being a successful leader is not about making sure the busses run on time or making sure the busses run on time or managing teachers & students; leadership is managing teachers & students; leadership is about relationships & service.about relationships & service.

• Most schools are essentially archaic in Most schools are essentially archaic in organizational terms, resembling classic organizational terms, resembling classic bureaucracies which, by definition, lack bureaucracies which, by definition, lack flexibility, adaptability, and the potential to flexibility, adaptability, and the potential to be transformed. be transformed. (West-Burnham, 1997)(West-Burnham, 1997)


• The world is not linear, rather, The world is not linear, rather, complex and chaotic. There is no complex and chaotic. There is no predictability.predictability.

• Likewise, each child in each class is a Likewise, each child in each class is a variable, made up of a complex variable, made up of a complex range of variables that determine range of variables that determine how they might learn.how they might learn.


• Equally, every school leader spends most of his/her Equally, every school leader spends most of his/her time managing unpredictability, yet this is rarely time managing unpredictability, yet this is rarely reflected in role descriptions, the deployment of reflected in role descriptions, the deployment of time, organizational structures, etc.time, organizational structures, etc.

• Schools are demanding places to work (for adults Schools are demanding places to work (for adults and children) because individuals have to live in a and children) because individuals have to live in a state of permanent tension between the superficial state of permanent tension between the superficial simplicity of management and the deep complexity simplicity of management and the deep complexity of learning and leading. of learning and leading. (Wheatley, 1992)(Wheatley, 1992)


The language of leadership must be The language of leadership must be changed to reflect the unpredictable changed to reflect the unpredictable and chaotic world in which leaders and chaotic world in which leaders can lead and children can learn.can lead and children can learn.

A New Way to LeadA New Way to LeadDad once looked down at an assembly Dad once looked down at an assembly line of women and thought, “These are line of women and thought, “These are all like my own mom – they have kids, all like my own mom – they have kids,

homes to take care of, people who homes to take care of, people who need them.” It motivated him to work need them.” It motivated him to work

hard to give them a better life because hard to give them a better life because he saw his mom in all of them. That’s he saw his mom in all of them. That’s how it all begins – with fundamental how it all begins – with fundamental

respect and empathy.respect and empathy.Bob Galvin, CEOBob Galvin, CEO

Speaking of his father, founder of MotorolaSpeaking of his father, founder of Motorola

Characteristics of Effective Characteristics of Effective LeadersLeadersLeadership Reconsidered (2000)Leadership Reconsidered (2000)

1.1. CommitmentCommitment2.2. CompetenceCompetence3.3. Self-knowledgeSelf-knowledge4.4. AuthenticityAuthenticity5.5. EmpathyEmpathy• These characteristics become interrelated. These characteristics become interrelated.

When we are not empathic leaders, others When we are not empathic leaders, others around us stop being authentic, stop bringing around us stop being authentic, stop bringing talent and energy into the workplace, and stop talent and energy into the workplace, and stop using feelings to support personal work-using feelings to support personal work-related goals (Cooper & Sawaf, 1997).related goals (Cooper & Sawaf, 1997).

46% of those who quit their jobs last year did so because they felt unappreciated.

U.S. Department of Labor

Importance of Being an Importance of Being an Empathic LeaderEmpathic Leader• Many researchers agree that empathy is a Many researchers agree that empathy is a

key ingredient in the success of a leader:key ingredient in the success of a leader:– Sperry (in NASSP Bulletin, 2000)Sperry (in NASSP Bulletin, 2000)– Goleman (in Harvard Business Review, 1998)Goleman (in Harvard Business Review, 1998)– Ferri (in Innovative Leader, 1997)Ferri (in Innovative Leader, 1997)– West-Burnham (in School Leadership & West-Burnham (in School Leadership &

Management, 1997)Management, 1997)– Howard Gardner (known for his theory of Howard Gardner (known for his theory of

multiple intelligencesmultiple intelligences

A human being is part of the whole, called by us the “universe.” He

experiences himself, his thoughts and feelings, as something separated from

the rest – a kind of optical delusion of his consciousness. This delusion is kind of a

prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by

widening our circle of compassion to embrace all living creatures and the

whole of nature in its beauty.

Albert Einstein

How do I Lead with How do I Lead with Empathy?Empathy?• Adopt a new mind set: Teachers don’t work Adopt a new mind set: Teachers don’t work

for administrators, administrators work for for administrators, administrators work for teachers and teachers work for students.teachers and teachers work for students.

• Understand that rationality and reason (the Understand that rationality and reason (the archaic organization management tools) are archaic organization management tools) are no more than structures, and structures best no more than structures, and structures best suit those whose talents lie in manipulation.suit those whose talents lie in manipulation.

• Let’s learn from the business world…….Let’s learn from the business world…….

The new model of business intelligence treats people, markets, ideas, and organizations as unique and alive, inherently capable of change, interaction, synergy, and growth.

Leaders who are more attuned to intuitive information (more empathic) will have more influence than others who are not.

Why?

The Bureaucratic Leader focuses on exerting influence through the external

pursuit of power and control. The Empathic Leader is more inner directed and can access a wider range of competencies,

thereby creating a form of influence that is very powerful.

If you look to lead, invest 40% of your time managing yourself – your ethics,

character, principles, purpose, motivation, and conduct. Invest at

least 30% managing those with authority over you, and 15%

managing your peers. Use the remainder to induce those you ‘work for’ to understand and practice these principles. I use the term ‘work for’

advisedly, for if you don’t understand that you should be working for your

mislabeled ‘subordinates’, you haven’t understood anything.

Dee Hock, CEO

VISA International

Influence for ChangeInfluence for Change

• We must fight the tendency to We must fight the tendency to externalize our problems – insisting externalize our problems – insisting that it is others who need to change. that it is others who need to change. If we want to make change happen, If we want to make change happen, we must first change our self and we must first change our self and others will change along with us.others will change along with us.If you keep to one corner and neglect If you keep to one corner and neglect

the myriad aspects of the totality, if the myriad aspects of the totality, if you take one thing and discard the you take one thing and discard the rest, then what you attain will be rest, then what you attain will be little and what you master will be little and what you master will be shallow.shallow.

Lao Tzu – 6Lao Tzu – 6thth Century B.C. Century B.C.

A leader’s true power is not the capacity A leader’s true power is not the capacity to destroy but the ability to influence to destroy but the ability to influence

others.others.John Kotter

Professor of Leadership, Harvard University

The Empathic Leader acknowledges the other person’s competence and value, thereby creating an atmosphere of reciprocal giving. When people feel they give more to a relationship than they get in return, they feel distress and typically either reduce inputs (come in late, miss meetings, gossip, careless work), increase complaints (ask for transfers or better working conditions), or end the relationship.

10 Attributes of the 10 Attributes of the Empathic LeaderEmpathic Leader(or Executive Emotional Intelligence; (or Executive Emotional Intelligence; Ryback, Ryback,

19981998))

1.1. Nonjudgmental Nonjudgmental attitudeattitude

2.2. PerceptivenessPerceptiveness

3.3. SinceritySincerity

4.4. PresencePresence

5.5. RelevanceRelevance

6.6. ExpressivenessExpressiveness

7.7. SupportivenessSupportiveness

8.8. BoldnessBoldness

9.9. ZealZeal

10.10.Self-assuranceSelf-assurance

•See handout for a detailed description of each attribute

Characteristics of a Successful Characteristics of a Successful LearnerLearner(Jones, 1990)(Jones, 1990)

• KnowledgeKnowledge– Critical and creativeCritical and creative

• MotivationMotivation– To learn and confidence in themselves as learnersTo learn and confidence in themselves as learners

• Tools and strategiesTools and strategies– For acquiring, evaluating, and applying knowledgeFor acquiring, evaluating, and applying knowledge

• EmpathyEmpathy– Insight into the motives, feelings, and behavior of Insight into the motives, feelings, and behavior of

others, and the ability to communicate this others, and the ability to communicate this understandingunderstanding

Why is it Important for Why is it Important for Students to Possess Students to Possess Empathy?Empathy?

• Empathy is the underlying foundation Empathy is the underlying foundation of social intelligence of social intelligence (Mead, 1934)(Mead, 1934)

• Empathy was found to be significantly Empathy was found to be significantly related to self-esteem related to self-esteem (Davis, 1983)(Davis, 1983)

Why is it Important for Why is it Important for Students to Possess Empathy?Students to Possess Empathy?

• Many juvenile offenders have been Many juvenile offenders have been found to lack empathy skills.found to lack empathy skills.

• A component of emotional A component of emotional intelligence, EQ is more important intelligence, EQ is more important than IQ in predicting job success than IQ in predicting job success (Goleman, 1995)(Goleman, 1995)

Why is it Important for Why is it Important for Students to Possess Students to Possess Empathy?Empathy?

• Empathy seems to be related to Empathy seems to be related to developmental maturity, that is, developmental maturity, that is, cognitive, social, and moral cognitive, social, and moral developmentdevelopment (Atkins, 1999; Bowman & Reeves, 1987; (Atkins, 1999; Bowman & Reeves, 1987; Eisenberg et al., 1991; Eisenberg-Berg & Mussen, 1978; Kurdek, 1981)Eisenberg et al., 1991; Eisenberg-Berg & Mussen, 1978; Kurdek, 1981)

• Scores on measures of empathic Scores on measures of empathic understanding were found to be understanding were found to be significantly related to GPAsignificantly related to GPA (Bonner & Aspy, 1984)(Bonner & Aspy, 1984)

Why is it Important for Why is it Important for Students to Possess Empathy?Students to Possess Empathy?

•Schools that have programs Schools that have programs designed to increase empathy designed to increase empathy have higher scores than have higher scores than comparison school on measures comparison school on measures of higher-order reading of higher-order reading comprehension comprehension (Kohn, 1991)(Kohn, 1991)

So, Can We Create Empathic So, Can We Create Empathic Learners in My School?Learners in My School?Sure you can!Sure you can!

• Talk to the students about acts of caring Talk to the students about acts of caring that you have seen.that you have seen.

• Ask students to reach out to others that Ask students to reach out to others that are having an extremely hard time.are having an extremely hard time.

• Use storytelling to teach significant Use storytelling to teach significant values of caring.values of caring.


• Engage in service projects – allow the Engage in service projects – allow the students to decide the nature and students to decide the nature and implementation of the projects – that implementation of the projects – that are linked to curriculum (this creates the are linked to curriculum (this creates the sense of “activism”, the power to make sense of “activism”, the power to make life better for others)life better for others)

• Pin paper leaves to a big tree in the hall, Pin paper leaves to a big tree in the hall, each acknowledging an act of kindnesseach acknowledging an act of kindness


• Work through problem solving process Work through problem solving process of conflicts – talk about what happened, of conflicts – talk about what happened, why, how it felt to the other person, how why, how it felt to the other person, how to do it differently next time, and what to do it differently next time, and what the restitution should be.the restitution should be.

• Tell students to let you know if you say Tell students to let you know if you say something that humiliates or hurts them something that humiliates or hurts them in any way.in any way.

Does it Work?Does it Work?

When children feel safe, cared about, When children feel safe, cared about, and relaxed they will learn more, not and relaxed they will learn more, not less. Our children are able to grapple less. Our children are able to grapple with higher-order thinking questions with higher-order thinking questions because they don’t face the petty because they don’t face the petty

disturbances that arise in mainstream disturbances that arise in mainstream schools. We resolve conflicts as they schools. We resolve conflicts as they

come up, thereby reducing the come up, thereby reducing the children’s distractions.children’s distractions.

Schlossman, PrincipalSchlossman, Principal

Research indicates that when educators model desired empathic behaviors, children are more likely to adopt these

behaviors themselves than when they are merely told to behave in a certain manner.

Every man must decide whether he will walk in the light of creative altruism

or in the darkness of destructive selfishness.

Life’s most persistent and urgent question is, What are you doing for others?

Martin Luther King, Jr.

Documents

The Empathic Leader: A New Dynamic for School Improvement Michele W. Atkins, Ph.D. Ann H. Singleton, Ed.D. Union University Jackson, Tennessee