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• W33609974 abstract "WHAT MAKES a good leader? Organizational leadership requires a complex mixture of skills and techniques, which can be enhanced through use of general semantics. In my leadership tenure with New York City Department of Education (NYCDOE), from which I retired as a director of drug prevention services in 2004, I found following most useful: * Leadership means influencing people beyond routine compliance with directives and orders. * Leadership provides key dynamic force that motivates and coordinates an organization to accomplish its objectives. * Leadership is ability to inspire confidence and support among people who are needed to attain organizational goals. Can we use general semantics to enhance organizational leadership? In my experience, more than fifteen years as an educational administrator in New York City school system, it certainly can. This article will present some ways that GS helped me to lead more effectively. Furthering Emotional Intelligence Psychologist Daniel Goleman's extensive research indicates that most effective leaders share one essential quality. They have a high degree of Emotional Intelligence (EI)--the ability to manage one's emotions and one's relationships effectively. I found GS formulations helped me to become more emotionally intelligent in my leadership roles with NYCDOE. For example, when subordinates at staff meetings made self-serving comments rather than saying something useful for task at hand, my first reaction was to become annoyed and to want to call them on their behavior. But my doing that would have led them to justify their statements before group. Then I would have had to argue with them over merits of case, which would have leeched valuable time from meeting and perhaps damaged otherwise good relationships. Instead, when self-serving comments were made, I used GS delayed reaction technique (take time to figure out what is going on before responding) and didn't immediately react to remarks. I simply acknowledged assertions and went on with meeting. But after meeting, I made sure to confer privately with individuals who had made self-serving pronouncements to discuss importance of focusing on organizational tasks rather than on personal matters. As a result of doing this, I perceived less puffing at meetings and more concentration on organizational matters. Using a GS extensional orientation (searching for the facts of situation) also helped me to manage my emotions and relationships effectively. For example, I needed accurate feedback on my staff's performance so I could help them to grow and develop in their jobs. The key was accurate feedback. Over-the-top flattery or unjustified disparagement would not help me to assist my staff in becoming more capable. To minimize inaccurate feedback on staff member work, which seemed to me a fair probability if I used just a single source, I employed an extensional orientation: I solicited reports on staff functioning from multiple sources. These included reports from clinical supervisors, school principals, parent association presidents, and reports from staff themselves. With diverse evaluations, I increased odds of obtaining a more correct picture of staff performance. Utilizing what GS calls natural order of evaluation--observation, investigation, or direct experience first; then words (descriptions, evaluations, inferences, generalizations, etc.)--also helped me to assess staff performance more accurately. For example, at beginning of school year, before formal staff evaluation reports were issued, I visited staff to see for myself what was happening. I observed how they interacted with students and I spoke with principals of their schools to obtain feedback on their work. If I knew teachers at schools, I also informally queried them about counselor performance. …" @default.
• W33609974 created "2016-06-24" @default.
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• W33609974 date "2005-07-01" @default.
• W33609974 modified "2023-09-28" @default.
• W33609974 title "USING GENERAL SEMANTICS TO ENHANCE ORGANIZATIONAL LEADERSHIP" @default.
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