Student Leadership and Empathy Student Leadership and Empathy Ms Lim Siew Hui Hwa Chong Institution, Singapore Principal Consultant/ Student Development OUR VISION Empowering our Students to Live with Passion, Lead with Compassion Our Core Values • 自 强 不 息 [Tireless self-improvement with tenacity, innovation and passion] • 己 立 立 人, 己 达 达 人 [WIN – WIN] • 饮 水 思 源 [Remembering our benefactors] Profile • Independent School • 2004 – 1st school to offer Integrated Programme (IP), where students skip the O level examination at Grade 10. • 2010 – 1st school to win SQA, a pinnacle award given only to organisations with world class excellence • 2016 – 1st school to be conferred SQA with Special Commendation • 2017 - Public Service Premier Award by Public Service Division • About 2000 High School students (Grades 7 – 10)(Boys only) • About 2000 College students (Grades 11 & 12)(Mixed gender) • Predominantly of Chinese race. Leadership Model Awareness Empathy Listening Servant Leadership Stewardship Commitment Healing Persuasion Building community Conceptualization Ong Teng Cheong Leadership Development Model What is Empathy? • Empathy is the capacity or ability to recognise and imagine oneself in the situation of another, experiencing the emotions, ideas, or opinions of that person • Not to be confused with sympathy. Three Types of Empathy Psychologists have identified three types of empathy: • Cognitive empathy is understanding someone’s thoughts and emotions, in a very rational, rather than emotional sense. • Emotional empathy is the capacity to ‘catch’ someone else’s feelings, and respond with an appropriate emotion to another's mental states. • Compassionate empathy is understanding someone’s feelings, and taking appropriate action to help. Why is empathy important? In a popular Harvard Business Review article entitled "What Makes a Leader?", Dr Daniel Goleman isolates three reasons why empathy is so important: • the increasing use of teams, (which he refers to as "cauldrons of bubbling emotions"), • the rapid pace of globalization (with cross cultural communication easily leading to misunderstandings) and • the growing need to retain talent. "Leaders with empathy thoughtfully consider employees' feelings – along with other factors – in the process of making intelligent decisions.“ (or Leaders to understand the ground.) Lens of empathy • Lens of empathy as a way of learning where the program is structured to provide those types of learning experiences for students. • The lenses are: 1) self-awareness; 2) understanding self and other; and 3) self and other in context for action. • Understanding self and other: understanding multiple perspectives through written exercises, case analysis, simulation and their field experiences. Theories and Skills • Self-awareness, BMTI, 16PF • Servant leadership • Multiple perspectives lessons • Relationship Management lessons • Conflict management • Leadership training workshops, CCA camps Sun Tzu’s Art of War 《孙子兵法》 智 Wisdom IQ,EQ,AQ, solve problems, knowledge of the game, playing experience 信 Integrity commitment, keeps promises, self-belief, believe in others, mutual trust 仁 Benevolence respect, support & encouragement, care for and be kind to others 勇 Courage courage to try, to take risks, to be accountable, to admit mistakes 严 Discipline be disciplined, set high standards, be fair on praises and punishments *Cognitive empathy, emotional empathy, compassionate empathy (action) Multiple Perspectives • Academic and civics curriculum lessons • Teacher facilitation training Multiple Perspectives Besides during academic lessons and civics curriculum lesson, • Principal’s Dialogues • Ministerial Dialogues • Our Hwa Chong Conversations Student-led and student-facilitation Students to be mindful of multiple perspectives of audience, school leaders, etc. (points and delivery) Cognitive and emotional empathy Cross-cultural sensitivity Multiple Perspectives Task forces • Solving real life issues (water-saving, cleanliness, security issues) • Cognitive & Emotional empathy: Getting information from the ground, explore different angles to view the problem or situation, understanding the feelings of users • Compassionate empathy: Empower students to think of a solution instead of providing solutions by teachers. How to name problems reflectively, surface barriers to change implementation, prioritize and write plans for action. Design Thinking • Not designing solution for everyone, but only ONE person – the USER. • Empathy Map (do, say, think & feel) Experiential • Student engagement • Student-centred • Student empowerment Elements of Empathy Daniel Goleman identified five key elements of empathy. 1) Understanding Others: multiple perspectives 2) Developing Others 3) Having a Service Orientation: customers’ needs; WIN-WIN philosophy 4) Leveraging Diversity: create and develop opportunities through different kinds of people, tapping on strengths of different individuals; tailor the way one interact with others. 5) Political Awareness: sensing and responding to a group’s undercurrents and powerful relationship Students’ Council Faculty System Other Councils • CCA Council • CIP Council • Green Council • Student National Education Council • Student Science Research Council Student leader groups Cognitive and emotional empathy: Students’ voice Bridge between students and teachers Compassionate empathy: Represents the student body in the decision-making process Helps to shape the policies in school & involved in ground-up initiatives Improves the general welfare of the students Provides social-emotional support to peers Fosters school spirit and sense of belonging Enhances student school experience Summits • Cultural exchange & interaction, networking & understanding of one another • Discussions on global issues Not enough Leadership roles? Service Learning Idea Brainstorming Reflection , Planning, and report understand needs Service Proposal Project Papan • Students interact with the migrant workers in Singapore, understand their needs. • Sharing with migrant workers about the Singapore society and culture, how they can make use of the various facilities and services available in our country, >> making them feel more integrated into Singapore society. • Students are also exposed to new cultures and languages. Proposal & Reflection The biggest lesson I learnt from Project they are many who collapsed mentally, Papan is not to fear people you are One of the migrants, Habib, recedinghas told intous stories social isolation as they resign unfamiliar with. Before the first sessions, I on how he regretted not treasuringto the harsh education, conditions of lives as migrant harboured many fear for the migrant and how he intends to accumulatelabourers. savings Those so are the men we sought to workers, I was afraid of their indifference, he (and his family) can completeassist; theirover thetertiary course of our programme, our inability to communicate and I fear education in Bangladesh. Thethey challenges showed up they gradually (in larger offending them. However, the migrant face would be insurmountablenumbers to us if as we we were progressed) to our sessions workers turned out to be extremely nice placed in his shoes. (Emotionaland Empathy) gave us a chance to talk to them and and friendly, perhaps among the most befriend them, with a hope to bring them amiable people I have met. out of their state. (Compassionate empathy) (Cognitive Empathy) Grassroots attachment programme • Attachment with MP (members of parliament) during their meet-the-people sessions over a month, once/twice each week. • Cognitive & emotional empathy: Understand the real life daily issues and problems the grassroots / residents face. • Compassionate empathy: contribute in community activities, possible actions / future actions. Overseas trips • Experience the diversity of other cultures, • Equip with the cultural mind-set and skills to interact effectively with and make an impact on the global community. Benefits of developing empathy in students • Recognising emotive states of self and others, enhancing empathetic perceptions (Black & Philips, 1982); Herbeck & Yammarino, 1990, • Empathetic understanding requires a leader to develop self-awareness that can separate leader’s own needs from those of followers. • Cultivate in leaders the ability to synthesize understanding of feelings and cognition can contribute to successful leadership. • Enhance moral leadership. Mentoring Mentoring student leaders To orient students to leadership we need to emphasize: 1) the need to develop strong listening skills; 2) the ability to confirm understandings through checking with others; 3) the ability to imagine another’s perspective; 4) the ability to pose ideas; and 5) the ability to act. Reflection Faculty Camp Survey questions CARING THINKING: Working well in a team means appreciating diversity in perspectives, dispositions and skill sets. Caring thinking goes beyond empathy but also doing one’s part to achieve shared goals. Reflection on skills they display / Area for improvement: Cognitive empathy (Self awareness) • Reflects: I think about what has happened and how to do things better next time. • Multiple perspectives: I consider viewpoints different from my own when making decisions Faculty Camp Survey questions Emotional Empathy & Compassionate Empathy (Understanding Others & for Action) • Empowers: I believe in sharing knowledge and bringing out the strengths in myself and others • Empathises: I build trust by being understanding and non- judgemental towards my members • Motivates: I motivate others towards a common goal. • Collaborates: I am able to draw on the strengths of different members to solve problems (Diversity) • Contributes: I put in time and effort to achieve our shared goals (Service orientation) Develop empathetic leaders who • understand that people and their perceptions are at the heart of change and • that perspectives can be broadened to include those of others. Thank you & Welcome you to visit Singapore! .