Emotional Intelligence 22

SELF-MANAGEMENT IN A NEW JOB There are stages that many people go through when starting a new job. The initial excitement is accompanied by remembering what you are missing from the last job, in particular the security. In coming to terms with the scope of new job, there may be questioning and self-doubt about your capacity to succeed. You will be trying out new ways of working, as you gain confidence in your performance and grow into the job. On entry into a new role or a new environment you will need to recognize the need to understand and manage new networks and relationships. In teaching it is common to explore the interview process with those who have not been offered the job. It is particularly important, however, for those who are appointed to understand what were the strengths that resulted in their being offered the job and areas where there may have been concerns if these can be accessed.

In the new post it is essential to explore the new context in depth. Your strategic planning of the entry process will be crucial. You should signal your broad agenda early but avoid promises and commitments until you are certain these are appropriate. The first three or four key questions to which you seek answers will convey your values. Give time to explore for learning, but with that exploration process highly structured. If there are problems, try out new behaviours and approaches, ensuring you are not limiting yourself to styles acquired in previous contexts. Remember your life outside work, in particular your family and friends, in the new circumstances. They may notice changes in you which you need to understand. Finally, review and reflect, and in particular seek detailed feedback at the end of each of the first three months which you should record to evaluate your progress.

Reflect on your entry into your last new job.

PROFESSIONAL DEVELOPMENT AND PERSONAL DEVELOPMENT In recognizing the competencies that have to be managed it is important to distinguish between professional development, that is, occupational role development; staff development which is about development in the particular school context; and personal development, which is the development of the whole person. Waters (1998, p. 30) makes similar distinctions arguing that the ‘change of self by self’ has to be recognized as the only basis for profound change. This is about ‘changes in self-awareness’ which has not been a major focus of teacher development. The focus has been on learning new technical skills – how to implement the numeracy hour, how to teach the new GCSE syllabus. Without underestimating the importance of these, the process of ‘getting into closer contact with ... (your) inner intelligence, (your) higher self’ and (your) ‘personal capabilities’ (Waters, 1998, p. 30) has not been the focus of professional learning. There has been some focus on the ‘interpersonal-listening, assertiveness’ work with fellow professionals. What is being suggested here is a central focus on ‘the concepts of self-image (how we see ourselves), self-esteem (the value we place on ourselves), and self-efficacy (our beliefs about being able to bring about successful results)’.