Transformational Leaders

Nurturing emotional minds and hearts to shape our future

We generate specific individual and school development solutions using 40+ years scientifically validated models of emotional intelligence in transformational leadership for the 21st century skills, around the globe!

Our foremost target is nurturing future transformational leaders to naturally maximize your full potential and flourish a positive change on behalf of excellence in education.

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HOLISTIC
Development

CHILDREN
& STUDENTS

TEACHERS
& LEADERS

PARENTS

Fig.1. A holistic Aproach Towards Education Transformation Leading Educating and Learning with Emotional Intelligence (Mateias, 2018, p.46)

Emotional Intelligence in Transformational Leadership for Educational Performance

Our signature program is authored by our colleague Dr. Delia E. Mateias, former Fulbright & UNDP scholar, and combines transformative models of emotional intelligence with transformational leadership developments providing authentic tools for better health, educational productivity and enhanced interpersonal relationships.
Audience: children and students, teachers and leaders, and parents

Leading, educating and learning with emotions to nurture emphatic and adaptive behaviors

Key Milestones

  • Raising awareness and investing from the very early age through a holistic roadmap: children-teachers-parents
  • Nurturing age-appropriate emotional intelligence skills to understand and display patterns of emotional behaviors for personal and academic growth
  • Modeling training and coaching prevention and intervention programs focused individually and collectively on learning social and emotional skills.
  • Broadening the educational agenda by including systematic and experiential learning opportunities to create an authentic culture for an emotionally-supportive environment.

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Transformational Children and Students

Emotional Intelligence in Transformational Learners for Educational Performance

Transformational Teachers and Leaders

Transformational Teacher Leadership, Emotional Intelligence in Educational Performance

Transformational Parents

How to nurture an optimal environment for academic and emotional development of the child

Emotional Intelligence in Transformational Children/Students for Educational Performance

An emotional practice, patterns of emotional development and authentic leadership for all students

Upshots of professional development intervention

  • Embedding effective emotion regulation strategies to enhance emotional and intellectual growth.
  • Synergizing habits of reason and feelings to automatically and regularly manage emotions and make wise decisions within emotion-laden situations.
  • Nurturing the sense of belonging and connectedness, i.e. triadic emotional bonds among students-teachers-parents to create an optimal learning climate.

I. Instilling
Emotional Intelligence &
Transformational Learners’
Mindset

II. Nurturing Individual
Potential: Transformational
Learners

III. Fostering
an Emotionally-Intelligent
Work Team

IV. ENGENDERING Values & Benefits gained through Transformational Change

The Experimental
Transformation
Quadrant

Fig.2. Transformer Training Roadmap via an Experiential Transformation Quadrant (Mateias, 2018, p. 44)

I. INSTILLING Emotional Intelligence and Transformational Learners’ Mindset

  • 1.1. The Paradigm of Emotional Intelligence (EI)
  • 1.2. Transformational learners’ styles

II. NURTURING Individual Potential: Transformational Learners

  • 2.1. Relationship between each individual IE profiles (blueprint) and experiential learning strategies
  • 2.2. Relationship between each individual IE profiles and transformational learners’ style

III. FOSTERING an Emotionally Intelligent Team

  • 3.1. Relationship between team IE profiles (blueprint) and experiential learning strategies
  • 3.2. Evidence-based IE models & team-based strategies for learner transformation

IV. ENGENDERING Vales and Benefits gained through Transformational Change

  • 4.1. Developing empathy as an emotional bond between the child, and the teachers, and the parents
  • 4.2. Emotionally Intelligent learner via the triad of creativity-communication-positive interpersonal relationships

Structure and Value

Exhaustive Grounding

Intensive 2 days

Day 1 – Transformer Model

An Experimental Transformation Quadrant (Mateias, 2018, p. 44)

I. Instilling Emotional Intelligence and Transformational Learners Mindset

  • The Paradigm of Emotional Intelligence (EI)
  • Transformational learner styles

II. Nurturing Individual Potential: Transformational Learners

  • Relationship between each individual IE profiles (blueprint), and experiential learning strategies
  • Relationship between each individual IE profiles and transformational learner style

III. Fostering an Emotionally Intelligent Team

  • Relationship between team IE profiles (blueprint) and experiential learning strategies
  • Evidence-based IE models & team-based strategies for learner transformation

IV. Engendering Values & Benefits gained through Transformational Change

  • Developing empathy as an emotional bond between the child and teachers, and the parents
  • Emotionally intelligent learner via the triad of creativity-communication-positive interpersonal relationships

Emotional Skills Assessment Process (ESAP)

Personal Guide to Maximize EI
[ read more ]

I. INTERPERSONAL ABILITIES

  • ASSERTION

II. LEADERSHIP SKILLS

  • COMFORT
  • EMPATHY
  • DECISION MAKING
  • LEADERSHIP

III. SELF MANAGEMENT SKILLS

  • DRIVE STRENGTHS
  • TIME MANAGEMENT
  • COMMITMENT ETHIC

IV. INTERPERSONAL ABILITIES

  • SELF ESTEEM
  • STRESS MANAGEMENT

POTENTIAL PROBLEM AREAS

  • AGGRESSION
  • DEFERENCE
  • CHANGE ORIENTATION

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Value

50 Eur/person per day

Day 2 – Transformer Model

An Experimental Transformation Quadrant (Mateias, 2018, p. 44)

I. Instilling Emotional Intelligence and Transformational Leaders Mindset

  • The Paradigm of Personality
  • Transformational learner styles

II. Nurturing Individual Potential: Transformational Leaders

  • Relationship between each individual personality profiles (blueprint), and experiential learning strategies
  • Relationship between each individual personality profiles and transformational learner style

III. Fostering an Emotionally Intelligent Team

  • Relationship between team personality profiles (blueprint) and experiential learning strategies
  • Evidence-based personality models & team-based strategies for learner transformation

IV. Engendering Values & Benefits gained through Transformational Change

  • Action plan goal settings

Life Style Type Indicator (LSTI)

[ read more ]

Identifying Your Life Style (Personality)

I. FREQUENCY

  • 1. DOMINANT PATTERN
  • 2. SECONDARY PATTERN
  • 3. MINOR PATTERN

II. TYPOLOGY

  • 1. BELIEVER
  • 2. CREATOR
  • 3. ACHIEVER
  • 4. SUPPORTER

III. PERSONAL GOAL ACHIEVEMENT PROCESS

  • CHARACTERISTICS LIFE STYLE BEHAVIOR
  • ACTION GOAL SETTING

IV. SYSTEMATIC PLANNING TO MAXIMIZE ACTION GOAL SETTINGS

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Value

50 Eur/person per day

Day 1 + Day 2

Value

90 Eur/person

*Promotional discounts are applied for a team of minimum 7 people

Whole wheel

5 days Complete Training Cycle

Day 1. Instilling Emotional Intelligence and Transformational Learners’ Mindset

  • The Paradigm of Emotional Intelligence (EI)
  • Transformational learners styles

Day 2. Nurturing Individual EI Potential: Transformational Learners using Emotional Intelligence Skills Assessment Process (ESAP): Interpersonal, and Intrapersonal Skills, Leadership, and Personal Management

  • Relationship between each individual IE profiles (blueprint), and experiential learning strategies
  • Relationship between each individual IE profiles and transformational learner style

Emotional Skills Assessment Process (ESAP)
Personal Guide to Maximize EI
[ read more ]

I. INTERPERSONAL ABILITIES

  • ASSERTION

II. LEADERSHIP SKILLS

  • COMFORT
  • EMPATHY
  • DECISION MAKING
  • LEADERSHIP

III. SELF MANAGEMENT SKILLS

  • DRIVE STRENGTHS
  • TIME MANAGEMENT
  • COMMITMENT ETHIC

IV. INTERPERSONAL ABILITIES

  • SELF ESTEEM
  • STRESS MANAGEMENT

POTENTIAL PROBLEM AREAS

  • AGGRESSION
  • DEFERENCE

[ close ]

Day 3. Nurturing Individual Personality Potential: Transformational Learners using Life Style Indictor Personality (LSTI)

  • Relationship between each individual personality profiles (blueprint), and experiential learning strategies
  • Relationship between each individual personality profiles and transformational learner style

Life Style Type Indicator (LSTI)
Identifying Your Life Style (Personality)
[ read more ]

I. FREQUENCY

  • DOMINANT PATTERN
  • SECONDARY PATTERN
  • MINOR PATTERN

II. TYPOLOGY

  • BELIEVER
  • CREATOR
  • ACHIEVER
  • SUPPORTER

III. PERSONAL GOAL ACHIEVEMENT PROCESS

  • CHARACTERISTICS LIFE STYLE BEHAVIOR
  • ACTION GOAL SETTING

IV. SYSTEMATIC PLANNING TO MAXIMIZE ACTION GOAL SETTINGS

[ close ]

Day 4. Fostering an Emotionally Intelligent Team

  • Relationship between team IE and personality profiles (blueprint) and experiential learning strategies
  • Evidence-based IE and personality models & team-based strategies for learner transformation

Day 5. Engendering Values & Benefits gained through Transformational Change

  • Developing empathy as an emotional bond between the child and teachers, and the parents
  • Emotionally intelligent learners via the triad of creativity-communication-positive interpersonal relationships

Value

230 Eur/person

*Promotional discounts are applied for a team of minimum 7 people

Professional Development Philosophy & Goals

Maximizing Human Capital for Education Transformation

Individualized training, coaching, and mentoring curricula by integrating the training to the specific learning environment, i.e. all students, teachers and leaders, and parents. We endeavor for excellence in generating patterns of emotional intelligence and leadership via holistic approach of training, coaching and mentoring

[ read more ]

  1. Initial definition of the operating environment to ensure relevance of training to organizational needs.
  2. Initial assessment of the participants’ performance abilities, such as emotional intelligence, leadership, and personality, etc, is obtained 4 days prior to commencement of training as the basis for creating the training curriculum:

    • providing each participants with his/her Emotional Intelligence, Leadership, and Personality profile with the privacy provision,
    • providing the participants and their organization/team with Emotional Intelligence, Leadership, and Personality profile.
  3. Design individualized training curriculum utilizing experiential learning enhancement relevant to the organizational needs, and the individual and collective profiles (authentic case studies, role playing, brainstorming, problem solving, critical thinking, and more).
  4. Length of the curriculum may vary between 1-5 days, depending on the needs of the participants and/or their organization
  5. Train the participants according to the designed curriculum
  6. Measurement of the training results in meeting organizational and/or individual goals
  7. Assessment of the training results by the participants and the organization
  8. Follow-up sessions after 6 months – 1 year.

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8 Major Benefits in Education Excellence

40 years + of pioneering professional development expertise

[ read more ]

  1. Nurturing Transformational Leaders and Followers
  2. Maximizing Educational Leadership Performance
  3. Fueling Educational Leaders’ Engagement and Cultural Transformation
  4. Igniting Excellence in Employees and Teams Performance
  5. Synergizing Leaders’ and Followers Resourcefulness
  6. Transforming Decision-Making Process
  7. Fostering an Emotionally-Intelligent Climate
  8. Improving Leaders and Personnel Selection in education

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CONTEXTUAL PERFORMANCE-BASED ROADMAP

action directions & benefits of contextual and experiential training

  • I. measurement of contextual factors operating in educational contexts as key performance indicators
  • II. training diagnosis through initial experiential evaluation at individual and team levels, online, through 40 + years accredited models internationally, respectively a) Emotional Skills Assessment Process (ESAP) scale and b) Life Style Type Indicator (LSTI) scale;
  • III. leadership and emotional intelligence profile at individua level (confidential), with complex feedback: 4 dimensions, 13 abilities;
  • IV. leadership profile and emotional intelligence at team/group level, with complex feedback: 4 dimensions, 13 skills;
  • V. personality profile at individual level, with complex feedback: main personality patterns;
  • VI. personality profile at team level: main personality patterns;
  • VII. comprehensive training program;
  • VIII. quality feedback report of the training program.

Our Direction

Inspired
VISION

Empathic
& Adaptive
BEHAVIORS

TEAM
Goals

Great
PERFORMANCE
Expectations

Personal
RECOGNITION
& Intellectual
Stimulation

Figure 6. Fivefold Engendering Transformational Organization (Mateias, 2018, p. 44)

close

  1. Initial definition of the operating environment to ensure relevance of training to organizational needs.
  2. Initial assessment of the participants’ performance abilities, such as emotional intelligence, leadership, and personality, etc, is obtained 4 days prior to commencement of training as the basis for creating the training curriculum:

    • providing each participants with his/her Emotional Intelligence, Leadership, and Personality profile with the privacy provision,
    • providing the participants and their organization/team with Emotional Intelligence, Leadership, and Personality profile.
  3. Design individualized training curriculum utilizing experiential learning enhancement relevant to the organizational needs, and the individual and collective profiles (authentic case studies, role playing, brainstorming, problem solving, critical thinking, and more).
  4. Length of the curriculum may vary between 1-5 days, depending on the needs of the participants and/or their organization
  5. Train the participants according to the designed curriculum
  6. Measurement of the training results in meeting organizational and/or individual needs
  7. Assessment of the training results by the participants and the organization
  8. Follow-up sessions after 6 months – 1 year.

40+ Years Proficient Assessment & Training Expertise

Embedding the learning & development curve, individually and organizationally

through acknowledged instruments and procedures, i.e. ESAP, LSTI, SCALE, with 40+ year research and practices within the Emotional Intelligence Training & Research Institute and EI Learning Systems U.S.A.

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Transformational Leadership NGO Romania, EI Forum India, and various international organizations in transdisciplinary settings. We have gained proficient expertise in using quantitative and qualitative measurement including 360 feedback ratings, ability and mixed models of emotional intelligence, personality and well being scales, and other related performance models.


1.

Trully
Visionary
Style


2.

Evoking
Positive
Resonance


3.

Adaptive
Conscientiouness
(Behavior)


4.

Empowering
Followers
& Instilling
Change


5.

Empathic
Behavior
(Individualized
Consideration)


6.

Re-Considering
& Changing
the Culture


7.

Creating New
Opportunities
& Intellectual
Stimulation


8.

Interactive
Phenomenon
(Dynamic
Environment)

Marketing
Transformational
Leader

Figure 7. Displaying Patterns of Marketing Transformational Leader (Mateias, 2017, p. 34)

Overview IE in Education

Key Findings and Extrapolations

The realm of academic intelligence claims that endorsing educational policy on emotional intelligence across schools would improve education performance and would nurture an emotionally-supportive learning environment. Defined as a capacity to learn, emotional intelligence can be further thought about and developed, encompassing the whole learner, both cognitive and emotional leaders


Furthermore, designing professional training in emotional intelligence skills should consider not only cultural and contextual features, but also particular coping strategies that would enable transformational leaders to efficiently adjust behaviors. (Mateias, PhD. Paper).
“Emotionally intelligent leaders, teachers and parents, i.e. transformational leaders, possess emotional regulation skills to nurture positive environments, providing a roadmap for themselves and for their children or students to successfully cope with the high level of demands that come with this 21st century venture. Leading with emotional intelligence is a relatively new paradigm in the area of education and will likely be of great academic importance within the next decades.” (Mateias, in press). Hence, in an often-changing society, educational leaders should broaden competences toward developing more adaptive and empathic behaviors, i.e. a transformational mindset. (Mateias, PhD. Paper).