Student Leadership in Action: Emotional Intelligence at THE CURE

 On Saturday, March 14th, I had the opportunity to lead an Emotional Intelligence workshop for the
Student Leadership Alliance at THE CURE in Iron Mountain.

I was invited by the program director, Katie Cherney, to work with the Student Leadership Alliance.

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The Environment Matters

Before we ever talked about emotions, intelligence, or leadership, Katie had prepared snacks! It's a lot easier to get teens out of bed on a Saturday morning if food is involved.

The Cure is a very low-stress, high-trust environment complete with comfortable couches and chairs. It is known for, and during my time there, it remained a psychologically safe environment.

That matters more than people think. Because people, regardless of age, won't engage deeply unless they feel safe enough to think, share, and reflect honestly.

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Breaking Down Emotional Intelligence

We started with two key components of emotional intelligence:

1. Personal Competence

This is about understanding yourself.

We focused on:

• Identifying emotions

• Expanding emotional vocabulary using an emotion wheel

• Recognizing what we’re actually feeling—not just saying “I’m mad” or “I’m fine.”

• Learning how to manage those emotions once identified

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2. Social Competence

This is about understanding others.

We worked on:

• Recognizing emotions in other people
• Reading situations more accurately
• Adjusting how we respond based on relationships

Leadership is interaction with people and meeting them where they are.

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From Theory to Practice

After the classroom portion, we shifted gears into a practical exercise. Students were divided into three groups and given a fictional case study:

A young family had been hit by a drunk driver. The father had been seriously injured, the mother and children less so, but still with emotional trauma.

Each group approached the situation from a different professional lens:

Group 1: Law Enforcement

How do police officers use emotional intelligence when responding to a traumatic scene?
How will they handle the family and the drunk driver with dignity, respect, and fairness?

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Group 2: Educators

How do teachers support the two children impacted by the crash when they return to school?
What emotional gaps can they help to fill? Which ones should they avoid?

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Group 3: Social Workers

How do you support a family dealing with:

• Injury

• Emotional trauma

• Financial stress

• Disruption to daily life

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What Happened Next

Each group applied social competencies to their role:

• Empathy

• Awareness

• Communication

• Relationship management

They weren’t just talking about emotional intelligence. They were using it in a realistic scenario that wasn't "real" but had enough realistic elements that they could all empathize with one or more of the people involved.

When each group was able to share their thoughts, you were able to see that they were thinking deeper, considering people, not just problems, and were using the tools that had just been placed in their toolbox earlier that morning.

From a teacher's point of view: It was awesome to see these young leaders engage with the material, each other, and the complex ideas that came from small and large group discussions.

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Why This Matters

We talk a lot about leadership. But leadership without emotional intelligence is incomplete.

You can have great ideas, well-thought-out plans, clear direction, focus, mission, vision, etc. But if you can’t identify your own emotions, manage those emotions, understand people, and build trust, you and your team will never reach your full potential.

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The Takeaway

The biggest win wasn’t the content; it was their engagement with each other in leader-to-leader conversations and how they spoke about using what they learned in their next leadership interaction.

Multiple students came up afterward and said:

• They enjoyed it

• They learned something

• It made them think differently

That’s the goal. Not just information- Transformation.

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Final Thought

Leadership starts with self-awareness and grows through how we treat others.
These students took a real-world situation and applied emotional intelligence in meaningful ways.
That’s leadership...and that’s the future.

Teach. Coach. Lead.
JVD

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Ready to Bring This to Your Organization?

If you’re looking to build stronger leaders, better communication, higher emotional intelligence, and more connected teams: Schedule your leadership event at www.johnvandusen.com

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Credits

This post was drafted with the assistance of AI (ChatGPT) and edited by Mr. VanDusen.

Problem Solving for Leaders: The Complete Framework

Photo by Campaign Creators on Unsplash

Leaders solve problems every day.

Some are small and routine. Others are complex and high stakes. But one thing is consistent across

every profession—education, coaching, business, or the military:

Leaders are paid to solve problems.

Over the past several posts, we walked through the Army’s structured problem-solving process from FM 6-0 (Commander and Staff Organization and Operations). While developed for military planning, the framework works remarkably well in civilian leadership environments.

The reason is simple.

Good problem-solving is disciplined thinking.

Here is the full framework.

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Step 1: Understand the Type of Problem

Not all problems are the same. Army doctrine describes three types:

Well-Structured Problems

• Easy to identify

• Information is available

• Solutions are straightforward

Examples include scheduling issues, logistics problems, or budget math.

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Medium-Structured Problems

• Multiple variables

• Several possible solutions

• Judgment required

Examples include improving student engagement, adjusting team strategy, or entering a new market.

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Ill-Structured Problems

• Complex and dynamic

• Unclear causes

• Disagreement about solutions or even goals

Examples include organizational culture issues, declining morale, or market disruption.

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Step 2: Gather Information and Knowledge

Before solving anything, leaders gather information.

They separate:

• Facts — verifiable information

• Assumptions — accepted as true without proof but necessary to continue planning

• Opinions — personal judgments that must be evaluated carefully

Strong decisions require accurate information.

Weak information produces weak solutions.

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Step 3: Identify the Real Problem

Photo by Karla Hernandez on Unsplash

One of the biggest leadership traps is solving symptoms instead of root causes.

Leaders identify problems by comparing:

Current State vs Desired End State

They ask:

• Who does the problem affect?

• What is affected?

• When did it start?

• Where is it occurring?

• Why did it occur?

Only after identifying the root cause should leaders define a clear problem statement.

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Step 4: Develop Criteria

Before choosing a solution, leaders define how solutions will be judged.

Two types of criteria guide the process.

Screening Criteria

Baseline standards that determine whether a solution should even be considered.

Solutions must be:

• Suitable

• Feasible

• Acceptable

• Distinguishable

• Complete

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Evaluation Criteria

Evaluation criteria determine which solution is best.

Each criterion includes:

• Title

• Definition

• Unit of measure

• Benchmark

• Formula for evaluation

Criteria may also be weighted based on importance.

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Step 5: Generate Possible Solutions

Leaders should consider at least two solutions.

Developing only one option limits creativity and increases risk.

One effective method is brainstorming, where leaders:

• Clearly state the problem

• Encourage participation

• Record all ideas

• Withhold judgment during idea generation

• Build on each other’s ideas

After generating options, leaders summarize solutions clearly in writing, sketches, or diagrams.

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Step 6: Analyze Possible Solutions

Each solution is evaluated independently against screening criteria and benchmarks.

Leaders identify:

Photo by Kaleidico on Unsplash

• Strengths

• Weaknesses

• Risks

• Expected outcomes

Importantly, leaders do not compare solutions yet. Each option must stand on its own merits during
analysis.

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Step 7: Compare Possible Solutions

Once analysis is complete, leaders compare options to determine the optimum solution.

One of the most effective tools is a decision matrix, which:

• Lists evaluation criteria

• Assigns weights

• Scores each solution

• Provides a structured comparison

This step removes emotion and bias from the decision.

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Step 8: Make and Implement the Decision

After comparison, leaders identify the preferred solution and present their recommendation.

But a good solution can still fail if it is communicated poorly.

Strong leaders:

• Clearly explain the problem

• Present their reasoning

• Coordinate with stakeholders

• Issue clear implementation instructions

Then they monitor results and adjust if necessary.

Problem solving does not end with a decision—it ends with successful implementation.

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Why This Process Matters

This framework:

• Prevents emotional decision-making

• Reduces bias

• Improves transparency

• Builds trust

• Encourages collaboration

• Produces better long-term outcomes

It slows leaders down just enough to think clearly before acting.

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Final Thought

Leadership is not about always having the right answer immediately.

It is about asking the right questions in the right order.

Understand the problem.
Gather the facts.
Define the root cause.
Set your criteria.
Generate options.
Analyze objectively.
Compare logically.
Decide and execute.

Disciplined thinking produces disciplined leadership.

And disciplined leadership solves problems that others cannot.

Teach. Coach. Lead.
JVD

 

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Sources & Credits

Concepts in this article are derived from FM 6-0, Commander and Staff Organization and Operations, Chapter 4, which outlines the Army’s systematic approach to problem solving.

This post was drafted with the assistance of AI (ChatGPT) and edited by Mr. VanDusen.

Problem Solving (Part 8): Decide, Communicate, Implement, Monitor

You’ve done the work.

Photo by AbsolutVision on Unsplash

You:

• Gathered information

• Identified the real problem

• Developed criteria

• Generated options

• Analyzed them

• Compared them

Now comes the part that separates thinkers from leaders:

Make and implement the decision.

Because disciplined analysis without action is just theory.

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Step 1: Identify the Preferred Solution

After comparison, leaders determine the optimum solution.

Not the easiest.
Not the loudest.
Not the most popular.

The best fit based on:

• Screening criteria

• Benchmarks

• Weighted evaluation criteria

• Alignment with mission

Clarity at this stage builds confidence in the decision.

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Step 2: Coordinate Before You Present

If someone else owns final approval, leaders prepare to present their recommendation.

But before presenting:

Coordinate with those affected.

In civilian life, this might mean:

• Talking to department heads

• Checking with HR or finance

• Aligning with assistant coaches

• Informing school administration

• Consulting stakeholders

Uncoordinated recommendations create friction.

Strong leaders prevent surprises.

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Photo by Brett Jordan on Unsplash

Step 3: Present Clearly and Persuasively

A great solution can fail if it is poorly communicated.

Doctrine makes an important point:

Problem solving requires both a solution and the ability to communicate it.

Whether verbal or written, leaders must:

• State the problem clearly

• Explain the criteria used

• Summarize the analysis

• Justify the recommendation

• Articulate expected outcomes

In business, this may be a decision brief.
In schools, a staff presentation.
In coaching, a team meeting.

Communication skill can be as important as analytical skill.

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Step 4: Refine Based on Guidance

Once the decisionmaker provides final guidance, leaders refine the solution.

This may include:

• Adjusting timelines

• Modifying scope

• Clarifying expectations

• Updating responsibilities

Strong leaders treat feedback as refinement—not rejection.

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Step 5: Issue Clear Implementation Instructions

Execution requires clarity.

Formal settings may require:

• Policy letters

• Written directives

• Memorandums

In civilian settings, this might mean:

• A written implementation plan

• A clear email outlining steps

• A rollout meeting

• Assigned responsibilities and deadlines

Ambiguity kills good solutions.

Specificity drives success.

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Step 6: Monitor Implementation

Problem solving does not end at decision.

Leaders:

• Monitor progress

• Compare outcomes to benchmarks

• Measure against the desired end state

• 

  Photo by Jon Tyson on Unsplash

  Identify unintended consequences

If adjustments are necessary, they make them.

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Build Feedback Into the Plan

Every implementation plan must include:

• Timely feedback

• Periodic review

• Flexibility to adjust

Without feedback, leaders cannot:

• Confirm success

• Detect failure

• Improve execution

The goal is not blind execution.
The goal is adaptive execution.

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Avoid Creating New Problems

One of the final cautions in doctrine:

Leaders must avoid creating new problems through uncoordinated implementation.

In business, that may mean:

• Rolling out a policy without informing affected departments

• Changing compensation structures without consultation

In schools:

• Adjusting schedules without considering transportation

In coaching:

• Changing strategy without aligning assistant coaches

Good implementation is synchronized implementation.

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Why This Step Matters Most

Many leaders enjoy analysis.

Fewer enjoy accountability.

But leadership requires both.

Decision and implementation:

• Demonstrate ownership

• Build credibility

• Establish momentum

• Reinforce trust

The discipline of the earlier steps protects this final one.

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Final Thought

Problem solving does not end when the “best” solution is identified.

It ends when:

• The decision is made

• The plan is communicated

• The solution is implemented

• The results are measured

• Adjustments are made

Leadership is not just thinking well.

It is executing well.

And that is where trust is earned.

Teach it. Coach it. Lead.

JVD 

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Sources & Credits

Concepts in this article are derived from FM 6-0, Commander and Staff Organization and Operations, Chapter 4, regarding making and implementing decisions within the Army problem-solving process.

This post was drafted with the assistance of AI (ChatGPT) and edited by Mr. VanDusen.