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CEE Masterclass on "Executive Leadership that Gets Results" - 13 September 2013

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  • Table (warm up) discussion)What is leadership?What is career success?What is happiness?
  • Because of such misguided beliefs about leadership, the answer is 0-1-2. Because of such misunderstood notions of leadership, the answer is 6.5.Leadership is not competency models, personality assessments, charisma, or about position power.
  • But as you can see from the examples we just discussed, having all of these things can leave you extremely unfulfilled, unhappy, and not very successful – at least not for long.So what really is the secret of success, happiness and leadership? Lets look at each. Happiness first…
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    • 1. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 1 Prof Sattar BawanyProfSattar Bawany CEO, Centre for Executive Education Senior Advisor, Eduquest International Institute Friday, 13 September 2013 Hotel Quality Inn Sabari @ T. Nagar, Chennai MASTERCLASS ON “EXECUTIVE LEADERSHIP THAT GETS RESULTS”
    • 2. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 2 Every morning in India, a tiger wakes up. It knows it must outrun the slowest deer or it will starve to death. Every morning in India, a deer wakes up. It knows it must run faster than the fastest tiger or it will be killed. It doesn’t matter whether you are a tiger or a deer: when the sun comes up, you’d better be running….. Are You a Tiger or a Deer?
    • 3. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 3 Knowing Yourself as a Leader
    • 4. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 4 Module 1: Introduction and Workshop Objectives
    • 5. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 5 About Centre for Executive Education (CEE)  Executive Education  Leadership & High Potential Development  Executive Coaching  Succession Planning  Executive Assessment 5 CEE is the Affiliate Partner of Executive Development Associates (EDA), a global leader in executive development & coaching since 1982.
    • 6. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 6 • The Centre for Executive Education (CEE) is the Executive Development Division of The International Professional Managers Association (IPMA). • IPMA is a global ‘not-for-profit’ (NPO) members organisation headquartered in UK with Regional Offices in Europe, Africa and APAC • CEE’s mission is to assist client organisation to secure a leading position in their respective market place and developing a sustainable competitive advantage through developing their key asset, intellectual capital of the people. • CEE offers talent management solutions including executive coaching and custom-designed leadership development programs to accelerate individual performance and succession planning for organisations. • Eduquest, a Strategic Partner of CEE, offer training programmes for a wide spectrum of capabilities, knowledge and attitudes that help every individual to become more proficient and professional in carrying out the tasks assigned to them so as to enhance their employability skills. Who We Are
    • 7. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) • CEO of Centre for Executive Education (CEE) • MD & C-Suite Master Executive Coach, EDA • Strategic Advisor, IPMA Asia Pacific • Senior Advisor & Master Facilitator, Eduquest • Adjunct Professor of Paris Graduate School of Management • Over 25 years’ in OD & HR consulting, executive coaching, facilitation, leadership development and training. • Adjunct Professor teaching international business and human resource courses with Paris Graduate School of Management • Assumed senior global and regional leadership roles with DBM (Drake Beam & Morin), Mercer Human Resource Consulting, Hay Management Consultants and Forum Corporation. About Your Key Note Speaker
    • 8. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 8 S C O P E HARE HALLENGE PEN MINDED LAN OF ACTION NJOY OURSELVES The S.C.O.P.E. Approach
    • 9. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 9 • Gain a clear understanding about the context for leadership in today’s changing organisation and achieving organisational results • Understand the repertoire of leadership styles that can impact employee engagement • Appreciate how effective leadership can influence behaviour, goals, decision– making and thrive in a challenging and turbulent business environment • Engaging your employees and stakeholders adopting a proven motivational management approach • Craft a SMART Executive Leadership Development Plan This Workshop is designed to develop your Leadership Skills Towards Achieving Organisational Results. You will be able to: Workshop Objectives
    • 10. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 10 1. Failure to Meet Business Objectives (Achieving Organisational Results) 2. Inability to Change or Adapt During a Transition (The inability to respond quickly and flexibly to rapidly changing market conditions) 3. Problems with Interpersonal Relationships (Lack of relationship management and social/emotional intelligence skills) 4. Failure to Build and Lead a Team (Getting the ‘Right Person on the Bus’, ‘Wrong Person off the Bus’ & ‘Right Person in the Right Seat’) 5. Failing to make the boss/organization's priorities a high priority Top Lessons on Executive Derailers
    • 11. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 11 “Management is doing things right; leadership is doing the right things.” Peter F. Drucker Father of Modern Management “Don't tell people how to do things, tell them what to do and let them surprise you with their results.” George S. Patton U.S. Army General & Hero during World War II “The best executive is the one who has sense enough to pick good men to do what he wants done, and self-restraint to keep from meddling with them while they do it.” Theodore Roosevelt 26th President of the United States (1901-1909) Quotable Quotes on Leadership
    • 12. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 12  Use intellectual as well as emotional capabilities to guide organizations through turbulent business environments towards achieving organization's results  Understand the importance of emotional intelligence in development of leadership effectiveness and sustaining employee engagement and productivity Today‟s Leadership Challenge
    • 13. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 13 • Corporate Leadership Council, 2012 o Eight out of ten CEOs are planning on significant organizational changes to stay competitive which includes but not limited to developing their managerial team towards achieving organizational results. • The Conference Board – CEO Challenge 2012 Report (April 2012)  The global CEO consensus about 2012 suggests that growing one‟s business is the key to success,” said Jonathan Spector, CEO of The Conference Board.  CEOs selected the internally-focused actions of improving leadership development/grow talent internally, enhancing the effectiveness of the senior team, providing employee training and development and improving leadership succession as the key strategies to address talent challenges, ahead of hiring more talent in the open market. Importance of Leadership
    • 14. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 17 Group Activity: Management vs. Leadership Instructions: Review individually the following questions and then with your assigned Groups, and be prepared to discuss with the larger Group. Nominate a Spokesperson. Duration: 15 minutes Are the activities I am currently performing within my current role is more leadership or management oriented? Why? Do I want more leadership/management oriented responsibilities? If so, how do I go about taking on/requesting more responsibilities? Outline an action plan. What competencies do I need to work on to be the best leader/manager within my organisation?
    • 15. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 18 Leader‟s Purpose And Values Are you a Boss or Leader? 18
    • 16. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 19 Questions We Will Try To Answer Why are some people more successful than others?  Why are some people happier than others? What is powerful leadership made up of?
    • 17. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 20 What is Common Between…  Michael Jackson  Elvis Presley  Kenneth Lay  Whitney Houston  Bernie Madoff  Adolf Hitler  Indira Gandhi Wealth, Position, Power, Fame, Fortune They were either murdered, jailed for life, or killed themselves
    • 18. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 21 Successful Leaders To most people…. Wealth, Position, Power, Fame, Fortune is the definition of leadership, happiness and success Fame
    • 19. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 22 http://www.youtube.com/watch?v=03o1JZ7c7gI So, what is Leadership all about?
    • 20. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 23 Of all the bosses you’ve worked for in your career so far, ?  Someone who brings out the best in you  Someone you can learn from  Someone you can respect for who they are  Someone who genuinely cares about your success and growth
    • 21. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 29 Telling a Compelling Story 1. What do we want to be? 2. Who are our stakeholders? • What do we want to do for each? 3. How will we get there? • What is the conventional business model for our industry? • What needs does the conventional model fulfill? • What needs are yet unfulfilled? • What new needs are likely to emerge in the future? • What should we do differently compared to the traditional model? 4. Why will we succeed? • What will be our differentiating capabilities?
    • 22. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 34 OLD Paradigm  Stability  Control  Competition  Uniformity  Self-centered  Hero NEW Paradigm  Change/Crisis Mgt.  Empowerment  Collaboration  Diversity  Higher ethical purpose  Humble The New Realities for Leadership
    • 23. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 35 Module 2 Developing Your Emotional Intelligence
    • 24. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 36 You CAN change this !
    • 25. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 37 Intelligence Quotient (IQ) IQ refers to an individual’s logical abilities (or the cognitive aspects of intelligence) such as memory, problem solving, how to rationalize and analyze as well as scholastic abilities
    • 26. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 38 Emotional Intelligence (EI) & EQ Emotional Intelligence, also called EI and often measured as an Emotional Intelligence Quotient (EQ), describes an ability, capacity, or skill to perceive, assess, and manage the emotions of one's self, of others, and of groups “Anyone can become angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy.” Aristotle in „Nicomachean Ethics‟ Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
    • 27. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 39 Emotional Intelligence by Goleman “The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books. Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.
    • 28. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) http://www.youtube.com/watch?v=7Qv0o1oh9f4 Video on Emotional & Social Intelligence Interview with Daniel Goleman 40
    • 29. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 42 5 dimensions to help you navigate life, living, and the increasingly diverse workplace we operate in 5 Dimensions of EI by Goleman Goleman, D. (1998) What Makes a Leader?, Harvard Business Review, HBS Publishing Self-Awareness Self-Regulation Motivation Empathy Social Skills
    • 30. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 43 Self-Awareness • The ability to recognise and understand your moods, emotions and drives, as well as their effect on others • Hallmarks –Self-confidence –Realistic self-assessment –Self-deprecating sense of humour Self-Regulation
    • 31. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 44 Self-Regulation (Self-Management) • The ability to control or redirect disruptive impulses and moods • The propensity to suspend judgment – to think before acting • Hallmarks –Trustworthiness and integrity –Comfort with ambiguity / seniority / change –Openness to change Self-Awareness
    • 32. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 45 Motivation • A passion to work for reasons that go beyond money or status • A propensity to pursue goals with energy and persistence • Hallmarks –Strong drive to achieve –Optimism, even in the face of failure –Organisational commitment Motivation
    • 33. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 46 Empathy • The ability to understand the emotional make- up of other people • Skill in treating people according to their emotional reactions • Hallmarks –Expertise in building and nurturing meaningful relationships at all levels –Cross-cultural sensitivity –Service to clients and customers Empathy
    • 34. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 47 Social Skill (Relationship Management) • Proficiency in managing relationships and building networks • An ability to find common ground and build rapport • Hallmarks –Effectiveness in leading change –Persuasiveness –Expertise in building and leading teams Social Skills
    • 35. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 48 Emotional Intelligence by BarOn “The measurement of emotional intelligence in the workplace is the first step towards improving it. The truly intelligent leader is one who is not only “cogtelligent” (cognitively intelligent) but also “emtelligent” (emotionally intelligent).” Reuven Bar-On who coined the term "EQ" in 1985. Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON: Multi-Health Systems, Inc.
    • 36. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 49 Measure of EI – BarOn EQ-i® • Intrapersonal - how we deal with and understand ourselves • Interpersonal - how we understand and deal with others • Adaptability - how we deal with a changing environment • Stress Management - how we manage stress • General Mood - reflecting our sense of pleasure and optimism Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON: Multi-Health Systems, Inc.
    • 37. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 50 Total EQ Leadership Effectiveness Intrapersonal Self Regard Emotional Self Awareness Assertiveness Independence Self Actualisation Interpersonal Empathy Social responsibility Interpersonal relationship Stress Management Stress tolerance Impulse control Adaptability Reality testing Flexibility Problem solving BarOn‟s EI Model General Mood Happiness, Optimism Adapted from Sattar Bawany, „Leadership That Gets Results‟, Human Capital, Vol. 10, Issue 4., October 2010
    • 38. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 51 Business Case for EI Research has shown that EQ can help improve organizational effectiveness in:  Employee commitment, morale, health, and well-being  Innovation/ Creativity  Productivity  Efficiency  Motivation  Sales/ Revenues  Quality of service
    • 39. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 52 "A leader's intelligence has to have a strong emotional component. He has to have high self-awareness, maturity and self-control. He must be able to withstand the heat, handle setbacks and when those lucky moments arise, enjoy success with equal parts of joy and humility. Emotional intelligence is more rare than book smarts, but it is actually more important in the making of a leader." Jack Welch, former Chairman & CEO of GE Inc. Speaking to The Wall Street Journal Leadership and EI
    • 40. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 53  Level 5 Leaders:  Many people have the potential to be Level 5  Ambitious for the organization – not for themselves  Set up their successors for even greater success  Display modesty, are self-effacing and understated  Are driven by a need to produce results  Credit success to others but take responsibility for failure  Level 5 leaders score well on BarOn EQ-i Level 5 Leadership Source: Jim Collins, „Good to Great‟, Harper Collins: 2001
    • 41. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 54 EI and Developing Future Leaders • Successful leaders at all levels demonstrate a high degree of Emotional Intelligence in their role • Emotionally intelligent leaders create an environment of positive morale and higher productivity resulted in sustainable employee engagement • Critical transitional skills include EI competencies such as relationship management; cross cultural communication; effective negotiation and conflict management Bawany, S. (2010). „Maximizing the Potential of Future Leaders: Resolving Leadership Succession Crisis with Transition Coaching‟ In „Coaching in Asia – The First Decade’. Creation Publishing LLP. Download e-copy from: http://www.ipma.com.sg/publications.php
    • 42. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 55 Review Results of Emotional Intelligence Self-Assessment • The purpose of this self-evaluation is to measure your tendencies and abilities within various areas of emotional intelligence • In the space provided next to each of the statements, please write in the number that best describes your agreement with the item, using the scale immediately below. 1 = Disagree Very Much 4 = Agree Slightly 2 = Disagree Moderately 5 = Agree Moderately 3 = Disagree Slightly 6 = Agree Very Much
    • 43. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 56 EI BENCHMARK SCORES EMOTIONAL COMPETENCY BENCHMARK SCORES SELF AWARENESS. 30 SELF REGULATION 29 MOTIVATION 32 EMPATHY 32 SOCIAL SKILLS 34 TOTAL EQ SCORE 157
    • 44. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 58 How the Brain Works  Neocortex  The thinking part of the brain (“Just Say No” circuit)  Six seconds to activate  Amygdala  The brain’s emotional memory bank  Stores memories (failures and victories); scans incoming information for threats and opportunities  “Fight or Flee” Part of the Brain  What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander Hollyfield’s ear during 1997 WBA Match; Zinedine Zidane’s head butted Marco Materazzi during 2006 World Cup’s Finals Soccer Match) Amygdala Thalamus
    • 45. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 59 „Amygdala Hijack‟  This is what happens when people “lose it”  They lose control and end up in a place they didn’t want to be — their emotions are not used effectively  They erupt, shut down, do something extra-ordinarily brave, or otherwise act irrationally  On reflection they find it hard to explain why they acted as they did
    • 46. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 60 1. What would be an example of an „Amygdala Hijack‟ when you are having a performance management with your team member? (Both for you and the other party). 2. What do you need to do to keep your emotions in check? Individual Exercise: „Amygdala Hijack‟
    • 47. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 61 EI Mini Quiz Important Note: The purpose of the following short quiz is to provide you with an application of Emotional Intelligence (EI). The results you get from this quiz are NOT a comprehensive picture of your EQ.
    • 48. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 62 Scenario 1. You are a Gen Y employee in a meeting when a Baby-Boomer colleague takes credit for work that you have done. What do you do? A. Immediately and publicly confront the colleague over the ownership of your work. B. After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work. C. Nothing, it's not a good idea to embarrass colleagues in public. D. After the colleague speaks, publicly thank her for referencing your work and give the group more specific detail about what you were trying to accomplish.
    • 49. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 63 Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics Answer for Scenario 1 The Credit Stealing Colleague: The most emotionally intelligent answer is D. By demonstrating an awareness of work-place dynamics, and an ability to control your emotional responses, publicly recognizing your own accomplishments in a non-threatening manner, will disarm your colleague as well as puts you in a better light with your manager and peers. Public confrontations can be ineffective, are likely to cause your colleague to become defensive. A. 0 Points – Immediately and publicly confront the colleague over the ownership of your work. B. 5 Points – After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work. C. 0 Points – Nothing, it's not a good idea to embarrass colleagues in public. D. 10 Points – After the colleague speaks, publicly thank her for referencing your work and give the group more specific detail about what you were trying to accomplish.
    • 50. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 64 Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics A. Ignore it – the best way to deal with these things is not to react. B. Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated. C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization. D. Suggest to the person telling the joke he go through a diversity training program. Scenario 2: You are a Gen X Manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear a Gen Y employee telling both sexist and racist jokes. What do you do?
    • 51. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 65 The most emotionally intelligent answer is C. The most effective way to create an atmosphere that welcomes diversity is to make clear in public that the social norms of your organization do not tolerate such expressions. Confronting the behavior privately lets the individual know the behavior is unacceptable, but does not communicate it to the team. Instead of trying to change prejudices (a much harder task), keep people from acting on them. A. 0 Points – Ignore it - the best way to deal with these things is not to react. B. 5 Points – Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated. C. 10 Points – Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization. D. 5 Points – Suggest to the person telling the joke he go through a diversity training program. Answer for Scenario 2 The Racist Joke:
    • 52. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 66 Scenario 3. You are a Gen Y Manager and have recently been assigned a Baby Boomer in your team, and have noticed that he appears to be unable to make the simplest of decisions without seeking advice from you. What do you do? A. Accept that he "does not have what it take to succeed around here" and find others in your team to take on his tasks. B. Get an HR manager to talk to him about where he sees his future in the organization. C. Purposely give him lots of complex decisions to make so that he will become more confident in the role. D. Engineer an ongoing series of challenging but manageable experiences for him, and make yourself available to act as his mentor.
    • 53. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 67 The most emotionally intelligent answer is D. Managing multigenerational employees requires high levels of emotional intelligence, particularly if you are going to be successful in maximizing the performance of your team. Often, this means that you need to tailor your approach to meets the specific generational needs of the individual, and provide them with support to help them grow in confidence. A. 0 Points – Accept that he 'does not have what it take to succeed around here' and find others in your team to take on his tasks B. 5 Points – Get an HR manager to talk to him about where he sees his future in the organization C. 0 Points – Purposely give him lots of complex decisions to make so that he will become more confident in the role D. 10 Points – Engineer an ongoing series of challenging but manageable experiences for him, and make yourself his mentor (reverse mentoring) Answer for Scenario 3 The indecisive Baby Boomer Employee:
    • 54. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 68 Module 3 Role of Leaders in Sustaining Engagement During Turbulent Times
    • 55. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 69 Turbulent & Uncertain Times • The Current Realities • What happens to organisations during turbulent times? • Organisational consequences of the 'toxic cocktail‘ – Behaviour 1: Prompt and considered action – Behaviour 2: Honest and consistent communication – Behaviour 3: Emotional connection – Behaviour 4: Inspiration • The role of HR in turbulent times
    • 56. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 70 Achieving Organisational Results • Profitability • ROI • Cost Optimisation • Employee Satisfaction • Employee Loyalty • Company Policies • Rewards and Flexibility • Culture, Espirit De Corps • EQ/EI Competencies • Managerial Skills • Leadership Styles Organisational Results Employee Engagement Organisational Climate Leadership Effectiveness Customer Loyalty • Customer Satisfaction • Service Value/ Relationship Sattar Bawany, “Making Results-based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr- education/commentary/making-results-based-leadership-work-in-singapore, 12 February 2013
    • 57. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 71 Module 4 Leadership Styles & Motivational Management
    • 58. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 72 Goleman’s research collaboration with consulting firm Hay/McBer covering 3,871 executives worldwide to determine what is ‘effective leadership’ lead to classification of six different leadership styles, each springing from different components of emotional intelligence. Leadership That Gets Results Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000
    • 59. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 73 Hay-Goleman‟s Six Leadership Styles 1. Coercive (Directive): “Do what I tell you” 2. Authoritative (Visionary): “Come with me” 3. Affiliative: “People come first” 4. Democratic (Participative): “What do you think?” 5. Pacesetting: “Do as I do, NOW!” 6. Coaching: “Try this” Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000
    • 60. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 74 Coercive (Directive)  aims to achieve immediate compliance  one-way directive conversation  seeks tight control over situations  Appropriate for dealing with crisis situations or problem employees  Not to use with talented or self-motivated staff “Do it the way I tell you”
    • 61. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 75 Authoritative (Visionary)  aims to provide long-term direction/vision  allows employee input but retains control over decision  seeks to influence to gain buy-in  Appropriate to use with new staff or when a new direction has to be communicated  Not recommended for sophisticated & experienced staff “Firm but fair”
    • 62. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 76 Affiliative  aims to promote harmony & co-operation  seeks to smooth tensions and resolve work/family conflicts  seeks to be liked as a manager  Appropriate to use when tasks are routine or employees need support  Not recommended when negative feedback is required “People first, task second”
    • 63. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 77 Democratic (Participative)  aims to build group consensus for decision-making  heavy emphasis on team participation  employees are trusted to have skills & drive  Appropriate when working with good staff with ample time for decision-making  Not recommended when a particular answer is needed “I’d like you to participate”
    • 64. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 78 Pacesetting  aims to accomplish quality work yourself  models high standards & expects them in others  delegates only to good performers  Appropriate when dealing with staff who can perform independently  Not recommended with staff who need feedback & support “Do it myself”
    • 65. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 79 Coaching  aims towards professional growth of employees  helps people identify strengths/weakness  encourages honest self- assessment  Appropriate with employees interested in being innovative or developing career  Not recommended when explicit direction is required “I’d like to help you develop your potential”
    • 66. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 80 Impact of Leadership Styles  Leaders who have mastered 4 or more styles create the best business performance  The most effective leaders can switch flexibly between leadership styles in response to the situation  Coaching, Authoritative, Affiliative, Democratic & styles have a positive impact on organisational climate  Coercive & Pacesetting can have a negative impact on the working environment Source: Goldman, D., ‘Leadership That Gets Results’, HBR, March-April 2000
    • 67. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 86 Organizational Climate  Organizational climate, economic conditions and competitive dynamics are the main drivers of performance  Direct correlation between organizational climate and performance – good results, return on sales, revenue growth, efficiency, profitability etc.  Organizational climate accounts for nearly one-third of results – so is very important.
    • 68. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 87 Drivers Of Performance Performance Organizational climate Economic conditions Competitive dynamics This is set by the leader, and has an important effect on the overall performance Leader has little control over these factors
    • 69. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 88 1. Flexibility: do employees feel free to innovate? 2. Responsibility: how employees relate to organization 3. Standards: level which are set 4. Rewards: are these appropriate? 5. Clarity: of mission and values 6. Commitment: to a common purpose What Is Organizational Climate? Refers to six key factors which influence an organization's working environment:
    • 70. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 89 Coercive Authoritative Affiliative Leader‟s Modus Operandi Demands immediate compliance Mobilizes people toward a vision Creates harmony and builds emotional bonds The Style in a phrase Do what I tell you Come with me People come first Underlying emotional intelligence competencies Drive to achieve, initiative, self-control Self-confidence, empathy, change catalyst Empathy, building relationships, communication When the style works best In a crisis, to kick start a turnaround, or with problem employees When changes require a new vision, or when a clear direction is needed To heal rifts in a team or to motivate people during stressful circumstances Overall impact on climate Negative Most strongly positive Positive Managerial Styles & EI Competencies Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000
    • 71. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 90 Democratic Pacesetting Coaching Leader‟s Modus Operandi Forges consensus through participation Sets high standards for performance Develops people for the future The Style in a phrase What do you think Do as I do, now. Try this Underlying emotional intelligence competencies Collaboration, team leadership, communication Conscientiousness, drive to achieve, initiative Developing others, empathy, self- awareness When the style works best To build buy-in or consensus, or to get input from valuable employee To get quick results form a highly motivated and competent team To help an employee improve performance or develop long-term strengths Overall impact on climate Positive Negative Positive Managerial Styles & EI Competencies Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000
    • 72. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 95 Motivational Management David McClelland's Three Social Motives
    • 73. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 96 The Three Social Motives by David McClelland  McClelland‟s theory that proposes that certain types of needs are acquired during an individual‟s lifetime  Three needs most frequently studied:  Need for Achievement (n Ach)  Need for Affiliation (n Aff),  Need for Power (n Pow).
    • 74. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 97 Achievement Defining and attaining goals and results Power Influencing others and having an impact Affiliation Establishing and maintaining positive personal relationships Motives Achievement Defining and attaining goals and results Power Influencing others and having an impact Affiliation Establishing and maintaining positive personal relationships Motives The Three Social Motives
    • 75. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 98 Need for Achievement (n Ach)  Meeting or surpassing a self-imposed standard of excellence  Outperforming others, meeting or exceeding targets  Choosing and defining goals that are realistically attainable  Striving to make a unique contribution  Seeking feedback about the success of one‟s action  Taking actions that can be identified as one‟s own  Advancing one‟s own career
    • 76. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 99 Need for Affiliation (n Aff)  Being liked and accepted  Ensuring one‟s relationships are working well  Being involved with people in work situations  Being part of a group or team  Minimising conflict  Enjoying task situations where performance is demonstrated in working with others in a cooperative atmosphere
    • 77. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 100 Need for Power (n Pow)  Having an impact and influence on others  Being interested in status and position  Giving advice, assistance, support, and help to others  Being predisposed to persuading others  Being actively interested and involved in the politics of one‟s organization  Having control of situations  “Personalized Power‟‟ and “Socialized Power”
    • 78. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 101 Summary of The Three Social Motives
    • 79. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 102 Points to Remember  Most people have a mixture of all three motives; you need to look for the ones that are the strongest  Motives remain relatively stable  Assess motivational needs over time  Avoid attributing motivation on limited data, review the clues and checklist provided in your Workbook  Be careful not to confuse your own motivations with those of your employees
    • 80. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 103 Individual Exercise: ‘Increasing Your Leadership Influence & Effectiveness with a Stakeholder’
    • 81. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 104 Individual Exercise: Increasing Influence with Your Stakeholders Based on your knowledge of this individual, what do you think his or her motivational profile might be? Complete the Tasks and Answer the Questions in the Workbook. H igh M od Low n A ch n A ff n Pow PURPOSE: To develop a plan to better manage and greater influence of a stakeholder (direct report or peer).
    • 82. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 105 Summary: Research on Profiles of Successful Leaders • Research was conducted at how motives and leadership style affect a group’s climate and performance by studying 21 managers at IBM • The findings were published in HBR June 2006, where it was found that 11 of the 21 managers created strong or energizing work climates. These leaders were driven primarily by the desire to achieve, but they were also driven more by the need for affiliation and power than the other executives, who created neutral or demotivating climates. • Moreover, the 11 managers employed at least four of the six managerial styles described in this article, using each when appropriate to the circumstances. • The challenge is to seek an approach to leadership that uses socialized power to keep achievement in check.
    • 83. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 106 Module 5 Integrative Case Study Putting It All Together
    • 84. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 107 Integrative Case Study – The USS Florida QUESTIONS FOR GROUP DISCUSSION 1. Analyse Alfonso’s leadership style(s) as seen from the case. What might account for the fact that he behaved or adopted the specific style(s) as captain of the USS Florida? 2. Which do you think a leader should be more concerned about aboard a nuclear submarine – high certification grades (Need for Achievement) or high-quality interpersonal relationships (Need for Affiliation)? Do you agree with Admiral Sullivan’s decision to fire Alfonso? Discuss. 3. Discuss Commander Alfonso’s level of emotional intelligence in terms of the Goleman’s EI Competencies as discussed in earlier Module. What advice would you give him? 20 minutes
    • 85. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 108 Video Case: ‘Crimson Tide’ (Leadership Styles in Action) Opening Scene – Background Leadership Styles Read the Video Synopsis once again in Workbook if necessary Inspirational Speech
    • 86. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 118 Module 6 Summary & SMART Personal Leadership Development Plan Putting It All Together
    • 87. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 119 Individual Exercise: Self Reflection • What is one point or story you heard during the Masterclass that motivates you to develop further your E.I. in the workplace? Why? • Describe an incident where you intentionally demonstrated an E.I. domain or competence to create an environment for optimal performance. What exactly did you do? How did it turn out? • Which of the six leadership styles do you tend to use most naturally? Is there one that you overuse? Why? Is there one that you under use? Why? • Is there a style that seems more “acceptable” in your organization? If so, what is it? How could you become more effective at that style?
    • 88. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 122 Appendix Recommended Further Readings and Videos in the Participants’ Resource Workbook
    • 89. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 123 Appendix Compilation of Articles of Interest for Post-Workshop Readings (Related to the Themes on Leadership Effectiveness, Leadership Styles, Motivational Management and Managerial Coaching)
    • 90. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 124 http://www.youtube.com/watch?v=03o1JZ7c7gI Video on What Makes a Great Leader?
    • 91. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 125 If you do tomorrow what you did yesterday Your Future is History…………… If you do tomorrow what we’ve covered today Your Future is Historic!!! Final Thoughts…
    • 92. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Eduquest International Institute) 126 Prof Sattar Bawany CEO, Centre for Executive Education (CEE) C-Suite Master Executive Coach, EDA Senior Advisor, Eduquest International Institute Email: sattar.bawany@qscasia.com Articles: www.ipma.com.sg/publications.php Slideshare: www.slideshare.net/ipma_singapore LinkedIn: www.linkedin.com/in/bawany Facebook: www.facebook.com/ipma.singapore Twitter: www.twitter.com/sattarbawany Further Dialogue on Social Media