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Cee seacen masterclass on harnessing potential of multi generational workforce 9 september 2013 final

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Cee seacen masterclass on harnessing potential of multi generational workforce 9 september 2013 final

  1. 1. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 1 Prof Sattar BawanyProf Sattar Bawany CEO & Master Executive Coach, Centre for Executive Education (CEE) Senior Advisor & Master Facilitator, Corporate Learning Solutions (CLS) Managing Director, Asia Pacific of Executive Development Associates (EDA) 9 September 2013, CBSL Conference Hall (C3) – Tower 1, Level 14 Masterclass on “Harnessing Potential of Multi-Generational Workforce to Build Capacity in Central Banks”
  2. 2. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 2 Every morning in Asia, a tiger wakes up. It knows it must outrun the slowest deer or it will starve to death. Every morning in Asia, 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. 3. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 3 Getting to Know Yourself
  4. 4. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 4 Module 1: Introduction and Workshop Objectives
  5. 5. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 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. 6. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 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. • Corporate Learning Solutions (CLS) is a Strategic Affiliate Partner of CEE and anApproved Training Provider of IPMA in Malaysia. CLS focuses on sourcing the best Malaysian and global trainers, consultants and speakers to support companies and institutions to stay at the cutting edge of knowledge and execution. Who We Are
  7. 7. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) • CEO of Centre for Executive Education (CEE) • MD & C-Suite Master Executive Coach, EDA • Strategic Advisor, IPMA Asia Pacific • Senior Advisor & Master Facilitator, CLS • 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. 8. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 8 S C O P E HARE HALLENGE PEN MINDED LAN OF ACTION NJOY OURSELVES The S.C.O.P.E. Approach
  9. 9. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 9 • Understand the Differences Between Traditionalist, Baby Boomers, Gen X and Gen Y • Understand how Generational Differences are impacting the Workplace • Discover what Emotional Intelligence is and why it matters • Develop the Ability to Lead and Engage a Multigenerational Workforce • Learn how to Better Communicate across a Multi-Generational Workforce • Develop a SMART Action Plan for enhancing their Leadership Effectiveness in leading and engaging a multi-generational workforce This Masterclass will provide you with a foundation of knowledge that will enable you to: Workshop Objectives
  10. 10. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 10 Video on “The Workforce of Tomorrow” 10 Source: http://www.youtube.com/watch?v=aM1YQVtlxHk
  11. 11. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 11 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
  12. 12. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 12 Module 2 Leading a Multigenerational Workforce
  13. 13. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 13 Danger or Opportunity? Our multigenerational work environment can be a source of positive challenge, opportunity and significant growth if managed effectively and leveraged to meet the business goals of our organization.
  14. 14. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 14 Shifting Demographics • By 2017, workers in the US, Canada, France, Germany, Japan, Singapore., Italy and the U.K. aged 50 and over will make up more than 40% of the workforce (AARP Profit from Experience, 2007) and will be poised to retire in large numbers within the next ten years. • Gen X represents a much smaller pool of available workers and will not be able to fill the positions left vacant by retirements (Institute for the Future, 2003). • In light of this predicted labor and skills shortage, it is imperative for forward-thinking companies to focus on retaining older workers and increasing their ability to recruit and engage younger workers.
  15. 15. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 15 • Profitability/ROI • Cost Optimisation • Employee Turnover / Retention • Employee Satisfaction • Employee Loyalty • Policy on CSR, Sabbatical • Rewards and Flexibility • Culture, Espirit De Corps • EQ Level & EI Competencies • Servant Leadership/Level 5 • Repertoire Leadership Styles Organisational Results Talent Engagement Organisational Climate Leadership Effectiveness Customer Loyalty • Customer Satisfaction • Service Value/ Relationship Bawany, S. (2011) “Ways to achieve Organisational Success: Role of Leaders in Engaging the Multi-Generational Workforce” published by Singapore Business Review, 1st November 2011. http://sbr.com.sg/hreducation/commentary/ways-achieve-incredible-organizational-success-0 Engaging Your Multi-Generational Talent
  16. 16. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 16  Baby Boomers are retiring at the rate of one every eight seconds  The vast majority of organizational leaders are Baby Boomers with the most typical age being 58 years old  There are 11% fewer Gen Xers than Baby Boomers  Generation Y (twenty-five and under) will not be senior management/ leadership material for years to come Research: The New Realities Source: http://www.executivedevelopment.com/product/decades-of-differences/
  17. 17. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 17 VIDEO ON GENERATIONAL DIFFERENCES 17 Source: http://www.youtube.com/watch?v=i4JxRqWkNlQ
  18. 18. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 18 Gen Z/ i-Generation / Linksters Generation Y / Millenials Generation XBaby BoomersTraditionalists 68 and over 50-67 33-49 19-32 18 and under 1922-1945 1946-1964 1965-1980 1981-1994 1995-2010 Value logic and discipline, stability, want a legacy Idealistic, competitive, questions authority, dislikes change, recognition, stellar career Work/life balance, career portability, flexible, some anxiety, dislike micro management Value diversity, technologically superior, change, want meaningful work, embrace selected technologies and don’t let go Technology a part of life, never lost, multi-profiled, multi collaborators, multi personality multi locations The 5 Generational Traits
  19. 19. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 19 Generational Work Perspectives Generation Years Born Work Perspectives Traditionalists 1922 - 1945 “Company loyalty” - Believed they'd work for the same company their entire career. Boomers 1946 - 1964 “Live to work” - Believe in putting in face time at the office. Women enter the workforce in large numbers. Gen Xers 1965 - 1980 “Work to live” - Believe that work should not define their lives. Dual-earner couples become the norm. Gen Yers (Millennials) 1981 - 1994 “Work my way” - Devoted to their own careers, not to their companies. Desire meaningful work. Gen Zers (Linksters) 1995 to present “Living and Working their way” - Their struggles in the work environment are tied to their youth and inexperience. Desire for change, stimulation, learning and promotion that will conflict with traditional organisational hierarchies. Sattar Bawany, ‘Unlocking unlocking the benefits of a multi-generational workforce in Singapore’, http://sbr.com.sg/hr-education/commentary/unlocking-benefits-multi-generational-workforce-in-singapore, published in Singapore Business Review on 24 January 2013
  20. 20. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) Source: The Straits Times, Singapore 8 April 2010
  21. 21. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 22 Generational Differences
  22. 22. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 23 Virtually fun and new languages www.urbandictionary.com
  23. 23. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 24 Bringing a New Type of Language to the Workplace • Your gf is getto lol • Rofl nah she’s cool • Lol coolies ttyl gtg pos Your girlfriend is lower class laugh out loud Rolling on the floor… Laugh out loud, stay cool, talk to you later, got to go, parents over (my) shoulder
  24. 24. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 25 • Career development and empowerment is critical to the engagement of Gen Y at global investment bank • Engagement happens when Gen Y feel safe to take action on their own initiative • Gen Y feel safe when they trust their environment • Gen Y trust their environment when they feel fairly treated by it • The key is to create a culture of trust in organizations Case Study: Engaging Gen Y Fairness Trust Feel Safe Engaged
  25. 25. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 26 Group Exercise: Productivity Of Multi-Generational Workforce • What is the impact a multi-generational workforce has on effectiveness and productivity in central banks organisations? • What are the operational challenges and how would you resolve them? What are your recommendations? Duration: 15 minutes
  26. 26. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 27 Module 3 Sustaining Engagement with Emotional & Social Intelligence
  27. 27. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 28 You CAN change this !
  28. 28. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 29 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
  29. 29. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 30 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.
  30. 30. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 31 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.
  31. 31. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) http://www.youtube.com/watch?v=7Qv0o1oh9f4 Video on Emotional & Social Intelligence Interview with Daniel Goleman 32
  32. 32. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 33 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
  33. 33. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 34 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
  34. 34. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 35 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
  35. 35. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 36 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
  36. 36. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 37 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
  37. 37. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 38 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
  38. 38. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 39 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
  39. 39. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 40 EI BENCHMARK SCORES EMOTIONAL COMPETENCY BENCHMARK SCORES SELF AWARENESS. 30 SELF REGULATION 29 MOTIVATION 32 EMPATHY 32 SOCIAL SKILLS 34 TOTAL EQ SCORE 157
  40. 40. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 41 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
  41. 41. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 42 ‘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
  42. 42. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 43 1. What would be an example of an ‘Amygdala Hijack’ when you are having a performance management with your Gen Y team member? (Both for you and Gen Y colleague). 2. What do you need to do to keep your emotions in check? Group Exercise: ‘Amygdala Hijack’
  43. 43. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 44 Module 4 Developing an Engaging Organizational Climate
  44. 44. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 45 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
  45. 45. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 46 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”
  46. 46. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 47 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”
  47. 47. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 48 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”
  48. 48. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 49 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”
  49. 49. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 50 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”
  50. 50. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 51 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”
  51. 51. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 52 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
  52. 52. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 53 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.
  53. 53. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 55 1. Flexibility: do employees feel free to innovate? 2. Responsibility: how employees relate to organization 3. Standards: level of excellence which are set 4. Rewards: are these appropriate? 5. Clarity: of mission and values 6. Commitment: to a common purpose (mission/vision) What Is Organizational Climate? Refers to six key factors which influence an organization's working environment:
  54. 54. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 57 Motivational Management David McClelland's Three Social Motives
  55. 55. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 58 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).
  56. 56. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 59 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
  57. 57. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 60 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
  58. 58. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 61 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
  59. 59. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 62 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”
  60. 60. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 63 Summary of The Three Social Motives
  61. 61. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 64 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
  62. 62. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 65 Individual Exercise: ‘Increasing Your Leadership Influence & Effectiveness with a Team Member’
  63. 63. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 66 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. High Mod Low n Ach n Aff n Pow PURPOSE: To develop a plan to better manage and greater influence of a stakeholder (direct report or peer).
  64. 64. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 67 Module 5 Integrative Video and Quiz on Leading and Engaging a Multigenerational Workforce
  65. 65. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 68 Source: http://www.youtube.com/watch?v=rDAdaaupMno
  66. 66. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 69 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.
  67. 67. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 70 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.
  68. 68. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 71 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.
  69. 69. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 72 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?
  70. 70. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 73 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:
  71. 71. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 74 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.
  72. 72. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 75 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:
  73. 73. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 76 Module 6 Crafting a SMART Personal Leadership Development Plan
  74. 74. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 77 Individual Exercise: Creating a SMART Personal Development Plan Specific Goal Measurement When I achieve this goal, I will know I am successful because: Other people will notice the following difference(s): Actions What action will I take? What will I do differently? Reality Check Is this goal achievable? Why is this goal important?” What resource(s) do I need? Funding? Support? Timeline When will I start? When do I expect to meet my goal?
  75. 75. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 78 • Build Team Spirit by talking about the generational issues to depersonalize the conflict that arises due to the differences. • Recognize and celebrate the Differences. • Effective Communication - Seek to understand and only then to be understood. • Engage through Managerial Coaching • Encourage Constant Feedback and show recognition for Y-er’s & Z-er’s contribution • Opportunities for Career Advancement and Good Relationships are key factors • Learn to use Technology – it is here to stay! In Conclusion: Key to Success
  76. 76. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 79 Appendix Recommended Further Readings and Videos in the Participants’ Resource Workbook
  77. 77. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 80 Key Readings and Resource AON-Hewitt (2012), 2012 Trends in Global Employee Engagement: http://www.aon.com Bawany, S. (2010), ‘Leadership That Gets Results’, Human Capital, Vol. 10, Issue 4. Bawany, S. (2013), Harnessing the Potential of Multigenerational Workforce, IBR Goleman, D. (2000) ‘Leadership That Gets Results’ Harvard Business Review. March–April. Whitmore, J. (2009) 4th ed., Coaching for Performance, Growing People, Performance and Purpose, Nicholas Brearly. Stein, S. J. & Book, H. E. (2003). The EQ Edge: Emotional Intelligence and your Success. Toronto, CEE Published Articles on Talent Management: http://www.ipma.com.sg/publications.php CEE Presentations on TM: http://www.ipma.com.sg/speaking-engagements.php 80
  78. 78. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 81 Harvard Video on Emotional & Social Intelligence: Interview with Daniel Goleman: http://www.youtube.com/watch?v=7Qv0o1oh9f4 Primal Leadership - The Leader's Mood Drives a Staggering 30% of Performance: http://www.youtube.com/watch?v=jZ6_-WhjT8I TED Talk by Simon Sinek on Inspiring Leadership: http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html Managing Gen Y: Interview with Tammy Erickson http://www.youtube.com/watch?v=rDAdaaupMno What Motivates Gen Y and Baby Boomer Talent http://www.youtube.com/watch?v=fVHnug8H1MM 81 Recommended Videos
  79. 79. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 82 http://www.youtube.com/watch?v=03o1JZ7c7gI Leading a Gen Y and Gen Z Employees
  80. 80. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 83 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…
  81. 81. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Executive Development Associates Inc.) 84 Prof Sattar Bawany CEO, Centre for Executive Education (CEE) Senior Advisor, Corporate Learning Solutions (CLS) Master Executive Coach, Executive Development Associates (EDA) Email: sattar.bawany@ipma.com.sg 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

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