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

Copyright @2013 Centre for Executive Education Pte Ltd
(Strategic Partner of Executive Development Associates Inc.)
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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”

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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?

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Getting to Know Yourself

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Module 1:
Introduction and
Workshop Objectives

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About
Centre for Executive
Education (CEE)
 Executive Education
 Leadership & High
Potential Development
 Executive Coaching
 Succession Planning
 Executive Assessment
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CEE is the Affiliate Partner of Executive Development Associates (EDA),
a global leader in executive development & coaching since 1982.

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• 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

• 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

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S
C
O
P
E
HARE
HALLENGE
PEN MINDED
LAN OF ACTION
NJOY OURSELVES
The S.C.O.P.E. Approach

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• 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

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Video on
“The Workforce of Tomorrow”
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Source: http://www.youtube.com/watch?v=aM1YQVtlxHk

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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

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Module 2
Leading a Multigenerational
Workforce

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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.

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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.

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• 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

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 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/

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VIDEO ON
GENERATIONAL DIFFERENCES
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Source: http://www.youtube.com/watch?v=i4JxRqWkNlQ

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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

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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

Source: The Straits Times, Singapore 8 April 2010

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Generational Differences

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Virtually fun and new languages
www.urbandictionary.com

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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

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• 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

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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

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Module 3
Sustaining Engagement
with Emotional & Social
Intelligence

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You CAN change this !

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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

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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.

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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.

http://www.youtube.com/watch?v=7Qv0o1oh9f4
Video on Emotional & Social Intelligence
Interview with Daniel Goleman
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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

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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

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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

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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

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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

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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

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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

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EI BENCHMARK SCORES
EMOTIONAL COMPETENCY BENCHMARK SCORES
SELF AWARENESS. 30
SELF REGULATION 29
MOTIVATION 32
EMPATHY 32
SOCIAL SKILLS 34
TOTAL EQ SCORE 157

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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

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‘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

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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’

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Module 4
Developing an Engaging
Organizational Climate

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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

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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”

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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”

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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”

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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”

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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”

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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”

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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

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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.

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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:

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Motivational Management
David McClelland's
Three Social Motives

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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).

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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

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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

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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

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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”

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Summary of The Three Social
Motives

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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

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Individual Exercise:
‘Increasing Your Leadership Influence &
Effectiveness with a Team Member’

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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).

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Module 5
Integrative Video and Quiz on
Leading and Engaging a
Multigenerational Workforce

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Source: http://www.youtube.com/watch?v=rDAdaaupMno

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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.

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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.

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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.

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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?

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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.
The Racist Joke:

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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.

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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)
The indecisive Baby Boomer Employee:

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Module 6
Crafting a SMART Personal
Leadership Development Plan

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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?

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• 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

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Appendix
Recommended Further
Readings and Videos in the
Participants’ Resource
Workbook

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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
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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

82
http://www.youtube.com/watch?v=03o1JZ7c7gI
Leading a Gen Y and Gen Z Employees

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…

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

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

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