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CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
CEE Masterclass on Developing Managerial & Team Excellence
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CEE Masterclass on Developing Managerial & Team Excellence

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  • 1. Copyright @2013 Centre for Executive Education Pte Ltd 1 Prof Sattar Bawany CEO, Centre for Executive Education Senior Advisor & Master Facilitator, Cicom Brains Asia Saturday, 22 June 2013 WORKSHOP ON DEVELOPING MANAGERIAL AND TEAM EXCELLENCE WITH EQ
  • 2. Copyright @2013 Centre for Executive Education Pte Ltd 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. Copyright @2013 Centre for Executive Education Pte Ltd 3 The “RAT” Personality Exercise
  • 4. Copyright @2013 Centre for Executive Education Pte Ltd 4 About Centre for Executive Education Executive Education  Leadership & High Potential Development  Executive Coaching  Succession Planning  Executive Assessment
  • 5. Copyright @2013 Centre for Executive Education Pte Ltd 5 • 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 Kent, UK with Regional Offices in Europe, Africa and Asia Pacific • 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. • Cicom Brains is a Strategic Partner of CEE; and helps Japanese companies address the important business challenge of training locally hired staff, by offering comprehensive support in processes ranging from planning to the execution of training programmes. Who We Are
  • 6. Copyright @2013 Centre for Executive Education Pte Ltd 6 • CEO, Centre for Executive Education • Strategic Advisor & C-Suite Coach with IPMA / EDA Asia Pacific • Senior Advisor & Master Facilitator/Coach, Cicom Brains Asia • Immediate Past Co-Chair of the Human Capital Committee of the American Chamber of Commerce in Singapore (AmCham Singapore). • Member of Frontier Strategy Group‟s Expert Advisory Network (EAN) for Talent Management issues in Asia Pacific advising CEOs and CHROs of global and regional organisations. • Over 25 years‟ international business management in executive coaching, facilitation, leadership development and training • Adjunct Professor of Strategy at Paris Graduate School of Management teaching international business strategies, leadership development and human resource courses • Previously assumed senior leadership roles with global management & HR consulting firms: DBM Asia Pacific, Mercer Human Resource Consulting, The Hay Group and Forum Corp About Your Workshop Facilitator
  • 7. Copyright @2013 Centre for Executive Education Pte Ltd 7 S C O P E HARE HALLENGE PEN MINDED LAN OF ACTION NJOY OURSELVES The S.C.O.P.E. Approach
  • 8. Copyright @2013 Centre for Executive Education Pte Ltd 8 LEADERSHIP (KING) YOU EYES HEART EAR UNDIVIDED ATTENTION How to Benefit from the Program
  • 9. Copyright @2013 Centre for Executive Education Pte Ltd 9 • 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
  • 10. Copyright @2013 Centre for Executive Education Pte Ltd 10 Focus on Business Results Drivers Specify and Communicate Expected Behaviours Lead Strategy Execution Leading to Achieve Results
  • 11. Copyright @2013 Centre for Executive Education Pte Ltd 11 11 Module 1 Introduction & Objectives
  • 12. Copyright @2013 Centre for Executive Education Pte Ltd 12  Workshop Objectives & ‘S.C.O.P.E.’ Approach  Top Lessons Leant on Executive Derailment  Demystifying IQ and EQ as Predictor of Success at Work  The Goleman’s and Bar-On Emotional Intelligence (E.I.) Framework  Measuring Your EQ – Self Assessment & Mini-Quiz on Multi-Gen and EQ  Impact of EQ on Managerial Effectiveness  The Six Leadership Styles and Underlying EI Competencies  Motivational Management Framework  Integrative Case Study: ‘USS Florida’  Individual Exercise: SMART Personal Leadership Development Plan Workshop Agenda
  • 13. Copyright @2013 Centre for Executive Education Pte Ltd 13 • Understand the importance of Emotional Intelligence in organizations, • Understand why EQ is critical for great performance and leadership effectiveness • Assess own EQ profile using a EQ self-assessment tool • Develop a personal EQ development strategy • Apply the McClelland's Motivational Management Framework at Work • Understand the impact of EQ on Team Effectiveness • 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
  • 14. Copyright @2013 Centre for Executive Education Pte Ltd 14 “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
  • 15. Copyright @2013 Centre for Executive Education Pte Ltd 15  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
  • 16. Copyright @2013 Centre for Executive Education Pte Ltd 16 Video: What is a Good Leader?
  • 17. Copyright @2013 Centre for Executive Education Pte Ltd 17 1. Acting with an insensitive, abrasive, intimidating style 2. Lack of relationship management skills including collaborative, interpersonal and team effectiveness skills 3. The inability to respond quickly and flexibly to rapidly changing market conditions 4. Lack of cross cultural communication skills 5. Failing to make the boss/organization's priorities a high priority Top Lessons on Executive Derailers
  • 18. Copyright @2013 Centre for Executive Education Pte Ltd 18  Leadership is setting a new direction or vision for a group that they follow, i.e: a leader is the spearhead for that new direction.  Management controls or directs people/resources in a group according to principles or values that have already been established. Leadership vs. Management
  • 19. Copyright @2013 Centre for Executive Education Pte Ltd 19 Usually viewed as getting things done through other people in order to achieve stated organizational objectives. Is regarded as relating to people working within a structured organization and with prescribed roles. What Is Management?
  • 20. Copyright @2013 Centre for Executive Education Pte Ltd 20 Is often associated with the willing and enthusiastic behavior of followers. Does not necessarily take place within the hierarchical structure of the organization. Can be seen primarily as an inspirational process. 1 2 3 What Is Leadership?
  • 21. Copyright @2013 Centre for Executive Education Pte Ltd 21 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
  • 22. Copyright @2013 Centre for Executive Education Pte Ltd 2222 Group Activity: Management vs. Leadership (Pg. 16) 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?
  • 23. Copyright @2013 Centre for Executive Education Pte Ltd 23 Module 2 Demystifying IQ and EQ
  • 24. Copyright @2013 Centre for Executive Education Pte Ltd 24 You CAN change this !
  • 25. Copyright @2013 Centre for Executive Education Pte Ltd 25 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 26 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 27 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 http://www.youtube.com/watch?v=7Qv0o1oh9f4 Video on Emotional & Social Intelligence Interview with Daniel Goleman 28
  • 29. Copyright @2013 Centre for Executive Education Pte Ltd 29 Goleman‟s EI Model Self Awareness  Emotional Self Awareness  Accurate Self Assessment  Self Confidence Social Awareness  Empathy  Organizational Awareness  Service Orientation Self Management  Self Control  Trustworthiness  Conscientiousness  Adaptability  Achievement Orientation  Initiative Relationship Management Visionary Leadership  Influence  Developing Others  Communication  Change Catalyst  Conflict Management  Building Bonds  Teamwork & Collaboration Goleman, D. (2000) Leadership That Gets Results. Harvard Business Review. March-April
  • 30. Copyright @2013 Centre for Executive Education Pte Ltd 30 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.
  • 31. Copyright @2013 Centre for Executive Education Pte Ltd 31 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.
  • 32. Copyright @2013 Centre for Executive Education Pte Ltd 32 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
  • 33. Copyright @2013 Centre for Executive Education Pte Ltd 33 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
  • 34. Copyright @2013 Centre for Executive Education Pte Ltd 34 "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
  • 35. Copyright @2013 Centre for Executive Education Pte Ltd 35  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
  • 36. Copyright @2013 Centre for Executive Education Pte Ltd 36 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
  • 37. Copyright @2013 Centre for Executive Education Pte Ltd 37 Module 3 Measurement of Emotional Intelligence (Emotional Quotient – EQ)
  • 38. Copyright @2013 Centre for Executive Education Pte Ltd 38 EMOTIONAL INTELLIGENCE SELF-EVALUATION • 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. Copyright @2013 Centre for Executive Education Pte Ltd 39 New Discoveries in Neurophysiology Amygdala Thalamus  Sensory signals from hearing and sight travel from the thalamus then on to both the neocortex (the “thinking” brain) and amygdala (center of emotional intelligence) simultaneously. The amygdala is a faster processor.  The amygdala’s processing of information includes physiological responses (increased heartbeat, glandular secretions, etc.)
  • 40. Copyright @2013 Centre for Executive Education Pte Ltd 40 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 WBA Match; Zinedine Zidane’s head butt during 2006 World Cup’s Finals Soccer Match)
  • 41. Copyright @2013 Centre for Executive Education Pte Ltd 41 „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. Copyright @2013 Centre for Executive Education Pte Ltd 42 1. What would be an example of an „Amygdala Hijack‟ when you are having a challenging situation or tough conversation with your boss/peer/subordinates? (Both for you and the other party). 2. What do you need to do to keep your emotions in check? Individual Exercise: „Amygdala Hijack‟
  • 43. Copyright @2013 Centre for Executive Education Pte Ltd 43 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.
  • 44. Copyright @2013 Centre for Executive Education Pte Ltd 44 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.
  • 45. Copyright @2013 Centre for Executive Education Pte Ltd 45 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.
  • 46. Copyright @2013 Centre for Executive Education Pte Ltd 46 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? 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.
  • 47. Copyright @2013 Centre for Executive Education Pte Ltd 47 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:
  • 48. Copyright @2013 Centre for Executive Education Pte Ltd 48 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.
  • 49. Copyright @2013 Centre for Executive Education Pte Ltd 49 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:
  • 50. Copyright @2013 Centre for Executive Education Pte Ltd 50 Module 4 Impact of EQ on Managerial Effectiveness
  • 51. Copyright @2013 Centre for Executive Education Pte Ltd 51 Achieving Organisational Results • Profitability • ROI • Cost Optimisation • Employee Satisfaction • Employee Loyalty • Company Policies • Rewards and Flexibility • Culture, Espirit De Corps • EQ/EI Competencies • Leadership Styles • Ontological Humility 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
  • 52. Copyright @2013 Centre for Executive Education Pte Ltd 52 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: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000
  • 53. Copyright @2013 Centre for Executive Education Pte Ltd 53 Goleman‟s Six Leadership Styles 1. Coercive (Commanding): “Do what I tell you” 2. Authoritative (Visionary): “Come with me” 3. Affiliative: “People come first” 4. Democratic: “What do you think?” 5. Pacesetting: “Do as I do, NOW!” 6. Coaching: “Try this” Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000
  • 54. Copyright @2013 Centre for Executive Education Pte Ltd 54 Coercive  aims to achieve immediate compliance  one-way directive conversation  seeks tight control over situations  dealing with crisis situations or problem employees  with talented or self- motivated staff “Do it the way I tell you”
  • 55. Copyright @2013 Centre for Executive Education Pte Ltd 55 Authoritative  aims to provide long-term direction/vision  allows employee input but retains control over decision  seeks to influence to gain buy-in  with new staff or when a new direction has to be communicated  with sophisticated & experienced staff “Firm but fair”
  • 56. Copyright @2013 Centre for Executive Education Pte Ltd 56 Affiliative  aims to promote harmony & co-operation  seeks to smooth tensions and resolve work/family conflicts  seeks to be liked as a manager  when tasks are routine or employees need support  when negative feedback is required “People first, task second”
  • 57. Copyright @2013 Centre for Executive Education Pte Ltd 57 Democratic  aims to build group consensus for decision- making  heavy emphasis on team participation  employees are trusted to have skills & drive  working with good staff with ample time for decision- making  when a particular answer is needed “I’d like you to participate”
  • 58. Copyright @2013 Centre for Executive Education Pte Ltd 58 Pacesetting  aims to accomplish quality work yourself  models high standards & expects them in others  delegates only to good performers  dealing with staff who can perform independently  with staff who need feedback & support “Do it myself”
  • 59. Copyright @2013 Centre for Executive Education Pte Ltd 59 Coaching  aims towards professional growth of employees  helps people identify strengths/weakness  encourages honest self- assessment  with employees interested in being innovative or developing career  when explicit direction is required “I’d like to help you develop”
  • 60. Copyright @2013 Centre for Executive Education Pte Ltd 60 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  Authoritative, Affiliative, Democratic & Coaching styles have a positive impact on organisational climate  Coercive & Pacesetting can have a negative impact on the working environment Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000
  • 61. Copyright @2013 Centre for Executive Education Pte Ltd 61 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
  • 62. Copyright @2013 Centre for Executive Education Pte Ltd 62 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
  • 63. Copyright @2013 Centre for Executive Education Pte Ltd 63 Module 5 Motivating the Team to Success David McClelland's Three Social Motives
  • 64. Copyright @2013 Centre for Executive Education Pte Ltd 64 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).
  • 65. Copyright @2013 Centre for Executive Education Pte Ltd 65 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
  • 66. Copyright @2013 Centre for Executive Education Pte Ltd 66 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
  • 67. Copyright @2013 Centre for Executive Education Pte Ltd 67 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
  • 68. Copyright @2013 Centre for Executive Education Pte Ltd 68 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”
  • 69. Copyright @2013 Centre for Executive Education Pte Ltd 69 Summary of The Three Social Motives
  • 70. Copyright @2013 Centre for Executive Education Pte Ltd 70 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
  • 71. Copyright @2013 Centre for Executive Education Pte Ltd 71 Individual Exercise: ‘Increasing Your Influence & Effectiveness with a Stakeholder’
  • 72. Copyright @2013 Centre for Executive Education Pte Ltd 72 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).
  • 73. Copyright @2013 Centre for Executive Education Pte Ltd 73 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.
  • 74. Copyright @2013 Centre for Executive Education Pte Ltd 74 Module 6 Integrative Case Study Putting It All Together
  • 75. Copyright @2013 Centre for Executive Education Pte Ltd 75 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
  • 76. Copyright @2013 Centre for Executive Education Pte Ltd 76 Video on ‘Crimson Tide’ (Leadership Styles in Action) Opening Scene – Background Leadership Styles Read the Video Synopsis on Page 56 of the Workbook Inspirational Speech
  • 77. Copyright @2013 Centre for Executive Education Pte Ltd 77 Module 6 SMART Personal Leadership Development Plan
  • 78. Copyright @2013 Centre for Executive Education Pte Ltd 78 Individual Exercise: Self Reflection • What is one point or story you heard during the Workshop 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?
  • 79. Copyright @2013 Centre for Executive Education Pte Ltd 79 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?
  • 80. Copyright @2013 Centre for Executive Education Pte Ltd 80 In Conclusion: Key to Success  Leaders who have mastered a repertoire of four or more styles have the best climate and business performance.  The most effective leaders move flexibly among the styles as needed  Research indicates deficit and overplayed EI competencies can contribute to leadership derailment  Finally, EI competencies can be developed over time and with the right leadership development support including executive coaching, those with leadership potential can be developed into outstanding leaders
  • 81. Copyright @2013 Centre for Executive Education Pte Ltd 81 http://www.youtube.com/watch?v=03o1JZ7c7gI Video on What Makes a Great Leader?
  • 82. Copyright @2013 Centre for Executive Education Pte Ltd 82 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… 82
  • 83. Copyright @2013 Centre for Executive Education Pte Ltd 83 Prof Sattar Bawany CEO, Centre for Executive Education & Strategic Advisor, IPMA Asia Pacific Email: sattar.bawany@ipma.com.sg Website: www.ipma.com.sg/cee.php LinkedIn: www.linkedin.com/in/bawany Facebook: www.facebook.com/ipma.singapore Twitter: www.twitter.com/sattarbawany Skype: sattar.bawany Further Dialogue on Social Media

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