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IPMA Key Note Presentation on "Leadership That Gets Results" by Prof Sattar Bawany 3 July 2013

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  • 1. MASTERCLASS ON ACHIEVING HIGH PERFORMANCE LEADERSHIP “LEADERSHIP THAT GETS RESULTS” Prof Sattar Bawany CEO, Centre for Executive Education Strategic Advisor, IPMA Asia Pacific Senior Adviser, Training Edge International Wednesday, 3 July 2013 Seri Pacific Hotel, Kuala Lumpur Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 1
  • 2. Are You a Tiger or a Deer? Every morning in Asia, a deer wakes up. It knows it must run faster than the fastest tiger or it will be killed. Every morning in Asia, a tiger wakes up. It knows it must outrun the slowest deer or it will starve to death. It doesn’t matter whether you are a tiger or a deer: when the sun comes up, you’d better be running….. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 2
  • 3. Introduction Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 3
  • 4. 4 About Centre for Executive  Education  (CEE)   Executive Education  Leadership & High  Potential Development  Executive Coaching  Succession Planning  Executive Assessment CEE is the Affiliate Partner of Executive Development Associates  (EDA), a global leader in executive coaching since 1982. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 4
  • 5. About Your Masterclass Facilitator • • • • • C‐Suite Master Executive Coach, EDA CEO of Centre for Executive Education (CEE) Strategic Advisor & Member of Board of Trustees, IPMA Adjunct Professor of Paris Graduate School of Management Over 25 years’ in 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International)
  • 6. The S.C.O.P.E. Approach S HARE C HALLENGE O PEN MINDED P LAN OF ACTION E NJOY OURSELVES Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 6
  • 7. Knowing Yourself as a Leader Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 7
  • 8. What is Common Between…  Michael Jackson  Elvis Presley  Kenneth Lay  Whitney Houston  Bernie Madoff  Adolf Hitler  Indira Gandhi Wealth, Position, Power, Fame, Fortune They were either murdered, jailed for life, or killed themselves Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 8
  • 9. Successful Leaders To most people…. Wealth, Position, Power, Fame, Fortune is the definition of leadership,  happiness and success Fame Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 9
  • 10. So, what is Leadership all about? http://www.youtube.com/watch?v=03o1JZ7c7gI Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 10
  • 11. What is the Role of a Leader? Organisational Results • Profitability • ROI • Cost Optimisation Customer Engagement/Loyalty • Customer Satisfaction • Service Value/ Relationship Employee/Stakeholder Engagement • Employee Satisfaction • Employee Loyalty Organisational Climate • Company Policies • Rewards and Flexibility • Culture, Espirit De Corps • EQ/EI Competencies • Leadership Styles • Level 5/Ontological Humility 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 Leadership Effectiveness Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 11
  • 12. Today’s Leadership Challenge  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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 12
  • 13. Results-Based Leadership Focus on Business  Results Drivers Lead Strategy  Execution Specify and  Communicate  Expected  Behaviours  Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 13
  • 14. Drivers Of Performance This is set by the leader, and has an important effect on the overall performance Organizational climate Leader has little control over these factors Economic conditions Competitive dynamics Organizational Performance Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 14
  • 15. Top Lessons on Executive Derailers 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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 15
  • 16. Emotional Intelligence and Leadership Effectiveness Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 16
  • 17. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 17
  • 18. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 18
  • 19. Goleman’s EI Model Social Awareness Self Awareness    Emotional Self Awareness Accurate Self Assessment Self Confidence Self Management          Empathy Organizational Awareness Service Orientation   Self Control Trustworthiness Conscientiousness Adaptability Achievement Orientation Initiative       Relationship Visionary Leadership Management Influence Developing Others Communication Change Catalyst Conflict Management Building Bonds Teamwork & Collaboration Goleman, D. (2000) Leadership That Gets Results. Harvard Business Review. March-April Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 19
  • 20. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 20
  • 21. BarOn’s EI Model Total EQ Intrapersonal Interpersonal Self Regard  Emotional Self Awareness Assertiveness  Independence Self Actualisation Stress Management Stress tolerance Impulse control Empathy Social responsibility  Interpersonal  relationship Adaptability Reality testing Flexibility  Problem solving General Mood Happiness, Optimism Leadership Effectiveness Adapted from Sattar Bawany, ‘Leadership That Gets Results’, Human Capital, Vol. 10, Issue 4., October 2010 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 21
  • 22. New Discoveries in Neurophysiology Thalamus Amygdala  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.) Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 22
  • 23. ‘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  What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander Holyfield's  ear during WBA Match on  June 28, 1997; Zinedine Zidane’s head butt during  2006 World Cup’s Finals Soccer Match) Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 23
  • 24. Leadership and EI "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 (EQ) is more rare  than book smarts (IQ), 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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 24
  • 25. Level 5 Leadership  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 Source: Jim Collins, ‘Good to Great’, Harper Collins: 2001 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 25
  • 26. 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 of the Chapter Online at: http://www.ipma.com.sg/publications.php Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 26
  • 27. Impact of Leadership Styles on Organisational Results Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 27
  • 28. Leadership That Gets Results 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. Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 28
  • 29. 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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 29
  • 30. Coercive     “Do it the way I tell you”  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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 30
  • 31. Authoritative     “Firm but fair”  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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 31
  • 32. Affiliative    “People first, task second”   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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 32
  • 33. Democratic     “I’d like you to participate”  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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 33
  • 34. Pacesetting     “Do it myself”  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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 34
  • 35. Coaching     “I’d like to help you develop”  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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 35
  • 36. 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: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 36
  • 37. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 37
  • 38. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 38
  • 39. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 39
  • 40. Scenario 2: You are a Gen X Manager in an  organization that is trying to encourage respect for racial  and ethnic diversity. You overheard 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 40
  • 41. Answer for Scenario 2 The Racist Joke: 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 the behavior is inappropriate and is ground 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 41
  • 42. 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. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 42
  • 43. Answer for Scenario 3 The indecisive Baby Boomer Employee: 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) Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 43
  • 44. In Conclusion: Key to Success  Every company that wants to excel in the  future must recognise that the ultimate  competitive advantage is a deep leadership  pool where leaders at every level are in tune  with external changes and can adapt to the  speed and depth of those changes.  Leadership can’t be taught in a classroom  alone, but developmental experiences – executive coaching, mentoring, executive  Masterclass, voracious readings – can  accelerate a leader’s growth. Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 44
  • 45. Video on What Makes a Great Leader? http://www.youtube.com/watch?v=03o1JZ7c7gI Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 45
  • 46. Final Thoughts… 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!!! Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 46
  • 47. Continue the Dialogue on Social Media Prof Sattar Bawany CEO, Centre for Executive Education & Strategic Advisor, IPMA Asia Pacific Senior Adviser, Training Edge International 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 Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of Global Event Asia & Training Edge International) 47

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