Copyright @2013 Centre for Executive Education Pte Ltd
1
Prof Sattar Bawany
CEO, Centre for Executive Education
Strategic ...
Copyright @2013 Centre for Executive Education Pte Ltd
2
Every morning in Asia, a tiger
wakes up. It knows it must
outrun ...
Copyright @2013 Centre for Executive Education Pte Ltd
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The “RAT” Personality Exercise
Copyright @2013 Centre for Executive Education Pte Ltd
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About
Centre for
Executive
Education
Executive Education
 Leader...
Copyright @2013 Centre for Executive Education Pte Ltd
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• The Centre for Executive Education (CEE) is the Executive
Devel...
Copyright @2013 Centre for Executive Education Pte Ltd
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• CEO, Centre for Executive Education
• Strategic Advisor & C-Sui...
Copyright @2013 Centre for Executive Education Pte Ltd
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S
C
O
P
E
HARE
HALLENGE
PEN MINDED
LAN OF ACTION
NJOY OURSELVES
T...
Copyright @2013 Centre for Executive Education Pte Ltd
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LEADERSHIP
(KING)
YOU
EYES
HEART
EAR
UNDIVIDED
ATTENTION
How to B...
Copyright @2013 Centre for Executive Education Pte Ltd
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• Corporate Leadership Council, 2012
o Eight out of ten CEOs are ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Focus on Business 
Results Drivers
Specify and 
Communicate 
Exp...
Copyright @2013 Centre for Executive Education Pte Ltd
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11
Module 1
Introduction & Objectives
Copyright @2013 Centre for Executive Education Pte Ltd
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 Workshop Objectives & ‘S.C.O.P.E.’ Approach
 Top Lessons Lean...
Copyright @2013 Centre for Executive Education Pte Ltd
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• Understand the importance of Emotional Intelligence in organiz...
Copyright @2013 Centre for Executive Education Pte Ltd
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“Management is doing things right; leadership is doing the right...
Copyright @2013 Centre for Executive Education Pte Ltd
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 Use intellectual as well as emotional capabilities to guide 
o...
Copyright @2013 Centre for Executive Education Pte Ltd
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Video:
What is a Good Leader?
Copyright @2013 Centre for Executive Education Pte Ltd
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1. Acting with an insensitive, abrasive, intimidating style
2. L...
Copyright @2013 Centre for Executive Education Pte Ltd
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 Leadership is setting a new direction or vision for a 
group t...
Copyright @2013 Centre for Executive Education Pte Ltd
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Usually viewed as getting things done 
through other people in o...
Copyright @2013 Centre for Executive Education Pte Ltd
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Is often 
associated with 
the willing and 
enthusiastic 
behavi...
Copyright @2013 Centre for Executive Education Pte Ltd
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OLD Paradigm
 Stability
 Control
 Competition
 Uniformity
 ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Group Activity:
Management vs. Leadership (Pg. 16)
Instruction...
Copyright @2013 Centre for Executive Education Pte Ltd
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Module 2
Demystifying IQ and EQ
Copyright @2013 Centre for Executive Education Pte Ltd
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You CAN change this !You CAN change this !
Copyright @2013 Centre for Executive Education Pte Ltd
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Intelligence Quotient (IQ)Intelligence Quotient (IQ)
IQ refers t...
Copyright @2013 Centre for Executive Education Pte Ltd
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Emotional Intelligence (EI) & EQEmotional Intelligence (EI) & EQ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Emotional Intelligence by GolemanEmotional Intelligence by Golem...
Copyright @2013 Centre for Executive Education Pte Ltd
http://www.youtube.com/watch?v=7Qv0o1oh9f4
Video on Emotional & Soc...
Copyright @2013 Centre for Executive Education Pte Ltd
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Goleman’s EI ModelGoleman’s EI Model
Self
Awareness
 Emotional ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Emotional Intelligence by BarOnEmotional Intelligence by BarOn
“...
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Measure of EI – BarOn EQ-i®Measure of EI – BarOn EQ-i®
• Intrape...
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Total EQ
Leadership Effectiveness
Intrapersonal
Self Regard
Emot...
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Business Case for EIBusiness Case for EI
Research has shown that...
Copyright @2013 Centre for Executive Education Pte Ltd
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"A leader's intelligence has to have a strong emotional
componen...
Copyright @2013 Centre for Executive Education Pte Ltd
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 Level 5 Leaders:
 Many people have the potential to be Level ...
Copyright @2013 Centre for Executive Education Pte Ltd
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EI and Developing Future LeadersEI and Developing Future Leaders...
Copyright @2013 Centre for Executive Education Pte Ltd
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Module 3
Measurement of
Emotional Intelligence
(Emotional Quotie...
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EMOTIONAL INTELLIGENCE
SELF-EVALUATION
• The purpose of this sel...
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New Discoveries in NeurophysiologyNew Discoveries in Neurophysio...
Copyright @2013 Centre for Executive Education Pte Ltd
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How the Brain WorksHow the Brain Works
 Neocortex
 The thinkin...
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‘Amygdala Hijack’‘Amygdala Hijack’
 This is what happens when p...
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1. What would be an example of an ‘Amygdala Hijack’ when
you are...
Copyright @2013 Centre for Executive Education Pte Ltd
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EI Mini QuizEI Mini Quiz
Important Note: The purpose of the foll...
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Scenario 1. You are a Gen Y employee in a meeting 
when a Baby‐B...
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Answer for Scenario 1
The Credit Stealing Colleague:
The most em...
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Scenario 2: You are a Gen X Manager in an organization 
that is ...
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The most emotionally intelligent answer is C. The most effective...
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Scenario 3. You are a Gen Y Manager and have recently 
been assi...
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The most emotionally intelligent answer is D. Managing multigene...
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Module 4
Impact of EQ on
Managerial Effectiveness
Copyright @2013 Centre for Executive Education Pte Ltd
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Achieving Organisational Results
• Profitability
• ROI
• Cost Op...
Copyright @2013 Centre for Executive Education Pte Ltd
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Goleman’s research collaboration with consulting
firm Hay/McBer ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Goleman’s Six Leadership StylesGoleman’s Six Leadership Styles
1...
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Coercive
 aims to achieve immediate
compliance
 one-way direct...
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Authoritative
 aims to provide long-term
direction/vision
 all...
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Affiliative
 aims to promote harmony &
co-operation
 seeks to ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Democratic
 aims to build group
consensus for decision-
making
...
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Pacesetting
 aims to accomplish quality
work yourself
 models ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Coaching
 aims towards professional
growth of employees
 helps...
Copyright @2013 Centre for Executive Education Pte Ltd
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Impact of Leadership Styles
 Leaders who have mastered 4 or mor...
Copyright @2013 Centre for Executive Education Pte Ltd
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Coercive Authoritative Affiliative
Leader’s Modus
Operandi
Deman...
Copyright @2013 Centre for Executive Education Pte Ltd
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Democratic Pacesetting Coaching
Leader’s Modus
Operandi
Forges c...
Copyright @2013 Centre for Executive Education Pte Ltd
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Module 5
Integrative Case Study
Putting It All Together
Copyright @2013 Centre for Executive Education Pte Ltd
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Integrative Case Study –
The USS Florida
Integrative Case Study ...
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Video on ‘Crimson Tide’ 
(Leadership Styles in Action)
Video on ...
Copyright @2013 Centre for Executive Education Pte Ltd
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Module 6
SMART Personal Leadership
Development Plan
Copyright @2013 Centre for Executive Education Pte Ltd
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Individual Exercise: Self ReflectionIndividual Exercise: Self Re...
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Individual Exercise: Creating a 
SMART Personal Development Plan...
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In Conclusion: Key to SuccessIn Conclusion: Key to Success
 Lea...
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http://www.youtube.com/watch?v=03o1JZ7c7gI
Video on What Makes a...
Copyright @2013 Centre for Executive Education Pte Ltd
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If you do tomorrow what you did yesterday
Your Future is History...
Copyright @2013 Centre for Executive Education Pte Ltd
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Prof Sattar Bawany
CEO, Centre for Executive Education &
Strateg...
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Edu quest workshop on achieving managerial success with eq 15 june 2013

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Edu quest workshop on achieving managerial success with eq 15 june 2013

  1. 1. Copyright @2013 Centre for Executive Education Pte Ltd 1 Prof Sattar Bawany CEO, Centre for Executive Education Strategic Advisor, IPMA Asia Pacific Senior Advisor, Eduquest International Institute Saturday, 15 June 2013 WORKSHOP ON ACHIEVING MANAGERIAL SUCCESS WITH EQ
  2. 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. 3. Copyright @2013 Centre for Executive Education Pte Ltd 3 The “RAT” Personality Exercise
  4. 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. 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. • Eduquest offer training programmes for a wide spectrum of capabilities, knowledge and attitudes that help every individual to become more proficient and professional in carrying out the tasks assigned to them so as to enhance their employability skills. Who We Are
  6. 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, Eduquest International Institute, Singapore/India • 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. 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. 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. 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. 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. 11. Copyright @2013 Centre for Executive Education Pte Ltd 11 11 Module 1 Introduction & Objectives
  12. 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  Integrative Case Study: ‘USS Florida’  Individual Exercise: SMART Personal Leadership Development Plan Workshop Agenda
  13. 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  • Understand how EQ impact on Leadership Capabilities • 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. 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. 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. 16. Copyright @2013 Centre for Executive Education Pte Ltd 16 Video: What is a Good Leader?
  17. 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. 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. 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?What Is Management?
  20. 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?What Is Leadership?
  21. 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. 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. 23. Copyright @2013 Centre for Executive Education Pte Ltd 23 Module 2 Demystifying IQ and EQ
  24. 24. Copyright @2013 Centre for Executive Education Pte Ltd 24 You CAN change this !You CAN change this !
  25. 25. Copyright @2013 Centre for Executive Education Pte Ltd 25 Intelligence Quotient (IQ)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. 26. Copyright @2013 Centre for Executive Education Pte Ltd 26 Emotional Intelligence (EI) & EQEmotional 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. 27. Copyright @2013 Centre for Executive Education Pte Ltd 27 Emotional Intelligence by GolemanEmotional 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. 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 Video on Emotional & Social Intelligence Interview with Daniel Goleman 28
  29. 29. Copyright @2013 Centre for Executive Education Pte Ltd 29 Goleman’s EI ModelGoleman’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. 30. Copyright @2013 Centre for Executive Education Pte Ltd 30 Emotional Intelligence by BarOnEmotional 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. 31. Copyright @2013 Centre for Executive Education Pte Ltd 31 Measure of EI – BarOn EQ-i®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. 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 ModelBarOn’s EI Model General Mood Happiness, Optimism Adapted from Sattar Bawany, ‘Leadership That Gets Results’, Human Capital, Vol. 10, Issue 4., October 2010
  33. 33. Copyright @2013 Centre for Executive Education Pte Ltd 33 Business Case for EIBusiness 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. 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 EILeadership and EI
  35. 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 LeadershipLevel 5 Leadership Source: Jim Collins, ‘Good to Great’, Harper Collins: 2001
  36. 36. Copyright @2013 Centre for Executive Education Pte Ltd 36 EI and Developing Future LeadersEI 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. 37. Copyright @2013 Centre for Executive Education Pte Ltd 37 Module 3 Measurement of Emotional Intelligence (Emotional Quotient – EQ)
  38. 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. 39. Copyright @2013 Centre for Executive Education Pte Ltd 39 New Discoveries in NeurophysiologyNew 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. 40. Copyright @2013 Centre for Executive Education Pte Ltd 40 How the Brain WorksHow 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. 41. Copyright @2013 Centre for Executive Education Pte Ltd 41 ‘Amygdala Hijack’‘Amygdala Hijack’  This is what happens when people “lose it”  They lose control and end up in a place they didn’t want to be  — their emotions are not used effectively  They erupt, shut down, do something extra‐ordinarily brave,  or otherwise act irrationally  On reflection they find it hard to explain why they acted as  they did
  42. 42. Copyright @2013 Centre for Executive Education Pte Ltd 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’ Individual Exercise: ‘Amygdala Hijack’
  43. 43. Copyright @2013 Centre for Executive Education Pte Ltd 43 EI Mini QuizEI 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. 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. 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. 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. 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. 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. 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. 50. Copyright @2013 Centre for Executive Education Pte Ltd 50 Module 4 Impact of EQ on Managerial Effectiveness
  51. 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. 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 ResultsLeadership That Gets Results Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
  53. 53. Copyright @2013 Centre for Executive Education Pte Ltd 53 Goleman’s Six Leadership StylesGoleman’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. 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. 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. 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. 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. 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. 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. 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. 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 CompetenciesManagerial Styles & EI Competencies Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
  62. 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 CompetenciesManagerial Styles & EI Competencies Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
  63. 63. Copyright @2013 Centre for Executive Education Pte Ltd 63 Module 5 Integrative Case Study Putting It All Together
  64. 64. Copyright @2013 Centre for Executive Education Pte Ltd 64 Integrative Case Study – The USS Florida 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
  65. 65. Copyright @2013 Centre for Executive Education Pte Ltd 65 Video on ‘Crimson Tide’  (Leadership Styles in Action) 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
  66. 66. Copyright @2013 Centre for Executive Education Pte Ltd 66 Module 6 SMART Personal Leadership Development Plan
  67. 67. Copyright @2013 Centre for Executive Education Pte Ltd 67 Individual Exercise: Self ReflectionIndividual 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?
  68. 68. Copyright @2013 Centre for Executive Education Pte Ltd 68 Individual Exercise: Creating a  SMART Personal Development Plan 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?
  69. 69. Copyright @2013 Centre for Executive Education Pte Ltd 69 In Conclusion: Key to SuccessIn 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
  70. 70. Copyright @2013 Centre for Executive Education Pte Ltd 70 http://www.youtube.com/watch?v=03o1JZ7c7gI Video on What Makes a Great Leader?
  71. 71. Copyright @2013 Centre for Executive Education Pte Ltd 71 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…Final Thoughts… 71
  72. 72. Copyright @2013 Centre for Executive Education Pte Ltd 72 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 MediaFurther Dialogue on Social Media

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