CEE Workshop for Cogent Group on Transforming Managers to Leaders - 12 July 2014

Copyright @2014 Centre for Executive Education Pte Ltd
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(HRmatters21 is an Affiliate Partner of CEE Global) 1
Prof Sattar BawanyProf Sattar Bawany
CEO, Centre for Executive Education (CEE Global)
C-Suite Master Executive Coach, EDA Asia Pacific
Saturday, 12 July 2014
Singapore Island Country Club (SICC)
WORKSHOP ON
“Transforming Managers into Leaders”

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Every morning in Asia, a tiger
wakes up. It knows it must
outrun the slowest deer or it will
starve to death.
Every morning in Asia, a deer wakes
up. It knows it must run faster than
the fastest tiger or it will be killed.
It doesn’t matter whether you are a tiger or a deer: when the sun
comes up, you’d better be running…..
Are You a Tiger or a Deer?

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Top – Optimistic
Middle – Realistic
Bottom – Negative,
Pessimistic
Looking at you:
Direct
Devil’s Advocate
Very Detailed:
Analytical
Cautious
Distrustful
Bigger Ears – Better Listener
Little Details:
Ernest
Risk taker
Facing Left:
Traditional
Friendly
Good at details
Facing Right:
Innovative
Active
Creative
4 Legs:
Secure
Stubborn
Stick to ideals
3 Legs or Less:
Paranoid of
Change,
InsecureLong Tail – Good Sex Life
How Well Do You Know YOURSELF?

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Module 1:
Introduction and
Workshop Objectives

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About
Centre for Executive
Education (CEE)
 Executive Education
 Leadership & High
Potential Development
 Executive Coaching
 Succession Planning
 Executive Assessment
5
CEE Global is the Exclusive Strategic Partner of Executive Development Associates
(EDA), a global leader in Executive Development & Coaching since 1982.

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• Centre of Executive Education (CEE Global) is a premier network
for established human resource development and consulting firms
around the globe which partners with our client to design solutions
for leaders at all levels who will navigate the firm through
tomorrow's business challenges.
• CEE has established strategic partnerships with Executive
Development Associates (EDA), International Professional
Managers Association (IPMA) and Cegos Asia Pacific as well as a
network of Affiliate Partners across the globe.
• CEE faculty, consultants and executive coaches are highly
credentialed with extensive experience to help managers and
executives who are being positioned for future career growth. Each
possess an enormous passion for the success and growth that
executive development and coaching can bring to our participants.
Who We Are

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(HRmatters21 is an Affiliate Partner of CEE Global)
• CEO of Centre for Executive Education (CEE)
• C-Suite Master Executive Coach, EDA
• Master Facilitator, IPMA Asia Pacific
• Adjunct Professor of Paris Graduate School of Management
• Over 25 years’ in OD & HR consulting, executive coaching,
facilitation, leadership development and training.
• Adjunct Professor teaching international business and human
resource courses with Paris Graduate School of Management
• Assumed senior global and regional leadership roles with DBM
(Drake Beam & Morin), Mercer Human Resource Consulting,
Hay Management Consultants and Forum Corporation.
About Your Facilitator

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

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Outside this was the leader at work. But it wasn’t just a personal story.
The transformation extended to his team members, then his
organization, and last his up-line environment and stakeholders.
The most positive results came, not surprisingly, when all the dolls fit
neatly together allowing the the Leader to Achieve the Objectives.
As a Leader, each of your own success story
occurred within a context of up to five
others, just like Russian dolls nested one
inside the other.
The smallest doll was the leader’s personal
aspirations, values and well being.
The Leader & the Russian Doll

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• Identify the skills of successful managers assuming a new role
• Learn the best practice on the different leadership styles and impact on the
organizational climate and towards achievement of the organizational results
• Understand the importance of emotional and social intelligence at the
workplace to achieve success
• Effectively motivate and coach their team towards meeting their goals
• Work effectively as a team by resolving conflict at work
• Craft a SMART Executive Leadership Development Plan
This Workshop will provide you with a foundation of knowledge that
will enable you to:
Workshop Objectives

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“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

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Kid’s Perspective on What Makes a Leader?
–

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The Leader’s Purpose and Values
Are you a Boss or Leader?

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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

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Successful Leaders
To most people….
Wealth, Position, Power, Fame, Fortune
is the definition of leadership,
happiness and success Fame

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http://www.youtube.com/watch?v=03o1JZ7c7gI
So, what is Leadership all about?

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Role of Leaders
“Leadership is all about the ability to have impact and
influence on your followers so as to engage them towards
ACHIEVING RESULTS of your organisation through both
Ontological Humility and Servant Leadership & Level 5
Leadership Styles blended with elements of Socialised
Power/Social Intelligence Competencies ”
(Bawany, 2013)
Reference: 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,
first published on 12 February 2013.

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Module 2
Transitioning to a New
Managerial Role

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Facts on Leadership Transitions
 Successfully assuming a new management role is never easy.
Every stretch promotion brings steep performance challenges,
an uncharted working environment and a vacuum where the
new manager has to create the networks and relationships
necessary for success.
 As a company hires new talent or moves talent to new roles,
the economic impact of unsuccessful transitions is significant:
 40-50% of new hires fail within the first year.
 The impact for losing an executive with salary greater than $100k is 24-27
times salary.

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‘movement,
development, or
evolution from one
form, stage, or style
to another’.
– Webster Dictionary
Transition Defined

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Duality of Leadership Transition
RISK
(VULNERALBILITY)
OPPORTUNITY

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Group Case Study
• From the brief case analysis and from your own experience or
your observations of other managers that you know, what are the
significant challenges that is evident when transitioning into a new
managerial or supervisory role?
• Discuss how you or other managers you know or observed
overcome some of the common difficulties we have just
discussed.
• In light of the above, what then are the critical skills and
competencies that are critical to successfully transition to a new
manager?

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1. Failure to Meet Business Objectives (Achieving Organisational Results)
2. Inability to Change or Adapt During a Transition (The inability to
respond quickly and flexibly to rapidly changing market conditions)
3. Problems with Interpersonal Relationships (Lack of relationship
management and social/emotional intelligence skills)
4. Failure to Build and Lead a Team (Getting the ‘Right Person on the Bus’,
‘Wrong Person off the Bus’ & ‘Right Person in the Right Seat’)
5. Failing to make the boss/organization's priorities a high priority
Top Lessons on
Executive Derailers

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http://www.youtube.com/watch?v=GCnJaPZ8Sf4
Video on Level 5 Leader – Humility

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Module 3
Developing Your
Emotional & Social
Intelligence (ESI)

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You CAN change this !

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Intelligence Quotient (IQ)
IQ refers to an individual’s logical abilities (or the
cognitive aspects of intelligence) such as
memory, problem solving, how to rationalize and
analyze as well as scholastic abilities

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Emotional Intelligence (EI) & EQ
Emotional Intelligence, also called EI and often measured as an
Emotional Intelligence Quotient (EQ), describes an ability,
capacity, or skill to perceive, assess, and manage the emotions
of one's self, of others, and of groups.
“Anyone can become angry – that is easy. But
to be angry with the right person, to the right
degree, at the right time, for the right purpose,
and in the right way – that is not easy.”
Aristotle in ‘Nicomachean Ethics’
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.

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Emotional Intelligence by Goleman
“The capacity for
recognizing our own feelings
and those of others, for motivating
ourselves, for managing emotions
well in ourselves and in our
relationships.”
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.

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(HRmatters21 is an Affiliate Partner of CEE Global)
http://www.youtube.com/watch?v=7Qv0o1oh9f4
Video on Emotional & Social Intelligence
Interview with Daniel Goleman
30

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5 dimensions to help you navigate life, living, and
the increasingly diverse workplace we operate in
5 Dimensions of EI by Goleman
Goleman, D. (1998) What Makes a Leader?, Harvard Business Review, HBS Publishing
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills

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Self-Awareness
• The ability to recognise and understand your
moods, emotions and drives, as well as their
effect on others
• Hallmarks
–Self-confidence
–Realistic self-assessment
–Self-deprecating sense of humour
Self-Regulation

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Self-Regulation (Self-Management)
• The ability to control or redirect disruptive
impulses and moods
• The propensity to suspend judgment – to
think before acting
• Hallmarks
–Trustworthiness and integrity
–Comfort with ambiguity / seniority / change
–Openness to change
Self-Awareness

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Motivation
• A passion to work for reasons that go beyond
money or status
• A propensity to pursue goals with energy and
persistence
• Hallmarks
–Strong drive to achieve
–Optimism, even in the face of failure
–Organisational commitment
Motivation

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Empathy
• The ability to understand the emotional make-
up of other people
• Skill in treating people according to their
emotional reactions
• Hallmarks
–Expertise in building and nurturing
meaningful relationships at all levels
–Cross-cultural sensitivity
–Service to clients and customers
Empathy

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Social Skill (Relationship Management)
• Proficiency in managing relationships and
building networks
• An ability to find common ground and build
rapport
• Hallmarks
–Effectiveness in leading change
–Persuasiveness
–Expertise in building and leading teams
Social Skills

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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

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"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

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 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

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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

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Review Results of Emotional
Intelligence Self-Assessment
• The purpose of this self-evaluation is to measure your
tendencies and abilities within various areas of emotional
intelligence
• In the space provided next to each of the statements, please
write in the number that best describes your agreement with
the item, using the scale immediately below.
1 = Disagree Very Much 4 = Agree Slightly
2 = Disagree Moderately 5 = Agree Moderately
3 = Disagree Slightly 6 = Agree Very Much

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

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How the Brain Works
 Neocortex
 The thinking part of the brain (“Just Say No” circuit)
 Six seconds to activate
 Amygdala
 The brain’s emotional memory bank
 Stores memories (failures and victories); scans incoming information
for threats and opportunities
 “Fight or Flee” Part of the Brain
 What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander
Hollyfield’s ear during 1997 WBA Match; Zinedine Zidane’s head butted
Marco Materazzi during 2006 World Cup’s Finals Soccer Match)
Amygdala
Thalamus

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‘Amygdala Hijack’
 This is what happens when people “lose it”
 They lose control and end up in a place they didn’t want to be
— their emotions are not used effectively
 They erupt, shut down, do something extra-ordinarily brave,
or otherwise act irrationally
 On reflection they find it hard to explain why they acted as
they did

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1. What would be an example of an ‘Amygdala Hijack’ when
you are having a performance management with your team
member? (Both for you and the other party).
2. What do you need to do to keep your emotions in check?
Individual Exercise:
‘Amygdala Hijack’

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Module 4
Motivational Management
David McClelland's
Three Social Motives

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The Three Social Motives by
David McClelland
 McClelland’s theory that proposes that certain types
of needs are acquired during an individual’s lifetime
 Three needs most frequently studied:
 Need for Achievement (n Ach)
 Need for Affiliation (n Aff),
 Need for Power (n Pow).

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Achievement
Defining and
attaining goals
and results
Power
Influencing others
and having an
impact
Affiliation
Establishing and
maintaining positive
personal
relationships
Motives
Achievement
Defining and
attaining goals
and results
Power
Influencing others
and having an
impact
Affiliation
Establishing and
maintaining positive
personal
relationships
Motives
The Three Social Motives

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Need for Achievement (n Ach)
 Meeting or surpassing a self-imposed standard of
excellence
 Outperforming others, meeting or exceeding targets
 Choosing and defining goals that are realistically
attainable
 Striving to make a unique contribution
 Seeking feedback about the success of one’s action
 Taking actions that can be identified as one’s own
 Advancing one’s own career

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Need for Affiliation (n Aff)
 Being liked and accepted
 Ensuring one’s relationships are working well
 Being involved with people in work situations
 Being part of a group or team
 Minimising conflict
 Enjoying task situations where performance is
demonstrated in working with others in a
cooperative atmosphere

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Need for Power (n Pow)
 Having an impact and influence on others
 Being interested in status and position
 Giving advice, assistance, support, and help to others
 Being predisposed to persuading others
 Being actively interested and involved in the politics of
one’s organization
 Having control of situations
 “Personalized Power’’ and “Socialized Power”

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Summary of The Three Social
Motives

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Points to Remember
 Most people have a mixture of all three motives; you need
to look for the ones that are the strongest
 Motives remain relatively stable
 Assess motivational needs over time
 Avoid attributing motivation on limited data, review the
clues and checklist provided in your Workbook
 Be careful not to confuse your own motivations with those
of your employees

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

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Individual Exercise: Increasing
Influence with Your Stakeholders
Based on your knowledge of this individual, what do you think
his or her motivational profile might be? Complete the Tasks
and Answer the Questions in the Workbook.
High
Mod
Low
n Ach n Aff n Pow
PURPOSE: To develop a plan to better manage and greater influence of a stakeholder
(direct report or peer).

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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.

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Module 5
Coaching Style of
Managerial Leadership

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Achieving Organisational Results
• Profitability
• ROI
• Cost Optimisation
• Employee Satisfaction
• Employee Loyalty
• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ/EI Competencies
• Managerial Skills/Level 5
• Coaching Style of Leadership
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

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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: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000

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Hay-Goleman’s Six Leadership Styles
1. Coercive (Directive): “Do what I tell you”
2. Authoritative (Visionary): “Come with me”
3. Affiliative: “People come first”
4. Democratic (Participative): “What do you think?”
5. Pacesetting: “Do as I do, NOW!”
6. Coaching: “Try this”
Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000

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Coercive (Directive)
 aims to achieve immediate
compliance
 one-way directive
conversation
 seeks tight control over
situations
 Appropriate for dealing with
crisis situations or problem
employees
 Not to use with talented or
self-motivated staff
“Do it the way I
tell you”

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Authoritative (Visionary)
 aims to provide long-term
direction/vision
 allows employee input but
retains control over decision
 seeks to influence to gain buy-in
 Appropriate to use with new
staff or when a new direction has
to be communicated
 Not recommended for
sophisticated & experienced staff
“Firm but fair”

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Affiliative
 aims to promote harmony &
co-operation
 seeks to smooth tensions and
resolve work/family conflicts
 seeks to be liked as a
manager
 Appropriate to use when
tasks are routine or
employees need support
 Not recommended when
negative feedback is required
“People first,
task second”

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Democratic (Participative)
 aims to build group consensus
for decision-making
 heavy emphasis on team
participation
 employees are trusted to have
skills & drive
 Appropriate when working with
good staff with ample time for
decision-making
 Not recommended when a
particular answer is needed
“I’d like you to
participate”

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Pacesetting
 aims to accomplish quality work
yourself
 models high standards &
expects them in others
 delegates only to good
performers
 Appropriate when dealing with
staff who can perform
independently
 Not recommended with staff
who need feedback & support
“Do it myself”

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Coaching
 aims towards professional
growth of employees
 helps people identify
strengths/weakness
 encourages honest self-
assessment
 Appropriate with employees
interested in being innovative
or developing career
 Not recommended when
explicit direction is required
“I’d like to help
you develop
your potential”

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Impact of Leadership Styles
 Leaders who have mastered 4 or more styles create
the best business performance
 The most effective leaders can switch flexibly
between leadership styles in response to the situation
 Coaching, Authoritative, Affiliative, Democratic &
styles have a positive impact on organisational
climate
 Coercive & Pacesetting can have a negative impact on
the working environment
Source: Goldman, D., ‘Leadership That Gets Results’, HBR, March-April 2000

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Video Case: ‘Crimson Tide’
(Leadership Styles in Action)
Opening Scene –
Background
Leadership Styles
Read the Video Synopsis once again in Workbook if necessary
Inspirational
Speech

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Module 6
Managing Conflict Using
A.G.R.E.E. Framework

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Triggers are verbal or nonverbal behaviors that result in anger or
other emotional reactions. Triggers cause people to focus on the
annoying behavior instead of resolving the problem or on the
negotiation situation on hand.
What are your Triggers?
See the Workbook for other examples of Triggers
‘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 unrationally.
Conflict Triggers (Pg. 53)

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Five Steps For Resolving
Conflicts: A.G.R.E.E. (See Pg. 55)
 Acknowledge: Acknowledge conflict; all necessary participants
agree to come to the table.
 Ground Rules: Set ground rules for the conflict resolution.
 Reframe: Reframe the conflict from individual positions to a
neutral, mutually acceptable statement of the issues.
 Explore: Diverge - Explore a variety of options for resolving the
conflict.
 Evaluate: Converge - Evaluate options and decide on a solution.

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Module 4
Developing a SMART
Personal Leadership
Development Plan
Putting It All Together

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Individual Exercise: Creating a
SMART Personal Development Plan
Specific Goal
Measurement When I achieve this goal, I will know I am successful because:
Other people will notice the following difference(s):
Actions What action will I take? What will I do differently?
Reality Check Is this goal achievable?
Why is this goal important?
What resource(s) do I need? Funding? Support?
Timeline When will I start?
When do I expect to meet my goal?

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

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Key Readings and Resource
Bawany, S (2013) “Making Results-based Leadership Work in Singapore” Singapore Business
Review, http://sbr.com.sg/hr-education/commentary/making-results-based-leadership-
work-in-singapore, First Published on 12 February 2013
Bawany, S. (2010) ‘Maximizing the Potential of Future Leaders: Resolving Leadership
Succession Crisis with Transition Coaching’ In ‘Coaching in Asia – The First Decade’. Candid
Creation Publishing LLP, E-copy of the Chapter is available as a download from:
http://www.cee-global.com/6/publication
Whitmore, J. (2009) 4th ed., Coaching for Performance, Growing People, Performance and
Purpose, Nicholas Brearly.
CEE Published Articles on Leadership: http://www.cee-global.com/6/publication
CEE Presentations on Leadership: http://www.cee-global.com/7/speaking_engagements
76

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GE Talent Machine - Interview with Jeff Immelt and Jack Welch:
http://www.youtube.com/watch?v=CCVy7OxThGo
The Daily Coaching Process by Marshall Goldsmith, Global Executive Coach:
http://www.youtube.com/watch?v=G9ElB4RILm0
Talent Management Summit: Leading and Engaging a Multigenerational Workforce:
http://www.youtube.com/watch?v=BiCJ3s7mRSo
Primal Leadership - The Leader's Mood Drives a Staggering 30% of Performance:
http://www.youtube.com/watch?v=jZ6_-WhjT8I
TED Talk by Simon Sinek on Inspiring Leadership:
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
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Recommended Videos

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The Leader as a Master Chef
• This metaphor refers to how leaders should
use frameworks, tools and strategies — the
equivalent of recipes, utensils, and cooking
methods — to progress from “amateur cook”
to “master chef”. Research suggests that it is
the artful application of these elements that
allows leaders to transform their
organisation.
• It means using tools, such as leadership 360 degree
diagnostics and servant leadership styles, but perhaps more
importantly, a good dose of humility and flair.
Outcome: Developing a Positive Organisational Climate.

www.cee-global.com
http://www.youtube.com/watch?v=03o1JZ7c7gI
Leading and Engaging Your Talent

www.cee-global.com
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…

www.cee-global.com
Prof Sattar Bawany
CEO, Centre for Executive Education (CEE)
Managing Director, EDA Asia Pacific
Email: sattar.bawany@cee-global.com
LinkedIn: www.linkedin.com/in/ceeglobal
Facebook: www.facebook.com/ceeglobal
Twitter: www.twitter.com/cee_global
Articles: www.cee-global.com/6/publication
Presentation: www.cee-global.com/7/speaking_engagements
Further Dialogue on Social Media

CEE Workshop for Cogent Group on Transforming Managers to Leaders - 12 July 2014

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CEE Workshop for Cogent Group on Transforming Managers to Leaders - 12 July 2014