CEE Masterclass on "Leadership that Gets Results" for Tri-Net Logistics Asia - 20 to 21 August 2013

Copyright @2013 Centre for Executive Education Pte Ltd
(Strategic Partner of CICOM BRAINS Asia)
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Prof Sattar BawanyProfSattar Bawany
CEO, Centre for Executive Education
Senior Advisor & Master Facilitator, Cicom Brains Asia
20 – 21 August 2013
Raja’s Commercial College @ Bras Basah Complex
TRI-NET LOGISTICS WORKSHOP ON
“LEADERSHIP THAT GETS RESULTS”

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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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Module 1:
Introduction and
Workshop Objectives

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

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• The Centre for Executive Education (CEE) is the Executive Development
Division of The International Professional Managers Association (IPMA).
• IPMA is a global ‘not-for-profit’ (NPO) members organisation
headquartered in UK with Regional Offices in Europe, Africa and APAC
• CEE’s mission is to assist client organisation to secure a leading position
in their respective market place and developing a sustainable
competitive advantage through developing their key asset, intellectual
capital of the people.
• CEE offers talent management solutions including executive coaching and
custom-designed leadership development programs to accelerate
individual performance and succession planning for organisations.
• Cicom Brains (a Strategic Partner of CEE) helps Japanese companies
address the important business challenge of training locally hired staff, by
offering comprehensive support in processes ranging from planning to
the execution of training programmes.
Who We Are

• CEO of Centre for Executive Education (CEE)
• C-Suite Master Executive Coach, EDA
• Senior Advisor, IPMA Asia Pacific
• Senior Advisor & Master Facilitator, Cicom Brains Asia
• 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.
About Your Master 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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Knowing Yourself as a Leader

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• Gain a clear understanding about the context for leadership in today’s
changing organisation and achieving organisational results
• Understand the repertoire of leadership styles that can impact employee
engagement
• Appreciate how effective leadership can influence behaviour, goals, decision–
making
• Engaging your employees and stakeholders adopting a proven motivational
management approach
• 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

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

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Module 2
Achieving Results @
Tri-Net Logistics

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• 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

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Focus on Business
Results Drivers
Specify and
Communicate
Expected
Behaviours
Lead Strategy
Execution
Leading to Achieve Results

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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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Achieving Results @ Tri-Net Logistics
• Profitability
• ROI
• Cost Optimisation
• Employee Satisfaction
• Employee Loyalty
• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• Leadership Styles
• EQ/EI Competencies
• Level 5/Ontological Humility
Organisational Results
Employee/Stakeholder Engagement
Organisational Climate
Leadership Effectiveness
Customer Engagement/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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Leader’s Purpose And Values
Are you a Boss or Leader?
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(Strategic Partner of CICOM BRAINS Asia) 17
Questions We Will Try To Answer
Why are some people more successful
than others?
 Why are some people happier than
others?
What is powerful leadership made up of?

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

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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Of all the bosses you’ve worked for
in your career so far,
?
 Someone who brings out the best in you
 Someone you can learn from
 Someone you can respect for who they are
 Someone who genuinely cares about your success and growth

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 Someone who brings out the best in you
 Someone you can learn from
 Someone you can respect for who they
are
 Someone who genuinely cares about
your success and growth

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On a 1-10 scale where
1 is “well below potential”
and
10 is “at peak potential”
how would you rate your
organization’s current
performance in the
marketplace?

The Big Void
Of all the bosses in your career, how any would you rate
as truly great leaders?
On a 1-10 scale where 1 is „extremely below potential‟ and
10 is „at peak potential,‟ how would you rate your
organization‟s current performance in the marketplace?
The answer is 0, 1, or 2. What is the question?
The answer is 6.5/10. What is the question?
The answer is approximately $60 billion. What is the question?
How much is spent globally on leadership development each year?
Individual
Leadership Void
Organizational
Performance Void

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Leadership Redefined
„Leadership is the art of
harnessing human energy
towards the creation of a
better future‟
Rajeev Peshawaria,
Too Many Bosses, Too Few Leaders, 2011
SUSTAINABLE BUSINESS
GROWTH
ENERGIZE SELF
ENLIST & ENERGIZE CO-LEADERS
ENERGIZE THE ENTIRE ORGANIZATION

GROUP EXERCISE:
Discovering Energy @ Tri-Net Logistics
$$
Group I Task : List 3-4 activities the senior management team must focus most of
their time on to create a green organization (everyone is align to the
Vision, Mission, Values and Strategy)
Group II Task: What are the symptoms of a red organization?
What actions or inactions of senior management causes a red organization
(misalignment and disengaged workforce)?
$$

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• How great leaders inspire
action - Simon Sinek has a
simple but powerful model
for inspirational leadership
all starting with a golden
circle and the question
"Why?”
• In 2009, Simon Sinek
released the book "Start
With Why" -- a synopsis of
the theory he has begun
using to teach others how
to become effective leaders
and inspire change
“If you hire people just because they can do a
job, they’ll work for your money. But if you hire
people who believe what you believe, they’ll
work for you with blood and sweat and tears.” -
Simon Sinek
References: http://www.startwithwhy.com/
Video on Leader’s in Action:
Leading by Impact with Purpose & Values

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Leading with Purpose & Values

1. What few things are most important to me?
2. Do I want to:
• lead a simple life rich with everyday small pleasures?
• achieve great success in an individual endeavor? Or,
• lead others towards a better future in Tri-Net Logistics?
3. What results do I want to create in Tri-Net Logistics?
4. How do I want people to experience me?
5. What situations cause me to feel strong emotions?
6. What values will guide my behavior and actions as a leader at
Tri-Net Logistics?
Individual Exercise on Purpose & Values
Finding Personal Leadership Energy

Leadership, Happiness and Success
We now know that….
• Leadership is the art of harnessing human energy towards the
creation of a better future
• To find and harness your leadership energy you need to clarify your
purpose and values
But what about happiness, and success?
• To be happy you need to know your values
• To be successful you need to know your purpose
Purpose
&
Values
SUCCESS

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Module 3
Leveraging Your
Leadership Styles and
Emotional Intelligence

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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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Reviewing the Results of Your
Managerial Leadership Assessment
• Your results will reveal your Personal Preference Profile as
well as your Situation/Job Demand Profile.
• Your Situation/Job Demand Profile may change based on
the specific job function or role that you are assuming.
• The Dominant styles ((Score of ≥ 12) are those styles that
appear to be used most frequently.
• The Backup styles (Score of 6 - 11) are those styles that
are used to complement the dominant styles, or when the
dominant styles do not work.
• A person can have more than one dominant or backup
style, or a person may have none.
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Plotting Your Scores (Personal vs. Situation)
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A B C D E F
17 16 17 11 9 10
9 15 8 6 11 17
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
Your personal preference profile
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Your situation/role demand profile
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Styles Personal preference Situation/Role demand
Most preferred /
required (Dominant)
(Score of ≥ 12)
Coercive, Authoritative,
Affiliative
Authoritative, Coaching
Somewhat preferred /
required (Back-up)
(Score of 6 - 11)
Democratic, Pacesetting and
Coaching
Democratic, Pacesetting and
Coercive,
Least preferred /
required
(Score of ≤ 5)
What does your scores mean?

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Developing Your
Emotional Intelligence

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You CAN change this !

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

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

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

http://www.youtube.com/watch?v=7Qv0o1oh9f4
Video on Emotional & Social Intelligence
Interview with Daniel Goleman
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5 dimensions to help you navigate life, living, and
the increasingly diverse workplace we operate in
5 Dimensions of EI by Goleman
Goleman, D. (1998) What Makes a Leader?, Harvard Business Review, HBS Publishing
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills

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

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

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

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

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

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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.

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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.

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Total EQ
Leadership Effectiveness
Intrapersonal
Self Regard
Emotional Self Awareness
Assertiveness
Independence
Self Actualisation
Interpersonal
Empathy
Social responsibility
Interpersonal
relationship
Stress Management
Stress tolerance
Impulse control
Adaptability
Reality testing
Flexibility
Problem solving
BarOn’s EI Model
General Mood
Happiness, Optimism
Adapted from Sattar Bawany, „Leadership That Gets Results‟, Human Capital, Vol. 10, Issue 4., October 2010

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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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New Discoveries in Neurophysiology
Amygdala
Thalamus
 Sensory signals from hearing and sight travel from the thalamus
then on to both the neocortex (the “thinking” brain) and amygdala
(center of emotional intelligence) simultaneously. The amygdala is
a faster processor.
 The amygdala’s processing of information includes physiological
responses (increased heartbeat, glandular secretions, etc.)

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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 butt
during 2006 World Cup’s Finals Soccer Match)

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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
Sustaining Engagement –
Organizational Climate

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Organizational Climate
 Organizational climate, economic conditions and
competitive dynamics are the main drivers of
performance
 Direct correlation between organizational climate and
performance – good results, return on sales, revenue
growth, efficiency, profitability etc.
 Organizational climate accounts for nearly one-third of
results – so is very important.

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Organizational
Performance
Organizational
climate
Economic
conditions
Competitive
dynamics
This is set by the leader, and
has an important effect on
the overall performance Leader has little control
over these factors
Drivers of Performance

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1. Flexibility: do employees feel free to innovate?
2. Responsibility: how employees relate to organization
3. Standards: level which are set
4. Rewards: are these appropriate?
5. Clarity: of mission and values
6. Commitment: to a common purpose
What Is Organizational Climate?
Refers to six key factors which influence an
organization's working environment:

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Six Leadership Styles at a Glance
Coercive
(Directive)
Authoritative
(Visionary)
Affiliative Democratic
(Participative)
Pacesetting Coaching
The leader’s modus operandi Demands immediate
compliance
Mobilizes people
toward a vision
Creates harmony and
builds emotional
bonds
Forges consensus
through participation
Sets high standards for
performance
Develops people for
the future
The style in a phrase “Do what I tell you” “Come with me” “People come first” “What do you think” “Do as I do, now” “Try this”
Underlying emotional
intelligence competencies
Drive to achieve,
initiative, self control
Self-confidence,
empathy, change
catalyst
Empathy, building
relationships,
communication
Collaboration, team
leadership,
communication
Conscientiousness,
drive to achieve,
initiative
Developing others,
empathy, self-
awareness
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
To build buy-in or
consensus or to get
input from valuable
employees
To get quick results
from a highly motivated
and competent team
To help an employee
improve performance
or develop long-term
strengths
Overall impact on climate Negative Mostly strongly
positive
Positive Positive Negative Positive
Summary: Impact of Leadership
Styles of Organizational Climate

85
Module 5
Motivational Management
David McClelland's
Three Social Motives

86
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).

87
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

88
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

89
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

90
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”

91
Summary of The Three Social
Motives

92
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

93
Individual Exercise:
‘Increasing Your Leadership Influence &
Effectiveness with a Team Member’

94
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).

95
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
• 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.

96
Module 6
Integrative Case Studies
Putting It All Together

97
 Review once again the Video Synopsis in Workbook if necessary
 The film has been used as a case study in various military and
business leadership training seminars for many years.
 It is frequently used as an example to stimulate discussion with
respect to leadership styles and effectiveness.
Video Case: Twelve O'clock High

102
GROUP I EXERCISE: TASKS
102
1. What is the motive profile of Colonel Keith
Davenport? What does he think about? What is he
concerned about? What does he enjoy doing?
2. What leadership style or styles does Colonel Keith
Davenport demonstrate?
3. What organizational climate results from Colonel
Keith Davenport’s leadership style(s)?

103
GROUP II EXERCISE: TASKS
103
1. What is the motive profile of General Frank Savage?
What does he think about? What is he concerned
about? What does he enjoy doing?
2. What leadership style or styles does General Frank
Savage demonstrate?
3. What organizational climate results from General
Frank Savage’s leadership style(s)?

104
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

105
Case Study – 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.
20 minutes

106
Module 7
Managerial Coaching for
Team Success

107
“Coaches help people set better goals and then reach those
goals, provide the tools, support and structure to accomplish
them”
International Coaching Federation
“Coaching is a powerful, collaborative relationship between a
coach & a willing individual which enables, through a process of
discovery, goal setting the realization of strategic action”
Corporate Coach U
What is Coaching?

108
“Coaching is unlocking a person’s potential to maximise their own
performance. It’s helping them to learn rather than teaching them”
The Inner Game in Business by W Timothy Gallwey
“Coaching is the art of improving the performance of others.
Managers who coach encourage their teams to learn from and be
challenged by their work. Create the conditions for continuous
improvement by helping staff to define and achieve goals.”
Coaching Successfully by Roy Johnson and John Eaton.
What is Performance Coaching?

109
Helping an individual:
 “Learn what it takes” to improve existing
capabilities
 Set meaningful goals
 Be accountable for results
 Understand and eliminate barriers
Focus of Managerial Coaching

110
Intention
WordsRelationship
TRUST
COACHABLE MOMENT®
Those moments when an individual is open to taking in new information that will
effect a shift in his/her knowledge and behavior.
Being a Manager - Coach

111
1. Goal 2. Reality
• Invite self
assessment
• Feedback
• Is there a gap?
• Be creative – look at the
full range, brainstorm
• Offer suggestions for
consideration – beware
advice!
3. Options4. Wrap Up
• Identify possible
obstacles
• Commit to action
• Identify steps
• Agree support
• Agree topic for discussion
• Agree specific objective
of the session
• Set longer term aim
if appropriate
Gap?
The GROW Coaching Model

112
1. Goal 2. Reality
• What’s the evidence?
• What have you already tried?
• What did you learn
from that?
• What other feedback
do you have?
• If you looked at this from another
angle … what could you do then?
• What could you try now?
• What else?
• What could you do as a first step?
3. Options4. Wrap Up
• What do you want to cover today?
• What are you hoping to achieve today?
• What are the priorities?
• What other help/input do you need?
• When could you do this?
• What could get in the way of your plans?
• How will you overcome this?
• How will you/others know you’ve been
successful?
• End – what have you learnt from
today? How have we worked
together? What could we do
differently next time?
GROW – Coaching Questions

113
Conduct these role-play sessions in groups of 3. For each of the role-
play sessions, there will be an employee, a manager-coach and an
observer.
Preparation – 5mins
Coaching session – 15mins
Debrief – 5 min
Rotate the roles after each role-play session.
Focus will be on a real-life case scenarios that you are currently
experiencing in your workplace/teams. Alternatively you may
consider one of the 3 examples workplace scenarios.
GROW – Coaching Practice Session

114
Module 8
Crafting a SMART Personal
Leadership Development Plan

115
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?

116
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.

117
Appendix
Recommended Further
Readings and Videos in the
Participants’ Resource
Workbook

118
Appendix
Compilation of Articles of Interest
for Post-Workshop Readings
(Related to the Themes on Leadership Effectiveness,
Leadership Styles, Motivational Management and
Managerial Coaching)

119
http://www.youtube.com/watch?v=03o1JZ7c7gI
Video on What Makes a Great Leader?

120
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…

121
Prof Sattar Bawany
CEO, Centre for Executive Education &
Strategic Advisor, IPMA Asia Pacific
Email: sattar.bawany@ipma.com.sg
Website: www.ipma.com.sg/cee.php
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany
Skype: sattar.bawany
Further Dialogue on Social Media

CEE Masterclass on "Leadership that Gets Results" for Tri-Net Logistics Asia - 20 to 21 August 2013

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