Developing Multigenerational Team Effectiveness at CAG

Copyright © 2014 Centre for Executive Education. All rights reserved.
www.cee-global.com 1
Prof Sattar BawanyProf Sattar Bawany
CEO, Centre for Executive Education (CEE)
C-Suite Master Executive Coach, Executive Development Associates (EDA)
Friday, 30 May 2014, CAG Training Room
Learn @ Tea Session
“Developing Multigenerational
Team Effectiveness @ CAG”

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?

How Well Do You Know Yourself?

Module 1:
Introduction and
Workshop Objectives

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

www.cee-global.com
• CEO of Centre for Executive Education (CEE)
• C-Suite Master Executive Coach, EDA Inc.
• Strategic Advisor, 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 Key Note Speaker

• Understand the Differences Between Traditionalist, Baby Boomers,
Gen X, Gen Y and Gen Z/The Digital Natives
• Understand the Best Practices in Developing a Multigenerational Team
Effectiveness
• Assess their own Emotional Intelligence in Collaborating on a
Multigenerational Workplace @ CAG
• Learn how to Better Resolve Conflicts with Different Generations at the
Workplace using the proven A.G.R.E.E. Framework
• Develop a SMART Action Plan to develop better Communication and
Relationship with both colleagues and CAG Partners
This Session will provide you with a foundation of knowledge that
will enable you to:
Session Objectives

VIDEO ON
GENERATIONAL DIFFERENCES
8
Source: http://www.youtube.com/watch?v=i4JxRqWkNlQ

Organisational Results
Employee/Team Engagement
Organisational Climate
Team Effectiveness & Self-Leadership
Stakeholder/Partner Engagement
• CAG as the world’s leading airport company
• Growing a vibrant air hub in Singapore
• Partner Satisfaction
• Service Value/ Relationship
• Employee Satisfaction/Loyalty
• Employee Turnover Rate
• Mutual Respect & Trust
• Collaborative/Win-Win Approach
• Effective Communication
• Demonstrate “SCORE”
• Team Alignment to Purpose
• Focus on Collective Outcomes
Best Practice I: Results-Based Framework

Teamwork
Cohesive Strategy
S
C
Clear Roles and
Responsibilities
Effective
Leadership
E
R
Rapid
Response
O Open
Communication
Best Practice II: Team S.C.O.R.E. Framework

Module 2
The New Realities of
Multigenerational Workforce

Danger or Opportunity?
Our multigenerational work environment can
be a source of positive challenge, opportunity
and significant growth if managed effectively
and leveraged to meet the business goals of
our organization.

Shifting Demographics
• By 2017, workers in the US, Canada, France,
Germany, Japan, Singapore, Italy and the U.K.
aged 50 and over will make up more than 40% of
the workforce (AARP Profit from Experience,
2007) and will be poised to retire in large
numbers within the next ten years.
• Gen X represents a much smaller pool of
available workers and will not be able to fill the
positions left vacant by retirements (Institute for
the Future, 2003).

 Baby Boomers are retiring at the rate
of one every eight seconds
 The vast majority of organizational
leaders are Baby Boomers with the
most typical age being 58 years old
 There are 11% fewer Gen Xers than
Baby Boomers
 Generation Y (twenty-five and under)
will not be senior management/
leadership material for years to come
Research: The New Realities
Source: http://www.executivedevelopment.com/product/decades-of-differences/

Gen Z/ i-Generation /
Linksters
Generation Y /
Millenials
Generation XBaby BoomersTraditionalists
68 and over 50-67 33-49 19-32 18 and under
1922-1945 1946-1964 1965-1980 1981-1994 1995-2010
Value logic and
discipline,
stability, want a
legacy
Idealistic,
competitive,
questions
authority,
dislikes change,
recognition,
stellar career
Work/life
balance,
career
portability,
flexible, some
anxiety, dislike
micro
management
Value diversity,
technologically
superior,
change, want
meaningful
work, embrace
selected
technologies
and don’t let go
Technology a
part of life,
never lost,
multi-profiled,
multi
collaborators,
multi personality
multi locations
The 5 Generational Traits

Generational Work Perspectives
Generation Years Born Work Perspectives
Traditionalists 1922 - 1945 “Company loyalty” - Believed they'd work for the same
company their entire career.
Boomers 1946 - 1964 “Live to work” - Believe in putting in face time at the
office. Women enter the workforce in large numbers.
Gen Xers 1965 - 1980 “Work to live” - Believe that work should not define their
lives. Dual-earner couples become the norm.
Gen Yers
(Millennials)
1981 - 1994 “Work my way” - Devoted to their own careers, not to
their companies. Desire meaningful work.
Gen Zers
(Linksters)
1995 to present “Living and Working their way” - Their struggles in the
work environment are tied to their youth and
inexperience. Desire for change, stimulation, learning and
promotion that will conflict with traditional organisational
hierarchies.
Sattar Bawany, ‘Unlocking unlocking the benefits of a multi-generational workforce in Singapore’,
http://sbr.com.sg/hr-education/commentary/unlocking-benefits-multi-generational-workforce-in-singapore,
published in Singapore Business Review on 24 January 2013

What is the inter-generational mix in
Singapore?
• Key findings from survey commissioned by TAFEP :
 Together, Gen X and Gen Y make up 60% of the workforce
 Means that 40% of the workforce is over 50 years of age
• Most employees are:
 Working in multi-generational teams
 In some cases cross cultural teams
 In some cases with remote teams in other parts of the world
Source: Tripartite Alliance for Fair Employment Practices (TAFEP) www.fairemployment.sg

www.cee-global.com
Source: The Straits Times, Singapore 8 April 2010

Generational Differences

Bringing a New Type of Language
to the Workplace
• Your gf is getto lol
• Rofl nah she’s cool
• Lol coolies ttyl gtg pos
Your girlfriend is lower class
laugh out loud
Rolling on the floor…
Laugh out loud, stay cool, talk
to you later, got to go,
parents over (my) shoulder

Group Discussion: Productivity Of
Multi-Generational Workforce
• What is the impact a multi-generational
workforce has on effectiveness and
productivity at CAG?
• What are the operational challenges
and how would you resolve them?
What are your recommendations?
Duration: 10 minutes

Source: http://www.youtube.com/watch?v=rDAdaaupMno

Module 3
Resolving Multigenerational
Conflict with Emotional Intelligence

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.

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.

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

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

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

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

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

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

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

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

EI Mini Quiz
Important Note: The purpose of the following short quiz is to
provide you with an application of Emotional Intelligence (EI). The
results you get from this quiz are NOT a comprehensive picture of
your EQ.

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.

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.

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.
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?

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.
The Racist Joke:

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.

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)
The indecisive Baby Boomer Employee:

 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.
The A.G.R.E.E. Framework For Resolving
Conflict at Multigenerational Workplace

Module 4
Crafting 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?

• Build Team Spirit by talking about the
generational issues to depersonalize the
conflict that arises due to the differences.
• Recognize and celebrate the Differences.
• Effective Communication - Seek to
understand and only then to be understood.
• Engage through Managerial Coaching
• Encourage Constant Feedback and show
recognition for Y-er’s & Z-er’s contribution
• Opportunities for Career Advancement and
Good Relationships are key factors
• Learn to use Technology – it is here to stay!
In Conclusion: Key to Success

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

http://www.youtube.com/watch?v=03o1JZ7c7gI
Leading a Gen Y and Gen Z Employees

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…

Prof Sattar Bawany
CEO, Centre for Executive Education (CEE Global)
Strategic Advisor & Master Facilitator, IPMA Asia Pacific
C-Suite Master Executive Coach, Executive Development Associates (EDA)
Email: sattar.bawany@ceeglobal.com
Slideshare: www.slideshare.net/ceeglobal
LinkedIn: www.linkedin.com/in/ceeglobal
Facebook: www.facebook.com/ceeglobal
Twitter: www.twitter.com/cee_global
Articles: http://www.cee-global.com/6/publication
Further Dialogue on Social Media

© Copyright 2014, Centre for Executive Education Pte Ltd
www.cee-global.com
Learn @ Tea Session
“Developing Multigenerational
Team Effectiveness @ CAG”
PARTICIPANT’S PRE-WORKSHOP PREPARATION
(ASSESSMENT & READINGS)
Name :
Venue : Changi Airport Group Training Room, Singapore
Date : Friday, 30th
May 2014
Time : 9.30 am to 12.30 pm
Facilitator : Prof Sattar Bawany
CEO, Centre for Executive Education (CEE)
C-Suite Executive Coach, EDA Asia Pacific
Strategic Advisor, IPMA Asia Pacific

© Copyright 2014, Centre for Executive Education Pte. Ltd. Page 2
www.cee-global.com
4 May 2014
Dear Participants
As your Facilitator, it is a great pleasure to welcome you to the Learn @ Tea Session on “Developing
Multi-Generational Team Effectiveness @ CAG which is to be held on 30 May 2014 at CAG premises.
For organisations who have four generations of employees sitting in a meeting or working on a project, it can
seem like each generation has its own worldviews, priorities, career models, motives and values. The team
members need to enhance their understanding of generational characteristics and the impact of their own
management practices on each of these groups. They need to leverage on the strengths of each generation.
Taking full advantage of the multi-generational workforce will enable employers to effectively attract and
retain employees, build teams, deal with change, and increase employee engagement (Bawany, 2013)1
.
With a focus on enhancing the effectiveness of multigenerational teams to achieve organisational results,
you’ll learn the best practices strategies and proven approaches you need being part of your respective
team at the workplace to deliver business outcomes.
Gallup Organization research reveals that the longer an employee stays with a company, the less engaged
he or she becomes. And that drop costs businesses big in lost profit and sales, and in lower customer
satisfaction. In fact, Gallup estimates that actively disengaged employees -- the least productive -- cost the
American economy up to US$350 billion per year in lost productivity.
This intensely practical ½-day workshop is designed to accelerate the development of emotionally intelligent
multigenerational team. The workshop examines the science of emotional intelligence (EQ) and the
compelling business case for its relationship to team success. It is designed to equip participants with the
relevant emotional skills that distinguish outstanding teams from the average.
As part of the preparation for the workshop, kindly complete the attached EQ Assessment & Quiz as
well as review the accompanying set of Readings related to the theme of the workshop specifically on
Harnessing the Multigenerational Workforce in Singapore. Please bring along the duly completed
Assessment and Quiz to the workshop.
Finally, it is our hope that the workshop will be a rewarding and useful experience for you, and application to
your workplace.
Thank you and we look forward to meeting you personally on Friday, 30 May 2014.
Your Master Facilitator
Prof Sattar Bawany
CEO, Centre for Executive Education
Strategic Advisor, IPMA Asia Pacific
Website: www.cee-global.com
1
“Unlocking the benefits of a multi-generational workforce in Singapore” published by Singapore Business Review, 24
January 2013, http://sbr.com.sg/hr-education/commentary/unlocking-benefits-multi-generational-workforce-in-singapore

www.cee-global.com
EMOTIONAL INTELLIGENCE MINI QUIZ
Important Note: The purpose of the following short quiz is to provide you with an
introduction to Emotional Intelligence (EI). The results you get from this quiz are
NOT a comprehensive picture of your EI.
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.
Scenario 2: You are a Gen X Manager in an organization that is trying to encourage respect for racial
and ethnic diversity. You overheard a Gen Y employee telling both sexist and racist jokes. What do
you do?
A. Ignore it – the best way to deal with these things is not to react.
B. Call the person into your office and explain that their behavior is inappropriate and is grounds for
disciplinary action if repeated.
C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your
organization.
D. Suggest to the person telling the joke he go through a diversity training program.
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.
Adapted from Hendrie Weisinger, Emotional Intelligence at Work (San Francisco: Jossey-Bass,
1998), pp. 214-215.

www.cee-global.com
APPENDIX I: RECOMMENDED READINGS & VIDEOS
1. AON-Hewitt (2012), 2012 Trends in Global Employee Engagement: http://www.aon.com
2. Bawany, S. (2010), ‘Leadership That Gets Results’, Human Capital, Vol. 10, Issue 4.
3. Grail Research (2011), Consumers of Tomorrow Insights and Observations About Generation Z
4. Goleman, D. (1988) ‘What Makes a Leader’. Harvard Business Review. November–December.
5. Goleman, D. (2000) ‘Leadership That Gets Results’ Harvard Business Review. March–April.
6. Goleman, D., Boyatzis, R., McKee, A. (2002) ‘Primal Leadership: Realizing the Power of Emotional
Intelligence’ Boston: Harvard Business School Publishing.
7. Whitmore, J. (2009) 4th ed., Coaching for Performance, Growing People, Performance and
Purpose, Nicholas Brearly.
8. Stein, S. J. & Book, H. E. (2003). The EQ Edge: Emotional Intelligence and your Success. Toronto,
ON: Multi-Health Systems Inc. (Bar On Emotional Intelligence Model)
Visit the website E.I. Consortium for more information on research and best practices on Emotional
Intelligence in organizations, at www.eiconsortium.org
1. Emotional & Social Intelligence: Interview with Daniel Goleman by Harvard Business School:
http://www.youtube.com/watch?v=7Qv0o1oh9f4
2. Primal Leadership - The Leader's Mood Drives a Staggering 30% of Performance:
http://www.youtube.com/watch?v=jZ6_-WhjT8I
3. TED Talk by Simon Sinek on Inspiring Leadership:
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
4. Managing Gen Y: Interview with Tammy Erickson
http://www.youtube.com/watch?v=rDAdaaupMno
5. What Motivates Gen Y and Baby Boomer Talent
http://www.youtube.com/watch?v=fVHnug8H1MM

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APPENDIX II: CORPORATE PROFILE OF CEE AND STRATEGIC PARTNER - EDA
About Centre for Executive Education (CEE)
The Centre of Executive Education (CEE) 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 International Professional Managers Association (IPMA) and Executive
Development Associates (EDA) as well as a network of Affiliate Partners across the globe.
CEE faculty, consultants and executive coaches headed by our founder & CEO, Prof Sattar Bawany, are
highly credentialed with extensive experience to help managers and executives who are being positioned for
future career growth. They are authors, leaders, and each possesses an enormous passion for the success
and growth that executive development and coaching can bring to our participants.
CEE suite of executive development programs includes talent management & succession
planning, management & leadership development, executive coaching, CEO and board mentoring and
advisory services. CEE together with our Strategic and Affiliate Partners helps corporate leaders and small
business owners optimize their performance and accomplish their business and professional objectives. To
maintain competitive advantage and sustain success in a fast-changing business environment, we believe
organizations must identify, nurture, and prepare the next generation of high-performance leaders for
excellence. To this end, our programs are designed to equip these leaders to support growth, execute
change, and develop people to build high performance organizations – leading to increased productivity,
exceptional business results, and greater profitability.
About Executive Development Associates (EDA)
CEE is a Strategic Partner of Executive Development Associates (EDA) which is established in 1982. EDA
is a leader in creating custom-designed executive development strategies, systems and programs that help
organizations build the capabilities needed to achieve their strategic objectives.
Executive Coaching is one of EDA’s Best-Practice Solutions that delivers a one-on-one growth and
development opportunity and produces real business results in a short period of time. EDA customizes
coaching to meet the individual’s specific needs and matches the leader with the most appropriate coach.
EDA also strategically links the coaching goals to the organization's business strategies. Executive
Coaching facilitates individual learning and development for leaders in order to increase the velocity at which
business results are achieved. In all of our executive coaching engagements, a collaborative partnership is
created between the executive (coachee), the organization, and the executive coach.
Executive Coaching Services
 Coaches for C-Suite Executives: CEOs and direct reports
 Coaches for Executives and Leaders all the way down the leadership pipeline.
 Embedded coaches in internal action learning, high-potential or executive development programs
to gain real-time exposure of executives.
 Coach-the-Coach Internal certifications for internal or external coaches for a specific
organization. This ensures that coaching across the organization is aligned with the businesses
strategic objectives and the coaches all follow a similar process.
 Design and coordination of organization-wide executive coaching programs to ensure an
effective use of the company’s resources. Coaching levels are assigned with pre-set investment
amounts. Coaches are chosen and trained and processes are set for decision-making, tracking and
reporting of development metrics.

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APPENDIX III: MASTER FACILITATOR’S PROFILE – PROF SATTAR BAWANY
Professor Sattar Bawany is the Chief Executive Officer of the Centre
for Executive Education (CEE).
Prof Bawany is also concurrently the Strategic Advisor & Member of
International Professional Managers Association (IPMA) Board of
Trustees and Governing Council.
He is also the Managing Director as well as C-Suite Master Executive
Coach & Facilitator with Executive Development Associates (EDA)
Asia Pacific. IPMA is the Affiliate Partner of EDA in Asia Pacific.
Prof Bawany is an Adjunct Faculty of Harvard Business School’s
Corporate Learning as well as Duke University’s Corporate Education
(Duke CE). He is also a member of Frontier Strategy Group’s Expert
Advisory Network (EAN) for Human Capital and Talent Management
issues in Asia Pacific advising CEOs and CHROs of global and
regional organizations.
He has over 25 years’ international business management
experience, including 15 years in executive coaching, group facilitation, and leadership development and
training with global management consulting firms. In addition to his business and consulting career, Prof
Bawany has over 10 years of concurrent academic experience as an Adjunct Professor teaching senior
executives international business strategies and human resource courses at various leading universities. He
is currently the Adjunct Professor of Strategy with the Paris Graduate School of Management (PGSM).
He is a Key Note Speaker at international and regional Conferences, Workshops and Seminars on the
following themes: Talent Management; Executive Leadership Development, Employee Engagement and
Managing across Generational Gap, Strategic Human Resource Management, and Talent Management &
Succession Planning. He is an accomplished Author with a Chapter on “Maximizing the Potential of Future
Leader” in the Book “Coaching in Asia the First Decade”. He has published extensively on topics such as
Talent Management, Leadership Effectiveness, Strategic HR/OD, Career Management and Executive
Coaching in the “The Straits’ Times”, “Singapore Business Review”, “Today’s Manager” and “Human
Capital” magazine. He has also appeared regularly on MediaCorp’s Radio’s 93.8FM Live as a studio guest.
He holds an Executive MBA and a Bachelor in Business Administration (Marketing). His Doctoral Research
is on ‘The Impact of Executive Coaching on the Personal & Professional Development of Leaders”.
Prof Bawany is a Fellow of International Professional Managers Association (IPMA) and The Chartered
Institute of Marketing (CIM). He is a Professional Member of the Society of Human Resource Management
(SHRM) and the Chartered Institute of Personnel and Development (CIPD). He is also a Practicing Member
of the International Coaching Federation (ICF) and International Association of Coaching (IAC).
He is very well regarded by his clients for his practical "how to" approach and for his ability to communicate
with his audiences and to make workplace learning a fun and pleasurable experience. Married with 2
children, he believes strongly in work-life balance and is highly dedicated and committed to achieving his
goals.
Contact Details:
Website: www.cee-global.com
Email: sattar.bawany@cee-global.com
Facebook: www.facebook.com/ceeglobal

www.cee-global.com
COMPILATION OF
SELECTED ARTICLES OF
INTEREST
(ON THEMES RELATED TO
MULTIGENERATIONAL WORKFORCE &
EMOTIONAL INTELLIGENCE)

Issue 2 2013 • $8
Today’s Multi-Generational Workforce Can They Work Together?
The Owen Perspective View from the Top
Fast Expanding Markets Looking at Global Markets
Maximising
Human Capital

16
Harnessing the Potential
of Today’s Multi-
Generational Workforce
in Singapore
6
Year of the Global
Small- and Medium-
Enterprise
32
Fast-Expanding
Markets: A New Way
to Look at the Global
Markets
50Understanding the
Ageing Consumer
From the Editors’ iii
Desk
Customer Service 4
Self-Servicing
Customer Service
Human Resource
Has Singapore’s 2013 8
Budget Addressed Rising
Costs and Manpower
Crunches?
How Middle Managers 12
Can Become Leaders
of the Future
Features
Farming in Singapore: 22
A Diamond in the Rough
Business
Making Sense of the 26
New MAS Car Loan
Restrictions
Unethical Cost Saving 28
Measures in the F&B
Industry
Innovative Fan 30
Company Excites
Customers
Management Aspirations
Ingredients That 37
Make a Good Leader
The Owen Perspective
View From the Top 41
Management
Viewpoints of a 44
Leader: Mr Daniel Tan
Woman Leader 48
in a Man’s Industry
Marketing
Blurring the 53
Boundaries Between
Offline and Online for
Businesses
Communications
Communicate 56
Clearly Across Cultures
IT Update
What is Business 63
Class Productivity?
Treatments for Big 68
Data in Healthcare
Future of Human– 70
Computer Interaction
Reviews
Products 72
Good Reads 74
SPOTLIGHT
60
How Leaders Can
Drive Innovation
Success
COVER STORY
Scan to Visit
Our New Portal!
iISSUE 2 2013

by Professor Sattar Bawany
COVER STORY
16 ISSUE 2 2013

SS
In today’s struggling global economy, it is im-
portant for organisations to leverage the know-
ledge, skills, and abilities of all workers, from all
generations. By capitalising on the strengths and
values of different generations, business leaders
can create a sustainable competitive advantage
for their organisations.
C
hanges in the demographic characteristics of
Singapore’s workforce deserve more attention
from academics, employers, employees, and
policy-makers. Today, many organisations have four
generations working side-by-side in the workplace.
According to Kupperschmidt3
, a generation of employ-
ees consists of individuals born approximately within
the same time span of two decades each. He explains
that a generation is an: “…identifiable group that shares
birth, years, age, location, and significant life events at
17ISSUE 2 2013

Table 1: The multi-generational workforce
Generation Years Born Work
Perspectives
Traditionalists 1922–1945
Company loyalty:
Believe in working
for the same
company their
entire career.
Baby Boomers 1946–1964
Live to work:
Believe in putting
in face time
at the office.
Women enter the
workforce in large
numbers.
Generation
Xers
1965–1980
Work to live:
Believe that work
should not define
their lives. Dual-
earner couples
become the norm.
Generation
Yers
1981–1994
Work my way:
Devoted to their
own careers, not
to their companies.
Desire meaningful
work.
Generation
Zers
1995–present
Living and working
their way: Their
struggles in the
work environment
are tied to
their youth and
inexperience.
Desire for change,
stimulation,
learning, and
promotion that
will conflict
with traditional
organisational
hierarchies.
agers is: “Do we want our legacy to be of mentoring
and empowering the next generations, or of fighting
them tooth and nail?” Organisations that embrace gene-
rational differences in values, ways of getting things
done, and ways of communicating will thrive.
Demographic and social trends will have a significant
impact on the workforce in the coming years. In today’s
struggling global economy, it is important for organisa-
critical developmental stages”. Others believe that when
individuals from the same generation share similar his-
torical, economic, and social experiences, they will also
have similar work values, attitudes, and behaviours4
.
The business world is progressively becoming more
global. Services and products offered by businesses are
also becoming more focused and targeted at specific
demographic segments. Many organisations today have
worldwide customers who demand excellent services
and products that meet up their diverse needs, expecta-
tions, and priorities. Simultaneously, the composition
of the global workforce is also changing significantly.
After World War II, the Traditionalist generation, born
1922 to 1945, tended to work at the same employer for
an entire career. Beginning with the Baby Boomers,
born 1946 to 1964, women and ethnic groups began
entering the workforce in increasing numbers. They
brought different needs and perspectives to the work-
place. As the Generation Xers entered the workforce,
they increased job hopping in an effort to increase their
income and balance their lifestyle. Although some
employers made accommodations in response to the
demographic shifts, the basic work model—top down,
command and control, one-size-fits-all, eight to five
workdays—did not radically change.
Now, the emergence of the digital-savvy Generation
Yers has the potential to change the face of work to be
more collaborative, to use virtual teams, to use social
media, and to offer more flexible work hours2
.
The Fifth Generation
Employers must be prepared for a new breed of em-
ployee which is poised to enter the workforce. A whole
generation of them, known as Generation Z, are highly
connected individuals who have grown up with high-
speed Internet, smartphones, and online shopping. Born
from the mid-1990s onwards, they will enter the work-
force in the next five years. This is a generation that has
never known a life without superfast communication
and unlimited access to media technologies.
The five generations and their birth years are depicted
in Table 1.
Challenges in Managing a
A major challenge for today’s Traditionalist and Baby
Boomer managers is to figure out how to develop
younger workers into tomorrow’s managers under a
new business environment. A pivotal question for man-
18 ISSUE 2 2013

tions to leverage the knowledge, skills, and abilities of
all workers from all generations. By capitalising on the
strengths and values of different generations, business
leaders can create a sustainable competitive advantage
for their organisations.
Firms struggle with the challenge of effectively mana-
ging a more diverse workforce. These challenges of-
ten relate to variation in perspective, values, and belief
systems as a result of generational and age differences
between managers and employees. The assumption that
people of varying ages will understand each other or
have the same perspective and goals, is untrue. In order
to be successful, managers need to understand and va-
lue diversity that results from generational differences,
varying perspectives, and differing goals.
Each generation brings different experiences, perspec-
tives, expectations, work styles, and strengths to the
workplace. Despite the perceived generation gap from
differing views and potential conflict, organisations
have the opportunity to capitalise on the assets of each
generation to achieve competitive advantage.
Each brings unique assumptions to the job. As a result,
events in the workplace are often interpreted differently
by individuals in different generations. What may seem
like good news to a Baby Boomer might be an unsett-
ling and unwelcome development to a member of Gene-
ration X. Things that members of Generation Y love of-
ten seem unappealing to those in older generations.
Like any other generation, Generation Z brings its
own mindset into the workforce. They are also called
Linksters because no other generation has ever been so
linked to each other and to the world through techno-
logy. Their struggles in the work environment are tied
to their youth and inexperience. They are complete dig-
ital natives and cannot function without communicating
through social media. Their desire for change, stimula-
tion, learning, and promotion often conflicts with tradi-
tional organisational hierarchies.
Leading and Engaging a
When employees join an organisation, they are usually
enthusiastic, committed, and ready to be advocates for
their new employer because they are engaged.
But often, that first year on the job is their best. Re-
search from Gallup Incorporation reveals that the long-
er an employee stays with a company, the less engaged
he or she becomes. This causes businesses to lose out
on profit and sales, and it lowers customer satisfaction.
Gallup estimates that actively disengaged employees
cost the American economy up to US$350 billion per
year in lost productivity.
Managers who harness this unprecedented opportunity
for growth, development, and collaboration can build
bridges between generations and will thrive in today’s
turbulent economic landscape.
For managers who have four generations of employees
working on a project, it can seem like each generation
has its own worldviews, priorities, career models, mo-
tives, and values. They need to enhance their under-
standing of generational characteristics and the impact
of their own management practices on each of these
groups. By doing so, they can leverage on the strengths
of each generation. Taking full advantage of the multi-
generational workforce will enable employers to effec-
tively attract and retain employees, build teams, deal
with change, and increase employee engagement.
Impact of Leadership Effectiveness on
Employee Engagement and Organisational Success
Organisations need to deliver service value and build
good customer relationships in order to generate sus-
tainable results through their loyal customers. In Figure
1, we can see that employees at the forefront of the ser-
vice delivery chain hold the key to building this loyal
customer base1
.
Employees who are engaged and motivated are instru-
mental in delivering the service experience for clients
which results in customer engagement. The level of
employee engagement depends on the organisational
climate, which refers to how employees feel about work-
ing in the organisation. It is the process of quantifying
the culture of an organisation.
We know that leaders create, transform, and manage or-
ganisational cultures. The leader’s values, beliefs, and
leadership styles will impact the organisation’s climate.
We need “Level 5 Leaders” who demonstrate ontologi-
cal humility and possess emotional mastery. They also
need to possess essential integrity in discharging their
day-to-day role and responsibilities towards engaging
the employees.
In his book, Good to Great, Mr Jim Collins examines
how a good company becomes an exceptional company.
The book introduces a new term to the leadership lexi-
con—Level 5 leadership. It refers to the highest level in
a hierarchy of executive capabilities. Leaders at the other
19ISSUE 2 2013

References
1
Bawany, S (2011). Ways to Achieve Organisational Success: Role of
Leaders in Engaging the Multi-Generational Workforce published by
Singapore Business Review, 1 November 2011.
2
Bawany, S (2013). Unlocking the Benefits of a Multi-Generational
workforce in Singapore published by Singapore Business Review, 24
January 2013.
3
Kupperschmidt BR (2000). Multigenerational employees: strategies
for effective management. Health Care Manager. 19 (1): 65-76.
4
Smola KW, Sutton CD (2002). Generational differences: Revisiting
generational work values for the new millennium. Journal of
Organizational Behaviour. 23 (4): 363-82.
5
Tay A (2011). Managing generational diversity at the workplace:
expectations and perceptions of different generations of employees.
African Journal of Business Management Vol. 5(2), pp. 249-255, 18
January, 2011
6
Zemke R, Raines C, Filipczak B (2000). Generations at work:
Managing the clash of Veterans, Boomers, Xers and Nexters in your
workplace (2nd Ed). American Management Association, New York, NY.
Professor Sattar Bawany is the chief
executive officer of The Centre for
Executive Education. He is also con-
currently the strategic advisor and
member of International Profess-
ional Managers Association Board
of Trustees and Governing Council
and is the co-chair of the Human
Capital Committee of the American
Chamber of Commerce in Singapore.
Figure 1: Impact of Leadership on Employment and Cust-
omer Engagement1
four levels may be successful, but are unable to elevate
companies from mediocrity to sustained excellence.
Level 5 leadership challenges the assumption that trans-
forming companies from good to great requires larger-
than-life-leaders. The leaders that came out on top in
Mr Collins’ five-year study were relatively unknown
outside their industries. The findings appear to signal
a shift of emphasis away from the hero to the anti-hero.
According to Mr Collins, humility is a key ingredient
of Level 5 leadership. His simple formula is Humility +
Will = Level 5. He explains: “Level 5 leaders are a study
in duality. They are modest, wilful, shy, and fearless.”
Managers who build bridges between generations and
harness this unprecedented opportunity for growth, de-
velopment, and collaboration will thrive. Although it
may seem like a monumental task for management to
ensure that employees understand and accept the idio-
syncrasies of each multi-generational group, it is not
impossible. Management must be the first to acknow-
ledge and accept the unique characteristics and expecta-
tions of employees from different generational groups.
Management should also ensure that individuals from
different generations perceive each other more posi-
tively to avoid any intergenerational disharmony. The
sooner employees from all the existing generational
groups learn to respect and accept one another the easi-
er it will be for them to welcome Generation Z employ-
ees to the new workforce after the year 20205
.
20 ISSUE 2 2013

10 THE GRADUATE Jan-Mar 2013
Special report
Maya Angelou, an American author and poet, once said this, “I’ve
learned that people will forget what you said, people will forget
what you did, but people will never forget how you made them feel.”
Lilian Wu takes a closer look at how this ties in with the new wave of
leadership with Emotional Intelligence (EI) or Emotional Quotient (EQ).
The Impact of leadership with
Emotional
Intelligence

Jan-Mar 2013 THE GRADUATE 11
Special report
I
f feeling is what is best remem-
bered, then the same can be said
of leadership, especially in today’s
competitive global environment.
Leadership has been commonly
defined as a process where a per-
son influences a group of people or
organisation to accomplish a common
goal. To qualify as a good leader, you
need to have the necessary exper-
tise and technical skills to lead the
organisation. However, to be a truly
great leader, it takes exceptional skills
to communicate and manage people
effectively. In other words, you need
EI or EQ.
What Leaders Need To Succeed
In a research done by the Carnegie
Institute of Technology, it was found
that 85 percent of our financial suc-
cess is due to ‘human engineering’
skills (personality and ability to com-
municate, negotiate and lead) while
only 15 percent is based on technical
skills. The case of Johnson & John-
son further proves the link between a
company’s financial performance and
leadership that possesses EQ — the
ability to perceive, assess and man-
age one’s emotions and those of oth-
ers. In a global study1
that was con-
ducted on 358 managers across the
Johnson & Johnson Consumer & Per-
sonal Care Group (JJC&PC Group),
results show that the best performing
managers were also the ones who
were more “emotionally competent”.
Randstad’s World of Work Report
2012/2013, which canvassed opinions
from 1,315 people (including 625
leaders) in Singapore, also showed a
similar trend: analytical and technical
skills are rated as far less important
than leadership and other skills when
maintaining competitiveness in the
next five years.
When Dr Mike Gosling,
Emotional Leader Coach, did a
doctoral thesis2
on the emotional
intelligence of managers in
Singapore in 2006, he pointed out
that “managers who want to be
emotionally intelligent leaders have
a responsibility to exercise emotional
leadership in their interactions with
others, assisting them in gaining
emotional knowledge and nurturing
emotionally intelligent behaviour.”
Martin Tan, Co-founder and Ex-
When Dr Mike Gosling,
Emotional Leader
Coach, did a doctoral
thesison the emotional
intelligence of
managers in Singapore
in 2006, he pointed out
that “managers who
want to be emotionally
intelligent leaders
have a responsibility
to exercise emotional
leadership in their
interactions with
others, assisting them
in gaining emotional
knowledge and
nurturing emotionally
intelligent behaviour.”
ecutive Director of Halogen Founda-
tion Singapore, clearly illustrates this
point when he had to negotiate the
differences that had arisen among his
staff at a restaurant he co-owned with
his wife at Plaza Singapura.
“At Tea Cosy, I often have issues
between the kitchen staff and the
service staff. One wants the food to be
served hot, the other wants to ensure
that the customer enjoys his or her
appetiser without feeling rushed to
finish it because the main course is
served.” Mr Tan shared.
“There was once where anger
flared. I sat both parties down
individually first to understand their
perspectives and subsequently getting
both to sit down together to work
through the differences. Having EQ
allowed me to manage the emotions
of both parties.” he added. “It
allowed me to have a conversation
about the pain points for both of
them and find common ground so
that they continue to be good friends
and colleagues. It’s always satisfying
to see issues being resolved amicably
where both parties are willing to
work through their differences.”
Why EI Works
“Effective leaders use Emotional Intel-
ligence in their leadership to achieve
buy-in, trust and commitment,”
Dr Granville D’Souza, Regional Direc-
tor of 6 Seconds SEA Pte Ltd and
author of two books, EQ from Inside
Out and an upcoming title The EQ
Leader, explained.
“If this is done effectively, they
can better marshal the inner resources
to influence, communicate and
convince others. Quite often, we learn
tactical skills [and] strategies that are
cognitive in nature. These can never
be understated. However, when these
are executed without sensitivity to
the other person’s feelings and devoid
of empathy, it can come across as
transactional,” he observed.
Dr D’Souza then went on to
elaborate, “I have witnessed leaders
who are very sharp and they are
quick to whip out their thoughts,
ideas and strategies to solve problems
but they do this without considering
people’s feelings. This happens very
often when sales departments clash
with operations. Sales oversells and
Research by Carnegie Institute of Technology
found that 85 percent of our financial success is
due to ‘human engineering’ skills (personality
and ability to communicate, negotiate and
lead) while only 15 percent is based on
technical skills.
operations cannot meet such promises
to the customers. Sales leaders then
rebuke operations for incompetence
and indifference.”
When this happens, the two
teams will cease to see themselves
as part of the organisation with
a common goal. Resentment will
brew and the company often ends
up paying the price in terms of poor

12 THE GRADUATE Jan-Mar 2013
Special report
sales performance, wasted time
and opportunities, as well as loss of
customers. The company’s reputation
takes a hit and leaders who persist in
their old ways may find themselves
becoming a liability to the companies
they serve.
Low EQ & No Action
Dr Karol Wasylyshyn, Adjunct Profes-
sor of Clinical Psychology at Institute
for Graduate Clinical Psychology at
Widener University and author of Be-
hind the Executive Door: Unexpected
Lessons in Managing your Boss and
Career, shared a story of how one of
her clients refused to accept the 360-
degree report that she had compiled
based on feedback from his company.
“He was very self-focused and
very narcissistic. The only thing
he really cared about was his
relationships with the people at the
top and looking good,” described
Dr Wasylyshyn.
After her client confronted his
leadership team about the report in
a meeting, he was later told behind
closed doors that if he did not make
an effort to change his behaviour, his
retirement would be accelerated as he
was close to retiring then.
“And he would not hear of it, his
defences were so strong and that was
what happened,” she commented.
“They accelerated his retirement and
they put someone else in the job.”
“It starts with the intention.
Leaders have to decide that they
need to evolve in that way,”
Dr Wasylyshyn concluded.
Mr Tan shares the same view,
“The will to have EQ has to do with
whether we care enough about our
staff or colleagues. If a leader does not
care about people or their well-being,
they typically lack the ingredient to
have high EQ.”
Having low EQ does not mean
things cannot get better. As long as
there is the intention and motivation
to improve, a company can still be
taken to new heights even when
things seem bleak. Chade-Meng
Tan, best-selling author of Search
Inside Yourself, shared the story3
of
Patagonia, a company that makes
outdoor clothing and gear. Casey
Sheahan, the CEO, had wanted to
lay off people during an economic
downturn as he thought that was the
only solution available to him. His
wife, Tara, then asked him, “Are you
making this decision out of fear or
out of love?”
When Casey realised that he was
acting due to fear, he decided not
to lay off people and this decision
eventually paid off when the company
achieved record sales the year after.
Imagine what it would have been
like had Casey gone through with the
layoffs. He would have to spend extra
time and money to hire new people
and train them properly.
“Even when it is ‘obvious’ that
you have to fire people, if you see
things in an emotionally intelligent
way, it turns out that it may not be
the only solution. There may be other
creative solutions that enable better
outcomes,” said Chade-Meng.
What EI is Not
While being considerate of other
people’s feelings is a key trait of
being emotionally intelligent,
Dr Granville stressed that EI is not
about being ‘nice’. “Leaders should
demonstrate emotional competence
and lead with ‘Love’ which refers
to a strong affiliation and coach-
ing leadership style with care and
humility, instead of using ‘Fear’
which refers to a coercive leadership
style,” said Professor Sattar Bawany,
Master Executive Coach of Executive
Development Associates. “Flexible
leadership, however, involves being
able to adapt your leadership style
according to the situation and the
state of the team.”
It is clear that EI is the critical
currency that sets a leader apart from
his peers and propels an organisa-
tion to success. Of course, there
are exceptions where leaders who
lack EQ are tolerated because they
bring in the results. But the minute a
major crisis hits the company, when
people’s emotions are at their most
turbulent, it is the wise leader who
will seek to improve their EQ to keep
up with their company’s changing
needs with a softer touch and more
creative solutions.
“Leaders should demonstrate
emotional competence and
lead with ‘Love’ which refers
to a strong affiliation and
coaching leadership style with
care and humility,
instead of using
‘Fear’ which refers
to a coercive
leadership style.”
Professor Sattar Bawany
Master Executive Coach
Executive Development Associates
1. Cavallo, K. & Brienza, D. (2001). Emotional competence and leadership excellence at Johnson & Johnson: The emotional intelligence and leadership study.
2. Gosling. M (2006). The Emotional Intelligence of Managers in Singapore
3. http://knowledge.wharton.upenn.edu/article.cfm?articleid=2992

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