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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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• The Centre for Executive Education (CEE) is the Executive
Development Division of The International Professional Managers
Association (IPMA).
• IPMA is a global ‘not-for-profit’ (NPO) members organisation
headquartered in Kent, UK with Regional Offices in Europe, Africa and
Asia Pacific
• CEE’s mission is to assist client organisation to secure a leading
position in their respective market place and developing a sustainable
competitive advantage through developing their key asset, intellectual
capital of the people.
• CEE offers talent management solutions including executive coaching
and custom-designed leadership development programs to accelerate
individual performance and succession planning for organisations.
• Eduquest offer training programmes for a wide spectrum of capabilities,
knowledge and attitudes that help every individual to become more
proficient and professional in carrying out the tasks assigned to them so
as to enhance their employability skills.
Who We Are
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• CEO, Centre for Executive Education
• Strategic Advisor & C-Suite Coach with IPMA / EDA Asia Pacific
• Senior Advisor, Eduquest International Institute, Singapore/India
• Immediate Past Co-Chair of the Human Capital Committee of the
American Chamber of Commerce in Singapore (AmCham Singapore).
• Member of Frontier Strategy Group’s Expert Advisory Network (EAN) for
Talent Management issues in Asia Pacific advising CEOs and CHROs of
global and regional organisations.
• Over 25 years’ international business management in executive coaching,
facilitation, leadership development and training
• Adjunct Professor of Strategy at Paris Graduate School of Management
teaching international business strategies, leadership development and
human resource courses
• Previously assumed senior leadership roles with global management &
HR consulting firms: DBM Asia Pacific, Mercer Human Resource
Consulting, The Hay Group and Forum Corp
About Your Masterclass Facilitator
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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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Masterclass Objectives & ‘S.C.O.P.E.’ Approach
Top Lessons Leant on Executive Derailment
The Goleman’s Emotional Intelligence (E.I.) Framework
Measuring Your EQ – Self Assessment
Role of Leaders in Engaging Employee During Turbulent Times
Relationship Between Leadership Styles and Organizational Climate
Motivational Management: The Three Social Motives
Integrative Case Study: ‘USS Florida’ ‐ Identifying the Motive Profile,
Leadership Styles and Organizational Climate
Individual Exercise: Personal Leadership Development Plan
Masterclass Agenda
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Group Activity:
Management vs. Leadership
Instructions:
Review individually the following questions and then with your assigned Groups, and be
prepared to discuss with the larger Group. Nominate a Spokesperson.
Duration: 15 minutes
Are the activities I am currently performing within my current role is more leadership or
management oriented? Why?
Do I want more leadership/management oriented responsibilities? If so, how do I go
about taking on/requesting more responsibilities? Outline an action plan.
What competencies do I need to work on to be the best leader/manager within my
organisation?
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Emotional Intelligence (EI) & EQEmotional Intelligence (EI) & EQ
Emotional Intelligence, also called EI and often measured as an
Emotional Intelligence Quotient (EQ), describes an ability,
capacity, or skill to perceive, assess, and manage the emotions
of one's self, of others, and of groups
“Anyone can become angry – that is easy. But
to be angry with the right person, to the right
degree, at the right time, for the right purpose,
and in the right way – that is not easy.”
Aristotle in ‘Nicomachean Ethics’
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
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Emotional Intelligence by GolemanEmotional Intelligence by Goleman
“The capacity for
recognizing our own feelings
and those of others, for motivating
ourselves, for managing emotions
well in ourselves and in our
relationships.”
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.
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Goleman’s EI ModelGoleman’s EI Model
Self
Awareness
Emotional Self Awareness
Accurate Self Assessment
Self Confidence
Social
Awareness
Empathy
Organizational Awareness
Service Orientation
Self
Management
Self Control
Trustworthiness
Conscientiousness
Adaptability
Achievement Orientation
Initiative
Relationship
Management Visionary Leadership
Influence
Developing Others
Communication
Change Catalyst
Conflict Management
Building Bonds
Teamwork & Collaboration
Goleman, D. (2000) Leadership That Gets Results. Harvard Business Review. March-April
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Emotional Intelligence by BarOnEmotional Intelligence by BarOn
“The measurement of emotional
intelligence in the workplace is the first
step towards improving it. The truly
intelligent leader is one who is not only
“cogtelligent” (cognitively intelligent) but
also “emtelligent” (emotionally
intelligent).”
Reuven Bar-On who coined the term "EQ" in 1985.
Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual.
Toronto ON: Multi-Health Systems, Inc.
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Measure of EI – BarOn EQ-i®Measure of EI – BarOn EQ-i®
• Intrapersonal ‐ how we deal with and understand ourselves
• Interpersonal ‐ how we understand and deal with others
• Adaptability ‐ how we deal with a changing environment
• Stress Management ‐ how we manage stress
• General Mood ‐ reflecting our sense of pleasure and
optimism
Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON:
Multi-Health Systems, Inc.
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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 ModelBarOn’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 EIBusiness Case for EI
Research has shown that EQ can help improve organizational
effectiveness in:
Employee commitment, morale, health,
and well‐being
Innovation/ Creativity
Productivity
Efficiency
Motivation
Sales/ Revenues
Quality of service
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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 EILeadership 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 LeadershipLevel 5 Leadership
Source: Jim Collins, ‘Good to Great’, Harper Collins: 2001
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EI and Developing Future LeadersEI and Developing Future Leaders
• Successful leaders at all levels demonstrate a high
degree of Emotional Intelligence in their role
• Emotionally intelligent leaders create an environment
of positive morale and higher productivity resulted in
sustainable employee engagement
• Critical transitional skills include EI competencies such
as relationship management; cross cultural
communication; effective negotiation and conflict
management
Bawany, S. (2010). ‘Maximizing the Potential of Future Leaders: Resolving Leadership Succession
Crisis with Transition Coaching’ In ‘Coaching in Asia – The First Decade’. Creation Publishing LLP.
Download e-copy from: http://www.ipma.com.sg/publications.php
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New Discoveries in NeurophysiologyNew Discoveries in Neurophysiology
Amygdala
Thalamus
Sensory signals from hearing and sight travel from the thalamus
then on to both the neocortex (the “thinking” brain) and amygdala
(center of emotional intelligence) simultaneously. The amygdala is
a faster processor.
The amygdala’s processing of information includes physiological
responses (increased heartbeat, glandular secretions, etc.)
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How the Brain WorksHow the Brain Works
Neocortex
The thinking part of the brain (“Just Say No” circuit)
Six seconds to activate
Amygdala
The brain’s emotional memory bank
Stores memories (failures and victories); scans incoming information
for threats and opportunities
“Fight or Flee” Part of the Brain
What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander
Hollyfield’s ear during WBA Match; Zinedine Zidane’s head butt
during 2006 World Cup’s Finals Soccer Match)
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‘Amygdala Hijack’‘Amygdala Hijack’
This is what happens when people “lose it”
They lose control and end up in a place they didn’t want to be
— their emotions are not used effectively
They erupt, shut down, do something extra‐ordinarily brave,
or otherwise act irrationally
On reflection they find it hard to explain why they acted as
they did
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1. What would be an example of an ‘Amygdala Hijack’ when
you are having a challenging situation or tough conversation
with your boss/peer/subordinates?
(Both for you and the other party).
2. What do you need to do to keep your emotions in check?
Individual Exercise:
‘Amygdala Hijack’
Individual Exercise:
‘Amygdala Hijack’
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Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics
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.
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Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics
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?
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Turbulent & Uncertain Times
• The Current Realities
• What happens to organisations during turbulent
times?
• Organisational consequences of the 'toxic cocktail‘
– Behaviour 1: Prompt and considered action
– Behaviour 2: Honest and consistent communication
– Behaviour 3: Emotional connection
– Behaviour 4: Inspiration
• The role of HR in turbulent times
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Achieving Organisational Results
• Profitability
• ROI
• Cost Optimisation
• Employee Satisfaction
• Employee Loyalty
• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ/EI Competencies
• Managerial Skills
• Leadership Styles
Organisational Results
Employee Engagement
Organisational Climate
Leadership Effectiveness
Customer Loyalty
• Customer Satisfaction
• Service Value/
Relationship
Sattar Bawany, “Making Results‐based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr‐
education/commentary/making‐results‐based‐leadership‐work‐in‐singapore, 12 February 2013
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Goleman’s research collaboration with consulting
firm Hay/McBer covering 3,871 executives
worldwide to determine what is ‘effective
leadership’ lead to classification of six different
leadership styles, each springing from different
components of emotional intelligence.
Leadership That Gets ResultsLeadership That Gets Results
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
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Goleman’s Six Leadership StylesGoleman’s Six Leadership Styles
1. Coercive (Commanding): “Do what I tell you”
2. Authoritative (Visionary): “Come with me”
3. Affiliative: “People come first”
4. Democratic: “What do you think?”
5. Pacesetting: “Do as I do, NOW!”
6. Coaching: “Try this”
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
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Authoritative
aims to provide long-term
direction/vision
allows employee input but
retains control over decision
seeks to influence to gain
buy-in
with new staff or when a
new direction has to be
communicated
with sophisticated &
experienced staff
“Firm but fair”
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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
when tasks are routine or
employees need support
when negative feedback is
required
“People first,
task second”
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Democratic
aims to build group
consensus for decision-
making
heavy emphasis on team
participation
employees are trusted to
have skills & drive
working with good staff with
ample time for decision-
making
when a particular answer is
needed
“I’d like you to
participate”
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Coaching
aims towards professional
growth of employees
helps people identify
strengths/weakness
encourages honest self-
assessment
with employees interested in
being innovative or
developing career
when explicit direction is
required
“I’d like to help
you develop”
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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
Authoritative, Affiliative, Democratic & Coaching
styles have a positive impact on organisational
climate
Coercive & Pacesetting can have a negative impact on
the working environment
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
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Coercive Authoritative Affiliative
Leader’s Modus
Operandi
Demands immediate
compliance
Mobilizes people
toward a vision
Creates harmony and
builds emotional
bonds
The Style in a phrase Do what I tell you Come with me People come first
Underlying emotional
intelligence
competencies
Drive to achieve,
initiative, self-control
Self-confidence,
empathy, change
catalyst
Empathy, building
relationships,
communication
When the style works
best
In a crisis, to kick
start a turnaround, or
with problem
employees
When changes
require a new vision,
or when a clear
direction is needed
To heal rifts in a team
or to motivate people
during stressful
circumstances
Overall impact on
climate
Negative Most strongly positive Positive
Managerial Styles & EI CompetenciesManagerial Styles & EI Competencies
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
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Democratic Pacesetting Coaching
Leader’s Modus
Operandi
Forges consensus
through participation
Sets high standards
for performance
Develops people for
the future
The Style in a phrase What do you think Do as I do, now. Try this
Underlying emotional
intelligence
competencies
Collaboration, team
leadership,
communication
Conscientiousness,
drive to achieve,
initiative
Developing others,
empathy, self-
awareness
When the style works
best
To build buy-in or
consensus, or to get
input from valuable
employee
To get quick results
form a highly
motivated and
competent team
To help an employee
improve performance
or develop long-term
strengths
Overall impact on
climate
Positive Negative Positive
Managerial Styles & EI CompetenciesManagerial Styles & EI Competencies
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
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Organizational ClimateOrganizational 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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Linking Leadership to Effective
Organizational Climate
Linking Leadership to Effective
Organizational Climate
1
Flexibility Responsibility Standards Reward &
Recognition
Clarity Team
Commitment
Co-ercive
Authoritative =
Affiliative =
Democratic = = =
Pacesetting = =
Coaching =
In the
short
term
Short
term
Long
term
Climate Factors
LeadershipStyle
69
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The Three Social Motives by
David McClelland
The Three Social Motives by
David McClelland
McClelland’s theory that proposes that certain types
of needs are acquired during an individual’s lifetime
Three needs most frequently studied:
Need for Achievement (n Ach)
Need for Affiliation (n Aff),
Need for Power (n Pow).
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Achievement
Defining and
attaining goals
and results
Power
Influencing others
and having an
impact
Affiliation
Establishing and
maintaining positive
personal
relationships
Motives
Achievement
Defining and
attaining goals
and results
Power
Influencing others
and having an
impact
Affiliation
Establishing and
maintaining positive
personal
relationships
Motives
The Three Social MotivesThe Three Social Motives
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Need for Achievement (n Ach)Need for Achievement (n Ach)
Meeting or surpassing a self-imposed standard of
excellence
Outperforming others, meeting or exceeding targets
Choosing and defining goals that are realistically
attainable
Striving to make a unique contribution
Seeking feedback about the success of one’s action
Taking actions that can be identified as one’s own
Advancing one’s own career
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Need for Affiliation (n Aff)Need for Affiliation (n Aff)
Being liked and accepted
Ensuring one’s relationships are working well
Being involved with people in work situations
Being part of a group or team
Minimising conflict
Enjoying task situations where performance is
demonstrated in working with others in a
cooperative atmosphere
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Need for Power (n Pow)Need for Power (n Pow)
Having an impact and influence on others
Being interested in status and position
Giving advice, assistance, support, and help to others
Being predisposed to persuading others
Being actively interested and involved in the politics of
one’s organization
Having control of situations
“Personalized Power’’ and “Socialized Power”
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Points to RememberPoints to Remember
Most people have a mixture of all three motives; you need
to look for the ones that are the strongest
Motives remain relatively stable
Assess motivational needs over time
Avoid attributing motivation on limited data, review the
clues and checklist provided in your Workbook
Be careful not to confuse your own motivations with those
of your employees
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Individual Exercise: Increasing
Influence with Your Stakeholders
Individual Exercise: Increasing
Influence with Your Stakeholders
Based on your knowledge of this individual, what do you think
his or her motivational profile might be? Complete the Tasks
and Answer the Questions in the Workbook.
High
Mod
Low
n Ach n Aff n Pow
PURPOSE: To develop a plan to better manage and greater influence of a stakeholder
(direct report or peer).
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Summary: Research on Profiles
of Successful Leaders
Summary: Research on Profiles
of Successful Leaders
• Research was conducted at how motives and leadership style affect a group’s
climate and performance by studying 21 managers at IBM
• The findings were published in HBR June 2006, where it was found that 11 of
the 21 managers created strong or energizing work climates. These leaders
were driven primarily by the desire to achieve, but they were also driven more
by the need for affiliation and power than the other executives, who created
neutral or demotivating climates.
• Moreover, the 11 managers employed at least four of the six managerial
styles described in this article, using each when appropriate to the
circumstances.
• The challenge is to seek an approach to leadership that uses socialized power
to keep achievement in check.
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Individual Exercise: Self ReflectionIndividual Exercise: Self Reflection
• What is one point or story you heard during the Masterclass that
motivates you to develop further your E.I. in the workplace? Why?
• Describe an incident where you intentionally demonstrated an E.I.
domain or competence to create an environment for optimal
performance. What exactly did you do? How did it turn out?
• Which of the six leadership styles do you tend to use most naturally?
Is there one that you overuse? Why? Is there one that you under
use? Why?
• Is there a style that seems more “acceptable” in your organization? If
so, what is it? How could you become more effective at that style?
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In Conclusion: Key to SuccessIn 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.
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Prof Sattar Bawany
CEO, Centre for Executive Education &
Strategic Advisor, IPMA Asia Pacific
Email: sattar.bawany@ipma.com.sg
Website: www.ipma.com.sg/cee.php
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany
Skype: sattar.bawany
Further Dialogue on Social MediaFurther Dialogue on Social Media