IPMA Key Note "Leading During Turbulent Times" ST Jobs 23 Oct 2012

Copyright @2012 IPMA Asia Pacificwww.trainingedgeasia.com www.ipma.com.sg

Prof Sattar BawanyStrategic Adviser, IPMA Asia Pacific

Senior Adviser, Training Edge International

Tuesday, 23 October 2012

WORKSHOP ON LEADING DURING TURBULENT TIMES


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?2


The “RAT” Personality Exercise3


About

International Professional Managers Association

Executive Education Leadership & High

Potential Development Executive Coaching Succession Planning Executive Assessment

4


• IPMA is a global ‘not‐for‐profit’ (NPO) professional members organisation headquartered in Kent, UK with Regional Offices in Europe, Africa and Asia Pacific

• IPMA’s mission is to improve managerial performance of our professional member from different functions at all levels

• Facilitates group learning in organisational development, change management, leadership effectiveness, managerial coaching and customer service excellence across various industries

• IPMA offers executive coaching and custom‐designed leadership development solutions through its alliance partner, EDA

• Training Edge International (TEI) is an Approved Training Partner of IPMA in Singapore offering corporate training solutions

Who We Are5


• Strategic Adviser, IPMA Asia Pacific

• Senior Adviser, Training Edge International

• Managing Director & Master Executive Coach with EDA Asia Pacific

• 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

• Assumed senior leadership roles with global management & HR consulting firms: DBM Asia Pacific, Mercer Human Resource Consulting, The Hay Group and Forum Corporation

About Your Facilitator6


S

C

O

P

E

HARE

HALLENGE

PEN MINDED

LAN OF ACTION

NJOY OURSELVES

The S.C.O.P.E. Approach7


LEADERSHIP (KING)

YOU

EYES

HEART

EAR

UNDIVIDED ATTENTION

How to Benefit from the Program8


• Corporate Leadership Council, 2011o 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 2011 Report (April 2011) The global CEO consensus about 2011 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 developmentand improving leadership succession as the key strategies to address talent challenges, ahead of hiring more talent in the open market.

Importance of Leadership9


Focus on Business Results Drivers

Specify and Communicate Expected Behaviours

Lead Strategy Execution

Leading During Turbulent Times10

Copyright @2012 IPMA Asia Pacificwww.trainingedgeasia.com www.ipma.com.sg11

Module 1

Introduction & Objectives

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Workshop 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 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

Workshop Agenda12


• Understand the role of managerial leadership towards organisational success

• Understand why EQ is critical for leading during turbulent times

• Examine the critical challenges leaders faced and skills required in managing a challenging and turbulent business environment

• Assess own EQ Profile using a self‐assessment tool

• Engaging your employees and stakeholders adopting a motivational management approach

• Craft a Personal Leadership Development Plan

This Workshop is designed to develop your Leadership Skills During Turbulent Times or Period of Uncertainly. You will be able to:

Workshop Objectives13


“Management is doing things right; leadership is doing the right things.” Peter F. Drucker

Father of Modern Management

“Don't tell people how to do things, tell them what to do and let them surprise you with their results.”

George S. PattonU.S. Army General & Hero during World War II

“The best executive is the one who has sense enough to pick good men to do what he wants done, and self‐restraint to keep from meddling with them while they do it.”

Theodore Roosevelt26th President of the United States (1901‐1909)

Quotable Quotes on Leadership


Use intellectual as well as emotional capabilities to guide organizations through turbulent business environments towards achieving organization's results

Understand the importance of emotional intelligence in development of leadership effectiveness and sustaining employee engagement and productivity

Today’s Leadership Challenge15


Video: What is a Good Leader?

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1. Acting with an insensitive, abrasive, intimidating style

2. Lack of relationship management skills including collaborative,

interpersonal and team effectiveness skills

3. The inability to respond quickly and flexibly to rapidly changing

market conditions

4. Lack of cross cultural communication skills

5. Failing to make the boss/organization's priorities a high priority

Top Lessons on Executive Derailers

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Leadership is setting a new direction or vision for a

group that they follow, i.e: a leader is the spearhead

for that new direction.

Management controls or directs people/resources in

a group according to principles or values that have

already been established.

Leadership vs. Management18


Usually viewed as getting things done through other people in order to achieve stated organizational objectives.

Is regarded as relating to people working within a structured organization and with prescribed roles.

What Is Management?What Is Management?19


Is often associated with the willing and enthusiastic behavior of followers.

Does not necessarily take place within the hierarchical structure of the organization.

Can be seen primarily as an inspirational process.

1

2

3

What Is Leadership?What Is Leadership?20


OLD Paradigm Stability Control Competition Uniformity Self-centered Hero

NEW Paradigm Change/Crisis Mgt. Empowerment Collaboration Diversity Higher ethical purpose Humble

The New Realities for Leadership21


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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?


Module 2

Developing Your Emotional Intelligence

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Harvard Business School Video onEmotional & Social Intelligence Interview with Daniel Goleman

Harvard Business School Video onEmotional & Social Intelligence Interview with Daniel Goleman

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You CAN change this !You CAN change this !25


Intelligence Quotient (IQ)Intelligence Quotient (IQ)

IQ refers to an individual’s logical abilities (or the

cognitive aspects of intelligence) such as

memory, problem solving, how to rationalize and

analyze as well as scholastic abilities

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Emotional Intelligence (EI) & EQEmotional Intelligence (EI) & EQEmotional 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 ModelSelfAwareness Emotional Self Awareness Accurate Self Assessment Self Confidence

SocialAwareness

Empathy Organizational Awareness Service Orientation

SelfManagement Self Control Trustworthiness Conscientiousness Adaptability Achievement Orientation Initiative

RelationshipManagement 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 optimismBar-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

IntrapersonalSelf Regard Emotional Self AwarenessAssertiveness IndependenceSelf Actualisation

InterpersonalEmpathySocial responsibility Interpersonal relationship

Stress ManagementStress toleranceImpulse control

AdaptabilityReality testingFlexibility Problem solving

BarOn’s EI ModelBarOn’s EI Model

General MoodHappiness, Optimism

Adapted from Stein, S. J. & Book, H. E. (2006). The EQ Edge: Emotional Intelligence and Your Success. Toronto, ON: Multi-Health Systems, Inc. (Revised and Updated Edition)

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Business Case for EIBusiness Case for EIResearch 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 emotionalcomponent. 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 EI34


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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EMOTIONAL INTELLIGENCE SELF-EVALUATION

• The purpose of this self‐evaluation is to measure your tendencies and abilities within various areas of emotional intelligence

• In the space provided next to each of the statements, please write in the number that best describes your agreement with the item, using the scale immediately below.

1 = Disagree Very Much 4 = Agree Slightly 2 = Disagree Moderately 5 = Agree Moderately3 = Disagree Slightly 6 = Agree Very Much

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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 Works 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 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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EI Mini QuizEI Mini Quiz

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

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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.

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Copyright @2012 IPMA Asia Pacificwww.trainingedgeasia.com www.ipma.com.sgWorkshop on 'High Performance Leadership' for Menlo Worldwide Logistics

Answer for Scenario 1The 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 theownership of your work.

B. 5 Points – After the meeting, take the colleague aside and tell her that youwould appreciate in the future that she credits you when speaking about yourwork.

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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Copyright @2012 IPMA Asia Pacificwww.trainingedgeasia.com www.ipma.com.sgWorkshop on 'High Performance Leadership' for Menlo Worldwide Logistics

Scenario 2: You are a Gen X Manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear a Gen Y employee telling both sexist and racist jokes. What do you do?

A. Ignore it – the best way to deal with these things is not to react.

B. Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated.

C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization.

D. Suggest to the person telling the joke he go through a diversity training program.

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The most emotionally intelligent answer is C. The most effective way to create an atmosphere that welcomes diversity is to make clear in public that the social norms of your organization do not tolerate such expressions. Confronting the behavior privately lets the individual know the behavior is unacceptable, but does not communicate it to the team. Instead of trying to change prejudices (a much harder task), keep people from acting on them.

A. 0 Points – Ignore it ‐ the best way to deal with these things is not to react.B. 5 Points – Call the person into your office and explain that their behavior is

inappropriate and is grounds for disciplinary action if repeated.C. 10 Points – Speak up on the spot, saying that such jokes are inappropriate

and will not be tolerated in your organization.D. 5 Points – Suggest to the person telling the joke he go through a diversity

training program.

Answer for Scenario 2The Racist Joke:

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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" andfind 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 theorganization.

C. Purposely give him lots of complex decisions to make so that he willbecome 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.

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The most emotionally intelligent answer is D. Managing multigenerational employees requires high levels of emotional intelligence, particularly if you are going to be successful in maximizing the performance of your team. Often, this means that you need to tailor your approach to meets the specific generational needs of the individual, and provide them with support to help them grow in confidence.

A. 0 Points – Accept that he 'does not have what it take to succeed around here' and find others in your team to take on his tasks

B. 5 Points – Get an HR manager to talk to him about where he sees his future in the organization

C. 0 Points – Purposely give him lots of complex decisions to make so that he will become more confident in the role

D. 10 Points – Engineer an ongoing series of challenging but manageable experiences for him, and make yourself his mentor (reverse mentoring)

Answer for Scenario 3The indecisive Baby Boomer Employee:

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Module 3

Role of Leaders During Turbulent Times

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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 Results51

• 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


Module 4

Leadership Styles & Motivational Management

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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 Styles1. 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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Coercive aims to achieve immediate

compliance one-way directive

conversation seeks tight control over

situations dealing with crisis situations

or problem employees with talented or self-

motivated staff“Do it the way I

tell you”

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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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Pacesetting

aims to accomplish quality work yourself

models high standards & expects them in others

delegates only to good performers

dealing with staff who can perform independently

with staff who need feedback & support

“Do it myself”

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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 & Coachingstyles have a positive impact on organisational climate

Coercive & Pacesetting can have a negative impact on the working environment


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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,

communicationWhen 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 Competencies62



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

strengthsOverall impact on climate

Positive Negative Positive

Managerial Styles & EI CompetenciesManagerial Styles & EI Competencies63



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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Drivers Of PerformanceDrivers Of Performance

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

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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?What Is Organizational Climate?Refers to six key factors which influence an organization's working environment:

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Coercive Authoritative Affiliative

Flexibility -.28 .32 .27

Responsibility -.37 .21 .16

Standards .02 .38 .31

Rewards -.18 .54 .48

Clarity -.11 .44 .37

Commitment -.13 .35 .34

Overall Impact on Climate

-.26 (6) .54 (1) .46 (2)

Impact of Leadership Styles on Organizational ClimateImpact of Leadership Styles on Organizational Climate

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Democratic Pacesetting Coaching

Flexibility .28 -.07 .17

Responsibility .23 .04 .08

Standards .22 -.27 .39

Rewards .42 -.29 .43

Clarity .35 -.28 .38

Commitment .26 -.20 .27

Overall Impact on Climate

.43 (3) -.25 (5) .42 (4)

Impact of Leadership Styles on Organizational ClimateImpact of Leadership Styles on Organizational Climate

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Module 4

Motivational Management

David McClelland's Three Social Motives


The Three Social Motives by David McClellandThe 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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AchievementDefining and

attaining goals and results

PowerInfluencing others

and having an impact

AffiliationEstablishing and

maintaining positive personal

relationships

Motives

AchievementDefining and

attaining goals and results

PowerInfluencing others

and having an impact

AffiliationEstablishing and

maintaining positive personal

relationships

Motives

The Three Social MotivesThe Three Social Motives71


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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Summary of The Three Social MotivesSummary of The Three Social Motives

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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 Your Leadership Influence &

Effectiveness with a Stakeholder’

Individual Exercise:‘Increasing Your Leadership Influence &

Effectiveness with a Stakeholder’

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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

Lown 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 LeadersSummary: Research on Profiles of Successful Leaders• Research was conducted at how motives and leadership style affect a group’s

climate and performance by studying 21 managers at IBM

• The findings were published in HBR June 2006, where it was found that 11 of the 21 managers created strong or energizing work climates. These leaders were driven primarily by the desire to achieve, but they were also driven more by the need for affiliation and power than the other executives, who created neutral or demotivating climates.

• Moreover, the 11 managers employed at least four of the six managerial styles described in this article, using each when appropriate to the circumstances.

• The challenge is to seek an approach to leadership that uses socialized power to keep achievement in check.

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Module 5

Integrative Case Study

Putting It All Together

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Integrative Case Study –The USS FloridaIntegrative Case Study –The USS Florida

QUESTIONS FOR GROUP DISCUSSION

1. Analyse Alfonso’s leadership style(s) as seen from the case. What might account for the fact that he behaved or adopted the specific style(s) as captain of the USS Florida?

2. Which do you think a leader should be more concerned about aboard a nuclear submarine – high certification grades (Need for Achievement) or high‐quality interpersonal relationships (Need for Affiliation)? Do you agree with Admiral Sullivan’s decision to fire Alfonso? Discuss.

3. Discuss Commander Alfonso’s level of emotional intelligence in terms of the Goleman’s EI Competencies as discussed in earlier Module. What advice would you give him?

20 minutes

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Video on ‘Crimson Tide’ (Leadership Styles in Action)Video on ‘Crimson Tide’ (Leadership Styles in Action)

Opening Scene –Background

Leadership Styles

Read the Video Synopsis in Workbook

Inspirational Speech

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Module 6

Personal Leadership Development Plan

Putting It All Together

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Individual Exercise: Self ReflectionIndividual Exercise: Self Reflection• What is one point or story you heard during the workshop that

motivates you to develop further your E.I. in the workplace? Why?

• Describe an incident where you intentionally demonstrated an E.I. domain or competence to create an environment for optimal performance. What exactly did you do? How did it turn out?

• Which of the six leadership styles do you tend to use most naturally? Is there one that you overuse? Why? Is there one that you under use? Why?

• Is there a style that seems more “acceptable” in your organization? If so, what is it? How could you become more effective at that style?

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Individual Exercise: Creating a SMART Personal Development PlanIndividual Exercise: Creating a SMART Personal Development PlanSpecific 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?

85


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 workshop, voracious readings – can accelerate a leader’s growth.

86


FINAL WORD:

A SMALL TRUTH TO MAKE

LIFE 100%

87


88


Hard Work

H+A+R+D+W+O+R+K

8+1+18+4+23+15+18+11 = 98%

Knowledge

K+N+O+W+L+E+D+G+E

11+14+15+23+12+5+4+7+5 = 96%

89


Love

L+O+V+E

12+15+22+5 = 54%

Luck

L+U+C+K

12+21+3+11 = 47%( don't most of us think this is the most important ??? )

90


Then what makes 100% ?

Is it Money ? ... NO ! ! !

M+O+N+E+Y

13+15+14+5+25 = 72%

Leadership ? ... NO ! ! !

L+E+A+D+E+R+S+H+I+P

12+5+1+4+5+18+19+9+16 = 89%

91


Every problem has a solution, only if we perhaps change our attitude.

To go to the top,

to that 100% ,

what we really need to go further... a bit more...

92


ATTITUDE

A+T+T+I+T+U+D+E 1+20+20+9+20+21+4+5 = 100%

It is OUR ATTITUDE towards Life and Work that makes OUR Life 100% ! ! !

93


Change Your Attitude …

And You Change

Your Life ! ! !

94


Now that you know the answer…

WHAT WILL YOU DO ABOUT IT ?

95


Video on What Makes a Great Leader?

“GREAT LEADERS CARE MORE ABOUT THOSE THEY LEAD THAN

THEMSELVES.”Visit :

http://www.youtube.com/watch?v=03o1JZ7c7gI

96


Video on What Makes a Great Leader?

“GREAT LEADERS CARE MORE ABOUT THOSE THEY LEAD THAN

THEMSELVES.”Visit :

http://www.youtube.com/watch?v=03o1JZ7c7gI

97


If you do tomorrow what you did yesterday Your Future is History……………

If you do tomorrow what we’ve covered todayYour Future is Historic!!!

Final Thoughts…Final Thoughts…98


Social Networking Contacts:Prof Sattar Bawany

Email: [email protected]: www.ipma.com.sg (IPMA)

Website: www.trainingedgeasia.com (TEI)LinkedIn: www.linkedin.com/in/bawany

Facebook: www.facebook.com/ipma.singaporeTwitter: www.twitter.com/sattarbawany

Further DialogueFurther Dialogue99


WORKSHOP TEASERSWORKSHOP TEASERS

100


9 dots puzzleDirections: With four straight lines and without taking pen or pencil off the paper, connect all nine dots.

101


1 2

3

4

9 dots puzzle102


9 dots puzzleDirections: With three (3) straight lines and without taking pen or pencil off the paper, connect all nine dots.

103


1

2

3

9 dots puzzle104


Count the No. of Squares105


Belthitting

Often

Often

Often

STROKESSTROKES

STROKES[income]

night fly GRATIS

C YO R

U TN

U TO R

C Y

GIVE GETGIVE GETGIVE GETGIVE GET

CCCCCCCInsult +injury

1 3 5 7 9WHELMING to

ENDSNDS

LEAST

Creativity Wuzzle 1

SPRINGSUMMER

AUTUMNWINTER

WAL

G KN I

ALL

ALL

ALL

ALL

not

not

106


VISITNIGHT

BIT CAKE

FIRST MOSTMOSTMOSTMOST

PAYMENTDUE

Small

world

LO VESAD SAD SADSAD SAD SADSAD SAD SADSAD HAPPY

gone goneby be gone gone

SHAPE

OREND

no __ waysabout it

Creativity Wuzzle 2E

G

G G

G

S

S

HEADHEELS

LOOK

HAI

R

107


Which Is The Odd Figure Out?

Your Answer:

1

2

3

4

5

108


10 MatchesSolution:

109


Six Matches PuzzleTake six matches and place them on a flat surface. Arrange them into a a pattern of four equilateral or equal-sided triangles. You must not break the matches. You have five minutes to find two solutions (there are more). Note that the triangles must be complete - no gaps at the corners!

?

110


Six matches puzzle

Solution:Breaking into three dimensions gives the elegant solution.The second solution involves putting matches on top of each other, moving away from two-dimensional thinking.

111


The new swimming poolA man wanted to double the size of the square swimming pool in his garden. There was a tree growing at each corner like this:

How did he double the size of the pool, still keeping it square, and without cutting down any of the trees?

112


The new swimming poolSolution: The dotted line represents the new pool twice the size.

113


Bottled Coin

If you put a small coin piece in an empty bottle and replaced the cork, how would you get the coin out of the bottle without taking out the cork or breaking the bottle?

Solution:Push the cork into the bottle, and shake out the coin.

114


Drinking Glasses

Six drinking glasses stand in a row, with the first three full of water and the next three empty. By handling and moving only one glass, how can you arrange the six glasses so that no full glass stands next to another empty one?

115


Two train stations are 50 km apart. At 1pm on Sunday a train pulls out from each of the stations, and the trains start toward one another. Just as the trains pull out from the stations a hawk flies into the air in front of the first train and flies ahead to the front of the second train.

CREATIVE THINKING – 1116


When the hawk reaches the second train, it turns around and flies towards the first train. The hawk continues in this way until the trains meet. Assume that both trains travel at a speed of 25 km per hour and that the hawk flies at a constant speed of 100 km per hour. How many km will the hawk have flown when the trains meet?

CREATIVE THINKING – 1117


The most common approach is to concentrate on the hawk and to try to balance the decreasing distance needed to fly between the converging trains ‐ not an easy task!The straightforward approach is to concentrate on the trains. The trains meet in the middle, 25 km from each end. They are travelling at 25 km/h and hence take an hour to meet. The hawk is flying at a constant 100 km/h throughout until the trains meet. Hence the hawk flies 100 km.

CREATIVE THINKING – 1 (SOLUTION)

118


CREATIVE THINKING - 2

A

B C

D

A, B, C, D are four persons standing at the corner of a square. At the same point in time, A starts moving towards B, B starts moving towards C, C towards D and D towards A with the same speed. How and where will A, B, C, D meet?

119



A, B, C, D will move in the paths shown above (If you draw tangent at any point, it will point towards the person anyone is moving say A B).

A

BC

D

120


There are 4 volumes of Shakespeare on a bookshelf. The total pages of each volume are exactly 300mm thick and the covers are each 50mm thick.

A bookworm started eating at page 1 of volume I and ate straight through to the last page of volume IV. What is the distance the worm covered?

CREATIVE THINKING – 3 121


When books are on a shelf, page 1 of volume I is on the right hand side. The last page of volume IV is on the left.

The worm thus does not have to eat through the pages of the first and last volumes.Solution: 900mm (2 lots of pages and 6 covers).


122

I

Shak

espe

are

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OPTICAL ILLUSIONS...123


OPTICAL ILLUSION 1This is the Bunny/Duck illusion. At first glance, what do you see? Now give it some time, but do not focus on one certain area, and then ask Yourself; what do Ireally see? Now, look again. You might be surprised!!!!!!

124


OPTICAL ILLUSION 2Do you see some squares or rectangles? Really, this is nothing more than a bunch of lines going in every which direction, but the way our mind interprets these lines are totally different!!

125


OPTICAL ILLUSION 3This is probably the most famous illusion of all time! Almost everyone has seenit! What do you see at your first glance of this illusion! Do you see an old lady, or do you see a young women? They are both there!!

126


OPTICAL ILLUSION 5This is probably the hardest illusion that I have ever seen, and I have to say my personal favorite!!! When you first look at this, do you see and old manwith ivy leaves around him, or do you see a couple kissing? Be patient and give it some time!! You will eventually see it

127


OPTICAL ILLUSION 6Do the sides of the square appear to be bent in? Wait, now that is Impossible!Believe it or not, they are as straight as they come. If you do not believe me,take a straight edge and see for yourself!!!

128


OPTICAL ILLUSION 8How many ways can you view this cube? Is the blue side outside the box or is it inside? Is it on the back of the box of is it on the side? Examine this cube closely, and let the light blue side guide you!

129


OPTICAL ILLSUION 9

At first glance, what do you see‐‐Could it be the word "liar" or is it something more. I would definitely give this one a second look!

130


OPTICAL ILLUSION 10When you look at this, you probably see a triangle. There is not one there! The way the circle parts are cut out, make us think there is a triangle there even though there isn’t any!

131


OPTICAL ILLSUION 11

Are the diagonals parallel? You bet they are!

132


OPTICAL ILLUSION 12

I have heard this illusion called the dancing elephantand several other things. I want you to look at the elephants feet and legs. How many are actually there?

133


OPTICAL ILLUSION 13

Is this man playing a sax, or is there something more here?

134


OPTICAL ILLUSION 14

• When you first read this, what does it say?

• A Bird In The Bush?

• If you read this more carefully you will find that it says A Bird In The The Bush!!!

135


OPTICAL ILLUSION 15136


THE END……DNE EHT137


• Executive Development Associates (EDA) has been in business since 1982 and is known across the globe for it’s C‐Suite capabilities in coaching and top Leadership Development designs

• EDA is a pioneer and leader in creating custom‐designed learning and executive/leadership development strategies, programs and processes to help clients achieve their strategic objectives and win in the marketplace

• EDA works in partnership with clients to ensure that their development efforts are successful by ensuring maximum leverage and bottom‐line results.

• EDA has worked with many of the Fortune 100 and other leading organizations around the world

Who We Are - EDA138