it is evident that conventional leadership development practices are no longer adequate. Organizations globally need to incorporate the next generation leadership competencies in order to address the development needs of their rising leaders. This expanded group of upcoming leaders need to have a broader skillset, one that equips them to think and act globally in a VUCA business environment. They must do so while embracing cross-cultural diversity and cultivating collaborative relationships within and outside their walls. These are the hallmarks of the mindset needed to develop effective global leaders.

The rapidly evolving demands of the 21st century include everything from climate change to demography, shifting customer requirements and expectations, the rise of technology, globalization, new markets, and new attitudes to work. Leaders must now operate in a way that inspires and engages people, while simultaneously addressing changing customer requirements and delivering results. Finally, all of these needs to be achieved with a sense of urgency, as the experienced leaders of the “Baby Boomer” generation continue to retire at pace (Hagemann & Bawany, 2016).

A company’s leadership pipeline is expected to deliver its “next generation” of leaders who are capable of leading now. The payoff is a supply of leadership talent that simultaneously achieves targets, strengthens and protects ethical reputation, and navigates transfor-mational change in pursuit of a bright, competitive future. Because customers’ changing requirements are so significant, and customer focus is a “hot topic” for executive development leaders, investing an appropriate amount of time, energy, and other resources to develop the capabilities of high potential leaders in these areas will be very important. Mentoring, feedback and coaching, and training programs are all potentially valuable ways to address this need. Leading in a VUCA World

Leading in a world that is Volatile, Uncertain, Complex and Am-biguous (VUCA) not only provide a challenging environment for leaders to operate and for executive development programs to have an impact: it also provides a much-needed range of new competencies. The new reality is resulting in the realization that new and different capabilities are needed to succeed (Hagemann, Bawany et al., 2016). “L.E.A.P.” through the Fog in a VUCA World

To lead successfully in the VUCA World, leaders need to LEAP through the fog and demonstrate the set of cognitive readiness com-petencies and also possesses traits as shown in Figure 1.Building the NextGen Leadership Pipeline

Having a robust leadership pipeline remains as one of the critical talent management issues facing organizations around the world operating in a VUCA business environment as this would contribute towards the development of a sustainable competitive advantage of the organization. This is achieved by cultivating emerging talent early while enhancing organizational capability. Developing a leadership pipeline starts with identifying and then transforming high-potential individuals to a variety of developmental opportunities and experiences.

Figure 1 – Competencies & traits for Leading in a VUCA World

Organizations are facing unprecedented new leadership challenges, including developing different generations of leaders including Gen Y, meeting the demand for leaders with global fluency and flexibility, building the ability to innovate and inspire others to perform, and acquiring new levels of understanding of rapidly changing and emerging technologies and new disciplines and fields. As experienced leaders, managers, and professionals continue to leave an organization, their intellectual capital and tacit knowledge, unless codified, will be lost, creating tremendous challenges at a time when the market is growing more global and dynamic. This translates to tougher competition in the marketplace, making the search for high-potential people exter-nally more difficult and future success more elusive. Further, there is a sense of urgency for organizations today to accelerate the time to competence compounds the challenge of building a strong leadership pipeline from within.

Executive and leadership training programs may be strengthened, broadened and deepened to include inspiring and engaging others, as well as Cognitive Readiness and Critical Thinking skills. These capabilities can be addressed by incorporating specific activities and exercises designed to increase awareness of their impact and impor-tance in familiar techniques, such as case studies or applicable business simulations.

Additionally, opportunities for application and practice can be provided in experience based approaches where participants work to apply the concepts and skills directly to real business issues, while colleagues and facilitators provide feedback based on behaviors they observed during their work together.development of High Performance organisation (HPo) for a VUCA World

Leadership in a VUCA World is all about the ability to have impact

NextGen Leaders For A VUCA WorldTransforming future leaders for success

By Prof Sattar Bawany

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and influence on your followers so as to engage them towards achieving sustainable results of your organisation which is operating in a fast paced globalised business environment which is ever increasingly volatile, un-certain, complex and ambiguous.

We are operating in a hypercompetitive VUCA business environ-ment. The world moves faster today when compared to 20-30 years ago. Companies feel the pressure to decrease time to market and improve the quality of products while delivering on ever-changing customer expectations to maintain competitive posture – that is, be adaptive and nimble. Driving results in High Performance organisa-tions (HPOs) is difficult even for companies who have the benefit of dedicated and knowledgeable employees and business leaders to leverage (See Figure 2).

Today, people often point to the importance of various leader-ship competencies including cognitive readiness (critical & strategic thinking skills), emotional & social intelligence, managerial coaching and leading team for performance, effective negotiation & conflict management and cross cultural communication & diversity manage-ment in driving results and achieving organisational success in a high performance organisation (Bawany, 2014).

Figure 2 – Framework for development of High Performance organisation (HPo)

There are two things we can say with certainty about the future: it will be different, and it will surprise. Now, more than ever, leaders have to navigate unfamiliar, challenging times, a quickening pace of change, increasing expectations, and a rising tide of rapidly-evolving conditions. This new and different environment is challenging leaders to find new ways to lead their organizations and achieve sustained success. And, because of these circumstances, there is a thirst for leader-ship, yet leaders face a whirlwind environment laden with remarkable opportunities and daunting challenges through which to lead their people and organizations. LE

references • Bonnie Hagemann, Sattar Bawany et al. (2016), Research on Trends in Executive

Development: A Benchmark Report, published by published by Executive Development Associ-ates (EDA); Pearson TalentLens and Performance Assessment Network (PAN), February 2016.

• Bonnie Hagemann & Sattar Bawany (2016), Enhancing Leadership and Executive Development - Latest Trends & Best Practices in Leadership Excellence Essentials, Issue 03.2016.

• Sattar Bawany (2014), “Building High Performance Organisations with Results-based Leadership (RBL) Framework” in Leadership Excellence Essentials, Issue 11.2014

NextGen Leaders For A VUCA World

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Prof sattar Bawany is the CEO of the Centre for Executive Education (CEE). He is also concurrently the Regional Managing Director & C-Suite Master Executive Coach of Executive Development Associates (EDA) in Asia Pacific. Email: sattar.bawany@cee-global.com Visit www.cee-global.comConnect Prof sattar Bawany

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“There are two things we can say with certainty about the future: it will be different, and it will surprise. Now, more than ever, leaders have to navigate unfamiliar, challenging times, a quickening pace of change, increasing expectations, and a rising tide of rapidly-evolving conditions. This new and different environment (VUCA) is challenging leaders to find new ways to lead their organizations and achieve sustained success. And, because of these circumstances, there is a thirst for leadership, yet leaders face a whirlwind environment laden with remarkable opportunities and daunting challenges through which to lead their people and organizations.”

- Bonnie, Hagemann, Prof Sattar Bawany et al (2016) ‘2016 Research on Trends in Executive Development: A Benchmark Report’

VUCA: What It Means and Why It MattersVUCA is an acronym that emerged from the military in the 1990s.

It describes the “fog of war” — the chaotic conditions that are encoun-tered on a modern battlefield. Its relevance to leaders in business is clear, as these conditions are highly descriptive of the environment in which business is conducted every day. Leadership as usual, including creating a vision, is not enough in a VUCA world.

1. Volatile: Things change unpredictably, suddenly, extremely, especially for the worse.

2. Uncertain: Important information is not known or definite; doubtful, unclear about the present situation and future outcomes; not able to be relied upon.

3. Complex: Many different and connected parts: multiple key decision factors, interaction between diverse agents, emergence, adaptation, co-evolution, weak signals.

4. Ambiguous: Open to more than one interpretation; the meaning of an event can be understood in different ways.

Leading in a world that is Volatile, Uncertain, Complex and Am-biguous (VUCA) not only provide a challenging environment for leaders to operate and for executive development programs to have an impact: it also provides a much-needed range of new competencies. The new reality is resulting in the realization that new and different capabilities are needed to succeed. Importance of Cognitive Readiness

In a VUCA world what is needed is Cognitive Readiness: the pre-paredness and agility to handle the situation at hand and still prevail. Chief among the new VUCA-related competencies that leaders need to develop is a high level of Cognitive Readiness, which is the mental, emotional, and interpersonal preparedness for uncertainty and risk (Hagemann & Bawany, 2016).

Critical Thinking, the more common and tactical of the thinking skills, involves strategic thinking, creative thinking, problem-solving, and decision-making. It has been a hot topic for the past six years in the EDA Research on Trends for Executive Development. In the latest 2016 Survey, respondents also identified the importance of developing Cognitive Readiness in order to be able to effectively think critically.

Organizations are prioritizing the development of Cognitive Readi-ness as the one of priority for leading in a VUCA business environ-ment. This may reflect recognition of its importance for current and emerging leaders and a serious commitment to developing these mental capabilities, or it may simply reflect curiosity about the latest leadership development topic and a desire to avoid being left behind. Either way, two issues are present. First, organizations will need to think creatively about the processes they employ to accelerate the development of Cognitive Readiness in High Potential Leaders. Second, organizations may want to explain why, in practice, Cogni-tive Readiness is important to their success and then define in much greater depth their expectations of perspective.

Leading In A VUCA Business EnvironmentLeveraging on cognitive readiness and RBL for organisational success

By Prof Sattar Bawany

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“L.E.A.P.” through the Fog in a VUCA WorldTo lead successfully in the VUCA World, leaders need to LEAP

through the fog and demonstrate the cognitive readiness competencies as explained in the next section and also possesses the following traits:

Liberal: open to new behaviour or opinions and willing to adapt or discard existing values if and when necessary to adapt to the new world

Exuberant: filled with lively energy with sense of passion and op-timism in engaging the team and other stakeholders

Agility: proficiently change and evolve the learning organisation with nextgen leadership competencies including cognitive readiness, critical thinking and emotional & social intelligence amongst others.

Partnership: Build trust-based partnership with teams (intra & inter) as well as externally with other stakeholders including custom-ers and suppliers.Cognitive Readiness – Beyond Critical Thinking

Traditional Critical Thinking is the ability to recognize assumptions, evaluate arguments and draw conclusions. The traditional Critical Thinking competencies typically include strategic thinking, creative thinking, problem-solving and decision-making.

In the 2016 “Trends for Executive Development – A Benchmark Report” by Executive Development Associates (EDA) has defined Cognitive Readiness, on the other hand, as the mental, emotional, and interpersonal preparedness for uncertainty and risk. It comple-ments Critical Thinking by emphasizing non-rational, non-logical skills (Hagemann, Bawany et al. 2016)

EDA has defined the following set of Cognitive Readiness com-petencies:

1. situational awareness2. attentional control3. metacognition (thinking about your thinking)4. sensemaking (connecting the dots)5. intuition6. learning agility7. adaptability8. dealing with ambiguity, and9. managing emotionsOverall, heightened Cognitive Readiness allows leaders to maintain

a better sense of self-control in stressful situations.Results-Based Leadership Framework

There is growing evidence that the range of abilities that constitute what is now commonly known as emotional & social intelligence plays a key role in determining success in life and in the workplace. Extensive longitudinal research by Centre for Executive Education (CEE) has uncovered links between specific elements of emotional and social intelligence and specific behaviours associated with lead-ership effectiveness and ineffectiveness in developing an impactful organisational climate that is supportive in driving enhanced employee and customer engagement resulting in the achievement of the desired organisation results (See Figure 1).

Managers often fail to appreciate how profoundly the organizational climate can influence financial results. It can account for nearly a third of financial performance. Organizational climate, in turn, is influenced by leadership style—by the way that managers motivate direct reports, gather and use information, make decisions, manage change initiatives, and handle crises. There are six basic leadership styles. Each derives from different emotional intelligence competen-cies, works best in particular situations, and affects the organizational

climate in different ways (Bawany, 2014).

Figure 1 – Results-based Leadership (RBL) Framework

ConclusionThe skills of creating a vision and engaging others around it can be

powerfully developed through mentoring and coaching. The “hands-on” approach of mentoring can enable leaders to observe what someone who has mastered these important skills does, and to solicit advice, input, and coaching on how to transfer what they have observed into their own work. It may be more challenging to find a mentor who has also highly developed Cognitive Readiness skills, so being mindful of the mentor’s skillset will be a key to success.

Executive coaching also has significant potential for developing leaders’ capabilities around creating a vision, engaging others around it, and the Cognitive Readiness skills needed for a VUCA environ-ment. This type of coaching would need to be focused on all of the skills in an integrated manner, and the executives, human resources partners, mentors, coaches, and others involved in the development program may agree on specific goals and followed by regular meetings to discuss progress. LE

References 1) Bonnie Hagemann, Sattar Bawany et al. (2016), Research on Trends in Executive Devel-opment: A Benchmark Report, published by published by Executive Development Associates (EDA); Pearson TalentLens and Performance Assessment Network (PAN), February 2016. 2) Bonnie Hagemann & Sattar Bawany (2016), Enhancing Leadership and Executive De-velopment - Latest Trends & Best Practices in Leadership Excellence Essentials, Issue 03.2016. 3) Sattar Bawany (2014), “Building High Performance Organisations with Results-based Leadership (RBL) Framework” in Leadership Excellence Essentials, Issue 11.2014

Leading In A VUCA Business Environment

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Prof Sattar Bawany is the CEO of the Centre for Executive Education (CEE). He is also concurrently the Regional Managing Director & C-Suite Master Executive Coach of Executive Development Associates (EDA) in Asia Pacific. Email: sattar.bawany@cee-global.com Visit: www.cee-global.comConnect: Prof. Sattar Bawany

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By Prof. Sattar Bawany, CEO & C-Suite Master Executive Coach, CEE & EDA Asia Pacific

Leveraging on Executive Coaching to built Leadership Pipeline

Transforming the Next Gen Leaders

30 leadership excellence essentials presented by HR.com | 07.2014

Talent management and retention is perennially at the top of CEO’s most pressing worries. A company’s leadership pipe-line is expected to deliver its “next generation” of ready-now leaders. The key to ensuring an organisation has the leaders it needs when it needs them, is to accelerate the performance of future leaders including high potential employees, so that their skills and leadership abilities are as strong as possible when they are needed particularly as leaders transition from role to role.

A company’s leadership pipeline is expected to deliver its “next generation” of ready-now leaders. The payoff is a supply of leadership talent that simultaneously achieves targets, bolsters and protects ethical reputation, and navigates transformational change in pursuit of a bright competitive future. Unfortunately, some Boards and CEOs neglect their talent management ac-countability - consequently, their pipelines run dry. When this occurs, the downward spiral of competitive capability becomes discernable, the edge is lost, and the “magic” disappears. The competition begins to outwit, outflank and outperform these companies. The Current Realities

Organizations move their leaders through positions of respon-sibility and challenge to develop talent and ensure capability for the future. These transitions are known as “role to role” transi-tions, i.e. a leader who is successfully performing in one role takes on another role with different responsibilities.

Successfully assuming a new leadership role is almost never easy. It is more often challenging and daunting—regardless of the amount of experience a leader may have. In the 2009 Harvard Business Review article “The Realities of Executive Coaching”, Coaches surveyed reported that 48% of the time they are hired to develop high potentials or to facilitate transitions.

Actions taken in the first few months of a leadership transition directly impact a leader’s chances of success. Transitions can be times of both great opportunity and great risk. Transitioning leaders often find the eyes of superiors, colleagues, direct reports, and even shareholders firmly fixed on their first moves. Expecta-tions are high. So what are the secrets of succeeding and thriving in times of role transition, with so much at stake?What are the Challenges or Pitfalls leaders in transition face?

The specific challenges leaders face depend on the types of transitions they are experiencing. Leaders who have been hired externally (on-boarding) confront the need to adapt to new business models & organizational cultures, and to build supportive networks of relationships. For those who have been promoted internally (role-to-role transitions), the challenge lies in understanding and developing the competencies required to be successful at the new level. Hence, it is essential to carefully diagnose the situation and craft transition strategies accordingly.

The biggest trap new leaders fall into is to believe they will continue to be successful by doing what has made them success-ful in the past. There is an old saying, “To a person who has a

hammer, everything looks like a nail.” New leaders should focus first on discovering what it will take to be successful in the new role, then discipline themselves to do the things that don’t come naturally if the situation demands it.

New leaders are expected to “hit the ground running.” They must produce results quickly while simultaneously assimilat-ing into the organization. The result is that a large number of newly recruited or promoted managers fail within the first year of starting new jobs.

There is growing evidence that the range of abilities that constitutes what is now commonly known as emotional intel-ligence plays a key role in determining success for leaders and in the workplace. Longitudinal research, conducted by Centre for Executive Education (CEE Global) has uncovered links between specific elements of emotional intelligence and leader-ship styles as well as specific behaviors associated with leadership effectiveness and ineffectiveness. CEE has found that, higher levels of certain emotional intelligence components appear to be connected to better performance in leadership roles. The study also identified potential problem areas that could contribute to executive derailment.What are the transitional skills required for leaders in tran-sition?

Leaders must identify the right goals, develop a supporting strategy, align the architecture of the organization, and figure out what projects to pursue to secure early wins.

Leaders at all levels of the organization must demonstrate a high degree of emotional intelligence in their leadership role. Emotionally intelligent leaders create an environment of positive morale and higher productivity and this would result in sustainable employee engagement.

The critical transitional skills for leaders in transition include having social and emotional intelligence competencies in effective relationship management, diversity management, cross-cultural communication, effective negotiation and conflict management in a multigenerational workplace.

The reality for leaders in transition is that relationships are great sources of leverage. By building credibility with influen-tial players, you are better able to gain agreement on goals, and commitment to achieving those goals.

In the leader’s new situation, relationship management skills are critical as they aren’t the only one going through a transi-tion. To varying degrees, many different people, both inside and outside the leader’s direct line of command, are affected by the way he or she handles his or her new role.

Put another way, leaders negotiate their way to success in their new roles.Demystifying Executive Coaching

“The goal of coaching is the goal of good management: to make the most of an organization’s valuable resources.” - Harvard Business Review (November 1996)

31leadership excellence essentials presented by HR.com | 07.2014

Executive Coaching is one of the fastest growing and most misunderstood professions of this decade. Coaching used to be an “executive perk” for large company executives to help them make better business decisions. Today, coaching is rapidly being recognized as one of the best strategic weapons a company can have in its arsenal.

Effective coaching is a major key to improving business perfor-mance. Executive Coaching focuses on the qualities of effective leadership and improved business results. It is comprised of a series of structured, one-on-one interactions between a coach and an executive (coachee), aimed at enhancing the executive’s performance in two areas:• Individual Performance or Effectiveness • Organisational Performance or Effectiveness When executives are first confronted by being coached, they

are not always clear about how best to use their sessions and quite unaware that it is they who set the agenda; in fact, some executives expect executive coaching to be like a one-on-one tailored training programme where the executive coach initi-ates the agenda. Executive coaching teaches the beneficiary to minimise, delegate, or outsource non-strengths by changing ineffective behaviours or changing ineffective thinking.

An Executive Coach only has one item on his agenda – the client’s or coachee’s success. This means going where it might hurt by confronting and challenging the client, and keeping a client accountable to achieving their goals. Coaching helps people grow personally and as professionals. This growth allows then to commit completely to the success of an organization. When professional coaches work with organizations they can turn performance management into a collaborative process that benefits both the employee and the organization.

The Coaching Methodology (see Figure 1) consists of a proven four-step process that is firmly grounded in leadership develop-ment best practices:

Figure 1: A.D.A.M. Coaching Methodology

1. Assess: Through a series of assessment and information gathering from various stakeholders, the coachee determine how their performance links to current business goals.

2. Debrief:  The coachee will be provided with feedback based on the results of the assessments and with the support of the Coach will develop a Development Plan which will enable coachees to determine what to do to close the gaps in their leadership capability. The Sponsor will sign off the Development Plan to ensure that there is alignment to the business objectives. 

3. Action Plan: The Coachee will implement the Development Plan by taking well-defined action steps and regular feedback during scheduled coaching sessions with the Coach which enables the Coachees to move toward measurable goals.

4. Measure: A full evaluation of the coaching process and engagement based on the agreed success metrics at the beginning of the assignment yields objective measures of business results and professional outcomes for both the organisation and the coachee.Executive vs Transition Coaching Approach

Transition coaching has three overall goals: to accelerate the

transition process by providing just-in-time advice and counsel, to prevent mistakes that may harm the business and the leader’s career, and to assist the leader in developing and implementing a targeted, actionable transition plan that delivers business results.

While many of the issues covered by transition coaching are similar to those included in executive coaching, such as sorting through short and long-term goals, and managing relationships upwards as well as with team members, transition coaching is focused specifically on the transition and designed to educate and challenge new leaders. The new leader and coach will work together to develop a transition plan, a road map that will define critical actions that must take place during the first 90 days to establish credibility, secure early wins and position the leader and team for long-term success.

The transition coaching relationship also includes regular meetings with the new leader as well as ongoing feedback. Fre-quently, the coach conducts a “pulse check” of the key players, including the boss, direct reports, peers and other stakeholders, after four to six weeks to gather early impressions so that the new leader can make a course correction if needed.

The entire transition coaching process provides new leaders with the guidance to take charge of their new situation, achieve alignment with the team, and ultimately to move the business forward. Organizations make a significant investment when they recruit and hire new leaders, and they have much to lose if a new hire does not succeed, possibly several times the hire’s base compensation.Conclusion

Whether an executive is moving into a new position or looking to get back on the road to success, executive and transition coach-ing work to bring out the best in leaders through the support of a professional relationship. Both relationships are built on a foundation of trust and confidentiality. The ability of coaches to provide leaders with an outside resource that can also act as a sounding board helps them become the successful leaders they were meant to be.

Organizations must clearly define the purpose of coaching, gauge the process, and evaluate results. Coaching is not just about providing support. Ultimately, coaching should deliver what any business needs – real results. LEBibliography

Bawany, Sattar, “Maximising the Potential of Future Leaders: Resolving Leader-ship Succession Crisis with Transition Coaching” in ‘Coaching in Asia – The First Decade’.,  Candid Creation Publishing LLP, September 2010Bawany, Sattar, “Winning the War for Talent”, Human Capital, Singapore Human Resources Institute, (September-October 2007); 54-57.Coutu, Diane. & Kauffman, Carol. “The Realities of Executive Coaching”. Harvard. Business Review Research Report. (January 2009); 6-7 Charan, Ram. “Ending the CEO Succession Crisis”. Harvard Business Review, (February 2005); 83-86. Ready, A. Douglas; Conger, A. Jay and Hill, A. Linda. “Are You A High Potential”. Harvard Business Review. (June 2010); 78-84. Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of

Centre for Executive Education (CEE Global) and Executive Development Associates (EDA). CEE Global offers talent management and executive development solutions including executive coaching and leadership development programs that help professionals develop the skills and knowledge to embrace change and catalyze success in their industries.Visit www.cee-global.comEmail sattar.bawany@cee-global.com

Individual (Coachee) and Organisational Success

MeasureDebrief ActionAssess

Transforming the Next Gen Leaders

5Submit your ArticlesLeadership Excellence Essentials presented by HR.com | 12.2015

“IQ and technical skills are important, but emotional intelligence is the sine qua non of leadership performance.” - Daniel GolemanWhat Makes a Leader, Harvard Business Review, November – December 1998

Want to be a successful leader? Want to be a better leader? It helps to know what it takes. Of course, there are lots of books and opinions one can consult. But what does research say?

Emotional intelligence has become a major topic of interest in scientific circles as well as in the lay public since the publication of a bestseller by the same name in 1995 (Goleman, 1995). The early definitions of social intelligence influenced the way emotional intel-ligence was later conceptualized. Contemporary theorists like Peter Salovey and John Mayer originally viewed emotional intelligence as part of social intelligence (Salovey & Mayer, 1990), which suggests that both concepts are related and may, in all likelihood, represent interrelated components of the same construct.

The Bar-On ESI (emotional & social intelligence) model (1997) describes a cross-section of interrelated emotional and social competen-cies, skills and facilitators that impact intelligent behavior, measured by self-report within a potentially expandable multimodal approach including the 360 multi-rater assessments.

Increasingly, companies are recognizing that leadership factors are crucial to their organizational effectiveness. Why? Because ultimately it is the people within the organization – leaders, managers, and individual contributors at all levels – who must translate corporate strategy and business goals into action. They must understand the organization’s vision and make it their own. They must become its champion by influencing others to follow them and help them implement. This is the essence of leadership.

Because individuals in organizations can rarely be successful alone, they must influence, lead, and coordinate their efforts with others in order to achieve their goals – to translate vision into action. A leader success rests in large part upon his or her ability to influence the different groups he or she must relate to in the organization: the superiors, peers, and direct reports.

From the ongoing longitudinal research by Centre for Executive Education (CEE), we believe that leadership is all about envisioning the future and energizing the organisation including the team to achieve that vision. This includes the ability to impact and influence on your followers with ontological humility and leveraging on the right leadership styles underpinning by the relevant emotional and social intelligence competencies resulting in achieving your organisational goals (Bawany, 2014).The Emotional & Social Intelligence Competencies of Effective Leaders

The life of a leader has plenty of demands and pressures. Having the skills to handle them would seem to be a pre-requisite for success. We have identified several specific skills from a wide array of emotional & social intelligence competencies, as the ones that differentiate successful leaders from other people. Fortunately these skills can beimproved with the proper training and coaching.

1. Self-Awareness Self-awareness is the skill of being aware of and understanding

your emotions as they occur and as they evolve. It is wrong to think of emotions as either positive or negative. Instead, you should think of them as appropriate or inappropriate.

For example, anger is usually associated with being a negative emotion. However, it can be a completely reasonable and appropriate emotion in certain circumstances – emotional intelligence allows us to recognise our anger and understand why this emotion has occurred.

Effective self-assessment of feelings and emotions will help to improve your confidence and self-esteem. People with strong self-awareness or self-regard have an accurate picture of their strengths and weak-nesses. They enjoy their strengths and acknowledge weaknesses with recognition but not shame. Shame paralyzes.

Acceptance leads us to correct what we can adapt to what cannot be corrected. A leader with high self-awareness will hire people whose skills complement his own. Of the leader that has an unrealistic picture of his own strengths and weaknesses, the chances of hiring the best people are low.

Ask yourself such questions as “How much do I like myself?” “Do I frequently over-estimate what I can achieve?” “Can I accept that people like and respect me despite my flaws or do I feel that I must hide my weaknesses?”2. Assertiveness

Assertiveness is the ability to express one’s feelings, convictions, and opinions non-destructively in a manner that generally fosters open communication. This may include pushing boundaries in order to evoke a more open and creative forum among team members.

People who score high on assertiveness are able to articulate their ideas clearly and with confidence. Assertiveness is often confused with aggressiveness. Here is the difference. Aggressiveness is an attempt to coerce and usually creates anxiety in the listener. Assertiveness communicates that both parties are safe. i.e., “I’m not trying to hurt you and I won’t let you hurt me.”

Successful leaders need to be able to articulate their ideas clearly, or people will not be able to follow the leader. However, the stereo-type aggressive leader (“My way or the highway!”) has been shown by extensive research to achieve poor organisational climate and low employee engagement resulting in inferiority profitability.

If you find that people don’t tell you all-important information, they may be afraid of you. While some of this may be an irrational response on their part, it may also be that your communication style needs modification, i.e., from aggressive to assertive. This could be achieved by having a balance and demonstrating the competency of empathy.3. Empathy

Empathy is the ability to be aware of and understand how others feel. It is a key component of people-oriented and participative leadership. This would include being sensitive to the feelings, concerns, and needs of the co-workers and is able to see the world from their perspective.

Empathy can also be seen as demonstrating an active concern for people and their needs by forming close and supportive relationships with others.

What Makes A Great Leader?The emotional & social intelligence competencies of highly effective leaders

By Prof. Sattar Bawany, CEO & C-Suite Master Executive Coach, Centre for Executive Education (CEE)

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Leaders who lack of empathy may be perceived by others as cold, uncaring, and having little interest in them as people. Leaders, who score high on this competency, work to develop close bonds with others. They spend time getting to know people, and are able to give their colleagues the feeling that they are personally involved with them. They tend to emphasize the importance of being generous and kind and displaying a sincere interest in the well-being of others. If carried to extremes, however, this closeness may cloud a leader’s objectivity and result in decisions which do not properly consider the organiza-tion’s best interests. Hence it would be crucial for the leader to bear in mind the saying “Familiarity breeds contempt”.4. Independence

People who score high on Independence are self-reliant thinkers. This competency emphasizes the importance of making decisions independently; looking to themselves as the prime vehicle for deci-sion making. They may get consultation from others to be sure that they have all the information and ideas that they need. But, when the time comes, they make up their own minds. People who score low on independence overly rely upon other people’s advice.

You can access your own independence informally. Are there people whom you can believe you could not run your company without? If so, you may not have fully developed your ability to think independently. After all, what if that person gets smashed by a truck tomorrow? Will you close your shop?

Individuals with lower scores are less likely to feel that they have the only answer to a question. They are less likely to follow their own hunches or make independent judgments. Those with very low scores may appear to lack confidence or to be overly influenced by the strong opinions of others when making decisions. These leaders may be perceived as yielding too much without attempting to influ-ence outcomes.

Individuals with higher scores believe that, in the final analysis, they have to please themselves. They display strong self-confidence and are likely to believe that they are in the best position to know what is really needed. Those with very high scores may be perceived as self-centred or even arrogant; they may not acknowledge the merit of others’ observations. Hence, it would be prudent to ensure that these leaders would need to exercise self-restraint so as not to be perceived as such.5. Communication

Communication is the ability to state clearly what you want and expect from others; clearly expressing your thoughts and ideas; main-taining a precise and constant flow of information.

Leaders who score low communicate in a more discreet fashion – they tend to work on a “need to know” basis. They are less likely to thoroughly present or explain their ideas and viewpoints or to pass along information. These leaders may underestimate the importance of communication. They may not recognize that inadequate com-munication can reduce effectiveness and cause ambiguity and un-necessary anxiety.

Leaders with higher scores sincerely believe in the importance of keeping others informed. These leaders will spend time clearly defining expectations and articulating their ideas, thoughts and views. Very high scores may indicate a tendency to talk indiscriminately; these leaders may not recognize that overburdening people with information may actually make it harder for them to accomplish their work. Hence it is critical for the leader to ensure that the message is delivered in the manner and the most effective medium or channel to ensure that it is well received.6. Feedback

Feedback is the ability to let others know in a straightforward manner what you think of them, how well they have performed. This is a crucial competency for all leaders who needs to demonstrate the managerial coaching competency.

Leaders who score low are likely to give others little direct informa-tion about their performance. They may be concerned about hurting others’ feelings, or they may assume that people know how they are doing and need no critique. Or, the feedback they provide may be so indirect that their message is not understood by the recipient. They may find that they have neither encouraged good work nor addressed performance problems.

The effective leader realizes the need to give positive feedback when appropriate, but also to address inadequate performance or inappropriate behaviour. People who score high provide frank and direct feedback to others. They let others know what they really think. Individuals with very high scores may be seen as overly critical and blunt; they may create defensive reactions or find that their message is discounted because of the way they deliver it.

ConclusionTherefore, leaders need an array of emotional & social intelligence

competencies to be successful, and the good news is, that these can be developed with the right development support including training and coaching The earlier described emotional & social intelligence competencies can contribute to a leader’s success. You may be able to prepare yourself for success by building your abilities in these areas. There are proven methods to do so. LE

References:Bawany, S (2015). Results-Based Leadership: Putting employees first before customer and profits. Leadership Excellence Essentials, Issue 05.2015Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): technical manual. Toronto, Canada: Multi-Health Systems, Inc.Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.Goleman, D. (1998). What Makes a Leader. Harvard Business Review, November – De-cember 1998.Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.

What Makes A Great Leader?

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Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE offers human capital management solutions for addressing challenges posed by a multigenerational workforce including talent management and executive development programs (executive coaching and leadership development) that help leaders develop the skills and knowledge to embrace change and catalyse success in today’s workplace. Visit www.cee-global.com Email: sattar.bawany@cee-global.com

“Ask yourself such questions as “How much do I like myself?” “Do I frequently over-estimate what I can achieve?” “Can I accept that people like and respect me despite my flaws or do I feel that I must hide my weaknesses?”.”

By Marshall Goldsmith

3 indisputable reasons

Why Everyone Needs A Coach!

Everyone needs a coach. But, not everyone wants a coach or wants others to know that they need a coach. Some areas welcome coaching. Sports for instance. In sports, we welcome coaching because we need an expert eye correcting our technique, exhorting us to try harder, and reminding us to maintain our poise in the game-day environment of competition.

It’s the same in corporate life, where the best leaders func-tion like our favorite high school coach: teaching, supporting, inspiring us, and occasionally instilling some healthy paranoia to keep us surging ahead.

But beyond the structured hierarchies of the workplace, where we’re always answerable to someone for our paycheck and where we have clear incentives for getting better, we don’t appreciate the dynamic as well. In our private lives, where our chaotic environment triggers undesirable behavior, we don’t always welcome coaching.

One reason we resist coaching, I’m sure, is our need for privacy. Some pieces of us are not to be shared with the world. It’s one thing to admit we could shed some pounds or be in better shape; it’s practically a badge of honor, a testament to our candor and self-improvement ambitions. It’s another thing to confess that we’re lacking as a partner or parent—that is, as a decent “person”—and own up to that personal failing every day. We prefer to keep some of our behavioral deficits to ourselves rather than hang them out in public like laundry.

Another reason is that we don’t know that we need to change. We are in denial, convincing ourselves that others need help, not us. In 2005 the CEO of a large West Coast equipment company called me in to work with his COO and heir apparent. The CEO had a precise timetable for succession. “My number two is a good guy,” he said, “but he needs three more years of seasoning. Then I’ll be ready to leave, he can take over, and everything’s good.” My antennae perk up whenever I’m asked to conduct research that proves someone’s predetermined conclusion. Something wasn’t right. Sure enough, when I finished my 360-degree inter-views with the COO’s colleagues, they all said the number two was “ready now.” The deeper problem was the CEO. Without prompting, nearly every interviewee said the CEO had stayed too long and should leave for the good of the company.

Then there’s the successful person’s unshakable self-sufficiency: we think we can do it all on our own. Quite often we can, of course. But what’s the virtue of saying no to help? It’s a needless vanity, a failure to recognize change’s degree of difficulty. I know this because behavioral change—talking about it, writing books about it, helping others achieve it—is my life. And yet I have to pay a woman named Kate to call me every night to follow up on how I’m doing! This isn’t professional hypocrisy, as if I’m a chef who won’t eat his own cooking. It’s a public admission that I’m weak. We’re all weak. The process of change is hard enough without grabbing all the help we can get.

The irony is that, although coaching works just fine with the get-thin, get-fit, get-organized goals of our New Year’s resolutions, it’s even better, practically custom-made, for interpersonal chal-lenges—the be-nice, be-appreciative, be-caring, be-awake goals that make other people feel better, not worse, for knowing us. I know this because it’s what I work on with my clients. They don’t ask me to help them become better strategists, budgeters, negotiators, public speakers, proposal writers, or programmers. I help them become better role models in their relationships with the people who matter most to them—their family, their friends, their colleagues, their customers.

Here are three amazing benefits of having a coach and partici-pating in coaching – they are in fact three indisputable reasons why everyone needs a coach:• We get better.• We get better faster.• Eventually we become our own coach.Try if for yourself and see! LE

Dr. Marshall Goldsmith has been recognized as one of the top ten Most-Influential Business Thinkers in the World and the top-ranked executive coach at the 2013 biennial Thinkers50 ceremony in London. His new book Triggers is now published! Dr. Goldsmith is the author or editor of 35 books, which have sold over two million copies, been translated into 30 languages and become bestsellers in 12 countries. He has written two New York Times bestsellers, MOJO and What Got You Here Won’t Get You There – a Wall Street Journal #1 business book and winner of the Harold Longman Award for Business Book of the Year. Email marshall@marshallgoldsmith.com Visit www.marshallgoldsmithlibrary.com

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15Submit your ArticlesLeadership Excellence Essentials presented by HR.com | 11.2015

“We think we can do it all on our own. Quite often we can, of course. But what’s the virtue of say-ing no to help? It’s a needless vanity, a failure to recognize change’s degree of difficulty. I know this because behavioral change—talking about it, writing books about it, helping others achieve it—is my life.”

Introduction“ Research has found six distinct leadership styles, each spring-

ing from different components of emotional intelligence. The styles, taken individually, appear to have a direct and unique impact on the working atmosphere of a company, division, or

team, and in turn, on its financial performance.” - Daniel Goleman

(Leadership That Gets Results, Harvard Business Review, March 2000)

In essence, the heart of the leadership challenge that confronts today’s leaders is learning how to lead in today’s VUCA (volatile, uncertain, complex and ambiguous) business environment, allied with the needs to deal with scale and new organisational forms that often break with the traditional organisational models and structures within which many have learned their ‘leadership trade’. So the basic assumption that past experience is the key for future leadership success is more open to scrutiny than ever.

At Centre for Executive Education (CEE) we believe that leadership is all about the ability to have impact and influence on your followers using the right leadership styles so as to engage them towards achieving your organizational results through both Ontological Humility and Servant Leadership approaches blended with elements of social intelligence competencies and socialised power.Selecting the Right Leader for your Organization

Leaders come in a variety of colours, style and fashions. Picking the one you need when you need her is critical

You are the CEO of your organization and must select a new business leader. To succeed, all you have to do is figure out what makes a good leader, a debate that has been ongoing for centuries. You prefer not to wait centuries to make this deci-sion. You have six reasonable candidates, and your organization needs leadership now.

You learn that there is a new study (Goleman, 2000) that may help, in two ways. First, it shows how leadership affects profit-ability. The equation goes like this: leadership directly affects the organization’s climate. The quality of the climate accounts for about one third of profitability. Thus, the decision you make about the new leader has the potential to have a huge impact on your bottom line.

Climate is not an amorphous, feel-good word. It is used with precision as a comprehensive term to describe six important elements among workers:• How flexible employees are in solving problems;• The sense of responsibility employees feel to the organiza-

tion;• The kinds of standards employees have; • The effectiveness of rewards the organization uses;• The clarity workers have about the organization’s mission

and values;

• How committed employees feel to the common objectives.Second, the study accesses how each of six leadership styles

affects climate. As good luck sometimes has it, each of the leadership styles fits with one of your candidates.

The Coercive Leader: This person riles by fear. “My way or the highway.” The leader takes charge and invites no contrary opinions. This style has the most detrimental impact on climate in this study.

The correlation between coercive leadership and climate is minus, .26, i.e., as coercion increases, quality of climate declines. But don’t rule out your coercive candidate. This is the leadership style of choice when a company is in crisis. If your organiza-tion is in serious trouble, you may want to hire this person. Remember, though, that once the crisis resolves, coercive can create its own crisis unless your leader can shift to another style.

The Authoritative Leader: This leader has a powerful ability to articulate a mission and win people to it with enthusiasm. He makes a clear path for followers, cutting away confusion that exists in most organizations. Followers do not work at cross purposes because a commitment to a common vision is created. This leadership style has plus, .54 correlation with climate, the biggest correlation of any leadership style. As authoritative behaviours increase, so does the equality of the climate. This style will be particularly effective if your organization needs a new vision. Before making a final determination, however, look at the other styles, their impact, and when they work best.

The Affiliation Leader: This leader is a master at establishing positive relationships. Because the followers really like their leader, they are loyal, share information, and have high trust, all of which helps climate. The affiliative leader gives frequent positive feedback, helping to keep everyone on course. The cor-relation of this leadership style with climate is plus, .46. Consider your affiliative candidate if your organization primarily needs team harmony, improved morale, or if previous events created an atmosphere of mistrust. The downside of this style is that poor performance of followers is sometimes tolerated out of loyalty.

The Democratic Leader: This leader focuses on decision making by winning consensus. With consensus comes intense commitment to goals, strategies and tactics. Trust is a major feature of this leadership style as well. The correlation with climate is a healthy plus, .43. It works particularly well when the leader is genuinely not sure what to do and has talented employees who can and will make excellent input. In accessing your democratic candidate, consider the talent level of direct reports. If they have had time to grow into their jobs and work well as a team, the democratic candidate might be a good choice. Drawbacks of this style include that it works poorly during crisis that need rapid action.

The Pacesetter: This leader sets high performance standards for everyone, including himself. He walks the talk. This sounds

29leadership excellence essentials presented by HR.com | 09.2015 Submit your Articles

By Prof. Sattar Bawany

RBL framework to achieve organizational results

Importance Of Leaders With The Right Leadership Styles

30 leadership excellence essentials presented by HR.com | 09.2015Submit your Articles

admirable and has been widely believed to be effective. The data, however, indicate otherwise, with a minus, .25 correlation with climate. Why?

Pacesetters tend to have trouble trusting their followers. Their self-esteem rest on being smarter, faster and more thorough than everyone else. They unintentionally undermine the efforts and morale of those around them. Before dismissing your pacesetter candidate, however, look at the followers. If they are already highly motivated with strong technical skills, a pacesetter can be effective because their styles and competence already fit with the pacesetter’s expectations.

The Coach: This leader develops people. He is able to recog-nize talent and how best to develop it. He offers developmental plans, including challenging assignments that push people to cultivate new skills. The leader can see the future and bring out the best in followers. This style has a plus, .42 correlation with climate. It works best when followers are receptive to personal growth. If your organization is characterized by individuals who are waiting for retirement, don’t hire the coach candidate. If your employees are excited about learning, give the coach a good look. If you hire this candidate, recognize that coaching is time consuming, meaning that this leader will devote less time to other activities.Conclusion

In making your decision, consider the fit between leadership style and the characteristics of your organization. Even more

important, remember that things change. Take one more look at your six candidates. Look for flexibility. The very best leaders are those who have learned how to shift from one leadership style to another as circumstances demand. If one of your candidates shows evidence of being able to move smoothly among several of these six styles, that may tip the balance.

Since leaders lead people, the style with which you do it is important. It must truly represent you, fit with the situation, the results you wish to achieve and the people you hope will follow your lead. In truth, having a particular style is not as essential to being a leader as having a vision of what could exist, being committed to the vision, bringing great energy to realising that vision and having people to support you towards achieving the organizational results. LE

Importance Of Leaders With The Right Leadership Styles

Prof. Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE offers human capital management solutions for addressing challenges posed by a multigenerational workforce including talent management and executive development programs (executive coaching and leadership development) that help leaders develop the skills and knowledge to embrace change and catalyse success in today’s workplace. Email sattar.bawany@cee-global.com Visit www.cee-global.com

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Putting the customer first has been the mantra of many companies for a long time. But, however correct the mantra may be, perhaps it’s time to question the wisdom of it. Some companies already have, that is, put the customer second, after employees. The results are surprising and enlightening – engaged and contented employees and companies cited for their best prac-tices. Moreover, customers are satisfied. This article presents an operating model and proven approach for putting employees first.

Steady, long-term competitiveness requires an organization to be committed to putting employees first and developing quality training programs that are linked to its strategic ob-jectives. Without a true commitment to the employees at all levels throughout an organization, the journey to enhance or-ganizational performance will be an elusive adventure. Quality

employees equate to organizational success. Unqualified and poorly trained employees equate to organizational failure.Putting Customer Second

An organization’s employees have always made the difference between a truly successful organization and a mediocre entity, but it’s amazing how often managers overlook or discount this fundamental recipe for economic survival. Organizations with cultures that focus on their people and that invest in their future will in the long-run, be more competitive than cultures that view employees as mere costs to be reduced in times of trouble.

Extensive published research including from CEE’s own con-sulting engagement, have resulted in the understanding that the organization that plans every action around its employees will thrive in the marketplace.

Results-Based LeadershipPutting employees first before customer and profits

By Prof. Sattar Bawany

22 leadership excellence essentials presented by HR.com | 05.2015Submit your Articles

23leadership excellence essentials presented by HR.com | 05.2015 Submit your Articles

It’s the employees who breathe life into an organization for it’s their skills and abilities that give an organization its competitive-ness. It is often forgotten that productivity and the economic rewards that go with it are achieved through the people of an organization. A fundamental rule of organizational survival is to put employees first and develop their abilities and skills by establishing a quality training environment.

Leadership Styles in Engaging Employees FirstMany managers mistakenly assume that leadership style is a

function of personality rather than strategic choice. Instead of choosing the one style that suits their temperament, they should ask which style best addresses the demands of a particular situ-ation.

Daniel Goleman brought the notion of “Emotional Intelli-gence” (EI) and “Emotional Quotient” (EQ) to prominence as an alternative to more traditional measures of IQ with his 1995 mega-best-seller Emotional Intelligence. According to Goleman, “A leader’s singular job is to get results”. But even with all the leadership training programs and “expert” advice available, ef-fective leadership still eludes many people and organisations. One reason, says Goleman, is that such experts offer advice based on inference, experience, and instinct, not on quantitative data.

Research has shown that the most successful leaders have strengths in the following emotional intelligence competencies: Self-awareness, self-regulation, motivation, empathy, and rela-tionship management. There are six basic styles of leadership; each makes use of the key components of emotional intelligence in different combinations. The best leaders do not adopt just one style of leadership; they are skilled at several, and have the flexibility to switch between styles as the circumstances dictate.

Each style has a distinct effect on the working atmosphere of a company, division, or team, and, in turn, on its financial performance. The styles, by name and brief description alone, will resonate with anyone who leads, is led, or, as is the case with most of us, does both. Commanding leaders demand immediate compliance. Visionary leaders mobilize people towards a vision. Participative leaders create emotional bonds and harmony. Demo-cratic leaders build consensus through participation. Pacesetting leaders expect excellence and self-direction. And coaching leaders develop people for the future.

Since leaders lead people, the style with which you do it is important. It must truly represent you, fit with the situation, the

results you wish to achieve and the people you hope will follow your lead. In truth, having a particular style is not as essential to being a leader as having a vision of what could exist, being committed to the vision, bringing great energy to realising that vision and having people to support you.

How to improve employee loyalty is one of today’s most difficult problems that troubles business leaders. Research has consistently shows that by putting employees first you can actually deliver your promise of customers first. If you do not put the employee first – if the business of management and managers is not to put employee first – there is no way you can get the customer first.

We have found that the Employees First approach produces far more passion than any motivational or recognition program. Why? Because it proves that management understands the importance of the work being done by the employees in the first place. It demonstrates that we are actively helping them in ways that make it easier for them to do their jobs. It shows that we trust them to do what needs to be done in the way they believe it should be done. And it shows that we respect them for the value they bring to the company.

We give them understanding, help, trust and respect–which are the drivers of employee engagement.

There is growing evidence that the range of abilities that constitute what is now commonly known as emotional intelligence plays a key role in determining success in life and in the workplace. Recent research has uncovered links between specific elements of emotional intelligence and specific behaviors associated with leadership effective-ness and ineffectiveness.

Like parenthood, leadership will never be an exact science. But neither should it be a complete mystery to those who practice it. In recent years, research has helped parents understand the genetic, psychological, and behavioural components that affect their “job performance.” With the latest published research, leaders, too, can get a clearer picture of what it takes to lead effectively.

Leadership is all about the ability to have impact and influence on your followers so as to engage them towards achieving results of your organisation through both Ontological Humility and Servant Leadership & Level 5 Leadership Styles blended with elements of Socialised Power/Social Intelligence Competencies. With the latest published research by CEE, leaders, too, can get a clearer picture of what it takes to lead effectively. And perhaps as important, they can see how they can make that happen. The business environment is continually changing, and a leader must respond in kind.

Hour to hour, day to day, week to week, executives must play their leadership styles like a pro—using the right one at just the right time and in the right measure. The payoff is in the results. LE

Results-Based Leadership

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE offers human capital management solutions for addressing challenges posed by a multigenerational workforce including talent management and executive development programs (executive coaching and leadership development) that help leaders develop the skills and knowledge to embrace change and catalyze success in today’s workplace. Email sattar.bawany@cee-global.com Visit www.cee-global.com

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“Research has consistently shown that by putting em-ployees first you can actually deliver your promise of customers first. If you do not put the employee first – if the business of management and managers is not to put employee first – there is no way you can get the customer first.

‘In the 1950s management thinker Peter Drucker coined the term “knowledge worker” to describe a newly emerging cohort among the white-collar ranks; today most professionals fall into this category. Because they require (and desire) little or no direct supervision and often know more about their tasks than their managers do, knowledge workers usually respond well to coaching. Unlike directive, top-down management, coaching allows them to make the most of their expertise while compelling them to stretch and grow. As their manager, you set overall direction for them—but you let them figure out how best to get there’.

Harvard Business Review’s Guide to Coaching Your Em-ployees (2013)

Today’s knowledge economy has placed many managers in the position of providing leadership to employees who have more expertise in key business processes than they (the managers) do. As the amount of knowledge grows, managers are faced with increasing numbers of employees whom they must lead without an in-depth understanding of what these employees do. Man-agers need to let go of the traditional and out-dated practice of trying to be the expert—the person with the answers—and move to a position of enabling the learning of their employees and creating knowledge sharing both within their own teams and across the larger organization.

Employees no longer expect company loyalty. Downsizing and layoffs have taught them otherwise. These events have also taught employees that they must be marketable at all times, and to be marketable they need to continually develop their skills and knowledge. Organizations that place an emphasis on development are more likely to both attract and retain talented employees, and at the same time build the critical capabilities the employees need to achieve business results. As those closest to employees, managers play the critical role in facilitating this development.The Importance of Managerial Coaching

Today’s new business environments demand a change in the traditional manager’s role. Thus, managerial coaching in organizations has been perceived as an important function of managers for the development and growth of employees leading to performance improvement. Managerial coaching has been given considerable attention in management and leadership and has consistently shown to have an impact on the development of high performance organisation.

The current pace of change has resulted in the need for constant learning on the job. The shelf life of many skills and much knowledge is steadily decreasing. It used to be a common assumption that companies could hire MBAs and other profes-sionals to bring the necessary knowledge into the organization. This is no longer true. Today, everyone needs to be learning constantly, and organizations and their managers need to be facilitating the learning process on the job.

Coaching in its origin from sports was introduced to the

management field in the 1950s. By the early 1990s, coaching emerged as a way to describe a specific set of managerial activi-ties in business organizations. In various published literature, coaching in management can be classified into two forms: executive coaching and managerial coaching. Both types of coaching have traditionally been regarded as a way to correct poor performance and to link individual effectiveness with organizational performance.

“In the future, people who are not coaches will not be promoted. Managers who are coaches will be the norm”.

Jack Welch, Former Chairman & CEO of General ElectricAccording to the Centre for Executive Education, Managerial

Coaching is about developing and maximising an individual employee’s potential which will consequently impact positively on the organization’s performance. It is about more inquiry (ask) and less advocacy (tell) which means helping that individual to learn rather than teaching. Coaching sets out to embrace the employee as an individual and understands the organisational context in which the employee operates. It seeks to achieve alignment between the individual employee, team and organ-isational goals.Development of a Coaching Culture in High Performance Organisation

According to a landmark research by the International Coaching Federation (ICF) in collaboration with Human Capital Institute (HCI) published in 2014, more and more organizations have recognized the value in building a culture of coaching that offers employees at all levels—not just executives and managers—the opportunity to grow their skills, enhance their value and reach their professional goals. But not all coaching is equal. To ensure successful results that go beyond skills training and truly enable the company to increase employee engagement and retention, the organization must develop a comprehensive coaching plan that addresses both current and future needs. The challenge arises not only in determining the types of coaching that will be most impactful, but also in attaining the internal buy-in and support for such a program.

Fundamentally, a coaching culture is an organizational de-velopment model that provides the structure that defines how the organization’s members can best interact with their working environment and how the best results are obtained and measured. Organizational culture provides the stability and protocol for all interaction within the group. It serves as a mechanism that defines the acceptable parameters of behaviour (what we do or say) and constraining activities to those that reinforce the espoused values of the organization.

Introducing coaching competencies into an organization is a very powerful strategy to create an adaptive workplace culture committed to the ongoing process of development and learn-ing. Companies that have developed a coaching culture report significantly reduced staff turnover, increased productivity,

By Prof. Sattar Bawany

Leveraging on corporate coaching skills

Creating a Coaching Culture

43leadership excellence essentials presented by HR.com | 02.2015 Submit your Articles

greater happiness and satisfaction at work.There is a growing movement among organizations to develop

a coaching culture as more companies realize the advantages of such a strategy. Once a luxury strictly for executives, coaching is now being extended to employees at all levels of the organization for developmental purposes.

Coaching continues to become an increasingly popular focus in business settings, underscoring the importance of exploring how organizations are cultivating a coaching culture.

A coaching culture needs the disciplines of building a shared vision, learning and a desire for personal mastery to realize its potential. Building a shared vision fosters commitment to the long-term. Openness is required by all to unearth shortcomings in present ways. Team learning develops the skills of groups of people to look for the larger picture that lies beyond individual perspectives. And personal mastery fosters the personal moti-vation to continually learn how our actions affect our world.Leveraging on a Proven Coaching Model: “G.R.O.W.”

“I am able to control only that which I am aware of. That which I am unaware of controls me. Awareness empowers me. No two human minds or bodies are the same. How can I tell you how to use yours? Only you can discover how, with awareness.” Sir John Whitmore

The GROW Model is deservedly one of the most established and successful coaching models. Created by Sir John Whitmore with his colleagues in the 1980s, it is popularized in his best-selling book, Coaching for Performance.

Utilizing a deceptively simple framework, the GROW Model provides a powerful tool to highlight, elicit and maximize inner potential through a series of sequential coaching conversations. The GROW Model is globally renowned for its success in both problem solving and goal setting, helping to maximize and maintain personal achievement and productivity.

The GROW Model has proved successful all over the world to a diverse mix of people with a variety of backgrounds and experiences. It forms the most common basis of coaching in many organizations and universities globally. The GROW Model is now one of the most popular principle pillars utilized within the international coaching community as a whole, due to the outstanding results it helps people to achieve personally and within global organizations.

The GROW Model is an acronym standing for (G)oals, (R)eality, (O)ptions and (W)ill, highlighting the four key steps in the implementation of the GROW Model. By working through these four stages, the GROW Model raises an individual’s aware-ness of their own aspirations, a greater understanding of their current situation, the possibilities open to them, and the actions they could take to achieve their personal and professional goals. By setting specific, measurable and achievable goals, and a realistic time frame for their achievement, the GROW Model successfully promotes confidence and self-motivation, leading to increased productivity and personal satisfaction.

The implementation of the GROW Model, by using carefully structured questions, promotes a deeper awareness and responsi-bility and encourages proactive behaviour, as well as resulting in practical techniques to accomplish goals and overcome obstacles.

The use of continuous and progressive coaching skills support

provides the structure which ultimately helps to unlock an indi-vidual’s true potential by increasing confidence and motivation, leading to both short and long term benefits.

The GROW Model has been seen to yield higher productivity, improved communication, better interpersonal relationships and a better quality working environment.Conclusion

Coaching is about creating the capacity for appreciative and supportive interaction that leads to the achievement of busi-ness results. Effective conversation sets the stage for significant discussion about issues of leadership development, personal and organizational change and creating capability through high functioning people with enhanced emotional competence. For years, most organizational pundits have known that it is not how much you know but how well you relate to other people in the organization that really matters

Effective coaching works with executives and others to develop their effectiveness in working with change. It helps them identify when teamwork is important and to use their skills to foster it. Coaching builds skills and capacities for effective working relationships. Coaching--implementing and modelling coach-ing competencies--paves the way for decision makers to create higher levels of organizational effectiveness through dialogue, inquiry and positive interactions that create awareness, purpose, competence and well-being among participants. Coaching is NOT another feel good exercise based in soft skills that has no correlation to the bottom-line. LE

BibliographyBawany, Sattar. Maximizing the Potential of Future Leaders: Resolving

Leadership Succession Crisis with Transition Coaching in ‘Coaching in Asia – The First Decade’. Candid Creation Publishing LLP., Singapore, 2010 E-copy available as a download from: www.cee-global.com/6/publication

Bawany, Sattar. Transforming the Next Gen Leaders, in Talent Management Excellence Essentials, Issue 06.2014 (June 2014).

Hargrove, Robert. Masterful Coaching Fieldbook. San Francisco: Jossey-Bass/Pfeiffer, 1999.

Horibe, Francis. Managing Knowledge Workers: New Skills and Attitudes to Unlock the Intellectual Capital in Your Organization. Toronto: John Wiley & Sons, 1999.

HBR Guide to Coaching Your Employees, Harvard Business Review Press, 2013Whitmore, John. Coaching for Performance. London: Nicholas Brealey

Publishing, 1999

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE is a premier network for estab-lished 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.Email sattar.bawany@cee-global.comVisit www.cee-global.com

Creating a Coaching Culture

44 leadership excellence essentials presented by HR.com | 02.2015Submit your Articles

By Sattar Bawany

Benefits of having a mentor

Mentoring & Leadership Development

IntroductionIn Ancient Greece, Odysseus entrusted the education of his

son, Telemachus, to a trusted counsellor and friend. This trusted and wise friend, mentor, reportedly became the counsellor, guide, tutor and mentor for his protégé, Telemachus.

Put at its simplest, the mentor is there to help the mentee to learn. Much of the learning is enabled by the mentor guiding the mentee into learning situations and then helping them to reflect on and consolidate the learning.

Mentoring is often thought of as a partnership largely because there are obligations, implicit or otherwise, that each party takes on. One key to a successful mentee/mentor relationship is to be aware of your obligations and take them seriously.Why Have a Mentor?

There are many benefits to having a mentor. The key to the value of a mentor is that whatever you are facing, your mentor will probably have been there before you. They can give you advice based on their experience. This means you are benefiting from the wisdom of someone who has probably faced the same issues that you have, many times over.

Finding out how your mentor dealt with a situation, and why they acted in the way they did can help you make decisions for yourself. A mentor will provide you with an independent opinion that you can use as a measuring stick when you’re faced with a difficult situation. They can also help to boost your confidence and help you avoid mistakes.

Having a mentor will help boost your career progression in a number of ways. Mentors can advice you in making decisions to progress your career, expose you to opportunities you may not previously have considered, or had access to. Mentors are able to serve as a reference to building your network, and perhaps even guide you to become a manager to rise to higher levels within an organisation.Importance of Mentoring to Leadership Development

Growing leadership expertise in a short period of time within an organization is a continual challenge. The speed of projects and the speed of the need for innovation has increased so that individuals are thrust into positions of management and leader-ship in an ever-increasing pace.

How are these individuals going to learn? But more impor-tant, how are they going to be able to quickly apply what they have learned within their organizational culture and in a hyper competitive business environment?

In the past, an individual would learn skills and knowledge through training, education and experience, and the organization could afford to wait around for him/her to come up to speed. But today, with the fast pace, organizations need to have their people learn – and be able to apply that learning – more quickly.Studies have proven that there are limits as to how fast you can drive education and training and have it be effective. Also, due

to economic constraints within organizations, many times the problem is not how fast  to drive the education and training, but how to even find available dollars and resources to get it to individuals that are destined to lead the organization now and in the future.

What can organizations do to help solve this dilemma and assist in the transition between “education” and “experience”?

The answer is Mentoring!Building the Relationship

Once you have found your mentor, the next step is for you both to discuss your expectations and what you hope to achieve from the relationship. You need to be open to learning and have good understanding of yourself and a desire to achieve.

The rewards of a mentoring relationship are too great to ignore, sometimes it can just be a matter of being a natural progression in a bond with a senior colleague at work or an industry contact, or it may be a relationship that you have to actively pursue. Regardless of the means, the benefits speak for themselves and you will always have an experienced sounding board to assist you through tricky times and be there to celebrate through your achievements. No matter how small the challenge, your mentor will always understand as he or she has been there before and is familiar with the trials and predicaments you experience on a day- to- day basis.Conclusion

For mentoring to work effectively the mentor must not take responsibility away from the mentee. In order for this to work, the mentor should take responsibility for managing the relation-ship but should allow the mentee to ‘set the agenda’.

Managing the relationship involves ensuring that the mentee feels supported and encouraged and able to speak with the mentor without the fear of judgements being made. The mentor also needs to feel that the discussion and information exchanged is kept confidential. LE

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). 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. Email sattar.bawany@cee-global.comVisit www.cee-global.com

52 leadership excellence essentials presented by HR.com | 08.2014

By Prof. Sattar Bawany, CEO & C-Suite Master Executive Coach, Centre for Executive Education (CEE)

Importance & role of leaders in a learning organisation

Creating An Employee-first Culture

Have you actually asked your CEO or senior business leaders to be involved in the training? Before lamenting the absence of senior management support, be sure that you are being direct and asking them to get involved.

Let me share a story that was told by the Head of Learning & Development of a client organisation, a large hospitality group in the Asia Pacific Region. The training department was conducting orientation for a group of new employees early on a Saturday morning. The facilitator prepared an excellent agenda and instructional program. The CEO of the organisation, in his office working on other projects, noticed the flurry of incom-ing vehicles and people. Curious, he sought out the class. The facilitator was shocked when the CEO showed up, and even more shocked when he pulled out a chair and stayed for most of the class. Afterwards, his remarks were candid; his view was that the hospitality staff was the customer’s direct point of contact therefore they have a direct relationship with his (the CEO’s) responsibilities. Nobody from HR or the training centre had ever asked the CEO to get involved!

We often hear that organizations widely publicize the fact that talent is their most valuable asset — and that’s often true. However when we have a situation where the employees see a real disconnect between such claims and what actually happens behind closed doors, there are bound to be repercussions in talent engagement and retention. To avoid this, organizations demonstrate to their employees how they’re valued — and this initiative can start at the top, right from the CEO or the Head of the Organisation.Create an “employee-first” culture

Putting the customer first has been the mantra of many com-panies for a long time. But however correct the mantra may have been in the past, perhaps it’s time to question the wisdom of it in the present-day context. Some companies have already done this, that is, they are putting the customer second, after the employees. The results are surprising and enlightening –

employees have become more engaged and contented, helping companies post impressive results and get cited for their best practices. Moreover, customers are satisfied. The CEE Results-based Leadership Framework (See Figure 1) presents an operating model and proven approach for putting employees first.

Figure 1. Results-Based Leadership Framework

Steady, long-term competitiveness requires an organization to be committed to putting employees first and developing quality training programs that are linked to its strategic ob-jectives. Without a true commitment to the employees at all levels throughout an organization, the journey to enhance or-ganizational performance will be an elusive adventure. Quality employees equate to organizational success. Unqualified and poorly trained employees equate to organizational failure.

Creating an employee-first culture has more to it than just coming up with a catchy motto. A CEO must be committed to the development of the employees at the deepest level. This means addressing their needs through increased flexibility in corporate learning and development policies, caring for the employee’s personal and professional development as well as investing in their future by prioritizing promotions from within. CEO’s and Business Leader’s role in driving a learning or-ganisation

CEOs can play an active role in retaining their talent by setting the tone early on that their organization values ongoing, continuous professional development as a means to meet their employees’ future or aspirational goals. Every year, as part of the performance management and career development process, employees should identify a role, or aspect of a role, that interests them. Then, with proper help and guidance from their manag-ers, employees can create a process to learn the skills needed for the role. By placing the onus on the talent to drive their own career development, a CEO can enjoy the rewards of high levels of personal accountability and a thriving learning organization.

When an organization undertakes a large training initiative, it’s imperative that the CEO is not only involved in the rollout, but truly believes in the content and its impact. Some of the

24 Submit your Articles Leadership Excellence Essentials presented by HR.com | 11.2015

“We often hear that organizations widely publicize the fact that talent is their most valuable asset — and that’s often true. However when we have a situation where the employees see a real dis-connect between such claims and what actually happens behind closed doors, there are bound to be repercussions in talent engagement and reten-tion. ”

5 Organizational Results

4 Customer Engagement

3 Employee Engagement

2 Organizational Climate

•Profitability/Market Share•ROI/Cost Optimization

•Customer Satisfaction/Loyalty•Service Value/Relationship

•Employee Satisfaction/Loyalty•Employee Turnover Rate

•Company Culture, Policies•Rewards and Flexibility

1 Self-Leadership & Team Effectiveness•Emotional & Social Intelligence•Leadership Styles/Servant Leadership•Ontological Humility/Level 5 Leadership

FIGURE 1 Results-Based Leadership Framework

most successful and enduring training initiatives are those that demonstrate high levels of sponsorship — with company leader-ship remaining vocal about its importance and tying it to their own development. When the leader “walks the talk,” the message is loud and clear for the rest of the staff — and they are often inspired to follow in the leader’s footsteps.

The CEO has to provide general direction for the training function. This goes beyond the typical mission/vision statement rhetoric. A vision does not mean “I want the training department to…” Vision is the CEO’s expression of what the true culture of the organization should be with regard to training, education, and overall improvement of the people within the company. Jack Welch, former CEO of General Electric (GE), had a vision to transform the company using the Six Sigma model. Welch’s vision was for every employee to be trained in the process and have responsibility for at least one project. His US$500 million investment had a 100% return on investment in four years. The CEO has to not only have a vision, but also clearly articulate it so that the vision can be implemented successfully.Conclusion

Senior managers and chief executives should take on a variety of responsibilities in support of the training function. Corporate leaders that embrace these responsibilities create a culture of learning within the company.

Not every CEO will take on these active roles in training and development. However, when you review the list of CEO’s that do take a personal interest in these roles it’s hard to ques-tion the logic or benefit of doing so. A CEO that becomes a visionary, sponsor, governor, participant, and representative for their training will find that by elevating their performance, the performance of training and the entire company will follow. LE

Creating An Employee-first Culture

Prof. Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE offers human capital management solutions for addressing challenges posed by a multigenerational workforce including talent management and executive development programs (executive coaching and leadership development) that help leaders develop the skills and knowledge to embrace change and catalyze success in today’s workplace.Visit www.cee-global.comEmail sattar.bawany@cee-global.com

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25Submit your ArticlesLeadership Excellence Essentials presented by HR.com | 11.2015

By Prof. Sattar Bawany

How can you become and remain an authentic leader?

Discovering Your Authentic Leadership

“The two most important days in your life are the day you are born and the day you find out why.” Mark Twain

It continues to surprise us at CEE Global through our Executive Coaching engagements how many leaders attempt to be one way at work, while their “true” personality emerges outside of work. It is surprising when these same leaders seem shocked or confused when their employees don’t trust them, don’t like them, and can’t really wait to work elsewhere.

Authenticity has been explored throughout history, from Greek philosophers to the work of Shakespeare (“To thy own self be true.” – Polonius, Hamlet). Authentic leadership has been explored sporadically as part of modern management science, but found its highest levels of acceptance since Bill George’s 2003 book, Authentic Leadership.Demystifying Authentic Leadership

But what is authentic leadership? How can you become and remain an authentic leader? Are organizations choosing and developing the right people to lead?

Authentic leaders, according to Bill George, genuinely desire to serve others through their leadership. They are interested in empowering the people they lead to make a difference; more than they are interested in power, money or prestige for themselves. They are guided equally by the heart and the mind – practicing heart-based guidance grounded in passion and compassion, as well as thoughtful leadership grounded in the qualities of the mind. They lead with purpose, meaning and values. And their people relationships are extremely strong. People follow them because they are consistent, reliable and strong. When they are pushed to go beyond their beliefs and values, they will not compromise. They are dedicated to personal growth and learning

because they believe that becoming a leader takes a lifetime.Authentic leadership encourages individuals to investigate their

pasts, identify key defining moments in their lives that helped shape who they are and use these as springboards to identify their individual, authentic leadership purposes. In fact, leadership is very personal and different for everyone.

Authentic leaders are Level 5 leaders who demonstrate ontologi-cal humility and are aware of their strengths, their limitations, and their emotions. They also show their real selves to their followers. They do not act one way in private and another in public; they don’t hide their mistakes or weaknesses out of fear of looking weak. They also realize that being self-actualized is an endless journey, never complete.

Authentic leaders are mission driven and focused on results. They are able to put the interest of their people the centre of their business strategy. Highly engaged and motivated employees make the differ-ence between a truly successful organization and a mediocre entity are the driver of customer engagement. Authentic leaders are mission driven and focused on results. They are able to put the mission and the goals of the organization ahead of their own self-interest. They do the job in pursuit of results, not for their own power, money or ego.

Authentic leaders lead with their heart, not just their minds. They are not afraid to show their emotions, their vulnerability and to connect with their employees. This does not mean authentic leaders are “soft.” They leverage on Socialised Power and not Personalised Power. They are able to demonstrate Social Intelligence competen-cies. When the situation warrants it, they communicate in a highly impactful and direct manner which is critical to successful outcomes, but it’s done with empathy; directness without empathy is cruel.Authentic Leader’s Purpose and Values

The essence of leadership is to create future that is better than the present, PURPOSE and VALUES are the guides that help you in pursuing it. Your PURPOSE and VALUES define your leadership identity, and give you they energy you need to stay the course.

The only way to define your purpose and values is to ask yourself some tough questions and answer them honestly. Answers may not come to you right away, so you have to keep asking the questions until you find the answers that are right for you.

Thus, firstly you need to have clarity of personal purpose. After that, you have to imagine a better future. Once a clear picture of desired future takes place in mind, determine the values that will guide you while pursuing the better future. Chances are you will clear about the values and principles you would use to resolve difficult dilemmas. LE

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE offers human capital management solutions for addressing challenges posed by a multigenerational workforce in-cluding talent management and executive development programs (executive coaching and leadership development) that help leaders develop the skills and knowledge to embrace change and catalyze success in today’s workplace.Visit www.cee-global.comEmail sattar.bawany@cee-global.com

30 leadership excellence essentials presented by HR.com | 03.2015Submit your Articles

34leadership excellence essentials presented by HR.com | 06.2014

By Prof Sattar Bawany

Stop doing what’s made you successful

From Manager to Leader

Managers often viewed as task-oriented, and not necessar-ily focused on their employees. Leaders on the other hand are viewed as people-oriented; they impact and influence as well as work through and motivate their employees, utilizing their resources to perform assigned tasks in the most productive and profitable way possible.

Many managers confuse management with leadership, and feel they are automatically leaders because they occupy a posi-tion of higher responsibility. While this assumption is often true, many fail to display active leadership qualities. The roles leaders fulfil are different than those of managers, although sound management practices are complementary to effective leadership. While some individuals are natural leaders, most managers must evolve into leaders both by investing time and effort in developing their abilities and by adapting their man-

agement roles to a more flexible, effective leadership style.As an Executive Coach, I’ve partnered with many executives

who have made this transition successfully. There is one piece of advice I give that sometimes comes as a surprise: I tell people to stop doing some things that earned them that management position in the first place.From Manager to Leader

What makes a leader? Is it a compilation of certain behav-iors? Is it style? Is it a certain way of communicating? What do leaders do that makes people perceive them as leaders?

In order to answer these questions, let’s first look at what makes a good manager. We’ve all had poor managers, so we know a good one right away. It’s someone who inspires us, who cares about what we do and how we do it. It’s someone for whom everyone wants to work - the person who makes the

35 leadership excellence essentials presented by HR.com | 06.2014

group work as a successful team. If you’re lucky enough to be on that team, coming to work is fun and challenging. You work hard, but you get results.

Given that description, isn’t a manager also a leader? Are these not leadership skills? What would keep a great manager from being seen as a potential candidate for leadership?

Leaders do share many of the traits of a great manager. They inspire. They motivate. However, leaders take it all a step further. Leaders are enthusiastic, optimistic and articulate when talking about plans, hopes and successes. Their genuine enthusiasm energizes and attracts others. It brings visions to life. Leaders sincerely believe in what they are saying and they demonstrate their personal convictions through their behav-iors. This is what gives them the confidence to make unpopular judgment calls and to sell ideas that contradict the status quo. It’s what enables them to inspire others to follow them down a difficult road while keeping up the group’s morale. Are there recipe for success for those moving from manage-rial to leadership roles?

Leaders must identify the right goals, develop a supporting strategy, align the architecture of the organization, and figure out what projects to pursue to secure early wins.

Leaders at all levels of the organization must demonstrate a high degree of emotional and social intelligence in their leadership role. Emotionally intelligent leaders create an en-vironment of positive morale and higher productivity and this would result in sustainable employee engagement. The criti-cal transitional skills for leaders in transition include having emotional intelligence competencies in effective relationship management, cross-cultural communication, effective negotia-tion and conflict management.

The reality for leaders in transition is that relationships are great sources of leverage. By building credibility with influen-tial players, you are better able to gain agreement on goals, and commitment to achieving those goals.

In the leader’s new situation, relationship management skills are critical as they aren’t the only one going through a transi-tion. To varying degrees, many different people, both inside and outside the leader’s direct line of command, are affected by the way he or she handles his or her new role.Transition Coaching ApproachTransition coaching has three overall goals: to accelerate

the transition process by providing just-in-time advice and counsel, to prevent mistakes that may harm the business and the leader’s career, and to assist the leader in developing and implementing a targeted, actionable transition plan that deliv-ers business results.

While many of the issues covered by transition coaching are similar to those included in executive coaching, such as sorting through short and long-term goals, and managing relationships upwards as well as with team members, transition coaching is focused specifically on the transition and designed to educate and challenge new leaders. The new leader and coach will work together to develop a transition plan, a road map that will define critical actions that must take place during the first 90 days to establish credibility, secure early wins and position the

leader and team for long-term success.The transition coaching relationship also includes regular

meetings with the new leader as well as ongoing feedback. Fre-quently, the coach conducts a “pulse check” of the key players, including the boss, direct reports, peers and other stakehold-ers, after four to six weeks to gather early impressions so that the new leader can make a course correction if needed.Conclusion:

Whether a manager is moving into a new leadership position or looking to get back on the road to success, transition coach-ing work to bring out the best in leaders through the support of a professional relationship with an Executive Coach. The relationship is built on a foundation of trust and confidential-ity. The ability of coaches to provide leaders with an outside re-source that can also act as a sounding board helps them become the successful leaders they were meant to be.

Organizations must clearly define the purpose of coaching, gauge the process, and evaluate results. Coaching is not just about providing support. Ultimately, coaching should deliver what any business needs – real results. LE

From Manager to Leader

Prof Sattar Bawany is the CEO of Centre for Executive Education (CEE Global). CEE Global offers executive development solutions including execu-tive coaching and leadership development programs that help professionals develop the skills and knowledge to embrace change and catalyze success in their industries.Visit www.cee-global.comEmail enquiry@cee-global.com

Building High Performance Teams

By Sattar Bawany

Introduction“Every company faces specific performance challenges for which teams

are the most practical and powerful vehicle at top management’s disposal.” - Jon R. Katzenbach and Douglas K. Smith (The Discipline of Teams, Harvard Business Review, 1993)

Many of us find ourselves working on teams these days, and are probably quite familiar with the advantages and frustrations of this type of work. In many ways, working on teams can be a positive and productive experience. It provides opportunities for collaboration, the synergy of diverse skills, and collegial support. However, team work also raises issues of less autonomy, accountability to colleagues, the requirement of frequent communication, and group problem solving. A consistent challenge is getting individuals to work together effectively on teams when individual members have differences in communication styles, project management priorities, time management, information gathering and decision making.

From our consulting experience, in Developing High Performance Teams in both regional and global corporations, we found that most, if not all, of their senior leadership teams advocate teamwork. And they should. Teamwork represents a set of values that encourage listening and responding constructively to views expressed by others, giving others the benefit of the doubt, providing support, and recognizing the interests and achievements of others. Such values help teams perform, and they also promote individual performance as well as the performance of an entire organization. But teamwork values by themselves are not exclusive to teams, nor are they enough to ensure team performance. Leading Teams to Success

Jon Katzenbach and Douglas Smith, in their groundbreaking 1993 HBR article, The Discipline of Teams, define a team as “a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable.” That definition lays down the discipline that teams must share to be effective.

Katzenbach and Smith discuss the four elements -- common com-mitment and purpose, performance goals, complementary skills, and mutual accountability -- that make teams function. They also classify teams into three varieties -- teams that recommend things, teams that make or do things, and teams that run things -- and describe how each type faces different challenges.

Groups don’t become teams just because that is what someone calls them. Nor do teamwork values alone ensure team performance. So what is a team? How can managers know when the team option makes sense, and what can they do to ensure team success? Katzenbach and Smith answer these questions and outline the discipline that defines a real team.

The essence of a team is shared commitment. Without it, groups perform as individuals; with it, they become a powerful unit of col-lective performance. The best teams invest a tremendous amount of time shaping a purpose that they can own. They also translate their purpose into specific performance goals. And members of successful

teams pitch in and become accountable with and to their teammates. The fundamental distinction between teams and other forms of

working groups turns on performance. A working group relies on the individual contributions of its members for collective performance. But a team strives for something greater than its members could achieve individually: An effective team is always worth more than the sum of its parts.

The authors identify three kinds of teams: those that recommend things—task forces or project groups; those that make or do things—manufacturing, operations, or marketing groups; and those that run things—groups that oversee some significant functional activity. For managers, the key is knowing where in the organization these teams should be encouraged. Managers who can foster team development in the right place at the right time prime their organizations for top-performance. ‘S.C.O.R.E.’ Framework for Developing High Performance Teams

Teams have become a principal building block of the strategy of successful organizations. With teams at the core of corporate strategy, your success as an organization can often depend on how well you and other team members operate together.

In today’s highly networked business environment, teams are criti-cally important to getting work done. Yet not all teams are created equal. Some fail to perform, or they perform below expectations. Some start out well but later lose their focus and energy. Teams are extremely valuable if they are working well. They are very costly if they are not. It is critical for managers and team leaders to find ways to ensure their teams are working effectively and are achieving their results.

In most teams, the energies of individual members work at cross-purposes. Individuals may work extraordinarily hard, but their efforts do not translate into team effort, and this results in wasted energy. By contrast, when a team becomes more aligned, a commonality of direction emerges, and individual energies harmonize. You have a shared vision and an understanding of how to complement each other’s efforts. As jazz musicians say, “You are in the groove.”

From experience gathered through team effectiveness consulting engagements, it is found that a high-performing team demonstrates a high level of synergism – the simultaneous actions of separate entities that together have a greater effect than the sum of their individual efforts. It is possible, for example, for a team’s efforts to exemplify an equation such as 2 + 2 = 5!

High-performing teams require a complementary set of character-istics known collectively as ‘S.C.O.R.E.’ (See Figure 1):

1) Cohesive Strategy and shared purpose, 2) Clearly defined roles and responsibilities, 3) Open and transparent communication, 4) Rapid response in adapting to a changing environment, and 5) Exemplary and effective team leadership.

The characteristics of each element of ‘S.C.O.R.E.’ are outlined in Table 1 below.

Using ‘S.C.O.R.E’ Framework

Talent Management excellence essentials presented by HR.com | 04.201423

Table 1

Characteristics Description

S: Strategy and Purpose

High-performing teams with a cohesive strategy and team purpose will demonstrate why they are in existence by articulating a strong, uniting purpose that is common to all team members. They will describe how they work together by defining team values and ground rules or team charter. Finally, they will be clear about what they do by defining key result areas.

C: Clear Roles and Responsibilities

Successful teams determine overall team competencies and then clearly define individual member roles and responsibilities. High-performing teams realistically examine each individual’s responsibilities in terms of personality, interest and ability, resulting in an accurate understanding of each member’s accountability and contribution to the team.

O: Open Communication

Communication is the key component in facilitating successful team performance; its lack limits team success. Effective communication relies on the proper use of communication channels such as e-mail and voicemail.

R: Rapid Response A high-performing team needs to be adaptable and respond quickly, as necessary, to changes in the environment, using creativity and ‘outside the box’ thinking. When faced with a problem, these teams brainstorm possible solutions and create innovative resolutions.

E: Exemplary and Effective Leadership

An effective team leader is able to adjust his or her style, as necessary, depending on the task at hand and the skill level of each team member performing that task. The team leader also plays a critical role in raising morale by providing positive feedback and coaching team members to improve performance.

Case Study – Turnaround of a Highly Dysfunctional TeamThe client is a leading Fortune 500 Information Technology company

dispatched a team of highly qualified and experienced IT engineers to deliver a large-scale strategic project for one of their clients in the mobile telecommunication industry. Sustaining market leadership for this client is critical for the success of this firm. However, high employee turnover, especially amongst the mission critical talents, had created

misalignment in what was once a strong performing team. Moreover, as competitors encroached, relationship management was critical with this strategic account. All this transcended the sound technical expertise of the IT engineers whose demonstrated primary form of communication was email. There was a lack of direction and clarity on the respective project team members’ role and responsibilities, which was compounded by the relatively ineffective team communication which resulted in poor performance and results.

We introduced the CEE ‘S.C.O.R.E.’ Framework through facilita-tion of a series of team effectiveness meetings and workshops. The project team achieved breakthrough results in customer satisfaction, company, employee, and operational value.  Thanks to the team’s shortened response times and improved communication, project delivery was achieved within budget and on time. 

Relationship management became second nature as team members became more expansive leading to the early exploration of new business opportunities. A post customer satisfaction survey confirmed acknowl-edgement of the value that our Client provided to their customer.

Finally, our Client preserved its strategic account and strengthened the customer relationship thereby sustaining market leadership. The project team’s ultimate proof of transformation was its unanimous decision to distribute among all team members annual performance bonuses previously assigned to a select few. This presents evidence that high performance teams not only impact the organization and mar-ketplace but above all, the gratified individuals that constitute them.  

The success of a team should be measured at regular intervals so that team spirit can be encouraged, either through celebrating achieve-ments or through sharing problems. In terms of measuring success, it is perhaps easier to gauge the progress of a sports team than it is to rate the performance of work-based teams. For example, the performance of a sports team can usually be tracked by league tables.

Working as part of a successful team makes work enjoyable. It provides employees with a supportive work environment and enables them to address any conflict that might arise in a constructive way.

In high-performing teams, leadership shifts during the stages of team development based on team needs. Unlike organizational leadership, which remains somewhat constant, team leadership can shift from very directing, when the team is being formed, to more delegating, when the team is functioning effectively. To transform into a high performance team, an easily implementable framework such as ‘S.C.O.R.E.’ would assist towards achieving that end goal. PM

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). 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.Visit www.cee-global.com

Building High Performance Teams

24Talent Management excellence essentials presented by HR.com | 04.2014

By Prof. Sattar Bawany, CEO & C-Suite Master Executive Coach, Centre for Executive Education (CEE)

Leveraging on Results-based Leadership (RBL) Framework

Building High Performance Organisations

“Research has found six distinct leadership styles, each spring-ing from different components of emotional intelligence. The styles, taken individually, appear to have a direct and unique impact on the working atmosphere of a company, division, or team, and in turn, on its financial performance.” - Daniel Goleman (Leadership That Gets Results, Harvard Business Review, March 2000)

In essence, the heart of the leadership challenge that confronts today’s leaders is learning how to lead in situations of ever greater volatility and uncertainty in a globalised business environ-ment, allied with the needs to deal with scale, complexity and new organisational forms that often break with the traditional organisational models and structures within which many have learned their ‘leadership trade’. So the basic assumption that past experience is the key for future leadership success is more open to scrutiny than ever.

Leadership is all about the ability to have impact and influence on your followers so as to engage them towards ACHIEVING RESULTS of your organisation through both Ontological Hu-mility and Servant Leadership approaches blended with elements of Social Intelligence competencies and Socialised Power.

Leadership is an art and a science. It is an art because it continually evolves, changes form, and requires creativity. It is a science because there are certain essential principles and techniques required.

A good leader knows when it is time to change shape because they are highly attentive to those around them. Coming from a position of strength, a great leader takes risks by freeing up the creative genius in their followers to build their capability and multiply the talents of the organization. This leads to com-munity and greatness. By powerfully communicating a vision that animates, motivates, and inspires followers, a great leader is able to transform his or her organization. The New Realities: Results-Based Leadership

We are operating in a hypercompetitive business environment. The world moves faster today when compared to10 years ago. Companies feel the pressure to decrease time to market and improve the quality of products while delivering on ever-changing customer expectations to maintain competitive posture – that is, be adaptive and nimble. Driving results is difficult even for companies who have the benefit of dedicated and knowledgeable employees and business leaders to leverage.

In the early years leadership studies, the so-called “trait theory” took the view that there is a set of traits that separates the leader from the pack. Traits purported to be characteristic of leaders included intelligence, a drive to dominate others, being extro-verted and having charisma. Today, people often point to the importance of emotional intelligence in achieving leadership effectiveness.

There is growing evidence that the range of abilities that constitute what is now commonly known as emotional intel-

ligence plays a key role in determining success in life and in the workplace. Recent research has uncovered links between specific elements of emotional intelligence and specific behaviors associ-ated with leadership effectiveness and ineffectiveness.

Flexible leadership, however, involves being able to adapt your leadership style according to the situation and the state of the team - e.g.: taking charge when a team is forming but playing the role of coach when a team is managing itself well. This is critical in developing and sustaining employee engagement. There are six distinct leadership styles, each one springing from different components of emotional intelligence.

Organizations need leaders to visualize the future, motivate and inspire employees, and adapt to changing needs. On-going research by CEE indicates that, with the right leadership develop-ment support including executive coaching, those with leadership potential can be developed into outstanding leaders. Emotional Intelligence competencies are perhaps the most challenging for leaders to develop effectively and yet it is the one that often has the most impact. As emotionally intelligent leaders rise through the ranks of an organization, their profile becomes more visible to employees and their increased power can have greater impact towards achieving the organisational results (see Figure 1).

Putting Employees First Before Customer and ProfitsPutting the customer first has been the mantra of many companies

for a long time. But however correct the mantra may be, perhaps it’s time to question the wisdom of it. Some companies already have, that is, put the customer second, after employees. The results are surprising and enlightening – engaged and contented employees and companies cited for their best practices. Moreover, customers are satisfied. This Workshop presents an operating model and proven approach for putting employees first.

Steady, long-term competitiveness requires an organization to be committed to putting employees first and developing quality training programs that are linked to its strategic objectives. Without a true commitment to the employees at all levels throughout an organization, the journey to enhance organizational performance will be an elusive adventure. Quality employees equate to organizational success. Un-qualified and poorly trained employees equate to organizational failure.

An organization’s employees have always made the difference between

46 leadership excellence essentials presented by HR.com | 11.2014Submit your Articles

5 Organizational Results

4 Customer Engagement

3 Employee Engagement

2 Organizational Climate

•Profitability/Market Share•ROi/Cost Optimization

•Customer Satisfaction/loyalty•Service Value/Relationship

•Employee Satisfaction/loyalty•Employee turnover Rate

•Company Culture, Policies•Rewards and Flexibility

1 Self-Leadership & Team Effectiveness•Emotional & Social intelligence•leadership Styles/Servant leadership•Ontological Humility/level 5 leadership

FIGURE 1 Results-Based Leadership Framework

a truly successful organization and a mediocre entity, but it’s amazing how often managers overlook or discount this fundamental recipe for economic survival. Organizations with cultures that focus on their people and that invest in their future will in the long-run, be more competitive than cultures that view employees as mere costs to be reduced in times of trouble.

Extensive published research including from CEE own consulting engagement, have resulted in the understanding the organization that plans every action around its employees will thrive in the marketplace.

It’s the employees who breathe life into an organization for it’s their skills and abilities that give an organization its competitiveness. As stated by Peters and Waterman, Jr. (2004, 1982) “productivity and the economic rewards that go with it are achieved through the people of an organization.” A fundamental rule of organizational survival is to put employees first and develop their abilities and skills by establishing a quality training environment.

How to improve employee loyalty is one of today’s most difficult problems that troubles business leaders. Research has consistently shown that by putting employees first you can actually deliver your promise of customers first. If you do not put the employee first – if the business of management and managers is not to put employee first – there is no way you can get the customer first.

CEE Research has consistently found that the Employees First ap-proach produces far more passion than any motivational or recognition program. Why? Because it proves that management understands the

importance of the work being done by the employees in the first place. It demonstrates that we are actively helping them in ways that make it easier for them to do their jobs. It shows that we trust them to do what needs to be done in the way they believe it should be done. And it shows that we respect them for the value they bring to the company.

We give them understanding, help, trust and respect–which are the drivers of employee engagement. LEConclusion

There is growing evidence that the range of abilities that constitute what is now commonly known as emotional intelligence plays a key role in determining success in life and in the workplace.

Since leaders lead people, the style with which you do it is important. It must truly represent you, fit with the situation, the results you wish to achieve and the people you hope will follow your lead. In truth, having a particular style is not as essential to being a leader as having a vision of what could exist, being committed to the vision, bringing great energy to realising that vision and having people to support you towards achieving the organisational results.

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE is a premier network for estab-lished 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.Email sattar.bawany@cee-global.comVisit www.cee-global.com

47leadership excellence essentials presented by HR.com | 11.2014 Submit your Articles

Building High Performance Organisations

14 Talent Management excellence essentials presented by HR.com | 01.2015Submit your Articles

By Prof Sattar Bawany & Adam Bawany

How to lead and engage Gen Y and Z effectively

Inspiring Your Future Workforce

Every generation is unique with their distinctive values, priorities and beliefs. When a new generation enters the work-force, it affects the existing workplace symmetry as management, human resource personnel and older employees have to learn new management strategies and approaches so as to better un-derstand, engage and inspire them. Oftentimes, this results in tension and an us-versus-them mentality.

In the spotlight in today’s workplace are Generation Y (Gen Y), while Generation Z (Gen Z) on the verge of joining the corporate world. Understanding the challenges that executives and managers face within their organisations when they deal with younger generations, Centre for Executive Education (CEE Global) embarked on a research study to bridge the gap between generations and help employers overcome managerial challenges positively, while accommodating the needs of the various generations, their diverse viewpoints and working styles.

In this study, we explore the unique values and belief systems that these two generations embody, their attitudes to work and life, their highly ambitious and inquisitive nature, and how to best fit them in organisations locally and around the world in the context of today’s economic reality and diverse workplace. At the same time, we examine their loyalty level, and suggest ways to establish better understanding with them to foster greater collaboration and cohesion within your organisation.

This article provides an overview of the key findings and im-plications for organisations in leading and engaging these next generation of workforceRE�EARCH AREA� & METHO�OLOGY

Attraction: What do Gen Y and Z look for in an organisation? Retention: What factors will attract Gen Y and Z to remain

in an organisation?Engagement: What do Gen Y and Z value in their bosses?

How do they like to be lead?Work Culture: What work environment and culture suits

them the best?Survey data was collected from 304 respondents from both

Gen Y (aged 20-34 years) and Z (aged 16-19 years) in Singapore during the period of September 2014 to January 2015. Their views were obtained via an online survey and the results were further validated during focus group interviews. RE�EARCH FIN�ING� AN� IMPLICATION�

Attraction: Gen Y make employment decisions based on the company websites where they learn about the job openings and their prospective employers. On the other hand, Gen Z select their organisations through recruitment/staffing firms. Other avenues like online job boards, social networking sites, news-paper ads and leads from friends and relatives figure less and in varying degree for both generations.

To Gen Y, career growth/advancement are their primary concern followed by job satisfaction, while for Gen Z job satisfaction is

a priority. The latter also value career advancement and a posi-tive work environment. For Gen Y, salary is important whereas Gen Z favours other benefits such as health insurance, dental care coverage and annual leave. Consideration for bonuses, both fixed and variable figures more prominently in Gen Z than Gen Y. Gen Z prefers greater flexibility in working hours, telecom-muting facilities or a work-from-home arrangement, with Gen Y favouring the traditional hours and method of working.

Gen Z ranks the location of office as very important while both generations value the company leadership, the organisa-tion’s reputation and brand recognition (including employee value proposition) equally well. Conversely, job titles and in-house training are not major areas of consideration for both Gen Y and Gen Z.

Retention - Gen Y tends to switch jobs if they are promised higher pay, while Gen Z is more swayed by better perks and ben-efits. An equal amount of ambition is visible in both generations. For both generations, commuting distance and dissatisfaction with immediate supervisor had the lowest influence on their decision to leave a job.

When it comes to loyalty and longevity at work, Gen Z gen-erally expect to stay in their current position for at least 3 to 5 years. Gen Y, however, is less hopeful.

Engagement: Both Gen Y and Gen Z value immediate manag-ers who have the ability to coach, mentor and guide them. This quality is followed by effective communication skills, listening power, flexible leadership style, open-mindedness and the capacity for respect and appreciation of subordinates for both generations.

Work Culture - Gen Z prefers a more flexible dress code and are more comfortable in business casuals. Gen Y are more flexible and are willing to dress according to the situation.

Gen Y and Gen Z both value similar aspects of the work en-vironment. Having a perfect work-life balance has been rated as important by both generations, but having a good office space does not really count in their eyes. For both these generations, working with state-of-the-art technology systems is the last thing on their mind. The only exception is that while Gen Y favours working with a supervisor that they can respect and learn from, Gen Z places working with people they enjoy as a top priority for an ideal work environment.RECOMMEN�ATION�

CEE Global recommends the following key areas with regards to attracting Gen Z graduates and engaging Gen Y employees at the workplace.Recruitment

Apart from ensuring that job openings are advertised on their corporate websites, organisations must remember that Gen Y prefers online job boards whereas Gen Z prefers social networking and recruitment/staffing firms when looking for career opportunities.

15Talent Management excellence essentials presented by HR.com | 01.2015 Submit your Articles

Inspiring Your Future Workforce

Career ProgressionOften, Gen Y workers are dubbed unreliable job-hoppers. Here

organisations will do well to work on staff retention plans and continuous professional development. Provide them the right opportunities at the right time to excel at what they do, bearing in mind their interests.Freedom and Flexibility

Gen Y employees are truly knowledge workers who are used to options and alternatives on their side. Therefore, allowing them the freedom to pursue goals in their own way is advisable. Managers should allow these employees to make choices as to how to best achieve results and give them the flexibility to work from anywhere.Coaching and Mentoring

95% of Gen Z and 85% of Gen Y cited their ideal manager as a coach or mentor figure. They also expect their leaders to be effective communicators and good listeners. Managers should be authentic and lead from the front and by example or adopt

servant leadership, instead of a commanding or directive style. These younger generations need guidance through mentoring rather than control and micro-management.Feedback & Recognition

Gen Y put emphasis on personal interaction and acknowledge-ment. By providing feedback and acknowledging progress, you can make a Gen Y worker feel purposeful. A highly engaging and interactive management style characterised by open com-munication works best for this generation. Offer rewards and recognition for their contributions as they are motivated by instant gratification.Work-life Balance

Gen Y values work-life balance more than other generations, their motto being “work smarter, not harder”. Balance can be restored by reducing time spent on things like commuting by making arrangements for them to work from home, for example. Gen Y workers value open-minded employers in this respect. Gen Z prefers to work for an organisation that offers flexible

16 Talent Management excellence essentials presented by HR.com | 01.2015Submit your Articles

Inspiring Your Future Workforce

working hours and telecommuting.�abbatical & C�R

Both Gen Y and Z involve themselves in causes outside work. They are drawn to organisations that are socially responsible. Tap into that interest by involving them in charitable activities. Come up with a sabbatical policy that would allow these employees to embark on paid leave in support of worthwhile causes.Retention

Managing Gen Y in the workplace is only one part of the deal; retaining them is more challenging. 75% of Gen Y and Z indicated they expect to remain with an organisation for less than five years. Engage them effectively so that they don’t feel tempted to jump over to your competition.Conclusion

Leaders today are facing a critical challenge: how to adapt their leadership practices and style to get the best out of next generation of employees. They can’t do so alone. Organizations have a responsibility to help managers understand how workers’ expectations have changed and how they can adapt their lead-ership style to these new conditions. More importantly, orga-nizations needs to provide leaders with the tools and processes which allow leaders to reward and recognize, train and develop,

empower generation Y employees more effectively.Flexibility is vital to managing Gen Y and Z, especially if

your organisation comprises a multigenerational workforce. By understanding Gen Y and Z and adapting your management styles accordingly, you can effectively harness the potential of future generations of employees while maintaining the loyalty of other staff, thus effectively attracting and retaining employees, building teams, dealing with change and increasing employee engagement.BIBLIOGRAPHY• Bawany, Sattar. Harnessing the Potential of Multigenerational

Workforce in Singapore, in Today’s Manager, Singapore Manage-ment Institute, Issue 2, 2013• Bawany, Adam. Generation Y and Practical Guidelines to deal

with their Expectations, in Leadership Excellence Essentials, Issue 08.2014 (August 2014). ITM

Prof �attar Bawany is the CEO & C-Suite Master Executive Coach of Centre for Executive Education (CEE Global). CEE is a premier network for estab-lished 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. Email sattar.bawany@cee-global.com Visit www.cee-global.com

Adam Bawany is the Gen Y Business Development Manager of Center for Executive Education (CEE Global) and is a graduate of Ngee Ann Polytech-nic’s School of Business and Accountancy. He is one of the Principal Investiga-tors of the CEE Global Research on “Inspiring Your Future Workforce: How to Lead and Engage Gen Y and Z Effectively” which was published in early 2015.Email adam.bawany@cee-global.com

Can you keep pace with all the changes in the workplace? The world of work is changing. People systems, processes and tools need to be nimble, flexible and responsive to the business. Our guest, Anna Tavis, Ph.D discusses trends and their impact on employment systems, retention resources and other elements core to business success. Dr. Tavis consults globally, writes for Execu-tive HR Publications and teaches at NYU. ITM

Podcast: Innovation and AgilityPeople practices in the social age

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“95% of Gen Z and 85% of Gen Y cited their ideal manager as a coach or mentor figure. They also ex-pect their leaders to be effective communicators and good listeners. Managers should be authentic and lead from the front and by example or adopt servant leadership, instead of a commanding or directive style.