cee masterclass on "leadership that gets results" for tri-net logistics asia - 20 to 21...

Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of CICOM BRAINS Asia)

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Prof Sattar BawanyProf Sattar Bawany

CEO, Centre for Executive EducationSenior Advisor & Master Facilitator, Cicom Brains Asia

20 – 21 August 2013 Raja’s Commercial College @ Bras Basah Complex

TRI-NET LOGISTICS WORKSHOP ON “LEADERSHIP THAT GETS

RESULTS”


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Every morning in Asia, a tiger wakes up. It knows it must outrun the slowest deer or it will starve to death.

Every morning in Asia, a deer wakes up. It knows it must run faster than the fastest tiger or it will be killed.

It doesn’t matter whether you are a tiger or a deer: when the sun comes up, you’d better be running…..

Are You a Tiger or a Deer?


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Module 1: Introduction and

Workshop Objectives


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About Centre for Executive Education (CEE)

Executive Education Leadership & High

Potential Development Executive Coaching Succession Planning Executive Assessment

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CEE is the Affiliate Partner of Executive Development Associates (EDA), a global leader in executive development & coaching since 1982.


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• The Centre for Executive Education (CEE) is the Executive Development Division of The International Professional Managers Association (IPMA).

• IPMA is a global ‘not-for-profit’ (NPO) members organisation headquartered in UK with Regional Offices in Europe, Africa and APAC

• CEE’s mission is to assist client organisation to secure a leading position in their respective market place and developing a sustainable competitive advantage through developing their key asset, intellectual capital of the people.

• CEE offers talent management solutions including executive coaching and custom-designed leadership development programs to accelerate individual performance and succession planning for organisations.

• Cicom Brains (a Strategic Partner of CEE) helps Japanese companies address the important business challenge of training locally hired staff, by offering comprehensive support in processes ranging from planning to the execution of training programmes.

Who We Are


• CEO of Centre for Executive Education (CEE)• C-Suite Master Executive Coach, EDA• Senior Advisor, IPMA Asia Pacific• Senior Advisor & Master Facilitator, Cicom Brains Asia• Adjunct Professor of Paris Graduate School of Management• Over 25 years’ in executive coaching, facilitation, leadership

development and training.• Adjunct Professor teaching international business and human resource

courses with Paris Graduate School of Management• Assumed senior global and regional leadership roles with DBM (Drake

Beam & Morin), Mercer Human Resource Consulting, Hay Management Consultants and Forum Corporation.

About Your Master Facilitator


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S

C

O

P

E

HARE

HALLENGE

PEN MINDED

LAN OF ACTION

NJOY OURSELVES

The S.C.O.P.E. Approach


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Knowing Yourself as a Leader


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• Gain a clear understanding about the context for leadership in today’s changing organisation and achieving organisational results

• Understand the repertoire of leadership styles that can impact employee engagement

• Appreciate how effective leadership can influence behaviour, goals, decision–making

• Engaging your employees and stakeholders adopting a proven motivational management approach

• Craft a SMART Executive Leadership Development Plan

This Workshop is designed to develop your Leadership Skills Towards Achieving Organisational Results. You will be able to:

Workshop Objectives


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1. Failure to Meet Business Objectives (Achieving Organisational Results)

2. Inability to Change or Adapt During a Transition (The inability to

respond quickly and flexibly to rapidly changing market conditions)

3. Problems with Interpersonal Relationships (Lack of relationship

management and social/emotional intelligence skills)

4. Failure to Build and Lead a Team (Getting the ‘Right Person on the

Bus’, ‘Wrong Person off the Bus’ & ‘Right Person in the Right Seat’)

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

Top Lessons on Executive Derailers


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Module 2

Achieving Results @ Tri-Net

Logistics


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• Corporate Leadership Council, 2012o Eight out of ten CEOs are planning on significant organizational changes to stay

competitive which includes but not limited to developing their managerial team towards achieving organizational results.

• The Conference Board – CEO Challenge 2012 Report (April 2012) The global CEO consensus about 2012 suggests that

growing one’s business is the key to success,” said Jonathan Spector, CEO of The Conference Board.

CEOs selected the internally-focused actions of improving leadership development/grow talent internally, enhancing the effectiveness of the senior team, providing employee training and development and improving leadership succession as the key strategies to address talent challenges, ahead of hiring more talent in the open market.

Importance of Leadership


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Focus on Business Results Drivers

Specify and Communicate

Expected Behaviours

Lead Strategy Execution

Leading to Achieve Results


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Role of Leaders“Leadership is all about the ability to have impact and

influence on your followers so as to engage them towards ACHIEVING RESULTS of your organisation through both Ontological Humility and Servant Leadership & Level 5 Leadership Styles blended with elements of Socialised

Power/Social Intelligence Competencies ” (Bawany, 2013)

Reference: Sattar Bawany, “Making Results-based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr-education/commentary/making-results-based-leadership-work-in-singapore, first published on 12 February 2013.

http://sbr.com.sg/hr-education/commentary/making-results-based-leadership-work-in-singapore


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Achieving Results @ Tri-Net Logistics • Profitability

• ROI• Cost Optimisation

• Employee Satisfaction• Employee Loyalty

• Company Policies• Rewards and Flexibility• Culture, Espirit De Corps

• Leadership Styles• EQ/EI Competencies • Level 5/Ontological Humility

Organisational Results

Employee/Stakeholder Engagement

Organisational Climate

Leadership Effectiveness

Customer Engagement/Loyalty• Customer Satisfaction• Service Value/

Relationship

Sattar Bawany, “Making Results-based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr-education/commentary/making-results-based-leadership-work-in-singapore, 12 February 2013

http://sbr.com.sg/hr-education/commentary/making-results-based-leadership-work-in-singapore


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Leader’s Purpose And Values

Are you a Boss or Leader?

Copyright @2013 Centre for Executive Education Pte Ltd (Strategic Partner of CICOM BRAINS Asia) 17

Questions We Will Try To Answer

Why are some people more successful than others?

Why are some people happier than others?

What is powerful leadership made up of?


What is Common Between… Michael Jackson Elvis Presley Kenneth Lay Whitney Houston Bernie Madoff Adolf Hitler Indira Gandhi

Wealth, Position, Power, Fame, FortuneThey were either murdered, jailed for life, or killed themselves


Successful LeadersTo most people….

Wealth, Position, Power, Fame, Fortune

is the definition of leadership, happiness and success

WealthPositio

n

Power

Fame Fortune


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

So, what is Leadership all about?



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Of all the bosses you’ve worked for in your career so far, how many would you classify as truly great

leaders?

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


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IF YOUR SUBORDINATES WERE ASKED,

WILL YOU BE AMONGST THE 1 OR 2 THEY WILL THINK OF?

TRULY GREAT LEADER: Someone who brings out the best in you Someone you can learn from Someone you can respect for who they

are Someone who genuinely cares about

your success and growth


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On a 1-10 scale where1 is “well below potential”

and10 is “at peak potential”

how would you rate your organization’s current

performance in the marketplace?


The Big Void

Of all the bosses in your career, how any would you rate as truly great leaders?

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

The answer is 0, 1, or 2. What is the question?

The answer is 6.5/10. What is the question?

The answer is approximately $60 billion. What is the question?How much is spent globally on leadership development each year?

Individual Leadership Void

Organizational Performance Void


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Leadership Redefined

‘Leadership is the art of harnessing human energy towards the creation of a

better future’

Rajeev Peshawaria, Too Many Bosses, Too Few Leaders, 2011

SUSTAINABLE BUSINESS GROWTH

ENERGIZE SELF

ENLIST & ENERGIZE CO-LEADERS

ENERGIZE THE ENTIRE ORGANIZATION


GROUP EXERCISE: Discovering Energy @ Tri-Net

Logistics

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Group I Task : List 3-4 activities the senior management team must focus most of their time on to create a green organization (everyone is align to the Vision, Mission, Values and Strategy)

Group II Task: What are the symptoms of a red organization?What actions or inactions of senior management causes a red organization (misalignment and disengaged workforce)?

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• How great leaders inspire action - Simon Sinek has a simple but powerful model for inspirational leadership all starting with a golden circle and the question "Why?”

• In 2009, Simon Sinek released the book "Start With Why" -- a synopsis of the theory he has begun using to teach others how to become effective leaders and inspire change

“If you hire people just because they can do a job, they’ll work for your money. But if you hire people who believe what you believe, they’ll work for you with blood and sweat and tears.” - Simon Sinek

References: http://www.startwithwhy.com/

Video on Leader’s in Action: Leading by Impact with Purpose & Values

http://www.startwithwhy.com/

http://www.startwithwhy.com/


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Leading with Purpose & Values


1. What few things are most important to me?

2. Do I want to:• lead a simple life rich with everyday small pleasures?• achieve great success in an individual endeavor? Or,• lead others towards a better future in Tri-Net Logistics?

3. What results do I want to create in Tri-Net Logistics?

4. How do I want people to experience me?

5. What situations cause me to feel strong emotions?6. What values will guide my behavior and actions as a leader at

Tri-Net Logistics?

Individual Exercise on Purpose & Values Finding Personal Leadership Energy


Leadership, Happiness and SuccessWe now know that….• Leadership is the art of harnessing human energy towards the

creation of a better future• To find and harness your leadership energy you need to clarify your

purpose and values

But what about happiness, and success?• To be happy you need to know your values• To be successful you need to know your purpose

Purpose&

ValuesLEADER

SHI

P

HAPPINESS

SUCCESS


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Module 3

Leveraging Your Leadership Styles and Emotional Intelligence


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Goleman’s research collaboration with consulting firm

Hay/McBer covering 3,871 executives worldwide to

determine what is ‘effective leadership’ lead to

classification of six different leadership styles, each

springing from different components of emotional

intelligence.

Leadership That Gets Results

Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000


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Hay-Goleman’s Six Leadership Styles1. Coercive (Directive): “Do what I tell you”

2. Authoritative (Visionary): “Come with me”

3. Affiliative: “People come first”

4. Democratic (Participative): “What do you think?”

5. Pacesetting: “Do as I do, NOW!”

6. Coaching: “Try this”

Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000


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Coercive (Directive) aims to achieve immediate

compliance one-way directive

conversation seeks tight control over

situations Appropriate for dealing with

crisis situations or problem employees

Not to use with talented or self-motivated staff

“Do it the way I tell you”


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Authoritative (Visionary) aims to provide long-term

direction/vision allows employee input but

retains control over decision seeks to influence to gain buy-in Appropriate to use with new staff

or when a new direction has to be communicated

Not recommended for sophisticated & experienced staff

“Firm but fair”


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Affiliative aims to promote harmony &

co-operation seeks to smooth tensions and

resolve work/family conflicts seeks to be liked as a

manager Appropriate to use when

tasks are routine or employees need support

Not recommended when negative feedback is required

“People first, task second”


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Democratic (Participative) aims to build group consensus

for decision-making heavy emphasis on team

participation employees are trusted to have

skills & drive Appropriate when working with

good staff with ample time for decision-making

Not recommended when a particular answer is needed

“I’d like you to participate”


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Pacesetting aims to accomplish quality work

yourself models high standards &

expects them in others delegates only to good

performers Appropriate when dealing with

staff who can perform independently

Not recommended with staff who need feedback & support

“Do it myself”


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Coaching aims towards professional

growth of employees helps people identify

strengths/weakness encourages honest self-

assessment Appropriate with employees

interested in being innovative or developing career

Not recommended when explicit direction is required

“I’d like to help you

develop your potential”


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Impact of Leadership Styles Leaders who have mastered 4 or more styles create

the best business performance The most effective leaders can switch flexibly

between leadership styles in response to the situation Coaching, Authoritative, Affiliative, Democratic &

styles have a positive impact on organisational climate Coercive & Pacesetting can have a negative impact on

the working environment

Source: Goldman, D., ‘Leadership That Gets Results’, HBR, March-April 2000


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Reviewing the Results of Your Managerial Leadership Assessment• Your results will reveal your Personal Preference Profile as

well as your Situation/Job Demand Profile.• Your Situation/Job Demand Profile may change based on the

specific job function or role that you are assuming.• The Dominant styles ((Score of ≥ 12) are those styles that

appear to be used most frequently.• The Backup styles (Score of 6 - 11) are those styles that

are used to complement the dominant styles, or when the dominant styles do not work.

• A person can have more than one dominant or backup style, or a person may have none.


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Plotting Your Scores (Personal vs. Situation)18

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A B C D E F

17 16 17 11 9 10

9 15 8 6 11 17

Coercive Authoritative Affiliative Democratic Pacesetting Coaching

Your personal preference profile

Your situation/role demand profile


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Styles Personal preference Situation/Role demand

Most preferred / required (Dominant)(Score of ≥ 12)

Coercive, Authoritative, Affiliative

Authoritative, Coaching

Somewhat preferred / required (Back-up)(Score of 6 - 11)

Democratic, Pacesetting and Coaching

Democratic, Pacesetting and Coercive,

Least preferred / required(Score of ≤ 5)

What does your scores mean?


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Developing Your Emotional Intelligence


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You CAN change this !


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Intelligence Quotient (IQ)

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

cognitive aspects of intelligence) such as

memory, problem solving, how to rationalize and

analyze as well as scholastic abilities


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Emotional Intelligence (EI) & EQEmotional Intelligence, also called EI and often measured as an

Emotional Intelligence Quotient (EQ), describes an ability, capacity, or skill to perceive, assess, and manage the emotions of one's self, of others, and of groups

“Anyone can become angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy.”

Aristotle in ‘Nicomachean Ethics’

Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.


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Emotional Intelligence by Goleman

“The capacity for recognizing our own feelings

and those of others, for motivating ourselves, for managing emotions

well in ourselves and in our relationships.”

Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.


http://www.youtube.com/watch?v=7Qv0o1oh9f4

Video on Emotional & Social Intelligence Interview with Daniel Goleman

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http://www.youtube.com/watch?v=7Qv0o1oh9f4


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5 dimensions to help you navigate life, living, and the increasingly diverse workplace we operate in

5 Dimensions of EI by Goleman

Goleman, D. (1998) What Makes a Leader?, Harvard Business Review, HBS Publishing

Self-Awareness

Self-Regulation

Motivation

Empathy

Social Skills


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Self-Awareness

• The ability to recognise and understand your moods, emotions and drives, as well as their effect on others

• Hallmarks– Self-confidence– Realistic self-assessment– Self-deprecating sense of humour

Self-Regulation


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Self-Regulation (Self-Management)

• The ability to control or redirect disruptive impulses and moods

• The propensity to suspend judgment – to think before acting

• Hallmarks– Trustworthiness and integrity– Comfort with ambiguity / seniority / change– Openness to change

Self-Awareness


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Motivation

• A passion to work for reasons that go beyond money or status

• A propensity to pursue goals with energy and persistence

• Hallmarks– Strong drive to achieve– Optimism, even in the face of failure– Organisational commitment

Motivation


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Empathy• The ability to understand the emotional make-

up of other people• Skill in treating people according to their

emotional reactions• Hallmarks

– Expertise in building and nurturing meaningful relationships at all levels

– Cross-cultural sensitivity– Service to clients and customers

Empathy


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Social Skill (Relationship Management)

• Proficiency in managing relationships and building networks

• An ability to find common ground and build rapport

• Hallmarks– Effectiveness in leading change– Persuasiveness– Expertise in building and leading teams

Social Skills


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Emotional Intelligence by BarOn

“The measurement of emotional intelligence in the workplace is the first

step towards improving it. The truly intelligent leader is one who is not only “cogtelligent” (cognitively intelligent) but

also “emtelligent” (emotionally intelligent).”

Reuven Bar-On who coined the term "EQ" in 1985.

Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON: Multi-Health Systems, Inc.


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Measure of EI – BarOn EQ-i®

• Intrapersonal - how we deal with and understand ourselves

• Interpersonal - how we understand and deal with others

• Adaptability - how we deal with a changing environment

• Stress Management - how we manage stress

• General Mood - reflecting our sense of pleasure and optimism

Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON: Multi-Health Systems, Inc.


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Total EQ

Leadership Effectiveness

IntrapersonalSelf Regard Emotional Self AwarenessAssertiveness IndependenceSelf Actualisation

InterpersonalEmpathySocial responsibility Interpersonal relationship

Stress ManagementStress toleranceImpulse control

AdaptabilityReality testingFlexibility Problem solving

BarOn’s EI Model

General MoodHappiness, Optimism

Adapted from Sattar Bawany, ‘Leadership That Gets Results’, Human Capital, Vol. 10, Issue 4., October 2010


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Business Case for EIResearch has shown that EQ can help improve organizational effectiveness in:

Employee commitment, morale, health, and well-being

Innovation/ Creativity Productivity Efficiency Motivation Sales/ Revenues Quality of service


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"A leader's intelligence has to have a strong emotional component. He has to have high self-awareness, maturity and self-control. He must be able to withstand the heat, handle setbacks and when those lucky moments arise, enjoy success with equal parts of joy and humility. Emotional intelligence is more rare than book smarts, but it is actually more important in the making of a leader."

Jack Welch, former Chairman & CEO of GE Inc.Speaking to The Wall Street Journal

Leadership and EI


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Level 5 Leaders: Many people have the potential to be Level 5 Ambitious for the organization – not for themselves Set up their successors for even greater success Display modesty, are self-effacing and understated Are driven by a need to produce results Credit success to others but take responsibility for failure Level 5 leaders score well on BarOn EQ-i

Level 5 Leadership

Source: Jim Collins, ‘Good to Great’, Harper Collins: 2001


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EI and Developing Future Leaders• Successful leaders at all levels demonstrate a high

degree of Emotional Intelligence in their role

• Emotionally intelligent leaders create an environment of positive morale and higher productivity resulted in sustainable employee engagement

• Critical transitional skills include EI competencies such as relationship management; cross cultural communication; effective negotiation and conflict management

Bawany, S. (2010). ‘Maximizing the Potential of Future Leaders: Resolving Leadership Succession Crisis with Transition Coaching’ In ‘Coaching in Asia – The First Decade’. Creation Publishing LLP.

Download e-copy from: http://www.ipma.com.sg/publications.php

http://www.ipma.com.sg/publications.php

http://www.ipma.com.sg/publications.php


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Review Results of Emotional Intelligence Self-Assessment

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

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

1 = Disagree Very Much 4 = Agree Slightly 2 = Disagree Moderately 5 = Agree Moderately 3 = Disagree Slightly 6 = Agree Very Much


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EI BENCHMARK SCORES

EMOTIONAL COMPETENCY BENCHMARK SCORESSELF AWARENESS. 30

SELF REGULATION 29

MOTIVATION 32

EMPATHY 32

SOCIAL SKILLS

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TOTAL EQ SCORE 157


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New Discoveries in Neurophysiology

Amygdala

Thalamus

Sensory signals from hearing and sight travel from the thalamus then on to both the neocortex (the “thinking” brain) and amygdala (center of emotional intelligence) simultaneously. The amygdala is a faster processor.

The amygdala’s processing of information includes physiological responses (increased heartbeat, glandular secretions, etc.)


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How the Brain Works Neocortex

The thinking part of the brain (“Just Say No” circuit) Six seconds to activate

Amygdala The brain’s emotional memory bank Stores memories (failures and victories); scans incoming information

for threats and opportunities “Fight or Flee” Part of the Brain What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander

Hollyfield’s ear during 1997 WBA Match; Zinedine Zidane’s head butt during 2006 World Cup’s Finals Soccer Match)


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‘Amygdala Hijack’

This is what happens when people “lose it”

They lose control and end up in a place they didn’t want to be — their emotions are not used effectively

They erupt, shut down, do something extra-ordinarily brave, or otherwise act irrationally

On reflection they find it hard to explain why they acted as they did


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1. What would be an example of an ‘Amygdala Hijack’ when you are having a performance management with your team member? (Both for you and the other party).

2. What do you need to do to keep your emotions in check?

Individual Exercise:‘Amygdala Hijack’


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Module 4

Sustaining Engagement –Organizational Climate


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Organizational Climate Organizational climate, economic conditions and

competitive dynamics are the main drivers of performance

Direct correlation between organizational climate and performance – good results, return on sales, revenue growth, efficiency, profitability etc.

Organizational climate accounts for nearly one-third of results – so is very important.


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Organizational Performance

Organizational climate

Economic conditions

Competitive dynamics

This is set by the leader, and has an important effect on

the overall performance Leader has little control over these factors

Drivers of Performance


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1. Flexibility: do employees feel free to innovate?

2. Responsibility: how employees relate to organization

3. Standards: level which are set

4. Rewards: are these appropriate?

5. Clarity: of mission and values

6. Commitment: to a common purpose

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


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Six Leadership Styles at a Glance

Coercive (Directive)

Authoritative (Visionary)

Affiliative Democratic (Participative)

Pacesetting Coaching

The leader’s modus operandi Demands immediate compliance

Mobilizes people toward a vision

Creates harmony and builds emotional bonds

Forges consensus through participation

Sets high standards for performance

Develops people for the future

The style in a phrase “Do what I tell you” “Come with me” “People come first” “What do you think” “Do as I do, now” “Try this”

Underlying emotional intelligence competencies

Drive to achieve, initiative, self control

Self-confidence, empathy, change catalyst

Empathy, building relationships, communication

Collaboration, team leadership, communication

Conscientiousness, drive to achieve, initiative

Developing others, empathy, self-awareness

When the style works best In a crisis, to kick start a turnaround, or with problem employees

When changes require a new vision, or when a clear direction is needed

To heal rifts in a team or to motivate people during stressful circumstances

To build buy-in or consensus or to get input from valuable employees

To get quick results from a highly motivated and competent team

To help an employee improve performance or develop long-term strengths

Overall impact on climate Negative Mostly strongly positive

Positive Positive Negative Positive

Summary: Impact of Leadership Styles of Organizational Climate


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Module 5

Motivational Management

David McClelland's Three Social Motives


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The Three Social Motives by David McClelland

McClelland’s theory that proposes that certain types of needs are acquired during an individual’s lifetime

Three needs most frequently studied:

Need for Achievement (n Ach)

Need for Affiliation (n Aff),

Need for Power (n Pow).


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AchievementDefining and

attaining goals and results

PowerInfluencing others

and having an impact

AffiliationEstablishing and

maintaining positive personal

relationships

Motives

AchievementDefining and

attaining goals and results

PowerInfluencing others

and having an impact

AffiliationEstablishing and

maintaining positive personal

relationships

Motives

The Three Social Motives


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Need for Achievement (n Ach) Meeting or surpassing a self-imposed standard of

excellence Outperforming others, meeting or exceeding targets Choosing and defining goals that are realistically attainable Striving to make a unique contribution Seeking feedback about the success of one’s action Taking actions that can be identified as one’s own Advancing one’s own career


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Need for Affiliation (n Aff)

Being liked and accepted

Ensuring one’s relationships are working well

Being involved with people in work situations

Being part of a group or team

Minimising conflict

Enjoying task situations where performance is demonstrated in working with others in a cooperative atmosphere


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Need for Power (n Pow)

Having an impact and influence on others

Being interested in status and position

Giving advice, assistance, support, and help to others

Being predisposed to persuading others

Being actively interested and involved in the politics of one’s organization

Having control of situations

“Personalized Power’’ and “Socialized Power”


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Summary of The Three Social Motives


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Points to Remember Most people have a mixture of all three motives; you

need to look for the ones that are the strongest

Motives remain relatively stable

Assess motivational needs over time

Avoid attributing motivation on limited data, review the clues and checklist provided in your Workbook

Be careful not to confuse your own motivations with those of your employees


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Individual Exercise: ‘Increasing Your Leadership Influence &

Effectiveness with a Team Member’


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Individual Exercise: Increasing Influence with

Your StakeholdersBased on your knowledge of this individual, what do you think his or her motivational profile might be? Complete the Tasks and Answer the Questions in the Workbook.

High

Mod

Lown Ach n Aff n Pow

PURPOSE: To develop a plan to better manage and greater influence of a stakeholder (direct report or peer).


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Profiles of Successful Leaders• Research was conducted at how motives and leadership style

affect a group’s climate and performance by studying 21 managers at IBM

• The findings were published in HBR June 2006, where it was found that 11 of the 21 managers created strong or energizing work climates

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

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


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Module 6

Integrative Case Studies

Putting It All Together


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Review once again the Video Synopsis in Workbook if necessary The film has been used as a case study in various military and

business leadership training seminars for many years. It is frequently used as an example to stimulate discussion with

respect to leadership styles and effectiveness.

Video Case: Twelve O'clock High


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GROUP I EXERCISE: TASKS

1. What is the motive profile of Colonel Keith Davenport? What does he think about? What is he concerned about? What does he enjoy doing?

2. What leadership style or styles does Colonel Keith Davenport demonstrate?

3. What organizational climate results from Colonel Keith Davenport’s leadership style(s)?


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GROUP II EXERCISE: TASKS

1. What is the motive profile of General Frank Savage? What does he think about? What is he concerned about? What does he enjoy doing?

2. What leadership style or styles does General Frank Savage demonstrate?

3. What organizational climate results from General Frank Savage’s leadership style(s)?


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Video Case: ‘Crimson Tide’ (Leadership Styles in Action)

Opening Scene – Background

Leadership Styles

Read the Video Synopsis once again in Workbook if necessary

Inspirational Speech


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Case Study – USS Florida

QUESTIONS FOR GROUP DISCUSSION

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

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

20 minutes


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Module 7

Managerial Coaching for Team Success


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“Coaches help people set better goals and then reach those goals, provide the tools, support and structure to accomplish them”

International Coaching Federation

“Coaching is a powerful, collaborative relationship between a coach & a willing individual which enables, through a process of discovery, goal setting the realization of strategic action”

Corporate Coach U

What is Coaching?


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“Coaching is unlocking a person’s potential to maximise their own performance. It’s helping them to learn rather than teaching them” The Inner Game in Business by W Timothy Gallwey

“Coaching is the art of improving the performance of others. Managers who coach encourage their teams to learn from and be challenged by their work. Create the conditions for continuous improvement by helping staff to define and achieve goals.” Coaching Successfully by Roy Johnson and John Eaton.

What is Performance Coaching?


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Helping an individual: “Learn what it takes” to improve existing

capabilities Set meaningful goals Be accountable for results Understand and eliminate barriers

Focus of Managerial Coaching


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Intention

WordsRelationship

TRUST

COACHABLE MOMENT®

Those moments when an individual is open to taking in new information that will effect a shift in his/her knowledge and behavior.

Being a Manager - Coach


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1. Goal 2. Reality

• Invite self assessment • Feedback• Is there a gap?

• Be creative – look at the full range, brainstorm• Offer suggestions for consideration – beware advice!

3. Options4. Wrap Up

• Identify possible obstacles• Commit to action• Identify steps• Agree support

• Agree topic for discussion• Agree specific objective of the session• Set longer term aim if appropriate

Gap?

The GROW Coaching Model


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1. Goal 2. Reality • What’s the evidence?

• What have you already tried?• What did you learn from that?• What other feedback do you have?

• If you looked at this from another angle … what could you do then? • What could you try now?• What else?• What could you do as a first step?

3. Options4. Wrap Up

• What do you want to cover today?• What are you hoping to achieve today?• What are the priorities?

• What other help/input do you need?• When could you do this?• What could get in the way of your plans?• How will you overcome this? • How will you/others know you’ve been successful?

• End – what have you learnt from today? How have we worked together? What could we do differently next time?

GROW – Coaching Questions


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Conduct these role-play sessions in groups of 3. For each of the role-play sessions, there will be an employee, a manager-coach and an observer.

Preparation – 5minsCoaching session – 15minsDebrief – 5 min

Rotate the roles after each role-play session.

Focus will be on a real-life case scenarios that you are currently experiencing in your workplace/teams. Alternatively you may consider one of the 3 examples workplace scenarios.

GROW – Coaching Practice Session


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Module 8

Crafting a SMART Personal Leadership Development Plan


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Individual Exercise: Creating a SMART Personal Development Plan

Specific Goal

Measurement When I achieve this goal, I will know I am successful because: Other people will notice the following difference(s):

Actions What action will I take? What will I do differently?

Reality Check Is this goal achievable?

Why is this goal important?”

What resource(s) do I need? Funding? Support?

Timeline

When will I start?

When do I expect to meet my goal?


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In Conclusion: Key to Success Every company that wants to excel in the

future must recognise that the ultimate competitive advantage is a deep leadership pool where leaders at every level are in tune with external changes and can adapt to the speed and depth of those changes.

Leadership can’t be taught in a classroom alone, but developmental experiences – executive coaching, mentoring, executive Masterclass, voracious readings – can accelerate a leader’s growth.


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Appendix

Recommended Further Readings and Videos in

the Participants’ Resource Workbook


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Appendix

Compilation of Articles of Interest for Post-Workshop

Readings(Related to the Themes on Leadership Effectiveness,

Leadership Styles, Motivational Management and Managerial Coaching)


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Video on What Makes a Great Leader?



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

If you do tomorrow what we’ve covered today

Your Future is Historic!!!

Final Thoughts…


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Prof Sattar BawanyCEO, Centre for Executive Education &

Strategic Advisor, IPMA Asia Pacific Email: [email protected]

Website: www.ipma.com.sg/cee.php LinkedIn: www.linkedin.com/in/bawany

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

Skype: sattar.bawany

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