ipma key note presentation on "leadership that gets results" by prof sattar bawany 3...

Copyright @2013 Centre for Executive Education Pte Ltd(Strategic Partner of Global Event Asia & Training Edge International)

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“LEADERSHIP THAT GETS RESULTS”Prof Sattar Bawany

CEO, Centre for Executive EducationStrategic Advisor, IPMA Asia Pacific

Senior Adviser, Training Edge International

Wednesday, 3 July 2013 Seri Pacific Hotel, Kuala Lumpur

MASTERCLASS ONACHIEVING HIGH PERFORMANCE LEADERSHIP


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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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Introduction


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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 coaching since 1982.


• C‐Suite Master Executive Coach, EDA• CEO of Centre for Executive Education (CEE)• Strategic Advisor & Member of Board of Trustees, IPMA• 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 Masterclass 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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What is Common Between…Michael Jackson

Elvis Presley

Kenneth Lay

Whitney Houston

Bernie Madoff

Adolf Hitler

Indira GandhiWealth, Position, Power, Fame, Fortune

They were either murdered, jailed for life, or killed themselves


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Successful LeadersTo most people….

Wealth, Position, Power, Fame, Fortune

is the definition of leadership, happiness and success Fame


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

So, what is Leadership all about?


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What is the Role of a Leader?• Profitability • ROI• Cost Optimisation

• Employee Satisfaction• Employee Loyalty

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

• EQ/EI Competencies• Leadership Styles• 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


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

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

Today’s Leadership Challenge


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Focus on Business Results Drivers

Specify and Communicate Expected Behaviours

Lead Strategy Execution

Results-Based Leadership


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Drivers Of PerformanceDrivers Of Performance

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


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1. Acting with an insensitive, abrasive, intimidating style

2. Lack of relationship management skills including collaborative,

interpersonal and team effectiveness skills

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

market conditions

4. Lack of cross cultural communication skills

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

Top Lessons on Executive Derailers


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Emotional Intelligence and Leadership Effectiveness


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Emotional Intelligence (EI) & EQEmotional Intelligence (EI) & EQEmotional Intelligence, also called EI and often measured as an Emotional Intelligence Quotient (EQ), describes an ability, capacity, or skill to perceive, assess, and manage the emotions of one's self, of others, and of groups.

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

Aristotle in ‘Nicomachean Ethics’Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.


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Emotional Intelligence by GolemanEmotional Intelligence by Goleman

“The capacity for recognizing our own feelings

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

well in ourselves and in our relationships.”

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


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Goleman’s EI ModelGoleman’s EI ModelSelfAwareness

Emotional Self Awareness Accurate Self Assessment Self Confidence

SocialAwareness

Empathy Organizational Awareness Service Orientation

SelfManagement

Self Control Trustworthiness Conscientiousness Adaptability Achievement Orientation Initiative

RelationshipManagement Visionary Leadership

Influence Developing Others Communication Change Catalyst Conflict Management Building Bonds Teamwork & Collaboration

Goleman, D. (2000) Leadership That Gets Results. Harvard Business Review. March-April


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Emotional Intelligence by BarOnEmotional Intelligence by BarOn

“The measurement of emotional intelligence in the workplace is the first step towards improving it. The truly intelligent leader is one who is not only “cogtelligent” (cognitively intelligent) but also “emtelligent”

(emotionally intelligent).”

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

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


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Total EQ

Leadership Effectiveness

IntrapersonalSelf Regard Emotional Self AwarenessAssertiveness IndependenceSelf Actualisation

InterpersonalEmpathySocial responsibility Interpersonal relationship

Stress ManagementStress toleranceImpulse control

AdaptabilityReality testingFlexibility Problem solving

BarOn’s EI ModelBarOn’s EI Model

General MoodHappiness, Optimism

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


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New Discoveries in NeurophysiologyNew Discoveries in Neurophysiology

Amygdala

Thalamus

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

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


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‘Amygdala Hijack’‘Amygdala Hijack’

This is what happens when people “lose it”

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

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

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

What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander Holyfield's ear during WBA Match on June 28, 1997; Zinedine Zidane’s head butt during 2006 World Cup’s Finals Soccer Match)


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

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

Leadership and EILeadership and EI


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Level 5 Leaders: Many people have the potential to be Level 5

Ambitious for the organization – not for themselves

Set up their successors for even greater success

Display modesty, are self‐effacing and understated

Are driven by a need to produce results

Credit success to others but take responsibility for failure

Level 5 leaders score well on BarOn EQ‐i

Level 5 LeadershipLevel 5 Leadership

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


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

degree of Emotional Intelligence in their role

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

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

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

Download e-copy of the Chapter Online at: http://www.ipma.com.sg/publications.php


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Impact of Leadership Styles on Organisational Results


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Goleman’s research collaboration with consulting firm

Hay/McBer covering 3,871 executives worldwide to

determine what is ‘effective leadership’ lead to

classification of six different leadership styles, each

springing from different components of emotional

intelligence.

Leadership That Gets ResultsLeadership That Gets Results

Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000


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Goleman’s Six Leadership StylesGoleman’s Six Leadership Styles1. Coercive (Commanding): “Do what I tell you”

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

3. Affiliative: “People come first”

4. Democratic: “What do you think?”

5. Pacesetting: “Do as I do, NOW!”

6. Coaching: “Try this”



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Coercive aims to achieve immediate compliance

one‐way directive conversation

seeks tight control over situations

dealing with crisis situations or problem employees

with talented or self‐motivated staff

“Do it the way I tell you”


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Authoritative aims to provide long‐term direction/vision

allows employee input but retains control over decision

seeks to influence to gain buy‐in

with new staff or when a new direction has to be communicated

with sophisticated & experienced staff

“Firm but fair”


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Affiliative aims to promote harmony & co‐operation

seeks to smooth tensions and resolve work/family conflicts

seeks to be liked as a manager

when tasks are routine or employees need support

when negative feedback is required

“People first, task second”


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Democratic aims to build group consensus for decision‐making

heavy emphasis on team participation

employees are trusted to have skills & drive

working with good staff with ample time for decision‐making

when a particular answer is needed

“I’d like you to participate”


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Pacesetting aims to accomplish quality work yourself

models high standards & expects them in others

delegates only to good performers

dealing with staff who can perform independently

with staff who need feedback & support

“Do it myself”


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Coaching aims towards professional growth of employees

helps people identify strengths/weakness

encourages honest self‐assessment

with employees interested in being innovative or developing career

when explicit direction is required

“I’d like to help you develop”


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Impact of Leadership Styles Leaders who have mastered 4 or more styles create the best business performance

The most effective leaders can switch flexibly between leadership styles in response to the situation

Coaching, Authoritative, Affiliative, Democratic & styles have a positive impact on organisational climate

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



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EI Mini QuizEI Mini Quiz

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


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Scenario 1. You are a Gen Y employee in a meeting when a Baby‐Boomer colleague takes credit for work that you have done. What do you do?

A. Immediately and publicly confront the colleague over the ownership of your work.

B. After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work.

C. Nothing, it's not a good idea to embarrass colleagues in public.

D. After the colleague speaks, publicly thank her for referencing your work and give the group more specific detail about what you were trying to accomplish.


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Answer for Scenario 1The Credit Stealing Colleague:The most emotionally intelligent answer is D. By demonstrating an awareness of work‐place dynamics, and an ability to control your emotional responses, publicly recognizing your own accomplishments in a non‐threatening manner, will disarm your colleague as well as puts you in a better light with your manager and peers. Public confrontations can be ineffective, are likely to cause your colleague to become defensive.

A. 0 Points – Immediately and publicly confront the colleague over theownership of your work.

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

C. 0 Points – Nothing, it's not a good idea to embarrass colleagues in public.D. 10 Points – After the colleague speaks, publicly thank her for referencing your

work and give the group more specific detail about what you were trying to accomplish.


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

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

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

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

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


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

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

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

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

training program.

Answer for Scenario 2The Racist Joke:


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Scenario 3. You are a Gen Y Manager and have recently been assigned a Baby Boomer in your team, and have noticed that he appears to be unable to make the simplest of decisions without seeking advice from you. What do you do?

A. Accept that he "does not have what it take to succeed around here" andfind others in your team to take on his tasks.

B. Get an HR manager to talk to him about where he sees his future in theorganization.

C. Purposely give him lots of complex decisions to make so that he willbecome more confident in the role.

D. Engineer an ongoing series of challenging but manageable experiences for him, and make yourself available to act as his mentor.


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

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

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

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

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

Answer for Scenario 3The indecisive Baby Boomer Employee:


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

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

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


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

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 todayYour Future is Historic!!!

Final Thoughts…Final Thoughts…


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Prof Sattar BawanyCEO, Centre for Executive Education &

Strategic Advisor, IPMA Asia PacificSenior Adviser, Training Edge International

Email: [email protected]: www.ipma.com.sg/cee.phpLinkedIn: www.linkedin.com/in/bawanyFacebook: www.facebook.com/ipma.singapore

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