CEE Masterclass on "Managerial Skills for New Managers" - 14 September 2013

Copyright @2013 Centre for Executive Education Pte Ltd
(Strategic Partner of Eduquest International Institute)
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Prof Sattar BawanyProfSattar Bawany
CEO, Centre for Executive Education
Senior Advisor, Eduquest International Institute
Saturday, 14 September 2013
Hotel Quality Inn Sabari @ T. Nagar, Chennai
MASTERCLASS ON
“Developing Managerial Skills for New Managers”

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Every morning in India, a tiger
wakes up. It knows it must
outrun the slowest deer or it will
starve to death.
Every morning in India, 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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Knowing Yourself as a Leader

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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.
• Eduquest, a Strategic Partner of CEE, offer training programmes for a
wide spectrum of capabilities, knowledge and attitudes that help every
individual to become more proficient and professional in carrying out the
tasks assigned to them so as to enhance their employability skills.
Who We Are

• CEO of Centre for Executive Education (CEE)
• MD & C-Suite Master Executive Coach, EDA
• Strategic Advisor, IPMA Asia Pacific
• Senior Advisor & Master Facilitator, Eduquest
• Adjunct Professor of Paris Graduate School of Management
• Over 25 years’ in OD & HR consulting, 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 Key Note Speaker

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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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• Identify the skills of successful managers assuming a new role
• Learn the best practice on the different leadership styles and impact on the
organizational climate and towards achievement of the organizational results
• Understand the importance of emotional and social intelligence at the
workplace to achieve success
• Effectively motivate their team towards meeting their goals
• Develop skills in prioritization of competing tasks through a proven time
management framework and work towards a stress free work environment.
• Craft a SMART Executive Leadership Development Plan
This Masterclass will provide you with a foundation of knowledge
that will enable you to:
Workshop Objectives

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“Management is doing things right; leadership is doing the right things.”
Peter F. Drucker
Father of Modern Management
“Don't tell people how to do things, tell them what to do and let them surprise you with
their results.”
George S. Patton
U.S. Army General & Hero during World War II
“The best executive is the one who has sense enough to pick good men to do what he
wants done, and self-restraint to keep from meddling with them while they do it.”
Theodore Roosevelt
26th President of the United States (1901-1909)
Quotable Quotes on Leadership

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What is Common Between…
 Michael Jackson
 Elvis Presley
 Kenneth Lay
 Whitney Houston
 Bernie Madoff
 Adolf Hitler
 Indira Gandhi
Wealth, Position, Power, Fame, Fortune
They were either murdered, jailed for life, or killed themselves

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Successful Leaders
To 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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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.

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Module 2
Transitioning to a New
Managerial Role

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Facts on Leadership Transitions
 Successfully assuming a new management role is never easy.
Every stretch promotion brings steep performance
challenges, an uncharted working environment and a vacuum
where the new manager has to create the networks and
relationships necessary for success.
 As a company hires new talent or moves talent to new
roles, the economic impact of unsuccessful transitions is
significant:
 40-50% of new hires fail within the first year.
 The impact for losing an executive with salary greater than $100k is 24-27
times salary.

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‘movement,
development, or
evolution from one
form, stage, or style
to another’.
– Webster Dictionary
Transition Defined

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Duality of Leadership Transition
RISK
(VULNERALBILITY)
OPPORTUNITY

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Case Study
• From the brief case analysis and from your own experience or
your observations of other managers that you know, what are the
significant challenges that is evident when transitioning into a new
managerial or supervisory role?
• Discuss how you or other managers you know or observed
overcome some of the common difficulties we have just
discussed.
• In light of the above, what then are the critical skills and
competencies that are critical to successfully transition to a new
manager?

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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 3
Effective Managerial Styles

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Achieving Organisational Results
• Profitability
• ROI
• Cost Optimisation
• Employee Satisfaction
• Employee Loyalty
• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ/EI Competencies
• Managerial Skills
• Leadership Styles
Organisational Results
Employee Engagement
Organisational Climate
Leadership Effectiveness
Customer Loyalty
• Customer Satisfaction
• Service Value/
Relationship
Sattar Bawany, “Making Results-based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr-
education/commentary/making-results-based-leadership-work-in-singapore, 12 February 2013

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Goleman’s research collaboration with consulting firm
Hay/McBer covering 3,871 executives worldwide to
determine what is ‘effective leadership’ lead to
classification of six different leadership styles, each
springing from different components of emotional
intelligence.
Leadership That Gets Results
Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000

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Hay-Goleman‟s Six Leadership Styles
1. 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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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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Module 4
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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Achievement
Defining and
attaining goals
and results
Power
Influencing others
and having an
impact
Affiliation
Establishing and
maintaining positive
personal
relationships
Motives
Achievement
Defining and
attaining goals
and results
Power
Influencing others
and having an
impact
Affiliation
Establishing and
maintaining positive
personal
relationships
Motives
The Three Social 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 Stakeholder’

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Individual Exercise: Increasing
Influence with Your Stakeholders
Based on your knowledge of this individual, what do you think
his or her motivational profile might be? Complete the Tasks
and Answer the Questions in the Workbook.
High
M od
Low
n Ach n Aff n Pow
PURPOSE: To develop a plan to better manage and greater influence of a stakeholder
(direct report or peer).

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Summary: Research on Profiles
of Successful Leaders
• Research was conducted at how motives and leadership style affect a group’s
climate and performance by studying 21 managers at IBM
• The findings were published in HBR June 2006, where it was found that 11 of
the 21 managers created strong or energizing work climates. These leaders
were driven primarily by the desire to achieve, but they were also driven more
by the need for affiliation and power than the other executives, who created
neutral or demotivating climates.
• Moreover, the 11 managers employed at least four of the six managerial
styles described in this article, using each when appropriate to the
circumstances.
• The challenge is to seek an approach to leadership that uses socialized power
to keep achievement in check.

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Module 5
Developing Your
Emotional & Social
Intelligence (ESI)

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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) & EQ
Emotional Intelligence, also called EI and often measured as an
Emotional Intelligence Quotient (EQ), describes an ability,
capacity, or skill to perceive, assess, and manage the emotions
of one's self, of others, and of groups
“Anyone can become angry – that is easy. But
to be angry with the right person, to the right
degree, at the right time, for the right
purpose, and in the right way – that is not
easy.”
Aristotle in „Nicomachean Ethics‟
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.

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Emotional Intelligence by 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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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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Business Case for EI
Research has shown that EQ can help improve organizational
effectiveness in:
 Employee commitment, morale, health,
and well-being
 Innovation/ Creativity
 Productivity
 Efficiency
 Motivation
 Sales/ Revenues
 Quality of service

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

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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 SCORES
SELF AWARENESS. 30
SELF REGULATION 29
MOTIVATION 32
EMPATHY 32
SOCIAL SKILLS 34
TOTAL EQ SCORE 157

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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 butted
Marco Materazzi during 2006 World Cup’s Finals Soccer Match)
Amygdala
Thalamus

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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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EI 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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Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics
Answer for Scenario 1
The Credit Stealing Colleague:
The most emotionally intelligent answer is D. By demonstrating an awareness of
work-place dynamics, and an ability to control your emotional responses, publicly
recognizing your own accomplishments in a non-threatening manner, will disarm
your colleague as well as puts you in a better light with your manager and peers.
Public confrontations can be ineffective, are likely to cause your colleague to
become defensive.
A. 0 Points – Immediately and publicly confront the colleague over the
ownership of your work.
B. 5 Points – After the meeting, take the colleague aside and tell her that you
would appreciate in the future that she credits you when speaking about your
work.
C. 0 Points – Nothing, it's not a good idea to embarrass colleagues in public.
D. 10 Points – After the colleague speaks, publicly thank her for referencing your
work and give the group more specific detail about what you were trying to
accomplish.

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Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics
A. Ignore it – the best way to deal with these things is not to
react.
B. Call the person into your office and explain that their
behavior is inappropriate and is grounds for disciplinary
action if repeated.
C. Speak up on the spot, saying that such jokes are
inappropriate and will not be tolerated in your organization.
D. Suggest to the person telling the joke he go through a
diversity training program.
Scenario 2: You are a Gen X Manager in an
organization that is trying to encourage respect for racial
and ethnic diversity. You overhear a Gen Y employee
telling both sexist and racist jokes. What do you do?

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The most emotionally intelligent answer is C. The most effective way to create an
atmosphere that welcomes diversity is to make clear in public that the social
norms of your organization do not tolerate such expressions. Confronting the
behavior privately lets the individual know the behavior is unacceptable, but does
not communicate it to the team. Instead of trying to change prejudices (a much
harder task), keep people from acting on them.
A. 0 Points – Ignore it - the best way to deal with these things is not to react.
B. 5 Points – Call the person into your office and explain that their behavior is
inappropriate and is grounds for disciplinary action if repeated.
C. 10 Points – Speak up on the spot, saying that such jokes are inappropriate
and will not be tolerated in your organization.
D. 5 Points – Suggest to the person telling the joke he go through a diversity
training program.
The 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" and
find 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 the
organization.
C. Purposely give him lots of complex decisions to make so that he will
become 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)
The indecisive Baby Boomer Employee:

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Module 6
Effective
Communication Skills

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Importance of
Effective Communication

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Effective Communication Skills
Encouraging: To keep individuals participating
Listening: To listen and retain the facts and feelings
expressed by individuals
Confirming: To clarify your understanding of the
facts and feelings expressed by individuals
Questioning: To obtain in-depth information about
the situations, issues, perspectives, and values of
individuals

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1. The key to effective cross-cultural communication is
knowledge.
2. First, it is essential that people understand the potential
problems of cross-cultural communication, and makes a
conscious effort to overcome these problems.
3. Second, it is important to assume that one’s efforts will
not always be successful, and adjust one’s behavior
appropriately.
4. One should respond slowly and carefully in cross-cultural
exchanges, not jumping to the conclusion that you know
what is being thought and said.
Cross Cultural Communication

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Active Listening Skills Test
The Facilitator will read ten statements and/or
questions. You are to adopt active listening (as the
facilitator will not repeat) and indicate your response
and/or answers in your Workbook.
Instructions:
Individual Exercise

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1. Some months have thirty days, some have thirty-one. How many have twenty-
eight days?
All Twelve (12) months
2. If a doctor gave you three pills and told you to take one every half hour, how
long would they last?
One (1) hour
3. I went to bed at 8 o’clock in the evening and wound up my alarm and set it to
get up at 9 o’clock in the morning. How many hours sleep would this allow me?
1 hour (wound up indicate it is non-digital mechanical clock)
4. Divide 30 by 1/2, add 10. What is the answer?
Seventy (70)

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5. A farmer had 19 sheep. All but nine died. How many did he have left?
Nine (9)
6. If you had only one match, and entered a dark room where there was an
oil heater and an oil lamp and kindling wood, which would you, light first?
Match
7. A man builds a house with four sides to it and a rectangular structure, each
having a southern orientation. A big bear comes wandering by. What
colour was the bear?
White (Polar Bear or Ice Bear - the house is in the North Pole)
8. Take two apples from three apples. What do you have?
Two

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9. How many animals of each species did Moses take aboard the Ark?
0, (Because it was Noah not Moses who went aboard the Ark)
10. If you drove a bus with 43 people on it from Penang and stopped at KL to
pick up 7 more and dropped off 5 passengers, and at Malacca you
dropped off 8 and picked up 4, and arrived at Singapore 13 hours later,
what is the driver’s name?
Your Name (since you are the driver)

82
Module 7
Time and Stress
Management

83
“7 Habits of Highly Effective People”
1. Be proactive (take action and be responsible)
2. Begin with an end in mind (consciously plan out
and visualize your actions)
3. First things first (set priorities and carry them
out)
4. Think win-win (in negotiation, seek solutions that
help both yourself and the other person)
5. Seek first to understand, then be understood (in
communication, listen actively before you talk)
6. Synergize (in work, open yourself to others to
work effectively in teams)
7. Sharpen the Saw (relax, rejuvenate, and revitalize
yourself)

84
Habit 3 – “Put First Things First”
“To manage our lives effectively, we must keep our
mission in mind, understand what’s important as well
as urgent, and maintain a balance between what we
produce each day and our ability to produce in the
future. Think of the former as putting out fires and
the latter as personal development.”
Stephen Covey

85
Video on Time Management Matrix

8787
Time Management Matrix - Examples

Exercise on Time Management
 What are the key activities in your daily routine at
work which can be classified in each of the
Quadrant?
 Be prepared to discuss with the class.
88

89
Stress
 Stress is the body’s way
of responding to:
1. The environment
2. Change
3. Life events in general

90
Stress Management Techniques
• Laughter – The Best Medicine
• Know Your Stressors
• Learn To Prioritize
• Build Your Physical Reserves
• Retain Your Emotional Reserves
• Maintain Balance

91
Module 8
Summary & SMART
Personal Leadership
Development Plan
Putting It All Together

92
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?

93
Appendix
Recommended Further
Readings and Videos in the
Participants’ Resource
Workbook

94
Appendix
Compilation of Articles of Interest
for Post-Workshop Readings
(Related to the Themes on Leadership Transition;
Managerial Effectiveness, Leadership Styles And
Motivational Management)

95
http://www.youtube.com/watch?v=03o1JZ7c7gI
Video on What Makes a Great Leader?

96
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…

97
Prof Sattar Bawany
CEO, Centre for Executive Education (CEE)
C-Suite Master Executive Coach, EDA
Senior Advisor, Eduquest International Institute
Email: sattar.bawany@qscasia.com
Articles: www.ipma.com.sg/publications.php
Slideshare: www.slideshare.net/ipma_singapore
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany
Further Dialogue on Social Media

CEE Masterclass on "Managerial Skills for New Managers" - 14 September 2013

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