CEE Masterclass on Developing Managerial & Team Excellence

Copyright @2013 Centre for Executive Education Pte Ltd
1
Prof Sattar Bawany
CEO, Centre for Executive Education
Senior Advisor & Master Facilitator, Cicom Brains Asia
Saturday, 22 June 2013
WORKSHOP ON DEVELOPING MANAGERIAL
AND TEAM EXCELLENCE WITH EQ

2
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?

3
The “RAT” Personality Exercise

4
About
Centre for
Executive
Education
Executive Education
 Leadership & High
Potential Development
 Executive Coaching
 Succession Planning
 Executive Assessment

5
• 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 Kent, UK with Regional Offices in Europe, Africa and
Asia Pacific
• 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 is a Strategic Partner of CEE; and 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

6
• CEO, Centre for Executive Education
• Strategic Advisor & C-Suite Coach with IPMA / EDA Asia Pacific
• Senior Advisor & Master Facilitator/Coach, Cicom Brains Asia
• Immediate Past Co-Chair of the Human Capital Committee of the
American Chamber of Commerce in Singapore (AmCham Singapore).
• Member of Frontier Strategy Group‟s Expert Advisory Network (EAN) for
Talent Management issues in Asia Pacific advising CEOs and CHROs of
global and regional organisations.
• Over 25 years‟ international business management in executive
coaching, facilitation, leadership development and training
• Adjunct Professor of Strategy at Paris Graduate School of Management
teaching international business strategies, leadership development and
human resource courses
• Previously assumed senior leadership roles with global management &
HR consulting firms: DBM Asia Pacific, Mercer Human Resource
Consulting, The Hay Group and Forum Corp
About Your Workshop Facilitator

7
S
C
O
P
E
HARE
HALLENGE
PEN MINDED
LAN OF ACTION
NJOY OURSELVES
The S.C.O.P.E. Approach

8
LEADERSHIP
(KING)
YOU
EYES
HEART
EAR
UNDIVIDED
ATTENTION
How to Benefit from the Program

9
• Corporate Leadership Council, 2012
o 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

10
Focus on Business
Results Drivers
Specify and
Communicate
Expected
Behaviours
Lead Strategy
Execution
Leading to Achieve Results

11
11
Module 1
Introduction & Objectives

12
 Workshop Objectives & ‘S.C.O.P.E.’ Approach
 Top Lessons Leant on Executive Derailment
 Demystifying IQ and EQ as Predictor of Success at Work
 The Goleman’s and Bar-On Emotional Intelligence (E.I.) Framework
 Measuring Your EQ – Self Assessment & Mini-Quiz on Multi-Gen and EQ
 Impact of EQ on Managerial Effectiveness
 The Six Leadership Styles and Underlying EI Competencies
 Motivational Management Framework
 Integrative Case Study: ‘USS Florida’
 Individual Exercise: SMART Personal Leadership Development Plan
Workshop Agenda

13
• Understand the importance of Emotional Intelligence in organizations,
• Understand why EQ is critical for great performance and leadership
effectiveness
• Assess own EQ profile using a EQ self-assessment tool
• Develop a personal EQ development strategy
• Apply the McClelland's Motivational Management Framework at Work
• Understand the impact of EQ on Team Effectiveness
• 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

14
“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

15
 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

16
Video:
What is a Good Leader?

17
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

18
 Leadership is setting a new direction or vision for a
group that they follow, i.e: a leader is the spearhead
for that new direction.
 Management controls or directs people/resources in
a group according to principles or values that have
already been established.
Leadership vs. Management

19
Usually viewed as getting things done
through other people in order to achieve
stated organizational objectives.
Is regarded as relating to people working
within a structured organization and with
prescribed roles.
What Is Management?

20
Is often
associated with
the willing and
enthusiastic
behavior of
followers.
Does not
necessarily take
place within the
hierarchical
structure of the
organization.
Can be seen
primarily as an
inspirational
process.
1
2
3
What Is Leadership?

21
OLD Paradigm
 Stability
 Control
 Competition
 Uniformity
 Self-centered
 Hero
NEW Paradigm
 Change/Crisis Mgt.
 Empowerment
 Collaboration
 Diversity
 Higher ethical purpose
 Humble
The New Realities for Leadership

2222
Group Activity:
Management vs. Leadership (Pg. 16)
Instructions:
Review individually the following questions and then with your assigned Groups, and be
prepared to discuss with the larger Group. Nominate a Spokesperson.
Duration: 15 minutes
Are the activities I am currently performing within my current role is more leadership or
management oriented? Why?
Do I want more leadership/management oriented responsibilities? If so, how do I go
about taking on/requesting more responsibilities? Outline an action plan.
What competencies do I need to work on to be the best leader/manager within my
organisation?

23
Module 2
Demystifying IQ and EQ

24
You CAN change this !

25
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

26
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.

27
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
28

29
Goleman‟s EI Model
Self
Awareness
 Emotional Self Awareness
 Accurate Self Assessment
 Self Confidence
Social
Awareness
 Empathy
 Organizational Awareness
 Service Orientation
Self
Management
 Self Control
 Trustworthiness
 Conscientiousness
 Adaptability
 Achievement Orientation
 Initiative
Relationship
Management 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

30
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.

31
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.

32
Total EQ
Leadership Effectiveness
Intrapersonal
Self Regard
Emotional Self Awareness
Assertiveness
Independence
Self Actualisation
Interpersonal
Empathy
Social responsibility
Interpersonal
relationship
Stress Management
Stress tolerance
Impulse control
Adaptability
Reality testing
Flexibility
Problem solving
BarOn‟s EI Model
General Mood
Happiness, Optimism
Adapted from Sattar Bawany, „Leadership That Gets Results‟, Human Capital, Vol. 10, Issue 4., October 2010

33
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

34
"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

35
 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

36
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

37
Module 3
Measurement of
Emotional Intelligence
(Emotional Quotient – EQ)

38
EMOTIONAL INTELLIGENCE
SELF-EVALUATION
• The purpose of this self-evaluation is to measure your
tendencies and abilities within various areas of emotional
intelligence
• In the space provided next to each of the statements, please
write in the number that best describes your agreement with
the item, using the scale immediately below.
1 = Disagree Very Much 4 = Agree Slightly
2 = Disagree Moderately 5 = Agree Moderately
3 = Disagree Slightly 6 = Agree Very Much

39
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.)

40
How the Brain Works
 Neocortex
 The thinking part of the brain (“Just Say No” circuit)
 Six seconds to activate
 Amygdala
 The brain’s emotional memory bank
 Stores memories (failures and victories); scans incoming information
for threats and opportunities
 “Fight or Flee” Part of the Brain
 What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander
Hollyfield’s ear during WBA Match; Zinedine Zidane’s head butt
during 2006 World Cup’s Finals Soccer Match)

41
„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

42
1. What would be an example of an „Amygdala Hijack‟ when
you are having a challenging situation or tough conversation
with your boss/peer/subordinates?
(Both for you and the other party).
2. What do you need to do to keep your emotions in check?
Individual Exercise:
„Amygdala Hijack‟

43
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.

44
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.

45
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.

46
Scenario 2: You are a Gen X Manager in an organization
that is trying to encourage respect for racial and ethnic
diversity. You overhear a Gen Y employee telling both
sexist and racist jokes. What do you do?
A. Ignore it – the best way to deal with these things is not to
react.
B. Call the person into your office and explain that their
behavior is inappropriate and is grounds for disciplinary
action if repeated.
C. Speak up on the spot, saying that such jokes are
inappropriate and will not be tolerated in your organization.
D. Suggest to the person telling the joke he go through a
diversity training program.

47
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:

48
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.

49
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:

50
Module 4
Impact of EQ on
Managerial Effectiveness

51
Achieving Organisational Results
• Profitability
• ROI
• Cost Optimisation
• Employee Satisfaction
• Employee Loyalty
• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ/EI Competencies
• Leadership Styles
• Ontological Humility
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

52
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: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000

53
Goleman‟s Six Leadership Styles
1. 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”

54
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”

55
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”

56
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”

57
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”

58
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”

59
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”

60
Impact of Leadership Styles
 Leaders who have mastered 4 or more styles create
the best business performance
 The most effective leaders can switch flexibly
between leadership styles in response to the situation
 Authoritative, Affiliative, Democratic & Coaching
styles have a positive impact on organisational
climate
 Coercive & Pacesetting can have a negative impact on
the working environment

61
Coercive Authoritative Affiliative
Leader‟s Modus
Operandi
Demands immediate
compliance
Mobilizes people
toward a vision
Creates harmony and
builds emotional
bonds
The Style in a phrase Do what I tell you Come with me People come first
Underlying emotional
intelligence
competencies
Drive to achieve,
initiative, self-control
Self-confidence,
empathy, change
catalyst
Empathy, building
relationships,
communication
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
Overall impact on
climate
Negative Most strongly positive Positive
Managerial Styles & EI Competencies

62
Democratic Pacesetting Coaching
Leader‟s Modus
Operandi
Forges consensus
through participation
Sets high standards
for performance
Develops people for
the future
The Style in a phrase What do you think Do as I do, now. Try this
Underlying emotional
intelligence
competencies
Collaboration, team
leadership,
communication
Conscientiousness,
drive to achieve,
initiative
Developing others,
empathy, self-
awareness
When the style works
best
To build buy-in or
consensus, or to get
input from valuable
employee
To get quick results
form a highly
motivated and
competent team
To help an employee
improve performance
or develop long-term
strengths
Overall impact on
climate
Positive Negative Positive
Managerial Styles & EI Competencies

63
Module 5
Motivating the Team to
Success
David McClelland's
Three Social Motives

64
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).

65
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

66
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

67
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

68
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”

69
Summary of The Three Social
Motives

70
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

71
Individual Exercise:
‘Increasing Your Influence &
Effectiveness with a Stakeholder’

72
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.
H igh
M od
Low
n A ch n A ff n Pow
PURPOSE: To develop a plan to better manage and greater influence of a stakeholder
(direct report or peer).

73
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.

74
Module 6
Integrative Case Study
Putting It All Together

75
Integrative Case Study –
The USS Florida
QUESTIONS FOR GROUP DISCUSSION
1. Analyse Alfonso’s leadership style(s) as seen from the case. What might
account for the fact that he behaved or adopted the specific style(s) as captain
of the USS Florida?
2. Which do you think a leader should be more concerned about aboard a
nuclear submarine – high certification grades (Need for Achievement) or
high-quality interpersonal relationships (Need for Affiliation)? Do you agree
with Admiral Sullivan’s decision to fire Alfonso? Discuss.
3. Discuss Commander Alfonso’s level of emotional intelligence in terms of the
Goleman’s EI Competencies as discussed in earlier Module. What advice
would you give him?
20 minutes

76
Video on ‘Crimson Tide’
(Leadership Styles in Action)
Opening Scene –
Background
Leadership Styles
Read the Video Synopsis on Page 56 of the Workbook
Inspirational
Speech

77
Module 6
SMART Personal Leadership
Development Plan

78
Individual Exercise: Self Reflection
• What is one point or story you heard during the Workshop that
motivates you to develop further your E.I. in the workplace? Why?
• Describe an incident where you intentionally demonstrated an E.I.
domain or competence to create an environment for optimal
performance. What exactly did you do? How did it turn out?
• Which of the six leadership styles do you tend to use most naturally?
Is there one that you overuse? Why? Is there one that you under
use? Why?
• Is there a style that seems more “acceptable” in your organization? If
so, what is it? How could you become more effective at that style?

79
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?

80
In Conclusion: Key to Success
 Leaders who have mastered a repertoire of four or
more styles have the best climate and business
performance.
 The most effective leaders move flexibly among
the styles as needed
 Research indicates deficit and overplayed EI
competencies can contribute to leadership
derailment
 Finally, EI competencies can be developed over
time and with the right leadership development
support including executive coaching, those with
leadership potential can be developed into
outstanding leaders

81
http://www.youtube.com/watch?v=03o1JZ7c7gI
Video on What Makes a Great Leader?

82
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…
82

83
Prof Sattar Bawany
CEO, Centre for Executive Education &
Strategic Advisor, IPMA Asia Pacific
Email: sattar.bawany@ipma.com.sg
Website: www.ipma.com.sg/cee.php
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany
Skype: sattar.bawany
Further Dialogue on Social Media

CEE Masterclass on Developing Managerial & Team Excellence

Recommandé

Recommandé

Contenu connexe

Plus de Centre for Executive Education

Plus de Centre for Executive Education (20)

Dernier

Dernier (20)

CEE Masterclass on Developing Managerial & Team Excellence