IPMA Key Note Presentation on "Leadership That Gets Results" by Prof Sattar Bawany 3 July 2013

MASTERCLASS ON
ACHIEVING HIGH PERFORMANCE LEADERSHIP

“LEADERSHIP THAT GETS RESULTS”
Prof Sattar Bawany
CEO, Centre for Executive Education
Strategic Advisor, IPMA Asia Pacific
Senior Adviser, Training Edge International
Wednesday, 3 July 2013

Seri Pacific Hotel, Kuala Lumpur

Copyright @2013 Centre for Executive Education Pte Ltd
(Strategic Partner of Global Event Asia & Training Edge International)
1

Are You a Tiger or a Deer?
Every morning in Asia, a deer
wakes up. It knows it must run
faster than the fastest tiger or it
will be killed.
Every morning in Asia, a tiger
wakes up. It knows it must
outrun the slowest deer or it
will starve to death.
It doesn’t matter whether you are a tiger or a deer: when the
sun comes up, you’d better be running…..
2

Introduction

3

4

About
Centre for Executive
Education (CEE)

 Executive Education
 Leadership & High
Potential Development
 Executive Coaching
 Succession Planning
 Executive Assessment

CEE is the Affiliate Partner of Executive Development Associates
(EDA), a global leader in executive coaching since 1982.
4

About Your Masterclass Facilitator
•
•
•
•
•

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.

The S.C.O.P.E. Approach
S HARE
C HALLENGE
O PEN MINDED
P LAN OF ACTION
E NJOY OURSELVES
6

Knowing Yourself as a Leader

7

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
8

Successful Leaders
To most people….
Wealth, Position, Power, Fame, Fortune

is the definition of leadership,
happiness and success

Fame

9

So, what is Leadership all about?

http://www.youtube.com/watch?v=03o1JZ7c7gI
10

What is the Role of a Leader?
Organisational Results

• Profitability
• ROI
• Cost Optimisation

Customer Engagement/Loyalty

• Customer Satisfaction
• Service Value/
Relationship

Employee/Stakeholder Engagement

• Employee Satisfaction
• Employee Loyalty

Organisational Climate

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

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

Leadership Effectiveness

11

Today’s Leadership Challenge


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
12

Results-Based Leadership

Focus on Business
Results Drivers

Lead Strategy
Execution

Specify and
Communicate
Expected
Behaviours

13

Drivers Of Performance
This is set by the leader, and
has an important effect on
the overall performance

Organizational
climate

Leader has little control
over these factors

Economic
conditions

Competitive
dynamics

Organizational
Performance
14

Top Lessons on
Executive Derailers
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
15

Emotional Intelligence and

16

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.

17

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.

18

Goleman’s EI Model
Social
Awareness

Self
Awareness




Emotional Self Awareness
Accurate Self Assessment
Self Confidence

Self
Management











Empathy
Organizational Awareness
Service Orientation




Self Control
Trustworthiness
Conscientiousness
Adaptability
Achievement Orientation
Initiative








Relationship

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

Goleman, D. (2000) Leadership That Gets Results. Harvard Business Review. March-April
19

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.
20

BarOn’s EI Model
Total EQ
Intrapersonal

Interpersonal

Self Regard
Emotional Self Awareness
Assertiveness
Independence
Self Actualisation

Stress Management
Stress tolerance
Impulse control

Empathy
Social responsibility
Interpersonal
relationship

Adaptability
Reality testing
Flexibility
Problem solving

General Mood

Happiness, Optimism

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

21

New Discoveries in Neurophysiology
Thalamus
Amygdala


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.)
22

‘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)

23

Leadership and EI
"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 (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

24

Level 5 Leadership
 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

Source: Jim Collins, ‘Good to Great’, Harper Collins: 2001
25

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 of the Chapter Online at: http://www.ipma.com.sg/publications.php

26

Impact of Leadership Styles
on Organisational Results

27

Leadership That Gets Results
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.
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000
28

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”
29

Coercive





“Do it the way I
tell you”



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

30

Authoritative





“Firm but fair”


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

31

Affiliative





“People first,
task second”




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

32

Democratic







“I’d like you to
participate”


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

33

Pacesetting





“Do it myself”



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

34

Coaching





“I’d like to help
you develop”



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

35

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

36

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.
37

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.
38

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.
39

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?
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.

40

The Racist Joke:

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.
41

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.
42


The indecisive Baby Boomer Employee:
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)

43

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.

44

Video on What Makes a Great Leader?

http://www.youtube.com/watch?v=03o1JZ7c7gI
45

Final Thoughts…
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!!!

46

Continue the Dialogue on Social Media

Prof Sattar Bawany
CEO, Centre for Executive Education &
Strategic Advisor, IPMA Asia Pacific
Senior Adviser, Training Edge International
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
47

IPMA Key Note Presentation on "Leadership That Gets Results" by Prof Sattar Bawany 3 July 2013

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