IPMA Key Note "Leading During Turbulent Times" ST Jobs 23 Oct 2012

WORKSHOP ON LEADING
DURING TURBULENT TIMES

Prof Sattar Bawany
Strategic Adviser, IPMA Asia Pacific
Senior Adviser, Training Edge International
Tuesday, 23 October 2012

www.trainingedgeasia.com

Copyright @2012 IPMA Asia Pacific

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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…..



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The “RAT” Personality Exercise



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About
International
Professional
Managers
Association


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


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Who We Are
• IPMA is a global ‘not‐for‐profit’ (NPO) professional members

organisation headquartered in Kent, UK with Regional Offices in Europe,
Africa and Asia Pacific
• IPMA’s mission is to improve managerial performance of our

professional member from different functions at all levels
• Facilitates group learning in organisational development, change

management, leadership effectiveness, managerial coaching and
customer service excellence across various industries
• IPMA offers executive coaching and custom‐designed leadership

development solutions through its alliance partner, EDA
• Training Edge International (TEI) is an Approved Training Partner of

IPMA in Singapore offering corporate training solutions



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About Your Facilitator
• Strategic Adviser, IPMA Asia Pacific
• Senior Adviser, Training Edge International
• Managing Director & Master Executive Coach with EDA Asia Pacific
• 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
• Assumed senior leadership roles with global management & HR

consulting firms: DBM Asia Pacific, Mercer Human Resource
Consulting, The Hay Group and Forum Corporation



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



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How to Benefit from the Program
YOU

EYES

EAR

UNDIVIDED
ATTENTION

LEADERSHIP
(KING)
HEART



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Importance of Leadership
•

The Conference Board – CEO Challenge 2011
Report (April 2011)
 The global CEO consensus about 2011 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.

•

Corporate Leadership Council, 2011
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.



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Leading During Turbulent Times

Focus on Business
Results Drivers

Lead Strategy
Execution

Specify and
Communicate
Expected
Behaviours



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Module 1
Introduction & Objectives

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Workshop Agenda


Workshop Objectives & ‘S.C.O.P.E.’ Approach



Top Lessons Leant on Executive Derailment



The Goleman’s Emotional Intelligence (E.I.) Framework



Measuring Your EQ – Self Assessment



Role of Leaders During Turbulent Times



Relationship Between Leadership Styles and Organizational Climate



Motivational Management: The Three Social Motives



Integrative Case Study: ‘USS Florida’ ‐ Identifying the Motive Profile,
Leadership Styles and Organizational Climate



Individual Exercise: Personal Leadership Development Plan



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Workshop Objectives
This Workshop is designed to develop your Leadership Skills During
Turbulent Times or Period of Uncertainly. You will be able to:
•

Understand the role of managerial leadership towards organisational success

•

Understand why EQ is critical for leading during turbulent times

•

Examine the critical challenges leaders faced and skills required in managing
a challenging and turbulent business environment

•

Assess own EQ Profile using a self‐assessment tool

•

Engaging your employees and stakeholders adopting a motivational
management approach

•

Craft a Personal Leadership Development Plan



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Quotable Quotes on Leadership
“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)



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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



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Video:
What is a Good Leader?



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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



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Leadership vs. Management


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.



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What Is Management?
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.



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What Is Leadership?
3

1

Is often
associated with
the willing and
enthusiastic
behavior of
followers.


2

Can be seen
primarily as an
inspirational
process.

Does not
necessarily take
place within the
hierarchical
structure of the
organization.


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The New Realities for Leadership
OLD Paradigm
 Stability

NEW Paradigm
 Change/Crisis Mgt.



Control



Empowerment



Competition



Collaboration



Uniformity



Diversity



Self-centered



Higher ethical purpose



Hero



Humble



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Group Activity:
Management vs. Leadership
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?



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Module 2
Developing Your
Emotional Intelligence



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Harvard Business School Video on
Emotional & Social Intelligence
Interview with Daniel Goleman



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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.



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Goleman’s EI Model
Self
Awareness




Emotional Self Awareness
Accurate Self Assessment
Self Confidence

Self
Management







Self Control
Trustworthiness
Conscientiousness
Adaptability
Achievement Orientation
Initiative

Social
Awareness




Empathy
Organizational Awareness
Service Orientation










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



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Emotional Intelligence by BarOn
“The measurement of emotional
intelligence in the workplace is the first
step towards improving it. The truly
intelligent leader is one who is not only
“cogtelligent” (cognitively intelligent) but
also “emtelligent” (emotionally
intelligent).”
Reuven Bar-On who coined the term "EQ" in 1985.
Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual.
Toronto ON: Multi-Health Systems, Inc.



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Measure of EI – BarOn EQ-i®
•

Intrapersonal ‐ how we deal with and understand ourselves

•

Interpersonal ‐ how we understand and deal with others

•

Adaptability ‐ how we deal with a changing environment

•

Stress Management ‐ how we manage stress

•

General Mood ‐ reflecting our sense of pleasure and
optimism
Bar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON:
Multi-Health Systems, Inc.



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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

Leadership Effectiveness
Adapted from Stein, S. J. & Book, H. E. (2006). The EQ Edge: Emotional Intelligence and Your Success. Toronto, ON: MultiHealth Systems, Inc. (Revised and Updated Edition)



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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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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 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



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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



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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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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
2 = Disagree Moderately
3 = Disagree Slightly


4 = Agree Slightly
5 = Agree Moderately
6 = Agree Very Much


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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.)



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



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‘Amygdala Hijack’


This is what happens when people “lose it”



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



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



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



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Individual Exercise:
‘Amygdala Hijack’

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?



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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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Answer for Scenario 1

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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.

Workshop on 'High Performance Leadership' for Menlo Worldwide Logistics

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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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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.

Workshop on 'High Performance Leadership' for Menlo Worldwide Logistics

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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 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.



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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 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)



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Module 3
Role of Leaders
During Turbulent Times



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Turbulent & Uncertain Times
• The Current Realities
• What happens to organisations during turbulent
times?
• Organisational consequences of the 'toxic cocktail‘
–
–
–
–

Behaviour 1: Prompt and considered action
Behaviour 2: Honest and consistent communication
Behaviour 3: Emotional connection
Behaviour 4: Inspiration

• The role of HR in turbulent times



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Achieving Organisational Results
Organisational Results

• Profitability
• ROI
• Cost Optimisation

Customer Loyalty

• Customer Satisfaction
• Service Value/
Relationship

Employee Engagement

• Employee Satisfaction
• Employee Loyalty

Organisational Climate

Leadership Effectiveness



• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ/EI Competencies
• Managerial Skills
• Leadership Styles

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Module 4
Leadership Styles &
Motivational Management



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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



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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”



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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 selfmotivated staff


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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


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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


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Democratic






“I’d like you to
participate”




aims to build group
consensus for decisionmaking
heavy emphasis on team
participation
employees are trusted to
have skills & drive
working with good staff with
ample time for decisionmaking
when a particular answer is
needed


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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


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Coaching





“I’d like to help
you develop”




aims towards professional
growth of employees
helps people identify
strengths/weakness
encourages honest selfassessment
with employees interested in
being innovative or
developing career
when explicit direction is
required


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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
Authoritative, Affiliative, Democratic & Coaching
styles have a positive impact on organisational
climate
Coercive & Pacesetting can have a negative impact on
the working environment




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Managerial Styles & EI Competencies
Coercive

Authoritative

Affiliative

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

Negative

Most strongly positive

Positive

Leader’s Modus
Operandi

Overall impact on
climate




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Managerial Styles & EI Competencies
Democratic

Pacesetting

Coaching

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, selfawareness

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

Positive

Negative

Positive

Leader’s Modus
Operandi

Overall impact on
climate




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Organizational Climate
 Organizational climate, economic conditions and

competitive dynamics are the main drivers of
performance
 Direct correlation between organizational climate and

performance – good results, return on sales, revenue
growth, efficiency, profitability etc.
 Organizational climate accounts for nearly one‐third of

results – so is very important.



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65

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

Performance



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What Is Organizational Climate?
Refers to six key factors which influence an
organization's working environment:
1. Flexibility:  do employees feel free to innovate?
2. Responsibility:  how employees relate to organization
3. Standards:  level which are set
4. Rewards:  are these appropriate?
5. Clarity: of mission and values
6. Commitment: to a common purpose



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66

Impact of Leadership Styles on
Coercive

Authoritative

Affiliative

Flexibility

-.28

.32

.27

Responsibility

-.37

.21

.16

Standards

.02

.38

.31

Rewards

-.18

.54

.48

Clarity

-.11

.44

.37

Commitment

-.13

.35

.34

-.26 (6)

.54 (1)

.46 (2)

Overall Impact on
Climate



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67

Impact of Leadership Styles on
Democratic

Pacesetting

Coaching

Flexibility

.28

-.07

.17

Responsibility

.23

.04

.08

Standards

.22

-.27

.39

Rewards

.42

-.29

.43

Clarity

.35

-.28

.38

Commitment

.26

-.20

.27

.43 (3)

-.25 (5)

.42 (4)

Overall Impact on
Climate



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68

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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70

71

The Three Social Motives
Achievement
Defining and
attaining goals
and results

Motives
Power

Affiliation

Influencing others
and having an
impact


Establishing and
maintaining positive
personal
relationships


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72

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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73

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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74

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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75

Summary of The Three Social
Motives



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76

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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77

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



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Individual Exercise: Increasing
Influence with Your Stakeholders

78

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

Mod

Low
n Ach



n Aff

n Pow

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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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79

80

Module 5
Integrative Case Study
Putting It All Together



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Integrative Case Study –
The USS Florida
QUESTIONS FOR GROUP DISCUSSION

81

20 minutes

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?



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82

Video on ‘Crimson Tide’
(Leadership Styles in Action)
Read the Video Synopsis in Workbook

Leadership Styles

Opening Scene –
Background


Inspirational
Speech


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83

Module 6
Personal Leadership
Development Plan
Putting It All Together



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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?



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84

Individual Exercise: Creating a
SMART Personal Development Plan
Specific Goal
Measurement

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

Actions

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

Reality Check

Is this goal achievable?
Why is this goal important?”
What resource(s) do I need? Funding? Support?

Timeline

When will I start?
When do I expect to meet my goal?



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85

86

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
workshop, voracious readings – can
accelerate a leader’s growth.



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87

FINAL WORD:
A SMALL TRUTH TO MAKE
LIFE 100%



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88



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89

Hard Work
H+A+R+D+W+O+R+K
8+1+18+4+23+15+18+11 = 98%
Knowledge
K+N+O+W+L+E+D+G+E
11+14+15+23+12+5+4+7+5 = 96%



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90

Love
L+O+V+E
12+15+22+5 = 54%
Luck
L+U+C+K
12+21+3+11 = 47%
( don't most of us think this is the most important ??? )



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91

Then what makes 100% ?
Is it Money ? ... NO ! ! !
M+O+N+E+Y
13+15+14+5+25 = 72%
Leadership ? ... NO ! ! !
L+E+A+D+E+R+S+H+I+P
12+5+1+4+5+18+19+9+16 = 89%



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92

Every problem has a solution, only if
we perhaps change our attitude.
To go to the top,
to that 100% ,
what we really need to go further...
a bit more...



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93

ATTITUDE
A+T+T+I+T+U+D+E 1+20+20+9+20+21+4+5 = 100%

It is OUR ATTITUDE towards Life and
Work that makes OUR Life 100% ! ! !



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94

Change Your Attitude …
And You Change
Your Life ! ! !


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95

Now that you know the
answer…

WHAT WILL YOU DO
ABOUT IT ?


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96

Video on What Makes a Great Leader?

“GREAT LEADERS CARE MORE
ABOUT THOSE THEY LEAD THAN
THEMSELVES.”

Visit :

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



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97

Video on What Makes a Great Leader?
“GREAT LEADERS CARE MORE
ABOUT THOSE THEY LEAD THAN
THEMSELVES.”

Visit :

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



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98

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!!!



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99

Further Dialogue

Social Networking Contacts:
Prof Sattar Bawany
Email: sattar.bawany@trainingedgeasia.com
Website: www.ipma.com.sg (IPMA)
Website: www.trainingedgeasia.com (TEI)
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany



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100

WORKSHOP TEASERS



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9 dots puzzle

101

Directions: With four straight lines and without taking pen
or pencil off the paper, connect all nine dots.



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102

9 dots puzzle
1

2
4

3


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103

9 dots puzzle
Directions: With three (3) straight lines and without taking
pen or pencil off the paper, connect all nine dots.



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104

9 dots puzzle
1

2
3



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105

Count the No. of Squares



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106

Creativity Wuzzle 1
Often

Belt
hitting

not
Often

not

Often

night fly


STROKES

STROKES

SPRING
SUMMER
GRATIS
AUTUMN
WINTER

GIVE GET CCCCCCC
GIVE GET
GIVE GET
GIVE GET
13579
WHELMING

STROKES

to

ALL
ALL
ALL
ALL

Insult +
injury
ENDS
N
D
S


[income]
C
Y
O
R
U T
N
U T
O R
C
Y

W
A
L
G K
N I

LEAST

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107

Creativity Wuzzle 2
FIRST MOST
MOST
MOST
MOST

LO

HEAD
HEELS

VE

gone gone
by
be
gone gone


BIT

PAYMENT
DUE

SAD SAD SAD
SAD SAD SAD
SAD SAD SAD
SAD HAPPY

SHAPE
OR

Small

world

LOOK

HAIR

S

VISIT
NIGHT

CAKE

S GEG
G
G

no __ ways
about it

END


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Which Is The Odd Figure Out?
4
1
3

5

2

Your Answer:



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108

109

10 Matches
Solution:



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110

Six Matches Puzzle
Take six matches and place them on a flat surface.
Arrange them into a a pattern of four equilateral or equalsided triangles. You must not break the matches. You have
five minutes to find two solutions (there are more). Note
that the triangles must be complete - no gaps at the
corners!

?


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Six matches puzzle

111

Solution:

Breaking into three dimensions gives the elegant solution.
The second solution involves putting matches on top of
each other, moving away from two-dimensional thinking.



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The new swimming pool

112

A man wanted to double the size of the square swimming pool in
his garden. There was a tree growing at each corner like this:

How did he double the size of the pool, still keeping it square,
and without cutting down any of the trees?



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113

The new swimming pool
Solution: The dotted line represents the new pool twice
the size.



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114

Bottled Coin
If you put a small coin piece in an empty bottle and
replaced the cork, how would you get the coin out of the
bottle without taking out the cork or breaking the bottle?
Solution:
Push the cork into the bottle, and shake out the coin.



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115

Drinking Glasses
Six drinking glasses stand in a row, with the first three
full of water and the next three empty. By handling and
moving only one glass, how can you arrange the six glasses
so that no full glass stands next to another empty one?



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116

CREATIVE THINKING – 1

Two train stations are 50 km apart. At 1pm on Sunday a
train pulls out from each of the stations, and the trains
start toward one another. Just as the trains pull out from
the stations a hawk flies into the air in front of the first
train and flies ahead to the front of the second train.



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117

When the hawk reaches the second train, it turns
around and flies towards the first train. The hawk
continues in this way until the trains meet. Assume that
both trains travel at a speed of 25 km per hour and that
the hawk flies at a constant speed of 100 km per hour.
How many km will the hawk have flown when the trains
meet?



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118

(SOLUTION)
The most common approach is to concentrate on the hawk and to
try to balance the decreasing distance needed to fly between the
converging trains ‐ not an easy task!
The straightforward approach is to concentrate on the trains. The
trains meet in the middle, 25 km from each end. They are travelling
at 25 km/h and hence take an hour to meet. The hawk is flying at a
constant 100 km/h throughout until the trains meet. Hence the
hawk flies 100 km.



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119

CREATIVE THINKING - 2
D

A

B

C

A, B, C, D are four persons standing at the corner of a square. At the
same point in time, A starts moving towards B, B starts moving
towards C, C towards D and D towards A with the same speed. How
and where will A, B, C, D meet?



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(SOLUTION)

120

A

D

C

B

A, B, C, D will move in the paths shown above (If you draw tangent at
any point, it will point towards the person anyone is moving say A  B).



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121

There are 4 volumes of Shakespeare on a
bookshelf. The total pages of each volume are
exactly 300mm thick and the covers are each
50mm thick.
A bookworm started eating at page 1 of volume I
and ate straight through to the last page of
volume IV. What is the distance the worm
covered?



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122

(SOLUTION)

The worm thus does not have to eat
through the pages of the first and last
volumes.

Last Page

Shakespeare

When books are on a shelf, page 1 of volume I is on the
right hand side. The last page of volume IV is on the
left.

Page 1

I

Solution: 900mm (2 lots of pages and 6
covers).



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123

OPTICAL ILLUSIONS...



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124

OPTICAL ILLUSION 1
This is the
Bunny/Duck illusion.
At first glance, what
do you see?  Now give
it some time, but do
not focus on one
certain area, and then
ask Yourself; what do I
really see? Now, look
again.  You might be
surprised!!!!!!



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125

OPTICAL ILLUSION 2
Do you see some
squares or
rectangles? Really,
this is nothing more
than a bunch of lines
going in every which
direction, but the
way our mind
interprets these lines
are totally different!!



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126

OPTICAL ILLUSION 3
This is probably the
most famous illusion
of all time!  Almost
everyone has seen
it! What do you see at
your first glance of
this illusion!  Do you
see an old lady, or do
you see a young
women?  They are
both there!!



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127

OPTICAL ILLUSION 5
This is probably the
hardest illusion that I
have ever seen, and I
have to say my personal
favorite!!! When you first
look at this, do you see
and old man
with ivy leaves around
him, or do you see a
couple kissing? Be
patient and give it some
time!! You will eventually
see it



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128

OPTICAL ILLUSION 6
Do the sides of the
square appear to be
bent in? Wait, now
that is Impossible!
Believe it or not, they
are as straight as they
come. If you do not
believe me,
take a straight edge
and see for yourself!!!



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129

OPTICAL ILLUSION 8
How many ways can
you view this cube?
Is the blue side
outside the box or is it
inside? Is it on the
back of the box of is it
on the side? Examine
this cube closely, and
let the light blue side
guide you!



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130

OPTICAL ILLSUION 9
At first glance, what do
you see‐‐Could it be the
word "liar" or is it
something more. I
would definitely give
this one a second look!



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131

OPTICAL ILLUSION 10
When you look at
this, you probably
see a triangle. There
is not one there!
The way the circle
parts are cut out,
make us think there
is a triangle there
even though there
isn’t any!


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132

OPTICAL ILLSUION 11

Are the diagonals
parallel? You bet they
are!



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133

OPTICAL ILLUSION 12
I have heard this
illusion called the
dancing elephant
and several other
things. I want you to
look at the elephants
feet and legs. How
many are actually
there?


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134

OPTICAL ILLUSION 13
Is this man
playing a sax, or is
there something
more here?



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135

OPTICAL ILLUSION 14
• When you first read
this, what does it say?
• A Bird In The Bush?
• If you read this more
carefully you will find
that it says A Bird In
The The Bush!!!


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136

OPTICAL ILLUSION 15



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137

THE END……DNE EHT



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13
8

Who We Are - EDA
• Executive Development Associates (EDA) has been in business since

1982 and is known across the globe for it’s C‐Suite capabilities in
coaching and top Leadership Development designs
• EDA is a pioneer and leader in creating custom‐designed learning and

executive/leadership development strategies, programs and processes
to help clients achieve their strategic objectives and win in the
marketplace
• EDA works in partnership with clients to ensure that their

development efforts are successful by ensuring maximum leverage
and bottom‐line results.
• EDA has worked with many of the Fortune 100 and other leading

organizations around the world



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