CEE Masterclass on "Executive Leadership that Gets Results" - 13 September 2013

Copyright @2013 Centre for Executive Education Pte Ltd
(Strategic Partner of Eduquest International Institute)
1
Prof Sattar BawanyProfSattar Bawany
CEO, Centre for Executive Education
Senior Advisor, Eduquest International Institute
Friday, 13 September 2013
Hotel Quality Inn Sabari @ T. Nagar, Chennai
MASTERCLASS ON
“EXECUTIVE LEADERSHIP THAT GETS RESULTS”

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

3
Knowing Yourself as a Leader

4
Module 1:
Introduction and
Workshop Objectives

5
About
Centre for Executive
Education (CEE)
 Executive Education
 Leadership & High
Potential Development
 Executive Coaching
 Succession Planning
 Executive Assessment
5
CEE is the Affiliate Partner of Executive Development Associates (EDA),
a global leader in executive development & coaching since 1982.

6
• The Centre for Executive Education (CEE) is the Executive Development
Division of The International Professional Managers Association (IPMA).
• IPMA is a global ‘not-for-profit’ (NPO) members organisation
headquartered in UK with Regional Offices in Europe, Africa and APAC
• CEE’s mission is to assist client organisation to secure a leading position
in their respective market place and developing a sustainable
competitive advantage through developing their key asset, intellectual
capital of the people.
• CEE offers talent management solutions including executive coaching and
custom-designed leadership development programs to accelerate
individual performance and succession planning for organisations.
• Eduquest, a Strategic Partner of CEE, offer training programmes for a
wide spectrum of capabilities, knowledge and attitudes that help every
individual to become more proficient and professional in carrying out the
tasks assigned to them so as to enhance their employability skills.
Who We Are

• CEO of Centre for Executive Education (CEE)
• MD & C-Suite Master Executive Coach, EDA
• Strategic Advisor, IPMA Asia Pacific
• Senior Advisor & Master Facilitator, Eduquest
• Adjunct Professor of Paris Graduate School of Management
• Over 25 years’ in OD & HR consulting, executive coaching,
facilitation, leadership development and training.
• Adjunct Professor teaching international business and human
resource courses with Paris Graduate School of Management
• Assumed senior global and regional leadership roles with DBM
(Drake Beam & Morin), Mercer Human Resource Consulting,
Hay Management Consultants and Forum Corporation.
About Your Key Note Speaker

8
S
C
O
P
E
HARE
HALLENGE
PEN MINDED
LAN OF ACTION
NJOY OURSELVES
The S.C.O.P.E. Approach

9
• Gain a clear understanding about the context for leadership in today’s
changing organisation and achieving organisational results
• Understand the repertoire of leadership styles that can impact employee
engagement
• Appreciate how effective leadership can influence behaviour, goals, decision–
making and thrive in a challenging and turbulent business environment
• Engaging your employees and stakeholders adopting a proven motivational
management approach
• 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

10
1. Failure to Meet Business Objectives (Achieving Organisational Results)
2. Inability to Change or Adapt During a Transition (The inability to
respond quickly and flexibly to rapidly changing market conditions)
3. Problems with Interpersonal Relationships (Lack of relationship
management and social/emotional intelligence skills)
4. Failure to Build and Lead a Team (Getting the ‘Right Person on the Bus’,
‘Wrong Person off the Bus’ & ‘Right Person in the Right Seat’)
5. Failing to make the boss/organization's priorities a high priority
Top Lessons on
Executive Derailers

11
“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

12
 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

13
• 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

17
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?

18
Leader‟s Purpose And Values
Are you a Boss or Leader?
18

19
Questions We Will Try To Answer
Why are some people more successful
than others?
 Why are some people happier than
others?
What is powerful leadership made up of?

20
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

21
Successful Leaders
To most people….
Wealth, Position, Power, Fame, Fortune
is the definition of leadership,
happiness and success Fame

22
http://www.youtube.com/watch?v=03o1JZ7c7gI
So, what is Leadership all about?

23
Of all the bosses you’ve worked for
in your career so far,
?
 Someone who brings out the best in you
 Someone you can learn from
 Someone you can respect for who they are
 Someone who genuinely cares about your success and growth

29
Telling a Compelling Story
1. What do we want to be?
2. Who are our stakeholders?
• What do we want to do for each?
3. How will we get there?
• What is the conventional business model for our industry?
• What needs does the conventional model fulfill?
• What needs are yet unfulfilled?
• What new needs are likely to emerge in the future?
• What should we do differently compared to the traditional
model?
4. Why will we succeed?
• What will be our differentiating capabilities?

34
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

35
Module 2
Developing Your
Emotional Intelligence

36
You CAN change this !

37
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

38
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.

39
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
40

42
5 dimensions to help you navigate life, living, and
the increasingly diverse workplace we operate in
5 Dimensions of EI by Goleman
Goleman, D. (1998) What Makes a Leader?, Harvard Business Review, HBS Publishing
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills

43
Self-Awareness
• The ability to recognise and understand your
moods, emotions and drives, as well as their
effect on others
• Hallmarks
–Self-confidence
–Realistic self-assessment
–Self-deprecating sense of humour
Self-Regulation

44
Self-Regulation (Self-Management)
• The ability to control or redirect disruptive
impulses and moods
• The propensity to suspend judgment – to
think before acting
• Hallmarks
–Trustworthiness and integrity
–Comfort with ambiguity / seniority / change
–Openness to change
Self-Awareness

45
Motivation
• A passion to work for reasons that go beyond
money or status
• A propensity to pursue goals with energy and
persistence
• Hallmarks
–Strong drive to achieve
–Optimism, even in the face of failure
–Organisational commitment
Motivation

46
Empathy
• The ability to understand the emotional make-
up of other people
• Skill in treating people according to their
emotional reactions
• Hallmarks
–Expertise in building and nurturing
meaningful relationships at all levels
–Cross-cultural sensitivity
–Service to clients and customers
Empathy

47
Social Skill (Relationship Management)
• Proficiency in managing relationships and
building networks
• An ability to find common ground and build
rapport
• Hallmarks
–Effectiveness in leading change
–Persuasiveness
–Expertise in building and leading teams
Social Skills

48
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.

49
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.

50
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

51
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

52
"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

53
 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

54
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

55
Review Results of Emotional
Intelligence Self-Assessment
• The purpose of this self-evaluation is to measure your
tendencies and abilities within various areas of emotional
intelligence
• In the space provided next to each of the statements, please
write in the number that best describes your agreement with
the item, using the scale immediately below.
1 = Disagree Very Much 4 = Agree Slightly
2 = Disagree Moderately 5 = Agree Moderately
3 = Disagree Slightly 6 = Agree Very Much

56
EI BENCHMARK SCORES
EMOTIONAL COMPETENCY BENCHMARK SCORES
SELF AWARENESS. 30
SELF REGULATION 29
MOTIVATION 32
EMPATHY 32
SOCIAL SKILLS 34
TOTAL EQ SCORE 157

58
How the Brain Works
 Neocortex
 The thinking part of the brain (“Just Say No” circuit)
 Six seconds to activate
 Amygdala
 The brain’s emotional memory bank
 Stores memories (failures and victories); scans incoming information
for threats and opportunities
 “Fight or Flee” Part of the Brain
 What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander
Hollyfield’s ear during 1997 WBA Match; Zinedine Zidane’s head butted
Marco Materazzi during 2006 World Cup’s Finals Soccer Match)
Amygdala
Thalamus

59
„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

60
1. What would be an example of an „Amygdala Hijack‟ when
you are having a performance management with your team
member? (Both for you and the other party).
2. What do you need to do to keep your emotions in check?
Individual Exercise:
„Amygdala Hijack‟

61
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.

62
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.

63
Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics
Answer for Scenario 1
The Credit Stealing Colleague:
The most emotionally intelligent answer is D. By demonstrating an awareness of
work-place dynamics, and an ability to control your emotional responses, publicly
recognizing your own accomplishments in a non-threatening manner, will disarm
your colleague as well as puts you in a better light with your manager and peers.
Public confrontations can be ineffective, are likely to cause your colleague to
become defensive.
A. 0 Points – Immediately and publicly confront the colleague over the
ownership of your work.
B. 5 Points – After the meeting, take the colleague aside and tell her that you
would appreciate in the future that she credits you when speaking about your
work.
C. 0 Points – Nothing, it's not a good idea to embarrass colleagues in public.
D. 10 Points – After the colleague speaks, publicly thank her for referencing your
work and give the group more specific detail about what you were trying to
accomplish.

64
Masterclass on 'High Performance Leadership' for Menlo Worldwide Logistics
A. Ignore it – the best way to deal with these things is not to
react.
B. Call the person into your office and explain that their
behavior is inappropriate and is grounds for disciplinary
action if repeated.
C. Speak up on the spot, saying that such jokes are
inappropriate and will not be tolerated in your organization.
D. Suggest to the person telling the joke he go through a
diversity training program.
Scenario 2: You are a Gen X Manager in an
organization that is trying to encourage respect for racial
and ethnic diversity. You overhear a Gen Y employee
telling both sexist and racist jokes. What do you do?

65
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:

66
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.

67
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:

68
Module 3
Role of Leaders in
Sustaining Engagement
During Turbulent Times

69
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

70
Achieving Organisational Results
• Profitability
• ROI
• Cost Optimisation
• Employee Satisfaction
• Employee Loyalty
• Company Policies
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ/EI Competencies
• Managerial Skills
• Leadership Styles
Organisational Results
Employee Engagement
Organisational Climate
Leadership Effectiveness
Customer Loyalty
• Customer Satisfaction
• Service Value/
Relationship
Sattar Bawany, “Making Results-based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr-
education/commentary/making-results-based-leadership-work-in-singapore, 12 February 2013

71
Module 4
Leadership Styles &
Motivational Management

72
Goleman’s research collaboration with consulting firm
Hay/McBer covering 3,871 executives worldwide to
determine what is ‘effective leadership’ lead to
classification of six different leadership styles, each
springing from different components of emotional
intelligence.
Leadership That Gets Results
Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000

73
Hay-Goleman‟s Six Leadership Styles
1. Coercive (Directive): “Do what I tell you”
2. Authoritative (Visionary): “Come with me”
3. Affiliative: “People come first”
4. Democratic (Participative): “What do you think?”
5. Pacesetting: “Do as I do, NOW!”
6. Coaching: “Try this”
Source: Daniel Goldman, ‘Leadership That Gets Results’, HBR, March-April 2000

74
Coercive (Directive)
 aims to achieve immediate
compliance
 one-way directive
conversation
 seeks tight control over
situations
 Appropriate for dealing with
crisis situations or problem
employees
 Not to use with talented or
self-motivated staff
“Do it the way I
tell you”

75
Authoritative (Visionary)
 aims to provide long-term
direction/vision
 allows employee input but
retains control over decision
 seeks to influence to gain buy-in
 Appropriate to use with new
staff or when a new direction has
to be communicated
 Not recommended for
sophisticated & experienced staff
“Firm but fair”

76
Affiliative
 aims to promote harmony &
co-operation
 seeks to smooth tensions and
resolve work/family conflicts
 seeks to be liked as a
manager
 Appropriate to use when
tasks are routine or
employees need support
 Not recommended when
negative feedback is required
“People first,
task second”

77
Democratic (Participative)
 aims to build group consensus
for decision-making
 heavy emphasis on team
participation
 employees are trusted to have
skills & drive
 Appropriate when working with
good staff with ample time for
decision-making
 Not recommended when a
particular answer is needed
“I’d like you to
participate”

78
Pacesetting
 aims to accomplish quality work
yourself
 models high standards &
expects them in others
 delegates only to good
performers
 Appropriate when dealing with
staff who can perform
independently
 Not recommended with staff
who need feedback & support
“Do it myself”

79
Coaching
 aims towards professional
growth of employees
 helps people identify
strengths/weakness
 encourages honest self-
assessment
 Appropriate with employees
interested in being innovative
or developing career
 Not recommended when
explicit direction is required
“I’d like to help
you develop
your potential”

80
Impact of Leadership Styles
 Leaders who have mastered 4 or more styles create
the best business performance
 The most effective leaders can switch flexibly
between leadership styles in response to the situation
 Coaching, Authoritative, Affiliative, Democratic &
styles have a positive impact on organisational
climate
 Coercive & Pacesetting can have a negative impact on
the working environment
Source: Goldman, D., ‘Leadership That Gets Results’, HBR, March-April 2000

86
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.

87
Drivers Of Performance
Performance
Organizational
climate
Economic
conditions
Competitive
dynamics
This is set by the leader, and
has an important effect on the
overall performance Leader has little control
over these factors

88
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
What Is Organizational Climate?
Refers to six key factors which influence an
organization's working environment:

89
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
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000

90
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
Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March-April 2000

95
Motivational Management
David McClelland's
Three Social Motives

96
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).

97
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

98
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

99
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

100
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”

101
Summary of The Three Social
Motives

102
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

103
Individual Exercise:
‘Increasing Your Leadership Influence &
Effectiveness with a Stakeholder’

104
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).

105
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.

106
Module 5
Integrative Case Study
Putting It All Together

107
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

108
Video Case: ‘Crimson Tide’
(Leadership Styles in Action)
Opening Scene –
Background
Leadership Styles
Read the Video Synopsis once again in Workbook if necessary
Inspirational
Speech

118
Module 6
Summary & SMART
Personal Leadership
Development Plan
Putting It All Together

119
Individual Exercise: Self Reflection
• What is one point or story you heard during the Masterclass 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?

122
Appendix
Recommended Further
Readings and Videos in the
Participants’ Resource
Workbook

123
Appendix
Compilation of Articles of Interest
for Post-Workshop Readings
(Related to the Themes on Leadership Effectiveness,
Leadership Styles, Motivational Management and
Managerial Coaching)

124
http://www.youtube.com/watch?v=03o1JZ7c7gI
Video on What Makes a Great Leader?

125
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…

126
Prof Sattar Bawany
CEO, Centre for Executive Education (CEE)
C-Suite Master Executive Coach, EDA
Senior Advisor, Eduquest International Institute
Email: sattar.bawany@qscasia.com
Articles: www.ipma.com.sg/publications.php
Slideshare: www.slideshare.net/ipma_singapore
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany
Further Dialogue on Social Media

CEE Masterclass on "Executive Leadership that Gets Results" - 13 September 2013

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Mehr von Centre for Executive Education

Mehr von Centre for Executive Education (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

CEE Masterclass on "Executive Leadership that Gets Results" - 13 September 2013

Hinweis der Redaktion