Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 1 Prof Sattar BawanyProf Sattar Bawany
CEO, Centre for Executive Education (CEE) C-Suite Master Executive
Coach, Executive Development Associates (EDA) Friday, 30 May 2014,
CAG Training Room Learn @ Tea Session Developing Multigenerational
Team Effectiveness @ CAG
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 2 Every morning in Asia, a tiger wakes
up. It knows it must outrun the slowest deer or it will starve to
death. Every morning in Asia, a deer wakes up. It knows it must run
faster than the fastest tiger or it will be killed. It doesnt
matter whether you are a tiger or a deer: when the sun comes up,
youd better be running.. Are You a Tiger or a Deer?
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 3 How Well Do You Know Yourself?
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 4 Module 1: Introduction and Workshop
Objectives
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 5 About Centre for Executive Education
(CEE) Executive Education Leadership & High Potential
Development Executive Coaching Succession Planning Executive
Assessment 5 CEE is the Strategic Partner of Executive Development
Associates (EDA), a global leader in executive development &
coaching since 1982.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com CEO of Centre for Executive Education
(CEE) C-Suite Master Executive Coach, EDA Inc. Strategic Advisor,
IPMA Asia Pacific 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 7 Understand the Differences Between
Traditionalist, Baby Boomers, Gen X, Gen Y and Gen Z/The Digital
Natives Understand the Best Practices in Developing a
Multigenerational Team Effectiveness Assess their own Emotional
Intelligence in Collaborating on a Multigenerational Workplace @
CAG Learn how to Better Resolve Conflicts with Different
Generations at the Workplace using the proven A.G.R.E.E. Framework
Develop a SMART Action Plan to develop better Communication and
Relationship with both colleagues and CAG Partners This Session
will provide you with a foundation of knowledge that will enable
you to: Session Objectives
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 8 VIDEO ON GENERATIONAL DIFFERENCES 8
Source: http://www.youtube.com/watch?v=i4JxRqWkNlQ
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 9 Organisational Results Employee/Team
Engagement Organisational Climate Team Effectiveness &
Self-Leadership Stakeholder/Partner Engagement CAG as the worlds
leading airport company Growing a vibrant air hub in Singapore
Partner Satisfaction Service Value/ Relationship Employee
Satisfaction/Loyalty Employee Turnover Rate Mutual Respect &
Trust Collaborative/Win-Win Approach Effective Communication
Demonstrate SCORE Team Alignment to Purpose Focus on Collective
Outcomes Best Practice I: Results-Based Framework
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 10 Teamwork Cohesive Strategy S C
Clear Roles and Responsibilities Effective Leadership E R Rapid
Response O Open Communication Best Practice II: Team S.C.O.R.E.
Framework
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 11 Module 2 The New Realities of
Multigenerational Workforce
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 12 Danger or Opportunity? Our
multigenerational work environment can be a source of positive
challenge, opportunity and significant growth if managed
effectively and leveraged to meet the business goals of our
organization.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 13 Shifting Demographics By 2017,
workers in the US, Canada, France, Germany, Japan, Singapore, Italy
and the U.K. aged 50 and over will make up more than 40% of the
workforce (AARP Profit from Experience, 2007) and will be poised to
retire in large numbers within the next ten years. Gen X represents
a much smaller pool of available workers and will not be able to
fill the positions left vacant by retirements (Institute for the
Future, 2003).
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 14 Baby Boomers are retiring at the
rate of one every eight seconds The vast majority of organizational
leaders are Baby Boomers with the most typical age being 58 years
old There are 11% fewer Gen Xers than Baby Boomers Generation Y
(twenty-five and under) will not be senior management/ leadership
material for years to come Research: The New Realities Source:
http://www.executivedevelopment.com/product/decades-of-differences/
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 15 Gen Z/ i-Generation / Linksters
Generation Y / Millenials Generation XBaby BoomersTraditionalists
68 and over 50-67 33-49 19-32 18 and under 1922-1945 1946-1964
1965-1980 1981-1994 1995-2010 Value logic and discipline,
stability, want a legacy Idealistic, competitive, questions
authority, dislikes change, recognition, stellar career Work/life
balance, career portability, flexible, some anxiety, dislike micro
management Value diversity, technologically superior, change, want
meaningful work, embrace selected technologies and dont let go
Technology a part of life, never lost, multi-profiled, multi
collaborators, multi personality multi locations The 5 Generational
Traits
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 16 Generational Work Perspectives
Generation Years Born Work Perspectives Traditionalists 1922 - 1945
Company loyalty - Believed they'd work for the same company their
entire career. Boomers 1946 - 1964 Live to work - Believe in
putting in face time at the office. Women enter the workforce in
large numbers. Gen Xers 1965 - 1980 Work to live - Believe that
work should not define their lives. Dual-earner couples become the
norm. Gen Yers (Millennials) 1981 - 1994 Work my way - Devoted to
their own careers, not to their companies. Desire meaningful work.
Gen Zers (Linksters) 1995 to present Living and Working their way -
Their struggles in the work environment are tied to their youth and
inexperience. Desire for change, stimulation, learning and
promotion that will conflict with traditional organisational
hierarchies. Sattar Bawany, Unlocking unlocking the benefits of a
multi-generational workforce in Singapore,
http://sbr.com.sg/hr-education/commentary/unlocking-benefits-multi-generational-workforce-in-singapore,
published in Singapore Business Review on 24 January 2013
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 17 What is the inter-generational mix
in Singapore? Key findings from survey commissioned by TAFEP :
Together, Gen X and Gen Y make up 60% of the workforce Means that
40% of the workforce is over 50 years of age Most employees are:
Working in multi-generational teams In some cases cross cultural
teams In some cases with remote teams in other parts of the world
Source: Tripartite Alliance for Fair Employment Practices (TAFEP)
www.fairemployment.sg
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com Source: The Straits Times, Singapore 8
April 2010
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 19 Generational Differences
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 20 Bringing a New Type of Language to
the Workplace Your gf is getto lol Rofl nah shes cool Lol coolies
ttyl gtg pos Your girlfriend is lower class laugh out loud Rolling
on the floor Laugh out loud, stay cool, talk to you later, got to
go, parents over (my) shoulder
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 21 Group Discussion: Productivity Of
Multi-Generational Workforce What is the impact a
multi-generational workforce has on effectiveness and productivity
at CAG? What are the operational challenges and how would you
resolve them? What are your recommendations? Duration: 10
minutes
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 22 Source:
http://www.youtube.com/watch?v=rDAdaaupMno
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 23 Module 3 Resolving
Multigenerational Conflict with Emotional Intelligence
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 24 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.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 25 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.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 26 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 27 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 28 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 29 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 30 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 31 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 32 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
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 33 EI BENCHMARK SCORES EMOTIONAL
COMPETENCY BENCHMARK SCORES SELF AWARENESS. 30 SELF REGULATION 29
MOTIVATION 32 EMPATHY 32 SOCIAL SKILLS 34 TOTAL EQ SCORE 157
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 34 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.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 35 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.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 36 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.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 37 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?
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 38 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.
Answer for Scenario 2 The Racist Joke:
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 39 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.
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 40 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) Answer for Scenario 3 The indecisive Baby
Boomer Employee:
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 41 Acknowledge: Acknowledge conflict;
all necessary participants agree to come to the table. Ground
Rules: Set ground rules for the conflict resolution. Reframe:
Reframe the conflict from individual positions to a neutral,
mutually acceptable statement of the issues. Explore: Diverge -
Explore a variety of options for resolving the conflict. Evaluate:
Converge - Evaluate options and decide on a solution. The
A.G.R.E.E. Framework For Resolving Conflict at Multigenerational
Workplace
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 42 Module 4 Crafting a SMART Personal
Development Plan
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 43 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?
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 44 Build Team Spirit by talking about
the generational issues to depersonalize the conflict that arises
due to the differences. Recognize and celebrate the Differences.
Effective Communication - Seek to understand and only then to be
understood. Engage through Managerial Coaching Encourage Constant
Feedback and show recognition for Y-ers & Z-ers contribution
Opportunities for Career Advancement and Good Relationships are key
factors Learn to use Technology it is here to stay! In Conclusion:
Key to Success
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 45 Appendix Recommended Further
Readings and Videos in the Participants Resource Workbook
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 46
http://www.youtube.com/watch?v=03o1JZ7c7gI Leading a Gen Y and Gen
Z Employees
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 47 If you do tomorrow what you did
yesterday Your Future is History If you do tomorrow what weve
covered today Your Future is Historic!!! Final Thoughts
Copyright 2014 Centre for Executive Education. All rights
reserved. www.cee-global.com 48 Prof Sattar Bawany CEO, Centre for
Executive Education (CEE Global) Strategic Advisor & Master
Facilitator, IPMA Asia Pacific C-Suite Master Executive Coach,
Executive Development Associates (EDA) Email:
[email protected] Slideshare:
www.slideshare.net/ceeglobal LinkedIn:
www.linkedin.com/in/ceeglobal Facebook: www.facebook.com/ceeglobal
Twitter: www.twitter.com/cee_global Articles:
http://www.cee-global.com/6/publication Further Dialogue on Social
Media
Copyright 2014, Centre for Executive Education Pte Ltd
www.cee-global.com Learn @ Tea Session Developing Multigenerational
Team Effectiveness @ CAG PARTICIPANTS PRE-WORKSHOP PREPARATION
(ASSESSMENT & READINGS) Name : Venue : Changi Airport Group
Training Room, Singapore Date : Friday, 30th May 2014 Time : 9.30
am to 12.30 pm Facilitator : Prof Sattar Bawany CEO, Centre for
Executive Education (CEE) C-Suite Executive Coach, EDA Asia Pacific
Strategic Advisor, IPMA Asia Pacific
Copyright 2014, Centre for Executive Education Pte. Ltd. Page 2
www.cee-global.com 4 May 2014 Dear Participants As your
Facilitator, it is a great pleasure to welcome you to the Learn @
Tea Session on Developing Multi-Generational Team Effectiveness @
CAG which is to be held on 30 May 2014 at CAG premises. For
organisations who have four generations of employees sitting in a
meeting or working on a project, it can seem like each generation
has its own worldviews, priorities, career models, motives and
values. The team members need to enhance their understanding of
generational characteristics and the impact of their own management
practices on each of these groups. They need to leverage on the
strengths of each generation. Taking full advantage of the
multi-generational workforce will enable employers to effectively
attract and retain employees, build teams, deal with change, and
increase employee engagement (Bawany, 2013)1 . With a focus on
enhancing the effectiveness of multigenerational teams to achieve
organisational results, youll learn the best practices strategies
and proven approaches you need being part of your respective team
at the workplace to deliver business outcomes. Gallup Organization
research reveals that the longer an employee stays with a company,
the less engaged he or she becomes. And that drop costs businesses
big in lost profit and sales, and in lower customer satisfaction.
In fact, Gallup estimates that actively disengaged employees -- the
least productive -- cost the American economy up to US$350 billion
per year in lost productivity. This intensely practical -day
workshop is designed to accelerate the development of emotionally
intelligent multigenerational team. The workshop examines the
science of emotional intelligence (EQ) and the compelling business
case for its relationship to team success. It is designed to equip
participants with the relevant emotional skills that distinguish
outstanding teams from the average. As part of the preparation for
the workshop, kindly complete the attached EQ Assessment & Quiz
as well as review the accompanying set of Readings related to the
theme of the workshop specifically on Harnessing the
Multigenerational Workforce in Singapore. Please bring along the
duly completed Assessment and Quiz to the workshop. Finally, it is
our hope that the workshop will be a rewarding and useful
experience for you, and application to your workplace. Thank you
and we look forward to meeting you personally on Friday, 30 May
2014. Your Master Facilitator Prof Sattar Bawany CEO, Centre for
Executive Education Strategic Advisor, IPMA Asia Pacific Website:
www.cee-global.com 1 Unlocking the benefits of a multi-generational
workforce in Singapore published by Singapore Business Review, 24
January 2013,
http://sbr.com.sg/hr-education/commentary/unlocking-benefits-multi-generational-workforce-in-singapore
Copyright 2014, Centre for Executive Education Pte. Ltd. Page 7
www.cee-global.com EMOTIONAL INTELLIGENCE MINI QUIZ Important Note:
The purpose of the following short quiz is to provide you with an
introduction to Emotional Intelligence (EI). The results you get
from this quiz are NOT a comprehensive picture of your EI. 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. 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. 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. Adapted from Hendrie Weisinger, Emotional Intelligence at
Work (San Francisco: Jossey-Bass, 1998), pp. 214-215.
Copyright 2014, Centre for Executive Education Pte. Ltd. Page 8
www.cee-global.com APPENDIX I: RECOMMENDED READINGS & VIDEOS 1.
AON-Hewitt (2012), 2012 Trends in Global Employee Engagement:
http://www.aon.com 2. Bawany, S. (2010), Leadership That Gets
Results, Human Capital, Vol. 10, Issue 4. 3. Grail Research (2011),
Consumers of Tomorrow Insights and Observations About Generation Z
4. Goleman, D. (1988) What Makes a Leader. Harvard Business Review.
NovemberDecember. 5. Goleman, D. (2000) Leadership That Gets
Results Harvard Business Review. MarchApril. 6. Goleman, D.,
Boyatzis, R., McKee, A. (2002) Primal Leadership: Realizing the
Power of Emotional Intelligence Boston: Harvard Business School
Publishing. 7. Whitmore, J. (2009) 4th ed., Coaching for
Performance, Growing People, Performance and Purpose, Nicholas
Brearly. 8. Stein, S. J. & Book, H. E. (2003). The EQ Edge:
Emotional Intelligence and your Success. Toronto, ON: Multi-Health
Systems Inc. (Bar On Emotional Intelligence Model) Visit the
website E.I. Consortium for more information on research and best
practices on Emotional Intelligence in organizations, at
www.eiconsortium.org 1. Emotional & Social Intelligence:
Interview with Daniel Goleman by Harvard Business School:
http://www.youtube.com/watch?v=7Qv0o1oh9f4 2. Primal Leadership -
The Leader's Mood Drives a Staggering 30% of Performance:
http://www.youtube.com/watch?v=jZ6_-WhjT8I 3. TED Talk by Simon
Sinek on Inspiring Leadership:
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
4. Managing Gen Y: Interview with Tammy Erickson
http://www.youtube.com/watch?v=rDAdaaupMno 5. What Motivates Gen Y
and Baby Boomer Talent
http://www.youtube.com/watch?v=fVHnug8H1MM
Copyright 2014, Centre for Executive Education Pte. Ltd. Page 9
www.cee-global.com APPENDIX II: CORPORATE PROFILE OF CEE AND
STRATEGIC PARTNER - EDA About Centre for Executive Education (CEE)
The Centre of Executive Education (CEE) is a premier network for
established human resource development and consulting firms around
the globe which partners with our client to design solutions for
leaders at all levels who will navigate the firm through tomorrow's
business challenges. CEE has established strategic partnerships
with International Professional Managers Association (IPMA) and
Executive Development Associates (EDA) as well as a network of
Affiliate Partners across the globe. CEE faculty, consultants and
executive coaches headed by our founder & CEO, Prof Sattar
Bawany, are highly credentialed with extensive experience to help
managers and executives who are being positioned for future career
growth. They are authors, leaders, and each possesses an enormous
passion for the success and growth that executive development and
coaching can bring to our participants. CEE suite of executive
development programs includes talent management & succession
planning, management & leadership development, executive
coaching, CEO and board mentoring and advisory services. CEE
together with our Strategic and Affiliate Partners helps corporate
leaders and small business owners optimize their performance and
accomplish their business and professional objectives. To maintain
competitive advantage and sustain success in a fast-changing
business environment, we believe organizations must identify,
nurture, and prepare the next generation of high-performance
leaders for excellence. To this end, our programs are designed to
equip these leaders to support growth, execute change, and develop
people to build high performance organizations leading to increased
productivity, exceptional business results, and greater
profitability. About Executive Development Associates (EDA) CEE is
a Strategic Partner of Executive Development Associates (EDA) which
is established in 1982. EDA is a leader in creating custom-designed
executive development strategies, systems and programs that help
organizations build the capabilities needed to achieve their
strategic objectives. Executive Coaching is one of EDAs
Best-Practice Solutions that delivers a one-on-one growth and
development opportunity and produces real business results in a
short period of time. EDA customizes coaching to meet the
individuals specific needs and matches the leader with the most
appropriate coach. EDA also strategically links the coaching goals
to the organization's business strategies. Executive Coaching
facilitates individual learning and development for leaders in
order to increase the velocity at which business results are
achieved. In all of our executive coaching engagements, a
collaborative partnership is created between the executive
(coachee), the organization, and the executive coach. Executive
Coaching Services Coaches for C-Suite Executives: CEOs and direct
reports Coaches for Executives and Leaders all the way down the
leadership pipeline. Embedded coaches in internal action learning,
high-potential or executive development programs to gain real-time
exposure of executives. Coach-the-Coach Internal certifications for
internal or external coaches for a specific organization. This
ensures that coaching across the organization is aligned with the
businesses strategic objectives and the coaches all follow a
similar process. Design and coordination of organization-wide
executive coaching programs to ensure an effective use of the
companys resources. Coaching levels are assigned with pre-set
investment amounts. Coaches are chosen and trained and processes
are set for decision-making, tracking and reporting of development
metrics.
Copyright 2014, Centre for Executive Education Pte. Ltd. Page
10 www.cee-global.com APPENDIX III: MASTER FACILITATORS PROFILE
PROF SATTAR BAWANY Professor Sattar Bawany is the Chief Executive
Officer of the Centre for Executive Education (CEE). Prof Bawany is
also concurrently the Strategic Advisor & Member of
International Professional Managers Association (IPMA) Board of
Trustees and Governing Council. He is also the Managing Director as
well as C-Suite Master Executive Coach & Facilitator with
Executive Development Associates (EDA) Asia Pacific. IPMA is the
Affiliate Partner of EDA in Asia Pacific. Prof Bawany is an Adjunct
Faculty of Harvard Business Schools Corporate Learning as well as
Duke Universitys Corporate Education (Duke CE). He is also a member
of Frontier Strategy Groups Expert Advisory Network (EAN) for Human
Capital and Talent Management issues in Asia Pacific advising CEOs
and CHROs of global and regional organizations. He has over 25
years international business management experience, including 15
years in executive coaching, group facilitation, and leadership
development and training with global management consulting firms.
In addition to his business and consulting career, Prof Bawany has
over 10 years of concurrent academic experience as an Adjunct
Professor teaching senior executives international business
strategies and human resource courses at various leading
universities. He is currently the Adjunct Professor of Strategy
with the Paris Graduate School of Management (PGSM). He is a Key
Note Speaker at international and regional Conferences, Workshops
and Seminars on the following themes: Talent Management; Executive
Leadership Development, Employee Engagement and Managing across
Generational Gap, Strategic Human Resource Management, and Talent
Management & Succession Planning. He is an accomplished Author
with a Chapter on Maximizing the Potential of Future Leader in the
Book Coaching in Asia the First Decade. He has published
extensively on topics such as Talent Management, Leadership
Effectiveness, Strategic HR/OD, Career Management and Executive
Coaching in the The Straits Times, Singapore Business Review,
Todays Manager and Human Capital magazine. He has also appeared
regularly on MediaCorps Radios 93.8FM Live as a studio guest. He
holds an Executive MBA and a Bachelor in Business Administration
(Marketing). His Doctoral Research is on The Impact of Executive
Coaching on the Personal & Professional Development of Leaders.
Prof Bawany is a Fellow of International Professional Managers
Association (IPMA) and The Chartered Institute of Marketing (CIM).
He is a Professional Member of the Society of Human Resource
Management (SHRM) and the Chartered Institute of Personnel and
Development (CIPD). He is also a Practicing Member of the
International Coaching Federation (ICF) and International
Association of Coaching (IAC). He is very well regarded by his
clients for his practical "how to" approach and for his ability to
communicate with his audiences and to make workplace learning a fun
and pleasurable experience. Married with 2 children, he believes
strongly in work-life balance and is highly dedicated and committed
to achieving his goals. Contact Details: Website:
www.cee-global.com Email: [email protected] Facebook:
www.facebook.com/ceeglobal
Copyright 2014, Centre for Executive Education Pte. Ltd. Page
12 www.cee-global.com COMPILATION OF SELECTED ARTICLES OF INTEREST
(ON THEMES RELATED TO MULTIGENERATIONAL WORKFORCE & EMOTIONAL
INTELLIGENCE)
Issue 2 2013 $8 Todays Multi-Generational Workforce Can They
Work Together? The Owen Perspective View from the Top Fast
Expanding Markets Looking at Global Markets Maximising Human
Capital
16 Harnessing the Potential of Todays Multi- Generational
Workforce in Singapore 6 Year of the Global Small- and Medium-
Enterprise 32 Fast-Expanding Markets: A New Way to Look at the
Global Markets 50Understanding the Ageing Consumer From the Editors
iii Desk Customer Service 4 Self-Servicing Customer Service Human
Resource Has Singapores 2013 8 Budget Addressed Rising Costs and
Manpower Crunches? How Middle Managers 12 Can Become Leaders of the
Future Features Farming in Singapore: 22 A Diamond in the Rough
Business Making Sense of the 26 New MAS Car Loan Restrictions
Unethical Cost Saving 28 Measures in the F&B Industry
Innovative Fan 30 Company Excites Customers Management Aspirations
Ingredients That 37 Make a Good Leader The Owen Perspective View
From the Top 41 Management Viewpoints of a 44 Leader: Mr Daniel Tan
Woman Leader 48 in a Mans Industry Marketing Blurring the 53
Boundaries Between Offline and Online for Businesses Communications
Communicate 56 Clearly Across Cultures IT Update What is Business
63 Class Productivity? Treatments for Big 68 Data in Healthcare
Future of Human 70 Computer Interaction Reviews Products 72 Good
Reads 74 SPOTLIGHT 60 How Leaders Can Drive Innovation Success
COVER STORY Scan to Visit Our New Portal! iISSUE 2 2013
by Professor Sattar Bawany COVER STORY 16 ISSUE 2 2013
SS In todays struggling global economy, it is im- portant for
organisations to leverage the know- ledge, skills, and abilities of
all workers, from all generations. By capitalising on the strengths
and values of different generations, business leaders can create a
sustainable competitive advantage for their organisations. C hanges
in the demographic characteristics of Singapores workforce deserve
more attention from academics, employers, employees, and
policy-makers. Today, many organisations have four generations
working side-by-side in the workplace. According to Kupperschmidt3
, a generation of employ- ees consists of individuals born
approximately within the same time span of two decades each. He
explains that a generation is an: identifiable group that shares
birth, years, age, location, and significant life events at 17ISSUE
2 2013
Table 1: The multi-generational workforce Generation Years Born
Work Perspectives Traditionalists 19221945 Company loyalty: Believe
in working for the same company their entire career. Baby Boomers
19461964 Live to work: Believe in putting in face time at the
office. Women enter the workforce in large numbers. Generation Xers
19651980 Work to live: Believe that work should not define their
lives. Dual- earner couples become the norm. Generation Yers
19811994 Work my way: Devoted to their own careers, not to their
companies. Desire meaningful work. Generation Zers 1995present
Living and working their way: Their struggles in the work
environment are tied to their youth and inexperience. Desire for
change, stimulation, learning, and promotion that will conflict
with traditional organisational hierarchies. agers is: Do we want
our legacy to be of mentoring and empowering the next generations,
or of fighting them tooth and nail? Organisations that embrace
gene- rational differences in values, ways of getting things done,
and ways of communicating will thrive. Demographic and social
trends will have a significant impact on the workforce in the
coming years. In todays struggling global economy, it is important
for organisa- critical developmental stages. Others believe that
when individuals from the same generation share similar his-
torical, economic, and social experiences, they will also have
similar work values, attitudes, and behaviours4 . The business
world is progressively becoming more global. Services and products
offered by businesses are also becoming more focused and targeted
at specific demographic segments. Many organisations today have
worldwide customers who demand excellent services and products that
meet up their diverse needs, expecta- tions, and priorities.
Simultaneously, the composition of the global workforce is also
changing significantly. After World War II, the Traditionalist
generation, born 1922 to 1945, tended to work at the same employer
for an entire career. Beginning with the Baby Boomers, born 1946 to
1964, women and ethnic groups began entering the workforce in
increasing numbers. They brought different needs and perspectives
to the work- place. As the Generation Xers entered the workforce,
they increased job hopping in an effort to increase their income
and balance their lifestyle. Although some employers made
accommodations in response to the demographic shifts, the basic
work modeltop down, command and control, one-size-fits-all, eight
to five workdaysdid not radically change. Now, the emergence of the
digital-savvy Generation Yers has the potential to change the face
of work to be more collaborative, to use virtual teams, to use
social media, and to offer more flexible work hours2 . The Fifth
Generation Employers must be prepared for a new breed of em- ployee
which is poised to enter the workforce. A whole generation of them,
known as Generation Z, are highly connected individuals who have
grown up with high- speed Internet, smartphones, and online
shopping. Born from the mid-1990s onwards, they will enter the
work- force in the next five years. This is a generation that has
never known a life without superfast communication and unlimited
access to media technologies. The five generations and their birth
years are depicted in Table 1. Challenges in Managing a
Multi-Generational Workforce A major challenge for todays
Traditionalist and Baby Boomer managers is to figure out how to
develop younger workers into tomorrows managers under a new
business environment. A pivotal question for man- 18 ISSUE 2
2013
tions to leverage the knowledge, skills, and abilities of all
workers from all generations. By capitalising on the strengths and
values of different generations, business leaders can create a
sustainable competitive advantage for their organisations. Firms
struggle with the challenge of effectively mana- ging a more
diverse workforce. These challenges of- ten relate to variation in
perspective, values, and belief systems as a result of generational
and age differences between managers and employees. The assumption
that people of varying ages will understand each other or have the
same perspective and goals, is untrue. In order to be successful,
managers need to understand and va- lue diversity that results from
generational differences, varying perspectives, and differing
goals. Each generation brings different experiences, perspec-
tives, expectations, work styles, and strengths to the workplace.
Despite the perceived generation gap from differing views and
potential conflict, organisations have the opportunity to
capitalise on the assets of each generation to achieve competitive
advantage. Each brings unique assumptions to the job. As a result,
events in the workplace are often interpreted differently by
individuals in different generations. What may seem like good news
to a Baby Boomer might be an unsett- ling and unwelcome development
to a member of Gene- ration X. Things that members of Generation Y
love of- ten seem unappealing to those in older generations. Like
any other generation, Generation Z brings its own mindset into the
workforce. They are also called Linksters because no other
generation has ever been so linked to each other and to the world
through techno- logy. Their struggles in the work environment are
tied to their youth and inexperience. They are complete dig- ital
natives and cannot function without communicating through social
media. Their desire for change, stimula- tion, learning, and
promotion often conflicts with tradi- tional organisational
hierarchies. Leading and Engaging a Multi-Generational Workforce
When employees join an organisation, they are usually enthusiastic,
committed, and ready to be advocates for their new employer because
they are engaged. But often, that first year on the job is their
best. Re- search from Gallup Incorporation reveals that the long-
er an employee stays with a company, the less engaged he or she
becomes. This causes businesses to lose out on profit and sales,
and it lowers customer satisfaction. Gallup estimates that actively
disengaged employees cost the American economy up to US$350 billion
per year in lost productivity. Managers who harness this
unprecedented opportunity for growth, development, and
collaboration can build bridges between generations and will thrive
in todays turbulent economic landscape. For managers who have four
generations of employees working on a project, it can seem like
each generation has its own worldviews, priorities, career models,
mo- tives, and values. They need to enhance their under- standing
of generational characteristics and the impact of their own
management practices on each of these groups. By doing so, they can
leverage on the strengths of each generation. Taking full advantage
of the multi- generational workforce will enable employers to
effec- tively attract and retain employees, build teams, deal with
change, and increase employee engagement. Impact of Leadership
Effectiveness on Employee Engagement and Organisational Success
Organisations need to deliver service value and build good customer
relationships in order to generate sus- tainable results through
their loyal customers. In Figure 1, we can see that employees at
the forefront of the ser- vice delivery chain hold the key to
building this loyal customer base1 . Employees who are engaged and
motivated are instru- mental in delivering the service experience
for clients which results in customer engagement. The level of
employee engagement depends on the organisational climate, which
refers to how employees feel about work- ing in the organisation.
It is the process of quantifying the culture of an organisation. We
know that leaders create, transform, and manage or- ganisational
cultures. The leaders values, beliefs, and leadership styles will
impact the organisations climate. We need Level 5 Leaders who
demonstrate ontologi- cal humility and possess emotional mastery.
They also need to possess essential integrity in discharging their
day-to-day role and responsibilities towards engaging the
employees. In his book, Good to Great, Mr Jim Collins examines how
a good company becomes an exceptional company. The book introduces
a new term to the leadership lexi- conLevel 5 leadership. It refers
to the highest level in a hierarchy of executive capabilities.
Leaders at the other 19ISSUE 2 2013
References 1 Bawany, S (2011). Ways to Achieve Organisational
Success: Role of Leaders in Engaging the Multi-Generational
Workforce published by Singapore Business Review, 1 November 2011.
2 Bawany, S (2013). Unlocking the Benefits of a Multi-Generational
workforce in Singapore published by Singapore Business Review, 24
January 2013. 3 Kupperschmidt BR (2000). Multigenerational
employees: strategies for effective management. Health Care
Manager. 19 (1): 65-76. 4 Smola KW, Sutton CD (2002). Generational
differences: Revisiting generational work values for the new
millennium. Journal of Organizational Behaviour. 23 (4): 363-82. 5
Tay A (2011). Managing generational diversity at the workplace:
expectations and perceptions of different generations of employees.
African Journal of Business Management Vol. 5(2), pp. 249-255, 18
January, 2011 6 Zemke R, Raines C, Filipczak B (2000). Generations
at work: Managing the clash of Veterans, Boomers, Xers and Nexters
in your workplace (2nd Ed). American Management Association, New
York, NY. Professor Sattar Bawany is the chief executive officer of
The Centre for Executive Education. He is also con- currently the
strategic advisor and member of International Profess- ional
Managers Association Board of Trustees and Governing Council and is
the co-chair of the Human Capital Committee of the American Chamber
of Commerce in Singapore. Figure 1: Impact of Leadership on
Employment and Cust- omer Engagement1 four levels may be
successful, but are unable to elevate companies from mediocrity to
sustained excellence. Level 5 leadership challenges the assumption
that trans- forming companies from good to great requires larger-
than-life-leaders. The leaders that came out on top in Mr Collins
five-year study were relatively unknown outside their industries.
The findings appear to signal a shift of emphasis away from the
hero to the anti-hero. According to Mr Collins, humility is a key
ingredient of Level 5 leadership. His simple formula is Humility +
Will = Level 5. He explains: Level 5 leaders are a study in
duality. They are modest, wilful, shy, and fearless. Managers who
build bridges between generations and harness this unprecedented
opportunity for growth, de- velopment, and collaboration will
thrive. Although it may seem like a monumental task for management
to ensure that employees understand and accept the idio- syncrasies
of each multi-generational group, it is not impossible. Management
must be the first to acknow- ledge and accept the unique
characteristics and expecta- tions of employees from different
generational groups. Management should also ensure that individuals
from different generations perceive each other more posi- tively to
avoid any intergenerational disharmony. The sooner employees from
all the existing generational groups learn to respect and accept
one another the easi- er it will be for them to welcome Generation
Z employ- ees to the new workforce after the year 20205 . 20 ISSUE
2 2013
10 THE GRADUATE Jan-Mar 2013 Special report Maya Angelou, an
American author and poet, once said this, Ive learned that people
will forget what you said, people will forget what you did, but
people will never forget how you made them feel. Lilian Wu takes a
closer look at how this ties in with the new wave of leadership
with Emotional Intelligence (EI) or Emotional Quotient (EQ). The
Impact of leadership with Emotional Intelligence
Jan-Mar 2013 THE GRADUATE 11 Special report I f feeling is what
is best remem- bered, then the same can be said of leadership,
especially in todays competitive global environment. Leadership has
been commonly defined as a process where a per- son influences a
group of people or organisation to accomplish a common goal. To
qualify as a good leader, you need to have the necessary exper-
tise and technical skills to lead the organisation. However, to be
a truly great leader, it takes exceptional skills to communicate
and manage people effectively. In other words, you need EI or EQ.
What Leaders Need To Succeed In a research done by the Carnegie
Institute of Technology, it was found that 85 percent of our
financial suc- cess is due to human engineering skills (personality
and ability to com- municate, negotiate and lead) while only 15
percent is based on technical skills. The case of Johnson &
John- son further proves the link between a companys financial
performance and leadership that possesses EQ the ability to
perceive, assess and man- age ones emotions and those of oth- ers.
In a global study1 that was con- ducted on 358 managers across the
Johnson & Johnson Consumer & Per- sonal Care Group
(JJC&PC Group), results show that the best performing managers
were also the ones who were more emotionally competent. Randstads
World of Work Report 2012/2013, which canvassed opinions from 1,315
people (including 625 leaders) in Singapore, also showed a similar
trend: analytical and technical skills are rated as far less
important than leadership and other skills when maintaining
competitiveness in the next five years. When Dr Mike Gosling,
Emotional Leader Coach, did a doctoral thesis2 on the emotional
intelligence of managers in Singapore in 2006, he pointed out that
managers who want to be emotionally intelligent leaders have a
responsibility to exercise emotional leadership in their
interactions with others, assisting them in gaining emotional
knowledge and nurturing emotionally intelligent behaviour. Martin
Tan, Co-founder and Ex- When Dr Mike Gosling, Emotional Leader
Coach, did a doctoral thesison the emotional intelligence of
managers in Singapore in 2006, he pointed out that managers who
want to be emotionally intelligent leaders have a responsibility to
exercise emotional leadership in their interactions with others,
assisting them in gaining emotional knowledge and nurturing
emotionally intelligent behaviour. ecutive Director of Halogen
Founda- tion Singapore, clearly illustrates this point when he had
to negotiate the differences that had arisen among his staff at a
restaurant he co-owned with his wife at Plaza Singapura. At Tea
Cosy, I often have issues between the kitchen staff and the service
staff. One wants the food to be served hot, the other wants to
ensure that the customer enjoys his or her appetiser without
feeling rushed to finish it because the main course is served. Mr
Tan shared. There was once where anger flared. I sat both parties
down individually first to understand their perspectives and
subsequently getting both to sit down together to work through the
differences. Having EQ allowed me to manage the emotions of both
parties. he added. It allowed me to have a conversation about the
pain points for both of them and find common ground so that they
continue to be good friends and colleagues. Its always satisfying
to see issues being resolved amicably where both parties are
willing to work through their differences. Why EI Works Effective
leaders use Emotional Intel- ligence in their leadership to achieve
buy-in, trust and commitment, Dr Granville DSouza, Regional Direc-
tor of 6 Seconds SEA Pte Ltd and author of two books, EQ from
Inside Out and an upcoming title The EQ Leader, explained. If this
is done effectively, they can better marshal the inner resources to
influence, communicate and convince others. Quite often, we learn
tactical skills [and] strategies that are cognitive in nature.
These can never be understated. However, when these are executed
without sensitivity to the other persons feelings and devoid of
empathy, it can come across as transactional, he observed. Dr
DSouza then went on to elaborate, I have witnessed leaders who are
very sharp and they are quick to whip out their thoughts, ideas and
strategies to solve problems but they do this without considering
peoples feelings. This happens very often when sales departments
clash with operations. Sales oversells and Research by Carnegie
Institute of Technology found that 85 percent of our financial
success is due to human engineering skills (personality and ability
to communicate, negotiate and lead) while only 15 percent is based
on technical skills. operations cannot meet such promises to the
customers. Sales leaders then rebuke operations for incompetence
and indifference. When this happens, the two teams will cease to
see themselves as part of the organisation with a common goal.
Resentment will brew and the company often ends up paying the price
in terms of poor
12 THE GRADUATE Jan-Mar 2013 Special report sales performance,
wasted time and opportunities, as well as loss of customers. The
companys reputation takes a hit and leaders who persist in their
old ways may find themselves becoming a liability to the companies
they serve. Low EQ & No Action Dr Karol Wasylyshyn, Adjunct
Profes- sor of Clinical Psychology at Institute for Graduate
Clinical Psychology at Widener University and author of Be- hind
the Executive Door: Unexpected Lessons in Managing your Boss and
Career, shared a story of how one of her clients refused to accept
the 360- degree report that she had compiled based on feedback from
his company. He was very self-focused and very narcissistic. The
only thing he really cared about was his relationships with the
people at the top and looking good, described Dr Wasylyshyn. After
her client confronted his leadership team about the report in a
meeting, he was later told behind closed doors that if he did not
make an effort to change his behaviour, his retirement would be
accelerated as he was close to retiring then. And he would not hear
of it, his defences were so strong and that was what happened, she
commented. They accelerated his retirement and they put someone
else in the job. It starts with the intention. Leaders have to
decide that they need to evolve in that way, Dr Wasylyshyn
concluded. Mr Tan shares the same view, The will to have EQ has to
do with whether we care enough about our staff or colleagues. If a
leader does not care about people or their well-being, they
typically lack the ingredient to have high EQ. Having low EQ does
not mean things cannot get better. As long as there is the
intention and motivation to improve, a company can still be taken
to new heights even when things seem bleak. Chade-Meng Tan,
best-selling author of Search Inside Yourself, shared the story3 of
Patagonia, a company that makes outdoor clothing and gear. Casey
Sheahan, the CEO, had wanted to lay off people during an economic
downturn as he thought that was the only solution available to him.
His wife, Tara, then asked him, Are you making this decision out of
fear or out of love? When Casey realised that he was acting due to
fear, he decided not to lay off people and this decision eventually
paid off when the company achieved record sales the year after.
Imagine what it would have been like had Casey gone through with
the layoffs. He would have to spend extra time and money to hire
new people and train them properly. Even when it is obvious that
you have to fire people, if you see things in an emotionally
intelligent way, it turns out that it may not be the only solution.
There may be other creative solutions that enable better outcomes,
said Chade-Meng. What EI is Not While being considerate of other
peoples feelings is a key trait of being emotionally intelligent,
Dr Granville stressed that EI is not about being nice. Leaders
should demonstrate emotional competence and lead with Love which
refers to a strong affiliation and coach- ing leadership style with
care and humility, instead of using Fear which refers to a coercive
leadership style, said Professor Sattar Bawany, Master Executive
Coach of Executive Development Associates. Flexible leadership,
however, involves being able to adapt your leadership style
according to the situation and the state of the team. It is clear
that EI is the critical currency that sets a leader apart from his
peers and propels an organisa- tion to success. Of course, there
are exceptions where leaders who lack EQ are tolerated because they
bring in the results. But the minute a major crisis hits the
company, when peoples emotions are at their most turbulent, it is
the wise leader who will seek to improve their EQ to keep up with
their companys changing needs with a softer touch and more creative
solutions. Leaders should demonstrate emotional competence and lead
with Love which refers to a strong affiliation and coaching
leadership style with care and humility, instead of using Fear
which refers to a coercive leadership style. Professor Sattar
Bawany Master Executive Coach Executive Development Associates 1.
Cavallo, K. & Brienza, D. (2001). Emotional competence and
leadership excellence at Johnson & Johnson: The emotional
intelligence and leadership study. 2. Gosling. M (2006). The
Emotional Intelligence of Managers in Singapore 3.
http://knowledge.wharton.upenn.edu/article.cfm?articleid=2992