Edu quest workshop on achieving managerial success with eq 15 june 2013

Copyright @2013 Centre for Executive Education Pte Ltd 1

Prof Sattar BawanyCEO, Centre for Executive EducationStrategic Advisor, IPMA Asia Pacific

Senior Advisor, Eduquest International Institute

Saturday, 15 June 2013

WORKSHOP ON ACHIEVING MANAGERIAL SUCCESS WITH EQ

Copyright @2013 Centre for Executive Education Pte Ltd2

Every morning in Asia, a tiger wakes up. It knows it must outrun the slowest deer or it will starve to death.

Every morning in Asia, a deer wakes up. It knows it must run faster than the fastest tiger or it will be killed.

It doesn’t matter whether you are a tiger or a deer: when the sun comes up, you’d better be running…..

Are You a Tiger or a Deer?


The “RAT” Personality Exercise


About

Centre for Executive Education

Executive Education Leadership & High

Potential Development Executive Coaching Succession Planning Executive Assessment


• The Centre for Executive Education (CEE) is the Executive Development Division of The International Professional Managers Association (IPMA).

• IPMA is a global ‘not-for-profit’ (NPO) members organisation headquartered in Kent, UK with Regional Offices in Europe, Africa and Asia Pacific

• CEE’s mission is to assist client organisation to secure a leading position in their respective market place and developing a sustainable competitive advantage through developing their key asset, intellectual capital of the people.

• CEE offers talent management solutions including executive coaching and custom-designed leadership development programs to accelerate individual performance and succession planning for organisations.

• Eduquest 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, Centre for Executive Education• Strategic Advisor & C-Suite Coach with IPMA / EDA Asia Pacific• Senior Advisor, Eduquest International Institute, Singapore/India• Immediate Past Co-Chair of the Human Capital Committee of the

American Chamber of Commerce in Singapore (AmCham Singapore). • Member of Frontier Strategy Group’s Expert Advisory Network (EAN) for

Talent Management issues in Asia Pacific advising CEOs and CHROs of global and regional organisations.

• Over 25 years’ international business management in executive coaching, facilitation, leadership development and training

• Adjunct Professor of Strategy at Paris Graduate School of Management teaching international business strategies, leadership development and human resource courses

• Previously assumed senior leadership roles with global management & HR consulting firms: DBM Asia Pacific, Mercer Human Resource Consulting, The Hay Group and Forum Corp

About Your Workshop Facilitator


S

C

O

P

E

HARE

HALLENGE

PEN MINDED

LAN OF ACTION

NJOY OURSELVES

The S.C.O.P.E. Approach


LEADERSHIP (KING)

YOU

EYES

HEART

EAR

UNDIVIDED ATTENTION

How to Benefit from the Program


• Corporate Leadership Council, 2012o 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 developmentand improving leadership succession as the key strategies to address talent challenges, ahead of hiring more talent in the open market.

Importance of Leadership


Focus on Business Results Drivers

Specify and Communicate Expected Behaviours

Lead Strategy Execution

Leading to Achieve Results


Module 1

Introduction & Objectives


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

Top Lessons Leant on Executive Derailment

Demystifying IQ and EQ as Predictor of Success at Work

The Goleman’s and Bar‐On Emotional Intelligence (E.I.) Framework

Measuring Your EQ – Self Assessment & Mini‐Quiz on Multi‐Gen and EQ

Impact of EQ on Managerial Effectiveness

The Six Leadership Styles and Underlying EI Competencies

Integrative Case Study: ‘USS Florida’

Individual Exercise: SMART Personal Leadership Development Plan

Workshop Agenda


• Understand the importance of Emotional Intelligence in organizations,

• Understand why EQ is critical for great performance and leadership effectiveness

• Assess own EQ profile using a EQ self‐assessment tool

• Develop a personal EQ development strategy

• Understand how EQ impact on Leadership Capabilities

• Understand the impact of EQ on Team Effectiveness

• Craft a SMART Executive Leadership Development Plan

This Workshop is designed to develop your Leadership Skills Towards Achieving Organisational Results. You will be able to:

Workshop Objectives


“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. PattonU.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 Roosevelt26th President of the United States (1901‐1909)

Quotable Quotes on Leadership


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


Video: What is a Good Leader?


1. Acting with an insensitive, abrasive, intimidating style

2. Lack of relationship management skills including collaborative,

interpersonal and team effectiveness skills

3. The inability to respond quickly and flexibly to rapidly changing

market conditions

4. Lack of cross cultural communication skills

5. Failing to make the boss/organization's priorities a high priority

Top Lessons on Executive Derailers


Leadership is setting a new direction or vision for a

group that they follow, i.e: a leader is the spearhead

for that new direction.

Management controls or directs people/resources in

a group according to principles or values that have

already been established.

Leadership vs. Management


Usually viewed as getting things done through other people in order to achieve stated organizational objectives.

Is regarded as relating to people working within a structured organization and with prescribed roles.

What Is Management?What Is Management?


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

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

Can be seen primarily as an inspirational process.

1

2

3

What Is Leadership?What Is Leadership?


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


Group Activity: Management vs. Leadership (Pg. 16)

Instructions:

Review individually the following questions and then with your assigned Groups, and be prepared to discuss with the larger Group. Nominate a Spokesperson.

Duration: 15 minutes

Are the activities I am currently performing within my current role is more leadership or management oriented? Why?

Do I want more leadership/management oriented responsibilities? If so, how do I go about taking on/requesting more responsibilities? Outline an action plan.

What competencies do I need to work on to be the best leader/manager within my organisation?


Module 2

Demystifying IQ and EQ


You CAN change this !You CAN change this !


Intelligence Quotient (IQ)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


Emotional Intelligence (EI) & EQEmotional Intelligence (EI) & EQEmotional 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.


Emotional Intelligence by GolemanEmotional 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 @2013 Centre for Executive Education Pte Ltd

http://www.youtube.com/watch?v=7Qv0o1oh9f4

Video on Emotional & Social Intelligence Interview with Daniel GolemanVideo on Emotional & Social Intelligence Interview with Daniel Goleman

28


Goleman’s EI ModelGoleman’s EI ModelSelfAwareness Emotional Self Awareness Accurate Self Assessment Self Confidence

SocialAwareness

Empathy Organizational Awareness Service Orientation

SelfManagement Self Control Trustworthiness Conscientiousness Adaptability Achievement Orientation Initiative

RelationshipManagement Visionary Leadership

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

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


Emotional Intelligence by BarOnEmotional 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.


Measure of EI – BarOn EQ-i®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 optimismBar-On, R. (1997). BarOn Emotional Quotient Inventory (EQ-i®), Technical Manual. Toronto ON: Multi-Health Systems, Inc.


Total EQ

Leadership Effectiveness

IntrapersonalSelf Regard Emotional Self AwarenessAssertiveness IndependenceSelf Actualisation

InterpersonalEmpathySocial responsibility Interpersonal relationship

Stress ManagementStress toleranceImpulse control

AdaptabilityReality testingFlexibility Problem solving

BarOn’s EI ModelBarOn’s EI Model

General MoodHappiness, Optimism

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


Business Case for EIBusiness Case for EIResearch 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


"A leader's intelligence has to have a strong emotionalcomponent. 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 EILeadership and EI


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 LeadershipLevel 5 Leadership

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


EI and Developing Future LeadersEI 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


Module 3

Measurement of Emotional Intelligence

(Emotional Quotient – EQ)


EMOTIONAL INTELLIGENCE SELF-EVALUATION

• The purpose of this self‐evaluation is to measure your tendencies and abilities within various areas of emotional intelligence

• In the space provided next to each of the statements, please write in the number that best describes your agreement with the item, using the scale immediately below.

1 = Disagree Very Much 4 = Agree Slightly 2 = Disagree Moderately 5 = Agree Moderately3 = Disagree Slightly 6 = Agree Very Much


New Discoveries in NeurophysiologyNew Discoveries in Neurophysiology

Amygdala

Thalamus

Sensory signals from hearing and sight travel from the thalamus then on to both the neocortex (the “thinking” brain) and amygdala (center of emotional intelligence) simultaneously. The amygdala is a faster processor.

The amygdala’s processing of information includes physiological responses (increased heartbeat, glandular secretions, etc.)


How the Brain Works How the Brain Works Neocortex

The thinking part of the brain (“Just Say No” circuit) Six seconds to activate

Amygdala The brain’s emotional memory bank Stores memories (failures and victories); scans incoming information

for threats and opportunities “Fight or Flee” Part of the Brain What makes us “snap” (e.g. Road Rage; Mike Tyson biting Evander

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


‘Amygdala Hijack’‘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


1. What would be an example of an ‘Amygdala Hijack’ when you are having a challenging situation or tough conversation with your boss/peer/subordinates? (Both for you and the other party).

2. What do you need to do to keep your emotions in check?

Individual Exercise:‘Amygdala Hijack’Individual Exercise:‘Amygdala Hijack’


EI Mini QuizEI 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.


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.


Answer for Scenario 1The 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 theownership of your work.

B. 5 Points – After the meeting, take the colleague aside and tell her that youwould appreciate in the future that she credits you when speaking about yourwork.

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.


Scenario 2: You are a Gen X Manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear a Gen Y employee telling both sexist and racist jokes. What do you do?

A. Ignore it – the best way to deal with these things is not to react.

B. Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated.

C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization.

D. Suggest to the person telling the joke he go through a diversity training program.


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 2The Racist Joke:


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" andfind 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 theorganization.

C. Purposely give him lots of complex decisions to make so that he willbecome 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.


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 3The indecisive Baby Boomer Employee:


Module 4

Impact of EQ on Managerial Effectiveness


Achieving Organisational Results• Profitability • ROI• Cost Optimisation

• Employee Satisfaction• Employee Loyalty

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

• EQ/EI Competencies• Leadership Styles• Ontological Humility

Organisational Results

Employee Engagement

Organisational Climate

Leadership Effectiveness

Customer Loyalty• Customer Satisfaction• Service Value/

Relationship

Sattar Bawany, “Making Results‐based Leadership Work in Singapore” Singapore Business Review, http://sbr.com.sg/hr‐education/commentary/making‐results‐based‐leadership‐work‐in‐singapore, 12 February 2013


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 ResultsLeadership That Gets Results

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


Goleman’s Six Leadership StylesGoleman’s Six Leadership Styles1. Coercive (Commanding): “Do what I tell you”

2. Authoritative (Visionary): “Come with me”

3. Affiliative: “People come first”

4. Democratic: “What do you think?”

5. Pacesetting: “Do as I do, NOW!”

6. Coaching: “Try this”Source: Goleman, D., ‘Leadership That Gets Results’, HBR, March‐April 2000


Coercive aims to achieve immediate

compliance one-way directive

conversation seeks tight control over

situations dealing with crisis situations

or problem employees with talented or self-

motivated staff“Do it the way I

tell you”


Authoritative aims to provide long-term

direction/vision allows employee input but

retains control over decision seeks to influence to gain

buy-in with new staff or when a

new direction has to be communicated

with sophisticated & experienced staff

“Firm but fair”


Affiliative aims to promote harmony &

co-operation seeks to smooth tensions

and resolve work/family conflicts

seeks to be liked as a manager

when tasks are routine or employees need support

when negative feedback is required

“People first, task second”


Democratic aims to build group

consensus for decision-making

heavy emphasis on team participation

employees are trusted to have skills & drive

working with good staff with ample time for decision-making

when a particular answer is needed

“I’d like you to participate”


Pacesetting

aims to accomplish quality work yourself

models high standards & expects them in others

delegates only to good performers

dealing with staff who can perform independently

with staff who need feedback & support

“Do it myself”


Coaching aims towards professional

growth of employees helps people identify

strengths/weakness encourages honest self-

assessment with employees interested in

being innovative or developing career

when explicit direction is required

“I’d like to help you develop”


Impact of Leadership Styles Leaders who have mastered 4 or more styles create the best business performance

The most effective leaders can switch flexibly between leadership styles in response to the situation

Authoritative, Affiliative, Democratic & Coachingstyles have a positive impact on organisational climate

Coercive & Pacesetting can have a negative impact on the working environment



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,

communicationWhen 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 CompetenciesManagerial Styles & EI Competencies



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

strengthsOverall impact on climate

Positive Negative Positive

Managerial Styles & EI CompetenciesManagerial Styles & EI Competencies



Module 5

Integrative Case Study

Putting It All Together


Integrative Case Study –The USS FloridaIntegrative 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


Video on ‘Crimson Tide’ (Leadership Styles in Action)Video on ‘Crimson Tide’ (Leadership Styles in Action)

Opening Scene –Background

Leadership Styles

Read the Video Synopsis on Page 56 of the Workbook

Inspirational Speech


Module 6

SMART Personal Leadership Development Plan


Individual Exercise: Self ReflectionIndividual Exercise: Self Reflection• What is one point or story you heard during the Workshop that

motivates you to develop further your E.I. in the workplace? Why?

• Describe an incident where you intentionally demonstrated an E.I. domain or competence to create an environment for optimal performance. What exactly did you do? How did it turn out?

• Which of the six leadership styles do you tend to use most naturally? Is there one that you overuse? Why? Is there one that you under use? Why?

• Is there a style that seems more “acceptable” in your organization? If so, what is it? How could you become more effective at that style?


Individual Exercise: Creating a SMART Personal Development PlanIndividual Exercise: Creating a SMART Personal Development PlanSpecific 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?


In Conclusion: Key to SuccessIn Conclusion: Key to Success Leaders who have mastered a repertoire of four or

more styles have the best climate and business performance.

The most effective leaders move flexibly among the styles as needed

Research indicates deficit and overplayed EI competencies can contribute to leadership derailment

Finally, EI competencies can be developed over time and with the right leadership development support including executive coaching, those with leadership potential can be developed into outstanding leaders


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

Video on What Makes a Great Leader?


If you do tomorrow what you did yesterday Your Future is History……………

If you do tomorrow what we’ve covered todayYour Future is Historic!!!

Final Thoughts…Final Thoughts…

71


Prof Sattar BawanyCEO, Centre for Executive Education &

Strategic Advisor, IPMA Asia Pacific Email: [email protected]: www.ipma.com.sg/cee.phpLinkedIn: www.linkedin.com/in/bawanyFacebook: www.facebook.com/ipma.singaporeTwitter: www.twitter.com/sattarbawanySkype: sattar.bawany

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