Education

leadershipresources.my

Download November 2011 issue NOW! - Leadershipresources

Publication of Leadership Resources (M) Sdn Bhd • November 2011 KDN: PP 9929/09/2012(030914)

Our Children and the Crisis in

Education

“The opportunity: strike

at the root -- unlock the

potential of every child to

lead their life.”

–Dr Stephen R Covey

inside:

Our Children and the

Crisis in Education • 02

Levels of Engagement • 06

Handling Make-or-Break

Conversations • 08

Public Programs

Training Calendar

2011/2012 •12

the Compass: November 2011 • 1


Our Children

and the Crisis in

Education

Society’s present and

By Stephen R Covey

Author, leadership authority, co-founder & vice-chairman of FranklinCovey Co.

future needs and

opportunities demand

increased capacity for

responsibility, creativity

and tolerance of

differences.

TO

those who are aware that I’ve devoted half a century to

studying, writing about and teaching principles of leadership

and effectiveness to executives and managers of thousands

of business, government, and other organizations around the

world, it might be a little surprising that I would choose to launch this blog with

my thoughts about “Our Children and the Crisis in Education.”

The winds of education reform are beginning to stir once again. Our collective

conscience is being nudged. And there’s good reason. The world has moved into

2 • the Compass: November 2011


one of the most profound eras of change in human history. Yet our children, for the

most part, are simply not prepared for the new reality. The gap is widening. And we

know it.

Parents see the chaos, the economic uncertainty, the stress and the complexity

in the world, and know deep down that the traditional three “R’s” -- reading, writing,

and arithmetic -- are necessary, but not enough. Society’s present and future

needs and opportunities demand increased capacity for responsibility, creativity and

tolerance of differences. Employers and business leaders need people who can think

for themselves -- who can take initiative and be the solution to problems. They

need people who can build trust and get along with others, and solve complex challenges

in teams without much supervision. Employers and parents alike know that,

for the most part, our educational system -- primary, secondary and higher -- is not

designed to consistently develop and unlock these vital human capacities.

Following the election of President Barack Obama in November 2008, I was

invited to Washington, D.C. to train the Obama/Bush Presidential Transition Teams

in principles of effectiveness and synergistic communication. While there, President

Bush invited me to meet with him in the Oval Office. We discussed many things,

including the No Child Left Behind Act of 2001 and the state of education in the

U.S. I shared with him that, while I admired his belief in the need for accountability,

I was deeply troubled that an almost single-minded focus on accountability may

simply be pushing teachers to turn our children into better test-takers. When asked

what I thought was needed, I responded, “Partnerships between schools and parents

in educating the whole child, which includes developing both the character strength

and the competencies required to really succeed in the 21st Century.”

Historically, the family has played the primary role in educating children for

life, with the school providing supplemental scaffolding to the family. When it

comes to developing character strength, inner security and unique personal and

interpersonal talents and skills in a child, no institution can or ever will compare

with, or effectively substitute for, the home’s potential for positive influence. But

with the steady disintegration of the family in modern society over the last century,

the role of the school in bridging the gap has become vital!

With President Obama’s recent announcement of his intent to enact sweeping

educational reforms and to focus on college and career readiness, I believe we face

a great opportunity and a great risk. My point is perhaps best made by 19th Century

author and philosopher, Henry David Thoreau, who said: “For every thousand

hacking at the leaves of evil, there is one striking at the root.” The risk: continued

hacking at the symptoms of our educational problems. The opportunity: strike at

the root -- unlock the potential of every child to lead their life.

I’d like to illustrate this concept with a story of great hope.

In 1999, the A.B. Combs Elementary School in Raleigh, North Carolina was on

the brink of being shut down as a magnet school in the Wake County public school

system. (A magnet school has a unique focus that is designed to attract students

from outside normal boundaries.) The school had the capacity to serve more than

800 students, yet it only had 350. Combs had the lowest test scores in the district,

with only two-thirds passing end of year tests at grade level or above. Teacher

morale was low. Parents were dissatisfied. Principal Muriel Summers faced an enormous

challenge.

Leadership, as one school

put it, is doing the right

thing even when no

one is looking... is the

highest of all the arts,

for it is the enabling

art of unlocking human

potential.

the Compass: November 2011 • 3


When it comes to

developing character

strength, inner security

and unique personal and

interpersonal talents

and skills in a child, no

institution can or ever

will compare with, or

effectively substitute for,

the home’s potential for

positive influence.

About this time, Muriel attended one of my presentations in Washington, D.C.

I was teaching The Seven Habits of Highly Effective People® -- a set of universal,

timeless, self-evident principles common to every enduring, prospering society,

organization, or family. I take no credit for these principles. I simply organized,

sequenced and articulated them. These principles include 1) taking personal responsibility

and initiative, 2) getting clear about what’s important to you and setting

goals, 3) putting those priorities first and being disciplined, 4) seeking mutual

benefit in all interactions with others -- the golden rule, 5) seeking to understand

others from their perspective first before making your point, 6) valuing differences

and creating third-alternative solutions to problems that are better than “my way”

or “your way,” and 7) taking care of and renewing yourself in all four areas of life

-- body, mind, heart and spirit.

During a break in my presentation, Muriel came up to me, introduced herself,

looked me straight in the eye, and asked: “Dr. Covey, do you think these habits can

be taught to young children?” I answered, “How young?” She said, “Five years old.”

I thought about it briefly, and said, “I don’t know why not;” and then continued,

“let me know if you ever try them out in your school.”

And try she did. In the months that followed, Muriel and her team of administrators

and teachers decided to create a whole new magnet theme for the school-

-leadership. The foundation of their approach combined the Seven Habits® with

quality, goal setting and measurement tools. The approach is inside-out, with the

teachers and administrators learning, living and modeling the principles themselves

first, and then, at the most basic level, integrating the principles into their teaching

every day. There is no new curriculum. The principles of effectiveness are creatively

4 • the Compass: November 2011


woven by teachers into every subject -- reading, math, history,

science, social studies, art, etc. From the moment they

walk into the school each day until the final bell rings, the

children soak in their adult leaders’ belief that they are leaders

of their own lives, have unique talents, and can make a

difference. Each child, including those with special needs,

is given a leadership role in the school: leader of greeting,

leader of public speaking, leader of the school’s daily news

program and so forth. They love it and they thrive.

The results are quite remarkable. Over a period of six

years, the number of students passing end of year tests

vaulted from 67 to 97 percent. Enrollment increased to more

than 800 students, with more on waiting lists. One of the

most meaningful results has been the rise in student selfconfidence.

Discipline problems are negligible. Teachers

are engaged, committed and fulfilled. Parents are involved

and very satisfied -- many reporting that their children are

teaching at home what they are learning at school and are

having a significant positive impact on the whole family.

In 2006, A.B. Combs was awarded the number one Magnet

School in America. Local businesses, chambers of commerce,

service organizations like the United Way and other

community leaders are stepping forward to lend partnering

support, financial sponsorship and other resources to keep

the momentum going.

It should also be noted that A.B. Combs has achieved

these results with the largest percentage of students in its

district for whom English is a second language, with 52 different

nationalities and 26 languages represented. Further,

A.B. Combs is a Title I school, with over 40 percent of the

students qualifying for free or reduced lunches.

Word of Combs’ success has spread across the globe.

Principals and superintendents fill the school’s semi-annual

Leadership Day where the children showcase the school’s

program and guide guests to the classrooms to allow them

to see for themselves the process. A handful of schools began

implementing the model and produced similar results.

After a few years Muriel approached us and basically

said, “Look, I’ve got this going with my team, but we’re

being overwhelmed with inquiries and interest. It’s now a

moral imperative for you to systematize this approach and

provide access and support to schools around the world who

want to do as we have done.”

Sobered by her plea and inspired by her model, we

responded. “The Leader in Me” process has been now been

adopted in over 200 schools around the world. Each school

is very unique, but all share in the spirit of A.B. Combs’

mission statement: “Developing Leaders, One Child at a

Time.”

They, too, are achieving strong results. For example,

in Alberta, Canada, Joseph Welsh Elementary is reporting

that parent satisfaction with what children are being taught

has improved from 67 to 98 percent. And in Guatemala,

the government is using foresight to inspire all high school

teens by teaching principles that will help propel them out

of cyclical poverty and create new hope for the country’s

future.

Some adults who visit the schools at the urging of

enthusiastic colleagues arrive on-site quite cynical. Some

question the whole notion, saying, “It’s unrealistic to think

that every child can be a leader.” But they miss the point,

for in the Knowledge Worker Age, leadership is a choice, not

a position. We don’t define leadership as becoming the CEO

or the few percent who will end up in big leadership positions.

We are talking about leading your own life, being a

leader among your friends, being a leader in your own family.

Leadership, as one school put it, is doing the right thing

even when no one is looking.

After spending the day with the children they come to

the same realization. For they see children -- five, six, eight,

11 years old -- leading their lives with a fun, clear, “work

first, play later” character ethic, a passion to make a difference

in their families and the world. They see children with

an extraordinary ability to work through differences and

collaborate with both their peers and adults.

When I look into the eyes of the children, I see the hope

of the world. As I watch the talent of the teachers and adult

leaders of these schools in action, partnered with devoted

parents, I see the hope of the world. Leadership is the highest

of all the arts, for it is the enabling art of unlocking

human potential. It is communicating to people their worth

and potential so clearly that they come to see it in themselves

Editor’s note: this article appeared on 20 April 2010 as Dr Stephen Covey’s

inaugural blog for the internet newspaper, The Huffington Post at http://www.

huffingtonpost.com/stephen-r-covey/our-children-and-the-cris_b_545034.

html.

Good news for principals, teachers and parents: The Leader in Me process is now

available in Malaysia and Brunei! Please contact us if you would also like to see

your students and children leading their lives with a fun, clear, “work first, play

later” character ethic, with a passion to make a difference in their families and the

world. For more information, please visit our website www.leadershipresources.my

the Compass: November 2011 • 5


Levels of Engagement

The most valuable

assets of a 21 st -century

institution, whether

business or nonbusiness,

will be its knowledge

workers and their

productivity.

–Peter Drucker

By CF Wong

I

had the opportunity to observe the 38 th annual Cantamath competition

recently. Cantamath is a mathematics competition among high schools in the

state of Canterbury, New Zealand. Participating schools each send a team of

four students to represent their school in the competition. The objective is

for each team to answer 20 mathematical questions correctly within the half-hour

time limit. The first team that gets all 20 questions correct will win the annual

Cantamath competition.

All participants from the seventy teams were seated right in the centre of the

Christchurch Town Hall Auditorium. With all the supporters of the various teams

turning up in the Town Hall, the energy level was high, and the noise level was

deafening as the excitement began to build up.

The minute the moderator started the competition, every second began to count

as the teams competed with enthusiasm. The energy level of all the participants

and their supporters inside the town hall went up a notch as they cheered so loudly

each time a team representative ran up to the judges with their team’s answer. If the

answer was correct, the helper immediately updated the scoreboard on stage in full

view of the audience.

The moderator provided a running commentary on which teams were leading,

their current scores and the amount of time left. The clarity of information provided

by the moderator totally energized the competition. Throughout the 30 minutes of

the competition there was never a dull moment for me and the rest of the audience.

When the competition ended, I walked away with renewed learning insights on

the content of our workshop, Leadership: Great Leaders, Great Teams, and Great

Results. As team leaders, what can we learn from these spirited 15-year-old students

taking part in a fun and competitive competition?

In our workshop, we suggest knowledge workers in the 21 st century should

not be controlled and treated like things. They need to be led by leaders with the

mindset of the whole person paradigm of integrating mind, heart, body and spirit in

order to unleash their fullest potential.

The knowledge workers unleash their potential by choosing their levels of

engagement:

• rebel or quit (lowest level of engagement)

• malicious obedience

• willing compliance

• cheerful cooperation

• heartfelt commitment

• creative excitement (highest level of engagement)

6 • the Compass: November 2011


The 30 minutes of engaging

and exciting energy

displayed by the competing

students was to me “creative

excitement” at its best.

Two conditions present

in the Cantamath competition

struck me as critical as

we choose to perform and

execute at the creative excitement

level: purpose was clarified

and scores were kept.

The first condition that

must be present for people to

perform and execute at the

level of creative excitement is

the leader clarifying purpose.

In the case of the

Cantamath competition, it

was the moderator clarifying

that “within 30 minutes

the first team with all 20

questions correct wins the

competition”. Clarity provides

inner power and motivation.

That stated objective of the

Cantamath competition was

clear and simple, and met the

definition of what we in the

language of our workshop

call a “Wildly Important Goal

(WIG)”

A WIG must be measurable.

To validate whether it

is measurable, we suggest

testing it against a simple

formula: “X to Y by when”,

where ‘X’ is the current level

and ‘Y’ is the desired level. To make it compelling, share the story outline: where

are you now, where do you want to be and by when. It is always motivating if we

can describe the gap and suggest how we can close the gap and by when.

In the context of the Cantamaths competition, all team members know that

within the 30 minutes they must get 20 questions correct in the fastest time. That’s

the team’s “job to be done.” Their “WIG” is to go from ‘X’, that is “zero”, to ‘Y’,

which is “20 questions correct” and the ‘WHEN’ will be “within 30 minutes.” The

first team that gets all 20 questions correct wins the competition.

Two critical conditions helped to

raise engagement in the Cantamath

competition to the creative excitement

level: purpose was clarified and and

scores were kept.

the Compass: November 2011 • 7


The other condition I noticed which made the competition

so exciting was that of having the scoreboard on stage.

It was so visible, visual and motivating. Helpers on stage

updated each team’s scoreboard. It was updated each time a

team gave a correct answer and this was done in full view

of the audience. The scoreboard was simple, colorful and

easy to update.

Throughout the 30 minutes we all knew which teams

were leading or winning. The scoreboard was the heart of

the competition. So compelling was the scoreboard that it

galvanized the energy of the teams. Every time the moderator

looked at the scoreboard and announced each team’s

score, the applause and cheers just got louder.

At FranklinCovey, we believe engaged employees strive

to model the 4 Disciplines of Execution:

1. Focus on the Wildly Important Goals (WIGs)

2. Act on the lead measures

3. Keep a compelling scoreboard

4. Create a cadence of accountability

The Cantamath competition was for me a very visual

model of the 4 Disciplines of Execution.

Engaged employees will stay longer in our team and

organization. Engaged employees will help leaders manage

their succession planning and talent management better.

Engaged employees go out of their way to help their clients

succeed. As aging baby-boomers begin retiring, the effects

on the overall economy will be substantial. The need for

emerging leaders to fill the vacated leadership role is a key

challenge in today’s talent management.

The late Peter Drucker commented, “The most valuable

assets of a 20 th -century company were its production equipment.

The most valuable assets of a 21 st -century institution,

whether business or nonbusiness, will be its knowledge

workers and their productivity.”

We look forward to learn together with you on how engaged

leaders strive to model the 4 Disciplines of Execution

and be talent magnets for their organization. Engaged leaders

are talent magnets of their organization. They attract,

position, develop and reward talents so that they can find

their voice and inspire others to find theirs

As senior consultant at Leadership Resources Malaysia, CF Wong continues

to model the 4 Disciplines of Execution at work and at play, and engages

participants at his Leadership: Great Leaders, Great Teams, and Great Results

workshops with creative excitement.

Our next 4 Disciplines of Execution workshop is on Nov 30 – Dec 1, 2011,

while our next Leadership: Great Leaders, Great Teams, and Great Results

workshop will be on Dec 19-21, 2011. For more details, please contact us at

03-79586418.

Handling Make-or-Break Conversations

By Joseph Grenny

Take control of

a contentious

conversation

before it loses

you a client,

spouse, or job

WE

all have lapses of sanity. That’s normal. But the bad

you and I face a crucial conversation.

news is these lapses tend to come at the very moments

when they can cause the most damage to both our

results and our relationships. These are moments when

For example, in a recent poll, we asked readers of our book Crucial Conversations

to identify the worst moments of public communication from the previous

year. Top vote getters included Charlie Sheen’s comment about his bosses, “These

guys are a couple of AA Nazis and just blatant hypocrites.” Charlie was fired afterward.

And Anthony Weiner’s communication about sexting allegations. He said

roughly, “No. No. No. No. No. Oh. Yes.” Weiner ultimately resigned.

Twenty-five years ago, my colleagues and I discovered that some of the most

influential moments of our lives come when we must discuss high stakes topics

with those who vehemently disagree with our views. But we also found that not

8 • the Compass: November 2011


everyone performed at his or her very

worst when it mattered most.

SUCCESSES AND FAILURES

We recently studied singular

conversations that had life-long effects

for 525 people. Participants identified

high-stakes interactions that went either

surprisingly well or terribly badly—and

that changed the course of their lives

to some degree. For example, on the

positive side, one woman shared her

conversation with an out-of-control

airplane passenger that helped avert an

emergency landing. Another respondent

spoke up effectively to doctors and

nurses to ensure a loved one received

vital medical treatment. And another

saved his job by threading his way

through dicey issues with his boss.

But more often than not, subjects

reported on conversations that left

lingering pain and damage—one was

disowned by her family, many ended

up divorcing or otherwise dissolving a

precious relationship, and others triggered

the termination of long-standing

business partnerships. Overall, twothirds

said the few minutes of these

conversations led to permanent damage

in a relationship. One in seven reported

it crippled his or her career. And more

than a third said that even many years

later, they are still feeling effects from

these crucial moments.

Our central question in studying

these 525 conversations was the same

one that led us kicking and screaming

into a study of communication 25 years

ago. Ironically, my colleagues and I had

no interest in communication because

we considered it soft and overstudied.

But we wanted to know whether or not

there were moments of disproportionate

influence that profoundly affect people’s

ability to achieve results.

In one early experience, we looked

at manufacturing productivity in a

factory. We identified supervisors who

maintained stellar performance in an

organization characterized by chronic

mediocrity. In a matter of days, it was

clear that the moments when these high

performers deviated from the norm were

For more information on seats and reservations, please contact us at 603-7955 1148

the Compass: November 2011 • 9


moments when a vendor, another team,

or a senior manager failed to perform.

The majority of supervisors either blew

it off or blew up. In contrast, these

gifted few handled these performance

conversations by candidly expressing

their concerns in such a remarkably respectful

way that the conversation actually

strengthened the relationship rather

than tearing it down. The way these

supervisors consistently dealt with these

frequent interactions separated them so

dramatically from their peers that we

were left wondering exactly what they

did that set them apart.

EFFECTIVE SKILLS

Twenty-five years later, we continue

to refine those findings as part of our

study of crucial conversations. And

yet, regardless of the field of choice,

power, or position of the individuals

in question, or the topic by which two

parties may be at odds, we find that top

performers demonstrate a consistent set

of skills the rest of us lack.

One of the most fascinating questions

we asked the 525 people who

reported life-changing conversations

was whether fate or choice determined

these outcomes. The loud and clear

answer from our subjects was choice.

Most people could identify specific

things they did wrong or right that they

believe shaped the course and outcome

of those pivotal moments.

According to respondents, the top

three reasons conversations failed were:

1. Inability to control emotions.

10 • the Compass: November 2011


Many said they “lost it” and let their

emotions get the best of them. In

retrospect, they say there is much

they could have done to moderate

their emotions and keep things on a

healthier plane.

2. Lack of safety, or inattentiveness

to the psychological safety of the

other person. Respondents reported

that they could have done more

to ensure that the other person

understood their real motives in the

conversation.

3. Silence and violence. Subjects said

they tended to lose focus on their

real goals and get sidetracked into

defensiveness, revenge, or fearful

withdrawal from the conversation.

At the same time, those whose tricky

conversations led to positive outcomes

could point out specific skills that

helped. When we looked at the

magnitude of the issues they discussed,

we found these conversations no easier

or simpler than any of the failed ones.

The history, volatility, and stakes were

dead even. The only difference was

the outcome. Since our experience in

the factory 25 years ago, we’ve seen

again and again that those competent

at handling these crucial conversations

realize far different results.

The skillful communicators more

consistently acted upon three things:

1. Safety. They repeatedly reaffirmed

their real motives in the

conversation and their respect for

the other person.

2. Goals. They kept the real goals they

had for the conversation top of

mind—inoculating them from getting

off track.

3. Focus. They sorted through the

myriad distractions the conversation

offered and zeroed in on the central

issue of concern.

We’ve taught the skills we learned by

watching those who consistently master

crucial conversations to people around

the world and have seen consistently

improved performance—not just in their

communication, but in their results.

We’ve seen patients’ lives saved as

hospitals taught nurses and doctors

to surface crucial issues. We’ve seen

manufacturing productivity increase

as teams have learned to work more

candidly and respectfully through

disappointments and frustrations.

We’ve seen customer retention soar

at financial service firms as wealth

managers began to address sensitive

client issues more quickly and candidly.

Of course, a simple conversation

doesn’t solve everything, but just imagine

how 2011 might have been different

for a handful of public figures. What if

Anthony Weiner had been immediately

forthcoming about his misbehavior?

What if General Stanley McChrystal

had shared criticisms directly with his

commander in chief rather than with

Rolling Stone magazine? What if Donald

Trump—and a host of other political

combatants—stuck to discussing facts

and policies rather than calling people

names, as Trump did in his tirade

against Obama and other national

leaders at a Republican Women’s Group

in Las Vegas in April. Or what if Kanye

West had bitten his tongue rather than

ranted on stage at a music festival that

he’s misunderstood and underappreciated,

that “People look at me like I’m …

Hitler.”

But the most hopeful thing we’ve

learned in the past 25 years is that

perfection is not the goal. Progress is.

We’ve discovered that small progress

in skillfully approaching these crucial

moments leads to disproportionate

improvement in the strength of our

relationships, the health of our organizations,

and our collective capacity to

achieve what we really want

This article appeared in Bloomberg.com on Sept 23,

2011 at http://www.businessweek.com/management/

handling-makeorbreak-conversations-09232011.html

Joseph Grenny is co-author of three New York

Times bestsellers: Influencer, Crucial Conversations,

and Crucial Confrontations. His new book, Change

Anything, made its debut in April 2011. Joseph is

a consultant to corporations and co-founder of

VitalSmarts, a firm that specializes in corporate training

and organizational performance. We are the exclusive

licensee for VitalSmarts programs in Malaysia and

Brunei. For more information on in-house training in

Crucial Conversations, please contact us at

03-7955 1148.

The Compass is a quarterly newsletter

published by:

LEADERSHIP RESOURCES (MALAYSIA) SDN BHD

Unit 1-001, Level 1, Millennium Square

Dataran Millennium PJ

Jalan 14/1

46100, Petaling Jaya

Selangor Darul Ehsan, Malaysia

Tel: 03-7958 6418

03-7955 1148

Fax: 03-7955 2589

Email:

info@leadershipresources.my

Homepage: http://www.leadershipresources.my

Do you have comments, anecdotes, reflections

and experiences to share around the concepts,

themes and principles of our FranklinCovey and

VitalSmarts programs? We would love to hear

from you. Please contact us or write to us so

that we can publish them in The Compass.

LEADERSHIP RESOURCES (MALAYSIA) SDN BHD

is the exclusive licensee for FranklinCovey and

VitalSmarts programs and products in Malaysia

and Negara Brunei Darusalam.

the Compass: November 2011 • 11


PUBLICPROGRAMCALENDAR November 2011 – February 2012

PROGRAM

FEES (Group rates are available for 5 or more

participants from the same organisation)

VENUE & DATES

The 7 Habits of Highly Effective People® by

FranklinCovey International Presenter

The 7 Habits of Highly Effective People® by

FranklinCovey Malaysia Presenter

7 Tabiat Orang Yang Amat Berkesan oleh Pakar

Runding dari Malaysia

The 5 Choices – Achieving Extraordinary Results in Work

and Life by FranklinCovey Malaysia Presenter

7 Habits of Highly Effective Teens® (Residential)

by FranklinCovey Malaysia Presenter

7 Habits of Highly Effective People® (Mandarin)

by FranklinCovey Malaysia Presenter

Leadership: Great Leaders, Great Teams, Great Results

by FranklinCovey International Presenter

Leadership: Great Leaders, Great Teams, Great Results

by FranklinCovey Malaysia Presenter

Influencer: The Power to Change Anything

(VitalSmarts program)

by Vital Smarts Malaysia Presenter

RM4,500 per participant Kuala Lumpur, 6-8 December, 2011

Kuala Lumpur, 13-15 February, 2012

RM2,750 per participant Kuala Lumpur/Petaling Jaya, 8-10 November, 2011

Kuala Lumpur/Petaling Jaya, 29 November-1 December, 2011

Pulau Pinang, 14-16 November, 2011

Kuala Lumpur, 16-18 January, 2012

RM2,200 setiap peserta Petaling Jaya, 20-22 February, 2012

RM1,980 per participant Petaling Jaya, 27-28 February, 2012

RM1,200 per participant Subang/Kuala Lumpur, 19-20 November, 2011

RM2,750 per participant Subang, 17-19 November, 2011

Subang, 5-7 January, 2012

Subang, 23-25 February, 2012

RM4,500 per participant Kuala Lumpur, 21-23 November, 2011

Kuala Lumpur, 9-11 January, 2012

RM2,750 per participant Petaling Jaya, 19-21 December, 2011

RM1,980 per participant Petaling Jaya, 14-15 December, 2011

The 4 Disciplines of Execution

by FranklinCovey Malaysia Presenter

RM1,950 per participant /

RM1,750 (per participant) for a group

of 5 or more

Petaling Jaya, 30 November-1 December, 2011

For Registration or Enquiries: Call 603-7958 6418 or 603-7955 1148; Fax: 603-7955 2589

E-mail:

info@leadershipresources.my

Website:

http://www.leadershipresources.my

* terms & conditions apply / tertakluk kepada terma & syarat-syarat

* the contributing organizations are recommended to claim under the SBL scheme of HRDF

Organizations from the SME and SMI sectors can source for funding from SMECorp for selected programs from the above list.

Leadership Resources (Malaysia) Sdn Bhd reserves the right to cancel any event described herein or make any amendments and/or changes to the program if warranted by

circumstances beyond its control.

12 • the Compass: November 2011

Printed by YTP Offset Sdn. Bhd., 11 Jalan PBS 14/13, Taman Perindustrian Bukit Serdang, 43300 Seri Kembangan, Selangor Darul Ehsan

More magazines by this user
Similar magazines