Problem statement and objectives of the study
Motivation for the study
The company has embarked on a talent management program with the aim of developing and retaining the most valuable human resources within. This type of qualitative and quantitative interpretation will add value to the strategy used to develop individuals within the company.
Value and benefit of the study
This data can then be used to monitor the success of high potential leaders and non-leaders. Finally, the theory of emotional intelligence and leadership will be linked to the competencies required within the company.
Understanding intelligence
A historical overview of theories of intelligence
An overview of emotional or social components of intelligence
Understanding emotional intelligence
It is clear from the previous paragraph that the elements related to the concept of emotional intelligence are not new. Emotional intelligence can be viewed as a “measure of the extent to which a person successfully (or unsuccessfully) applies sound judgment and reasoning to situations in the process of determining an emotional or affective response to those situations” (Elder, 1997) .
Understanding leadership
These factors increase the individual's ability to be more successful in dealing with environmental demands. Emotional intelligence is tactical and immediate and as such reflects a person's “common sense” and ability to cope in a demanding world (Bar-On, 1996b, 1997).
Understanding competencies
This categorization of competencies is about increasing effectiveness in a given position. It is possible to identify the competencies that are essential for effectiveness in a position whether they are subjective or objective, generic or specific, which is relatively straightforward.
Emotional competencies, leadership competenCies, organisational
Emotional skills such as the ability to manage relationships between individuals and groups, diverse in culture, religion, value orientation, ability and behavioral norms. Britz (Wolmarans, 2002), one of the founders of assessment centers in South Africa, adds to the above competencies and includes performance motivation, information processing and decision-making, leadership, management competencies as well as the ability to transform the company.
Ineffectivel passive range
- laissez-Faire
- Management by Exception Active
Activel effective leadership range
- Constructive transaction
- Individualised Consideration
- Intellectual Stimulation
- Inspirational Motivation
- Idealised Influence
Leadership and emotional intelligence
Bar-On (1992) describes self-actualization as the ability to realize one's potential abilities characterized by engaging in pursuits that lead to a meaningful, rich life. Persistence is also characteristic of optimists and the literature would support the fact that the optimists also strive for self-actualization.
Competencies required by the company
Definition: The ability to develop a clear and compelling organizational vision and purpose that has real meaning for others. Definition: The ability to persuade, influence and impress others, both inside and outside the organization. Definition: The ability to work effectively in a variety of contexts, demonstrated by the ability to modify one's approach in accordance with evolving circumstances, perspectives, or priorities.
Definition: The ability to understand and manage one's emotions and the effects they have on oneself and others. This is characterized by 'big picture' thinking and the ability to clarify complex situations for others.
EQ business success and performance
The most successful hoarders scored significantly higher on the emotional intelligence competencies of self-actualization, independence, and change management (Bachman et al, 2000). Three South African studies also looked at the effect of emotional intelligence on academic success. The first focused on the relationship between emotional intelligence and academic achievement of first-year residency students (Swart, 1997).
In other words, emotional intelligence was a better predictor of success than relevant prior experience or a top 10. More specifically, the executive was high in emotional intelligence in 74% of successes and only 24% of failures.
EQ technical competency and IQ
Various quantitative techniques were used to determine the value of the EKP in measuring emotional competence in leaders and non-leaders. AU the non-leaders were working in South Africa at the time of the study. These competencies formed part of the Emotional Competency Profiler (ECP) developed by Wolmarans and Maartens (2002).
The members of the focus groups (line managers, academics and HR professionals) were asked to compare the leadership competencies found in the theory used by the company with the emotional competencies measured by the ECP used in the study. Results of the proportional distribution between leadership and emotional competencies (% indicates the average agreement found between the three groups). Content analysis of the focus group: A comparison between leadership competencies, emotional competencies and the competencies needed by the company.
The research further included an analysis of the competencies needed by the company and its leadership. The purpose of the study was to determine the extent to which high-potential leaders and non-leaders differ in their levels of emotional competence. The next section provides the results of the comparison between high-potential leaders and non-leaders with respect to all measured variables.
EQ and leadership
EQ and organisation
Weisinger (1998) suggests that emotional intelligence underlies the ability to give and receive criticism and that these are crucial to individual and organizational effectiveness. From the above it is clear that knowing emotional intelligence and developing emotional competence gives individuals and organizations a learning advantage. Most of the competencies described in these research findings (confidence, integrity, self-development, mental clarity, planning, effectiveness, giving and receiving criticism) are also crucial for success in leadership positions.
EQ, recruitment, job success and staff retention
Both high-potential leaders and non-leaders were asked to inform the profilers (managers, subordinates, and peers) that they had been selected to participate in the process, and they were encouraged to discuss the purpose of the survey with the profilers. Focus groups were used to develop a deeper understanding of the relationship between the competencies explored in this study. A low level of involvement is usually advised when the nature of the study is exploratory.
One of the goals of this study was to compare the current level of measured variables with the importance given to these variables. In the case of paired samples, the effect size is calculated by dividing the mean difference by the standard deviation of the difference scores. Furthermore, it is expected that there will be differences in the measures achieved within each sub-dimension of PKE.
Inter-rater agreement: Proportional distribution of the relationship between leadership competencies, emotional competencies, and the competencies needed by the business. is calculated based on the 11 competencies and a possible total of 3 positive responses per competency). One of the purposes of this study was to compare the current level of the measured variables (EO competencies) with the importance attached to these variables. There are significant differences between the current behavioral subscales of the ECP for the two groups.
Development of EQ competencies
EQ and high potential employees
Participants
The entire population of high potential leaders (HPL) and a group of non-leaders were included in the research. The non-leaders were employees who participated in a training program designed to teach emotional competence. Given the unequal opportunities of the past, it was also important to investigate the distribution of participants by race.
Next it was important to look at the distribution of the population using gender as a variable. Age distribution of male and female groups of leaders and non-leaders (% as percentage of total male/female/leader/non-leader).
Data collection procedure
Procedure and process followed
The questionnaire was accompanied by a covering letter that briefly explained the purpose of the study, how to complete the questionnaire and to whom it should be returned. The name lists obtained from the participants were handed over to a coordinator appointed to manage the research phase of the profiling process. The coordinator's task was to provide each nominated profiler with an Emotional Competence Profiler (ECP) questionnaire and to ensure the return of the questionnaires.
The purpose of the process was explained and the profilers were encouraged to give their honest views. The process for completing the attachment was explained and the profiler was thanked in advance for their participation.
The use of 360-degree surveys
Profiles were not submitted by the due date, followed up with an e-mail and a phone call.
The 360-degree Emotional Competency Profiler
- Clusters of competenCies measured in the 360 0 ECP
The output of the session is a list of ideas and behavioral observations with the facilitator's recommendations. The selection of members took place through an informal network of colleagues, the university and company structures. White and non-White groups showed equal developmental needs when current emotional intelligence behavior as measured by the ECP was compared to the importance of the behavior for future success.
The results of the independent sample t-test show that there were significant differences (at a 95% confidence level) between the high potential leaders (HPL) and non-leaders with regard to the following variables, as measured by their current behaviour. The first part of the study used qualitative techniques to determine the relationship between the two.
Research design and analysis techniques
Qualitative techniques
- The focus group method
The facilitator uses group dynamics to focus or direct the group in an exchange of ideas, feelings and experiences on a specific topic (Cooper and Schindler, 2001). Cooper and Schindler (2001) show that it is often preferable to create separate groups for different subgroups of the population. Following this guide, the facilitator will guide the discussion to ensure that the group considers all relevant information.
The main advantage of the focus group method is that it provides the researcher with a quick and free overview of the research. Disadvantages are that the facilitator may be biased and that selective data are investigated and recorded according to the interest of the facilitator.
Quantitative techniques
T ·test of high-potential leaders and non-leaders - predicted significance of EQ: non-parametric Wilcoxon test ranks. There was also a significant difference between the mean scores of the high-potential leaders and non-leaders. Current - indicate the view high potential managers and non-managers have of them salv.es.
Self-Esteem" indicates the view that high-potential leaders and non-leaders have of themselves. Self-Esteem - indicates the view that high-potential leaders and non-leaders have of themselves.
The content analysis of the focus group: A comparison between
Quantitative results
Comparison of current levels and perceived importance
Comparison of high potential.leaders and non-leadership
34; 'Evaluators' impressions of behavior' indicate the opinion that high-potential leaders and non-leaders have of themselves. Other evaluator measures showed the impressions of superiors, peers and subordinates about high-potential leaders and non-leaders. No significant differences were found between high-potential leaders and non-leaders regarding the following competencies:.
High-potential leaders and non-leaders thus showed no difference in their emotional literacy and interpersonal relationship scores. 34;Other-rater measures· indicated superiors', peers', and subordinates' impressions of high-potential leaders and non-leaders. High-potential leaders show higher levels of emotional intelligence measured using actual behavior scales than do non-leaders.
There was no statistically significant difference in the importance of · emotionally intelligent behavior for high-potential leaders and non-leaders (emotionally intelligent behavior is significant for both groups).
Discussion of the findings
Future research
Appendix A: Summary of the literature on emotional intelligence
