The Role and Impact of Emotional Intelligence
(EQ) on the Leadership styles of the Systems
Integration Management team within T-Systems.
Jaco Cromhout
A thesis
presented in partial fulfillment
of the requirements for the degree of
Master of Business Administration
at the University of Stellenbosch
Supervisor: Professor Basil C. Leonard
Degree of confidentiality: Grade A
December 2009
ii
Declaration
Hereby I, Jacobus Johannes Cromhout, declare that this study project is my
own original work and that all sources have been accurately reported and
acknowledged, and that this document has not previously in its entirety or in
part been submitted at any university in order to obtain an academic
qualification.
J Cromhout
31 October 2009
iii
Acknowledgement
I wish to express my appreciation and gratitude to the following people:
My parents, for their support, encouragement and motivation in sometimes
trying times during the completion of this degree.
Prof. Basil Leonard, my supervisor, for his patience, guidance and
assistance throughout the writing of this thesis.
My T-Systems colleagues for their support, understanding and assistance
with work responsibilities in my absence during periods of study leave.
Corina Pelser, my editor, for her advice and technical assistance on this
thesis.
The personnel and lecturers at the University of Stellenbosch for their
advice and assistance during the last few years.
To my Creator who has taught me the lesson of perseverance and for all
the blessings bestowed upon me in abundance throughout my life.
iv
Abstract
The aim of this thesis is an investigation and study into the impact of
emotional intelligence (EQ) on the leadership qualities and competencies of
the management team of the T-Systems South-Africa’s Systems Integration
(SI) department.
The Information and Communication Technologies (ICT) business arena is a
volatile and unpredictable environment that brings about unique challenges
for the leadership qualities and skills of the modern leader and team member.
During his studies towards the degree of Master in Business Administration
(MBA) at the University of Stellenbosch, the researcher was introduced to the
concept of emotional intelligence and the impact that it could have on the
management of people and the growth and success of an organisation as a
whole. Organisations are investing more and more in ICT practices to direct
their business initiatives towards financial success. These investments include
the professional disciplines such as program and project management.
This lead to the question whether the so-called “hard” sciences that are
applied on a daily base to govern a project, team or a business will be enough
to sustain growth and ensure financial sustainability for a company. The
importance of the “softer” sciences such as EQ are often overlooked and the
researcher wanted to investigate the impact that increased awareness and
knowledge regarding EQ abilities could have on leadership within an ICT
department towards achieving overall success.
The value of EQ can only be understood if managers and teams understand
the concept and potential impact of EQ on both a personal and professional
level to guide them to eventual success, even in difficult and trying times.
v
The aim of this study, whilst focusing on the impact of EQ on leadership, will
be to provide information and create awareness of the EQ concept to the
broader SI department’s employees.
vi
Opsomming
Die doel van hierdie tesis is verkennende navorsing en verdere studie om die
impak wat emsionele intelligensie (EQ) op die leierskap strukture binne die
Stelsel Integrasie department (SI), van T-Systems, Suid-Afrika kan hê, verder
te verken.
Die korporatiewe omgewing van vandag is uiters mededingend,
onvoorspelbaar en kompleks. Die omgewing bied unieke uitdagings aan die
leierskap kwaliteite van die moderne leier en bestuurder binne die Informasie
en Kommunikasie Tegnologie (IKT) veld.
Gedurende sy studie aan die Universiteit Van Stellenbosch om die
Meestergraad in Besigheidsadministrasie (MBA) te voltooi, was die navorser
blootgestel aan die konsep van emosionele intelligensie en die onderlinge
impak wat die wetenskaplike veld kan teweeg bring om volhoubare groei en
ontwikkeling binne ‘n organisasie te stimuleer. Organisasies spandeer en
investeer jaarliks miljoene rande aan Informasie en Tegnologie (IT) stelsels
om hulle besigheids prosesse te aktiveer en sodoende suksesvol te wees op
alle strategiese gebiede insluitende volhoubare finansiële sukses. Die
investerings sluit die konsepte van program en projek bestuur in.
Die vraag wat gereeld gevra word, is of die sogenaamde “harde”
wetenskappe soos projek bestuur wat daagliks in ’n projek omgewing
aangewend word, genoeg sal wees om te verseker dat ’n organisasie
volhoubare groei en finansiële sukses op die langtermyn kan nastreef. Die
belangrikheid van die “sagter” wetenskappe soos emosionele intelligensie
word baie kere oorgesien en die navorser wil poog om die impak van
emosionele intelligensie op die leierskap kwaliteit en standaarde binne die SI
department te ondersoek en te bepaal of dit bydrae tot die department se
sukses.
vii
Die waarde van emosionele intelligensie kan net verstaan word indien leiers
en bestuurders die onderliggende konsepte en potensiële impak verstaan en
die waarde besef wat die veld op beide hulle persoonlike maar ook
professionele lewens mag hê om suksesvol te kan wees, selfs in moeilike tye.
Die doel van die studie, alhoewel meer gerig op die impak wat emosionele
intelligensie op leierskap mag hê, poog ook om bewustheid te skep en die
nodige inligting rakende emosionele intelligensie konsepte uit te lig en van
toepassing te maak op die werknemers binne die SI department.
TABLE OF CONTENT
Declaration ...................................................................................................................... ii
Acknowledgement .......................................................................................................... iii
Abstract .......................................................................................................................... iv
Opsomming .................................................................................................................... vi
INTRODUCTION AND STATEMENT OF PROBLEM ..................................................... 7
1.1 Introduction ................................................................................................................ 7
1.2 Stating the problem and its co-producers ................................................................ 10
1.3 Definitions of terms .................................................................................................. 10
1.3.1 Emotional intelligence ........................................................................................... 11
1.3.2 Primal leadership .................................................................................................. 11
1.3.3 Emotional competence ......................................................................................... 11
1.4 Hypothesis ............................................................................................................... 12
1.5 Assumptions ............................................................................................................ 12
1.6 Delimitations and research methodology ................................................................. 12
1.7 Plan of the research study ....................................................................................... 12
1.8 Conclusion ............................................................................................................... 13
EMOTIONAL INTELLIGENCE LITERATURE STUDY .................................................. 14
2.1 The argument for emotional intelligence .................................................................. 14
2.2 Competencies of emotional intelligence (Bar-On EQi test) ...................................... 15
2.2.1 Intrapersonal EQ .................................................................................................. 15
2.2.2 Interpersonal EQ .................................................................................................. 15
2.2.3 Stress management EQ ....................................................................................... 16
2.2.4 Adaptability EQ ..................................................................................................... 16
2.2.5 General mood EQ ................................................................................................. 16
2.3 Building blocks of EQ............................................................................................... 17
2.3.1 Self-regard ............................................................................................................ 18
2.3.2 Emotional self-awareness..................................................................................... 18
2.3.3 Assertiveness ....................................................................................................... 20
2.3.4 Independence ....................................................................................................... 21
2.3.5 Self-actualisation .................................................................................................. 21
2.3.6 Empathy ............................................................................................................... 22
2.3.7 Social responsibility .............................................................................................. 23
2.3.8 Interpersonal relationships.................................................................................... 24
2.3.9 Stress tolerance .................................................................................................... 26
2.3.10 Impulse control ................................................................................................... 27
2.3.11 Reality Testing .................................................................................................... 27
2.3.12 Flexibility ............................................................................................................. 28
2.3.13 Problem solving .................................................................................................. 29
2.3.14 Optimism ............................................................................................................ 29
2.3.15 Happiness........................................................................................................... 30
2.4 The four dimensions of EQ ...................................................................................... 30
2.4.1 Emotional self-awareness..................................................................................... 31
2.4.2 Emotional self-management ................................................................................. 31
2.4.3 Emotional self-awareness..................................................................................... 32
2.4.4 Relationship management .................................................................................... 32
2.5 Emotional intelligence, intelligence quotient and management competencies ........ 33
2.6 EQ in the workplace and society ............................................................................. 36
2.7 Primal and effective leadership ................................................................................ 41
2.7.1 Creating a positive group mindset ........................................................................ 41
2.7.2 Basic abilities of the EQ leader ............................................................................. 43
2.7.3 The motivational leader ........................................................................................ 44
2.8 The leadership repertoire......................................................................................... 46
2.8.1 Goleman’s leadership styles ................................................................................. 47
2.9 Developing emotionally intelligent leaders ............................................................... 53
2.9.1 Self-directed learning ............................................................................................ 54
2.9.2 The motivation to change ..................................................................................... 55
2.10 EQ Organisations .................................................................................................. 58
2.11 Group decision making .......................................................................................... 59
2.11.1 Emotional capabilities within a team environment .............................................. 60
2.11.2 Team’s emotional reality ..................................................................................... 61
2.11.3 Discover the emotional reality ............................................................................. 62
2.11.4 Unified visualisation of the ideal ......................................................................... 63
2.11.5 Sustaining EQ ..................................................................................................... 64
2.12 Conclusion ............................................................................................................. 65
CHAPTER 3 .................................................................................................................. 66
T-SYSTEMS SOUTH AFRICA AND THE SYSTEMS INTEGRATION DIVISION .......... 66
3.1 Introduction .............................................................................................................. 66
3.2 T-Systems South Africa’s mission and overall concept ........................................... 67
3.2.1 T-Systems South Africa – a partner you can depend on ...................................... 67
3.2.2 T-Systems innovations ......................................................................................... 68
3.3 T-Systems South Africa’s corporate governance ..................................................... 69
3.4 T-Systems South Africa – Black economic empowerment and social responsibility 71
3.5 T-Systems South Africa – industries and solutions.................................................. 73
3.6 T-Systems South Africa – systems integration ........................................................ 74
3.6.1 Application lifecycle management ........................................................................ 75
3.6.2 Corporate performance management ................................................................... 75
3.6.3 Customer relationship management solutions ...................................................... 76
3.6.4 Dynamic services for SAP applications ................................................................ 77
3.6.5 Professional services ............................................................................................ 77
3.6.6 SAP rapid implementation .................................................................................... 77
3.6.7 Supply chain management ................................................................................... 78
3.7 T-Systems South Africa – partners .......................................................................... 79
RESULTS AND DISCUSSION ...................................................................................... 81
4.1 Introduction .............................................................................................................. 81
4.2 Methodology ............................................................................................................ 81
4.3 Sample of study ....................................................................................................... 82
4.4 EQ Questionnaire .................................................................................................... 83
4.4.1 Validity of EQ test ................................................................................................. 84
4.4.2 Accuracy of EQ tests ............................................................................................ 85
4.4.3 Reliability of tests .................................................................................................. 86
4.5 EQ test (Information) ............................................................................................... 86
4.6 EQ Models and other Questionnaires ...................................................................... 87
4.7 EQ test Quotient Results ......................................................................................... 89
4.7.1 EQ discussion ....................................................................................................... 92
4.8 EQ test Self-knowledge results................................................................................ 95
4.9 EQ test Self-control results ...................................................................................... 98
4.10 EQ test Self-motivation results ............................................................................ 101
4.11 EQ test Empathy results ...................................................................................... 104
4.12 EQ test Emotional expression results .................................................................. 107
4.13 EQ test Assertiveness results .............................................................................. 110
4.14 EQ test Conflict resolution results ........................................................................ 113
4.15 Self-esteem ......................................................................................................... 116
4.16 EQ test results conclusion and combination with Goleman’s six leadership styles
.................................................................................................................................... 118
4.16.1 T-Systems South Africa SI department and leadership styles .......................... 120
CONCLUSION, RECOMMENDATIONS AND THE WAY FORWARD ........................ 125
5.1 Conclusion ............................................................................................................. 125
5.2 EQ and the impact on leadership and IT ............................................................... 125
5.3 How to effectively demonstrate EQ in a work environment .................................... 131
5.4 Limitations associated with EQ and leadership ..................................................... 134
5.5 EQ Training ........................................................................................................... 136
5.6 The way forward .................................................................................................... 138
LIST OF TABLES
Table 2.1: Leadership style: Visionary…………………………………………………… 56
Table 2.2: Leadership style: Coaching…………………………………………………… 57
Table 2.3: Leadership style: Affiliative……………………………………………………. 58
Table 2.4: Leadership style: Democratic………………………………………………….59
Table 2.5: Leadership style: Pacesetting………………………………………………… 60
Table 2.6: Leadership style: Commanding/Coercive…………………………………… 61
Table 2.7: Relationships between Leadership models and EQ………………………...62
Table 4.1 Frequency distribution of EQ quotient ……………………………………......99
Table 4.2 Frequency distribution of Self-knowledge Dimension……………………….105
Table 4.3 Frequency distribution of Self-control Dimension ………………….………..108
Table 4.4 Frequency distribution of Self-motivation Dimension…………………...…...111
Table 4.5 Frequency distribution of Empathy Dimension…………………………….....114
Table 4.6 Frequency distribution of Emotional expression Dimension………………...117
Table 4.7 Frequency distribution of Assertiveness Dimension…………………………120
Table 4.8 Frequency distribution of Conflict resolution Dimension………………….....123
Table 4.9 Frequency distribution of Self-esteem Dimension…………………………... 126
Table 5.1 EQ skill set………………………………………………………………………. 137
LIST OF FIGURES
Figure 4.1:
EQ Quotient Interpretation……………………………………………… 97
Figure 4.2:
TSSA SI Management EQ Quotient………….…………………………98
Figure 4.3:
TSSA SI Management Self-knowledge Dimension…………………...104
Figure 4.4:
TSSA SI Management Self-control Dimension………………………..107
Figure 4.5:
TSSA SI Management Self-motivation Dimension…………………....110
Figure 4.6:
TSSA SI Management Empathy Dimension…………………………...113
Figure 4.7:
TSSA SI Management Emotional expression Dimension…………....116
Figure 4.8:
TSSA SI Management Assertiveness Dimension……………………. 119
Figure 4.9:
TSSA SI Management Conflict Resolution Dimension………………. 122
Figure 4.10: TSSA SI Management Self-esteem Dimension………………………. 125
Figure 4.11: TSSA SI Management EQ competencies………………………………127
Figure 5.1:
Genos Model of EQ………………………………………………………..136
Figure 5.2:
Case study: Project leaders using EQ to enhance performance……..138
Figure 5.3:
Percentage of improvements……………………………………………..139
7
CHAPTER 1
INTRODUCTION AND STATEMENT OF PROBLEM
1.1 Introduction
During the last decade, the importance of Information and Communication
Technologies (ICT) has become imperative for all businesses, irrespective of the sector
they operate in. ICT can be described as the combination of many services: hardware
and software that deals with storage, receipt, transmission, retrieval and manipulation
of information or digital data. Additionally it includes all infrastructure, network
requirements, IT systems and solutions that assist businesses in their day-to-day
activities.
Organisations are investing more and more in ICT practices to drive their business
initiatives forward through technology. In the current unstable global financial markets
and economies, numerous challenges are being encountered by businesses worldwide.
A subsequent result is that the ICT sector will have to change as well in order to adapt
due to increasing competition, pressure to perform and requirements from their
respective clients.
In the past ICT practices were seen as a necessary evil to keep up with new
technological developments or to stay on par with what competitors were doing. In the
new economy, ICT is becoming an integral part of the mission, vision and strategy of
any business which wishes to grow and be successful.
Businesses want to utilise digital information and solutions by developing and
implementing new systems that will assist them to drive new business strategies. This
is necessary to remain competitive in their business sector and to enable their
businesses to grow despite difficult economic times. There is a clear drive to optimise
Return on Investment (ROI) and this is linked with the benefits that ICT practices can
bring to a business.
8
Vendors of ICT companies will need to change their strategies in order to address the
new requirements and initiatives that businesses are demanding. The ICT vendors who
wishes to be successful providing solutions and with their service offerings will need to
adjust to economical or technological challenges that come their way. Strong
leadership qualities from management will be needed to constantly adapt and provide
new strategies for the company to remain successful and competitive.
ICT managers are faced with increasing pressure to ensure that any solution, service or
support offering which is presented to clients – whether through new strategies or
specific requirements – is done timely and within budget. These offerings must
comprise of significant business advantages for clients usually through innovative
solutions. The effort can place enormous strain on the ICT teams and the people who
must deliver on the offerings to ensure financial success. If these processes are not
managed correctly, the results could be disastrous.
A solution or system that is delayed for any reason, or failed to be implemented on the
specified date, could result in big losses (financially and productively) for both the client
and the vendor. Therefore it is crucial to ensure that the IT solutions and all projects
associated with them are managed, delivered and deployed in a successful manner
within the specified time and budget. Failure to do so will result in reputational lost for
the vendor, teams that lose their faith in the project and delays that could set
businesses back for months or years in terms of revenue and competitiveness.
Although ICT companies are investing in methodologies, training and project
management to guarantee successful outcomes, the number of IT project failures
remains very high. According to Norton (2008: 1-2) some common reasons for an
unsuccessful or successful project are the following:
 Unsuccessful projects
o Lack of management support
o Resource conflict
o Lack of clarity on roles and responsibilities
o Poor communication
9
o Lack of leadership
 Successful projects
o Advanced planning of the project
o Strong leadership
o Relationships are maintained
o Quality delivered
o Stakeholder expectations are met
Businesses are looking for ICT partners who can guarantee success and provide
continuous support for all solutions.
To achieve the success rate required from demanding clients, ICT companies must
ensure that there is a well balanced mix of technical resources and manageriallyminded managers available that can drive the solutions and projects. This is achieved
through the correct guidance and leadership qualities of the managers. Managers have
to be geared towards responding positively to any given situation and still continue to
motivate the team to stay on course and be successful irrespective of the size of the
challenge. These qualities are determined by the maturity of a person’s emotional
intelligence (EQ).
According to Hughes Patterson & Terrel (2005:1) the need for emotional intelligence
increases with increased levels of responsibility – such as management – and becomes
even more significant when dealing with groups of people or teams. Salovey & Mayer
(1990: 20) defined emotional intelligence as “the ability to monitor one's own and
others' feelings and emotions, to discriminate among them and to use this information
to guide one's thinking and action”.
The relevance of this research topic is high for ICT companies as they are always
searching for better ways to fulfil their commitments to clients and yet remain
competitive and successful through the teams that are delivering services to the client.
10
1.2 Stating the problem and its co-producers
The problem the researcher wishes to address is the role and impact of emotional
intelligence on the leadership styles of an ICT Management Team. Goleman (2000: 7890) indicated that a recent study completed by Hay and McBer identified six distinctive
leadership styles that can be attributed to various components of emotional intelligence.
These components impact and influence the working atmosphere of a company, the
performance of individuals working for the company as well as the success rate and
financial performance of the company.
The leadership styles that were identified relates to the following:

Coercive or commanding leadership style

Authoritative or visionary leadership style

Affiliate leadership style

Democratic leadership style

Pacesetting leadership style

Coaching leadership style
The researcher wishes to investigate the impact of emotional intelligence and the
different leadership styles that exist in a company. This will be done to determine how
the maturity or lack of emotional intelligence skills can impact the performance of a
project team to successfully deploy services or a solution to a client.
The issue at hand could encompass many different environments such as IT
operations, IT communications and Systems integration (SI). The researcher will focus
on the impact of emotional intelligence on the leadership styles of the SI division
management team within T-Systems South Africa.
1.3 Definitions of terms
The following list of definitions has been identified for this study and will be referred to
throughout.
11
1.3.1 Emotional intelligence
Lynn (2002:5) states that emotional intelligence is the dimensions of intelligence that
that will guide a person’s ability to manage themselves and their relationships with
others. This is done through both internal and external responses that will enable a
person to appraise and express emotion towards emotional self-knowledge.
1.3.2 Primal leadership
According to Goleman (2002:3) leaders have always played a primordial emotional
role. It is a primal sense. Leaders have earned their roles in society because they stood
out and were able to lead because they were emotionally compelling. They are attuned
to people’s emotions and have the unique ability to lead them in a positive emotional
direction by possessing the ability to switch effortlessly between various leaderships
styles. These styles can include being visionary, coaching, affiliative, democratic,
pacesetting and commanding.
1.3.3 Emotional competence
It can be said (Goleman, 1998: 24-29) that emotional competence is a learned
competency, based on emotional intelligence, that results in exceptional performance
at work. It is rooted in the following five elements that could be practically learned as
skills:

Self-awareness

Self-motivation

Self-regulation

Empathy

Adeptness in relationships
12
1.4 Hypothesis
The problem contained in this study is stated in the form of a hypothesis. The
researcher is currently of the opinion that emotional intelligence has a positive impact
on the leadership styles of the T-Systems South Africa SI management team.
1.5 Assumptions
Emotional intelligence and the impact on the individual cover a potentially broad
spectrum of discussion within a business environment. The logical approach will be to
discuss leadership roles and how emotional intelligence skills of managers can impact
on performance and delivery of services and solutions in the workplace.
1.6 Delimitations and research methodology
Due to the scope of the research study, the researcher has included both empirical and
non-empirical aspects. The empirical study will include the use of questionnaires and
interviews with T-Systems South Africa’s SI managers, whilst the non-empirical study
will focus on literature that covers the scope of the investigation through the use of case
studies and other literature on the subject.
As the study will include the researcher’s business environment and company, the
selected topic is important and of interest not only to the researcher, but also to the
management of the SI division. Despite this direct involvement the researcher will try to
be as objective as possible in finalising this study.
1.7 Plan of the research study
The researcher will present a literature study in Chapter 2 that will cover the field of
emotional intelligence and its impact on leadership in a business environment. The
13
literature sources will focus on the underlying aspects of emotional intelligence and the
impact thereof in developing the necessary skills to understand leadership in the
context of Emotional intelligence as well as the skill sets and building blocks this field
consists of.
The third chapter will involve a study of the T-Systems South Africa’s SI environment as
it currently stands. This is an important chapter as it will lay the foundation for Chapter
4. For this chapter the current SI management team will be interviewed and asked to
complete questionnaires on EQ. The necessary analysis will be done and relevant
conclusions drawn.
Chapter 5 will focus on activities that can be utilised to develop EQ skill sets to ensure
optimal results in the ICT workplace. These activities will be drawn from literature
studies.
The final chapter will also draw a consequential conclusion of the underlying problem
statement and hypothesis. It will provide meaningful information relating to the empirical
and non-empirical studies undertaken in the research report. Furthermore, it will
attempt to provide a meaningful conclusion as to whether Emotional intelligence and its
impact on leadership will indeed play a role in the successful delivery of ICT projects
and increasing the success rate of ICT projects in the SI Division.
1.8 Conclusion
This introductory chapter is aimed at providing a high level overview with regards to the
problem at hand: to ensure that ICT projects are delivered on time and within budget.
The hypothesis aimed at investigating the correlation between emotional intelligence
and its impact on leadership remains an important point of discussion and forms the
basis for improving emotional intelligence skill levels on all management levels.
The researcher will now move to Chapter 2 to review literature concerning emotional
intelligence and its impact on leadership.
14
CHAPTER 2
EMOTIONAL INTELLIGENCE LITERATURE STUDY
2.1 The argument for emotional intelligence
People, who wish to be more successful leaders and be effective in their personal and
career lives, will benefit in understanding the foundations of emotional intelligence
(EQ).
EQ can be defined as the unique set of abilities that allows a person to deal with
emotions within themselves as well as the emotions of others (Salovey & Mayers,
1990).
Exploring emotional intelligence will open a whole new understanding of the underlying
emotions of the human mind and prepare a person to gain the necessary skills to be
able to discipline, confront, encourage and motivate a wide array of people in a variety
of different situations. It would also enable a person to understand his or her own
emotions and be able to communicate these emotions in a positive and constructive
way.
Robbins (2007: 68) states that all employers could benefit greatly from paying more
attention to EQ. The estimates are that EQ could count for as much as 60% of people’s
performance ability and could, in some cases, count for much more than technical
proficiency.
To understand the impact that EQ could have on an individual or IT team’s
performance, interactions with other people and general attitude towards problems or
issues that could be experienced, it is important to understand the different
competencies that are associated with EQ.
15
2.2 Competencies of emotional intelligence (Bar-On EQi test)
Dr. Reuven Bar-one is the initiator of the Bar-On EQi test. This test measures
emotional intelligence in terms of the social and EQ capabilities of a person.
The test is broken down in terms of five composite scales namely: intrapersonal EQ,
interpersonal EQ, stress management EQ, adaptability EQ and general Mood EQ.
Each scale is broken down further into specific factors that form the basis for the EQ
competencies.
2.2.1 Intrapersonal EQ
According to Hughes, Patterson and Terrel (2005:18) intrapersonal EQ (Bar-on EQi
test) include the following skills:

Self-regard

Emotional self-awareness

Assertiveness

Independence

Self-actualisation
Intrapersonal EQ includes the capabilities required by a person to maintain, develop
and assert the inner-self in an effective way within in a social milieu.
2.2.2 Interpersonal EQ
Interpersonal EQ includes the following skills:
 Empathy
 Social responsibility
 Interpersonal relationships
16
Interpersonal EQ investigates how successful a person engages and interfaces within a
social context with other people (Hughes, et al. 2005:19).
2.2.3 Stress management EQ
Stress Management EQ includes the following skills:
 Stress tolerance
 Impulse control
Stress management EQ measures how people cope with the daily work, personal
stress and disappointments that arises from the milieu and the world they operate in
(Hughes, et al. 2005:19).
2.2.4 Adaptability EQ
Adaptability EQ includes the following skills:
 Reality testing
 Flexibility
 Problem solving
Adaptability EQ measures a person’s interaction with the realities of daily life and
changes that could occur with all its associated challenges (Hughes, et al. 2005:19).
2.2.5 General mood EQ
General mood EQ includes the following skills:
 Optimism
17
 Happiness
General mood EQ is an indicator of how positive a person’s attitude is with regards to
his or her future in terms of happiness, feeling optimistic about life as well as the
general future and being successful in life (Hughes, et al. 2005:19).
2.3 Building blocks of EQ
Following the discussion of the previous section it is clear that understanding the
building blocks or competencies of emotional intelligence will make a major contribution
in understanding how a person responds, interacts and engages with people, situations
and emotions in the context that he or she operates in.
In order to understand how leadership could impact decision making in specific
situations it is important to understand each EQ competency and how it will impact on a
person’s character and skill set (Hughes et al. 2005:9).
Any weakness regarding EQ competencies on a senior management level could predict
senior management failure with great accuracy. Organisations tend to hire people who
are technically strong, have certain specific capabilities and experience. In the process
it would seem that they tend to forget that it is intelligence and, more specifically, EQ
which ensures organisational progress (Robbins, 2007:69).
The fifteen EQ competencies will be dealt with in more detail below. According to the
Bar-ON model these competencies form the foundations for the social and EQ
competencies.
The discussion will be focus in detail on the intrapersonal and interpersonal
competencies.
18
2.3.1 Self-regard
Self-regard is the ability to accept each individual as a good person and to have
consideration and respect for another person’s interest. It is closely linked with selfrespect and self-esteem which ties in with a sense of identity in feeling content and
happy (Hughes, et al. 2005:41).
Self-regard is a critical competency as it forms part of the foundation which enables a
person to live his/her life to the full extend, to be trustworthy at work, to be able to
show love and express all the emotions and gifts that a person can share with the
world.
In the Bar-On test, self-regard is viewed as one of the most important predictors of a
person’s ability to be competent.
Without this competency a person usually experiences feelings of insecurity,
uncertainty and the lack of confidence to face the world and all the challenges therein
(Hughes, et al. 2005:42).
Feelings of being worthy are directly connected to a person’s experiences, attitudes,
morals, hope and behaviour towards life and the immediate environment they operate
in. Self-regard is thus driven by how well a person understands the building blocks that
constitutes their character. Through a continuous cycle of self-discovery and selfexploration a person is able to consistently discover more about the self and is enabled
to express who he/she really is (Hughes, et al. 2005:42).
2.3.2 Emotional self-awareness
Emotional self-awareness is another fundamental component of emotional intelligence.
It is a key factor to enabling a person to communicate feelings to others. In essence
19
self-awareness relates to having a good understanding of a person’s own emotions,
limitations and the values and motives associated with them (Goleman, et al. 2002:40).
The foundation for EQ is self-awareness (Robbins, 2007:80).
Self-awareness allows an individual to set priorities of concern regarding certain
problems or challenges that are faced and to focus on the more pressing issues that
must be addressed (George, 2000: 22).
Self-awareness also reflects one’s ability to read and understand others in a social
context. This ability or inability has an impact on other team members, how they
respond and the actions that they put in place to rectify any problems (Pratti, Douglas,
Ferris, Ammeter & Buckley, 2003: 24).
In order to use this ability effectively individuals has to understand how to self-regulate
and enable themselves to respond in the appropriate way (Pratti, et al. 2003: 25).
Self-awareness furthermore assists a person in understanding their feelings and
connecting them to an understanding of why they are feeling and experiencing certain
emotions.
Furthermore, it enables a person to think clearly and be more strategic with regards to
the environment they operate in. Should this EQ component be well developed it will
enable a person to recognise feelings that are either energising or draining. It allows a
person to understand the reasons for the feelings and emotions that he/she has
recognised and provide the keys for knowledgeable decision making to either continue
or discontinue involvement with an individual, action or organisation (Hughes, et al.
2005:42).
Leaders and individuals who are self-aware have a greater understanding of dreams,
goals and values as well as the strengths or weakness associated with the deeper
understanding of emotions. Self-awareness is at the very core of being human and is
an essential requirement in order to develop the other emotional intelligence skills in a
positive way.
20
In many cases people project their own feelings or emotional experiences onto others.
To improve communication and ensure that a person grows emotionally, a person
needs to effect self-discovery in order to understand why certain emotions or feelings
are present at a specific time. This understanding will enable a person to identify
negative patterns and emotions which will enable better communication and
understanding with other people in their environment (Hughes, et al. 2005:43).
2.3.3 Assertiveness
Assertiveness describes a person’s ability to express thoughts, feelings and beliefs in a
non-threatening way (Hughes, et al. 2005:49).
It consists of three basic components namely:
 The right to fend for the self in a positive way and not to be taken advantage of
 The ability to express and have an opinion without fear, even if the opinion is not
shared by the majority of people
 The ability to express feelings, emotions, love and sexuality in a constructive
way
The differences between assertiveness and aggressiveness can be described as the
latter being a negative component whereby no space or thought is given to another
person’s opinion – believes or views are given. Assertiveness, in contrast, is a positive,
animated activity. Respect plays a vital role with regards to assertiveness. It is the
ability to interact and stand up for oneself within a certain situation and to express a
view or feeling without fear (Hughes, et al. 2005:50).
An appropriate level of assertiveness can be achieved by either building it up from
shyness or toning it down from aggressiveness. It is the appropriate simultaneous
combination of empathy and courage required for any given situation.
21
2.3.4 Independence
Independence can be described as the ability to think and act for oneself and not be
impacted by the feelings and thoughts of others. It takes into consideration the
expectations and input of others, but it empowers one to make an informed decision
based on the facts at hand to achieve the desired result for oneself (Hughes, et al.
2005:55).
Independence and courage is closely intertwined for courage is needed to show
independence and to stand out from the group or a certain way of thinking.
Independence requires self-confidence and to be risk-averse where required.
Independence can be important in a group environment, especially when it is
expressed in a collaborative way with a strong emphasis on taking initiative to lead and
show leadership.
Independence can be grown by assessing a certain situation in terms of confidence,
respect or teamwork. Where it is done in a positive way it can lead to situations where a
person will take the lead in a given situation and to be able to face fear and obstacles
within a framework of one’s ethics and values (Hughes, et al. 2005:57).
2.3.5 Self-actualisation
Self-actualisation is the process to set and achieve goals through the actualisation of
one’s potential capacity, abilities and talents. It is the ability to strive to be the best by
living up to one’s potential through growth and motivation (Hughes, et al. 2005:59).
At times negative emotions can overwhelm a person as thus is the brain’s way of
focusing on a perceived threat. Although this is not necessarily a bad trait it is generally
apparent that emotions of anger, anxiety and panic are not in the best interest of a
leader that wishes to excel and understand his or her potential capacities and abilities
as well as that of the team (Goleman, et al, 2002:45).
22
Bar-On states that the best predictors of self-actualisation are the following eight EQ
factors:

Happiness

Optimism

Self-regard

Independence

Problem solving

Social responsibility

Assertiveness

Emotional self-awareness
Self-actualisation is a critical component in today’s successful businesses environment.
Companies are spending millions to help nurture competence in teams and employees
through motivation. Self-actualisation is regarded as the number one factor for overall
success (Hughes, et al. 2005:61).
2.3.6 Empathy
Empathy can be described as the ability to be sensitive and aware of other people’s
feelings, experiences and thoughts. Empathy is expressed by focusing attention on a
person in a respectful way; to listen, understand and address their specific needs and
requirements. It is the ability to distinguish between own feelings and thoughts as well
as those of others and to understand the differences (Hughes, et al. 2005:65).
Goleman (2002:35) identifies empathy as the fundamental competence of social
awareness.
Empathy enhances communication in a dramatic manner and increases productivity
whilst reducing conflict. Through development of empathy one can became attuned to
other people’s emotional states by drawing on one’s own experiences. This includes
respect and paying attention in order to understand any differences. These differences
may include body language and the interpretation of facial expressions to understand a
23
person’s state of mind. Empathic awareness can be achieved by motivating oneself to
listen attentively and understand those who seek to communicate.
Mersino (2006) claims that one of the most important applications of empathy, as a key
success factor, is empathetic listening.
Empathetic listening focuses on listening without judgment. Instead one focuses on
words and behaviour of other people without trying to summarise what they feel.
Through this empathetic listening and encouragement a person can be motivated to
communicate better and feel more appreciative.
Some of the benefits that could be achieved through empathy are accurate
communication, collaborative alliances, building trust and conflict resolution (Hughes, et
al. 2005:68).
2.3.7 Social responsibility
Social responsibility recognises that each individual should take responsibility for the
interests of the larger group and all individuals who work and operate within the group.
This larger group could include a business, a sports gathering, religious functions or a
specific community where a group of people come together. Contributions in a positive
and up lifting manner demonstrate a person desire to work alongside and be accepted
in a specific group. This could include a person’s time, financial contribution and/or
work towards ensuring a positive outcome for the group in general.
According to Bar-On social responsibility is the social code whereby people are
accepted, treated and assisted according to generally accepted social rules and a
person’s conscience. These are the building blocks to create a society and achieving
results that an individual alone could not achieve (Hughes, et al., 2005:72).
Human behaviour is generally focused on either being competitive or collaborative.
Competitive behaviour will embrace change and innovation and will include winners
and losers. Collaborative behaviour will focus on equal and integrated sharing of
resources, slower change and lesser pertinent focus on winners or losers.
24
Social responsibility can be build by understanding the value of the group as oppose to
the self-interest of an individual. Open communication and honesty will benefit the
group in general but also the individual when working towards a common goal.
Relationships will be developed that will enhance the understanding of a group’s needs,
interests and wishes.
The more responsibility the group takes for the well being of its members, as well as
striving towards understanding the inner-workings and importance of working together
as a single entity, the better it will be for the environment the group operates in. This
would also be advantageous to the wishes and requirements of all the individuals who
form part of the group. The individual members will feel more appreciated and
important. This, in turn, will motivate them to contribute even more to the group’s
consolidated goals set for the future which would increase the benefits reaped by the
group as a whole (Hughes, et al., 2005:74).
Social awareness is an important building block for a leader’s primal task of directing
meaning in a group environment. Through this attuned attention a leader can sense the
shared values and priorities within a group and ensure that a sense of togetherness as
born this from foundation (Goleman, et al., 2002: 49).
2.3.8 Interpersonal relationships
The interpersonal relationships competency is a very important building block of
emotional intelligence as the skills that an individual acquires will govern his or her
relationship with other people. This will determine whether others want to have dealings
with the individual or dread any contact (Hughes, et al. 2005:68).
Interpersonal relationships are expected to be found in any business environment as it
comes with being in a particular situation or job. There are specific skills associated
with this component but it might seem to be simplistic, basic or a given. Successful
workers, however, realise that relationships are built on reciprocity of give and take. In
25
some cases they listen more than they speak and the attention is focused on the group
or a specific person when they communicate (Stein & Book, 2003:156).
All needs, requirements and expectations are anticipated and acknowledge within
these relationships.
The quality of the interpersonal relationships will govern the emotional climate in the
specific environment an individual operates in, such as the family and the workplace. If
there is a positive and acceptable relationship in place it will empower the group and
individuals to enjoy experiences and contact that is positive and contribute to the
concept of humanness through sharing with others. This will include intimacy, affections
and communication as all individuals are governed by social structures and no
individual can grow in a state of isolation (Hughes, et al., 2005:78).
Having friends, loved ones and people with whom individuals can interact in a positive
and uplifting manner will eventually ensure that both the group and the individual will be
able to progress socially and survive in the world (Stein, et al., 2003:156).
Building interpersonal relationships is a skill that can be easily obtained. An individual
must examine the satisfaction levels of current relationships and determine what can be
done to improve them if an inadequate satisfaction level is identified.
In order to create or improve a new relationship, an individual should realise that
change has to occur from within before any perceivable improvements will be evident.
Trying to change the other person without self-improvement will lead to failure,
frustration and a very low success factor. Specific behaviours such as improving an
individual’s listening ability, finding areas of mutual interest and being open to engage
with new people and people of a different background or mind set can lead to improving
this skill.
Abusive relationships or relationships that can’t be improved must be abandoned and
only uplifting and beneficial relationships should be nurtured and build upon (Hughes,
et al. 2005:80).
26
2.3.9 Stress tolerance
Stress tolerance involves the ability to endure stress and to control impulses that could
lead to negativity (Stein, et al., 2003:23).
Stress is inevitable and inescapable. Dealing with stress is a question of how often and
when it will occur. If a stressful moment or situation is experienced well developed EQ
competencies will assist an individual in analysing the situation and determining a more
appropriate response than the normal fight or flight feelings (Hughes, et al., 2005:81).
Although many stressful situations do not deal with a physical response, the minds and
bodies of individuals instinctively respond to any perceived threats. Prolonged and
chronic stress is common in the competitive times of the majority of individuals operate
in and managing stress in a positive way is crucial to staying healthy.
Being unable to handle stress will impact on a person’s quality of life as physical and
psychological damage, along with the negative impact on an individual effectiveness,
will be inflicted. In some cases the neglect of stress management will lead to people
resorting to abusive practices such as drug and alcohol abuse or generally unhealthy
lifestyles.
Bar-On emphasise that there is a correlation between stress management strengths
and impulse control. Controlling impulses will reduce stress factors and this is further
enhanced by emotional intelligence factors (Hughes, et al., 2005:81).
Stress management can be improved by developing strategies to cope with stress such
as meditation, visualisations, planned breathing and exercising on a regular base.
As stress management is improved an individual, knowing that any problem or situation
can be handled, is more prone to success and confidence in difficult situations.
27
2.3.10 Impulse control
Impulse control deals with urges that could have a negative impact on the way that an
individual takes action in a given situation. It sometimes exists beyond any rationality or
logic and is compiled of psychological and physiological factors. Looking at
consequences of these impulses, that could either be helpful or harmful, will determine
how much control will be needed (Hughes, et al., 2005:87).
The inability to control impulses can be attributed to ineffectiveness, human misery and
the way that emotions, such as anger, are controlled.
The ability to control impulses or harmful urges is crucial in order for an individual to
operate effectively in life. Drug abuse, physical violence and other negative actions
have an impact on interpersonal relationships and self-regard. The demonstration of
these negative emotions and actions will cause damage and the eventual breakdown of
any interpersonal relations in both a personal and workplace capacity.
Improving and executing impulse control will require an individual to do some analysis
in identifying possible unproductive behaviour. This identification will allow the
individual to regulate his/her behaviour through emotional self awareness and
thoughtful responses.
Controlling impulses will lead to increased productivity and self-regard (Hughes, et al.,
2005:90).
2.3.11 Reality Testing
Reality testing deals with an individual’s ability to distinguish and understand what is
happening in the environment they operate in and the world in general. An individual
learns from past experiences to interpret certain situations, objectives, fears and
desires – each with a specific connotation associated with them. Reality testing is
important in order to avoid being overly negative or positive with regards to emotions,
experiences or processes (Hughes, et al., 2005:91).
28
The best way to enhance reality testing is to constantly call perceptions of the current
situation into question by asking and testing this reality. This could be done on a very
basic level such as listening at sounds and determining whether they are soothing or
scary or interpreting feelings and questioning which emotions they constitute, e.g.
anger, love or any other emotions.
The benefits that can be derived from reality testing can be used to avoid feelings of
unexpected loss or negativity that could impact the self and others (Hughes, et al.,
2005:94).
2.3.12 Flexibility
Flexibility deals with the exercise whereby an individual must be true to the core values
that was learned and accepted as part of their values and belief system and refusing to
comprise the core believes. If compromise takes place the credibility and the purpose
of life and roots will be lost (Hughes, et al., 2005:95).
Flexibility thus deals with the ability to adapt to something new or unfamiliar in a
dynamic way without compromise of the core values.
Change is inevitable and any successful person knows how to embrace it in a positive
way. It allows a person to avoid or seize opportunities that are presented, to use the
information and knowledge at hand to make a decision that is beneficial to all parties
involved and still be able to adhere to the values at the group and organisation’s core.
Understanding flexibility and the willingness to embrace it will enhance a person’s
ability to operate in a world that is filled with change on a daily base. It will increase
effectiveness and happiness as a person can be satisfied with knowing that the right
decisions were made where possible (Hughes, et al., 2005:99).
29
2.3.13 Problem solving
Problem solving deals with the competency of being alert, observant and understanding
all the factors at hand that could impact on a specific situation or problem. It requires of
an individual to be analytical, disciplined and to have perseverance for not many
problems are resolved the first time around (Hughes, et al., 2005:101).
Problem solving is a necessity as it is constantly called upon in the activities of
everyday life.
To enhance problem solving activities, it is useful to have a checklist that will assist a
person to resolve the problem at hand. The list should include factors dealing with
defining the problem or issue on hand, gathering all the relevant facts that could play a
part in reaching a decision, brainstorming all possibilities and finally incorporating the
results into a solution that would provide the best possible outcome for the specific
situation (Hughes, et al., 2005:104).
2.3.14 Optimism
Being optimistic deals with an individual’s belief that good is lasting and bad is
temporary. Optimism is closely linked with being successful and includes the
management of expectations. Being optimistic can ensure that an individual is
successful, not only in monetary terms, but also in personal, workplace and family
matters (Hughes, et al., 2005:105).
Individuals who feel optimistic about life are generally people who tend to be healthier,
have less depression and are successful in whatever they strive towards.
Improving and developing optimism is rooted in the belief that all people have a choice
about their attitude towards life and all the challenges they face. Cognitive development
30
strategies such as having a positive outlook on life and learning to control negative
thought patterns assists in increasing optimism (Hughes, et al., 2005:109).
2.3.15 Happiness
Happiness can be described as the ability to enjoy and feel satisfied with life in general.
A person’s level of happiness can be directly attributed to his or her level of emotional
intelligence (Hughes, et al., 2005:111).
Happiness is important as it encompasses all the emotions and factors that contribute
to a state of mind in any given situation. It increases productivity, motivates people to
achieve their goals and to overcome adversity in order to fulfil their desires. Happiness
can be directly contributed to a person’s state of mental and physical health and a
person’s growth in a personal and work environment (Hughes, et al., 2005:112).
Growing happiness is as much a choice as a decision being taken. Exercising on a
regular basis, reflecting on life and current situations and sharing what you have with
others in need will contribute to happiness and ensure a more balanced outcome to life.
2.4 The four dimensions of EQ
There are four domains (Goleman,Boyatzis & McKee, 2002:39) to EQ. They differ
slightly to the breakdown of the five composite scales of Dr. Reuven Bar-one in the BarOn EQi test discussed in the previous sections of this chapter (Hughes, et al., 2005).
According to Goleman (2002), these four domains are categorised as:

Self-awareness

Self-management

Social awareness

Relationship management
31
2.4.1 Emotional self-awareness
Emotional self-awareness focuses on a person’s understanding of their own emotions.
This includes the awareness to recognise the impact of their emotions and to use their
sixth sense or “gut” feel to make the right decisions for a specific situation or problem
that is being faced (Goleman, et al., 2002:40).
Self-awareness correlates strongly with an accurate sense of self-assessment. A
person who possesses the knowledge to understand their own strengths, including their
limitations will be able to assess themselves accurately. This knowledge could then be
used to handle difficult situations or problems that might arise from a specific situation
or problem. This will only be possible if a person understands his or her own worth,
including the specific abilities developed through experience. This understanding will
increase a person’s self-confidence to cope with and handle any problem or difficult
situation (Goleman, et al., 2002:44).
2.4.2 Emotional self-management
According to Goleman (2002:45) emotional self-management deals with a person’s
ability to understand emotional self-control and to be in charge of and be able to handle
any disruptive emotions, thoughts and impulses that could lead to a negative attitude. It
is closely link with transparency which underlines a person’s sense of integrity, being
trustworthy in any situation and being honest – no matter what the consequences may
be.
A person with a strong sense of self-management adapts with ease to a specific set of
circumstance, such as chasing a deadline or dealing with a difficult customer, as
opposed to a person who lacks this competency. People with a strong sense of selfmanagement are usually more flexible. They are able to find innovative ways to
positively overcome obstacles and to grow through the whole experience (Goleman, et
al., 2002:46).
32
These people have the inner drive to achieve what they set their minds to and to
improve their own performance, or that of their team, through their own set of high inner
standards to reach for excellence.
People with a strong sense of self-management can take the initiative. They are always
prepared to act in a positive way in order to seize opportunities. These people remain
optimistic in focusing on the positive side of things as oppose to problematic issues that
may arise (Goleman, et al., 2002:48).
2.4.3 Emotional self-awareness
Of all the dimensions of EQ, emotional self-awareness might be the easiest to
recognise (Goleman, et al., 2002:49). Emotional self-awareness and self-management
requires awareness or empathy and is crucial for any leader in his or her primal task to
drive meaning (Goleman, et al., 2002:49).
Empathy and organisational awareness deals with the understanding and reading of
the current politics or networks within a group. This allows the manager to sense and
understand the prevalent emotions on both an individual and group level regarding
specific fears and perspectives that might arise from individual and group actions and
reactions (Goleman, et al., 2002:48).
2.4.4 Relationship management
The triad of self-awareness, self-management and empathy unites in the final EQ ability
of relationship management. The most visible tools of leadership are nested within this
ability (Goleman, et al., 2002:51):

Persuasion

Conflict management

Collaboration
33

People management
To be a truly inspirational leader – along with the abilities to lead, guide and motivate a
group – a leader needs a clear vision of where he or she wants to lead the group. This
is only possible if the leader possesses the skills and building blocks required to
formulate a clear vision and to be able to communicate its various aspects in order to
persuade a group towards a specific line or point of view (Goleman, et al., 2002:52).
Along with these abilities a leader should be able to operate as a change catalyst that
can initiate, lead and manage a group towards a new direction regardless of the fact
that this may be difficult. He or she has to cultivate and maintain relationships and
strengthening bonds with the group or team. This will ensure collaboration regarding
team work and build a sense of belonging through co-operation (Goleman, et al.,
2002:54).
In general emotionally intelligent individuals maintain awareness of the way that they
present themselves to others, the way they behave and the labels that are placed upon
them (Averill, 1980; Scheff, 1983). This awareness is evident in the dimensions and
breakdown of EQ and how they are interpreted to ensure success both on a personal
and group level.
2.5 Emotional intelligence, intelligence quotient and management competencies
Intelligence quotient or IQ is a score originating from different standardised test which
attempts to measure an individual’s intelligence. IQ measures cognitive abilities such
as the ability to learn and handling new situations.
According to Goleman (1995:44) IQ and EQ are not opposing competencies, but
separate ones.
34
An investigation completed by Dulewicz, Young & Dulewicz (2005:78) identified a link
between leadership and EQ and further claimed that EQ and IQ are important entities
to drive effective leadership in an organisation.
It is further stated (Dulewicz, et al., 2005:72) that EQ, IQ and management
competencies, also referred to as MQ, results in career advancement of leaders. This
statement was tested on 100 managers who attended a General Management Course
at Henley Management College and the findings provided evidence that that EQ, IQ
and MQ do influence leadership, with EQ being an important contributor.
The findings from the tests (Dulewicz, et al., 2005:77) whereby various hypotheses
were investigated fielded important results regarding IQ, EQ and MQ. These
hypotheses included the following scenarios:

IQ, EQ and MQ contribute to overall job performance

IQ, EQ and MQ contribute to predicting leadership

EQ makes a greater contribution to performance than IQ and MQ do to overall
performance

EQ makes a greater contribution to leadership than IQ and MQ

EQ makes a greater contribution to overall performance at managerial level than
at rating level

EQ competencies make a greater contribution to leadership at a managerial
level than at a rating level.

EQ make a greater contribution than either IQ or MQ to leadership styles
A leadership dimension questionnaire (LDQ) was developed to test these hypotheses
(Dulewicz, Higgs, 2000:75).
From the study the following was derived:
 IQ, EQ and MQ contribute to overall performance (Dulewicz, et al., 2005:76).
 EQ, IQ and MQ are more important for managers than ratings when it comes to
leadership performance (Dulewicz, et al., 2005:77)
 EQ contributes more than IQ to performance (Dulewicz, et al., 2005:77).
35
 EQ is rated significantly higher to overall performance for managers, as opposed
to ratings, when assessing overall performance (Dulewicz, et al., 2005:79).
It is thus clear that IQ, EQ and MQ plays an important role to overall job performance.
The substantiating argument is that someone who has high IQ, EQ and MQ is more
likely to perform better at a job or specific task than someone who rates lower
(Dulewicz, et al., 2005:81).
EQ, however, makes a greater contribution to overall performance than IQ and MQ –
providing support for Goleman’s statement that a leader with an average IQ and high
EQ can be successful in a leadership role (Goleman; 1995).
The overall results of this study indicate that EQ is more important than IQ and MQ for
all leadership styles, especially regarding the four EQ dimensions (motivation,
intuitiveness, conscientiousness and emotional resilience).
Although there are many standardised test which attempt to measure IQ it is more
difficult to measure EQ since certain skills, such as empathy, are best tested when
measured within a specific scenario.
According to Jack Block, a psychologist at the University of California in Berkeley, there
is two types of people: people with a high IQ versus people with high emotional
intelligence or emotional aptitudes. Marked differences exist between these two types
of people.
People with a high IQ (setting aside EQ) have tendencies which lean towards various
intellectual interests and abilities. Although there are slight differences when comparing
men and woman, the abilities present include being highly productive, ambitious,
critical, particular, repressed, uneasy with sexuality, inexpressive, detached,
emotionally bland and cold.
In contrast, people who rate high in emotional intelligence are socially well adapted,
cheerful, happy and outgoing people who share a common commitment to people and
causes. They have good relationships with people, are caring and considerate, at ease
36
with themselves and contribute positively to their environment and the people they
share it with.
According to Susan Dunn, who coaches EQ and distance learning, IQ gets you through
school whilst EQ gets you through life. She further states that people with high EQ
capabilities will use a variety of skills and emotions to convince a person of a certain
point of view or fact whilst people low on EQ will try to convince a person with facts
alone. A combination of cognitive and emotional capabilities is the optimal combination
but EQ contributes by far more of the skills and capabilities that will directly impact a
person’s life on a daily basis.
It would, therefore, seem that EQ and IQ work together and are both required in order
to function in a positive way. If IQ = being intelligent and EQ = being aware, then
EQ+IQ = the ultimate state to be. Without EQ people’s cognitive state and abilities of
are diminished.
2.6 EQ in the workplace and society
According to Goleman (1994:17) many of the benefits that could be derived from
studying EQ has been attributed to the more privileged of society, such as business
men and woman and scholars attending private schools. Ensuring that more programs
for understanding EQ and the underlying benefits thereof are implemented in poorer
communities, prisons and public schools, communities will be empowered and
improved. The people of these communities will be educated towards self-awareness,
leadership and other skills that will benefit the communities in the fight against various
social problems, such as crime, through leadership.
Freedman (2007:3) states that EQ will not help a person or leader to control negative
thoughts, but rather lead them to a point where they will understand that emotions are
assets and controlling them in an intelligent manner will ensure gains and value
creation in work and social environments.
37
Freedman (2007:11) further states that each leader must decide what role people and
emotions will play in the leadership role that he or she wants to embrace.
There are dozens of definitions for leadership ranging from setting direction to inspiring
and motivating people and to inspire people to move forward in a positive manner.
Business has changed significantly over the past 50 years. Employees are not loyal to
their employers anymore and the focus is very much on being agile, mobile and to have
entrepreneurial skills which set them apart from other employees. Nowadays
companies’ offices and business may span many countries with complex supply chains
and various cultures to take into consideration. This new business model is immensely
complex and with challenging economic times to take into consideration, leadership can
become very tricky with difficult questions posed at leaders every day.
Salovey & Mayers (1990) take these challenges even further. They claim that EQ is the
ability to monitor one’s own and others’ emotions in order to discriminate among them.
The information gathered in the process should be used to guide one’s thinking and
actions in order to become more competitive and be more effective as a leader.
In a study done by Zeidner, Matthews & Roberts (2004:373) it is claimed that EQ
affects a wide array of work behaviours including the commitment of employees and
workers toward a certain task or project, team work, development of talent within a
company, the level of innovation, service quality and the improvement of customer
loyalty. It is further stated that people with high levels of EQ achieves more success in
their careers, build better and stronger relationships, lead more effectively and are
general more healthy, as opposed to people who lack sufficient EQ skills.
People with higher EQ skills are in a better position to clearly communicate what the
goals, objectives, intentions and road forward will be for certain actions, strategies or
tasks. This enables employees to be better suited to develop and action strategy
benefiting the organisation in reaching its goals.
38
According to Poskey (2009) leaders with high EQ capabilities regarding social skills and
being able to positively operate in highly charged political situations, are better suited to
guide an organisation because they are able to:

Clearly communicate messages that are understood by all

Use clever tactics and techniques to influence employees to achieve the correct
and desired result

Guide and inspire employees and groups by example

Initiate and manage change in an organisation through the correct programs and
involvement of all stake holders

Resolve conflict by embracing it as a positive emotion instead of a negative one
and to assist people in resolving any disagreements

Build strong networks of people for co-operation and collaboration through coworkers and business partners

Create team and group synergies to ensure that goals are met in the desired
way
Zeidner et al (2004:379) states that George (2000) found that the benefits of EQ and
organisational leadership are enhanced by identifying how employees feel and how
they experience a given situation at a specific time. These observations could empower
leaders to better appraise and influence the emotions of the workforce persuading them
to buy into a certain strategy and thereby ensuring that the objective of creating a
shared vision is met.
Leaders can utilise emotions as signals to direct attention to activities that requires
immediate action and takes priority. By being sensitive to the emotions of their
followers, leaders can better anticipate how their followers will react to change or
circumstances and ensure that corrective actions are put in place.
Being intuitive and have a sense of empathy is regarded as being important in the
workplace for the following reasons:
39

Having a sense of people’s feelings, interests and concerns leads to better
understanding

It allows for the creation of an environment wherein people can develop and
grow their competencies and strengths

Improves customer orientation in recognising and meet customers’ needs

Opportunities to cultivate diversity through the leveraging of different cultures
and diverse people can be identified.
Leaders with high EQ capabilities are able to generate great excitement, enthusiasm
and optimism in a work environment. This allows leaders to maintain high levels of buy
in and co-operation between employers and employees and mutual trust is established
through the development of high quality relationships (Zeidner et al, 2004:387).
Qualitative relationships are imperative for any company, especially when one takes
into consideration a study done by Jordan, Ashkanasy & Hartel (2002) which implies
that EQ could predict employees’ emotional behaviour towards job insecurity.
Employees with low EQ is seen to be more prone to negative emotions and behaviour
than employees with high EQ relating to job insecurities. They are thus more prone to
behave defensively, avoid taking responsibility, have less commitment to tasks and are
more disposed towards negative coping.
Employees high in EQ will be able to deal better with the effect of job insecurity. This
leads to increased work commitment, better and positive coping with problems and
threats and viewing the effects of job insecurity as a positive challenge.
According to Poskey (2009) an employee might be viewed as having a good
personality but this might not equate to succeed in the workplace. People with varying
personality styles can perform the same job successfully. It all depends on their level of
EQ and their judgement towards the unique challenges they might face.
Clarity of thinking and composure when challenged with stressful situations and
problems, is what separate strong and good performers from weak performers in the
workplace.
40
Managers are often faced with questions as to the reasons why a certain employee
behaves in a specific way with regards to ethics, policies and general behaviour in the
workplace. Other questions that frequently arises deals with the fact that certain
employees seems to overachieve or excel when faced with challenges whilst other
seems to laps and are unable to accelerate.
In many cases the answer lies in the person’s EQ abilities as opposed to their
personality type.
Nowadays organisations are facing key challenges to ensure that they remain
competitive and financially viable. Some of the challenges (Dulewicz & Higgs,
2003:194) are the following:

Ensuring to draw the right talent to compete in the talent wars
o This requires attracting and retaining the best of the best

Managing Intangibles
o
Analysts and investors are looking for more than just hard facts and data;
there must be a balance between the “hard” and “soft” aspects of the
business. The hard fact being financial data etc. and the soft aspects of
leadership and EQ.

Ensuring that change succeeds in an organisation
o Many organisations do not have a good a track record with change
deliverables. In the current economic climate, successful businesses will
be those that are successful in the implementation of change
programmes.

Drawing a wider audience
o For many years shareholders were believed to be the most important
audience of an organisation. Truly successful organisations have realised
that all stakeholders are important and the potential conflicts that could
result must be managed.
All these challenges have one single entity in common: a new way of leadership
(Dulewicz, et al., 2003:195).
41
The link between EQ and this new leadership paradigm is important and forms the
basis these initiatives will have to be developed from. This leadership paradigm will
have to be carried through from board level down to the employees and other
stakeholders if an organisation wishes to be successful.
2.7 Primal and effective leadership
Gifted leadership occurs where heart and head; feelings and thoughts meet (Goleman,
et al, 2002). Primal leadership refers to the emotional dimension of leadership. The
argument is that a leader’s primal task is an emotional one: to articulate a message that
is in line with the follower’s emotional reality (Bernhut, 2002:14). This emotional level
focuses on motivating people in a positive way to ensure that the necessary work get
done with the required leadership output.
A good leader ignites passion and motivates people to strive towards being the best
they can be. They are effective when it comes to communicate strategy, explaining a
problem situation and creating a sense of excitement and motivation. In essence, great
leaders work through emotions.
The key to making primal leadership work (Goleman et al, 2002) to everybody’s
advantage lies in the leadership competencies of EQ – how leaders handle themselves
and their relationships. Leaders who exercise primal leadership drive the emotions of
those they lead in the right direction to ensure positive results.
2.7.1 Creating a positive group mindset
Excellent leadership comes about when a leader understands the connection between
heart and head. Leaders must be equipped with the correct balance of intellect and
emotions to be able to handle challenges and problems on a daily basis. Intellect alone
will not be enough. A leader that needs to execute a vision has to be able to guide,
inspire, motivate and listen if he or she is to be effective. The way that a leader acts
and not only what they say is key to effective leadership.
42
Resonance in terms of brain functions means that people’s emotional centres are
connected in a positive way. According to Goleman the most powerful way that
resonant brain-to-brain connections are made is by means of laughter (Goleman et al.,
2002:33).
The brain is an open loop and humans rely on interaction and connections with other
people for emotional stability. The relationship between these open brain loops or
brain-to-brain connections between different people creates a mixture of emotions to
which each individual add their own flavour.
Where the prevailing emotions are mainly negative (e.g. anxiety, anger or frustration) it
does not only disrupt any work effort but diverts the attention away from the real tasks
at hand.
However, when people feel happy, satisfied and positive these emotions lubricate
emotional efficiency, ensuring that people are more open to change. They become
better listeners, are more understanding and more open to important information
directed at them.
The more positive the overall mood of people in a company and on a management
level the more positive the company results will be with less negative conflict. The more
negative the mood, the poorer the company’s returns.
This was confirmed with a study done with sixty-two CEOs and their top management
teams (Goleman, et al. 2002:14). The teams were assessed on how upbeat,
enthusiastic, determined and energetic they were. They were further asked how much
conflict and clamour they experienced with regards to personality clashes, anger,
friction in meetings and other emotional conflicts.
The study found that the more positive the overall moods of the people in top
management were, the better they worked together, they managed to overcome
problems with more ease and they performed better in terms of overall company
43
performance and results. This was not true for management teams not experiencing
the positive vibe in a company.
The combined “group IQ” – consisting of the sum total of every person’s talents
contributing at full force – is dependent on harmonious group EQ. A leader who is able
to tap into this “group IQ” and utilise its combined power will reap powerful results
(Goleman, et al. 2002:14).
These leaders create a friendly but effective climate which is uplifting to everyone’s
spirits.
2.7.2 Basic abilities of the EQ leader
According to George (2000) there are four basic aspects of EQ that provides leaders
with the ability to motivate and transform team members:

Ability to appraise other people’s emotions including personal emotions

Knowledge about emotions to predict emotional reactions in different scenario’s

Utilising emotions to ensure that certain results are acquired by influencing
behaviour and cognition of others

Management of emotions ensuring and creating more creative and effective
teams
This correlates with the view that leaders must be able to create strong emotional
relationships with team members and to be successful in managing those relationships
in order to create benefit for a team (Goleman, 1995; George, 2000).
The better leaders are at using emotions to manage strong relationships, the better
they will be at demonstrating effective performance (Goleman, 1995; George, 2000).
44
2.7.3 The motivational leader
Leaders with sound EQ traits and great personal efficiency are more geared towards
handling difficult situations with confidence. They are also better situated towards
attracting and motivating followers (Prati, et al., 2003:26).
In addition to being efficient, the positive effect of leaders being enthusiastic, cheerful
and positive seems to be emotionally contagious in various ways and has a positive
effect on individuals and groups (Prati, et al., 2003:26). These effects seem to attract
team members. They bond or attach themselves to the leader’s emotions which could
increase effectiveness and a positive outlook for the team as a whole, regardless of the
situation they might find themselves in.
In contrast, Lewis (2000) discovered that the contagion effect could also have the
opposite result if emotions such as negativity, anger or lack of motivation are displayed
by leaders. The team might perceive the leader to be weak, ineffective or vulnerable to
any given situation.
It was found that a leader’s lack of control regarding emotions could be directly related
to ineffectiveness as a leader (Goleman, 1998; Lewis, 2000).
This ineffectiveness could be the result of the team’s emotional infection of the leader’s
emotional state. This could be the cause of a lack of empathy for the leader’s situation,
with the team feeling that the leader is unable to handle his or her emotions and the
current situation (Prati, et al., 2003:27).
Collective motivation of individuals and the team as a whole is an important
consideration. This collective motivation is essential for a team to perform as a whole
and to reap the benefits from individual member’s contribution towards being
successful and positive.
Sosik and Megerian (1999) have identified four characteristics of transformational and
primal leaders which are in line with the views and behaviours of individuals and team
members that are considered to have high levels of EQ.
45

Leaders high in EQ adhere to the standards and norms established by the
company or organisation by actively striving to ensure that all individuals adapt
to these norms. These leaders have charisma and well developed emotional and
social skills.

Leaders are able to motivate others and have empathy regardless of the
situation they are in.

Leaders are able to stimulate the team and individuals on an intellectual level
and are capable of developing the total team and resolve conflict.

The leader’s all-embracing team responsibility allows for individual focus on
team members to make them feel appreciated, needed and important.
In a study completed by Palmer, Walls, Burgess & Stough (2001:6) it was found that
leaders who considered themselves to be good at motivating and inspiring individuals
and teams in reaching specific goals, reported that they manage emotions both within
themselves and others.
Leaders who perceived themselves as paying attention to achievements and to develop
certain qualities within teams and individuals also rated themselves high as to manage
emotions both from within and in others.
The transformational component, namely charisma, describes leaders who can inspire
but also motivate their teams to reach common goals. It requires of the leader the skill
to monitor emotions from within, but also keeping track of the emotions within others.
This competency to monitor one’s own emotions and the emotions of others are
significantly related the individualised component of transformational leadership
(Palmer, et al., 2001:8).
This could relate to a leader being able to sense when a team member requires
feedback or longs for a more challenging task. This can only be done through the ability
of sensing emotions and being able to positively react on these emotions in a way that
is beneficial to everybody involved.
46
In the case of a team member who feels unappreciative the leader must be able to
sense these emotions and act on them – either by providing positive feedback to the
team member to make him or her feel more appreciated or acting in a way that will
resolve the perceived negative emotion through positive actions (Palmer, et al.,
2001:8).
A leader also needs to posses the ability to think creatively and be flexible in his or her
way of thinking for a given situation.
2.8 The leadership repertoire
The best and most effective leaders are those who set strategy, motivate the teams
they are responsible for, build company culture and most importantly, ensure that the
necessary results are achieved (Goleman, 2000:78).
The most frequently asked question however, is what an effective leader should do to
ensure that results are achieved?
Leadership experts from all over the world are coaching and training business
executives on ways and means to be strategic in their thoughts and to ensure that the
best financial and strategy results are achieved.
Still, effective leadership eludes many top executives and managers in a wide variety of
organisations and companies. (Goleman, 2000:80).
Research conducted by the consulting firm Hay & Mcber, which has drawn on a
random sample of more than 3,871 executives from a database of more than 20,000
executives worldwide, has found six distinctive leadership styles that defines effective
leadership in a successful way (Goleman, 2000:78).
Individually these styles appear to play an important role and impact on the culture and
atmosphere within an organisation which, in turn, influences the financial results and
performance on a year to year basis (Goleman, 2000:78).
47
Most importantly it seems that the effective leaders who achieve the best results do not
rely on a single leadership style to ensure results, but apply various styles during any
given situation to ensure that the best result is achieved (Goleman, 2000:80).
The link between EQ and effective leadership has been researched for a number of
years now. Harvard Professor, David McClelland, found that leaders with strengths in
more than six EQ competencies were far more effective in setting strategy, handle
crisis situations, mobilising the organisation and achieving results than peers who
lacked these competencies (Goleman, 2000:81).
Executives who lacked EQ competencies were rarely rated as outstanding in their
performance reviews and their divisions, on average performed almost 20% lower than
those who had strengths in EQ competencies (Goleman, 2000:82).
The six leadership styles in question are:

Visionary/Authoritative

Coaching

Affiliative

Democratic

Pacesetting

Commanding/Coercive
2.8.1 Goleman’s leadership styles
As indicated, top executives use six leadership styles, but only four of these styles have
a positive effect on the atmosphere within an organisation and drive positive results
forward (Goleman, 2000:82).
48
2.8.1.1 Visionary/Authoritative
The visionary leader articulates where a group is going, but not how it gets there. This
leader set people free to be innovative, to experiment and to take measured risks.
Inspirational leadership is the EQ competence that most strongly underlines this style.
Transparency, another EQ competency, is also present but the most important
competency is empathy. This competency ensure that a leader will be able to sense
what the team or individuals are feeling and understand their perspectives which
assists the leader in articulating a truly inspirational vision (Goleman, et al., 2002:82).
Table 2.1: Leadership style: Visionary
The Leader’s modus operandi
Mobilises people towards a vision
The style in a phrase
“Come with me”
Underlying EQ competencies
Self-confidence, transparency,
empathy, change catalyst
Style works best
When change requires a new vision
or when a clear direction is needed
Overall impact on climate
Strongly positive
Source: Goleman, 2000:82
2.8.1.2 Coaching
The leadership style of coaching describes the art of the one-on-one relationship.
Coaches work towards assisting people to identify their unique strengths and
weaknesses, linking these abilities to personal and career aspirations.
Coaching focuses on the EQ competency to develop others which implies that the
leader becomes a counsellor. Emotional awareness and empathy are closely tied to
coaching (Goleman, et al. 2002:83).
49
Table 2.2: Leadership style: Coaching
The Leader’s modus operandi
Develops people for the future
The style in a phrase
“Try this”
Underlying EQ competencies
Developing others, empathy, selfawareness
Style works best
To help an employee improve
performance or develop long term
strengths
Overall impact on climate
Positive
Source: Goleman, 2000:82
2.8.1.3 Affiliative
This style of leadership represents the collaborative competency. These leaders are
concerned with creating harmony and ensuring that friendly interaction between
individuals and teams exist.
Utilising empathy allows these leaders focus on the emotional needs of workers. Many
leaders who use this approach combine it with the visionary approach. Visionary
leaders state a mission, set standards and let people know whether their actions
contribute positively towards the goals of the group and those of the company.
This leadership style is a very powerful conduit for a vast number of situations and
actions (Goleman, et al. 2002:84).
50
Table 2.3: Leadership style: Affiliative
The Leader’s modus operandi
Creates harmony and builds
emotional bonds
The style in a phrase
“People come first”
Underlying EQ competencies
Empathy, building relationships,
communication
Style works best
To heal rifts in a team or to motivate
people in stressful circumstances
Overall impact on climate
Positive
Source: Goleman, 2000:82
2.8.1.4 Democratic
A Democratic leader uses a number of EQ competencies to promote the company or
team’s set goals. This ability is most frequently utilised in team collaboration, conflict
management and influencing people. These types of leaders are a great listeners and
collaborators in the truest sense of the words. They know how to suppress conflict and
create harmony within a team, division or the company as a whole. Empathy also plays
an important role in this leadership style.
This type of leadership style will work best if a leader is uncertain which approach
should be follow and if employees’ ideas and inputs are required (Goleman, et al.
2002).
51
Table 2.4: Leadership style: Democratic
The Leader’s modus operandi
Establishes consensus through
participation
The style in a phrase
“What do you think?”
Underlying EQ competencies
Collaboration, team leadership and
communication
Style works best
To build buy in or consensus or to
obtain input from valued employees
Overall impact on climate
Positive
Source: Goleman, 2000:82
2.8.1.5 Pacesetting
Pacesetting as a leadership style that should be applied sparingly and only used in
situations where it will succeed in making a tangible difference.
In this leadership style the leader exemplifies high standards when it comes to
performance of the teams or individuals in a company. He or she holds doing things
better and faster in high regard and is quick to outline poor performance.
Using this style of leadership excessively could lead to low morale under employees
and teams as the employees might view this style as being harsh and pushing them to
their limits all the time. Employees may also feel that their efforts are not appreciated
and that the leaders do not trust them to do their work or to excel at what they are good
at.
The EQ foundation of a pacesetter is to manage processes through improved
performance. Should a leader who uses this style lack empathy, he or she could be
unaware of the emotions of the employees which will defy the aim of the project and
prevent the team from achieving what is required.
Pacesetting works best when combined with the visionary style and building the team
by using the affiliative style (Goleman, et al. 2002).
52
Table 2.5: Leadership style: Pacesetting
The Leader’s modus operandi
Sets high standards for
performance
The style in a phrase
“Do as I do now”
Underlying EQ competencies
Conscientiousness, drive to
achieve, initiative
Style works best
To obtain instant results from a
highly motivated and competent
team
Overall impact on climate
Negative
Source: Goleman, 2000:82
2.8.1.6 Commanding/Coercive
The commanding leader demands immediate compliance with orders, but does not
take the time to explain to the team or individual why the decision was made or action
should be taken.
Should a team or individual not follow the orders, these leaders usually resort to
threats. They also demand firm control and monitor all processes that are put in place.
Of all the leadership styles this style is the least effective. It is not conducive to a
positive and friendly mood within an organisation. A leader who is viewed as being
cold, intimidating and calculated will contaminate the whole organisation’s mood.
Leaders following this style dampen people’s spirits and erode people’s pride as well as
their work satisfaction.
This commanding style works in very few circumstances and then only when used with
caution. Such circumstances would include a genuine emergency like a hostile
takeover. A take-control style could also be used to assist everyone when they go
through personal crises.
53
The successful execution of the commanding style draws on three EQ competencies:
influence, achievement and initiative. In addition, self-awareness, emotional self-control
and empathy are crucial to keep this style on track (Goleman et al. 2002).
Table 2.6: Leadership style: Commanding/Coercive
The leader’s modus operandi
Demands immediate compliance
The style in a phrase
“Do what I tell you”
Underlying EQ competencies
Drive to achieve, initiative, selfcontrol
Style works best
During a crisis, to kick-start a
turnaround, or with problem
employees
Overall impact on climate
Negative
Source: Goleman, 2000:82
2.9 Developing emotionally intelligent leaders
The key to learning EQ capabilities resides in the brain. EQ involves circuitry between
the pre-frontal lobes and the limbic system and these skills are best acquired through
practice, regular feedback and motivation (Goleman et al. 2002: 102).
The limbic system is a slow learner, especially when an individual is trying to change
deep-set patterns and ingrained habits. It is important to acknowledge this when trying
to improve leadership skills as the skills required is in direct competition with habits
learned at an early age and stage.
Re-educating the emotional brain to change bad habits and replace them with positive
competencies through exercise and repetition is an exercise that will take time. The
reason for this is that neural connections that are used on a frequent basis become
stronger whilst those that are not regularly used weaken (Goleman, et al., 2002).
54
The relationship between leadership and emotional intelligence are described by the
following leadership models and frameworks (Dulewicz, et al., 2003:199):
Table 2.7: Relationships between Leadership models and EQ
Elements of
Transitional/
Leadership
Four factors
Kouznes&
What
Bennis
EQ (Higgs &
Transforma-
Constructs
(Goffe e&
Posner
leaders do
(1989)
Dulewicz,20
tional
(Alimo-
Jones
(1998)
(Kotter
02)
(Bass 1985)
Mecalf 1999)
2000)
Self-
Charismatic
Self -
Reveals
Challenge
Motivate and
Develop self-
awareness
leadership
awareness
differences
process
inspire
knowledge
Motivation
Individual
Achieving &
Selectively
Enable
Set direction
Develop
consideration
determined
show
others
1990)
feedback
weakness
Interpersonal
Charismatic
Consideratio
Tough
Model the
Sensitivity
leadership
n for the
empathy
way
individual
Influence
Intellectual
Management
stimulation
Intuitiveness
Reveal
Networking
differences
Align people
Balance
change and
transitions
Intuition
Inspire
Learn from
shared vision
adversity
Encourage
Role model
the heart
Conscien-
Decisive,
tious &
achieving
Open style
Integrity
Integrity and
Capacity to
openness
concentrate
Curious
about
innovation
Role model
Source: Dulewicz & Higgs, 2003
2.9.1 Self-directed learning
The only way to acquire EQ competencies is through self-development and selfdirected learning. In the first place a leader or individual has to make the decision to
improve certain aspects of the self. This implies that a leader must form an image of the
ideal self as well as a picture of the real self at a given point in life (Goleman, et al.,
2002:109).
55
Self-directed learning involves five discoveries. The aim is to use these discoveries to
aid the process of change and become an EQ intelligent leader (Goleman, et al.,
2002:109).
Self-directed learning for change involves the following stages (Goleman et al.,
2002:111):

The first discovery
o The image or ideal self that a leader wants to become

The second discovery
o The real self; the leader must form a picture of the self at the present
moment

The third discovery
o Action plan to improve the strengths in a leader’s character and ways to
reduce the existing gaps

The fourth discovery
o The leader explores and experiment with new ideas, thoughts, emotions
and feelings to the point of mastery

The fifth discovery
o The leader engages in relationships that will assist and motivate the
continuation of new-found behavioural strengths which will ensure that the
positive change will be maintained
2.9.2 The motivation to change
The first discovery initiates the whole journey of change. The leader needs to
experiment and find ways to connect with the passions, energy and excitements in life
to be able to truly discover the ideal self (Goleman et al., 2002:116).
56
2.9.2.1 The leader, fifteen years from now (first discovery)
In order to start the process of change, it is important for the leader to envision where
he or she will be in fifteen years’ time. What the ideal life would be and which people he
or she would like to be associated with. This will include the environment that the leader
lives in; complete his or her daily chores and the ideal work environment.
The leader should compose a future vision and share it with a confidante.
Envisioning the ideal future can be a powerful way to connect with the possibilities out
there and what can be achieved.
The next step is for the leader to determine the core principles and standards he or she
values in life. This could include important aspects such as, family, health and
spirituality (Goleman et al., 2002:118).
2.9.2.2 The real self (second discovery)
Once the exercise to view the ideal self has been completed, the leader striving to
change will have to face and investigate the real-self at the current moment.
By completing this exercise a leader will understand his or her internal strengths and
weaknesses. The exercise starts with discovering what talents and passions the leader
has – the actual self at the given moment. This can be a painful and difficult discovery
process.
The leader must engage with the self in order to gather as much information as
possible about the current self to start the discovery process.
This can be done by sourcing positive as well as negative feedback about the self.
Information can be gathered by using evaluations, through discussions with close
friends and colleagues as well as information obtained from direct managers and teams
the leader is working with.
57
The more comprehensive the information, feedback and views the leader can source,
the more complete the picture of the current self will be which will be used to start on
the road to discovery (Goleman, et al., 2002:126).
2.9.2.3 Metamorphosis: Sustaining leadership change (third discovery)
In order to initiate metamorphosis the leader needs to develop and execute a practical
plan. The plan should enable him or her to acquire the leadership skills necessary to
improve on weaknesses, to build on strengths and to fill any gaps that there might be in
the EQ composition.
The leader should focus the plan (Goleman, et al., 2002:144) on the following aspects:

Goals should be developed around strengths and not weaknesses

Goals should be the leader’s own and not based on other people’s expectations

Plans should be flexible to allow for constant change in the future

Plans should be feasible and manageable and should fit the leader’s lifestyle

Plans that are not suited to the leader’s learning style will have a negative effect
and could prove to be demoralising.
2.9.2.4 Reconfiguring the brain (fourth discovery)
This stage, also known as the experimenting stage, demands of the leader to
reconfigure the brain to assimilate new practices and behaviours that were learnt. The
leader can only do this if all bad habits are brought into the equation and dealt with.
The leader must actively engage in practicing newly acquired behaviour as frequently
as possible. In doing so the behaviour will be consolidated which will, in turn, assist in
strengthening the underlying brain circuits as the brain is becoming rewired (Goleman,
et al., 2002:152).
58
Improving EQ competencies is a long term process that could take months to complete.
Some strategies that could be applied in the process are:

Step back and carefully consider what the next step should be

Receive feedback

Gain objectivity – are there sound reasons for some reactions?

Ask clarifying questions rather than judgmental or hostile ones
2.9.2.5 The power of relationships (fifth discovery)
Exploring the fifth discovery is very important. This includes having supportive
relationships to sustain the leader on the journey. A positive support group is crucial to
this process as it assists and motivates the leader on the road to change.
Positive support groups assist other in making positive changes, especially in
relationships where trust, respect and a feeling of safety exists (Goleman et al.,
2002:162).
This sense of security is crucial to the leader. Feeling insecure or constantly in the
spotlight could lead to an aversion to risk taking during this process of change. A good
approach could be to find a mentor or energy coach who could guide the leader during
this phase.
2.10 EQ Organisations
Having EQ competent leaders are only the first step towards transforming an
organisation. The biggest challenge and goal is to transform the whole organisation by
utilising the combined strength of EQ competent leaders to the advantage of the
organisation.
A leader who lacks the necessary EQ qualities and competences could reap havoc in a
team setup.
59
If the team lacks a strong leader their ability to make decisions is compromised and bad
decisions are made even though the team members are gifted individuals (Goleman, et
al., 2002:174).
Group dynamics is important, for groups are smarter than individuals, but only if the
group is EQ wise.
Effective leadership succeeds where development comprises of parallel
transformations in the organisation. Groups and teams only change when they begin to
understand and realise what the EQ composition of the team or group is and how
everyone works together. Teams must understand what the group’s underlying norms
are and develop the correct and ideal vision for the team or group based on these
norms.
The four main tasks of any organisation’s board are the following (Dulewicz, et al.,
2003):

Establish the vision, mission and values of a company

Set strategy as well as the ways and means to implement it

Supervising management

Exercise responsibility to the shareholders
This can only be achieved by leaders who have well established EQ capabilities.
2.11 Group decision making
Leaders who tend to ignore the power of a group make a big mistake in terms of
creating harmony and creating vision for a team to move forward.
The collective group has great power to establish harmony amongst its members and
should play a fundamental role in establishing the vision for the group’s proposed plan
of action. This power should not be underestimated by the leader.
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Individual brilliance is not enough to ensure that the best results will be achieved.
Leaders who tend to think that this is sufficient usually utilise the commanding and pace
setting styles. These leadership styles create a negative climate if applied incorrectly.
It is crucial for leaders to maximise positive emotions by acknowledging the power of
the group in order to create teams that are emotionally intelligent and will benefit the
organisation as a whole. Top-performing teams are set apart from average teams by
their collective emotional intelligence (Goleman, et al., 2002:177).
2.11.1 Emotional capabilities within a team environment
To ensure that a group or team is emotionally intelligent requires of the group the same
set of skills that is necessary for an individual to be EQ competent.
Developing an emotionally intelligent group or team requires the same set of skills that
is applied to ensure that an individual has a high level of EQ.
The EQ skills required are:

Self-awareness

Self-management

Social-awareness

Relationship management
A team is good at reading their leader’s emotion and negative emotions such as anger,
frustration and unless the group, as a whole, possesses strong EQ competencies, the
negativity of the leader will spread among the team members.
Leaders should develop EQ capable teams by assisting teams or groups to raise their
collective self-awareness. A leader should have insight into the inner workings of the
team, understand and identify the strengths and weaknesses of its members and then
construct a plan to ensure that the habits which may have a negative impact on
production are changed for the better (Goleman, et al., 2002:178).
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This can be achieved by allowing a team to self-manage and holding the team
collectively responsible for how they operate as a unit. As a unit the team will have to
focus on the following (Goleman, et al., 2002:180):

Keeping the team on track

Collective group input

Raising questions about norms and procedures and developing a shared
understanding of these aspects

Listen to each other
Another important ability that an EQ capable team must possess is to be empathetic
towards individual members and also to other teams in general.
Empathy is the basis of all relationship skills. A team that has this capability can identify
and involve other groups or individuals to assist them in reaching their goal. At team
level empathy does not imply being nice, but rather determining what the team,
environment or organisation really needs and then implementing plans or procedures
that will ensure that the required outcomes are reached (Goleman, et al., 2002:182).
2.11.2 Team’s emotional reality
If a leader wishes to change an organisation he or she must have an understanding of
the current reality that the organisation is facing.
Change occurs when a leader starts questioning the emotionally reality and cultural
norms underlying the organisation’s day-to-day activities. To ensure that positive
results are achieved, a leader must learn to pay attention to the team’s emotions and
respond in a manner which will benefit the organisation in the long run. A leader should
learn to listen and picture the reality of the team from their perspective and not only
from his or her own (Goleman, et al., 2002:183).
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A leader accomplishes positive and lasting change by using positive images, optimistic
interpretations and team building norms in conjunction with positive leadership styles
such as coaching, democratic, visionary and coaching styles as required (Goleman, et
al., 2002:184).
Another process that could greatly assist a leader in understanding the reality of a
team’s environment is dynamic enquiry.
This process requires of the leader to care about the team and attempt to understand
what the team cares about. The leader actively engages in assisting teams towards
achieving their group goals and contributing to the organisation’s success.
Dynamic enquiry utilises focused conversations and open-ended questions intended to
gauge feelings. Being a good listener and being objective is crucial to implementing this
process.
When this process is implemented correctly, certain themes become apparent which
could be referred to smaller group discussions for further analysis. This referral allows
team members to feel a sense of empowerment and energises them. Since they are
now part of the solution and process they are more willing to address their collective
concerns.
There are a number of rules of engagement (Goleman, et al., 2002:218) that will assist
in the creation of meaningful, emotionally intelligent and effective group culture:

Discover the emotional reality

Visualise the ideal

Sustain emotional intelligence
2.11.3 Discover the emotional reality
In order for a group to grow as a whole the leader need to understand the following
aspects of the emotional reality of a team or group:
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
Respect the group’s values and the integrity of the organisation
o Visions can change and evolve but the leader should always ensure that
“sacred centre” stays intact. The leader must firstly understand what this
center is – since it is paramount to the organisation – in order to
understand what should be changed and what should remain the same
(Goleman, et al., 2002:219).

The process must slow down in order to speed up
o A leader needs to be careful not to introduce change too fast. At times it is
better to take a step back and ensure that people are involved in
discussion that allows them to raise their concerns or understand what is
trying to be achieved. In doing so and initiating support, coaching and the
democratic styles of leadership the leader will guide teams and individuals
to become more effective and emotionally intelligent (Goleman, et al.,
2002:219).

Start at the top with a bottom-up strategy
o Leaders must be aware and ask the hard questions about the emotional
reality of the organization. Formal and informal leaders from all over the
organization must be introduced and engaged in conversation. Various
topics must be discussed such as what it working, the issues on hand
and introducing the teams and individuals to the requested change will go
a far way to not only create excitement but ensure that buy in is also
guaranteed (Goleman, et al., 2002:219).
2.11.4 Unified visualisation of the ideal
A clear visualisation is required of the complete development route towards success.

Look inside oneself
o To formulate the required vision that will resonate with others, a leader
need to be aware of his or her own feelings or views before turning his or
her attention to teams or groups (Goleman, et al., 2002:219).
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
Don’t align – attune
o A vision must be compelling. Teams and people need to be able to
visualise, feel and be able to attune on a personal level with the new
vision of the organisation. This demands a vision with integrity at its core,
since people need to be able to attune to the organisations visions without
feeling that they are compromising their own (Goleman, et al., 2002:220).

People first; strategy follows
o Leaders must strive towards building relationships that actively pursues
healthy interaction with people as its most important entity. A leader who
focuses on people builds emotional bonds which guarantee that people
will follow him or her, even in bad or difficult times. This creates a
powerful bond between people originating from the shared belief in what
the organisation is trying to achieve and what it will mean to them
(Goleman, et al., 2002:221).
2.11.5 Sustaining EQ
The following aspects are crucial to sustaining the positive effects of EQ into practice:

Turn vision into action
o Leaders should embody the vision, its meaning and its impact on the
members of the organisation. Leaders utilise their own understanding and
their passion towards fulfilling the vision as instruments of discovery for
the whole organisation. They lead through coaching, vision and
democracy (Goleman, et al., 2002:221).
o Other steps crucial to implementing the vision are:


Change structures and job designs

Change relationship norms

Reshape systems and performance
Create systems that sustain EQ
o People matters, but systems, rules, processes and responsibilities are
also important. These processes must be in sync with the desired
outcomes.
65

Manage the myth of leadership
o Myths and legends regarding leadership can have a negative impact on
the day-to-day practices of the team, but the legends that support EQ
practices will create a positive environment and be drivers of change
(Goleman, et al., 2002:222).
Creating organisations that are emotionally intelligent is the responsibility of the
emotionally intelligent leader. Leaders should identify the organisation’s reality, culture,
and the aspects that may hinder the organisation’s progress. Leaders should ensure
that people will generally buy into the vision and manage the implementation of the
vision. Through these practices healthy, uplifting and effective energy is created.
If this process evolves correctly, the organisation’s goals and visions will align to and
synchronise with the individuals’ dreams and reality (Goleman, et al., 2002:198).
2.12 Conclusion
The second chapter’s aimed at providing a literature study which covers the field of
emotional intelligence and the impact it has on leadership in a business environment.
The hypothesis aimed at the investigation, regarding the correlation between emotional
intelligence and its impact on leadership, remains an important discussion point for the
following chapters and for investigating the emotional intelligence skill levels on all
management levels within the T Systems South Africa SI department.
The researcher will now move on to Chapter 3 to complete a study of the T-Systems
South Africa SI environment and business practices as currently implemented.
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CHAPTER 3
T-SYSTEMS SOUTH AFRICA AND THE SYSTEMS INTEGRATION DIVISION
3.1 Introduction
T-Systems South Africa is the Enterprise Customers Division of Deutsche Telekom AG.
Deutsche Telekom AG consists of the following divisions:

T-Mobile
o Wireless communication solutions and services

T-Home
o Broadband and fixed line solutions and services

T-Systems
o ICT services and solutions
Global corporations and European public institutions rely on T-Systems for Information
and Communications Technology (ICT) services and solutions. With a global
infrastructure of computer centres and networks, T-Systems South Africa operates
information and communications technology (ICT) for multinational corporations and
public institutions. On this basis, Deutsche Telekom’s corporate-customer unit offers
integrated solutions for the connected future of business and society. Some 46,000
employees worldwide combine industry expertise and ICT innovations to add
noticeable value to their customers’ core business all over the world. T-Systems
generated revenue of around EUR 11 billion in the 2008 financial year.
At T-Systems South Africa the company strives to deliver end-to-end IT and
telecommunications solutions and provide a single point of contact for all their needs –
from corporate voice and data networks to full-spectrum IT solutions and business
process outsourcing.
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With their local and global expertise in ICT – coupled with their extensive investments
in world-leading ICT solutions – they have positioned themselves as true leaders in
their field.
3.2 T-Systems South Africa’s mission and overall concept
At T-Systems South Africa the company is guided by three core values:

Innovation

Simplicity

Competence
The T-Systems South Africa’s goal is to help customers grow and develop their
businesses in line with their goals, even in times of changing markets and increasing
competitive pressure. T-Systems South Africa is regarded as an enabler, making the
customers’ business simpler and more competitive.
Through these core values T-Systems South Africa strives to build successful solutions
for the customers’ business, based on efficient and innovative technologies.
These solutions are driven by a clear understanding of the customers’ business needs,
for the T-Systems South Africa services are as unique as the companies they deal with,
and the main goal remains to ensure that T-Systems South Africa remains focussed on
ensuring success through innovative solutions and services.
3.2.1 T-Systems South Africa – a partner you can depend on
T-Systems South Africa’s objective is to build a true partnership around the customer’s
specific needs. With this kind of partnership in place T-Systems South Africa can
effectively focus on deploying their technologies and experience to work for the client
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whilst ensuring that the client will see a significant increase in their company’s
efficiency, effectiveness and competitive edge.
3.2.2 T-Systems innovations
T-Systems believes that having ideas is not difficult. However, recognising good ones
and knowing how to deliver them to market are.
As one of the leading providers of dynamic ICT services in Europe and abroad the
company believes that this success is no accidental, but rather the product of their
innovative strength. This is the result of a dedicated Innovation Management Team
that’s developing new solutions for today's market and creating new models for the
future of converged markets.
Their innovation in ICT involves them directly in a number of joint projects with
universities and research facilities in Europe and abroad to ensure that they can deliver
the latest and highest standard of services to their customers. In simple terms their
investment in innovation reaps great benefits for the company and allows them to
provide strength and competitive advantage to their customers.
T-Systems has not just defined the general strategic goals for innovation, but has also
put a proven and comprehensive innovation management approach in motion to ensure
that the organisation is in place to turn good ideas into marketable products and
services.
T-Systems has established structures, processes and responsibilities for all innovation
activities. That is why they are able to identify new business ideas systematically and
efficiently co-ordinate their development right through to market launch.
Monitoring and marketing are central to innovation management. Above all, however, it
is about nurturing a culture of innovation. T-Systems’ mission is to develop and launch
69
new, attractive solutions better and faster than their rivals as ideas always takes centre
stage.
An example of this innovative approach is the G-Win project. T-Systems has built one
of the world’s most modern scientific networks with over 700 access lines and transfer
rates of up to 2.5 Gigabit/s to universities and research facilities in Europe.
T-Systems has installed Europe’s largest virtual hard drive: “Network Attached Storage”
which has a storage capacity of nearly 100 terabytes and renders local hard drives
superfluous.
For the first time ever T-Systems has succeeded, together with the Heinrich Hertz
Institute, in transmitting data at a rate of 160 Gigabit/s (160 billion bits per second) on a
single carrier wave along a standard fibre link. This proves that existing networks are
also suitable for transmitting vast amounts of data.
3.3 T-Systems South Africa’s corporate governance
T-Systems South Africa follows comprehensive principles of good corporate
governance which includes accounting guidelines, compliance and ethical standards.
These principles fulfil the requirements of the parent company, Deutsche Telekom AG,
the public, as well as complying with the legal framework. Corporate governance
implies that the company publishes transparent financial reports, controls their
subsidiaries effectively, implements guidelines and rules in full, ensures that their
business development is sustainable, maintains high ethical standards and promotes
integrity and commitment.
These principles allow the company, with its 52,000 employees worldwide, to:

Meet high quality and security standards

Offer products and services through more than 100 subsidiaries in more than 20
countries
70

Achieve long-term financial success together with their partners
The framework of guidelines and documentation of corporate governance at T-Systems
South Africa is provided by the Corporate Governance Rules of Deutsche Telekom AG,
code of conduct, corporate vision as well as the environmental goals of the business
units and their financial, environmental and social reporting. An additional factor is the
assumption of ethical responsibility in connection with, for example, sport and cultural
sponsoring, their involvement in society and the promotion of education and training
through the Telekom Foundation.
T-Systems South Africa assists their clients in order to achieve the trouble-free
fulfilment of their corporate governance rules and regulations. They do so because TSystems South Africa has realised that, particularly with the outsourcing of ICT
services, it is important that clients can rely on their business partner.
Corporate governance rules, such as the US Sarbanes-Oxley Act, specify certain
requirements and monitoring procedures and companies have to provide evidence that
they adhere to them. The chain of evidence also extends to ICT providers and their
suppliers.
If desired, T-Systems South Africa can therefore document their customers’ adherence
to the Sarbanes-Oxley requirements in selected data centres with a so-called SAS70
Type II Report (SAS: Statement on Auditing Standards). In its standard form this report
covers the basic infrastructure of the IT systems. It is prepared annually by T-Systems
South Africa’s external auditors after completion of the audit and is then provided to the
customers. Individually, additional checks can be carried out as a supplement to the
report.
T-Systems South Africa believes that corporate governance does not stop at the
boundaries of the company. Their suppliers and other business associates also have to
apply the same high internal benchmarks in their companies as T-Systems South Africa
does.
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With the code of conduct and the social charter, T-Systems South Africa has approved
a set of behavioural guidelines for the company and its employees. T-Systems South
Africa expects their suppliers and business associates to adhere to similar codes of
conduct and commit to fulfilling the social charter.
In principle, T-Systems South Africa resolutely fights against corruption and the
exploitation of conflicts of interests to the disadvantage of the company. T-Systems
South Africa tolerates neither improper influence on decision-makers in their client
companies nor the seeking of unauthorised personal advantage by their employees.
In addition to intentional infringements of the principles of good corporate governance,
damage can also be caused by negligent behaviour. T-Systems South Africa therefore
regards the protection of data, the monitoring of business principles and processes and
the protection of assets as certified components of good business relations.
3.4 T-Systems South Africa – Black economic empowerment and social
responsibility
T-Systems South Africa is recognised as more than just an innovator in its field of ICT.
T-Systems South Africa had set out, from its inception in South Africa, to pro-actively
participate in the transformation of this country and the broader ICT industry using their
resources, influence and networks to create a sustainable economy for the company
and those around them. As a multi-national, it has always been T-Systems South
Africa's view that effective empowerment is critical to business success in South Africa.
A six-point approach to transformation was developed and it is aligned to the ICT
charter. This includes equity ownership (African Renaissance Holdings and Awari
Investment Holdings hold 30% shareholding), employment equity (T-Systems South
Africa is ahead of its own targets), skills development (T-Systems South Africa believes
highly in empowering its employees as well as giving opportunities to young, external,
previously disadvantage individuals who are placed in their apprentice program),
preferential procurement, enterprise development and corporate social investment. In
72
alignment with the ICT charter, T-Systems South Africa has strict internal procurement
policies which promote equal spending opportunities with BEE suppliers.
T-Systems South Africa has made considerable strides in enterprise development in
the form of investment towards Faranani. This beneficiary entity, consisting of
previously disadvantaged individuals, receives support in the form of business
contracts, rent of premises, infrastructure, computers as well as time spent with
employees of T-Systems South Africa.
T-Systems South Africa is deeply aware of and fiercely dedicated to meeting the social
and economical challenges facing South Africa. T-Systems South Africa is devoted to
making a positive change through shareholder, employment and commercial equity,
partnership and business development, AIDS awareness and through their
concentrated focus on education and skills transfer at all levels.
T-Systems South Africa's commitment is plainly stated in their support of CIDA
(Community and Individual Development Association) City Campus which was founded
in 1999 in down-town Johannesburg. It's a fully accredited higher education institution
with more than 1700 learners. 90% of the students originate from rural areas and
townships. The campus attempts to resolve the dilemma of providing quality higher
education on a mass scale.
CIDA is a blueprint for future higher education models in developing countries. The
campus operates in a unique and innovative way. The entire institution is maintained by
students who manage everything – from the canteen facilities to the administration and
cleaning of the campus.
When it comes to crossing the digital divide T-Systems South Africa and CIDA lead the
way. In this regard T-Systems South Africa spearheads a program to implement an oncampus ICT academy. With generous financial support from German funding agency
DEG, the academy provides a curriculum offering socialised skills that are demand
driven.
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Eventually the project will aim to provide Microsoft, Java, Oracle, SAP and Unix-based
training. T-Systems South Africa will also assist in providing internship training for these
students.
A cumulative investment of approximately R3.2m was provided to a variety of
initiatives, including HIV/AIDS programmes, education initiatives, as well as a variety of
other community initiatives.
3.5 T-Systems South Africa – industries and solutions
T-Systems South Africa is providing solutions and services to its customers with three
divisions:

Telecommunication (TC)

Information technology (IT)

Services integration (SI)
The Telecommunication division focuses on providing the following services and
solutions to their clients:

Global and local connectivity

LAN solutions

Value added services
The Information technology division focuses on providing the following services and
solutions to their clients:

Data centre services

Data storage and management

Digital printing and mailing services

Dynamic infrastructure services

Dynamic mainframe services
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
Dynamic services for SAP services

Managed desktop services

Monitoring, automation and response centre

Services orientated architecture services
The Systems integration division focuses on providing the following services and
solutions to their clients:

Application lifecycle management

Corporate performance management

Customer relationship management services (CRM)

Document management

Dynamic services for SAP applications

Professional services

SAP rapid implementation services

Supply chain management
3.6 T-Systems South Africa – systems integration
In global competition time-to-market ratio is a decisive factor: Only companies that have
newly developed products ready for the market faster than their competitors can
safeguard their long-term success. This requires ICT applications that are optimally
tailored to a company’s business processes and their perfect interaction.
Subscribing to the principle of “as much as possible, but only as much as necessary”,
the T-Systems South Africa’s Systems Integration team assists customers to improve
their systems. The team of consultants, IT architects and system specialists develops
the optimum solution strictly according to the customer’s needs and ensures its smooth
realisation and integration into the existing system landscape. In order to do so they
use standardised approaches, methods and tools to ensure an efficient, finely honed
implementation.
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3.6.1 Application lifecycle management
T-Systems South Africa is a valued member of the T-Systems international community
which reflects global success through its footprint and performance. T-Systems South
Africa is an acknowledged partner in the international delivery network of T-Systems. TSystems South Africa is capable of delivering global sourcing solutions from a stable
technological and procedural base with fundamental benefits: human resource
scalability, language and cultural benefits and potential savings.
To ensure business processes run smoothly companies need reliable applications. This
is where T-Systems South Africa plays a role. T-Systems South Africa does not only
host and maintain software on the clients’ behalf, but also provide maintenance,
servicing and development of application systems throughout their entire lifecycle on
the basis of defined service level agreements (SLA’s).
Application lifecycle management (ALM) offers secured service quality in accordance
with contracts and delivers professional services using processes, methods and tools
on the basis of international standards. With ALM the client achieves reduced
application lifecycle costs without compromising on quality, availability or time to
implement. This allows the client to implement business changes, provides efficient
services and securely implement IT innovations. It also allows for flexible pricing
models to suit the client’s requirements. All services are managed through a help desk.
A client can focus its in-house resources on its core business activities thanks to
scalable, flexible services tailored to their unique requirements. T-Systems South Africa
will manage and monitor applications round the clock. This service is available for SAP,
other standard applications, and custom solutions.
3.6.2 Corporate performance management
Corporate performance management (CPM) services have been described as the next
era in business intelligence (BI). CPM from T-Systems South Africa turns data into
actionable knowledge in real time.
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The T-Systems South Africa solution provides the client with immediate, invaluable
insights into their enterprise through CPM services. CPM solutions constantly measure
and analyse the quality of the clients’ business activities to enable them to use data
instantly in their operational processes making their companies faster and more
responsive.
While conventional BI systems enable retrospective analysis, the T-Systems South
Africa CPM services enable them to perform the same task in real time keeping the
client one step ahead of their competitors.
3.6.3 Customer relationship management solutions
Winning new customers and maintaining existing customer relationships is the focus of
every company’s business policy. These objectives can only be achieved through
reliable information and effective dialogue with existing and potential customers.
Electronic customer relationship management (CRM) is the ideal tool for these tasks.
From building blocks, such as customer databases, to complete virtual communication
centres, T-Systems South Africa offers businesses tailor-made CRM solutions: from
consulting to system implementation to operation.
CRM is a business strategy comprising a set of processes and technologies for
managing relationships to acquire, retain and grow customers and to optimise
profitability, revenue and the customer experience. CRM optimises customer life-time
value for the business, value delivered to the customer and satisfaction to both parties.
CRM strives to acquire, retain and grow profitable customers by planning around
business value, customer expectations and experience and customer treatment and
processes. It is supported by CRM technologies that enable CRM processes with
effective customer interaction, appropriate customer insight, integration of applications,
infrastructure and point of interaction channels, information and people.
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3.6.4 Dynamic services for SAP applications
With each new release SAP business packages offers richer functionality and greater
integration for clients. As it takes significant capital investment to stay up-to-date with
cutting-edge technology and skills the T-Systems South Africa SAP solutions are tailormade to assist their customers.
With dynamic services for SAP Solutions from T-Systems South Africa, customers gain
access to precisely the infrastructure and expertise they need. The benefits to the
customers are that they remain agile and competitive with the ability to adapt their IT to
fluctuating market requirements. Resources and support can be turned on and off like a
household utility – cost-effectively and with total reliability. When compared to in-house
operation, customers can reduce their total cost of ownership by up to 30 percent with
dynamic services for SAP Solutions.
3.6.5 Professional services
Within the specialist area of contract recruitment T-Systems South Africa has a
reputation for its ability to source and recruit people for a wide range of positions. TSystems South Africa has placed more than 10 000 ICT specialists since 1997 and
currently supports a network of 100 contractors.
3.6.6 SAP rapid implementation
Traditionally, SAP implementations are characterised by long implementation timelines,
high cost and, most important of them all, high risk of failure because of the complexity
of the implementation and the fact that SAP can be configured to client requirements.
SAP and T-Systems South Africa have recognised this fact and have therefore
embarked on a new strategy and approach for implementations which curb these
78
negative impacts without limiting the use of the full functionality of the SAP system. This
is done through a product of standard SAP best practices and a development of
client/industry specific solutions through combination, add-ons and value adding
customisation and developments.
T-Systems South Africa has become a leader in solutions for businesses who are
looking for quick implementations, lower cost and vastly reduced risk. These
characteristics are normally the main deciding factors for any company that is looking at
implementing a leading ERP and business management system, wanting to extend the
functionality. At times these elements may even surface while the implementation is in
progress.
T-Systems South Africa has internalised the SAP best practice products and added
value and commitment to such an extent that T-Systems South Africa is now a fully
certified SAP all-in-one partner with implementation experience and solutions to cater
for client requirements.
At T-Systems South Africa the SAP best practice solution was trademarked as SAP
Rapid Implementation, which is a more descriptive name when looking at the approach
and benefits for the clients.
T-Systems South Africa has utilised the SAP best practice products from SAP and build
solutions that would cater for clients’ needs. If such a solution is certified with SAP it is
called a SAP All-in-One (AiO) Solution.
3.6.7 Supply chain management
T-Systems South Africa uses its industry and process knowledge to merge the entire
spectrum of innovative technologies for the benefit of all partners in the logistics chain.
Those are the tools the T-Systems South Africa experts use to integrate and network
multiple business systems as a way of providing a uniform, customer-oriented platform
for data transfer.
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This modular state-of-the-art solution, operated by T-Systems South Africa itself,
ensures end-to-end transparent processes within the supply chain. An ongoing
exchange of task and inventory information – from inception and during all operational
phases – prevents bottlenecks, reduces inventory and logistics costs and increases
availability.
T-Systems South Africa provides powerful end-to-end IT answers to their customers’
supply chain management (SCM) and logistics needs. T-Systems South Africa
identifies and eliminates weaknesses and inefficiencies in a customer’s existing supply
network, streamlines processes and designs tailor-made SCM solutions. Where
required, T-Systems South Africa can manage the corresponding ICT environment,
from start to finish, on the customer’s behalf.
3.7 T-Systems South Africa – partners
As a leading ICT service provider, T-Systems South Africa realises the crucial
importance of optimal networks. T-Systems South Africa places high value on national
and international partnerships with business leaders.
A team is stronger than its individual members. Therefore partnerships are important to
T-Systems South Africa because they enable the company to achieve common
objectives more efficiently and productively through joint efforts. This is not only done to
improve T-Systems South Africa’s position in the market but, primarily to improve their
customers’ competitive edge.
T-Systems South Africa only forms partnerships with companies whose qualifications
are beyond reproach. The partnership criteria is every bit as demanding as the
requirements that customers have for solutions and services.
The current global strategic customers of T-Systems South Africa include:

Alcatel-Lucent

Cisko Systems
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
Dell

EMC

Fujitsi Siemens Computers

Microsoft

SAP
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CHAPTER 4
RESULTS AND DISCUSSION
4.1 Introduction
The objective of the current study is to address the impact and role that EQ will have on
the leadership styles of the T-Systems South Africa SI management team. This is
especially important to determine how the maturity or lack of EQ skills can impact the
performance of a project team to successfully deploy services or a solution at a client.
The leadership’s styles that were identified relates to the following:

Coercive or Commanding Leadership Style

Authoritative or Visionary Leadership Style

Affiliate Leadership Style

Democratic Leadership Style

Pacesetting Leadership Style

Coaching Leadership Style
The issue at hand may cover many different environments within IT Operations such as
IT Communications and Systems Integration (SI).
4.2 Methodology
The method of analysis that the researcher will follow in the current study is that of
Content Analysis. Content Analysis is a methodology for studying the content of
communication in Social Sciences.
Neueundorf (2002) provides the following definition of Content Analysis: "Content
analysis is an in-depth analysis using quantitative or qualitative techniques of
messages using a scientific method (including attention to objectivity-intersubjectivity, a
priori design, reliability, validity, generalizability, replicability, and hypothesis testing)
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and is not limited as to the types of variables that may be measured or the context in
which the messages are created or presented."
The study followed the steps in accordance to Neueundorf’s definition by analysing the
results obtained from a structured questionnaire that was presented to managers within
the SI Division regarding their EQ capabilities as well as the analysis of semi-structured
and structured information in the form of project minutes of meetings, project
documentation and ‘lessons learnt’ documents that were compiled at project closure.
The study will include the analysis of content that refers to the literature study that was
completed in previous sections.
4.3 Sample of study
The aim of the study is to investigate the EQ capabilities of the SI management team in
conjunction with their leadership qualities and the impact that these qualities could have
on the outcome of an ICT project implementation.
For purposes of this study the researcher identified twenty-five (25) managers working
within the current SI environment. This number includes management on all levels and
incorporates both senior and middle management roles.
These roles include but are not limited to the following:

Vice-President of SI

Business managers of SI including HR

Project Management Office (PMO)
o Project Managers
o Program Managers

Solution Managers (Technical)
All these managers are involved with projects or people in some capacity as they are
responsible to ensure successful delivery of any project during the project life cycle.
83
The sample size of twenty-five (25) managers for the purposes of this study is thus
credible as this study’s only aim is to test the hypothesis in terms of the SI Division.
4.4 EQ Questionnaire
The EQ questionnaire that was used by the researcher for purposes of this study was
created by the company Test de Recrutement in conjunction with OnlinePsychometrics.
The aim of this company is to assist organisations when assessing an employee,
manager or potential candidate for a position through tests that are completed online in
real time.
Psychometric tests strive to provide tools for organisations to determine the personality
traits or abilities regarding a certain skill set of potential candidates or employees
working for an organisation.
These tests can be very helpful when an organisation is trying to find the right
candidate for a specific position in an organisation or when a specific team or individual
needs to be assessed in terms of abilities, personality traits or skill sets, saving on time,
easier evaluation and eradicating mistakes when trying to place the right candidate.
All the tests are placed centrally on the same interface making these test possible from
anywhere in the world, should an internet connection be available.
These psychometric tests conform to the strict standards of psychometric validation as
determined and implemented by the American Psychological Association and all tests
are regularly reviewed.
All psychometric online tests have been designed by the Test de Recrutement research
and development division and include contributions from psychologist from various
affiliations including the following:
84

British Psychological Society (BPS)

French Psychological Association

Other psychologist from various backgrounds and cultures (European, American
and Asian)
The company is a leader in the field of personality, ability and career testing and
currently has more than 3,000 clients and 2 million internet users.
Some of their clients include the following:

Dell

Shell

Peugeot

Michelin

Abu Dhabi Oil

University of Valencia

University of Barcelona (Virtual)

Warwick Business School

Boston Consulting Group

France Telecom

Vodafone

Australian Broadcasting Corporation

GlaxoSmithKline

L’Oreal

Heineken

Deloitte

Ortel
4.4.1 Validity of EQ test
The validity of the questionnaires indicates the capacity of the evaluation to provide
results in line with what is supposed to be evaluated. The findings consist of
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mathematical results in a dimensional way that provides relevant feedback in line with
the intentions of the creator of the test.
The inter-correlations between the dimensions that were evaluated were analysed to
check the coherence of the questionnaire relating with the theories of psychology.
Checks were put in place to ensure that each item correlates more to the scale to which
it belongs than to the scales to which it does not belong.
Comparative studies were undertaken between the relevant tests to measure the
correlations inter-tests. Candidates were to be evaluated on each factor of the test in
order to make sure that the measurements of each test correspond with the perception
of the candidates themselves.
The EQ test and questionnaire in question were developed by the Central Test
psychologist on a representative sample consisting of the English speaking population.
4.4.2 Accuracy of EQ tests
The various psychological tests strive to ensure that checks are in place to validate that
the different items used to evaluate each feature within the questionnaires are coherent
and that there is a good homogeneity regarding the evaluation factors.
Each dimension of the questionnaire was analysed according to the Alpha Coefficients
of Cronbach to ensure the stability of the results. Candidates were invited to retake the
test a couple of weeks after the first test was completed.
Cronbach’s α (Alpha) is regularly used as a measure of the internal consistency and
reliability of psychometric instruments. It measures how well a set of variables
measures a single uni-dimensional latent construct. Cronbach’s Alpha will normally
increase when correlations between items increase; this coefficient is sometimes
referred to as the internal consistency reliability.
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4.4.3 Reliability of tests
Any questionnaire must be sensitive enough to distinguish one candidate from another.
The standard deviation calculated for each scale of the test must give an account of the
capacity to distinguish between candidates.
There is a strong case that indicates that certain individuals will always be tempted to
choose an answer which they feel is more correct or socially regarded as more
favourable. The statistical processing of this EQ questionnaire and test made it possible
to identify the level of desirability of the items and how to deal and treat each of these
aspects.
4.5 EQ test (Information)
The EQ questionnaire that was used by the researcher for purposes of this study was
created by the company Test de Recrutement. This test is based on the work and
studies of John Mayer and Peter Salovey’s theories relating to EQ. In later years Daniel
Goleman and Reuven Bar-On have furthered their studies on this topic and their work
was incorporated within the assessment.
The test consisted of 40 self-assessment questions based on everyday situations that a
leader can expect in his or her private as well as work environments. The scores are
compared against results for the rest of the English speaking population.
The test is broken down into two groups:

Personal Dimension
o Emotional Self-Knowledge
o Self-Control
o Self-Motivation
o Self-Esteem

Relational Dimension
o Empathy
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o Emotional Expression
o Conflict Resolution
o Assertiveness
The test provided customised comments based on an individual’s score including
general descriptions and definitions.
4.6 EQ Models and other Questionnaires
Disagreement exists regarding the exact definition of EQ, especially regarding
terminology and how it is used in an operational environment. Many definitions are
being used and the field is growing and expanding at such a rapid pace that some
researchers are changing their own definitions as new information comes to light.
Currently, there are three main models of EQ in existence:

EQ Ability Models

EQ Mixed Models

EQ Trait Models
The EQ Ability Models are based on the work of Salovey and Mayer. In essence they
propose that individuals vary in their ability to process information relating to EQ,
including their reactions and ability to relate to emotions whether it points to the self or
to others. (Mayer, Salovey & Carusso, 2008)
One of the tests in use for Ability Models measurements is the MSCEIT or MayerSalovey-Carusa Emotional intelligence Test which is based on a series of emotionbased problem solving items.
The EQ Mixed Models are based on the work of Daniel Goleman with the focus on EQ
capabilities that will drive leadership forward. This model is rooted in the four EQ
constructs of Goleman (Goleman, et al., 2002):
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
Self-Awareness

Social-Awareness

Self Management

Relationship Management
Various tests including Goleman’s Emotional Competency Inventory (ECI) and
Emotional Intelligence Appraisal and Bar-On’s Emotional-Social Intelligence (ESI) can
be used as a measurement.
The EQ Trait Models is a concept which proposes that there should be a distinction
between the ability and the trait based models. (Petrides, Furnham, 2003)
Trait EQ refers to a coming together of emotion-related self-perceptions at the lower
levels of personality or the self-perception of an individual’s emotional abilities.
This model measurement could be derived from tests such as Swinburne University
Emotional intelligence Test (SUEIT) and the Schutte Self-Report Emotional intelligence
Test (SSEIT).
89
4.7 EQ test Quotient Results
The EQ quotient results refer to an individual’s level of EQ competence.
The quotient’s interpretation refers to Figure 4.1 below:
Figure 4.1: EQ Quotient Interpretation
Source: Central Test, 2009
The representation of the EQ quotient results according to the test are the following:

EQ quotient ranging from 60-70 is considered to be weak

EQ quotient ranging from 75-85 is considered to be rather weak

EQ quotient ranging from 85-95 is considered to be a little below the average

EQ quotient ranging from 95-105 is considered to be normal

EQ quotient ranging from 105-115 is considered to be a little above the average

EQ quotient ranging from 15-120 is considered to be rather high

EQ quotient ranging from 125-140 is considered to be superior

EQ quotient higher that 140 are considered to be outstanding
90
The sample size for this study was twenty-five managers from the T-Systems South
Africa SI Division.
The EQ questionnaire was completed by a total of nineteen managers from this
division.
The results were compiled and are presented in Figure 4.2 below.
TSSA SI Management
EQ Quotient
Manager 1
Manager 2
Manager 3
Manager 4
140
Manager 5
120
Manager 6
Manager 7
100
Manager 8
Manager 9
EQ
80
Manager 10
Manager 11
60
Manager 12
40
Manager 13
Manager 14
20
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.2: TSSA SI Management EQ Quotient
The EQ Quotient results for the TSI managers ranged from an EQ quotient low of 85 to
an EQ quotient high of 126. The mean for the group’s EQ quotient was calculated to be
107.95.
The mean or arithmetic mean is calculated by summing the observations and dividing
them by the number of observations.
The relative frequency distribution and cumulative relative frequency distribution for the
T-Systems South Africa SI Management EQ quotient were calculated in Table 4.1.
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The relative frequent distribution is defined as dividing the frequencies by the number of
observations. The relative frequency distribution highlights the proportions of the
observations that fall into each class. The cumulative relative frequency distribution
highlights the proportions of observations that lie below each of the class limits.
Table 4.1 Frequency distribution of EQ quotient
Cumulative
Number
range
Frequency
Relative
Relative
Frequency
Frequency
Distribution
Distribution
75
0
0
0.00%
85
1
5.26%
5.26%
95
1
5.26%
10.53%
105
3
15.79%
26.32%
115
11
57.89%
84.21%
125
2
10.53%
94.74%
140
1
5.26%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
According to Figure 4.1 68% of the population falls between the EQ quotients of 85115. Based on the information portrayed in Table 4.1 84.21% of the T-Systems South
Africa SI management team falls between the EQ quotients of 85-115 which implies
that, based on the calculated information, the T-Systems South Africa Management
Team scores 16,21% more on the EQ quotient average than the average population
which the calculation of the test was based on.
The following can be derived from the data at hand in Table 4.1:

Between the EQ quotient of 75-85 the relative frequency for the T-Systems
South Africa SI management team is 5.26%
o Based on the test results this implies the following:

EQ quotient for T-Systems South Africa SI management
individuals in this range is rather weak.
92

Between the EQ quotient of 85-95 the relative frequency for the T-Systems
South Africa SI management team is 5.26%
o Based on the test results this implies the following:

EQ quotient for T -Systems SI management individuals in this
range is a little below average.

Between the EQ quotient of 95-105 the relative frequency for the T-Systems
South Africa SI management team is 15.79%
o Based on the test results this implies the following:

EQ quotient for T -Systems SI management individuals in this
range is normal.

Between the EQ quotient of 105-115 the relative frequency for the T-Systems
South Africa SI management team is 57.89%
o Based on the test results this implies the following:

EQ quotient for T -Systems SI management individuals in this
range is above average.

Between the EQ quotient of 115-125 the relative frequency for the T-Systems
South Africa SI management team is 10.83%
o Based on the test results this implies the following:

EQ quotient for T -Systems SI management individuals in this
range is rather high.

Between the EQ quotient of 125-140 the relative frequency for the T-Systems
South Africa SI management team is 5.26%
o Based on the test results this implies the following:

EQ quotient for T -Systems SI management individuals in this
range is superior.
4.7.1 EQ discussion
Taylor (2003) identified that the IT industry has put a high level of focus on intelligence.
There are numerous reasons for this since individuals and teams need to adapt and
have the mental capacity to trouble-shoot, learn new technologies and adapt programs
to suit the needs of their customers.
93
In the past the highest denominator for hiring a person in this industry would have been
the intelligence quotient (IQ) of a new candidate.
As organisations adapt to change and mature over years, it seems that that these
companies have realised that IQ is not the only or even most important measurement
of what constitutes a good team member or project manager. More important is EQ or
the emotional quotient of an individual (Taylor, 2003:105).
A study by Goleman (1995) completed in conjunction with more than 500 organisations
identified that factors such as self-confidence, self-awareness, self-control and integrity
not only created better and more successful leaders and employees, but also more
successful companies. This further proves Taylor’s theory that EQ in the IT industry is
more important that IQ.
As discussed in section 2.5 Dulewicz provided evidence that EQ is providing a bigger
contribution to overall performance than IQ and MQ (Dulewicz, et al., 2005). This
provides support for Goleman’s statement that a leader with an average IQ and high
EQ can be very successful in a leadership role (Goleman, 1995) as well as Taylor’s
theory that EQ is regarded as more important than IQ in the IT industry when it comes
to nurturing successful leaders and organisations.
The overall results of this study (Dulewicz, et al., 2005) indicates that EQ is more
important than IQ and MQ quotients for all leadership styles, especially with regards to
the four EQ dimensions (Motivation, Intuitiveness, Conscientiousness and Emotional
Resilience).
Research conducted by various researchers including Goleman, Dulewicz etc. is
providing hard data for the following statements (Taylor, 2003:106):

The abilities vital for success includes the EQ competencies of trustworthiness,
adaptability and the talent to collaborate and communicate effectively.

Corporations that are looking for new MBA recruits have determined that the
three most important qualities they expect to find in these recruits are the
following EQ competencies:
o Communication skills
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o Interpersonal skills
o Initiative

The top 10 percent of computer developers’ performance exceeds average
computer developers’ performance by more than 200% when it comes to
producing effective programs. The reason for this performance is found in the
fact that people high in EQ quotients perform better in teams and are more
willing to walk the extra mile, e.g. working late or over the weekends. They
mentor, assist and help co-workers to grow to become better at their jobs and, in
many cases, these individuals strive to collaborate instead of competing.

People who score high with EQ quotients make quicker progress to the top of
organisations and perform better regarding interpersonal skills and
communication than the average worker.
Assessing the mean EQ quotient of the T-Systems South Africa SI management team it
is clear, from the information at hand, that the team as a unit has a mean quotient of
107.95 which is above average. This implies that the team as a whole will be in a better
position to clearly communicate what the goals, objectives, intentions and the road
forward would be for specific actions, strategies or tasks within the SI environment. This
will enable project teams and team members to be in a better position to grow and
action strategy and to drive business forward, benefitting the whole company (Zeidner,
et al., 2004).
The researcher will now move to investigate the results of the questionnaire which aims
to test the following EQ competencies for the T-Systems South Africa SI management
team:

Self-knowledge or Self-awareness

Self-control

Self-motivation

Self-esteem

Empathy

Emotional expression

Assertiveness
95

Conflict resolution
4.8 EQ test Self-knowledge results
The definition assigned to self-knowledge or self-awareness by the test conveyors
states that self-knowledge is the ability whereby individuals are aware of their own
actions, feelings and emotions, including those emotions of the people they deal with.
When an individual is emotionally aware he/she is usually more protected from the
impact of negative emotions. Any decisions or actions that will flow from these
emotions will be better grounded and more informed decisions can be taken.
Being emotionally self-aware is fundamental to self-control and it is important to have a
good understanding of why certain reactions occur and why individuals react as they do
in any given situation.
Goleman (2004) states that being emotionally self-aware is a fundamental component
of emotional intelligence. It is a key factor to enable a person to communicate feelings
to others. In essence, self-awareness relates to having a good understanding of a
person’s own emotions, limitations and the values and motives associated with it all.
Figure 4.3 below indicates the emotional self-knowledge or awareness of the TSystems South Africa SI management team based on the test results.
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TSSA SI Management
Self Knowledge-Dimension
Manager 1
Manager 2
12.00
Manager 3
Manager 4
10.00
Manager 5
Value out of 10
Manager 6
Manager 7
8.00
Manager 8
Manager 9
6.00
Manager 10
Manager 11
4.00
Manager 12
Manager 13
Manager 14
2.00
Manager 15
Manager 16
0.00
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.3: TSSA SI Management Self-knowledge Dimension
The self-knowledge results for the T-Systems South Africa SI managers ranged from a
high of 10 out of 10 to a low of 3 out of 10. The mean for the group’s self-knowledge
dimension was calculated as 6.23 out of a possible score of 10.
Emotional self-awareness enables the SI management team to be more strategic and
effective in interacting with the IT environment they operate in.
If this skill is well developed an individual or team can easily recognise when an
influence is regarded as draining or energising. People with this skill usually have the
ability to identify reasons for a certain feeling or emotions more easily and can make an
informed decision about continuing being involved with a person, activity or an
organisation (Hughes, et al., 2005:45).
People who are aware of their own emotions and the emotions of others can interact
with more ease with a specific environment. People normally project what they feel onto
others; therefore it is crucial for any individual to understand why they are experiencing
97
a particular emotion or feeling at a given time. Once this is clear strategies can be
devised to mitigate any negative feelings or emotions that could have a negative impact
on the environment they operate in (Hughes, et al., 2005:42).
Leaders who understand this capability are usually also strong with regards to being
empathetic and to connect with people; making others feel safe and comfortable
through understanding and listening to the emotional self.
The frequency and relative frequency distribution for the T-Systems South Africa SI
management self-knowledge dimension were calculated in Table 4.2.
Table 4.2 Frequency distribution of Self-knowledge Dimension
Relative
Frequency
Score out of ten
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
0
0.00%
0.00%
3
3
15.79%
15.79%
4
1
5.26%
21.05%
5
2
10.53%
31.58%
6
5
26.32%
57.89%
7
3
15.79%
73.68%
8
2
10.53%
84.21%
9
1
5.26%
89.47%
10
2
10.53%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 31, 58% of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate fairly weak to average self-knowledge skills.
This implies that 68.42% of the Management Team falls between the scores 5-10
indicating above average to very strong self-knowledge skills.
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The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 6.24, are strong regarding the selfawareness dimension.
4.9 EQ test Self-control results
The questionnaire defines self-control as being in control or having self-control on a
basic level. It implies that an individual is in control of his or her emotions and that
negative or destructive emotions will not control the individual, especially during
stressful or difficult times.
When in control an individual will have the ability to replace potentially damaging and
stressful ideas and thoughts with positive and beneficial ones. This will prevent an
individual from being hampered by anxiety, enabling him or her to keep their poise, to
think and act in a rational manner and do so in a calm and serene way.
Lane (2000) defines impulse control or self-control as not taking action aimed at shortterm fulfilment in order to avoid possible negative long term consequences. Not taking
action or reacting to an impulse requires an individual to build a mental picture or
presentation of the possible future result that could impact the current behaviour or
impulse before it occurs.
Problems in controlling impulse or not having self-control are manifested in anger
control problems, low frustration tolerance, impulsiveness, abusiveness, low self-control
and unpredictable or explosive behaviour (Hughes, et al., 2005:88).
Being in control or possessing the skill of impulse control will increase productivity and
improve self-regard.
99
Figure 4.4 below indicates the self-control or impulse control of the T-Systems South
Africa SI management team based on the test results.
TSSA SI Management
Self-Control Dimension
Manager 1
Manager 2
Manager 3
Manager 4
10
Manager 5
9
Manager 6
Value out of 10
8
Manager 7
7
Manager 8
6
Manager 9
5
Manager 10
Manager 11
4
Manager 12
3
Manager 13
2
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.4: TSSA SI Management Self-control Dimension
The self-control results for the T-Systems South Africa SI managers ranged from a high
of 9.3 out of 10 to a low of 3.2 out of 10. The mean for the group’s self-control
dimension was calculated as 6.57 out of a possible score of 10.
Emotional self-control enables the SI management team to be more productive and
effective when possessing the EQ skill of self-control.
If this skill is enhanced, improved results regarding normal daily challenges will be
encountered.
This could include the following:
100

Waiting for an appropriate time to discuss certain issues with team members or
the management project teams

Allowing co-workers to have a say in a meeting instead of interrupting them the
whole time

Being in control behind the wheel of a car and emerging from it in a reasonable
calm and relaxed state

Focussing on health and living a healthier lifestyle
The frequency and relative frequency distribution for the T-Systems South Africa SI
management self-control dimension were calculated in Table 4.3.
Table 4.3 Frequency distribution of Self-control Dimension
Relative
Frequency
Score out of ten
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
0
0.00%
0.00%
3
0
0.00%
0.00%
4
1
5.26%
5.26%
5
3
15.79%
21.05%
6
1
5.26%
26.32%
7
6
31.58%
57.89%
8
7
36.84%
94.74%
9
0
0.00%
94.74%
10
1
5.26%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 21.05 % of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate below average to average self-control skills.
This implies that 78.95% of the Management Team falls between the scores 5-10
indicating above average to very strong self-control skills.
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The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 6.56, are strong regarding the self-control
dimension.
4.10 EQ test Self-motivation results
Self-motivation is defined within the questionnaire as the ability to make use of
emotions to reach specific goals. When an individual is motivated strong feelings or
emotions of enthusiasm is present which urge the individual forward to fulfil whichever
goals they need to fulfil – whether work or leisure related.
When an individual is feeling positive self-motivation is even more effective as it
benefits an individual in whatever way they decide to set out and achieve their goals.
Striving towards an individual’s true potential is important; otherwise feelings of
dissatisfaction will be present. Self-actualisation or motivation is the process of being
true to one’s nature and being committed to fully develop one’s own capabilities and
potential. It includes the concepts of growth and motivation (Hughes, et al., 2005:59).
Bar-on (2001) concludes that self-actualisation is one of the most important steps
towards personal development.
The following eight EQ factors are good predictors of self-actualisation (Hughes, et al.,
2005:60):

Happiness

Optimism

Self-regard

Independence

Problem solving

Social responsibility

Assertiveness
102

Emotional self-awareness
This illustrates that all competencies should be developed to ensure that an individual
can become an EQ competed person.
Self-motivation, in combination with other strengths such as happiness and optimism,
including the other factors listed above, will ensure that a team or individual is
energised and fully engage life.
Figure 4.5 below indicates the self-motivation or self-actualisation of the T-Systems
South Africa SI management team based on the test results.
TSSA SI Management
Self-Motivation Dimension
10
Manager 2
Manager 3
9
Manager 4
8
Manager 5
Manager 6
7
Value out of 10
Manager 1
Manager 7
6
Manager 8
5
Manager 9
Manager 10
4
Manager 11
Manager 12
3
Manager 13
2
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.5: TSSA SI Management Self-motivation Dimension
The self-motivation results for the T-Systems South Africa SI Managers ranged from a
high of 8 out of 10 to a low of 4 out of 10. The mean for the group’s self-motivation
dimension was calculated as 6.8 out of a possible score of 10.
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Self-motivation or actualisation is critical for the SI management team to be successful
in the difficult financial and business times that organisations are facing. In its very
practical sense, self-actualisation is at the heart of a company’s success. Critical
components, important for each organisation, such as employee development and
motivation are embedded within this dimension (Hughes, et al., 2005:63).
If this skill is enhanced the potential is limitless. The frequency and relative frequency
distribution for the T-Systems South Africa SI management self-motivation dimension
were calculated in Table 4.4.
Table 4.4 Frequency distribution of Self-motivation Dimension
Relative
Frequency
Score out of ten
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
0
0.00%
0.00%
3
0
0.00%
0.00%
4
1
5.26%
5.26%
5
3
15.79%
21.05%
6
3
15.79%
36.84%
7
3
15.79%
52.63%
8
4
21.05%
73.68%
9
5
26.32%
100.00%
10
0
0.00%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 21.05 % of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate below average to average self-motivation
skills. This implies that 78.95% of the management team falls between the scores 5-10
indicating above average to very strong self-motivation skills.
104
The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 6.8, are strong regarding the self-motivation
dimension.
4.11 EQ test Empathy results
Empathy is defined as being able to accurately recognise and understand the
emotional messages of the self and others that an individual can come in contact with.
Empathy is grounded in the ability to have excellent listening skills – to both verbal and
non-verbal communications – and the ability to listen for both the covert and overt
messages in a person’s language (Johnson & Harper, 2004:191).
Empathy will remain incomplete until a leader can demonstrate that he or she fully
understands the emotions of others and know how to react on these emotions. There
are few leadership skills that can play such a big role in retaining talent as empathy
does (Johnson, et al., 2004).
Goleman (2002:35) identifies empathy as the fundamental competence of social
awareness.
Empathy enhances communication is a dramatic manner and enhances productivity
whilst reducing conflict. Through development one can became attuned to other
people’s emotional state by drawing on own experiences.
105
Figure 4.6 below indicates the empathy dimension of the T-Systems South Africa SI
management team based on the test results.
TSSA SI Management
Empathy Dimension
Manager 1
Manager 2
9
Manager 3
8
Manager 4
Manager 5
7
Value out of 10
Manager 6
6
Manager 7
Manager 8
5
Manager 9
Manager 10
4
Manager 11
3
Manager 12
Manager 13
2
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.6: TSSA SI Management Empathy Dimension
The empathy results for the T-Systems South Africa SI managers ranged from a high of
7.7 out of 10 to a low of 2 out of 10. The mean for the group’s empathy dimension was
calculated as 5.31 out of a possible score of 10.
The empathy dimension within the T-Systems South Africa SI management team
affects the level of success towards communication between teams and individuals in
the long run. Ranking high on empathy will dramatically increase communication and
productivity whilst decreasing levels of conflict.
106
Empathy is important in creating a collaborative environment and creating bonds of
trust. When an individual is empathetic conflict situations can be resolved and lines of
communication established.
The frequency and relative frequency distribution for the T-Systems South Africa SI
management’s empathy dimension was calculated in Table 4.5.
Table 4.5 Frequency distribution of Empathy Dimension
Relative
Score out of
ten
Frequency
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
1
5.26%
5.26%
3
3
15.79%
21.05%
4
0
0.00%
21.05%
5
2
10.53%
31.58%
6
6
31.58%
63.16%
7
4
21.05%
84.21%
8
3
15.79%
100.00%
9
0
0.00%
100.00%
10
0
0.00%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 31.58% of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate fairly weak to average empathy dimension.
This implies that 68.42% of the Management Team falls between the scores 5-10
indicating above average to very strong empathy dimensions.
The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 5.73, are average regarding the empathy
dimension.
107
4.12 EQ test Emotional expression results
Emotional expression is the quality which enables an individual to communicate
feelings to others. Being able to express emotions in a positive way will enable an
individual to elevate tension as a result of the feelings being expressed.
Inability to communicate emotions to others will cause conflict and building of stress
that could even cause physical diseases.
Emotional expression or interpersonal relationships is a skill whereby individuals
establish and maintain satisfying relationships that are characterised by affection and
intimacy (Hughes, et al., 2005:77).
Developing relationships and being able to express emotions in a positive way requires,
in some cases, that an individual will surrender self-control to another individual or
group.
To have a relationship that is mutually satisfying and has depth requires an individual to
know the other individual well enough to detect when they are bluffing and to draw a
true perspective when it matters (Hughes, et al., 2005:78).
Humans are by nature primates and social creatures that cannot operate in isolation.
Emotional expression is closely link with alleviating tension and stress and ensures
overall happiness by rediscovering that humans are social creatures.
108
Figure 4.7 below indicates the emotional expression dimension of the T-Systems South
Africa SI management team based on the test results.
TSSA SI Management
Emotional Expression Dimension
Manager 1
9
Manager 2
Manager 3
8
Manager 4
7
Manager 5
Value out of 10
Manager 6
6
Manager 7
Manager 8
5
Manager 9
4
Manager 10
Manager 11
3
Manager 12
Manager 13
2
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.7: TSSA SI Management Emotional expression Dimension
The emotional expression results for the T-Systems South Africa SI managers ranged
from a high of 8.5 out of 10 to a low of 3 out of 10. The mean for the group’s emotional
expression dimension was calculated as 5.73 out of a possible score of 10.
The emotional expression dimension is important for the T-Systems South Africa SI
management team as increasing this dimension can bring about a host of benefits to TSystems South Africa ranging from increased creativity and productivity to the reduction
of stress to an acceptable level (Hughes, et al., 2005:79).
It is important for any team to celebrate a successful project or successful completion of
a project phase. Improving the interpersonal relationships will go a long way in creating
109
an atmosphere where people will enjoy striving to achieve and fulfilling the desired
goals.
The frequency and relative frequency distribution for the T-Systems South Africa SI
management empathy dimension were calculated in Table 4.6.
Table 4.6 Frequency distribution of Emotional expression Dimension
Relative
Score out of
ten
Frequency
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
0
0.00%
0.00%
3
1
5.26%
5.26%
4
2
10.53%
15.79%
5
3
15.79%
31.58%
6
3
15.79%
47.37%
7
8
42.11%
89.47%
8
1
5.26%
94.74%
9
1
5.26%
100.00%
10
0
0.00%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 31.58% of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate fairly weak to average emotional expression
dimension. This implies that 68.42% of the management team falls between the scores
5-10 indicating above average to very strong emotional expression dimensions.
The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 5.73, are average regarding the emotional
expression dimension.
110
4.13 EQ test Assertiveness results
Assertiveness can be described as the ability of an individual to express emotions in
such a way as to achieve a result without being overly aggressive.
Being assertive enables an individual to find his or her place in a group or a team and
to be comfortable to express opinions and feelings within that environment. Being
assertive is closely linked with self-control and self-esteem.
An appropriate level of assertiveness can be achieved by either building it up from
shyness or toning it down from aggressiveness. It is the appropriate simultaneous
combination of empathy and courage required for any given situation.
Assertiveness consists of three basic components namely: It’s the right to fend for a
person’s self in a positive way and not to be taken advantage of. It is the ability to
express and have an opinion without fear, even if the opinion is not shared by the
majority of people. Finally, it consists of the ability to express feelings, emotions, love
and sexual feelings in a constructive way (Hughes, et al. 2005:49).
Figure 4.8 below indicates the assertiveness dimension of the T-Systems South Africa
SI management team based on the test results.
111
TSSA SI Management
Assertiveness Dimension
Manager 1
Manager 2
Manager 3
Manager 4
10
Manager 5
Value out of 10
9
Manager 6
8
Manager 7
7
Manager 8
6
Manager 9
Manager 10
5
Manager 11
4
Manager 12
3
Manager 13
2
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.8: TSSA SI Management Assertiveness Dimension
The assertiveness results for the T-Systems South Africa SI managers ranged from a
high of 8.8 out of 10 to a low of 3 out of 10. The mean for the group’s assertiveness
dimension was calculated as 5.55 out of a possible score of 10.
The assertiveness dimension of the T-Systems South Africa SI management team is
very important as it forms the foundation to ensure that every individual’s voice is
heard. This empowers an individual or team to define itself within a certain
environment. This is important because it facilitates the expression of feelings, desires
and thoughts by an individual or team. Assertiveness deals with an individual’s feelings
and responses and how a team or individual will behave in a given situation (Hughes,
et al., 2005: 50).
It involves standing up for oneself, yet taking all other people into consideration.
The frequency and relative frequency distribution for the T-Systems South Africa SI
management’s assertiveness dimension were calculated in Table 4.7.
112
Table 4.7 Frequency distribution of Assertiveness Dimension
Relative
Score out of
ten
Frequency
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
0
0.00%
0.00%
3
2
10.53%
10.53%
4
0
0.00%
10.53%
5
6
31.58%
42.11%
6
5
26.32%
68.42%
7
3
15.79%
84.21%
8
2
10.53%
94.74%
9
1
5.26%
100.00%
10
0
0.00%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 42.11% of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate fairly weak to average assertiveness
dimension. This implies that 57.89% of the management team falls between the scores
5-10 indicating above average to very strong assertiveness dimensions.
The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 5.55, are above average regarding the
assertiveness dimension.
113
4.14 EQ test Conflict resolution results
Conflict resolution within the definition of the test results is described as the ability to
anticipate potential sources of conflict within a group and to offset them before they
have a chance of becoming problems. The most important attribute here is harmony.
Although individuals and groups will always have different viewpoints and opinions,
maintaining harmony within the group or team is the number one concern.
According to Segal (2009) conflict carries a strong emotional charge which in some
cases could feel bigger, scarier and more threatening, since it carries an implied
element of danger.
Should the conflict be perceived to be threatening it could amount to a fight or freeze
reaction which could disable EQ and jeopardise attempts to resolve conflict. Should
more than one person in a team or group feel out of control or insecure within the set
boundaries, the potential of conflict grows exponentially. Should people in a conflict
situation not possess the essential non-verbal communication skills, conflict tends to
escalate out of control.
In order for the SI management team to be successful at conflict resolution, attention
should be paid to people’s feelings. The team should also have the necessary skills of
communication, both in a verbal and non-verbal way, to resolve any conflict. The
empathy dimension plays an important role in resolving conflict.
114
Figure 4.9 below indicates the conflict resolution dimension of the T-Systems South
Africa SI management team based on the test results.
TSSA SI Management
Conflict Resolution Dimension
Manager 1
Manager 2
Manager 3
Manager 4
8
Manager 5
7
Manager 6
Manager 7
Value out of 10
6
Manager 8
5
Manager 9
Manager 10
4
Manager 11
3
Manager 12
2
Manager 13
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.9: TSSA SI Management Conflict Resolution Dimension
The conflict resolution results for the T-Systems South Africa SI managers ranged from
a high of 7 out of 10 to a low of 0.2 out of10. The mean for the group’s conflict
resolution dimension was calculated as 4.24 out of a possible score of 10.
Possessing the relevant skills to manage conflict effectively is crucial for the T-Systems
South Africa SI management team if an element of harmony is the desired result within
the division.
Various individuals have different needs and requirements within the working
environment. These needs and requirements can be described as the need to feel safe
and comfortable versus the freedom to take risks and explore new territories (Segal,
2009).
115
The frequency and relative frequency distribution for the T-Systems South Africa SI
management conflict resolution dimension were calculated in Table 4.8.
Table 4.8 Frequency distribution of Conflict resolution Dimension
Relative
Score out of
ten
Frequency
Frequency
Distribution
Cumulative %
1
1
5.26%
5.26%
2
1
5.26%
10.53%
3
4
21.05%
31.58%
4
2
10.53%
42.11%
5
5
26.32%
68.42%
6
4
21.05%
89.47%
7
2
10.53%
100.00%
8
0
0.00%
100.00%
9
0
0.00%
100.00%
10
0
0.00%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 68.42% of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate fairly weak to average conflict resolution
dimension. This implies that 31.58% of the management team falls between the scores
5-10 indicating above average to strong conflict resolution dimension.
The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 4.24, are weak to average regarding the
conflict resolution dimension.
116
4.15 Self-esteem
Self-esteem is defined within the test results as the ability to accept oneself, regardless
of successes or failures. Self-esteem gives an individual confidence in their own
resources and a feeling of greater independence in dealings with others.
It enables an individual to undertake complex tasks and pursue daring goals. It is the
competence that assists an individual in difficult and trying times and is a building block
to overcome problems and to recover from times of adversity.
Self-esteem is closely linked with self-motivation, but surpasses it when an individual
loses self-motivation. It is the competence that will allow an individual to bounce back,
to find new grounds to build upon and eventually feel more competent. It is a
cornerstone for having a positive attitude towards living.
Figure 4.10 below indicates the emotional self-esteem of the T-Systems South Africa SI
management team based on the test results.
117
TSSA SI Management
Self-Esteem Dimension
9
Manager 1
Manager 2
Manager 3
8
Manager 4
Manager 5
7
Value out of 10
Manager 6
6
Manager 7
Manager 8
5
Manager 9
4
Manager 10
Manager 11
3
Manager 12
Manager 13
2
Manager 14
1
Manager 15
Manager 16
0
1
SI Managers
Manager 17
Manager 18
Manager 19
Figure 4.10: TSSA SI Management Self-esteem Dimension
The self-esteem results for the T-Systems South Africa SI Managers ranged from a
high of 8.2 out of 10 to a low of 4.2 out of 10. The mean for the group’s self- esteem
dimension was calculated as 5.98 out of a possible score of 10.
The self-esteem of the T-Systems South Africa SI management team affects how
individuals think, behave and relate to other people. It affects an individual’s potential to
be successful. Low self-esteem causes lack of confidence which could contribute to a
team member or manager giving up rather than to face a challenge and eventually
succeed. It is also a contributing factor towards being happy with life in general.
Emotional self-esteem enables the SI management team to be ready to face
challenges and effectively deal with the problems in the IT environment they operate in.
The frequency and relative frequency distribution for the T-Systems South Africa SI
management’s self-esteem dimension were calculated in Table 4.9.
118
Table 4.9 Frequency distribution of Self-esteem Dimension
Relative
Score out of
ten
Frequency
Frequency
Distribution
Cumulative %
1
0
0.00%
0.00%
2
0
0.00%
0.00%
3
0
0.00%
0.00%
4
0
0.00%
0.00%
5
2
10.53%
10.53%
6
9
47.37%
57.89%
7
2
10.53%
68.42%
8
5
26.32%
94.74%
9
1
5.26%
100.00%
10
0
0.00%
100.00%
More
0
0.00%
100.00%
Total
19
100.00%
From the results the following information is derived: The cumulative relative frequency
distribution indicates that 10.53% of the T-Systems South Africa SI management team
falls between the scores 1-5 which indicate fairly weak to average self-esteem
Dimension. This implies that 89.47% of the Management Team falls between the
scores 6-10 indicating above average to very strong self-esteem dimensions.
The analysis of the test results indicates that the T-Systems South Africa SI
management team results, with a mean of 5.98, are above average regarding the selfesteem dimension.
4.16 EQ test results conclusion and combination with Goleman’s six leadership
styles
Based on the investigation and subsequent results of the EQ test results, it is clear that
the T-Systems South Africa SI department’s EQ competencies results ranges between
average to above average for the majority of competencies that were tested. The only
119
exception to this is the conflict resolution competency which ranged between weak to
average.
Figure 4.11 below indicates the average dimensions of the EQ competencies of the TSystems South Africa SI management team based on the test results.
EQ Average for SI
Conflict Resolution
EQ
Assertiveness
Emotional Expression
Empathy
Self-Esteem
Self Motivation
Self-Control
0
2
4
6
8
Self-Knowledge
EQ Averages out of 10
Figure 4.11: TSSA SI Management EQ competencies
The six leadership styles (Goleman, 2000:82) indicate that the different leadership
styles all commence from various components of EQ capabilities.
The aim of the six leadership styles is not for leaders and managers to apply them as
individual styles, but for leaders to determine through their EQ capabilities whether to
use them in combination or individually, depending on the situation and problems that
are being faced.
The results of the SI department’s test results will not provide a 100 percent accurate
picture of whether the T-Systems South Africa SI department utilises a specific
leadership style more or less than other styles. This will depend on the various projects
that are in progress, the external impacts and specific factors, combined with issues or
problems that will come into play.
120
The interpretation will, however, provide an indication based on the test results where
the SI management can improve and will highlight which leadership styles could at the
moment be more dominant, on average, within the SI department.
4.16.1 T-Systems South Africa SI department and leadership styles
Of the 8 competencies tested the T-Systems South Africa SI department scored, on
average, second highest on the self-control competency with a score of 6.6 out of a
possible result of 10.
Goleman (2000:82) identifies the competency self-control to be one of the underlying
EQ competencies for the coercive leadership style which is best applied during a crisis,
to kick-start a turnaround program or to deal with problematic employees. Self-control
remains an important EQ competency as it determines whether an individual is in
control of his or her emotions and prevents negative or destructive emotion from
controlling the individual during stressful or difficult times. In conjunction with the drive
to achieve and to initiate progress within the department it could point to a more
coercive temperament under the SI managers.
The overall impact on the climate of a department will however be negative in the long
run if this leadership style is over-applied. As this competency is ranked second highest
on average off all competencies there is evidence that the SI managers could have the
tendency to be more coercive in their decision making capacities. Since the SI
department is geared towards growth, achieving their financial objectives and ensuring
that the targets set by T-Systems’ head office in Germany are met, care must be taken
not to use this leadership style in excess to achieve the desired results.
The fact that the competency conflict resolution has scored lowest on average of all the
EQ competencies tested, namely 4.2 out of a possible result of 10, provides further
evidence that, in the current economical downturn, the pressure to perform and achieve
targets could create conflict and problems when immediate compliance is requested
through a more coercive leadership style as is evident from the data at hand.
121
Since the drive to ensure results is a focus point for SI the coercive leadership style,
together with the pacesetting leadership style, could ensure quick results in the short
term, but will have a negative impact on the long term climate within the SI department.
Conflict will increase and the resolution thereof will be more difficult to manage.
The pacesetting leadership style is defined as a conscientious drive to achieve and
initiate results (Goleman, 2000:83).
Conflict resolution requires a team to be in harmony and necessitates good
communication skills and empathy in order to resolve any conflict situations that might
arise.
The T-Systems South Africa SI management department scored on average 5.3 out of
a potential 10 for the empathy competency. As 68.42% of the management team falls
between the scores 5 – 10, indicating above average to very strong empathy
dimensions, the potential exists for the management team to be able to apply the
democratic and affiliative leadership styles more frequently within the SI environment in
order to achieve success or successfully deliver a project.
Goleman (2000:83) identifies the affiliative leadership style as a means to create
harmony and emotional bonds within a team or department through empathy,
relationship building and good communication skills. This will enable managers to
motivate teams and individuals, build strong teams and ease conflict within a team or
department.
The democratic leadership style (Goleman 2000:84 forges consensus through
participation of people and teams to work together to achieve objectives through good
communication, team leadership and collaboration.
It is thus clear that by applying the democratic and affiliative leadership styles more
often the SI department would greatly improve their weak to average conflict resolution
competency. By communicating effectively and allowing people to take responsibility for
actions or allowing teams or individuals to be part of the solution will ensure that
superior results can be achieved, whilst maintaining harmony and motivating people to
122
move forward. This will have a more positive impact on the overall climate of SI than
the coercive or pacesetting leadership style which seems to be more prevalent at the
moment within SI.
Self-actualisation or motivation is the process of being true to one’s nature and being
committed to fully develop one’s own capabilities and potential. It includes the concepts
of growth and motivation (Hughes, et al., 2005:59).
The test results indicate that the SI department managers scored highest on the selfmotivation or actualisation competency with an average of 6.8 out of a possible result of
10. This implies that 78.95% of the management team falls between the scores 5-10,
indicating above average to very strong self-motivation or actualisation skills.
On a practical level self-actualisation or motivation is critical to a company’s success
and is essential for each organisation in order to drive employee development and
motivation (Hughes, et al., 2005:63).
It is clear that the SI department ranked highest, on average, for the self-actualisation
or motivation competency. If the SI department can utilise this skill the potential is
limitless, especially when combined with the affiliative and democratic leadership
styles. This implies that the managers within the SI department will need to balance
being results driven with an approach of focusing more on motivation, communication
and relationship building through buy-in.
This will ensure that the SI department can still achieve its objectives and goals, but will
also create an overall positive climate in the long run that could be beneficial when
deploying a project or implementing new strategies to proceed in a positive way. The
test results indicate that the managers’ EQ competencies will allow them to make the
shift as the scores for the majority of competencies ranged from average to above
average.
Self-awareness or self-knowledge is one of the underlying competencies, along with
empathy, for the coaching leadership style.
123
Self-awareness relates to the ability to understand and read emotions, including
assessing the impact on work performance and relationships (Goleman 2002:80).
This competency ties in with the coaching competency which is defined as developing
people or teams to improve performance and long term strengths through empathy and
self-awareness (Goleman, 2002: 83).
The SI department scored on average 6.2 out of a possible result of 10 for the selfknowledge or self-awareness competency. This implies that 68.42% of the
management team falls between the scores 5-10 indicating above average to very
strong self-knowledge skills.
Enhancing this competency and applying the coaching leadership style more often
could lead to major improvement for the SI department. By creating a positive
environment employees can increase their performance and develop their long terms
strengths. The SI department managers do seem to have strong self-knowledge skills
which imply that, if this is utilised in the correct manner, it could play a big role in the
success of the SI department’s future development potential.
The authoritative leadership style comes to play during the implementation phase of
change, a new vision for a project or department has to be executed or when clear
direction is needed (Goleman, 2000:82).
Whilst implementing a project clear direction and assistance is required. This is
especially necessary when issues must be dealt with, changes or scope need to be
managed and direction should be provided to a project team which requires focus.
The underlying building blocks to achieve this will be through strong self-confidence
and empathy abilities and will require a manager to play the role of a change catalyst
where needed and applicable.
Self-confidence and self-esteem is closely linked and enables a manager to overcome
adversity. By believing in his or her own abilities to conquer difficult tasks or challenges
a manager allows him or herself to become a strong leader.
124
The mean for the group’s self-knowledge dimension was calculated as 5.98 out of a
possible score of 10 which is regarded as average to above average.
It is clear that the managers within the SI department do posses the ability to remain
confident in difficult or trying circumstances, to provide guidance and provide a way for
employees or team members to do what must be done in order to succeed, regardless
whether they are busy with project implementation or other tasks or responsibilities
geared towards the department in general. The overall impact on the SI environment
will be positively influenced when the authoritative leadership style is applied where
applicable.
125
CHAPTER 5
CONCLUSION, RECOMMENDATIONS AND THE WAY FORWARD
5.1 Conclusion
The main objective of the current study was to determine whether EQ will impact the TSystems South Africa SI managers’ leadership skills and the way that an IT project is
delivered.
It is accepted that the research done was not intended to challenge any leadership
theories, nor was the intention to create new theories regarding EQ and leadership.
This research is aimed at creating awareness and providing information to the TSystems South Africa SI managers regarding EQ, the impact thereof on leadership, the
results of the SI EQ competencies that were tested and the potential impact that EQ
could have on successfully deploying an IT project.
The chapter is a summary of the conclusions, recommendations and limitations of the
study that was completed.
5.2 EQ and the impact on leadership and IT
Technical and cognitive ability will always remain an important and essential
competency for any individual who strives to be a good leader. To be effective at work
depends on a range of factors. Technical skills in combination with IQ are important,
but so are personality and EQ. Many people with a high IQ and strong technical skills
under-perform or fail at work because of aspects of their personality or lack of EQ
(Black, 2000:2).
Recent studies, however, have found that EQ is equally important, and in some cases
even doubly important as the technical and cognitive competencies combined, to drive
outstanding performance. The difference between average and outstanding leaders is
126
said to be found in the level of EQ capabilities that can be attributed to the individual
that is striving towards being a great leader. Leaders who aim to successfully motivate,
inspire, guide, create resonance, communicate and execute vision are all strong in their
respective EQ capabilities (Arond-Thomas, 2003).
Working in IT is sometimes regarded as resolving one crisis after the other and
managing problems and setbacks as they arrive. Although these problems are mostly
contributed to technical problems related to programs, solutions or business processes
that are not working as intended, having the right set of technical skills will not
guarantee that the crisis or problems will be resolved in a satisfactory manner.
These challenges require specific skills, both social and emotional, to be able to cope
successfully and produce the required outcome under pressure. These specific skill
sets are grounded in the competencies known as EQ.
Research conducted in these areas indicated that a leader or individual working on a
problem, without the necessary EQ skill sets to handle and cope with the situation, will
not be able to handle the problems and guarantee a successful outcome. This is true
for problem resolution, but also deploying a new solution or project (Polsky, 2008).
It was found in studies that, in general, IT professionals have a slightly lower than
average EQ. Multi-Health Systems (MHS) has conducted a study whereby one hundred
fifty (150) IT professionals were assessed by using the EQi online test. MHS found that
the average EQ for these IT professionals were 97.5. The average EQ of the general
population is 100.
The test conducted for the T-Systems South Africa SI managers found that the average
EQ for these IT managers were 107.95, placing the SI management team in an above
average position regarding their EQ capabilities. By comparison the average EQ of
programmers had an average EQ of 92 as opposed to help desk consultants who had
an average of 113.
This could be explained by the fact that programmers spend most of their time alone
focusing on the code to be written while help desk consultants need higher EQ levels in
order to deal with angry callers and the pressure of resolving problems in a short time
span.
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Programmers might choose this job because they realise that there is no emotional
relationship with a computer, but at some point in time they will be confronted with a
situation which requires EQ skills in order to resolve the problem or create a solution
(Polsky, 2008:5).
Goleman (1998) studied competency models for more than 181 positions from 121
companies worldwide which accounted for more than a million workers. He found that
more that 67% or two thirds of the abilities listed for applying for the job were closely
related to EQ competencies.
Goleman further assessed one hundred bank employees to determine what the ration
between EQ, IQ and success were. The results indicated that 27% of job successes
were related to EQ competencies, whilst IQ had no correlation to success.
A study of 622 high, medium and low performance employees found that EQ skills play
a major role in job performance. Social responsibility and independence were
highlighted to be some of the greatest contributors to success (Polsky, 2008:5).
Sawyer-Johnson (2008:5) has developed a model for tracking leadership and EQ. This
model indicates how performance, decision making ability and behaviour could be
influenced by EQ capabilities. The Genos model, as it is known, further investigates the
characteristic of leaders who posses high levels of EQ versus leaders who have low
levels of EQ.
The model focuses on the following EQ capabilities:

Emotional self-awareness

Emotional expression

Emotional awareness of others

Emotional reasoning

Emotional self-management

Emotional management of others

Emotional self-control
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The Genos model and results are described in Figure 5.1 and Table 5.1
Figure 5.1: Genos Model of EQ
Source: Sawyer Johnson, 2008:5
129
Table 5.1 EQ skill set
The EQ skill
Leaders with it
Leaders without it
Emotional self-
Awareness of how their
Blind Spot
awareness: perceiving
feelings influence their
and understanding your own
decisions, behaviour and
feelings
performance
Emotional expression:
Build trust and
Create a culture of artificial
effectively expressing your
understanding
harmony and fear of
own feelings
confrontation
Emotional awareness of
Generate engagement and
Generate high turnover,
others: perceiving and
extra effort
high satisfaction and KPI
understanding others’
compliance
feelings
Emotional reasoning:
Make effective decisions
Create ambiguity and a lack
using emotional information in
and facilitate buy-in
of ownership
Emotional self-
Demonstrate resiliency, role
Focus on emotions, suffer
management: effectively
model positive behaviour
from stress, demonstrate
decision-making
managing your own feelings
inconsistent behaviour
Emotional management of
Facilitate high productivity
others: positively
and motivation
Low morale & productivity
influencing others’ feelings
Emotional self-control:
Provide stability & focus in
effectively controlling strong
the face of adversity
Put out fires they create
emotions
Source: Sawyer Johnson, 2008:5
Based on the findings of the study described in table 5.1, Sawyer-Johnson (2008:13)
concluded the following (based on a case study whereby the performance of a project
team leader were determined when utilising EQ capabilities with a team).
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The information portrayed in Figure 5.2 below clearly shows that where a project team
leader utilised his or her EQ capabilities with regards to project performance there were
clear increases and improvements in the overall team performance regarding:

Self-control

Emotional self-management

Emotional reasoning

Emotional understanding of others

Emotional self-awareness
Figure 5.2: Case study: Project leaders using EQ to enhance performance
Source: Sawyer Johnson, 2008:13
The team’s overall improvement regarding performance where EQ capabilities were
enhanced is quite significant as indicated by Figure 5.3 below:

The team’s interpersonal effectiveness has increased by 45%

The team’s organising and planning ability has increased by 28%

The quality of the team’s output has increased by 25%

The timelines of the team’s output has increased by 33%

The sense of identity within the team and the willingness to stay have increased
with 19%
131

The perceived value of the team by the broader business has increased with
20%
Figure 5.3: Percentage of improvements
Source: Sawyer Johnson, 2008:14
It is thus clear that EQ plays a big role towards ensuring success and happiness in all
aspects of an individual’s life. EQ enables a leader or individual to stay focused, be
able to handle challenges and be emotionally composed. EQ does not guarantee that
leaders and individuals will be poised at all times, but does make it easier to handle
problematic situations without falling apart or be paralysed by stress which prevents
any action from being taken (Polsky, 2008:5).
5.3 How to effectively demonstrate EQ in a work environment
According to Klemp (2005) several critical aspects of EQ that are important to
leadership and effectiveness have been identified in numerous studies and
investigations into leadership within companies, including Fortune 500 companies.
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Effective leaders realise that their actions impact the lives of others and they use this
knowledge to strengthen their advantage within a company.
The most successful leaders realise that their personalities, their seniority or role within
a company and even their presence have an impact on the people they work with. They
therefore channel this realisation in ways that elicit people’s best efforts, fully realising
that the correct balance must be found without projecting themselves as hypocritical
(Klemp, 2005:2). This realisation is also closely tied to Goleman’s six leadership styles
which assists a leader to determine which leadership style to use in a certain situation,
such as authoritative or democratic, depending on the situation or problem that must be
faced.
The second realisation is that leaders are empathetic towards the people they work
with, but they still have the ability to make tough decisions when the situation warrants
a specific action.
Effective leaders are able to understand why certain employees react in a certain way
in response to change within a company. They understand that personal crisis’s,
problems or ‘bad days’ can impact an employee negatively and may change their
behaviour in acknowledgement of other people’s feelings. This does not prevent the
leader from making tough decisions when warranted and empathy must not be
confused with sympathy (Klemp, 2005:2).
The third realisation deals with a leader’s ability to judge people or a situation without
being judgmental. These types of leaders can asses other people in terms of their key
strengths or weaknesses and apply these talents where best suited to the company at
a given time (Klemp, 2005:3).
Effective leaders are passionate about their role and they are not afraid to show it to
other employees or people. They are optimistic and believe in success whilst motivating
and encouraging followers to develop the same sense of believe and energy. This does
not imply that they must cheer people on, but their example during difficult times, their
passion and persistence to overcome adversity, shines through.
Good leaders have the ability to understand and act in a balanced way on the
difference between feelings and logic. Leaders know when to trust their gut feel or
133
instincts and can differentiate what to do or not to do within a given situation. They
realise that logic and facts are not the only factors to consider and check these feelings
with their peers or other people who are also involved in the situation (Klemp, 2005:4).
Effective leaders understand the importance of good communication with people in
their teams, departments or companies. They might not be the best public speakers but
are attuned to the energy and morale of a company. They realise that good
communication keeps people motivated and that EQ plays an important role in
understanding which messages and information will keep people connected and
motivated to ensure success (Klemp, 2005:4).
In a big business or operations some employees may feel that they are isolated from
their company’s leadership structure on a personal level. Effective leaders realise that
ways must be found to pay attention to employees’ wishes or gripes and to make
themselves visible and approachable to individuals and groups. This will include
listening to people’s ideas, concerns and suggestions on a wide array of topics and to
respond in an appropriate way to ensure that people are heard and feel valued (Klemp,
2005:4).
Effective leaders drive results and are champions for change. They know how to utilise
their EQ abilities to motivate others, to improve situations and people’s attitudes and to
challenge people to rethink old ways of doing things. They also realise that patience is
important in assisting employees to overcome their fear of change and to involve
people in decision making while maintaining high morale.
A study (Centre for Creative leadership, 2001:02) has found that increased levels of EQ
could lead to better performance in the following areas that are associated with
effective leadership:

Self-awareness

Balance between work and personal life

Composure and straightforwardness

Ensuring that people are at ease

Participative management

Building and mending relationships
134

Change management

Confronting problem employees

Decisiveness
According to Childs (2004) EQ does not always fit the classic and historic models of
leadership. The workforce of today does not accept the autocratic style that was
adopted by leaders in the past. Leadership has evolved to match the current sense of
independence and democracy in the workforce and employees have far more options
available to them than the workers of yesterday. Leaders who wish to be successful
must change their leadership style by enhancing their EQ abilities.
5.4 Limitations associated with EQ and leadership
A recent study (Emmerling & Goleman, 2003:2) concluded that the impact of EQ on
academic and popular culture was rapid and widespread. The swiftness with which this
concept was adapted and accepted caused a gap between what people know and what
they need to know.
The research and outcomes of EQ has increased and progressed since inception, but
more research is required to further validate claims of the importance that traditional
intelligence and emotional intelligence hold to the prediction of a specific criterion.
Several theories exist within the paradigm of EQ:

Theories of Bar-On

Theories of Goleman

Theories of Mayer & Salovey
Each theory that is presented tries to further and better understand the skills, traits and
abilities within social and emotional intelligence. Some researchers claim that the goal
of research should be to identify and define a singular framework that must be
accepted as the correct version of EQ. Another aspect or approach would be to
135
acknowledge that more than one theory could better explain the aspects of complex
psychological frameworks (Emmerling, et al., 2003:11).
The existence of more than one framework does not indicate a weakness regarding the
principles of EQ, but rather points to the robustness of the field. Having more than one
theory is not unique to EQ, but applies to other scientific fields as well. This in no way
undermines the validity of the emerging field of EQ.
Researchers are not all acknowledging or accepting the fact that EQ can be learned or
taught. Some researchers believe that some EQ traits are impacted or influenced by
individual’s genes. Others, such as Bar-on and Goleman, believes that EQ traits can be
learned through experience but without sustained effort and focus the EQ capabilities of
an individual is unlikely to increase (Emmerling, et al., 2003:20).
EQ cannot be defined like IQ which has a discrete meaning and is represented by a
single measure. Instead of trying to measure EQ in a single way, measuring should be
done in different ways. It is a fact that most effective leaders today possess reserves of
empathy, self-control and other EQ capabilities. The question that must be asked is
how these leaders apply these capabilities and the answer is through self-regulation
(Klemp, 2005:4).
Having a specific level of these EQ capabilities will go a long way to assist a leader to
be successful as long as it is channelled in the correct way. Inappropriate behaviour
could result if a leader possesses a high level of EQ capabilities but channels it in the
wrong direction.
EQ alone is not the sole reason or driving force behind effective leadership. From a
moral perspective EQ is not perceived to be bad or good. Leaders who possess high
levels of EQ can also be manipulative, selfish or dishonest.
Other qualities such as confidence, integrity, drive and wisdom has to be filtered into
the effective leadership paradigm. EQ capabilities must be kept in perspective and a
balanced view must be taken to prevent the focus from being exclusively on EQ when
dealing with effective leadership.
136
There has to be a good mixture of the cognitive capacity, people skills, influence skills
and the wisdom that comes through experience to drive effective leadership (Klemp,
2005:4).
5.5 EQ Training
Research is showing that EQ capabilities increase with age (Polsky, 2008:3). Although
some theorists and academics may think that EQ can only be acquired through
experience, this is not entirely true.
Many of the emotional strategies to cope with or handle situations are acquired through
osmosis. Essential skills are being learned whilst growing up and this concept is taken
further in the work environment. People learn by studying other people or experiences
encountered in everyday life.
This however is not enough and professionals and employees need training to enhance
their skills and become more effective. Training could transform people by identifying
certain areas for improvement.
EQ training programs focuses on three areas in general:

What is EQ?

What is an individual’s EQ?

What can be done to improve certain EQ capabilities?
Many self-help books and programs are available that allows people to learn how to
improve on certain areas of EQ in a comfortable environment. The next step will be to
provide people with a report highlighting an individual’s strengths and weaknesses. As
soon as this is available an individual can plan his or her route to improvement (Polsky,
2008:4).
Arond-Thomas (2003) identified the following guidelines to create an emotionally
intelligent and effective culture within an organisation:

Discover the emotional reality of the organisation. This can be enforced through
assessments, EQ tests that are available (EQi test) and discussions.
137

People from all levels of the organisation must be included to understand the
specific culture and problems within an organisation. Sometimes it is better to
adapt to a process of slowing down in order to speed things up.

Leaders should adopt a bottom-up strategy that allows all parties and
stakeholders to be included in determining what is working or not.

Create a future with an energised vision which employees can buy into and
adopt to optimise their motivation and performance levels.

EQ must be sustained by turning visions into actions and to create systems or
processes that enhances and promotes mature EQ behaviour.

EQ is sometimes referred to as the “soft” competencies, but developing the EQ
capabilities within an organisation is worth the effort as EQ will set apart the best
employees and leaders from the rest.
EQ capabilities and skill sets resides in the part of the brain that requires feedback,
repetition and practice on a continuous basis.
Any EQ training or learning initiatives must include the opportunity to acquire new skills
in an environment that is conducive to adequate support and structures over a period of
a couple of months.
Learning must be focused after an EQ training session. Many individuals would like to
focus on a wide array of new skills or enhancements to current skill sets already
acquired. However, it is better, and the most effective approach, to pick one or two
areas of development to focus on for a couple of months until the new skill is integrated
into a skill set (Polsky, 2008:4).
Sawyer-Johnson (2008) identified a potential enhancement methodology that could be
adopted for improving EQ capabilities in an organisation and on a project.

Develop a business model for EQ

Position EQ as a method of improvement and not the outcome

Present relevant theory about EQ to employees

Investigate the relevance of EQ for a specific project or situation with buy-in and
participation from all stakeholders

Provide insights and strengths regarding development of EQ capabilities
138

Provide the relevant tools and techniques to help employees enhance their EQ
skills

Practice all new EQ skill sets

Action follow-up plans with participants that they can reflect on where they have
started and where they have moved to or want to move towards.
5.6 The way forward
It is clear from the literature study that sufficient EQ skill capabilities play an important
role in the effectiveness of leaders to impact an organisation or the deployment of an IT
project. To a certain degree EQ is something that all human beings possess.
The T-Systems South Africa SI management team is well geared towards their EQ
capabilities and scored on average high with regards to general EQ capabilities. These
skills could be enhanced and improved to ensure that even better results are achieved
in the day-to-day activities of the SI department and the deployment of projects.
The EQ capabilities will gear the managers and employees to be more focused, more
successful and, ultimately, happier at work and home.
139
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