Browsing by Author "Haricharan, Shanil Jensen"

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    The impact of emotional intelligence on public leadership performance in South Africa
    (Stellenbosch : Stellenbosch University, 2015-12) Haricharan, Shanil Jensen; Schwella, Erwin; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
    ENGLISH ABSTRACT: The practice of public service leadership, crucial for public governance and institutional performance, is viewed as the “weakest link” in the public service system (Kramer, 2008). In pursuit of understanding the competency needs of public service leaders, this study tested scholarly claims that emotional and social intelligence (EI) competencies are fundamental to effective leadership performance. The study was situated in a South African provincial government and focused on a group of executive managers from four departments. The study had its primary theoretical grounding in the competency theory of action and performance (Boyatzis, 1982, 2008), with competencies defined as a behavioural manifestation of EI that predicts job performance (Goleman, Boyatzis & McKee, 2002). A mixed-method design, which included qualitative and quantitative methods, was used to address the research questions and test the hypotheses. The quantitative statistical results showed significant and positive correlations between EI competencies (using the Goleman and Boyatzis Emotional and Social Competence Inventory) and leadership performance effectiveness (using a nominations survey) for all four EI clusters and eleven competencies (except for Emotional Self-control). Of these, four competencies (Adaptability, Emotional Self-awareness, Inspirational Leadership, and Positive Outlook) displayed the strongest significant correlations, which distinguished high performers. The qualitative results, based on Behavioural Events Interviews (McClelland, 1998) with the top-performing and high EI leaders, were generally consistent with the quantitative findings. Three case studies based on these interviews are presented. In addition, the contextual qualitative thematic inductive analysis resulted in four dominant themes, namely social exclusion, leadership behaviours and styles, public service orientation and public governance systems. In general, the results were consistent with antecedents in the scholarship, though certain results were unique to the study context. The study has theoretical and practical implications for public service leadership and governance and EI competency development.