Z Ismail 185506 MBA 5249D LESQ

LEADERSHIP, EMOTIONAL AND SPIRITUALINTELLIGENCE

ZINAT ISMAIL

STUDENT NUMBER 185506

MBA5249D – LESQ

DUE DATE 1 AUGUST 2012

TOTAL NUMBER OF PAGES: 31 INCL. COVERPAGE

“To lead people, walk beside them. As for the best leaders, thepeople do not notice their existence. The next best, the peoplehonor and praise. The next, the people fear; and the next, thepeople hate. When the best leader’s work is done the people say,‘We did it ourselves!” Lao-Tsu

5249D – LESQ STUDENT NO. 185506ZINAT ISMAIL

CONTENTS

LEADERSHIP, EMOTIONAL AND SPIRITUAL INTELLIGENCE 1

CONTENTS 2

INTRODUCTION 4

QUESTION 1 5DEFINITION CONCEPTS 5LEADERSHIP 5

MANAGEMENT 5

ADMINISTRATION 5

EMOTIONAL INTELLIGENCE 5

SPIRITUAL INTELLIGENCE 6

QUESTION 2 6LEADERSHIP THEORIES 6GREAT-MAN THEORY. 6

TRAIT THEORY. 6

BEHAVIOURAL THEORY. 7

CHARISMATIC LEADERSHIP. 7

TRANSFORMATIONAL LEADERSHIP. 7

SERVANT LEADERSHIP. 7

SPIRITUAL LEADERSHIP. 7

SITUATIONAL THEORY. 8

QUESTION 3 8ARE LEADERS BORN OR CREATED? 8


QUESTION 4 10ROLE MODEL LEADER 10

QUESTION 5 12CHARACTERISTICS OF A GOOD LEADER AND CRITICAL SUCCESS FACTORS FOR THE FUTURE 12CHARACTERISTICS OF A GOOD LEADER 12INTERPERSONAL SKILLS 13

COMMUNICATION SKILLS 13

INTEGRITY AND VALUES 13

ORGANISATIONAL CONSCIOUSNESS 13

CONFIDENCE 13

FLEXIBILITY 14

CREATIVITY SKILLS 14

RESULTS DRIVEN 14

INSPIRING AND OPTIMISTIC 14

CHARISMA 14

CRITICAL SUCCESS FACTORS FOR LEADERSHIP IN FUTURE 15

QUESTION 6 16LEADERSHIP STYLES 16AUTHORITARIAN OR AUTOCRATIC 17

PARTICIPATIVE OR DEMOCRATIC 17

DELEGATIVE OR FREE REIGN (LAISSEZ-FAIRE) 18

QUESTION 7 18PERSONAL LEADERSHIP DEVELOPMENT PLAN 18ZINAT ISMAIL 19

QUESTION 8 20EMOTIONAL AND SPIRITUAL INTELLIGENCE IN LEADERSHIP 20ROLES OF EMOTIONAL AND SPIRITUAL INTELLIGENCE IN LEADERSHIP AND WHY

IS IT IMPORTANT 20

DEVELOPING EMOTIONAL AND SPIRITUAL INTELLIGENCE IN LEADERSHIP 22

HOW TO DEVELOP EMOTIONAL INTELLIGENCE 23HOW TO DEVELOP SPIRITUAL INTELLIGENCE 23OBSTACLES AND SOLUTIONS IN DEVELOPING EMOTIONAL AND SPIRITUAL

INTELLIGENCE IN LEADERSHIP 24


QUESTION 9 24EMOTIONAL AND SPIRITUAL INTELLIGENCE DEVELOPMENT 24INTRODUCTION 24

CONSIDERATIONS WHEN APPLYING EMOTIONAL AND SPIRITUAL INTELLIGENCE

DEVELOPMENT PROGRAMMES TO YOUR ORGANISATION 25

STEPS AND PROCESS 26POTENTIAL OBSTACLES AND SOLUTIONS 28

CONCLUSION 29

BIBLIOGRAPHY 30


INTRODUCTION

Leadership is a process by which a person influences others toaccomplish an objective and directs the organisation in a way thatmakes it more cohesive and coherent.

Most businesses recognise that leadership is important to theirperformance and market value.

Interest in leadership increased during the early part of thetwentieth century. Early leadership theories focused on whatqualities distinguished leaders from followers, while subsequenttheories looked at other variables such as situational factors andskill levels.

Various people have defined leadership in many different ways.Winston Churchill called leadership “the intelligent use of power". John Adair suggested that leadership is about “holding peopletogether as a group while leading them in the right direction”. John Harvey-Jones suggested that leadership was about “gettingextraordinary performance out of ordinary people” (Hailey, 1999: 2).

Key aspects of leadership can be summarised as the ability tocommunicate basic rules that make organisations effective (Grint,1997a), possessing and applying multiple intelligence (Mant, 1997),facilitating others to act together and excel (Kouzes and Posner,1995), the ability to create followers (Wheatley, 1994), gatheringand intelligently using power (Adair, 1990), setting personalexamples (Drucker, 1990), and ‘holding’ and projecting a vision(Fiedler, 1967).

To some theorists, leadership is dependent on the culturalenvironment of an organisation. These theories suggest thatleadership behaviour is influenced by the organisational culture,tradition, social and political elements (Hofstede, 1991).

Most literature on leadership suggests that the successful leadersare highly pragmatic, flexible and capable of adapting variousleadership styles depending on the needs of the situation (Vroom andYetton, 1973).

Goleman argued that outstanding leadership requires a combination ofself-mastery and social intelligence. Goleman also says that the


brain is like an instrument which we can tune for the job at hand,something like tuning a guitar to the right key for a song.

Resonant leaders, who exhibit attributes of emotional and socialintelligence, are better able to connect with others mosteffectively and so lead well. (Goleman, Boyatzis and Annie McKee)

Emotional intelligence has four parts: self-awareness, managing ouremotions, empathy and social skill. Spiritual Intelligence requiresthe creativity of the values and the inner core of the person. Weshow that there are culturally specific techniques for reaching thatinner core.

The workplace environment keeps on changing, indicating its dynamicnature as well as unpredictability. Globalization has made the worldboundaryless. Organisations require its employees to be morecommitted as well as to have a better cohesive workinginterrelationship and for this both emotional and spiritualintelligence are necessary.

QUESTION 1

DEFINITION CONCEPTS

LEADERSHIP

Leadership is a process by which a person influences others toaccomplish an objective and directs the organisation in a way thatmakes it more cohesive and coherent. I agree that this definition issimilar to Northouse's (2007, p3) definition; leadership is aprocess whereby an individual influences a group of individuals toachieve a common goal.

Leadership is a concept which is often talked about, and which hasgenerated a proliferation of literature, especially in the field ofmanagement and organisational science (Jones, 2005: 259). One ofthe foremost scholars of leadership, Barnard Bass has describedleadership as a “universal phenomenon” (1990b:4) and as “aninteraction between two or more members of a group that ofteninvolves a structuring or restructuring of the situation and theperception and expectations of the members.


Leaders are agents of change or persons whose acts affect otherpeople more than other people’s acts affect them.

The concept of leadership can be considered as responsibility whichaims at achieving particular ends. According to the traditionalview, there are certain “traits” and characteristic of leaders whichdistinguish leaders from non-leaders. Good leaders develop througha never ending process of self-study, education, training andexperience (Jago, 1982).

MANAGEMENT

Management is defined as the creation and maintenance of an internalenvironment in an organisation where individuals working together ingroups can perform efficiently and effectively towards theattainment of group goals. (Koontz and O’Donnell)

Management is generally defined as the art and science of gettingthings done through others. It emphasizes that a manager plans andguides the work of other people. It can be considered as atechnique of extracting work from others in an integrated and co-ordinated manner for realising specific objectives throughproductive use of resources, this is done in such a manner as toreach the defined goals of an organisation. Typical managerialfunctions include planning, leading, organising and controlling.

ADMINISTRATION

Administration can be defined as the activities of groups co-operating to accomplish common goals (Simon, Smithburg, Thompson,1950).

My understanding is that administration is a process of organisingand directing the work of others with the concept of being closelyrelated to co-operative human activity in the accomplishment of pre-determined goals.

EMOTIONAL INTELLIGENCE

Emotional intelligence refers to an ability to recognise themeanings of emotions and their relationships and to reason andproblem-solve on the basis of them. Emotional intelligence isinvolved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions andmanage them (Mayer & Salovey, 1997; Salovey & Mayer, 1990).


Thus, it represents an ability to validly reason with emotions andto use emotions to enhance thought and is consistent with scientificliterature in the fields of intelligence, psychology and emotions.It includes aspects such as self-awareness, emotional management andself-motivation.

SPIRITUAL INTELLIGENCE

The idea of spirituality is increasing in prominence among recentpublications in educational psychology and theory (Dent, Higgins,& Wharff, 2005; Fry, 2003; Fry & Cohen, 2009).

Spiritual intelligence can be defined as an inter-connectedconfiguration of affective orientations intimately linked tocreate meaning through connecting ideas, events and persons(Dent, Higgins, & Wharff, 2005; Fry, 2003).

Spiritual intelligence can be considered as the integration of one’sinner life of mind and spirit with the outer life of work in theworld. It can be cultivated through questing, inquiry and practice.Spiritual intelligence can be developed relatively independently.

QUESTION 2

LEADERSHIP THEORIES

GREAT-MAN THEORY

"Great leaders are born, not made"

This quote sums up the basic tenant of the great man theory ofleadership which suggests that the capacity for leadership isinborn.

This concept is based on the belief that great leaders are not madebut born with unique characteristics which allow them to rise to theoccasion during difficult periods in history to overcome obstaclesand lead their nation successfully e.g. Ghandi.

The term "Great Man" was used because at the time, leadership wasthought of primarily as a male quality, especially in terms ofmilitary leadership.

http://www.businessdictionary.com/definition/nation.html

http://www.businessdictionary.com/definition/lead-Pb.html

http://www.businessdictionary.com/definition/period.html


TRAIT THEORY

This theory assumes that people inherit certain qualities and traitsthat make them better suited to leadership. They identify particularpersonality or behavioral characteristics shared by leaders. Some ofthese traits include achievement drive, emotional maturity, selfconfidence, honesty and integrity.

This theory may serve as a yardstick against which the leadershiptraits of an individual can be assessed. This theory is verycomplex and the model attempts to relate physical traits such as,height and weight, to effective leadership. Most of these factorsrelate to situational factors. E.g. a minimum weight and heightmight be necessary to perform the tasks efficiently in a militaryleadership position, but in a business organisation these are notthe requirements to be an effective leader.

BEHAVIOURAL THEORY

Behavioral theories of leadership are based upon the belief thatgreat leaders are made, not born. Rooted in behaviorism, thisleadership theory focuses on the actions of leaders not on mentalqualities or internal states. According to this theory, people canlearn to become leaders through teaching and observation.

CHARISMATIC LEADERSHIP

Charismatic leadership is based on the leader's ability tocommunicate and behave in ways that reach followers on a basic andemotional way to inspire and motivate the followers e.g. John F.Kennedy.

Hitler lacked other leadership characteristics and skills such asintegrity and led his followers into situations that turned outhorribly and was also considered a charismatic leader.

TRANSFORMATIONAL LEADERSHIP

The concept of transformational leadership was initially introducedby leadership expert and presidential biographer James MacGregorBurns. Later, researcher Bernard M. Bass expanded upon Burnsoriginal ideas to develop what is today referred to as Bass’Transformational Leadership Theory.


Transformational leadership is a style that leads to positivechanges in those who follow. They are generally energetic,enthusiastic and passionate. They are concerned and involved in theprocess and are focused on helping every member of the groupsucceed. This leadership is suggested to garner trust, respect andadmiration from followers.

SERVANT LEADERSHIP

Servant leadership was developed by Robert K. Greenleaf in 1970. Theservant leader serves the people they lead, which imply thatemployees are an end in themselves rather than a means to anorganisational purpose or bottom line. Servant leadership is meantto replace command and control models of leadership to be morefocused on the needs of others.

Servant leaders are felt to be effective because the needs offollowers are so looked after that they reach their full potential,hence perform at their best. A strength of this theory is that itforces us away from a self-serving, domineering leadership and makesthose in charge think harder about how to respect, value andmotivate people reporting to them.

SPIRITUAL LEADERSHIP

A causal theory of spiritual leadership is developed within anintrinsic motivation model that incorporates vision, hope, faith andaltruistic love. The purpose of spiritual leadership is to createvision and value congruence across an empowered team on anindividual level and ultimately to foster higher levels oforganisational commitment and productivity.

SITUATIONAL THEORY

The situational leadership theory was developed by Paul Hersey andKen Blanchard. The model shows that leadership of employees must beadapted to the skills and job maturity of the individual employeeand that there is no single best style of leadership.

This theory explains that leaders can adapt their leadershipaccording to the needs of the employees and conduct an effectiveleadership based on the situational context.

Using this model allows followers to evolve their skills and canover time become more skilled, mature and independent.

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QUESTION 3

ARE LEADERS BORN OR CREATED?

Many people are convinced that leaders are born and not made, andfor many it is accepted that people who influence their societiesand workplaces must be those who are born into certain families,have a certain pedigree or possess certain traits.

However, many of the world's great leaders had been branded belowaverage or just average individuals at some point in their lives.Each of them emerged as leaders because the individual made adecision to lead.

Some experts tried to find specific ‘ingredients’ of leadership(e.g. Kouzes and Posner, 1997 as quoted in Fowler, 2000). One mayargue that once these ingredients are known, people can be trainedand made leaders. Other evidences suggest that other elements arerequired to make a leader, these elements are more linked topsychological needs of followers and to human relationships. This‘direction-giving’ quality can be considered as ‘transformational’leadership (Burns, 1978).

Bernard Bass’s theory (1989; 1990) claimed that leadership isprimarily a function of the situation and that anyone could be aleader in the right conditions. This theory is confirmed throughleadership research completed by the London School of Economics(LSE)1 which shows that leaders are very rarely born. Instead,they are the ones who are willing to make the decision to lead insituations when it is most expected of them and that anyone could bea leader in the right conditions.

Goleman (1996) talks about emotional intelligence and asserts thatthe conventional perspective on intelligence as logical capacity(e.g. IQ) is too narrow, rather knowing oneself and relating toothers is crucial for leadership. LSE researchers correlated scoreson IQ and personality tests as well, and found a modest and moderaterelationship that did not differentiate leaders from non-leaders inany way. Leaders emerged as and remained great leaders out of theirown merit. 1 LSE is a specialist university with an international intake and a globalreach. Its research and teaching span the full breadth of the socialsciences, from economics, politics and law to sociology, anthropology,accounting and finance

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In cases of corporate leaders such as Henry Ford2, we can see thatthis hypothesis holds well. Henry Ford did not only revolutionizeindustrial production, but also had a significant influence over the20th century economy and society that his combination of massproduction, high wages and low prices is still called "Fordism".

Henry Ford did not possess anything that could make him a bornleader. He had no birthright, no pedigree and certainly noextraordinary attributes. But when he made the decision to lead, hewent on to be one of the greatest leaders the corporate world hasseen. One of his famous quotes was: “When everything seems to begoing against you, remember that the airplane takes off against thewind, not with it.” This typified his leadership style as being atransformational leader.3 .

John Kotter4 surveyed two hundred executives at highly successfulcompanies and interviewed twelve individuals in depth. He concludedthat early in their careers his leaders had opportunities to lead,to take risks and to learn from their successes and failures.

Current research suggests that experiences on the job play animportant catalytic role in unlocking leader behavior. There seemsto be no substitute for learning through doing, making mistakes andimproving with time. From these studies certain types of workexperiences emerge as the primary developmental forces behind

2 Henry Ford is the founder of the Ford Motor Company. His parents werepoor immigrants from the west of England, where they were evicted fromtheir land in Somerset and subsequently faced great challenges as they cameto America looking for a new start. As a child, Ford was quiet andinward-looking and spent much of his time around his mother. She died whilehe was very young, leading him into depression. His father despised him fornot showing any interest or skill in farm work and literally wrote Henryoff, saying he would never amount to anything. Ford apprenticed as a low-level machinist at various places, not even earning enough for a decentliving. 3 The characteristic of being a transformational leader is implementing newideas, constantly changing and adapting to situations. Henry Ford wasconsidered a charismatic leader shown by his popularity by his workers andthe public for producing a car affordable to all.

4 Kotter's define leadership with three dimensions: Leaders are individuals who establish direction for a working group ofindividuals, who gain commitment from these group members to this directionand who then motivate these members to achieve the direction's outcomes.

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leadership. For example, challenging and multi-functional workassignments taught self-confidence, toughness, persistence,knowledge of the business, skill in managing relationships, a senseof independence and leadership. Hardship taught personal limits andstrengths, while success bred confidence and an understanding ofone's distinct skills. Diversity in experiences developed breadthand different bosses modeled values and taught key lessons. This mixset the stage for leadership ability to take hold.

John Maxwell, an American expert on leadership in his book "The 21Irrefutable laws of leadership" mentioned about a survey he made.The purpose of the poll was to reveal what determined people toreach leadership positions. The results showed that aprox. 10% ofthem have pursued the leadership position due to certain naturalgifts and abilities. An amount as high as 5% of them became leadersdue to a crisis situation, and the remaining 85% became leadersmainly due to the influence other leaders have had on them.

In light of John Maxwell’s theory, a supporting example of this ideais General Electric (GE). GE has created many leaders through theirleadership courses and trainings. Jack Welsh, the CEO of GE isconsidered to be a high class leader who clearly understands theimportance of training and creating other leaders. He has theability to empower and influence his followers. In my opinion leadership is both born and created. In a many cases,genetics and early family experiences play a significant role indeveloping the personality and character that is needed to motivatean individual to lead. Majority of researchers today believe thatthe origins of leadership go beyond genes and family to othersources, these include work experiences, hardship, opportunity,education, role models and mentors. This contributes to thedevelopment of the intellectual and interpersonal skills necessaryto lead.

QUESTION 4

ROLE MODEL LEADER

Warren Bennis said “leaders are people, who are able to expressthemselves fully and know what they want. They know why they want itand they know how to communicate what they want to others in order

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to gain their co-operation and support to achieve their goals”(Bennis 1998: 3).5

“Be the change that you want to see in the world.”

Mohandas Gandhi was a political and spiritual leader of India.Through his cause, he helped India gain its independence and isrightfully honoured in India as “Father of the Nation”.

Born into a family of royalty, the example of Gandhi helpedcontribute to the great-man theory which suggests that a greatleader is born.

Gandhi was an advocate of non-violence and in his civil protests heused non-violence to achieve his aims. His life inspired many othersto go on movements for civil rights internationally. When in SouthAfrica he witnessed first-hand the discrimination against Indiansand in a few incidents he too was being discriminated. This led himinto politics as he fought for the rights of the Indians in SouthAfrica. He would use his tactics of massive civil disobedience andin the end he forced the South African General to come to acompromise with him.

“The ability of people to be natural leaders is, as near as I cantell, it is the by-product of a lifetime of effort; effort todevelop conceptual and communication skills, to reflect on personalvalues and to align personal behaviour with values, to learn how tolisten and to appreciate others and others’ ideas. In the absence ofsuch effort, personal charisma is style without substance.” (Senge,1990: 359)

Gandhi had many attributes of great leaders, these included hisability to inspire and motivate, and he was credible and had theability to build relationships.6

5 Many associate leadership with one person leading. Four things stand outin this respect. First, to lead involves influencing others. Second, wherethere are leaders there are followers. Third, leaders seem to come to thefore when there is a crisis or special problem. In other words, they oftenbecome visible when an innovative response is needed. Fourth, leaders arepeople who have a clear idea of what they want to achieve and why. Thus,leaders are people who are able to think and act creatively in non-routinesituations and who set out to influence the actions, beliefs and feelingsof others. In this sense being a ‘leader’ is personal. It flows from anindividual’s qualities and actions.

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Without doubt Gandhi could inspire and motivate the masses, he couldshow the common man that even he could make a difference. Hisleadership was based on self reliance and non-cooperation, somethingeveryone could adopt and feel that they were a part of the struggle.7

Gandhi’s credibility was established through his work and movementsin South Africa. His non-violent methods were well respected withinthe Indian society.

Kenneth Leithwood's theory of leadership explained that thetransformational leadership style fostered the acceptance of groupgoals, communicated high performance expectations and challengedpeople intellectually. This leader also set the example of what isexpected from those being led in terms of the ideal behavior.Gandhi established clear relationships by personally leading allmajor movements and repeatedly held public meetings. Through theseways he was accessible to most.

Gandhi’s leadership can be identified by position. Gandhi gavedirection and had a vision. His special qualities set him apart andhelped create the gap between leaders and followers. Surveys ofearly trait research by Stogdill (1948) and Mann (1959) reportedthat many studies identified personality characteristics that appearto differentiate leaders from followers. However, as Peter Wright(1996: 34) has commented, “others found no differences betweenleaders and followers with respect to these characteristics, or evenfound people who possessed them were less likely to becomeleaders”. Yet in most popular books on the subject today you willstill find a list of traits that are thought to be central toeffective leadership. The basic idea remains that if a personpossesses these they will be able to take the lead in very differentsituations.8

6 West Bengal's chief minister Buddhadeb Bhattacharya pointed out in hisresearch work titled evolution of the political philosophy of Gandhi:"Mahatma Gandhi can be credited for belonging to the most modern type ofmass leader."7 Since the major section of the Indian bourgeoisie was dependent on theBritish for their gains, they kept themselves aloof from the nationalstruggle. Gandhi's politics, however, was primarily concerned with raisingthe consciousness of the masses and investing them with political authorityto determine their own destiny. Here he struck a new note in Indianpolitics.8 The stories around people like Ghandi, Joan of arc and Hitler seem to showthat there are moments of crisis or decision where the actions of one

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Transformational leadership identified by Tappen (2000) is theability to motivate others to achieve high standards and long termgoals. Transformational leaders have characteristics of being changeagents, courteous, believing in people and having the ability todeal with complexity, uncertainty and being lifelong learners. Theyhave a strong belief in themselves, being aware of personalstrengths and weakness and have a strong belief in the success ofthe organisation. Gandhi was an exemplary leader and a great rolemodel, the values he taught us play an important part in our livestoday, how we live, how we conduct business and ultimately howethically we behave.

Gandhi had a charismatic appeal, as suggested in theTransformational leadership theory. Such leaders are visionary,inspiring, daring, risk-takers, and thoughtful thinkers. Hesatisfied the needs of his followers. He was sensitive to thehigher purpose and his vision of leadership went beyond himself.

Gandhi led through example and established himself as a slave to thenation. He practiced what he preached and resorted to the poor andsimple living so that the millions could relate to him. They couldsee their own sufferings in him.

Gandhi broke tradition and displayed great strength, not throughusing his strength to force others to bend to his will, but by usingnon-violent means to achieve his goals.

Gandhi’s leadership style is termed as “follower-centric” and onethat takes into consideration the existing conditions. Hisleadership styles were dependent on the circumstances. For examplein South Africa he wore a suit and tie, in India he wore thetraditional garb.

Gandhi inspired many leaders like South African leader NelsonMandela, US Vice President Al Gore and physicist Albert Einstein.

person are pivotal. They have a vision of what can and should be, done andcan communicate this to others. When these are absent there can be trouble.Quality of leadership is, arguably, central to the survival and success ofgroups and organisations. As “THE ART OF WAR”, the oldest known militarytext (circa 400 BC), puts it, 'the leader of armies is the arbiter of thepeople's fate, the man on whom it depends whether the nation shall be inpeace or in peril' (Waging war [20]).

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Gandhi would understand the importance of continual growth in hislife. Despite being an accomplished leader in his community, Gandhicontinually sought out greater understanding through much study ofreligious scripture. Gandhi had a good spiritual quotient as hefocused on the greater good of others.

According to Fry, a spiritual leader has a destiny and the beliefthat one’s activities have meaning and value. In my opinion, Gandhican be seen as one of the most spirited leaders. Gandhi has served as an ethical and moral role model around theworld. His beliefs had an impact on many people even in today’stimes.9 Therefore in my opinion he serves as an excellent rolemodel.

QUESTION 5

CHARACTERISTICS OF A GOOD LEADER AND CRITICAL SUCCESS FACTORS FOR THE FUTURE

CHARACTERISTICS OF A GOOD LEADER

"Management is doing things right, leadership is doing the rightthings" (Peter Drucker)10

A good leader is the one who is influential enough to get others tofollow him willingly. He has a vision, a dream and the passion topursue it. He has analytical skills, a decision-making ability and a‘go-getter’ attitude. He dreams big and has the grit to bring it

9 Gandhi would be awarded many honors after his death. These included:

1.His birthday would be declared the “International Day of Non-Violence”2.The day of his death would be declared “Martyr’s Day” in India3.Time Magazine named Gandhi “Man of the Year” in 19304.Runner up to Person of the Century in 1999

10 Peter F. Drucker was considered the “Father of Modern Management”,Because Drucker believed that management was itself an important and nobleendeavor, he did not, throughout most of his career, focus much onleadership. Having fled Nazi Germany soon after Hitler's rise to power,Peter Drucker's view of leaders, particularly charismatic leaders, was notparticularly positive. For Drucker, effective management, not leadership,was the key to success. Yet, towards the end of his life, Druckeracknowledged that leadership was important and wrote a book on leadershipwhich taught many lessons for leaders.

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into reality. He possesses virtues like integrity, dedication,fairness and an open mind to greet new ideas and innovate.

Characteristics of a good leader are personal traits that arecritical in determining a leader's effectiveness. The followingcharacteristics help describe a leader:

INTERPERSONAL SKILLSMany leaders put more emphasis on their technical skills andintelligence to manage a team, however emotional intelligence, whichincludes interpersonal skills has a significant impact on theirleadership success.

Interpersonal skills are needed to complete tasks such as leadingteams, staff retention, inspiring trust, fostering a positiveworking environment and dealing with change.

COMMUNICATION SKILLSIt is essential for leaders to be able to communicate a clear andconsistent message. An effective leader must be able to shareknowledge and ideas to transmit a sense of urgency and enthusiasm toothers.

Leaders demonstrating good communication skills are generally bothgood speakers and listeners. Through their words they are able tokeep the workforce motivated and committed. They also listen totheir followers, and ask questions to make sure they have a goodunderstanding of what is being expressed.

INTEGRITY AND VALUESSuccessful leaders demonstrate their values and ethics in everyaction that they take at work and in their interaction with co-workers and employees.

All skills of a leader become useless if they do not have integrity.Hence a leader should act with absolute integrity at anytime andanywhere.

The best leaders exhibit both their values and their ethics in theirleadership style and actions. Leaders that exhibit ethical behaviorpowerfully influence the actions of others.

ORGANISATIONAL CONSCIOUSNESS

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Leadership characteristics sometimes go beyond personal traits andtouch on areas such as organisational consciousness or knowledge.

These are leaders that understand what the organisation wants toachieve and know how it can be accomplished. They create networkswithin the organisation to help their groups get work done and arejust as adept at breaking down organisational barriers to progress.

CONFIDENCESelf-confidence is the fundamental basis from which leadershipgrows. An effective leader must have the confidence11 to commit totheir decisions and goals.

Great leadership means having the confidence to make decisions andnot being afraid to step up and rise to a challenge.

FLEXIBILITYFlexible and adaptive leadership is especially important when thereis substantial change in situation and the leadership behaviors thatare relevant for it.

Research comparing managers with either successful or derailedcareers found that the behaviors and skills that are strengths inone type of position can become a weaknesses if a manager is notflexible enough to adapt to the new requirements for a differentposition (e.g., Lombardo & McCauley, 1988; McCall & Lombardo, 1983).

Effective leaders should have the ability to remain flexible andadapt their leadership style to meet the demands of the current workenvironment. They must be able to work with others to meetorganisational goals and shift focus as and when necessary.

CREATIVITY SKILLSLeaders demonstrating creativity skills are able to developinnovative solutions to old problems. The diversity they build intheir organisations helps them to develop more comprehensive answersto routine questions. Creative leaders are able to translatetechnical information into solutions that are understood byeveryone.

11 Effective women leaders in history such as Cleopatra in Egypt, Isabellaof Castile, Queen Elizabeth in England, Catherine the Great of Russia andMargaret Thatcher were considered effective leaders who successfullymaintained their self-confidence even among men and are still aninspiration to many women in today’s times.

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RESULTS DRIVENEffective leaders should play a big role in achieving the goals ofthe organisation. Through their leadership skills, they maintain ahigh level of performance in their organisations and they are ableto help keep their workforce motivated even when faced with aseemingly impossible situation.

Since results driven leaders have a deep understanding of what anorganisation needs to accomplish, they are able to quickly identifyand solve the important objectives of an organisation.

INSPIRING AND OPTIMISTICGreat leaders like Winston Churchill12 have an extraordinary abilityto rally people who have lost hope. An effective leader is capableof inspiring others to follow a cause both willingly and withvigour.

CHARISMACharisma is not an essential characteristic for a leader, however itis found that this characteristic is missing in many leaders. In myopinion it is the characteristic that differentiates a great leaderfrom a good leader. You can find this characteristic in many greatleaders such as Martin Luther and Mahatma Gandhi.

Charismatic leaders are able to effectively influence theirfollowers to achieve their goals.Leadership is much more complex than merely earning a high-statusposition in a company and the ability to order people to do things. It is a participative journey that the leader walks with others. Itis a skill that is acquired over a lifetime.

CRITICAL SUCCESS FACTORS FOR LEADERSHIP IN FUTURE

Economists have confirmed that a new economic world order isemerging; this world is based on the flow of intellectual capital.

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? Sir Winston Churchill delivered the ultimate pep talk to the world in hisfirst speech as British Prime Minister on June 4, 1940. Everyone, includingthe British people and U.S. President Franklin Roosevelt, expectedChurchill to settle for a negotiated peace with Germany. They were wrong.Churchill addressed the House of Commons that day and, while acknowledginga "colossal military disaster," he committed the British to fight until theend. According to University of Oklahoma classics professor Rufus Fears,polls showed that 80% of the British people opposed war with Germany beforeChurchill's famous speech. After the speech, however, public opinion hadturned around - 80% now supported Churchill's war policy.

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Every function, industry and region of the world is experiencingprofound changes in the way we manage human talent. Modernmanagement concepts are evolving from practitioners and not thetheoretical academic research base as in the past. Leading and beingled is more a function navigation and networking than thetraditional command-and-control systems with which we are familiar.

The seven leadership skills which are consistently viewed as mostimportant now and in the future are leading employees, strategicplanning, inspiring commitment, managing change, resourcefulness13,being a quick learner and doing whatever it takes14.

Leadership in future may not resemble what was necessary in thepast.

Critical success factors for leadership in future should include anovel skill-set. In my understanding this skill-set includes thatleaders should know that competencies are based on experience andare more dynamic than static attributes. They should understand therelationship between the motivation of an individual and the cultureof an organisation for effective leadership. Leaders of the futurewill need to value heritage and know that their time may need to bededicated to visioning the future generation business.

It is essential for future leaders to understand the value of teamsand communities within which work gets done and visions arerealized. Effective leaders will have to value the communicationsprocess, both technical and human, with a focus on what might belearned.

Leaders should coach and be coached by people of similar values andvision. Trust should be placed in those who are able to care moreabout leveraging the competencies of one another.

13 Resourcefulness is considered be a “top ten” skill. With the recessionforcing us to make do with what we have, being resourceful is now anecessary skill for today's generation of leaders. Relying on one's abilityto do more with existing resources and lead people to do the same will be avirtuous behavior and may be necessary for the sustainability of theorganisation.

14 It is necessary for leaders to cultivate a “whatever it takes attitude.”Top leaders must be willing and able to think outside of the box and to bewilling to tackle projects that others are too proud or too frightened totake on. A 360-Degree leader’s goal is to get the job done and to fulfillthe vision of the organisation. That often means doing whatever it takes.

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The Center for Creative Leadership (CCL)15 conducted a study whichconfirmed that crucial leadership skills in today’s organisationsare in fact insufficient for meeting current and future needs.

The key findings of the survey concluded that leaders lack theskills they need to be effective today. These include inspiringcommitment, strategic planning, leading people, resourcefulness, andemployee development. CCL and others have referred to these skillshortages as the “current leadership deficit.16”

The survey also included that the four most important future skillsare leading people, strategic planning, inspiring commitment, andmanaging change and are among the weakest competencies for today’sleaders. Through this survey it was noted that there is asignificant gap between the needed and existing skill levels ofemployee development, balancing personal life and work anddecisiveness.

I agree with the survey that most leaders are not adequatelyprepared for the future. Today’s leadership capacity is insufficientto meet future leadership requirements.

Leaders of the future need to have an experimental mind-set, knowingthat some decisions and projects may pay off and some won’t. Butthey need to understand that every decision and every project willteach them and the organisation something about how the world ischanging and how the organisation compares with its competition.

Goleman’s book “Primal Leadership: Learning to Lead with EmotionalIntelligence” argues that resonant leaders, who exhibit attributesof emotional and social intelligence, are better able to connect15 The Center for Creative Leadership (CCL) focuses on leadership educationand research in solving the leadership challenges of individuals andorganisations worldwide. With projects underway across the globe, CCL isworking to understand the leadership challenges which face us today. Forthis gap analysis assumption they surveyed aprox. 2,200 leaders from 15organizations in various countries.16 Talk of the financial crisis and the stimulus package often involvesfurious debate about the deficits that caused it or those that are likelyto result from it. There's discussion of current-account deficits, tradedeficits and budget deficits. But, there are other more global deficitscreated by this crisis that may prove even more central to leadership inthe future. These include deficits of capital, ideology, creativity andattention.

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with others most effectively and thus leads well. Resonance, interms of brain function, means that people’s emotional centers arein sync in a positive way.

One study found that nurses going through the intense stress oflayoffs and re-organisation in a budget-cutting health system werebuffered when their leaders were resonant and intensified whenleaders were not. Nurses with resonant leaders reported improvedemotional health, while those with dissonant leaders said theiremotional health was declining. This study highlights the crucialdifference that social and emotional intelligence in leaders canmake, particularly during a crisis and in a high stress workplace.

Resonance may be a critical success factor in future as resonantleaders listen to workers’ negative feelings and respondempathically and supportively, and this is a crucial skill duringchaotic times.

QUESTION 6

LEADERSHIP STYLES

There are many different leadership styles and various studies andsurveys conducted have identified several distinct styles ofleadership which are appropriate for a variety of situations.17 Eachstyle is categorised in a variety of ways and uses differentmethods, techniques and tools to achieve the same result ofproviding direction, implementing plans and motivating a group.Different leadership styles have varying degrees of success indifferent situations and their effective use depends on thepersonality and personal skills of the “leader” involved. 18

17 In the book “Primal Leadership,” Daniel Goleman, who popularized thenotion of “Emotional Intelligence,” describes six different styles ofleadership. These styles included visionary, coaching, affiliative,democratic, pace setting and commanding styles. He explained that the mosteffective leaders can move among these styles, adopting the one that meetsthe needs of the moment. They can all become part of the leader’srepertoire.

18 An article in the City Press newspaper on 1 July 2012 stated “When itcomes to great leaders, technical and business prowess is a must, butperhaps more important are the soft skills.” A number of senior-levelexecutives were interviewed who agreed with this statement. They claimedthat soft skills entail the manner in which leaders deal with people insideand outside their respective organisations.

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In 1939, psychologist Kurt Lewin and a group of researchersidentified different styles of leadership. The three major stylesidentified were authoritarian, democratic and laissez-fair. In the study, schoolchildren were assigned to one of three groupswith a leader. The children were then led in an arts and craftsproject while researchers observed the behavior of children inresponse to the different styles of leadership

AUTHORITARIAN OR AUTOCRATIC

Authoritarian leaders provide clear expectations for what needs tobe done, when it should be done and how it should be done. There isalso a clear division between the leader and the followers.Authoritarian leaders make decisions independently with little or noinput from the rest of the group.

This style is particularly effective when time is limited, such asin a medical emergency, when it is vital for someone to take chargeand prevent any chaos or confusion. It is also good for groups thatneed close supervision and would not necessarily have much useful tocontribute to any decision-making process, such as when dealing withyoung children or very inexperienced employees.

This style is not generally recommended to use all the time as thiscan lead to loss of motivation from followers.

PARTICIPATIVE OR DEMOCRATIC

This style prioritises team participation and because each member isallowed to contribute their ideas and feels that their input isconsidered seriously, there is increased employee satisfaction andownership.19 Democratic leaders offer guidance to group members, butthey also participate in the group and allow input from other groupmembers, although the ultimate authority for the decision will stillrest with the leader.

This style is often used in the workplace when the leader has someof the information needed and the employees have the other necessaryparts, so that a better decision can only be taken when everyone’s

19 Lewin’s study found that participative leadership, also known asdemocratic leadership, is generally the most effective leadership style. InLewin’s study, children in this group were less productive than the membersof the authoritarian group, but their contributions were of a much higherquality.

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input is considered. It is especially effective when you haveknowledgeable and skilled employees.

The advantage of this style is that the process encouragesinvolvement from the whole team, it allows for the development ofadditional leaders who can serve the organisation at a later stage.A disadvantage of this leadership style is that it can make itdifficult to make quick decisions when time is short or there is animmediate urgency to a problem.

DELEGATIVE OR FREE REIGN (LAISSEZ-FAIRE)

This leadership style is also often called “laissez-faire”leadership20, meaning that followers are effectively given free reignto make decisions and do what they think is appropriate. There is nocontinuous supervision or feedback from the leader to the group.

This leadership style can work if team members are highly-experienced and require little supervision to achieve the expectedoutcome. It is also useful because a leader isn’t always able to doeverything and often needs to delegate certain tasks, therefore thisleadership style works well if the leader is able to trust and haveconfidence in the abilities of the people below him/her.

The drawback of this style is that it can also be an excuse for“lazy” leaders who fail to supervise their team members andessentially doesn’t lead at all. This results in a lack of controland a loss of productivity as well as higher costs.

Most good leaders use a combination of these leadership styles toachieve the best result in each specific situation. One style may bemore dominant or more often used than others, due to the leader’spersonality and personal skills, but often, the situation andenvironment will also dictate which style is more suitable.Leadership styles should be adapted to the particular demands of thesituation, the particular requirements of the people involved andthe particular challenges facing the organisation.

20 In Lewin’s study the researchers found that children under delegative /laissez-fair leadership were the least productive of all three groups. Thechildren in this group also made more demands on the leader, showed littleco-operation and were unable to work independently.

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QUESTION 7

PERSONAL LEADERSHIP DEVELOPMENT PLAN

“Leadership means not only having a dream but claiming that dreamand the role you want to play in it” (Bennis and Goldsmith, Learningto Lead p. 132)

A leadership development plan is the vehicle through which one canarticulate their vision, define specific annual goals and commit tospecific action steps to be achieved within a set time period. Itis designed to put your goals in to action by exploiting yourstrengths and opportunities and working to improve your weaknessesand reduce any threats.

"If you don't have a plan, the chances are you'll fall in to someoneelse's plan, and guess what they may have planned for you...notmuch" Jim Rohn

A leadership assessment can be completed using the leadership development model or a leadership competency development cycle. It can be done through a variety of methods from an assessment centre, 360 degree feedback assessment, structured interviews and a self assessment.

ZINAT ISMAIL LEADERSHIP DEVELOPMENT PLAN

Development Focus: Improved effectiveness in current role and preparation for potential senior leadership role.

Top 3 Strengths:

1. Functional and industry expertise

2. Financial acumen

3. Problem solving & decision making

Top 3 Development Needs:

1. Improve my ability to lead change

2. Strategic thinking

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3. Cross-functional expertise

Development Actions:

1. Speak to my manager about my desire to lead a high level, cross-functional process improvement team. This would leverage some of my existing strengths and allow me to gain experience in leading changeand strategic thinking, as well as learn about other company functions.

Timing: next week, for potential 1st quarter project

Cost: None over and above project costs

2. Set up monthly, one hour phone calls with Global working Group Team. They’ve had experience leading projects like this and achievedoutstanding results.

Timing: start next week, schedule for rest of year

Cost: None over and above my time

3. Take a course in leading strategic change. Check 3-4 university based, 3-5 day programs.

Timing: This quarter.

Cost: approximately ZAR 30k – 40k

4. Read the following book:- Leading Strategic Change Bridging theory and Practice

Timing: one book per month

Cost: aprox ZAR 250.00

5. Take a 360 leadership assessment for further insight into my development needs. Incorporate new insights into my leadership development plan.

Timing: Complete by 31 August 2012

Cost: TBC through Growthlink

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Having identified my strengths & weaknesses, and developed an actionplan, I expect to achieve my goal to lead a high level, cross-functional process improvement team.

QUESTION 8

EMOTIONAL AND SPIRITUAL INTELLIGENCE IN LEADERSHIP

”If we are to make progress in managing learning in organisations wedesperately need contributions from fields which already have aholistic understanding of people and human systems. We need tounderstand much more the interconnectedness of emotional, physicaland intellectual effort; we need help in seeing managementholistically. Nobody can manage successfully if they use only partof themselves - managing is a whole person activity, demandingemotional [and spiritual] maturity at least as much as cerebralcompetence relationships are at the heart of managing and at theheart of relationship is the key proposition of self-awareness”(David Casey, ‘Managing Learning in Organisations’)

ROLES OF EMOTIONAL AND SPIRITUAL INTELLIGENCE IN LEADERSHIP AND WHYIS IT IMPORTANT

Emotional intelligence (EI) is a relatively recent behavioral modelwhich is found to have great relevance to organisational developmentand developing people. EI principles provide a new way to understandand assess people’s behaviors, management styles, attitudes,interpersonal skills and potential. EI, therefore, requires greatempathy and active listening skills and a full understanding of howto deal with individual differences, often insufficiently practicedby our own leaders today (Stephenson, 2000).

Considering this, organisations should be headed by leaders imbuedwith such attributes, and presently with globalisation and a morediverse culture the world is in need for such leaders who will makea difference in the people and in the organisation.

EI refers to an individual’s ability to understand and accuratelyinterpret his or her own emotions as well as those of others. It isa relatively new construct intended to complement the traditionalview of intelligence by emphasizing the emotional, personal, andsocial contributions to intelligent behavior (Gardner, 1983; Mayer &Salovey, 1993; 1995).

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EI is important as emotional intelligent leaders are more aware ofhow they speak, what language they use and how they communicatetheir message to others. They are constantly evaluating how they actaround others and how their own actions and behaviors affect themand their work performance. They are more effective leaders as theyare able to maneuver through obstacles and make better decisions inthe middle of rough circumstances.

Emotional intelligence can determine whether a leader is successfulat leading others in the work environment or life itself by creatingthe circumstances in an environment that others are productive.

Emotionally intelligent leaders tend to be more aware of culturaldifferences around the globe. They are aware of religious, racial,and gender differences. They are diversified politically,culturally, socially and sometimes religiously. They will challengethemselves to learn everything they can to gain the knowledge andwisdom to lead other people. They will go where most people nevergo. They will dig deep down in the trenches and understand societyand people as a whole. They will even speak with the untouchables ofsociety where others will just turn their backs. They will shedtheir discriminations, prejudices and bias until there is none left.

Spiritual intelligence is the set of abilities that individuals useto apply, manifest and embody spiritual resources, values andqualities in ways that enhance their daily functioning and well-being. (Amram 2007).

Emmons (2000) defined spiritual intelligence as "the adaptive use ofspiritual information to facilitate everyday problem solving andgoal attainment”

The Spiritual Intelligence (SI) theory states that all individualsare spiritual creatures and that all have this inherent capacity asan evolutionary ability which can be activated at a given moment inlife.

For Zohar and Marshall (2003) such aptitude is used to address andsolve problems of meaning and value and to develop a new level ofconsciousness that will give human beings greater meaning, innerpeace and happiness and has the power to transform lives,civilizations and even the course of history.Vaill (1989) sees spirituality as a requisite of visionaryleadership and Hawley (1993) stated that spirituality is at the verycore and base of leadership.

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Conlin (1999) concluded “a spiritual revival is sweeping acrosscorporate America as executives of all stripes are mixing mysticisminto their management, importing into office corridors the lessonsusually doled out in churches, temples, and mosques “(p. 150).

Spiritually anchored leadership can add value to the organisation byhelping workers and managers to align personal and organisationalvalues around their understanding of spirituality.

Emmons (2000, p. 10) postulated that there are at least five coreabilities that define spiritual intelligence which areconceptualized in adaptive, cognitive-motivational terms and assuch, may underlie a variety of problem solving skills relevant toeveryday life situations.

These core abilities are the capacity to transcend the physical andmaterial themes of the transcendence figure prominently indefinitions of spirituality (e.g. Piedmont, 1999), the ability toenter into heightened states of consciousness and the ability toinvest in everyday activities, events and relationships with a senseof the sacred; i.e. the ability to sanctify everyday experience. Forexample, when work such as nursing is seen as a calling or parentingas a sacred responsibility, it is likely to be approacheddifferently then when viewed in purely secular term, the ability toutilize spiritual resources to solve problems in living and thecapacity to engage in virtuous behaviors or be virtuous (to showforgiveness; to express gratitude, to be humble; to displaycompassion).

SI is what allows people to be sensitive to transcendent realitiesand perceive sacredness in everyday objects, places, relationshipsand roles. It is the flexible use of spiritual information appliedto solving real life problems and thus has relevance forunderstanding manifestations of spirituality in workplace settings

As reported in the Times in India (2010), spiritual intelligenceincreases an individual’s capacity to understand others at a higherlevel. Spiritual understanding allows an individual to discern boththe 'true cause' of behaviour without judgment, and serve the 'trueneeds' of others until they themselves learn to meet their ownneeds.

Organisations from Japan and the United States of America havestarted to show an interest in spiritual values (Brandt 1996, Galen1996, Labbs 1995, Vicek 1992).

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Spiritual Intelligence plays a part in emotional intelligence bygiving people purpose and direction in their lives. They concentratemore on being true to themselves than to someone else. They alsohold their values, morals and ethical views to the higheststandards. It gives them self worth and a purpose-driven life.

Behaviour is important because it focuses on how well we maintainour center, stay calm and actually treat others with compassion andwisdom. The statement of “regardless of the circumstances” showsthat we can maintain our peaceful center and loving behaviors evenunder great stress. This is what we admire in our spiritual leaders.Wigglesworth, C. (2009).

There is no single set of behaviors for everyone thus people reactto their environments in different ways. Among successful people theability to capitalize on their strengths and compensate for theirweaknesses is common to everyone. Successful leaders and followersare not only able to adapt well to their environment but also tomodify this environment in order to increase the fit between thesetting they find themselves in and their adaptive skills(Sternberg, 1988, pp.11-17).

Many reviews of the literature on the traits of effective leadershave reinforced the importance of intelligence to leadership (e.g.,House & Aditya, 1997). Work on the relationship between EI, SI andleadership effectiveness or success has been conducted for over 100years with much of the scientific research on the role ofintelligence in leadership dating back to the 1920s and 1930s. Thisresearch suggested that intelligence does indeed contribute toleadership. For example, leaders were found to be more intelligentthan their followers and intelligence was consistently correlatedwith perceptions of leadership (Bass, 1990, & Lord, DeVader, &Alliger, 1986).

Often, great leaders move followers through emotions and establish adeep emotional connection with those they lead. Their level ofunderstanding of their own emotions allows them to create andnurture resonant relationships with their followers.

Both EI and SI refer to the inner most feelings or souls of leadersand their employees. It allows individuals to be motivatedintrinsically rather than extrinsically. As suggested by Wright(2008), the skills, abilities and competencies coupled with thelevel of motivation, commitment and engagement act as drivers in

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terms of the leader’s actions and ability to lead. Their task anddiscretionary behaviour improves both EI and SI and may touch the“nerve” of individuals. It allows leaders to go beyond the normalactions. It allows leaders to be more empathetic, to think out ofthe box and be more resourceful.

DEVELOPING EMOTIONAL AND SPIRITUAL INTELLIGENCE IN LEADERSHIP

All emotional competencies can be learned and developed. Developingemotional competencies first requires an awareness of areas ofstrengths and weaknesses and then an identification of what theideal behaviour should be in a targeted area of weakness.

SI is not necessarily religious or even dependent upon religion asits foundation. It can be defined against or observed through sometelling criteria such as truthfulness, compassion, respect for alllevels of consciousness, constructive empathy, a sense of being aplayer in a large whole, generosity of spirit and action, a seekingof being 'in tune' with or 'in synch' with nature of the universeand being comfortable with being alone without being lonely (CliveSimpkins).

Those who have SI have the capacity for transcendence, haveheightened consciousness, have the capacity to endow everydayactivity with a sense of the sacred, use spiritual resources onpractical problems and engage in virtuous behaviour (forgiveness,gratitude, humility, compassion and wisdom (Robert A. Emmons).

Q-Metrics, leaders in the field of EI, has defined EI as the abilityto sense, understand and effectively apply the power and acumen ofemotions as a source of energy, information, creativity, trust andconnection. Humans cannot separate themselves from their emotionswhen they walk through the office door nor should they according torecent brain science research. Emotions are where our greatestsource of decision-making and problem solving resides.

Many successful leaders have indicated that they trust their gut ortheir intuition to make a decision. Cognitive intelligence ceases todevelop much past the age of 20, while emotional intelligencecontinues to develop throughout our lives. Leveraging emotionalintelligence is beneficial as it brings passion into the workplaceand fosters holistic thinking and behaviours that directly impactcustomers, suppliers, colleagues and corporate performance.Unleashing people's emotions bring energy, commitment, engagement,honesty and integrity. We all have emotional intelligence, so why

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not build a workplace environment able to optimize the best in eachof us.

HOW TO DEVELOP EMOTIONAL INTELLIGENCE

Sharing a behavioural change process proven to shift emotionalawareness and behaviour

Invite teams to work collectively on a "specific EQ competency"to build trust and innovation

Focus on people's natural strengths building recognition of whereperformance can best be leveraged

Use EQ as part of a 360 process to open people up to areas ofopportunity

Dramatically shift productivity by building collaborative teamsable to increase revenues by improving customers relationships

HOW TO DEVELOP SPIRITUAL INTELLIGENCE

Develop self-awareness (inner-life skills, relationships, art andreflection, nature, music and emotional expression, self-analysisbut not paralysis, journal/diary and habitual responses,reflection upon dreams, end-of-the-day).

Get comfortable with paradox.

Reflect

Ponder the problem of pain.

Discover and dissolve obstacles (reframing).

Commit to a path but be prepared to change it.

Cultivate spiritual practices.

Live to serve.

Leaders can also undergo individual coaching with an emphasis is oninner-life skills and the development of self-awareness. In thesecoaching lessons superficial concepts of happiness are challengedand skills are taught to enable leaders to live as spirituallyintelligent people. Leaders are assisted to balance materialpursuits with their intellectual, emotional and spiritual growth sothat they may be happy in spite of their circumstances.

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OBSTACLES AND SOLUTIONS IN DEVELOPING EMOTIONAL AND SPIRITUALINTELLIGENCE IN LEADERSHIP

An obstacle to development may include that the individual does nothonestly assess their motivation to change and willingness topractice the new behaviours. They may also not develop clear,manageable goals that reflect their personal vision for selfdevelopment.

The only solution is for the individual to honestly assess theircommitment to working on their self development.

Another obstacle may be that the individual does not clearlyidentify the opportunities for trials and actions using a way thatfits their personal learning style.

The solution for this is that the individual must understand thatself development takes time and sustained focus. Change does nothappen overnight.

Change in behaviour driven by emotional habits requires that wepractice new behaviours and actively seek to unlearn old behaviours.The old behaviours may become a source of resistance and backslidingunless they are identified, acknowledged and actively transformed.

QUESTION 9

EMOTIONAL AND SPIRITUAL INTELLIGENCE DEVELOPMENT

INTRODUCTION

Many research surveys have confirmed through observation andexperience that human beings are emotional and spiritual creatures.Humans learn to manage and harness the power of their minds. Themind refers to more than just a brain, it refers to a person’soverall level of consciousness.

Great leaders like Mandela used their hearts and souls to lead. Theyunderstood the power of thought and emotions in creating results.In addition, many teachers have throughout the ages expressed invarious ways the fundamental truth that our thoughts create feelingswhich create behaviours and actions to achieve results.

Models for developing and measuring spiritual intelligence are usedin many corporate settings such as Nokia, Unilever, McKinsey, Shell,

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Coca-Cola, Hewlett Packard, Merck Pharmaceuticals, Starbucks and theCo-operative Bank.

Behaviors are just the tip of the iceberg and a deeper understandingof what is beneath the surface can facilitate positive change andgrowth, this must be considered to assist people in becomingconscious of their own thinking and feeling patterns which stem fromtheir values and beliefs and ultimately their needs.

CONSIDERATIONS WHEN APPLYING EMOTIONAL AND SPIRITUAL INTELLIGENCEDEVELOPMENT PROGRAMMES TO YOUR ORGANISATION

Developing leaders at all levels of an organisation must involvedeveloping their relationship skills and emotional intelligence overand above their technical competencies. People are often hired fortheir technical expertise but are fired or are unsuccessful due totheir lack of emotional intelligence or negative attitudes.

When applying emotional and spiritual intelligence developmentprogrammes one must consider that a culture change needs to beinstilled in the employees and for that employees must go through aself awareness and self-change process.

Ideally the organisation needs controlling and dependent employeeswho in most cases are resistant to change, to commit to the visionand values of the organisation, to foster communication andteamwork, to inspire leadership and innovation, to increase positiveenergy, to encourage healthy change and growth and to create aclimate of empowerment. This is often a formidable task.

Daniel Goleman21 researched Emotional Intelligence (EQ) and showedthat high performers had stronger relationship skills than averageperformers. Goleman defined EQ as a collection of skills which fallinto 4 quadrants:

SELF-AWARENESS OTHER AWARENESS

Emotional self-awareness Accurate self-assessment Self-confidence

Empathy Organisational Awareness Service Orientation

21 In 2002 Dr. Goleman was named one of the top 10 “business intellectuals”by the Accenture Institute for Strategic Change, which ranked him one ofthe most influential thinkers and writers on business management topics.

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SELF-MANAGEMENT SOCIAL SKILLS

Self-control Trustworthiness Conscientiousness Adaptability Achievement Orientation Initiative

Teamwork & Collaboration Developing Others Influence Communication Leadership Conflict Management

Research shows that the more self aware someone is, the more theyare able to be aware of others and to manage themselves. Selfawareness is dependent upon the willingness to listen to feedbackabout oneself. Social skills are dependant upon the development ofskills in the other 3 quadrants. Being willing to really listen andhear others are a pre-requisite of EQ.

Spiritual Intelligence goes beyond traditional ideas of religion anddogma. Many researchers22 have done surveys confirming that trulygreat companies are visionary and values-driven also referred to inDr. Zohar’s work around Spiritual Intelligence (SQ).23

Researchers have claimed that we can learn and evolve moreconsciously through surveys conducted through neuro-science,accelerated learning, hypnotherapy, meditation and consciousnessresearch.

To cope with the continuous changes of today’s down-sized, teamorientated and increasingly diverse workplace an effective EQ and SQprogram must be implemented.

Employees need to understand that they can choose how to perceiveand respond to events around them. They need to learn from theseprogrammes that it is in their control to change a negative mindsetinto a more positive and productive one. Programmes should22 Many people are doing excellent work in this arena including the quantumphysicist Dana Zohar, scientist Dean Radin and Professor Peter Senge.

23 For the better part of a century, IQ has been the benchmark for measuringintelligence. In the past decade, neuroscientists and psychologistsillustrated that emotional intelligence (EQ) is a prerequisite for the mosteffective use of IQ. Danah Zohar presents stunning scientific evidence ofthe existence of spiritual intelligence (SQ): a spiritual center in thehuman brain that integrates IQ and EQ in an entirely new paradigm of humanthought.

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encourage group interaction, shared personal experiences, individualand group exercises. Facilitator-led discussions with activeparticipants increase their self-awareness, self-management,relationship management and social awareness skills. The programmesshould teach that passive resistance can be channeled into highperformance energy within themselves and within those around them.

EQ programs should include an assessment for participants tounderstand their personality and behavioural styles. Through theseprogrammes participants should develop the knowledge and skills toincrease self awareness and affirm strengths, learn to transformnegative attitudes, develop effective learning and communicationskills, overcome self-imposed limitations, achieve new levels ofperformance and learn effective approaches to problem-solving.

STEPS AND PROCESS

There are various EQ and SQ models which can be implemented foreffective change, these include the ability model and the mixedmodel and Boyatzi’s theory of self directed learning.

The ability-based model24 views emotions as a useful source ofinformation to help individuals understand the social environment.The model proposes that individuals vary in their ability to processinformation of an emotional nature. The model proposes that theability manifests itself in certain adaptive behaviors as well.

The mixed model25 was introduced by Daniel Goleman and focuses on EIas a wide array of competencies and skills that drive leadershipperformance.

24 The model claims that EI includes four types of abilities. These includeperceiving emotions, using emotions, understanding emotions and managingemotions. 25 Goleman's model outlines five main EI constructs. These include self-awareness, self-regulation, social skill, empathy and motivation.

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According to Boyatzi26 the new economy is not about technology, it isabout a change in the basic assumptions about the nature of work andthat people are more individualistic in the way they view theircareers and commitment to organisations. Boyatzi believes and Iagree that many organisations have done little to encourage anyother view by viewing people as a tradable and expendable humanresource. People today want increasing work/life balance and aholistic approach to life.

Boyatzi’s surveys have shown that adults learn what they want tolearn. Other things, even if acquired temporarily (i.e., for atest), are soon forgotten (Specht and Sandlin, 1991). Boyatziconcludes sustainable behavioral change is intentional. The belowmodel describes the process as designed into a required course.(Boyatzi’s 1994;1995)

Effective programmes and workshops should include the following:

Concept of EQ and SQ26 Richard Boyatzis is one of the world’s leading experts in leadershipdevelopmentand emotional intelligence (EI). Boyatzis describes his work as anexploration of “how and why people change. It is a way of thinking aboutyour talent, what you are and what you want to do with it. My hope is thatwe can rediscover the power of the human spirit.”

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Workshops should include and introduction of the concept of EQ andSQ. It is important for participants to understand how thecompetencies contribute to organisational performance. Participantsshould learn how to react to positive and negative events and learnhow to control negative self-talk.

They should explore the concept of spiritual intelligence and itsrelationship to rational and emotional intelligence.

Self-Awareness & Self-ManagementParticipants should learn the emotionally intelligent ways ofdealing with anger. They should understand emotions and complexdecision making in uncertain situations. They should learn how toincrease sensitivity to the emotional landscape.

Resilience under PressureParticipants should learn how to respond to stress and pressure, tobuild and sustain resilience to stress and using difficulties as asource of continuous improvement.

Empathic RelationshipsParticipants should learn how to be empathetic and valuerelationships of their colleagues and team mates.

Leadership and Relationship BuildingParticipants should learn to build relationships of trust, tosustain networks of mutual exchange, to understand the emotionallife of the organisation and to envision the future.

Well beingParticipants should explore motivations to maintain a balanced lifestyle and learn the practical implementation of SQ within the organisational culture.

The above can be achieved through the following: Facilitated discussions of the EQ conceptual framework Presentations on strategies for gaining insight into EQ in the

workplace Self-assessments against the EQ competencies Small group exercises and pair working practice on emotional

responses Stories of participant personal and work experience Practical experiential exercises on awareness, listening and

expressing difficult feelings

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Brainstorming exercises, role plays and simulation exercises Personal reflective exercises Visioning exercises Meditation

Participants should reflect on what they were taught and feedbackshould be encouraged.

Strategies that can be used include: 360° Feedback evaluations Individual Skills Audit Development Portfolio Coaching / Mentoring Work –based Projects Development and Assignments Flexible learning modes Learning Circles Best Practice Case scenarios Studies Presentations

POTENTIAL OBSTACLES AND SOLUTIONS

Due to the many changes in the workplace and the increased number ofretrenchments, people are insecure, fearful, stressed and confused.This generally leaves people hesitant to accept change. People arealso less confident and negative, they are unsure of themselves andlack confidence in their abilities.

An effective EQ and SQ program can allow the participants to re-discover themselves, to become more self-aware and to engage openlywith other individuals. During the group interaction individualsmay realise that there are others who have had similar experiencesor feel the same insecurities. This program will assist re-affirmtheir strengths and capabilities to add value to the organisation.

Another obstacle is inconsistent results. Research of EI and jobperformance shows mixed results. There was a positive relationfound in some of the studies, in others there was no relation or aninconsistent one. A more recent study suggests that EI is notnecessarily a universally positive trait. They found a negativecorrelation between EI and managerial work demands; while under lowlevels of managerial work demands, they found a negativerelationship between EI and teamwork effectiveness. An explanationfor this may suggest gender differences in EI, as women tend toscore higher levels than men. This furthers the idea that job

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context plays a role in the relationships between EI, teamworkeffectiveness, and job performance.

A solution to this could be that when assessments are concluded oneneeds to take into account the various characteristics of theindividual and judge the results by its own merit.

A 2012 study cross examined emotional intelligence, self-esteem andmarijuana dependence. Out of a sample of 200, 100 of which weredependent on cannabis and the other 100 emotionally healthy, thedependent group scored exceptionally low on EI when compared to thecontrol group. They also found that the dependent group also scoredlow on self-esteem when compared to the control. Another study in2010 examined whether or not low levels of EI had a relationshipwith the degree of drug and alcohol addiction. In the assessmentof 103 residents in a drug rehabilitation center, they examinedtheir EI along with other psychosocial factors in a 1 month intervalof treatment. They found that participants' EI scores improved astheir levels of addiction lessened as part of their treatment.Considering this drug use affects an employee’s emotionalintelligence which includes their self esteem and confidence to makedecisions. Similarly, diseases like HIV / AIDs would have a similarimpact.

Research shows that only a very small percentage of employerseducate their staff around drugs or HIV/AIDS. This may be due to alack of knowledge and resources to source appropriate and effectiveHIV/AIDS training interventions, a general feeling is thatprofessional employees are not vulnerable to these and there is thusa discomfort around offering such education and training in theworkplace. Drug and HIV/AIDs awareness campaigns should be carriedout in the organisations and communities.

CONCLUSION

The implication of leadership is vital in today’s world. High EQ aswell as high IQ is important to ensure sustained and recognisedgreatness in any field and business. This can only be achieved bytapping into something deeper. If a leader is willing to know theirplace in the universe they can achieve what inspired success. Thisinspired success may create an environment which brings out the bestin employees, customers and society.

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CONCLUSION

Leadership is a quality which cannot be acquired by any person fromthe other but it can be acquired by self-determination of a person.Leadership can best be called the personality of the very highestability, whether in ruling, thinking, imagining, innovation, warringor religious influencing.

Leadership does not just rely on history, degrees or even greatspeeches. These are merely inputs and outputs. What matters is thatpeople come together and accomplish something. In today’s timepeople demand more from their leaders. Arrogant leadership hasbecome common. Idolized leaders are too frequent and overlycelebrated. The focus of leadership should be on creating a spaceto let people apply their talents.

A good leader must be faithful to his group members and activities.This in turn, will result in an atmosphere of assurance among thefollowers. Having faith in self abilities and the world aroundhim/her the leader gains inspiration and also inspires others in theprocess.

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