Suggestions on how emotional intelligence programme should be operationalised

The participants were asked to provide suggestions in terms of ‘what’ and ‘how’ these programmes should be operationalised. The participants’ feedback is as follows:

 Compulsory programme on a continuous basis, rolled out to all levels and link to PEP (Performance Enhancement Appraisal)

Participants felt that an emotional intelligence programme should be compulsory on a continuous basis and should be rolled out to all levels in SAPS.

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Participants were of the opinion that the emotional intelligence programme should be compulsory workshops on an ongoing basis, which can be linked to the police members PEP. The following narratives supported this.

“It should be short work sessions so they can learn and do self-discovery. Do it over a long period of time” (Participant C).

“All new college students and all new members from the very highest position down to the cleaners should be instructed to go to the programme” (Participant N).

“Focus on developing a programme in social work services that is really fundamental and scientifically developed. Take all members and put them through a year programme. Social workers and psychologists need to undergo training on emotional intelligence. It needs to be continuous. Do promotional courses where there is continuous evaluation and monitoring. Members can only qualify for promotions when they complete this course” (Participant J).

“The courses should be done off base for better impact. Give them the option to choose three or four programmes a year and it should accumulate so that it will add to their PEP” (Participant L).

From the abovementioned narratives, it is clear that the participants felt that an emotional intelligence programme should be compulsory in the SAPS. It should be held in the form of continuous workshops preferably away from the police station and can be linked to police members and administrative members’ PEP, and future promotions. According to Cleveland and Saville (2007:22), a study by Fabio Sala (2005) shows workshop interventions could improve emotional intelligence competencies.

 Emotional intelligence should be introduced at basic training institutions Participants suggested that an emotional intelligence programme should be introduced at basic training institutions. The narratives below elaborated on their point of view.

“Emotional intelligence needs to be introduced at college level. A measurement should be put in place after the training to monitor progress” (Participant B).

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“Obviously with the programme, I think the social workers would be the perfect section to take it forward. They already focus on the police…it should take place on the basic level of training” (Participant G).

From the abovementioned narratives it can be deducted that emotional intelligence should already be introduced to police members at basic training institutions. Measurements should be put in place thereafter to monitor their progress.

 A survey should be done to create buy-in into the emotional intelligence programme

Another sub-theme that came to the fore was that the programme can be surveyed to create buy-in.

Participants felt that the SAPS need to buy-in into the emotional intelligence programme. The following narratives shed light on this issue.

“A needs assessment should be done with the members. It can be in the form of a survey. It has to be a practical doing thing” (Participant A).

“Any programme you want to develop will only work if the target group is part of the development thereof” (Participant R).

“In the police you need to start from top management and explain to them why it is important to do the programme. If they think it is good and how it can work and that it can bring down crime…it alleviates crime because it will help the members emotionally, their health and wellness is also going to be affected. If their health and wellness is good, their performance will be good – that is what I want to hear and also management. If they buy into it can be rolled out to the members and on the other hand the members must also see the need in terms of is it really their need and that it is important too. Explaining to them first this is how it will work and this is what you will need to do…I also think it is not really the types of programmes as much as it is the stopping or curbing of crime. Whatever programme they should be angled between the health and wellness of police and that it would positively reduce crime” (Participant P).

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Participants J, R and A elaborated that a survey can be useful to create buy-in because the target group needs to be involved. Top management should also be informed about the benefits of an emotional intelligence programme.

4.14 Conclusion

The preceding literature reviews supported the value of emotional intelligence as a learned skill that can benefit the police members in work and personal life. Essential development areas of emotional intelligence which are important in law enforcement include intrapersonal, interpersonal, stress management, adaptability and general mood. These are short term tactical and dynamic skills that can be demonstrated as the situation requires. Studies on the essential development areas of police members emotional intelligence has never been undertaken in the SAPS.

Social workers in the SAPS are assisting police members to cope with environmental demands and pressures in the police environment through various interventions and pro-active programmes. In this chapter the insights of occupational and forensic social workers working closely with the police members were discussed at length with the use of verbatim narratives and appropriate comparisons to literature.

Participants viewed emotional intelligence as a welcomed addition to their existing social work programmes since there is currently no programme regarding emotional intelligence in the SAPS. It was found that police members use their emotional intelligence skills in the workplace but the participants agreed that police members on all levels should improve on their emotional intelligence skills and that their department should be involved in the presentation thereof. This chapter served as an exposition of the empirical investigation that has been conducted. The final study objective will be addressed in the following chapter, which will examine the conclusions and recommendation of the researcher.

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Chapter 5: Conclusions and recommendations