EMOTIONAL INTELLIGENCE AND EFFECTIVE TEAM FUNCTIONING OF MBA SYNDICATE GROUPS AT THE NMMU BUSINESS SCHOOL
CHETNA DOOLABH
EMOTIONAL INTELLIGENCE AND EFFECTIVE TEAM FUNCTIONING OF MBA SYNDICATE GROUPS AT THE NMMU BUSINESS SCHOOL
By
CHETNA DOOLABH
Submitted in partial fulfilment of the requirements for the degree of
Magister in Business Administration
at the
Nelson Mandela Metropolitan University Business School
Research supervisor: Professor Lynette Louw November 2007
CONTENTS DECLARATION ii ACKNOWLEDGEMENTS iii ABSTRACTS iv TABLE OF CONTENTS v ANNEXURES viii
LIST OF FIGURES viii
DECLARATION
I Chetna Doolabh hereby declare that:
• The content of this treatise is my own original work;
• All sources used or referenced have been documented and recognised; and • This treatise has not been previously submitted in full or partial fulfilment of the requirements for an equivalent or higher qualification at any other recognised educational institution.
--- C. Doolabh Port Elizabeth November 2007
ACKNOWLEDGEMENTS
This study was completed with the direct and indirect contribution of various individuals. I wish to sincerely acknowledge all those who committed their time and provided me with support, advice, comments and valuable information in order to complete this research study.
The following individuals need specific reference:
• My Guru Shri Shri Ravishankar, my primary source of true knowledge and strength and giving me the endurance to keep working on my studies and giving me my focus in my life;
• My mom for all her support, encouragement and love through the years; • Family and friends for always understanding when I was unable to
participate in other activities as I needed to work;
• Professor Lynette Louw, my promoter, my inspiration and my guide, for always supporting and encouraging me, with her valuable insight, gentle guidance and unfailing patience in all aspects of this study;
• Prof Jonker, for his consent to conduct this study with the MBA Unit; • Dr Amanda Werner and Dr Margaret Cullen for all their advice and
support;
• Mrs Luella van Wyk for her unconditional support and always helping me with a smile. Luella, a special thank you to you for everything that you have done;
• Dr Annalie Pretorius and Dr Marcelle Harran for all their advice for the technical requirements;
• Dr Jacques Pietersen and Ms Mari Voges for directing me in statistics; • My MBA study group for all the inspiration and all the experiences we
had together that prompted me to write this treatise; and • The examiners for their time and effort.
ABSTRACT
A common issue in leadership development is the high flyers who reach a position where their lack of “soft” skills hampers their performance and proves a barrier to their continued progression to higher levels of responsibility (Newell, 2002: 288).
Business Schools offering Masters in Business Administration (MBA) programmes assist in developing managers with not just managerial competence but also with “soft” skills. By delivering educated business managers, these managers through their intellectual skills and community sensitive values, will lead future transformational processes.
It is useful and interesting to consider how important emotional intelligence is for effective performance at work. A considerable body of research suggests that an employee’s ability to perceive, identify, and manage emotion provides the basis for the kinds of social and emotional competencies that are important for success in almost any position. Furthermore, as the pace of change increases and the world of work make ever-greater demands on an employee’s cognitive, emotional, and physical resources, this particular set of abilities will become increasingly important (Cherniss, 2000).
The primary objective of this study is to determine the perceptions of the Masters in Business Administration (MBA), B-Tech in Business Administration (BBA), Advanced Business Programme (ABP) programmes and the Business School Alumni to determine the overall emotional intelligence profile of students as well as the effective team functions of the syndicate groups.
Based on the main findings of the survey, it was concluded that emotional intelligence is an important factor for the NMMU Business School, MBA Unit students. The skills attained through the course work will not only improve team effectiveness in the syndicate group functioning but also enhance their performance in the business environment. The MBA team learning experiences enhances workplace learning as the ability to work in a team and ability to think and act independently are highly desired skills and competencies for success in the workplace.
TABLE OF CONTENTS
PAGE NO.
CHAPTER ONE 1
1. INTRODUCTION TO THE STUDY 1
1.1 INTRODUCTION AND BACKGROUND TO THE RESEARCH 1
1.2 ELEMENTS OF THE MODEL 5
1.2.1 Emotional intelligence component 5
1.2.2 Effective team functioning 6
1.2.3 Biographical variables 7
1.3 RESEARCH OBJECTIVES 7
1.3.1 Primary research objectives 7
1.3.2 Secondary research objectives 8
1.4 RESEARCH QUESTION AND HYPOTHESIS 8
1.4.1 Research hypotheses 9
1.5 CLARIFICATION OF KEY CONCEPTS 10
1.5.1 Emotional intelligence 10
1.5.2 Syndicate groups 11
1.6 RESEARCH DESIGN AND METHODOLOGY 12
1.6.1 Secondary data 12
1.6.2 Primary data 13
1.7 STRUCTURE OF THE STUDY 15
1.8 SUMMARY 16
CHAPTER TWO 17
2. EMOTIONAL INTELLIGENCE 17
2.1 INTRODUCTION 17
2.2 EMOTIONAL INTELLIGENCE THEORY CRITICISMS 18 2.3 EMOTIONAL INTELLIGENCE IN THE AFRICAN CONTEXT 19
2.6.2 Self management 25
2.6.3 Social awareness 26
2.6.4 Social skills 27
2.7 TEAMS AND TEAM EFFECTIVENESS 29
2.7.1 Importance of emotionally intelligent teams 29
2.8 SUMMARY 31
CHAPTER THREE 32
3. MBA SYNDICATE GROUPS AND EFFECTIVE TEAM FUNCTIONING 32
3.1 INTRODUCTION 32
3.2 MBA UNIT SYNDICATE GROUP TEAM FUNCTIONING 32 3.3 IMPORTANCE OF TEAMS IN THE MBA PROGRAMME 34 3.4 TEAM FUNCTIONING IN SYNDICATE GROUPS CONCEPTUALISED 35 3.4.1 Importance of effective team functioning in the work environment 36 3.5 A MODEL OF EFFECTIVE TEAM FUNCTIONING 38
3.5.1 External content 40 3.5.2 Team design 40 3.5.3 Internal process 41 3.5.4 Effectiveness criteria 44 3.6 SUMMARY 45 CHAPTER FOUR 46
4. RESEARCH DESIGN AND METHODOLOGY 46
4.1 INTRODUCTION 46
4.2 RESEARCH DESIGN 47
4.2.1 Research paradigms 48
4.2.2 Research methodology 49
4.2.3 Data selection, collection and analysis 52
4.3 SUMMARY 61
CHAPTER FIVE 62
5. EMPIRICAL FINDINGS 62
5.2 BIOGRAPHICAL FINDINGS 64
5.2.1 Gender 64
5.2.2 Population groups 66
5.2.3 Student year of study 68
5.2.4 Teamwork in the work environment 70
5.2.5 Summary of biographical data 71
5.3 EI PROFILE FINDINGS 72
5.4 EFFECTIVE TEAM FUNCTIONING FINDINGS 76 5.5 EI AND EFFECTIVE TEAM FUNCTIONING FINDINGS 79 5.6 FINDINGS PERTAINING TO THE RELATIONSHIP BETWEEN EI, EFFECTIVE TEAM FUNCTIONING AND BIOGRAPHICAL VARIALBLES 81 5.6.1 Relationship between the biographical variables, EI and teams 82
5.7 LIMITATIONS OF THE STUDY 87
5.8 SUMMARY OF FINDINGS 88
CHAPTER SIX 89
6. SUMMARY, CONCLUSION AND RECOMMENDATIONS 89
6.1 BRIEF SYNOPSIS OF THE RESEARCH 89
6.2 CONCLUSIONS 91
6.3 RECOMMENDATIONS FOR THE BUSINESS SCHOOL 93 6.4 RECOMMENDATIONS FOR FUTURE RESEARCH 96
ANNEXURES
Annexure A Cover letter of questionnaire 105
Annexure B Questionnaire 106
LIST OF FIGURES
Figure 1.1 Model of emotional intelligence and team functioning 4 Figure 3.1 Model of effective syndicate group team functioning 39
Figure 4.1 The research process 47
Figure 5.1 Gender split 65
Figure 5.2 Population group split 67
Figure 5.3 Year of study 69
Figure 5.4 Teamwork in the work environment 71 Figure 5.5 Frequency of EI questions answered on the Lickert scale 75 Figure 5.6 Frequency of effective team functioning questions answered 78
Figure 5.7 Scatter plots 86
LIST OF TABLES
Table 1.1 Components of emotional intelligence 5 Table 1.2 Components of effective team functioning 6
Table 1.3 Related treatise topics 12 Table 2.1 Emotional intelligence evolution 23 Table 2.2 Domains of emotional intelligence 24 Table 3.1 Benefits of team functioning for organisation and employee 37 Table 3.2 Effective vs. ineffective syndicate groups 38 Table 3.3 Characteristics of the syndicate group development model 42
Table 4.1 Schools of thought 49
Table 4.2 Research paradigms 50
Table 4.3 Student population 52
Table 4.4 Lickert scale 54
Table 4.6 Effective syndicate group team functioning grid 55 Table 4.7 Summary of core research design decisions 61
Table 5.1 Gender 65
Table 5.2 Population groups 66
Table 5.3 Year of study 68
Table 5.4 Teamwork in the work environment 70 Table 5.5 Reliability and average inter-item correlation (EI) 72 Table 5.6 Changes to reliability and average inter-item correlation 74 Table 5.7 Reliability and average inter-item correlation (Teams) 77 Table 5.8 Pearson’s correlation coefficient 80 Table 5.9 Gender compared to EI and team functioning domains 82 Table 5.10 Population groups compared to EI and team functioning 83 Table 5.11 Year of study compared to EI and team functioning domains 84 Table 5.12 Work environment study on teamwork 85
CHAPTER ONE
1. INTRODUCTION TO THE STUDY
1.1 INTRODUCTION AND BACKGROUND TO THE RESEARCH
It has been assessed by Louw, Bosch & Venter (2001: 72) that there is general consensus amongst experts that besides certain political considerations, the shortage of skilled and high-level managerial human resources are jeopardising economic development, productivity and growth in South Africa. South Africa, therefore, needs skilled managers who perform and achieve economic growth (Nieman, 2001: 446). However, the gaps between skilled labour and the country’s requirements can only be addressed by developing models that support organisational strategies and for that to be achieved South Africa needs better trained and diverse managers (Denton & Vloeberghs, 2003: 92).
A common issue in leadership development is the high flyers who reach a position where their lack of “soft” skills hampers their performance and proves a barrier to their continued progression to higher levels of responsibility (Newell, 2002: 288). Louw et al (2001: 72) further state that Business Schools offering Masters in Business Administration (MBA) programmes assist in developing managers with not just managerial competence but also with “soft” skills. By delivering educated business managers, these managers through their intellectual skills and community sensitive values, will lead future transformational processes.
For leaders to improve, it is first necessary to understand what prevents them from becoming good leaders (Whitley, 2002). This often includes issues such as low self-esteem, lack of confidence and fear of failure. However, once these obstacles are recognised, Whitley (2002) suggests that they can be addressed by greater levels of understanding of interpersonal and communication skills, as these skills are needed to manage human resources problems in the economy (Smigla & Pastoria, 2000: 60).
For this improvement to work in the business environment, improvement depends on more than intellectual excellence or technical prowess. Technical expertise is important for baseline competency – getting the job done. Passing the professional exam might be considered a baseline competency. However a high level of emotional intelligence (EI) leads to success in the work performance. The more complex a job is the more EI matters (Smigla & Pastoria, 2000: 60).
A high level EI oftenencourages assertive, independent employees and fosters independence with true empowerment (Mancusi, 1999: 12). Employees with a high EI often feel that they can grow, learn and excel, so they develop self-esteem and self-actualisation. These employees also perceive management as approachable, and as EI is not dependant on organisational level, these employees are also comfortable sharing problems and concerns (Mancusi, 1999: 12). These, soft skills have become important in the changing, fast paced, team oriented workplace (Harvey, 2002). For South African businesses to get to this level of high EI in the workplace managers need to realise the importance EI and soft skills, this can be learned at management courses in Business Schools.
To address the need to for development of soft skills, Business Schools, for instance, the Henley Business School, include in their programmes elements of EI and the techniques that reflect strongly within the leadership programmes (Whitley, 2002). Forward-thinking educators, therefore, recognise the importance of EI in higher education, not just for the students, or for the students' employers, but for the vitality of the economy as a whole as students become employees and impact on the economy (Cherniss, 2000).
Therefore, as the economy depends on forward thinking managers whose leadership approach is dynamic, teams and teamwork will become pivotal to business success (Whitley, 2002). Harvey (2002) states that teamwork and its role in the workplace is becoming more important. An understanding of what makes teams effective will make the teamwork experience more satisfying and
within the workplace (Cameron, 1991: 136).
Students at the NMMU Business School, MBA Unit, learn about teamwork as it is an integral part of the curriculum. Group working skills are essential and valued skills for every manager in the workplace (Student Handbook, 2007: 20). Cameron (1991: 136), points out those effective teams achieve success in their studies, but ineffective team functioning often results in students not completing the MBA programme or experiencing negative reactions to the teamwork within the programme. On the other hand students who have EI especially in the aspect of self awareness, can recognise how their feelings affect others, and can take appropriate measures to deal with the situation (Goleman, Boyatzis & McKee, 2002: 30).
The study therefore aims to establish whether there is a relationship between EI and effective teamwork processes and to analyse the overall EI profile of the MBA student.
The NMMU Business School, MBA Unit prepares students for teamwork practices by introducing them to EI techniques, EI and teamwork research can assist in restructuring this section of the MBA curriculum. The impact of the restructured curriculum could ensure the future development of more competent managers equipped with tools for effective use of EI and team-orientated managers.
In Figure 1.1, the model of EI and effective team functioning illustrates the relationship between EI, team functioning and biographical information.
Figure 1.1: Model of emotional intelligence and team functioning
Figure 1.1 depicts the main elements of the study. The model allows the reader to gain a clearer understanding of the interrelationship between EI, team functioning and the biographical variables. Each component is discussed in section 1.2. TEAM FUNCTIONING Internal process Goals Leadership Feelings Team development stages Cohesiveness Behavioural norms Group dynamics Effectiveness criteria Outcomes Learning factors EMOTIONAL INTELLIGENCE Personal competence Self awareness Self management Social competence Social awareness Social skill BIOGRAPHICAL INFORMATIONS Gender Population group Study level Work environment
1.2 ELEMENTS OF THE MODEL
1.2.1 Emotional intelligence component
The first component of the study is EI, and a model from Mullins (2002: 323) consisting of personal and social competencies is used. The domains and the sub domains have been illustrated in Table 1.1.
Table 1.1: Components of emotional intelligence
COMPETENCIES DOMAINS SUB DOMAINS
Emotional self awareness Self confidence
Self awareness
Accurate self assessment Emotional self control Transparency Adaptability Achievement orientation Initiative Personal competence Self management Optimism Empathy Organisational awareness Social awareness
Social orientation (service) Developing others Inspirational leadership Change catalyst Influence Conflict management Social competence Social skills
Team and collaboration
(Source: Adapted from Mullins, 2002: 323 and Hellriegel, Jackson & Slocum 2002: 62)
1.2.2 Effective team functioning
The second component of the study, teamwork, is adapted from Hellriegel, Jackson, Slocum, Staude, Amos, Klopper et al (2004: 338). Their model focuses on effective team functioning which is used to diagnose team problems and identify key contingency factors that are likely to affect the team’s functioning. These elements include:
• External context; • team design;
• internal process; and • effectiveness criteria.
For the purpose of this research, only the internal process and effectiveness criteria are examined as the other factors are relevant to the business environment and not to the study environment. Also some of the factors are predetermined by the NMMU Business School, MBA Unit. Table 1.2 illustrates team competencies of the internal process and effectiveness criteria used in the study.
Table 1.2: Components of effective team functioning
COMPETENCY DOMAIN SUB DOMAIN
Goals Leadership Stages in development Feelings Cohesiveness Internal process
Behavioural norms and group dynamics Outcomes Team competence Effectiveness criteria Learning objectives
1.2.3 Biographical variables
The third component of the study outlines the respondents’ biographical data. Responses were given based on the following:
• Gender;
• population group; • study level; and • work environment.
In section 1.3 the research objectives of the study will be presented. They are primary and secondary in nature.
1.3 RESEARCH OBJECTIVES
There are two types of research objectives used in this study, the primary and the secondary research objectives. The primary research objective starts as a question in the researchers mind and this leads to the researchable problem as stated in section 1.3.1 (Leedy & Ormrod, 2001: 57).
The secondary research objectives jointly serve as a solution to the primary research objective, each secondary objective is stated as a question and these questions, once answered, answer the primary research objective as stated in section 1.3.2 (Leedy & Ormrod, 1980: 57).
1.3.1 Primary research objectives
The purpose of this research is to establish whether there is a relationship between EI and effective team functioning and to analyse the overall EI profile of the MBA student.
1.3.2 Secondary research objectives
The secondary research objectives are identified as:
• Investigating which research paradigms, research methodologies, data collection methods and analysis are most appropriate to research the problem. This objective ensures that the overall research design for the study is appropriate.
• Executing an in-depth analysis of secondary sources dealing with EI and effective team functioning for MBA syndicate groups.
• Sourcing primary data to ascertain the opinions of students on their levels of EI and the effective team functioning within the MBA syndicate groups.
• Analysing and reporting on possible disparities between the levels on individual and group EI.
• Testing empirically the construct and the hypotheses of the study as stated in section 1.4.
• Reporting which dimensions, if any, of the MBA student needs to be addressed to improve the MBA syndicate group functioning on EI.
The primary and secondary objectives provide the background for the research question and hypothesis.
1.4 RESEARCH QUESTION AND HYPOTHESIS
Given the purpose of the research and the stated research objectives, a number of research questions emerge:
• What is the overall EI profile of selected MBA students?
• What is the relationship between EI and effective team functioning of the MBA syndicate groups?
• How effective and efficient are the internal team processes in the functioning of MBA syndicate groups?
• What is the biographical profile of selected MBA students? • Are there any correlations between biographical profile and EI?
• Are there any correlations between the biographical profile and syndicate group team functioning?
The above mentioned research questions reinforce the main purpose of the research and form the bases of the study that will be discussed in the chapters that follows.
1.4.1 Research hypotheses
To give effect to the research objectives and questions, the hypothesis has been formulated for the different elements of the study namely, EI, teams and biographical data. The hypothesis is formulated, and substantiated by literature on EI and teams. The hypothesis is labelled as null hypothesis and the hypothesis statements are described below:
H0 1: There is no statistically significant relationship between EI and internal process for effective team functioning of the MBA syndicate groups.
H0 2: There is no statistically significant relationship between EI and effective criteria for effective process for team functioning of the MBA syndicate groups.
H0 3: There is no statistically significant relationship between selected biographical data such as gender, population group, year of study and teamwork in the work environment and EI of the MBA syndicate groups.
H0 4: There is no statistically significant relationship between selected biographical data such as gender, population group, year of study and teamwork in the work environment and effective criteria of team functioning for the MBA syndicate groups.
H0 5: There is no statistically significant relationship between selected biographical data such as gender, population group, year of study and teamwork in the work environment and internal process of the MBA syndicate groups.
1.5 CLARIFICATION OF KEY CONCEPTS
The key concepts for EI and teams are discussed below.
1.5.1 Emotional intelligence
EI is defined using a quote by Goleman (1995: 5), if a person has ever said,
That person may be smart, but he sure doesn't have any sense
thereto the basic understanding of EI and its value (Goleman 1995: 5). EI has a set of characteristics that include knowing and managing ones own emotions, recognising emotions in others, motivating oneself, and handling interpersonal relationships (Mancusi, 1999: 12) and EI encompasses these two domains and four sub domains they are:
Personal Competencies • Self awareness; and • self management. Social Competencies
• Social awareness; and • social skills.
Personal competencies consist of self awareness and self management. Van Jaarsveld (2003: 63) describes self awareness as the ability to recognise ones own emotions and to differentiate between them. Self management is the ability to identify inner strengths and weaknesses, and to reflect from learned
The social competencies consist of social awareness and social skills. Social
awareness is the ability of being attuned to how others feel at the moment, so
that one can say and do what is appropriate, whether that means calming fears, pacifying anger, or joining in good spirits (Goleman et al, 2002: 30). Social
skills involve an understanding of one’s own visions and values and perceiving
the emotions of the team, so that one’s relationship management skills can catalyse resonance (Goleman et al, 2002: 31).
For the purpose of this research, the key concepts of EI, as described above will collectively be referred to as EI.
1.5.2 Syndicate groups
As syndicate groups perform various managerial tasks, they decide what they need to do and how it needs to be done. Team members need to be highly skilled and fully empowered to accomplish major tasks (Hellriegel et al, 2004: 337).
The elements of syndicate groups discussed in the study are:
• Internal process, and • effectiveness criteria.
For internal process, syndicate groups are effective only when their activities are integrated. Simply putting employees together and assigning them a task does not ensure coordination and integration. The internal criteria include the development of syndicate group norms over time, as well as personal feelings and behaviours. As these elements are interrelated; a change in one may result in changes in the others (Hellriegel et al, 2004: 340).
The effectiveness criteria measures the outcomes achieved by individual syndicate group members and the whole team (Hellriegel et al, 2004: 346).
referred to as effective team functioning (or team functioning) and relate to syndicate groups.
1.6 RESEARCH DESIGN AND METHODOLOGY
To realise the objectives of the current research and to test the hypotheses, the research strategy is divided into two main components, namely, primary and secondary study data sources. A detailed exposition of the research design and methodology are given in Chapter 4.
1.6.1 Secondary data
Secondary sources from related subject disciplines such as Organisational Psychology and Business Management were consulted. International and national data searches included SABINET, Ebscohost, Emerald, Google, Dogpile, Nexes as well as the Internet. In addition, Masters’ treatises and Doctoral theses have been written on EI, groups and MBA studies, were consulted. Table 1.3 highlights some treatises related to the research topic.
Table 1.3: Related treatise topics
Subject Date Author Title Emotional
intelligence 2006 Paul
Determining the impact of emotional
intelligence on organisational effectiveness
2005 Hayward
Relationship between employee performance, leadership and emotional intelligence in South African parastatal organisations.
2004 Klem
The relationship between leader emotional intelligence and psychological climate: an
organisational team communication in Telkom's Information Technology Service Delivery (ITSD)
MBA
Programme 1999 Louw
The status and nature of the MBA programme in South Africa
EI, teams &
MBA 2002 Rapisarda
The impact of emotional intelligence on work team cohesiveness and performance
As far as could be ascertained, similar research has been undertaken in South Africa but not with the same focus of teams and EI within the study groups of MBA students. A very similar study was done in United States of America on emotional intelligence and MBA study groups focusing on the core MBA curriculum (Rapisarda, 2002).
1.6.2 Primary data
There are two main research paradigms or philosophies. Although there is considerable overlapping, they can respectively be labelled as positivist or quantitative research and phenomenological research is or qualitative research (Collis & Hussey, 2003: 47).
The aim of the positivistic paradigm is that it identifies the causal relationships in a world. This is characterised by strict rules and procedures in which reality is objective and governed by universal laws rather than being subject to individual interpretation (Educational research paradigms, 2006). Positivist research generally starts with a theory from which a hypothesis is formed and tested. The outcome of the test, which takes the form of an experiment, is analysed using appropriate statistical procedures and the theory may be challenged or further supported depending on what the findings reveal. Under the positivistic paradigm, theory is always put before data collection and so hypotheses are tested rather than generated (Educational research paradigms, 2006).
Given the nature of the problem definition in this study, the positivistic approach seems most appropriate to gauge the opinion of the respondents.
A questionnaire was used as the research instrument and data required for the hypothesis testing was acquired from primary source. This source included the responses from 80 MBA students and Alumni at the NMMU Business School, MBA Unit. The responses were from students doing their MBA in 2005/6 and Alumni from 1999-2006. To obtain this information, an empirical survey was conducted using an electronic questionnaire. The questionnaire contained carefully-phrased statements, and respondents had to respond by means of a five point Lickert scale.
The questionnaire was adapted from the following sources:
• The EI section of the questionnaire was adapted from an existing
questionnaire in Hellriegel et al (2002: 62) plus various additional questions adapted from Goleman, Boyatzis & McKee (2002: 253-256). In Chapter 2, Table 2.1, the various contributors to EI are shown, these contributors have laid the foundation on which EI has evolved.
• The syndicate groups section was adapted from Hellriegel and Slocum (2004: 214, 221-222, 342, 467).
• Biographical data was also elicited from the students.
The statistical analysis of the data used STATISTICA version 7.1. STATISTICA is a general statistical package.
The research design and methodology used in this study will be further explained in Chapter 4.
1.7 STRUCTURE OF THE STUDY
The research has been structured to include the following chapters:
Chapter 1: Introduction to the study
This chapter serves as the introduction to the study. The purpose, objectives and hypothesis of the research is formulated in this chapter. Further comments are made on the secondary and primary sources related to this study and the definition of concepts is also given.
Chapter 2: Emotional intelligence
Chapter 2 discusses the different aspect of EI and how they relate to effective MBA team functioning.
Chapter 3: MBA syndicate groups and effective team functioning
Chapter 3 discusses the different aspects of team functioning and how the internal process and effectiveness criteria of the model are integrated into the MBA studies.
Chapter 4: Research design and methodology
Research methodology, the structure of the research instruments, date selection, collection and analysis, are discussed.
Chapter 5: Empirical findings
Findings from the questionnaire are reviewed and discussed.
Chapter 6: Summary, conclusions and recommendations
1.8 SUMMARY
This chapter is an introduction to the study and discusses the background to the research problem, how the problem and sub problem were formulated, the importance of the study and its objectives. Demarcation of research and research design were explained, the definition of key concepts and lastly the dissertation structure.
Chapter 2 will address the functioning of EI and its importance within the team environment.
CHAPTER TWO
2. EMOTIONAL INTELLIGENCE
2.1 INTRODUCTION
In Chapter 1, the introduction, problem statement and definition of concepts were presented. Chapter 2 is concerned with EI and its impact on teams and MBA students. The following questions were identified in Chapter 1 section 1.4 and are addressed in this Chapter:
• What is the overall EI profile of selected MBA students?
• What is the relationship between EI and effective team functioning of MBA syndicate groups?
To answer these questions, it is important to understand the meaning of emotions, the basis of EI. Cooper and Sawaf (1997: IV) describe emotions
as much or more than our bodies and mind, contain our histories, every line and verse of every experience, deep understanding and relationships in our lives. They comprise the feeling of who we are and enter our systems as energy.
In Welch (2003: 170) emotions have great depth and power and defined in Latin, as “the spirit that moves us”. Contrary to most conventional thinking, emotions are inherently neither positive nor negative but rather serve as the single most powerful source of human energy, authenticity and drive that can offer human beings a wellspring of intuitive wisdom. Feelings provide people with vital and potentially profitable information every minute of the day. This feedback from the heart and not the head is what ignites creative genius, keeps a person honest with themselves, shapes trusting relationships, provides an inner compass for life and career, guiding the person to unexpected possibilities.
To link emotions with EI, a definition from Goleman (2001c) states that EI is the ability to recognise and regulate emotions in ones self and others. A framework was developed to explain EI in terms of two domains and four sub domains
described as:
Personal competence • Self awareness; and • self management. Social competence
• Social awareness; and • social skills.
Each of these domains has distinctive characteristics. In life, and, particularly in the work environment employees exhibit these competencies in groupings, often across clusters, which allow competencies to support one another (Boyatzis, Goleman, & Rhee, 1999). As EI increases, the form of the energy within the employees is shifted, resulting in changes in the employee’s experience of work, life and relationships (Cooper & Sawaf 1997: xxix). EI also has its own set of critiques. In section 2.2, EI theories are critically discussed.
2.2 EMOTIONAL INTELLIGENCE THEORY CRITICISMS
According to Wikipedia Encyclopaedia (2006), a significant criticism is that EI has no "benchmark" to set itself against. While intelligence quotient (IQ) tests are designed to correlate as closely as possible with school grades, EI seems to have no similar objective quantity on which it can be based. Nevertheless, many psychological researchers do not accept EI to be a part of "standard" intelligence. Goleman's (2001a and 2001b) work is criticised in the psychological community and Eysenck (2002, in Wikipedia Encyclopaedia, 2006), for example, comments that Goleman (1995 in Wikipedia, 2006)
exemplifies more clearly than most the fundamental absurdity of the tendency to class almost any type of behaviour as ‘intelligence’ . . .If these 'abilities' define 'emotional intelligence', we would expect some evidence that they are highly correlated; Goleman admits that they might be quite uncorrelated, and in any case if we cannot measure them, how
Emmerling and Goleman (2003 in Caruso 2004) state that scientific disciplines grow and develop and mature over time. Caruso (2004) estimates that the field of EI will show more progress by the year 2055.
In section 2.3, the connection between EI and Ubuntu, the South African aspect, is established. This illustrates that, South Africa has established value systems that reflects similarities with the principles on which EI are based.
2.3 EMOTIONAL INTELLIGENCE IN THE AFRICAN CONTEXT
There are some similarities between EI and Ubuntu. EI focus on empathy, developing others, inspirational leadership and team collaboration. The Ubuntu philosophies are also expressed in these aspects. Swanepoel, Erasmus, Van Wyk and Schenk (2003: 363) state that central to the Afrocentric management is Ubuntu, the community concept of management. Ubuntu is not a management style or a business technique, but it is an epistemology, a humanistic philosophy, African humanism, which focuses on people and identifies some guidelines for leadership styles and management practices. Ubuntu literally means, “I am because we are” and it is an expression of the collective personhood and collective morality. Simply put, it implies encouraging individuals to express themselves through the group, through group support and commitment, acceptance and respect, cooperation and consensus, caring, sharing and solidarity. Swanepoel et al (2003: 363) points out that Ubuntu is opposed to individualism and insensitive competitiveness, but is comfortable with the kind of collectivism that stresses the importance of the social unit to the point of de-personalising the individual. Group compassion, transparency, trust, dignity, openness and co-operation are all aspects of EI and are discussed in detail in section 2.7 of Chapter 2.
Most South African MBA students that have been brought up living with Ubuntu values have an ability to enhance their EI levels and thus create “an emergence of enlightened leaders” (Lagace, 2002). Additionally it is possible to earn good
money and also help the economic development of the African continent, Lagace (2002). Ubuntu transcends everything that individuals do and also has a role to play in the work situation. EI in the work environment is discussed in section 2.4.
2.4 THE WORK SITUATION
The core assets of modern day business enterprise lie not in buildings, machinery and real estate, but in the intelligence, understanding, skills and experience of employees (Manville & Ober 2003: 48). The central management challenge is to harness the capabilities and commitment of the employees. The manner in which managers respond to these challenges goes a long way towards determining the organisation’s enthusiasm, commitment and ultimate performance (Manville & Ober 2003: 48).
Organisations and employees interface in ways that require a multitude of EI abilities, each most effective when used in conjunction with others (Goleman, 2001a). Emotional self control, for instance, supports empathy and influence competencies. Finding a comfortable fit between employee and an organisation is easier when important aspects of organisational culture (rapid growth, for example) link to a grouping of competencies rather than a single competency (Goleman, 2001a).
It is useful and interesting to consider how important EI is for effective performance at work. A considerable body of research suggests that an employee’s ability to perceive, identify, and manage emotion provides the basis for the kinds of social and emotional competencies that are important for success in almost any position. Furthermore, as the pace of change increases and the world of work make ever-greater demands on an employee’s cognitive, emotional, and physical resources, this particular set of abilities will become increasingly important (Cherniss, 2000).
Social and personal competencies are fundamental for a healthy and productive life as self awareness, optimism, and empathy can enhance satisfaction and productivity at work and other aspects of life. The workplace is the ideal setting for the promotion of these competencies in adults because work plays a central role in their lives. Not only do most people spend the largest portion of their waking time at work, but identity, self esteem, and well being are strongly affected by work experiences (Cherniss, 2000).
The workplace is also an ideal place for promoting social and emotional competencies because most employees often feel this lack most keenly (The Consortium for research on emotional intelligence in organisations, 2007). When employees realise that social and emotional abilities hold the key to greater career success, they become eager to develop these abilities. At the same time, as employers recognise that their profit depends on the EI of their employees, they become amenable to launching programmes that will increase it (The Consortium for research on EI in organisations, 2007). As EI uses awareness and understanding of emotion to improve thinking and action, this makes its application to the work environment is particularly compelling (Goleman, 1998a: 10).
2.5 EMOTIONAL INTELLIGENCE AND THE MBA
EI is central to organisational effectiveness and is particularly significant in leadership positions. In the position of manager and leader, the EI component is an integral determinant in the hiring process, for promotion and succession planning and central to training and development. Goleman (2001a) identifies the crucial role emotional competence plays in individual, group, and organisational success, highlighting the implication for education. Therefore, Business Schools must educate managers and potential leaders to master these competencies as essential life skills (Goleman, 2001a). Jonker (2007) agrees that soft skills like EI are very important to the business environment and that the NMMU Business School, MBA Unit is working towards measures to increase soft skills in its graduates.
Soft skills play an integral part in self development, even at the most basic level of education. Soft skills need to be learned in the school environment, scientific research, in particular on how the brain works, indicates that the formation of emotional skills is much easier in the "formative" years from birth to the late teens. Yet there is no subject where the quality and ability of teachers would be more crucial (McCluske, 2000).
Learning in school is a progressive, planned activity cast in the light of the firmly held belief that children are different from adults and that they need to be prepared for the adult world at the same time as they need to be protected from it. This conception of learning and the very idea of childhood are recent inventions. There are reasons to believe that, with the advent of an electronically networked society, the clear distinction between childhood and adulthood is disappearing. One thing is certain, whether it be via the media or directly in their lives, children are increasingly subjected to the whole range of emotions known to adults, not to mention a wide variety of relationships spreading from the best to the worst (McCluske, 2000).
EI, plays an important role in education from the junior level all the way through to and especially in the MBA student’s growth. The background of EI and its development process are discussed in section 2.6.
2.6 DEVELOPMENT OF EMOTIONAL INTELLIGENCE
A brief overview summary of the events that have contributed towards the evolution of EI is outlined in Table 2.1.
Table 2.1: Emotional intelligence evolution
Year Name Contribution
1920 Thorndike
Emotional intelligence has its roots based in psychology which was the first to identify the aspects of emotional intelligence. It was called social intelligence and described the skill of getting along with other people.
1937 Thorndike & Stern
Attempts to measure social intelligence identifying three different areas “adjacent to social intelligence, perhaps related to it, and often confused with it”.
1937 - 1975 The next half-century of psychology was dominated by the behaviourist paradigm, IQ testing.
1975 Gardner
The shattered mind (Gardner, 1975) began the formulation
of the idea for Multiple Intelligences (identified eight intelligences). Many psychologists believe that traditional measures of intelligence, such as the IQ test fail to fully explain cognitive ability (Smith, 2002)
1983 Gardner
The influential model of multiple intelligence included two varieties of personal intelligence, the interpersonal, and the personal intelligence.
1985 Payne The term emotional intelligence originated.
1988 Bar-On
Termed emotional quotient (EQ) long before it gained
widespread popularity as a name for emotional intelligence.
Defined EI as an array of emotional and social knowledge and abilities that influence the overall ability to effectively cope with environmental demands.
1990 Salovey & Mayer
Identifies emotional intelligence as the “ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions”. Citing a need to distinguish emotional intelligence abilities from social traits or talents.
1995 Goleman The term emotional intelligence was popularised in the book, Emotional intelligence.
2002
Goleman, Boyatzis, & McKee
The book Primal leadership, realising the power of emotional
intelligence was used as the base of this research study as it
offers an easy explanation to complex issues related to emotional intelligence.
2003-2007
The term emotional intelligence has received wide acclaim in all aspects of life and there are many researchers that have since written on the subject.
(Source: Adapted from Goleman, 2001c; Wikipedia Encyclopaedia, 2006 and Goleman et al, 2002)
The model used in this study was based on research of Goleman (1995) and is cognitive in focus (Goleman, 2001a). In this model, EI comprises of four tiers of abilities that range from basic psychological processes to more complex processes integrating emotion and cognition. According to Hellriegel and Slocum (2004: 5), EI is the capacity for recognising one’s own and others emotions, including self awareness, self motivation, being empathetic and having social skills. Although earlier studies of EI consisted of five tiers, the modified model consists of four ties with empathy being shifted under the heading of social skills.
The EI study was subdivided into the following domains adapted from Hellriegel et al (2002: 62).
Table 2.2: Domains of emotional intelligence
AWARENESS SKILL PERSONAL
COMPENTECE
Self awareness
Emotional self awareness Self confidence Self assessment Self management Self control Transparency Adaptability Achievement orientation Initiative Optimism SOCIAL COMPETENCE Social awareness Empathy Organisational awareness Social orientation Social skills Developing others Inspirational leadership Change catalyst Influence
This framework serves as the basis for the EI aspects within this research study. The four domains and all 18 sub domains are discussed in greater detail in section 2.6.1 to 2.6.4. Self awareness is the first domain to be discussed.
2.6.1 Self awareness
According to Goleman (2001a), the first component of EI is emotional self awareness or knowing what one feels. Self awareness is split into the following sub domains:
• Emotional self awareness; • self confidence; and • self assessment.
Emotional self awareness reflects the importance of recognising the
individual’s own feelings and how it affects his/her performance (Goleman, 2001a). Self confidence is a sound sense of knowing the individuals own self-worth and capabilities (Goleman et al, 2002: 39). Self assessment is to know the individual’s own strengths and limits (Goleman et al, 2002: 39). These individuals exhibit a gracefulness in learning where they need to improve, and welcome constructive criticism and feedback. Accurate self assessment lets the individual know when to ask and what to focus on when cultivating new leadership strengths (Goleman et al, 2002: 253). The second domain of EI is self management and it is discussed in section 2.6.2.
2.6.2 Self management
According to Goleman (2001a), self management is the ability to regulate distressing affects like anxiety and anger and to inhibit emotional impulsivity.
The sub domains are: • Self control; • transparency; • adaptability; • achievement orientation; • initiative; and • optimism.
Self control is concerned with keeping disruptive emotions and impulses under
control (Goleman et al, 2002: 39). Transparency is the ability to display honesty, integrity and trustworthiness (Goleman et al, 2002: 39). Adaptability is the flexibility in adapting to changing situations or overcoming obstacles (Goleman et al, 2002: 39). Achievement orientation is to forget about the disappointments, and rather think about achievements and move on Lagace, (2001) provides the following example;
Remember when you’re a jackass. Remember the things that you did that you wished you did not do. Look yourself in the mirror in the morning and leave all those things behind you. Leave all the stuff that you know did not work. And take all the great stuff you learned here and the good parts because you rarely get a clean slate… (Welch in Lagace, 2001)
Individuals who excel in initiative have a sense of efficacy and have what it takes to control their own destiny (Goleman et al, 2002: 256). Optimism is a trait that enables individuals to focus on the resolution, rather than the reasoning (Carmeli, 2003: 794). The third sub domain in EI is social awareness and this is discussed in section 2.6.3.
2.6.3 Social awareness
According to Swanepoel et al (2003: 24) social needs are primarily acquired and develop especially as a result of an individual’s interaction with others. Much of an individual’s everyday behaviour relates to the need for acceptance
The sub domains of social awareness are: • Empathy;
• organisational awareness; and • social (service) orientation.
Empathy involves attending to others emotional cues. Empathy is not about
getting into somebody else’s situation with them rather it is about developing that capacity to understand the situation and seeing what their experience is like and so building a genuine understanding of the situation (Welch, 2003: 168).
Organisational awareness is the ability to read situations objectively, without
the distorting lens of biases and assumptions which allows the individual to respond effectively to the organisation in which the individual works (Goleman, 2001a).
Social (service) orientation is the ability to identify others often not stated
needs and concerns and then to match them to products or services (Goleman, 2001a). Leaders high in the service competence foster an emotional climate so that individuals directly in touch with customers will keep the relationship on the right direction. Such leaders monitor customer satisfaction carefully to ensure they get what they need and make themselves available as needed (Goleman et al, 2002: 255). The final domain in EI is social skills and it is discussed in section 2.6.4.
2.6.4 Social skills
According to Goleman (2001a), Relationship Management or social skills is the fourth EI domain as it poses a more complex picture. In a fundamental sense, the effectiveness of relationship skills hinges on the ability to attune the individual’s self to or influence the emotions of another individual. That ability in turn builds on other domains of EI, particularly self management and social awareness. If an individual cannot control his/her emotional outbursts or impulses and lack empathy, there is less chance that this individual will be effective in relationships.
The relationship management set of competencies includes essential social skills, they are:
• Developing others; • inspirational leadership; • change catalyst;
• influence;
• conflict management; and • team and collaboration.
Developing others involves sensing other peoples developmental needs and
bolstering their abilities a talent not just of excellent coaches and mentors, but also outstanding leaders too (Goleman, 2001a). Inspirational leaderships intuitively understand the chemistry of the group and the dynamics of the work process. These individuals encourage dissent and diversity in the pursuit of a shared vision and understand the difference between healthy, creative dissent and self-serving obstructionism. They are able to discern what different people need at different times (Bennis, 1997: 29).
Change catalysts are able to recognise the need for change, remove barriers,
challenge the status quo, and enlist others in pursuit of new initiatives (Goleman, 2001a). Influence welds a range of tactics for persuasion (Goleman et al, 2002: 39). If team members influence in a good way, then the team will move in a positive direction. A talent of those skilled in the conflict
management competence is to spot trouble as it is brewing and taking steps to
calm those involved. The arts of listening and empathising are crucial to the skills of handling difficult individuals and situations with diplomacy, encouraging debate and open discussion, and orchestrating win-win situations (Goleman, 2001a). Teamwork and collaboration, teamwork itself depends on the collective EI of its members the most productive teams are those that exhibit EI competencies at the team level (Goleman, 2001a).
The four domains of EI have been discussed. The next section will integrate these sections with teams and teamwork and focuses on aspects of EI and its role within the team environment at the Business School and in the work
2.7 TEAMS AND TEAM EFFECTIVENESS
According to Kelly (1999), the corporate world has definitely evolved significantly over the past decade. In this ‘we’ decade, corporate leaders are starting to show greater respect for team achievements. Therefore, the quest for star recognition is important so that individuals learn enough about how teamwork really operates. Team functioning is a complex series of skills that involve taking joint ownership of goal settings, group commitments, work activities, schedules and group accomplishments. It is especially necessary for complex brain powered work as it shifts responsibilities, burdens and accountabilities from individuals to syndicate groups and everybody is expected to exert as much effort as possible (Kelly, 1999).
For Bennis (1997: 29), "None of us is as smart as all of us." This is important as the problems faced are often too complex to be solved by an individual or any one discipline. The only solution is to bring individuals together from a variety of backgrounds and disciplines that can refract a problem through the prism of complementary minds allied in common purpose (Bennis, 1997: 29). The genius of syndicate groups is that they get remarkable people, strong individual achievers to work together to achieve results. However these syndicate groups serve a second and equally important function, they provide psychic support and personal fellowship and they help generate courage (Bennis, 1997: 29).
2.7.1 Importance of emotionally intelligent teams
Research shows teams that enhance EI improve their performance. Only when the syndicate group accurately identifies its tendencies then can they learn to manage themselves effectively. This helps the group to venture forward in a collective pursuit of improved relationships and realised ambitions (Haskell, 2003: 35A). Teams that score low on EI measures performed much worse than high EI teams. Low EI teams do not focus well on the task at hand and do not achieve goals the way their high EI counterparts do (Haskell, 2003: 35A).
At the Business School, Jonker (2007) agrees that emotionally intelligent syndicate groups are important component of each student’s development. In fact, Bennis (1997: 32) believes behind every great individual is a great syndicate group, an effective partnership. According to Bennis (1997: 32), all great syndicate groups and all great organisations are built around a shared dream or motivating purpose. In addition, syndicate groups are a reminder of how much there is to be accomplished when working toward a shared purpose.
In essence an emotionally intelligent syndicate group relies on many long-established practices of good management, which include effective communication, exceptional recruitment, genuine empowerment, and personal commitment (Bennis, 1997: 32) to make it an emotionally intelligent team.
2.8 SUMMARY
EI plays a crucial role in individual, group, and organisational success. Business Schools must educate managers and potential leaders to master these competencies as essential life skills. Various research studies support EI as an integral feature of leader’s life. As MBA students are aspiring leaders within their own disciplines, they require high levels of EI to understand situations in study and work environment.
Chapter 2 has focused on different aspects of EI and also highlighted the role of teams within the EI sphere. Chapter 3 deals with teams and their importance in the MBA programme.
CHAPTER THREE
3. MBA SYNDICATE GROUPS AND EFFECTIVE TEAM FUNCTIONING
3.1 INTRODUCTION
The purpose of this Chapter is to provide an overview of the theoretical perspectives of the internal process and the effectiveness criteria in the team functioning within the syndicate groups at the NMMU Business School, MBA Unit. The internal process consists of inner motivators like goals, leadership ability, and feelings. Effectiveness criteria are the outcomes achieved by team member outcomes, and learning objectives (Hellriegel et al, 2004: 340). The questions that need clarification in Chapter 3 are:
• How effective and efficient are the internal team processes in the functioning of MBA syndicate groups?
• How effective and efficient are the effectiveness team criteria in the functioning of the MBA syndicate groups?
• What is the relationship between EI and effective team functioning of the MBA syndicate groups?
• What is the relationship between EI and internal team processes of the MBA syndicate groups?
This Chapter also provides a perspective with reference to how the NMMU Business School, MBA Unit forms the students syndicate groups and why teamwork is so important on the MBA programme. The MBA programme develops future managers by equipping them to deal with the changing business environment by teaching them how to work under pressure and meet tight deadlines with effective teamwork.
groups, as a fundamental factor in the educational philosophy of the MBA programmes. In conjunction with the more obvious requirements of subject knowledge, groups are also constituted as an approach to business learning. This ties in well with the vision of the NMMU Business School, MBA Unit to develop managers that have strong analytical and management skills to solve business problems and manage local and international uncertainties (Jonker, 2007).
In a broad sense, success in a group depends on functional and effective interaction between members in order to raise the joint performance level of the individual elements. The outcome will reflect the degree to which factors such as commitment to the leaning partnership; self discipline and hard work; effective team functioning in syndicate groups; loyalty and respect for fellow students are achieved in the group (Jonker, 2007). To ensure that group work remains a worthwhile and integral part of all the programmes and that it does not deteriorate, it will be necessary to monitor specific progress on a wider basis than merely “marks achieved” (Jonker, 2007).
Prof Jonker, the interim Director of the Business School, selects the syndicate group members by placing students from different areas of expertise together to form a well-rounded syndicate group. As syndicate groups are usually comprised of five to six students they come from diverse backgrounds and qualifications, they are multidisciplinary in nature. This grouping enhances the study environment and simulates the work environment.
The syndicate group works closely together during and until the completion of their courses. In many cases, the group loses members as students do not completing their studies. Reasons for dropping out of their courses range from relocation, inability to cope with pressure, financial difficulties or excessive travelling for work purposes. In these cases, the groups need to be reallocated and new groups are formed.
3.3 IMPORTANCE OF TEAMS IN THE MBA PROGRAMME
The MBA criteria for entry into the programme at the NMMU Business School, MBA Unit are a minimum age of 25 years and at least five years working experience. Therefore, MBA students bring with them a wealth of experience into the classroom setting as they are typically responsible for their own lives and making their own decisions (Moriarty & Buckley, 2003: 98). These students should also be responsible and self directing in their education rather than being passive learners. According to Moriarty and Buckley (2003: 98), MBA students learn best when they decide there is a need to learn something, and not when they are told to learn something that will benefit them. As MBA students need to know why they should learn something, they tend to need to explore the benefits and cost involved in learning something, and, once they understand the value, they will be more likely to put time and effort into their learning.
MBA students bring a wealth of experience to the educational setting, therefore, there is an emphasis on experiential learning, which they can analyse and learn from. The use of discussions and reflections, rather than instruction, ensures that new skills and ideas are linked to this experience and, therefore, learning will be more permanent (Moriarty & Buckley, 2003: 98). For the above reasons, it is favourable to place MBA students into syndicate groups as they can use their own and each others experiences to make learning more permanent.
Successful application of syndicate group learning ensures that MBA students not only learn about concepts, but through group activity also learn to use those concepts. Syndicate group learning enables MBA students not only learn about a specific topic but also acquire skills such as communication, delegation of work load, problem solving, and leadership, through having to develop and employ these skills in the team setting (Moriarty & Buckley, 2003: 99). The development of these skills is a benefit of the group system as syndicate groups:
• develop work situation skills that are useful in the work environment and is a valuable skill for every manager (Jonker, 2007).
The team learning experience from the study experience will, therefore, also enhance workplace learning as the ability to work in a team and ability to think and act independently are highly desired skills and competencies for success in the workplace. Therefore, educational institutions should actively and overtly seek to develop these skills in graduates (Moriarty & Buckley, 2003: 98). Similarly, the NMMU Business School, MBA Unit integrates teamwork activities in the MBA curriculum.
3.4 TEAM FUNCTIONING IN SYNDICATE GROUPS CONCEPTUALISED
Jay (in Mullins, 2002: 465) describes the importance of team functioning as:
All of us know in our heats that the ideal individual for a given job can not be found… But if no individual can combine all the necessary qualities of a good manager, a team of individuals certainly can and often does. Moreover, the team is unlikely to step under a bus simultaneously. This is why it is not the individual but the team that is instrumental of sustained and enduring success in management.
Hellriegel and Slocum (2004: 196) share similar ideas on teams in that team members with complementary competencies who are committed to common performance goals and working relationships for which they hold themselves mutually accountable. The base of any team is a shared commitment by members for their joint performance. The essence of teamwork therefore, is co-operation and a mutual accountability within the group.
Swanepoel et al (2003: 347) describe team management as work accomplished by committed people. Interdependence through a common stake in organisational purpose leads to relationships of trust and respect. For Bennett (1997: 294) defining characteristics of a team is that its members co-operate and voluntarily co-ordinate their work in order to achieve group objectives. Team members are highly interdependent and each individual must to some
extent interpret the nature of his or her role. In a team each person feels inwardly responsible for promoting the interests of the syndicate group and is personally accountable for its actions.
3.4.1 Importance of effective team functioning in the work environment
Teams contribute to the organisation and for Katzenbach and Smith (1994: 9),
Effective team functioning has existed for hundreds of years…most people believe they know how teams work as well as the benefits teams offer!
There are few organisations that have not used the team in one way or another (Mullins, 2002: 465). Team contribution to the company objectives is vital as they promote efficiency within the organisation (Bateman & Snell, 1999: 470). To ensure that the team is effective, effective team management can produce greater levels of performance and greater levels of organisational effectiveness (Schultz, Bargraim, Potgieter, Viedge & Werner, 2003: 97).
Benefits of teamwork for the organisation and for the individual are varied and there are examples of the benefits gained from working in teams within the organisation. Bateman and Snell (1999: 471) describe the organisational benefits of teamwork as:
• Accomplish tasks that could not be done by an individual alone; • bring multiple skills and talents to bear on complex issues;
• provide an efficient means of organisational control of individual behaviour;
• facilitate change in organisational policies or procedures; and
• increase organisational stability by transmitting shared beliefs and values to new members.
Table 3.1: Benefits of team functioning for organisation and employee
Organisational Benefits Employee Benefits
Better performance in comparison to traditional supervision structures
Aid in learning about the organisation and its environment
Improved job satisfaction levels
resulting in improved intrinsic rewards Aid in learning about oneself Increased collective commitment to
organisational goals Provide help in gaining new skills Hierarchical supervision is replaced by
peer control, which frees management from buffering the work process
Obtain valued rewards that are not accessible through individual initiatives
More creative solutions to problems as teams enable people to pool their ideas
Satisfy important personal needs directly, especially needs for social acceptance
Team performance commitment as employees see the value of the team Peer pressure to perform
(Source: Adapted from Schultz et al, 2003: 97 and Bateman & Snell 1999: 471)
Syndicate groups can be defined as group of people who combine to carry out a business, enterprise, or some other common purpose. A co-operatively functioning team is a number of people organised to function co-operatively as a group (Encarta, Premium Suite, 2004).
In the MBA programme these advantages are seen as important building blocks for the student when in the work situation and, therefore, it is essential to include teamwork in the MBA programme. In addition, an effective syndicate groups in the MBA programme has a better chance of completing their studies while students in ineffective syndicate groups, find it more difficult.
In Table 3.2 the differences between effective and ineffective MBA student syndicate groups is highlighted.
Table 3.2: Effective vs. ineffective syndicate groups
Effective syndicate groups Ineffective syndicate groups
Benefit from each others expertise Time is wasted
Achieve synergy Individuals are de-motivated Achieve effective and fast decisions Poor decisions are reached Meet the social needs of other members Resentment can be generated (Source: Student Handbook, 2007: 20)
The MBA students can gain valuable insight from fellow syndicate group members that work in other sectors of industry. In addition, effective syndicate groups achieve synergy and attain better marks than ineffective syndicate groups. The NMMU Business School, MBA Unit also recognises effective syndicate groups and awards are annually given for the Best MBA Group of the
Year. This award is awarded to syndicate groups based on academic
achievement and overall syndicate group synergy.
The syndicate group is influence by various external and internal factors from when they form to the final conclusion of the syndicate group. A model of team functioning describes the factors that affect team functioning within the syndicate group. This model is the basis for the effective team functioning section of the study.
3.5 A MODEL OF EFFECTIVE TEAM FUNCTIONING
The model of team functioning is adapted from Hellriegel et al (2004: 337). The four key components of effective team functioning are:
• External content; • team design;
• internal process; and • effectiveness criteria.
