Emotional intelligence (EI) and emotional quotient (EQ) have emerged within the corporate training billion-dollar industry (Baidawi, 2016; Doe, Ndinguri, & Phipps, 2015); however, the literature lacks a comprehensive plan and best practices in EI. Research has analyzed, interpreted, and deliberated EI; it has applied psychometric studies, suggested training courses, and established various support tools. Building upon existing research and synthesizing the best practices, this study seeks to understand: How does emotional intelligence impact leadership development? This study aims to provide recommendations to technically proficient leaders and managers lacking people skills, a comprehensive Emotional Intelligence Leadership Development Model (EILDM) from evidenced-based research. Theorists vary on the precise elements and sub-elements that shape EI and EQ, such as Salovey and Mayer (1990), Goleman (1995), and Bar-On (1997); however, the foundation is constructed based upon understanding the emotions of yourself, others, and how to utilize the information to make decisions. The fundamental EI elements contain self-awareness, self-regulation, motivation, empathy, and social skills. This study applies a systematic review process suggested by Gough, Oliver, and James (2012) and Petticrew and Roberts (2006). The methodology includes a literature review, Population, Intervention, Comparison, Outcome, and Context (PICOC), identification of evidence, Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA), Weight of Evidence (WOE), Transparency, Accuracy, Purposivity, Utility, Propriety, Accessibility, and Specificity (TAPUPAS) and thematic synthesis. Findings suggest the integration of various methods to include: EI education, EI training, psychometric assessment tools, coaching, and feedback as the most effective tools for integrating emotional intelligence into leadership development known as the EILDM. Research posits by incorporating emotional intelligence into leadership practice, it produces trusting relationships with employees, increases employee job satisfaction, stimulates creativity, fosters effective leadership, and drives organizational performance. This study contributes to the increasing knowledge of EI implementation among leaders and managers seeking to incorporate positive change and efficiency. In conclusion, this systematic review provides implications, limitations, recommendations, and future research.
|Advisor:||Milter, Richard, Cason, Walter|
|School:||University of Maryland University College|
|Department:||School of Business|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Management, Business administration, Educational leadership, Occupational psychology, Business education, Labor relations, Organizational behavior|
|Keywords:||Coaching, Emotional intelligence, Leadership development, Psychometric assessment, Emotional quotient , Billion-dollar industry , Corporate training, Training courses, People skills, Self-regulation , Motivation , Empathy, Social skills|
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