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Need help with sythensizing this literature and creating a…
Need help with sythensizing this literature and creating a conclusion for this section.
2.4 Review of Scholarly Literature
Sections 2.4.1 and 2.4.2 will review scholarly and practitioner literature to identify themes or trends in previous efforts to address the issue of retail executives with low EI struggling to manage complex organizational changes, resulting in lower staff engagement and performance (Ojo et al., 2021). As part of this review, previous efforts (before 2018) and current efforts (2018-2023) will be compared. The literature analysis will also include the identification of a practice gap and the justification of a project to identify retail leaders’ perspectives on leveraging EI and its direct impact on organizational change. As a result, we will better understand how EI contributes to organizational change implementation. In addition, it can identify potential development and innovation areas.
2.4.1 Previous Scholarly Efforts to Address the Problem
During the research, it was discovered that low EI affects leaders’ change management and employee performance. This section will cover EI, change management, and employee performance. In addition, the section will identify scholars who have previously addressed this issue. It will also detail how the issue was addressed and the degree of success or failure achieved. The section will also investigate areas of agreement and disagreement among academic researchers and data collection techniques and instruments utilized by previous researchers.
2.4.1.1 Emotional Intelligence
EI is essential to personal and academic success (Lucas et al., 2008; Yusof et al., 2014). EI can foster and strengthen our emotional intelligence by cultivating self-awareness, impulse control, empathy, and social agility, according to Goleman (1996). Humphrey et al. (2007) discussed the debate regarding promoting EI in schools and the inconsistent research findings. It was defined by Mayer (2000) as the ability to perceive, express, assimilate, understand, and reason with emotion and regulate one’s own and others’ feelings. EI is conceptualized and measured adequately by Specific-Ability and Integrative-Model approaches, according to Mayer et al. (2008). Collectively, these scholars suggest that emotional intelligence is a valuable skill that can be developed and positively affects personal and academic development.
Researchers suggest that emotional intelligence can be enhanced through training. According to Goleman (1998), managers who maintain accurate self-awareness have more attributes of EI and are more effective. Langhorn (2004) found that key aspects of profit performance correlate with the general manager’s emotional intelligence pattern. It was found that interventions that specifically target behavioral, relational, and emotional skills and abilities increased participants’ emotional intelligence, according to Murray (2005). According to Humphrey (2007), one of the critical questions regarding the promotion of EI in schools is whether it can be taught and what impact it would have on learners’ emotional health, academic achievement, and other outcomes.
Generally, EI is associated with positive outcomes. Nikolaou and Tsaousis (2002) and Oginska-Bulik (2005) found a negative correlation between emotional intelligence and occupational stress and a positive correlation between EI and organizational commitment and health outcomes. Nikolaou and Tsaousis (2005) found a negative association between emotional intelligence and poor health and health-related behaviors. Montes-Berges and Augusto (2007) found that EI is a valuable skill that can help individuals cope with stress and improve their well-being and is recognized as a valuable skill that can positively impact personal and academic development (Ghahremani & Ostovar, 2017; Por et al., 2011). A variety of positive outcomes have been linked to EI, both personally and professionally.
Measuring EI and validating its effectiveness has been addressed by previous scholars. Siegling et al. (2015) utilized a psychometric method to identify problem dimensions of trait emotional intelligence, revealing five dimensions with no unique construct variance. Jing and Kang (2010) analyzed 804 samples from five Chongqing vocational institutes using K-means cluster analysis to identify five inner categories of vocational students. These findings provide the scientific foundation for developing more effective educational strategies. Lani (2010) utilizes 133 questions and a 5-point Likert Scale, the Emotional Quotient Inventory (EQI), a self-report instrument for assessing emotional and social functioning. Professionals and universities have regarded the EQ-I to be valid and reliable (Marinaki et al., 2017; Tabrizi & Esmaeili, 2016). Therefore, based on various studies and measurements conducted by researchers in the field of emotional intelligence, it is evident that emotional intelligence can be taught and has a positive impact on individuals’ well-being and success in various areas of life, including academics, work, and personal relationships (Ghahremani & Ostovar, 2017). EI is crucial in multiple aspects of life, including academic success, job performance, and overall well-being.
2.4.1.2 Change Management
According to researchers, emotional intelligence can influence an individual’s ability to manage change. According to Salleh (2009), emotional intelligence can assist employees in dealing with change and adjust to new circumstances during a merger. Bamberger (2016) discovered that an emotional intelligence training intervention improved patient satisfaction and increased emotional intelligence scores among medical workers. This suggests that emotional intelligence plays a crucial role in change management, as it can help individuals navigate the challenges and uncertainties associated with organizational changes. Scholars indicate that emotional intelligence is a significant factor in a person’s capacity to lead change. LaCivita and Wilson (2008) argue that emotional intelligence is essential for effective leadership, whereas Horton-Deutsch (2008) argues that reflection and self-awareness are critical for developing emotionally competent nurse leaders. Hong (2011) discovered that people with high emotional intelligence and leadership motivation were likelier to emerge as leaders in group discussions and long-term initiatives. Scholars widely acknowledge the role of emotional intelligence in change management. A higher level of emotional intelligence has been found to contribute positively to leadership behaviors and styles in the context of change management (Jamal, 2014; Vlah & Vorkapic, 2017). Emotional intelligence can enhance a person’s adaptability to change (Fabio & Gori, 2016; Vahidi et al., 2016). Ramos (2007) discovered that people with higher perceived emotional intelligence (PEI) experienced fewer negative emotional responses and intrusive thoughts after an acute stressor, allowing them to adapt to the experience more readily. Yadav (2014) suggests that emotional intelligence plays a significant role in intelligent decision-making and is the attribute most required in today’s rapidly changing business environment. Change management is correlated with emotional intelligence, according to the consensus. Higgs (2002) discovered robust correlations between emotional intelligence and change leadership competencies. Dhingra (2016) found that self-awareness and self-management, two dimensions of emotional intelligence, substantially predict and contribute to change management skills. Chrusciel (2006) suggests that integrating emotional intelligence into a company’s change management philosophy can enhance employee performance and productivity.
Maleki et al. (2011) discovered a correlation between emotional intelligence and general health, indicating that enhancing emotional intelligence can boost public health. Nonetheless, substantial negative correlations were observed between emotional intelligence, physical complaints, and anxiety. The quantitative study by Trejo (2016) discovered positive correlations between EI competencies and project management outcomes, indicating that EI competencies can predict project outcomes. The correlation between transformational and transactional leadership styles was moderate in Arunima et al.’s (2014) investigation of emotional intelligence and leadership styles among healthcare professionals. Effective EI and leadership training can assist healthcare professionals in developing strong leadership qualities. A growing body of research suggests that emotional intelligence can substantially influence leadership styles and behaviors in change management. This indicates that managers with higher levels of emotional intelligence are more likely to exhibit effective leadership behaviors and techniques, which can positively impact their employees and the overall success of change initiatives.
2.4.1.3 Employee Performance
Lu et al. (2011) concluded from their study that EI positively impacts employee performance, with a correlation to job satisfaction, motivation, and engagement. According to Khaket (2013), EI is associated with increased optimism, decreased depression, and decreased impulsivity. Emotionally intelligent personnel have greater job satisfaction and organizational loyalty. Rexhepi and Berisha (2017) sought to determine the relationship between emotional intelligence and employee performance. Their study of 265 respondents from private and public institutions demonstrates the significance of emotional intelligence in employee performance. Emotional intelligence is correlated with optimism, despondency, impulsivity, and the index of managing change (Khaket, 2013). Multiple studies have demonstrated that emotional intelligence is essential to employee performance (Rexhepi & Berisha, 2017; Shafiq & Rana, 2016). Employees with high emotional intelligence are more likely to perform well in their roles and exhibit higher levels of job satisfaction. These findings align with the research conducted by Hakkak et al., 2015 and Munir and Azam (2017) that emotional intelligence has positive and significant effects on occupation performance, organizational effectiveness, and overall work performance.
Studies indicate that EI moderately correlates with job performance (James, 2011; O’Boyle et al., 2011). Joseph (2010) proposed a theoretical model integrating emotion perception, comprehension, and regulation that reveals mixed-based measures beyond cognitive ability and personality that explain variance in job performance. The compensatory model developed by Côté and Miners (2006) suggested that the relationship between emotional intelligence and job performance becomes more positive as cognitive intelligence decreases. According to Lopes (2006), emotionally intelligent individuals receive more significant merit increases, a higher company rank, and higher peer and supervisor ratings for interpersonal facilitation and stress tolerance. EI is a crucial aspect of job performance (Herpertz et al., 2016; Singh & Kumar, 2016). Multiple studies indicate that emotional intelligence is positively and substantially associated with employee performance. While most research supports a positive relationship between emotional intelligence and employee performance, it is crucial to recognize that some studies or perspectives may present a different view due to population and sample size, as well as other cultural factors (Sony & Mekoth, 2016). The relationship between emotional intelligence and employee performance may differ from alternative perspectives or studies.
Conclusion
