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Need help with his feedback for my work. I am asking that…
Need help with his feedback for my work.
I am asking that you go over the entire sections and check the number of times you use the same transitional word, for example, “accordingly” and make the necessary adjustments.
Also, I have noted as part of my feedback that the best way to present this section (literature review) is by following what you call the MEAL PLAN
M –Main Idea — no scholarly source
E -Evidence to support the idea -include all your scholarly sources)
A – Analysis — Analyze the sources as presented and here you are using no scholarly sources.
L — Link all the information in the paragraph to the topic of your study— This means that no source should come at the end of the paragraph.
Any recommendations on how I could revise it?
2.4 Review of Scholarly Literature
Sections 2.4.1 and 2.4.2 will review scholarly 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
Research in this section revealed that leaders’ change management and employee performance are negatively affected by low EI. The themes of this section are employee engagement, change management, and employee performance. The section will also identify scholars who have previously addressed these themes related to the business problem. Additionally, the method used to manage the issue and the extent of success or failure will be provided. 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. EI was defined by Mayer et al. (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. Behavioral, relational, and emotional interventions were found to increase participants’ emotional intelligence, according to Murray et al. (2005). According to Humphrey et al. (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, 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 considered the EQ-I valid and reliable (Marinaki et al., 2017; Tabrizi & Esmaeili, 2016). Accordingly, research on EI has demonstrated that EI can be taught and positively affects people’s well-being and success in various aspects of their lives, 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, EI can influence an individual’s ability to manage change. According to Salleh (2009), EI can assist employees in dealing with change and adjusting to new circumstances during a merger. Bamberger et al. (2016) discovered that an EI training intervention improved patient satisfaction and increased EI scores among medical workers. This suggests that EI plays a crucial role in change management, as it can help individuals navigate the challenges and uncertainties associated with organizational changes. Scholars indicate that EI is a significant factor in a person’s capacity to lead change. LaCivita and Wilson (2008) argue that EI is essential for effective leadership, whereas Horton-Deutsch and Sherwood (2008) argued that reflection and self-awareness are critical for developing emotionally competent nurse leaders.
Hong et al. (2011) discovered that people with high EI and leadership motivation were likelier to emerge as leaders in group discussions and long-term initiatives. Scholars widely acknowledge the role of EI 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). EI can enhance a person’s adaptability to change (Fabio & Gori, 2016; Vahidi et al., 2016). Ramos et al. (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 readily. Yadav (2014) suggested that EI 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 EI, according to the consensus. Higgs & Rowland (2002) discovered robust correlations between EI and change leadership competencies. Dhingra and Punia (2016) found that self-awareness and self-management, two dimensions of EI, substantially predict and contribute to change management skills. Chrusciel (2006) suggested integrating EI into a company’s change management philosophy can enhance employee performance and productivity.
Maleki et al. (2011) discovered a correlation between EI and general health, indicating that enhancing EI can boost public health. Substantial negative correlations were observed between EI, 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 EI 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 EI can substantially influence leadership styles and behaviors in change management. This indicates that managers with higher levels of EI are likelier 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, correlating 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 EI and employee performance. Their study of 265 respondents from private and public institutions demonstrates the significance of EI in employee performance. EI is correlated with optimism, despondency, impulsivity, and the index of managing change (Khaket, 2013). Multiple studies have demonstrated that EI is essential to employee performance (Rexhepi & Berisha, 2017; Shafiq & Rana, 2016). Employees with high EI 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 EI has positive and significant effects on occupation performance, organizational effectiveness, and overall work performance.
Studies indicated that EI moderately correlates with job performance (James, 2011; O’Boyle et al., 2010). Joseph and Newman (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 EI and job performance becomes more positive as cognitive intelligence decreases. According to Lopes et al. (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 EI is positively and substantially associated with employee performance (Herpertz et al., 2016; James, 2011; O’Boyle et al., 2010). While most research supports a positive relationship between EI and employee performance, it is crucial to recognize that some studies or perspectives may present a different view due to population, sample size, and other cultural factors (Sony & Mekoth, 2016). The relationship between EI and employee performance may differ from alternative perspectives or studies.
2.4.1.4 Conclusion
This section emphasizes the significance of EI in addressing retail executives needing help managing complex organizational changes, resulting in decreased employee engagement and performance (Holbeche, 2019; Naong & Naong, 2022; Ojo et al., 2021). EI is a valuable, trainable skill that positively influences personal and professional development (Humphrey et al., 2007; Mayer et al., 2000; Lucas et al., 2008; Yusof et al., 2014). Training can improve and is associated with positive personal and professional outcomes (Langhorn, 2004; Murray et al., 2005). EI enables individuals to adjust to new situations and lead change initiatives effectively. According to studies, managers with higher levels of demonstrative intelligence exhibit effective leadership behaviors and techniques, positively influencing employees and the success of change initiatives (Bamberger et al., 2016; LaCivita & Wilson, 2008; Salleh, 2009). In addition, the literature demonstrates a positive relationship between EI and employee performance, with employees with higher EI tending to perform well in their roles, exhibit greater job satisfaction, and contribute to the organization’s efficacy (Khaket, 2013; Lu et al., 2011; Rexhepi & Berisha, 2017). Nonetheless, it is essential to consider alternative viewpoints and cultural factors that may influence the findings (Sony & Mekoth, 2016). By identifying the practice divide, this project aims to develop and implement innovative strategies to enhance EI, thereby increasing staff engagement and performance during complex organizational changes.
2.4.2 Current Scholarly Efforts to Address the Problem
In this part of the review, current scholars and researchers have found that different levels of EI affect leadership styles, leader motivation, and digital transformation. This section covers leader motivation, digital transformation, and management style. I will examine current efforts by identifying scholarly researchers who have discussed these themes that directly relate to the business problem, how it was addressed, and the degree of success or failure in overcoming it. Furthermore, academic researchers will disagree on data collection techniques and instruments, breaking agreement and disagreement.
2.4.2.1 Leader Motivation
According to EI research, leaders can motivate employees by understanding and relating to them more profoundly, resulting in higher levels of motivation (Aziz et al., 2019; Jin et al., 2020; Masaldzhiyska, 2019; Yuste, 2021). EI allows leaders to recognize and understand their employees’ emotions, allowing them to tailor their motivational strategies accordingly (Andrabi & Rainayee, 2020). Influential leaders possess EI, which enables them to manage emotions effectively and communicate with their subordinates, minimizing stress and emotional distress (Hassan et al., 2022).
A study by Alzyoud et al. (2019) found that the EI of leaders can result in a sense of belonging, leading to higher levels of job satisfaction and employee retention rates. According to Hwang et al. (2021), leaders with high EI can identify the motivations of their team members and provide them with the necessary support and tools to improve their motivation and performance. He also mentioned that an EI leader can create an optimistic, supportive, and motivating work environment (Hwang et al., 2021). Motivation drives employee performance and satisfaction in today’s dynamic and competitive work environment (Cahyadi et al., 2022). This can be achieved by cultivating a culture of trust, open communication, and collaboration with the ability to change and the motivation to do so. EI leaders can also provide personalized feedback and recognition to motivate employees by understanding their needs and emotions (Shen & Lei, 2022).
According to scholars, developing EI is not a factor that demotivates leaders but rather a crucial component of their success (Lambert, 2020; Shen & Lei, 2022). Dadhabai et al. (2022) and Nayee (2021) have found that EI plays a significant role in leadership success. An individual with high EI can successfully navigate challenging situations while remaining calm and composed. The ability to regulate their emotions is independent of their decision-making and ability to lead effectively. A leader with high EI is crucial to the success and performance of an organization, as they can create a positive and motivating work environment, understand and meet the needs of their employees, provide personalized feedback and recognition, and effectively manage conflicts and crises (Yuste, 2021).
As identified by scholars, there is a correlation between high EI and a leader’s motivation to implement change (Raman et al., 2021; Shen & Lei, 2022). High EI is also linked to a leader’s push to implement change, as they can recognize the need for change and understand the emotions and concerns that may arise among their employees during times of change. Leaders with high EI can effectively communicate the rationale and benefits of difference to their team members, alleviating resistance and fostering a positive attitude toward change (Kolomboy et al., 2021). High EI is critical to organizational success and performance (Colwell, 2019). By understanding and managing their and their followers’ emotions, leaders can create a positive and motivating work environment, drive change, and foster a positive attitude toward change.
2.4.2.2 Digital Transformation
Digital transformation can challenge leaders (Lee et al., 2022; Moreira & Rua, 2023), and EI can help them navigate them. Moreira and Rua (2023) found a positive relationship between EI dimensions and transformational leadership in the technology sector. Aiming to integrate EI and artificial intelligence into the digital workplace, Kaur & Sharma (2021) discussed the topic. Prakash and Stephen (2020) mentioned that EI is essential in transforming leadership in the gig economy. Several studies have highlighted the importance of EI in facilitating successful digital transformations (Zhao et al., 2022). Digital transformation has presented leaders with several challenges that require EI. It has been shown that leaders with high EI can better handle complexities and uncertainties associated with digital transformation (Silva & Abreu, 2022). Understanding and managing their and others’ emotions allows them to build strong relationships with their teams and effectively communicate the transformation’s vision and goals.
A leader’s EI is crucial to navigating digital transformation challenges (Mindeguia et al., 2021; Raman et al., 2021). As a result, they can effectively address employees’ needs and concerns during the digital transformation process by adapting their leadership styles and decision-making strategies. A common challenge in digital transformation initiatives is managing and mitigating resistance to change, a common challenge for leaders. A leader with high EI can address concerns and alleviate fears by empathizing with the emotions of their team members (Jurado et al., 2022), which fosters a supportive and collaborative environment conducive to digital transformation (Suleman et al., 2020). Scholars suggest that EI is crucial for leaders to navigate digital transformation challenges successfully.
2.4.2.3. Change Management Style
Singh, Gujral, et al. (2022) examined the relationship between EI and leadership styles in Indian IT companies. Effective leadership depends on EI, which mediates the relationship between leadership styles and effectiveness. High EI levels are associated with better career growth, stronger relationships, and more effective leadership. Singh, Gujral, et al. (2022) examined the relationship between EI and leadership styles using the Multifactor Leadership Questionnaire form 6-S, revealing a significant positive relationship with only 19.5% of variance explained by EI. Although EI plays a role in influencing leadership styles, it is not the sole determining factor. Sharma and Anisha (2018) argued that developing effective leadership styles requires EI. Based on theories, studies, and research, Sharma and Anisha (2018) developed a conceptual model combining EI, leadership styles, and effectiveness. Sharma and Anisha (2018)’s study focused on the relationship between leadership styles and energy, emphasizing the role of EI as a mediator. According to Singh, Gujral et al. (2022), EI facilitates effective leadership styles in Indian IT companies.
According to Sindu Bharath et al.’s (2022) study, leadership styles in the IT sector are influenced by EI. Employees with high EI levels comprise 53.8% of the workforce, while those with low levels comprise 46.2%. Autocratic, democratic, and laissez-faire leadership styles are common. The development of EI requires persistence, practice, and feedback from coaches and experts. Leadership requires EI, which helps leaders manage their emotions and followers’ emotions. Moreover, it allows leaders to navigate through change and adapt effectively. According to Singh, Gujral et al. (2022), and Sindu Bharath et al. (2022), there is a strong relationship between EI and leadership styles. Leadership styles such as transformational or democratic leadership are more likely to be exhibited by leaders with high EI (Xu, 2022). Additionally, leaders with high EI can understand and manage their own emotions and those of their followers (Schreckenbach et al., 2018). It is possible to create a positive working environment by understanding and managing emotions, promoting collaboration and motivation among team members.
2.4.2.4 Conclusion
The literature section shows that EI affects leadership, motivation, digital transformation, and change management. High EI executives can connect with and engage workers, spearhead digital transformations, and lead effectively (Aziz et al., 2019; Jin et al., 2020; Masaldzhiyska, 2019; Yuste, 2021). Leaders need EI to succeed in the fast-changing business world of technology and complex organizational issues (Colwell, 2019; Kolomboy et al., 2021). EI training, coaching, and support for leaders promote empathy, effective communication, and collaboration, which boosts employee engagement, performance, and retention. EI helps employees connect and understand one another, increasing motivation and job happiness. EI leaders can regulate emotions and communicate with subordinates, reducing stress and emotional suffering (Jurado et al., 2022; Suleman et al., 2020). Leaders need EI to navigate digital transformation’s complexities and uncertainties (Mindeguia et al., 2021; Raman et al., 2021). High-EI leaders can change their leadership styles and decision-making techniques to satisfy employees’ requirements during the shift. Empathy and good communication can create a supportive and collaborative atmosphere for digital change (Sharma and Anisha, 2018; Sindu Bharath et al., 2022, Singh, Gujral et al., 2022).
Leaders with higher EI are more likely to use transformational or democratic leadership approaches, contributing to career progression and better leadership (Xu, 2020). EI is also favorably connected with digital transformation enthusiasm and performance, emphasizing its importance in initiatives to change. These findings relate to the project and business problem. EI helps retail executives manage complicated organizational changes, which decreases employee engagement and performance (Holbeche, 2019; Naong & Naong, 2022; Ojo et al., 2021). The literature only validates the need to retail executives to create and implement innovative plans to improve EI, raising employee engagement and performance during complex organizational changes.
2.5 Review of Practitioner Literature
Practitioners have contributed to advancing research results if substantiated or credible (Levine, 2020). Including Wikipedia, personal blogs, or generic websites in published work is not considered relevant or reliable. It is essential to exclude non-validated information from doctoral research (Arthur et al., 2020). Scholarly peer-reviewed sources and credible, trustworthy websites are included in the practitioner research. Google, Google Scholar, the Capella Library, classroom literature, and mentor-suggested literature were used to gather analysis. Sections 2.5.1 and 2.5.2 examine the practitioner’s literature to identify themes or trends in previous efforts to address the issue of retail executives with low EI who struggle to manage complex organizational changes, resulting in reduced staff engagement and performance (Ojo et al., 2021). The review contrasts past endeavors before 2018 with current efforts from 2018 to 2023. The analysis identifies a practice gap and a project to comprehend retail leaders’ perspectives on EI’s impact on organizational change and utilization. This helps to understand how EI contributes to change implementation and potential areas of development and innovation.
2.5.1 Previous Practitioner Efforts to Address the Problem
In the research section, measuring and developing EI with retail leaders can help them influence employee motivation and change within the organization. This section will discuss EI measurement, employee motivation, and controlling organizational change. In addition, practitioners who have addressed these topics related to the business problem will be identified in this section. The report will also detail how the issue was addressed and how much success or failure was achieved. Additionally, this section will explore areas of agreement and disagreement among practitioners and data collection techniques and instruments used by previous researchers.
2.5.1.1 EI Measurement
Dulewicz et al. (2003) found significant links between EI and job performance, with higher scores indicating lower stress, higher health, and better performance at work. All five measures were also influenced by self-awareness, emotional resilience, and motivation. Using the Mayer et al. (2000) EI model, Groves et al. (2008) examined the development of EI among fully employed business students. Through training, EI can be deliberately developed, providing empirical evidence for EI’s deliberate action. A 24-item EI measurement instrument, the EISDI, demonstrated acceptable scale reliability, consistency, and divergence from personality dimensions and social attractiveness. To reference management development activities and improve leadership skills, the EISDI is a valid self-report measure of EI ability based on Groves et al. (2008)’s study.
Muyia (2009) defines EI as three types: ability model, personality model, and mixed model. EI develops over time and can be measured through performance tests. Emotion perception is essential, whereas using, understanding, and managing it involves regulating emotions in oneself and others. Mixed models emphasize “noncognitive intelligence” by combining emotional ability with personality, motivation, and affective dispositions. To measure EI, it uses self-reported inventories (Muyia, 2009). According to Goleman’s (1995, 1998) performance-based leadership model, self-awareness, relationship management, social awareness, and self-management are the four dimensions of leadership. According to Bar-On (1997), the mixed model of personality has five significant dimensions and 15 competencies, including intrapersonal skills, interpersonal skills, adaptability skills, stress management, and general moods. These competencies will influence employees’ ability to understand themselves, express themselves, relate to others, and cope with daily demands and pressures.
According to Goleman and Boyatzis (2017), a well-balanced set of EI skills is crucial to success, and coaching offers expert support during the ups and downs to improve EI deficits. EI can be learned and developed through proper training to predict successful life outcomes and is crucial to success. The relationship between EI and job performance has been examined using assessment tools like the MSCEIT. Experts have questioned its validity, and few studies have been published because of self-assessment questionnaires (Druskat & Wolff, 2001; Goleman & Boyatzis, 2017). A person’s EI can be improved through training and awareness of themselves and others. EI can be developed through targeted training and practice in understanding, managing, and perceiving emotions (Ovans, 2015). Practitioners leverage various training techniques to enhance EI skills and promote well-being, including mindfulness exercises, role-playing scenarios, and self-reflection activities. These can be applied in many business contexts, especially in retail.
2.5.1.2 Employee Motivation
Motivating employees and fostering a positive work environment requires effective leadership. The impact of EI on job performance is still debated, but management has embraced it. According to a cascading model developed by Joseph and Newman (2010), EI is linked to job success. According to Vidyarthi et al. (2014), contextual modifiers of employees’ job performance are related to leaders’ emotions. Evidence shows leaders’ perceptions of power distance may influence employee work performance-related behaviors. Emotions of leaders accounted for 24.3% of the variance between groups in work performance.
The results support theories on individual-level cultural traits and suggest that leaders’ EI can be helpful to employees without good exchange ties. In Hong et al. (2011)’s study, EI and motivation to lead (MTL) are correlated in the development of student leaders. EI predicts leadership motivation as individuals can regulate their emotions, make prudent decisions, and promote constructive cognitive processes (Herbst & Maree, 2008; Maamari & Majdalani, 2017). Jufri and Wirawan (2017) investigated the relationship between EI and organizational commitment, focusing on financial outcomes. An employee’s and leader’s EI positively correlates with their leadership style, with transformational leadership being more beneficial to teamwork, cooperation, and performance (Jufri & Wirawan, 2017). Future studies should examine leadership styles across various economic sectors and compare organizational commitment and EI factors. As a strong predictor of leader emergence in leaderless group discussions and project teams (Hong et al., 2014), further research is needed to generalize findings and explore the individual-level factors affecting how EI impacts leadership. Employee performance can be improved by understanding personality traits and leadership effectiveness (Vidyarthi et al., 2014).
Leadership that promotes EI significantly improves employee performance and job satisfaction. In addition to recognizing and expressing emotions effectively, leaders with high EI contribute to the organization’s vision by influencing others. Studies have shown that emotional intelligence is closely related to leadership effectiveness, overall job performance, and organizational commitment (Kerr et al., 2006; Van Rooy & Viswesvaran, 2004). Employee satisfaction, performance, and corporate success are all enhanced by investing in EI.
2.5.1.3 Influencing Organizational Change
Practitioners have studied EI and interpersonal justice to reduce the adverse effects of mood and emotion on organizational reactance and subversion, finding that low-intensity emotions affect information processing, memory, decision-making, and problem-solving (Castro et al., 2012; Intelligent Way to Manage Change, 2014). Effective leadership requires EI to facilitate organizational change. Organizations need EI to stimulate creativity. Transformational leaders understand and control emotions to foster creativity, identity, and a healthy workplace culture (Castro et al., 2012). EI boosts employee innovation even without the standard method variance mistake (Altindag & Kösedagi, 2015). Creativity is affected by some EI dimensions, but not all. Castro et al. (2012) examined 66 leader-employee dyads in a large healthcare institution in Iberia using the Climate for Creativity Scale (KEYS). Sundheim (2017) suggests that leaders should be self-encouraging and understand their followers’ emotions to assist them in recovering from negative emotions. By developing trust and maintaining organizational identity, EI plays a crucial role in influencing organizational change (Castro et al., 2012; Sundheim, 2017)
High EI allows leaders to build confidence within their teams and across the organization (Prati et al., 2003). A leader with higher EI can also better navigate the complexities of organizational change by maintaining and promoting a sense of corporate identity and vision. Smollan and Parry (2011) studied how EI influences
