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NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET

Student: ERIC CRISP

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CrispEEDR8100-8
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EDR8100

Dr. Rebecca Erb

Scholarly Literature

Assignment: 8

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Week 8 Activity Description

For this assignment, develop an initial literature review draft. The literature review draft
should be based on at least 10-12 peer-reviewed original sources within the past 5 years. Do not
include book sources, secondary summary sources, or sources older than 5 years, unless the
source is a peer-reviewed original seminal study essential for the foundational synthesis of the
related research. The literature review draft should provide an objective discussion presenting a
synthesis of the related concepts from the previous research findings, any identified
contradictory concepts, and underlying related conceptual/theoretical framework(s) supported by
APA formatted reference citations.

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Download and follow the Literature Review Supports file when developing the literature
review draft. Length: 8-10 pages (include an additional page(s) containing APA formatted
references). Your paper should demonstrate thoughtful consideration of the ideas and concepts
presented in the course by providing new thoughts and insights relating directly to this topic.
Your response should reflect scholarly writing and current APA standards. Be sure to adhere to
Northcentral Universitys Academic Integrity Policy. Submit your assignment using the Upload
button.

Draft a Literature Review

Eric Crisp
Northcentral University

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Draft a Literature Review

When society, as we know it today, was first conceptualized by those pioneers that helped
establish their respective democracies, could those visions have progressed to fruition, arguably,
without some form and/or aspect of emotions tied to the implementation of those frameworks?
Advance forward to the twentieth century as the concept of emotion has been identified
as a viable trait by many researchers (e.g. Thorndike, Wechsler, Maslow, Gardner, Payne, BarOn, Salovey, Mayer, & Goleman). Can the development of emotional intelligence (EQ),
supported by personal and social competent frameworks, effectively impact an organization, its
employees; academia, its students; or any other entity that depends on the human factor to help
foster growth towards a positive outcome? EQ, and the evolution of the concept, has
transitioned into a reliable, measureable concept to where the many variables that help make up
its frameworks are replicable and can be applied to diverse environments (Schutte & Loi, 2014).
With the support of numerous studies, this literature review will show a conceivable
framework defining how EQ can be developed, sustained, and flourished using personal and
social competencies. Five competencies will represent the format to describe how EQ can be
developed. They include 1) self-awareness; 2) self-regulation; and 3) self-motivation (all
representing the personal category); 4) social awareness; and lastly 5) social skills (both
associated with the personal category).
In describing the competencies, this literature review will show how some
subcomponents correlate with others as well as how some (e.g. because of their impact on EQ)
can be used interchangeably (e.g. leadership & developing others, which fall under the socialawareness & social skills competencies, respectively).
Defining EQ

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If an individual has the ability to comprehend, identify with, recognize, value their own
point of view, and have compassion for others as well as can effectively manage their own
feelings, then this person is considered to be emotionally intelligent (Goleman, 1995; Salovey &
Mayer, 1990); and their EQ would be better equipped to continuously help determine their
potential for learning new skills (Radu, 2014; Vesely, Saklofske, & Nordstokke, 2014).
While the aforementioned characteristics sound easy, the efforts required to accomplish
this task is a challenge for many (i.e. those fortunate to know the importance of EQ and are
striving to obtain the skills); and a continuous goal for those researchers striving for greater
understanding of the EQ trait (Di Fabio & Saklofske, 2014). There are, however, certain
competencies that improve the chances of the development of EQ.
Personal Competence
EQ is directly impacted by a persons ability to react socially using certain competencies:
1) interpersonal; and 2) intrapersonal. While both competencies work together in any numerous
situations, the skills mostly developed by them consist of a persons social responsibility skills
(Deklava & Millere, 2011) and their self-awareness skills (Cavazotte, Moreno, & Hickman,
2015; Flowers, Thomas-Squance, Brainin-Rodriguez, & Yancey, 2014).
Self-Awareness (SA)
To understand SA competencies, a person has to devote time towards learning ones own
feelings, especially with regards to how those same feelings may impact performance
(Behbahani, 2011; Cavazotte et al., 2015). Where the concept of developing SA becomes even
more interesting is when a person realizes that their emotions have made a difference (i.e. growth
in ability to recognize change) as well as a clear indication that their new eagerness to learn more
(e.g. with regards to their new skill-set) becomes more repetitious.

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As SA growth is becoming more apparent, more transparent, and useful, a person will be
able to recognize strengths and weaknesses. The ability to distinguish between the
aforementioned characteristics happens after an individual has acquired the skills to take an
accurate self-assessment. As alluded earlier, the SA development is now progressing; so much
so, arguably, that an individual recognizes the warning signs, instantly realizes that opportunities
are available for self-development, and that there are links present between feelings and how
they impact daily functioning (Hahaianu & Manasia, 2014; Schutte & Loi, 2014), thereby
building their self-confidence.
Personnel often let their emotions get the best of them (Moon & Hur, 2011); and that the
inability to not control appropriate feelings could cause burnout in addition to being impacted by
other contributing factors (Ramchunder & Martins, 2014) such as experiencing the feeling of
letting a subordinate down (Batool, 2013) or putting unnecessary stress on ones self (Du Plessis,
Wakelin, & Nel, 2015). For occurrences such as these, self-confidence takes over, which allows
a person to make more informed decisions as decisiveness is a strong quality (Du Plessis et al.,
2015).
Self-Regulation
There are, arguably, two sides to every scenario/story/variable; and the ability to choose
which emotions to help regulate ones actions is an ongoing challenge (Cote, DeCelles,
McCarthy, Kleef, & Hideg, 2011; Flowers et al., 2014) while effective communications (i.e.
interpersonal) plays an instrumental role when learning how to regulate emotions (Cote et al.,
2011; Genderen, 2013).
One way to accomplish the ability to regulate ones own emotions is using self-control
skills. EQ, supported by this competency, enables an individual to function when confronted by

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disruptive feelings (Petrovici, 2014; Smith, Saklofske, & Yan, 2015) or feelings of distress (Cote
et al., 2011). Moreover, while adversity is present, composure and confidence are as well, which
further explains the importance of self-awareness (i.e. realizing emotions are important while
contemplation efforts are being exercised).
The self-control competency can only be enhanced, arguably, through trust in ones self
(Du Plessis et al., 2015), their ability to make the right decision even when confronted with
adversity, or even feelings of depression (Mikolajczak, Brasseur, & Fantini-Hauwel, 2014;
Petrovici, 2014). Trust is crucial in establishing and helping to maintain open lines of
communication among the hierarchy of an organization (Du Plessis et al., 2015) as well as in
helping to establish and build relationship management efforts (Batool, 2013; Cavazotte et al.,
2012; Petrovici, 2014); and supports efforts in learning how emotions influence organizational
interactions (Hahaianu & Manasia, 2014; Nagler, Reiter, Furtner, & Rauthmann, 2014).
The trustworthiness competence explains those indicators associated with
conscientiousness, adaptability, and innovativeness as individuals with these traits are known for
being focused on responsibilities, are reliable, dependable, and are consistent with their actions.
Moreover, they are known for being disciplined, organized, knows the importance of using
existing practices for proficiency, and have the ability to self-motivate (Batool, 2013;
Mikolajczak et al., 2014).
Self-Motivation
The ability to motivate ones self coincides with other EQ skills; that by doing so foster a
consistent growth development regiment (Behbahani, 2011; Genderen, 2013) as this skill also
assist leaders in helping subordinates get in touch with their own optimism abilities (Badea &
Pana, 2010; Di Fabio & Saklofske, 2014; Du Plessis et al., 2015; Petrovici, 2014). Leaders

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whom exercise this trait understand the bigger picture with regards to mission readiness,
objectives, and aspire to contribute towards greater performance attributes (Ramchunder &
Martins, 2014; Schutte & Loi, 2014).
Challenging goals are seen as a normal practice while optimism flourishes when
confronted with any unsuccessful attempts towards progress. They are simply seen as
opportunities for growth, which further explains the ability to remain positive and excited about
outcomes rather than sustaining a fixation on potential failure (Nagler et al., 2014; Schutte &
Loi, 2014). These individuals are known to take more risk, but consistently have a need to
succeed as their social skills are put to the test on a regular basis.
Social Competence
Social intelligence allows an individual to display effective communication skills as this
is helpful for when an organization is experiencing change (Boyatzie, 2011; Flowers et al., 2014;
Hahaianu & Manasia, 2014); the ability to listen effectively to subordinates shows empathy
(Badea & Pana, 2010); and followers are susceptible to this trait while an organization may be
dealing with a change of personnel or objectives (Behbahani, 2011; Cavazotte et al., 2012).
Social Awareness
As social skills help individuals effectively function within the workplace, factors may
prevent them from recognizing the correct attribute to use in different situations (Shao, Doucet,
& Caruso, 2015). Inasmuch as self-regulation affords attentiveness towards any indications of
emotion fluctuations, social awareness gives someone a perceptive advantage of others
emotions. Their empathic judgment allows them to read people (Nagler et al., 2014; Vesely et
al., 2014) through their ability to listen attentively while displaying understanding and a high
level of sensitivity (Ramchunder & Martins, 2014).

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The empathic capacity of an individual (e.g.. sincerity) impacts their ability to understand
perspectives that may be different from their own (Badea & Pana, 2010; Flowers et al., 2014;
Petrovici, 2014); but that empathy skills, when combined with social skills and self-awareness
skills, can help improve an individuals ability to relate to different situations (Du Plessis et al.,
2015; Flowers et al., 2014). Moreover, compassion towards the needs of others allows greater
insight to addressing specific needs and helps build the mindset to consider the perspective of
others as if they were the reliable subject matter expert or advisor: a quality beneficial to any
organization (Badea & Pana, 2010; Hahaianu & Manasia, 2014).
Within the social awareness competency, the ability to develop others (e.g. using a
lessons learned opportunity for training), hold training on how to effectively communicate (e.g.
explaining the importance of feedback), or show subordinates how to leverage diversity (e.g.
hold training sessions on cultural diversity) will enable an organization to take advantage of its
human capital (Behbahani, 2011; Cote et al., 2011).
Transparency is exercised every opportunity as feedback is encouraged in both directions
of the hierarchy. While employees may take some time getting use to the idea of openness, the
more they witness their leaders verbal interactions, arguably, the more comfortable they will feel
hence taking advantage of a newly created comfort zone for effective interactions (Cavazotte et
al., 2012; Genderen, 2013).
The ability to leverage diversity also shows growth in a leaders capacity to articulate and
stimulate enthusiasm (Flowers et al., 2014; Petrovici, 2014) among the workforce, which lays a
foundation for showing subordinates the importance of acknowledgment of good work efforts,
and at the same time showing the importance of accountability (Cavazotte et al., 2012; Moon &
Hur, 2011).

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Social Skills
Leadership can be positively impacted by the following effective relationships: 1) the
ability to influence using positive strategies (Phipps, Prieto, & Ndinguri, 2014); 2) using
inspiration to encourage followers (Cavazotte et al., 2012); and 3) sustaining effective lines of
communication (Cote et al., 2011), which helps to address any potential conflicts as well as
foster excitement about how cooperation benefits long-term objectives and company growth (Du
Plessis et al., 2015).
These variables seem easy enough to accomplish from a leadership training curriculum
perspective but what about taking this same scenario and subtract the organizational awareness
skills that are required to sustain insight into the social hierarchies that exist at the organizational
level? Moreover, add in the numerous fluctuations of EQ and how do these impact long-term
growth objectives of the organization? Cote et al. (2011) argued that acceptance of The Jekyll
and Hyde of Emotional Intelligence characteristics presented from their study, which can plaque
an organization, will further prepare the workforce (i.e. management) for the EQ fluctuations
especially where the inability to manage diversity may be the cause.
Consideration for diversity realizes the importance of catering towards that diversity
using innovative techniques or various strategies to avoid complacent receptions. Empathy
noticed by subordinates creates, arguably, willing followers and influence will be more
susceptible in the long run (Shao et al., 2015). While this pattern is being experienced by the
subordinates, the importance of accountability is a variable that needs to be practiced on a
consistent basis. Moreover, efforts should strive to teach subordinates how to be a follower as
well as that of a future leader (Cavazotte et al., 2012; Ramchunder & Martins, 2014) in support
of relationship building/management competencies.

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Relationship Management
Social awareness involves the ability for leaders to recognize when change is required
and when influence is warranted to help enlist others to adopt the concept (Cavazotte et al., 2012;
Flowers et al., 2014; OConnor & Athota, 2013) as well as help prepare the workforce for
unknown variables (e.g. change creating animosity among subordinates). Diversity like this
could be turned into a lessons learned experience if tense circumstances are handled with
confidence and poise, which creates effective role model opportunities and training sessions
(Batool, 2013; Hahaianu & Manasia, 2014).
As animosity will occasionally be present within a workforce, Ramchunder & Martins
(2014) argued that maintaining open lines of communication will help create/sustain networks of
organized professionals (i.e. building bonds through collaboration & cooperation). These
networks show subordinates how involvement can positively benefit an organization using
collaborative sessions on a departmental, divisional, or team level, which encourages ongoing
open lines of communication, showing members how to respect co-workers even if concepts are
not shared. This also supports any efforts towards enticing subordinates to participate more in
organizational functions (Behbahani, 2011; OConner & Athota, 2013).
Conclusion

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The concept of developing EQ involves many variables as explained above. Whether it is

a new concept gaining recognition and a following (Behbahani, 2011); a resource reservoir
aimed at assisting in influence efforts towards a successful outcome (Gorgens-Ekermans,
Delport, & Du Preez, 2015); criterion used to recognize and establish trust between leader and
follower (Du Plessis et al., 2015); attributes of leadership effectiveness (Ramchunder & Martins,
2014); or simply a means to teach leaders, and subsequent subordinates, on how to empathize
with their surroundings, which may include diversity, challenges, and objectives (Gerderen,
2013); multiple frameworks can be employed to help further the effective development of EQ as
long as the chosen frameworks are compatible and support the study.References
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Intelligence. Theoretical and Applied Economics, 17(2), 69-78.
Batool, B. F. (2013). Emotional Intelligence and Effective Leadership. Journal of Business
Studies Quarterly, 4(3), 84-94.
Behbahani, A. A. (2011). A Comparative Study of the Relation between Emotional Intelligence
and Employee's Performance. Procedia - Social and Behavioral Sciences, 30, 386-389.
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Boyatzie, R. E. (2011). Managerial and Leadership Competencies: A Behavioral approach to
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