Emotional Intelligence and Its Roles Play in Leading, Performance, and Wellbeing - Literature review Example

EMOTIONAL INTELLIGENCE AND ITS ROLES PLAY IN LEADING, PERFORMANCE AND WELLBEING 2071 due: Table of Contents Table of Contents 2 Introduction 3 Emotional intelligence (EI) has become an on-going topic among researchers. Such attention has amplified awareness of EI but also fuelled the debate. This debate has focused on the numerous definitions of emotional intelligence. 3 Findings from studies have revealed that emotional intelligence influences a leader’s capability to be effective. There are three emotional intelligence models. The ability model that was developed by Peter Salovey and John Mayer which focuses on the person’s capability to process emotional information and utilize it to traverse the social surroundings (Salovey & Mayer 2004, p. 197-215). The second trait model, developed by Konstantin Petrides, comprises of behavioural dispositions as well as self-perceived capabilities (Petrides & Furnham 2001, p. 425-448). The third model is a mixed model, which combines both ability and trait emotional intelligence. The mixed model describes emotional intelligence as a collection of skills and traits that motivate leadership performance, as suggested by Daniel Goleman (Goleman 1998, p. 93-102). 3 Studies have illustrated that people with high emotional intelligence have exemplary job performance and more effective leadership skills. In addition, studies have started to give evidence to help describe the neural process of emotional intelligence (Barbey, Colom & Grafman, 2012, p. 265-275). 3 Review of literature 3 Like majority of the ideas of the social sciences, many researchers have also defined emotional intelligence in different words. Emotional Intelligence can be considered as a concept developed by Salovey and Mayer (1990, p. 185-211) “the ability to monitor personal and feelings of others and emotions to discriminate among them, and to use the information to guide personal thinking 4 as well as action”. 4 To explain this construct further, Salovey and Mayer (1990, p. 185-211) suggested that emotional intelligence includes the ability to accurately perceive, appraise as well as express emotion, the ability to access or create emotional knowledge and the ability to control emotion to promote emotional as well as intellectual growth. Amidst other claims, Goleman (1995) hypothesized that emotional intelligence equates to, if not more significant than Intelligence Quotient (IQ) as a significant indicator of success in an individual’s life. Further elaborating on this construct, Goleman (1998, p. 93-102) described that a person’s emotional intelligence can affect their personal work situation. Goleman also applied his theoretical understanding to organizations in general. 4 To demonstrate the utility and benefits of the emotional intelligence construct within organizations. The effects of emotional intelligence are beneficial to leadership and job performance. Between development and research scientists, it is argued that emotional intelligence is an important predictor. However, up until now, solid scientific evidence of the effectiveness of emotional intelligence as a psychological construct is far from satisfactory, and in addition, there is still a huge consensus regarding the meaning and effectiveness of the construct . For example, it is argued that, when emotional intelligence is properly defined and measured, it becomes different from personality dimensions, and hence is viewed as an important predictor in the bundling of desired outcomes, such as job performance and life satisfaction. 5 Goleman (1998, p. 93-102) states that the richer the organization in regard to emotions, the higher the emotional intelligence will be. 5 Therefore, in order to enhance emotional intelligence there are certain needs that are the desire to change, and know the feelings towards others, self-reflection, develop emotional control, and longing to learn more listening skills. 5 The intent of this study is to recognize that are there several differences between male and female employees, specifically emotional intelligence, and doing the work given to the employees. That eventually leads to the organizations success. As more females are joining the workforce, they are also contributing to the economy. As a considerable attention is being given to the distinguishing aspects of the male and female workers. There are numerous viewpoints offered by researchers on this issue of gender pertaining to the different positions within an organization. “…the search for sex differences in leadership behaviour has produced results that are highly vague” (Raju & Rao, 2002, p.70). One research body claims that there are no major differences in the behaviours of male and female Leaders (Day & Stogdill, 1972, p. 353-360; Maher, 1997, p. 209-225), and as a whole, in the general emotional intelligence scenario of men and women. 6 Another research body yet reveals that there are gender differences in men and women leadership behaviours. For instance, there are qualities like teamwork building and development, decision-making, and conflict resolution have been some of the qualities that have been identified among female leaders. In addition, female leaders have been known to have better interpersonal skills as compared to men. 6 After the introduction of emotional intelligence, it has been defined and used in numerous ways by various researchers. However, the definitions and uses of emotional intelligence have been more of complementary as opposed to contradictory. Ultimately, the various definitions of emotional intelligence and the numerous disagreements regarding what the construct can do or should represent have contributed to the criticism and controversy that has surrounded the field of emotional intelligence research. 6 Definition of emotional intelligence 7 As written by Mayer and Salovey, emotional intelligence is the capability to precisely identify and comprehend one’s personal emotional reactions, as well as emotions of others (Salovey &Mayer 2004, p. 197-215). Additionally, Bar-On (1997, p.56- 78) describes emotional intelligence as being about effective understanding of one’s self, as well as others, and coping with nearby surroundings. On the other hand, Daniel Goleman describes emotional intelligence as a capacity for identifying personal and other feelings for self-motivation and managing self-emotions (Ashkanasy, Charmine, Härtel & Zebra, 2000; Goleman 1998 , p. 93-102). 7 Models of Emotional Intelligence 7 Several conceptual methods exist when it comes to modelling the construct of emotional intelligence. Broadly, these include the ability model, mixed model – or social and emotional competence models as it is sometimes called, the trait model, and other existing models. The emotional intelligence ability model defines emotional intelligence as the ability to personally monitor one’s feelings, as well as others’ emotions and feelings. 7 This ability model that was developed by Mayer and Salovey (1990, p. 185-211) stated three criteria that included expression and assessment of emotions, use of emotions, and regulation of emotions in an adaptive way. The ability-based model perceives emotions as beneficial sources of information that help a person navigate as well as understand the social environment. In addition, the ability model suggests that people differ in their ability to process information that is of an emotional nature and the ability to relate emotional processing to a broader cognition. This ability manifests itself in assured adaptive behaviors. The ability model suggests that emotional intelligence consists of four ability types: 8 1. Perceiving of emotions- the ability to notice and interpret emotions. For example, pictures, faces, voices, and surroundings. 8 2. Use of emotions- the ability to connect emotions to facilitate several cognitive activities. For example, thinking as well as problem-solving. 8 3. Understanding of emotions- the ability to understand emotional language and appreciate complex relationships between emotions. For example, comprehending emotions entails the sensitive ability to slightly differing emotions, as well as noticing and describing the emotion over time. 8 4. Regulating emotion- the ability to manage emotions individually and in others. 8 This ability-based model is the most widely accepted model of emotional intelligence. However, the ability model is also limited in its functionality, in that it has been criticized for lacking face as well as predictive legitimacy within the workplace (Bradberry & Su, 2003, p.59-66). Jordan et al. (2002, p. 1 – 12) describes the ability model and definition as the ultimate standard for defining emotional intelligence. 9 Numerous studies have been conducted using the ability model, as well as the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) as an instrument. It is worth noting that all major theoretical models of emotional intelligence involve the use of a test instrument of which was developed in combination with the model. 9 The emotional intelligence workgroup profile (WEIP) was created as a context-specific self-report test of emotional intelligence after the ability model. A research by Jordan et al. (2002, p. 1-12) shows evidence that the WEIP scale has merging legitimacy with respect to existing scales correlating to the construct of emotional intelligence. The authors also found out that high emotional intelligence produces high-performance levels and low emotional intelligence produced low-performance levels. 9 The emotional and social competencies model or popularly known as the mixed model of emotional intelligence is the second major category of the emotional intelligence model. The mixed model signifies the emotional intelligence idea that evaluates aspects of cognitive intelligence and personality in addition to emotional intelligence (Schutle 2006, Chapter 6). 9 Daniel Goleman introduced the mixed model, which focused on a broad range of emotional intelligence competencies and skills that drive performance in leadership. Goleman’s model highlights five key constructs of emotional intelligence namely: 10 1. Self-awareness- the ability to recognize individual emotions, such as strengths and weaknesses. 10 2. Self-regulation- consists of controlling individual disruptive impulses as well as emotions and adapting to changing situations. 10 3. Empathy- considering other individual’s feelings. 10 4. Social skill- managing relationships in order to direct people towards desired objectives. 10 5. Motivation- the drive to achieve 10 Goleman takes in a set of emotional competencies in each construct of emotional intelligence. Emotional competencies are not natural talents, but rather learned abilities that must be developed in order to achieve performance. Goleman suggests that people are born with a general emotional intelligence, which determines their learning potential for emotional intelligence (Boyatzis, Goleman & Rhee, 2000, p .343-362). 10 Goleman’s mixed model has shown to have limitations as well, in that the mixed model within research literature has been criticized for being merely pop psychology (Mayer, Roberts, & Barsade 2008, p. 507-536) 10 Boyatzis and Goleman also developed another mixed model approach to emotional intelligence. In Goleman’s (1995) bestseller book, Emotional Intelligence, the book created a popularity wave regarding the concept of emotional intelligence and hence became a talking point in the academic area of emotional intelligence to today. The discussions from the book centred on the claims of mixed model of emotional intelligence. 11 The Boyatzis-Goleman mixed model was partly inspired by the ability model. However, Goleman and Boyyatzis expanded the range of their model to include emotional and social competencies associated with effective performance within the workplace. The traits model of emotional intelligence perceived emotional intelligence and encompassed non-cognitive competencies like general wellbeing, general mood, self-actualization, and self-esteem. 11 Expectantly, measures founded on traits methods to emotional intelligence do not compare highly with measures of intelligence. However, they strongly compare with personality measures, which have lead researchers to denote this method as emotional intelligence - as personality (Huy 1999, p. 325-345). 11 Effects of emotional intelligence on leading 12 Effects of emotional intelligence on performance 13 Effects of emotional intelligence on wellbeing 15 A leader must have emotional intelligence in order to align personal and professional goals to accomplish organizational goals. James Belasco and Ralph Stayer (1993) suggested four roles a leader must enact at all stages of a company. (1) transfer ownership of work to the people that do the work, (2) create an environment whereby transfer of ownership can take place, whereby individuals are responsible for their performance and wellbeing, (3) develop individual competence and capability, and (4) create conditions whereby every person is challenged to learn continually and improve themselves. With these four aligned principals, personal and organizational goals can be achieved through emotional intelligence. 16 This study sought to understand the path relationships leading from emotional intelligence to numerous performance- related results. With the caveat that emotional intelligence is a contested idea that has numerous definitions, this paper shows that emotional intelligence needs to be all inclusive. In particular, these findings suggest that emotional intelligence affects leadership, job satisfaction, and well-being. The results of this study emphasizes the complex role that emotional intelligence plays in turnover decisions. Although progress has been made in understanding emotional intelligence, there is still more to be learned. 16 Bibliography 16 Introduction Emotional intelligence (EI) has become an on-going topic among researchers. Such attention has amplified awareness of EI but also fuelled the debate. This debate has focused on the numerous definitions of emotional intelligence. Findings from studies have revealed that emotional intelligence influences a leader’s capability to be effective. There are three emotional intelligence models. The ability model that was developed by Peter Salovey and John Mayer which focuses on the person’s capability to process emotional information and utilize it to traverse the social surroundings (Salovey & Mayer 2004, p. 197-215). The second trait model, developed by Konstantin Petrides, comprises of behavioural dispositions as well as self-perceived capabilities (Petrides & Furnham 2001, p. 425-448). The third model is a mixed model, which combines both ability and trait emotional intelligence. The mixed model describes emotional intelligence as a collection of skills and traits that motivate leadership performance, as suggested by Daniel Goleman (Goleman 1998, p. 93-102). Studies have illustrated that people with high emotional intelligence have exemplary job performance and more effective leadership skills. In addition, studies have started to give evidence to help describe the neural process of emotional intelligence (Barbey, Colom & Grafman, 2012, p. 265-275). Review of literature Like majority of the ideas of the social sciences, many researchers have also defined emotional intelligence in different words. Emotional Intelligence can be considered as a concept developed by Salovey and Mayer (1990, p. 185-211) “the ability to monitor personal and feelings of others and emotions to discriminate among them, and to use the information to guide personal thinking as well as action”. To explain this construct further, Salovey and Mayer (1990, p. 185-211) suggested that emotional intelligence includes the ability to accurately perceive, appraise as well as express emotion, the ability to access or create emotional knowledge and the ability to control emotion to promote emotional as well as intellectual growth. Amidst other claims, Goleman (1995) hypothesized that emotional intelligence equates to, if not more significant than Intelligence Quotient (IQ) as a significant indicator of success in an individual’s life. Further elaborating on this construct, Goleman (1998, p. 93-102) described that a person’s emotional intelligence can affect their personal work situation. Goleman also applied his theoretical understanding to organizations in general. To demonstrate the utility and benefits of the emotional intelligence construct within organizations. The effects of emotional intelligence are beneficial to leadership and job performance. Between development and research scientists, it is argued that emotional intelligence is an important predictor. However, up until now, solid scientific evidence of the effectiveness of emotional intelligence as a psychological construct is far from satisfactory, and in addition, there is still a huge consensus regarding the meaning and effectiveness of the construct . For example, it is argued that, when emotional intelligence is properly defined and measured, it becomes different from personality dimensions, and hence is viewed as an important predictor in the bundling of desired outcomes, such as job performance and life satisfaction. Goleman (1998, p. 93-102) states that the richer the organization in regard to emotions, the higher the emotional intelligence will be. Therefore, in order to enhance emotional intelligence there are certain needs that are the desire to change, and know the feelings towards others, self-reflection, develop emotional control, and longing to learn more listening skills. The intent of this study is to recognize that are there several differences between male and female employees, specifically emotional intelligence, and doing the work given to the employees. That eventually leads to the organizations success. As more females are joining the workforce, they are also contributing to the economy. As a considerable attention is being given to the distinguishing aspects of the male and female workers. There are numerous viewpoints offered by researchers on this issue of gender pertaining to the different positions within an organization. “…the search for sex differences in leadership behaviour has produced results that are highly vague” (Raju & Rao, 2002, p.70). One research body claims that there are no major differences in the behaviours of male and female Leaders (Day & Stogdill, 1972, p. 353-360; Maher, 1997, p. 209-225), and as a whole, in the general emotional intelligence scenario of men and women. Another research body yet reveals that there are gender differences in men and women leadership behaviours. For instance, there are qualities like teamwork building and development, decision-making, and conflict resolution have been some of the qualities that have been identified among female leaders. In addition, female leaders have been known to have better interpersonal skills as compared to men. After the introduction of emotional intelligence, it has been defined and used in numerous ways by various researchers. However, the definitions and uses of emotional intelligence have been more of complementary as opposed to contradictory. Ultimately, the various definitions of emotional intelligence and the numerous disagreements regarding what the construct can do or should represent have contributed to the criticism and controversy that has surrounded the field of emotional intelligence research. Definition of emotional intelligence As written by Mayer and Salovey, emotional intelligence is the capability to precisely identify and comprehend one’s personal emotional reactions, as well as emotions of others (Salovey &Mayer 2004, p. 197-215). Additionally, Bar-On (1997, p.56- 78) describes emotional intelligence as being about effective understanding of one’s self, as well as others, and coping with nearby surroundings. On the other hand, Daniel Goleman describes emotional intelligence as a capacity for identifying personal and other feelings for self-motivation and managing self-emotions (Ashkanasy, Charmine, Härtel & Zebra, 2000; Goleman 1998 , p. 93-102). Models of Emotional Intelligence Several conceptual methods exist when it comes to modelling the construct of emotional intelligence. Broadly, these include the ability model, mixed model – or social and emotional competence models as it is sometimes called, the trait model, and other existing models. The emotional intelligence ability model defines emotional intelligence as the ability to personally monitor one’s feelings, as well as others’ emotions and feelings. This ability model that was developed by Mayer and Salovey (1990, p. 185-211) stated three criteria that included expression and assessment of emotions, use of emotions, and regulation of emotions in an adaptive way. The ability-based model perceives emotions as beneficial sources of information that help a person navigate as well as understand the social environment. In addition, the ability model suggests that people differ in their ability to process information that is of an emotional nature and the ability to relate emotional processing to a broader cognition. This ability manifests itself in assured adaptive behaviors. The ability model suggests that emotional intelligence consists of four ability types: 1. Perceiving of emotions- the ability to notice and interpret emotions. For example, pictures, faces, voices, and surroundings. 2. Use of emotions- the ability to connect emotions to facilitate several cognitive activities. For example, thinking as well as problem-solving. 3. Understanding of emotions- the ability to understand emotional language and appreciate complex relationships between emotions. For example, comprehending emotions entails the sensitive ability to slightly differing emotions, as well as noticing and describing the emotion over time. 4. Regulating emotion- the ability to manage emotions individually and in others. This ability-based model is the most widely accepted model of emotional intelligence. However, the ability model is also limited in its functionality, in that it has been criticized for lacking face as well as predictive legitimacy within the workplace (Bradberry & Su, 2003, p.59-66). Jordan et al. (2002, p. 1 – 12) describes the ability model and definition as the ultimate standard for defining emotional intelligence. Numerous studies have been conducted using the ability model, as well as the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) as an instrument. It is worth noting that all major theoretical models of emotional intelligence involve the use of a test instrument of which was developed in combination with the model. The emotional intelligence workgroup profile (WEIP) was created as a context-specific self-report test of emotional intelligence after the ability model. A research by Jordan et al. (2002, p. 1-12) shows evidence that the WEIP scale has merging legitimacy with respect to existing scales correlating to the construct of emotional intelligence. The authors also found out that high emotional intelligence produces high-performance levels and low emotional intelligence produced low-performance levels. The emotional and social competencies model or popularly known as the mixed model of emotional intelligence is the second major category of the emotional intelligence model. The mixed model signifies the emotional intelligence idea that evaluates aspects of cognitive intelligence and personality in addition to emotional intelligence (Schutle 2006, Chapter 6). Daniel Goleman introduced the mixed model, which focused on a broad range of emotional intelligence competencies and skills that drive performance in leadership. Goleman’s model highlights five key constructs of emotional intelligence namely: 1. Self-awareness- the ability to recognize individual emotions, such as strengths and weaknesses. 2. Self-regulation- consists of controlling individual disruptive impulses as well as emotions and adapting to changing situations. 3. Empathy- considering other individual’s feelings. 4. Social skill- managing relationships in order to direct people towards desired objectives. 5. Motivation- the drive to achieve Goleman takes in a set of emotional competencies in each construct of emotional intelligence. Emotional competencies are not natural talents, but rather learned abilities that must be developed in order to achieve performance. Goleman suggests that people are born with a general emotional intelligence, which determines their learning potential for emotional intelligence (Boyatzis, Goleman & Rhee, 2000, p .343-362). Goleman’s mixed model has shown to have limitations as well, in that the mixed model within research literature has been criticized for being merely pop psychology (Mayer, Roberts, & Barsade 2008, p. 507-536) Boyatzis and Goleman also developed another mixed model approach to emotional intelligence. In Goleman’s (1995) bestseller book, Emotional Intelligence, the book created a popularity wave regarding the concept of emotional intelligence and hence became a talking point in the academic area of emotional intelligence to today. The discussions from the book centred on the claims of mixed model of emotional intelligence. The Boyatzis-Goleman mixed model was partly inspired by the ability model. However, Goleman and Boyyatzis expanded the range of their model to include emotional and social competencies associated with effective performance within the workplace. The traits model of emotional intelligence perceived emotional intelligence and encompassed non-cognitive competencies like general wellbeing, general mood, self-actualization, and self-esteem. Expectantly, measures founded on traits methods to emotional intelligence do not compare highly with measures of intelligence. However, they strongly compare with personality measures, which have lead researchers to denote this method as emotional intelligence - as personality (Huy 1999, p. 325-345). Petrides & Furnham (2003, p. 39- 57) describes the trait model of emotional intelligence as the only functional definition in a field that knows the inherent subjectivity of emotional experience. The trait model of emotional intelligence is a sphere containing numerous features that include assertiveness, adaptability, emotional management, emotional expression, stress management, trait optimism, trait happiness, emotional regulation, relationships, impulsiveness, self-motivation, self-esteem, and social awareness. Konstantinos Vasillis Petrides suggested a conceptual distinction between the ability and trait based models of emotional intelligence and has been developing the latter over several years in various publications. The trait model of emotional intelligence is a collection of emotional perceptions found within the lower levels of personality, as mentioned above (Petrides, Pita &Kokkinaki, 2007, p.273-289). In short, the trait model of emotional intelligence simply refers to a person’s self-perception of their personal emotional abilities. This simple definition of emotional intelligence embraces behavioral characters and self-perceived abilities that are measured by self-reporting, as compared to the ability model that actually refers to abilities, which have proven highly resilient to scientific measurements. The trait emotional intelligence model lacks sufficient information within the personality framework. In addition, the trait model is general and subsumes Goleman’s mixed model of emotional intelligence. The notion of emotional intelligence as a personality trait leads to a construct that is found outside the categorization of human cognitive capability. This is a significant distinction as it holds directly on the functioning of the construct as well as theories surrounding it (Petrides and Furnham, 2000, p.313-320). In an attempt to clarify the topic of emotional intelligence as well as eliminate some of the confusion surrounding the several model of emotional intelligence, Chernis (2010, p. 111-126) suggests distinguishing between these two models of emotional intelligence, as well as emotional and social competencies. If these two models represent two different constructs, then there is no desire to debate the legitimacy of other models. Effects of emotional intelligence on leading Leadership is about influencing individuals while giving direction and guidance. Effective leaders can be considered experts in terms of how they respond to discipline, workload, stress coping, and communication of organization goals with their subordinates. Leaders, in specific, need high emotional intelligence, because they are the organization’s representatives. Leaders with strong emotional intelligence can understand the needs of their employee’s and provide them with positive feedback. Emotional intelligence within a company helps in identification of employees’ emotional intelligence levels as well as the impact on employee performance. The emotional intelligence model made by Goleman (1998, p. 93-102) is applicable in understanding the emotional intelligence of employees and leaders (Messmer 1999, p. 10-12). Research studies have shown that leaders who continuously outperform their peers also possess technical skills but more significantly, they have mastered the critical aspects of emotional intelligence. There is increasing evidence that the scope of abilities that make up what is referred to as emotional intelligence plays a major role in determining success, both at individual level and at the workplace (Marchant, 2015, p.1). Studies by Batool (2013) have revealed links between particular elements of emotional intelligence as well as particular behaviours linked with leadership effectiveness as well as ineffectiveness (p. 3). Emotional intelligence allows leaders to address their followers, hence building stronger leader-follower relationships and consolidating followers’ identities with trust (Radhakrishnan & UdayaSuriyan 2010, p. 65; Christie, Jordan, Troth, & Lawrence 2007, p. 212-226). Effects of emotional intelligence on performance While it can be said that emotional intelligence has an effect on leading, it can also be stated that emotional intelligence has an effect on job performance (Batool 2013, p. 3). Various researches have been conducted to comprehend the impact of emotional intelligence on job performance. The studies revealed that, there are numerous variables that have an impact on emotional intelligence, of employee’s job performance. Some of the variables that affect job performance are age, general outlook concerning emotional intelligence, and desire for accomplishment among the many other variables. Somehow, there is an existing relationship between emotions as well as the intelligence that does not contribute to overall performance of employees working in a company, because the job is normally influenced by personal traits (Miller 1999, p. 25-26; Salovey & Mayer 1990, p. 185-211). Every company seeks to make profits, and one of the best techniques to achieve that goal is by having high job performance levels (Kets De Vries 1997, p. 64-66). The degree, to which this objective can be attained, depends on the company’s workforce especially the skilled workers. As male and female are physically different, so is their approach to work and dealing with emotions. These differences lead to differences in employees’ outlook, conflict and willingness to create and innovate. According to Higgs (2004), there is a strong bond between emotional intelligence and job performance among female employees (p. 442-454). Diggins (2004) claims that the best managers are those who have emotional intelligence to make decisions based on a combination of relationship skills and behavioural awareness regarding the organization, as well as management skills (p. 33-35). A study by Pernault and Irwin (1996) of men and women at executive level in various organizations found out that women were much better than their male counterparts were in 28 out of 31 skills (Saeed et al. 2013, p. 594-602). This lead to the conclusion that women behave more effectively but similarly to their male counterparts. Similar results were reported in another research by Sharpe (2000) which illustrated how female executives attained higher scores in measured skills and Shore (1992), i.e., females were rated higher than men in performance measurements. In addition, female leaders have shown to progress better than male leaders on measurement of emotional as well as social intelligence (Schutte et al. 2010, p. 14-19; Copper 1997, p. 31-38; Sosik & Megerian 1999, p. 367-390). Effects of emotional intelligence on wellbeing There has been debate that emotional intelligence is one of the possible subjective precursors to wellbeing. Life satisfaction, positive high affect, and negative low affect are some of the commonly used subjective indices of wellbeing (Law, Wong, Huang, & Li 2008, p. 51-69). Current studies indicate that emotional intelligence is linked with greater life satisfaction, positive high characteristics and low negative effects, and with the idea that emotional intelligence by facilitation can affect management and create good and strong relationships of which can lead to greater wellbeing (Schutte et al. 2010, p. 14-19). Conclusion Emotional intelligence is a requirement in effecting leading, performance, and wellbeing. For one to get a better understanding, the main theories of emotional intelligence have to be applied accordingly. A leader must have emotional intelligence in order to align personal and professional goals to accomplish organizational goals. James Belasco and Ralph Stayer (1993) suggested four roles a leader must enact at all stages of a company. (1) transfer ownership of work to the people that do the work, (2) create an environment whereby transfer of ownership can take place, whereby individuals are responsible for their performance and wellbeing, (3) develop individual competence and capability, and (4) create conditions whereby every person is challenged to learn continually and improve themselves. With these four aligned principals, personal and organizational goals can be achieved through emotional intelligence. This study sought to understand the path relationships leading from emotional intelligence to numerous performance- related results. With the caveat that emotional intelligence is a contested idea that has numerous definitions, this paper shows that emotional intelligence needs to be all inclusive. In particular, these findings suggest that emotional intelligence affects leadership, job satisfaction, and well-being. The results of this study emphasizes the complex role that emotional intelligence plays in turnover decisions. Although progress has been made in understanding emotional intelligence, there is still more to be learned. Bibliography ASHFORTH, B.E. AND HUMPHREY R, H. 1995. Emotion in the workplace. A reappraisal. Human Relations, 48(2), 97-125. ASHKANASY, N. M,, CHARMINE, E., HÄRTEL, J. AND ZEBRA. J. 2000. Emotions in the Workplace: Research, Theory, and Practice, (1st ed.). United Kingdom: Greenwood Publishing Group. (Chapter 4) BARBEY, A. K., COLOM., ROBERTO., GRAFMAN., JORDAN. 2012. "Distributed neural system for emotional intelligence revealed by lesion mapping". 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