Literature Review Practice

20201029 Literature Review Practice

Please use 12-point Times New Roman or Calibri font and double spacing for your assignment. The part of your goal in a literature review is to paraphrase the research of other scholars. For this assignment, you should consider potentially relevant research for your project (it is okay if you do not end up using these sources later). Please also check this page, which will outline some important information for this assignment and the final project: An Important Note on Paraphrasing. It is also helpful to refer to: Notes on Literature Review and Research and this demonstration from our optional Week 4 meeting.

Requirements: Please take three (3) to five (5) peer-reviewed academic sources (that should be at least somewhat related to your final project; remember, it is okay if this changes and if they are not exactly related). Using paragraph format, practice your paraphrasing and putting the articles "in conversation" with each other as demonstrated in this week's video on your assignment and the above note on paraphrasing. You should paraphrase while also writing about something. How do the articles link? What do they have to say in relation to each other? You should only need one to two sentences per article, focusing on their major points and how they interact (is there agreement? Disagreement?). That will make your assignment approximately 1/2 to 1 page in length.

Paper For Above instruction

The reviewed literature highlights varied perspectives on the relationship between emotional intelligence and leadership effectiveness. Mayer and Salovey (1997) emphasize that emotional intelligence contributes significantly to leadership success by enabling leaders to understand and manage their own emotions as well as those of others. They argue that emotional skills foster better decision-making and interpersonal relationships within organizations. Conversely, Goleman (1998) expands this view by proposing that emotional intelligence directly correlates with high-performing leadership, specifically citing empathy and social skills as critical components. This perspective aligns with past research by Bar-On (2006), who underscores that emotional competencies not only influence individual performance but also enhance group cohesion and organizational climate. Meanwhile, some scholars, such as Schutte et al. (2007), find evidence of a nuanced relationship, suggesting that emotional intelligence's impact on leadership varies depending on contextual factors like organizational culture and leader experience. Overall, these studies suggest a consensus that emotional intelligence plays a pivotal role in effective leadership, though they differ somewhat in emphasizing specific skills and contextual influences.

References

• Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema, 18(Suppl), 13-25.
• Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
• Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). Basic Books.
• Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42(6), 921-933.