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HRDXXX10.1177/1534484317729262Human Resource Development ReviewKim and Kim
Empirical Studies
Abstract
There is an ongoing debate between the proponents and skeptics of emotional
intelligence (EI) with regard to its contribution to leadership effectiveness in
organizational settings. Not aiming to address all the leadership styles exhaustively,
this research looked into the relationship between EI and transformational leadership
(TL) by reviewing the accumulated research assets in the existing literature. After the
staged review, 20 empirical studies covering five different continents were chosen for
an in-depth analysis. The results show that most studies provide empirical support
of the relationship, with variances in identifying subfactors of EI and TL that further
explicate the EI–TL relationship. At the same time, the remaining studies are found to
be skeptical, not fundamentally denying the relationship, but commonly pointing out
the problem with EI measures and emphasizing the need for more valid and reliable
assessment tools. Building on these findings, the present research suggests implications
for practice and research in the human resource development (HRD) field.
Keywords
emotional intelligence, transformational leadership, EI measures, leadership development
Corresponding Author:
Taesung Kim, Assistant Professor, Incheon National University, Creative HRD, 119 Academi-ro,
Yeonsu-gu, Incheon, 22012, South Korea.
Email: tskim@inu.ac.kr
378 Human Resource Development Review 16(4)
Responsive and Responsible Leadership, many thinkers recognize than ever the
importance of influential leaders to tackle challenges, seize opportunities, and secure
success. In the organizational context, research and practice alike have been in pursuit
of the formula and programs for effective leadership. For example, Google has trans-
formed the manager’s role by taking the traditional personnel-related power away
from managers and reassigning their duties to primarily help solve problems (Bock,
2015); almost a half of human resource development (HRD) professionals ranked
leadership development for managers at the top of their priority (Association for Talent
Development [ATD], 2016); organizational scientists have long researched effective
leadership to propose a variety of definitions, styles, and relationships.
There are numerous factors assumed to affect effective leadership, making it diffi-
cult to come to a consensus on adequate configuration for leadership development. In
particular, a lingering question is why leaders with proven expertise are not necessar-
ily successful in influencing others and attaining business goals. In this respect,
Goleman (1998) proposed that performance of those in low-level positions in the orga-
nizational hierarchy tends to be associated with technical excellence, while it may not
be the case for those on higher levels. Even worse, individual prowess and cognitive
intelligence are often suspected to be a barrier to performance of organizational lead-
ers who are interdependent with a variety of humans in crafting results. Suciu, Petcu,
and Gherhes (2010) looked into the potential economic effect of leaders’ emotional
intelligence (EI) and argued that leaders who underestimate EI are likely to fail due to
their inability to move followers and satisfy customers.
Over the last few decades, the concept of EI has been around in the HRD field and
is broadly assumed as a crucial attribute of effective leaders. For example, Clarke
(2010) asserted that effective leaders act as role models in a group, paying attention to
members’ emotions and making efforts to establish a positive climate. Furthermore,
Ashkanasy and Tse (2000) claimed that transformational leaders are attentive to their
own emotions, as this practice allows them to reflect on their emotional behaviors,
perceive others’ emotions, and effectively react to their needs. As indicated by a myr-
iad of programs aimed at improving leaders’ EI, these claims have garnered substantial
support from many practitioners as well.
However, some researchers challenge the scientific rigor of EI-related propositions
and argue that EI itself is conceptually incoherent among various definitions (e.g.,
Antonakis, 2004). Matthews, Zeidner, and Roberts (2004) even maintain that EI seems
to be more myth than science and that the proponents of EI stand on speculative scaf-
foldings, rather than on sufficient evidence. In fact, when it comes to scholarly work
on the relationship between EI and leadership effectiveness, the results are mixed. For
example, Barling, Slater, and Kelloway (2000) argued that important components of
EI are positively associated with transformational leadership (TL) behaviors;
Antonakis, Ashkanasy, and Dasborough (2009) found no significant evidence of EI’s
contribution to TL behaviors; Harms and Credé (2010) added a variation that EI and
TL have a marginal association. In brief, the existing body of research has yielded
inconsistent results about EI and incurred an ongoing debate between the proponents
and skeptics. This inconclusive tension underscores the urgency of an extensive inves-
tigation for a theoretical contribution, while advising the practical field that it would
Kim and Kim 379
Method
Referring to Torraco’s (2005) guide to an integrative literature review, we conducted a
staged review that proceeded from initial identification of pertinent articles to scan-
ning their titles and abstracts for preliminary inclusion, to the further review of candi-
dates for selection, and, ultimately, to the in-depth analysis of the selected articles.
More specifically, pertinent scholarly articles were identified using multiple
ProQuest databases that include ABI/INFORM Complete, ERIC, ProQuest Education
Journals, PsycINFO, and PsycARTICLES. With the research focus on the link between
EI and TL, the keyword combination of “emotional intelligence” and “transforma-
tional leadership” was used to result in 118 articles found. There were such restrictions
as peer-review, empirical study, and English publication, but no restriction was placed
on publication dates considering the term “emotional intelligence” was coined by
Salovey and Mayer in 1990. Then, the titles and abstracts of the articles were reviewed
to determine whether each study (a) focused on the relationship between EI and TL,
(b) had a research methodology, and (c) examined empirical data measured by instru-
ments designed for EI and TL. In the following stage, the studies whose abstracts
provided vague descriptions of the research frameworks and measurements were
reviewed in-depth for inclusion or otherwise. The studies that focused mainly on other
factors, such as the gender and new venture growth issues, were excluded, as were
those purely conceptual with no report of measurements. As a result of this staged
review of 118 articles, 20 empirical studies were chosen for further in-depth analysis.
Overview of EI and TL
Before examining the relationship between EI and TL, it is necessary to provide an
overview of how EI and TL have been developed, defined, and measured.
380 Human Resource Development Review 16(4)
EI
In the 1990s, the term “emotional intelligence” was coined by Salovey and Mayer
(1990) who recognized EI as being comprised of multiple emotional abilities different
from cognitive ones. Spurred by the publication of Emotional Intelligence by Goleman
(1995), EI gained worldwide popularity and inspired many to have a fresh look at
emotion from the perspective different from the traditional one.
Definitions of EI. EI is generally used with reference to the ability to perceive, under-
stand, and manage the emotions of both the self and others to accomplish personal and
collective goals (Brown & Moshavi, 2005). One step further, there are three different
approaches to understanding EI: (a) EI as a trait, (b) EI as a competency, and (c) EI as
an intellectual capability.
The first approach suggests that EI is an innate dispositional tendency that allows
for emotional well-being (Bar-On, 1997). Proponents of this view argue that EI is
significantly associated not only with cognitive intelligence but with certain personal
qualities. Referring to the performance potential, instead of performance itself, they
argue that understanding EI along with other cognitive intelligences offers a more
comprehensive picture of an individual’s performance potential.
The second approach holds that EI is a set of acquired skills and competencies
essential for leadership effectiveness and job performance (Goleman, 1995).
Maintaining that leaders with high EI are most successful, this approach stresses that
emotional competence is a learned ability that contributes to effective performance at
work and spans four dimensions: (a) self-knowledge, (b) self-control, (c) social aware-
ness, and (d) relationship management.
The third approach emphasizes that EI is distinct from both competency and per-
sonality (Mayer, Salovey, Caruso, & Sitarenios, 2003; Salovey & Mayer, 1990). This
approach considers EI as a new type of intelligence characterized by “the ability to
perceive emotions, to access and generate emotions so as to assist thought, to under-
stand emotions and emotional knowledge, and to reflectively regulate emotions so as
to promote emotional and intellectual growth” (Mayer & Salovey, 1997, p. 5).
These different approaches more explicitly manifested in the instruments that mea-
sure EI.
Measurements of EI. Among various EI measures, the most frequently used ones are
the following: (a) Emotional Quotient Inventory (EQ-i), (b) Emotional Competence
Inventory (ECI), and (c) Multifactor Emotional Intelligence Scale (MEIS) and Mayer–
Salovey–Caruso Emotional Intelligence Test (MSCEIT; Conte, 2005).
The EQ-i is based on Bar-On’s (1997) noncognitive intelligence model, views EI as
an innate dispositional tendency, and relies solely on self-reporting in measuring EI.
The EQ-i with 133 items is designed to measure the following five areas and their
subcomponents: (a) interpersonal skills, (b) intrapersonal skills, (c) adaptability, (d)
stress management, and (e) general moods.
Kim and Kim 381
The ECI views EI as a set of acquired competencies. It intends to measure the emo-
tional competencies of individuals and identify high performers’ emotional competen-
cies and positive social behaviors in the workplace. The ECI consists of 110 items
assessing 20 competencies in the following four clusters: (a) self-awareness, (b) social
awareness, (c) self-management, and (d) social skills (Conte, 2005). Unlike the EQ-i,
the ECI is a 360-degree tool that includes self, peer, and supervisor ratings.
The MEIS and MSCEIT take an ability-based approach to EI, as they view EI as a
new type of intelligence. Comprising 12 subsets with 402 items and eight subsets with
141 items, respectively, the MEIS and MSCEIT measure four EI branches, including
(a) perceiving emotion, or the ability to identify emotions in the self and others, as well
as in other stimuli; (b) facilitating thought, or the ability to use and communicate emo-
tions in cognitive processes; (c) understanding the progression of emotion, or the abil-
ity to analyze emotional information and identify how emotions shift; and (d) managing
emotions, or the ability to control the emotions and moods of the self and others for
specific purposes (Brackett & Salovey, 2006). Both are markedly different from other
EI measures in that, similar to the way used in cognitive ability tests, each item has the
correct answer (Rosete & Ciarrochi, 2005).
There are other tools used, such as the Swinburne University Emotional Intelligence
Test (SUEIT), Trait Meta Mood Scale (TMMS), Diagnostic Analysis of Nonverbal
Accuracy (DANVA), SMS-EQ, and EI-type scale.
TL
There has been a development in leadership research, whereby the perspective has
shifted from trait and behavioral theories to current ones such as contingency, leader–
member exchange, and TL theories, to name just a few (Carasco-Saul et al., 2015).
Among this multitude, the TL model has been adopted by much of leadership literature
that has attempted to look into the factors (and their combinations) for effective leader-
ship. In fact, for the last several decades, TL has been most pervasive in leadership
research (Brown & Moshavi, 2005; Harms & Credé, 2010).
Definitions of TL. Transformational leaders are described as those who encourage fol-
lowers to increase their intellectual confidence, actively work to challenge the status
quo and achieve higher performance, and pursue learning and development (Clarke,
2010; Dulewicz, Young, & Dulewicz, 2005; Harms & Credé, 2010). Many researchers
(e.g., Bass, 1991; Bass & Avolio, 1997; Bogler, Caspi, & Roccas, 2013) asserted that
TL is constructed with the following key dimensions: (a) idealized influence, (b) inspi-
rational motivation, (c) intellectual stimulation, and (d) individualized consideration.
Idealized influence, frequently referred to as charisma, involves not only a leader’s
attributes, such as commitment to ideal achievement, but also actions consistent with
his or her beliefs. Inspirational motivation is the extent to which a leader encourages
his or her followers to achieve more by setting the bar high and inspiring confidence.
Intellectual stimulation refers to how a leader mobilizes followers to question assump-
tions and challenge uncertainties. Finally, individualized consideration refers to a
382 Human Resource Development Review 16(4)
p < .05), idealized influence (r = .362, p < .05), and individualized consideration (r =
.419, p < .05).
Rubin, Munz, and Bommer (2005) gathered data from 145 managers from a large
biotechnical company to examine the extent to which EI and personality of leaders
influenced TL behaviors. The authors used DANVA to measure the ability of recogniz-
ing emotion; Big Five Inventory to measure the personality factor of extraversion; and
Podsakoff, MacKenzie, and Bommer’s (1996) instrument to measure six dimensions
of TL: articulating a vision, providing a role model, communicating high-performance
expectations, providing individualized support, fostering the acceptance of group
goals, and providing intellectual stimulation. The results of this study showed that
leaders with the ability of emotional recognition are more likely to engage in TL
behaviors (β = .18, p < .05) and that the personality factor of extraversion positively
influences the relationship between EI and TL (β = .19, p < .05).
Using the EQ-i for EI and the MLQ-5X for TL, Butler and Chinowsky (2006) col-
lected data from 130 senior executives (either presidents or vice-presidents) out of the
construction industry in the United States to investigate the relationship between EI and
leadership effectiveness. Through a bivariate regression analysis, the researchers found
that 34% of TL behaviors could be explained by the participants’ total EI scores (R2 =
.3429, p < .01) and that the TL score increased as the total EI did: specifically, when the
total EI increased by one point on a 5-point scale, the TL score increased by .022.
Downey, Papageorgiou, and Stough (2006) collected data from 146 female project
managers in Australia, using the SUEIT and the TMMS to measure their EI levels and
the short version of MLQ-5X to assess their leadership styles. The reporting was that
three dimensions of the SUEIT, understanding emotions (r = .304, p < .01), emotional
management (r = .435, p < .01), and emotional control (r = .325, p < .01), as well as
two subfactors of the TMMS, attention to feelings (r = .295, p < .01) and clarity of
feelings (r = .375, p < .01), are positively correlated with all TL behaviors. Moreover,
according to the results of regression analysis, EI was a significant predictor of TL:
specifically, emotional management accounted for 20% of the variance in TL (β =
.453, p < .01); a mixed model, with emotional management and attention to feelings
combined, accounted for an additional 5% (β = .513, p < .01); a further combination
of emotional management, attention to feelings, and clarity of feelings accounted for
27% of the variance in TL (β = .535, p < .01).
In looking at the correlation between EI and TL, Hackett and Hortman (2008) col-
lected data from 46 assistant principals in elementary, middle, and high schools in a
large school district of Georgia and used the ECI university edition (ECI-U) for EI and
the MLQ for leadership styles. The results showed that EI levels were positively cor-
related with TL behaviors (r = .290- .695, p < .05) with two domains of the ECI-U
(social awareness and relationship management) being most significantly correlated.
Furthermore, 16 out of 21 EI subfactors of the ECI-U were found to be correlated with
intellectual stimulation, and 13 subfactors were positively correlated with inspirational
motivation.
Wang and Huang (2009) examined the relationship in a Taiwanese context and
measured EI levels with the Wong and Law’s (2002) Emotional Intelligence Scale
(WLEIS) and TL with MLQ-5X. The WLEIS assesses the following four dimensions
Kim and Kim 385
Barbuto and Burbach (2006) collected data from 80 public officials and their 388
employees in the United States and measured TL with the MLQ and EI with Carson,
Carson, and Birkenmeier’s (2000) instrument that assesses five dimensions of EI:
empathetic response, mood regulation, interpersonal skills, internal motivation, and
self-awareness. The authors found a moderate correlation between EI and TL but, at
the same time, a difference between the leaders’ self-reported and employees’ rater-
reported results. For example, EI was found to be less related to the rater-reported TL
subfactors of intellectual stimulation and idealized influence. In conclusion, Barbuto
and Burbach argued that these findings weaken the claim that EI is correlated with TL.
Using the EQ-i and MLQ with 161 supervisors and their 2,411 employees in a large
international technology company in the United States, Brown, Bryant, and Reilly
(2006) investigated how EI and TL interact with leadership outcomes such as leader-
ship effectiveness and employees’ satisfaction with their leaders. This study found
that, when TL was considered in the hierarchical regression analysis, a leader’s EI
significantly predicted leadership effectiveness, R2 = .88, F(2, 158) = 557.20, p < .001,
and employees’ satisfaction (β = −0.08, p < .01) with TL playing a mediating role in
between. However, the researchers found no correlation between EI and TL and that
neither the total EI scale nor its subscales predicted variance in TL scales.
In examining the EI’s correlation with diverse leadership behaviors, Harms and
Credé (2010) conducted a meta-analysis to suggest a moderate relationship between
EI and TL. They also pointed out that there was a distinct difference in degrees of cor-
relation between those that employed the single source rating both for EI and TL and
the others that used the multi-source rating, in which studies of single source rating
tended to present a stronger relationship between EI and TL (r = .48, p < .1) than those
of multi-source rating (r = .11, p < .1). They added that trait-based measures of EI were
more strongly related to TL than ability-based measures. With this low level of agree-
ment, Harms and Credé raised the concern about the validity of EI assessment tools
and did not fully support the claims made by EI proponents.
Cavazotte, Moreno, and Hickmann (2012) examined whether the leader’s EI level
is positively related to TL behaviors. The data were collected from 134 team managers
and their employees in a large Brazilian energy company using WLEIS and MLQ-5X.
The researchers found a significant EI–TL relationship when EI was considered alone,
but no significant relationship when ability and personality elements were factored in.
At the same time, the authors were concerned about the discriminant validity of the EI
measurement, arguing that many EI factors could be explained by cognitive intelli-
gence and personality traits. Acknowledging the possible bias of their findings due to
the measurement issues, Cavazotte et al. recommended that future researchers should
use ability-based measurements to mitigate the possibility.
Føllesdal et al. (2013) examined the extent to which EI influences TL, using multi-
level analyses of data from 104 executives and their 459 employees through the
Administrative Research Foundation in Norway. The MSCEIT and the official
Norwegian version of the MLQ-5X were used to measure EI and TL, respectively. The
authors found that EI levels did not predict TL when such factors as leaders’ ages,
general cognitive ability, and personality factors were controlled for. They also argued
Kim and Kim 387
that the MSCEIT has validity problems and might not be an appropriate tool for mea-
suring EI.
The five studies overviewed above challenge the claim that EI is significantly
related to TL. In addition, although the studies employed different EI measures, they
commonly pointed to the validity issue of EI assessment.
Discussion
This research examined a total of 20 articles focused on the relationship between EI
and TL. These studies were conducted across five continents: eight in North America
(the United States and Canada), three in Asia (China, South Korea, and Taiwan), three
in Europe (the United Kingdom and Norway), two in Oceania (Australia), and one in
Africa (Nigeria). Including one meta-analytic study, three studies did not provide
information on where they were conducted. The data were gathered from various
industries, including public-service providers, university staff, private companies, and
international organizations. There was no dominant industry surveyed in the studies.
This wide range of research settings could serve as a solid ground for reliability and
generalizability of the research findings.
Overall, the findings are divided into two groups. One group of 15 studies provides
evidence that EI is a critical contributor to TL behaviors, with variances in identifying
subfactors of EI and TL that further explicate the EI–TL relationship. Among the TL
subfactors, for instance, some researchers found inspirational motivation to be most
significantly correlated with EI (e.g., Barling et al., 2000), while others gave the credit
to intellectual stimulation (e.g., L. Gardner & Stough, 2002). Despite this room for
continued investigation, the results of this dominant group of studies provide empiri-
cal support of leveraging EI for leadership development. On the contrary, the other
group adopted a skeptical stance about the relationship. In particular, these studies
commonly pointed out the problem with EI measures and emphasized the need for
more valid and reliable assessment tools. Not fundamentally denying the EI–TL rela-
tionship, they suspect that the relationship is overstated by the proponents of EI.
With all these findings and interpretations, the present research offers the HRD
field a comprehensive understanding of the EI–TL relationship and suggests implica-
tions for practice and research.
vulnerable to critique due to their scoring techniques and subfactors often overlapping
with those of cognitive intelligence and personality. This overlap is a by-product of the
disagreement in conceptualization of EI and reversely adds to the difficulty of reach-
ing the agreed-upon definition. Therefore, alongside with pursuing the consensus in
definition, testing and securing the validity of EI measures would continue to be an
important area of research contribution.
Another research opportunity is implied on an entirely new level with the advent of
the 4th Industrial Revolution (4th IR) characterized with massive connectivity, big
data, meta-intelligence, to name a few (Schwab, 2017). As the introduction of the term
at the World Economic Forum in 2016, many are concerned what it really means for
us. Much attention so far seems to be around its mega-level ramifications with such
arguments as that numerous jobs would disappear, that human beings at work would
be substituted by artificial intelligence (AI) and robots, and that one would live a com-
pletely different working life (Frey & Osborne, 2017). Subsequent to these arguments
is the question on what quality the future talent should possess to survive and succeed
in these uncharted waters. To this question, the most common answer is that it must be
creativity and socioemotional capabilities given the prospect that an individual’s intel-
lectual capacity is likely to lose to AI and that important logical decisions might be
made by the computer algorithm based on data analytics. At work, people would con-
nect and collaborate with each other, rather than command and follow; information
and intelligence would be shared, rather than distributed; the organizational structure
would become horizontal, rather than vertical. Applied to the leadership context, this
understanding suggests that EI should garner refreshed attention in the HRD field as
not only a contributor to, but also an ultimate determinant of effective leadership in the
new era of 4th IR. It also implies that researchers should critically revisit current lead-
ership models, including TL, and come up with new leadership models that better fit
the new norm. In fact, it might be the time for HRD to discuss what the 4th IR has to
offer to all the established knowledge across the various dimensions of the field.
Things are changing dramatically, and so should HRD.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of
this article.
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Author Biographies
Hyejin Kim is currently an HRD manager for SK Telecom in South Korea with nearly 20 years
of professional experience in the field. She received her master’s degree in Workforce Education
Kim and Kim 393
and Development at The Pennsylvania State University. Her area of expertise includes HRD
planning, leadership development, organization development, and coaching.
Taesung Kim is currently an assistant professor in the department of Creative HRD at Incheon
National University in South Korea. He received his Ph.D. degree in Workforce Education and
Development at The Pennsylvania State University and has more than ten years of extensive
experience in the HR field including the tenure with KPMG Korea as a director in the Learning
and Development Center. His research area includes organization development and change,
leadership development, work engagement, and professional ethics.