Effets potentiels de l’intelligence émotionnelle des gestionnaires sur les subordonnés au travail : une recension systématique de la littérature
DOI :
https://doi.org/10.1522/radm.no8.1839Mots-clés :
Intelligence émotionnelle, gestionnaires, subordonnés, impacts, recension systématiqueRésumé
Les transformations successives des environnements de travail, notamment sur le plan technologique, s’avèrent émotionnellement exigeantes et sont susceptibles d’affecter les attitudes et la performance des travailleurs. Dans ce contexte, l’intelligence émotionnelle (IÉ) des gestionnaires a été soulevée comme une ressource substantielle pour soutenir et influencer leurs subordonnés. Cependant, étant donné la large étendue de résultats empiriques sur les effets potentiels de l’intelligence émotionnelle des gestionnaires (IÉG) sur les subordonnés au travail et la variété d’instruments de mesure de l’IÉ, la compréhension de ces effets potentiels dans la littérature demeure un défi à ce jour. Cette recension systématique, réalisée à partir du protocole PRISMA 2020, présente une synthèse qualitative des effets potentiels de l’IÉG sur les subordonnés et des processus impliqués, et ce, en classant les résultats à partir des trois courants de l’IÉ. À la suite du processus de sélection et de l’évaluation de la qualité des études, un total de 56 études (1990-2023) a été retenu. Les résultats révèlent que l’IÉG a un effet potentiel significatif sur la performance des subordonnés (performance individuelle; performance et efficacité d’équipe; créativité et comportements d’innovation et comportements de citoyenneté organisationnelle) dans approximativement 85 % des études recensées et sur les attitudes (satisfaction individuelle et de groupe au travail; engagement et épuisement professionnel), les affects et les autres variables liées aux subordonnés dans approximativement 92 % des études. Le présent article illustre de manière complète et accessible les effets potentiels de l’IÉG sur les subordonnés et offre aux chercheurs un point de départ pour bâtir leur modèle d’étude.
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