Although most researchers have argued that a leader's emotional intelligence (EI) capability positively influences organizational learning (OL), this relationship has only been studied at the surface level. Consequently, there is no clear explanation of how leaders facilitate various processes of learning at the individual, team, and organizational levels. In this article, we operationalize Goleman's (1998) mixed model of EI and the 4I framework of learning proposed by Crossan et al. (1999) to shed further light on this connection. The conceptual link between self‐awareness, self‐management, social awareness, relationship management competencies of a leader's emotional intelligence and learning sub‐processes of intuition, interpretation, integration, and institutionalization has been examined. A conceptual framework has been developed and proposed which is open to further investigation. The results of this article make a significant contribution to scholarly research surrounding emotional intelligence and organizational learning. We also present practice‐based implications for leadership development and employee learning interventions that have a special significance in learning organizations.

中文翻译：

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领导者情绪智力在组织学习中的作用：使用4I框架的文献综述

尽管大多数研究人员认为，领导者的情商（EI）能力会对组织学习（OL）产生积极影响，但这种关系只是在表面上进行了研究。因此，对于领导者如何促进个人，团队和组织级别的各种学习过程，没有明确的解释。在本文中，我们实现了Goleman（1998）的EI和Crossan等人提出的4I学习框架的混合模型。（1999）进一步阐明了这种联系。自我意识，自我管理，社会意识，领导者的情商的关系管理能力与直觉，解释，整合和制度化的学习子过程之间的概念联系已得到检验。已经开发并提出了一个概念框架，该框架可供进一步研究。本文的结果为围绕情绪智力和组织学习的学术研究做出了重要贡献。我们还提出了基于实践的领导力发展和员工学习干预措施的含义，这些对学习组织具有特殊的意义。