3.9 5.

Article

Being an Emotionally Intelligent

Leader through the Nine-Layer
Model of Emotional Intelligence—
The Supporting Role of New
Technologies

Athanasios Drigas, Chara Papoutsi and Charalabos Skianis

Special Issue
Study on Students’ Motivation from the Perspective of Self-Determination Theory and the Role of
Metacognition, Emotional Intelligence and ICTs
Edited by
Dr. Athanasios Drigas

https://doi.org/10.3390/su15108103
 sustainability

Article
Being an Emotionally Intelligent Leader through the
Nine-Layer Model of Emotional Intelligence—The Supporting
Role of New Technologies
Athanasios Drigas 1, * , Chara Papoutsi 1,2 and Charalabos Skianis 2

1 Net Media Lab & Mind & Brain R&D, N.C.S.R. ‘Demokritos’ Athens, 15341 Agia Paraskevi, Greece;
papoutsi.xara@yahoo.com
2 Information and Communication Systems Engineering Department, University of Aegean,
82300 Samos, Greece; cskianis@aegean.gr
* Correspondence: dr@iit.demokritos.gr

Abstract: Several years ago, a characteristic of leadership was the intelligence index, but in recent
years this has changed, and emotional intelligence is considered an important parameter for a leader.
A leader who shows a high index of emotional intelligence can activate his/her human potential
and subsequently others. There is a large body of literature on “what” great leaders should do,
but more emphasis needs to be placed on “how” to develop such leaders by focusing on detailed
individual behavior change and self-development. The current article aims to investigate the concept
of emotional intelligence and describe the levels of the emotional intelligence pyramid model and
how these are reflected in the role of leadership. The theoretical model is complemented by a set of
metacognitive and metaemotional strategies while emphasizing the role of technologies to provide
fertile ground for the implementation of emotional intelligence skills in leadership. The strategies
framework provides a training paradigm for implementation in education and working environments.
The results of this article provide a new theoretical framework of the emotional skills a leader must
possess, and they also provide a useful framework for cultivating them, which will promote long-term
human capital development and help everyone achieve educational and professional success. The
Citation: Drigas, A.; Papoutsi, C.;
pyramid model of emotional intelligence and its strategies can have practical applications in any
Skianis, C. Being an Emotionally
form of leadership, as research has shown a positive correlation between these two concepts.
Intelligent Leader through the
Nine-Layer Model of Emotional
Intelligence—The Supporting Role of
Keywords: emotional intelligence; leadership; leaders; students; pyramid model of emotional
New Technologies. Sustainability intelligence; strategies; new technologies; serious games; brain rewiring; virtual reality
2023, 15, 8103. https://doi.org/
10.3390/su15108103

Academic Editor: María del Mar

1. Introduction
Molero Jurado
For many years, there was the impression that emotions in the workplace were some-
Received: 13 March 2023 thing negative. Experiencing, recognizing, and expressing emotions was a sign of weakness,
Revised: 5 May 2023 a source of confusion, and a diversion from the path of rationality and correct decisions. In
Accepted: 10 May 2023
recent decades, however, things have changed. The business world has begun to recognize
Published: 16 May 2023
that emotion can act as a valuable source of information that, if properly recognized and
harnessed, can lead to spectacular results.
Because of a global economy that is becoming more prevalent due to the massive
Copyright: © 2023 by the authors.
flood of information and new technology, work settings are becoming more demanding
Licensee MDPI, Basel, Switzerland.
and competitive. Leaders and managers face severe competition and pressures today, and
This article is an open access article
the quality required to thrive in their businesses depends on learning, cooperation, and
distributed under the terms and healthy intrapersonal and interpersonal relationships. Leaders are required to develop a
conditions of the Creative Commons variety of digital skills to meet the challenges posed by digital transformation. These skills
Attribution (CC BY) license (https:// are primarily related to the capacity to communicate effectively in a digital context, take the
creativecommons.org/licenses/by/ initiative, quickly adapt to new situations and behaviors, and deal with pressing complex
4.0/). problems [1]. Beyond cognitive intelligence and specialized expertise, other leadership

Sustainability 2023, 15, 8103. https://doi.org/10.3390/su15108103 https://www.mdpi.com/journal/sustainability

Sustainability 2023, 15, 8103 2 of 18

abilities are essential. By developing their emotional intelligence (EI) skills, leaders can
broaden the scope of their inclusive leading abilities [2]. As a result, there is a greater
emphasis on emotional intelligence in leadership when it comes to managing the change
process [3]. Companies of all stripes require organizational and leadership qualities that are
different from those that made them successful in the past, according to Moldoveanu and
Narayandas (2019) [4]. Therefore, they must have the necessary technical, interpersonal,
and communication skills.
Researchers have attempted to illustrate the emotional competencies required for
leadership in studies. Flexibility, self-assurance, self-awareness, invention, and initiative
are emotional abilities that leaders must have to be catalysts for change [5]. Mumford,
Campion and Morgeson (2007) created a model with four groups of leadership skills: cog-
nitive skills, interpersonal skills, business skills, and strategic skills [6]. These four groups
of leadership skills are made up of other related skills, with some of them directly related
to emotional intelligence, such as active listening, social perceptiveness, and management
of personnel resources. Emotional expressiveness, emotional sensitivity, emotional control,
social expressiveness, social sensitivity, and social control are some of the crucial emotional
skills for leadership, according to Riggio and Reichard (2008) [7]. As stated by Issah (2018),
a leader needs to be able to demonstrate self-awareness, self-regulation, self-motivation,
empathy, and social ability [3]. According to a different study, a leader’s emotional ac-
countability is crucial to the management process [8]. Moreover, in the same study, the four
components of emotional intelligence—self-awareness, self-control, social awareness, and
relationship management—are the foundation of effective leadership [8].
For leaders to be able to create a performance-enhancing culture in their organizations,
emotional intelligence skills are required, but they also need to raise the consciousness of
their ideals to develop a culture that is ethical, compassionate, and sustainable. Research
has shown that they must possess the following qualities: radical thinking, authenticity,
leadership that transcends ego, self-determination values, and a commitment to the organi-
zation’s whole stakeholder base, which includes the globe [9]. Without ongoing personal
and professional development, nobody can accomplish that. The objective is to create
as many leaders as possible who exhibit these traits at an early age. To do this, leaders
should actively rewire their brains as well as the insights they generate, practice, and reflect
frequently [9,10].
Throughout their academic careers, students should have the chance to take on lead-
ership roles to develop their interpersonal skills, sense of self, and ability to do work
efficiently. Additionally, it offers a chance to develop and demonstrate good interpersonal
and communication skills. Students should be prepared to gain leadership skills and
develop emotional intelligence, developing a better knowledge of their mental processes
and problem-solving techniques. Understanding one’s personality type can help students
reach their full leadership potential and self-development. Leadership that is based on
emotional intelligence promotes a positive rewiring of the brain [9].
The emotional competencies required for effective leadership have thus been the
subject of numerous studies. The presentation of all necessary emotional skills, not just the
most evident ones, and the presentation of techniques that will consistently and persistently
contribute to the development of each emotional ability are areas where there may be a
substantial gap. This study’s motivation is to present the nine-layered pyramid model of
emotional intelligence in the context of leadership and to show how each level’s emotional
skills should be mastered by each leader for them to be emotionally intelligent, successful,
and effective. While avoiding remaining at the level of a simple skill reference without the
reinforcement and strengthening of some crucial strategies, the goal is to simultaneously
present those strategies that will lead practically and gradually to the achievement of
this goal. Additionally, the mention of technological tools that support the growth of
emotional intelligence aims to advance the conversation about the function of leadership in
the contemporary and digital era.
Sustainability 2023, 15, 8103 3 of 18

To achieve this goal, the paper seeks to address the following questions: How does each
level reflect in an emotionally competent leader? What strategies might develop his emotional
skills? Can technologies complement each other in cultivating emotional intelligence?

2. Theoretical Background
2.1. Leadership
Leadership could be defined as the process whereby an individual (leader) influences
a group of people in such a way that they voluntarily, willingly, and with appropriate
cooperation give their best to attain effective goals arising from their group’s mission and
its ambition for progress or a better future [11]. Leadership can also be defined as having
a set of duties, responsibilities, attitudes, abilities, and behaviors that enable a person to
sustainably bring out the best in others [12], influencing the thoughts, emotions, attitudes,
and behaviors of a small or large formal or informal group of people.
Due to the complexity of society, leadership is becoming increasingly complex as
well; in fact, “evolutions and revolutions in technology, globalization, company consolida-
tion, and marketplace fragmentation have profoundly changed the structure of organiza-
tions.” [13]. The leader is the person who is called upon to find and provide the meaning
the group is looking for, to offer a way out, and to guide the emotional responses to a
given situation.
Good leaders can maximize team productivity, shape a positive culture, and promote
harmony and open communication within the team. The inspiration and influence they
generate are really important to the progress of any team or organization, in any context.
A basic condition for leadership to be effective is the cooperation of the persons involved,
communication, and the character of the leader.
In the literature, there is much reference to transformational leadership, which changes
for the better of both the individual employee and the organization itself. Superior leader-
ship performance—transformational leadership—occurs when leaders broaden and elevate
the interests of their team members when they promote an understanding and acceptance
of the goals and mission of the organization, and when they inspire their team members to
put the group’s welfare ahead of their self-interest [14]. Empowerment is the term for this
procedure. Transforming leaders support and uplift followers rather than using power over
them. Leaders may clash with followers’ growing sense of efficacy and purpose when they
push followers to rise beyond limited interests and work together for transcendent aims,
making transformational leadership participatory and democratic [15]. Moreover, as López-
Zafra et al. (2008) point out, a capable leader becomes a role model for employees, gains
their trust, and connects with them on a deep level [16]. This connection is best achieved
through the emotional route, as the leader conveys feelings of passion and enthusiasm
often through the use of non-verbal emotional signs (eyes, speech style, etc.).
Today’s leaders must be adaptable enough to draw from a wide range of leadership
styles, including both established and emerging ones as well as some that have not yet been
formalized. Some of them are transactional, transformational, team, servant, situational
leadership (SL), authentic, empathetic, awakened, resonant, and spiritual leadership [17,18].
The most effective leaders are adept at a variety of leadership philosophies (i.e., coercive,
democratic, coaching, transformational, etc.) and have the versatility to change between
them as needed [19].

2.2. Emotional Intelligence

Emotions are biologically grounded states that are converted into thoughts, feelings,
and behavioral responses as a result of neurophysiological changes [20]. Emotions help
us because they direct our behavior and our thought processes, especially when a quick
response is required to sudden (and occasionally important) situations [21]. Additionally,
emotions support intrapersonal and interpersonal relationships, situation management,
and the ability to cope with difficulties in life.
Sustainability 2023, 15, 8103 4 of 18

The ability to recognize, evaluate, and control one’s own, other persons’, and group
members’ emotions is referred to as emotional intelligence [22]. EI, according to Mayer
and Salovey, is a cognitive skill that is distinct from yet related to general intelligence [23].
According to Mayer et al. (2003), it is facilitating thought with emotion, comprehending
emotions, and controlling emotions [24]. Emotional and social skills, abilities, and facil-
itators make up emotional and social intelligence, in Bar-On’s perspective [25]. These
components all link to one another and cooperate. They are crucial to how well we un-
derstand ourselves and others, how easily we express ourselves, and how we manage the
demands of daily life. Additionally, EI has a small but significant predictive power for
life satisfaction, according to Wong-Law, and it is related to but distinct from personality
dimensions [26]. Based on Mayer’s and Salovey’s model, they in turn created a scale that
measures emotional intelligence, mainly for work environments, to assess the expression
and regulation of a person’s emotions, the recognition of emotions in others, and the use of
emotions to help with performance [27].
Emotional intelligence can also be defined “as a set of abilities and skills that a person
must train and develop gradually and hierarchically to reach emotional self-realization. It
is the response to emotional stimuli, the recognition—the expression of emotions, the full
awareness and management of our own emotions but also the emotions of others, the social
skills for better intrapersonal, interpersonal, and working relationships, the empathy and
compassion, the accurate discrimination of emotions with the ultimate aim of the emotional
development of our potential, self–actualization, transcendence and finally the unity of
emotions because humans are part of a united world” [28].
Understanding the different emotions one experiences, their different intensities, and
their causes leads to emotional self-awareness. This gradually leads to the perception
and understanding of the emotions of others, as well as their origin. The process and
results of the development of emotional intelligence also include many components that are
known to lessen stress for both individuals and organizations through conflict management,
relationship building, stability, continuity, and harmony. Finally, it has deep connections to
ideas about love and spirituality [29].

2.3. Emotional Intelligence and Leadership

Leadership is about more than just having power and control; it is also about having
emotional ties, being truthful, and having spiritual principles [17]. Emotional intelligence
is closely related to leadership, as it reflects the leader’s ability to prepare and help others
to develop. This can be achieved in a work environment where goals are clear; initiative,
motivation, mutual respect, and trust flourish; and each individual’s distinct role and
contributions are recognized.
According to numerous studies, EI is a crucial element of effective leadership, effective
leadership styles, leader performance, and leader emergence [30–32] and can have a fa-
vorable impact on a variety of working variables such as job satisfaction, job performance,
turnover intentions, stress, etc. [33].
In 2015, Shankman Allen and Haber Curran coined the phrase “emotionally intel-
ligent leadership” to encourage intentional attention on three facets: consciousness of
self, consciousness of others, and consciousness of context [34]. According to a growing
body of research, EI is an underlying component linked to transformational leadership,
active-transactional leadership, authentic leadership, and self-leadership [32,35–37].
An important element that supports the dynamic relationship between leadership and
emotional intelligence is the primary responsibility of leadership itself, namely the develop-
ment of emotions. More specifically, a primary task of leaders is to inspire good feelings in
those they lead [38]. This happens when they cultivate harmony and coordination, creating
a pool of positive energy that unleashes the best in people.
To have an impact on the group as a whole and ensure organizational performance,
leaders need to be aware of their own emotions from a personal level to an organizational
one. They also need to control their emotions and act in an emotionally intelligent manner in
Sustainability 2023, 15, 8103 5 of 18

interpersonal situations [39]. A leader’s positive affect has been shown to influence creative
goal performance. The relationship between leadership and emotions is intertwined.
Leaders who support and motivate their subordinates create in the latter more positive
emotions, such as optimism, than negative emotions, such as frustration [40,41].
Leadership is a process of social interaction, with the leader influencing the behavior
of his followers, in turn influencing their performance outcomes. In fact, according to
Humphrey, leadership is an inherently emotional process, where leaders try to under-
stand the emotional states that govern their followers and end up seeking their proper
management [42].

3. Materials and Methods

The purpose of this study is to investigate the levels of the pyramid of emotional
intelligence and to match them with the abilities that each leader should have to develop
on the one hand his/her emotional intelligence and on the other hand the emotional intelli-
gence of his/her employees for positive results at all levels—personal and professional. In
addition, the present study emphasizes the importance of metacognitive–metaemotional
strategies for the development of emotional skills according to the levels of the pyramid,
with the help of new technologies.
The first part of this study is dedicated to the pyramidal model of emotional intelli-
gence with nine levels, where every level is matched with the skills and characteristics that
every leader should have or cultivate in order to develop and master each level and move
on to the next. We describe each level step by step separately by exploring the literature on
the emotional skills required at each level.
In the second part of this study, the strategies that can, if adopted, contribute to the
cultivation of emotional capacities for better and more effective leadership are presented in
detail. This can also happen in the professional field and in studies for those who wish to
take up leadership positions in the future. For this purpose, the literature was extensively
studied to identify such strategies and enrich them with new ones. As a result, studies that
offered strategies for cultivating emotional intelligence for leadership were emphasized.
The last part of this study concerns the potential of new technologies for supporting
emotional development in the professional field. We mainly investigated the effectiveness
of serious games and virtual reality.

4. Leadership and the Correlation with the Pyramid Model of Emotional Intelligence
The pyramid model of emotional intelligence is a theoretical model with stratification
that includes those skills that one must acquire hierarchically and gradually in order to
cultivate one’s emotional abilities, reaching higher levels and by extension increasing one’s
overall emotional intelligence [43]. This expands the concept of emotional intelligence by
expanding the focus from more intimate and interpersonal interactions to the wider world.
Each of the nine levels of the emotional intelligence pyramid plays a leading role in a
successful leadership model. At each one of these levels, a leader or a budding leader must
have certain skills, demonstrate certain behaviors, and cultivate others to improve his/her
emotional skills and those of the people around him.
This interdependence between the nine levels of emotional intelligence in the first
phase, and subsequently between them and the leadership, are of great importance in
practice since they constitute the key ingredient of effective genuine leadership—harmony
(Figure 1). The stages of the pyramid levels are all traversed by the metacognitive abilities
of self-regulation, self-monitoring, observation, attention, memory, and adaptability [44].
Metacognition in the context of emotional intelligence refers to how someone perceives their
emotional abilities to monitor, assess, and manage emotional thoughts for a better emotional
state and emotional reaction as well as for the development of their personality [45]. This
can serve as motivation to assist others in this area for improved interpersonal interactions.
 tt

tt

Sustainability 2023, 15, 8103 6 of 18

Figure 1. The nine-layered pyramid model of Emotional Intelligence.

4.1. Emotional Stimuli

In the first level, the ability to decipher emotional information and stimuli can enable
a leader to choose a meaningful line of work and be successful [46]. A leader is exposed to
a lot of information and stimuli every day in the workplace. This knowledge and the many
stimuli must be incorporated by a leader because they aid in a deeper understanding of
the group of individuals that make up the organization [47]. A leader at that level must
recognize the emotional triggers that precede breakdowns [48] in order to understand the
feeling that is going to be experienced and consequently trigger an emotional response that
could affect the occurrence of a behavior.

4.2.ffEmotion Recognition—Perception–Expression of Emotions

The capacity and comfort of the leader in openly sharing thoughts and feelings by
utilizing words and body language are key factors in successful personal and professional
partnerships [49]. As a result of the leader’s ability to comfortably and openly communi-
cate their emotions, others will also feel free to do the same, which frequently results in
improved communication, understanding, and teamwork. Because leaders’ emotions affect
how followers feel, think, and behave, a leader’s emotional expression is crucial in their
interactions with followers [50]. Studies concentrating on leaders’ facial expressions have
shown that perceivers’ emotional reactions are influenced by leaders’ facial expressions,
which in turn influences a leader’s efficacy and attractiveness. This effect is likely the
result of an emotional contagion process in which the leader’s positive emotions are linked
with the fans’ positive feelings [51,52]. Better interaction outcomes result from the leader
accurately assessing and recognizing the emotions of others [53].
ffi tt ff
4.3. Self-Awareness
Self-awareness is often characterized as conscious awareness of one’s personality,
tt
emotions, thoughts, capabilities, weaknesses, values, motivations, and desires. It is a
psychological state in which one’s self becomes the center of attention [54]. A leader who
recognizes their feelings is in tune with their own “inner signals” [19], reproduces their
positive elements, and looks for ways to improve anything that might cause disharmony
in their environment. Self-aware leaders accept responsibility for their flaws, blind spots,
and hidden prejudices and routinely seek input to make improvements [55]. Self-aware
leaders actively analyze how others will interpret their words and actions and work to
improve any personal shortcomings so they can tt lead their peers more effectively [56]. The
successful leaders of today must be conscious of their limitations and cognitive biases, as
well as the impact that perceptions may have on their thoughts, emotions, actions, and
Sustainability 2023, 15, 8103 7 of 18

strategic decisions [57]. Self-awareness may enable leaders to realize their potential as well
as the potential of the companies they lead and the people they collaborate with [58]. The
ability to understand oneself will enhance leadership skills and aid in navigating global
issues [59].

4.4. Self-Management
The capacity to control one’s emotions, thoughts, and behaviors in various contexts is
known as self-management. A person’s capacity for self-control stems from self-awareness.
If one is not aware of one’s emotions, one cannot proceed and promote or contain them,
depending on the occasion. A leader that possesses these qualities can learn, change, and
modify along the road, and can be composed in the face of difficulty. Leaders who can
control their emotions may find it simpler to make wise decisions, interact with people,
and act reasonably in high-stress situations. Instead, they need to control their behaviors
to make sure that the results they expect are in line with their internal standards [60]. A
leader with self-control finds ways to manage disturbing emotions and stands out for his
composure in difficult and demanding situations [61]. He openly admits his mistakes [9]
and shortcomings, acts transparently, has adaptability, and is flexible in the face of new
challenges. Self-restrained leaders tend to ponder and be thoughtful, tolerate change
and uncertainty, enhance integrity, think more clearly and handle stress better, improve
focus, and make better decisions [59,62]. Self-mastery involves developing a deeper under-
standing of both your internal and external environments as well as the ability to control
distracting thoughts and emotions by paying closer attention to your interior states [59].

4.5. Social-Awareness—Empathy—The Discrimination of Emotions

Social awareness is a fundamental leadership quality that is vital to developing posi-
tive working connections. This makes leaders better socially aware individuals who are
skilled at handling challenging individuals, understanding others’ emotions, and handling
tense circumstances with tact and diplomacy [63]. The capacity to understand things from
another person’s point of view is one of the most crucial characteristics of an empathic
leader. Active listening skills are another trait of empathic leaders. To do this, one must
not only pay attention to what is being said but also attempt to interpret the emotions
that are being conveyed. This relationship enables a high degree of mutual trust, respect,
open communication, and creativity [48]. Empathy allows people to share their thoughts
with you, which produces fresh insights. Empathy does not mean adopting the feelings
of others [64]; it means carefully considering their feelings and making intelligent deci-
sions that allow for a positive response. Leaders with social awareness can identify and
comprehend the emotions of their followers, then control and channel those feelings into a
force for change [3], boosting others’ moods [38]. Leaders at that level frequently have a
clear awareness of how their words and actions affect others, are sensitive enough to alter
them when those effects are unpleasant [38], and understand the values and culture of the
organization [48]. A leader also possesses organizational awareness, which is the capacity
to interpret the circumstances surrounding emotions within an organization [48].

4.6. Social Skills—Expertise in Emotions

Social skills are defined in Goleman’s theory as our capacity to be visionary leaders,
influence and develop others, communicate effectively, be a change catalyst, manage
conflict, form relationships, work in teams, and collaborate [38]. A leader needs a broad
range of social abilities. It shows trust when people know they can turn to leaders when
times are tough, and being able to see the best in people and situations is a great approach
for developing team relationships. Conflict resolution is a critical leadership skill that
improves workplace harmony. Effective dispute-resolution techniques maintain employee
morale and promote positive working relationships. An emotionally intelligent leader
at this level manages conflict effectively, manages others’ emotions [65], can understand
different practices and perspectives, finds the golden mean that satisfies everyone, creates
Sustainability 2023, 15, 8103 8 of 18

an atmosphere of friendly camaraderie, shows a willingness to cooperate, and tries to get

others to show a willingness to cooperate too [64]. Additionally, managing relationships
effectively entails dealing with people’s emotions [64]. Leaders employ these abilities to
inspire others and resolve conflicts, frequently with humor and friendliness [38]. Building
effective connections require having good social skills, which entails being aware of both
our own and other people’s emotions [48].

4.7. Universality of Emotions—Self-Actualization

To be self-actualized is to reach your fullest potential [66]. A self-actualized individual has
reached their full potential in life via personal development and peak experiences—moments
of intense significance or emotion—and feels fulfilled [61]. Emotional intelligence and
leadership should be viewed as leadership skill that calls for continual improvement and
personal development throughout a person’s lifetime. Leaders at that level are motivated
to establish higher goals for themselves through self-actualization. A self-actualized leader
becomes one’s greatest self, upholds a standard of excellence, achieves personal objectives,
persuades others, and gives all of one’s devotion, talent, energy, and skill [46,67]. The
leader feels the desire to attain a more meaningful life, to cultivate to a greater extent the
most positive elements he/she has been identified as possessing, and to enjoy more deeply
the love and sense of accomplishment that work success brings. A self-actualized leader
possesses the qualities of self-acceptance, self-awareness, and autonomy; follows their
values, ideas, emotions, and beliefs; and comprehends the moral ramifications of their
actions [68].

4.8. Transcendence
Transcendent leadership involves leading at all levels—at the level of oneself, others,
and the organization [57]. A transcendent leader can inspire their immediate followers
to perform above and beyond expectations by giving them special attention, stimulating
their minds, and influencing them according to their ideals by encouraging subordinates to
be more inventive and come up with innovative solutions to problems or new strategies
for achieving the objectives. [69,70]. The leader at that level can convey visions based on
values that will result in a greater degree of competence [57]. Leaders with this competency
recognize and reward others’ accomplishments, talents, and growth; provide insightful
comments and pinpoint others’ areas that require improvement; mentor; provide timely
coaching; help them understand their emotions; assign challenging task; and strengthen a
person’s skills. Leaders at the transcendence level focus their attention and all their energy
on achieving a goal and on completing a mission, without an egocentric character. The
leader creates relationships by examining only the character of the person in front of them
and how good someone is in certain fields of employment, without being interested in
origins, social status, etc. Transcendent leaders encourage followers to look beyond their
limited interests and join forces to achieve a greater good, giving them a sense of power
and significance [71].

4.9. Emotional Unity

At the emotional unity level, leaders must concentrate on the heart and spirit of
each member of the team or organization they lead if they want to create and preserve a
winning team culture that fosters unity and harmony. Everything is interdependent on
one another, but most important is unity with others—a sense of shared values, belonging,
and working together [46]. On a global scale, as influential leaders change the perspectives
of their followers; our communities, societies, and organizations will advance, grow, and
have the good of the whole as their primary goal. Leaders at that level possess humility,
gratitude, modesty, and spirituality [72] and create an organizational culture that is based
on the principles of altruistic love and altruistic actions, allowing leaders and followers
to experience a sense of belonging and be understood and valued [73]. A leader makes
decisions based on what is best for all parties involved, including the environment [9].
Sustainability 2023, 15, 8103 9 of 18

That level is also covered by compassionate love where every individual is viewed as a
whole person with needs, wants, and desires. The employee comes first for the leader
who leads with compassion and love, followed by the individual’s skills, and lastly the
organization as a whole [74]. Emotional unity is associated with greater emotional stability
on a personal level and a sense of harmony with oneself and others, which is associated
with more genuine happiness. As a result, there is a rise in followers’ engagement and
feelings of personal independence [75]. A state of oneness is what is meant by the idea of
unity. This unity may take the shape of numerical unity, institutional solidarity, harmonious
coexistence, or emotional agreement [76].

5. Strategies for Leaders or Potential Ones to Master at Each Level

Organizations, universities, and academic institutions must reorient their training and
education respectively to include the limbic system to improve emotional intelligence. They
need to support people when changing their old behavioral patterns and establishing new
ones, which sometimes calls for an individualized strategy and leads to brain rewiring [77].
In addition, beyond any education, everyone must individually try to develop their emo-
tional skills.

5.1. Emotional Stimuli

Understand what is producing your emotions–responses–reactions [48]. Pay atten-
tion to others’ emotional triggers as well. By having conscious upbringing experiences,
emotional stimuli can be developed [54,78]. There is time built in for introspection, and
these activities mix emotional, cognitive, and sensory inputs. Keep track of how your body
responds to various emotional triggers [44]. The senses can be activated for the recogni-
tion and interpretation of emotional stimuli through sensory stimulation interventions,
body-mind training, and attention training [79].

5.2. Emotion Recognition—Perception—Expression of Emotions

Pay close attention to body language, tone of voice, and facial cues to recognize and
perceive your own and others’ emotions. Express your own emotions when appropri-
ate [48]. Make a plan for where you want to take your emotional expression quotient if
you want to alter it. Monitor your progress. Express yourself openly outside and inside of
the office. Train with facial recognition software exercises [46]. Increase the scope of your
emotional vocabulary to consistently identify and name the right emotion [44].

5.3. Self-Awareness
Use self-observation [80] to understand your strengths, weaknesses, motivations,
emotions, and behavior. Assess how your actions, behaviors, and emotions affect others
at work by watching or thinking about how they react to you. Analyze if the business
decisions taken were wise. Keep track of what you aim to accomplish and then monitor your
progress. Ask for feedback [81] on particular attributes—not to criticize, but to comprehend
your emotions. Practice self-reflection, self-questioning, and introspection [54,60,82,83].
Use self-assessment exercises [47,73]. Concentrate on strengthening the skills they need
improvement in [18]. Ask “what” for self-insight [71]. Practice mindfulness [84]. Write out
your daily emotions and reactions [48].

5.4. Self-Management
Assume accountability for personal performance. Halt, take a breath, and gather
yourself. It can be beneficial to step away for a moment when you find yourself in a
scenario that makes you feel emotionally charged [48]. You can restore your composure
and practice your reflective abilities by physically removing yourself from a situation. Use
breathing exercises, meditation, and mindfulness [48]. Monitor your emotional reactions.
Avoid becoming overwhelmed by dividing your work into manageable chunks. Create and
check strategic visions for the organizations and strategic plans for personal life [57]. Pick
Sustainability 2023, 15, 8103 10 of 18

your words wisely [77]. Pause and think about the causes of a failure [77]. Use optimistic
self-talk [85].

5.5. Social-Awareness—Empathy—The Discrimination of Emotions

Pay attention to your surroundings by keeping yourself informed of the actual situ-
ation [86]. Keeping an eye on the atmosphere at your workplace can help you to decide
the best course of action for fostering harmony among your staff. Focus on the speaker’s
body language, tone of voice, facial expressions, and word choice as you engage in active
listening [87]. To be sure you comprehend, repeat back what you have heard [48]. To
receive more information and clarification, ask questions [87]. Consider things from the
viewpoint of another person by placing yourself in their position. Seek advice from others
on different approaches to challenges. Acknowledge the uniqueness of each person [46].
Explore, learn about others, and embrace similarities and differences [48]. Consider other
people’s emotions and respond accordingly [48].

5.6. Social Skills—Expertise in Emotions

Use communication and collaboration to achieve common objectives [88] and conflict
management. Apologize if necessary; then, change your behavior as necessary. Tell the
truth and be honest with the people you interact with [48]. Become curious about new
people and the contributions they can bring to the team’s objectives [46]. Give them a chance
to express their thoughts/perspectives/emotions [88]. Show respect. Take on responsibility.
Using nonverbal cues to show others that you are paying attention and actively listening.
Say “Thank you”. Praise. Be a good listener [77], and ask questions [12]. Be approachable
and have a positive attitude. Use laughter for a positive emotional state [87]. Use precise,
easily understood language, and be as explicit and specific as you can [48].

5.7. Universality of Emotions—Self-Actualization

Accept yourself and the selves of others [89]. Listen to the inner voices of your
emotions. Recognize your defenses and try to let them go. Go beyond your comfort zone.
Set specific, attainable goals for your team and organization [86,90], determine what is
feasible, what are the top priorities, and what you need to do to achieve them [46]. Identify
what brings you joy. Celebrate team progress [90]. Make short-term or long-term goals for
yourself, do your best to achieve them, and track your progress [44].

5.8. Transcendence
Recognize what others need in order to grow, and support them in that [67]. Create
opportunities [46]. Enumerate the various types of personalities that exist. Use positive
encouragement [86]. Use meditation to rise above ego and shift from problem solving to
purpose finding. Consider your team’s potential. Use perseverance, effort, creation, and
hard work when faced with a challenging task. Inspire your team with goals [90]. Accredit
other people’s work. Giving someone a piece of valuable feedback to help them modify
their behavior and emotions [48].

5.9. Emotional Unity

Use mindfulness. Identify the needs of each team member, and then have everyone
work together to address those requirements. Use togetherness and enjoyment [46]. Spend
time with the staff [46]. Focus on others, recognize others’ abilities and contributions, and
be willing to learn [74]. Treat people with respect and consideration for their rights [91]. Use
meditation, prayer, spiritual exercises, yoga, outdoor walks, journaling, and institutional
settings (e.g., rooms for inner silence and reflection) [73]. Lead calls for concentration and
for producing harmony [76].
All these strategies help modify several critical mental processes to enable more
optimistic and positive thought patterns that can significantly affect an individual’s perfor-
mance [92]. Emotional intelligence is an important leadership trait. The development and
 tt ff

Sustainability 2023, 15, 8103 11 of 18

cultivation of EI, taking into consideration the levels of the EI pyramid, and practicing the
corresponding skills and strategies will lead to positive outcomes fffor the leaders or students
who may have leadership roles in the future. These positive outcomes include personal and
professional well-being, positive brain rewiring, and organizational climate/effectiveness
and emotional climate (Figure 2). The organizational climate/effectiveness entails goal
achievement, productivity, conflict management, organizational performance-satisfaction,
turnover intentions, and all the other overly important working variables [33] that are
tt
equally important to the flourishing and survival of a company or organization, along with
any other technical skills required. Moreover, emotional climate indicates a specific type
of organizational climate [93], which focuses on the general attitude of the organizational
members toward their peers, ff leaders, and the company as a whole [94]. The emotional
development of the leader will influence and improve the emotional intelligence of the
employees, increasing their effectiveness both professionally and personally.

Figure 2. Successive progressive steps for positive results from the development of EI.

6. New Technologies for Enhancing Emotional Intelligence in Leadership

ICT tools are now used to a great extent and leveraged everywhere in all sectors. One
area is the development of emotional intelligence. Considerable research and efforts have
been made to create technological tools that will cultivate skills in ff leaders or students
studying to potentially lead in the future. Some of these tools also aim to develop emotional
skills. In addition, virtual teams are now expanding and bringing together individuals
from various cultural backgrounds [95]. To be able to track and oversee ongoing team
performance, those in charge of managing virtual teams should develop their EI and must
undertake several tasks within the team while also helping the members to become a single,
cohesive entity [96]. This could be achieved through the adoption of strategies, but also
through the use of technological tools.
Serious games can be a novel approach for assessing, training, and evaluating lead-
ership abilities, according to research [97,98], and they could stimulate entrepreneurial
learning [99]. Since all players experience the same decisions and challenges and base their
judgments on the same facts, serious games may be a more effective way to assess and
build leadership skills [100].
A game called “FLIGBY” is used to measure and improve emotional intelligence
abilities in the context of an entrepreneurship discipline that multidisciplinary students
from management and computer engineering schools attend. It refers to the effective
administration of a winery—a business involved in the production of wine—and the
realization of the best outcomes in terms of the economic spectrum. As a result, for the
users to accomplish something similar, it is necessary to ensure an environment of harmony
and positive emotions within the business, which enables the achievement of collaboration
in a wider range of business contexts [101].
Another serious game is “Systems Snapshot” which was created to improve knowl-
edge of complex organizational models, specifically leadership and communication in
complex systems. It is presented as a real-time role-play. Learning with System Snapshot
includes both experiential co-creation of practice and imaginative co-creation of knowl-
Sustainability 2023, 15, 8103 12 of 18

edge. Empathy, which entails acting simultaneously as the role-player and as themselves,
increases mutually developing knowledge [102].
Young people are also encouraged to enhance their emotional competence in order
to be able to recognize and express their feelings and to establish effective online and
offline communication through the League of Emotions Learners (LoEL) initiative [21].
People could benefit from this gaming app by becoming more aware of their emotional
intelligence, by being able to recognize the advantages of managing their emotions, and by
learning how to express emotions and communicate through videos, pictures, and audio.
The project is particularly focused on professional environments. They can also gain from
understanding how new technologies, as well as their behavior and non-verbal signs, can
be used to convey emotions and influence interaction.
The Dharma Life Program is a cutting-edge method for raising emotional intelligence
that targets personality flaws and stimulates neuroplasticity using a smartphone applica-
tion and coaching [103]. Through the program’s use of neuroplasticity, users can make
their maladaptive traits more adaptive, raising their emotional intelligence. The Dharma
Life Program was administered to 26 participants in a leadership development context.
According to the research, completing the Dharma Life Program opens up a new door for
enhancing emotional intelligence skills.
Furthermore, virtual reality games may examine the impact of a leader’s emotional
intelligence and transformational leadership on the efficiency of a virtual team through
Massively Multiplayer Online Games (MMOGs) [104]. Numerous studies of MMOGs
have shown similarities in skills across the game and organizational environments and the
cultivation of emotional and social skills [105,106].
Finally, chatbots, another smart technology, can feel, comprehend, and interpret human
emotions, and they are getting better at distinguishing emotions during team communi-
cation. Systems having these capabilities—sensing emotive signals as well as contextual
data—have been seen as more gratifying and stimulating. To enable a more advanced
observation of interpersonal communication skills and the development of EI capabilities,
efforts have been made to construct intelligent conversational agents (chatbots) [107–109].

7. Discussion
In general, emotional intelligence is not a new concept. It is based on a long history
of theory and research by sociologists, psychologists, and other scholars and researchers.
From the studies that have been conducted so far, there seems to be evidence linking
emotional intelligence to both effective leadership and a person’s overall success in life.
A leader must possess a broad set of emotional intelligence skills to be able to deliver
results, achieve a vision, act as a vehicle for creativity and entrepreneurship, create a
fertile organizational climate for happy and productive employees, and generally lead the
organization to multifaceted success.
Authentic leadership requires putting emotional intelligence into action. A fundamen-
tal task of the leader is to generate enthusiasm, optimism, and passion for work, as well as
to cultivate a climate of teamwork, cooperation, and trust. The development of Emotional
Intelligence is quite a challenging prospect, ensuring not only professional success but also
a better and more meaningful relationship with ourselves, as well as personal satisfaction
and fulfillment.
Ascending the levels of the emotional intelligence pyramid leads to an increase in
a leader’s emotional intelligence and simultaneously leads to the cultivation of many
cognitive, metacognitive, and metaemotional skills necessary for life. There is extensive
reference and analysis to the specific pyramid model and its stratification structure, skills,
and strategies that can be adopted and trained [43,44], as the overall goal is the evolution
and development of the individual. Most importantly, students and adults must compre-
hend that the brain has to practice new skills repeatedly for them to be rewired for the
development of new brain connections to take on a new behavior.
Sustainability 2023, 15, 8103 13 of 18

This article shows how each level of the pyramid of emotional intelligence is reflected
in a leader, and it shows what those characteristics are that he/she should have at each
level to increase his/her emotional skills and be emotionally intelligent. At the same
time, strategies and techniques were presented that, through practice and training, can
strengthen each level of the pyramid and, by extension, lead to self-improvement and self-
determination. All this effort could be supported by technological tools in the leadership
field that, in the future, may be more and more easily available.
Since research has demonstrated a positive correlation between emotional intelligence
and leadership in a variety of disciplines, emotional intelligence skills based on the pyramid
model of EI and its strategies to improve it can have practical implications in all types
of leadership styles. Organizations need to develop their emotional capital to deal with
problems such as poor morale, organizational stress, high staff turnover, and a lack of
work–life balance. This is necessary for effective corporate governance [110]. In addition,
studies have shown that the everyday practice of prioritizing the welfare of others has a
reciprocal impact on business relationships and on how clients, partners, employees, and
customers are handled [111]. Furthermore, leadership is regarded as both a science and
an art in the field of education because someone in charge of a school unit must have a
thorough understanding of the human element [112,113]. The head of the school must
be a strong advocate for emotional intelligence in leadership, while also being adaptable,
fluid, self-aware, flexible, and empathetic. According to studies, emotional intelligence is
also recognized as a crucial and highly relevant prerequisite for academic leadership in
higher education [114]. Academic leadership also benefits most from emotional intelligence
skills linked to empathy, motivating and guiding others, and effectively managing oneself.
Additionally, emotional intelligence is strongly supported as a component of programs
for developing physician leaders to improve doctors’ leadership abilities over the course
of their careers [115]. Studies’ findings supported the idea that clinical governance can
help doctors use their emotional intelligence and ethical corporate social responsibility as
catalysts for knowledge sharing [116]. Clinical governance is a transcendent power that
directs clinicians in healthcare organizations toward patients and other clinicians.
First, leadership training programs and courses that include the pyramid model and
its strategies that prepare adults and students to lead effectively in organizations to improve
their strengths further and build a self-development plan should be developed. Students’
capacities to strategically map their careers and evaluate and build key leadership qualities
that are essential to job success are more crucial than ever in today’s dynamic and uncertain
global and technological surroundings. Some leadership courses emphasize “whole person”
development and are grounded in the idea that adult sustainable behavioral change needs
to be intentional [117]. Students who are taught emotional intelligence techniques in MBA
programs reflect more favorably on their leadership potential and demonstrate how these
techniques improved teamwork [118]. It is preferable to make a more global and complete
effort for their strategies, techniques, and adoption. By putting the proposed theoretical
pyramid model and its strategies into practice by including them in courses, active personal
participation provides a crucial dimension for teaching pupils about these subjects. Both
inside and outside of business schools, colleges, and universities, developing student lead-
ership should be a top priority. This could include ethics, values, social–emotional skills,
decision making, growth, empowerment, and problem-solving [119]. The development of
leadership skills can be carried out even in teenagers, as has already been achieved through
various programs [120], but with the inclusion of emotional–social skills such as those of
the pyramid of emotional intelligence.
Moreover, leadership training workshops, seminars, and organizational activities in
professional environments can be designed that include the strategies mentioned for each
level to improve emotional intelligence. These workshops could also include a mix of
performance-based assessments, self-reports, and 360-degree measures [121–123].
In addition, more mobile applications and corporate serious games could be created
that would be solely aimed at cultivating emotional intelligence by taking into account the
Sustainability 2023, 15, 8103 14 of 18

skills and strategies that have been reported in this study. Finally, smart technologies such
as artificial intelligent agents, affective chatbots, and virtual immersive technologies could
be developed and be available for use in targeting the aforementioned emotional abilities
and techniques for improving the EI of leaders and teams.
The behavior of leaders and managers can make a difference in the happiness and
well-being of employees by influencing their emotional lives. That is, the leader should be
emotionally intelligent (not emotional) and act as an emotional guide for the team. Leaders
should manage with emotion and logic at the same time, since they can achieve better
organizational results.
Without assistance from others, we cannot change our leadership style or increase
our emotional intelligence. We must receive input on how our behavior affects others,
and we must monitor our development concerning our learning agenda. Leadership with
emotional intelligence is not a result. It is a never-ending process of learning, trying new
things, failing, succeeding, and feeling satisfied. Technical know-how and intelligence
are crucial components of effective leadership, but emotional intelligence pyramid skills,
the aforementioned strategies, personal conscience, and self-determination are necessary
ingredients that are missing from the formula.

8. Conclusions
This study presented the nine-layered pyramid model of EI and the emotional skills
that each level encompasses to help leaders or future student-leaders gradually move to
the next levels of emotional intelligence. The proposed model has already examined and
integrated the knowledge derived from established emotional theories [48] and from the
study of the existing literature that includes skills and strategies that a leader must possess
and adopt gradually and hierarchically to be emotionally intelligent for beneficial results
in personal–professional well-being and team effectiveness. The pyramid of emotional
intelligence and its correspondence in the field of leadership was based on the need to
upgrade leaders with the emotional skills required for personal well-being and for a better
and more effective professional environment. The research showed that the skills and
strategies mentioned have the potential to cultivate and enhance the emotional intelligence
of leaders and potential leaders. In addition, studies have shown that new and smart
technologies can be a helpful tool for the development of leaders’ EI and team effectiveness.
To maximize the advantages of these strategies, more research is needed on how to integrate
the pyramid of emotional skills and strategies into programs, seminars, courses, and
workshops for a comprehensive and holistic approach. Finally, it is crucial to conduct more
research on cutting-edge technologies that can support the training of EI in leadership. This
is important for raising the standard of leadership in education and working environments.

Author Contributions: A.D., C.P. and C.S. contributed equally to the conception, development,
writing, editing, and analysis of this manuscript. All authors have read and agreed to the published
version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: Not applicable.
Conflicts of Interest: The authors declare no conflict of interest.

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