The Influence of Work Motivation on Emotional

Intelligence and Team Effectiveness

Abdul Kadir Othman, Hazman Shah Abdullah and Jasmine Ahmad

Empirical evidence on the role of Emotional Intelligence (EI) in service providers’ team role effectiveness is
inconclusive despite the obvious conceptual link. The purpose of this paper is to look into the moderating effect
of work motivation on the relationship between EI factors (Self Emotional Appraisal, Others’ Emotion Appraisal,
Regulation of Emotion, and Use of Emotion) and team role effectiveness. Analyses of 167 responses from service
providers and their superiors revealed that the interactions between work motivation and Self Emotional Appraisal
(SEA) and between work motivation and Others’ Emotional Appraisal (OEA) have significant affect on service
providers’ team role effectiveness. The effect of SEA on team role effectiveness is positive for those with low work
motivation while for the high work motivation group, the effect is initially positive but turns negative at high SEA
levels. The effect of OEA on team role effectiveness is higher for low work motivation group and for both low
and high motivation groups, the moderation effect is positive at the low to moderate levels of OEA but becomes
negative at high levels of OEA. The findings indicate that the effect of SEA and OEA on service provider’s team
role effectiveness is moderated by work motivation, the effect is complex and counter-intuitive. Implications for
managerial practices and future research are discussed.

Key Words: Emotional Intelligence, Team Role Effectiveness, Work Motivation, Positive
Drive

INTRODUCTION however, not conclusive. (Feyerherm and Rice, 2002; Frye

I
n today’s changing marketplace, teams have become
the main unit of organisation for service delivery.
Team role has been defined as working with co-
workers and team members, toward success of the firm
(Welbourne, Johnson and Erez, 1998). Recognising
this reality, team role has been included in some work
performance models to better reflect the practice (Borman
and Motowidlo, 1997; Campbell, 1990). Consequently,
employee’s work effectiveness depends on his/her ability
to effectively manage the emotions within their respective
work teams i.e. team role effectiveness. In this regard,
emotional competencies or intelligence, more than
other competencies are arguably key to successful work
effectiveness (Goleman, 1995). Studies have theorised
that employees’ team role effectiveness can be achieved
when they hold certain abilities such as the Emotional
Intelligence (EI) abilities (Frye, Bennett and Caldwell,
2006; Jordan and Troth, 2004; Shaffer and Shaffer, 2005;
Jordan, Ashkanasy, Hartel and Hooper, 2002b; Rice, 1999;
Stough and De Guara, 2003). The empirical results are,
et al., 2006).
Consequently, service i.e. service types (Silvestro,
Fitzgerald, Johnson and Voss, 1992; Bachman, Stein,
Campbell and Sitarenios, 2000; Martin Jr, Easton, Wilson,
Takemoto and Sullivan, 2004), work variables i.e. high
and low emotional labour requirement (Wong and Law,
2002), and personal variables i.e. motivation (Carmeli,
2003) and personality traits (Saklofske, Austin, Galloway
and Davidson, 2007), have been conceived and tested
as moderating the relationships between EI and
team role effectiveness in service organisations. It is
the aim of this paper to test the moderating effects
of work motivation of the service employees on the
influence of EI on team role effectiveness in a high context
culture – Malaysia (Hofstede, 1990).
In the following sections, the literature on EI,
team role effectiveness and work motivation and their
interrelationship are reviewed to draw hypotheses for
empirical testing.
2 • Othman, Abdullah and Ahmad
Emotional Intelligence and Team Role
Effectiveness
Managing an effective team is the most challenging task
since it involves complex processes. A number of factors
may affect team effectiveness even at its early stage of
development. For example, there are studies that look into
the role of positive and negative emotions in team. George
(1990) investigating personality, affect and behaviour in
groups asserted that affective tone; the ongoing emotional
reactions of work team members, was found to affect
the group. Positive affective tone groups had lower
absenteeism, and less negative tone teams exhibited more
helping behaviours. On the other hand, Desivilya and
Yagil (2005) found that positive intra-group emotional
states were associated with cooperative (integrating
and compromising) patterns of conflict management,
positive as well as negative emotions were associated
with contentious (dominating) patterns, whereas negative
emotions were associated with avoidance patterns.
The findings are due to the emotional contagion effects
where the positive emotional contagion group members
experienced improved cooperation, decreased conflict, and
increased perceived task performance (Barsade, 2002).
Developing effective team, Druskat and Wolff (2001)
asserted that teams “must be mindful of the emotions of
its members, its own group emotions or moods, and the
emotions of other groups and the individuals outside its
boundaries.” They argued that EI does not guarantee team
performance but enables teams to establish norms for
group maintenance behaviours, which involve building
trust, group identity, and group efficacy. “Group emotion
results from both the combinations of individual-level
affective factors that group possess as well as from group-
or contextual-level factors that define or shape the affective
experience of the group” (Kelly and Barsade, 2001). A
study on emotions and team processes by Peslak (2005)
is beneficial in understanding the impact and evolution
of emotions in teams. He found that team emotions at the
beginning of the project were more positive and negative,
however, they increased in intensity over the project life
with negative emotions grew more than positive emotions.
He also found that the initial emotions did not significantly
affect overall team processes but the final emotions did.
Studies have shown that EI affects team or group
performance. Investigating EI abilities, personality traits
and work performance, a study found that EI abilities
enhanced the effects of agreeableness on task and contextual
performance indicating that individuals possessing a
personality trait that predisposes them to get along with
others, such as team player, are even more effective in task
role as well as contextual role when they posses high EI
abilities (Shaffer and Shaffer, 2005). Frye, Bennett and
Caldwell (2006) found that interpersonal EI, a component
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
of EI as measured by Bar-On’s EQ-I (1997), predicted
team task orientation and team maintenance functions.
Besides, the level of work team cohesion, the level of team
trust, the level of team creativity, team decision making
ability, social loafing and team performance have been
proposed to be related to EI level of team members (Prati,
Douglas, Ferris, Ammeter and Buckley, 2003). Specifically,
having high EI abilities, a team member would be able to
cooperate with each other in order to facilitate effective
problem solving activities as well as to achieve high team
performance. Abraham (1999) hypothesised that EI would
have a positive effect on the organisational outcomes;
among other things, work-group cohesion through the
creation of harmonious relationships among members.
To further support the influence of EI on team
performance, Jordan and Troth (2004) found that EI
contributes to integrative conflict resolution styles and
team performance. Individuals with high EI preferred
to seek collaborative solutions when confronted with
conflict. Besides, Rice (1999) suggested that EI plays a
role in certain aspects of effective team leadership and
team performance. Similarly, Stough and De Guara (2003)
found that emotional control was positively related to the
ability to work as a team member towards the success of
the organisation. Likewise, Feyerherm and Rice (2002)
found that understanding emotion and managing emotion
were positively correlated with some measures of team
performance especially with regard to customer service
dimensions suggesting the importance of EI in customer
service environment. Perlini and Halverson (2006)
found both intrapersonal competency and general mood,
components of EI as measured by Bar-On’s EQ-i (1997),
predicted number of National Hockey League points
and games played. Another study by Jordan, Ashkanasy,
Hartel and Hooper (2002b) found that the average EI team
predicted team performance, high EI teams operated at
high level of performance throughout the study period,
whereas, low EI teams initially performed at low level,
but matched the performance of the high EI teams by the
end of the study period. The findings suggest that high
EI teams appeared to have the necessary skills from the
beginning to perform well against goal focus and process
criteria and that low EI teams showed to lack these skills.
Rapisarda (2002) investigated the impact of EI on work
team cohesiveness and performance by utilising Emotional
Competency Inventory (Boyatzis and Goleman, 1998) on
18 teams in an Executive MBA programme. She found that
EI competencies of influence, empathy, and achievement
orientation were positively related to students and faculty
ratings of team cohesiveness. She also found that empathy
was positively related to student and faculty ratings of
team performance, whereas achievement orientation was
positively related to student ratings of team performance.
 The Influence of Work Motivation on Emotional Intelligence and Team. Effectiveness Relationship • 3
Emotional Intelligence and Work Motivation
There is little evidence to relate Emotional Intelligence
(EI) with work motivation. However, structural equation
analyses clearly supported Mayer and Salovey’s (1997)
conceptualisation that motivation is a factor related to EI
but is not a component part of the EI construct (Christie,
Jordan, Troth and Lawrence, 2007). Using McClelland’s
(1961) theory of motivation, they found that Regulation
of Emotion is related to achievement need whereas the
appraisal of others’ emotions is related to affiliation need
(Christie et al., 2007). In service occupations, employees
are dealing with high emotion work. They are required to
effectively manage their emotions so that they can perform
their jobs well. Work motivation plays its role in urging the
employees to use EI to achieve effective performance on
their jobs. Those with high work motivation tend to have
higher EI than those who do not.
Previous research works have shown that EI directly
or indirectly affects employees’ motivation through their
attitudes, behaviours and outcomes. Wong and Law (2002)
found that employees’ EI affects their job satisfaction
and performance. Besides, Schutte and colleagues (2002)
found that higher EI was characteristically related to
positive moods and higher self-esteem. Similarly, Furnham
and Petrides (2003) showed that the EI trait contributed
significantly to the explanation of the variance in happiness
after the personality traits (Big Five) had been accounted
for. Happy employees are more motivated at their job.
Carmeli (2003) in his study of senior managers with a high
EI employed in public sector organisations found that EI
augments positive work attitudes, altruistic behaviour and
work outcomes, and moderates the effect of work-family
conflict on career commitment but not the effect on job
satisfaction. However, a study conducted at nine restaurant
franchise found that food service employees’ EI was
positively associated with job satisfaction and performance
(Sy et al., 2006).
Likewise, in a study of a group of managers, Lopes,
Grewal, Kadis, Gall, and Salovey (2006) found the
association between EI abilities and affective proxies of
job satisfaction measured via self and supervisor reports.
A study of nurses in Ankara hospital, Turkey found that EI
was significantly and positively related to job satisfaction
and organisational commitment (Güleryüz, Güney, Aydin
and Asan, 2008). Specifically, job satisfaction was found
to be related to Regulation of Emotion and Use of Emotion
but not to other dimensions of EI. It was also found that job
satisfaction is a mediator between EI and organisational
commitment (Güleryüz et al., 2008). A recent study
conducted by Carmeli, Yitzhak-Halevy and Weisberg
(2009) found that there was a positive association between
EI and psychological wellbeing components – self-
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
esteem, life satisfaction, and self-acceptance. Employees
experiencing wellbeing may function better than employees
who experience emotional deficit.
The research findings indicate that EI is renowned
to yield employees’ positive attitudes, behaviours and
outcomes, which represent employees’ motivation states.
High emotionally intelligence employees are more adept at
recognising emotions of self as well as others, regulating
them and using them to facilitate performance than those
with low EI abilities. Besides, high emotionally intelligence
employees are able to develop positive thoughts towards
their job that significantly lead to improved motivation.
Moreover, high emotionally intelligence employees are
able to suppress their negative feelings, such as unhappy
with the recent pay increase or dissatisfied with this year
performance appraisal, through the Regulation of Emotion
ability. Those with the ability are able to engage or disengage
with particular emotions in order to rapidly recover from
continually experiencing psychological distress. It has
been fairly established that EI is to negatively related to
stress (Slaski and Cartwright, 2003). Based on the general
premise, the following hypotheses are developed:
H1: Work motivation significantly moderates the
relationship between EI and peer’s evaluation of
service providers’ team role effectiveness.
H2: Work motivation significantly moderates the
relationship between EI and supervisor’s evaluation
of service providers’ team role effectiveness.
Measures
The independent variable; service providers’ EI, was
measured by using a 16 items self-rated EI scale developed
by Wong and Law (2002) (WLEIS). This scale is based
on Salovey and Mayer’s (1990) original conceptualisation
of EI. Besides, previous studies support the scale’s factor
structure, internal consistency, convergent, and discriminant
validity (Law et al., 2004; Sy et al., 2006; Wong and Law,
2002). The conceptual definition of WLEIS is as follows:
Self Emotional Appraisal (SEA)
The individuals’ ability to understand their deep emotions
and be able to express these emotions naturally. A sample
item is “I have a good sense of why I have certain feelings
most of the time.”
Others’ Emotional Appraisal (OEA)
The ability to perceive and understand the emotions of
those people around them. A sample item is “I always
know my friends’ emotions from their behaviour.”
Regulation of Emotion (ROE)
The ability of people to regulate their emotions, which will
4 • Othman, Abdullah and Ahmad
enable a more rapid recovery from psychological distress.
A sample item is “I am able to control my temper so that I
can handle difficulties rationally.”
Use of Emotion (UOE)
The ability of individuals to make use of their emotions by
directing them towards constructive activities and personal
performance. A sample item is “I always set my goals for
my self and then try my best to achieve them.”
Service providers rated each of the five items based
on a 7-point scale ranging from 1 (totally disagree) to 7
(totally agree). The original authors have reported that
the reliability estimates (coefficient alphas) for the four
dimensions of self-emotion appraisal, others-emotion
appraisal, regulation of emotion and use of emotion
were .89, .85, .76, and .88, respectively. In this study, the
reliability estimates for the four dimensions of EI were .90,
.89, .92, and .89, respectively.
The dependent variable; team role effectiveness, was
measured by using a four-item Team Role assessment
adapted from Welbourne, Johnson and Erez’s (1998) Role
Based Performance Scale (RBPS). The assessment of
service providers’ team role effectiveness was performed
by service providers’ peers as well as their supervisors in
order to avoid measurement bias (Podsakoff, MacKenzie,
Lee and Podsakoff, 2003). A sample item for team role is
“Working as part of a team or work group.” Each items
is rated on a 5-point scale ranging from 1 (needs much
improvement) to 5 (excellent). In this study, the reliability
estimate for the factor was 0.87 for peer’s evaluation and
0.90 for supervisor’s evaluation, indicating that the scale is
highly reliable to measure the construct.
Work motivation, the moderator, was assessed by
using five items from the originally six items developed
by Hackman and Oldham (1975). A sample item for the
measure is “my opinion of myself goes up when I do this
job well.” Service providers rated each of the five items
based on a 7-point scale ranging from 1 (strongly disagree)
to 7 (strongly agree). In the Hackman and Oldham’s earlier
study, it was reported that the Spearman-Brown reliability
of this index was 0.81. In the present study, factor analysis
was conducted and the results revealed the existence of two
Table 1: Profile of Companies
Types of participating companies Frequency Percent
Accounting services 15 9.0
Banking and consultation 17 10.2
Banking services 21 12.6
Call centre 16 9.6
Consultation 6 3.6
Courier services 10 6.0
Total usable questionnaires
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
factors underlying the internal work motivation measures.
The factors were identified as Positive Drive and Negative
Drive. The former refers to the positive feelings associated
with successful accomplishment of work and later refers
to the negative feelings associated with unsuccessful
accomplishment of work. The Cronbach’s alpha for the
first factor is 0.78 and for the second factor is 0.75, which
are highly reliable to measure the constructs.
The demographic variables, which comprise
respondent’s age, gender, marital status, job position, job
experience and education, were controlled so that the
observed associations were not spuriously caused by these
variables (Lopes et al., 2006) and to rule out an alternative
explanation of any results (Côté and Miners, 2006).
Research Sample
A total of 400 questionnaires were distributed to service
employees attached to 40 service companies located
in Selangor and Kuala Lumpur. These companies had
earlier expressed their willingness to participate in the
study. Questionnaires were distributed through the human
resource managers of each participating company. These
managers were initially explained to randomly distribute
the questionnaires to their respective employees (self-
selected respondents) (Bhaskaran and Sukumaran, 2007).
The completed questionnaires were collected within the
period of one month after the date of distribution. The
process of questionnaires distribution and collection took
approximately six months from October to March 2008.
Out of the 400 questionnaires distributed, a total of
188 were returned, yielding a response rate of 47%, which
is consistent with other studies (Baruch and Holtom,
2008). From the figures, 19 responses were found to be
non-usable and were excluded from subsequent data
analyses. Thus, only 167 questionnaires (41.75%) were
coded and analysed. Hales and Mustapha (2000) raised the
issue of access problems during their research in Malaysia,
but decided to use limited and imperfect data. If treated
appropriately and circumspectly, the results still offer
insights into relationships under investigation (Hales and
Mustapha, 2000). Table 1 shows the response rate for each
Types of participating companies Frequency Percent
Hotel services 17 10.2
Insurance services 14 8.4
Investment services 15 9.0
Legal services 11 6.6
Sales and services 10 6.0
Telecommunication 15 9.0
167 100.0
 The Influence of Work Motivation on Emotional Intelligence and Team. Effectiveness Relationship • 5
Table 2: Profile of Respondents
Types of participating companies Frequency Percent
Accounting services 15 9.0
Banking and consultation 17 10.2
Banking services 21 12.6
Call centre 16 9.6
Consultation 6 3.6
Courier services 10 6.0
Total usable questionnaires
type of participating company in this study. The company
names were not shown for the purpose of anonymity.
Profile of Respondents
Respondents were asked about their job position, age,
gender, marital status, job experience and educational
qualification. As shown in Table 2, the mean age for overall
service was 30.11. Analysing the gender distribution, it
was slightly higher for females. Out of 167 respondents,
69 (41.3%) were males, 84 (50.3%) were females and 14
(8.4%) were unidentified. Thus, it can be said that gender
distribution was quite similarly dispersed between the two
groups.
With regard to marital status, out of 167 responses, 71
(42.5%) of the respondents were single and 82 (49.1%)
were married while 14 (8.4%) were unidentified. Pertaining
to job position, out of 167 responses, 109 (65.3%)
respondents were holding non-managerial positions
while 43 (25.7%) were holding managerial positions. 15
(9.0%) respondents were unclassified. Examining the
respondents’ job experience, 48 (28.7%) have less than
two years experience, 48 (28.7%) have between two
to six years experience, 27 (16.2%) have between six
to ten years experience, 29 (17.4%) have more than ten
years experience on the job. 15 (9.0%) respondents were
unclassified. Concerning educational qualification, 40
(24.0%) respondents have certificate, 35 (21.0%) have
received diploma level education, and 76 (45.5%) have
bachelor or higher level of education.
Restatement of Hypotheses
Based on the results of factor analysis, the following
hypotheses are suggested:
H1: Work motivation significantly moderates the
relationship between EI and peer’s evaluation of
service providers’ team role effectiveness.
H1a: Positive drive moderates the relationship
between EI and peer’s evaluation of service provider’s
team role effectiveness.
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
Types of participating companies Frequency Percent
Hotel services 17 10.2
Insurance services 14 8.4
Investment services 15 9.0
Legal services 11 6.6
Sales and services 10 6.0
Telecommunication 15 9.0
167 100.0
H1b: Negative drive moderates the relationship
between EI and peer’s evaluation of service providers’
team role effectiveness.
H2: Work motivation significantly moderates the
relationship between EI and supervisor’s evaluation
of service providers’ team role effectiveness.
H2a: Positive drive moderates the relationship
between EI and supervisor’s evaluation of service
provider’s team role effectiveness.
H2b: Negative drive moderates the relationship
between EI and supervisor’s evaluation of service
providers’ team role effectiveness.
Reliability Analysis
The reliability analysis was conducted by computing the
Cronbach’s alpha for each measure. The reliability of
a measure indicates the stability and consistency of the
instrument in measuring a concept and helps to assess the
goodness of a measure (Sekaran, 2000). The Cronbach’s
alphas for independent variables are in the range of .89
to .92, for the dependent variables are 0.87 and 0.90, for
Positive Drive is 0.78 and for Negative Drive is 0.75,
indicating that the measures have high internal consistency
exceeding Nunnally’s (1978) threshold of 0.70.
Correlation Analysis
As indicated in Table 3, all EI variables were moderately
correlated with each other, suggesting a convergent
validity. Similarly, all variables for work effectiveness
were moderately correlated with each other, signifying
a convergent validity. Positive Drive was significantly
correlated with all EI variables but not with team role
effectiveness, suggesting a possible interaction effects.
Negative Drive was only correlated significantly with
Positive Drive and team role effectiveness and not with
all the EI variables. Although some variables were not
significantly correlated with each other, they were still
considered for subsequent analyses in order to investigate
the possible interaction effects between independent and
moderating variables and their influence on the dependent
variables.
6 • Othman, Abdullah and Ahmad

Table 3: Correlation Analysis

No Mean SD 1 2 3 4 5 6 7 8
1 SEA 5.51 .93 (0.90)
2 OEA 4.87 .86 .514** (0.89)
3 ROE 5.00 .95 .301** .371** (0.92)
4 UOE 5.60 .81 .498** .520** .475** (0.89)
5 Positive Drive 6.03 .80 .291** .295** .157* .328** (0.78)
6 Negative Drive 5.49 1.13 .027 .043 .057 .050 .266** (0.75)
7 Team Role (P) 3.94 .66 .080 .095 .190* .090 .076 -.138 (0.87)
8 Team Role (S) 4.10 .69 .074 .036 .011 .071 -.066 -.180* .408** (0.90)

Table 4: Multiple Regression Results of Positive Drive as Moderator in the Relationships between EI and Peer’s as
well as Supervisor’s Evaluation of Team Role Effectiveness
Peer’s evaluation of Team Role Supervisor’s evaluation of Team Role
M1 M2 M3 M4 M1 M2 M3 M4
Std β Std β Std β Std β Std β Std β Std β Std β
Control variables
Age .044 .014 .016 .011 .146 .159 .158 .122
Gender -.006 .024 .014 .018 -.162** -.148* -.142* -.122
Marital status -.001 .017 .017 .011 .071 .067 .067 .039
Job position -.036 -.069 -.070 -.068 -.219** -.217** -.216** -.208**
Job exp.: <2 years .016 .001 .010 .015 .104 .126 .120 .127
Job exp.: 2-6 years -.057 -.092 -.090 -.101 -.043 -.033 -.033 -.090
Job exp.: 6-10 years .047 .049 .049 .047 .038 .043 .042 .020
Education: certificate .050 .041 .052 .063 .201** .225** .218** .261***
Education: diploma .000 -.010 -.003 -.007 .014 .015 .010 -.015
Model Variables
SEA .018 .011 .000 .025 .029 .007
OEA .038 .033 .021 .043 .047 -.027
ROE .200** .199** .211** -.054 -.054 -.009
UOE -.014 -.027 -.030 .090 .099 .077
Moderating variable
Positive Drive .057 .074 -.038 .006
Interaction terms
SEA x Positive Drive .067 .230**
OEA x Positive Drive -.073 -.353***
ROE x Positive Drive -.035 -.068
UOE x Positive Drive -.009 -.083
R² .012 .056 .059 .062 .130 .143 .144 .232
Adjusted R² -.044 -.024 -.028 -.052 .080 .070 .065 .139
R² Change .012 .044 .003 .004 .130 .013 .001 .088
F Change .216 1.770 .423 .156 2.596 .583 .208 4.252
Significance F Change .992 .138 .517 .960 .008 .675 .649 .003
Durbin-Watson 2.061 1.825

VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009

 The Influence of Work Motivation on Emotional Intelligence and Team. Effectiveness Relationship • 7
Notes: (P) peer’s evaluation; (S) supervisor’s
evaluation; ** Correlation is significant at the 0.01
level (2-tailed); * Correlation is significant at the
0.05 level (2-tailed). Cronbach’s alpha reliability
coefficients are along the diagonals in parentheses.
Results
The analysis deals with testing the moderating effects of
Work Motivation (Positive and Negative Drives) on the
relationship between EI variables, and service providers’
team role effectiveness. Bedeian and Mossholder’s (1994)
argument is referred to which mentioned that a statistically
significant (from zero) value of multiple regression R² is not
required before one is allowed to test for the significance
of a regression weight for an interaction term. Hence,
the hypotheses were tested conforming to the procedures
described by Baron and Kenny (1986). A series of four-step
hierarchical regression analyses were conducted by first
entering control variables, which comprise respondent’s
age, gender, marital status, job position, job experience
and education; in the regression equation. The independent
variables, which consist of Self Emotional Appraisal
(SEA), Others’ Emotional Appraisal (OEA), Regulation of
Emotion (ROE) and Use of Emotion (UOE), were entered
in the second step. The moderator variables were entered
individually into the equation in the third step. Lastly,
the interaction terms of the independent and moderator
variables were entered. There is an interaction effect if the
interaction term is significant, and the increment in total

Table 5: Multiple Regression Results of Negative Drive as Moderator in the Relationships between EI and Peer’s
as well as Supervisor’s Evaluation of Team Role
Peer’s evaluation of Team Rolee Supervisor’s evaluation of Team Role
M1 M2 M3 M4 M1 M2 M3 M4
Std β Std β Std β Std β Std β Std β Std β Std β
Control variables
Age .044 .014 .013 .024 .146 .159 .158 .186
Gender -.006 .024 .047 .067 -.162** -.148* -.126 -.105
Marital status -.001 .017 -.007 -.010 .071 .067 .044 .018
Job position -.036 -.069 -.059 -.074 -.219** -.217** -.207** -.203**
Job exp.: <2 years .016 .001 -.001 .028 .104 .126 .124 .185
Job exp.: 2-6 years -.057 -.092 -.093 -.092 -.043 -.033 -.034 -.035
Job exp.: 6-10 years .047 .049 .069 .078 .038 .043 .062 .093
Education: certificate .050 .041 .051 .057 .201** .225** .235** .254***
Education: diploma .000 -.010 -.001 -.012 .014 .015 .024 .015
Model Variables
SEA .018 .022 .015 .025 .029 .004
OEA .038 .043 .016 .043 .048 .063
ROE .200** .209** .212** -.054 -.046 -.031
UOE -.014 -.012 -.002 .090 .092 .103
Moderating variable
Negative Drive -.168** -.164* -.163** -.171**
Interaction terms
SEA x Negative Drive .142 .268**
OEA x Negative Drive -.195 -.112
ROE x Negative Drive .050 .043
UOE x Negative Drive -.004 -.114
R² .012 .056 .083 .095 .130 .143 .168 .198
Adjusted R² -.044 -.024 -.002 -.015 .080 .070 .091 .100
R² Change .012 .044 .027 .012 .130 .013 .025 .030
F Change .216 1.770 4.428 .501 2.596 .583 4.606 1.371
Significance F Change .992 .138 .037 .735 .008 .675 .033 .247
Durbin-Watson 2.089 1.610

VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009

8 • Othman, Abdullah and Ahmad
variance explained, or R², is also significant as indicated by imply that optimal team role effectiveness is achieved by
the F statistics (Hair, Black, Babin, Anderson and Tatham, employees with moderate SEA or ability to understand
2006). and express emotions and high motivation. Low and high
SEA employees who are highly motivated may not be able
Notes: *** significance at the .01 level; ** significance
discharge their individual and team work as well in the eyes
at the .05 level; * significance at the .1 level; Dummy
of the superiors. Employees, who are motivated carry out
coded variables: Gender: 0 male, 1 female; Marital
their work well but are less endowed on terms of SEA, are
status: 0 single, 1 married; Job position: 0 non-
likely to end up interacting poorly with clients and also co-
managerial, 1 managerial; Job exp. (job experience):
workers. The highly motivated and high SEA employees
100 <2 years, 010 2-6 years, 001 6-10 years, 000
may be unable to control their emotions that in turn may
>10 years; Education: 10 certificate, 01 diploma, 00
damage team unity and create tensions and also suffer
bachelor degree and others.
from stress whereas high SEA employees may be overly
Table 4 and 5 summarise the results of the moderating engaged in self-emotion control that deprives the team of
effects of Work Motivation, which comprise Positive and the confrontational energy of dialectics to improve team
Negative Drives, on the relationships between EI and effectiveness. The optimal team effectiveness is achieved
supervisor’s evaluation of service providers’ team role when moderate SEA combines with high motivation. The
effectiveness. findings also suggest that employees with low Positive
Drive but equipped with high SEA can work effectively
The results indicate that Positive Drive was the only
as a team. The ability to understand their emotions and
moderating variable found to significantly moderate the
express them naturally gives advantage to cooperate with
relationship between the EI and team role effectiveness
others in work team.
(F (17, 148) = 4.252, p = 0.003). The model produced
significant increments to the effect size of 8.8%. However,
this addition to the effect size is, by no means, small
(Cohen, 1992). Specifically, Positive Drive was established
to significantly moderate the relationship between SEA and
supervisor’s evaluation of team role effectiveness (β = .230,
p<.05), and OEA and supervisor’s evaluation of team role
effectiveness (β = -.353, p<.01). Other relationships were
not significantly moderated by the variables. Therefore,
hypothesis 2a is partially accepted while other hypotheses
are rejected due to insufficient evidence for acceptance.
On the other hand, Negative Drive did not produce
any significant moderation effects on the relationships
between EI and team role effectiveness. However, a closer
investigation revealed that Negative Drive might act as
a predictor of peers’ as well as supervisor’s evaluation
of team role effectiveness as indicated by a significant
F change in model three of the four-step hierarchical
regression analysis. Figure 1: The moderating effect of Positive Drive on
the relationship between Self Emotional Appraisal and
supervisor’s evaluation of team role effectiveness
Discussion
Positive Drive has also been verified to significantly
From the study, Positive Drive was recognised to moderate the relationship between Others’ Emotional
significantly moderate the relationship between Self Appraisal (OEA) and supervisor’s evaluation of team role
Emotional Appraisal (SEA) and supervisor’s evaluation effectiveness. With reference to Figure 2, high Positive
of team role effectiveness. The moderating effect could be Drive employees received slightly better evaluation for
explained by considering the employees’ levels of SEA. their team role effectiveness than their counterparts with
Figure 1 discloses that at low and high SEA, high Positive low Positive Drive only when their OEA was low. At
Drive employees were unexpectedly rated lower than moderate and high OEA, high Positive Drive employees
their counterparts with low Positive Drive. Conversely, at obtained lesser evaluation than those with low Positive
moderate SEA, high Positive Drive employees were better Drive. The findings reveal that employees with moderate
perceived by their supervisors on the team role effectiveness and high OEA work more effectively as a team (as
than their low Positive Drive colleagues. The findings perceived by their supervisors) when they have low

VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009

 The Influence of Work Motivation on Emotional Intelligence and Team. Effectiveness Relationship • 9
Positive Drive. Similar to the interaction effect of Positive
Drive and SEA, the interaction of Positive Drive and OEA
also indicate that employees with low Positive Drive – low
feelings of self satisfaction from doing a good job, but with
moderate and high OEA – able to understand feelings of
others, work effectively in team since they have the ability
to assimilate with others and move forward to achieve a
common purpose.
Positive Drive
Low
High
4.20
Supervisor's Evaluation of Team Role
and outcomes. For example, some studies found that EI
affected employees’ job satisfaction and performance
(Lopes et al., 2006; Sy et al., 2006; Wong and Law, 2002),
others found that EI was associated with commitment
(Carmeli, 2003; Güleryüz et al., 2008). Previous studies
also discovered that higher EI was characteristically related
to positive moods and higher self-esteem (Schutte et al.,
2002) as well as happiness (Furnham and Petrides, 2003).
A recent study conducted by Carmeli, Yitzhak-Halevy and
Weisberg (2009) found that there was a positive association
between EI and psychological wellbeing components –
self-esteem, life satisfaction, and self-acceptance. They
added that employees experiencing wellbeing may function

better than employees who experience emotional deficit.

4.15
4.10
4.05
LowM oderate
Others' Emotional Appraisal
Figure 2: The moderating effect of Positive Drive on the
relationship between Others’ Emotional Appraisal and
supervisor’s evaluation of team role effectiveness
Combined together the effects of Positive Drive
on the relationships between SEA and supervisor’s
evaluation of team role effectiveness and between OEA
and supervisor’s evaluation of team role effectiveness
are twofold: First, SEA and OEA are the most important
abilities for the employees to work effectively as a team
provided that they posses low Positive Drive – feelings
of self satisfaction from doing a good job. High Positive
Drive employees tend to be complacent with the personal
achievement and this feeling makes them idle, unable to
contribute to team effectiveness. Second, at the moderate
level, SEA and OEA help high Positive Drive employees
to get better team role assessment. The reason behind the
findings is that with high SEA and OEA, the employees
may turn up becoming egocentric individuals; too proud
with personal achievement to work effectively with others.
With moderate SEA and OEA, it is just sufficient to keep
them being altruistic persons. This is consistent with the
concept of optimality where EI is beneficial at a certain
level but it becomes detrimental when it goes beyond the
prescribed level.
The findings are consistent with the previous studies in
some ways, which found that EI directly or indirectly affects
employees’ motivation through their attitudes, behaviours
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
The moderating effects of Positive Drive are limited
to only the relationships between EI and supervisor’s
evaluation of team role effectiveness. This is because
Positive Drive or feeling of self satisfaction from doing
a good job is the most critical in discharging an effective
team role. The interactions between EI and Positive Drive
produce a significant effect on team role effectiveness.
To work effectively as a team, service providers need
high Positive Drive but moderate level Self Emotional
High
Appraisal (SEA). However, those with low Positive Drive
are required to equip themselves with high Self Emotional
Appraisal and moderate Other’s Emotional Appraisal
(OEA).
Negative Drive, feeling bad when fail to successfully
accomplish the assigned job, is not a significant moderator
in affecting the relationships between EI and employees
team role effectiveness. The possible explanation behind
the findings is that employees who experience negative
feelings normally find it difficult to use the feelings to
facilitate performance. Initially, they need some times to
recover from those feelings before beginning to effectively
perform on their job. For example, although negative
feelings are associated with creative behaviours (George
and Zhou, 2001), most authors agree that positive feelings
have greater influence on employees’ creativity and
innovation (Amabile, Barsade, Mueller and Staw, 2005;
Mayer and Salovey, 1990; Park, 2005). Employees need to
exit the negative feeling states and enter the positive ones
before they can perform effectively on their job.
Theoretically, having EI should be a great advantage
for the employees with negative feelings to expedite the
recovery process. However, the present findings prove
otherwise that Negative Drive and EI are lowly correlated.
Looking at the causes that instigate certain negative feelings,
usually the outside factors such as work environment and
work relationships contribute mostly to the existence
of those feelings. These factors are beyond the reach of
the employees and are difficult to manage. Therefore, to
recuperate from the negative feelings, tackling the factors
10 • Othman, Abdullah and Ahmad
that trigger the feelings should first be considered by the
organisation. EI may play an effective role when the factors
that generate the negative feelings are successfully dealt
with and the employees have already entered the positive
feeling states or at least they are in the neutral states.
Besides, EI may be effective to assist employees with the
negative feelings if the factors that generate the feelings
come from the employees themselves such as lack of the
required skills to successfully accomplish the assigned
tasks. In this case, EI may assist them by changing their
perceptions that the negative feelings they experienced are
not a hindrance but a catalyst for them to move forward.
Nevertheless, a further investigation found that
Negative Drive might act as a predictor of peer’s as well
as supervisor’s evaluation of team role effectiveness. The
variable was found significant to influence the dependent
variables as indicated by significant F change in model
three of the four-step hierarchical regression analyses.
The possibility of treating Negative Drive as a predictor
of team role effectiveness needs to be further investigated.
Managerial and Research Implications
The study has considered the use of multiple sources
of information to assess service providers’ team role
effectiveness. The method provides an additional
perspective on how employees’ team role effectiveness
should be evaluated in order to reduce the individual
perceptual bias. To do this, the study has incorporated two
different sources of responses; peers and supervisors, in the
study design, thus, allowing the assessment of team role
effectiveness to be made from two different perspectives.
There are some strategies on how emotion can
be regulated; neutralising, buffering, prescribing and
normalising (Ashforth and Humphrey, 1995). However, the
management should first identify and differentiate between
high and low Positive Drive employees so that emotion
management skills such as optimism, not easily frustrated,
positive affectivity/happiness, not easily angered, low
tendency to worry, high enthusiasm, and problem focused
coping may be beneficial to service providers when dealing
with negative emotional job events (Härtel, Gough and
Härtel, 2008). Low Positive Drive employees should be
equipped with these skills so that they are able to work
effectively in team and subsequently provide excellent
services to the customers.
There are a number of measures can be taken by the
management to ensure that service employees are equipped
with the right abilities. First, since it has been established
that some EI dimensions affect team role effectiveness,
the management should consider selecting staff with
high EI abilities and developing the EI skills and abilities
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
especially Self Emotional Appraisal (SEA) and Others’
Emotional Appraisal (OEA) so that the human capital is
ready to pursue particular strategies of customer intimacy,
care and nurturing. With regard to the selection of job
candidates, a special assessment should be conducted by
means of written tests or job simulation techniques. The
technique ensures that successful candidates possess the
right abilities and attitudes for the job. Thus, the selection
process should reflect not only on the applicants’ hard skills
but also their soft skills or the EI abilities. New employees
with high emotional awareness or SEA and emotional
regulation or ROE should be hired (Ashkanasy, 2002;
Jordan, Ashkanasy and Hartel, 2002a; Leidner, 1999).
Second, given that EI abilities can be developed (Grant,
2007), training in specific facets of EI would guarantee that
the service providers could deliver services as expected
by the management. Research has proven that training
can enhance EI competencies and abilities (Dulewicz
and Higgs, 2004; Moriarty and Buckley, 2003; Slaski
and Cartwright, 2003) and subsequently improve service
provision (Bardzil and Slaski, 2003). A specially crafted
training programme is useful to enhance the EI abilities
among the existing service employees. For example,
workplace or on-the-job learning method, which occurs
while at work or in the context of performing one’s job,
can be applied to improve EI abilities of the employees.
Besides, experiential learning technique provides the
employees with the simulated experience which they
can apply on their job. Third, coaching or mentoring
programme may also be useful through which the newly
hired employees learn about the emotional management
skills from their experienced colleagues. Clarke (2006)
suggested that coaching may be able to provide individuals
with information on organisational norms relating to
emotion management and to help them developing
their range of coping strategies in dealing with different
emotional situations.
And lastly, employees’ performance appraisal should
also consider the employees’ EI abilities so that those
who successfully apply these abilities on the job are
appropriately rewarded. Eventually, the practice grows
to be a culture turning the organisation as a whole into
emotionally intelligent organisation. Organisation’s
compensation system should value not only “the hard
skills” but also “the soft skills” of the employees.
The compensation system should also reflect on the
employees’ team role effectiveness, which again require
service providers’ to be equipped with high EI abilities as
evidenced in the study. Moreover, the management should
also consider the employees’ engagement strategies by
considering the varying needs and wants of the employees
so that they will become motivated to work effectively
for the organisation. For example, some employees are
 The Influence of Work Motivation on Emotional Intelligence and Team. Effectiveness Relationship • 11
motivated by compensation; therefore, the organisation
should consider providing attractive compensation, which
reflects their work achievement and efforts.
Limitations and Future Suggestions
The present study treats EI dimensions as predictors of
job performance. It is suggested that future efforts should
look into the possibility of positioning EI dimensions
as mediators to affect the relationships between work
motivation and team role effectiveness. The influence of
EI dimensions may best be understood when it is treated
accordingly. As evidenced in the present study, Negative
Drive is not a significant moderator for the relationships
between EI factors and team role effectiveness. Instead,
it may significantly act as a predictor of the dependent
variable. Thus, future studies should explore further the
role played by EI and Negative Drive in influencing team
role effectiveness.
Besides, a self-reported questionnaire was used in the
study. A replication of the study is suggested utilising a
performance measure such as MSCEIT (Mayer, Salovey
and Caruso, 2002) so that the findings can be further
verified. Although WLEIS (Wong and Law, 2002) is a
well-validated instrument, the use of performance measure
such as MSCEIT may probably produce different results
or may confirm the present findings using the self-reported
WLEIS questionnaire.
Future study should also look into the possibility
investigating the effect of gender differences on the
relationship between EI dimensions and job performance
dimensions. There are a number of reasons to believe that
gender has a significant influence on employees’ behaviours
and attitudes. For example, males display higher level of
organisational commitment than females because they
are more likely to hold jobs with commitment-enhancing
features, such as higher salaries and greater autonomy
(Petrides and Furnham, 2006). Males and females also
exhibit dissimilarities in their occupational interests, job
aspects that they value, and reward preferences (Furnham,
1994).
CONCLUSION
The contribution of the present study rests on the
identification of Positive Drive, a component of Work
Motivation, which has shown significant moderation
effects on the relationship between Self Emotional
Appraisal (SEA) and supervisor’s evaluation of team role
effectiveness and between Others’ Emotional Appraisal
(OEA) and the same dependent variable. High Positive
Drive employees tend to be complacent with their personal
achievement and this feeling makes them idle, unable to
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
contribute to team effectiveness. At the moderate level,
SEA and OEA are able to assist those with high Positive
Drive to be affective at their team role. Besides, those with
low Positive Drive will find that having EI, specifically
SEA and OEA, is advantageous to be effective on team
role effectiveness.
REFERENCES
Abraham, R., (1999), “Emotional Intelligence in
Organisations: A Conceptualisation,” Genetic, Social
and General Psychology Monographs, 125.2, pp.209
- 225.
Abraham, R., (2004), “Emotional Competence as
Antecedent to Performance: A Contingency
Framework,” Genetic, Social, and General Psychology
Monographs, 130.2, pp.117 - 143.
Amabile, T. M., Barsade, S. G., Mueller, J. S., and Staw,
B. M., (2005), “Affect and Creativity at Work,
Administrative Science Quarterly, 50.3, pp.367 - 403.
Ashforth, B. E., and Humphrey, R. H., (1995), “Emotion
in the Workplace: A Reappraisal,” Human Relations,
48.2, pp.97 - 126.
Ashkanasy, N. M., (2002), “Studies of Cognition and
Emotion in Organisations: Attribution, Affective
Events, Emotional Intelligence and Perception of
Emotion,” Australian Journal of Management, 27
(Special Issue), pp.11 - 21.
Austin, E. J., Dore, T. C. P., and O’Donovan, K. M.,
(2008), “Associations of Personality and Emotional
Intelligence with Display Rule Perceptions and
Emotional Labour,” Personality and Individual
Differences, 44.3, pp.679 - 688.
Bachman, J., Stein, S., Campbell, K., and Sitarenios, G.,
(2000), “Emotional Intelligence in the Collection
of Debt,” International Journal of Selection and
Assessment, 8.3, pp.176 - 183.
Bardzil, P., and Slaski, M., (2003), “Emotional Intelligence:
Fundamental Competencies for Enhanced Service
Provision,” Managing Service Quality, 13.2, pp.97 -
104.
Baron, R. M., and Kenny, D. A., (1986), “The Moderator-
mediator Variable Distinction in Social Psychological
Research: Conceptual, Strategic, and Statistical
Consideration,” Journal of Personality and Social
Psychology, 51.6, pp.1173 - 1182.
Barsade, S. G., (2002), “The Ripple Effect: Emotional
Contagion and its Influence on Group Behaviour,”
Administrative Science Quarterly, 47.4, pp. 644 - 675.
12 • Othman, Abdullah and Ahmad
Baruch, Y., and Holtom, B. C., (2008), Survey Response
Rate Levels and Trends in Organisational Research,”
Human Relations, 61.8, pp.1139 - 1160.
Bedeian, A. G., and Mossholder, K. W., (1994), “Simple
Question, Not So Simple Answer: Interpreting
Interaction Terms in Moderated Multiple Regression,”
Journal of Management, 20.1, pp. 159 - 165.
Bhaskaran, S., and Sukumaran, N., (2007), National
Culture, Business Culture and Management Practices:
Consequential Relationships? Cross Cultural
Management: An International Journal, 14.1, pp.54 -
67.
Borman, W. C., and Motowidlo, S. J., (1997), “Task
Performance and Contextual Performance: The
Meaning for Personnel Selection Research,” Human
Performance, 10.2, pp.99 - 109.
Boyatzis, R. E., and Goleman, D., (1998), Emotional
Competency Inventory, Goleman and Hay McBer,
Boston: Boyatzis.
Campbell, J. P., (1990), “Modelling the Performance
Prediction Problem in Industry and Organisational
Psychology,” in M. D. Dunnette and L. M. Hough
(Eds.), Handbook of Industrial and Organisational
Psychology, 1, pp.687 - 732, Consulting Psychologists
Press, Palo Alto, CA.
Carmeli, A., (2003), “The Relationship between Emotional
Intelligence and Work Attitudes, Behaviour and
Outcomes: An Examination among Senior Managers,”
Journal of Managerial Psychology, 18.7/8, pp.788 -
814.
Carmeli, A., Yitzhak-Halevy, M., and Weisberg, J., (2009),
“The Relationship between Emotional Intelligence
and Psychological Wellbeing,” Journal of Managerial
Psychology, 24.1, pp.66 - 78.
Christie, A., Jordan, P. J., Troth, A. C., and Lawrence,
S., (2007), “Testing the Link between Emotional
Intelligence and Motivation,” Journal of Management
and Organisation, 13.3, pp.212 - 226.
Clarke, N., (2006), “Emotional Intelligence Training:
A Case of Caveat Emptor,” Human Resource
Development Review, 5.4, pp.422 - 441.
Cohen, J., (1992), “Qualitative Methods in Psychology: A
Power Primer,” Psychological Bulletin, 112.1, pp.155
- 159.
Côté, S., and Miners, C. T. H., (2006), “Emotional
Intelligence, Cognitive Intelligence, and Job
Performance,” Administrative Science Quarterly, 51.1,
pp.1 - 28.
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
Desivilya, H. S., and Yagil, D., (2005), “The Role of
Emotions in Conflict Management: The Case of
Work Teams,” The International Journal of Conflict
Management, 16.1, pp.55 - 69.
Donaldson-Feilder, E. J., and Bond, F. W., (2004), “The
Relative Importance of Psychological Acceptance and
Emotional Intelligence to Workplace Well-Being,”
British Journal of Guidance and Counselling, 32.2,
pp.187 - 203.
Druskat, V. U., and Wolff, S. B., (2001), “Building the
Emotional Intelligence of Groups,” Harvard Business
Review, 79.3, pp.80 - 90.
Dulewicz, V., and Higgs, M., (2000), “Emotional
Intelligence: A Review and Evaluation Study,”
Journal of Managerial Psychology, 15.4, pp.341 - 372.
Dulewicz, V., and Higgs, M., (2004), “Can Emotional
Intelligence be Developed?” International Journal of
Human Resource Management, 15.1, pp.95 - 111.
Feyerherm, A. E., and Rice, C. L., (2002), “Emotional
Intelligence and Team Performance: The Good, the
Bad and the Ugly,” The International Journal of
Organisational Analysis, 10.4, pp.343 - 362.
Frye, C. M., Bennett, R., and Caldwell, S., (2006), “Team
Emotional Intelligence and Team Interpersonal Process
Effectiveness,” Mid - American Journal of Business,
21.1, pp.49 - 57.
Furnham, A., (1994). Personality at Work, Routledge,
London.
Furnham, A., and Petrides, K. V., (2003), “Trait Emotional
Intelligence and Happiness,” Social Behaviour and
Personality: An International Journal, 31.8, pp.815 -
823.
George, J. M., (1990), “Personality, Affect, and Behaviour
in Groups,” Journal of Applied Psychology, 75.2,
pp.107 - 116.
George, J. M., and Zhou, J., (2001), “When Openness
to Experience and Conscientiousness are Related
to Creative Behaviour: An Interactive Approach,”
Journal of Applied Psychology, 86.3, pp.513 - 524.
Goleman, D., (1995), Emotional intelligence: Why it Can
Matter More than IQ, Bantam Books, New York.
Grant, A. M., (2007), “Enhancing Coaching Skills and
Emotional Intelligence through Training,” Industrial
and Commercial Training, 39.5, pp.257 - 266.
Güleryüz, G., Güney, S., Aydin, E. M., and Asan, Ö.,
(2008), “The Mediating Effect of Job Satisfaction
between Emotional Intelligence and Organisational
Commitment of Nurses: A Questionnaire Survey,”
 The Influence of Work Motivation on Emotional Intelligence and Team. Effectiveness Relationship • 13
International Journal of Nursing Studies, 45.11,
pp.1625 - 1635.
Hackman, J. R., and Oldham, G. R., (1975), “Development
of the Job Diagnostic Survey,” Journal of Applied
Psychology, 60.2, pp.159 - 170.
Hair, J. F. J., Black, W. C., Babin, B. J., Anderson, R., E.,
and Tatham, R. L., (2006), Multivariate Data Analysis
(6th Ed.).Pearson Education, Inc, New Jersey.
Hales, C., and Mustapha, N., (2000), “Commonalities and
Variations in Managerial Work: A Study of Middle
Managers in Malaysia. Asia Pacific Journal of Human
Resources, 38.1, pp.1-25.
Härtel, C. E. J., Gough, H., Härtel, G. F. (2008), “Work-
group Emotional Climate, Emotion Management
Skills, and Service Attitudes and Performance,” Asia
Pacific Journal of Human Resources, 46.1, pp.21 - 37.
Hofstede, G., (2001), Culture’s Consequences, Comparing
Values, Behaviours, Institutions, and Organisations
across Nations,” Sage Publications, Thousand Oaks,
California.
Jordan, P. J., Ashkanasy, N. M., and Hartel, C. E. J., (2002a),
“Emotional Intelligence as a Moderator of Emotional
and Behavioural Reactions to Job Insecurity,” Academy
of Management Review, 27.3, pp.361 - 372.
Jordan, P. J., Ashkanasy, N. M., Hartel, C. E. J., and Hooper,
G. S., (2002b), “Workgroup Emotional Intelligence
Development and Relationship to Team Process
Effectiveness and Goal Focus,” Human Resource
Management Review, 12.2, pp.195 - 214.
Jordan, P. J., and Troth, A. C., (2004), “Managing Emotions
during Team Problem Solving,” Human Performance,
17.2, pp.195 - 218.
Kelly, J. R., and Barsade, S. G., (2001), “Mood and
Emotions in Small Groups and Work Teams,”
Organisational Behaviour and Human Decision
Processes, 86.1, pp.99 - 130.
Lam, L. T., and Kirby, S. L., (2002), Is Emotional
Intelligence an Advantage? An Exploration of the
Impact of Emotional and General Intelligence on
Individual Performance,” The Journal of Social
Psychology, 142.1, pp.133 - 143.
Law, K. S., Wong, C.-S., and Song, L. J., (2004), “The
Construct and Criterion Validity of Emotional
Intelligence and its Potential Utility for Management
Studies,” Journal of Applied Psychology, 89.3, pp.483
- 496.
Leidner, R., (1999), “Emotional Labour in Service Work,”
The ANNALS of the American Academy of Political
VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009
and Social Science, 561.1, pp.81 - 95.
Lopes, P. N., Grewal, D., Kadis, J., Gall, M., and Salovey,
P., (2006), “Evidence that Emotional Intelligence is
Related to Job Performance and Affect and Attitudes
at Work,” Psicothema, 18.1, pp.132 - 138.
Martin Jr, W. E., Easton, C., Wilson, S., Takemoto, M.,
and Sullivan, S., (2004), “Salience of Emotional
Intelligence as a Core Characteristic of Being a
Counsellor,” Counsellor Education and Supervision,
44.1, pp.17 - 31.
Matthews, G., Roberts, R. D., and Zeidner, M., (2004),
“Seven Myths about Emotional Intelligence,”
Psychological Inquiry, 15.3, p.179.
Mayer, J. D., and Salovey, P., (1997), “What is Emotional
Intelligence?” in P. Salovey and D. Sluyter (Eds.),
Emotional Development and Emotional Intelligence:
Education Implication, Basic Books, New York.
Mayer, J. D., Salovey, P., and Caruso, D. R., (2002), The
Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT): User’s manual, Multi-Health Systems,
Toronto.
McClelland, D. C., (1961), The Achieving Society, Van
Nostrand Reinhold, New York.
Moriarty, P., and Buckley, F., (2003), Increasing Team
Emotional Intelligence through Process,” Journal of
European Industrial Training, 27.2/3/4, pp.98 - 110.
Nunnally, J. C., (1978), Psychometric Theory, McGraw-
Hill, New York.
Park, J., (2005), Fostering Creativity and Productivity
through Emotional Literacy: The Organisational
Context,” Development and Learning in Organisation,
19.4, pp.5 - 7.
Perlini, A. H., and Halverson, T. R., (2006), “Emotional
Intelligence in the National Hockey League,” Canadian
Journal of Behavioural Science, 38.2, pp.109 - 120.
Peslak, A. R., (2005), “Emotions and Team Projects and
Processes,” Team Performance Management, 11.7/8,
pp.251 - 263.
Petrides, K. V., and Furnham, A., (2006), “The Role of Trait
Emotional Intelligence in a Gender-Specific Model of
Organisational Variables,” Journal of Applied Social
Psychology, 36.2, pp.552 - 569.
Podsakoff, P. M., MacKenzie, S., B., Lee, J.-Y., and
Podsakoff, N. P., (2003), “Common Method Biases
in Behavioural Research: A Critical Review of the
Literature and Recommended Remedies,” Journal of
Applied Psychology, 88.5, pp.879 - 903.
14 • Othman, Abdullah and Ahmad
Prati, L. M., Douglas, C., Ferris, G. R., Ammeter, A. P., Intelligence Abilities, Personality and Workplace
and Buckley, M. R., (2003), “Emotional Intelligence, Performance,” Academy of Management Best
Leadership Effectiveness, and Team Outcomes,” Conference Paper, HR: M1-6.
International Journal of Organisational Analysis,
Silvestro, R., Fitzgerald, L., Johnson, R., and Voss,
11.1, pp.21 - 41.
C., (1992), “Towards a Classification of Service
Rapisarda, B. A., (2002), “The Impact of Emotional Processes,” International Journal of Service Industry
Intelligence on Team Cohesiveness and Performance,” Management, 3.3, pp.62 - 76.
The International Journal of Organisational Analysis,
Slaski, M., and Cartwright, S., (2003), “Emotional
10.4, pp.363 - 379.
Intelligence Training and its Implications for Stress,
Rice, C. L., (1999), A Quantitative Study of Emotional Health and Performance,” Stress and Health, 19.4,
Intelligence and its Impact on Team Performance, pp.233 - 239.
unpublished Master’s thesis, Pepperdine University,
Stough, C., and De Guara, D., (2003), Examining the
Malibu, CA.
Relationship between Emotional Intelligence and Job
Saklofske, D. H., Austin, E. J., Galloway, J., and Davidson, Performance,” Australian Journal of Psychology, 55.
K., (2007), Individual Difference Correlates of (Supplement), p.145.
Health-related Behaviours: Preliminary Evidence for
Sy, T., Tram, S., and O’ Hara, L. A., (2006), “Relation of
Links between Emotional Intelligence and Coping,”
Employee and Manager Emotional Intelligence to Job
Personality and Individual Differences, 42.3, pp.491
Satisfaction and Performance,” Journal of Vocational
- 502.
Behaviour, 68.3, pp.461 - 473.
Salovey, P., and Mayer, J. D., (1990), “Emotional
Welbourne, T. M., Johnson, D. E., and Erez, A., (1998),
Intelligence,” Imagination, Cognition and Personality,
“The Role-based Performance Scale: Validity Analysis
9.1, pp.185 - 211.
of a Theory-based Measure,” Academy of Management
Schutte, N. S., Malouff, J. M., Simunek, M., McKenley, Journal, 41.5, pp.540 - 555.
J., and Hollander, S., (2002), Characteristic Emotional
Wong, C. S., and Law, K. S., (2002), “The Effects of Leader
Intelligence and Emotional Wellbeing,” Cognition and
and Follower Emotional Intelligence on Performance
Emotion, 16.6, pp.769 - 785.
and Attitude: An Exploratory Study,” The Leadership
Shaffer, R. D., and Shaffer, M. A., (2005), “Emotional Quarterly, 13.3, pp.243 - 274.

Abdul Kadir Othman (abdkadir@tganu.uitm.edu.my) is a Senior Lecturer at the Faculty of Office Management and Technology, Universiti Teknologi
MARA, Malaysia, Terengganu Campus. He is currently doing his PhD on the Influence of Emotional Intelligence on Job Performance in Service Industry
at the Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA, Malaysia. He has produced a number of articles on various
themes such as Human Resource Management, Employee Behaviour, Strategic Management, Quality Management and others.
Hazman Shah Abdullah (hazman@salam.uitm.edu.my) is a Professor specialising in Human Resource Management from the Faculty of Administrative
Science and Policy Studies, Universiti Teknologi MARA, Malaysia. He has written and published numerous articles on different themes, which include
Human Resource Management, Quality Management, Administrative Science, Strategic Management, to name a few.
Jasmine Ahmed (jasmi661@salam.uitm.edu.my) is an Associate Professor specialising in Human Resource Management from the Faculty of
Administrative Science and Policy Studies, Universiti Teknologi MARA, Malaysia. She is an active writer and researcher on various Human Resource
Management issues. Her work has been published in a number of local as well as international journals.

VISION—The Journal of Business Perspective • Vol.13 • No. 4 • October-December 2009

Copyright of Vision (09722629) is the property of Management Development Institute and its content may not
be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use.