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Abstract:
Effective Events Theory (AET) and Transformational leadership Theory (TLT) is used to
research out how emotional intelligence (EI) trait of a leader leads the Team Effectiveness (TE)
and Project Success. We propose and test a model linking EI to project success and examine
the mediating effects of team effectiveness between EI and project success, and also consider
moderation of project manager's trust and Transformational leadership style. Based on data
collected I found evidence that Team effectiveness mediate the relationship between EI and
project success. Our findings suggest that top management should be aware of the importance
of project managers' Emotional intelligence, leadership style and trust in others serve to boost
1. Introduction:
The ability to simultaneously perform as an individual and together with your colleagues or
employees in effective teamwork is key to attaining growth and success. In today’s knowledge
economy, most of our jobs involve interacting with others that are not even in the same line of
profession. The need for effective teamwork is critical for any business.
In effect, teamwork is important and essential in order to accomplish the overall objectives and
friendship and loyalty. These close-knit relationships motivate employees in parallel and align
them to work harder, cooperate and be supportive of one another. And teamwork could provide
improved efficiency and productivity, great learning opportunities, motivates unity in the
workplace, promotes workplace synergy and offers differing perspectives and feedback
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1.2. Rational of study
The study of emotions in the context of leadership has become a key topic of interest among
organizational behavioral researchers over the past decade. This is reflected for example in
studies on the impact of leaders' emotional expression in the workplace (Bono & Ilies, 2006;
Sy, Côté, & Saavedra, 2005), emotional contagion between leaders and followers (Barsade,
2002), as well as in how leadership styles influence the emotional states of employees and
their job performance Bono, Foldes, Vinson, and Muros (2007). Likewise, popular press and
academic interest in the utility of emotional intelligence in the leadership process has not
dissipated despite serious attempts to discredit the concept e.g. (Antonakis, 2004; Locke, 2005).
The scholarly study of emotional intelligence (EI) began in the early 1990's when (Salovey &
Mayer, 1990)(p. 189) initially defined emotional intelligence as: “the sub-set of social
intelligence that involves the ability to monitor one's own and others' feelings and emotions, to
discriminate among them and to use this information to guide one's thinking and actions.”
Being emotionally intelligent involves being able to actively identify, understand, process, and
influence one's own emotions and those of others to guide feeling, thinking, and subsequent
behaviors (Mayer, Caruso, & Salovey, 1999). Of course, emotional intelligence is a broad
(MSCEIT) (Mayer, Salovey, & Caruso, 2002) were not developed expressly for the workplace.
Yet various measures of emotional intelligence do appear to correlate with important leader
A growing body of literature has suggested that leaders' ability to understand and manage their
own feelings, moods and emotions, as well as those of their followers contributes to effective
leadership in a variety of organizations (Hur, van den Berg, & Wilderom, 2011; Prati,
McMillan-Capehart, & Karriker, 2009; Walter, Cole, & Humphrey, 2011). Moreover,
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researchers have argued that the emotional intelligence of leaders is a critical component in
leading a team effectively (Melita Prati, Douglas, Ferris, Ammeter, & Buckley, 2003).
Affective Events Theory AET (Weiss & Cropanzano, 1996) in developing a testable model of
this process. Within the AET model, events at work result in employee affective reactions that,
in turn, determine their subsequent work attitudes and behaviors. As (Ashkanasy & Tse, 2000)
has pointed out, the underlying principles of AET enable us to cause and consequence of
emotional experience on employee work attitudes and behavior. In our study we extend this to
2. Rational view
Recent research findings are accumulating evidence that Emotional Intelligence (EI) is
associated positively with important work manners. However, the research on Emotional
Intelligence is mainly conducted in business field and in western countries; therefore there is a
shortage of research on Emotional Intelligence in the context of public sector in Jordan. The
aim of this study is to explore the influence of Emotional Intelligence on job performance and
job satisfaction as well as the mediating role of job satisfaction on job performance among the
administrative employees of the University of Jordan. The present study is based on Mayer,
Salovey, and Caruso (2000) ability model of Emotional Intelligence. A sample consisted of
354 employees from the University of Jordan who completed self-report questionnaire.
Structural equation modeling (SEM) was used in order to test the proposed hypotheses. The
research found that Emotional Intelligence is positively correlated with team effectiveness. The
findings of this study also confirm the mediatory role of Team effectiveness in relationship
between Emotional Intelligence and project success. It is suggested that Emotional Intelligence
can be used to predict team effectiveness, therefore the understanding of Emotional Intelligence
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theory and its applications can be promoted for managerial and human resource practices
A growing body of studies has shown that emotional intelligence is inherently associated with
transformational leadership (Barling, Slater, & Kevin Kelloway, 2000; Leban & Zulauf, 2004;
Mandell & Pherwani, 2003) found significant correlations between emotional intelligence and
several factors of the transformational leadership model. Specifically, the ability to monitor
and manage emotions correlated with the inspirational, motivational and individualized
showed that the emotional intelligence of leaders accounted for the majority of the variance in
that leaders who scored high on emotional intelligence were perceived by followers as
also highlighted the importance of leaders' influence on followers' emotional states Ashkanasy
and Tse (2000) and several studies have provided emotion-type insights into the
transformational leader–follower linkage. Gardner and Stough (2002) for example, showed that
transformational leaders who suggested alternative solutions to problems and who showed
frustration and helplessness to more constructive ones, which, in turn, led to heightened
behaviors resulted in high levels of follower frustration and low performance levels. Recent
studies have also shown that energetic, exciting, and emotionally appealing expressions of
charisma created positive moods in followers (Bono & Ilies, 2006) and lessened the emotion-
related phenomena of burnout and stress in the workplace (Bono et al., 2007) Such results
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imply that transformational leadership can be interpreted as a process in which leaders use
emotions to: communicate a vision to, as well as elicit responses from, followers; and to ensure
that followers are emotionally motivated to perform their tasks beyond their own expectations
(Brown & Moshavi, 2005; J. Humphrey & Schmitz, 2002). The qualities of empathy,
leader, are also considered to be important elements of emotional intelligence (Bar-On, 1997;
Goleman, 1998). From the angle of individual and contextual antecedents of transformational
leadership behavior, emotional intelligence can be seen as the bedrock for transformational
leaders. Based on our review of the literature we propose a direct linkage between emotional
have been found at the individual, group, and organizational level see: (Burke & Paton, 2006;
Judge & Piccolo, 2004). Transformational leaders induce strong levels of satisfaction,
consideration toward individual followers' growth and development by spending time to teach
and coach, raised followers' awareness of the significance and worth of specified work
outcomes and how their jobs affected organizational performance (Mayer & Salovey, 2007).
Moreover, transformational leaders can dramatically influence a team environment when they
change the attitudes and values of their followers in the direction of collective goals (Bass &
Avolio, 2000) . They then create team atmospheres in which employees become convinced that
they can attain higher goals than they initially thought possible which, in turn, has led to
positive team performance in both subjective and objective measures of performance, DeGroot,
Kiker, and Cross (2000) have noted that “an effect size of transformational leadership at the
group-level of analysis is double in magnitude relative to the effect size at the individual level.”
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3.3. The mediating role of transformational leadership
Thus far we have reviewed research on the links between emotional intelligence and
transformational leadership, and between transformational leadership and the three team
outcomes: leadership and team-effectiveness, and service climate. The key proposition in this
intelligence and the team outcomes. A requirement for this proposition is that emotional
intelligence be related to team outcomes, and an extensive range of studies supports this
proposition e.g., (Gardner & Stough, 2002; George, 2000; Kerr, 2006). Leaders who scored
high on emotional intelligence have been shown to affect follower job satisfaction, followers'
psychological climate (Klem & Schlechter, 2008) as well as to promote various work-related
performance factors, such as extra-role behaviors (Wong & Law, 2002), project team
performance, and customer satisfaction (Langhorn, 2004). Our model assumes that emotional
personality traits and have noted that emotional intelligence can be considered as reasonably
stable. Bar-On (1997) for instance, has suggested that emotional intelligence increases
gradually from early childhood until the fifth decade of life. Related predictive validity studies
have provided further intriguing results. R. H. Humphrey (2002) has posited that individuals
who have more empathy and emotional self-management are more likely to emerge as
transformational leaders.
Though defining project success in complex projects – where timeframes for completion are
long and the size of the projects are substantial – remains a challenging issue (Ogunlana, 2010;
Yue, Austin, Wang, & Huang, 2006), project management scholars generally agree on two
components that define project success: success criteria and critical success factors (Müller &
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Jugdev, 2012; Turner & Zolin, 2012) Success criteria focus on objective measures, such as
completion timeliness, quality, and cost (Pinto & Mantel, 1990). Such objective criteria,
however, have been criticized, especially in the context of defining complex project success.
This is because they tend to draw on overly simplistic constructs which do not mirror the
experience in large, complex projects (Toor & Ogunlana, 2008). Moreover, such criteria fail to
address broader factors that can be considered as success indicators, such as behavioral skills
or strategic management objective criteria. Critical success factors, on the other hand, focus on
“soft” issues, such as behavioral skills of project teams as well as customer and stakeholder
satisfaction, and therefore represent a more realistic progressive approach to assessing project
success (Jugdev & Muller, 2005; Pinto & Mantel, 1990) . Turner and Zolin (2012) have pointed
out that success factors, unlike impacts such as time, cost, and quality, can be measured prior
to the end of the project. Given the long timeframes for complex projects this type of
measurement is useful in assessing a project's progress. We employ Pinto and Slevin (1987)
approach, which uses project managers' ratings of “critical success factors”. These are the
factors that have been identified by Jugdev and Muller (2005) as the most widely recognized
3.5. Trust
Our final variable is trust, which Rousseau, Sitkin, Burt, and Camerer (1998) define as “a
psychological state comprising of the intention to accept vulnerability based upon positive
expectations of the intentions or behaviors of another” (p. 395). The key elements of this
definition are a willingness to accept vulnerability in the relationship and positive expectations
about another party under conditions of interdependence and risk (Lewicki, Tomlinson, &
Gillespie, 2006). Trust has been found to be a predictor of project performance and project
effectiveness (Diallo & Thuillier, 2005; Kadefors, 2004; Lee-Kelley & Sankey, 2008; Park &
Lee, 2014; Webber & Klimoski, 2004), stakeholder satisfaction (Bresnen & Marshall, 2000)
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creativity and problem solving (Smyth, 2005), knowledge and information disclosure, and
project success
Model
Hypothesis
project success.
H.5. Project manager’s trust in others positively moderates between team effectiveness
5. Method
5.1. Context
We collected the data for our study as members of a team examining leadership and team
difficult support and commercial arrangements, and a typical lifecycle period of 12 years or
more.
Our research model was empirically tested using an online survey. To collect our data we asked
the Human Resource Department to make our online survey available to 2500 employees in
5.3. Measure
Emotional intelligence was measured using the 16 items from the Wong and Law Emotional
Intelligence Scale WLEIS (Wong & Law, 2002). Whereas most of the currently available
measures of emotional intelligence have been developed in Western countries, the WLEIS was
developed expressly for Asian contexts and is consistent with (Hosseinian, Yazdi, Zahraie, &
(2002) comment about how Chinese fail to display overt emotions in the workplace.
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The Multifactor Leadership Questionnaire (MLQ-Form 5X-Short; (Bass & Avolio, 2000) was
used to assess the transformational leadership style of team leaders. The questionnaire
instructed employees to judge how often team leaders displayed each of 20 different
transformational leadership behaviors along a 5 point rating scale ranging from 1 (not at all) to
5 (frequently, if not always). Sample items for each of the five dimensions of transformational
leadership include: (a) Idealized Influence (Attributed), “Displays a sense of power and
the future”; (d) Intellectual Stimulation, “Suggests new ways of looking at how to complete
assignments”; and (e) Individual Consideration, “Spends time teaching and coaching.”
Team effectiveness
Eight items from among three extant effectiveness scales were selected to capture the full range
of team effectiveness: three items were taken from a scale originally developed by (Kulik,
Oldham, & Hackman, 1987) , three items were adopted from (Schaubroeck, Lam, & Cha,
2007). Items were scored on a 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly
agree).
5.3.3. Trust.
Finally, we employed the 10-item Behavioral Trust Inventory (BTI) to measure trust (Gillespie,
2012; Lewicki et al., 2006). The BTI has two dimensions: (1) willingness to rely on another's
work-related skills, abilities, and knowledge (sample item: “How willing are you to rely on
your leader's task-related skills and abilities?”); and (2) willingness to disclose sensitive work
or personal information to another (sample item: “Discuss how you honestly feel about your
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To measure project success we utilized (Pinto & Mantel, 1990) 20-item scale to investigate
participants' assessments against four factors: (1) communication (sample item: “Individuals/
groups supplying input have received feedback on the acceptance or rejection of their input”);
(2) trouble-shooting (sample item: “Immediate action is taken when problems come to the
project team's attention”); (3) mission clarity (sample item: “The basic goals of the project are
made clear to the project team”); and (4) top management support (sample item: “Upper
management is responsive to our requests for additional resources, if the need arises”.
6. Appendix
1 2 3 4 5
1. Goal Clarity - Goals and objectives are clearly understood and accepted by all members.
2. The employees of our team are good in coming up with ways to complete their tasks.
3. The employees of our team get their work done very effectively.”
4. Participation - Everyone is involved and heard during group discussions. There is no “tyranny of
a minority.”
5. Consultation - Team members are consulted on matters concerning them.
6. Decision Making - The group is both objective and effective at reaching decisions.
7. Roles and Responsibilities - When action is planned, clear assignments are made and accepted.
8. Procedures - The team has clear rules, methods and procedures to guide it. There are agreed-to
methods for problem solving.
9. Communications- Communication between members is open and honest. Members listen
actively.
10. Confronting Difficulties - Difficult or uncomfortable issues are openly worked through, and
conflicts are not avoided.
11. Openness and Trust - Team members are open in their transactions, and there are no hidden
agendas. Members feel free to be candid.
12. Commitment - Team members are committed to deadlines, meetings and other team activities.
13. Support - Members pull for and help each other, including when one person makes a mistake.
14. Risk Taking - Individuals feel they can try new things and risk failure. The team encourages risk
taking.
15. Atmosphere - The team atmosphere is informal, comfortable and relaxed.
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16. Leadership - Leadership roles are shared. The same people do not dominate or control.
17. Evaluation - The team routinely stops and evaluates how it’s doing in order to improve.
18. Meetings - Meetings are orderly, well planned and productive.
19. Fun - There is an “esprit de corps,” or sense of fun, on this team.
6.2. Emotional Intelligence
a. Self-emotion appraisal
I have a good sense of why I have certain feelings most of the time.
I have good understanding of my own emotions.
I really understand what I feel.
I always know whether or not I am happy.
b. Others’ emotion appraisal
I always know my friends’ emotions from their behavior.
I am a good observer of others’ emotions.
I am sensitive to the feelings and emotions of others.
I have good understanding of the emotions of people around me.
c. Use of emotion
I always set goals for myself and then try my best to achieve them.
I always tell myself I am a competent person.
I am a self-motivated person.
I would always encourage myself to try my
d. Regulation of emotion
I am able to control my temper and handle difficulties rationally.
I am quite capable of controlling my own emotions.
I can always calm down quickly when I am very angry.
I have good control of my own
6.3. Trust
1. How willing are you to rely on your leader's task-related skills and abilities?
2. Discuss how you honestly feel about your work, even negative feelings and frustration.
3. Most people tell a lie when they can benefit by doing so.
4. Those devoted to unselfish causes are often exploited by others.
5. Some people do not cooperate because they pursue only their own short-term self-interest. Thus,
things that can be done well if people cooperate often fail because of these people.
6. Most people are basically honest.
7. There will be more people who will not work if the social security system is
developed further.
8. How willing are you to rely on your leader's task-related skills and abilities.
9. Discuss how you honestly feel about your work, even negative feelings and frustration
6.4. PROJECT SUCCESS
1. The project was completed on time.
2. Individuals/ groups supplying input have received feedback on the acceptance or rejection
of their input
3. Immediate action is taken when problems come to the project team's attention.
4. The basic goals of the project are made clear to the project team.
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5. Upper management is responsive to our requests for additional resources, if the need arises.
6. The project was completed according to the budget allocated.
7. The outcomes of the project are used by its intended end users.
8. The outcomes of the project are likely to be sustained.
9. The outcomes of the project have directly benefited the intended end users, either through
increasing efficiency or effectiveness.
10. Given the problem for which it was developed, the project seems to do the best job of
solving that problem.
11. I was satisfied with the process by which the project was implemented.
12. Project team members were satisfied with the process by which the project was
implemented.
13. The project had no or minimal start-up problems because it was readily accepted by its end
users.
14. The project has directly led to improved performance for the end users/target beneficiaries.
15. The project has made a visible positive impact on the target beneficiaries.
16. Project specifications were met by the time of handover to the target beneficiaries.
17. The target beneficiaries were satisfied with the outcomes of the project.
18. Our principal donors were satisfied with the outcomes of the project implementation.
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