PurposeRegulatory frameworks in Australia encourage employee participation in decision making (PDM) on the basis that participation benefits work effort, job satisfaction and commitment. Although the literature supports this premise, there is little evidence that patterns of causal inference in the relationship are clearly understood. This study aims to examine for structural and causal inference between PDM and the work environment over time.Design/methodology/approachStructural equation modeling was used to examine longitudinal, matched sample data for causal inferences.FindingsThe paper finds that participation in decision making appears to promote job satisfaction and commitment, whereas task variety and work effort foster participation.Research limitations/implicationsThe use of quantitative, self report data, small samples and cross industry data as well as possible overlap between commitment foci may limit the transferability of the findings. It is also important to note causality is merely inferred.Practical implicationsAlthough participation in decision making positively influences work effort, autonomy and commitment, practitioners need to be mindful of keeping a balance between employee and employer needs. Job satisfaction and commitment are at risk in the long term if participation is viewed merely as a survival strategy for coping with work effort and task variety.Originality/valueThe paper examines inferred causality within a participative decision‐making framework and addresses the previously neglected need for multi‐site and longitudinal studies.

Internationalization, Networking, Small- to medium-sized enterprises (SMEs), Emerging economies, Institutional support, Malaysia,

᭹ This paper argues that organizational learning is more effective if enacted by emotionally intelligent employees within clear operating boundaries such as those offered by participation in decision-making.᭹ Organizational learning, based on Senge's (1992) conceptualization of the five elements of personal mastery, mental models, shared vision, team learning and systems thinking, aims to facilitate an organization's ability to learn and adapt to change. ᭹ Emotional intelligence is claimed to promote emotional knowledge, perception and regulation as well as general intelligence (Mayer and Salovey, 1997). However, this has to be harnessed to contribute to the organization's success. ᭹This paper synthesizes a model of how emotional intelligence, organizational learning and participation in decision-making can be operationalized to improve an organization's capacity to manage change and improve performance outcomes.

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