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Advances in Psychological Science    2013, Vol. 21 Issue (9) : 1531-1541     DOI: 10.3724/SP.J.1042.2013.01531
Conceptual Framework |
Dynamic Effect of Multilevel Leadership on Employee Responses to Organizational Change: Moderating Role of Chinese Traditional Culture
DU Jing
(Economics and Management School of Wuhan University, Wuhan 430072, China)
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Abstract  Organizational change has been becoming the part of organizational life for Chinese enterprises, by which Chinese enterprises enhance their competence and survive during the period of transition. Employee response to organizational change is critical for the implementation of organizational change. Researches have found the leadership plays a vital role for employee response. However, prior studies focused on single-level leadership using cross-section data. They failed to explore dynamic effect of multilevel leadership on the dynamic employee response during the process of organizational change, as well as to explore the moderating effect of Chinese traditional culture. To fill these gaps, this research conducts following three studies: (1) exploring the dynamic effect of two-level leadership (executives and middle manager) on dynamic employee response; (2) investigating the moderating effects of Chinese traditional culture (power distance, Zhongyong, and Guanxi) on the relationship of leadership with employee response; (3) using Schema Theory to test the mediating process from leadership to employee response. These studies will be empirical examined using longitudinal data set collected in Chinese enterprises and their findings will provide insightful theoretical and empirical contribution.
Keywords multilevel leadership      employee response to organizational change      dynamic      Chinese traditional culture      Schema Theory     
Corresponding Authors: DU Jing   
Issue Date: 15 September 2013
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DU Jing. Dynamic Effect of Multilevel Leadership on Employee Responses to Organizational Change: Moderating Role of Chinese Traditional Culture[J]. Advances in Psychological Science, 2013, 21(9): 1531-1541.
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http://journal.psych.ac.cn/xlkxjz/EN/10.3724/SP.J.1042.2013.01531     OR     http://journal.psych.ac.cn/xlkxjz/EN/Y2013/V21/I9/1531
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