The double-edged sword effect of leadership empowerment behavior

doi:10.3724/SP.J.1042.2020.01814

Abstract

Abstract:

In the era of rapid development of the digital economy, leadership empowerment behavior is an important practice with which to motivate employees. However, prior studies have shown inconsistent findings regarding its effectiveness. To deeply investigate the impacts of leadership empowerment behavior on employees, we aim to systematically examine the mechanism of the “double-edged sword” impact of leadership empowerment behavior on employees based on conservation resource theory (COR). First, from the perspective of resources, empowerment is regarded as a kind of resource that leaders provide to their employees. Then we thoroughly analyze the “enabling” and “burdening” mechanisms induced by leadership empowerment behavior. The regulatory focus of employees is considered the boundary condition that influence the “double-edged sword” impact. Second, leadership empowerment behavior is thought to be dynamically changing. We explore the ways in which daily leadership empowerment behavior and the fluctuation of leadership empowerment behavior cause the “double-edged sword” effect. Third, we consider the organizational context in which leadership empowerment behavior plays a dynamically changing role. We explore how the relative dynamic situation, namely, work events, moderates the “double-edged sword” effect of leadership empowerment behavior. We aim to combine static and dynamic perspectives to systematically explore the mechanism of the “double-edged sword” impact of leadership empowerment behavior on employees, contributing to both academic research and practical implications.

Key words: leadership empowerment behavior, conservation resource theory, work events, thriving at work, emotional exhaustion

CLC Number:

B849:C93

XIANG Shuting, ZHAO Kai, NING Nan. The double-edged sword effect of leadership empowerment behavior[J]. Advances in Psychological Science, 2020, 28(11): 1814-1835.

Figures/Tables 5

References 121

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结构维度	作者	维度划分
四维度结构	Ahearne等(2005)	增强工作有意义性(Enhancing the meaningfulness of work) 鼓励参与决策(Fostering participation in decision making) 表达对高绩效的信心(Expressing confidence in high performance) 在科层约束中提供自主性(Providing autonomy from bureaucratic constraints)
五维度结构	Arnold等(2000)	以身作则(leading by example) 决策参与(participative decision making) 指导帮助(coaching) 信息共享(Informing) 表达关心(Showing concern/Interacting with the team)
六维度结构	Konczak等(2000)	信息分享(Informing sharing) 具有责任(Accountability) 自主决策(Self-directed decision making) 发展技能(Skill development) 授予权力(Delegating of authority) 指导创新绩效(Coaching for innovative performance)
	Pearce和Sims (2002)	鼓励自我奖励(Encourage self-reward) 鼓励团队合作(Encourage teamwork) 鼓励机会思考(Encourage opportunity thinking) 参与目标设定(Participative goal setting) 鼓励自我发展(Encourage self-development) 鼓励独自行动(Encourage independent action)
	王辉等(2008)	权力委任、过程控制、个人发展支持、工作指导、结果和目标控制、参与决策

结构维度	作者	维度划分
四维度结构	Ahearne等(2005)	增强工作有意义性(Enhancing the meaningfulness of work) 鼓励参与决策(Fostering participation in decision making) 表达对高绩效的信心(Expressing confidence in high performance) 在科层约束中提供自主性(Providing autonomy from bureaucratic constraints)
五维度结构	Arnold等(2000)	以身作则(leading by example) 决策参与(participative decision making) 指导帮助(coaching) 信息共享(Informing) 表达关心(Showing concern/Interacting with the team)
六维度结构	Konczak等(2000)	信息分享(Informing sharing) 具有责任(Accountability) 自主决策(Self-directed decision making) 发展技能(Skill development) 授予权力(Delegating of authority) 指导创新绩效(Coaching for innovative performance)
	Pearce和Sims (2002)	鼓励自我奖励(Encourage self-reward) 鼓励团队合作(Encourage teamwork) 鼓励机会思考(Encourage opportunity thinking) 参与目标设定(Participative goal setting) 鼓励自我发展(Encourage self-development) 鼓励独自行动(Encourage independent action)
	王辉等(2008)	权力委任、过程控制、个人发展支持、工作指导、结果和目标控制、参与决策