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INRODUCTION
The present study will focus the relationships among the different factors such as Empowering
Leadership, Employee Creativities, In-Role Performance, and Access to Resources, Access to
Information, Organizational Based Self Esteem and Organizational Loyalty.
Let briefly discuss the following terms,

EMPOWERING LEADER SHIP

Empowerment leadership is an approach that involve the team in decision making process, to
provide them a participatory role which take advantages of their own expertise and judgment,
and that enhances their sense of individual value as well as commitment to the organization.

Empowerment leadership is a way to include the team in decision making process, to give them a
participatory role which capitalizes on their own expertise and judgment, and that increases their
sense of both individual worth and commitment to the organization.

EMPLOYEE CREATIVITIES
Creativity refers to employees’ generation of new and useful ideas about products, procedures,
and processes at work. It should be noticed that creativity is scrutinized through goal orientation.
These orientation could be an outcome of internal factors in which individuals are effected by
their own personal desire to perform in such a way. These desires are encouraged individual
confidences without the effect of external rewards. On the other hand, external factors such as
challenging with others, acknowledgement, or keep away from criticism are influenced to
individuals. Note the extrinsic factors could be divided into two approaches one is active and
other is passive approaches, once who look for to achieve favorable judgment, and others who
evade unfavorable judgments, respectively.

Creativity refers to employees’ generation of novel and useful ideas concerning products,
procedures, and processes at work. It should be noted that creativity is examined through goal
orientation. These orientations can be a result of internal factors in which individuals are
influenced by their own personal desire to perform in such a way. These desires are motivated
by individual beliefs without the influence of external rewards. On the other hand, individuals
may also be influenced by external factors such as competing with others, acknowledgement, or
avoiding criticism. Note that extrinsic factors can be divided into active and passive approaches:
those who seek to attain favorable judgments, and those who avoid unfavorable judgments,
respectively.

IN-ROLE PERFORMANCE
(Zhu, 2013) Scrutinized that the employees’ in-role behavior means the group of a series of
actions of the employee based on his or her role in the organization.

The in-role behavior of the employee refers to the collection of a series of actions of the employee
based on his or her role in the organization (Zhu, 2013).
ACCESS TO RESOURCES
It means that there is a fair and open environment that easily approach to all organizational
resources for the employees in this way to obtain efficient and effective work process and gain
organizational goals.
It means that there is a fair and open environment of easy access to all organizational recourses for the
employees in order to get efficient work process and achieve organization goals.

ACCESS TO INFORMATION

Access to the information of the organization is a better way for the employees to create better ideas of
the organization’s work flow, productivity, competition, and strategy.

ORGANIZATIONAL BASED SELF ESTEEM (OBSE)

(Pierce et al., 1989) coded that OBSE is defined as “the degree which organizational members
believe they can satisfy their need and wants by participating in roles within the organizational
context”. For this OBSE reveals the perception individuals have of themselves as vital,
meaningful, efficacious, and valuable within their organization. Their experiment also establish
that employees with high OBSE will contribute in activities valued by their organization and
other organization-related performance that will beneficial for an organization.

OBSE is defined as “the degree to which organizational members believe they can satisfy their
needs by participating in roles within the context of an organization” (Pierce et al., 1989). Thus,
OBSE reflects the perception individuals have of themselves as important, meaningful, effectual,
and worthwhile within their organization. Their study also found that employees with high
OBSE will participate in activities valued by their organization and in other organization-related
behaviors that will benefit the organization (Pierce et al., 1989).

ORGANIZATIONAL LOYALTY
Organizational Loyalty is the degree to which the workforce are loyal to the organization, having
beliefs of bonding, involvement, care, responsibility and dedication towards it.

Researcher strived to exhibit, mechanisms through which grant empowering leadership magnify
employee creativity. In two different studies, Zhang and colleagues revealed that there is positive
relationship of empowering leadership on creativity and mediated role employees’ psychological
empowerment as personal factor (Zhang &Bartol, 2010) and creative self-efficacy (Zhang &
Zhou, 2014). Nonetheless researchers have completely illuminate how empowering leadership
might affect context-specific factors that are pivotal in assisting creativity.

Organizational Loyalty is the extent to which the personnel are faithful to the organization,
having feelings of bonding, inclusion, care, responsibility and devotion towards it.

Researchers have also attempted to reveal the mechanisms through which empowering
leadership enhances employee creativity. In two different studies, Zhang and colleagues found
that the positive effects of empowering leadership on creativity are mediated by such personal
factors as employees’ psychological empowerment (Zhang &Bartol, 2010) and creative self-
efficacy (Zhang & Zhou, 2014). Nevertheless, researchers have yet to fully elucidate how
empowering leadership may affect context-specific factors, which are also crucial in facilitating
creativity.
Woodman, Sawyer, and Griffin (1993) argued the interactionist model of creativity, which
propose about the creativity, that employee creativity is a complex product of interchanges
between personal traits and contextual variables. In the same way, Amabile (1983) securitized
that creativity is a behavior resultant from specific gatherings of personal and contextual factors.
To our comprehension, however, research have not investigated both context-specific and actor-
related mechanisms all together in link between leadership and creativity. This gap is fill in the
literature, the purpose of this study to explore how empowering leadership can uphold employee
creativity by two similar mechanisms: the context-specific and actor-related mechanisms. With
respect to the context-specific mechanism, we emphasis on instrument support, that refers
leaders provide the task-oriented support, as well as access to information (AI) and access to
resources (AR; amabile, Schatzel, Moneta, &Kramer,2004: Spreitzer, 1996).
Woodman, Sawyer, and Griffin (1993) proposed the interactionist model of creativity, which
suggests that employee creativity is a complex product of the interactions between personal
attributes and contextual variables. Similarly, Amabile (1983) proposed that creativity is a
behavior resulting from certain constellations of personal and contextual factors. To our
knowledge, however, researchers have not explored both context-specific and actor-related
mechanisms simultaneously in the relationship between leadership and creativity. To fill this gap
in the literature, this study aims to investigate how empowering leadership can promote
employee creativity through two parallel mechanisms: the context-specific and actor-related
mechanisms.With regard to the context-specific mechanism, we focus on instrumental support,
which refers to the task-oriented support provided by leaders, including access to information
(AI) and access to resources (AR; Amabile, Schatzel, Moneta,&Kramer, 2004;Spreitzer, 1996).
Access to information cite to expanse the knowledge which employees have about the goals,
vision, and strategies of the organization. Access to resources describes to the extent employees
have funds, materials, funds, and time essential to effectually carry out their work assignments
(Spreitzer. 1996). AI and AR are two specific attributes of an empowering work context
(Spreitzer, 1996).
Amabie’s (1988, 1996) componential theory of creativity means that employees ‘opinion about
an empowering work environment are created with cooperation of immediate supervisor. As
definition of an empowering leadership, seeks to establish an empowering environment for their
employees, its logical emphasis on empowering leadership as precursor of AI and AR (Sharma
& Kirkman, 2015). With respect to the actor-related mechanism: we concentrate on employees’
organization based self-esteem (OBSE). Self-esteem refers to an individual’s overall assessment
of his or her competencies (Rosenberge, 1965). Tharenou (1979) was among the first to apply
the idea of self-esteem to the work setting. Depicting on tharenou’s work, Prierce, Gradner,
Cummings and Dunham (1989) eventually presented the idea and concept of OBSE, which they

Access to information refers to the extent to which employees have information about the goals,
vision, and strategies of the organization. Access to resources refers to the extent to which
employees have the materials, space, funds, and time necessary to effectively carry out their
work responsibilities (Spreitzer, 1996). AI and AR are two important characteristics of an
empowering work context (Spreitzer, 1996).
Amabile’s (1988, 1996) componential theory of creativity proposes that employees ‘perceptions
of their work environment are created by the support from their immediate supervisor. As
empowering leadership, by definition, seeks to create an empowering environment for
employees, it logical sense to focus on empowering leadership as the antecedent of AI and AR
(Sharma & Kirkman, 2015).With regard to the actor-related mechanism; we focus on employees’
organization based self-esteem (OBSE). Self-esteem refers to an individual’s overall evaluation
of his or her competencies (Rosenberg, 1965). Tharenou (1979) was among the first to apply the
concept of self-esteem to thework setting. Drawing on Tharenou’swork, Pierce, Gardner,
Cummings, and Dunham (1989) subsequently introduced the concept of OBSE, which they
Defined as the degree to which once believes himself or herself to be proficient and meaningful
and worthy as organizational member. The major attribute of OBSE is that it emphasizes the
employee’s distinguished competency within his or her employing organization. As a result, it
keeps the great potential for supporting the behaviors of the employee with behaviors esteemed
by the concentration organization (Korma, 1976, 2001; Pierce at el., 1989).
Tsearchers (Shalley & Gilson, 2004; Zhou & Hoever, 2014) have argued for more researched
how actor-level factors might function in combining with context specific factors to impact
individuals’ creativity. Moreover the targets this research study to investigate interlink effects of
each of two influential factors (i.e., AI & AR) and OBSE on employee creativiuch ty. Such
reciprocity are theoretical important because with high level OBSE could not able to express
individual creativity by reason is lack of appropriate resources or required information figure 1
presents our conceptual model.

defined as the degree to which an individual believes himself or herself to be capable,

significant, and worthy as an organizational member. The predominant feature of OBSE isthat it
underscores the employee’s perceived competence within his or her employing organization. As
a consequence, it holds great potential for aligning the behaviors of the employee with the
behaviors valued by the focal organization (Korman, 1976, 2001; Pierce et al., 1989).
Researchers (Shalley & Gilson, 2004; Zhou & Hoever, 2014) have called for more studies to
explore how actor-level factors might operate in conjunction with context specific factors to
influence individuals’ creativity. Thus, this study also aims to explore the interaction effects of
each of the two instrumental factors (i.e., AR and AI) and OBSE on employee creativity. Such
interactions are of theoretical importance because employees with high OBSE may not be able to
demonstrate individual creativity if they lack necessary information or sufficient resources.
Figure 1 presents our conceptual model.
Our study give extant research with three theoretical contributions. First, we contribute and
support to the creativity literature through investigating both context-specific (i.e., AR and AI)
and actor-level mechanisms (i.e., employee OBSE) concurrently in the relationship between
empowering leadership and creativity. Even through current research on creativity has started
study both context-specific and actor-related at the same time (Zhou & Hover, 2014), this study
is first to treat among these two Parallel mechanisms. Our research Model follows an innovative
angle by combining these actor-cantered and context-centred perspectives within creativity
research. Second, we contribute to the empowering leadership literature through expanding the
understanding of impact and effect of this leadership style on followers’ attitude and behaviors
(e.g., Harris, Li, Boswell, zhang, & Xie, 2014l Raub & Robert,, 2010; Tuckey, Bakker, &
Dollard, 2004).

Our study makes three theoretical contributions to the extant research. First, we contribute to the
creativity literature by exploring both context-specific (i.e., AR and AI) and actor-level
mechanisms (i.e., employee OBSE) simultaneously in the relationship between empowering
leadership and creativity. Although recent research on creativity has begun to consider both
context-specific and actor-related factors at the same time (Zhou & Hoever, 2014), this study is
among the first to treat these factors as two parallel mechanisms. Our model pursues an
innovative angle by integrating these actor-centred and context-centred perspectives within
creativity research. Second, we contribute to the empowering leadership literature by broadening
the understanding of the effects of this leadership style on followers. Researchers have reported
the positive effects of empowering leadership on a variety of followers’ attitudes and behaviors
(e.g., Harris, Li, Boswell, Zhang, & Xie, 2014; Raub & Robert, 2010; Tuckey, Bakker,
Even so, we are not well inform of any stich which have exposed the some passible effects of
empowering leadership on followers’ self-evaluation. As per precious research (Shamir, House,
& Arthur, 1993; van Knippengert, van knippenberg, De Cremer, & Hogg, 2004) have shown the
leadership behavior could mostly effects how employees look themselves, as represented for
their OBSE. Third, we expand the interactionist attribute of creativity by examining the combine
consequences of AR/information and OBSE on creativity. The Interactionist perspective
comments that both personal and contextual factors are mainly impact and get complete
knowledge of employee creativity. Including simultaneously the instrumental support andupshots
OBSE, our main purpose to explain in complete detail why and when empowering leadership
may encourage individual creativity.
&Dollard, 2012). Nevertheless, we are not aware of any studies that have revealed the possible
effects of empowering leadership on followers’ self-evaluation. As prior studies (Shamir, House,
& Arthur, 1993; van Knippenberg, van Knippenberg, De Cremer, & Hogg, 2004) have
demonstrated that leadership behavior can largely influence how employees view themselves,
this study aimed to explore the effect of empowering leadership on the self-view of employees,
as represented by their OBSE.Third, we extend the interactionist perspective of creativity by
investigating the joint effects of AR/information and OBSE on creativity. The interactionist
perspective argues that both the main effects of personal and contextual factors and their
interactions are vital to obtain a holistic understanding of employee creativity. By considering
the effects of OBSE and instrumental support simultaneously, we aim to elucidate in fuller detail
why and when empowering leadership may promote individual creativity.
Theory and hypotheses
Empowering leadership and OBSE
Organization-based self-esteem shows that expand which organizational members trust
themselves to be skilled, meaningful, effective, and valuable individuals

Theory and hypotheses

Empowering leadership and OBSE
Organization-based self-esteem indicates the extent to which organizational members believe
themselves to be capable, meaningful, effectual, and worthwhile individuals

Within their employing organizations (pierce et al., 1989). Self-concept based headship theory
(shmair et al., 1993). Suggests that leadership behavior may have deep influence on followes’
self-evaluation and self-concept. As conclusion the theoretical explicit significant relationship
leadership behavior on employees’ OBSE (Chan, Huang, Snape, & Lam, 2013; Yang, Zhang
Kwan, & Chen, 2018).

within their employing organizations (Pierce et al., 1989). Self-concept–based leadership theory
(Shamir et al., 1993) proposes that leadership behavior may have a profound impact on
followers’ self-evaluation and self-concepts. As a result, it is of theoretical importance to explore
the effect of leadership behavior on employees’ OBSE (Chan, Huang, Snape, & Lam, 2013;
Yang, Zhang, Kwan, & Chen, 2018).
Moreover to the OBSE fiction (piecrce & Gardner, 2004), an employee’s OBSE may be effected
by three factors: (1) the employee’s work setting: and (2) messages sent form significant others
(e.g., immediate leaders) in the work setting; and (3) the employee’s feelings of ability and
capability. We discuss that all three these aspects might be positive effected by empowering
leadership. Regarding the first element, Pierce et al. (1998) postulated that the work environment
may ran better level of OBSE if not as much built up and give to employees express better
opportunities themselves in their organizational role (Pierce & Gardner, 2004). Likewise, self-
concept theory based proclaim that employees’ “self-esteem is create sense of ability to deal with
control one’s environment through competence, power and achievement” (Shamir et al., 1993, p.
580). Leader act a critical role in influential work environment experienced by the employees.
By definition, empowering leaders resolutely remove behavior controls or bureaucratic
constraints imposed on their followers, and provide them with more sovereignty for employees’
self-expression (Ahearne et al., 2005). Such leader provides greater awareness of self-control to
the employees and to obtain the higher rank of OBSE by approach empowering environment.
According to the OBSE literature (Pierce & Gardner, 2004), an employee’s OBSE may be
influenced by three factors: (1) the employee’s work environment; (2) messages sent from
significant others (e.g., immediate leaders) in the work setting; and (3) the employee’s feelings
of efficacy and competence. We argue that empowering leadership may have positive effects on
followers from all three of those aspects. Regarding the first factor, Pierce et al. (1989) theorized
that the work environment may lead to higher levels of OBSE if it is less structured and provides
employees with greater opportunities to express themselves in their organizational roles (Pierce
& Gardner, 2004). Similarly, self-concept–based theory argues that employees’ self-esteem is
based on “the sense of competence, power, achievement, or ability to cope with and control
one’s environment” (Shamir et al., 1993, p. 580). Leaders play a crucial role in shaping the work
environment experienced by their employees. By definition, empowering leaders purposefully
remove behavior controls or bureaucratic constraints imposed on their followers, and provide
them with more autonomy for employees’ self-expression (Ahearne et al., 2005). Such an
empowering environment shaped by the leader may give a greater sense of self-control to the
employees and result in higher levels of OBSE.
In relationship to the second factor (i.e., messages from meaningful others), OBSE of employees
is, in part, a social building, it means it is shaped by the message who estimate the employees
work through self-lead by give importance others (korman, 1971). Empowering leaders exhibit
trust on their employees’ talents and encompass their employees in decision making process.
Such this type of behavior show a very clear signal to the employees that they believed reliable,
competent and effective members of the organization (Gardner, Dyne, & Pierce, 2004; Spreitzer,
2008).
In relation to the second factor (i.e., messages from significant others), an employee’s OBSE is,
in part, a social construction, meaning that it is molded by the messages about the self-sent by
significant others who evaluate the employee’s work (Korman, 1971).Empowering leaders
express confidence in their employees’ abilities and involve their employees in the decision-
making process. Such behavior conveys a clear signal to the employees that they are considered
trustworthy, capable, and competent members of the organization (Gardner, Dyne, & Pierce,
2004; Spreitzer, 2008).
Moreover employees combine such positive messages into their self- assessment, their OBSE
will be similarly higher. Finally, concerning the third factor (i.e., the employee’s feeling of
efficacy and proficiency), it has been recommended that OBSE devises in part from the
employees ‘individual knowledges (Korman, 1971). Due to the support from their empowering
leader, those employees are more likely to feel efficacious and competent in their capabilities.
Furthermore, empowering leaders pass on the importance of the work to their employees, in that
way helping them comprehend how their work supports to the goals and achievement of the
company. Such understanding increases the employees’ self-perception prominence and value
within the organization and simultaneously enhance their OBSE (May, Gilson, & Harter, 2004).
When all of these factors are taken collectively, it is realistic to argue that empowering
leadership may improve employees’ OBSE.

When employees incorporate such positive messages into their self-evaluation, their OBSE will
be correspondingly higher. Finally, regarding the third factor (i.e., the employee’s feeling of
efficacy and competence), it has been suggested that OBSE originates in part from the
employees ‘personal experiences (Korman, 1971). Due to the encouragement from their
empowering leader, those employees are more likely to feel efficacious and competent in their
capabilities. Furthermore, empowering leaders communicate the meaningfulness of the work to
their employees, thereby helping them understand how their work contributes to the goals and
success of the company. Such understanding enhances the employees’ self-perceived importance
and worth within the organization and concomitantly boosts their OBSE (May, Gilson, & Harter,
2004). When all of these factors are taken together, it is reasonable to argue that empowering
leadership may enhance employees’ OBSE.

OBSE and creativity

We assume OBSE to be positively linked to creativity for two reasons. First, according to self-
verification theory, people are enthused to verify and tolerate their current self-concepts (Swann,
1983). In a akin vein, self-consistency theory (Korman, 1970) proposes that individuals will take
part in behaviors that strengthen their self-perception.
Subsequently, high-level OBSE helps as a self-regulatory system that leaders individuals to
accomplish behaviors regular with their self-perception in the organization
(Lapointe,Vandenberghe, & Panaccio, 2011). Thus, people with great OBSE will be more
enthused to accomplish goals and seek endorsement from others (Pierce &Gardner, 2004).
Creativity is one of the greatest valued processes within the organization; it needs broad
knowledge and intellectual abilities to implement successfully (Reiter-Palmon & Illies, 2004).
Employees with high OBSE will be more ready to take on the challenges and involve in more
creative behaviors, in keeping with their higher self-supposed ability and skills (Chen & Aryee,
2007). Second, according to the methodology/prevention framework (Elliot & Thrash, 2002),
employees with high OBSE are more sensitive to positive information and are motivated to
implement goals that force them to follow positive outcomes (Ferris et al., 2011; Judge,Bono,
Erez, & Locke, 2005). Furthermore, they tend to have a dynamically positive view of themselves
and possess higher levels of self-self-reliance (Baumeister, Tice, & Hutton, 1989). In chance,
they are less worried about keep away failures or negative outcomes and are more willing to hold
uncertainty and take dangers in the process of creating and testing creative ideas (Ferris et al.,
2011).

OBSE and creativity

We expect OBSE to be positively related to creativity for two reasons. First, according to self-
verification theory, people are motivated to verify and sustain their existing self-concepts
(Swann, 1983). In a similar vein, self-consistency theory (Korman, 1970) suggests that
individuals will engage in behaviors that reinforce their self-perception.
Consequently, high-level OBSE serves as a self-regulatory system that guides individuals to
execute behaviors consistent with their self-perception in the organization
(Lapointe,Vandenberghe, & Panaccio, 2011). Thus, people with high OBSE will be more
motivated to achieve goals and seek approval from others (Pierce &Gardner, 2004). Creativity is
one of the most valued processes within the organization; it requires extensive knowledge and
cognitive abilities to execute successfully (Reiter-Palmon & Illies, 2004). Employees with high
OBSE will be more willing to take on the challenges and engage in more creative behaviors, in
keeping with their higher self-perceived competence and capabilities (Chen & Aryee, 2007).
Second, according to the approach/avoidance framework (Elliot & Thrash, 2002), employees
with high OBSE are more sensitive to positive information and are inclined to adopt goals that
compel them to pursue positive outcomes (Ferris et al., 2011; Judge,Bono, Erez, & Locke, 2005).
In addition, they tend to have a strongly positive view of themselves and possess higher levels of
self-confidence (Baumeister, Tice, & Hutton, 1989). In turn, they are less concerned about
avoiding failures or negative outcomes and are more inclined to embrace uncertainty and take
risks in the process of generating and testing creative ideas (Ferris et al., 2011).

They also proactively try to find challenges that ease learning and acquirement of new
knowledge and skills, which then enrich their creativity (Gong, Huang, & Farh, 2009).
Third, as OBSE reveals an individual’s self-supposed competence in an organization, employees
with high OBSE tend to have a strong belief of competence and believe that they are intelligent
to make valuable influences to the organization (Pierce et al., 1989). Furthermore, employees
with great OBSE recognize themselves as important and valuable in their organization, so they
are likely to feel as although they have more independence and greater command over their work
behavior. According to the cognitive evaluation theory (Deci & Ryan, 1980), the approaches of
capability and sovereignty are precursors for intrinsic motivation. Hence, employees with high
OBSE are more likely to appreciate high levels of intrinsic motivation in respect to their work
(Pierce & Gardner, 2004), which allows them to produce creative ideas (Amabile, 1996; Grant,
2008; Grant & Berry, 2011; Zhang & Bartol, 2010). Therefore, we suggest: Empowering
leadership and access to resources/information Empowering leaders effort to build a work
context wherein employees’ sovereignty and work significance can be supported and
encouraged. Employees’ AR and AI are important characteristics of such an authorizing work
context, because they simplify
the work process for employees and develop the effectiveness of their struggles (Spreitzer,
1996). We discuss that empowering leaders make several types of considered efforts to give
employees with retrieve to essential resources and information. First, empowering leaders
struggle to declare employees’ sovereignty and eliminate bureaucratic restriction from their daily
work (Ahearne et al., 2005). Consequently, employees are provided with adequate resources so
that they have the essential discretion and freedom to decide the time, pace, and method of
finishing their work
(Martin et al., 2013).Second, empowering leadership behaviors include giving authority to
employees and provided that them with further obligation over their own work and decision m

They also proactively seek out challenges that facilitate learning and acquisition of new
knowledge and skills, which then enhance their creativity (Gong, Huang, & Farh, 2009).
Third, as OBSE reflects an individual’s self-perceived competence in an organization, employees
with high OBSE tend to have a strong sense of competence and believe that they are able to
make valuable contributions to the organization (Pierce et al., 1989). In addition, employees with
high OBSE perceive themselves as important and worthwhile in their organization, so they are
likely to feel as although they have more autonomy and greater control over their work behavior.
According to the cognitive evaluation theory (Deci & Ryan, 1980), the feelings of competency
and autonomy are antecedents for intrinsic motivation. Thus, employees with high OBSE are
more likely to enjoy high levels of intrinsic motivation in regard to their work (Pierce &
Gardner, 2004), which enables them to generate creative ideas (Amabile, 1996; Grant, 2008;
Grant & Berry, 2011; Zhang & Bartol, 2010). Accordingly, we propose: Empowering leadership
and access to resources/information Empowering leaders try to create a work context wherein
employees’ autonomy and work meaningfulness can be supported and bolstered. Employees’ AR
and AI are important characteristics of such an empowering work context, because they facilitate
the work process for employees and improve the effectiveness of their efforts (Spreitzer, 1996).
We argue that empowering leaders make several types of deliberate efforts to provide employees
with access to needed resources and information. First, empowering leaders strive to assure
employees’ autonomy and remove bureaucratic constraints from their daily work (Ahearne et al.,
2005). Accordingly, employees are provided with sufficient resources so that they have the
necessary discretion and freedom to decide the time, pace, and method of completing their work
(Martin et al., 2013).Second, empowering leadership behaviors include delegating authority to
employees and providing them with additional responsibility over their own work and decision
m
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