The Relationships among Leader-Member Exchange, Employee Creativity and Intrinsic Motivation of Ministry of Education in Thailand

全文

(1)The Relationships among Leader-Member Exchange, Employee Creativity and Intrinsic Motivation of Ministry of Education in Thailand. by Nut Tammawiteekun. A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of MASTER OF BUSINESS ADMINISTRATION Major: International Human Resource Development. Advisor: Chih-Chien Steven Lai, Ph.D.. National Taiwan Normal University Taipei, Taiwan June, 2019.

(2)

(3) ACKNOWLEDGEMENT “Learning is the only thing the mind never exhausts, never fears, and never regrets.” – Leonardo da Vinci. Firstly, I give thanks to the Taiwan International Cooperation and Development Fund (ICDF) scholarship for the amazing life in Taiwan that allowed me to achieve this wonderful milestone. Secondly, I would like to thank my department (Graduate Institute of International Human Resources Development) for providing me essential connections, skills, and abilities that fulfilled my career and life. Thirdly, my special thank goes to my thesis advisor, Dr. Chih-Chien Steven Lai, for his help, advice, and support. Also, many thanks to my committee members, Dr. Lee, Pai-po and Dr. Lu, Cheng-Chieh Allen. Thank you both for the recommendations and suggestions. Thanks to my lovely friends, classmates, and roommates in Taiwan and those in Thailand for supporting me always. Last but not least, I would like to thank my family for believing in me and supporting my dream. It has been a long journey, but I am now at the end of the destination of Master’s degree. I cannot thank my family enough, you all have been waiting so long, now I am here to tell you that congratulations to our accomplishment..

(4)

(5) ABSTRACT Since the recent phenomena of organization are rapidly changed in terms of technological advances in today’s world, it is unarguable to say that sometimes, it also creates some bad impact on the employees itself, therefor, many organizations tried to come across the challenges of improving their employee capability such as creativity. And many researchers found that leadermember exchange (LMX) could be related to employee creativity within the organization especially in the organization that concerned creativity as a main concept. This research proposed to investigate the relationship between LMX and employee creativity through intrinsic motivation within MOE, Thailand. The paper-based questionnaires were distributed to 186 manager– employee dyads from center educational technology (CET) undertaken by Ministry of Education in Thailand. This study is used confirmatory factor analysis (CFA) and structural equation modeling (SEM) with SPSS 23.0 and AMOS 22.0 to analyze the data and test the hypotheses. The results shows that LMX is positively related to employee creativity. Results also support the mediating role of intrinsic motivation between two main variables. Keyword: leader-member exchange, employee creativity, intrinsic motivation. I.

(6) II.

(7) TABLE OF CONTENTS ABSTRACT………………………………………………………………………...I TABLE OF CONTENTS …………………………………………………………III LIST OF TABLES ………………………………………………………………...V LIST OF FIGURES……………………………………………………………...VII CHAPTER I INTRODUCTION………………………...……………………...1 Background of the Study………………………………………………………………….1 An Overview of Ministry of Education in Thailand………………………………………3 Statement of the Problems…………………………………………………………….….4 Purposes of the Study……………………………………………………………………...5 Questions of the Study…………………………………………………………………….5 Significances of the Study……………………………………………………………….5 Delimitations……………….……………………………………………………………..6 Definition of Key Terms…………………………….……………………………………..7. CHAPTER II LITERATURE REVIEW………...……………………………...9 Leader-Member Exchange………………………………………………………………..9 Intrinsic Motivation………....…………………..……………...………...……………...16 Employee Creativity……………………………………………………………………..21 The Associations among the Variables……..…………………………………………..23. CHAPTER III METHODOLOGY………………………………...…………..29 Research Framework…………………………………………………………………….29 Research Hypotheses…………………………………………………………………….30 Research Procedure………………………………………………………………………30 Participants…………………………………………………………………………..…32 Data Collection Process………………………………………………………………….32 Measurement Design…………………………………………………………………….33 Data Analysis …………………………………………………………………………...37 Reliability and Validity……….………………………………………………………….37. CHAPTER IV RESULTS AND DICUSSIONS……………………………....45 Descriptive Statistics Results…………………………………………………………….45 III.

(8) The Relationships among the Variables.……..…………………………………….…….48 The Associations among LMX, Employee Creativity, and Intrinsic Motivation….……...49 Summary…………………………………………………………………………………55. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS…………….57 Conclusions………………………………………………………………………………57 Limitations……………………………………………………………………………….58 Recommendations………………………………………………………………………..58 Implications…………………………………………………………………………….59. REFERENCES…………………………………………………………………....61 APPENDIX A: ENGLISH LETTER OF CONSENT FOR MANAGER.………....73 APPENDIX B: ENGLISH LETTER OF CONSENT FOR EMPLOYEE….….…..75 APPENDIX C: ENGLISH QUESTIONNAIRE FOR MANAGER……...……......77 APPENDIX D: ENGLISH QUESTIONNAIRE FOR EMPLOYEE...…..………..79 APPENDIX E: THAI LETTER OF CONSENT FOR MANAGER……………...83 APPENDIX F: THAI LETTER OF CONSENT FOR EMPLOYEE……………..85 APPENDIX G: THAI QUESTIONNAIRE FOR MANAGER…………………...87 APPENDIX H: THAI QUESTIONNAIRE FOR EMPLOYEE…………………..89. IV.

(9) LIST OF TABLES Table 3.1. Scale of Variables……………...…………..…………………………………………35 Table 3.2. Reliability Results of the Pilot Study….…………………………………………….38 Table 3.3. The Result of Harman’s Single Factor Test………………………………………..39 Table 3.4. Summary of Good-Fit Criteria ……………………………………………………….40 Table 3.5. Confirmatory Factor Analysis Result for Harman’s Single Factor Test……………..41 Table 3.6. Results of Confirmatory Factor Analysis…………………………………………….42 Table 4.1. Descriptive Statistics for Managers ………………………………………………….46 Table 4.2. Descriptive Statistics for Employees ………………………………………..……….47 Table 4.3. Mean, Standard Deviations and Correlations …………….………………………….49 Table 4.4. Results of the Associations among LMX, Employee Creativity and Intrinsic Motivation…...………………………………………………………….…………….52 Table 4.5. Results for the Variables.…………..……………….………………………………...53 Table 4.6. Summary of the Results………………………………………………………............55. V.

(10) VI.

(11) LIST OF FIGURES Figure 2.1. Relationship at work: Summarizing the nomenclature for peer, upward, and downward dyadic relationships………..………..……………………………………10 Figure 3.1. Research framework………………………………………………………………….29 Figure 3.2. Research procedure…………………………………………………………………..31 Figure 3.3. CFA test results for Harman’s single factor test…………………………………….43 Figure 3.4. CFA test results……………………………………………………………………...44 Figure 4.1. Structural equation modeling (path analysis)………...……………………………...54. VII.

(12) VIII.

(13) CHAPTER I INTRODUCTION In this chapter, it provides the introduction including the background of the study, an overview of Ministry of Education in Thailand, statement of the problems, purposes of the study, questions of the study, significance of the study, delimitations, and definition of key terms which adopted in this research.. Background of the Study Nowadays, the business model and the way that people do their occupation are different from the past because the devices are rapidly changed in terms of technological advances; the requirement of innovation and creativity within the organization have become more radical. Therefore, a great deal of organizations require to concern about high performance of employees in terms of creativity and innovation that will make themselves predominant from their competitors and increase competitive advantage in the market share (Duan, Liu, & Che, 2018; Madjar, Oldham, & Pratt, 2002; Shalley & Gilson, 2004; Zhou & Shalley, 2003). In addition, many researchers (Pan, Sun, & Chow, 2012; Shalley, 1991; Zhou, 2003) suggested that Leader-Member Exchange (LMX) plays as a critical role in employee’s creativity in the workplace because it can maintain and encourage organizational achievement, also competitive advantage. According to LMX theory, the organizational environment foundation relates to a social-exchange between leaders and subordinates. Also, the role of leadership within the company plays as a key factor which embedded within the social-exchange that stimulates and emerges employee’s creativity (Pan et al., 2012; Tierney & Farmer, 2011). Moreover, some researches recently claimed that leaders can establish subordinates’ creativity through a perception of the motivation empowerment and understanding them naturally (Duan et al., 2018). In 2004, Janssen and Van Yperen reported that a lower quality of LMX may affect the level of employees’ ability in terms of innovation, job performance and job satisfaction; the employees are seemingly inhibited by the lower quality exchanges with their leaders because they lack a resources for establishing creativity which may illustrate the reason why the level of quality of LMX relationship may influence employee’s creativity and satisfaction in the organization. However, some study (Pan et al., 2012) found that the feelings of obligation and motivation empowerment mediates positively on the relationships between LMX and employee’s creativity. Likewise, the degree of the structure within the organization may encourage or inhibit employee’s 1.

(14) creativity. Furthermore, Malingumu, Stouten, Euwema, and Babyegeya (2016) studied how quality of team-member exchange (TMC) was developed by servant leaders to impact Organizational Citizenship Behavior (OCB) and employee’s creativity; their result suggested that servant leadership plays as an important roles which enhance positively relationship between leaders and subordinates, also between co-workers and co-workers, and these kinds of relationship are positively related to OCB and creativity within the workplace. The development of the LMX model, motivation theory, and social exchange framework have been investigated which degree of LMX exert influences employee’s outcome and innovation through a motivational model and social exchange theory. And many studies (Conger & Kanungo, 1988; Pan et al., 2012; Thomas & Velthouse, 1990) suggested that employee’s creativity will become more increasingly when the employees’ experience of autonomy, competence, and relatedness are responded. Meanwhile, the social exchange theory indicates that if leaders treat subordinate impartially; they tend to be more creatively and positively in their occupation. Also, they more likely to have high-quality relationships with their leaders (Liden & Graen, 1980; Loi, Mao, & Ngo, 2009; Pan et al., 2012). Nevertheless, there are a few studies (Duan et al., 2018; Herrmann & Felfe, 2013; Jensen & Bro, 2018; Pan et al., 2012; Rahbi, Khalid, & Khan, 2017) have investigated the intrinsic motivation as a mediator between LMX and creativity. Moreover, many studies (George & Zhou, 2007; Kark, Van Dijk, & Vashdi, 2018; Unsworth, Wall, & Carter, 2005) already examined in service organizations which creativity is less important. Additionally, those studies suggested that the future research should investigate the innovative organizations or other organizations which creativity plays as a main feature of the work context because it will conduct accurately in terms of sampling more than the previous researches and also the differences of an organization working system may affect employee’s creativity differently. For instance, educational organizations are concerned that creativity is more important than service organizations because they are a basic institution of training and developing, also providing knowledge, skill, and evolution to people. Particularly, the creative skill is highly required in the educational organization (Ghorbani & Ahmadi, 2011). Therefore, in this research, the intrinsic motivation as a mediator between LMX and employee’s creativity is conducted in the center educational technology in Thailand which creativity is a major concern. In addition, employee’s creativity is obviously necessary for a company, especially for innovative companies. In this century, the turbulent environment is increased by technological. 2.

(15) changed, demanding customers and unpredictable economy with high competition which stimulates many companies to determine the way that promotes creativity within their organization. Several studies (Amabile & Khaire, 2008; Eyal & Kark, 2004; Kark et al., 2018; Mainemelis, Kark, & Epitropaki, 2015; Mumford et al., 2012) suggested that employee’s creativity can encourage the effectiveness and competitiveness of an organization, but leadership supposed to be the key factor to establish employee’s creativity, since they are responsible for providing the work context that relates to the interactions between leaders and subordinates. Therefore, this issue is seemingly important to determine which level of LMX relationship may actually support or inhibit employee’s creativity within the organization, especially in the educational organization area. In this study, the additional mediating role of the intrinsic motivation model examines the impact on the relationship between LMX and employee’s creativity as it represented the importance of psychological mechanisms for guideline leaders how to promote their subordinate’s creativity appropriately in the educational organization area which creativity plays as a core concept.. An Overview of Ministry of Education in Thailand According to “Education for All 2015 National Review Report: Thailand”, it is provided by Thailand Misintry of Education and Thailand National Commission for UNESCO (2014). It mentioned many organizations undertaken by the Ministry of Education in Thailand (MOE) including the office of the non-formal and informal education, the office of the basic education commission, the office of the vocational education commission, the office of higher education, science, research and innovation, science center for education, and the center educational technology (CET). In this study, CET organization is chose as a case study of the research because it is well known as an educational organization for people who seek to learn and develop their knowledge. It has been founded in 1994 by MOE. CET organization aims to provide tutorials in several subjects through public television channels and the internet educational materials are approached and dispensed via electronic media. These materials are provided not only general people (students and elderly) but also disabled people. Moreover, the objects of CET organization commit to developing and improving the quality of distance education system for lifelong learning. In addition, CET organization concerned creativity as a core concept and vision of the organization. Therefore, CET organization is suitable and reasonable to be the case study of this research since this research focused on the relationship between LMX and employee creativity. Other. 3.

(16) organizations which undertaken by MOE are not mentioned in this study because those organizations focused on leading through strategic funding, autonomy with accountability, modern management agencies, and flow and collaborative networks of the education field which creativity is not the main point in those organizations. Apart from the MOE structure, CET organization structure (Center for educational technology, 2018) can divided into eight sectors: the division of directing, the educational television department, the educational radio department, the educational production department, the division of maintenance and technicians, the division of engineering and developing learning innovation, the division of digital education for learners with disabilities, and human resources department. Totally, according to the divisions in this organization, it is obviously showing that the most abilities that they concerned as core concept is the creativity because most of the tasks required the creativity, original ideas, innovation, and development. Thus, the reason why the researcher chose CET organization as a case study because they concerned creativity as the strength to operate in their organization.. Statement of the Problems Since many organizations required creativity and innovation for operation. Some researchers (Ghorbani & Ahmadi, 2011) noted that employee’s creativity emerges from facilities, reward system, organizational structure, motivation and relationship with their managers. In addition, leaders have been found that they play as the main factor to foster and encourage employee’s creativity. However, leaders who refuse a relationship with their subordinates or become unethical; it tends to inhibit employee’s creativity in the organizational environment. Thus, in order to encourage the high-quality relationship between leaders and subordinates which leading to creativity, it necessary to investigate and develop the variables including LMX and motivation empowerment within the organizations (Duan et al., 2018; Enderle, Almond, & Argandoña, 1990). There are a few studies (Agarwal, Datta, Blake-Beard, & Bhargava, 2012; Duan et al., 2018; Ghorbani & Ahmadi, 2011; Herrmann & Felfe, 2013; Jaskyte & Kisieliene, 2006; Pan et al., 2012; Rahbi et al., 2017) investigated the relationship between LMX and employee’s creativity through intrinsic motivation in the organization. What’s more, There are very few researchers examined the educational organization area about the relationship between LMX and creativity through intrinsic motivation (Ghorbani & Ahmadi, 2011). To better understand how those leaders develop. 4.

(17) their employee’s creativity through intrinsic motivation; research is required to discover this critical issue in different cultures and also different characteristics of organizational field (Jaskyte & Kisieliene, 2006). In order to fill these issues, this study proposed to explore the relationship between LMX and employee creativity and examine the mediator role of intrinsic motivation at CET organization, Thailand.. Purposes of the Study According to the background of the study and statement of the problem that were discussed above; these sections focus on the problem leading to the present study, but it is the purpose statement which contributes the direction for the research. This research may provide the insight knowledge about the LMX and creativity based on intrinsic motivation framework. The purpose of this study aims to investigate the relationship between leader-member exchange (LMX) and employee’s creativity toward intrinsic motivation in CET organization, Thailand due to the consideration of personal interested, and to better understands the core concept of social relationships within CET organization, Thailand.. Questions of the Study According to the purposes of the present study that tends to explore the Ministry of Education in Thailand, these questions are initiated from this study as following: 1. Does the quality relationship between leaders and employees increase employee’s creativity? 2. Does the quality relationship between leaders and employees enhance employee’s intrinsic motivation? 3. Does the employee’s intrinsic motivation increase employee’s creativity? 4. Does the employee’s intrinsic motivation predict a relationship between LMX and employee’s creativity?. Significance of the Study The significance of the present research is to explore which degree of relationship between leaders and subordinates exerts influence over employee’s creativity, especially in the educational organization where creativity has been concerned as a core concept of work-context. As noted 5.

(18) earlier, the major concern of the organization in this century is all about innovation and creativity because the fastest growing economies and technologies in the business area are required high competitiveness, particularly, employee’s creativity. So, they want to become more creative, not only in a new product line but also in human capital (Gupta & Chadha, 2017). Therefore, the present study investigates which attributes associated are stimulating employee’s creative in the organization. In general, this study illustrates a stable level of LMX quality that impacts employee’s creativity through intrinsic motivation, also emphasizing a point of view in educational organization area which few studies have been finished. Moreover, the present study can assist HR practitioners, managers, and organizations improve their employee’s creativity in the educational organization, especially the LMX-creativity within the educational organization has been criticized for insufficient survey, then this study can address and give the direction to the current research gap existing on how to incentive high-quality relationship between leaders and subordinates to increase employee’s creativity which achieves organizational success. In addition, the present study is significant to scholars who are interested in human development field because it provides a different structure model and variables that exert influence over employee’s creativity in terms of working context in CET organization, Thailand.. Delimitations The delimitation of this research only focused on educational organizations undertaken by MOE in Thailand. Also, all leaders and employees in the organization are Thailand's nationality with a full-time job or part-time job and after three month's tenure are taken in an account, but this study focused only on CET organization as a case study. According to the sampling procedure in this study, it may decrease the generalizability of the result. So, this study is not be generalizable to all areas of leaders and employees in other organizations. However, this research focuses on LMX, intrinsic motivation, and employee’s creativity, other significant variables which may impact employee’s creativity do not mention in the research.. 6.

(19) Definition of Key Terms Leader-Member Exchange (LMX) Leader-member exchange (LMX) in this study defines as interdependent dyadic relationships between employees and their leaders in complex organizations (Graen & Scandura, 1987), also those relationships are built from the different quality level of exchange patterns (Gerstner & Day, 1997). In addition, LMX is the quality of relationship between leaders and subordinates which measured by subordinates. It uses continuous rating scale of LMX 7-item for rating the quality of LMX from 1 (left) to 5 (right).. Intrinsic Motivation Intrinsic motivation in this study refers to people’s reasons and interest to enjoy an activity itself with positive attitudes, also when people obtain the task which collaborated with their favorable motivator, other factors seem to be less influential (Gagné & Deci, 2005; Jacobsen, Hvitved, & Andersen, 2014). Additionally, intrinsic motivation is the levels of interest and satisfaction in an employees’ everyday work, it is measured by subordinates. Rating of intrinsic motivation from 1 (strongly disagree) to 7 (strongly agree).. Employee Creativity Employee’s creativity in this study refers to the idea of products, developments, proposals, practices, and procedures by an employee which are considered to be initiative and modern, also proper and effectively useful (Gupta & Chadha, 2017; Tierney, Farmer, & Graen, 1999; Wang, Tsai, & Tsai, 2014). Additionally, employee creativity is the number of creativity behaviors that those subordinates perform on their task in an organization. Including three-item scales of employee creativity in workplace are rated by managers from 1 (strongly disagree) to 5 (strongly agree).. 7.

(20) 8.

(21) CHAPTER II LITERATURE REVIEW This chapter aims to provide a review of three main elements in order to conduct this research; leader-member-exchange (LMX), intrinsic motivation, and employee creativity. The researcher reviewed the general concepts, theories, and details of those variables that support the hypothesis in this study.. Leader-Member Exchange Since LMX model has emerged and became the main concept in an organization. LMX refers to when leaders and followers have developed their relationships which bring many benefits to each other (Graen & Uhl-Bien, 1991). Moreover, LMX theory mentioned that leaders and subordinates will exchange the reciprocal with trust, obligations, and respect (Graen & Uhl-Bien, 1995). The concept of LMX theory is generated within workgroups and it occurs with differing types of exchange patterns also different quality relationships from low to high between leaders and subordinates (Henderson, Liden, Glibkowski, & Chaudhry, 2009). In addition, LMX theory and many studies (Gerstner & Day, 1997; Graen & Uhl-Bien, 1995; Janssen & Van Yperen, 2004) explain that the degree of relationship between leaders and subordinates quite specific because it emphasizes the dyadic exchange relationships in terms of organizational aspect. According to Xu, Loi, and Lam (2015), they defined LMX as a relationship between supervisors and each of their subordinate. Moreover, it focuses on supervisors’ aspect by which the supervisors’ concern high-LMX members as a trusted person and they tend to be the guidance for them; also giving more information or resources to them. On the organizational aspect, LMX in this research refers to the process that leaders and subordinates built the relationship with different types and quality of exchange patterns which usually predict positive or negative potential differences in the workplace (Gerstner & Day, 1997). Moreover, the researcher is required to clarify the understanding of the relationship structure at work. According to Erdogan and Bauer (2014), they summarized the lexicon for dyadic relationships at work. Figure 1 illustrated a variety of relationships at work and summarizes these kinds of relationships.. 9.

(22) Figure 2.1. Relationship at work: Summarizing the nomenclature for peer, upward, and downward dyadic relationships. Retrieved from Erdogan, B., & Bauer, T. N., 2014. Leadermember exchange (LMX) theory: The relational approach to leadership. In D. Day (Eds.), The Oxford handbook of leadership (pp. 407– 433). New York, NY: Oxford University Press. Since relationships at work are concerned as an important element in an organization. These kinds of relationships can be divided into four types (see figure 2.1.); Leader exchange (LLX) refers to the relationship exchanges between leaders and leaders; Leader-member exchange (LMX) refers to the relationship exchanges between leaders and subordinates; Supervisor leader-member exchange (SLMX) refers to the relationship exchanges between leaders and focal members which focusing on leaders’ perspective; and Coworker exchange (CWX) refers to the relationship exchanges between subordinates and subordinates. In this research, LMX is the degree of relationships between leader and followers in an organization which can be measured from leaders’ perspective or followers’ perspective. However, Hiller, DeChurch, Murase, and Doty (2011) claimed that 83 percent of the studies, the LMX model was measured by followers’ perspective. Thus, this research conducts the data from followers’. 10.

(23) perspective and focuses on LMX line because it correctly represents the meaning of LMX model and the sampling in this study.. The Development of Leader-Member Exchange in an Organization Over the past few decades, LMX’s researches (Cropanzano, Dasborough, & Weiss, 2017) have occurred during the era of organizational leadership. The most successful of LMX is contributing to the importance of the relationship between leaders and followers also the outcomes of itself. According to Graen and Uhl-Bien (1995), they have developed The ‘LMX-7’ questions for investigating the LMX outcomes and foundations of LMX model; so the LMX-7 items refers to a variety of aspects of the relationship between the leaders and the followers, including effectiveness, perception of relationship, requirement, recognition of performance, and voluntariness to support others. Moreover, Graen and Uhl-Bien (1995) documented that there are four stages of the development of LMX model. So, it is important to clarify how this progression has developed, each of the stage is described below. Stage 1: discovery of differentiated dyads. Since Vertical Dyad Linkage (VDL) (Dansereau, Graen, & Haga, 1975) has originated in 1975, it found the relationship between leaders and subordinates can divide into two characteristics; the first one is out-group and the second is in-group. The out-group style refers to a low-quality exchange relationship between leaders and followers. The leaders consider their subordinates as an ineffective person with low trust, respect, and obligation and the relationship is based on an employment contract. In contrast, the in-group style refers to a high-quality LMX relationship. The leaders consider their subordinates as an effective person with a high degree of trust, respect, and obligation. Moreover, leaders may offer mentoring, task and extra-role behavior. Also, the relationship is based on trust and integrity. Therefore, this stage emphasizes leader behavior with the question that which degree of the quality exchanges that leader could develop and maintain because in this stage the leaders are required to develop the relationship to benefit the functioning of the work unit. However, the VDL model became the one domain for analysis and it began to develop in terms of the relationship area in an organization.. 11.

(24) Stage 2: focus on the relationship and its outcomes. In this stage, the evolution of LMX from VDL has already emerged (Graen, Novak, & Sommerkamp, 1982). The finding in this stage was divided into two section; firstly, the relationship between leaders and followers were affected by those characteristics from stage one including the leader and follower behaviors. In addition, the role-making is also related to LMX relationship. The role-making process refers to the member within the group to create their own role in order to develop a relationship with their co-workers or leaders by consideration as trust, respect, and obligation (Dansereau et al., 1975). Secondly, the high quality of the LMX relationship is positively related to the leaders and followers outcomes; also it can benefit task and organization.. Obviously, the evolution of LMX from VDL is changing beyond the two. characteristics that mentioned above because LMX model explicates the process of the relationship development and the consequences of this relationship in an organizational factor. Accordingly, the finding of this stage concluded that the effective leader process starting when leaders and subordinates can create and maintain a high quality of social exchange relationship. Stage 3: description of dyadic partnership building. According to stage two, LMX’s concept already moving beyond relationship within groups and out-groups as VDL model mentioned. In this stage, the LMX theory is shifted from traditional thinking to modern thinking in terms of a superior-subordinate relationship. It follows that the leaders not only be a boss but also be a partnership and must provide all materials, resources, and helps to all employees; also building the relationship as a partnership to each subordinate. Thus, this kind of approach is called Leadership Making model. As a result of leadership making model, it can affect the phenomenon within the organizations; firstly, Scandura and Lankau (1996) claimed that if the organization uses Leadership Marking approach to develop LMX process, the subordinates may perceive more impartial and satisfied. Especially, the subordinates who are dislike or unsatisfied with the partiality issue. Secondly, when the leaders have a relationship with their subordinates as a partnership which represents the high-quality relationship, it would reach the high potential of leader-subordinate and increase an organization's competitive advantage or capability. Thus, this third stage is developed by the modern process of leadership which more useful and effective. For more details about Leadership Making in this stage is described below.. 12.

(25) A life cycle of leadership making Since The Leadership Making model was created by Graen and Uhl-Bien (1995) to determine the significance of high-quality relationship in the organizational phenomenon and also to explain a procedure and technique for how to apply these in practice; it divided into three sections. The first section, it calls “stranger” aspect that refers to the individuals have to work together in the same independent environment within an organization, but the relations between them based on formal employment contract; it can be featured as an economic exchange. This kind of relationship, the leaders limit communication, material, and information to the subordinates, only open within the work context. Moreover, the subordinates only interact with their leaders when the prescribed occupation required. Thus, this section has been described within the LMX theory as a lower-quality relationship (Graen, 1969) The second section, it is represented as an “acquaintance” aspect that related to social exchange for developing and improving the relationship in the organizational roles. For this step, the members already increased the relationship and started to share their information or resources in terms of personal and work context, but this relationship is still restricted in some part by their personal condition. The final section, it the peak of the relationship within the workplace which is illustrated as a “mature partnership”. At this point, the relationship of the members is concerned as a highquality relationship and it is seen as a long-term relationship, in which the individuals can support each other. Furthermore, this relationship is not only concerned about behavioral but also respect, trust, and obligation in every part of the interactional process. So, LMX in this section is absolutely representing the high-quality relationship. For instance, the leaders may delegate all powers to their subordinates when the leaders are not available for working and they ask subordinates for more extra task or help without extra pay in return. In the same way, the subordinates may rely on their leaders for promotion, support, and resources. In brief, these three sections are obviously beneficial for employees, managers, and organizations. At this point, the core concept of this approach is the way that the leaders should encourage their subordinates and make the proposition to increase high-quality relationship, also be the partnership for them. All of these factors are increasingly equitable and potential within the LMX process.. 13.

(26) Stage 4: expansion of dyadic partnership to group and network levels At this point, the development of LMX has come so far. LMX has been focused on a dyadic relationship in terms of a workgroup and independent roles. Nevertheless, the nature of leadership is not specified within any situations. Thus, Graen and Scandura (1987) suggested that LMX should be linked as a partnership with a group and network levels. Therefore, this final stage is concerned as a systems-level perspective and it became the critical domain for developing the question of how LMX differentiation systematizes together to form greater systems of network assemblies in an organization. Moreover, in this stage, it already found that LMX can be both transactional and transformational; as mentioned in the Leadership Making model that there is three section to explain how LMX relationship was developed by members in an organization. Transactional leadership refers to when individuals who are in the “stranger” and “acquaintance” steps which have self-interest to a larger interest. On the other hand, transformational leadership refers to the individuals who are shifting into “mature partnership” which represented the high- quality relationship and has a long-term relationship (Graen & UhlBien, 1995). Since LMX has developed by Graen and Uhl-Bien (1995). Liden and Maslyn (1998) found that LMX theory actually has a multidimensional construct to exchange with their subordinates. For example, leaders are using several patterns to develop a relationship or exchange with their subordinates (Dansereau et al., 1975; Graen & Cashman, 1975; Liden & Graen, 1980). Thus, Liden and Maslyn realized that it is important to clarify the dimension of LMX including contribution, loyalty, professional respect, and affect, each of the dimension is described below: According to Dienesch and Liden (1986), they provided the definition of a "contribution" in the multidimensional construct of LMX that refers to the understanding of quantity, direction, quality, and also activities that related to jobs where the leaders and subordinates are involved for going to the goals which they both establish. However, this dimension is focusing on the taskrelated behaviors of members. For example, when the leaders assign the tasks to the subordinates and these subordinates can impress their leader the most, so they will be obtained resources, materials, and support that increase job performance. Moreover, members who have high-quality LMX exchanges, it tends to involve in duties that beyond the job description and contract (Dunegan, Duchon, & Uhl-Bien, 1992; Graen & Cashman, 1975; Liden & Graen, 1980; Scandura, Graen, & Novak, 1986).. 14.

(27) Loyalty was defined as the expression of supporting and protecting each other in terms of working context and personal status between leaders and followers (Dienesch & Liden, 1986). In addition, loyalty can be an outcome of the LMX process and also be a core element or dimension of LMX which maintain the development of LMX process (Graen, 1976; Graen & Scandura, 1987). Moreover, loyalty can predict the types of tasks that leaders will assign to subordinates; the leaders who have loyalty relation with their followers tend to provide the tasks that require the decisionmaking and have a high responsibility to their subordinates (Liden & Graen, 1980; Scandura et al., 1986). According to Dienesch and Liden (1986), they defined affect dimension as familiarity between leaders and followers based on interpersonal relationship rather than a relationship in work-context or professional values. However, in the LMX dimensions; the contribution is the most important for LMX process, but, affect dimension might little impact the LMX process. For instance, the leader and followers usually interact in the organization because of the structure. Above all, affection frequently occurs over work interactions (Bridge & Baxter, 1992). This final dimension was found by Liden and Maslyn (1998). They suggested that professional respect also important in the LMX process because the degree of perception of reputation between leaders and subordinates can develop the relationship before working or meeting with each other. For example, the person who has an excellent profile or experience inside and outside of an organization will obtain the expert power to develop the relations with their coworkers or leaders. So, the perception of professional respect is concerned as the one dimension that can impact the LMX process in an organization.. Antecedents and Consequences of Leader-Member Exchange According to Henderson et al. (2009), in their study investigated antecedents and consequences of LMX theory. They found that leadership style, perceived organizational support, task advice, mentoring, career development, tangible resources, organizational culture, respect, and organizational structure may serve and help to explain how LMX process emerge in an organization. Moreover, leadership styles are related to transformational and transactional leadership, and it directly related to LMX quality, in which leaders who are highly transformational leaders seem having high LMX relationship with their subordinates (Wang, Law, Hackett, Wang, & Chen, 2005).. 15.

(28) Furthermore, Erdogan and Bauer (2014) have been reviewed the antecedents of LMX theory. They discovered that employees' performance and capability are critical factors that can predict the direction of the LMX process because these factors may establish trustworthiness in group work (Bauer & Green, 1996). In the same way, the research by Nahrgang, Morgeson, and Ilies (2009) showed that member performance is occurring as the main role in the LMX process and it can built LMX relationship more effective and stable. In addition, proactive personality (Zhang, Wang, & Shi, 2012) also related to high LMX relationship and quality. Similarly, the high- quality of LMX relationship can be predicted by employees’ perception when they perceived their leaders’ support including advice, mentoring, and suggestion (Sluss & Thompson, 2012). Equally important, Liao, Liu, and Loi (2010) studied the consequences of LMX quality, and they founded that high quality of LMX can increase job performance, organizational citizenship behaviors, and motivation. In addition, Bauer and Erdogan (2015) studied the consequences of LMX quality and published in Oxford handbook of leadership and organizations that employees' attitude is the most often found in the consequences of LMX studies. Moreover, the Meta-analytic resulting in LMX studies demonstrated that organizational commitment and employees’ turnover intentions are directly related to LMX quality (Dulebohn, Bommer, Liden, Brouer, & Ferris, 2012; Gerstner & Day, 1997). Finally, there are many studies (Farmer, Tierney, & Kung-Mcintyre, 2003; Gong, Huang, & Farh, 2009; Shin & Zhou, 2003; Tierney & Farmer, 2011) confirmed that creativity is one of the LMX’s consequences. According to Gong et al. (2009), they examined the employees’ creative self-efficacy from 200 insurance agents, and the results found that transformational leadership is positively impacting employee creativity. Similarly, Farmer et al. (2003), and Shin and Zhou (2003) also discovered that leaders with positive interaction and style can provide a useful feedback and advice which encourage employee intellectual curiosity that leads them to creative thinking. After all, it obviously that LMX theory has been explored over the past few decades. And it has occurred since the organization required the LMX process approaches to implement within the organization design for enhancing positive relationship between leaders and subordinates.. Intrinsic Motivation There are many researchers have been defined the definitions of intrinsic motivation. In 1994, the intrinsic motivation is defined by Amabile, Hill, Hennessey, and Tighe, they defined. 16.

(29) intrinsic motivation as a perception of people which desires to do activity for responding to his or her interested and enjoyed. According to Ryan and Deci (2000), they defined intrinsic motivation as the execution of an activity with interested and satisfied; when persons who are intrinsically motivated do the task that they interested, they tend to be enjoyable and challenging rather than pressuring and exhausted. Similarly, Thomas (2000) provided the definition of intrinsic motivation as the persons who have positive and passionate feelings with their occupation and also they gain these kinds of feeling from their occupation. So, the intrinsically motivated persons tend to have more energy and reinforcement to fulfill their work personality than those who are not. In addition, Leat and El-Kot (2009) defined that intrinsic motivation is describing the degree of satisfaction when a person does the task in order to respond to their intrinsic motivation. In the same way, Kuvaas and Dysvik (2009) supported that intrinsic motivation emerges from the job itself, where a person feels pleasure and enjoyment. Furthermore, Daskin and Surucu (2016) claimed that the intrinsically motivated person feels that the task that he or she interested provides the challenging and excitement that his or her needs. In this research, the definition of intrinsic motivation was defined by Gagné and Deci (2005), they defined intrinsic motivation based on self-determination theory that refers to the individual's perception and reason to participate in an activity with commitment, enjoyment, and positive attitude. So, the intrinsic motivation emerges from inside of people that they need to do something with intention, commitment, and joyful emotion to respond to their needs.. The Development of the Theory of Intrinsic Motivation Since the motivation has emerged in literature, there are many researchers try to investigate the kind of motivation in a human which bring them to an anthropology area. Initially, the early exploration of the study of intrinsic motivation (Ryan & Deci, 2000; White, 1959) was tested in creatures’ behavior such as a rat. And he found that those creatures participate in this experiment with joyful, desirable, and curious even if this experiment not have any reinforcement or reward. In 1985, Deci and Ryan develop the self-determination theory (SDT) in the empirical study and paradigm study for explaining the process of motivation in the humans; also view human as an organismic which means the human nature is active and initiated by themselves. In contrast with mechanism theory that views the human as a passive person which refers to a person who always accepts the idea or decision from other people without opposition. Moreover, SDT theory. 17.

(30) separates the types of motivation into two types: intrinsic motivation and extrinsic motivation. Firstly, intrinsic motivation refers to what people prefer to do, including activities and tasks, in order to satisfy their interest and enjoyment. On the other hand, extrinsic motivation refers to the activities and tasks that people prefer to do because they need the reward or outcome from those activities and task. In this study, the researcher only focused on intrinsic motivation as one of three variables because learning and creativity have resulted from intrinsic motivation study (Deci & Ryan, 1985; Ryan & Stiller, 1991) that correlated with the framework in this study, it is significant to study which factors stimulate and inhibit intrinsic motivation. Thus, the detail of intrinsic motivation as mentioned in the SDT theory is described below. According to SDT theory (Ryan & Deci, 2000), it explains that in the human nature, intrinsic motivation play as a critical role since human was born, when they do inquisitive, active, and joyful; all of these are showing the readiness to create and learn something that they interested without reinforcement. This motivation is related to physical, cognitive, and social progress because it can explain the way that human develops or seeks skills and knowledge. However, intrinsic motivation can view as two aspects. One is existing within people; another one is viewing as a relationship between people and activities. Moreover, SDT theory mentioned that humans have inherent psychological needs three kinds: need for competence, need for autonomy, and need for relatedness. So if these three types of need are met, SDT theory claims that humans will have highly intrinsically motivated to perform well and can satisfy their inherently interested. In addition, to maintain intrinsic motivation, it is important to concern about competence, autonomy, and relatedness first because these three kinds are the rewards for intrinsically motivated people Furthermore, intrinsic motivation has been operationally defined in many ways. There is two measure of intrinsic motivation that has been frequently used in many studies. The first one is experimental research that investigates the human’s behavior in terms of intrinsic motivation that called the ‘‘free choice’’ measure (Deci, 1971). In this experiment, participants were asked to stay alone in the experimental room with the target task and they have a “free choice” which mean they can choose to do the task that they are not satisfied with, but they will receive the reward after finishing the task. Another choice, they choose to reject the task and leave the room because they are not interested. So, this experiment can measure the degree of intrinsic motivation of the participants by the time that they spend in the room to making the decision. The other measurement of intrinsic motivation is self-reports or questionnaires. This measurement focuses on interest and. 18.

(31) satisfaction to do the activity or task. Moreover, this measurement relies on the participants’ own report of their attitudes or behaviors in their task-specific (Harackiewicz, 1979; Ryan, 1982; Ryan & Deci, 2000).. Antecedents and Consequences of Intrinsic Motivation As Ryan and Deci (2000) mentioned in the SDT theory that perceptions of competence autonomy, and relatedness can establish the intrinsic motivation; especially, the perceived autonomy can enhance the competence to increase intrinsic motivation. Moreover, there are many studies (Deci, 1971; Harackiewicz, 1979; Zuckerman, Porac, Lathin, & Deci, 1978) found that positive feedback, free choice and the power to making decisions all can enhance the intrinsic motivation. In 2006, Quigley and Tymon have developed the model of building intrinsic motivation with respect to career self-management. They found that there are four elements to building intrinsic motivation: meaningfulness, choice, competence, and progress (Thomas & Tymon, 1993) when these elements integrate into intrinsic rewards; it can maintain and fulfill the perception of intrinsic motivation to perform well in the tasks or activities. For more detail about these four elements, each of the element is described below: Meaningfulness refers to the perception of individuals about their own goal which they believed that the destination of the tasks or activities that they choose is not waste the time and power to do so. Progress refers to a person who perceived that his or her task is absolutely moving onward and reaches the goal in the end. Choice refers to a person who feels free to make his or her own decision to do the tasks and activities; especially, he or she be able to perform and judgment in the way that he or she thinks is appropriate and comfortable to do. Competence refers to a person who perceived that his or her tasks or activities are entirely using skill and ability to perform. Moreover, another intrinsic motivation has conducted by Jacobsen, Hvitved, and Andersen (2014), they used self-reported data with seven questions investigating different levels of cheerfulness and interest of each employee's everyday work. And their result found that there is a negative relation between controlling perceptions of obligatory student and intrinsic motivation.. 19.

(32) Thus, it can interpret that intrinsic motivation tends to be lower when people perceived domination in their life in contrast with when people perceived autonomy, their intrinsic motivation seems to be higher. In addition, intrinsic motivation seems to be found in educational and organizational development interventions (Dalai & Hulin, 2008). Additionally, the consequences of intrinsic motivation have been shown in many works of literature. According to Quigley and Tymon (2006), they indicated that the result on four elements of intrinsic motivation model positively related to job satisfaction and performance. Similarly, Aycan, Al-Hamadi, Davis, and Budhwar (2007), and Yousef (2001) recommend that intrinsic motivation has a strong relationship with job satisfaction; based on their study, they investigated employees in Arab culture with the belief of Islam which believed in working hard, so this is increasing their intrinsic motivation to perform job with satisfaction. Furthermore, there are many studies and meta-analyses have been focused on intrinsic motivation and determined that intrinsic motivation can predict the performance of an employee in an organization. According to Cerasoli, Nicklin, and Ford (2014), they found that intrinsically motivated person tend to be working hard and spending more time on task because the task is interesting and enjoyable to do rather than thinking about rewards or outcomes of the task. In addition, Kuvaas, Buch, Weibel, Dysvik, and Nerstad (2017) claimed that intrinsic motivation has related with many positive outcomes including participation, productivity, work performance, positively affective commitment, and engagement. And also found that intrinsically motivated employee tends to less turnover, conflict, and absenteeism. Therefore, all of the studies and frameworks of motivation that already mentioned above. The researcher summarized that intrinsic motivation is representing the people who interested in specific tasks and activities which they feel comfortable and enjoyable to do so. Moreover, the factors within the environment also can impact and built intrinsic motivation including competence, autonomy, and relatedness. In this study, the research focused on investigating the degree of intrinsically motivated employees on their everyday task, as SDT theory mentioned that intrinsically motivated person tends to satisfy his or her by doing something with interest and enjoyment.. 20.

(33) Employee Creativity The definition of employee creativity or creativity has been defined by several researchers. In 1963, Torrance defined creativity as the ability of a human to solve the problem with critical thinking in many ways of perception. In addition, Guilford (1967) indicated that creativity is a multifaceted idea, which means people can create new ideas and usefully apply their ideas in every situation. Moreover, Rawlinson (1981) divided creativity into two levels; basic level and advanced level. Basic level refers to the people independently used imagination to create new ideas. And advanced level explained that people can discover and apply the new ideas appropriately. In 2000, Ang and Low explored the dimensions of creativity; three dimensions of creativity are classified as novelty, meaningfulness, and emotional content. However, in this research, the researcher only focused on novelty dimension because novelty refers to the ideas that divergent from the norm, useful, and original; this definition of novelty clearly collaborated with the concept in this research. In the same way, Ivcevic and Mayer (2009) studied dimensions of creativity in everyday life. They found that creativity has two meaning; first is refer to the aptitude for originality and another meaning refers to the products and behaviors that result from the aptitude. On the other hand, there are many definitions of creativity that focused on working context (Kim, Hon, & Lee, 2010; Woodman, Sawyer, & Griffin, 1993). Firstly, Woodman et al. (1993) defined employee creativity as a working person who works in a complex social system and has the initial creation of new ideas, valuable, processes, and products which provides an advantage to the society. Similarly, Kim et al. (2010) indicated that employee creativity refers to a person who frequently likes to try new approached or come up with new ideas for achieving his or her goal. Moreover, Zhou, Hirst, and Shipton (2012) claimed that creativity originated by a small group or an individual that produce the novelty and productive ideas; they found that individual creativity can assist the organization to create new ideas, analyzing and initiative innovation. In addition, Jiang, Wang, and Zhao (2012) reported that creativity and innovation have a different meaning in terms of working context. Creativity originates and develops new ideas, but innovation is the method of constitute or establishes new ideas into a practical task. However, since creativity has been defined in several means, the researcher decided to adopt the definitions that demonstrated the antecedents of employee creativity in formal domains of an organizational context. In this study, the meaning of innovation was included in the creativity meaning because innovation is working as a subset of creativity. According to Anderson, Potočnik,. 21.

(34) and Zhou (2014); Park, Zhou, and Choi (2018), they claimed that creativity and innovation collaborate on the creation of new ideas; innovation also link those ideas to the practical task or implementation. Indeed, the researcher concerned that Gupta and Chadha (2017) has defined the meaning of creativity which clearly captured the purpose of this study; they mentioned that creativity is the development of ideas in terms of procedures, practices, products, all of these ideas consist of two aspects; novelty and usefulness which represented the core concept of employee creativity. Furthermore, According to Oldham and Cummings (1996), they originated the 3-item of creativity performance in assessing 171 employees from two manufacturing facilities. And it found that employees produce their higher creative performance when their tasks were challenging and perceived supportive from their managers without controlling. Similarly, a research lead by Wang, Tsai, and Tsai (2014), they adapted the 3 items of creative performance from Oldham and Cummings (1996) to assess their sampling and the results have shown that employees can develop and create new ideas when leaders encourage them in the proper way, so the leadership has significant influences on the creativity of employees and this creativity can increase value and maintain competitive advantage of an organization. In addition, Huang, Krasikova, and Liu (2016) found that employees who obtain a high-quality relationship with their leaders seem to receive encouragement from leaders that raise their creativity performance and creative engagement. In the same way, the motivation studies by Tsai, Horng, Liu, and Hu (2015) suggested that employee creativity was stimulated by motivation including challenge, openness, and novelty. And the degree of relationship with supervisors can affect individual creativity. Even more, age can be the antecedents of creativity. According to Mumford and Gustafson (1988), their results have shown that age may significantly impact creativity. They explained in their experiment that younger scientists seem to concern the idea generation as a core concept, but middle age - older scientists seem to concern career identification as a critical concept for producing creativity. However, both generations are effective. For example, young to adults often produce creative solutions. The middle-aged frequently produce possible solutions. Moreover, Simonton (1984) claimed that education level can stimulate an individual's intellectual improvement which related to creativity. On the whole, there are many definitions of creativity presented by researchers. Mostly, creativity refers to the ability to think in many aspects and divergent from the norm, and uniqueness.. 22.

(35) In this study, the creativity meaning has focused on the organizational context. It is concerned as an employee who has the capability to create new ideas including produce novel ideas and effective solutions that can support and might be useful in their practical task.. The Associations among the Variables LMX and Employee Creativity According to LMX theory (Graen & Uhl-Bien, 1995), it explained that the differences of LMX quality can predict the employee outcomes especially creativity. For example, leaders and employees with high-quality LMX relationship tend to be more help each other because when employees perceived the high relationship with their leader, they obtain more support, resources, materials, and guidance from leaders which is resulted in creativity (Aleksić, Mihelič, Černe, & Škerlavaj, 2017; Amabile, 1988). In contrast, the employee who is a low-quality relationship with his or her leader tends to be less devoted to work with creativity, and only do their job because of the employer's contract (Aleksić et al., 2017; Dienesch & Liden, 1986; Graen & Cashman, 1975). Furthermore, social exchange within an organization is quite necessary for both employee and leader. For instance, leaders and subordinates have to rely on each other; when employees receive trusts, resources, mental supports, desire behaviors from leaders which representing high-quality LMX relationship, they will intent to working with full skills and adapting high creativity with their tasks (Gu, Wang, Liu, Song, & He, 2018; Xu, Huang, Lam, & Miao, 2012). There are several studies have been confirmed that the positive relationship between LMX and employee creativity (Aleksić et al., 2017; Carnevale, Huang, Crede, Harms, & UhlBien, 2017; Gu et al., 2018; Janssen & Van Yperen, 2004; Qu, Janssen, & Shi, 2017). The LMX’s study by Janssen and Van Yperen (2004) was conducted at Dutch energy supplier and they found that the employees have more capable in their occupation because they developed a positive relationship with their supervisors. Moreover, the high-quality of LMX relationship easies to occur with employees who are mastery orientations and also facilitates them to increase creativity for applying with an innovative task. Additionally, Qu et al. (2017) investigated R&D employees and their managers from two high-tech organizations in China. The results found that the positive LMX relationship (high-quality) related to employee creativity because the high-quality relationship may readily allow employees to access the resources, materials, and advice for increasing or stimulating their creativity. In the same way, Gu et al. (2018) examine the relationship between 23.

(36) LMX and employee creativity in China and emphasized one cultural value factor. They discovered that the quality of LMX relationship positively related to employee creativity through team identification. However, they suggested that LMX might not be able to impact employee creativity directly; it needs to impact through other variables such as team identification. Similarly, Aleksić et al. (2017) had studied LMX and employee creativity. They mentioned that LMX may interact with other variables and impact employee creativity at work such as time pressure at work. On the other hand, Carnevale et al. (2017) had reviewing 413 potentially quantitative articles about the relationship between LMX and three outcomes of the employee (voice, creativity, and innovative behavior) through meta-analysis. And they found that LMX is more positively related with employee creativity than voice or innovative behavior. Moreover, the premise form Tierney, Farmer, and Graen (1999) supported the relationship between LMX and employee creativity in 191 employees of Research and Development department in chemical company, they found that high-quality LMX significantly related to employee creativity which measured by supervisor ratings perspective. According to the LMX theory (Graen & Uhl-Bien, 1995), the quality of leadermember exchange may clarify why employees with high-quality LMX relationship are more effective in terms of creativity. Thus, based on the literature, the findings from several studies, a positive relationship between LMX and employee creativity is expected: Hypothesis 1: LMX is positively related to employee creativity.. LMX and Intrinsic Motivation Based on SDT theory (Ryan & Deci, 2000) mentioned that intrinsic motivation consists of three elements: competence, autonomy, and relatedness. Especially, relatedness refers to the need of employees to perceive connected to others including leaders or managers for establishing a feeling of trust and mutual respect with others (Baard, Deci, & Ryan, 2004). For this reason, LMX tend to be related to intrinsic motivation. Moreover, Graen and Uhl-Bien (1995) discovered that LMX can be both transactional and transformational. Transactional leadership represents the low-mid quality of LMX relationship, in contrast with transformational leadership which represents the high- quality of LMX relationship. There are many studies (Chaudhry, Javed, & Sabir, 2012; Jensen & Bro, 2018; Rahbi et al., 2017) suggested that leaders are required to transfer from transactional model (low-quality) to transformational model (high-quality) for improving the employees’ outcome and motivation.. 24.

(37) According to Chaudhry et al. (2012), they conducted the research in the banking company, Pakistan, they investigated relationships between transformational and transactional leadership on the employee motivation and the result shown that transformational leadership has positively significant with employee motivation. Similarly, the study of Jensen and Bro (2018) suggested that transformational leaders can enhance the basic psychological needs in intrinsic motivation theory. Additionally, Rahbi et al. (2017) studied the relationship between leadership styles and team motivation. And they found that transformational leadership is positively related to team motivation, on the other hand, transactional leadership is negatively related to team motivation. Moreover, the study of the quality relationship between supervisor and employee is conducted by Stringer (2006) shown that high-quality LMX relationship is positively related to job satisfaction, intrinsic and extrinsic. Thus, based on the theories and studies of motivation, when subordinates perceived high-quality relationship from their leaders, they tend to be an intrinsically motivated person. In order to test how LMX relates to intrinsic motivation specifically in Thailand organization, this hypothesis is tested: Hypothesis 2: LMX is positively related to intrinsic motivation.. Intrinsic Motivation and Employee Creativity Intrinsic motivation has been recognized as a critical factor for creativity (Hannam & Narayan, 2015). According to Dweck (1986), he determined that intrinsically motivated person is a person who is doing his or her job with effective abilities because intrinsic motivation stimulates his or her commitment and efficiency to create a creativity. Moreover, it clearly stated that creative individuals seem to seek intrinsic interests including tasks and activities to inspire or respond to their requirement for accomplishing a creative result (Runco, 2008). So, in this state, it can be summarized that intrinsic motivation has a significant impact on the creative person. According to SDT theory (Ryan & Deci, 2000), it claimed that an intrinsically motivated person refers to an individuals’ feeling of interest and enjoyment in their tasks and activities. Additionally, intrinsically motivated individuals seem to be more spontaneous to learn or seek for new knowledge and also use this knowledge in terms of novel approaches to reach the creative decisions (Amabile, Conti, Coon, Lazenby, & Herron, 1996). Similarly, there are many studies (Hannam & Narayan, 2015; Muñoz-Doyague, González-Álvarez, & Nieto, 2008; Shalley & PerrySmith, 2001; Shalley, Zhou, & Oldham, 2004; Zhang, Fan, & Zhang, 2015) examined how. 25.