A lack of research surrounding the contextual factors that either facilitate or impede the progress of developing learning capabilities in organizations suggests that researchers have yet to examine such issues. Indeed, despite a plethora of information on the trust, politics, and learning constructs, researchers have yet to explore these variables in conjunction with one another. While literature regarding organizational learning has grown substantially over the last decade, studies continue to investigate a common set of established factors that support the development of this practise. This study will explore the complex relationships between trust, politics, and learning, as well as the influence on building employee commitment and reducing turnover intentions. Results from the study provide the basis for the development of an integrative framework that illustrates how contextual factors influence organizational learning capability and in turn, the effects that developing learning capability can have on other organizational processes.

A lack of research surrounding the contextual factors that either facilitate or impede the progress of developing learning capabilities in organizations suggests that researchers have yet to examine such issues. Indeed, despite a plethora of information on the trust, politics, and learning constructs, researchers have yet to explore these variables in conjunction with one another. While literature regarding organizational learning has grown substantially over the last decade, studies continue to investigate a common set of established factors that support the development of this practise. This study will explore the complex relationships between trust, politics, and learning, as well as the influence on building employee commitment and reducing turnover intentions. Results from the study provide the basis for the development of an integrative framework that illustrates how contextual factors influence organizational learning capability and in turn, the effects that developing learning capability can have on other organizational processes.

Multi-market contact can either escalate or deescalate rivalry. Recent empirical work has revealed an inverted U-shaped relationship between multi-market contact and rivalry. These findings have lead many to suggest that mutual forbearance (MF), a switch from competition to cooperation across markets, is a natural outcome of increasing multi-market contact between two firms. Despite the relatively widespread acceptance of this suggestion, we do not have a theoretically grounded explanation for how this switch from rivalry to mutual forbearance occurs. This dissertation takes up this task. Theories of learning and trust are used as the grounding for the development of a theoretical model of the process by which multi-market rivals switch from competition to cooperation across markets. The model is tested using data from the U.S. Scheduled Passenger Airline Industry. Results support the general theoretical foundations of the model and provide new insights into the genesis of mutual forbearance.

Syftet med denna uppsats är att hitta en innovativ definition av begreppet interna kunder samt föreslå en implementeringsstrategi för en av den svenska matvarugrossisten ICAs lagerenheter. Vi har nått våra slutsatser genom kreativa studiebesök, interaktiva intervjuer, en innovativ workshop och litteraturstudier. Vi har utgått från leanfilosofin och teorier om kulturer, förtroende och kommunikation i organisationer. Inom samtliga områden har vi stött på kopplingar till inre och yttre effektivitet. Under intervjuerna upptäckte vi att ICA står inför vissa utmaningar när det gäller de anställdas förtroende, kommunikation och individualistiska tankesätt. Vi har därför försökt integrera dessa problem i vårt koncept Team Logistik inom vilket vi refererar till interna kunder och leverantörer som Centrar och Backar, med inspirationen från ishockeyrinken. Vi rekommenderar att ICA använder positiva incitament i sin implementering för att bygga upp förtroendet och kicka igång dialogen mellan avdelningarna i logistikkedjan. Målet med konceptet är att höja den inre och yttre effektiviteten. / This paper aims to come up with an innovative definition of the internal customer construct as well as an implementation strategy for a logistics unit of the Swedish grocery wholesaler ICA. We have reached our conclusions through creative study visits, interactive interviews, an innovative workshop, and by reading up on research. We have focused on lean management and theories about organizational culture, trust and communication and found connections to efficiency and effectiveness in all fields. During our interviews we discovered that ICA was facing some challenges concerning trust, communication and an individualistic mindset among the workers. We therefore tried to incorporate these problems into our concept Team Logistics in which the internal customers and suppliers are referred to as Centers and Backs, all in line with our ice hockey approach. As for the implementation strategy we recommend ICA to use positive incentives to build trust and boost the dialogue between in-chain departments. The goal is for the concept to increase efficiency and effectiveness.

The purpose of this study was to investigate the relationship between teachers&rsquo / intentional, emotional, and cognitive readiness for change and perceived faculty trust in colleagues, in principal, and in clients (students and parents).The study was designed as a correlational study and the participants comprised of 603 teachers working at primary and secondary level public schools selected from the four school districts in Ankara via cluster sampling. For the data collection, newly developed Readiness for Change Scale and Turkish adaptation of Omnibus T-Scale were utilized. Both descriptive and inferential statistics techniques (Canonical Correlation) were used for the data analysis. Confirmatory factor analysis for Readiness for Change Scale and Omnibus T-Scale were also performed within the scope of this study. Descriptive and inferential statistical analyses were performed by the software PASW Statistics 18 while the confirmatory factor analysis was performed by the software AMOS 4. The results of the study revealed that teachers&rsquo / readiness for change and perceived organizational trust were significantly correlated with each other in a way that intentional, emotional, and cognitive readiness for change were all associated with teachers&rsquo / readiness for change and contributed significantly in perceived organizational trust. Conversely, the results indicated that perceived faculty trust in colleagues, in principal, and in clients (students and parents) are all correlated with perceived organizational trust, and contributed significantly in teachers&rsquo / readiness for change. Consequently, the results of this study revealed that organizational trust is an essential internal context variable, which is correlated with teachers&rsquo / readiness for change. In this respect, the decision-making body of educational organizations, MONE, and schools should undertake necessary precautions to empower trust-based relationship within the teacher, principal and client (students and parents) triangulation for effective implementation and desired outcomes of the change interventions.

Data from 255 employees who were members of 33 companies were tested with hierarchical linear modeling analyses. The purpose of this study was to analyze the relationships among employees¡¦ intrinsic motivation, job involvement, commitment -based HR practices, institutional organizational trust and layoff. Results from the individual-level analyses indicated that intrinsic motivation has a positive effect on job involvement. Institutional organizational trust, in terms of benevolence and reliability and structural assurance, has a positive effect on intrinsic motivation. While concerning factors at the organizational level, results showed that commitment-based HR practices have a positive effect on institutional organizational trust. Layoff has a negative effect on job involvement. However, the hypothesis that layoff has significant effect on intrinsic motivation and job involvement was not supported.Contributions to both the literature and organizational practices are discussed.

A lack of research surrounding the contextual factors that either facilitate or impede the progress of developing learning capabilities in organizations suggests that researchers have yet to examine such issues. Indeed, despite a plethora of information on the trust, politics, and learning constructs, researchers have yet to explore these variables in conjunction with one another. While literature regarding organizational learning has grown substantially over the last decade, studies continue to investigate a common set of established factors that support the development of this practise. This study will explore the complex relationships between trust, politics, and learning, as well as the influence on building employee commitment and reducing turnover intentions. Results from the study provide the basis for the development of an integrative framework that illustrates how contextual factors influence organizational learning capability and in turn, the effects that developing learning capability can have on other organizational processes.

[pt] A dissertação tem como propósito analisar o papel da confiança organizacional na satisfação no trabalho dos empregados e entender a influência de variáveis demográficas nesta relação com base em três hipóteses: H1 - O constructo confiança organizacional impacta positivamente a satisfação no trabalho do empregado; H2 - A satisfação no trabalho e a confiança na organização variam em função do gênero e H3 - A satisfação no trabalho e a confiança na organização variam em função do tempo de serviço. Para tanto, com base numa metodologia quantitativa foi realizado um estudo de caso na Gerencia Executiva Exploração, da empresa Petróleo Brasileiro S/A – PETROBRAS, com a aplicação dos questionários Escala de Satisfação de Trabalho (EST) elaborado por Siqueira (1995) e Escala de Confiança do Empregado na Organização (ECEO) elaborado por Tamayo e Oliveira (2008), para uma amostra de 213 funcionários. O estudo presente concluiu que: (1) quanto maior for a confiança na solidez organizacional, no reconhecimento financeiro, nos padrões éticos e na promoção do crescimento do empregado, maior será a satisfação com os colegas, com o salário, com a chefia, com natureza do trabalho e com as promoções, (2) quanto menor a confiança nas Normas de Demissão, menor também será a satisfação com os colegas, com o salário, com a chefia, com natureza do trabalho e com as promoções, e, (3) o sexo do empregado e o seu tempo de serviço não influenciamsignificativamente a relação confiança e satisfação no trabalho. / [en] The dissertation aims to analyze the role of organizational trust in the job satisfaction of employees and understand the influence of demographic variables in this relationship based on three assumptions: H1 - Organizational trust has a positive impact on employee job satisfaction; H2 - Job satisfaction and confidence in the organization vary by gender and H3 - Job satisfaction and confidence in the organization vary by length of service. Therefore based on a quantitative methodology was carried out a case study in Executive Management Exploration, the company Petróleo Brasileiro S/A - PETROBRAS with the questionnaires Work Satisfaction Scale (EST) developed by Siqueira (1995) and Trust Scale Employee of the Organization (ECEO) prepared by Tamayo and Oliveira (2008) for a sample of 213 employees. This study concluded that: (1) the greater the confidence in the organizational soundness, financial recognition, ethical standards and promoting employee growth, the higher the satisfaction with colleagues, with the salary, with the head, with nature of work and promotions, (2) the lower the confidence in dismissal rules, will also be less satisfaction with colleagues, with the salary, with the leadership, with the nature of work and promotions, and, (3) the sex of the employee and his service time does not significantly influence the relationship trust and job satisfaction.

A lack of research surrounding the contextual factors that either facilitate or impede the progress of developing learning capabilities in organizations suggests that researchers have yet to examine such issues. Indeed, despite a plethora of information on the trust, politics, and learning constructs, researchers have yet to explore these variables in conjunction with one another. While literature regarding organizational learning has grown substantially over the last decade, studies continue to investigate a common set of established factors that support the development of this practise. This study will explore the complex relationships between trust, politics, and learning, as well as the influence on building employee commitment and reducing turnover intentions. Results from the study provide the basis for the development of an integrative framework that illustrates how contextual factors influence organizational learning capability and in turn, the effects that developing learning capability can have on other organizational processes.

Employee empowerment has long been associated with organizational outcomes such as innovation, greater effectiveness, and better performance. Non-academic professional employees in higher education are responsible for the important day-to-day operations of a university; therefore, organizational strategies such as employee empowerment that encourage initiatives and innovative behaviors among them may become crucial to the long-term survival of today's colleges and universities. Surprisingly, non-academic professional employees in higher education have received little attention in the scholarly literature. The purpose of this study was to investigate the relationships between the levels of empowerment and perceived organizational support for innovations and organizational trust among non-academic professional employees within a public comprehensive university in a Midwestern state. The study also tested the hypotheses that organizational trust may affect perceived employee empowerment and influence the relationship between perceived organizational support for innovation and employee empowerment. A survey instrument was distributed by email to all eligible professional and scientific employees (N = 558) in the selected university. Data were collected using a web survey method. A total of 255 completed instruments were returned, which yielded a 45.7% net response rate. Overall, there was substantial evidence supporting a relationship between empowerment and the four distinct cognitions of empowerment, supporting the notion that empowerment is the "gestalt" of the four dimensions. Perceived organizational support for innovation was a significant predictor of employees' perceived empowerment among non-academic professional employees. The respondents who reported higher levels of perceived organizational support for innovation perceived higher levels of empowerment. The study's findings indicated the influence of organizational trust on empowerment. The findings also showed administrative responsibilities had a positive direct effect on organizational support for innovation and a positive indirect effect on empowerment. Knowing that the success of empowerment initiatives may depend on the extent to which organizational members feel valued and affirmed, which requires an organizational climate that they perceive as supportive of innovation, change, and risk-taking behaviors, administrators in higher education can maximize their organizational strategies by acquiring internal mechanisms that can stimulate and encourage new ideas for innovation proposal, adoption, and implementation to occur.