Search results

The purpose of this paper is to examine the relationships among transformational leadership, organizational learning, interpersonal trust and organizational citizenship behavior (OCB).

The authors collected data from the manufacturing sector in South Korea. A total of 208 responses were analyzed by employing the structural equation modeling method.

The findings showed that transformational leadership directly affected organizational learning, interpersonal trust and OCB; interpersonal trust positively and significantly influenced organizational learning and OCB; organizational learning had direct and significant effects on OCB; and organizational learning mediated the relationship between transformational leadership and OCB.

This study highlights the value of empirically establishing how employee citizenship behaviors are affected by transformational leadership as an integrative construct bringing together organizational learning and trust.

The study intends to encourage future research by assessing whether organizational learning and interpersonal trust mediates the link between leaders’ behavior and employees’ behavior.

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network capability on performance in international trade and has three research objectives.

The first objective of the study relates to providing new insights into the international market development activities through the application of a network perspective. The chapter reviews the international business literature to ascertain the development of thought, the research gaps, and the shortcomings. This review shows that the network perspective is a useful and popular theoretical domain that researchers can use to understand international activities, particularly of small, high technology, resource-constrained firms.

The second research objective is to gain a deeper understanding of network capability. This chapter presents a model for the impact of network capability on international performance by building on the emerging literature on the dynamic capabilities view of the firm. The model conceptualizes network capability in terms of network characteristics, network operation, and network resources. Network characteristics comprise strong and weak ties (operationalized as foreign-market entry modes), relational capability, and the level of trust between partners. Network operation focuses on network initiation, network coordination, and network learning capabilities. Network resources comprise network human-capital resources, synergy-sensitive resources (resource combinations within the network), and information sharing within the network.

The third research objective is to determine the impact of networking capability on the international performance of SMEs. The study analyzes 11 hypotheses through structural equations modeling using LISREL. The hypotheses relate to strong and weak ties, the relative strength of strong ties over weak ties, and each of the eight remaining constructs of networking capability in the study. The research conducts a cross-sectional study by using a sample of SMEs drawn from the telecommunications industry in Ireland.

The study supports the hypothesis that strong ties are more influential on international performance than weak ties. Similarly, network coordination and human-capital resources have a positive and significant association with international performance. Strong ties, weak ties, trust, network initiation, synergy-sensitive resources, relational capability, network learning, and information sharing do not have a significant association with international performance. The results of this study are strong (R2=0.63 for performance as the outcome) and provide a number of interesting insights into the relations between collaboration or networking capability and performance.

This study provides managers and policy makers with an improved understanding of the contingent effects of networks to highlight situations where networks might have limited, zero, or even negative effects on business outcomes. The study cautions against the tendency to interpret networks as universally beneficial to business development and performance outcomes.

The purpose of this study is to examine the relationships among transformational leadership, knowledge sharing climate and behavior, interpersonal trust and organizational learning.

Data from 209 participants from a manufacturing company in Korea were analyzed using the structural equation modeling method.

The findings of the study indicated that transformational leadership directly affected the knowledge sharing climate and behavior, interpersonal trust and organizational learning of an organization. Transformational leadership also indirectly affected organizational learning through knowledge climate and behavior, and interpersonal trust. In addition, a knowledge sharing climate directly affected interpersonal trust and knowledge sharing behavior and indirectly affected organizational learning through interpersonal trust and knowledge behavior. Interpersonal trust directly affected knowledge sharing behavior and indirectly affected organizational learning through knowledge sharing behavior. Finally, knowledge sharing behavior positively affected organizational learning.

The results highlight the important role of transformational leadership to enhance the knowledge sharing climate and behavior of employees, interpersonal trust and organizational learning. This study also indicated that transformational leadership, interpersonal trust and knowledge sharing behavior are antecedents of organizational learning.

The study’s findings could motivate practitioners to place more emphasis on leadership support, knowledge sharing and organizational learning in the manufacturing sector.

The study provided diverse paths indicating how transformational leadership can impact organizational learning by examining both the direct and indirect paths between transformational leadership, multiple mediators and organizational learning. It also suggested a research framework for supporting transformational leadership, knowledge sharing and organizational learning, as well as their relationships by examining the three variables in one research model.

This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an organizational learning environment.

This paper examines the influence of one conceptualization of trust, one that has two sub‐constructs – affective (emotional) trust and cognitive (rational) trust – on knowledge sharing among 157 marketing and sales executives.

The results indicate that affective trust is more important than cognitive trust in sharing interpersonal knowledge, but cognitive trust is more important in creating an organizational learning environment.

The scope of this study was limited to the marketing and sales functions in business to consumer companies. Knowledge sharing is an acute issue in this industry and the results may not be completely applicable to less competitive industries or business functions. Therefore, researchers are encouraged to test the proposed propositions further in other industries and business functions.

The results indicate that organizations should focus on organizational processes which promote both affective and cognitive trust. Such processes include job rotation to improve cognitive understanding and employee screening for affective trust traits.

To date, much of the planned organizational learning efforts have been focused on outside interventions (i.e. training seminars, meetings, etc.) that have value but are limited in their ability to generate sustained levels of trust. To increase knowledge sharing and consequent organizational learning benefits, results of this study indicate that organizations should encourage cognitive and affective trust building endeavours.

The research of industrial clusters, trust, and learning can be traced back to early strategic management and organization theory. The purpose of this paper is to review past literature and offer a conceptual framework that is related to industrial clusters, trust and learning.

This study incorporates a literature review to filter key factors of industrial clusters, trust and learning by using a deductive approach to conclude a conceptual framework.

This study provides a conceptual framework which includes a firm's industrial cluster involvement, trust and learning. Based on the literature, inter‐organizational trust may be strengthened due to reduced proximity and better information flow within a cluster. Further, industrial clusters encourage co‐evolution and co‐adaptation that stimulates effective learning practices for clustering firms.

This study uses a literature review and offers a conceptual framework to examine a firm's involvement in industrial clusters with the possible influences of trust and organizational learning. There is a need for empirical as well as statistical analysis to validate the framework and to obtain more insight.

Industrial clusters are widely considered a network‐based industrial system, with the aim of adapting to fast‐changing markets and technologies as an organized whole. Firms within a cluster can work together to co‐evolve for the purpose of enhancing competitiveness and entering the world market through effective learning and inter‐firm trust. As the sum of the benefit of a cluster is of greater value than each individual company or institution, whether to be involved in an industrial cluster to sustain competitiveness and enhance learning is worthy of managers' consideration.

The major contribution of this work is that it is the first attempt to produce the measures for a firm's involvement in industrial clusters for empirical tests, which are generally considered insufficient in this area of research. Further, this study offers a conceptual framework which brings cluster, trust and learning together for future empirical study.

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

This study examines the relationship between trust, organizational climate and team learning among project team members (PTM). In recent years, many companies have come to recognize the important role team learning plays in achieving competitive advantage.

Data were collected through a survey questionnaire, and responses from 86 PTM provide support for the research model and demonstrate that how organizational climate mediates the relationship between trust and team learning.

The structural equation analysis of the data collected from 86 project team members indicate that both vertical and horizontal trust influences organizational climate, which, in turn, is a determinant of team learning. In addition, although both types of trust contributed to organizational climate, the results indicated that horizontal trust had a greater influence on organizational climate and team learning.

The study employed the survey method and is not without limitations. The first limitation concerns our sample size, which was selected from one global company. Second, the survey data were all collected at a single point in time. Therefore, the authors cannot unambiguously infer causality. To attempt to do so, it would be useful to investigate the model in the context of organizational and development change. Despite these limitations, the results of the study have implications for theory and practice.

The implication for theory is that the results provide empirical support for the view that organization climates mediate the relationship between trust and team learning. On the practical side, the organizations should also pay more attention to increasing trust at the work place, especially among PTM that may contribute to favorable organizational climate, which is vital for team learning.

This paper addresses the simultaneous role of vertical and horizontal trust on organizational climate and how it contributes to team learning. The results indicate that organizations emphasis on horizontal trust can plays a vital role in team learning, which is a contribution to enhancing teamwork and performance in organizations.

This paper aims to evaluate the behavior of micro and macro business networks in a trade show context. The following questions are addressed: How do business networks impact organizational learning at trade shows? Can relational ties between networks influence organizational learning? Does trust play a role between different network types and organizational learning?

The theoretical framework for this research is based on the broad spectrum of social exchange theory (Cropanzano and Mitchell, 2005; Foa and Foa, 1974, 1980; Kelley and Thibault, 1978; Kelley, 1997). Social exchange theory has several different interpretations; one common view of this theory involves a series of interactions that result in obligations for the participating members (Emerson, 1976; Cropanzano and Mitchell, 2005). This model extends the Levin and Cross (2004) model presented in their article, “strength of weak ties you can trust: the mediating role of trust in effective knowledge transfer”.

This paper is a review and synthesis of trade show, trust, organizational learning and business network literature. This conceptual paper concludes with eight propositions, which delve into connections between micro and macro networks, strong and weak ties in these networks and the effect on organizational learning. Trust is the mediating variable between networks and organizational learning. High levels of trust could change the learning approach (adaptive, generative or transformative) of the different networks.

The propositions integrate extant research on trade shows and will guide future research regarding the relationship between types of business networks, trust and organizational learning.

This conceptual paper looks at trade shows from a network perspective; specifically, how do trade show networks impact organizational learning. Trade show participation results in different approaches to organizational learning, which can be modified based on the level of trust that exists between network members. Trade show participation enables both adaptive and generative learning. However, atypical interactions between business networks occasionally produce transformative learning.

This conceptual paper offers an innovative approach to trade show research by analyzing the relationship between trade shows and organizational learning from a network perspective, using trust as the mediating variable.

This paper aims to address a dilemma raised in the accounting literature on how managers of creative practices can produce and use accounting measurements that support employees’ self-determination to create whilst also building trust in them to work for the interests of the organisation.

Using pragmatic constructivism as a paradigmatic setting, the paper develops a learning method of trust building as a way for organisations to produce and use accounting measurements. Empirical analysis of the European Capital of Culture Aarhus 2017 demonstrates the method in action.

The study displays a learning method of trust building as an effective way for organisations to account for their creative practices without intruding on the creative process of the people involved. The method involves proactive judgement and pragmatic observation of the trustworthiness of the actors’ language games, construction of quality in the conceptual structures of management narratives and measurement models, and learning that narrows the gap between the actors’ proactive judgement and the pragmatic observation of trustworthiness. Through such processes, including principles of truth, dialogical interactions, ongoing reflections and co-authorship, trust can be built in self-determining, creative actors to drive intentional results.

The learning method of trust building extends the literature on trust building and on knowledge processes of performance measurement of actors in creative practices.

This is the first attempt in the accounting literature to develop a learning method of trust building.

The purpose of this paper is to explore and establish the contours of trust in learning analytics and to establish steps that institutions might take to address the “trust deficit” in learning analytics.

“Trust” has always been part and parcel of learning analytics research and practice, but concerns around privacy, bias, the increasing reach of learning analytics, the “black box” of artificial intelligence and the commercialization of teaching and learning suggest that we should not take stakeholder trust for granted. While there have been attempts to explore and map students’ and staff perceptions of trust, there is no agreement on the contours of trust. Thirty-one experts in learning analytics research participated in a qualitative Delphi study.

This study achieved agreement on a working definition of trust in learning analytics, and on factors that impact on trusting data, trusting institutional understandings of student success and the design and implementation of learning analytics. In addition, it identifies those factors that might increase levels of trust in learning analytics for students, faculty and broader.

The study is based on expert opinions as such there is a limitation of how much it is of a true consensus.

Trust cannot be assumed is taken for granted. This study is original because it establishes a number of concerns around the trustworthiness of learning analytics in respect of how data and student learning journeys are understood, and how institutions can address the “trust deficit” in learning analytics.