Efek Mediasi Komitmen Organisasional pada Pengaruh Kepercayaan Organisasi terhadap Perilaku Berbagi Pengetahuan

In the era of advances in science and technology today, knowledge has an important role for organizations. On the other side, many organizations are faced with knowledge management problems. The development of Knowledge Management is currently the concern of many researchers. One of the elements in Knowledge Management that is considered crucial is the knowledge sharing. Ideal practice of knowledge sharing in an organizational environment will have an impact on individuals. Higher education as a knowledge-based organization has an important function in the creation and dissemination of knowledge. Academics tend to cling to knowledge and are reluctant to spread their intellectual resources. This study examines the effects of organizational commitment as mediation to the effect of organisational trust and knowledge sharing behavior. Sample in the research is 52 lecturers of Economy and Business Faculty, Pattimura University. Collected data then analyzed with descriptive and inferential statistics Structure Equation Model using smartLPS 3. The result shows that organizational trust directly affect the knowledge sharing behavior and organizational trust can affects knowledge sharing behavior with mediation of organizational commitment.

How does the embeddedness of relational behaviours in contractual relations influence inter-organisational trust in construction projects?

PurposeThis paper aims to explore the relationship between the embeddedness of relational behaviours in contractual relations and the development of inter-organisational trust between contracting parties in construction projects.Design/methodology/approachA questionnaire survey was undertaken to collect data from 310 experienced project practitioners. Hierarchical regression and curvilinear regression were mainly used to test the hypotheses.FindingsThe results validated the role of relational behaviours in boosting trust expectation, with the contractual context dampening the positive effect only slightly. However, the impact of the embedded relational behaviours on trust intention was found contingent on the equality of outcome: relational behaviours make an impact on trust intention opposite to what the equality of outcome makes; the combination of relational behaviours and the equality of outcome finally has a positive impact on trust intention. As such, the relational behaviours embedded in contractual relations would help reduce particular distrust or improve trust when the outcome is perceived equal.Research limitations/implicationsThe conclusions are derived from the Chinese cultural background and may apply to a certain geographical scope. The nonprobability sampling method also limits the generalization of some conclusions. Besides, the results may present the contractor's view better than the owner's view.Practical implicationsThis research would help the practitioners to find a balance between relational behaviours and contractual behaviours in managing inter-organisational relationship. It would also supply effective ways for contracting parties to reduce particular distrust or cultivate particular trust in construction projects.Originality/valuePrevious studies have investigated the unique impact of relational behaviours and contractual behaviours on trust. However, few of them have checked how the mixture of both kinds of behaviours influences trust. This paper contributes to this knowledge by investigating how the embeddedness of relational behaviours in contractual relations influences the trust between contracting parties.

Making Sense of Data-Informed Decision Making in Educational Contexts

Educational change is a constant reality that is faced by school leaders today. These leaders are held more accountable than ever before for decisions being made. This chapter discusses the strengths in the continuous school improvement approach that develops both leadership and organisational capabilities such as collaboration, communication, and organisational trust within schools and school systems as they continue to deal with the ongoing onslaught of change and complexity present today. In these complex, ever-changing school contexts, leaders have to make multiple decisions on a daily basis. This chapter focuses on making sense of ‘how' and ‘why' data-informed decision-making continues its rising ascent and significance in educational leadership contexts within schools today. Through the accurate use of educational data within schools, a number of these decisions, can through collaborative decision-making processes assist school leaders and teachers in delivering better educational opportunities and outcomes for students.