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Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader‐member exchange
Author(s) -
Walumbwa Fred O.,
Cropanzano Russell,
Hartnell Chad A.
Publication year - 2009
Publication title -
journal of organizational behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.938
H-Index - 177
eISSN - 1099-1379
pISSN - 0894-3796
DOI - 10.1002/job.611
Subject(s) - psychology , social exchange theory , social psychology , supervisor , organizational identification , organizational justice , test (biology) , quality (philosophy) , procedural justice , identification (biology) , sample (material) , distributive justice , interpersonal communication , organizational commitment , economic justice , management , microeconomics , economics , paleontology , philosophy , perception , botany , chemistry , epistemology , chromatography , neuroscience , biology
Abstract This paper presents and tests an integrative model of voluntary learning behavior. Drawing on social exchange theory, we argue that individuals are more likely to pursue learning activities when they identify with their employing organization and have a high quality leader–member exchange (LMX) relationship with their supervisor. We further argue that organizational identification is enhanced by both distributive and procedural fairness, whereas LMX quality is enhanced by interpersonal and informational fairness. Moreover, we contend that effective learning behavior improves job performance. The model was tested with a sample of 398 employees from a large automobile dealership. Results supported most predictions. Copyright © 2009 John Wiley & Sons, Ltd.