Letteratura scientifica selezionata sul tema "Operationalization of benevolence"

Moral identity, how individuals define themselves relative to various moral attributes, is an important factor in the regulation of moral thought and behavior in organizations. We advance both the conceptualization and operationalization of moral identity through considering the complexity of its content and structure. We do so through integrating self-complexity theory to establish a deeper understanding of how individuals both define themselves as moral beings and structure moral attributes within their self-concepts across various roles (e.g., co-worker, son/daughter, etc.). To date, moral identity has been conceptualized as a global unitary construct. Across five samples, we find that it is dimensional (having dimensions of Benevolence, Justice, Obligation, and Integrity) and that individuals construe themselves relative to each dimension differently across sub-identities/roles. We then assess the effects of this expanded construct across two samples and find that using the complex structure of moral identity, we can predict situated ethical intentions and deviance within and across roles. Further, a within-participants experiment using an additional sample demonstrates that when priming a focal role, the unique moral identity content constituting that role provides predominant influence on corresponding ethical choices.

Purpose Trust has long been viewed as a potential governance mechanism. However, recent research discloses substantive incongruities in trust conceptualization and operationalization – especially in the supply chain buyer/supplier context. The purpose of this paper is to develop an empirically grounded conceptualization of trust and to explore the trust-construction process. Design/methodology/approach The authors used the communications rationality approach to elaborate a three-stage qualitative study of supply chain trust. The authors first monologically examine trust by interviewing managers from over 50 companies (as described). The list of trust behaviors are then dialogically refined through 11 focus studies comprised of over 250 managers into different trust dimensions (as agreed upon). Finally, the authors used two in-depth, dyadic case studies to examine the dynamic trust construction process (as witnessed). Findings The authors find divergence in the way academics define trust and the way companies operationalize trust. Missing in action is the notion of benevolence. In the supply chain setting, managers describe trust as consisting of credibility and relationship commitment. Companies use an iterative approach to signal trustworthiness. However, ambiguity increases the costs and decreases the effectiveness of proactive trust construction as a form of supply chain governance. Originality/value The authors specify and evaluate novel constructs used to signal trustworthiness and document why and how companies struggle to use the signaling process efficiently and effectively. For some, this is an issue of managerial commitment. For others, this represents a lack of understanding of trustworthiness signals and the trust-construction process. Ultimately, the authors develop a more robust conceptualization of inter-organizational trust and present a roadmap for proactive trust construction.

For more than two decades, researchers have aimed to measure responsible leadership. This has resulted in several survey instruments and parallel streams of research, making it difficult to carve out the core. We systematically review 28 studies measuring responsible leadership (RL). A qualitative content analysis of RL survey instruments is conducted to identify the core aspects across measures, as well as synthesizing the evidence, mapping antecedents, and mapping the outcomes of RL. Findings show that 24 studies in the sample were published during the last two years, indicating a growth spurt in the field. Most survey instruments on RL measure leadership of the individual direct leader, while a few have a wider focus, such as leadership of the organization. Four themes were identified across RL survey instruments: accountable role model, inclusive facilitator, inventive planner and benevolent value creator. Our review contributes to the establishment of a joint platform for future research. In addition to providing a systematic account of evidence, our analysis points at research gaps and gives a basis for a critical discussion on nature as a stakeholder. Avenues for future research are outlined.

Objective and Method: This review unravels the complexity of trust in home–school contexts across the globe by drawing on 79 peer-reviewed quantitative empirical studies spanning over two decades (2000–2020). The goal is to refocus attention on how trust has been defined and operationalized in recent scholarship.Findings: The findings reveal four essential pillars in the conceptualization of trust: the trustor’s propensity to trust, shared goals, the trustor–trustee relationship, and the trustee’s trustworthiness. However, the operationalization of trust in existing measures does not fully capture these essential pillars, as it is mainly based on trustee characteristics of benevolence, reliability, openness, competence, and honesty rather than on the trustor’s actual trust behavior.Conclusion: Most “trust studies” are essentially measuring trustworthiness and not the purported trust. Therefore, a shift in the conceptualization and measurement of trust is proposed. The review contributes to the understanding and assessment of home–school and workplace relationships.

Cette étude exploratoire vise à une meilleure compréhension de cette notion face à l’exigence de bienveillance faite aux enseignants et à l’Ecole dans son ensemble. Par le biais de cette thèse, nous nous intéressons à l’impact des systèmes éducatifs sur les élèves et les enseignants, par le prisme de la bienveillance. Au travers de deux études de terrain (système scolaire français / système scolaire californien – San Diego), nous tentons de dégager des éléments de compréhension de ce qu’est la bienveillance en contexte scolaire. En effet, nous constatons que la bienveillance est une notion floue, empreinte de préjugés et de traductions personnelles, qui peuvent entraver son déploiement. Il nous apparait donc nécessaire d’affiner sa conceptualisation et les critères de son opérationnalisation pour qu’elle puisse être comprise et mise en œuvre au sein des classes. Par le biais d’observations, de questionnaires et d’entretiens, nous tentons de définir ce qu’elle est, comment elle est exprimée par les différents membres de la communauté éducative, mais aussi comment elle est perçue, ressentie, par ceux qui en bénéficient (ou non) et quels impacts sa mise en œuvre peut avoir au sein des classes, au sein des relations et sur les individus. Les résultats montrent que lorsque la bienveillance est conçue comme un obstacle à l’exigence, les enseignants n’imaginent l’appliquer qu’en l’absence de difficultés, qui sont de tous ordres. Enfin, l’exemple de San Diego montre que grâce à une réelle formation globale à la bienveillance, celle-ci peut être mise en œuvre avec un impact réel sur les enseignants et les élèves
The aim of this exploratory study is to gain a better understanding of this concept in the light of the demand for benevolence made of teachers and schools as a whole. Through this thesis, we are interested in the impact of education systems on pupils and teachers, through the prism of benevolence. Through two field studies (French school system / Californian school system - San Diego), we are attempting to identify elements for understanding what benevolence is in a school context. We note that benevolence is a vague concept, fraught with prejudices and personal translations, which can hinder its deployment. We therefore feel it is necessary to refine its conceptualization and the criteria for its operationalization so that it can be understood and implemented in the classroom. By means of observations, questionnaires and interviews, we are attempting to define what it is, how it is expressed by the various members of the educational community, but also how it is perceived and felt by those who benefit from it (or not) and what impact its implementation may have within classes, within relationships and on individuals. The results show that when benevolence is seen as an obstacle to high standards, teachers only think of applying it in the absence of difficulties, which are of all kinds. Finally, the example of San Diego shows that, thanks to genuine, comprehensive training in benevolence, it can be implemented with a real impact on teachers and pupils