Organizational trust, learning, and performance: Investigation of construct relationship using mixed-method design

Trust is described in the literature as a necessary ingredient for learning and performance in social systems. Organizational trust, is a social system norm, existing as knowledge structures stored in the organization's collective memory. Trust knowledge structures are composed of the collective's interpretation of past events, current experiences, and future expectations. Organizational learning and performance are posited to be related to member trust level perceptions of the organization's senior leadership.; The purpose of this mixed-method study was to determine if trust, learning, and performance relationship could be demonstrated using quantitative analysis and secondly, to increase understanding of associations using qualitative techniques. The Cummings and Bromiley (1996) Organizational Trust Inventory (OTI), was used to assess organizational trust level perceptions and was combined with the Schwandt (1998) Organizational Action Survey (OAS), a model grounded in Parson's general theory of action, to assess organizational learning and performance perceptions. The site was a mid-size Federal scientific and engineering organization composed of both military and civilian members. Respondent trust perceptions of the organization's Senior Leadership Team (SLT) were categorized as either “HIGH” trustor or “LOW” trustor. Trust, learning and performance scores were analyzed for each grouping using t-tests, Pearson Product Moment Correlation, one-way analysis of variance, and linear regression. Focus group interviews were conducted to gain insight into the quantitative findings and identify additional trust factors not directly measured by the OTI.; This study tested relationship among the three constructs, organizational trust, learning, and performance. Parametric statistical evaluation of the data revealed that member's trust level perceptions of the SLT were positively related to learning and performance perceptions of the organization. Focus group analysis uncovered perceptions of the SLT failing to provide full disclosure about intentions. This meaning was manifested in the shared language of hidden agendas and deemed an important dimension of trust perception in the collective.; Deeper understanding about the relationship between trust, learning, and performance was accomplished by this study. Further research is warranted to advance this understanding both in the theoretical and practical perspectives.