Effects of the relationship and communication with the immediate supervisor on organizational learning and its outcomes, in the Texas Child Protective Services

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2017-01-13

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Belciug, Constanta

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Organizational learning (OL) theory suggests that learning is a critical prerequisite of organizational productivity and effectiveness in private and public organizations alike. In addition to theory, several empirical studies conducted in a variety of settings, including public entities, indicate that OL stimulates innovation, ethical practice, competent decision-making, and better client outcomes. Despite some promising findings, OL is not utilized as a strategy to enhance the organizational environment and performance in the public child welfare system. This is partially explained by the lack of theoretically-informed research that tests the effect of OL on performance indicators in child welfare. This study uses propositions formulated by Rashman, Withers and Hartley (2009), and Greiling and Halachimi (2013), in their OL models designed for public service entities, to test the effect of interpersonal relationships and communication on OL, service quality and service innovation, in a sample of Texas CPS caseworkers and their supervisors (N = 335). Structural equation modeling was used to test the relationships between the individual-level and system-level latent variables (individual-level responses were aggregated to represent system-level constructs). Results indicated that positive relationships and communication with the immediate supervisor had a significant direct effect on OL and service quality and innovation. These variables also had a considerable indirect effect, through OL, on service quality and innovation. Additionally, OL had a large effect on service quality and innovation. The study used education, tenure, salary and intention to stay as control variables. Implications for research and child welfare administrative practice are discussed

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