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Trust and Shout: The Reputation/Voice Tension in Schools and Hospitals

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Abstract

Employee voice may represent a risk for reputation-sensitive organizations, as use of voice may harm organizations’ desired reputation at the same time as it offers an opportunity to boost reputation. As such, voice should not be treated as a one-dimensional construct. Using a more nuanced approach, reputation concern, control-oriented HRM, and heteronomy are tested as possible antecedents to two forms of voice, namely promotive and prohibitive voice, in public sector schools and hospitals, respectively. The study is based on quantitative data from a survey of Norwegian high school teachers (n = 1055) and hospital employees (n = 453), covering the two main sectors in the Norwegian welfare state. Main methods of analysis include path analysis and bootstrapping. Reputation concern is found to directly stimulate promotive, but not prohibitive, voice, in hospitals. In schools, reputation concern does not stimulate voice at all, but inhibits prohibitive voice both directly and indirectly through leader–member exchange (LMX). Control-oriented HRM inhibits both forms of voice in schools, but not in hospitals. Heteronomy inhibits both prohibitive and promotive voice directly and indirectly in both schools and hospitals. In sum, schools are more voice restrictive than hospitals. The present study is among the first to examine the two-dimensional construct of voice in relation to reputation concern, control-oriented HRM, and heteronomy, and to comparatively examine these relationships in schools and hospitals, which differ in their degree of marketization.

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The data that support the findings of this study are available from the corresponding author upon reasonable request.

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  1. Faculty of Health, Welfare, and Organization, Østfold University College, P.O. Box 700, 1757, Halden, Norway

    Dag Yngve Dahle

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Appendix

Appendix

Survey instruments

Employee voice (Liang et. al. 2012)

Promotive voice

 > I proactively develop and make suggestions for issues that may influence the unit.

 > I proactively suggest new projects which are beneficial to the work unit.

 > I raise suggestions to improve the unit’s working procedure.

 > I proactively voice out constructive suggestions that help the unit reach its goals.

 > I make constructive suggestions to improve the unit’s operation.

Prohibitive voice

 > I advise other colleagues against undesirable behaviors that would hamper job performance.

 > I speak up honestly with problems that might cause serious loss to the work unit, even when/though dissenting opinions exist.

 > I dare to voice out opinions on things that might affect efficiency in the work unit, even if that would embarrass others.

 > I dare to point out problems when they appear in the unit, even if that would hamper relationships with other colleagues.

 > I proactively report coordination problems in the workplace to the management.

*

High-commitment HRM (control-oriented HRM reversed) (Lepak & Snell 2002)

 > Here, employees can routinely make changes in the way that they perform their jobs.

 > Here, employees are empowered to make decisions.

 > Here, employees have jobs that include a wide variety of tasks.

 > Here, the recruitment/selection process focuses on their ability to contribute to our strategic objectives.

 > Here, the recruitment/selection process focuses on selecting the best all round candidate, regardless of the specific job.

 > Here, the recruitment/selection process places priority on employees' potential to learn.

 > Here, training activities for employees are comprehensive.

 > Here, training activities for employees are continuous.

 > Here, training activities for employees strive to develop firm-specific skills/knowledge.

 > Here, performance appraisals for employees are based on input from multiple sources (peers, subordinates).

 > Here, performance appraisals for employees emphasize employee learning.

 > Here, performance appraisals for employees focus on their contribution to our strategic objectives.

 > Here, performance appraisals for employees include developmental feedback.

 > Here, compensation/rewards for employees include an extensive benefits package.

 > Here, compensation/rewards include employee ownership programs.

 > Here, compensation/rewards for employees provide incentives for new ideas.

*

Reputation concern (adapted from Wæraas 2014)

 > Management are concerned about improving the organization’s reputation.

 > Management think that the organization will benefit economically from a favorable reputation.

 > According to management a good reputation will turn the organization into a more attractive employer.

 > Management would like the organization to have a favorable reputation because it signals that externals stakeholders trust the organization.

 > In later years management have become more concerned about building a favorable reputation.

 > When decisions are made it is natural to consider their consequences for the organization’s reputation.

*

*

Heteronomy (autonomy, reverse coded) (Morgeson & Humphrey 2006)

 > The job allows me to plan how I do my work.

 > The job allows me to make my own decisions about how to schedule my work.

 > The job allows me to decide on my own how to go about doing my work.

 > The job allows me to make decisions about what methods I use to complete my work.

*

Leader–member exchange (LMX) (Graen & Uhl-Bien 1995)

 > Do you usually know how satisfied your leader is with what you do?

 > How well does your leader understand your job problems and needs?

 > How well does your leader recognize your potential?

 > Regardless of how much formal authority your leader has built into his/her position, what are the chances that your leader would use his/her power to help you solve problems in your work?

 > Regardless of the amount of formal authority your leader has, what are the chances that he/she would “bail you out” at his/her expense?

 > I have enough confidence in my leader that I would defend and justify his/her decision if he/she were not present to do so?

 > How would you characterize your working relationship with your leader?

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Dahle, D.Y. Trust and Shout: The Reputation/Voice Tension in Schools and Hospitals. Corp Reputation Rev 27, 52–69 (2024). https://doi.org/10.1057/s41299-023-00161-3

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