Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader-member exchange

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 (C) 2009 John Wiley & Sons, Ltd.