We propose a new theoretical framework for understanding simultaneous trust and distrust within relationships. grounded in assumptions of multidimensionality and the inherent tensions of relationships. and we separate this research from prior work grounded in assumptions of unidimensionality and balance. Drawing foundational support for this new framework from recent research on simultaneous positive and negative sentiments and ambivalence. we explore the theoretical and practical significance of the framework for future work on trust and distrust relationships within organizations.

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Adams, 1992; Levy, Albright, Cawley, & Williams, 1995; Morrison & Cummings, 1992; Morrison & Weldon, 1990; VandeWalle & Cummings, 1997). Consistent with earlier models of information Direct all correspondence to: Elizabeth W. Morrison, Department of Management, Stern School of Business, New York University, 44 West 4 th Street, New York, NY 10012; Phone: 212-998-0230; E-mail: emorriso@stern.nyu.edu. Journal of Management 2000, Vol. 26, No. 1, 119 --137 Copyright 2000 by Elsevier Science Inc. 0149-2063 119 seeking found within the communication literature and the uncertainty reduction literature (e.g., Berger & Calabrese, 1975; Berlyne, 1960), the Ashford and Cummings (1983) model conceptualizes information seeking as a process of uncertainty reduction, whereby an individual decides whether to allocate energy toward information seeking based on the anticipated benefits of acquiring information and the anticipated costs of obtaining that information. The empirical studies that

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This paper discusses psychological safety and distinguishes it from the related construct of interpersonal trust. Trust is the expectation that others ' future actions will be favorable to one's interests; psychological safety refers to a climate in which people are comfortable being (and expressing) themselves. Although both constructs involve a willingness to be vulnerable to others ' actions, they are conceptually and theoretically distinct. In particular, psychological safety is centrally tied to learning behavior, while trust lowers transactions costs and reduces the need to monitor behavior. This paper proposes a model of antecedents and consequences of psychological safety in work teams and emphasizes the centrality of psychological safety for learning behavior. Drawing from field research in a variety of organizational settings, I describe different approaches to studying and measuring psychological safety in teams. I conclude with implications of this work including limitations of psychological safety in practice and suggestions areas for future research. 1 There's much greater openness on this team—it's intangible.- Marketing member, new product development team, manufacturing company [In this team] people are put down for being different...- Accountant, publications team, manufacturing company Mistakes [in this unit] are serious, because of the toxicity of the drugs—so you’re never afraid to tell the nurse manager.- Nurse, Team A, Memorial Hospital [The team leader] treats you as guilty if you make a mistake... I was called into her office and made to feel like a two-year old... You get put on trial...- Nurse, Team B, Memorial Hospital

ii ACKNOWLEDGEMENTS Although words could not fully express my gratitude for the many people who have inspired, supported, and encouraged me over the years, I would like to acknowledge a few of those special people here. First, I would like to thank my committee, Irv Lane, Bob Mathews, Jim Deifendorff, and Abe Biswas, for their contributions to this project. I would also like to thank Eric Braverman for his support. I am most indebted to my chair, Gary Greguras, for taking me on from afar and for motivating, challenging, and encouraging me to make my best even better. I am most grateful to the many people, especially Firm A and Eileen, who made my data collection possible. I would like to extend a special thank you to Sally Allen, our graduate secretary, for her expertise in policies and procedures and for her friendship. My LSU experience, from that first night in New Orleans to the completion of this project, would not have been the same without the camaraderie of my I/O classmates, each of whom contributed to my education and growth in Baton Rouge in their own unique ways. Most importantly, I will never forget the support, inspiration, and friendship I received from Donna