Yoel Christopher (01520400095)
Business Administration-Wealth Planning 2014
Construct Definition
1. Trust in Society 1. Andaleeb and Anwar (1996)
propose that trust is
important because the
transaction
Xprocess is complex as it
involves substantial
information exchange and
bargaining.
Consumers are likely to
perceive a higher degree of
risk in the direct selling
purchasing
process (Peterson et al.,
1989; Yeung et al., 1993).
2. DeConinck (2011) and
Mulki et al. (2006) assert
that ethical climates are
very much
related to trust. One
rationale behind both those
studies assertion was that
character is
an important and essential
element to form trust. And,
ethical climates provide a
good
guide and tool for
sensemaking, in terms of
what the character of ones
supervisor
and organization is. This is
especially true because
ethical climates play a very
instrumental role in
organizational members
ethical decision making
(Schwepker,
2001
3. Trust is a multifaceted and
multidisciplinary issue that
has been widely studied
(Popola,
2013; Blanchard et al.,
2011; Cho et al., 2007 and
Thaw et al., 2009). It
involves several
theoretical approaches,
definitions, factors and
Construct Measurement
the study investigates consumers attitude
toward direct selling and the extent to which trust in
the salesperson exists, and in
doing so addresses two research questions:
a. RQ1. What is the consumers trust in the
salesperson in a direct selling context as
measured by different measures of trust?
b. RQ2. How does trust affect the consumer-
salesperson relationship in a direct selling
situation as it relates to intention to repurchase?
Choose one of two choices related by trust:
1. a. Egoistic-local climates are negatively related to
trust in supervisor.
b. Egoistic-local climates are negatively related to
trust in organization.
2. a. Benevolent-local climates are positively related to
trust in supervisor.
b. Benevolent-local climates are positively related
to trust in organizations.
3. a. Principled-local climates are positively related to
trust in supervisor.
b. Principled-local climates are positively related to
trust in organization.
five point Likert-scale
(1=strongly disagree;
2=disagree; 3=neither
agree nor disagree;
4=agree; 5=strongly
agree)
ability
1. My Internet Service Provider is very capable of
performing its function.
2. My Internet Service Provider appears to be
successful at the services they offer.
 models (Rousseau et al.,
1998). In the
field of psychology, trust is
examined in terms of
cognition, affection and
behavior. A
willingness to be vulnerable
is still emphasized as the
key element
Trust in Society
3. I feel very comfortable about my Internet Service
Providers skills.
benevolence
1. My Internet Service Provider is concerned about my
welfare.
2. My needs and desires are very important to my
Internet Service Provider.
3. My Internet Service Provider really looks out for
what is important to me.
integrity
1. My Internet Service Provider has a strong sense of
justice.
2. I will never have to wonder whether my Internet
Service Provider will stick to his/her word in terms
of service delivery and my security.
3. My Internet Service Providers actions and
behaviors are not very consistent.
trust
1. If I had my way, I wouldnt let my Internet Service
Provider have anyinfluence over issues that are
important to me.
2. In dealing with my Internet Service Provider, I am
cautious until they have provided proof that they are
trustworthy.
3. I am cautious about my Internet Service Provider or
else they could takeadvantage of me.
Choose one of two choices related by trust:
1. a. Egoistic-local climates are negatively related to
trust in supervisor.
b. Egoistic-local climates are negatively related to trust
in organization.
2. a. Benevolent-local climates are positively related
to trust in supervisor.
b. Benevolent-local climates are positively related to
trust in organizations.
3. a. Principled-local climates are positively related to
trust in supervisor.
b. Principled-local climates are positively related to
trust in organization.
five point Likert-scale
(1=strongly disagree;
2=disagree; 3=neither
agree nor disagree;
4=agree; 5=strongly
agree)
ability
1. My Internet Service Provider is very capable of
performing its function.
2. My Internet Service Provider appears to be
successful at the services they offer.
3. I feel very comfortable about my Internet Service
Providers skills.
benevolence
1. My Internet Service Provider is concerned about

2. Individuals
Responsibilities
1. In essence, a maintenance
concept can be defined as a
set of various maintenance
interventions and the
general structure in which
these interventions are
foreseen
(Waeyenbergh and Pintelon,
2002, 2004). To develop a
maintenance concept, the
company must first review
its operation (Marquez and
Gupta, 2006)
2. Many European
countries have come to
recognize non-formal
learning as a tool to be used
in the context
of lifelong learning in order
to respond to the flexibility
requirements of the labor
market; hence it is viewed
as being consistent with the
logic of individualization
(Mehaut and Lecourt,
2009). In reality, lifelong
my welfare.
2. My needs and desires are very important to my
Internet Service Provider.
3. My Internet Service Provider really looks out for
what is important to me.
integrity
1. My Internet Service Provider has a strong sense of
justice.
2. I will never have to wonder whether my Internet
Service Provider will stick to his/her word in terms of
service delivery and my security.
3. My Internet Service Providers actions and
behaviors are not very consistent.
trust
1. If I had my way, I wouldnt let my Internet Service
Provider have anyinfluence over issues that are
important to me.
2. In dealing with my Internet Service Provider, I am
cautious until they have provided proof that they are
trustworthy.
3. I am cautious about my Internet Service Provider or
else they could takeadvantage of me.
Various questions are posed including:
. What are the monitory consequences of the breakdown
for production (not
including the cost of repair)?
. What are the consequences of the breakdown for health
and safety?
. What are the consequences of the breakdown in terms of
monetary value, both
man hours and materials costs (not including loss to
production)?
. What are the serial consequences for other processes?
. How complex is the system and how difficult is the
system to repair?
. What are the effects of the breakdown for the surrounding
environment?
. What are the consequences of a breakdown in terms of
shareholder confidence?
Pick one of seven levels of education based on your
education:
_ ISCED level 0: pre-primary education defined as the
initial stage of organized instruction; it
is school- or centre-based and is designed for children aged
at least three years;
_ ISCED level 1: primary education begins between five
and seven years of age, is
compulsory in all countries and generally lasts from four to
six years;
_ ISCED level 2: lower secondary education continues
the basic programs of the primary
level, although teaching is typically more subject-focussed;

learning is the outcome of
social and
educational public policies
that intend not only to
relieve some of the distress
provoked
by flexible labor market
conditions, but also to
provide people with more
options as
regards personal
development (OECD, 2005)
3. While the link between
corporate social
responsibility (CSR) and
financial performance has
been extensively
investigated[1], the
association between CSR
and firm risk remains much
less understood. Orlitzky
and Benjamin (2001)
review the empirical
evidence and underline
the differences in
methodologies and
inconsistencies across
studies. Nonetheless, a
weak
negative relationship seems
to exist between CSR and
risk, which supports the
idea that
CSR activities can help
firms to mitigate the fallout
from negative events. For
instance, CSR
usually, the end of this level coincides
with the end of compulsory education;
_ ISCED level 3: upper secondary education generally
begins at the end of compulsory
education; the entrance age is typically 15 or 16 years and
entrance qualifications and other
minimum entry requirements are usually needed;
instruction is often more subject oriented and
typical duration varies from two to five years;
_ISCED level 4: post-secondary non-tertiary education
straddles the boundary between
upper secondary and tertiary education; typical examples
are programs designed to prepare
pupils for studies at level 5 or programs designed to
prepare pupils for direct labor market entry;
_ ISCED level 5: tertiary education (first stage) entry
normally requires the successful
completion of level 3 or 4; includes tertiary programs with
academic orientation which are largely theoretically based
and occupation orientation which are typically shorter and
geared for
entry into the labor market;
_ ISCED level 6: tertiary education (second stage) leads
to an advanced research qualification
(PhD or doctorate).
five point Likert-scale
(1=strongly disagree;
2=disagree; 3=neither
agree nor disagree;
4=agree; 5=strongly
agree)
1. CSR is associated with lower risk.
2. CSR is associated with higher risk.
3. The relation between CSR and risk differs with the
individual dimension of social performance being
considered.
4. CSR concerns impact risk more than CSR strengths.
 may reduce the likelihood
of lawsuits due to accidental
pollution and may generate
goodwill that insulates firms
against a public backlash.
Individuals Responsibilities . What are the monitory consequences of the breakdown
for production (not
including the cost of repair)?
. What are the consequences of the breakdown for health
and safety?
. What are the consequences of the breakdown in terms of
monetary value, both
man hours and materials costs (not including loss to
production)?
. What are the serial consequences for other processes?
. How complex is the system and how difficult is the
system to repair?
. What are the effects of the breakdown for the surrounding
environment?
. What are the consequences of a breakdown in terms
of shareholder confidence?
Pick one of seven levels of education based on your
education:
_ ISCED level 0: pre-primary education defined as
the initial stage of organized instruction; it
is school- or centre-based and is designed for children
aged at least three years;
_ ISCED level 1: primary education begins between
five and seven years of age, is
compulsory in all countries and generally lasts from
four to six years;
_ ISCED level 2: lower secondary education
continues the basic programs of the primary
level, although teaching is typically more subject-
focussed; usually, the end of this level coincides
with the end of compulsory education;
_ ISCED level 3: upper secondary education
generally begins at the end of compulsory
education; the entrance age is typically 15 or 16 years
and entrance qualifications and other
minimum entry requirements are usually needed;
instruction is often more subject oriented and
typical duration varies from two to five years;
_ISCED level 4: post-secondary non-tertiary
education straddles the boundary between
upper secondary and tertiary education; typical
examples are programs designed to prepare
pupils for studies at level 5 or programs designed to
prepare pupils for direct labor market entry;
_ ISCED level 5: tertiary education (first stage)
entry normally requires the successful
completion of level 3 or 4; includes tertiary programs
with academic orientation which are largely
theoretically based and occupation orientation which
are typically shorter and geared for
entry into the labor market;
_ ISCED level 6: tertiary education (second stage)
leads to an advanced research qualification
(PhD or doctorate).