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Cette recherche présente un double objectif. Premièrement, nous avons souhaité analyser le rôle médiateur de la satisfaction et de la frustration des besoins psychologiques d’autonomie, de compétence et d’affiliation dans les relations entre d’une part, la variété des tâches professionnelles, le conflit de rôles et le soutien du superviseur perçu, et d’autre part, l’attachement affectif. Deuxièmement, nous avons étudié les effets de l’attachement affectif des salariés sur leurs émotions positives, leur cynisme, et leurs intentions de départ. Cent vingt-neuf étudiants inscrits dans un programme MBA ont répondu à différents questionnaires permettant de mesurer les caractéristiques des tâches professionnelles, les perceptions du soutien proposé par le superviseur, la satisfaction et la frustration des besoins psychologiques au travail, les émotions positives, le cynisme et les intentions de départ. Nous avons ensuite testé un modèle en pistes causales à partir des données recueillies. Les résultats obtenus étaient en accord avec les hypothèses formulées initialement. Plus particulièrement, nous avons démontré que la variété des tâches professionnelles, le conflit de rôles et le soutien du superviseur perçu avaient une influence significative sur la satisfaction et la frustration des besoins psychologiques qui à leur tour étaient significativement associées à l’attachement affectif. Finalement, l’attachement affectif avait respectivement des effets positifs sur les émotions positives, et négatifs sur le cynisme et les intentions de départ. De tels résultats soulignent l’importance des mécanismes explicatifs dans les relations entre d’une part, des facteurs organisationnels et d’autre part, le bien-être et les intentions de départ des salariés. Les implications théoriques et pratiques sont présentées et discutées dans la dernière partie de cet article.

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States that today, the corporate environment is characterized by complexity, uncertainty, contingency and evolution. In these conditions, the design of a learning organization should be based upon Einstein's conception of time, which represents a dramatic shift from our traditional organizations built upon Newton's time. In this research, the author defined nine temporal dimensions of organizational culture (for instance schedules and deadlines) which could be managed in order to facilitate change and learning and examined them in relation to individuals' polychronic behavior, a temporal orientation. Polychronic people do many things at once and experience time as a relatively intangible phenomenon that emerges from specific events. This empirical investigation shows that polychronic time use is related to several dimensions of temporal culture. These results can be used to make the development of learning organizations more effective, particularly when applied to human resource activities and programs.The control and management of time has always been a major preoccupation for organizations. In the view of executives of 50 of the largest US companies, time is a vital strategic element (Fortune, 1989). Stalk and Hout (1990) see time as the main competitive asset for many companies today. Examples of management processes and methods based on this concept and designed to improve company performance abound: the just-in-time method, flextime, job sharing (implying shared time), the shortening of design and production cycles, time and motion study, time management, deadlines, punctuality, speed of work, etc. (Bluedorn and Denhardt, 1988).In industrial societies, time has always been considered as a resource that must be saved and managed efficiently (as in the saying``time is money''). An extreme use of this conception is found in Taylor's scientific management, mainly through the study of time and motion. In addition, time is often cited as an important, and sometimes crucial, variable in the quality of the decisionmaking or planning process (Brown and Eisenhardt, 1997), in the motivation and performance of individuals or groups, and in the success of exchanges or negotiations in international trade.A number of authors have looked at the pressure that time puts on the nature and quality of decisions. March and Simon (1958), for instance, found

The ruthlessly competitive business environment and profound modifications in the nature of work in organizations continue to spur the search for ever more efficient and effective management of human resources. A formal and structured relationship between a mentor and a protégé represents an alternative approach, or an original addition, to traditional training and career management. This article clarifies the concept of mentoring, describes its relevance in the current organizational environment, explains how to manage this learning process, and suggests a set of criteria for evaluating a formally defined mentoring relationship.