Cognitive and interpersonal abilities related to the primary activities of R&D managers

This study attempted to identify the primary activities performed by R&D managers at different supervisory levels, and the cognitive and interpersonal ability requirements that underlie these activities. A task inventory containing 244 managerial tasks was completed by 117 R&D managers in nine organizations. The 48 tasks which managers rated as having spent the most time were factor analyzed, resulting in the identification of three primary activities: project management, personnel supervision, and strategic planning. Furthermore, these activities varied with supervisory level, with R&D managers performing a wider range of these activities with the progression from first-line to upper-level management.Thirty R&D managers later rated the degree to which 19 cognitive and interpersonal abilities were required for performing these primary activities. Strategic planning was rated as requiring significantly higher levels of oral expression, logical reasoning, originality, fluency of ideas, oral defense, and resistance to premature judgement than was required for the other two primary activities. Personnel supervision required a higher level of social sensitivity than was required for the other two activities. Project management required high levels of information ordering, oral fact- finding ability, problem sensitivity, and oral and written comprehension. Implications of the findings for understanding R&D managerial performance and personnel staffing functions are discussed.     

Procedures and tables for the construction and selection of chain sampling plans ChSP-4A(c1, c2,)r-Part 4

In this part of the series, the notion of average total inspection (ATI) is introduced to ChSP-4A(c1, c2)r plans, minimizing ATI at a given process average, while protection to the consumer is given in terms of average outgoing quality limit and limiting quality level. The procedure is similar to that of Dodge and Roming.     

Was there a “golden past” for the introductory sociology textbook? A citation analysis of leading journals

Much debate over the years has centered around whether there was ever a “golden past” for the introductory sociology textbook, when high quality books influenced the development of scholarship and thinking. Some empirical evidence is added to this debate through an analysis of the citations to introductory sociology textbooks in all the articles and research notes appearing in theAmerican Journal of Sociology, theAmerican Sociological Review, andSocial Forces from 1960 to 1969 and from 1984 to 1993. The data show that, although seldom cited in recent journals, introductory sociology textbooks were often cited in the earlier period. The article concludes with some thoughts about why introductory sociology textbooks have had a declining influence on scholarship.     

Using computers to develop concept models of social situations

Concept modeling is presented as a way to describe and understand social situations. Concepts are developed from field data and supported by sets of exemplars drawn from the data which illustrate the various concepts. The computer is considered an essential tool for conducting this type of qualitative data analysis and displaying the resulting concept models. Two sample concept models are presented along with a discussion of how concept models can be related to teaching and learning, as well as to the nonlinear presentation of research results. Assessment of concept models is then considered. Three types of assessment are suggested: empirical, qualitative and quantitative.     

Sociological computing: An opportunity missed?

Rapid advances in sociological computing are changing virtually every aspect of scholarly sociological work. These changes offer an opportunity for sociologists to improve the quality of their work and bring new insights and approaches to bear on important sociological problems. Nevertheless, sociologists display a profound ambivalence toward computer work by other sociologists. Left unchecked, this ambivalence threatens to turn sociological computing into an opportunity missed. Inadequate rewards, lack of training, and a general failure to understand the importance of computing in sociology threaten to stifle the development of quality soft-ware, push sociologists competent in computing into other fields, and jeopardize the quality of sociological scholarship. This article documents these ambivalent tendencies and proposes reasonable steps the discipline should take to assure that sociological computing does not become an opportunity missed.