Who Holds the Stakes? A Case Study of Stakeholder Identification at Two Nuclear Weapons Production Sites

Traditional risk assessments, including those involving the United States Department of Energy (USDOE), are often criticized for producing useless or noncredible management responses because they did not meaningfully involve the public. The first step to involve the public is to identify appropriate active participants (stakeholders). This study was done to understand the processes used to identify stakeholders to serve on advisory boards established at the two largest remediation sites in the United States: the Hanford Nuclear Reservation in Washington state and the Savannah River Site in South Carolina. The Hanford stakeholder identification process produced an interest-based board whereas the Savannah River Site strategy produced population-based representation. The basic goals of the stakeholder advisory groups were similar. However, different processes were used to identify the participants for the groups in part because of distinctly different social and cultural conditions in the areas affected by the operations of the two facilities, and in part because of the different level of trust of the USDOE and their contractors at Hanford compared with Savannah River. The discussion analyzes their different needs and potential for successful citizen participation.     

Values leadership: A values philosophy model

Leadership is and has always been the preeminent task in organized human activity. Past leadership theories are faulty in focusing too much on disparate parts of leadership and not on shared values that unite/unify people in organized activity. Past theories conform more to management than leadership needs to define and predict behavior. This paper proposes a new values-based theory and describes its main principles. It identifies values organizational members in the United States have found over the years to be helpful in defining essential organizational relationships.     

A Multi-Faceted Response to an Adolescent's School Failure*

A family-based, multi-system intervention is described as a response to three years of an adolescent's school failure. In a case study describing an unmotivated family, unmotivated school, and systems-oriented helpers, an intervention plan is developed that is directed toward improving the adolescent's school behavior and performance. Family therapy occurred concurrently with those interventions. A family-trained psycho educational consultant is employed to mediate between family and school to avoid disturbing the integrity of the therapists relationship with the family. Short-term effects of these procedures are described.