Some Implications for Management Development of Research into Managers' Moral Dilemmas

In this paper, we present two cases of moral dilemmas as told by the managers who had faced them. We analyse the cases, drawing on frameworks developed by Toffler (1986), Kohlberg (1981) and Maclagan (1990). We also comment on the broader findings of the research from which the cases were taken. These analyses and findings and those of other researchers (e.g. Waters et al., 1986) suggest a number of requisite ‘moral attributes’ for managers and have, we argue, significant implications for the curriculum for ethical education and development for managers and intending managers. One is that case material needs to reflect more strongly the actual experiences of practising managers; another is that there is scope for wider use of experiential methods on management ethics courses. We conclude with a call for a multifaceted approach to ethical education as a lifespan process entailing the development of personal and interpersonal skills and qualities, and self-knowledge as well as cognitive skills. While we acknowledge that ethical education needs to take account of learners' differing levels of prior experience, stages of moral development and levels of learning maturity, our over-riding concern is that learners are prepared for and helped to live through the very ‘real’ dilemmas that they are likely to experience in managerial work.     

Sensitivity to bodily nonverbal communication as a factor in practitioner-patient rapport

The relationship between physicians' nonverbal sensitivity and the satisfaction of their patients was tested in two field studies. In the first study, 40 physicians were given a film test of nonverbal sensitivity (the PONS test) and were evaluated by their patients. The second study was a replication using 31 additional physicians. Most noteworthy for research in therapeutic interaction, the present studies contained three methodological advances: (1) the use of actual patients' ratings of satisfaction with treatment, (2) the extension of research from psychological to medical settings, and (3) the use of a standardized test of nonverbal decoding skill. Physicians' skill at reading the emotion conveyed through the nonverbal channel of body movement was found to be significantly correlated with their interpersonal success with patients in the clinical setting.The authors would like to thank Donald Dickson, M.D., Mary Ann Spadaro, M.D., Louise M. Prince, John L. Helmuth, Jr., Helene M. Murphy, and the physicians and patients who participated in the research. Study I was supported by a Peter B. Livingston Fellowship from the Massachusetts Mental Health Center and Study II by a W. K. Kellogg Fellowship from the Hospital Research and Educational Trust, both to the senior author.     

Nonverbal decoding skill and attention to nonverbal cues: A research note

A measure of differential preference for attending to three channels of nonverbal communication was developed, with which scores for differential attention to face, body, and voice tone were generated for 17 college subjects. These scores were correlated with subjects' nonverbal decoding accuracy in the same three channels as measured by a standard test of decoding nonverbal cues. Significant positive relationships between channel preference and accuracy were found for the two video channels; no relationship was found for the audio channel.This research was conducted while both authors held National Science Foundation Graduate Fellowships at Harvard University. They wish to thank Robert Rosenthal for advice, Peter L. Rogers for technical assistance and Myron Wish for valuable criticisms of an earlier draft.     

A Review of the High-Level Nuclear Waste Repository Siting Analysis

We critique two 1986 Department of Energy reports concerning the selection of sites for characterization as the nation's first high-level nuclear waste repository. We find that the multiattribute utility analysis of the five nominated sites was well done, although we express concern about the assessed probabilities, question the construction of two important attribute scales, and disagree with some of the value tradeoffs that were used. In contrast, we find the logic of the recommendations report to be weak and unconvincing.     

A mixture model for random graphs

The Erdös–Rényi model of a network is simple and possesses many explicit expressions for average and asymptotic properties, but it does not fit well to real-world networks. The vertices of those networks are often structured in unknown classes (functionally related proteins or social communities) with different connectivity properties. The stochastic block structures model was proposed for this purpose in the context of social sciences, using a Bayesian approach. We consider the same model in a frequentest statistical framework. We give the degree distribution and the clustering coefficient associated with this model, a variational method to estimate its parameters and a model selection criterion to select the number of classes. This estimation procedure allows us to deal with large networks containing thousands of vertices. The method is used to uncover the modular structure of a network of enzymatic reactions.     

Towards Balancing Power in Domestic Violence Relationships Response to Shaw & Pye

In contrast to Shaw and Pye, Wileman and Wileman argue that women are not powerless to influence positive change in relationships involving domestic violence. A balance of power can be attained by many women, without increasing the risk of retaliatory abuse, providing the authors' guidelines are observed. It is time to acknowledge and validate the rights and wishes of the many women victims who want their relationships to survive and the violence to stop.     

The effects of alternating mand and tact training on the acquisition of tacts

Two training procedures were compared with respect to the average number of training trials it took to teach new verbal responses to normal children. Mand contingencies were alternated with tact contingencies in one condition while only tact contingencies were in effect in the other condition. Normal, preschool children served as subjects and toy parts were the objects that were to be named. The results indicated that it took, on the average, fewer trials to teach part names (tacts) in the mand-tact condition than in the tact only condition. Although more research is needed to confirm this, it appears that mand contingencies involve stronger controlling variables and can facilitate the acquisition of a tact repertoire.

     

The Effect of Social Characteristics on Juvenile Court Dispositions*

Of the growing number of criticisms directed at various facets of the juvenile justice system, none is more common than the contention that the informality of the juvenile court encourages discrimination. The purpose of this study. which is based on data obtained from a sample of 1,522 official court records, is to provide an assessment of the impact of a variety of social background, demographic, and offense-related variables on the severity of sanctions imposed by juvenile court judges in one southeastern metropolitan jurisdiction. The findings show that the extra-legal variables which were considered have an effect on case disposition even when offense seriousness and prior records of delinquency are held constant.     

Emergency contraceptive pills: a 10-year follow-up survey of use and experiences at college health centers in the mid-Atlantic United States

The authors conducted a 10-year follow-up study using a telephone survey to investigate the availability of emergency contraceptive pills (ECPs) at college health centers in the mid-Atlantic region of the United States. They also examined related issues, such as distribution procedure, existence of a written protocol, personnel involved, contraindications, follow-up procedures, methods of advertising, staff attitudes, changes in distribution over the past 10 years, and availability if ECPs become over-the-counter. Of the 119 completed responses, 58 schools (49%) reported distributing ECPs. The most common reasons schools listed for not distributing ECPs (n = 61, 51%) were religious convictions, understaffing, and lack of funding. Major changes in ECP distribution over the past 10 years related primarily to the number of schools distributing ECPs, protocol in ECP distribution, and advertising for ECP services.