Negotiating group decisions

Conclusion The research on negotiations, coalition formation, and group decision making suggests numerous ways to improve the quality of group decisions ranging from selection and training of group members, development of norms to maximize the amount of relevant information considered by the group, and the selection of an approach to integrate that information. In thinking about managing the process, it is useful to consider what may be done at the time a task force or team is formed, what needs to be done prior to decision making, and what may be done to integrate information and preferences to make high quality decisions. Table 5 organizes the ideas discussed in this article by stages.An interesting question is how overtly a group leader or member may act in managing this process. Groups themselves do not seem to engage in much deliberate planning. They often jump into their tasks only to back off and plan when they find themselves hopelessly frustrated, such as in the MIS task force in our example. Most groups do not have the luxury of team-building training—learning techniques to reach high quality group decisions in a simulated environment. So, it is often up to individual group members to direct the group to use processes that will produce high quality decisions. Jeanne M. Brett is the DeWitt W. Buchanan, Jr. Professor of Dispute Resolution and Organizations at the J.L. Kellogg Graduate School of Management, Northwestern University, Evanston, III, 60208.     

Cognitive and non‐cognitive predictors of success in adult education programs: Evidence from experimental data with low‐income welfare recipients

Using data on approximately 2,000 low‐income welfare recipients in a three‐site random‐assignment intervention conducted in the early 1990s (the NEWWS), we examine the role of cognitive and non‐cognitive factors in moderating experimental impacts of an adult education training program for women who lacked a high school degree or GED at the time of random assignment. Both cognitive and noncognitive skills (in particular, locus of control) moderate treatment impacts. For the sample as a whole, assignment to an education‐focused program had a statistically significant (albeit modest) 8 percentage point impact on the probability of degree receipt. For those with low cognitive skills, virtually all of these program impacts were eliminated. However, non‐cognitive skills play a substantively important role such that women with high cognitive skills but low non‐cognitive skills are only half as likely to earn a degree as their counterparts with high skills of both types. © 2008 by the Association for Public Policy Analysis and Management.     

Antecedents to the Perpetration of Domestic Violence in Curaçao

Previous international studies have found collectivism and low gender empowerment to contribute to higher domestic violence perpetration by males, compared to females. Little is known about gender differences in domestic violence perpetration prevalence in collectivist countries with high gender empowerment, for example Curaçao. Curaçao demonstrates gender similarity in committing domestic violence, resembling Western countries: 25–33 % have committed psychological domestic violence, 11–17 % physical violence, and 1–6 % sexual violence. Antecedents to the perpetration of domestic violence are similar for both sexes as well. Domestic violence victimization, especially in cases of severe physical violence, increases the probability of becoming a perpetrator. Other perpetrator risk factors are a high education (psychological violence) and having children in the household (physical violence).     

Disputants' perspectives on the differences between mediation and arbitration

Conclusion Our study of grievance mediation in the coal industry expands existing knowledge about mediation in three important respects. First, we have shown that mediation can be as successful in resolving disputes when it is involuntary as when it is voluntary. Second, disputants with experience in both mediation and arbitration substantially prefer mediation to arbitration. Third, by combining the second conclusion with the results of other studies that show mediation is preferred over court adjudication, we suggest that mediation is generally preferred to adjudication, regardless of the particular type of adjudication—arbitration or court. Stephen B. Goldberg is Professor of Law at Northwestern University Law School, 357 East Chicago Ave., Chicago, Ill. 60610.Jeanne M. Brett is DeWitt W. Buchanan, Jr. Professor of Dispute Resolution and Organizations at the J. L. Kellogg Graduate School of Management, Northwestern University, Evanston, Ill. 60208.This article is based in part upon research reported in Brett and Goldberg, 1983.     

Employee concerns regarding self-managing work teams: A multidimensional justice perspective

The increase in the use of self-managing work teams in organizations has been accompanied by growing employee resistance and concern about what such dramatic changes mean to workers. Using an organizational justice perspective, this chapter identifies and examines employee concerns about the move to self-managing work teams in two Fortune 500 organizations. Employee fairness concerns regarding three types of justice—distributive, procedural, and interactional—are highlighted. Findings suggest that to address employee fairness concerns regarding the move to self-managing work teams, managers should act distributively, procedurally, and interactionally justly.[Self-managing work teams are] the right way and the only way to be productive.—Self-managing work team member in a Fortune 500 company     

Police and HIV/AIDS: The risk, the reality, the response

Risk and fear have been examined empirically and theoretically in the policing literature. To date, however, there has been minimal effort to examine these concepts in the context of HIV/AIDS. Since the HIV/AIDS epidemic was first detected nearly 20 years ago, relatively little attention has been given to the complex issues it presents for police officers. The following discussion draws from both the policing and epidemiological literatures to examine police officers’ fear and risk of occupational HIV transmission and individual and departmental responses to this fear. Important elements of educational programs and policies are also addressed.