Bread and roses: Justice and the distribution of financial and socioemotional rewards in organizations

Two studies tested the hypothesis that organizational decision makers attempt to counterbalance contribution-based distributions of financial/material rewards (a “merit” system that creates monetary inequality) with need- and equality-based allocations of socioemotional rewards, in effect allocating “roses” in lieu of more “bread”. Experiment 1 had a two-factor design (Reward Type × Magnitude of Income Inequality); 67 subjects were given a managerial in-basket exercise in which they expressed their preferences for a variety of distributive justice rules for seven different types of rewards. Experiment 2 (N=39) had the same design, with a stronger manipulation of magnitude of inequality. Results of the two experiments were consistent with the counterbalancing hypothesis, irrespective of magnitude of income inequality; financially related rewards (e.g., profit sharing, office space, company cars) were distributed with more emphasis on contribution rules (i.e., performance, status), while more socioemotional rewards (e.g., help for an employee's spouse, friendliness) were allocated with more emphasis on equality among individuals, equality across groups, and personal need.     

小心1%的疏忽毁了99%的努力

空杯心态 　　大学期间有位学长和我说过:“大学生初出茅庐要有‘空杯心态‘.“意思是说,从学校出来,不管肚子里有多少墨水,先倒掉,把自己当成一只空的杯子,这样才可以装更多的东西.……     

Classroom training in sexual victimization awareness and prevention skills: An extension of the Red Flag/Green Flag people program

This study is an extension of a previous evaluation of a program (Red Flag/Green Flag) in which children, parents, and teachers were exposed to a workbook and film designed to teach personal safety strategies for preventing sexual victimization or encouraging adult assistance through disclosure of such incidents. In the current investigation, only children and their teachers received this didactic training program. Children and teachers from neighboring schools were assigned to a Training or Control group. Self-reports from children, teachers, and parents, as well as guidance counselor incident reports, were obtained to evaluate outcome. Results indicated greater gains in general knowledge and prevention skills at post-training and 6-month follow-up for trained than control children. Some improvements were made by trained teachers and parents of trained children. Child reports of personal experiences and guidance counselor incident reports were in accord with the assistance component of the program. However, the pattern of reports across sources is difficult to interpret. The findings are discussed in light of salient issues regarding the content of training, child disclosure, and methodology.