Workplace justice and employee worth

Distributive and procedural justice gain new meaning in light of other distinctions about how organizations value employees (the employees' “worth”). Fair compensation gives employees worth as achieved status: how the employee is like some employees (similarly rewarded) and not like others (dissimilarly rewarded). But employees also want to be treated uniquely as individuals and in other ways to be treated like all other employees, both reflecting worth as ascribed status. Such worth need not involve the distribution of outcomes; it can be gained if procedures function as ends in themselves. Different types of worth thus become the source of different criteria for justice. Based on a paper entitled “Justice as Worth,” which was prepared for the Third International Conference on Social Justice research (held in the Netherlands during July 1991).     

Effectiveness of Programs to Prevent School Bullying

Sixteen major evaluations of programs to prevent school bullying, conducted in 11 different countries, are reviewed in detail. Of these 16 evaluations, 8 produced desirable results, 2 produced mixed results, 4 produced small or negligible effects, and 2 produced undesirable results. These varying findings may reflect variations in programs, in implementation, in assessment methods, or in evaluation designs. It is concluded that high-quality evaluations are needed in the future, with randomized designs, theoretically grounded interventions, multiple measures of bullying, and attempts to disentangle the effectiveness of different program components.     

重特大生产安全事故赔偿过程中的政府职能

近年来,有些地方人民政府在处理重特大生产安全事故的过程中,就受害人的民事赔偿事宜采取了诸多举措,如决定赔偿金额、支付赔偿金或综合帮扶资金等。这些举措虽可使受害人获得及时、适当甚至高额的赔偿,但同时也会影响我国基本的法律秩序、限制当事人的民事处分权利、导致社会不公,有时还可能成为地方有些官员平息民怨、为自己开脱政治责任的方式。尽管如此,地方人民政府适当介入重特大事故民事赔偿事宜有其必要,只是应在法制的框架内运作,主要发挥督促、协调和配合三大功能。     

Lifestyles/Routine Activities and Bullying among South Korean Youths

Research on bullying has been conducted primarily in the United States and other western cultures, with less attention paid to the magnitude and sources of the problem in eastern cultures. Framed within lifestyle/routine activities theories, we examined a random sample of 3,121 South Korean middle-school students in order to assess the main effects of factors reflecting guardianship, target suitability, and exposure to motivated offenders on a youth’s risk of being bullied by groups of juveniles. Latent growth curve modeling was used to estimate both cross-sectional and longitudinal effects on self-reported victimizations involving “collective” bullying. Findings and their theoretical implications are presented.     

Organizational and Human Factors Affecting Forensic Decision-Making: Workplace Stress and Feedback

Although forensic examiners operate in a stressful environment, there is a lack of understanding about workplace stress and feedback. These organizational and human factors can potentially impact forensic science judgments. In this study, 150 practicing forensic examiners from one laboratory were surveyed about their experiences of workplace stress, and the explicit and implicit feedback they receive. Forensic examiners reported that their high stress levels originated more from workplace-related factors (management and/or supervision, backlogs, and the pressure to do many cases) than from personal related factors (family, medical, and/or financial). The findings showed that a few (8%) of the forensic examiners sometimes felt strong implicit feedback about what conclusions were expected from them and that some (14%) also strongly felt that they were more appreciated when they helped to solve a case (e.g., by reaching a “match” as opposed to an “inconclusive” conclusion). Differences were found when comparing workplace stress and feedback levels across three core forensic science fields (forensic biology, chemistry, and latent prints) and across career stages (early, mid, and late). Gaining insights into the stress factors within a workplace and explicit and implicit feedback has implications for developing policies to improve the well-being, motivation, and performance of forensic examiners.     

Public service ethics,values and spirituality in developing and transitional countries: Challenges and opportunities

Concerns over the unethical conduct of leaders and public officials have led to the renaissance of interest in public service ethics and values. Although national and organizational systems and structures have been instituted to either eradicate or ameliorate unethical behaviours in the public service of countries, the practice still persists with devastating consequences. As one way forward, spirituality has been touted as having the potential of stimulating the moral thoughts of individuals who are dealing with ethical issues, thereby reducing unethical behaviour and generating positive organizational behaviour. Drawing from the perspectives of developing and transitional countries, this special issue empirically examines the extent to which ethics, values and spirituality can reduce unethical behaviours.     

过劳相关案件的法律分析 —— 以中国裁判文书网相关案例为对象

本文通过因过劳致病、致死相关案件的检索与溯源,基于基本信息的统计结果对案件案由、性质、受害人情况、法院判决等进行的实证研究,发现劳动者难以证明过度劳动与死亡之间的因果关系,以及工伤认定受到"48小时内"死亡的约束,是民法和行政法对过劳的认定标准和法律救济面对的困境。建议尽快完成对过劳认定的医学支撑、明确立法价值取向、进一步完善相关法律规定。     

Fostering Constructive Action by Peers and Bystanders in Organizations and Communities

Peers and bystanders play important roles in organizational and community conflict management. Bystanders often learn relevant information and have opportunities to act in ways that can affect three of the basic functions of a conflict management system (CMS.) They can help (or not help) to identify, assess, and manage behaviors that the organization or community deems to be “unacceptable.” Examples in which bystanders play important roles include sexual and racial harassment, safety violations, unethical research, national security violations and insider threats, cyber‐bullying and cyber‐sabotage, violence, fraud, theft, intimidation and retaliation, and gross negligence. Bystanders often are a missing link in conflict systems. For the purposes of this article, I define peers and bystanders as people who observe or learn about unacceptable behavior by others, but who are not the relevant supervisors, or who knowingly engage in planning or executing that behavior. I define CMS managers as all those people, including line managers, who have responsibility for managing conflicts. Conflict managers face many challenges in fostering constructive behavior from bystanders. The interests of bystanders may or may not coincide with the interests of conflict systems managers in an organization or community. Bystanders often have multiple, idiosyncratic, and conflicting interests, and experience painful dilemmas. In addition, peers and bystanders, and their contexts – often differ greatly from each other. Blanket rules about how all bystanders should behave, such as requirements for mandatory reporting, are often ineffective or lead to perverse results. Bystanders are regularly equated with “do‐nothings,” in the popular press. In real life, however, helpful bystander actions are common. Many bystanders report a wide variety of constructive initiatives, including private, informal interventions. In this article, I report on forty‐five years of observations on bystanders in many milieus. I present what bystanders have said are the reasons that they did not – or did – take action, and what can be learned to help organizations and communities to support bystanders to be more effective when faced with unacceptable behavior.     

School Climate as a Predictor of Incivility and Bullying Among Public School Employees: A Multilevel Analysis

We surveyed public school educators on the workplace incivility and workplace bullying they experienced and obtained their ratings of the organizational climate of the school. We used multilevel modeling to determine the effects of individual-level and school-level predictors. Ratings of school climate were significantly related to incivility and bullying. We found inverse relationships— the better the organizational climate, the lower the incivility and bullying. Several demographic variables of educators and two school-level variables were not significant predictors. Leaders who focus on improving organizational climate may find that their efforts benefit both student achievement and relationships among educators.