INDIVIDUAL AND SITUATIONAL CORRELATES OF WHISTLE-BLOWING

Although popular interest in whistle-blowing continues to increase, little is known about why some employees who observe wrongdoing report it, while others do not. In the present study, we analyze archival survey data from individuals who observed wrongdoing in any of 22 organizations. Results are generally consistent with predictions based on a model of whistle-blowing as a type of prosocial behavior. Whistle-blowing was more likely when observers of wrongdoing (1) held professional positions, (2) had more positive reactions to their work, (3) had longer service, (4) were recently recognized for good performance, (5) were male (though race was unrelated to whistle-blowing), (6) were members of larger work groups, and (7) were employed by organizations perceived by others to be responsive to complaints. Implications for research and practice are described.     

Teachers do not Deal in Widgets

Although the use of merit pay, incentive pay, bonus pay, and job promotion are well-established measures in the private or corporate sector of American society, few examples of successful teacher merit pay systems exist. In 1983, the Eastern Washington University Department of Education surveyed six major private corporations to determine whether corporate merit pay programs could be applied to teachers and educational institutions. Survey findings suggest several reasons why merit pay programs for teachers will probably fail: (a) lack of monetary goals; (b) the necessity for subjective evaluation, which requires multiple measurement devices, extensive supervision, and time; (c) the absence of a many-tiered corporate structure in most educational institutions; and (d) increased supervisory direction that could stifle creativity and flexibility.     

Moral Development and Self-Regulation: Research and Intervention Planning

After reviewing the moral development and general developmental literature, the authors propose several practical guidelines for moral development training programs in the schools.     

Employment and Urban Native Canadians

Designed to measure differences in employment issues between a selected native Canadian Indian group and a non-native comparison group in Toronto, the study demonstrated that given similar circumstances for comparison, Native Canadians are less formally educated and skill trained than are non-natives of comparable age, sex, and education. Respondents under the age of 25 and over 50 earned substantially less than respondents within that age range.     

Confidence and Uncertainty in Judgmental Forecasting: Differential Effects of Scenario Presentation

Multiple scenario analysis is used by many organizations for long-term planning, in part because the development of more than one scenario of the future is thought to prevent overconfidence in any one specific forecast. The present study attempts to clarify some of the questions concerning the cognitive effects of scenario presentation by distinguishing between confidence and subjective uncertainty. It examined the impact of different types of scenario information on confidence ratings, credible intervals, and features of forecast series. Subjects (N=186) read either one, two, or no scenario(s) describing potential changes in the level of a stimulus variable, then made forecasts of that variable over the next fifty years. Reading any type of scenario information increased confidence in forecasts; there was no reduction in confidence due to presentation of multiple conflicting scenarios, compared to presentation of only one scenario. Differences in number and in type of scenarios presented did, however, affect subjective uncertainty.     

Children's Representations of the World of Drugs

The changing profile of drug use has highlighted the need for age-appropriate education which requires insight into children's representations of drugs. Representations were elicited from 134 children aged between 5 and 11 years, drawn from two schools, by asking them to draw and write their responses to questions relating to a story about losing and finding a bag of drugs. Relevant responses were generated by 119 children aged between 8 and 11 years. A content analysis of these responses revealed differences with school and age. Older children were more likely to recognize that drugs can be good or bad depending on type, quantity taken and reason for use. The children had firm ideas about who takes drugs and their motivations and were knowledgeable about methods of use. They recognized that drugs can be dangerous, but had little understanding of how or why. The children's representations were characterized by fear and uncertainty and most wanted to know more. These findings are used to argue that there is a need for child-centred constructivist approaches to drug education which seek to demystify drugs and drug use and to orientate children to the realities of the world of drugs in the 1990s.