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Disciplinary Action (disciplinary + action)
Selected AbstractsA reflection on unintended consequences of workplace mediationCONFLICT RESOLUTION QUARTERLY, Issue 1 2005Jean Poitras This article conceptualizes the risk of inflated disciplinary action in the workplace, which may be associated with use of mediation as part of a dispute resolution system. It argues that some characteristics of mediation may compound with some features of the work environment to create such a risk. [source] ,By papers and pens, you can only do so much': views about accountability and human resource management from Indian government health administrators and workersINTERNATIONAL JOURNAL OF HEALTH PLANNING AND MANAGEMENT, Issue 3 2009Asha George Abstract Although accountability drives in the Indian health sector sporadically highlight egregious behaviour of individual health providers, accountability needs to be understood more broadly. From a managerial perspective, while accountability functions as a control mechanism that involves reviews and sanctions, it also has a constructive side that encourages learning from errors and discretion to support innovation. This points to social relationships: how formal rules and hierarchies combine with informal norms and processes and more fundamentally how power relations are negotiated. Drawing from this conceptual background and based on qualitative research, this article analyses the views of government primary health care administrators and workers from Koppal district, northern Karnataka, India. In particular, the article details how these actors view two management functions concerned with internal accountability: supervision and disciplinary action. A number of disjunctures are revealed. Although extensive information systems exist, they do not guide responsiveness or planning. While supportive supervision efforts are acknowledged and practiced, implicit quid-pro-quo bargains that justify poor service delivery performance are more prevalent. Despite the enactment of numerous disciplinary measures, little discipline is observed. These disjunctures reflect nuanced and layered relationships between health administrators and workers, as well as how power is negotiated through corruption and elected representatives within the broader political economy context of health systems in northern Karnataka, India. These various dimensions of accountability need to be addressed if it is to be used more equitably and effectively. Copyright © 2009 John Wiley & Sons, Ltd. [source] DIFFERENT WRONGS, DIFFERENT REMEDIES?PERSONNEL PSYCHOLOGY, Issue 1 2006REACTIONS TO ORGANIZATIONAL REMEDIES AFTER PROCEDURAL AND INTERACTIONAL INJUSTICE To alleviate the negative effects of workplace unfairness and resulting conflict, organizations can take remedial action to atone for a perceived injustice. We argue that the effectiveness of organizational remedies may depend on the match between type of injustice perceived and type of remedy offered. Specifically, based on the multiple needs model of justice (Cropanzano, Byrne, Bobocel, & Rupp, 2001), we expect procedural injustice to be particularly associated with preference for instrumental remedies that address the need for control. On the other hand, interactional injustice should be particularly associated with preference for punitive remedies that address the need for meaning. Confirming this hypothesis, a field study involving recently terminated employees found that procedural injustice was positively associated with preference for an instrumental remedy (monetary compensation) and interactional injustice was positively associated with preference for a punitive remedy (disciplinary action against those involved in the termination). Further supporting the hypothesis, a laboratory experiment manipulating the unfairness of performance feedback found greater preference for an instrumental remedy relative to a punitive remedy following a procedural injustice than following an interactional injustice. In discussing these results, we present a taxonomy of organizational remedies as they relate to the multiple needs model of justice. Practical implications are discussed. [source] Measuring conscientiousness and professionalism in undergraduate medical studentsTHE CLINICAL TEACHER, Issue 1 2010John McLachlan Summary Background:, There is gathering evidence that concern about professionalism expressed by staff with regard to undergraduate medical students represents a statistically significant risk factor for referral for disciplinary action in later clinical practice. But, ,professionalism' as a concept is variously defined, and is generally seen as difficult to measure. This is because such measures are usually highly subjective, and take place on limited numbers of occasions. We are interested in hints from the literature that a significant part of professionalism is what might be thought of as diligence or conscientiousness. Methods:, We award students points on every occasion when they might be conscientious in performing simple tasks (such as attending compulsory sessions, providing essential documentation and participating in required administrative procedures). This is aggregated over the year to give a continuous, objective and multi-occasion score that is inexpensive to construct. We then determine the relationship of this score with independent staff and student estimates of professionalism. Results:, We observe a positive correlation between conscientiousness and professionalism at both high and low ends of the spectrum. Discussion:, This correlation raises a number of further questions. What is the sensitivity and specificity of this measure? How might it best be used with students: as a formative tool to change behaviours or as a summative tool to affect progression? And how will students react to its use? Finally, can it be extended to spheres other than undergraduate education, for instance with postgraduate trainees? [source] Can fabricated evidence induce false eyewitness testimony?APPLIED COGNITIVE PSYCHOLOGY, Issue 7 2010Kimberley A. Wade False information can influence people's beliefs and memories. But can fabricated evidence induce individuals to accuse another person of doing something they never did? We examined whether exposure to a fabricated video could produce false eyewitness testimony. Subjects completed a gambling task alongside a confederate subject, and later we falsely told subjects that their partner had cheated on the task. Some subjects viewed a digitally manipulated video of their partner cheating; some were told that video evidence of the cheating exists; and others were not told anything about video evidence. Subjects were asked to sign a statement confirming that they witnessed the incident and that their corroboration could be used in disciplinary action against the accused. See-video subjects were three times more likely to sign the statement than Told-video and Control subjects. Fabricated evidence may, indeed, produce false eyewitness testimony; we discuss probable cognitive mechanisms. Copyright © 2009 John Wiley & Sons, Ltd. [source] Disciplinary Observance and Sanctions on German and Danish AuditorsINTERNATIONAL JOURNAL OF AUDITING, Issue 2 2002Reiner Quick This paper presents the results of a comparative study on disciplinary observance systems of the auditing profession within two member states of the European Union: Germany and Denmark. Disciplinary observance is an important factor in reducing the hidden action problem, but could also be used by the profession to signal quality. In Germany, the Wirtschaftsprüferkammer is the supervisory body which oversees compliance with standards and professional duties. It is entitled to sanction the minor violations of duties by auditors. Only more severe types of misbehaviour are dealt with by courts. In Denmark, a special court (Disciplinæernævn) is concerned with disciplinary actions against auditors. The results of this study will demonstrate that audit regulations and in particular disciplinary laws remain basically national, despite efforts to harmonise auditing. This study identifies characteristics of disciplinary systems common to both countries and provides information on the functioning of both systems that may be useful in a number of ways. The results presented might initiate a more systematic comparison of disciplinary systems within member states of the European Union, which would enhance institutional knowledge of the European market for auditing services. This in turn could promote the process of achieving a single European market for auditing services and thus reduce market inefficiencies. [source] Rate, causes and reporting of medication errors in Jordan: nurses' perspectivesJOURNAL OF NURSING MANAGEMENT, Issue 6 2007MAJD T. MRAYYAN PhD Aim, The aim of the study was to describe Jordanian nurses' perceptions about various issues related to medication errors. Background, This is the first nursing study about medication errors in Jordan. Methods, This was a descriptive study. A convenient sample of 799 nurses from 24 hospitals was obtained. Descriptive and inferential statistics were used for data analysis. Results, Over the course of their nursing career, the average number of recalled committed medication errors per nurse was 2.2. Using incident reports, the rate of medication errors reported to nurse managers was 42.1%. Medication errors occurred mainly when medication labels/packaging were of poor quality or damaged. Nurses failed to report medication errors because they were afraid that they might be subjected to disciplinary actions or even lose their jobs. In the stepwise regression model, gender was the only predictor of medication errors in Jordan. Conclusions, Strategies to reduce or eliminate medication errors are required. [source] Cross-survey analysis of school violence and disorderPSYCHOLOGY IN THE SCHOOLS, Issue 2 2001Mark B. Coggeshall School psychologists and administrators are often asked to respond to student violence and disorder based on incomplete or inaccurate information about the nature and scope of these problems in their schools. Records of disciplinary actions and incidents may reflect only the tip of the proverbial iceberg. In national surveys, school administrators report rates of violence and disorder that are only a small fraction of the rates reported by students in national self-report surveys. Student self-report surveys on school violence and disorder may offer school officials a means of more accurately appraising the prevention needs of their students. This article compares the methods and findings of three national surveys of students in an effort to understand what methodological characteristics have the most salient impact on their findings. The article examines measures of school-related weapon carrying and fear from all three national surveys contrasting their modes of administration and question phrasing. Estimates from even the most expertly designed and administered survey will include some error. However, the stability and comparability of the national surveys across time and across surveys suggest that student self-report surveys are valuable tools for school-level needs assessment. © 2001 John Wiley & Sons, Inc. [source] Surveillance of school violence, injury, and disciplinary actionsPSYCHOLOGY IN THE SCHOOLS, Issue 2 2001Paul M. Kingery The safety of America's schools is a major issue. Yet, the magnitude of the problem cannot be accurately assessed because some of the data concerning incidents and disciplinary actions come from reporting systems that are seriously flawed. In this article we examine how data from student self-report surveys and other sources can be used to assess the weaknesses in current school incident-reporting systems and improve the validity of surveillance data on school violence. Particular attention is paid to assessing the validity of data from Gun-Free Schools Act (GFSA) reports on the number of guns in schools in light of nationally representative student survey data. We also discuss the difficulties of obtaining accurate surveillance data and suggest changes in surveillance systems that could produce more valid estimates of violence and injury in our nation's schools. © 2001 John Wiley & Sons, Inc. [source] | ||||||||||||||||