The triangle model of responsibility

Improving individual learning for trainees with low conscientiousness

Purpose

The purpose of this paper is to examine the role of situational factors in improving learning for trainees with low conscientiousness.

Design/methodology/approach

A sample of 117 employees completed a survey questionnaire in the context of a training intervention. Perceptions of conscientiousness, legitimacy, and accountability were used to predict employee learning in a training context. Moderated multiple regression was used to test the hypotheses.

Findings

Results support interactions of conscientiousness and perceived accountability to predict learning such that learners who are low in conscientiousness showed higher levels of learning when perceived accountability was considered strong than when perceived accountability was considered weak. There was no support for the proposed interaction of conscientiousness and perceived legitimacy to predict learning.

Practical implications

Results support the view that organizations should implement formal controls to increase perceived accountability and improve learning. Trainees with low conscientiousness had higher levels of learning in situations with strong accountability perceptions.

Originality/value

The study is one of the few to evaluate perceived accountability in a field study, whereas most previous research has evaluated this concept in lab experiments. Therefore, the findings support the wide range of perceived accountability that exists in most organizations. The results imply the need for more accountability controls within an organization to increase learning in a training context.

Guilt and Shame Through Recipients’ Eyes

Previous research has found that people collectively wronged by an outgroup take insult when its representative offers compensation, and that an expression of shame but not guilt can lower such insult. This experiment showed a moderating factor: strength of outgroup blame. Black community members were participants, presented with an apology for discriminatory searches of Blacks by the police. The effects – that shame but not guilt reduces insult from compensation – were replicated only among those who strongly blamed outgroup entities. As before, these effects emerged only on insult rather than satisfaction measures, and only when compensation was offered. When blamed by the public, an official body should therefore consider how much its apology conveys shame rather than guilt.

Accountability in Training Transfer: Adapting Schlenker’s Model of Responsibility to a Persistent but Solvable Problem

Decades have been spent studying training transfer in organizational environments in recognition of a transfer problem in organizations. Theoretical models of various antecedents, empirical studies of transfer interventions, and studies of best practices have all been advanced to address this continued problem. Yet a solution may not be so elusive. This paper spotlights the crucial role of accountability in solving the transfer problem by applying the theoretical lens of Schlenker ’s pyramid of accountability. A conceptual framework is advanced and implications for future research and practice are discussed. Recommendations for practice include conducting a training transfer accountability audit to determine where and for whom accountability lapses exist in an organization, developing and clearly communicating prescriptions and expectations for training transfer for each stakeholder group, and evaluating training transfer outcomes across training programs.

Self-engagement as a predictor of performance and emotional reactions to performance outcomes

Three studies examined the relationship between engagement in different types of tasks, performance on those tasks, and reactions to performance outcomes. The three studies included voting in the 2004 presidential election, test performance in an undergraduate course, and completion of personal projects during the course of the semester. Engagement in voting predicted voting in the presidential election and magnified positive feelings of voting for the winning candidate. Test engagement predicted performance on the test, and magnified positive feelings of not showing a discrepancy between expected and actual test performance. Engagement in personal projects interacted with task complexity to predict project completion, with engagement being related to goal completion for tasks high in complexity. Project engagement also magnified the positive effects of a high probability of completing the project. The results provide support for task engagement as a predictor of performance and as a facilitator of positive feelings following success.

College versus the real world: student perceptions and implications for understanding heavy drinking among college students

College student heavy drinking is a persistent problem despite widespread initiatives. Using focus group methodology, this study examined student perceptions of factors that promote and limit drinking during and after college. The goal was to better understand factors that reduce drinking post-college to develop strategies to moderate college drinking. Twelve groups (N=75) were conducted with undergraduates at a northeastern Catholic college. Most participants drank; the majority exceeded a clinical indicator of problematic drinking. Transcript analysis identified themes that were coded with high reliability. Drinking in college was perceived to enhance socialization, bonding, and disinhibition. College, characterized by a high level of freedom and low level of responsibility, was seen as time-out from the "real world". In that context, heavy drinking was permissible. Students expected their future lifestyle to be burdensome and tedious; nostalgia for the good times associated with heavy drinking was anticipated. They imagined post-college drinking to be a threat to career and family and therefore irresponsible. Implications for intervention development and future research are described.

Peering into the “Magnum Mysterium” of Culture

The purpose of this research is to test whether descriptive norms, or cognitions about typical beliefs, values, and behaviors of one's group, can explain cultural influence in the domains of blame attribution and harm perception. In Study 1, using participants from the United States and South Korea, the authors find that individuals with lower (vs. higher) collectivistic descriptive norms ascribed more blame after more intentional acts and less blame after less intentional acts. In the second study, using American and South Korean participants, the authors find that individuals with lower (vs. higher) collectivistic descriptive norms perceived more harm after right violations and less harm after duty violations. Collectivistic personal attitudes did not predict the expected differences in attribution of blame or perception of harm. The descriptive norm account of cultural influence provides an alternative to the currently dominant personal attitude paradigm.

Relationships between felt accountability as a stressor and strain reactions: the neutralizing role of autonomy across two studies

Felt accountability, conceptualized as a workplace stressor, has been gaining increased attention in terms of its importance for explaining variance in work attitudes and behaviors. Building on these investigations, the present research tests in 2 studies a conceptualization that positions job autonomy as a moderator of the relationships between felt accountability and strain reactions. In Study 1, the interactions of Felt Accountability x Job Autonomy on job tension and job satisfaction were investigated. As hypothesized, the results demonstrated that autonomy neutralized the dysfunctional effects of accountability for each outcome. Study 2 extended the findings from Study 1 by replicating the form of the interactive effects, with job satisfaction and emotional exhaustion serving as strain reactions. Implications, strengths and limitations, and suggestions for future research are discussed.

Identification, situational constraint, and social cognition: Studies in the attribution of moral responsibility

In three experiments we studied lay observers' attributions of responsibility for an antisocial act (homicide). We systematically varied both the degree to which the action was coerced by external circumstances and the degree to which the actor endorsed and accepted ownership of the act, a psychological state that philosophers have termed "identification." Our findings with respect to identification were highly consistent. The more an actor was identified with an action, the more likely observers were to assign responsibility to the actor, even when the action was performed under constraints so powerful that no other behavioral option was available. Our findings indicate that social cognition involving assignment of responsibility for an action is a more complex process than previous research has indicated. It would appear that laypersons' judgments of moral responsibility may, in some circumstances, accord with philosophical views in which freedom and determinism are regarded to be compatible.

Persönliche Verantwortung für den Studienerfolg

Zusammenfassung. Dieser Beitrag wendet das aus der Sozialpsychologie stammende Modell der persönlichen Verantwortung von Schlenker, Britt, Pennington, Murphy und Doherty (1994) auf das Hochschulstudium an. Es wird argumentiert, dass persönliche Verantwortung für den Studienerfolg aus den drei Dimensionen Bedeutsamkeit, Ziel- und Prozessklarheit sowie Kontrolle besteht und sich positiv auf Studienengagement und -leistungen auswirken sollte. Studie 1 mit 133 Studierenden belegt, dass sich die drei genannten Dimensionen mit einer neu entwickelten Skala empirisch unterscheiden lassen. Studie 2 mit 223 postgraduierten Studierenden zeigt, dass die Dimensionen Bedeutsamkeit sowie Ziel- und Prozessklarheit eigenständige Anteile am selbstberichteten Studienengagement und an der Examensnote des Universitätsabschlusses erklären. Für ein Ergänzungsstudium ist dies nur ansatzweise gegeben. Es wird diskutiert, welche Folgerungen sich daraus für das Zusammenwirken der drei Dimensionen persönlicher Verantwortung ergeben.

Forgiveness and collective guilt assignment to historical perpetrator groups depend on level of social category inclusiveness

The authors examined how categorization influences victimized group members' responses to contemporary members of a historical perpetrator group. Specifically, the authors tested whether increasing category inclusiveness--from the intergroup level to the maximally inclusive human level--leads to greater forgiveness of a historical perpetrator group and decreased collective guilt assignment for its harmdoing. Among Jewish North Americans (Experiments 1, 2, and 4) and Native Canadians (Experiment 3) human-level categorization resulted in more positive responses toward Germans and White Canadians, respectively, by decreasing the uniqueness of their past harmful actions toward the in-group. Increasing the inclusiveness of categorization led to greater forgiveness and lessened expectations that former out-group members should experience collective guilt compared with when categorization was at the intergroup level. Discussion focuses on obstacles that are likely to be encountered on the road to reconciliation between groups that have a history of conflictual relations.

A pharmacist model of perceived responsibility for drug therapy outcomes

Pharmacists in community and ambulatory care settings are in a unique position to reduce drug-related morbidity and to optimize patient outcomes by identifying, resolving, and preventing drug therapy problems. This particular approach to pharmacy practice expands traditional pharmacist responsibilities of dispensing pharmaceuticals and providing drug information to optimizing patients' drug therapy outcomes. However, pharmacists in general, and community pharmacists in particular, have yet to incorporate this expanded professional role into daily practice. The objective of this study was to examine the validity of a pharmacist model of perceived responsibility for drug therapy outcomes based on the triangle model of responsibility. A survey instrument was tested among community and ambulatory care pharmacists in Florida, USA. The survey instrument contained the following pharmacist-related constructs from the model: clarity of standards, personal control, professional duty, and perceived responsibility for drug therapy outcomes. The model was examined by testing hypothesized relationships between the model constructs and pharmacists' reports of providing pharmaceutical care. The survey response rate was 40.9% (525/1283). All of the study measures exhibited Cronbach alpha values greater than .70. A measurement model was tested using confirmatory factor analysis. The chi2/df ratio (3.02), CFI (.95), and residual (.051) indicated a good fit of the item data to the constructs. According to path analysis, clarity of standards, personal control, and professional duty were significantly related to perceived responsibility for drug therapy outcomes, which in turn, was significantly related to pharmaceutical care provision. Perceived responsibility for drug therapy outcomes acted as a mediator of the effects of clarity of standards, personal control, and professional duty on pharmaceutical care provision. These findings have implications for pharmacy practice and research.

Judgments of deservingness: studies in the psychology of justice and achievement

This article presents a review and conceptual analysis of the concept of deservingness that incorporates the effects of personal values, perceived responsibility, ingroup-outgroup relations, and like-dislike relations. Selected studies show that reactions to another's success or failure and to the rise or fall of "tall poppies" or high achievers depends on the degree to which the positive or negative outcome is seen to be deserved; that individual differences in personal values and in value syndromes may be assumed to affect deservingness via the subjective values assigned to actions and outcomes; that group membership, status, interpersonal liking-disliking, and perceived moral character also affect judgments of deservingness; and that deservingness is a key variable that mediates how observers react to penalties imposed on the perpetrators of different kinds of offense. It is argued that the inclusion of deservingness goes beyond approaches in which perceived responsibility is accorded central status by adding a further link in the causal chain, thus enabling a more complete consideration of the effects of justice and value variables on how people react to positive and negative outcomes for both self and other.

Testing the stress-buffering effects of self engagement among soldiers on a military operation

The present research examined whether self engagement moderated the stressor-strain relationship in a sample of U.S. soldiers deployed on a peacekeeping mission to Bosnia. Given that individuals were nested within groups (Army companies), we examined the relationships of interest using multilevel random coefficient models. The results of these analyses revealed that self engagement interacted with three different stressors (lower amounts of sleep, work stress, family stress) in the prediction of psychological distress. In support of self engagement as a buffer against stress, when stressors were low (high amounts of sleep, low levels of work stress, and family stress), soldiers reported relatively low levels of psychological distress and physical symptoms, regardless of whether they were engaged in or disengaged from their job. However, when stressor levels were high, soldiers who were engaged in their job reported less elevation in reports of psychological distress than soldiers who were disengaged from their job. The results are discussed in terms of the potential mechanisms by which self engagement might protect individuals from stressful circumstances.

Cues to deception

Do people behave differently when they are lying compared with when they are telling the truth? The combined results of 1,338 estimates of 158 cues to deception are reported. Results show that in some ways, liars are less forthcoming than truth tellers, and they tell less compelling tales. They also make a more negative impression and are more tense. Their stories include fewer ordinary imperfections and unusual contents. However, many behaviors showed no discernible links, or only weak links, to deceit. Cues to deception were more pronounced when people were motivated to succeed, especially when the motivations were identity relevant rather than monetary or material. Cues to deception were also stronger when lies were about transgressions.

Effects of procedure and outcome accountability on interview validity

This study tested effects of holding interviewers accountable for either the procedure they follow to make interview judgments (procedure accountability) or the accuracy of their judgments (outcome accountability) on interview validity. Undergraduates (N = 338) simulated employment interviewers in an experiment that crossed 2 levels of procedure accountability with 2 levels of outcome accountability. They watched videotapes of 60 managers answering an interview question and rated the managers on leadership potential. The dependent variable was the correlation between their interview judgments and supervisory ratings of the managers' actual leadership performance on the job. Results showed that procedure accountability increased interview validity and outcome accountability lowered it. Participants' apparent attentiveness fully mediated effects of procedure accountability on interview validity.

Social norms, social value, and judgments of responsibility 1Preparation of this paper was supported by a Swiss National Science Foundation Fellowship. We thank Jessica Kadis for her valuable help in putting the finishing touches to this paper

We investigated the impact of social norms on responsibility attribution. We hypothesized that an actor would be held more responsible for a negative outcome when adopting a counternormative, rather than normative, conduct. Under these circumstances, judging someone responsible consists of casting the negative social value of the conduct onto the actor. In three experiments, we found that an HIV-positive person was judged more responsible for the infection when his or her conduct transgressed a social norm than when it did not. As expected, this effect was mediated by the social value attributed to the actor, but not by the affective reactions toward him or her. In addition, we ruled out several alternative interpretations of these findings. In Experiment 1, judgments of responsibility were unrelated to causal inferences. In Experiment 2, the salience of the counternormative conduct did not affect the impact of the social norm on responsibility attribution. In Experiment 3, the validation (commonness) of the conduct did not moderate the effect of its normativeness. Overall, the results provide strong support for the idea that responsibility attribution is based on the social desirability of behaviors.

Deriving benefits from stressful events: the role of engagement in meaningful work and hardiness

This research explored the relationship between the meaningfulness of work, personality hardiness, and deriving long-term benefits from a stressful event. U.S. soldiers participating in a peacekeeping mission to Bosnia completed measures assessing the meaning of their work and personality hardiness midway through a 1-year deployment (mid-deployment) and completed a measure of deriving benefits from the deployment 4-5 months after it was over (postdeployment). Structural equation modeling revealed that personality hardiness was associated with being engaged in meaningful work during the deployment, which was strongly associated with deriving benefits from the deployment months after it was over. Enriching experiences were also associated with deriving benefits from the deployment. Discussion focuses on the linkages between personality processes, meaningful work, and deriving benefits from a stressful experience.

DEVELOPMENT OF THE STUDENT PERSONAL RESPONSIBILITY SCALE-10

The 10-item Student Personal Responsibility Scale (SPRS-10) was developed to assess students' acceptance of personal responsibility in their day-to-day living. The scale showed an acceptable level of internal consistency and positive correlations to the Conscientiousness Scale of Neuroticism, Extraversion, and Openness Personality Inventory-Revised (NEO PI-R), academic performance, self-esteem, and retention.

Culpable control and the psychology of blame

A culpable control model is advanced to describe the conditions that encourage as well as mitigate blame and to assess the process by which blame and mitigation occur. The fundamental assumptions of the model are that evidence concerning harmful events is scrutinized for its contribution to personal control and spontaneously evaluated for its favorableness or unfavorableness. Spontaneous evaluations encourage a blame-validation mode of processing in which evidence concerning the event is reviewed in a manner that favors ascribing blame to the person or persons who evoke the most negative affect or whose behavior confirms unfavorable expectations. The author delineates the elements of perceived control and then discusses spontaneous evaluation influences on control and blame assessments. The blame-validation process is described next. Finally, the culpable control model is compared with extant theories of blame and responsibility and its basic tenets summarized.

Psychological involvement in parenthood among Ukrainians

In a sample of 100 parents in Ukraine, the authors examined variables that affect the extent of psychological engagement in the role of parenthood. The participants completed questionnaires about their beliefs and expectations as parents. As predicted by the triangle model of responsibility (B. R. Schlenker, 1997; B. R. Schlenker, T. W. Britt, J. W. Pennington, R. Murphy, & K. J. Doherty, 1994), 3 variables significantly predicted psychological engagement: task clarity (i.e., a clear understanding of the duties of a parent), personal obligation (i.e., the duty to follow prescriptions for being a good parent), and personal control (i.e., personal control over aspects of child rearing). In addition, task clarity and personal obligation predicted the participants' expectations of the quality of their children's futures; however, personal control did not, perhaps because of contemporaneous economic and political instability in Ukraine.

Eigenverantwortliches Handeln in Organisationen Konzeptualisierung des Phänomens und Exploration am Beispiel von Führungskräften

Organisationen der Wirtschaft verändern sich derzeit dahingehend, dass Mitarbeiterinnen und Mitarbeiter ein höheres Maβ an individueller Verantwortung übernehmen. Das in diesem Beitrag vorgestellte Konzept von Eigenverantwortlichem Handeln (EVH) beschreibt Verhaltensweisen in Organisationen, die einerseits aus eigenem Antrieb ausgeführt werden und die sich andererseits durch die Übernahme von Verantwortung für Ziele und Zwecke der Organisation auszeichnen. Zentrales Merkmal dieses Handelns ist, dass die Akteure unter Abwägung formeller Vorgaben der Organisation die Verantwortung für ihr Handeln weitgehend selbstbestimmt definieren. Eine explorative Interviewstudie mit 21 Führungskräften konnte bestätigen, dass das Konzept EVH relevante Verhaltensweisen von Führungskräften thematisiert und zur Klassifikation verschiedener Formen von EVH im Feld geeignet ist. Ferner zeigte sich, dass EVH in der Organisation zwar auf Widerstände stöβt, jedoch auch positive Auswirkungen auf den Organisationserfolg haben kann. Abschließend wird auf Perspektiven für die weitere Forschung und die organisationale Praxis eingegangen.