Wrongful convictions and claims of false or misleading forensic evidence

The results are reported of a study to examine case factors associated with 732 wrongful convictions classified by the National Registry of Exonerations as being associated with "False or Misleading Forensic Evidence." A forensic error typology has been developed to provide a structure for the categorization and coding of factors relating to misstatements in forensic science reports; errors of individualization or classification; testimony errors; issues relating to trials and officers of the court; and evidence handling and reporting issues. This study, which included the analysis of 1391 forensic examinations, demonstrates that most errors related to forensic evidence are not identification or classification errors by forensic scientists. When such errors are made, they are frequently associated with incompetent or fraudulent examiners, disciplines with an inadequate scientific foundation, or organizational deficiencies in training, management, governance, or resources. More often, forensic reports or testimony miscommunicate results, do not conform to established standards, or fail to provide appropriate limiting information. Just as importantly, actors within the broader criminal justice system-but not under the purview of any forensic science organization-may contribute to errors that may be related to the forensic evidence. System issues include reliance on presumptive tests without confirmation by a forensic laboratory, use of independent experts outside the administrative control of public laboratories, inadequate defense, and suppression or misrepresentation of forensic evidence by investigators or prosecutors. In approximately half of wrongful convictions analyzed, improved technology, testimony standards, or practice standards may have prevented a wrongful conviction at the time of trial.

Group and Organizational Safety Norms Set the Stage for Good Post-Fall Huddles

We explored group and organizational safety norms as antecedents to meeting leader behaviors and achievement of desired outcomes in a special after-action review case-a post-fall huddle. A longitudinal survey design was used to investigate the relationship between organizational/group safety norms, huddle leader behavior, and huddle meeting effectiveness. The sample included healthcare workers in critical access hospitals (N = 206) who completed a baseline safety norm assessment and an assessment of post-fall huddle experiences three to six months later. Findings indicate that organizational and group safety norms relate to perceived huddle meeting effectiveness through appropriate huddle leader behavior in a partial mediated framework. In contrast to previous research showing after-action reviews predicting group and organizational safety norms, the longitudinal study presented here suggests that group and organizational safety norms set the stage for the enactment of post-fall huddles in an effective manner.

Ties to the Past in Organization Research: A Comparative Analysis of Retrospective Methods

This paper addresses a traditionally neglected area of management and organizational studies—retrospective research. It identifies, describes and analyses four positions on retrospective research: Controlling the Past, in which attempts are made to maximize accurate recall or to reveal potential sources of error or bias; Interpreting the Past, in which understanding of the present is informed by the construction of past reality; Co-opting the Past, in which causal explanations link the past and the present; and Representing the Past, which involves the problematization of time and research on time. These positions are compared in terms of, for example, method, philosophy, examplars and potential contribution. Finally, implications are drawn for the practice of retrospective research in management and organization studies.

After-action reviews: a venue for the promotion of safety climate

This study investigated the role of after-action reviews on perceptions of safety climate at the group and organizational levels. Moderated and mediated regression analyses of data from 67 firefighting crews suggest that after-action review frequency positively influenced both levels of safety climate. Safety-oriented group norms fully mediated the relationship between after-action review frequency and group-level safety climate. Fire-station busyness moderated the relationship between after-action review frequency and organizational-level safety climate, such that the relationship was non-existent for highly busy stations. These findings suggest that after-action reviews constitute a specific venue through which managers can promote safety climate in high-risk environments.

Learning from successful and failed experience: the moderating role of kind of after-event review

The claim that appropriate "after-event review (AER)" may increase the relative value of drawing lessons from successes, as compared with failures, was examined in the present study. The study was a laboratory experiment in which the effect of type of AER (failure-focused, success-focused, failure- and success-focused, and no AER review) on performance improvement and causal attributions was tested under conditions of earlier success and earlier failure. In general, 2 results were demonstrated: (a) Drawing lessons from successful experience is feasible, and its effectiveness is contingent upon the type of AER. More specifically, after successful events, the most effective review is that of wrong actions, whereas after failed events, any kind of event review (correct or wrong actions) is effective. (b) AERs elicit more internal (as opposed to external) and specific (as opposed to general) attributions. These 2 classifications moderate the effect of AERs on task performance.

After-Event Reviews: Drawing Lessons From Successful and Failed Experience

The claim that appropriate after-event review might decrease the relative advantage of drawing lessons from failures over drawing lessons from successes was examined in a quasi-field experiment. The results show that performance of soldiers doing successive navigation exercises improved significantly when they were debriefed on their failures and successes after each training day, compared with others who reviewed their failed events only. The findings also show that, before the manipulation, in both groups, learners' mental models of failed events were richer in constructs and links than were their mental models of successful events. This gap closed gradually in subsequent measurements.

Organisationales Lernen und Lernende Organisation - ein Überblick zum Stand von Theorie und Empirie

Zusammenfassung. In diesem Beitrag wird der Versuch unternommen, die vielfältigen Begrifflichkeiten, Richtungen und Forschungsansätze des Organisationalen Lernens (OL) und der Lernenden Organisation (LO) - im Weiteren kurz OL/LO - zu systematisieren und anhand der Empirie zu zeigen, dass es das Organisationale Lernen oder die Lernende Organisation als einheitliche Begriffsbestimmung nicht gibt. Die dem Themenfeld zugrunde liegenden Perspektiven Informationsverarbeitung, Informationstechnologie, Wissensmanagement, strategische Unternehmensführung, Fertigungssteuerung, Unternehmenskultur, Community, Organisationsentwicklung und Mikropolitik werden dazu hinsichtlich ihrer Zielsetzungen, Konstrukte, Aussagen, Operationalisierungen und empirischen Umsetzung vergleichend herausgearbeitet.