Consequences identification in forecasting and ethical decision-making

Forecasting involves predicting outcomes based on observations of the situation at hand. We examined the impact of the number and types of consequences considered on the quality of ethical decision-making. Undergraduates role played several ethical problems in which they forecast potential outcomes and made decisions. Performance pressure (difficult demands placed on the situation) and interpersonal conflict (clashes among people in the problem situation) were manipulated within each problem scenario. The results indicated that the identification of potential consequences was positively associated with both higher quality forecasts and more ethical decisions. Neither performance pressure nor interpersonal conflict affected the quality of forecasts or decisions. Theoretical and practical implications of these findings and the use of this research approach are discussed

Leadership and Emotion Management for Complex tasks: Different emotions, different strategies

Emotions in the workplace influence a number of critical cognitive tasks including information processing and decision-making. Moreover, the effect of emotion on these operations is often emotion-specific. Given these unique effects, leaders may need to learn how to manage subordinates\u27 discrete emotions, and not just general affect. This laboratory experiment examined the effects of leaders suggesting different regulation strategies after subordinates experienced anger or pessimism. Effects of these emotions under different leader-facilitated regulation strategies were evaluated with respect to planning, a critical organizational task, and perceptions of leader effectiveness. Results demonstrated that the type of leader-facilitated regulation strategy moderates the relationships of anger and pessimism to planning. The findings imply that leaders should understand the differential effects of discrete emotions, and be prepared to help subordinates manage emotions accordingly

The Influence of Anger, Fear, and Emotion Regulation on Ethical Decision Making

Ethical decision making is influenced by a variety of cognitive processes and individual differences. However, there is little empirical research on whether and how emotions and emotion regulation strategies influence ethical decisions. Emotions have the potential to influence how people think about ethical problems and make ethical decisions, implying that emotion regulation may also be important to consider. This article examines the influence of anger and fear on ethical decisions and ethical sensemaking strategies. In addition, emotion regulation strategies are examined as potential moderators of these relationships. Findings indicated that anger inhibited ethical decision making and sensemaking. Alternatively, fear facilitated ethical decisions compared to anger and no emotion conditions. Emotion regulation significantly decreased the negative effects of anger on sensemaking and ethical decisions. Implications are discussed

Emotion Regulation and Intragroup Conflict: When More Distracted Minds Prevail

Purpose – In order to shed light on whether and how leaders should help manage group members’ emotions related to intragroup conflict, the aim of this paper was to investigate the effects of several outcomes associated with two cognitive emotion regulation strategies, cognitive reappraisal and distraction, in the presence of two distinct types of conflict, relationship or task-oriented. Design/methodology/approach – A 2 x 3 between subjects’ experimental design was employed to investigate the influence of intragroup conflict and emotion regulations strategies on individual-level discrete emotions and group processes and outcomes. Findings – Results suggest that emotion regulation plays an important role in moderating the negative consequences associated with relationships conflict. Specifically, distraction served a critical function to those in the relationship conflict conditions such that both cohesion levels and task performance levels were elevated when group members used distraction as a means of regulating emotions. Research limitations/implications – This study extends research in the area of emotion regulation into a group context and extends other research that suggests distraction may have potential as a means of regulating emotion. Long-term groups with experience in problem solving may have behaved in different ways than participants in this study. Originality/value – Emotion regulation strategies have been studied only in an individual context. This study is particularly valuable in understanding how emotion regulation strategies work differentially when applied to multiple individuals in a shared setting. Additionally, it incorporates the use of distraction as a viable regulation strategy

Sensemaking Strategies for Ethical Decision Making

The current study uses a sensemaking model and thinking strategies identified in earlier research to examine ethical decision making. Using a sample of 163 undergraduates, a low-fidelity simulation approach is used to study the effects personal involvement (in causing the problem and personal involvement in experiencing the outcomes of the problem) could have on the use of cognitive reasoning strategies that have been shown to promote ethical decision making. A mediated model is presented which suggests that environmental factors influence reasoning strategies, reasoning strategies influence sensemaking, and sensemaking in turn influences ethical decision making. Findings were mixed but generally supported the hypothesized model. It is interesting to note that framing the outcomes of ethically charged situations in terms of more global organizational outcomes rather than personal outcomes was found to promote the use of pro-ethical cognitive reasoning strategies

Strategies in Forecasting Outcomes in Ethical Decision-Making: Identifying and Analyzing the Causes of the Problem

This study examined the role of key causal analysis strategies in forecasting and ethical decision-making. Undergraduate participants took on the role of the key actor in several ethical problems and were asked to identify and analyze the causes, forecast potential outcomes, and make a decision about each problem. Time pressure and analytic mindset were manipulated while participants worked through these problems. The results indicated that forecast quality was associated with decision ethicality, and the identification of the critical causes of the problem was associated with both higher quality forecasts and higher ethicality of decisions. Neither time pressure nor analytic mindset impacted forecasts or ethicality of decisions. Theoretical and practical implications of these findings are discussed

The Influence of Temporal Orientation and Affective Frame on Use of Ethical Decision-Making Strategies

This study examined the role of temporal orientation and affective frame in the execution of ethical decision-making strategies. In reflecting on a past experience or imagining a future experience, participants thought about experiences that they considered either positive or negative. The participants recorded their thinking about that experience by responding to several questions, and their responses were content-analyzed for the use of ethical decision-making strategies. The findings indicated that a future temporal orientation was associated with greater strategy use. Likewise, a positive affective frame was associated with greater strategy use. Future orientation may permit better strategy execution than a past orientation because it facilitates more objective, balanced contemplation of the reflected-upon situation and minimizes potential self-threat associated with past behavior. A positive affective frame likely improves strategy execution because it facilitates active analysis of the experience. Future directions and implications of these findings are discussed

Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content

Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts. whereas content embedding codes within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use

Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness

This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be too much of a good thing when structuring case-based ethics education. Implications for designing ethics training programs are discussed