Organizational and Supervisory Apology Effectiveness: Apology Giving in Work Settings

We synthesize the interdisciplinary literature into a heuristic for crafting effective organizational and supervisory apologies (the OOPS four-component apology). In the first experiment, we demonstrate how an offense committed by an organization is perceived to be more egregious than an offense committed by a friend or supervisor. Furthermore, results did not support that OOPS apologies are unequally effective if issued by a friend, supervisor, or organization. In the second experiment, we test OOPS apology-training effectiveness. Results indicated that trained participants crafted more effective apologies. Our apology heuristic is an innovation for training business communicators how to apologize effectively.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Local is not always better: the impact of climate information on values, behavior and policy support

In the current research, we experimentally examined the effect of providing local or global information about the impacts of climate change on individuals’ perceived importance of climate change and on their willingness to take action to address it, including policy support. We examined these relationships in the context of individuals’ general value orientations. Our findings, from 99 US residents, suggest that different kinds of climate information (local, global, or none) interact with values vis-à-vis our dependent variables. Specifically, while self-transcendent values predict perceived importance and pro-environmental behavior across all three information conditions, the effect on policy support is less clear. Furthermore, we detected a “reactance effect” where individuals with self-enhancing values who read local information thought that climate change was less important and were less willing to engage in pro-environmental behavior and support policy than self-enhancing individuals in the other information conditions. These results suggest that policy makers and public communicators may want to be cognizant of their audience’s general value orientation. Local information may not only be ineffective but may also prove counterproductive with individuals whose value orientations are more self-enhancing than self-transcendent

Towards a science of climate and energy choices

The linked problems of energy sustainability and climate change are among the most complex and daunting facing humanity at the start of the twenty-first century. This joint Nature Energy and Nature Climate Change Collection illustrates how understanding and addressing these problems will require an integrated science of coupled human and natural systems; including technological systems, but also extending well beyond the domain of engineering or even economics. It demonstrates the value of replacing the stylized assumptions about human behaviour that are common in policy analysis, with ones based on data-driven science. We draw from and engage articles in the Collection to identify key contributions to understanding non-technological factors connecting economic activity and greenhouse gas emissions, describe a multi-dimensional space of human action on climate and energy issues, and illustrate key themes, dimensions and contributions towards fundamental understanding and informed decision making

Engineering Design and Communication: Jump-starting the Engineering Curriculum

Abstract: A new course for Northwestern University’s engineering freshmen— Engineering Design and Communication or EDC—is noteworthy for its emphasis on the user-centered nature of design and its thorough integration of design and communication. Team-taught by faculty from two schools, EDC creates a new model for integrating core courses in engineering and liberal arts, combining content and pedagogy from two different fields, and building a new program and culture of design at the McCormick School of Engineering and Applied Science

Engineering design and communication: The case for interdisciplinary collaboration

This paper describes an innovative, interdisciplinary, project-based freshman course at Northwestern UniversityÐEngineering Design and Communication (EDC). The course fully integrates engineering design with freshman communication and is taught collaboratively by faculty from Engineering and from Arts and Sciences. Working on real projects for real clients, students acquire skills in communication, design, and teamwork and also come to see design and communication as complementary parts of the same iterative and creative problem-solving enterprise. We argue that this interdisciplinary approach improves the teaching of both communication and design and provides students with an exceptionally solid foundation for their future engineering courses and careers