RESPONSE - Insead

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Methodology Introduction 8 Methodology 8.1 Introduction Four incompany field experiments were designed and executed to assess the effectiveness of different training approaches on the development of social consciousness and Socially Responsible Behaviour (SRB) in individual managers. In this chapter, we present the measurements conducted before and after each training intervention, the characteristics of the settings and of the interventions identified, and the design executed in each setting. 8.2 Measurements The assessment of the effectiveness of the training interventions was carried out via a webbased questionnaire, which assembled several existing scales (in part or in total) dedicated to the empirical evaluation of each of the theoretical variables in the model described above in Chapter 7. Table 27 summarizes the scales utilized and the theoretical constructs operationalized. The 63 item survey took about 30 minutes to complete 16 . Table 27. Measurements of Social Consciousness and Socially Responsible Behaviour 16 Construct Components Test Psychological scales Socially Responsible Behavior Social consciousness Cognitive rationales Personal values Emotional dispositions Decision dilemma scenarios ‘split the pie’ dilemma, with 3rd player w/o veto right Change in behavior for critical incidence Rationales for choice on decision dilemmas Moral identity and reasoning Perceptions of quality of decision making in organisational culture Selftranscendence Benevolence and universalism; Openness to change vs conservatism Affect Empathy/sympathy Control Anxiety and stress levels age, gender, religion, culture, job, previous training, company culture, geography Multidimentional Ethics Scale (Reidenbach & Robin, 1991) Ultimatum game, 3 player version Critical Incidence Experienced Inglehard et al. (1990) M.E.S. (above) Moral identify scalee, Aguino Org. culture scale Schwartz (1992)’s scale on personal values 17 Positive Affect / Negative Affect Scale (PANAS) by Watson & Clark, 1994) Davies State Trait Anxiety Inventory (STAI) 18 The questionnaire itself is available for consultation. Please send a request to Maurizio.zollo@insead.edu 17 Schwartz, S.H. 1992, The universal content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in experimental social psychology, 25, 165. 18 Spielberger, C.D et al., 1970, STAI manual for the State–Trait Anxiety Inventory, Consulting Psychologists Press, Palo Alto, CA (1970). RESPONSE: understanding and responding to societal demands on corporate responsibility 64
Methodology Experiment Settings 8.3 Experiment Settings Four companies from three sectors natural resources, information technology and pharmaceuticals participated in different, independent, experimental designs. Three of the companies were also participants in the study on cognitive alignment (Part 1), whereas a fourth joined the study specifically to participate in the experiments. Employees in each setting were first introduced to the project and the terms of involvement. Participation in the experiment was voluntary and those who opted to participate were asked to commit to a sixweek training programme. The group assignment (intervention or control groups) was randomised to control for individual differences and attenuate selfselection biases. Each company was supplied with aggregate results of the tests; individual results were strictly confidential and not disclosed to the company. 8.4 Experiment Protocols Each experiment was conducted under a controlled but different design in order to test for various conditions, such as cultural differences and the professional background of participants, and to accommodate the particular circumstances of each company. 8.4.1 Pharma and IT#1 A ‘oneshot’ design was used at both the pharma and IT #1 companies. Participants were randomly allocated into one of two groups, of which the main group completed a programme of meditation coaching over a period of six weeks. The sixweek coaching programme was based on a “mental silence”based mediation technique called Sahaja Yoga, adapted for corporate environment 19 . The program called for 2 weekly sessions of 45 minutes at the office, for a total of 9 contact hours, plus recommended daily home practice. The sessions aimed at the development of psychological characteristics and personal values conducive to socially responsible behaviour, but without explicit, cognitive awareness of doing so. In fact, no discussion of CSR was allowed in the intervention group. The second group was put on a “waiting list”, asked nonetheless to complete the pre and the postintervention measurements, and thus acted as a “passive” control group. Participants from the pharma company were based in one country but came from different professional backgrounds and underwent the intervention as a group. Participants from the IT#1 company were based in six countries worldwide (Brasil, Costa Rica, Malaysia, Romania, Belgium, France) and attended the yoga coaching programme either as individuals or in small groups of 2 or 3 individuals. The IT#1 participants were all CSR professionals. Figure 12: ‘One shot’ experimental design (pharma and IT#1 companies) 19 These specialised trainings were developed and delivered by Impact (www.impacttraining.at) , one of the consortium member of the RESPONSE research project. RESPONSE: understanding and responding to societal demands on corporate responsibility 65
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SIXTH FRAMEWORK PROGRAMME PRIORITY
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Contents Executive summary 6 1 Intr
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Tables Table 1. Typology of factors
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Executive summary Recommendations c
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Executive summary Recommendations l
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Executive summary Recommendations r
Page 13 and 14: Introduction Aims of this study “
Page 15 and 16: PART I: CSR AND COGNITIVE ALIGNMENT
Page 17 and 18: A model of cognitive alignment and
Page 25 and 26: Methodology Scope 3 Methodology 3.1
Page 27 and 28: Methodology Company case studies Th
Page 29 and 30: Methodology Case comparison Analysi
Page 31 and 32: Methodology CrossPair Comparison
Page 33 and 34: Findings: Managers’ understanding
Page 45 and 46: Findings: External factors and cogn
Page 51 and 52: Findings: Internal factors and cogn
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Page 69 and 70: Findings: Developing Social Conscio
Page 77 and 78: Conclusions from study findings Ass
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Page 83 and 84: Recommendations Recommendations for
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