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The unprecedented exigencies of COVID-19 and the subsequent spotlight on systemic racial, social and economic disparities have brought workplace equity to the forefront of organizational dialogue. These discontinuities set the stage for discussions about possible limitations of traditional diversity, equity and inclusion (DEI) approaches that may have overlooked disparities in specific organizational systems. In response, we conducted an exploratory study to examine a new framework that focuses attention on the equity of employment systems that contextualize employees’ experiences of equity at the workplace.

This paper introduces a framework that focuses on the equity of ten key employment systems (job structures, compensation and benefits, recruitment and hiring, orientation and onboarding, supervision and mentoring, training and career development, employee performance assessment and feedback, employee resources and supports, promotion and separation). Combining the indices that measured the equity of these ten employment systems, we created an Overall Equity of Employment Systems Index and examined antecedent variables and outcomes related to the index. Data were gathered from HR leaders of 1,062 workplaces in the US.

Utilizing multivariate analyses, this research found that lower scores on the Organizational Pressures Index were consistently linked to higher levels of equity across all of the employment systems. Furthermore, higher percentages of women and employees of color were positively associated with increased equity in most of the employment systems and in the Overall Equity of Employment System Index. There was a significant positive relationship between the Overall Equity of Employment Systems Index and organizational resilience, while a negative relationship was observed with employee stress.

This study extends the existing DEI literature by offering a new framework that employers can use to: (1) assess the equity of specific employment systems and (2) strengthen the equity components of the employment systems.

The framework used for this exploratory study offers an alternative approach to the study of systemic equity in the workplace.

In early 2014, recent Stanford University graduate Tyler Shultz was in a quandary. He had been working at Theranos, a blood-diagnostic company founded by Elizabeth Holmes, a Stanford-dropout wunderkind, for almost a year. Shultz had learned enough about the company to realize that its practices and the efficacy of its much-touted finger-prick blood-testing technology were questionable and that the company was going to great lengths to hide this fact from the public and from regulators.

Theranos and Holmes were Silicon Valley darlings, enjoying positive press and lavish attention from potential investors and technology titans alike. Just as companies like PayPal had revolutionized the stagnant payments industry and Uber had upended the for-hire transportation sector, Theranos had been positioned as the latest technology firm to substantially disrupt yet another mature sector: the medical laboratory business. By the start of 2014, the company had raised more than $400 million in funding, and had an estimated market valuation of $9 billion.

Shultz's situation was exacerbated by the fact that his grandfather, the highly respected former US Secretary of State George Shultz, was on the Theranos board and was one of Elizabeth Holmes's biggest supporters.

But Tyler Shultz worried about the customers he was convinced were receiving highly unreliable and often inaccurate blood-test results. With so much at stake, Shultz wondered how he should proceed. Should he raise his concerns with the firm's investors? Blow the whistle externally? Report to industry regulators? Go away quietly?

This case and its subsequent four brief follow-up cases are based largely on interviews with Tyler Shultz, and outline the dilemma he faced and the various steps he would take both to extricate himself from his unsavory position and let the public know the full extent of the deception at Theranos.

Five optional handouts are available to instructors to further discussion after the case has been debriefed. The handouts serve as additional decision points for the students if your class time permits.

A typology of interventionism can categorize regulations, taxes, and subsidies both theoretically and as they sequentially unfold in practice. This typology is inspired by, but broader than, the Mises interventionist thesis, which, similar to Madison's lament, recognizes the propensity of intervention to expand from its own shortcomings in the elusive quest to achieve economic rationality (Lavoie, 1982, p. 180; Ikeda, 1997, pp. 41–46; Bradley, 2006).

This paper describes how one specialist learning disability health service has attempted to increase its focus on meeting the complex needs of people with profound learning disability (PLD) both with and without additional physical, sensory and medical impairment. Through individual assessment and intervention, carer consultation, training and supervision, research, and audit and advice to management, a multi‐disciplinary group has influenced the development of more proactive community teams for people with learning disability. This is in the context of both the publication of Signposts for Success (NHSE, 1998) and of a changing organisational culture which has embraced essential lifestyle planning, person‐centred teams, supported living and direct payments. The challenge remains of ring‐fencing sufficient resources (of time, skill and equipment), given the high‐profile and competing demands of people with milder learning disabilities but with complex mental health needs and/or challenging behaviour.

It may be noted with great satisfaction that the Local Government Board has considered the question of, and examined as far as possible in all its bearings—chemical, hygienic, and commercial—the processes of bleaching flour by chemical means, and of the addition to flour of foreign substances that are euphemistically referred to by certain persons as “improvers.”

In this chapter, we examine the current research on how technology is applied to benefit students with emotional and/or behavioral disorders (EBD). First, we describe the iterative yet unpredictable nature of technological innovation to suggest that incremental successes are qualified by the creation of often unforeseen consequences. We then identify commonly used nonelectronic technologies in education to emphasize that the hoped-for advances in electronic technology have failed to deliver on their decades-old promise of educational revolution. We continue with our review of the literature on empirical studies examining how technology is used to support students with EBD. These findings indicate that the research design primarily employed in this field is single-subject. Examples of specific findings include web-based graphic organizers for student writing, virtual self-modeling for targeting student behaviors, and virtual coaching for teachers of students with EBD. We conclude by reviewing how leaders in the field of special education predict the field will change in the future. Overall, with an increased emphasis on research accessibility and practitioner-validated knowledge, and advances in neuroscience and artificial technologies, practitioners may hold a more central role to the creation and dissemination of knowledge.

Prior research suggests that organizational citizenship behavior (OCB) can have both positive and negative effects on employees; however, it is unclear about the mediating mechanisms of this relationship and how the effects of challenging and supportive OCB may differ. Drawing on the dual-pathway model of proactivity and OCB research, the authors derive a theoretical model that attempts to reveal how different types of employees' daily organizationally focused citizenship behaviors can affect employees.

The authors examine the relationships using a daily-diary study using experience sampling methodology (ESM). The survey includes 72 employees who completed three surveys a day for 10 working days resulting in 614 daily observations.

The authors find that advocacy participation increases perceptions of prosocial impact, which in turn increases daily job satisfaction; the authors also find that advocacy participation decreases ego depletion, which then reduces daily job stress. Daily voice likewise increases perceptions of prosocial impact, which in turn increases daily job satisfaction; however, unlike advocacy participation, voice increases ego depletion, which then increases daily job stress.

The study is one of the first studies to simultaneously examine the personal perceptions and emotions of engaging in daily organizationally focused OCB and recognize the fact that different types of prosocial behavior have differential outcomes. The authors also extend prior research by documenting the mechanisms by which OCB impacts employees.

Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.