professional ethics-responsible conduct of research

University of Massachusetts AmherstScholarWorks@UMass AmherstEthics in Science and Engineering NationalClearinghouse Science, Technology and Society Initiative

9-1-2009

Professional Ethics-Responsible Conduct ofResearch Training: Making Sense of ComplexProblemsMichael D. MumfordUniversity of Oklahoma Norman Campus

Shane ConnellyUniversity of Oklahoma Norman Campus

Ryan P. BrownUniversity of Oklahoma Norman Campus

Lynn D. DevenportUniversity of Oklahoma Norman Campus

Stephen T. MurphyUniversity of Oklahoma Norman Campus

See next page for additional authorsFollow this and additional works at: https://scholarworks.umass.edu/esence

Part of the Engineering Commons, Life Sciences Commons, Medicine and Health SciencesCommons, Physical Sciences and Mathematics Commons, and the Social and Behavioral SciencesCommons

This Teaching Module is brought to you for free and open access by the Science, Technology and Society Initiative at ScholarWorks@UMass Amherst.It has been accepted for inclusion in Ethics in Science and Engineering National Clearinghouse by an authorized administrator ofScholarWorks@UMass Amherst. For more information, please contact [email protected].

Recommended CitationMumford, Michael D.; Connelly, Shane; Brown, Ryan P.; Devenport, Lynn D.; Murphy, Stephen T.; and Antes, Alison L., "ProfessionalEthics-Responsible Conduct of Research Training: Making Sense of Complex Problems" (2009). Ethics in Science and EngineeringNational Clearinghouse. 308.Retrieved from https://scholarworks.umass.edu/esence/308

brought to you by COREView metadata, citation and similar papers at core.ac.uk

provided by ScholarWorks@UMass Amherst

https://core.ac.uk/display/13617572?utm_source=pdf&utm_medium=banner&utm_campaign=pdf-decoration-v1

https://scholarworks.umass.edu?utm_source=scholarworks.umass.edu%2Fesence%2F308&utm_medium=PDF&utm_campaign=PDFCoverPages

https://scholarworks.umass.edu/esence?utm_source=scholarworks.umass.edu%2Fesence%2F308&utm_medium=PDF&utm_campaign=PDFCoverPages


https://scholarworks.umass.edu/sts?utm_source=scholarworks.umass.edu%2Fesence%2F308&utm_medium=PDF&utm_campaign=PDFCoverPages


http://network.bepress.com/hgg/discipline/217?utm_source=scholarworks.umass.edu%2Fesence%2F308&utm_medium=PDF&utm_campaign=PDFCoverPages







https://scholarworks.umass.edu/esence/308?utm_source=scholarworks.umass.edu%2Fesence%2F308&utm_medium=PDF&utm_campaign=PDFCoverPages

mailto:[email protected]

AuthorsMichael D. Mumford, Shane Connelly, Ryan P. Brown, Lynn D. Devenport, Stephen T. Murphy, and Alison L.Antes

This teaching module is available at ScholarWorks@UMass Amherst: https://scholarworks.umass.edu/esence/308

https://scholarworks.umass.edu/esence/308?utm_source=scholarworks.umass.edu%2Fesence%2F308&utm_medium=PDF&utm_campaign=PDFCoverPages

Professional Ethics-Responsible Conduct of Research Training:

Making Sense of Complex Problems

Michael D. Mumford, Shane Connelly, Ryan P. Brown, Lynn D. Devenport,

Stephen T. Murphy & Alison L. Antes

University of Oklahoma

Center for Applied Social Research

September 2009

ii

Acknowledgements

We would like to thank our colleagues who helped design, deliver, and improve this course. We

especially would like to thank T. H. Lee Williams, Fred Carr, Ingo Schlupp, Angie DeRosa, Dan

Bye, Jason Hill, & Chase Thiel. Research supporting this course was sponsored, in part, by the

National Institutes of Health/ Office of Research Integrity, National Science Foundation, and

Council of Graduate Schools, Michael D. Mumford, Principal Investigator.

Note: Correspondence concerning this course may be addressed to Dr. Michael D. Mumford,

Center for Applied Social Research, University of Oklahoma, 3100 Monitor Ave, Suite 100,

Norman, OK 73072, [email protected].

mailto:[email protected]

iii

Table of Contents

Abstract ……………………………………………………………………………………..…iv

Course Outline ………………………………………………………………………………v-vi

Course Slides ………………………………………………………………………………..1-17

iv

Abstract

General Course Abstract

This two-day seminar format course exposes students to the complexities involved in real-world

ethical decision-making. It provides students with strategies, or tools, for understanding and

thinking through ethical problems to arrive at a decision. Students practice working with these

strategies by applying them to realistic, complex cases.

Day 1 Abstract

During the first day of the course, guidelines and principles for ethical research practices are

discussed. It is emphasized that students must apply guidelines in a context to arrive at a

decision, and the course provides guidance on this decision-making process. Next, students learn

about the personal biases and other internal and external constraints that place limits on, and

even undermine, their ethical decision-making.

Day 2 Abstract

The second day of the course focuses heavily on working through complex cases, including one

role-play scenario. Students learn more about the complexities involved in making ethical

decisions, for instance individuals have both personal and professional goals, values, and

experiences, which influence the way that they frame and understand problems. Students also

practice thinking about problems for the perspectives of others. The second day also introduces

the notion that field-specific differences in ethical decision-making are likely to exist, and

students discuss these differences.

v

COURSE OUTLINE

Key Course Objectives

Develop understanding of the complex nature of the problems encountered in academic

work

Learn ethical decision-making strategies that facilitate analyzing and solving ethical

problems

Uniqueness of Course

Emphasis on decision-making and its complexity, rather than rule-based guidelines

Recognition of the “gray areas”; ethics are not black-and-white

Recognition and discussion of field-specific differences

Awareness of one’s own biases when interpreting situations and making decisions

Practical, problem-solving approach focusing on day-to-day issues faced by graduate

students and professionals

Interactive activities, cases, role-play, and discussion

Example Issues Covered

Determining how to assign authorship and credit for work

Social nature of work; dealing with mentor-mentee and workgroup relationships

Handling lab and workgroup leadership and management issues, such as setting

expectations

Determining how to respond to observed or suspected misconduct

Importance of objectivity and fairness when working in professional fields

Pressure often applied by leaders and work environments that leads to stress and conflict

Day 1 Training Modules

Module I: Fundamental Ethical Guidelines (Pre-training work before training session)

Review research rules and principles for conducting ethical research (e.g., Declaration of

Helsinki, Belmont Report, Nine ORI Guidelines)

Complete 4 short cases

Module II: Complexity in Ethical Decision Making

Explain that training will mostly focus on the “gray” areas

Explain that guidelines provide a basis, but are not complete for making ethical decisions

Complete Reflection Exercise (“What is an ethical decision?” “What is a good ethical

decision?”)

Take Ethical Decision-Making Pre-Test

Discuss the use of principles and review cases from Module 1

vi

Module III: Situational Influences and Personal Biases in Judgments and Decisions

Learn about the powerful nature of situational pressures and their influence on ethical

decision-making

Learn about the influence of personal biases on making ethical decisions

Module IV: Internal and External Constraints on Ethical Decision Making

Review common black-and-white assumptions about ethical decision-making

Discuss specific situational and internal constraints influencing ethical problems and

ethical decision-making (e.g., poor communication and hasty decision-making)

Practice identifying constraints in a complex case

Complete an activity to generate additional constraints that may be encountered while

conducting research

Module V: Ethical Decision Making Model and Strategies for Ethical Decision-Making

Learn about 5 component Ethical Decision-Making Model

Discuss strategies, tools that help researchers avoid mistakes and make better decisions

(e.g., anticipating consequences and considering others)

Generate strategies using a complex case

Module VI: Apply Ethical Model to Cases and Find Field-Specific Principles (Homework)

Practice using the EDM model and strategies to solve complex cases

Search Web for one’s own field-specific principles

Day 2 Training Modules

Module VII: Sensemaking

Review cases completed between the training sessions

Learn about more complex “Sensemaking” model of ethical decision-making

Participate in role play activity about assigning authorship credit

Module VIII: Complex Field Differences

Learn about differences in research and ethics across disciplines

Discuss field-specific principles in a group

Discuss field-specific differences across fields as large group

Module IX: Differing Viewpoints

Analyze a case with different groups being different characters

Complete Reflection Exercise to examine changes from day 1

Module X: Post Training Assessment

Review the training modules and key points

Revisit case from Block 5 and engage in elaborated discussion of strategy use

Complete Ethical Decision-Making Post-Test

1

Professional EthicsProfessional Ethics--Responsible Responsible Conduct of Conduct of

Research Research Training: Training: Making Sense of Complex Making Sense of Complex

ProblemsProblemsProblemsProblems

University University of of OklahomaOklahoma

WELCOME!WELCOME!Thank you for participating!Thank you for participating!

Exposure to problems that researchers encounter Exposure to problems that researchers encounter Improve ethical decisionImprove ethical decision--making (EDM) skills in complex situationsmaking (EDM) skills in complex situationsLearn about:Learn about:

Professional, institutional, and government guidelinesProfessional, institutional, and government guidelinesCommon constraints encountered in decisionCommon constraints encountered in decision--makingmaking

Training ObjectivesTraining Objectives

Common constraints encountered in decisionCommon constraints encountered in decision makingmakingStrategies for ethical decisionStrategies for ethical decision--making (EDM)making (EDM)Model of ethical decisionModel of ethical decision--making (EDM)making (EDM)“Sensemaking” approach for assimilating components of an “Sensemaking” approach for assimilating components of an ethical dilemmaethical dilemma

This training will not solve your ethical problemsThis training will not solve your ethical problemsTraining provides strategies which you can apply to a broad range of Training provides strategies which you can apply to a broad range of future ethical problems to make better decisionsfuture ethical problems to make better decisions

CaseCase--based based approachapproachBlock 2: Slide 1 of Block 2: Slide 1 of 99

Reflection ActivityReflection Activity

What What distinguishes a decision involving ethical choices distinguishes a decision involving ethical choices

from the other types of decisions we make in the from the other types of decisions we make in the

research process? research process?

Block 2: Slide 2 of Block 2: Slide 2 of 99

What makes an ethical decision a “good” decision? What makes an ethical decision a “good” decision?

(What are the criteria for a good ethical decision?)(What are the criteria for a good ethical decision?)

Scientific Scientific DecisionDecision--MakingMaking((PreTestPreTest))

Experience the complexity of decisionExperience the complexity of decision--making making in researchin researchReflect on your knowledge of how you would Reflect on your knowledge of how you would resolve situationsresolve situations


resolve situationsresolve situations45 minutes to complete exercise45 minutes to complete exercise

Before beginning, please follow these Before beginning, please follow these instructions…instructions…

IntroductionIntroductionScientific misconduct has been, and continues to be, aScientific misconduct has been, and continues to be, achallenge across all disciplines of scientific researchchallenge across all disciplines of scientific research

Type 1994-1998 1999-2003 TotalN % N % N %

Block 2: Slide Block 2: Slide 4 4 of of 99

Source: Office of Research Integrity Newsletter, March 2005

N % N % N %Fabrication 18 25 11 19 29 22Falsification 26 35 27 46 53 40Plagiarism 6 8 2 3 8 6Fab/Fals 22 30 14 24 36 27Other Combo 2 2 5 8 7 5

Until recently, the bulk of ethics research has Until recently, the bulk of ethics research has focused on 3 types of misconduct: Fabrication, focused on 3 types of misconduct: Fabrication, Falsification & Plagiarism (FFP)Falsification & Plagiarism (FFP)3333% of scientists admitted to engaging in unethical % of scientists admitted to engaging in unethical behavior suchbehavior such as:as:

IntroductionIntroduction

behavior such behavior such as:as:Changing Changing the design, method, or results of a study in the design, method, or results of a study in response to pressure from a funding response to pressure from a funding sourcesourceOverlooking Overlooking others’ use of flawed others’ use of flawed datadataCircumventing Circumventing aspects of humanaspects of human--subject subject requirements requirements Failing to present data that contradicts one’s researchFailing to present data that contradicts one’s research


2

IntroductionIntroduction

Serious consequences Serious consequences of not maintaining a high of not maintaining a high level of scientific integrity include:level of scientific integrity include:

Undermining public confidence in results of Undermining public confidence in results of scientific research scientific research


Inhibiting open communication among scientistsInhibiting open communication among scientistsThe National Institutes of Health (NIH) and the The National Institutes of Health (NIH) and the National Science Foundation (NSF) disperse National Science Foundation (NSF) disperse millions of dollars to fund researchmillions of dollars to fund researchGovernment institutions lead the way in promoting Government institutions lead the way in promoting ethical researchethical research

GuidelinesGuidelines

What are research guidelines and why do we need them?What are research guidelines and why do we need them?

Professional Professional codes of conduct, rules, and principles are codes of conduct, rules, and principles are designed to protect participants and accuracy of designed to protect participants and accuracy of

hh


researchresearch

Guidelines help us understand the scientific enterprise Guidelines help us understand the scientific enterprise and standards that researchers must adhere to while and standards that researchers must adhere to while conducting researchconducting research

Case ReviewCase Review

Case 1: Maria’s Advice Case 1: Maria’s Advice Guidelines: Collaboration and Authorship/PublicationGuidelines: Collaboration and Authorship/Publication

Best multiple choice Best multiple choice item…item…RationaleRationale


Rationale….Rationale….

Case 2: New EquipmentCase 2: New EquipmentGuidelines: Collaboration and Authorship/PublicationGuidelines: Collaboration and Authorship/Publication

Best Multiple Choice Best Multiple Choice Item…Item…Rationale…Rationale…

Case ReviewCase Review

Case 3: The AgreementCase 3: The AgreementGuidelines: MentorGuidelines: Mentor--Trainee Relationships, Trainee Relationships,

CollaborationCollaborationBest Multiple Choice Item…Best Multiple Choice Item…

Block 2: Slide Block 2: Slide 99 of of 99

Rationale… Rationale…

Case 4: Sample MisunderstandingCase 4: Sample MisunderstandingGuidelines: Collaboration, Data managementGuidelines: Collaboration, Data management

Best Multiple Choice Item…Best Multiple Choice Item…Rationale…Rationale…

Break!Break!

Ethical Dilemmas QuestionnaireEthical Dilemmas Questionnaire

Please complete your questionnaire Please complete your questionnaire

(Handout 3.1)(Handout 3.1)

When you have completed the When you have completed the

questionnaire, set it aside (we will return to questionnaire, set it aside (we will return to

it later). it later).


3

Stanley Stanley MilgramMilgram ResearchResearch

Example of the powerful nature of the situationExample of the powerful nature of the situation

People engage in behaviors that they never would People engage in behaviors that they never would

expectexpect


Classic psychological experimentClassic psychological experiment

Research purpose was to study people’s Research purpose was to study people’s

obedience to authorityobedience to authority

MilgramMilgram Study SetStudy Set--upup

Teacher, Learner, & ExperimenterTeacher, Learner, & Experimenter


Video ClipVideo Clip


Contemporary ReplicationContemporary Replication

Would the same results be found today?Would the same results be found today?

Changes to the procedure to protect participantsChanges to the procedure to protect participants

Highest shock voltage only 150 voltsHighest shock voltage only 150 voltsParticipants were preParticipants were pre--screened by trained screened by trained psychologistspsychologists


MilgramMilgram Study DiscussionStudy Discussion

Do you believe that you would continue to obey Do you believe that you would continue to obey

the experimenter all the way to the end of the the experimenter all the way to the end of the

experiment?experiment?pp

What percentage of participants do you think What percentage of participants do you think

would continue to obey the experimenter all the would continue to obey the experimenter all the

way to the end of the experiment?way to the end of the experiment?

The Results…The Results…Block 3: Slide Block 3: Slide 6 6 of of 1616

“Take“Take--Home” PointHome” Point

The power of the situation is very strongThe power of the situation is very strong

You are vulnerable to situational pressures You are vulnerable to situational pressures

just like everyone elsejust like everyone else

Without this understanding, you will be Without this understanding, you will be

biased in your thinking about how you might biased in your thinking about how you might

behavebehave


4

Ethical Decisions ResearchEthical Decisions Research

Handout 3.2: “What Would You Do?”Handout 3.2: “What Would You Do?”

Read the short scenario Read the short scenario

Predict what you would doPredict what you would do


Ethical Decisions ResearchEthical Decisions Research

“Predictors” “Predictors” –– predicted how they would behave predicted how they would behave

in the scenarioin the scenario

““ExperiencersExperiencers”” actually participated in theactually participated in the


ExperiencersExperiencers –– actually participated in the actually participated in the

scenarioscenario

The “The “ExperiencersExperiencers” provide a ” provide a realityreality--check on the check on the

predictions of their colleagues who thought of this predictions of their colleagues who thought of this

experience only hypotheticallyexperience only hypothetically

The Results: The Results: Self vs. Others BiasSelf vs. Others Bias

Selfish Unselfish Fair

Experiencers 64% 13% 22%

Predictors: Self 35% 6 5% 58 5%


“Selfish” = people who chose the good task for themselves “Selfish” = people who chose the good task for themselves “Unselfish” = people who gave the good task to others “Unselfish” = people who gave the good task to others “Fair” = people who chose to flip the coin to assign the tasks“Fair” = people who chose to flip the coin to assign the tasks

Predictors: Self 35% 6.5% 58.5%

Predictors: Others 85% 0% 15%

Predicting Your Own BehaviorPredicting Your Own Behavior

“Projected“Projected--Self Model”Self Model”

How How people people predict predict their their behavior behavior

3 primary sources of information3 primary sources of information

Block 3: Slide Block 3: Slide 11 of 1611 of 16

3 primary sources of information3 primary sources of information

1.1. Past behaviorsPast behaviors in related situationsin related situations

2.2. Their values Their values which which suggest how they should suggest how they should

behavebehave

3.3. Values of Values of other people other people who are important to who are important to themthem

ProjectedProjected--Self Self ModelModel

Past Relevant

Behaviors

Block 3: Block 3: Slide 12 of 16Slide 12 of 16

PersonalValues and

Ideals

Values andIdeals

of Others

ProjectedSelf

Prediction

Bias: Values as a Predictor of Bias: Values as a Predictor of Future BehaviorFuture Behavior

Past behavior is Past behavior is the best the best predictor of future predictor of future

behavior… a valid source of predictive informationbehavior… a valid source of predictive information

People’sPeople’s values arevalues are idealistic lessidealistic less likely tolikely to bebe aa


People s People s values are values are idealistic… less idealistic… less likely to likely to be be a a

valid source of predictive informationvalid source of predictive information

ValuesValues--congruent predictions represent a major congruent predictions represent a major

source source of of bias when thinking about how you would bias when thinking about how you would

behavebehave

5

Revisit Handout 3.1Revisit Handout 3.1How did you respond?How did you respond?

Were you biased in predicting how you might Were you biased in predicting how you might behave?behave?

Why does this matter?Why does this matter?People predict they would behave more People predict they would behave more ethically than the average “other person”ethically than the average “other person”YouYou too are likely to make this faulty too are likely to make this faulty predictionpredictionYou have personal biases to overcomeYou have personal biases to overcome


The “TakeThe “Take--Home” PointHome” Point

You You might might think think that you that you do not do not need this trainingneed this training

You You assume, due to your values, that you would not assume, due to your values, that you would not

behave behave unethically under any circumstancesunethically under any circumstances


y yy y

Consequences: Consequences:

You You might take this training too lightly might take this training too lightly

You could be You could be drawn into an drawn into an ethical dilemma because ethical dilemma because

you assume that you are not vulnerable to ityou assume that you are not vulnerable to it

SummarySummary

You are subject to bias in your judgments, You are subject to bias in your judgments, including judgments about yourselfincluding judgments about yourselfBe selfBe self--aware to avoid situations that could aware to avoid situations that could undermine the integrity of your researchundermine the integrity of your research

Block 3: Slide 16 of 16Block 3: Slide 16 of 16

undermine the integrity of your researchundermine the integrity of your researchConvince yourself that Convince yourself that this applies to you, and this applies to you, and act as if it doesact as if it doesHave a realistic view of human natureHave a realistic view of human natureBe aware of the powerful role of situationsBe aware of the powerful role of situations

Lunch Break!Lunch Break!

1 Hour Lunch 1 Hour Lunch

“Hit” “Hit” or or “Miss” “Miss” ActivityActivity

When you are When you are facing an facing an ethical ethical problem problem you should…you should…

11. apply the . apply the rules rules or or principles principles that best that best support support your your

preferred course of action?preferred course of action?


preferred course of action?preferred course of action?

2. consider the outcomes for all involved parties before 2. consider the outcomes for all involved parties before

taking action?taking action?

3. ask yourself 3. ask yourself how other people will perceive the how other people will perceive the

decision that you have made?decision that you have made?

“Hit” “Hit” or or “Miss”?“Miss”?

Because you have been trained in solving ethical Because you have been trained in solving ethical

problems,…problems,…

11. your immediate reactions . your immediate reactions will be will be quite objective andquite objective and


thorough?thorough?

22. you . you are not likely to be influenced by personal are not likely to be influenced by personal

biases?biases?

33. . you understand that your decisions you understand that your decisions might differ from might differ from

those those made by others made by others in your field?in your field?

6

“Hit” “Hit” or or “Miss”?“Miss”?

When you need objective advice concerning an ethical When you need objective advice concerning an ethical

dilemma you should…dilemma you should…

1. ask 1. ask a respected colleague for help?a respected colleague for help?


p g pp g p

2. tell 2. tell everyone you know about the situation so thateveryone you know about the situation so that

they are aware of it?they are aware of it?

33. think about previous decisions made by others in. think about previous decisions made by others in

similar situations?similar situations?

Constraints IntroductionConstraints IntroductionA “Constraint” is any personal or situational element that A “Constraint” is any personal or situational element that

interferes with, or complicates, ethical decisioninterferes with, or complicates, ethical decision--makingmaking

This could be an error in the ethical decision making process This could be an error in the ethical decision making process


Typical constraints include:Typical constraints include:

not considering the perspectives of othersnot considering the perspectives of others

shortshort--term thinkingterm thinking

time and energy constraintstime and energy constraints

only selecting evidence that substantiates your theoryonly selecting evidence that substantiates your theory

not understanding key causes of the situationnot understanding key causes of the situation

Identifying ConstraintsIdentifying ConstraintsCase: “Barking Up the Wrong Tree?”Case: “Barking Up the Wrong Tree?”

Discussion:Discussion:

In the context of this case, the other assigned cases, and any In the context of this case, the other assigned cases, and any experiences that you have, think about the way people typically experiences that you have, think about the way people typically respond (make decisions) when dealing with an ethical dilemmarespond (make decisions) when dealing with an ethical dilemma


respond (make decisions) when dealing with an ethical dilemma, respond (make decisions) when dealing with an ethical dilemma, or simply any very difficult problem, and answer the following or simply any very difficult problem, and answer the following question:question:

In this situation, what constraints could cause Nellie to make an error In this situation, what constraints could cause Nellie to make an error

while attempting to make an ethical decision?while attempting to make an ethical decision?

Constraint Generation ActivityConstraint Generation ActivityInstructionsInstructions

Put 2Put 2--3 responses on your small individual card3 responses on your small individual cardAs a group, select the best suggestions and put them As a group, select the best suggestions and put them on your large group index card on your large group index card Rotate your group card with the other groupsRotate your group card with the other groupsAdd ti t th d d tiAdd ti t th d d ti


Add suggestions to the group cards and continue Add suggestions to the group cards and continue exchanging until you receive your original cardexchanging until you receive your original card

Question: What are some examples of Question: What are some examples of constraints that you may encounter while constraints that you may encounter while conducting research that could keep you from conducting research that could keep you from making ethical choices?making ethical choices?

E.g. time pressure or poor communicationE.g. time pressure or poor communication

Constraint Generation DiscussionConstraint Generation Discussion

Example “constraints” that may arise during an ethical Example “constraints” that may arise during an ethical dilemma:dilemma:

Difficulty identifying key causes Difficulty identifying key causes –– i.e., what/who i.e., what/who started the dilemma? What are the most critical started the dilemma? What are the most critical


ethical issues at stake?ethical issues at stake?

Not fully weighing good and bad outcomes for ALL Not fully weighing good and bad outcomes for ALL parties involvedparties involved

Engaging in absolute, or blackEngaging in absolute, or black--andand--white, thinkingwhite, thinking

Constraints HandoutConstraints Handout

Break!Break!

7

Ethical DecisionEthical Decision--Making ModelMaking Model

Interpret &

Apply

Rules&

Principles

Decision &

Action


ApplyPrinciples

Constraints Strategies

Introduction to Ethical DecisionIntroduction to Ethical Decision--MakingMaking

Challenging even for experienced professionalsChallenging even for experienced professionals

Personal biases and situational pressures make Personal biases and situational pressures make

decisions more complex decisions more complex pp

Model can assist with understanding constraints Model can assist with understanding constraints

and complexities associated with ethical and complexities associated with ethical

dilemmasdilemmas


Ethical DecisionEthical Decision--Making ModelMaking ModelRules and PrinciplesRules and Principles

Guidelines are established by institutionsGuidelines are established by institutions

Principles are general themes such as “maximizing Principles are general themes such as “maximizing benefits and minimizing harms” that shape our behaviorbenefits and minimizing harms” that shape our behavior

P id f d ti f ki thi l d i iP id f d ti f ki thi l d i i


Provide a foundation for making ethical decisionsProvide a foundation for making ethical decisionsInterpret

& Apply

Rules&

Principles

Decision &

Action


Ethical DecisionEthical Decision--Making ModelMaking ModelConstraintsConstraints

Personal biases, misperceptions and misjudgments about Personal biases, misperceptions and misjudgments about oneself and situational pressures and constraintsoneself and situational pressures and constraints

Reduced when individuals realize that they commit errors Reduced when individuals realize that they commit errors just like everyone else and understand the constraints just like everyone else and understand the constraints


most likely to occur in given situationsmost likely to occur in given situationsInterpret

& Apply

Rules&

Principles

Decision &

Action


Ethical DecisionEthical Decision--Making ModelMaking ModelStrategiesStrategies

Tactics for how to approach thinking through an ethical Tactics for how to approach thinking through an ethical decisiondecision

Help researchers analyze and interpret constraintsHelp researchers analyze and interpret constraints

Help researchers make decisions that result in betterHelp researchers make decisions that result in better


Help researchers make decisions that result in better Help researchers make decisions that result in better outcomesoutcomes

Interpret &

Apply

Rules&

Principles

Decision &

Action


Ethical DecisionEthical Decision--Making ModelMaking ModelInterpret and ApplyInterpret and Apply

Assimilate aspects of the research Assimilate aspects of the research dilemmadilemma

Make sense of the situation in its entirety and decide Make sense of the situation in its entirety and decide how to proceedhow to proceed


Interpret &

Apply

Rules&

Principles

Decision &

Action


8

Ethical DecisionEthical Decision--Making ModelMaking ModelEthical DecisionsEthical Decisions

Require interpretation of the situation, relevant Require interpretation of the situation, relevant guidelines, and constraints and the use of strategiesguidelines, and constraints and the use of strategies

Involve emotion which typically needs to be managedInvolve emotion which typically needs to be managed

Have consequences for self and others; outcomes Have consequences for self and others; outcomes


should be evaluated after actions are takenshould be evaluated after actions are takenInterpret

& Apply

Rules&

Principles

Decision &

Action


Why are “Strategies” Important?Why are “Strategies” Important?

Strategies are tools that can help you to Strategies are tools that can help you to

make ethical decisionsmake ethical decisions

Help you to avoid common pitfallsHelp you to avoid common pitfalls

Help you to think about the situation and Help you to think about the situation and

work through it to a decisionwork through it to a decision


What is a “Strategy”?What is a “Strategy”?

Thinking and/or information gathering processesThinking and/or information gathering processes

Specific actions, ways of thinking about the Specific actions, ways of thinking about the

problem or different ways to evaluate or view theproblem or different ways to evaluate or view the


problem, or different ways to evaluate or view the problem, or different ways to evaluate or view the

situationsituation

Strategies recognize that all situations differStrategies recognize that all situations differ

Require conscious effort to work through the Require conscious effort to work through the

situationsituation

Strategy GenerationStrategy Generation

Case study Case study –– The Baltimore AffairThe Baltimore Affair

The charactersThe characters

David BaltimoreDavid Baltimore

ImanishiImanishi--KariKari

O’Toole O’Toole


Strategy GenerationStrategy Generation

Please answer the questions about the case, in particular Please answer the questions about the case, in particular

the “constraints” and “strategies” questions.the “constraints” and “strategies” questions.

What are the What are the constraintsconstraints among the individuals in “The among the individuals in “The


Baltimore Affair”?Baltimore Affair”?

What What strategiesstrategies could have been used?could have been used?

Group Discussion of the CaseGroup Discussion of the Case

Strategies HandoutStrategies Handout

Seven Key Strategies for Ethical DecisionSeven Key Strategies for Ethical Decision--MakingMaking

Recognize Recognize your circumstancesyour circumstancesAsk for helpAsk for help


Ask for helpAsk for helpQuestion your judgmentQuestion your judgmentDeal with your emotionsDeal with your emotionsAnticipate consequencesAnticipate consequencesLook withinLook withinConsider other’s perspectivesConsider other’s perspectives

9

Assignments for Day 2 Assignments for Day 2

Please complete before the next training Please complete before the next training session.session.Bring all of your materials with you on Day 2.Bring all of your materials with you on Day 2.FieldField--Specific Guidelines Specific Guidelines


ppFind your field’s guidelines (or a related field)Find your field’s guidelines (or a related field)Read and answers questionsRead and answers questions

Two Case StudiesTwo Case StudiesRead and answer questionsRead and answer questions

Be ready to discuss these on Day 2!Be ready to discuss these on Day 2!

Training FeedbackTraining Feedback

Please take a moment to complete this feedback Please take a moment to complete this feedback

survey about today’s training survey about today’s training session.session.


Your feedback is important for continual improvement Your feedback is important for continual improvement

of this training.of this training.

THANK YOU!THANK YOU!

End of the First Training End of the First Training SessionSession

Thanks!Thanks!See You Next Time!See You Next Time!

RCR Training Day 2RCR Training Day 2

Welcome Back Everyone!Welcome Back Everyone!

Day 1 Day 1 ReviewReview

During training session one you learned about:During training session one you learned about:

Professional, institutional, and government guidelinesProfessional, institutional, and government guidelines

Common constraints that you may encounter that can Common constraints that you may encounter that can


y yy yaffect your judgment and decisionaffect your judgment and decision--makingmaking

Strategies that can assist you in making ethical Strategies that can assist you in making ethical decisionsdecisions

A general model for ethical decisionA general model for ethical decision--makingmaking

EditorEditor--inin--Chief Case Chief Case ReviewReviewPlease provide your responsesPlease provide your responses

What research guidelines apply here?What research guidelines apply here?

What “constraints,” or errors in ethical decision making, could (or What “constraints,” or errors in ethical decision making, could (or

did) t th h t f ki thi l d i i ?did) t th h t f ki thi l d i i ?


did) prevent the characters from making ethical decisions?did) prevent the characters from making ethical decisions?

What “strategies” could have been used to help the characters What “strategies” could have been used to help the characters

resolve the issue?resolve the issue?

Were the decisions made by the characters in this case Were the decisions made by the characters in this case

appropriate?appropriate?

10

EditorEditor--inin--Chief Case ReviewChief Case ReviewResearch GuidelinesResearch Guidelines

Conflicts of InterestConflicts of Interest

Authorship & Publication Practices Authorship & Publication Practices

MentorMentor--Trainee Relationship IssuesTrainee Relationship Issues


Potential ConstraintsPotential ConstraintsBeing unaware of personal biasesBeing unaware of personal biases

Making hasty decisionsMaking hasty decisions

Being biased by subjective feelings Being biased by subjective feelings

Not taking enough time to evaluate outcomesNot taking enough time to evaluate outcomes

EditorEditor--inin--Chief Case ReviewChief Case Review

Potential StrategiesPotential StrategiesAsking for help from an uninvolved and more Asking for help from an uninvolved and more experienced researcherexperienced researcher

Anticipating consequences for different actionAnticipating consequences for different action


gg

Being mindful of how others will perceive one’s actions Being mindful of how others will perceive one’s actions and the effects of these actionsand the effects of these actions

Reflecting on personal motives and biasesReflecting on personal motives and biases

Were the decisions made appropriate?Were the decisions made appropriate?

WhistleWhistle--Blower Blues Case ReviewBlower Blues Case Review

Please provide your responsesPlease provide your responses

What research guidelines apply here?What research guidelines apply here?

What “constraints,” or errors in ethical decision making could (or What “constraints,” or errors in ethical decision making could (or


did) prevent the characters from making ethical decisions?did) prevent the characters from making ethical decisions?

What “strategies” could have been used to help the characters What “strategies” could have been used to help the characters

resolve the issue?resolve the issue?

Where the decisions made by the characters in this case Where the decisions made by the characters in this case

appropriate?appropriate?


Research GuidelinesResearch GuidelinesConflicts of InterestConflicts of Interest

Data ManagementData Management

MentorMentor--Trainee RelationshipTrainee Relationship


MentorMentor Trainee RelationshipTrainee Relationship

Potential ConstraintsPotential ConstraintsNot identifying the hidden motivesNot identifying the hidden motives

Not identifying key causes or situational demandsNot identifying key causes or situational demands

Allowing subjective feeling to guide decisionsAllowing subjective feeling to guide decisions


Potential StrategiesPotential StrategiesAsk a more experienced researcher what he/she would Ask a more experienced researcher what he/she would do in a similar situationdo in a similar situation

Question one’s judgment Question one’s judgment


j gj g

Manage emotional response to the situationManage emotional response to the situation

Anticipate consequences (longAnticipate consequences (long-- and shortand short--term) and term) and consider all relevant options before actingconsider all relevant options before acting

Were the decisions made appropriate?Were the decisions made appropriate?

Making sense of the situation in its entiretyMaking sense of the situation in its entirety

Integration and interpretation of all aspectsIntegration and interpretation of all aspects

Takes place during the “Interpret & Apply” stage Takes place during the “Interpret & Apply” stage

Introduction to Sensemaking Introduction to Sensemaking


of ethical decisionof ethical decision--making making Interpret

& Apply

Rules&

Principles

Decision &

Action


11

SensemakingSensemakingUsed Used in the management literature to describe the in the management literature to describe the way that way that managers managers handle significant information, handle significant information, especially during crisisespecially during crisis

Three Three key processes: key processes:


1. Scanning: information gathering1. Scanning: information gathering

2. Interpreting: comprehend 2. Interpreting: comprehend meaningmeaning

3. Responding/Action: implement understanding3. Responding/Action: implement understanding

Key Point: Thinking through, integrating, and Key Point: Thinking through, integrating, and acting on complex information (such as in an acting on complex information (such as in an ethical dilemma) is a complicated, dynamic ethical dilemma) is a complicated, dynamic processprocess

Sensemaking Sensemaking in Ethical Decisionin Ethical Decision--MakingMaking

Situation

Ethical P oblem

• Causes of Problem• EDM Principles• Professional Goals

• Personal Values• Personal Goals

Professional Frame of Reference Personal Frame of Reference


Problem

Self-reflection

Information Integration

Decisions & Actions

• Analytic Framing • Prior Professional

Experience

• Affective Framing• Prior Personal

Experience

Sensemaking in Ethical DilemmasSensemaking in Ethical DilemmasKey Key considerations include:considerations include:

The people involved:The people involved:•• How do the key players of this situation interact?How do the key players of this situation interact?•• What is my What is my relationship relationship among the key players?among the key players?Th d t t/ i ti /t /l bTh d t t/ i ti /t /l b


The department/organization/team/lab:The department/organization/team/lab:•• How are situations generally handled in the How are situations generally handled in the

group? group? Additional considerations:Additional considerations:

Initial responses influence Initial responses influence the tone and the tone and outcomes of the situationoutcomes of the situationInfluence of your underlying frames of Influence of your underlying frames of reference & assumptions about the situationreference & assumptions about the situation

Role Play Role Play Activity Activity –– IntroductionIntroduction

“A Clash to Remember”“A Clash to Remember”Volunteers are neededVolunteers are needed

Four primary Four primary characters characters I ti ti itt bI ti ti itt b


Investigative committee membersInvestigative committee membersPlay the role of your character and defend Play the role of your character and defend your positionyour position

Role Play Activity Role Play Activity –– InstructionsInstructionsEveryoneEveryone

Read the background Read the background information about the caseinformation about the case

Michael, Rachel, Alyssa, & Michael, Rachel, Alyssa, & Dr SwiftDr Swift

Investigative Committee Investigative Committee MembersMembers

Read the information about Read the information about your characteryour characterAfter the testimony of theAfter the testimony of theDr. SwiftDr. Swift

Read the information about Read the information about your characteryour characterPrepare to discuss your side Prepare to discuss your side of the issue and your of the issue and your reasoning behind itreasoning behind itBefore you defend your role, Before you defend your role, you will summarize your role you will summarize your role in the casein the case

After the testimony of the After the testimony of the primary role holders, primary role holders, deliberate with the deliberate with the committee and make a committee and make a decision about the outcome decision about the outcome of the case of the case Before you deliver your Before you deliver your decision, you will summarize decision, you will summarize your roleyour role


Role Play Role Play Activity Activity –– The ScenarioThe Scenario

Alyssa is a graduate student who works in a Science lab Alyssa is a graduate student who works in a Science lab with Dr. Swift, the lab director. Alyssa has been working with Dr. Swift, the lab director. Alyssa has been working on a project in Dr. Swift’s lab for about 9 months and on a project in Dr. Swift’s lab for about 9 months and believes her name should be placed on the resulting believes her name should be placed on the resulting publication. publication.


A committee has been called to investigate the conflict A committee has been called to investigate the conflict between Dr. Swift and Alyssa, which has been labeled a between Dr. Swift and Alyssa, which has been labeled a publication issue. publication issue.

This committee must decide if Dr. Swift should be This committee must decide if Dr. Swift should be reprimanded for not placing Alyssa’s name on the reprimanded for not placing Alyssa’s name on the publication.publication.

12

Role Role Play Play –– DiscussionDiscussionWhat were the main conflicts in this situation? What were the main conflicts in this situation?

What did you consider when making your decisions about What did you consider when making your decisions about Dr. Swift and Alyssa? Dr. Swift and Alyssa?

How did different frames of reference influence this How did different frames of reference influence this it ti ?it ti ?


situation?situation?

What constraints were involved in the situation?What constraints were involved in the situation?

What strategies did you use to help make your decision?What strategies did you use to help make your decision?

Break!Break!

Research and Ethics Across DisciplinesResearch and Ethics Across Disciplines

Science is a Science is a Social EnterpriseSocial EnterpriseScientists share knowledge through written publications, Scientists share knowledge through written publications, conference presentations, and direct communicationconference presentations, and direct communicationScientists in similar fields Scientists in similar fields maymay

think alikethink alike


think alikethink alikeask questions that are congruent with other ask questions that are congruent with other researchers in the field researchers in the field use a particular set of scientific methodologiesuse a particular set of scientific methodologiesuse similar experimental designs to test questionsuse similar experimental designs to test questions

Over time ethical norms will deviate from those in other Over time ethical norms will deviate from those in other fieldsfields

Researcher’s Questions Researcher’s Questions VaryVaryResearchers Researchers in social, biological and health sciences in social, biological and health sciences seek answers to different questions.seek answers to different questions.

Social scientists are concerned with the social wellSocial scientists are concerned with the social well--being of individuals, whereas those operating in healthbeing of individuals, whereas those operating in health



being of individuals, whereas those operating in health being of individuals, whereas those operating in health sciences are concerned about physical healthsciences are concerned about physical healthScientific fields share broad principles such as Scientific fields share broad principles such as “beneficence” and “do no harm”“beneficence” and “do no harm”

Different Different ApproachesApproachesResearchers in the different sciences (also across Researchers in the different sciences (also across specializations) use different specializations) use different approachesapproaches

For instance, For instance, field research differs from experimental field research differs from experimental researchresearch



researchresearch

Designs have different implications for scientific Designs have different implications for scientific researchresearch

In social research controlling all the variables in an In social research controlling all the variables in an experimental setting is very complex, whereas in the experimental setting is very complex, whereas in the biological sciences, control is much biological sciences, control is much easiereasier

FieldField--Specific Norms Specific Norms DifferDifferAuthorship rightsAuthorship rights

Standards of what constitutes a “significant Standards of what constitutes a “significant contribution” to a publication may vary across contribution” to a publication may vary across fieldsfieldsFor instance in biological and health sciences it isFor instance in biological and health sciences it is



For instance, in biological and health sciences, it is For instance, in biological and health sciences, it is more acceptable for lab managers and clinical more acceptable for lab managers and clinical directors who supply materials to receive authorship directors who supply materials to receive authorship creditscredits

Grant proposal budgetsGrant proposal budgetsIn biological and health research, it is generally In biological and health research, it is generally expected, and sometimes required (by institutions) expected, and sometimes required (by institutions) that researchers request extra funds for their that researchers request extra funds for their researchresearch

13

Field Differences Field Differences SummarySummaryUnderstanding Understanding that field differences exist is important to that field differences exist is important to avoid potential avoid potential conflicts conflicts and resolve ethical and resolve ethical dilemmas dilemmas

This understanding is especially salient when you are: This understanding is especially salient when you are:


Block 8: Slide Block 8: Slide 5 5 of 9of 9

Conducting research outside your primary areaConducting research outside your primary areaCollaborating with researchers in other areasCollaborating with researchers in other areasReporting the misconduct of other researchersReporting the misconduct of other researchers

FieldField--Specific Guidelines ActivitySpecific Guidelines ActivityGet into Get into fieldfield--specific groups (or related fields)specific groups (or related fields)Compare and contrast your Compare and contrast your ethical ethical guidelinesguidelinesDiscuss your reactions to the guidelines and your Discuss your reactions to the guidelines and your responses to the questionsresponses to the questions1 What seem to be the 2 or 3 most critical guidelines in1 What seem to be the 2 or 3 most critical guidelines in


1. What seem to be the 2 or 3 most critical guidelines in 1. What seem to be the 2 or 3 most critical guidelines in your field?your field?

2. Are the guidelines in your field missing anything that 2. Are the guidelines in your field missing anything that you think should be added?you think should be added?

3. Do think that the guidelines are overly specific, overly 3. Do think that the guidelines are overly specific, overly vague, or just right? vague, or just right?

4. Would these guidelines help you to make decisions in 4. Would these guidelines help you to make decisions in your dayyour day--toto--day practices in your field? Why or why day practices in your field? Why or why not?not?

FieldField--Specific Guidelines Specific Guidelines DiscussionDiscussion

Report your group’s reactions and Report your group’s reactions and responses to your field’s guidelinesresponses to your field’s guidelinesDiscuss the relevance of the principlesDiscuss the relevance of the principlesDiscuss the relevance of the principles Discuss the relevance of the principles acquired for each field or specialization acquired for each field or specialization

Do you feel that these principles are effective Do you feel that these principles are effective for dictating how research should be conducted for dictating how research should be conducted in your field?in your field?


“Big “Big PharmaPharma” Case ” Case ActivityActivity

Instructions:Instructions:1.1. Get Get into groups with mixed fieldsinto groups with mixed fields2.2. Read the Big Read the Big PharmaPharma CaseCase


3.3. Answer Answer questions as a groupquestions as a group4.4. Report and discuss group solutions with Report and discuss group solutions with

everyoneeveryone

“Big “Big PharmaPharma” Case Discussion” Case Discussion

Group Questions:Group Questions:

What are the guidelines/principles that apply here?What are the guidelines/principles that apply here?

What constraints could keep Robin from making an What constraints could keep Robin from making an ethical choice?ethical choice?


What strategies can Robin use to make an ethical What strategies can Robin use to make an ethical decision in the case?decision in the case?

What decision should Robin make that will result in the What decision should Robin make that will result in the greatest ethical outcome?greatest ethical outcome?

Lunch Break!Lunch Break!1 Hour Lunch 1 Hour Lunch

14

Viewpoint Viewpoint Activity Activity –– Wunderkind CaseWunderkind CaseInstructionsInstructions::Part 1:Part 1:1.1. Divide into four (4) groupsDivide into four (4) groups2.2. Read “Wunderkind” CaseRead “Wunderkind” Case33 AnswerAnswer case questions &case questions & briefly discussbriefly discuss


3.3. Answer Answer case questions & case questions & briefly discussbriefly discuss

Part 2:Part 2:1.1. Read Read perspective of a researcher in the perspective of a researcher in the

“Wunderkind” case“Wunderkind” case2.2. Justify this perspectiveJustify this perspective3.3. DiscussDiscuss

Viewpoint Viewpoint Activity: Activity: Part 1 DiscussionPart 1 Discussion

What are the relevant research guidelines in this case? What are the relevant research guidelines in this case?

Identify key constraintsIdentify key constraints


Identify key strategiesIdentify key strategies

What might be the appropriate decisions and actions for What might be the appropriate decisions and actions for

the characters in the scenario?the characters in the scenario?

Viewpoint Activity: Viewpoint Activity: Part 2 Differing PerspectivesPart 2 Differing Perspectives

Different characters have different perspectives Different characters have different perspectives and focus on different types of decisionsand focus on different types of decisions

Graduate Student (Alex)Graduate Student (Alex)

Professor (Dr. Marx) Professor (Dr. Marx)

IRB Member (James Mendel)IRB Member (James Mendel)

University Administrator University Administrator -- Research VP (Research VP (AnabelleAnabelleParker)Parker)

Defend your character’s decisionDefend your character’s decision


Review ActivityReview Activity

Revisit the Baltimore CaseRevisit the Baltimore Case

Consider plausible “Alternative Endings”Consider plausible “Alternative Endings”

Suggest potential Suggest potential constraintsconstraints that could that could

hinder ethical decisionhinder ethical decision--makingmaking

Recommend decisionRecommend decision--making making strategiesstrategies for for

the persons involvedthe persons involved

Block Block 9: 9: Slide Slide 4 4 of of 99

The Baltimore AffairThe Baltimore Affair

The charactersThe characters

David BaltimoreDavid Baltimore

ImanishiImanishi--KariKari

O’Toole O’Toole


Review ActivityReview Activity

Baltimore Case SummaryBaltimore Case Summary

O’Toole accuses O’Toole accuses ImanishiImanishi--Kari of publishing Kari of publishing

fraudulent datafraudulent datafraudulent datafraudulent data

Extensive investigations by the university, ORI, Extensive investigations by the university, ORI,

even the Secret Service gets involvedeven the Secret Service gets involved

ImanishiImanishi--Kari was initially found to have Kari was initially found to have

falsified data; she was later exoneratedfalsified data; she was later exoneratedBlock Block 9: 9: Slide Slide 6 of 96 of 9

15

Review of Potential ConstraintsReview of Potential Constraints

“Constraints” are personal and situational elements “Constraints” are personal and situational elements that hinder ethical decisionthat hinder ethical decision--makingmaking

Focusing only on oneselfFocusing only on oneself

Making decisions that prevent other actionsMaking decisions that prevent other actionsMaking decisions that prevent other actionsMaking decisions that prevent other actions

Not considering hidden motives or agendasNot considering hidden motives or agendas

Engaging in blackEngaging in black--andand--white thinkingwhite thinking

Making hasty decisionsMaking hasty decisions

Deceiving oneDeceiving one--self and/or othersself and/or others

Avoiding personal responsibilityAvoiding personal responsibility

Time constraintsTime constraintsBlock Block 9: 9: Slide Slide 7 7 of of 99

Review of Possible Strategies“Strategies” are thinking and/or information gathering processes that facilitate ethical decision-making

Recognizing the circumstances


Asking for help and advice

Questioning one’s own judgment

Dealing with one’s own emotions

Anticipating possible consequences

Consider one’s own personal biases and motivations

Considering other people’s perspectives

“Alternative Endings”“Alternative Endings”1.1. Baltimore Hears of O’Toole’s StudiesBaltimore Hears of O’Toole’s Studies

2.2. O’Toole Gets Advice from Two O’Toole Gets Advice from Two

ColleaguesColleaguesColleaguesColleagues

3.3. O’Toole Talks to O’Toole Talks to ImanishiImanishi--KariKari

4. O’Toole Gets Mixed Results

5.5. O’Toole Is a CoO’Toole Is a Co--AuthorAuthorBlock 9: Slide 9 of 9Block 9: Slide 9 of 9

Break!Break!

Training Training Summary:Summary:EDM ModelEDM Model

Interpret &

Apply

Rules&

Principles

Decision &

Action


ApplyPrinciples


Training Training Summary: Summary: Rules & PrinciplesRules & Principles

Interpret &

Apply

Rules&

Principles

Decision &

Action

Interpret &

Apply

Rules&

Principles

Decision &

Action

Established by Established by governmental agencies, governmental agencies, institutions, and institutions, and professional fields to guide professional fields to guide research.research.


Apply


Apply


Provide ethical guidelines Provide ethical guidelines to serve as a foundation to serve as a foundation for conducting research.for conducting research.Solving realSolving real--world world problems is complex, and problems is complex, and researchers need other researchers need other tools as approaches for tools as approaches for ethical decisionethical decision--making.making.

16

Training Summary: Constraints Training Summary: Constraints Personal and Personal and situational biases and situational biases and elements that hinder a elements that hinder a researchers’ ability to researchers’ ability to confront ethical issues confront ethical issues

Interpret

&

Apply

Rules&

Principles

Decision &

Action

Interpret

&

Apply

Rules&

Principles

Decision &

Action


and find a solution.and find a solution.Identify possible Identify possible constraints in advance.constraints in advance.Acknowledge that all Acknowledge that all researchers face researchers face constraints and constraints and pressures that can pressures that can inhibit decisioninhibit decision--making.making.

constraints StrategiesConstraints Strategies

Training Training Summary: StrategiesSummary: Strategies

Tools Tools that that help help researchers make researchers make ethical ethical decisions.decisions.Guide Guide your thinking your thinking and promote the and promote the

Interpret

&

Apply

Rules&

Principles

Decision &

Action

Interpret

&

Apply

Rules&

Principles

Decision &

Action


effectiveness of your effectiveness of your decisiondecision--making making process.process.Allow you to be more Allow you to be more objective and objective and consider issues, consider issues, consequences, and consequences, and options that you might options that you might not have otherwise.not have otherwise.

Apply


Apply


Training Training Summary: Summary: Interpret & ApplyInterpret & Apply

Sensemaking is required Sensemaking is required in this stage in this stage

Making sense of all Making sense of all aspects of the situation aspects of the situation in order to arrive at a in order to arrive at a

Interpret

&

Apply

Rules&

Principles

Decision &

Action

Interpret

&

Apply

Rules&

Principles

Decision &

Action


decisiondecisionIdentifying all elementsIdentifying all elements

Rules & principlesRules & principlesConstraintsConstraintsStrategiesStrategies

Considering personal and Considering personal and professional perspectivesprofessional perspectivesAssimilating all elements Assimilating all elements

Apply


Apply


Training Training Summary: DecisionSummary: DecisionOutcome of ethical Outcome of ethical decisiondecision--makingmakingBased on researcher’s Based on researcher’s EDM processEDM processConsequences forConsequences for

Interpret

&

Apply

Rules&

Principles

Decision &

Action

Interpret

&

Apply

Rules&

Principles

Decision &

Action


Consequences for Consequences for oneself and othersoneself and othersQuality of the decision Quality of the decision should be evaluated by should be evaluated by the researcherthe researcherLearn from successful Learn from successful and less successful and less successful decisionsdecisions

Constraints StrategiesConstraints Strategies

Training Training Summary: Summary: Field DifferencesField Differences

Standard Standard practice in one field practice in one field can be considered can be considered

inappropriate in another inappropriate in another

DiffDiff bb diffi ltdiffi lt tt i i ll fi i ll f


Differences Differences may be may be difficult difficult to to recognize, especially for recognize, especially for

the novice researcherthe novice researcher

Differences are especially important when conducting Differences are especially important when conducting

interdisciplinary researchinterdisciplinary research

Training Training Summary:Summary:Varying PerspectivesVarying Perspectives

All people in All people in the research process the research process have different have different

perspectivesperspectives

Students (undergraduates and graduates)Students (undergraduates and graduates)


( g g )( g g )

Post docsPost docs

Junior and Senior researchersJunior and Senior researchers

University administratorsUniversity administrators

Reflect on, and consider, the differing perspectives Reflect on, and consider, the differing perspectives

with considering the problemwith considering the problem

17

Reflection ActivityReflection Activity

What What distinguishes a decision involving ethical choices distinguishes a decision involving ethical choices

from the other kinds of decisions we make in the from the other kinds of decisions we make in the

research process? research process?

Block Block 10: 10: Slide Slide 9 of 129 of 12

What What makes an ethical decision a “good” decision? makes an ethical decision a “good” decision?

(What are the criteria for a good ethical decision?)(What are the criteria for a good ethical decision?)

Training FeedbackTraining Feedback

Please take a moment to complete this feedback Please take a moment to complete this feedback

survey about today’s training survey about today’s training session.session.


Your feedback is important for continual improvement Your feedback is important for continual improvement

of this training.of this training.

THANK YOU!THANK YOU!

Concluding Concluding Activity Activity (Post Test)(Post Test)

Apply and reflect on the material covered in this Apply and reflect on the material covered in this trainingtraining

Enhance your preparedness to tackle difficultEnhance your preparedness to tackle difficult


Enhance your preparedness to tackle difficult Enhance your preparedness to tackle difficult situations that may arise in your future researchsituations that may arise in your future research

Before Before beginning, please follow these beginning, please follow these instructions…instructions…

Thank you for participating.Thank you for participating.

Certificates may be picked up at the Graduate Certificates may be picked up at the Graduate


College.College.

professional ethics-responsible conduct of research

Documents